OSP Syllabus Classification [work in progress]

The Open Syllabus Project has a collection of 1M+ documents to sift through for syllabi. This is a classifier for whether a document is a syllabus or not. It turns out, roughly half of the documents are syllabi.

In [30]:
from osp.corpus.syllabus import Syllabus
import pandas as pd
import numpy as np
import scipy
import pickle

import matplotlib.pyplot as plt
%matplotlib inline

from collections import defaultdict

from sklearn.pipeline import Pipeline
from sklearn.feature_extraction.text import CountVectorizer, TfidfTransformer
from sklearn.naive_bayes import MultinomialNB
from sklearn.cross_validation import KFold, cross_val_score
from sklearn.grid_search import GridSearchCV
from sklearn.metrics import roc_curve, roc_auc_score, precision_recall_curve, auc

from sklearn.ensemble import RandomForestClassifier
from sklearn.tree import DecisionTreeClassifier
from sklearn.linear_model import LogisticRegression, RandomizedLogisticRegression
In [32]:
with open('./training_data.p', 'rb') as pf:
    training_3 = pickle.load(pf)
In [36]:
training_df_3 = pd.DataFrame(training_3).rename(columns={'labels': 'syllabus'})
In [37]:
training_df_1 = pd.read_csv('/home/ubuntu/data/syllabus_tags.csv')
# A second labeled set of 500 documents
training_df_2 = pd.read_csv('/home/ubuntu/data/refinement.csv')

training_df = pd.concat([training_df_1, training_df_2, training_df_3])
In [38]:
training_df.head()
Out[38]:
syllabus text title
0 True COURSE SYLLABUS\n\n\n\n\n\n \n \n \n \... 000/00fca9975d3718169608b3bc642ac
1 True C. Kaminski\n\nProphets In-Depth\n\nPage 1\n\n... 000/01d6d57c127c431ecc80499e32a5a
2 False Social Welfare Continuing Education Program--R... 000/035e701b02548d15ed7d041e794c9
3 True Physics 110A Electricity, Magnetism, and Optic... 000/03aafca817d8870961a8b6b2fa79d
4 False Help Me Name My Major | Ask Metafilter\n\n\n\n... 000/064ad57e4fb95d02e14e12a361531

We tokenize the syllabus text in the positive and negative examples, and featurize them for a classifier.

First pass: tf-idf features of text tokens, classified using naive bayes.

In [12]:
text_preprocessing = Pipeline([('vect', CountVectorizer()),
                      ('tfidf', TfidfTransformer())
])
clf_nb = MultinomialNB()
In [39]:
features = text_preprocessing.fit_transform(training_df.text.values)
In [40]:
# Need dense features to index into it
features_dense = features.todense()
In [44]:
full_clf = Pipeline([('vect', CountVectorizer(max_df=0.5, ngram_range=(1, 2))),
                      ('tfidf', TfidfTransformer()),
                     ('clf_lr', LogisticRegression())
])

full_clf.fit(training_df.text.values, training_df.syllabus.values)
Out[44]:
Pipeline(steps=[('vect', CountVectorizer(analyzer='word', binary=False, charset=None,
        charset_error=None, decode_error='strict',
        dtype=<class 'numpy.int64'>, encoding='utf-8', input='content',
        lowercase=True, max_df=0.5, max_features=None, min_df=1,
        ngram_range=(1, 2), preproc...e, fit_intercept=True,
          intercept_scaling=1, penalty='l2', random_state=None, tol=0.0001))])
In [45]:
with open('model2.p', 'wb') as pout:
    pickle.dump(full_clf, pout)
In [16]:
kf = KFold(n=len(training_df), n_folds=5, shuffle=True, random_state=983214)
cv_results = cross_val_score(clf_nb, features_dense, training_df.syllabus.values, cv=kf)
cv_results.mean()
Out[16]:
0.6996541608769492
In [31]:
kf = KFold(n=len(training_df), n_folds=5, shuffle=True, random_state=983214)
cv_results = cross_val_score(text_clf, training_df.text.values,
                             training_df.syllabus.values, cv=kf, scoring='roc_auc')
cv_results.mean()
Out[31]:
0.94218518605467172

We get 86.4% mean accuracy and 94.22% mean ROC using out-of-the-box features and the multinomial NB classifier.

One question we might ask is: is this good?

The classifier returns a probability between 0 and 1 that a given document is a syllabus. In the ROC curves below, the movement of the line represents the changing false positive and true positive rates for different cutoff values. For example, if the cutoff is 0, then all documents with a probability greater than 0 of being a syllabus (i.e., all documents) will be classified as syllabi, leading us to have a perfect true positive rate but also a perfect false positive rate -- the upper right corner.

This chart shows us that we can choose a threshold somewhere on that line. For example, we can achieve a true positive rate (a recall) of 90% with only a 20% false positive rate (also known as fallout). How useful this will be in practice will depend on the ratio of syllabi to non-syllabi in the corpus, and our tolerance for errors of either kind.

In [17]:
fprs = []
tprs = []
thresholds = []

kf = KFold(n=len(training_df), n_folds=5, shuffle=True, random_state=983214)
for train, test in kf:
    clf_nb.fit(features_dense[train], training_df.syllabus.values[train])
    predictions = clf_nb.predict_proba(features_dense[test])

    fpr, tpr, threshold = roc_curve(training_df.syllabus.values[test], predictions[:, 1])
    fprs.append(fpr)
    tprs.append(tpr)
    thresholds.append(threshold)
---------------------------------------------------------------------------
ValueError                                Traceback (most recent call last)
<ipython-input-17-ad9c0b968256> in <module>()
      5 kf = KFold(n=len(training_df), n_folds=5, shuffle=True, random_state=983214)
      6 for train, test in kf:
----> 7     clf_nb.fit(features_dense[train], training_df.syllabus[train])
      8     predictions = clf_nb.predict_proba(features_dense[test])
      9 

/home/ubuntu/osp/env/lib/python3.4/site-packages/pandas/core/series.py in __getitem__(self, key)
    547             key = _check_bool_indexer(self.index, key)
    548 
--> 549         return self._get_with(key)
    550 
    551     def _get_with(self, key):

/home/ubuntu/osp/env/lib/python3.4/site-packages/pandas/core/series.py in _get_with(self, key)
    579             if key_type == 'integer':
    580                 if self.index.is_integer() or self.index.is_floating():
--> 581                     return self.reindex(key)
    582                 else:
    583                     return self._get_values(key)

/home/ubuntu/osp/env/lib/python3.4/site-packages/pandas/core/series.py in reindex(self, index, **kwargs)
   2147     @Appender(generic._shared_docs['reindex'] % _shared_doc_kwargs)
   2148     def reindex(self, index=None, **kwargs):
-> 2149         return super(Series, self).reindex(index=index, **kwargs)
   2150 
   2151     def reindex_axis(self, labels, axis=0, **kwargs):

/home/ubuntu/osp/env/lib/python3.4/site-packages/pandas/core/generic.py in reindex(self, *args, **kwargs)
   1729         # perform the reindex on the axes
   1730         return self._reindex_axes(axes, level, limit,
-> 1731                                   method, fill_value, copy).__finalize__(self)
   1732 
   1733     def _reindex_axes(self, axes, level, limit, method, fill_value, copy):

/home/ubuntu/osp/env/lib/python3.4/site-packages/pandas/core/generic.py in _reindex_axes(self, axes, level, limit, method, fill_value, copy)
   1747                 {axis: [new_index, indexer]}, method=method,
   1748                 fill_value=fill_value, limit=limit, copy=copy,
-> 1749                 allow_dups=False)
   1750 
   1751         return obj

/home/ubuntu/osp/env/lib/python3.4/site-packages/pandas/core/generic.py in _reindex_with_indexers(self, reindexers, method, fill_value, limit, copy, allow_dups)
   1832                                                 fill_value=fill_value,
   1833                                                 allow_dups=allow_dups,
-> 1834                                                 copy=copy)
   1835 
   1836         if copy and new_data is self._data:

/home/ubuntu/osp/env/lib/python3.4/site-packages/pandas/core/internals.py in reindex_indexer(self, new_axis, indexer, axis, fill_value, allow_dups, copy)
   3148         if (not allow_dups and not self.axes[axis].is_unique
   3149             and len(indexer)):
-> 3150             raise ValueError("cannot reindex from a duplicate axis")
   3151 
   3152         if axis >= self.ndim:

ValueError: cannot reindex from a duplicate axis
In [104]:
for i in range(len(fprs)):
    plt.plot(fprs[i], tprs[i], lw=1)

plt.show()

Experimentation with additional classifiers and parameters

In [23]:
features_dense.shape, training_df.syllabus.shape, train.shape, test.shape
Out[23]:
((1272, 385042), (1272,), (1017,), (255,))
In [19]:
classifiers = {'rf': RandomForestClassifier(),
               'lr': LogisticRegression(),
               'nb': clf_nb,
               'dt': DecisionTreeClassifier()
               }

fprs = defaultdict(list)
tprs = defaultdict(list)
thresholds = defaultdict(list)

mean_fprs = {}
mean_tprs = {}
mean_aucs = {}

kf = KFold(n=len(training_df), n_folds=5, shuffle=True, random_state=983214)
In [25]:
for train, test in kf:
    for clf_type, clf in classifiers.items():
        # Train and predict using selected classifier
        clf.fit(features_dense[train], training_df.syllabus.values[train])
        predictions = clf.predict_proba(features_dense[test])
        fpr, tpr, threshold = roc_curve(training_df.syllabus.values[test], predictions[:, 1])
        
        # Append results to that classifier's dictionary entry
        fprs[clf_type].append(fpr)
        tprs[clf_type].append(tpr)
        thresholds[clf_type].append(threshold)
In [28]:
for clf_type in classifiers:
    mean_fprs[clf_type] = [np.mean(x) for x in zip(*fprs[clf_type])]
    mean_tprs[clf_type] = [np.mean(x) for x in zip(*tprs[clf_type])]
    mean_aucs[clf_type] = auc(mean_fprs[clf_type], mean_tprs[clf_type])
    plt.plot(mean_fprs[clf_type], mean_tprs[clf_type], lw=1, label='%s (AUC = %0.2f)' % (clf_type, mean_aucs[clf_type]))
    
plt.xlabel('False Positive Rate')
plt.ylabel('True Positive Rate')
plt.title('Classifier Performance ROC Curves')
plt.legend(loc="lower right")
plt.show()
In [130]:
# Old performance

for clf_type in classifiers:
    mean_fprs[clf_type] = [np.mean(x) for x in zip(*fprs[clf_type])]
    mean_tprs[clf_type] = [np.mean(x) for x in zip(*tprs[clf_type])]
    mean_aucs[clf_type] = auc(mean_fprs[clf_type], mean_tprs[clf_type])
    plt.plot(mean_fprs[clf_type], mean_tprs[clf_type], lw=1, label='%s (AUC = %0.2f)' % (clf_type, mean_aucs[clf_type]))
    
plt.xlabel('False Positive Rate')
plt.ylabel('True Positive Rate')
plt.title('Classifier Performance ROC Curves')
plt.legend(loc="lower right")
plt.show()

Given that logistic regression performed just as well as Naive Bayes on cross-validation without tuning the parameters, I expect it to outperform once we tune it.

Feature Analysis

In [150]:
# We still need to grid-search for the right logit parameters.

rand_logit = RandomizedLogisticRegression(C=1, scaling=0.5, n_resampling=100)
rand_logit.fit(features, is_syllabus)
Out[150]:
RandomizedLogisticRegression(C=1, fit_intercept=True,
               memory=Memory(cachedir=None), n_jobs=1, n_resampling=10,
               normalize=True, pre_dispatch='3*n_jobs', random_state=None,
               sample_fraction=0.75, scaling=0.5, selection_threshold=0.25,
               tol=0.001, verbose=False)
In [151]:
sorted(zip(rand_logit.all_scores_, vect.get_feature_names()), reverse=True)
Out[151]:
[(array([ 0.9]), 'will'),
 (array([ 0.8]), 'opencourseware'),
 (array([ 0.8]), 'chapter'),
 (array([ 0.8]), 'and'),
 (array([ 0.7]), 'de'),
 (array([ 0.6]), 'la'),
 (array([ 0.6]), 'homework'),
 (array([ 0.6]), 'be'),
 (array([ 0.5]), 'week'),
 (array([ 0.5]), 'mit'),
 (array([ 0.5]), 'exam'),
 (array([ 0.5]), 'due'),
 (array([ 0.4]), 'student'),
 (array([ 0.4]), 'class'),
 (array([ 0.3]), 'you'),
 (array([ 0.3]), 'that'),
 (array([ 0.3]), 'or'),
 (array([ 0.3]), 'grade'),
 (array([ 0.3]), 'ch'),
 (array([ 0.3]), '10'),
 (array([ 0.2]), 'points'),
 (array([ 0.2]), 'lab'),
 (array([ 0.2]), 'for'),
 (array([ 0.1]), 'was'),
 (array([ 0.1]), 'the'),
 (array([ 0.1]), 'of'),
 (array([ 0.1]), 'isbn'),
 (array([ 0.1]), 'hours'),
 (array([ 0.1]), 'edu'),
 (array([ 0.1]), 'der'),
 (array([ 0.1]), 'assignment'),
 (array([ 0.1]), '11'),
 (array([ 0.]), 'レファレンスブックコーナーにあり'),
 (array([ 0.]), 'k421'),
 (array([ 0.]), 'k211'),
 (array([ 0.]), 'k115'),
 (array([ 0.]), 'k113'),
 (array([ 0.]), 'flexible'),
 (array([ 0.]), 'five'),
 (array([ 0.]), 'first'),
 (array([ 0.]), 'finding'),
 (array([ 0.]), 'find'),
 (array([ 0.]), 'finances'),
 (array([ 0.]), 'fill'),
 (array([ 0.]), 'figuring'),
 (array([ 0.]), 'fifth'),
 (array([ 0.]), 'fifteen'),
 (array([ 0.]), '鼻音過重hypersensitivity'),
 (array([ 0.]), '鼻音過輕hyposensitivity'),
 (array([ 0.]), '鼻音nasometer'),
 (array([ 0.]), '鼻流計native'),
 (array([ 0.]), '黏滯流體之空氣動力學'),
 (array([ 0.]), '黏滯性流體力學'),
 (array([ 0.]), '黃惠婷'),
 (array([ 0.]), '麻省理工學院'),
 (array([ 0.]), '鸚鵡式說話electropalatograph'),
 (array([ 0.]), '鯖環境'),
 (array([ 0.]), '魯迪'),
 (array([ 0.]), '高级搜索'),
 (array([ 0.]), '高橋麻奈'),
 (array([ 0.]), '高橋正泰'),
 (array([ 0.]), '高周波'),
 (array([ 0.]), '首頁'),
 (array([ 0.]), '餵食final'),
 (array([ 0.]), '餘reduplication'),
 (array([ 0.]), '食物'),
 (array([ 0.]), '风格等等'),
 (array([ 0.]), '颜色'),
 (array([ 0.]), '预先准备'),
 (array([ 0.]), '顯性expressive'),
 (array([ 0.]), '顎咽閉合不全verb'),
 (array([ 0.]), '題名にも書いた様にez'),
 (array([ 0.]), '須田一幸'),
 (array([ 0.]), '韻母top'),
 (array([ 0.]), '音調儀visual'),
 (array([ 0.]), '音節syllable'),
 (array([ 0.]), '音楽音響制作'),
 (array([ 0.]), '音楽試聴'),
 (array([ 0.]), '音叢context'),
 (array([ 0.]), '韓文'),
 (array([ 0.]), '面白そう'),
 (array([ 0.]), '面白かった'),
 (array([ 0.]), '面白い'),
 (array([ 0.]), '非常期待官方能夠在限期內'),
 (array([ 0.]), '靜態連結網址'),
 (array([ 0.]), '震顫turns'),
 (array([ 0.]), '電影評析寫作引導'),
 (array([ 0.]), '電子顎位圖elicitation'),
 (array([ 0.]), '電子郵件'),
 (array([ 0.]), '電子情報通信学会'),
 (array([ 0.]), '電子工作のためのpic活用ガイド'),
 (array([ 0.]), '電子工作のためのpic16f活用ガイドブック'),
 (array([ 0.]), '雜亂語kinesthetic'),
 (array([ 0.]), '雙音節divergence'),
 (array([ 0.]), '雙語biofeedback'),
 (array([ 0.]), '雙唇bilateral'),
 (array([ 0.]), '雖然我現在電腦不能玩'),
 (array([ 0.]), '雅子'),
 (array([ 0.]), '隱性行為cues'),
 (array([ 0.]), '隐私'),
 (array([ 0.]), '随着时间推移'),
 (array([ 0.]), '随后在90年代'),
 (array([ 0.]), '陶土'),
 (array([ 0.]), '陳述語氣deixis'),
 (array([ 0.]), '陳述句stimulability'),
 (array([ 0.]), '限定詞developmental'),
 (array([ 0.]), '陈述一个相符的论点'),
 (array([ 0.]), '阻窒breathiness'),
 (array([ 0.]), '阅读资料着重不同环境下的个案研究'),
 (array([ 0.]), '阅读要求'),
 (array([ 0.]), '閱讀障礙dysphagia'),
 (array([ 0.]), '間接欺騙消費者的權益'),
 (array([ 0.]), '開放式課程網頁'),
 (array([ 0.]), '閉唇低哼聲hypernasality'),
 (array([ 0.]), '销售总监'),
 (array([ 0.]), '销售助理'),
 (array([ 0.]), '量詞clause'),
 (array([ 0.]), '野中郁次郎'),
 (array([ 0.]), '重音stuttering'),
 (array([ 0.]), '重震redundancy'),
 (array([ 0.]), '重覆'),
 (array([ 0.]), '重疊聲directive'),
 (array([ 0.]), '重疊reference'),
 (array([ 0.]), '重一代買到2貸資料片都是正版的'),
 (array([ 0.]), '酒井憲二'),
 (array([ 0.]), '鄉謠共鳴法top'),
 (array([ 0.]), '鄉愁無盡'),
 (array([ 0.]), '都說是連線模式了'),
 (array([ 0.]), '都有著同樣的煩惱'),
 (array([ 0.]), '都是好野人'),
 (array([ 0.]), '郊区'),
 (array([ 0.]), '那還稱什麼線上遊戲'),
 (array([ 0.]), '那還區要分什麼語言版嗎'),
 (array([ 0.]), '那算什麼中文版阿'),
 (array([ 0.]), '那我是不是也因該有買正版的權利'),
 (array([ 0.]), '邊音化lexical'),
 (array([ 0.]), '邊音lateralized'),
 (array([ 0.]), '邊界層理論'),
 (array([ 0.]), '還真希望可以好好打中文才能享受遊戲'),
 (array([ 0.]), '還是你們寧可少賺錢然後又被人嫌'),
 (array([ 0.]), '還得要一個人安靜的遊戲嗎'),
 (array([ 0.]), '還不開放更新'),
 (array([ 0.]), '遲緩deletion'),
 (array([ 0.]), '遮蔽maturation'),
 (array([ 0.]), '遗址的物体'),
 (array([ 0.]), '過敏hyponasality'),
 (array([ 0.]), '運動感top'),
 (array([ 0.]), '遊べそうなez'),
 (array([ 0.]), '進階搜尋'),
 (array([ 0.]), '連貫cohesion'),
 (array([ 0.]), '連詞connected'),
 (array([ 0.]), '連翻議都要熱血玩家修正'),
 (array([ 0.]), '連署'),
 (array([ 0.]), '連結communication'),
 (array([ 0.]), '連接話語connective'),
 (array([ 0.]), '連接詞connotation'),
 (array([ 0.]), '連多人連線模式也完全不顧花錢買中文正版的玩家權益'),
 (array([ 0.]), '速度real'),
 (array([ 0.]), '通过阅读作业和作业布置'),
 (array([ 0.]), '通过长期的实地调查研究文化和社会'),
 (array([ 0.]), '這點要求相信不算過份'),
 (array([ 0.]), '這裡是台灣'),
 (array([ 0.]), '這樣對你們而言不好嗎'),
 (array([ 0.]), '這樣只能算半個中文版'),
 (array([ 0.]), '這是對於nwn2多人連線模式無法輸入中文日文與韓文的一個連署'),
 (array([ 0.]), '這是中文版應有的功能'),
 (array([ 0.]), '這是'),
 (array([ 0.]), '這才是多人連線真正愉快的地方阿'),
 (array([ 0.]), '這些我都可以理解'),
 (array([ 0.]), '送氣aspiration'),
 (array([ 0.]), '迷樣的人物'),
 (array([ 0.]), '迷樣'),
 (array([ 0.]), '迴響'),
 (array([ 0.]), '这让它成为了中美两国科学家之间持续时间最长的合作之一'),
 (array([ 0.]), '这表明两城镇的龙山时期遗址是龙山时期'),
 (array([ 0.]), '这组考古学家得出结论说'),
 (array([ 0.]), '这种田野方法可以得出关于在历史上聚落如何在一个地区转变的整体'),
 (array([ 0.]), '这种方法非常有效'),
 (array([ 0.]), '这种方法称作区域聚落形态调查'),
 (array([ 0.]), '这样对于许多作业的完成是必要的'),
 (array([ 0.]), '这是自从1949年中华人民共和国成立以来的首次'),
 (array([ 0.]), '这是应该尽快解决的大问题'),
 (array([ 0.]), '这是一项创新的聚落形态区域调查的一部分'),
 (array([ 0.]), '这是一门人文艺术社会科学推广课程'),
 (array([ 0.]), '这时候农作物已经被收割'),
 (array([ 0.]), '这也是科学家和工程师在实验室以及在工业上常遇到的'),
 (array([ 0.]), '还记得天人互动'),
 (array([ 0.]), '还有两个主要的中心'),
 (array([ 0.]), '近期文章'),
 (array([ 0.]), '近代科学社'),
 (array([ 0.]), '运河与机场'),
 (array([ 0.]), '迂迴語classifier'),
 (array([ 0.]), '辨別distinctiveness'),
 (array([ 0.]), '轉介reflux'),
 (array([ 0.]), '輪次'),
 (array([ 0.]), '輕起音sonograph'),
 (array([ 0.]), '輔音consonant'),
 (array([ 0.]), '輔助溝通aural'),
 (array([ 0.]), '軟顎輔音velopharyngeal'),
 (array([ 0.]), '跳到目录'),
 (array([ 0.]), '路人a'),
 (array([ 0.]), '跟單機版沒什麼兩樣'),
 (array([ 0.]), '趙森'),
 (array([ 0.]), '趕快去欣賞欣賞全班認真的模樣'),
 (array([ 0.]), '趕快來看'),
 (array([ 0.]), '贸易'),
 (array([ 0.]), '购物中心'),
 (array([ 0.]), '質的研究入門'),
 (array([ 0.]), '資料夾'),
 (array([ 0.]), '買的就是'),
 (array([ 0.]), '買った'),
 (array([ 0.]), '買いたい'),
 (array([ 0.]), '財務会計'),
 (array([ 0.]), '豈不有名不符其不實之嫌'),
 (array([ 0.]), '调查组成员学习了如何辨识表明特定时代的陶器碎片的特征'),
 (array([ 0.]), '调查方法的专门知识技能是由芝加哥自然历史博物馆的两位科学家兼研究的共同作者提供的'),
 (array([ 0.]), '调查图成为了一个地区中大多数古代聚落的唯一永久性记录'),
 (array([ 0.]), '调查人员在秋末或冬初徒步寻找这样的证据'),
 (array([ 0.]), '课程评分基于出席情况'),
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 (array([ 0.]), '该研究组迄今已经完成了13年的调查'),
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 (array([ 0.]), '评分'),
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 (array([ 0.]), '有斐閣'),
 (array([ 0.]), '有两位著名的学者认为全世界范围内的聚落形态研究的出现是20世纪后半叶考古学的最重要突破'),
 (array([ 0.]), '最近のギタープラグイン音源などはこのあたりを自動で行ってくれるので必要無い人にとっては何の価値もないのですが'),
 (array([ 0.]), '最新情報'),
 (array([ 0.]), '最新10件まで表示'),
 (array([ 0.]), '最少對立對model'),
 (array([ 0.]), '替代supervision'),
 (array([ 0.]), '書式を変更するような一部のhtmlタグを使うことができます'),
 (array([ 0.]), '書寫障礙dyslexia'),
 (array([ 0.]), '書を持って街へ出よう'),
 (array([ 0.]), '書く技術'),
 (array([ 0.]), '更新ストップしてます'),
 (array([ 0.]), '更何況這問題除了繁體中文外'),
 (array([ 0.]), '更主要的是学会分析思考别人和我们的生活'),
 (array([ 0.]), '暱稱'),
 (array([ 0.]), '暗黙知の次元'),
 (array([ 0.]), '普遍化geriatrics'),
 (array([ 0.]), '時任静人'),
 (array([ 0.]), '显示你对所要求的阅读资料的理解'),
 (array([ 0.]), '是的我要中文版是要完整的的中文版不僅內容要正確的中文化我也要跟朋友連線的時候可以用中文話的文字溝通'),
 (array([ 0.]), '是对中文语言玩家的不尊重'),
 (array([ 0.]), '是中美两国科学家之间持续时间最长的合作之一'),
 (array([ 0.]), '春秋社'),
 (array([ 0.]), '映画'),
 (array([ 0.]), '星世界是關閉的'),
 (array([ 0.]), '明明就是盗用人家的翻译真是不要脸'),
 (array([ 0.]), '时间最长的中美科学合作之一已经进行了13年'),
 (array([ 0.]), '早以女'),
 (array([ 0.]), '日経bpソフトプレス'),
 (array([ 0.]), '日爾曼國家電影院'),
 (array([ 0.]), '日本経済新聞社'),
 (array([ 0.]), '日本放送出版協会'),
 (array([ 0.]), '日曆'),
 (array([ 0.]), '日文'),
 (array([ 0.]), '日刊工業新聞社'),
 (array([ 0.]), '施為性的'),
 (array([ 0.]), '施事性imagery'),
 (array([ 0.]), '方辉说'),
 (array([ 0.]), '方言diphthong'),
 (array([ 0.]), '方位詞top'),
 (array([ 0.]), '新飞饺子园'),
 (array([ 0.]), '新語症noise'),
 (array([ 0.]), '新訳'),
 (array([ 0.]), '新興德國電影'),
 (array([ 0.]), '新聞交換'),
 (array([ 0.]), '新的考古调查揭示出中国历史未知的一面'),
 (array([ 0.]), '新版'),
 (array([ 0.]), '新曜社'),
 (array([ 0.]), '新明解国語辞典'),
 (array([ 0.]), '新工学知'),
 (array([ 0.]), '新ネットワーク思考'),
 (array([ 0.]), '文章要书写清楚'),
 (array([ 0.]), '文章彙整'),
 (array([ 0.]), '文章分類'),
 (array([ 0.]), '文法groping'),
 (array([ 0.]), '數量詞rate'),
 (array([ 0.]), '数学知识'),
 (array([ 0.]), '教科書'),
 (array([ 0.]), '教材'),
 (array([ 0.]), '教學時程'),
 (array([ 0.]), '教學大綱'),
 (array([ 0.]), '教学日程'),
 (array([ 0.]), '教学大纲'),
 (array([ 0.]), '政策過程分析入門'),
 (array([ 0.]), '政策科学入門'),
 (array([ 0.]), '放鬆repetition'),
 (array([ 0.]), '改訂版'),
 (array([ 0.]), '改善輸入中文會無法進行遊戲的問題'),
 (array([ 0.]), '支持支持'),
 (array([ 0.]), '支持一下'),
 (array([ 0.]), '擴意'),
 (array([ 0.]), '擴張explicit'),
 (array([ 0.]), '擦音fronting'),
 (array([ 0.]), '携帯'),
 (array([ 0.]), '搞了一把'),
 (array([ 0.]), '搞不好也能是茅山道士鬼畫符'),
 (array([ 0.]), '搜索'),
 (array([ 0.]), '搜尋本課程'),
 (array([ 0.]), '搜尋所有課程'),
 (array([ 0.]), '搜尋group'),
 (array([ 0.]), '換句話說'),
 (array([ 0.]), '提示top'),
 (array([ 0.]), '提供電影分析方式以便進行討論'),
 (array([ 0.]), '描述'),
 (array([ 0.]), '推動力multidisciplinary'),
 (array([ 0.]), '接語'),
 (array([ 0.]), '接著簡短討論'),
 (array([ 0.]), '接受性recipient'),
 (array([ 0.]), '排除ellipsis'),
 (array([ 0.]), '指示語氣disability'),
 (array([ 0.]), '指示詞delay'),
 (array([ 0.]), '指定閱讀作業'),
 (array([ 0.]), '指定教材'),
 (array([ 0.]), '拜託想辦法讓nwn2的台灣玩家能夠輸入中文'),
 (array([ 0.]), '拜託'),
 (array([ 0.]), '把许多古代人工制品带到了地表'),
 (array([ 0.]), '把来自中国各个地方的文明加以比较'),
 (array([ 0.]), '把the'),
 (array([ 0.]), '技術評論社'),
 (array([ 0.]), '技術知の本質'),
 (array([ 0.]), '技術知の射程'),
 (array([ 0.]), '技術知の位相'),
 (array([ 0.]), '技術文章の書き方'),
 (array([ 0.]), '技術文章の徹底演習'),
 (array([ 0.]), '找字困難yawn'),
 (array([ 0.]), '扣定anomia'),
 (array([ 0.]), '打著國際中文版的口碑'),
 (array([ 0.]), '才能理解文化的大规模组织'),
 (array([ 0.]), '手語sociolinguistics'),
 (array([ 0.]), '所謂的本土化能夠確實的完成'),
 (array([ 0.]), '所有这些可以揭示出关于经济学'),
 (array([ 0.]), '所指對象referral'),
 (array([ 0.]), '所指referent'),
 (array([ 0.]), '所占百分比'),
 (array([ 0.]), '房屋'),
 (array([ 0.]), '戦略マネジメント'),
 (array([ 0.]), '戦略サファリ'),
 (array([ 0.]), '或者是关于反应堆控制的一些方面的短评'),
 (array([ 0.]), '或是尼泊爾降頭'),
 (array([ 0.]), '我需要輸入中文'),
 (array([ 0.]), '我買的是國際中文版'),
 (array([ 0.]), '我认为这是一个和游戏贴图错误同等严重的问题'),
 (array([ 0.]), '我觉得无论是否是中文版'),
 (array([ 0.]), '我要輸入中文阿'),
 (array([ 0.]), '我要輸入中文不要英文'),
 (array([ 0.]), '我要能輸入中文'),
 (array([ 0.]), '我要打中文只是簡單的事情'),
 (array([ 0.]), '我要打中文'),
 (array([ 0.]), '我要多人連線時能快快樂樂的聊天'),
 (array([ 0.]), '我要中文'),
 (array([ 0.]), '我衷心期盼官方能給予正面的答覆來解決輸入法所帶來的柏林圍牆'),
 (array([ 0.]), '我確定我買的是'),
 (array([ 0.]), '我相信貴公司有心很快就可以解決這問題'),
 (array([ 0.]), '我相信d'),
 (array([ 0.]), '我的連結'),
 (array([ 0.]), '我玩海樂的時候'),
 (array([ 0.]), '我是大陆人'),
 (array([ 0.]), '我希望絕冬城之夜2的連線能以中文溝通'),
 (array([ 0.]), '我希望多人連線模式能輸入中文'),
 (array([ 0.]), '我希望在motb中文版上市時'),
 (array([ 0.]), '我希望不管是主版本或資料片都應該讓我們輸入中文聊天'),
 (array([ 0.]), '我希望motb上市能正常使用中文'),
 (array([ 0.]), '我們需要您的連署'),
 (array([ 0.]), '我們要的不多'),
 (array([ 0.]), '我們要官方限期內改善'),
 (array([ 0.]), '我們班的車站真的是比較大'),
 (array([ 0.]), '我們想做一件事情'),
 (array([ 0.]), '我們將著重於以報告'),
 (array([ 0.]), '我們將探討德國電影如何捕捉戰後當時的氛圍'),
 (array([ 0.]), '我們將在11月10日轉呈給官方'),
 (array([ 0.]), '我們同樣喜歡上一件叫d'),
 (array([ 0.]), '我們了解這個問題無法再拖下去而且這是早就該做好的事情'),
 (array([ 0.]), '我們也會透過幾部電影瞭解當時東德的電影製作'),
 (array([ 0.]), '我们的团队走过了每一种可能的地形'),
 (array([ 0.]), '我们的合作项目取得了很大的成功'),
 (array([ 0.]), '我们现在对于山东东南部复杂社会的起源过程有了更深入的了解'),
 (array([ 0.]), '我们每天发现并测绘了许多古代遗址'),
 (array([ 0.]), '我买的是星空娱动版同时使用中文补丁'),
 (array([ 0.]), '我也相信官方是帶著熱忱在籌備這遊戲'),
 (array([ 0.]), '我也是這個遊戲的忠實愛好者'),
 (array([ 0.]), '我也是從海之樂章開始玩到星世界的'),
 (array([ 0.]), '我不想買一個打中文就踢出的遊戲'),
 (array([ 0.]), '我一直希望官方能體恤並正視推廣國際化的問題'),
 (array([ 0.]), '成熟metalanguage'),
 (array([ 0.]), '慶應義塾大学出版会'),
 (array([ 0.]), '感谢芝加哥自然历史博物馆提供照片'),
 (array([ 0.]), '感谢芝加哥自然历史博物馆提供'),
 (array([ 0.]), '感嘆句expansion'),
 (array([ 0.]), '意象imitation'),
 (array([ 0.]), '意外とすんなり'),
 (array([ 0.]), '想象一下未来的考古学家根据在伊利诺伊'),
 (array([ 0.]), '想必你們看不懂我在寫什麼吧'),
 (array([ 0.]), '情報通信の新時代を拓く'),
 (array([ 0.]), '急性adjective'),
 (array([ 0.]), '忠實玩家'),
 (array([ 0.]), '必要'),
 (array([ 0.]), '德國電影的獨特之處為何'),
 (array([ 0.]), '德國電影從1945年到現代'),
 (array([ 0.]), '復發relaxation'),
 (array([ 0.]), '復康reinforcement'),
 (array([ 0.]), '後閑哲也'),
 (array([ 0.]), '後天acquisition'),
 (array([ 0.]), '後元音backing'),
 (array([ 0.]), '後は'),
 (array([ 0.]), '影像歷史'),
 (array([ 0.]), '形容詞adverb'),
 (array([ 0.]), '当我们在中国启动该项目的时候'),
 (array([ 0.]), '当前课程将向学生介绍文化人类学的研究方法和观点'),
 (array([ 0.]), '張小仙'),
 (array([ 0.]), '引用url'),
 (array([ 0.]), '引用'),
 (array([ 0.]), '开放式课件首页'),
 (array([ 0.]), '建立etiology'),
 (array([ 0.]), '康復recruitment'),
 (array([ 0.]), '序列sign'),
 (array([ 0.]), '并客观地确定了两城镇确实是一个此前调查人员所假定的大中心'),
 (array([ 0.]), '并参考课上所分发的文献中的补充读物'),
 (array([ 0.]), '并且对包括热力学'),
 (array([ 0.]), '并且与全球其他地区的文明进行比较的'),
 (array([ 0.]), '平板音morpheme'),
 (array([ 0.]), '平成20年度'),
 (array([ 0.]), '幫個忙'),
 (array([ 0.]), '常模noun'),
 (array([ 0.]), '希望遊戲廠商能夠重視這個缺陷'),
 (array([ 0.]), '希望能夠看到更完整的遊戲體驗啊'),
 (array([ 0.]), '希望官方能重視亞洲玩家的心聲'),
 (array([ 0.]), '希望官方能夠重視這個問題'),
 (array([ 0.]), '希望nwn2國際中文版能够真正使用中文聊天'),
 (array([ 0.]), '希望motb能解決我們迫切的需要'),
 (array([ 0.]), '岩波書店'),
 (array([ 0.]), '山田忠雄'),
 (array([ 0.]), '山东省东南部在相当长的一段时间里还不是研究的焦点'),
 (array([ 0.]), '山东大学的4位教授参与'),
 (array([ 0.]), '山东大学东方考古研究中心的考古学教授方辉博士清理一位农民的农田的边缘'),
 (array([ 0.]), '山东大学东方考古研究中心的考古学教授方辉博士正在向他走来'),
 (array([ 0.]), '山东大学东方考古研究中心的考古学教授'),
 (array([ 0.]), '山东大学'),
 (array([ 0.]), '層流邊界層理論'),
 (array([ 0.]), '層次體統hoarseness'),
 (array([ 0.]), '尾音fluency'),
 (array([ 0.]), '尽管大众对其仍然相对知之甚少'),
 (array([ 0.]), '尽管会探讨人类学中的结果和结论'),
 (array([ 0.]), '尽快发布中文输入补丁我们会对此非常感谢'),
 (array([ 0.]), '就覺得可以交差了'),
 (array([ 0.]), '就被译成了'),
 (array([ 0.]), '尧王城'),
 (array([ 0.]), '小野修司'),
 (array([ 0.]), '小組治療top'),
 (array([ 0.]), '小山照夫'),
 (array([ 0.]), '導致該問題一再困擾我們玩家的話'),
 (array([ 0.]), '對比convergence'),
 (array([ 0.]), '專注力虧損attribute'),
 (array([ 0.]), '将有一次期末考试和六次写作作业'),
 (array([ 0.]), '将包括篇幅适中的课外阅读'),
 (array([ 0.]), '对过程控制和优化大体熟悉'),
 (array([ 0.]), '对于解决本课程中工程方面的问题是有必要的'),
 (array([ 0.]), '对于本学科的成功是必要的'),
 (array([ 0.]), '对中文玩家的支持绝对是必要的'),
 (array([ 0.]), '審定'),
 (array([ 0.]), '實時receptive'),
 (array([ 0.]), '容忍度tone'),
 (array([ 0.]), '宮本信二'),
 (array([ 0.]), '宮川公男'),
 (array([ 0.]), '実験リポート作成から学術論文構築まで'),
 (array([ 0.]), '实验课在mit研究堆上进行'),
 (array([ 0.]), '定語augmentative'),
 (array([ 0.]), '官方阿'),
 (array([ 0.]), '官方同志們'),
 (array([ 0.]), '安達千波矢'),
 (array([ 0.]), '安第斯地区和近东早期文明起源和变化的一个实证关键'),
 (array([ 0.]), '它还揭示出了南部的另一个可能与两城镇相匹敌的大中心'),
 (array([ 0.]), '它发现了关于中国的这个区域如何发展的重要新证据'),
 (array([ 0.]), '它包括在一个大的地域范围内系统化地徒步调查'),
 (array([ 0.]), '學習遷移case'),
 (array([ 0.]), '學生成績是根據學生寫作業的表現來評比'),
 (array([ 0.]), '学生最好可以熟练应用微软'),
 (array([ 0.]), '学生应阅读每节课上指定的讲义'),
 (array([ 0.]), '学生应该使用15个小时来完成课外作业'),
 (array([ 0.]), '学习资料'),
 (array([ 0.]), '学习使用其api'),
 (array([ 0.]), '字面意義desensitization'),
 (array([ 0.]), '字詞首word'),
 (array([ 0.]), '字詞首synonym'),
 (array([ 0.]), '字匯的linguistics'),
 (array([ 0.]), '子句client'),
 (array([ 0.]), '嬰兒兒語'),
 (array([ 0.]), '如果你們把這封mail誤認為是苗疆蠱毒'),
 (array([ 0.]), '如果'),
 (array([ 0.]), '如何精確地欣賞偏離主流傳統的電影'),
 (array([ 0.]), '如何描述電影中所呈現的獨特之美'),
 (array([ 0.]), '如何感受電影'),
 (array([ 0.]), '她在上面标出了调查中发现的史前和青铜器时代早期碎片的分布'),
 (array([ 0.]), '失讀alternative'),
 (array([ 0.]), '失語症aphonia'),
 (array([ 0.]), '失語法agraphia'),
 (array([ 0.]), '失認agrammatism'),
 (array([ 0.]), '失聲apraxia'),
 (array([ 0.]), '失礼しましたー'),
 (array([ 0.]), '失用症articulation'),
 (array([ 0.]), '失寫alexia'),
 (array([ 0.]), '大陆奥德赛工会'),
 (array([ 0.]), '大陆奥德社区'),
 (array([ 0.]), '大部分的電影必須至少看過兩次'),
 (array([ 0.]), '大大'),
 (array([ 0.]), '大多数人从电视节目上了解传统的考古发掘'),
 (array([ 0.]), '大不了我們玩別的嘛'),
 (array([ 0.]), '多隊性multilingual'),
 (array([ 0.]), '多語mutational'),
 (array([ 0.]), '多人遊戲只能用自己不擅長的語言溝通讓遊戲樂趣大減'),
 (array([ 0.]), '外國語言與文學'),
 (array([ 0.]), '塞音化strategy'),
 (array([ 0.]), '塞音stopping'),
 (array([ 0.]), '塞擦音agnosia'),
 (array([ 0.]), '塚本真也'),
 (array([ 0.]), '堅決不購入motb'),
 (array([ 0.]), '基線behaviour'),
 (array([ 0.]), '基礎からのjava'),
 (array([ 0.]), '基本统计'),
 (array([ 0.]), '基本元音carry'),
 (array([ 0.]), '基于一篇最近发表的关于复杂系统控制的杂志论文的摘要及评论'),
 (array([ 0.]), '培風館'),
 (array([ 0.]), '城镇和森林覆盖的山丘'),
 (array([ 0.]), '在邊界層內的動量傳遞'),
 (array([ 0.]), '在遊戲裡看到我們的文字的期待是迫切且合理的要求'),
 (array([ 0.]), '在这节课学生将获得亲手操作核反应堆的经验'),
 (array([ 0.]), '在这一研究项目之前'),
 (array([ 0.]), '在过去的13年中'),
 (array([ 0.]), '在生物化学工程领域'),
 (array([ 0.]), '在照片右边'),
 (array([ 0.]), '在問題解決前'),
 (array([ 0.]), '在加入山东调查组之前'),
 (array([ 0.]), '在写作技巧上需要帮助的同学可向习题课老师或写作中心咨询'),
 (array([ 0.]), '在中国'),
 (array([ 0.]), '在80年代'),
 (array([ 0.]), '在20世纪90年代初'),
 (array([ 0.]), '在2006年聚落形态区域调查的田野调查季节'),
 (array([ 0.]), '土場学'),
 (array([ 0.]), '圖像化identification'),
 (array([ 0.]), '國際中文版當然就是要可以'),
 (array([ 0.]), '國際中文版只能讀中文不能輸入中文'),
 (array([ 0.]), '國際中文版'),
 (array([ 0.]), '國際'),
 (array([ 0.]), '国際化と日本的経営'),
 (array([ 0.]), '国外官方正式引进的rpg翻译的是一贯的差劲'),
 (array([ 0.]), '因為那感覺並不難做'),
 (array([ 0.]), '因為我買的是國際'),
 (array([ 0.]), '因為我買的是nwn2'),
 (array([ 0.]), '因為我想買的是nwn2'),
 (array([ 0.]), '因為我們買的不是閹割版motb'),
 (array([ 0.]), '因為你們不了解中文'),
 (array([ 0.]), '因此'),
 (array([ 0.]), '因果性circumlocution'),
 (array([ 0.]), '因为这些地点他们可能首先遇到遗址'),
 (array([ 0.]), '回饋feeding'),
 (array([ 0.]), '回覆'),
 (array([ 0.]), '回最上方'),
 (array([ 0.]), '回應文章'),
 (array([ 0.]), '噪音誘發nominal'),
 (array([ 0.]), '噂の拡がり方'),
 (array([ 0.]), '嘻哈heha'),
 (array([ 0.]), '嘻哈'),
 (array([ 0.]), '嘆氣'),
 (array([ 0.]), '嗓音障礙voiced'),
 (array([ 0.]), '嗓門的glottal'),
 (array([ 0.]), '嗓門儀lateral'),
 (array([ 0.]), '單邊uvula'),
 (array([ 0.]), '單機版遊戲只不過是眾多樂趣中的一小部分而已'),
 (array([ 0.]), '喬弟'),
 (array([ 0.]), '喉塞音grammar'),
 (array([ 0.]), '問題の関連性'),
 (array([ 0.]), '唇齒language'),
 (array([ 0.]), '唇讀liquid'),
 (array([ 0.]), '唇的labiodental'),
 (array([ 0.]), '和自然过程'),
 (array([ 0.]), '和山东大学的考古学家使用这种方法建立了对中华人民共和国东北沿海一个重要却又缺乏研究的地区的多样的概括性看法'),
 (array([ 0.]), '和tes3的大陆发行商'),
 (array([ 0.]), '命名障礙anomic'),
 (array([ 0.]), '命名性失語症antonym'),
 (array([ 0.]), '命名labial'),
 (array([ 0.]), '呵欠'),
 (array([ 0.]), '吸入性肺炎assessment'),
 (array([ 0.]), '含糊analysis'),
 (array([ 0.]), '否定neologism'),
 (array([ 0.]), '否则失去了游戏的意义'),
 (array([ 0.]), '吞嚥障礙top'),
 (array([ 0.]), '吞嚥syllable'),
 (array([ 0.]), '吐舌tracheoesophageal'),
 (array([ 0.]), '后来发行nwn中文版的时候则在游戏盒子上写一个'),
 (array([ 0.]), '名詞言語治療詞彙'),
 (array([ 0.]), '名詞性nonsense'),
 (array([ 0.]), '名前'),
 (array([ 0.]), '同音異義詞humming'),
 (array([ 0.]), '同音同形異義詞homophone'),
 (array([ 0.]), '同義詞syntax'),
 (array([ 0.]), '同樣的道理如斯'),
 (array([ 0.]), '同形異義詞homonym'),
 (array([ 0.]), '同学们都要准备讨论规定的阅读作业和其他内容'),
 (array([ 0.]), '同化attention'),
 (array([ 0.]), '吉野勝美'),
 (array([ 0.]), '各地点的间隔距离'),
 (array([ 0.]), '台風'),
 (array([ 0.]), '可誘導性stimulation'),
 (array([ 0.]), '可是卻沒有辦法輸入中文'),
 (array([ 0.]), '可以讓我們輸入中文聊天'),
 (array([ 0.]), '可以知道回收和纯化的基本方法是重点'),
 (array([ 0.]), '可以用于理解中国早期文明起源'),
 (array([ 0.]), '可以按需提供数码照片'),
 (array([ 0.]), '可以大大提升使用者用正版的意願'),
 (array([ 0.]), '可以問看看消基會'),
 (array([ 0.]), '可以和夥伴們分享喜怒哀樂'),
 (array([ 0.]), '可以参考使用帮助和开发帮助'),
 (array([ 0.]), '只能說是代理商偷工減料'),
 (array([ 0.]), '只有通过揭示一个地区的聚落整体布局并比较它们的尺寸'),
 (array([ 0.]), '另類溝通alveolar'),
 (array([ 0.]), '另有一个小时的实验课'),
 (array([ 0.]), '句法top'),
 (array([ 0.]), '句子sequence'),
 (array([ 0.]), '古いギター音源を鳴らしたい時とかに役立つと考えてください'),
 (array([ 0.]), '口頭報告'),
 (array([ 0.]), '口音acquired'),
 (array([ 0.]), '口吃subject'),
 (array([ 0.]), '受事recognition'),
 (array([ 0.]), '反義詞aphasia'),
 (array([ 0.]), '反流rehabilitation'),
 (array([ 0.]), '反流regurgitation'),
 (array([ 0.]), '反應review'),
 (array([ 0.]), '反思德國電影對德國歷史的以藝術型態所呈現的反應與評論'),
 (array([ 0.]), '參考書目'),
 (array([ 0.]), '参考读物'),
 (array([ 0.]), '参考書リスト'),
 (array([ 0.]), '参考書'),
 (array([ 0.]), '原因は'),
 (array([ 0.]), '卻沒辦法在網路連線功能上使用中文輸入'),
 (array([ 0.]), '卻問題重重'),
 (array([ 0.]), '単純な法則'),
 (array([ 0.]), '半元音sentence'),
 ...]

Baseline comparisons

My intuitive suspicion is that a set of hand-crafted rules could perform remarkably well at classifying syllabi. I'm curious to see how it compares to the automated methods above. The rules would be along the lines of:

Has one of the following words:

  • syllabus
  • class
  • assignment
  • due
  • spring
  • fall
In [194]:
syllabus_words = ['syllabus', 'class', 'assignment', 'due', 'spring', 'fall']
# TODO
---------------------------------------------------------------------------
AttributeError                            Traceback (most recent call last)
<ipython-input-194-ace83e835464> in <module>()
      1 syllabus_words = ['syllabus', 'class', 'assignment', 'due', 'spring', 'fall']
----> 2 text_preprocessing.inverse_transform(['syllabus'])

/home/ubuntu/osp/env/lib/python3.4/site-packages/sklearn/pipeline.py in inverse_transform(self, X)
    184 
    185     def inverse_transform(self, X):
--> 186         if X.ndim == 1:
    187             X = X[None, :]
    188         Xt = X

AttributeError: 'list' object has no attribute 'ndim'

Parameter Tuning (TODO)

In [24]:
parameters = {
    'vect__max_df': (0.5, 0.75, 1.0),
    #'vect__max_features': (None, 5000, 10000, 50000),
    'vect__ngram_range': ((1, 1), (1, 2)),  # unigrams or bigrams
    #'tfidf__use_idf': (True, False),
    #'tfidf__norm': ('l1', 'l2')
}

grid_search = GridSearchCV(text_clf, parameters, n_jobs=-1, verbose=1)
grid_search.fit(training_df.text.values, is_syllabus.values)
print("Best score: %0.3f" % grid_search.best_score_)
print("Best parameters set:")
best_parameters = grid_search.best_estimator_.get_params()
for param_name in sorted(parameters.keys()):
    print("\t%s: %r" % (param_name, best_parameters[param_name]))
Fitting 3 folds for each of 6 candidates, totalling 18 fits
[Parallel(n_jobs=-1)]: Done   1 jobs       | elapsed:   10.3s
[Parallel(n_jobs=-1)]: Done  12 out of  18 | elapsed:  1.3min remaining:   38.8s
[Parallel(n_jobs=-1)]: Done  18 out of  18 | elapsed:  1.8min finished
Best score: 0.845
Best parameters set:
	vect__max_df: 0.5
	vect__ngram_range: (1, 2)

In this grid search across parameters, having a cutoff that eliminates words with document frequency above 0.5 is more effective than cutoffs at 0.75 and 1. Bigrams also perform better than unigrams. The best score here is lower than the mean score in our stratified run above, so more tests are warranted.

Classify documents

First step is to take all of the training data, and feed that through the classifier.

In [238]:
text_preprocessing.fit(training_df.text.values)
Out[238]:
Pipeline(steps=[('vect', CountVectorizer(analyzer='word', binary=False, charset=None,
        charset_error=None, decode_error='strict',
        dtype=<class 'numpy.int64'>, encoding='utf-8', input='content',
        lowercase=True, max_df=1.0, max_features=None, min_df=1,
        ngram_range=(1, 1), preproc...y=None)), ('tfidf', TfidfTransformer(norm='l2', smooth_idf=True, sublinear_tf=False, use_idf=True))])
In [239]:
f = text_preprocessing.transform(training_df.text)
In [248]:
from scipy.sparse import csr_matrix
csr_matrix(features_dense)
Out[248]:
<772x370601 sparse matrix of type '<class 'numpy.bool_'>'
	with 951353 stored elements in Compressed Sparse Row format>
In [249]:
lr.fit(f, is_syllabus)
Out[249]:
LogisticRegression(C=1.0, class_weight=None, dual=False, fit_intercept=True,
          intercept_scaling=1, penalty='l2', random_state=None, tol=0.0001)

Now, run documents through the classifier

In [289]:
from playhouse.postgres_ext import ServerSide
from osp.corpus.models.text import Document_Text
 
# Select all texts.
query = Document_Text.select()



# Mapping from a syllabus id to its predicted probability of being a syllabus
predictions = {}

# Counter
i = 0

# Wrap the query in a server-side cursor, to avoid
# loading the plaintext for all docs into memory.
for sy in ServerSide(query):
    examples.append(sy.text)
   
    # Featurize text of document
    sy_features = text_preprocessing.transform([sy.text])

    # Predict probability
    p  = lr.predict_proba(sy_features)[0,1]

    predictions[sy.document] = p
    if i % 100 == 0:
        print('{}. {}: {}'.format(i, sy.document, p))
    i += 1
0. 000/e19a5edc6f3d31fb2766f178efd62: 0.18718611515007838
100. db6/6f78733e1e5158f83ca3f93a36e36: 0.25113209680491283
200. 924/312e5b6eb41ea0d70bf414323c340: 0.4631602300118904
300. 6db/d64764f19f172d951d17c4abd772e: 0.17808580947711275
400. 492/85dcc6845fefb861cb8b693104d73: 0.5273794775571683
500. 000/28f95449ebc20284972ea65610f18: 0.21419721106499426
600. 492/a89004354d2565043b7ed2cce01af: 0.7105054556775542
700. db6/76c8eb3da9907b6b395cdd531c23c: 0.7427239814653236
800. db6/62456be97b851127197308bdcede6: 0.14607633065629225
900. 924/9a7b1a157e33bc191b6fe01bfb33b: 0.7363078480304811
1000. b6d/3506b45e8743b90dfee202f42ca0e: 0.7103463050592445
1100. 6db/f47ebb7c9d5aa0c889b207592ff3a: 0.4927423797280297
1200. db6/3c7476092a222f4fb7484f47f292d: 0.4763639190490289
1300. 6db/6c48884f1b9e88c653c1c921449d6: 0.7679880182402934
1400. 924/c2c22fb3cc20b66d46ee56b7df84f: 0.3802862588196427
1500. 492/f8cbc420c5319df723da5ccd10af7: 0.28283452896409544
1600. 924/afc2a7780a7b0ea232a22a49be3c5: 0.21800917994488558
1700. 6dc/31e67b78af71128affe459ae2fc53: 0.38594087027111945
1800. db7/ee2fa22642792b8dcd3064d90ded2: 0.4683735228851907
1900. b6e/7e1aa32f6c85a8ee1d7c31bccccfe: 0.2948976345217878
2000. db7/64c03d3177ed8285a8da30dbcd818: 0.26807707399881175
2100. 493/69c6f31b3ab3e2574c94adba9bc53: 0.15575523551233442
2200. db7/a890cde73a71b2430f4b93d07d608: 0.19441897800989733
2300. b6e/2f1337c60853f3904ff3a7a4f8094: 0.4500049637303439
2400. db7/2c8f5a847ee5f21709933b8ba40a4: 0.5176315869406936
2500. 24a/0e5dea10dbdaedd23ab146ff7cc2d: 0.23547626709305672
2600. db7/dbc346746241f4c9e51d978f7842f: 0.5407739821854458
2700. db7/6c751e200e17168a617ce896e874b: 0.770244500171346
2800. b6e/153f62b10374dea7e315d9486d3c7: 0.8215458638526107
2900. db7/55e3a02ec4cf482f5f5f81b27c972: 0.7722941108657764
3000. 001/60b0b3e90dcbb0a7fe8c0296bbd51: 0.7994791664678961
3100. 6dc/eeb9838017311c93485fa2397d358: 0.5353309807364508
3200. 001/0ec984bcf48e6725178ac4b01e437: 0.1082373015038247
3300. 6dc/b8326f4f2a549ef733c11322deb54: 0.9191744182435
3400. db8/f1a9a1d249374bd812bc8e503d6bb: 0.8780815921909185
3500. 493/38186f8d53864cfcc420a30fe6614: 0.22553647340020633
3600. 6dd/b663c9bcfd65e41892941a3a8ee45: 0.4554855485220844
3700. 925/cf3e01c1a538a9ab68b18340493db: 0.6014671517979806
3800. b6f/ef16d386c3bc8407054e6770f6b01: 0.5872957971779844
3900. 6dd/e998f7bb308a10e1a1626d97403d4: 0.36881478870969114
4000. 925/8446fb4bc8bd0bcfed38895bcb3f0: 0.6012660214292512
4100. 494/fe8e1d54f4eb2e047274fe773f47c: 0.732325081164326
4200. b6f/b8e104145f1a13500c88568fcd034: 0.8015452637028944
4300. b6f/9c97824e1bfc0251c74544e0843fc: 0.5943308170072148
4400. 6dd/9c8de01a6fc9ad6a5b3a17b6728cb: 0.9008489565159562
4500. db8/d73dac5d03741c1eda16f3845c7e3: 0.19731676970063486
4600. 002/a9d7a6503fde1428f1840e413555a: 0.6477994901646859
4700. db8/b166116ba6bc84cc5b92392d1fb7d: 0.8406305153012663
4800. 926/7634fd2f3c824fa05329723b5dfb3: 0.6553672769932282
4900. 002/1b15d2f9890093a696986fd870666: 0.7184835475727495
5000. 24c/46abe357eaaea5db0ac1e4d727546: 0.8395785589509109
5100. db9/13c941eed7c8af0a64190a2bf7aab: 0.2552394901810267
5200. 6dd/9fe790b296f163207cc9c598b1c15: 0.6353619272451652
5300. 002/d4d020474b7e97fff124622050a87: 0.577635368995836
5400. 6dd/775821c4316aa023a3c4b014c4cb4: 0.2891905898060622
5500. 6dd/bb3fe7ab52745ac0e7f5619ebd744: 0.41276834700860665
5600. db9/8cbd1301f052f6938b2f36b0d3b7e: 0.5200439552369746
5700. db9/619eb9a63984fdd0857b29666487e: 0.4921028054543793
5800. 926/ed06bd7e5cd7b77cdcf6149b683dd: 0.22778424438629463
5900. db9/39e87eb767662d565f4580fb5fd15: 0.6279922422142146
6000. 927/523af33030414a04417527cde2a88: 0.5236921522564525
6100. 6de/2bdfabd26d108c3a91d7c1fbc3229: 0.6764281219236088
6200. 927/0ff0334b75d19c72251e540a6547e: 0.5747427039355363
6300. 003/1ed9b500c369eb6b4f674e6608d08: 0.6497161811008418
6400. 495/fd2e1e869b269a149c922ca7f5203: 0.10455903334504482
6500. 003/587a2a14a769c9e23e8d281f9862b: 0.268433261553812
6600. db9/a0e2101c0f6d0aa9a529604b20d3e: 0.07293403183523163
6700. db9/98d1197a8704688e05fe301f6ba16: 0.8210440501063306
6800. 927/e1e3e2f88e06e6fff8e4686a5fc38: 0.90187368618775
6900. 495/0f756d9c12f53a8555f9a4c61b3a8: 0.7473692327715942
7000. 927/356f1ed197eeb4b480854d4695e2c: 0.38339230078427367
7100. 495/07ba40b6e0fd1f6ff020fd489a77e: 0.44435558997632923
7200. 6de/add18b7289c3cb211a679bfc2fd65: 0.8044739431105568
7300. 003/92f902e8d9fb8c95518da9f71f4e4: 0.5521758254764529
7400. 6de/5d3a32f01deecb626b3677c376f74: 0.19739336831373408
7500. b71/78b79c1682a166e415179aee719b2: 0.15570355792111093
7600. 6de/4016f2c2b17aa7b705d32c9a0f010: 0.14754648626743866
7700. 6de/25cbc5c554a39b0504c6be11f67be: 0.8764957030363546
7800. 004/474cd2f46269925dc70b2359c83e5: 0.03893491569338219
7900. 004/4a3e5ca8399d7e3f26b879f57faa2: 0.403016556177079
8000. 6df/f6eb1502f8df082429d21edd8087a: 0.3621368459429501
8100. dba/bd4efa7d1afacf4a313283847c95f: 0.4919445538829161
8200. 004/41efd496d593e11f0246306188ed2: 0.2506604550870061
8300. 6df/c4137d0a9c2eaf4a9aaa992358f5b: 0.2398639728540184
8400. 496/105c560b2b9a6a271fc0495a4a8a0: 0.4839574625285139
8500. 6df/9d3c8d8c619e75c95df813657948d: 0.5259620080300733
8600. 496/5b93d7c2dec1294b4dbb219891118: 0.8356698475687776
8700. 24d/c943797844994363197dc1ee2a5c4: 0.7354208956081918
8800. 24d/b681c68a501ed7172c8eac95c9750: 0.1627124682287118
8900. b72/391f783313b367a84228aef2e2f75: 0.6456859760244478
9000. 24e/b25a457daf64ba8f0a59d45d7319f: 0.8587223589434171
9100. dbb/85e3ec1002efd6a520adf04a1f34b: 0.7947111350547992
9200. b72/4bf87dec6c032fed652e7784f614e: 0.7468840069535265
9300. 496/f295bf42adafb5cfe9928fb97d87d: 0.40007907822671906
9400. 928/37668fedf89cbe5e1e27dcb1175c4: 0.14330657522748455
9500. 004/ce5550bcb1dbcb6788b5d460d6a24: 0.8708136104097293
9600. 24e/dfad07f61143f51c3afde8b2e9471: 0.07437353782136931
9700. dbb/89df4480ccdcd995087038cfc9ce4: 0.8402531144499685
9800. dbb/bf7228954d249234b8c2ea76c093b: 0.7877691423865522
9900. 005/51e53b47a5ef5d1391e8ebaa95594: 0.2602008771554431
10000. 6e0/2864ccf194e3c3c0add0b4f24935e: 0.8406114377744384
10100. 005/dceb4f3d9da3c6fb976cc0a5d18be: 0.8723873796479885
10200. 929/a4c4a4af5d47b6834b1819a28b0be: 0.5482843202326215
10300. 497/2eb8d52fa8d5e0e13d5c8a7988fe0: 0.639254868355164
10400. 24e/d3ffd2ccdc506d17cfe099eae0048: 0.17357099844322538
10500. 929/c975667f24ae487d08b7cae52ca4b: 0.8295268619706319
10600. 24e/daf258f7ab6aea3cd930736f23019: 0.7185436243674419
10700. 005/0c2e3f97c0f6f272dd0124e9a5ea2: 0.6465552690103284
10800. dbc/760d7c902aea58d1f92ebf34304e9: 0.8530150603233205
10900. 929/d06a1fe4c393f5eb8b63e3d803bdd: 0.4862937401361202
11000. 929/9dcc092b74c572f84fb5fecf2e317: 0.34893603861719275
11100. 6e0/6854a4b57cc3630137bea65a413a4: 0.33531029706750476
11200. 005/e1fa81b56456606769979f7e28c19: 0.8423209046602556
11300. 005/d627d9ef0a3edb0d5032b8169ae81: 0.3635710091286049
11400. 6e0/d99163cee16292c5b91c3409b3d07: 0.6684139212180631
11500. dbc/ec104f603a7369e5ff42c6d45b4f3: 0.48334377975661597
11600. b73/36665cd5be26029d5dad73e26fc34: 0.589109082825477
11700. 497/f4c7ebafc3291e547f9e528b00f9b: 0.5842723482667398
11800. 24f/f2a6c635a1c727c2341b15694b530: 0.7956041937067508
11900. b73/f97b2683b3fc806afe67679d94eb5: 0.8947963903007301
12000. 006/85dac15f5fa0892cf1e25b33f4358: 0.316697135052622
12100. b73/ea9e00d7cebb3cc426a5e87fb5d99: 0.35873289662080804
12200. 498/dea50a0c80556d4891bb93943c09f: 0.886329134021376
12300. 6e1/f6771a51b3c69bb1665e12ad87d57: 0.34897657777651386
12400. 929/99d35df0c1f15509da2f4bb1194bb: 0.3686808987866493
12500. 929/6bc6ba648c242b2e6cc51da7e0dc4: 0.37241414488184355
12600. 6e1/c92b073179af29fc214fa10d3a707: 0.11396647950898393
12700. 929/634682be11fca733780bc1e115c9b: 0.36425755240081215
12800. 6e1/840cc534b5fd07dc9347276dc3a18: 0.07298761048600562
12900. 6e1/e968e70b2ac547e8b9bfef12586fe: 0.12755443246113907
13000. 6e1/4065d002690ec65d1da177ac1d968: 0.2596474295783569
13100. 006/55d948fe08819028e9f43fa236082: 0.8663900605886581
13200. 6e1/be4d26beeadd38a2007654c08c63e: 0.30468158739338164
13300. 498/e73b03d551a6afc43a3003a900db2: 0.5718557354539235
13400. 007/74f696d27449866b12681c16e50e8: 0.8214670761384676
13500. 6e1/83201f24adbec132870353f495157: 0.34660218298547735
13600. 007/ac404c3fe9a77c3ce2c970122e8e1: 0.2822414820418412
13700. b74/9fac687d38489e06b1a44a1737f11: 0.800111951842764
13800. dbd/60d6a3d09fa54f359ec8325fc772b: 0.3645733293147876
13900. 007/c415a619884624a5275053808d288: 0.23563385722985458
14000. dbd/13c33c7644aa97e7916ae1b70c363: 0.2696332495210224
14100. dbd/4d456de1fa913fb0050ebb20aca9a: 0.8553640683061551
14200. 250/ae729485f82efd06e0af3aa233958: 0.47466250926154896
14300. dbe/a066444384c519667d5c706fadab8: 0.19472821794781084
14400. 92a/47e44a8c7f28fe5ac2cc1cefa5e29: 0.5314341885220623
14500. 250/564341527ae812c9846e0e70c4d42: 0.44290880028529417
14600. 6e2/e89c7d6ec5fa0185ceb3311decb13: 0.9425676074585932
14700. dbe/ee56e510f066b1d3c0cab4fc77947: 0.6359902294636574
14800. 499/65ab87d80e2731f2a80a353873a13: 0.8831674073091023
14900. 6e2/9fe566bef4df7531ed68e1bf22647: 0.24611194764608785
15000. dbe/e6e8f8a9759f5c960d6ff7c24ac64: 0.11933688995309673
15100. b75/6e4b22d07a6ba68dacd18e9bdecd2: 0.8184409645584184
15200. dbe/82464455032b7a0d47be83f628f6a: 0.8153008942283769
15300. 251/bdd0f73a3fbf6ab869248d5eea545: 0.8274370506183272
15400. 92b/78332d8bafb1485d2af8b2e6e7ad0: 0.6226982270203394
15500. 6e2/ab069d0fa444961b419ea7a840c15: 0.8666285673872125
15600. 008/569c444a0f4eda028fefd110e1324: 0.6198007734562031
15700. 251/f0a9ddf1838e28a72374709755448: 0.6670540634727998
15800. b75/2b3a61339345230b45ad54c2d5027: 0.2194213125620962
15900. 251/9bec70aee4da5e4bb2569d80bb672: 0.6008314106239521
16000. 6e3/dcdbc23e43bae084831282caa6b92: 0.7021943366530365
16100. 008/54d2b209747cf6abcd120308c0664: 0.3279116232652746
16200. 49a/b402e7ea3aafffdcdb00756f1b042: 0.14515276690349316
16300. 49a/f007eb92cc981082bedfeca1a66c2: 0.19532864695835989
16400. 251/14b9d9033ab717503ef77e48354fe: 0.24811746005419036
16500. 49a/507ada19cb96199212c5ddc7aea7e: 0.4859144592044325
16600. 6e3/20d516881240eada92bd605c7a7e0: 0.5411139717616302
16700. dbf/a28ca01abe2d296f7887361c0e9bb: 0.787688520123996
16800. dbf/a09a9e2e0cfb6cf5b0856aebbef86: 0.23710933737313689
16900. 49a/d8853de60a5edbd461ec0ec904d0d: 0.14330657522748455
17000. 008/6cbd426e282075bfb4ca3dc1cdb1f: 0.5997686435089838
17100. 49a/76e825ee11bd552d2fba97723628f: 0.7063070652580535
17200. 252/6531aa50fd7349c2c80ffca073345: 0.16464884094176505
17300. b77/504113a4a9b68880cca4d4eee2b34: 0.8493379029126004
17400. 92b/0ac362911350895357f636ab706f7: 0.7440904646140838
17500. dc0/ac764289ee6a21c93f7028a0d31a7: 0.8950749712610743
17600. 252/1aa0707873a6eee8656c4f396f869: 0.7736853010894674
17700. dc0/3e1be07f7589aea25bc34c8a63a16: 0.3012638430213947
17800. 6e4/57056d6ce4d3df2cb7c845457da2c: 0.6871715867542649
17900. 252/43f8f5863b4cf8b88216593847d8f: 0.824908195426894
18000. 6e4/78fe83f542a844ff096165dcb4967: 0.1994563084362479
18100. 009/e04a1d37d2fcce7f3d4049d15276a: 0.7421285431542967
---------------------------------------------------------------------------
KeyboardInterrupt                         Traceback (most recent call last)
<ipython-input-289-1b7991a8a6fd> in <module>()
     16 # Wrap the query in a server-side cursor, to avoid
     17 # loading the plaintext for all docs into memory.
---> 18 for sy in ServerSide(query):
     19     examples.append(sy.text)
     20 

/home/ubuntu/osp/env/lib/python3.4/site-packages/playhouse/postgres_ext.py in ServerSide(select_query)
    413 
    414         # Expose generator for iterating over query.
--> 415         for obj in query_result.iterator():
    416             yield obj

/home/ubuntu/osp/env/lib/python3.4/site-packages/peewee.py in iterator(self)
   1787     def iterator(self):
   1788         while True:
-> 1789             yield self.iterate()
   1790 
   1791     def next(self):

/home/ubuntu/osp/env/lib/python3.4/site-packages/peewee.py in iterate(self)
   1774 
   1775     def iterate(self):
-> 1776         row = self.cursor.fetchone()
   1777         if not row:
   1778             self._populated = True

<string> in __new__(_cls, name, type_code, display_size, internal_size, precision, scale, null_ok)

KeyboardInterrupt: 

How well did we do? I stop at this point to label some documents, to make sure our training sample was representative.

In [304]:
labels = {}
for d in predictions:
    t = [x.text for x in Document_Text.select().where(Document_Text.document == d)]
    print(t)
    label = input('y/n/q')
    
    if label == 'y':
        labels[d] = True
    elif label == 'n':
        labels[d] = False
    elif label == 'q':
        break
    else:
        print('Skipping...')
        continue
[" Module: Strategic International HRM Archived Version 2006 - 2007 Sep OCT Nov 20 2006 2007 2008 1 captures\n20 Oct 07 - 20 Oct 07 Close\nHelp DCU RECEIVES OVER 23m in PRTLI RESEARCH FUNDING -100% 'SUCCESS' RATE - STUDY AT DCU - RESEARCH - MORE ABOUT DCU - NEWS search Registry Module Specifications Archived Version 2006 - 2007 Module Title Strategic International HRM Module Code HR524 School DCUBS Online Module Resources Module Co-ordinatorProf Kathy MonksOffice NumberQ242 Level 5 Credit Rating 5 Pre-requisite None Co-requisite None Module Aims To enable managers to gain a comprehensive understanding of the critical issues in strategic HRM. Learning Outcomes The manager will gain both a theoretical and practical understanding of key issues in strategic HRM and an insight into the latest research findings on strategic HRM issues. The manager's communication, presentation and team working abilities will be enhanced through the assessment for this module. Indicative Time Allowances Hours Lectures 24 Tutorials 0 Laboratories 0 Seminars 0 Independent Learning Time 51 Total 75 Placements Assignments NOTE Assume that a 5 credit module load represents approximately 75 hours' work, which includes all teaching, in-course assignments, laboratory work or other specialised training and an estimated private learning time associated with the module. Indicative Syllabus This course will include a lecture and case based analysis of the nature of strategic HRM and its key elements and a series of presentations and workshops by guest speakers. The lectures will include an analysis of models of SHRM and will cover topics such as recruitment and selection, training and development, health and safety and information systems. AssessmentContinuous Assessment100% Examination Weight0% Indicative Reading List Essential: Roche, W., Monks, K., and Walsh, J. 1998. Strategic HRM: An Irish Perspective. Dublin: Oak Tree Press Supplementary: Storey. J. 1995. Human Resource Management: A Critical Text. London: Routledge. Tyson, S. 1995. Human Resource Strategy. London: Pitman. Programme or List of Programmes MHRMBS in Human Resource StrategiesTimetable this semester: Timetable for HR524\nArchives:See the module specification for HR524 in 2003 - 2004See the module specification for HR524 in 2004 - 2005See the module specification for HR524 in 2005 - 2006See the module specification for HR524 in 2006 - 2007See the module specification for the current year the registry\nall module specifications\nmodule specifications by school\nprogramme academic structure\nsearch module specifications\nall programme descriptions "]
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[' Syllabus 1A-3 Apr MAY Jun 20 2005 2006 2007 1 captures\n20 May 06 - 20 May 06 Close\nHelp Syllabus French 1A-3 Fall\r2005 Dr. Gunter [email protected] Office hours: M-W 10.am to 11.oo p.m.\rand by appointment Office MRP 2065 Course Catalog Description: First semester of College French, corresponding\rroughly to 1-2 semesters of high school French.\rThis is a beginning French course.\rThe French focuses on the development of development of elementary\rlinguistic skill, with emphasis on the spoken language. The relationship of the language to French\rcivilization and culture is given special attention. Course objectives The\rcourse equally, develops the four language skills: oral comprehension, oral expression, writing,\rand reading It\rfamiliarizes the student with the Francophone world. The\rcourse objectives are to provide instruction and practice towards competence in\rFrench oral and written communication.\rStudents can present themselves and others, greet others and answer\rgreetings, request and thanks, give and receive instructions, count to 100+,\rtell dates and time, express likes and dislikes, agree or disagree, construct\rnegative sentences, and phrase simple questions, be fluent in regular and\rirregular tenses, state near future sequence, and finally develop the\rappropriate French language pronunciation, rhythm, intonation and articulation. Thus each student\rwill be expected to: 1) Converse (speak with acceptable pronunciation and\runderstand spoken French) in simple but correct French, demonstrating mastery\rof the vocabulary and grammatical concepts. 2) Write in simple\rbut correct French, demonstrating mastery of the vocabulary and grammatical\rconcepts included in the Green pages of Motifs. An Introduction to French (required\rtextbook) 3) Read and\runderstand simple French texts, available in your Textbook under Perspectives Culturelles (From Modules 1-5) 4) Demonstrate an\runderstanding of appropriate speech and conduct within French culture, and an\runderstanding of cultural differences and similarities between France and the U.S. 5) To make the learning of a\rFrench an enjoyable experience so that students will improve their\rmastery of the language and interest in the culture (French and the Francophone\rworld) even after the course is completed. The\rcourse will provide basic information on French culture and civilization. It will open a global window on the\rFrancophone World, through text material, music and videos. In addition,\rstudents will develop valuable electronic communication skills and general presentation\rskills. Textbook and Material Required 1. Motifs\r: An introduction to French. (3e ed.), Jansma\r& Kassen; Harcourt College\rPublishers. Quia Online Card Workbook/Lab\rManual, Jansma & Kassen;\rHarcourt College Publishers. 2. The package includes 2 CD and a book-key code\r( onlineCard) to access\rrequired Quia exercises. The\rbook is available and can be purchased from CSU Sacramento Bookstore 3.\rUse 2 or 3 Blank CD-R (which CANNOT be magnetic) will be burned free of\rcharge at the language lab, MRP 2002. These CD are part of the listening\rexercises and are excellent tools for your comprehension, and will help you\rprepare the exercise from the Lab Manual. 4. During the first week,\rsecure your own Saclink account to enter\ryour webCt account. (see\rsyllabus, announcements and grades) Method The course covers modules 1 to\r5. Active student participation is\rrequired. Oral comprehension and practice are essential to become comfortable\rwith all aspects of the language and culture. Oral\rparticipation includes, repeating, readings, games, singing, creating cultural\rsituations and finally one final dialog. Quizzes, exercises, dictation, electronic\rwritten responses and dialogues build lexical and grammatical skills. Listening to the lab\raudiocassettes and completing the exercises in the Quia OnlineWorkbook/ Lab Manual, is an essential part of the\rcourse. Homework Homework\ris assigned on a weekly schedule and is due every each Monday during the\rsemester. Homework is late and penalized after the weekly deadline. Late homework will not receive points. 1. See Quia Weekly Schedule where all exercises, quizzes, and tests are\rlisted. 2. 5 compositions are assigned with the 5\rmodules. Each composition is based on\rthe new vocabulary and grammar, presented within each module. They must be typed, double spaced, and\rpresented according to the course\rschedule. 3. Pronunciation exercises are assigned\rthrough Quia schedule. 4. Dictation, including the new\rvocabulary, is given at the end of each module. 5. Oral exercises (2 to 3 minutes), or\rrecitation, and the Oral Final Presentation (5 minutes) will be listed in the Quia Schedule. 6. Cultural information on the Francophone\rWorld is presented within each module of the textbook. It includes music, visual tapes, food and\rvarious class activities. There will be a cultural quiz for each module. Content of\rtests: All 5 tests are\rintegrative and comprehensive exams on the content of each module. Module exams will include (a) a\rlistening comprehension section, b) vocabulary exercises, c) grammar exercises,\rd) a culture section, (e) a reading comprehension section. For each module, you\rwill be asked to write a short composition. Oral tests including the Oral Final test will\renable you to gauge your command of the material covered (look in your textbook under " Thmes et pratiques de\rConversation en franais" at the beginning of\reach chapter) and are a valuable tool for your self-assessment. Required Grading Students\rgrade depends on performance on tests, quizzes, oral activities, and\rparticipation in class as well in attendance. Each module is verified with sets of oral and written\ranswers. Tests 30% Oral activities 25% Written and\rhomework activities 35% Attendance 10% Each formal test has a\rcultural component and verifies oral comprehension and written performance. (30%) Written\ractivities: Homework\ris verified through Quia. Quizzes are often conducted\rwith electronic sets (see Quia schedules). It\rincludes compositions, and dictations. (35%) Oral performance includes recitation,\rdialogues, class performance, final oral test (25%) Performance in class exercises\r, and attendance (10%) Grade distribution: total\rpoints: 2000 points 5 module + cultural tests 600\rpoints 1\roral presentation 200\rpoints 5\roral activities/ recitation 200\rpoints Class\roral participation 200\rpoints Quia Homework/ composition/dictations 800 points Attendance* 100\rpoints There is absolutely NO MAKE UP for the scheduled\rtests, quizzes, or homework within the semester. * For attendance and participation, students\rare automatically given 100 points, since presence in class is required, roll\ris called on a daily routine, and participation is always mandatory. Only\rmedical excuse can be acceptable. An excused medical absence must be documented\rfrom a doctor or the student clinic, on campus.\rIt is the student responsibility to inform the instructor in case of\rabsence, within e-mail. Any unexcused absence is deducted with 20 points. In\rcases of unexcused absence, each student is allowed 4 absences without point\rdeduction. 10 unexcused absences will\rimmediately incur into a final F in this class. Note: More than 10 unexcused absences will change\rany grade to a semester F. Grading scale 93-100% A 70-\r72% C- 90- 92% A- 67-\r69% D+ 87- 89% B+ 63-\r66% D 83- 86% B 60-\r62% D- 80- 82% B- 0-\r59% F 77- 79% C+ 73- 76% C If you have questions\ror problems relating to the content of the course or your grade, please consult\rme during my office hours or send me an email. ']
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[' ARTH 286/686 ~ 20th Century Art 1900-1945 Apr MAY Jun 2 2006 2007 2008 1 captures\n2 May 07 - 2 May 07 Close\nHelp ARTH 286/686 20th Century Art 1900-1945\nInstructor: Professor Kavky\nMWF 11-12 Course Description | Syllabus (MS Word) | Images | Course Home Page Department Home Page Page created and maintained by: Tammy Betterson Last update: September 21, 2001 For departmental information: [email protected] Web-related questions or comments: [email protected] ']
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[' Syllabus for CHEM-642 Biochemistry Spring 2002 AUG OCT MAR 18 2001 2002 2004 17 captures\n6 Mar 02 - 28 Sep 12 Close\nHelp CHEM-642\nBiochemistry\nSyllabus\n- Spring 2002 Course\nCatalog Description: Intermediary metabolism of lipids,\namino acids, purines and pyrimidines; nucleic acid chemistry; protein and\nnucleic acid synthesis; molecular basis of genetic regulation; and selected\ntopics. Prerequisite CHEM-641. Through March 21\nFrom March 26 on Instructors:\nHal\nWhite\nJunghuei\nChen Office:\nPhone:\ne-mail:\n123 Brown Laboratory\n831-2908\[email protected]\n105A Drake Laboratory\n831-1035\[email protected]del.edu Meeting\nTime and Place: Section 10 meets 3:30 to 4:45 PM Tuesdays and\nThursdays in 004 Drake Hall. Section 11 meets 9:30 to 10:45 AM Tuesdays\nand Thursdays in 205 Brown Laboratory. Because morning and afternoon lectures\nwill be presented by the same professor and because there will be common\nhourly and final examinations for both sections, students may attend either\nor both lectures. However, because 004 Drake Hall has limited seating (~25),\nstudents registered for a particular section have seating priority.\nSee Semester\nSchedule.\nOffice\nHours: Dr. White will see students on the spur of the moment,\nif he is free. Otherwise, students should sign-up in an open time on the\ndaily schedule next to his office door or arrange a meeting by phone or\ne-mail. Dr. Chen\'s office hours are 9:00 to 11:00 Friday mornings.\nText:\nGarrett\nand Grisham, Biochemistry, Saunders College Publishing.\nConsider this text as a resource to be read in conjunction with the lectures.\nWhile the lectures will follow the sequence of chapters, specific reading\nassignments will not be made. It is the student\'s responsibility to locate\nand read relevant parts of the text to enhance learning. Students who use\nthe text to prepare for lecture and subsequently to interpret difficult\nparts of the lectures, benefit significantly.\nExaminations\nand Grading: There will be two hourly examinations (25% each)\nto be held on Saturday mornings (March 9 and May 4) so that both sections\ncan take common exams at the same time. Make sure to keep those dates available.\nThe final examination (40%) will be comprehensive. There will be no make-up\nexaminations. The normalized grade on the final examination will be substituted\nfor a missed hourly; thus, the final examination will constitute 60% of\nthe grade for a student who misses one hourly examination. The remaining\n10% of the grade will be based on homework in the first half of the course.\nMetabolic\npathway sheets will be available on examinations. [See First hourlies\nfor Spring\n2000, 2001,\n& 2002\nand Dr. White\'s part of the Spring\n2000 & Spring\n2001 Final Examinations.]\nWe assume that students who\ntake CHEM-642 have learned the following in CHEM-641: know the structures and names\nof the fundamental building blocks of macromolecules, have an appreciation of protein\nstructure and function, have a basic understanding of\nenzyme kinetics and mechanism, recognize the structures and\nknow the chemical function of coenzymes, and understand the catabolism of\nglucose and fatty acids to carbon dioxide and water with the formation\nof ATP. We also assume that students\ncan apply basic concepts learned in general chemistry, organic chemistry,\nand general biology.\nCHEM-642 is a graduate-level\ncourse. We know that the students enrolled have the background and ability\nto do well and we presume that all are interested in learning. If everyone\ndoes high-quality work, everyone will get an "A" in this course. In that\nsense, the grades are not curved. However, based on past experience, there\nis a spectrum of performance and we have to decide what constitutes the\nexcellence worthy of an "A." Based on past results, the average grade in\nthis course is in the B to B+ range.\nProblem\nSets: Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand."\nThis perceptive Chinese proverb,\nrecognizes the limited effect of lectures. Involvement is the key to learning.\nThe process is as important as "the answer." While reading and studying\nhelp learning, solving problems focuses learning on knowledge gaps and\nrequires one to review and integrate knowledge. We wish to promote this\nconceptual understanding through involvement. Thus, we will assign homework\nproblems which will be graded in the first half of the course. These challenging\nproblems, posted on the course web-site, are intended to stimulate understanding\nby thinking about and analyzing material from the research literature.\nThey may require 5 to 10 hours or more per week to complete (and double\nthat to grade). Problem sets will not be accepted after the day they are\ndue.\nWhile only individuals learn,\ninteractions with others can enhance the learning process. Thus, students\nmay work together on solving these problems. However, "working\ntogether" here does not imply a divide-and-conquer approach in which students\npool their individual work, but do not discuss it. Plagiarism or paraphrasing\nthe work of others does not demonstrate understanding. Write-up your own\nanswers in words that show that you understand. Also, if you work\nin a group, indicate who you worked with on your assignments. If you are\nuncertain about what constitutes plagiarism or how the university deals\nwith cases of intellectual dishonesty such as plagiarism, check out the\nstudent\nhandbook web-site devoted to these issues.\nCourse\nPhilosophy: Biochemistry is a huge field and still growing.\nEach year the Journal of Biological Chemistry\n(JBC) publishes over 35,000 pages of research articles. Biochemistry,\nCell,\nScience,\nNature, Proceedings\nof the National Academy of Sciences (PNAS), and a host of other\njournals multiply that number many fold! Even in a two-semester course,\nthere is no way to cover\nmany important topics that ideally\nshould be covered. Our goal is to\nuncover core principles\nthat students can use and build on. Part of each examination will reflect\nthat philosophy by including new material that must be analyzed, synthesized,\nand evaluated in the context of the course.\nWhile memorized facts (e.\ng. amino acid names, structures, and one-letter representations) are important\nto understanding biochemistry in the same way that vocabulary is important\nto speaking a language, it is the way facts (and words) are put together\nin conceptual frameworks that lead to understanding. We will try to provide\nthis structure and meaning by connecting biochemical information to other\ndisciplines such as nutrition, molecular biology, organic chemistry, medicine,\nevolution, etc. However, there is only so much we can do. To understand\nbiochemistry, one must be able to speak "the language" without a "dictionary."\nOne can gain or test that ability by working together on homework problems,\nby attending research seminars, or by doing research.\nExtracurricular\nActivities: Throughout the semester there will be lectures and\ndiscussion groups on biochemical topics. The Biochemistry\nSeminar meets Mondays at 4 PM in 214 Brown Laboratory. This weekly\nseries features distinguished biochemists talking about their current research.\nIn addition, seminars in the Physical/Analytical\nChemistry Seminar Series on Mondays, the Organic/Inorganic\nSeminar Series on Wednesdays, and the Biological Sciences Seminar Series\non Wednesdays often deal with topics of biochemical interest. There also\nis a Science Education Seminar Series this semester. At noon on Fridays,\nthere is a Biochemistry Journal Club in 212 Brown Laboratory where faculty\nand graduate students present material from the recent biochemical literature.\nStudents are welcome at all of these. Although course credit is not obtained\nby attending these presentations, they provide an opportunity to expand\nand consolidate your biochemical knowledge. You are especially encouraged\nto attend if you are doing or plan to do research in a biochemically-related\nfield. A list of speakers and their topics is posted on the Department\'s\nweb-site. Return to Hal\nWhite\'s Home Page, Course\nHome Page, Departmental Home\nPage.\nLast updated: 29 March 2002 by Hal\nWhite\nCopyright 2002, Harold B. White, Department of Chemistry\nand Biochemistry, University of Delaware ']
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[" MICDS United States History Course - Unit II Syllabus (Democracy and Republicanism) APR JUN Jul 26 2007 2008 2009 2 captures\n12 Apr 08 - 26 Jun 08 Close\nHelp MICDS US History An Adventure in Knowledge THE COURSE Course Overview Course Mission Statement Course Description Thematic Units and Course Content For Comparison, Traditional Chronological Units Course Grade - Rubric Timeline Rubric History Department Policies US History Timeline Unit I - Intro to US History Unit I Syllabus (Intro to US History) Unit II - Democracy and Republicanism Unit II Syllabus (Democracy and Republicanism) Online Primary Sources and Secondary Readings Unit III - Constitutionalism and Federalism Unit III Syllabus (Constitutionalism/Federalism) Online Primary Sources and Secondary Readings-III Unit IV - Expansion and Industrialization Unit IV-Expansion/Industrialization Syllabus Online Primary Sources and Secondary Readings (IV) Unit V - Immigration and Class Unit V Syllabus (Immigration and Class) Online Primary/Secondary Sources (V) Unit VI - Revolution, Reform and Protest Unit VI Syllabus (Revolution, Reform, Protest) Unit VI Sources (Primary and Secondary) Unit VII - Race and Racism Unit VII Syllabus (Race and Racism) Unit VII Links (Primary and Secondary Sources) Unit VIII - Foreign Policy Unit VIII Syllabus (Foreign Policy) Unit VIII Links (Primary and Secondary Sources) Unit IX - Final Project Unit IX Final Project Syllabus Final Projects Visitor's Welcome Page Teachers and Classes Irvin's Classes Irvin's Announcements and Assignments Irvin's Class Notes Irvin's Student Pages Joshua Bromberg Josh's Journal Josh's Links (Notebooks/Timelines) Jacob Brown Jacob's Journal Jacob's Links (Notebooks/Timelines) Park Desloge Park's Journal Park's Links (Notebooks/Timelines) Julia Gilbert Julia's Journal Julia's Links (Notebooks/Timelines) Emily Huck Emily H's Journal Emily H's Links (Notebooks/Timelines) Robert Jones Robert's Journal Robert's Links (Notebooks/Timelines) Jeffrey Kiske Jeffrey Kiske's Journal Jeffrey Kiske's Links (Notebook/Timelines/Etc) Ben Llufrio Ben's Journal Ben's Links (Notebooks/Timelines) McKenna Morey McKenna's Journal McKenna's Links (Notebooks/Timelines) Patrick Noles Patrick's Journal Patrick's Links (Notebooks/Timelines) Steven Pope Steven's Journal Steven's Links (Notebooks/Timelines) Jullian Price-Baez Jullian's Journal Jullian's Links (Notebooks/Timelines) Umair Qutubuddin Umair's Journal Umair's Links (Notebooks/Timelines) Mark Trelstad Mark's Journal Mark's Links (Notebooks/Timelines) Cameran Vakassi Cameran's Journal Cameran's Links (Notebooks/Timelines) Elizabeth Veron Elizabeth V's Journal Elizabeth V's Links (Notebooks/Timelines) Adam Aleshire Adam's Journal Adam's Links (Notebooks/Timelines) Mohammed Haseeb Mohammed's Journal Mohammed's Links (Notebooks/Timelines) Jonathan James Jonathan's Journal Jonathan's Links (Notebook/Timelines) Abhinav Kanakadandila Abhinav's Journal Abhinav's Links (Notebooks/Timelines) Levi Kirkland Levi's Journal Levi's Links (Notebooks/Timelines) Evan Kutta Evan Kutta's Journal Evan Kutta's Link (Notebook/Timelines) Martin Lammert Martin's Journal Martin's Links (Notebooks/Timelines) Daniel Liu Daniel's Journal Daniel's Links (Notebooks/Timelines) Caroline Mueller Caroline's Journal Caroline's Links (Notebooks/Timelines) Nato Neri Nato's Journal Nato's Links (Notebooks/Timelines) Emily Polak Emily P's Journal Emily P's Links (Notebooks/Timelines) Stephanie Stillings Stephanie's Journal Stephanie's Links (Notebooks/Timelines) Sagon Taylor Sagon's Journal Sagon's Links (Notebooks/Timelines) Daphne Washington Daphne's Journal Daphne's Links (Notebooks/Timelines) Abby Wolff Abby's Journal Abby's Links (Notebooks/Timelines) Curtis Yancy Curtis' Journal Curtis' Links (Notebooks/Timelines) Michael Yount Michael Y's Journal Michael Y's Links (Notebooks/Timelines) Faraz Qaisrani Faraz's Journal Faraz's Links (Notebooks/Timelines) Murray's Class Murray's Announcements and Assignments Mr. Murray's Class Notes By Unit Unit I - Intro to US History (Notes) Murray's Student Pages Nada Al-Sharif Nada's Journal Nada's Links (Notebooks/Timelines) Juliette Eiseman Juliette's Journal Juliette's Links (Notebooks/Timelines) Patrick Forbringer Patrick F's Journal Patrick F's Links (Notebooks/Timelines) Wyatt Frost Wyatt's Journal Wyatt's Links Ryan George Ryan's Journal Ryan's Links (Notebooks/Timelines) Cadence Hodes Cadence's Journal Cadence's Links (Notebooks/Timelines) Laura Hollo Laura's Journal Laura's Links (Notebooks/Timelines) Elizabeth Leadbeater Elizabeth L's Journal Elizabeth L's Links (Notebooks/Timelines) Courtney Mallin Courtney's Journal Courtney's Links (Notebooks/Timelines) William McCormick Will M's Journal Will M's Links (Notebooks/Timelines) Sam Reed Sam R's Journal Sam R's Links (Notebooks/Timelines) Chase Schaefer Chase's Journal Chase's Links (Notebooks/Timelines) Kyle Zeis Kyle's Journal Kyle's Links (Notebooks/Timelines) Small's Classes Small's Announcements And Assignments Small's Class Notes By Unit Unit I - Intro to US History (Class Notes) Unit II Democracy/Republicanism (Class Notes) Unit III Constitutionalism/Federalism -Class Notes Unit IV-Expansion/Industrialization-Class Notes Unit V - Immigration and Class (Class Notes) Unit VI -Revolution, Reform, Protest (Class Notes) Unit VII Race and Racism (Class Notes) Unit VIII Foreign Policy (Class Notes) Small'sStudent Pages Hayley Babcock Hayley's Journal Hayley's Links (Notebooks/Timelines) Matt Bazoian Matt Baz's Journal Matt Baz's Links (Notebook/Timelines) Matt Bell Matt Bell's Journal Matt Bell's Links (Notebooks/Timelines) Ozan Bergen Ozan's Journal Ozan's Links (Notebooks/Timelines/Papers) Aaron-Micheal Blackman Aaron's Journal Aaron's Links (Notebook/Timelines) Kimaya Black Kimaya's Journal Kimaya's Links (Notebook/Timelines) Jeff Blomker Jeff's Journal Jeff's Links (Notebooks/Timelines) Jordan Breck Jordan's Journal Jordan's Links (Notebooks/Timelines) Michael Brodsky M.Brodsky's Journal M.Brodsky's Links (Notebooks/Timelines) Dagny Challoner Dagny's Journal Dagny's Links (Notebooks/Timelines) Parker Condie Parker's Journal Parker's Links (Notebook/Timelines) Brian Denning Brian D's Journal Brian D's Links (Notebooks/Timelines) George Desloge George's Journal George's Links (Notebooks/Timelines) Michael Fancher Michael's Journal Michael's Links (Notebooks/Timelines) Berkley Frost Berkley's Journal Berkley's Links (Notebooks/Timelines) Elizabeth Galanis Elizabeth G.'s Journal Elizabeth G's Links (Notebooks/Timelines) Megha Garg Megha's Journal Megha's Links (Notebooks/Timelines) Justin Giles Justin's Journal Justin's Links (Notebooks/Timelines) Will Goley Will G's Journal Will G's Links (Notebooks/Timelines) Bijon Hill Bijon's Journal Bijon's Links (Notebooks/Timelines) James Holthaus James H's Journal James H's Links (Notebooks/Timelines) Jessica Houghtaling Jessica's Journal Jessica's Links (Notebooks/Timelines) Katie Johnson Katie's Journal Katie's Links (Notebooks/Timelines) Brittany Jones Brittany's Journal Brittany's Links (Notebooks/Timelines) Leigh Kaiser Leigh's Journal Leigh's Links (Notebooks/Timelines) Nina Katzenstein Nina's Journal Nina's Links (Notebooks/Timelines) Emily Kiske Emily's Journal Emily's Links (Notebooks/Timelines) Carly Klinger Carly's Journal Carly's Links (Notebooks/Timelines) Rick Lottenbach Rick's Journal Rick's Links (Notebooks/Timelines) Will Lucas Will Lucas' Journal Will Lucas' Links (Notebooks/Timelines) Andrew Mellow Andrew's Journal Andrew's Links (Notebooks/Timelines) Marian McMillion Marian's Journal Marian's Links (Notebooks/Timelines) Karolina Michalik Karolina's Journal Karolina's Links (Notebooks/Timelines) Jeremiah Oteh Jeremiah's Journal Jeremiah's Links (Notebooks/Timelines) Jennifer Pack Jen's Journal Jen's Links (Notebooks/Timelines) Geoff Phillips Geoff's Journal Geoff's Links (Notebooks/Timelines) Jeb Pierce Jeb's Journal Jeb's Links (Notebooks/Timelines) Alex Pilkington Alex's Journal Alex's Link (Notebooks/Timelines) Naima Ross Naima's Journal Naima's Links (Notebooks/Timelines) Derek Sanderson Derek's Journal Derek's Links (Notebooks/Timelines) Richard Sant Richard's Journal Richard's Link (Notebooks/Timelines) Sam Santana Sam's Journal Sam's Links (Notebooks/Timelines) Shelley Seehra Shelley's Journal Shelley's Links (Notebook/Timelines) Sky Seo Sky's Journal Sky's Links (Notebooks/Timelines) Nick Shortal Nick's Journal Nick's Links (Notebooks/Timelines) Logan Stone Logan's Journal Logan's Link (Notebooks/Timelines) Christian Tobias Christian's Journal Christian's Links (Notebooks/Timelines) Christina Wroten Christina's Journal Christina's Links (Notebooks/Timelines) Aaron Wallach Aaron W's Journal Aaron W's Links (Notebooks/Timelines) TEACHER/STUDENT LOGIN Useful Links StudyTools Timelines FlashCards GoogleNotebook How to Use the StudyTools Creating Gmail (Google)Account Google Docs (For Paper Sharing andPublishing) Establishing Google Notebook Tab OnBrowser Textbook CompanionWebsite Research Resources - Library andBeyond BIG 6 Problem SolvingSkills HistoryMatters Library of Congress AmericanMemory Library of Congress LearningLinks New York Public Library DigitalCollection Subject Directory for PrimarySources Upper School LibraryWebpage Additional Final ProjectLinks GooglePages EmbedTimelines EmbedPowerpoints EmbedVideos Examples of pastprojects MoreExamples How to citeyoutube Search Site By Keyword! No website changes have been recorded. Subscribe No RSS feeds have been linked to this section. WebsiteInformation WebsiteLicense Small's CourseEvaluation Unit II Syllabus (Democracy and Republicanism) Unit II - Democracy and Republicanism - Syllabus 2007-2008.doc(34K) Copyright 2007, Scott Small. All rights reserved. "]
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[' HISTORY 661 APR AUG Sep 19 2003 2004 2005 3 captures\n29 Feb 04 - 19 Aug 04 Close\nHelp HISTORY 661 Professor Jules Tygiel Tuesdays, 4:10-7:30 Science 224, x81119 http://bss.sfsu.edu/tygiel/hist661 [email protected] Office Hours: TU 3-4, W 6-7 INTRODUCTION TO SPSS The purpose of this course will be to introduce students to the compilation, access, and analysis of databases using the Statistical Package for the Social Sciences (SPSS). Students will learn to create databases, locate databases on the internet and be given an introduction to statistical analysis. During the first part of the course students will perform statistical analysis based on a database provided by the instructor and write an explanatory paper. During the latter portion of the course, students will select their own base from the Internet and perform data analysis on that database and write a paper. OPTIONAL SOFTWARE: I strongly advise all students who wish to work at home and have Windows home computers that are powerful enough to handle it to purchase copies of the SPSS 10.0 Student Version. These software packages (or the graduate student versions of SPSS 10.0 for students) are available at the bookstore, or, you may order them directly from Prentice Hall through their Web page: www.prenhall.com. Use their search engine and ask for SPSS 10.0. Unfortunately they are not cheap. COURSE PREREQUISITES: All students enrolled in this course are expected to have completed History 660 or have commensurate computer skills. These skills include: 1) Familiarity with the BSS Computer Network 2) Familiarity with a Windows environment 3) Ability to manage files in these environments. 4) Ability to use e-mail (You must have an e-mail account). 5) Familiarity with Netscape, Internet Explorer or other web browsers. 6) Ability to use internet search tools. GRADING: The major part of the final grade will be based on the two reports indicating how well students have mastered SPSS and can apply it to the databases. These reports will be due on April 13 and May 25. There will also be assignments for students to demonstrate their competency in using SPSS. LECTURE AND LABORATORY: The class consists of two sections: lecture and laboratory. In general, the session from 4:10 to 5:40 will be devoted to lecture and the session from 5:40 to 7:30 to a laboratory session. However, different subjects will require more discussion time than others, necessitating extending the lectures into the laboratory session. At other times, the instructor might alternate lecture and discussion for shorter periods. It is essential that students attend lectures, as most of the material we will be studying is not covered in the textbooks. The laboratory sessions are optional, but they are the best time for students to complete their assignments and work out any problems they have with the instructor. Contrary to the course schedule, since we will not be taking a break between the lecture and laboratory sessions, the class will end at 7:20. All students should bring a zip disk or two 3-1/2 inch, high-density, double-sided disks to the laboratory sessions. They are available at the bookstore. STATISTICS: This course is not a class in statistics, but it will provide a brief introduction and review of basic statistical concepts. For those of you who need additional help with the statistical part of the course, I suggest the following texts: Freeman F. Elzey, A Programmed Introduction to Statistics Frederick Williams, Reasoning With Statistics Derek Rowntree, Statistics Without Tears: a Primer for Non- Mathematicians John L. Phillips, How To Think About Statistics READING ASSIGNMENTS AND CLASS SCHEDULE\n(This schedule will be highly flexible. Some topics may take us less time than anticipated, others more. If there are any additional subjects that you wish to cover or additional things that you wish to do with the data, let the instructor know. We will adjust the syllabus accordingly.) February 3 Introduction/ Writing a Codebook Handouts: Terms to Remember; African American Workers in World War I. Assignment: Begin writing your Codebook for the World War I Database; Include Variables, Variable Names, Relevant Value Labels, Levels of Measurement. February 10 Constructing SPSS Programs Using the Data Editor\nAssignment: Complete Codebook; Define Variables in SPSS; Print out File Info Command; enter World War I data. February 17 Constructing SPSS Programs Using the Data Editor--II\nAssignment: Enter World War I Data; submit printout using Case Summaries Command. February 24 Frequencies Assignment: Run frequencies for World War I Database and submit printout. March 2 Descriptive Statistics for Frequencies Assignment: Run frequencies for all variables in the San Francisco Working Women database. Select seven variables for further analysis and produce the appropriate descriptive statistics and tables. These variables should include nominal, ordinal, and interval/ratio variables. March 9 Data Transformation: Recode, Compute, If Assignment: Recode and Compute new variables for SF Working Women Data Base." March 16 Sampling and Testing Differences in Means Assignment: Using Working Women Data Base, determine whether there are statistically significant differences between groups for the following variables: age, number of people in household, family size. March 23 SPRING BREAK March 30 Bivariate Analysis: Crosstabs and Means Assignment: Create Crosstabs tables for first paper. April 6 Finding Data Bases on the Internet Assignment: Select a database to use for your second paper. April 13 Bivariate Analysis: Correlations and Oneway ANOVA FIRST PAPER DUE April 20 Correlations, Plots, and Regression Analysis April 27 Correlations, Plots and Regression Analysis--2 May 4 Multivariate Analysis: Crosstabs and Partial Correlation May 11 Multivariate Analysis: Multiple Regression May 18 Extended Laboratory May 25 SECOND PAPER DUE ']
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[" 1!The Supreme Court and the Judicial Process POSI 4311 (WI) Spring 2013 INSTRUCTOR AND COURSE INFORMATION: Professor: Dr. Paul R. DeHart Office: 343 Undergraduate Advising Center Office Phone: (512) 245-3281 Email: [email protected] Office Hours: M,W from 9:00-11:30 a.m. Course Meeting Time: T, H from 2-3:20 Course Location: UAC 306 DEPARTMENT OF POLITICAL SCIENCE INFORMATION: Office: 355 Undergraduate Advising Center Phone: (512) 245-2143 Fax: (512) 245-7815 Website: http://www.polisi.txstate.edu Liberal Arts Computer Lab: 440 Undergraduate Advising Center Computer Lab Website: http://www.polisci.txtstate.edu/resources/computer-lab.html LEARNING OUTCOMES: The Department of Political Science has adopted student learning outcomes for general education courses (POSI 2310 and POSI 2320) and for all undergraduate and graduate degree programs offered in the Department of Political Science. These outcomes are available for your review at http://www.polisci.txstate.edu Pull down the Student Resources menu and go to Learning Outcomes. REQUIRED TEXTS: Barber, Sotirios A. and James E. Fleming. Constitutional Interpretation: The Basic Questions. Oxford: Oxford University Press, 2007. Murphy, Jeffrie G. and Jules L. Coleman. Philosophy of Law: An Introduction to Jurisprudence, Revised Edition. Westview Press, 1990. Murphy, Walter F., C. Herman Pritchett, Lee Epstein, and Jack Knight. Courts, Judges, & Politics: An Introduction to the Judicial Process, Sixth Edition. Boston: McGraw-Hill, 2006. 2!CATALOG DESCRIPTION: An intensive examination of the judiciary, focusing upon the politics of judicial selection and the decision-making process of the judiciary as well as the position of the judiciary in the entire political process. Credit Hours: 3.00 DESCRIPTION AND GOAL OF COURSE: This course is designed to acquaint students with the place of courts and jurisprudence within the U. S. political system. The goal is to encourage students to think critically about the principles that guide judges in reaching decisions as well as the principles that ought to guide them. Consequently, this course includes an evaluation of various theories about the nature of law and an evaluation of various theories about how law should be interpreted. As well, this course endeavors to inculcate in students knowledge of the structure or design of the U. S. court system at the state and federal level. This includes consideration of both the power of and the limits upon the judiciary. This course also aims to equip students to reflect upon the place that courts (whether local, state, or federal) occupy within our political system. What is it that courts do within our system? What is it that courts ought to do within our system? Both questions are asked in view of the fact that courts operate within a larger constitutional framework as well as in light of the fact that the U. S. Constitution is committed to popular sovereignty and consequently to some variant of majority rule. Consequently, students will be asked to consider whether or not judicial review is required by constitutionalism and whether or not it is compatible with popular sovereignty. Concomitantly, students will be asked to consider the appropriate way to select judges in a political system such as ours by reflecting upon the fact that state judges are most frequently elected while federal judges are appointed. In reflecting on these matters, students will be asked to address the basic tension between the rule of law as applied by courts and majority rulea difficulty referred to by scholars as the counter-majoritarian difficulty. OBJECTIVES OF COURSE: General Learning Objectives: This course seeks to . . . 1. Familiarize students with basic theories about the nature of law and basic theories about how judges ought to interpret and apply the law. 2. Acquaint students with the basic structure of the U. S. judicial system at the federal and state level. 3. Encourage students to think critically about the role of courts within our constitutional republic and to think about what that role ought to be. 4. Enable students to evaluate critically U. S. judicial processes. 3!Specific Behavioral Objectives: As a result of the activities and study in this course, the student should be able to . . . 1. Describe and evaluate various theories about the nature of law and basic theories about how judges interpret the law. 2. Describe accurately the basic structure of the U. S. judiciary at the state and federal level, including a description of the extent and limitations of judicial power at various levels in the U. S. system. 3. Describe and evaluate the role of courts in the U. S. system, including the ability to argue about the appropriateness of judicial review and the ability to give an argument concerning the proper way of selecting judges in a system committed to popular sovereignty. 4. Assess the U. S. judicial system and give an appraisal of it, including the ability to defend it or to make recommendations for its improvement. RESPONSIBILITIES OF STUDENTS: 1. To attend class. This includes arriving on time and staying for the duration of the class time. 2. To participate in class discussion regularly. 3. To be respectful of others in the room, which includes being civil when engaging in exchanges or debate with others and which includes refraining from any ad hominem argumentation. 4. To refrain from distracting others. All cell phones, pagers, etc., must be turned off during lecture and examinations. Students must not play games or do email or watch movies, etc. on electronic devices during class. Computers can only be used for taking notes. 5. To read assigned readings in advance of the day on which they will be discussed. 6. To complete all assignments and to turn them in at the assigned time. 7. To do his or her own work and to adhere to standards of scholastic integrity. EVALUATION: Minimum Requirements: Turning in all major assignments is a minimum condition for passing the course. Students who fail to turn in major assignments are therefore in danger of failing the course. Attendance: Regular attendance is essential to succeeding in the course. Students with perfect attendance (i.e., no absences) will receive 2% extra credit on their final course average. Students with only one absence will receive 1% extra credit on their final average. Students with two or more absencesfor any reasonwill receive no extra credit for attendance. Students who are absent 7 or more times will have their final grade reduced by one letter grade. Students who are absent 14 or more times will have their final grade reduced by two letter grades or will receive a failing grade for the course. Finally, attendance is used to resolve borderline grades. Regular attendance is a necessary (though not sufficient) condition for a borderline grade to be rounded up. 4!Participation: Student participation is also essential to succeeding in this class. Participation involves participating in class discussions as well as participating in any group activities prescribed by the instructor. Participation, like attendance is used to determine whether or not to curve a students course average. A minimum requirement for participating in the class is to be in regular attendance. Examinations: There will be a midterm and a final examination. Each exam will comprise 1/3rd of the overall course average. Exams will include a multiple choice and a written component. The written component, and the discretion of the professor, may be given as a take-home assignment. The multiple choice component will given during class for the midterm and during the scheduled time for the final exam. Paper: Each student will write a scholarly paper that constitutes 1/3rd of the overall course grade. Instructions for writing the paper will be given in class and must be followed in order to receive full credit on the paper. Students will have the opportunity to submit two drafts of the paper and to improve their initial grade based on revision of the draft originally submitted. All students are required to submit the first draft. It is left to the student's discretion as to whether to submit a further revised draft. Cheating: A student will automatically receive a zero on any assignment on which he or she is caught cheating and may receive a failing grade in the course pursuant to the procedures outlined in the Honor Code. Grading Scale: A: 90-100 D: 60-69 B: 80-89 F: 59 and below C: 70-79 ACADEMIC INTEGRITY: Texas State University-San Marcos expects students to engage in all academic pursuits in a manner that is beyond reproach. Students found in violation of the Honor Code are subject to disciplinary action. To support the goal of maintaining a climate of academic honesty, Texas State has adopted a modified Honor Code. Read the full document U.P.P.S. No. 07.10.01 5!STUDENTS WITH DISABILITIES: Qualified students with disabilities are entitled to reasonable and appropriate accommodations in accordance with federal laws including Section 504 of the 1973 Rehabilitation Act and the 1990 Americans with Disabilities Act, and university policy UPPS 07.11.01 Disability Services. Recommended accommodations may included extended time on exams, tape recording of class lectures, use of a lap top computer in class to take notes, assistance with locating a volunteer note taker, sign language/oral interpreting services and captioning services. A faculty member may recommend an alternate accommodation as long as it is equally effective and achieves the same result. As a prerequisite to establishing the need for accommodations, Texas State requires the student provide documentation of disability to the Office of Disability Services (ODS). This documentation should be from a medical professional qualified to diagnosis the disability. Professional ODS staff will review the documentation according to university criteria to determine the students eligibility for accommodations. A student who is qualified by the ODS for accommodations is responsible for presenting an Academic Accommodation Letter and Academic Accommodation Form prepared by the ODS to each faculty member. Following a discussion of accommodations relevant to the course, the faculty members signature is obtained on the Academic Accommodation Form. The ODS will send a copy of the Academic Accommodation Letter either electronically or by hard copy to the faculty member within 24 hours after the student returns the documentation to ODS. 6!POSI 4311: Course Calendar Note: Course Calendar subject to alteration at the Professors discretion Date Topic Assignment T Jan 15 Introduction Syllabus H Jan 17 The Nature of Law: Natural Law Murphy and Coleman, 6-19. T Jan 22 The Nature of Law: Positivism Murphy and Coleman, 19-33. H Jan 24 The Nature of Law: Legal Realism Murphy and Coleman, 33-36; Oliver Wendell Holmes, The Path of the Law, and Benjamin Cardozo, The Nature of the Judicial Process, in Murphy et. al., pp. 27-33 T Jan 29 The Nature of Law: Critical Legal Studies Murphy and Coleman, 51-55. H Jan 31 The Nature of Jurisprudence: Civil Law and Common Law Systems Murphy et. al., pp. 3-18, esp. pp. 4-7 T Feb 5 The Constitutional Foundations of Judicial Power Federalist No. 78 in Murphy et. al., 23-24; Brutus XI, XII, and XV (TRACS). H Feb 7 The Constitutional Foundations of Judicial Power Calder v. Bull (TRACS); Marbury v. Madison in Murphy et. al., 61-65. T Feb 12 The Role of Courts in a Democracy Murphy et. al., pp. 38-56 H Feb 14 The Role of Courts in a Democracy: The Conflict between Judicial Power and Popular Sovereignty Eakin v. Raub; Robert A. Dahl, Decision Making in a Democracy; and Jonathan Casper, The Supreme Court and National Policy Making in Murphy et. al., pp. 65-73. T Feb 19 The Organization of the American Court System Murphy et. al, pp. 77-100 H Feb 21 The Selection and Retention of Judges Murphy et. al., pp. 141-159 T Feb 26 Midterm Examination H Feb 28 The Instruments of Judicial Power Murphy et. al., pp. 299-309 T Mar 5 The Limits of Judicial Power Murphy et. al., pp. 329-344 H Mar 7 The Limits of Judicial Power Andrew Jacksons Veto of the Bank Bill; Abraham Lincolns First Inaugural Address; Franklin Delano Roosevelt, Reorganizing the Federal Judiciary; Ex Parte McCardle; Louis Fisher, Legislative Vetoes; Gerald Rosenberg, The Hallow Hope; Michael McCann, Reform Litigation on Trial in Murphy, et. al., pp. 358-366, 725-751. March 10-17 Spring Break No Class 7!T Mar 19 The Impact of Precedent on Judicial Reasoning Murphy et. al., pp. 438-449. Segal and Spaeth, The Influence of Stare Decisis on the Votes of United States Supreme Court Justices; Knight and Epstein, The Norm of Stare Decisis in Murphy et. al., pp. 476-483 H Mar 21 Statutory Interpretation Murphy, et. al., pp. 491-501. Smith v. United States in Murphy et. al., pp. 507-510 T Mar 26 Constitutional Interpretation Barber and Fleming, Chapters 1 and 2; Murphy et. al., pp. 600-605 H Mar 28 Constitutional Interpretation Barber and Fleming, Chapters 3 and 4 T Apr 2 Constitutional Interpretation Barber and Fleming, Chapter 5 H Apr 4 Constitutional Interpretation Keith Whittington, The New Originalism, Georgetown Journal of Law & Public Policy 2 (2004) (TRACS); Antonin Scalia, Originalism: The Lesser Evil and Robert Bork, The Tempting of America in Murphy et. al. 566-579 T Apr 9 Constitutional Interpretation Barber and Fleming, Chapter 6 First Draft of Paper Due H Apr 11 Constitutional Interpretation Barber and Fleming, Chapter 7 T Apr 16 Constitutional Interpretation Barber and Fleming, Chapter 8 H Apr 18 Constitutional Interpretation Barber and Fleming, Chapter 9 T Apr 23 Constitutional Interpretation Barber and Fleming, Chapter 10; Ronald Dworkin, Taking Rights Seriously in Murphy et. al., pp. 605-615 H Apr 25 Constitutional Interpretation Barber and Fleming, Chapter 11 Final Draft of Paper Due T May 7 Final Examination 8-10:30 a.m. "]
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[' Lens\' Grey Zone Aug SEP JAN 10 2010 2011 2012 2 captures\n10 Sep 11 - 18 Jan 12 Close\nHelp skip to main |\nskip to sidebar The Author. Lens Khoo A hardcore and avid, yet inexperience fancy photography fans. View my complete profile Lets Voice It Out ! When & What ? 2011\n(1) June\n(1) Suspense 2010\n(8) November\n(1) Set July\n(1) Work Routine May\n(1) Update March\n(1) German in English Slides February\n(1) Merriness January\n(3) Nervy\nDark Moon\nMerry Christmas and A Happy New Year! 2009\n(42) December\n(1) Buds November\n(4) Web Diary\nUnder the Wide Sky\nMillion Stars\nBridge On Beach October\n(2) Fine Work\nI\'m Back September\n(1) The End August\n(3) Like A Wind July\n(1) - June\n(4) The Lecturer\nPrototype\nBBQ\nInjury May\n(6) MMU in Google Adsense\nJ-English\n1 Year Anniversary\nJPEG\nFeedback\nVIP April\n(3) Another Unlucky Incident\nB is the new C\nCooking Disaster March\n(6) Missing You\nNew CPU Assembler\nInternet Explorer (IE) Vs Mozilla\nWatch While Play & Play While Watch => Logitech G1...\nA Tragedy\nOverseas February\n(7) Scandals\nTMNUTs / Screamyx\nSony Ericsson Idou 12.1 MP Camera Smart Phone !\nNew Template\nSeat Belt\nFunny Valentine\'s Song\nValentine\'s Quote January\n(4) Plea: Help Me Out\nMy Dog\n, 2008\n(28) December\n(2) November\n(5) October\n(2) September\n(4) August\n(4) July\n(2) June\n(5) May\n(4) Labels Events\n(2) Fine Works\n(1) Funnies\n(11) Games\n(1) MV\n(2) News\n(1) Opinions\n(1) Personal\n(50) Photography\n(7) Poll\n(2) Projects\n(1) Songs\n(3) Technology\n(5) Vacation\n(3) Contact Me ? [email protected] - YM/MSN What\'s The Time Now ? Unique Steps Mates. Usual Visits Suspense >>Wednesday, June 29, 2011 Hi mates,\nCurrently, this blog is temporary suspended and no exact date has been set for the return. I will be focusing on my new photo blog at http://rain-memoirs.blogspot.com/ Please pay a visit to my new blog if you guys are interested. Thanks for the support all the while and hope you guys continue to give me your support for the new blog. Regards. Read more... Posted by\nLens Khoo at\n11:14 PM 0\ncomments Set >>Wednesday, November 3, 2010 Theme: SetDate Taken: 20th October 2009.Place: UnknownCamera: Canon EOS 1000D.Description: It\'s just an ordinary Sunset photo-shoot. Read more... Posted by\nLens Khoo at\n11:19 AM 0\ncomments Labels:\nPhotography Work Routine >>Saturday, July 17, 2010 I read some of my mates blog, and discovered that my blog\'s link was stacked down to the bottom of the page. Unsurprising, as I didn\'t keep my blog updated for few months due to "After Work Depressing Syndrome". Haha... That was a crap actually.Speaking of my work, I do not have much story as working is just keeping loops circulating. Don\'t have much surprise for my daily routine:6.30 am : Wakes up tiredly from bed. I sleeps more that I did in Cyberjaya but this is what I just can\'t explain.7.10 am - 7.40 am : Drives from house and reaches company. Reaching early doesn\'t mean I start my work early, as trainees are not allowed to have desktops and I am basically borrowing laptop from company. Getting laptop from people who is late to work is troublesome. I never reach my office late, but there\'s once I reach office at 8.08 and that breaks my clean record.8.30 am -8.45 am: Has short breakfast break in company. Breakfast food in canteen used to be nice last time, but not anymore ever since they changed the "service provider".9.00 am -11.00 am: Starts my daily work. Occasionally, watching my colleague playing minesweeper. Haha ... I think she will see this eventually.11.00 am - 11.45 am: Starts getting restless, emotionally flies to elsewhere, thinking of where to eat lunch.12.00 pm - 1.00 pm: I separate this part into 2 parts here. Firstly, eating in company just takes us 15 to 30 minutes. The leftover free time are used to either having a small sleep, completing undone work, playing minesweeper or FB. Need not to say, eating outsides consumes traveling time, which all the unproductive actions after meals are traded for traveling.1.00 pm - 4.00 pm: Continues my work.4.00 pm - 4.45 pm: Everyone starts to think something else again. For me and another 2 trainees, we always think on how to spend the unfinished allowance on something like boxes of fruit juice. Why? Particularly it\'s because the canteen staffs always import those fruit juice in the afternoon, at the time that normally the canteen is empty. Another why? I just don\'t know the reason. Might have to ask them.4.58 pm - 5.00 pm : OK, here i particularly stressing the time 4.58 pm as at that time, somebody is shutting down his laptop. Haha ... He just don\'t want to lost a single minute for the company and normally he is leaving at 5.00 pm, or sometimes 5.01 pm. For myself, I shuts down my laptop at 5 pm and leaves the office at 5.05 pm unless there are uncompleted tasks. However, suffice to say, leaving at 5.05 pm is the latest among the trainees, which makes myself to be understandably proud.5.30 pm - 6.00pm: Reaching home in this range of time, depending on the traffic. From then, my real life starts :-) Read more... Posted by\nLens Khoo at\n11:09 AM 3\ncomments Labels:\nFunnies,\nPersonal Update >>Friday, May 21, 2010 I finally clicked on the "sign in" button after much struggle. Partly, there are some stories I found it unsuitable to share.I can\'t label myself as a hot tempered guy, but recently there is people who made me real mad. To be exact, this fellow blamed twice his fault to me. I kept quiet, but doesn\'t mean I allowed him to do so. I stepped back as I don\'t like to quarrel.Alright, just ignore that. Since I wasn\'t updating my blog for a long time, perhaps I should update the readers with some information. I just finished my final exam for my Delta year. Moving into the final year of my study, I will be committing my internship in Plexus for 4 months starting from next week.Just hope that, I will be able to cope with the load full of works to be come. That\'s all. Bye. Read more... Posted by\nLens Khoo at\n12:18 AM 2\ncomments Labels:\nPersonal German in English Slides >>Saturday, March 20, 2010 I just saw a German notes in the lecture slides of the Embedded System Design subject. A definite 0 to me if this is out in my exam. Lol. Read more... Posted by\nLens Khoo at\n11:59 AM 3\ncomments Labels:\nFunnies,\nPersonal Merriness >>Saturday, February 6, 2010 Theme: Merriness (Chinese New Year)Date Taken: 12th January 2010.Place: My houseCamera: Canon EOS 1000D.Description: Can you feel the atmosphere of merriness? Read more... Posted by\nLens Khoo at\n1:36 AM 4\ncomments Labels:\nEvents,\nPhotography Nervy >>Sunday, January 31, 2010 Just discovered that I am nervy towards this semester.2 assignments have been release, and both involve design, hardware and programming.Datelines are just 3 days away from each other.Of course, there will be other assignments for other subjects.Please wish me luck ahead. Read more... Posted by\nLens Khoo at\n11:25 AM 6\ncomments Labels:\nPersonal Dark Moon >>Monday, January 4, 2010 Theme: Dark MoonDate Taken: 31st December 2009.Place: Free School Road, Penang.Camera: Canon EOS 1000D.Description: Moon in the dark sky. Read more... Posted by\nLens Khoo at\n8:10 PM 5\ncomments Labels:\nPhotography Merry Christmas and A Happy New Year! >>Saturday, January 2, 2010 Well, I don\'t have specific new year resolution, but hope everything will be better than previous year. Happy New Year ! Read more... Posted by\nLens Khoo at\n3:48 PM 3\ncomments Labels:\nEvents,\nPersonal Buds >>Friday, December 4, 2009 Theme: BudsDate Taken: 19th October 2009.Place: Poring Hot Spring.Camera: Canon EOS 1000D.Description: Flower buds taken in close shot. Read more... Posted by\nLens Khoo at\n4:05 PM 4\ncomments Labels:\nPhotography Older Posts Home Subscribe to:\nPosts (Atom) Blogger templates\nRomantico by Ourblogtemplates.com 2008 Back to TOP ']
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['Opinions, facts, and analyses - masterfully sculpted by U of T engineers for over 20 yearsCANNONtheCANNON FEATURESOpinions & EditorialsNews\nFeatures\nLeisure...............\n.....TONS of Godiva Week and CFES Congress Pictures Inside!Yes, we have pictures of the car smash too! ... Pages 6 - 916 pages of riveting content - the BIGGEST Cannon of the year!February 4, 2003 Volume XX Issue V261215FEATURERhodes ScholarInterview .... page 12NEWSResults from UTEK2003 .......... page 10OPINIONA British Idiots Guide toCanada ..... page 3Christmas, New YearsCongressthatsthe way it has felt for the past two years of my\nlife (not that Im complaining or anything).\nEvery year in early January, over 200\nengineering students from across Canada\ngather at whats known as the Canadian\nFederation of Engineering Students (CFES)\nCongress. This year it was hosted by the\nUniversity of Saskatchewan in the western\nmetropolis of Saskatoon, where snow is never\nploughed, cattle cause traffic jams, and liquor\nstores are open until the wee hours of the\nmorning.In reality, we saw much less of Saskatoonand much more of the Radisson Hotel, where\nwe attended workshops, listened to speakers,\nand enjoyed the company of fellow engineering\nstudents for a week. Workshops ranged in\ntopic from How to hold a charity event to\nEngineering Legal Liability, and were\nfacilitated either by individuals from one of the\n40 member societies in Canada or by the CFES\nnational executive itself. Not only were\nCanadian students involved at the conference,\nbut there were also observers in attendance\nfrom our American counterpart (NAESC), ourSkuleTM Shines at CFES Congress 2003U. of T. wins awards, executive\npositions, and right to host Congress\nin 2005Mike BranchCOMP OT3\nWith files from Ahmed FarooqCOMP OT5European friends (BEST), and the German\nengineering student collective (BONDING).This year, our delegation was made up ofan exceptional group of students who\nrepresented the university very well. Sunaina\nMenezes (our Hi-Skule Liaison officer here at\nU. of T.), successfully ran for a CFES\ndirectorship and has now become the\nfederations new Outreach Commissioner.\nJamy Li will continue on for a second year as\nPresident of the CFES Caf (www.cfescafe.ca),\nand many thanks to Richard Wiltshire (SIC\nChair) for putting in so much effort throughout\nhis term here at U. of T., because it landed us\nwith the provincial Charity Challenge award\n(which has been with arch-rival Queens for the\npast few years)!All in all, Congress was a great experienceand presents a fantastic opportunity for\nstudents to become more involved as leaders\nin the world of engineering. The CFES\nmaintains a professional partnership with the\nCanadian Council of Professional Engineers\n(CCPE) which has allowed them to take onmany exciting initiatives, including theCanadian Engineering Competition (CEC),\nProject Magazine, and the CFES Caf, to namea few.U. of T. has such a huge student body incomparison to many of the schools that make\nup CFES that it is often difficult to excite\ninterest in these national organizations. In\nfuture, I hope to see more engineering students\ninvolved with the CFES. To help promote this\ninvolvement, we delivered a bid to host the\nconference right here in Toronto in 2005and\nwon! So keep your eyes peeled to your ECF\nmail account (i.e. dont just delete the mail that\nreads from the Engineering Society), because\nwe will be looking to put together a strong team\nto showcase U. of T. to the rest of Canada in\nJanuary 2005!If you have any questions or commentsabout the CFES or anything mentioned in this\narticle, please contact your VP External, Mike\nBranch ([email protected]).TAREK SAGHIR the CANNONthe CANNONThe CANNON is a forum for student expres-sion as the official newspaper of The Engi-neering Society at The University ofToronto. It was first established in 1977\nand continues to publish one issue a monthwith a circulation of up to 3000 through-out the St. George campus of the univer-\nsity. The Cannon informs engineering stu-dents about issues that are of particularinterest to them, while also encouraging\nand supporting discussion, literacy, andself-expression. It does not condone dis-crimination, gratuitous obscenity, or libel.\nSubmissions are welcome. Please includeyour full name, year and discipline. Theeditors reserve the right to modify content\nin accordance with the newspapers policy.The views expressed in The Cannon arethose of the author and do not necessarily\nrepresent those of the staff or of The Engi-neering Society unless so indicated.Subscription and advertising informationis available from The Engineering Societyat 416.978.2917.The CANNON10 Kings College RoadSandford Fleming Building\nRoom B740Toronto, ONM5S [email protected] are welcomeCONTACT INFORMATION| OPINIONS & EDITORIALSTarek SaghirDanica LamVictor ChowEric WangSusmita De\nAndy HungDiana GaldamesAmy JiangAlex CureleaManu SudAshwin Wagadarikar\nSimon WaiFaaiza AliMaham AnsariSalina BeheraLiwen Gu\nBilal KhalidPeggy LiJohn Ma\nMark TeperChris WilmerDiana Al-DajaneMike BranchKent Carter\nSusmita DeChris DunnZach Hoy\nHumairah IrfanAmy JiangMeredith Noble\nAlexandru SonocManu SudAdam Trumpour\nAdele WongAndrew WongFebruary 4, 2003 Volume XX Issue VEditors-in-ChiefLayout EditorAsst. Layout EditorPhoto EditorGraphics EditorBusiness ManagersCopy EditorsLayoutContributorsI dont usually obsess overthings. For example: I have\nnever seen Titanic in its en-tirety, never mind thirteen\ntimes in the theatre. But let me\ntell you, the closest I have ever gotten to obses-\nsion has been in the past year or so with The Lordof the Rings movies.Of course, its true that I am a big nerdalways have been and always will be, and no one\nwill ever tell you otherwise. It is a common per-\nception that being both a nerd and an engineer-\ning student practically guarantees that you\nshould be obsessed about The Lord of the Ringsin one way or another (and Im sure this can be\nproven with the stat mech formulas I have\nforgotten already). But this almost-obsession of\nmine is weird because it shouldnt really be my\nkind of thing.Yes, I loved the book, but I think thats simplybecause I read it in Grade 5 and it was my first\nencounter with an epic with magnificent scope\nand breathless romancenot in the sense of love,but in the older sense of a mysterious or\nfascinating quality or appeal, as of something\nadventurous, heroic, or strangely beautiful\n(American Heritage Dictionary). I dont thinkIve even read the trilogy again all in one go. Other\nthan Tolkien and books for young adults, such asDanica LamNSCI 0T5Harry Potter and Philip Pullmans beautiful\ntrilogy, His Dark Materials, I have to admit thatI generally cant get into a fantasy novel.I dont like film adaptations of books either.I could probably count on one hand the number\nof adaptations that I liked, and a couple of them\nare on that list because I thought the book was\nbad to begin with.And Tolkiens Middle Earth? Come on. Anantiquated, testosterone-powered, war-monger-\ning, Luddite world where the blond-haired good\nmen come from the West and the dark-skinned\nbad men come from the East? The principles I\nwas brought up with cover their faces in shame\nwhenever I remember this.Really, I have no idea why I should love thesemovies so much that I get indignant when I read\nlukewarm reviews of them. Some of you snarkier\npeople out there are probably wondering if a\ncertain elf or possibly even a certain Ranger is\nthe attraction, but I would have to say no (or\nmostly no). All I can say is that Peter Jacksons\nfilms can make me believe, for three hours at a\ntime, in the phrase, Movie Magic.So if anyone can figure out how this can makeme ignore the three objections I raised (and\nespecially the last one), I would be very grateful.\nMeanwhile, Ill continue working on my design\nproject as I wait for the third film. See you all\nthere.Slave to the RingsThe Green PThe Green PThe Green PThe Green PThe Green PaperaperaperaperapersssssThe University of Toronto is currently con-ducting a round of long-term strategic plan-ning. This discussion was initiated with the re-lease of four green papers, each on a particular\ntopic. Of particular interest to the undergradu-ate student body is the paper on The StudentExperience (available at http://www.utoronto.ca/plan2003/green.htm).After reading these papers, students, fac-ulty, etc. are supposed to attend Town Hall\nmeetings, held in January and February, todiscuss various issues that interest them. Inaddition, electronic surveys are routinely made\navailable online, and are used to collectfeedback on issues related to the Green Papers.While there has been much talk at this uni-versity about excellence, innovation andrankings, we rarely hear as much talk about theundergraduate student experience. One piece\nof information that I did read was a survey,entitled the University Report Card, thatranked U. of T. 24th in terms of student satis-\nfaction. While some have arguednot withoutmeritthat the survey is flawed, for it is unfairto compare a small university in a college town\nto a huge university in a bustling metropolis,the fact remains that there is definitely roomfor improvement in the student experience\ncategory. Who knows best about this issue? Wedo. What should we do about it? Attend thesetown hall meetings, and tell the university ad-\nministration how to improve our undergradu-ate experience.The next, and last, town hall meeting willbe held on Friday, February 14, 10:00 am -11:30 am, at New Colleges Wilson HallAmphitheatre, Room 1016.Tareks EditorialTarek SaghirCHEM 0T5ExExExExExererererercising Ycising Ycising Ycising Ycising Your Right Tour Right Tour Right Tour Right Tour Right To Speak Upo Speak Upo Speak Upo Speak Upo Speak UpMany people that I speak to seem to forgetthat we live in a democracy. They assume that\ngovernment is controlled by big business andspecial interest groups, and that they, theordinary citizens, can do little of significance.\nWhile I do not deny the influence ofcorporations and lobby groups (on a side-note:there is legislation on its way to limit the\ninfluence of these afore-mentioned groups), Ido disagree with the idea that the commoncitizen can do nothing. Thankfully, in this\ncountry, we still have the ability to vote, andour votes are actually used to elect our leaders.These leaders, therefore, can only get away with\nthings that we let them get away with. If theydo something that irks you, and that irks a greatproportion of the populace, they will not retain\ntheir jobs come election time.Election time, however, is not your onlyopportunity to be heardthere is much that can\nbe done in the interim. Most importantly, stayinformed, and write letters to your governmentrepresntatives, to give them your view on how\nthey should approach day-to-day policy issues.At one conference that I attended, it wasclaimed that letters (i.e. snail mail, not email)\nreceived by the government are taken veryseriously. Apparently, the odds of someonewriting in are about 1/5000, so a letter\nexpressing a viewpoint on a matter is taken torepresent the voices of five thousand people.So, for instance, if you oppose exchanging\ncivilan lives for oil, dont just fume about it inSuds. Fire up your word processor of choice,type a short letter to the Prime Minister, and\ntell him to keep our troops at home. Then sendit off to him by post (letters sent to the PrimeMinister dont need postage). This is his\naddress:Office of the Prime Minister80 Wellington StreetOttawa, ON K1A 0A2We, thankfully, can influence the way ourcountry is run. Lets make use of this right, lestit be taken away from us. 3 the CANNON|February 5, 2003 Volume XX Issue VAmy JiangNSCI 0T5How to Be Canadian: A British Idiots Guide to CanadaWhy couldnt somebody tell mea rubber was a condom? Why?! It\nwouldnt have taken more than twoseconds. Instead I went around fortwo-and-a-half years loudly asking\npeople to pass me my rubber,innocently returning their stunnedlooks and wondering why\nCanadians were so strange. (Mustbe all the snow.) It wasnt until thefinal month of my OAC year, two-\nand-a-half years after my arrival inCanada, that one friend casuallyinformed mejust in passingthat\nI should probably use the worderaser instead. (I just thought youmight want to know rubber meanscondom here. Good gracious, youjust thought I wanted to know?!!)Well, at least that explained a lot of\nthings, like the way everybodyshead would wheel around everytime I said The Word, and how my\nfriends would ask with a raisedeyebrow and a smirk, Your rub-ber? Yeah, my rubber, I would\nloudly repeat, all the while wonder-ing if there was something wrongwith the way I pronounced it.And that, my friends, brings meto this article. I have compiled thiseasy-to-follow guide for your\nassimilation into the Canadianrace, so you wont have to sufferthrough the same embarrassment\nas unknowingly as I did. (But do itknowingly with my blessing.) Ofcourse, I will admit I only know one\nother English student in engineer-ing, so I realise this article has avery limited audience and even\nlower practicality. Therefore I shalladdress the guide not only to theBritish idiot (sorry, Im not refer-\nring to my one English friend), butalso to those delusional and neu-rotic individuals who wish to pre-\ntend to be British idiots pretendingto be Canadian (idiot or not, I shallleave that to your personal\npreference). As you can see, thatsignificantly widens my readership.Alright, lets get down to business,\nshall we?Now, the first thing to remem-ber about being Canadian is to re-\nvere their obsession with icehockey. Never under any circum-stances (unless at gunpoint,\nknifepoint, penpoint or any otherpointy and potentially lethal ob-jects) reveal your level of disinter-\nest in a game that rarely sees thelight of day in a country with asnowfall of around three\nmillimetres a year at best. If for anyreason youve attended any icehockey games in the past, rave\nabout it to anybody you meet re-gardless of age, gender or height,and refer to it as the defining\nmoment(s) of your life. While wereon the topic of sports, rememberthat football is called soccer, rugbyis called football, and the plural ofmoose is still moose.This leads us to the weather.Adaptation to this blustery climate,unfortunately, is something that\nonly comes with practice, if at allmany have died trying. Summerdays are long and glorious, with the\nsky extending for miles without anytrace of a cloud. Just try not to siton a lake on a sunny day in a boat\ncovered with tin foil. Autumnwould be even better than summer,what with the maple leaves turning\nred all around, if only one werentin SkuleTM. But that cant be helped.Winter is another story completely.\nBuried in three feet of snow orwading through streetfulls of saltymush, its difficult to maintain the\nwill to live. But youll find thatbuying multicoloured scarves in allpossible patterns will lighten your\nwintry mood (sorry about the pun,I couldnt resist).But you do have to give themcredit for their national anthem.\nIts catchy, sounds nice in French,and is therefore far better than GodSave the Queen. Memorise it at allcosts, because you will be calledupon to sing it solo some day infront of two hundred of your\nclassmates, with four hundred coldeyes burning the base of your spineas you falter on the line glorious\nand free. Canadians seem to bemuch more patriotic than theBritish, despite all our empire pride\nand whatnot. Even as they struggleto carve themselves a distinctiverole in the international community\nand strive for recognition as an in-dependent nation thats not aboutto be integrated into the Great\nAmerican Master Plan (yeah right,try telling that to Bush), they exudea confident love for their homeland\nthats quite contagious. I am sureyou too will learn that the wry, self-deprecating humour (while Brits\ntend to be sarcastic abouteverybody else, Canadians aresnarky about themselves) thinly\nveils an honest awareness of theirown shortcomings and strengths,as well as a great love for every-\nthingwarts and all. They donthave the grand delusions of great-ness or snobbish egos of their\nneighbours down south (I mean, er,Mexico of course), and youll likethem all the better for it. I guess\nthats what true patriotism is allabout, eh? By the way, in case therewere ever any doubts, its true: Ca-\nnadians are the only people to everuse the term, eh. And so very.Very. Liberally.For anybody who does theirown cooking (my culinary reper-toire extends no further than in-\nstant noodles, so you might bebetter off taking my words with adollop of salt, pun unfortunately in-tended), food is seasonal here.Unlike in England, where at least\nhalf the food on our plates wasimported from all over the worldand we grew nothing worth men-\ntioning (that I know of) exceptgrains, some vegetables and lots oflivestock, foods from all across thespectrum are grown in Canada.Which means prices and\navailability fluctuate quite a bitdepending on the season. So ifyoure dead set on constant selec-\ntion and more or less constantprices, you might be a bit put off.But hey, at least you can go fruit\npicking here! When its in season,that is.No self-respecting compiler ofa Canadianism-for-idiots guidewould omit to tackle the problemof language. After all, Canada is\njust one border away from theAmericans, and we all know howcorrupt their language is, dont we?\nTo begin with, substitute all yourouts with oots. As preposterousas it may seem, its actually how\nmany people pronounce thesyllable (applicable only inCanada). Now, replace your t\nsounds with an l. So water wouldbecome something like waller, andSaturday will be Sallerday. Do\nuse your common sense on this one,though, and resist the urge toconvert to(o) to loo. Finally,\nsprinkle your sentences generouslywith the term eh, and nobody willever suspect you were anything but\nborn and bred in Canada. The termis suitable for use in any context, oc-casion, and dose, so go wild. Now\nas for specific terminology, I canonly think of a few Canadianwords, though there are in fact\ncountless numbers of them. A lorryis called a truck; try to call a toilet abath/washroom to avoid odd looks;\nand I cannot stress this enough, arubber is more commonly known asan eraser. Also, since this is an ar-\nticle for engineers, I must mentiona few pointers on the topic ofswearing. Replace terms like\nbollocks and arsehole with crapand asshole, respectively, anddont try to offend people by\nholding out the back of your pointerand middle fingers in an invertedpeace sign. Only the middle fingeron its own will do for this purpose.On to money. While we allknow that Canadian (and evenAmerican, for that matter) moneyis worth next to nothing, its still a\nbloody outrage the amount of taxeswere expected to fork over aroundhere. Forty percent in income tax\nis scandalousI mean, its eightypercent of fifty percent. Imagine!And dont forget to fill out those\nhorrid tax return forms every year,or at least blackmail somebody intodoing them for you. If youre\nanything like me, you wont like theway they add on an extra 15% topurchases either. At least the 17.5%\nwe had to pay in England wasincluded in the asking price, so wenever had to bother multiplying\neverything by 1.15 in our heads. Oh,and one last thing: call two-dollarcoins toonies and one dollar coins\nloonies. (I know, I could neverremember which is which eitherbut toonie has a t in it.) Though\nthis outlandish choice of nameperhaps suggests something aboutthe mental state of the people\n(Must be all the snow), I shallrefrain from further comment,given the terms we use to describe\nour own currency: you know, thingslike quid (queen head), tenner,pee (pence) and the like.And finally, always, alwaysfollow my advice. I will never for-get one time during my first term\nat U. of T., just a few months aftermy, shall we say, enlightenment. Iwas working on my design project\nwith a partner in our emptycommon room. It was the weehours of the morning, and wed\nbeen fagging away at the project forhours. I was exhaustedespeciallyso when I stretched out my hand\nand asked him to get me my rubber.Poor boy, you should have seen thegob smacked look of abject alarm\non his face as he froze in his chairand stared at me.A lorry is called atruck; try to call atoilet a bath/washroom to avoidodd looks; and Icannot stress thisenough, a rubber ismore commonlyknown as an eraser. the CANNON4His average in-creased, but his GPAdecreased.| OPINIONS & EDITORIALSIt is my belief that the GradePoint Average system is set up in a\nnon-sensible manner. Consider the\nhypothetical case of Joe Blow, who\ntakes only two courses per semes-\nter. In semester one, Joe scores\n80% in both his courses, resulting\nin an average of 80% and a GPA\nscore of 3.7. In the following se-\nmester, Joe scores 84% in one\ncourse, and 79% in the next course.\nHis semester average has increased\nby 1.5%, to 81.5%. However, as a 79\nfalls in the range of a B+, and not\nof an A-, his GPA has dropped\nfrom 3.7 to 3.5 (3.5 = (3.3 + 3.7) /\n2). His average has increased, but\nhis GPA has decreased. This is non-\nsensible at best.In most courses offered at theUniversity of Toronto, students are\ngiven a letter grade in addition to a\nnumeric grade. This letter grade is\nobtained by means of a system of\nnumeric ranges. For instance, a\nmark between 80 to 84 percent is\nconsidered an A-. The GPA system\nworks in a similar fashion. Every\nletter grade assigned to a course\ncorresponds to a certain GPA\nnumber. An A is 4.0, an A- is 3.7, a\nB+ is 3.3, etc. The final GPA score\nis the average of the GPA numbers\nof each course (with special care\ntaken to deal with those courses\nthat are weighted more heavily than\nothers). Using the example of Joe\nBlow, it is evident that the GPA\nsystem is based on numeric ranges.\nIt is my belief that many problems\nexist with such a system. First, the\nuse of academic ranges yieldsWeve become inundated withit. We see it on the shows and ad-vertisements we watch. We talkabout it during our lunch, and\nmull about it during our coffeebreaks. A bigoted cloud of stupid-ity is creeping up on us, and we\nseem to be watching it happenwith the same aghast and capti-vated tenacity as when a car crash\non the road forces people to stopand stare.Im talking about The Bach-elor. And that show from way backwhen, Who Wants to Marry a Mil-lionaire? Now we have TheBachelorette. Is bachelorette evena word? My spell check says itsnot. Im also talking about JoeMillionaire. These shows, realitytelevision at its lowest, are exploit-ing the major issues of esteem that\naffect people.Shows like, Who Wants toMarry a Millionaire?, The Bach-elor/ette, and Joe Millionaire playon peoples feelings of inadequacyand desire to attain a mate that are\nso fierce, they put them in a posi-tion where the rest of the worldjust looks on, shakes their head,\nand says, Thats just so sad.Then the world continues to watchthe humiliation. This inadequate\nfeeling, which drives people tosuch a pitiful state as to go on anationwide show and subjugate\nthemselves to being examined andselected like a piece of meat fromthe butcher, probably stems from\nloneliness or heartache or both. Ora desire to be on TV.Thats tough. Thats brutal.And so the crafty television pro-ducers are milking that lonelyheartbroken cow for all itsA Car Crash of TelevisionSusmita DeINDY 0T2+PEYThe GPA System At U. of T.Why It Does Not WorkTarek SaghirCHEM 0T5At the risk of sounding in-credibly clichd, in todays highpaced and materialistic world, itsgetting harder and harder to getmyself back into the true spirit ofChristmas. Surrounded by the(other) frantic shoppers gatheringthe last of their Christmas pre-sents on Christmas Eve, its get-ting so difficult to remember thecause of all the commotion in thefirst place. Somehow, Christmasdoesnt feel magical anymore.And its not just becausethree-sevenths of my brain cellsare still petrified after that lastexam of mine. It seems to me asthough Christmas has evolvedfrom a time for thanksgiving andsimple family pleasures to amultibillion-dollar industry thatcontagiously consumes all of us,for at least a month each year, inits glaring haze of excess and ma-terialistic frenzy. Yes, I know Improbably wrong to assume timeswere simpler in earlier days andthat society had a less distortedIm Dreaming of a True Christmas...Amy JiangEngSci 0T5results that are not in tune withones average. As seen with the\nstudent of Joe Blow, in many\ninstances, a students average rises\nfrom one semester to the next,\nwhile his or her GPA decreases.The GPA system at U. of T. failsin another important way: it doesnot provide the necessary incentivefor students to perform exception-\nally well in courses. Both an A (85\n- 89) and an A+ (90 and above)\nhave a GPA value of 4.0. Many\nstudents, particularly those with\ntheir eyes on law or medical school,\nmuse that getting a mark above 85\nis not worth it, as the GPA system\ndoes not provide for any distinction\nat the higher end of the academic\nladder. Some universities address\nthis issue by awarding a GPA value\nof 4.3 to an A+ grade, thus\ndistinguishing it from an A.\nHowever, the University of Toronto\ndoes not do this.I see no reason why the GPAsystem needs to exist. The univer-\nsity should continue to award nu-\nmeric and letter grades to students.\nHowever, when producing an\noverall picture of a students\nacademic performance, only per-\ncent average should be used, as this\nsystem is not subject to the whims\nof numeric ranges. The GPA system\nis unjust, and, given the existing use\nof a superior method of evaluation,\nsuperfluous.worth, and we, the media consum-ers, are just eating it up. (See the\nallusion to the previous analogy?Not bad for an engineer, eh?) Yousee, in the end, were the ones who\nare selecting the choicest piece ofmeat to be slaughtered, not theBachelor, Bachelorette, or Joe.\nWere the ones paying to see ithappen.Ive talked to several people,men and women, most of whomsee these shows as exploitativeand humiliating for those in-\nvolved, yet who are thoroughlyand utterly captivated by them. Imyself get too embarrassed to\nwatch those kinds of showsnotthat Im better than anyone else,but I really do get red in the face\nwhen I see someone putting theirheart on their sleeves for some-thing thats not worth it.But does it make for good tele-vision? Its bad for the moral fibreof our society but, hey, if its good\ntelevisionWell, television ismeant to entertain and educate.But over the years, television has\nbecome so much more. It is a ve-hicle to mold societal, cultural,and political trends. What I fear is\nthat this kind of television, thislow point on the grime of reality,is just going to dumb us all down\nto the point where werecompletely desensitized to the factthat these are people who are\nemotionally insecure, and whoneed help as opposed to beinggawked at.George W. Bush, the illustri-ous American president, in re-sponse to the discussion of the\nquality of television shows today,and what the American people cando to combat the demeaning ma-\nterial transmitted on the televisionair waves, said it best: Put theoff button on.idea of the meaning of Christmasback then. But no matter howthings were like in the past, theway they are now bothers me. Forone thing, the traditional ex-change of presents has becomegrossly dilated in importance.Ask any child today, and theywould more likely than not tellyou Santa Claus is the central fig-ure of Christmas, and the mainreason to be happy on ChristmasDay is getting presents. I like mypackages under the tree as muchas the next five-year-old child, butonly as a bonus to that event twothousand years ago for which wearesupposedly at leastall cel-ebrating. The problem is, for somany of the people who celebrateChristmas, its simply an occasionfor lavish gift giving andfeastingand drinking.I dont know if anybody elsenoticed, but for two whole monthsbefore Christmas, the articlessplayed across entertainment andnews websites would all readsomething like: Let MSN helpyou survive the holidays, or, 10steps to avoid going crazy thisChristmas. Oh, and lets not for-get that other staple, How toavoid gaining weight this holi-day. Reading the smug solicitudeof the volumes of literature bothonline and in magazines on ev-erything from the hangoverfrom hell to the stress ofChristmas shopping and con-stant partying/entertaining, to,of course, excessive binging atholiday feasts, one would thinkthat Christmas was the most hor-rendous time of the year. If I re-call correctly, one article saidsomething like, It may be diffi-cult to take proper care of your-self when running from oneparty to another having fun, sofollow these steps before andafter to minimise the damage.Yet what disturbs me mostis not this rather off-the-marksocietal view of the meaningof Christmas. It is insteadthat I myself am inevi-tably caught up in thecraze of it all, seeming tolose more and more of mychildlike vision ofChristmas and placingmuch emphasis onmaterialenjoyments. But perhaps that isthe way things have always been,and I simply havent seen it untilnow. Perhaps Christmas is onlymagical for the very young, andwe all have to realise at somepoint the seemingly pointless tu-mult and excess behind it all.Even so, I hope that in the midstof all the bustle and commotion,we will still be able to feel someof that peace and thanksgiving Imsure is the truer meaning ofChristmas.CHRIS WILMER 5 the CANNON|February 4, 2003 Volume XX Issue VWe all know it. It is a major di-lemma that we face. How to balanceour time? What to study? How\nmuch is enough? And after the en-tire struggle, what went wrong? Canwe ever stop complaining? I dont\nthink so!A typical engineer has an aver-age of almost 30 hours of lectures,\ntutorials and labs per week. Gener-ally, classes run from nine to four. Ifyou have an arts and sciences elec-\ntive, you could be in school until ninep.m. or later. Four engineeringcourses alone would mean around\nnine quizzes, three midterms and 12labs in 12 weeks. Of course, thisvaries for each department. Second-\nyear chemical engineering studentshave seven-hour labs almost everyweek, plus six courses! So much for\nthe workload and quality education.After talking to many people, Ilearned of many answers to the ques-\ntion, Why is it hard to do well on allfive courses?-Courses with labs consume a lotof time in terms of preparationand updating the lab notebook(some labs arent related to the\ncourse material). For thoseweeks, you cant study much.Especially if you have a program-\nming course!-An hours break between classesWhy Is It Hard to Do Well in All Five Courses?Humairah IrfanCOMP 0T5For those you havent seen theTV ad, it sounds like a joke.\nStealing a $40/month satellite sig-nal in a year isnt nearly as bad asstealing $500 in jewellery, despite\ntheir claims. We live in a day andage where information is free forall to access. Granted there are a\nfew minor exceptions, especiallywhen it comes to legal documents,but for the most part, were free to\naccess all information in our NorthAmerican society. Computersoftware and music are simply a\nhuge system composed exclusivelyfrom bits of information; similarly,a book is no more than a bunch of\ncharacters forming usefulinformation. The legal matters canbecome quite complex, but\nessentially copying your own CD,for example, is legal so long as youdo not sell or distribute it.Now lets take a purely hypo-thetical situation. Say you have abook, which you lent to a friend\n(this is, of course, legal). If yourfriend is one of those people yousee on the television infomercials,\nthen he will be able to memorizethe entire book before he returnsit. He can of course, later write\ndown the information contained inhis brain, which is essentially thebook since he memorized it word\nfor word. He can legally type upthis information and even get itprinted in book form so long as he\ndoes not attempt to sell it as hisown. Now your friend has a per-fectly legal copy of the book with-\nout passing through any illegalsteps along the way. One may ar-gue that the process in its entirety\nis still copying the book and henceKent CarterMSE 0T6RE: This Man Will Steal A Satellite Signalit is still illegal. This may in fact be\nthe case, but the situation still\nstands open to debate. Extendingour example into a CD, our friendcould potentially memorize the\nbinary sequence contained on theCD, and write a program in Assem-bly Language (or its derivative)\nusing this memorized sequence toobtain a new program. Obviouslythe example is ridiculous, as the\nfriend would have to memorizeabout 5.87 x 109 bits (700MB/CDx 1024MB/KB x 1024KB/byte x\n8bits/byte). But the idea is that itsa perfectly legal copy, right?Okay, so you hate hypotheticalsituations and thought experi-ments. We dont live in a worldwhere your friends (engineers in-\ncluded) can memorize several tril-lion digits in binary or otherwise.So the real world you say, eh? Well,\nin the real world, laws are definedby the morals of the people. Insome countries, its illegal to chew\ngum because its considered rude.That may sound excessive to someof us, but here in North America\nwe see very similar situations.Astronauts, for example, probablyhave a much higher probability of\ndeath (statistically speaking) thanthose who speed on the roads.Smoking and drinking kills more\npeople than any other drug inNorth America, and yet its stilllegal. Why? Thats because its so-\ncially acceptable. In time, anythingthats sufficiently sociallyacceptable becomes legal no\nmatter how dangerous or bad itmay be. In fact, the word baditself is subject to the definition of\nthe morals embedded in publicopinion. So is copying digitalmedia bad? The millions of users\nwho log on to Kazaa every hourdont seem to think so. Neither didthe thousands of Canadiansreturning opened music CDs to\nHMV a couple of months ago. Ofcourse, all the programmers andengineers (and non-techie\nmanagers to a much lesser extent)deserve to be compensated fortheir work, but the prices are\nsimply too high. In fact, itsoverpriced media thats the mostlikely candidate to be copied:\nthings like CDs with only one goodtrack or just about anything fromMicrosoft (Office XP Standard\nsells for about $480.00 U.S.).I mean, did these people everstop to think that if they sold their\nproducts cheaper, then morepeople would buy and fewer wouldcopy? Perhaps not, or maybe they\nthought, to compensate for lossesincurred due to copying, we haveto raise our prices by the formula\n1 product = 10 copies or somethinglike that (in the case of Microsoftit seems more like 1 product = 106copies given its value). Do thesepeople really think were all eagerto buy software more expensive\nthan our hardware? I just hopewhen all you Elecs and Compsbecome managers of software\ngiants, you remember this: its OKto include anti-piracy features todiscourage people. Ultimately,\nthough, the only way to really getpeople to buy is to give them pricesthey can afford. Its usually the\nhacker kids and poor universitystudents who end up ripping apartyour anti-piracy quirks to get their\nhands on something they cantotherwise manage to buy.Authors Note: The excessiveMicrosoft bashing is mostly repar-tee.After I joined engineering,many people commented to me thatdoctors and lawyers are ranked\nabove engineers. I want to clear upsome misconceptions that peoplehave about the engineering field,\nespecially considering the fact thatmost engineering inventions affectother occupations in one way or\nanother. Although I have heardmany ways in which people havetried to reason out their ranking, I\nwant to present my views on theirthree main reasons.First, people say that doctorssave human lives while engineers donot. Sorry, but I dont think so!Doctors do save human lives, but\nwithout using the latest equipmentand latest technology, their work isquite limited. Without the inven-\ntion of proper electrical lighting, candoctors do surgeries at night? With-out the invention of computerized\ntomography (CT) or computerizedaxial tomography (CAT), can doc-tors detect brain abnormalities\nfaster? The examples are limitless,and I believe that engineers saveeven more lives. Moreover, doctors\ncan only save people who are theirpatients but engineers do not needto be in direct contact with people\nto save their lives. Consider, forexample the safety of current build-ings with respect to fire hazards. If\nit werent for engineering design, wecould end up losing more lives infire disasters, the most prominent\nexample being September 11. Sowho do you think saves more lives:engineers, doctors or both through\ntheir collaboration?Secondly, people tell me thatthey employ such rankings because\nlawyers earn more money than doc-tors, who earn more than engineers.But is comparing salaries the way\nto rank professions? You probablyknow some situations where peopledo illegal work. So if these people\nearn more money than lawyers,shouldnt their profession be rankedeven higher? It is completely ridicu-\nlous to rank a profession basedsolely on earnings.Thirdly, people say to me thatdoctors and lawyers have stabilityin their professions while engineersdo not. Okay, this reason stands\nsomewhat, at least considering thefact that the current market is notthat strong for IT people. But isnt\nthere something called personalinterest? I do not think that thestability of any profession can be\nmeasured by the ups and downs inthe economy. It depends more onthe way people handle and work in\ntheir profession. Moreover, if every-body started to become doctors orlawyers, wouldnt there then be a\nrecession for doctors and lawyersas well?So the next time a person triesto rank doctors and lawyers aboveengineers, you know exactly what tosay.Manu SudELEC 0T5Why Are Doctorsand Lawyers Still\nRanked Above\nEngineers?is a complete waste; you cantstudy anything in such a shorttime. And that happens often.-Electives in arts and sciences arein the evenings, so once you gethome, you cant do much. Gen-\nerally, these courses have toomuch reading as well, and a lotof people find them pointless.-Some courses aim at covering upto 20 chapters in a semester. Itsa mad rush to finish the syllabus,\nand students generally lose inter-est and study without aim.-Professors who talk at 140 words/min or those who talk at the sametone for 50 minutes plus one (i.e.who go over time) dont realise\nthe damage they are doing!Professors are the key to makingyou hate or like a course.-Sometimes you might have fivequizzes, two labs and a midtermin a week. And after that you have\na chain-reaction of labs, quizzes,assignments and midterms.-Sometimes (and this is rare)courses dont have quizzes, andyou tend to neglect them and fallbehind.-Commuting is the biggest wasteof time. Most people want tostudy during their ride, but end\nup sleeping!-If your professor did not preparethe tests, there is a chance that\nthey might not focus on the ma-terial you studied, because yourprofessor didnt spend much timeon it.-Engineers are not social crea-tures. They are not supposed tohave any other family or job re-sponsibilities if they want to ease\nthe pile of the burdensome load.-On the other hand, a few engi-neers find themselves so involved\nwith other activities that they findthemselves in a whirlpool of over-due assignments, low marks, no\nsleep and stress lines on theirforeheads.-Normal engineers believe that itsforbidden to have fun, so all theydo is study 24/7 without develop-ing other skills, being creative or\nparticipating in extra-curricularactivities. This makes their minddull, and they adopt the drab\nmonotony of studying hard, butnot smart. the CANNON6| NEWSAdele WongINDY OT6A Froshs Experience at the CFES CongressSaskatoons a decent city. Itsdowntown streets are nice and\ncleannot to mention dead quiet\nonce past ten p.m.and its high-\nest building stands tall and\nproud at twenty-something\nstoreys. The people are friendly,\nthe sky is blue, and the land re-\nally is pancake-flat. You can lit-erally see from one end of the\nstreet to the other, if you look\nhard enough. But other than this\nunique landscape feature, Saska-\ntoon is almost like a miniature\nversion of Toronto, minus the\npollution and the noise.Aside from recently hostingthe Figure Skating World\nChampionships, Saskatoon was\nalso the home of the CFES (Ca-\nnadian Federation of Engineer-\ning Students) Congress this year,\nand on the night of January 3,\nmore than 200 students from\nuniversities across Canada, Eu-\nrope and the U.S. gathered at the\nRadisson Hotel (which is coinci-\ndentally also the highest build-\ning, as mentioned above) to\nshare ideas and more than a few\nbeers together.I was one of those students,and along with the rest of the U.\nof T. crew (there were fourteen\nof us in all), I spent an entire\nweek in the semi-windy city sit-ting in on workshops and learn-ing how to party.Speaking of parties: I did notknow how alcohol-crazed many\nengineers were until I went to the\nconference and witnessed the\ndrinking phenomenon myself.\nThe social event for each and ev-\nery evening included beer, beer,\nand more beer. It was heaven for\nsome of usI mean, imagine\npaying 50 cents for a drink, or\nsometimes nothing at all. Even I,at the risk of being shunned by\nthe true-to-their-oath engi-\nneers out there (I hate the taste\nof beer and pass out after two\nSmirnoff ices), couldnt resist the\ncheap prices and had to take ad-\nvantage of the limited supply by\npurchasing a few drinks myself.Every night was wild androwdy, which made it that much\nmore difficult to get up in time\nfor the next day. But then again\nthat didnt really mattermany\nof us slept through the morning\nevents (me included), until our\nheads stopped spinning or the\nhangover was gone. Dancing,\ndrinking and basically staying up\nall day, every day, can really wear\nyou out.Of course, the main purposeof the conference was for all of\nus to participate in workshops\nand seminars, and to inspire\neach other with passionate dis-\ncussions, new ideas, and per-sonal experiences. And I thinkCongress 2003 did a good job in\nachieving this goal, overall. Im\nshy to death when it comes to\nwell, just socialising in general,\nbut I managed to come back with\nmemories of many awesome\npeople, as well as a louder voice.Its hard to believe how muchcould come out of one measly\nvoyage across the country. Not\nonly did I learn many new things,\nbut I also got to buy just as much.\nThats right: no matter where a\ngirl goes, she must have the op-\nportunity to shop or she dies\n(OK, maybe its just me). But the\nMidtown Plaza was a paradise\nfor me: in the end I had to buy a\nnew suitcase to pack my newly-\nbought clothes and shoes! (Final\nlist: 2 pairs of pants, 2 skirts, a\npair of boots, 3 shirts, a handbag,\nstockings, some personal stuff\nundies and bras, heeheeand a\npair of mittens.)As a mere f!rosh, I was totallynew to the scene and therefore\nprobably embarrassed my older\nand wiser U. of T. colleagues\nmore than once by sticking to\nthem like glue and obliging them\nto pry my mouth open just to say\na few words. But the conference\nwas such a fun and relaxing ex-\nperience that I eventually didnt\ncare whether or not I was a nui-\nsanceI just dragged myself\nalong anywhere and everywhere.Even though I thought wewere going to die on the way back\n(the plane ride was iffy), Id say\nit was worth the risk, consider-\ning all that Ive gained while\nthere (friends, freebies, clothes).\nAnd besides, I never wouldve\ngone to Saskatoon myself, other-\nwise.Postscript: Oh yeah, thats right:I think its time to explain what\nthe CFES is all about. Basically,\nit is a nationwide organization\n(dont worry, not too many\npeople know about it) that\nstrives to provide meaningful\nbenefits to engineering students\nacross Canada. The CEC (think\nlarger version of UTEK),\nPresidents meeting, and Con-\ngress are three main events\norganised by CFES. Resources\nsuch as Project Magazine andthe CFES caf (www.cfescafe.ca)are also a part of the\norganization. My advice is to\nmake good use of these resources\nbecause the truth is you already\npaid for it! From the fees we had\nto choke up at the beginning of\nthe year, 30 cents per student\nwere attributed to the CFES.\nWell, at least now you know.Sunaina and Tarek pose during the congress AGMSunaina, Mike, Angela, and John pose in front of "Chateau Saskatchewan"This U of T crew has too many digital camerasChris Dunn, VP Finance, and Pool SharkGeorge Rotter, co-founder ofEngineers Without Borders, gives a\ntalkPHOTOS BY CHRIS DUNN AND TAREK SAGHIR 7 the CANNON|February 4, 2003 Volume XX Issue VOn the final night, tradition has it that delegates from Quebec come to the formalbanquet... without their pants onDowntown Saskatoon at 7 pmAshley Morton, 1930s TycoonSunaina enjoys herself with a girl from RMC and a guy from Queen\'sTeam TorontoRich detects a speling erorSunaina and Mike deliver the winning bid for Congress 2005The Canadian Light Source Synchotron at the University of Saskatchewan the CANNON8from almost all the differentcolleges and faculties.Prior to the 1949 race, in aneffort to take things to the next\nlevel, an article in The Varsity an-nounced that EngSoc had decided\nto cancel the race because they\nfeel that there are no worthy com-\npetitors. In response, the num-\nber of entries skyrocketed, to the\npoint where EngSoc felt that it was\nappropriate to offer a trophy to the\nwinning team. They proposed to\ncall it the Jerry P. Jolte Memo-\nrial Trophy, named after some\nguy who they thought was a key\nfigure around Skule after the\nturn of the century, but nobody\nseemed to be able to find any\nrecord of his existence. There was,\nhowever, a prominent figure on\nSAC that year by the name of\nJoseph H. Potts. This would seem\nlike a completely irrelevant obser-\nvation, except for the fact that\nPotts had for a long time been an\noutspoken critic of the races, com-\nplaining that the engineers always| NEWSIf you ask a Skule engineerwhat they remember most about\nGodiva Week, that wild and crazy\nweek o fun in January, most prob-\nably they will say the chariot\nrace. Unless they happen to be\nsilly f!rosh who dont have a clue\nwhat youre talking about. In ei-\nther case, they might benefit from\nthis, Ye Archivist of Skules lat-\nest historical musing.Every year, each discipline (atleast, thats the idea) and the\nf!rosh class gather their best and\nbrightest to build a chariota\nwheeled, one-person vehicle of\nsome descriptionto race for the\ncoveted Jerry P. Potts Memorial\nTrophy. With an earth-shattering\nkaboom, the race around front\ncampus begins and a delightful\nbloodbath ensues.Like many Skule traditions,the chariot race traces its roots\nback almost 100 years. In those\ndays, EngSoc election night was\none of the major social events ofthe year. Rather than simplydropping ballots into a box, the\nlarge drafting room in the little red\nSkulehouse became the scene of\nall sorts of entertainment and\nsports. In particular, aspiring\ncharioteers would balance them-\nselves on chamber pots whose\nhandles were threaded with tow-\nropes. Teams of their fellow stu-\ndents would pull them around the\nroom to the delight of the crowd.Over the years, and over twoworld wars, EngSoc elections\nchanged in format and the old-\nstyle chariot races died out. But\nin 1947 they were resurrected in a\ncompletely new format. Skule\nannounced a massive, campus-\nwide chariot race around front\ncampus to be used as a publicity\nstunt for the annual Engineering\nAt-Home (a large dinner dance\nthat was the forerunner of Can-\nnonball). It was so successful that\nthe race caught on as a major cam-\npus rivalry event, drawing entriesWho The F! is Jerry P. Potts?-----YYYYYe Grande Olde Charioe Grande Olde Charioe Grande Olde Charioe Grande Olde Charioe Grande Olde Chariot Race-t Race-t Race-t Race-t Race-employed corrupt judges. In hishonour, the Jerry P. Potts\nMemorial Trophy was born.Not surprisingly, with a newtrophy and unprecedented cam-\npus involvement, things quickly\nspiralled out of control. At the\n1949 race, Skule was declared\nthe winner, but Meds disputed\nthat and stole the Skule Cannon.\nThe next year, Meds also stole the\nJerry P. Potts Memorial Trophy\nbefore the race.By 1953, it was recognized thatthings were getting a bit out of\nhand, so EngSoc decided to re-\nstrict the races to engineering dis-\nciplines only. The races have\nchanged very little in form since\nthat time, a tradition shared by\ngenerations of Skule(wo)men.So next time youre out theremowing your way through insane\nscreaming mobs, pause for a mo-\nment to appreciate the timeless\ntradition youre taking part in.Adam TrumpourNSCI 0T4GODIVA WEEKZACH HOY / ANDREW WONG 9 the CANNON|February 4, 2003 Volume XX Issue VBefore and after...Hardhats comes in all shapes and sizes.What is " "? Different ways of relieving stress.ZACH HOY / ANDREW WONG the CANNON10| NEWSOn January 17 and 18, studentsfrom all disciplines of engineeringat U. of T. gathered together to\ncompete in the first annual Univer-sity of Toronto EngineeringKompetition (coined UTEK for\nshort). The competition itself is afeeder competition to the OntarioEngineering Competition (OEC), to\nbe hosted this year by Western atthe beginning of February.In the past, selection of com-petitors for OEC had been done pre-dominantly by professors who rec-ommended top-notch students for\nentry in one of the six categoriesthat exist at OEC: ParliamentaryDebate, Frosh Team Design,\nEntrepreneurial Design, CorporateDesign, Editorial Communications,and Explanatory Communications.\nThe adoption of UTEK has allowedfor widespread communicationabout OEC and also inspired much-\nneeded competition amongststudents here at SkuleTM.The notion of having an inter-nal engineering competition priorto the provincials is not a new oneWestern and Queens have been\nhosting such events for years.However, it is something that wehave never really done and is defi-\nnitely something that holds muchpromise for years to come.This year, the entire structureof the competition was inspired byMichael Brougham, president of theNano Club. His enthusiasm helped\nto turn the competition into reality.His vision for the competition wasnot that of a hierarchical\norganization, but more so one of around-table amongst the variousstudent groups that exist\nthroughout engineering. The ideawas that each group wouldultimately be responsible for\nseparately designing and develop-ing one of the six categories in thecompetitionresulting in a round\ntable of six categories that wouldamalgamate in the end to produceUTEK. Organizations that were\ninvolved this year include: theUniversity of Toronto EngineeringSociety, UTRA, IEEE, Engineers\nWithout Borders, the Nano Club,and the Chem Club.Although there were manythings that could definitely be im-proved for next year (i.e. having anevasive plan of action for a fire\nalarm in the Bahen Centre duringthe middle of Parliamentary De-bate), the idea of UTEK seemed to\ngenerate much enthusiasm amongthe students who participated.The event ranged from interest-ing project displays in the foyer ofthe Bahen Centre for Corporate andEntrepreneurial Design, towatching as towers of paper and\ntape miraculously withstood loadsof pop-filled crates in the FroshTeam Design category.In the end, the competitiondefinitely would not have been asuccess without the many individu-\nals (faculty and students) who gen-erously volunteered their time andmoney in the months prior to the\nevent. Deserving of specialrecognition are Mrta Ecsedi andthe Alumni Association, without\nwhom the competition would neverhave taken place, and of course ourfood guru Andrea Cassano who\nsuccessfully took on the role offeeding a hungry crowd of engineersthroughout the day.Again, thank you to all volun-teers and participants who madethis years competition a success. I\nurge you all to take part again nextyear and increase UTEKs aware-ness among the engineering student\nbody.If you have any questions orcomments about UTEK or this ar-\nticle, please send an email to yourVP External Mike Branch [email protected] is a list of winners in eachof the categories at UTEK. Firstplace winners received a $500\ncheque.Frosh Team Design1st Ron Appel, Lorne Applebaum,Bowie Cheung, David Wong2nd Huang-Yee Iu, Joe Kerr,\nGirish Chhatwani, ChristopherMilligan3rd Hans Hesse, Roman Leifer,\nDan Ludwin, David ShirokoffEntrepreneurial Design1st Kenny (Yu Kai) He, ElenaAndreeva2nd Christopher Moraes, Clement\nMa, Sandra Mau, Stefan Neata3rd Paul Kim, Maciej Stachura,Howard Kim, Jay LoftusParliamentary Debate1st Aaron Rousseau and Leo2nd Ashley Morton and ErikaKiessner3rd Vivek Sekhar and DanielSchwartz-NarbonneCorporate Design1st Jeffrey Mckerrall2nd Peter Lewis, Doug Hester3rd Natalie Hirsch, Ian Chown,\nAmin Nikfarman, Heather FawcettExplanatory Communications1st Feraz Shere2nd Ardavan FarjadpourUTEK 2003Mike BranchCOMP 0T3Clubbing for Healthier Minds & BodiesDiana Al-DajaneCOMP 0T3Clubbing is very beneficial forthe development of students per-sonalities and skills. Of course, I am\ntalking about a different type of club-bing. In fact, the University ofToronto is full of clubs that are su-\npervised by SAC (Student Adminis-trative Council). Each club is estab-lished by a group of members\n(executives) who have certain goalsthat they want to achieve throughtheir clubs events.Among all the clubs at theUniversity of Toronto, however, theNutrition Club caught my attention.\nTherefore, I interviewed its presi-dent, Amani Saif. She said that theclubs purpose is to increase the\nstudents awareness of how healthyeating habits can directly help thebody cope with stressful lifestyles\nand enhance physical, mental, andpsychological well-being. It is a factthat we, students, face a lot of stress\nduring our academic year. We usu-ally get addicted to caffeine, hopingthat it will help us stay awake and be\nmore productive. However, what wedo not know is that caffeine has anegative effect on the body. Because\nwe force it to get hyper, it will needsome extra rest after the effect of thecaffeine is gone; hence, the body will\nfeel extra tired. Instead of destroy-ing our bodies to get a short-termeffect, we can use the help of this Nu-\ntrition Club that will offer interactiveworkshops based on membersneeds. Amani said that there will be\na list of suggested topics and that themembers will vote on the topic of thenext workshop. Some of these top-\nics are:\n1.Nutrition basics: The link be-tween having good digestion andenergy, allergies, weight manage-\nment and degenerative diseases.2.Sports nutrition day: Creat-ine, glutamine, protein, anabolicand steroids supplementation for\nathletes and body builders.3.Foods for thought: Brain neu-rotransmitters and foods that\ndirectly affect their functioning.\nFoods that help enhance memoryand concentration.4.Nutritional Supplementa-tion: When to take them, andhow to shop for them.5.Dieting and weight manage-ment: What to do to reach ahealthy weight.There will also be some games,contests, and guest speakers to makeabsorbing the nutritious informationeasier, more effective, and more fun.Moreover, the most useful toolthat will help students to get per-sonal advice is the Nutrition Ques-\ntionnaire. This questionnaire con-sists of 700 yes/no questions thatwill help in exploring the bodys cur-\nrent condition and symptoms forpossible diseases or weaknesses.Amani said that it is considered bet-\nter than a blood test since it is acategorized one. Each category dealswith different body symptoms.\nBased on the questionnaires results,each student will get more person-alized help. However, according to\nthe legal notice attached in the ClubConstitution, [the] nutritional guid-ance provided through the club is\nstrictly for promoting nutritionalwell-being. It is not intended for di-agnosis of any disease or ailment, nor\ndoes it suggest any treatment of anykind. On the other hand, it is alwaysa good idea to learn more about our\nbodies and to answer our questionsabout improving our bodies produc-tivity and efficiency using the right\nnutrition.To help you explore this amaz-ing club, here is its official email ad-\ndress for any further questions:[email protected] 11 the CANNON|February 4, 2003 Volume XX Issue VOn October 25, a team of threebrave engineers set their boat inLake Ontario. It was the RecyclingCouncil of Ontarios recyclable ca-\nnoe competition. The purpose of thecompetition was to build a canoeout of PET class 1 plastic, which is\nmost commonly found in waterbottles. The canoe was then to bepresented in front of a panel of\njudges who evaluated it in terms ofhow well and how environmentallyfriendly it was constructed.First to present was Waterloo 1,a very high-tech boat made entirelyout of sponsor materials. Second\nwas Queens which had a tri-hulldesign and few sponsors, but adedicated team of twenty. Third was\nWaterloo 2, who had no sponsorsand a very simple design: popbottles glued together in the shape\nof a canoe; they too had a large teamand, like the teams before them, hada PowerPoint presentation. And\nlast, but by no means least as youwill soon see, was my teamthe U.of T. team, the smallest but most\ndedicated team of all. Ours had thesimplest design: a few planks ofwood that, together with fencing,\nmade a rigid net. On this net, emptypop bottles were very neatlyarranged in the shape of a hemi-\nellipsoid. The bottles had beenopened the night before to exposethem to cold air so that they\nwouldnt shrink when they came incontact with the cold lake the nextday. This was covered by more\nfencing, which was then tightly tiedto the rigid wooden frame. Our boatwas built the night before the race,\nwhich was the only time most of usdid not have a midterm. (I had aCalculus midterm the next morning\nat 10:00, and we finished construc-tion of the boat at 6:30.) By nomeans did we have time for a\nPowerPoint presentation. However,the judges liked our entry, althoughone could see that they were not too\nsure that the boat would float.The first two teams raced andhad only a little bit of rocking. The\nthird team, Waterloo 2, could notstartthey could not push off thedock without flipping (they tried\nthree times in the cold water of LakeOntario). Our boat, to everybodyssurprise, went as smoothly as a\nswan. Unfortunately, since we onlyhad two rowers (this is how we de-signed the boat) as opposed to the\nother teams that had three andsince there was a large drag forcecreated by our design, our team had\nthe longest time. The judges, con-gratulating our valiant effort andseeing how much we learned fromthe experience (we originally triedto make the canoe of out sheets of\nplastic that we wanted to make bymelting pop bottlesa very difficultthing to do), awarded us third place.\nThe U. of T. team was composed ofTom Borrowich, Laura Declercq-Lopez, and your humble writer,\nAlexandru Sonoc.The PopBottle CanoeAlexandru SonocCHEM OT5Halal food is the latest additionon the menu in the SF cafeteria.Students can request Halal meat at\nthe grill or entree kiosks. Afterprolonged lobbying by the MuslimStudents Association (MSA),\nSodexho (the main food provider oncampus) began serving Halal itemsat Sidney Smith cafeteria, and then\nexpanded to Medical Sciences andSanford Fleming Cafeteria, alongwith Wilson Dining Hall (New\nCollege).Zabiha, the word for the Islamicmethod of slaughtering animals, is\nscientifically the best and humaneas well. The Islamic mode ofslaughtering an animal requires the\nfollowing conditions to be met:1.The animal should be slaugh-tered with a sharp object (a\nknife) and in a fast way so thatthe pain of slaughter is mini-mized.2.The animal should be slaugh-tered by cutting the throat, wind-pipe and the blood vessels in the\nneck, causing its death withoutcutting the spinal cord.3.The blood should be drainedcompletely before the head isremoved because it serves as agood culture medium for micro-\norganisms and toxins. The spinalcord must not be cut because thenerve fibres to the heart could be\ndamaged during the process,causing cardiac arrest andstagnating the blood in the blood\nvessels. Therefore, the Islamicway of slaughtering is morehygienic as most of the blood\ncontaining germs, bacteria,toxins, etc. that are the cause ofseveral diseases are eliminated.4.Meat slaughtered the Islamicway remains fresh for a longertime due to a lack of blood in the\nmeat as compared to othermethods of slaughtering.5.The swift cutting of vessels of theneck disconnects the flow ofHumairah IrfanCOMP OT5Halal Food at SUDSblood to the part of the brain\nresponsible for pain. Thus, the\nanimal does not feel pain. Whiledying, the animal struggles,writhes, shakes and kicks, not\ndue to pain, but due to the con-traction and relaxation ofmuscles deficient in blood and\ndue to the flow of blood out ofthe body.Halal food began to be served at U.\nof T. a few years ago as an experi-ment by individual residences.Loretto College for girls at St.\nMichaels College has been servingHalal meat for a few years now. Lastyear, Burwash Dining Hall (Victoria\nCollege) began serving Halal meatand still does. This summer,Sodexho approached MSA to see\nwhat their needs were, because theysaw a potential market for Halalfood on campus. Sodexhos sister\nbranches in the USA have had greatsuccess with serving Halal food.Lorna Willis has been the Sodexho\nGeneral Manager since September1999 and is responsible for allcampus locations except Trinity and\nSt. Mikes. In an interview with her,I learned that Sodexho has receiveda tremendous response, much bet-\nter than they were expecting, andare very pleased with this. Theinterview follows below:Why did Sodexho feel the need forintroduction Halal food?Sodexhos mission is to createand offer services that contribute toa more pleasant way of life for\npeople whenever and wherever theycome together. Our role on campusis to provide services that enhance\nthe quality of student life. Werealized that a significant portion ofour customer base would appreciate\nthe convenience of being able toaccess Halal products on campus.We began getting requests for Halal\nproducts about a year- and-a-halfago. It took a while to find suppliersof Halal meats that were approved\nthrough Sodexhos procurement de-partment. Sodexho has very highstandards for food safety and qual-ity assurance and we audit oursuppliers facilities to ensure that\nyour food is safe. The program re-ally got a boost when, through Stu-dent Affairs, we met with the Mus-\nlim Students Association. The MSApresident, Muhammad BasilAhmad, provided valuable instruc-\ntion on how to properly prepareHalal food. Additionally, the MSAwas very supportive in promoting\nthe program through their list-serve.How has the response been so far?I would say tremendousmuchbetter than we expected thanks to\nthe support of the MSA. Nextmonth, I will be making apresentation to other Sodexho\nmanagers who may want to intro-duce the products on their cam-puses.Do you have any new menu itemsplanned for the future? What is\nbeing served at the moment?Right now, we are servingburgers, chicken burgers, chicken\nbreasts, chicken hot dogs, and avariety of lamb products. The itemsare being offered at our grills and\ndisplay cooking stations. Somelocations offer an entree made withHalal meat. At New College, we\noffer one entree daily that is Halal(sometimes this is a fish dish).Our first goal was to provide anumber of products and serve themproperly. As we move forward, wewill be preparing more entrees\nusing Halal meats. It is a challengebecause some of our locations donot have full kitchens. What we\nhave learned is that there is amarket for the productswithproven volumes; it is easier to find\nnew products and suppliers.For more information, contact:MSA: www.utoronto.ca/muslimEmail: [email protected] SONOC the CANNON12| FEATURESPaul Cadario has led quite theinteresting life. After four years atU. of T. as a CIV, years teeming with\ninvolvement in student affairs andpolitics, Paul graduated in 1974 witha Rhodes Scholarship. This honour\ntook him to Englands Oxford Uni-versity, where he studied Philoso-phy, Politics and Economics. In Oc-\ntober of 75, after completing hisstudies, Paul embarked on a careerat the World Bank. He has since\nbeen involved in projects spanningthe globe, from Greece to WestAfrica to China. His current position\ninvolves overseeing the Banks dis-tribution of $1.6 billion USD of do-nors money annually as grants for\ndevelopment. Paul was kind enoughto give The Cannon his views on anumber of different issues. Here are\njust some of the topics he covered:On municipal engineeringamong the Inuit in the Cana-dian Arctic (Paul worked thereover a summer):During the 1950s and 1960s,Canadas federal government had\ngone to a lot of trouble and spent alot of money to concentrate theInuit in settlements, rather than let\nthem follow their nomadic ways.This left their people in the handsof the government (including the\nRCMP), the church, and theHudsons Bay Company. Even thenparents and elders were concerned\nthat their children were growing upwithout understanding their cul-ture, as snowmobiles replaced\ndogsleds, and canned goods, popand candy replaced fish, caribouand other hunted bounty from the\nland. A book by Farley Mowat hadhighlighted some of these concerns,probably underplaying the issue of\nenvironmental sustainability in thelife that was and, looking back atsome of the issues, taking a socially\nconstructed view of Inuit that,carried to an extreme, would havekept the Inuit (and other First Na-\ntions in Canadas north) quite apartfrom the 20th century. Students inthe 1970s read it. Anyway, the\nsettlements had a small number ofwhite families, the nurse, the priest,the teacher, the community admin-\nistrator and the Bay company per-son, living in modern houses, withfive-gallon flush toilets, requiring,\nof course, regular trucked watersupply and pumping out of sewage/wastewater holding tanks, all reli-\nably heated so they wouldnt freeze,while the other 95% of thecommunitys residents, the Inuit,\nlived in fairly basic pre-built hous-ing, without running water and re-lying on what were called honey-\nbags to dispose of human waste.The collection of the honey-bagsand their disposal was not as regu-\nlarly or carefully organized as theservices provided to the non-Inuithouseholds, so that when the snow\nmelted in the spring, the combina-tion of decaying skinned seals,thawing honey-bags and drainage\nproblems was quite remarkable toexperience. The work that Profes-sor Gary Heinke (who was later\nDean) was leading for what wasthen called Indian Affairs andNorthern Development was to ex-\namine how the overall municipalservices delivery worked, and pro-pose more cost-effective, equitable\nand environmentally appropriateapproaches to the Federal Govern-ment, who was paying for it all. I\ntravelled to villages in the centralAlumnus InterAlumnus InterAlumnus InterAlumnus InterAlumnus Intervievievievieview: Pw: Pw: Pw: Pw: Paul Cadarioaul Cadarioaul Cadarioaul Cadarioaul CadarioTarek SaghirCHEM 0T5Arctic during two summers to dothe field research, coming back\nquite shocked by the inequality andinefficiency of it all. In a way,Canada had its own third-world\ncountry up north.On Hot Topic issues in the1970s:...to list the issues in late 60sand early 70s, you had, of course,\nthe Vietnam War (or the AmericanWar as it is called at the museumin Hanoi, which I recently visited\nwhile there on World Bank busi-ness), Americanization of Canadaand the protection of Canadian cul-\nture (everything from foreign in-vestment, to buy Canadian, to therole of the multiversity as a servant\nto the military-industrial complex(a very Cold War construct), towhether there should be a Canadian\nedition of Time magazine, to thenumber of Americans employed byuniversities as many young academ-\nics fled the draft, to stopping theSpadina Expressway. Drugs and sexwere then, as now, on the agenda,\nthough the issues there were calledfeminism/womens liberation,sexual liberation, and the right to\nchoose (access to birth control andabortion services). Toronto in the70s was not nearly as open, diverse\nand cosmopolitan as it is today.Gay, lesbian, bisexual andtransgendered rights issues were\nstill pretty much in the closet, evenin the liberal parts of the universitycommunity, in part because sexism\nwas still pretty rampant, even oncampus, in those days. Hart Housewas opened to women members\nonly in my fourth year. The Toikeprinted some pretty raw stuff (noth-ing compared to what happened\nlater, which led to its reforms).During my time as an undergradu-ate there were protests and sit-ins\nabout daycare, about undergradu-ate access to the stacks in the then-new Robarts Library, and about\nparity (of students and faculty) onvarious university governmentbodies that were to be created. (This\nwas before there was a GoverningCouncil.) I think that then, as now,issues anywhere are driven by a\nsmall number of committed activ-ists. Today the Internet (a productof engineers) makes it far easier to\norganize an issue and spread infor-mation about it. But today, thereare a lot more issues competing for\nattention (eyeballs) so I imaginethat the general level of engagementin social issues is probably about the\nsame, celebrated protests like Se-attle, Prague, Quebec City andWashington notwithstanding.On the Third World and thefeasibility of debt relief:I just spent some time inBangladesh, my third visit in a de-\ncade. I came away feeling that de-spite the multi-storey buildings inevery direction on the horizon in\nDhaka (or, more accurately, theconstruction cranes), the lot of thepoor urban dweller and her family,\nand particularly her daughters, hadnot improved. When you considerhow most of our lives in Canada and\nthe United States have changed forthe better in the last 10 years, youcannot but want to do something.Debt relief is one of the tools theinternational community has givenitself as part of the arsenal to fight\nglobal poverty. The Highly In-debted Poor Countries (HIPC) Ini-tiative, spearheaded by the World\nBank and the International Mon-etary Fund, and supported by mostdeveloped countries, is the firstcomprehensive international re-sponse to provide debt relief to thepoorest countries. Properly struc-\ntured and conditioned, debt reliefcan help them spend what they saveon debt service on important social\nprograms, particularly in health andeducation, and on programs to fightHIV/AIDS. The cut in the global\nstock of debt also lets countriesprudently borrow new money, sincethe HIPC program also aims to put\nin place public institutions that canspend wisely on the right public in-vestments, including water supplies\nand social goods like schools andclinics and their operating costs.Beyond debt relief, though, itwill be vitally important for devel-oped countries to open their bordersto more trade from developing\ncountries, particularly in agricul-tural products and industrial goodslike clothing, since gains from in-\ncreased trade will far exceed eventhose from the most generous debtrelief schemes. With global foreign\ninvestment, and thanks in part tostudent activism, come appropriatelabour and safety standards, prob-\nably the only way many countriescan end child labour. Its also im-portant that appropriate, well-de-\nsigned and economically executedand maintained infrastructure,from the rural road to the secure\ncontainer port, be ready to shipthose goods to market.Microfinance is also an important\nway to create employment and pro-vide opportunities for small-scaleentrepreneurs and business people,\nparticularly women.Im not seduced by the hypeover the Internet and the knowledge\neconomy as being the answer to allthe problems of development. Buta more transparent world where\nknowledge is freely shared and ex-changed allows the spread of high-value-added work related to com-\nputers and technology, and someservices, to countries where an edu-cated labour force can do the job\njust as well and at far lower cost. Italso builds honest, more account-able governments. And above all,\nknowledge spreads the values ofcompetition, markets and equalitythat underpin the most successful\neconomies today. Yes, there arerisks in the information age, includ-ing to our privacy and civil liberties.\nSome are inherent in how complexsystems behave. The risks to indi-viduals and to free societies can best\nbe addressed by everyone beingmore tolerant of ideas and differ-ences and open to change, and bybeing conscious of the need to make\nit possible for people everywhere,particularly the very poorest, toshare in the progress that engi-\nneersand many otherscan makepossible.On education and career pathsfor the next generation of en-gineers:I think that the 21st century be-longs to integrators, and engineers\nby virtue of both the breadth anddepth of what we study are naturalintegrators. Economics and busi-\nness are one useful addition, andunderstanding the human andmanagement challenges of organi-\nzations is becoming more and moreimportant. Engineering and tech-nology will increasingly raise legal\nissues, and it would be good if someengineers turned their talents inthese directions too, and dont get\ndragged into suing drunk driversand negotiating M&As, where, alas,the money can be. As a U. of T. grad,\nand a friend of Skule, I would be re-miss if I did not mention that wehave to have the engineering profes-\nsors of the future, colleagues whoare at the top of the field and canpush forward the discipline, so I\nhope that some of the top studentswill go to MIT, or Stanford, or Im-perial College, to advance engineer-\ning knowledge and come back toCanada to teach and do research.The problems the world has today,\nparticularly related to the environ-ment, have global consequences,and unless we can grow more food,\nprovide adequate water, and use en-ergy and other resources on theplanet more judiciously, the human\nand political consequences are toodreadful to imagine. The physicaland natural sciences are perhaps\nmore engaged in identifying theproblems, and social scientists lookinto impact and try to quantify it,\nbut engineering is key to finding andimplementing solutions to the greatproblems of our time.Final quick facts:-If youre in Eng Sci, you will haveprobably written your first yearCIV quizzes in the Cadario Facil-\nity for Integrated Learning. Yes,its named after the person fea-tured in this article.-Paul still has his hardhat fromorientation.ALUMNI OFFICE 13 the CANNON|February 4, 2003 Volume XX Issue VDanica LamNSCI 0T5Professor Peter Zandstra: Not Afraid of BiologyAsk An EngineerTarek SaghirCHEM 0T5It would be interesting to do asurvey on how many engineering\nstudents went into this field toavoid biology. After all, the meremention of the word biology isenough to turn many engineeringstudents into pitiful, whimperingcreatures clutching pathetically at\ntheir hard hats.Not so for Professor PeterZandstra. In 1992, he completed\nundergraduate studies in ChemicalEngineering in a unique McGillprogram that allows students to\nstudy engineering and also acquirea minor. Professor Zandstras mi-nor? Biotechnology. After McGill,\nit was on to the University ofBritish Columbia, where his thesisdealt with the growth of\nhematopoietic stem cells.Today, Professor Zandstrascore appointment at U. of T. is with\nthe Institute of Biomaterials andBiomedical Engineering (IBBME),although he is also appointed to\nChemical Engineering and MedicalBiophysics. His research continuesto focus on stem cells, those little\nblobs that have been the subject offeatures in TIME magazine, andwhich have biomedical researchers\ngiddy with excitement.The excitement is warranted.Most cells in your body are dif-ferentiated. They have a certainfunction which they perform, andno other. A liver cell is very good\nat being a liver cell, for example,but its useless as a brain cell.Stem cells, on the other hand,are undifferentiated. Instead, theyhave the ability to not only repro-duce themselves but also produce\ndifferentiated cells. Embryonicstem cells, found in the embryos ofdeveloping organisms, can producedifferentiated cells of any variety.\nAdult stem cells are thought toproduce differentiated cells of onlyone kind (although recent research\nmay indicate that this is not alwaysthe case).Theoretically, this means thatwe could use stem cells to repairtissue and tissue function in justabout any area of the body. Appli-\ncations range from organ regenera-tion to the introduction ofcorrective genes, which, thanks to\nthe ability of stem cells to repro-duce, would not only be producedin adequate quantities, but would\nalso remain present instead of dis-appearing as cells died.Professor Zandstras lab dealswith two aspects of stem cell re-search. The first is the explorationof cell-fate decisions at a molecu-\nlar level. This kind of researchwould allow us to control the pro-duction of specific differentiated\ncells from stem cells. Using thisinformation, his lab is also inter-ested in designing bioprocesses to\nuse stem cells on a clinically rel-evant scale.Surprisingly (or not, depend-ing on your opinion of the Cana-dian government), research in thisand related fields has gone unregu-\nlated basically since it began. LastMay, Health Minister AnneMcLellan introduced her attempt\nto address this with Bill C-56, AnAct Respecting Assisted HumanReproduction. Researchers, bioet-hicists, activists, and even thepublic are calling the bill long over-due.Professor Zandstra predictsthat it will finally provide a direc-tion for many scientists as well as\naccelerate the pace of research:There are a lot of people, such asmyself, who have kind of beenwaiting for a frameworkWevebeen reticent to just jump in.\nWhich is completely understand-able. (Hello, Professor So-and-so?Bad news. All of your experiments\nare about to become illegal. Pleaseterminate your lifes work at yourearliest convenience.)Unfortunately, the govern-ment doesnt have a very good trackrecord in this kind of policy-mak-\ning. It comes nine years after theRoyal Commissions report on newreproductive technologies, 24 years\nafter the first test-tube baby, andmore than 30 years after twoToronto researchers were the first\nto conclusively show the existenceof hematopoeitic stem cells inmice. This bill marks the third timethe Canadian government has triedto legislate reproductive andgenetic technologies.The legislation as it stands nowwould allow for embryonic stemcell research under certain\nconditions. These include usingcells from human embryos that arethe result of infertility treatments,\nbut only if the embryos were goingto be discarded, and with the fullconsent of the couples who own the\nembryos. Researchers who wish touse embryonic stem cells wouldfirst need to apply to a new\nregulatory body, the AssistedReproduction Agency of Canada.What the legislation will notallow is putting human embryonicstem cells in developmental organ-ismsin other words, in animal\nembryos. The fear is that thehuman cells will become incorpo-rated into the animal, creating a\nhybrid or, as Professor Zandstraputs it, an animal-human chi-mera.This invocation of a fire-breathing monster from Greekmythologypart lion, part goat,and part serpentis not simply adramatic image. It is a reminderthat, as is the case with every kind\nof progress, the enormous poten-tial of stem cells is also their dan-ger.Also clouding the issue, besidesthe political rhetoric floatingaround, is the fact that stem cell\nresearch is still very new. Manythings are still unclear, includingwhat kind of stem cells will be\nneeded to develop treatments,much less how to control theirbehaviour, or what long-term ef-\nfects implanting stem cells willproduce. Stem cell research willgive us the capacity to conceptually\ndesign treatments for all cell-baseddiseases. But thats sort of a 50-year dream of where we would go,\nProfessor Zandstra cautions.At the same time, no one is ex-actly pessimistic, either. It would\nbe very exciting to be involved inthe development of a clinical treat-ment (using stem cells) that would\nmake a difference in peoples lives,says Professor Zandstra, adding, Ithink thats going to happen soon.Especially as an engineer, Ithink we can help to move [stemcell research] from the phenom-\nenological, biological sphere to aclinically useful one.1. Do you enjoy taking part inGodiva Week?\nIn my opinion, Godiva Weekis excellent for SkuleTM spirit and toremind people, while the workload\nis still light, that there is life outsidethe classroom. 2. What arts elective are youtaking? What do you think ofit? Is it as easy as you thought\nit would be? Is it interesting?I am currently taking Sociology 101.3. Other than engineering ,what other career would youpursue if you had the chance?I would love to be a professionalhockey player. Although that dream\ndied many years ago, I attempt tokeep it alive by living vicariouslythrough my brothers. 4. What were your reasons forjoining eng sci? For staying in\neng sci?I joined engsci because I knew Iwanted to be an engineer but I wasnot really sure which disciplinewould suit me. I have stayed inengsci because I dont see a better\nalternative out there.5. Favourite sport? Favourite\nfood?Hockey. Steak. 6. Have you had a professorthat you would consider hot?Being a male student I have not had\ntoo many professors of the oppositesex (and I do not consider menhot). So, unfortunately (or\nfortunately because it has helpedme focus) I have not found any ofmy professors hot.1. Do you enjoy taking part inGodiva Week?Of course! Godiva Week is the best\npart of the yearexcept for F!roshWeek, possibly.2. What arts elective are you tak-ing? What do you think of it? Isit as easy as you thought it would\nbe? Is it interesting?Im taking SOC101 for my arts elec-tive. I think its interesting because\nits so radically different from any ofmy other courses, and also becausethe textbook is written from a\nCanadian perspective. It is also eveneasier than I thought it would beaslong as you read the material youre\nalmost guaranteed an A.3. Other than engineering , whatother career would you pursueif you had the chance?If I couldnt be an engineer, I guess I\nwould have liked to be some sort ofresearchermaybe a doctor orsomething.4. What were your reasons forjoining eng sci? For staying in\neng sci?I decided to do eng sci because I knewthat I wanted to be an engineer but\nnot exactly what discipline I wantedto go into. I also wanted to see formyself whether or not I could do it. Its different than high schoolinhigh school a lot of the key to success\nwas effort, in eng sci if youre notsmart enough no matter how hardyou work you cant do it. I guess I just\nwanted to see if I was smart enough. I stayed in eng sci because I wantedto do design (a mistake) and because\nI want to do Biomed, something un-available in other disciplines.5. Favourite sport? Favourite\nfood?Soccer. Chocolate.6. Have you had a professorthat you would consider hot?\nWell, Kortschot had a nice ass...Erez EizenmanAllison SimmondsTAREK SAGHIRTAREK SAGHIR the CANNON15| LEISURE the CANNON|February 4, 2003 Volume XX Issue VPosting Digital Photos Online EasilyTarek SaghirCHEM 0T5Please leave a message atthe BEEEEEEEEP!Meredith NobleNSCI 0T4As their prices decrease, digi-tal cameras have become popular\nwith an increasing number of\nconsumers. One of the main ben-\nefits of digital cameras is the ease\nwith which pictures can be\nshared. However, email is im-\npractical for sharing a large num-\nber of photos; posting pictures on\na website is a more viable ap-\nproach. Some photo posting ser-\nvices do exist on the Internet, but\nmost are inconvenient. Sonys\nImageStation, for instance, re-\nquires users to sign up for a free\naccount before viewing an\nalbums photos. This is frustrat-\ning for people looking for quick\naccess to photographs.The solution is to post photosto a personal website (i.e. our ECF\nwebspace). This is simplified by\nWeb Album Generator (available\nat www.ornj.net), an outstandingpiece of freeware that handles the\ntedious details of creating a photo\nwebsite. When the software loads,\nthe user can add photos to the al-\nbum. Titles and captions can be\nadded to the photos as needed. A\nwizard can then be run to gener-\nate the web version of this album.The wizard handles everything,including:\n- Creating thumbnails for your\nimages;\n- Resizing the original images\nto a user-defined size. This is im-\nportant, as high resolution pho-\ntos are usually too large to be ef-\nfectively viewed on-screen;\n-Designing a layout for your\nphoto page, with much room for\ncustomization;\n-Creating all necessary html\nfiles and file structures for the\nwebpage.All that remains is to uploadthe web album onto your\nwebspace.This software was designedby Mark McIntyre, a computer\nscience student at the University\nof Alberta in his final year. Mark\nwrote the program after a fruit-\nless search for an album genera-\ntor. The programs that he did\nmanage to find had, IE specific\ntags, ugly JavaScript, non-com-\npliant HTML source, or some\nother nasty feature. Mark says,\nIt was just one of those Argh, Ill\ndo it myself! moments ... if\nnecessity is the mother of inven-\ntion, then inexpressible frustra-\ntion is the mother of improve-\nment, I guess.As mentioned, Web AlbumGenerator is freeware, meaningthat Marks only revenue comes\nfrom donations. The freeware\nbrings exposure to Marks\nwebsite, but his costs outweigh\nhis revenues. When asked if his\nsoftware was open source, Mark\nresponded that it was not. The\nopen source movement has value,\nbut I really think it depends on\nthe project, said Mark, com-\nmenting on the open sourceYou may not realize that there arenormal, totally with it adults in oursociety who are without answeringmachines. And as if that werent\nsaddening enough, there are alsoadorable, sophisticated, andintelligent Engineering Science\nstudents who have these adults asparents. Adorable, sophisticated andintelligent students who therefore can\nnever, ever reach their parents on thephone.Well, there were such studentsand adults until December 25, 2002.Ive long called my parents the lastpeople on earth not to have an\nanswering machineso when theyopened my brothers Christmas gift afew weeks ago, the answering-\nmachine-less adult became officiallyextinct. (I would hope.)For years I asked if they wouldlet me buy one for them. My dadbluntly refused. Why should I makeit easy for people reach me? was his\nonly retort whenever the idea arose.Ding ding ding, doors closing, End ofDiscussion.That all changed when my par-ents went on a five-week-long trip andneglected to tell their insurance\nbroker. The poor man tried calling fordays and days, weeks and weeks, andnever got anything but endless\nbbrrrring sounds on the other end.When my parents arrived homethey found a very angry letter in their\nmailbox demanding they purchaseone of the machines they had barredfrom their home since their invention.Its not like they ran out that mo-ment to purchase an answeringmachine, and my dad still refused just\nas adamantly as he had beforebutsomething still changed in the Noblehousehold, thanks to that wonderful,\ndedicated insurance man. A door hadbeen opened for one of us childrenand my brother walked right in, $30\npiece of digital equipment in hand. Ihave one word for you: Hallelujah.This isnt the first time my par-ents showed distinct signs of neo-Ludditism. Back in 1995 my brotherand I pleaded for months to get\nInternet access.Why would I need the Internetwhen I can just go to the library and\nlook something up?So said the man who now checkshis email hourly, talks about wood\nand satellites (of all things) innumerous online forums and haseven planned three European holi-\ndays entirely on the Internet. He evenhad his Internet access cut off a weekago because he had used 170 hours\nover the course of one month.So they claim they will hate it,they threaten to unplug it. Its true, ittook a week-and-a-half for the an-swering machine to even leave its box.\n(I did the honours, right before Ireturned to schoolfor fear that itwould sit until next Christmas if I\ndidnt.) But give it a few months andI guarantee itll be as much a part ofthe Noble family as The WoodNet\nForums and Outlook Express.movement in general. Web tech-nologies are a wonderful example\nof the value of open source. How-\never, many projects get too large,\nfragmented, or even bloated.Mark has his eyes on eithergraduate school or the workforce,\nand U. of T. is one of the schools\nthat he has applied to. So, if\nyoure in computer engineering,\nMark could soon be your TA!www.RateMyProfessors.caThe Race of Professors UnearthedKent CarterMSE 0T6Weve all had our profs whomumble to the blackboard and/\nor make no sense. You could even\nsay they dont speak English at\nall, but rather some obscure form\nof Gibberish, Elvish or Klingon.\nAnd then there are the instruc-\ntors who look and even act like\nTusken Raiders, Klingon War-\nriors, Orcs and X-Men.Believe it or not, theres ac-tually a way of warning the poor\nsouls who will be stabbed by the\nmortal blades of these creatures.\nIts called RateMyProfessors.ca\n(http://www.ratemyprofessors.ca). Its obviously not affiliatedwith the University of Toronto\nand as such, it doesnt get lost in\nthe same wormhole that trans-\nports those blue and green course\nevaluation sheets to MiddleEarth. It allows you to rate the\nrace we call professors on three\nthings: level of difficulty, clarity\nand helpfulness, all on a scale of\none to five. You can also rate\nthem as either cool or not (in my\nhumble opinion, wannabe Cyborg\nprofs are not cool). As an added\nbonus to the university outlet of\nthis site (http://www.ratemyteachers.ca is thehigh school version) you get to\nrate your Elvish ladies and gents\nas either sexy or not (i.e. sexy or\nrepulsive). If youve ever had the\nchance to change a course section\non ROSI but werent familiar\nwith any of the creatures in-\nstructing it, then youll know how\nuseful a few comments from\nothers can be. So please, if not for\nyourself, warn poor little\nFrosh!do of his upcoming jour-\nney before the Borg sadly assimi-\nlates him. ']
y/n/qn
[' Syllabus 5331 AUG OCT DEC 30 2003 2004 2005 26 captures\n28 Mar 04 - 7 Oct 08 Close\nHelp RICHARD P. MCGLYNN OFFICE: Room 322 Department of Psychology Texas Tech University Lubbock, TX 79409-2051 OFFICE HOURS: Mon: 9:30-10:30 Tues & Thur: 9:00-10:00 and by arrangement CONTACT: Phone: 806-742-3711 Ext 255 Fax: 806-742-0818 Email: [email protected] HOME RESEARCH LINKS PSY 3304 PSY 4331 PSY 5328 PSY 5331 SMALL GROUP BEHAVIOR Psy 5331 Fall 2003 TuTh 11:00-12:50 R. P. McGlynn Psy 201B Office Hours: MW 9:30-10:30; Tu 1:30-2:30 and by Arrangement 742-3711 ext 255 E-mail: [email protected] Class web page: www6.tltc.ttu.edu/Rmcglynn/research.htm Format For The Seminar A major advantage of groups, including seminars, is that they bring together diverse information and perspectives. This seminar is designed to maximize the information available to the group while minimizing the reading that must be done by any one individual. Thus, each week some reading is assigned to all and some is assigned only to several individuals (designated by numbers 1-10). You need only read the abstracts of papers that are not assigned to you. Unfortunately, there is a pervasive tendency for groups to discuss shared information at the expense of information that is privy to only some members (see Wittenbaum & Stasser, 1996). For all of us to benefit from all the information available to us collectively, it is absolutely essential for all seminar participants to pool unshared information in discussion. Date Assignment Overview Sept 4: McGrath (1984), ch 4 & 5 Arrow, McGrath, Berdahl (2000), ch 2 Sept 9: Levine & Moreland (1998) Hinsz et al. (1997) Sept 11: Stasser & Dietz-Uhler (2001) Handout: Steiners (1972) baseline models and the issue of process gain Cognitive and Motivational Functions Sept 16: Nijstad et al (2002) Paulus & Yang (2000) 1-2-3 Connolly et al. (1993) 4-5 Sept 18: Karau & Williams (2001) Smith et al. (2001) 6-7-8 Mess et al. (2002) 9-10 Sept 19: PROSPECTUS DUE Influence Processes Sept 23: Wood (1999) Brauer et al. (1995) 2-4-6 Holzhausen & McGlynn (2001) 8-10 Sept 25: Hogg (1996) Milanovich et al. (1998) 1-3 Kaplan & Martin (1999) 5-7-9 Minority Influence Sept 30: Wood et al. (1994) Clark (1999) 3-7 Crano & Chen (1998) 9-10 Oct 2: Latan & Bourgeois (2001) Kameda et al. (1997) 1-5 Prislin & Christensen (2002) 2-6 Prislin et al. (2002) 4-8 Social Combination Processes Oct 7: Stasser (1999) Laughlin (1999) Oct 9: McGlynn (1991) Laughlin & Ellis (1984) 1-3-4-5-7 Kerr et al. (1999) 2-6-8-9-10 Oct 14: Levine (1999) Davis (1996) 2-3-7-8-9 Ohtsubo et al. (2002) 1-4-5-6-10 Oct 16: MID-TERM EXAM (no class) Shared Representations Oct 21: Thompson & Fine (1999) Tindale et al. (1996) 7-8 Kerr et al. (1996) 2-5 Laughlin et al. (2002) 3-6 Oct 23: Fuller & Aldag (1998) Hastie & Pennington (1991) 1-4 Mohammed & Ringseis (2001) 9-10 Oct 24 LITERATURE REVIEW DUE Information Pooling Oct 28: Wittenbaum & Stasser (1996) Gigone & Hastie (1996) 4-8-10 Van Swol et al. (2003) 2-6-7 Chernyshenko et al. (2003) 1-3-5-9 Oct 30: Postmes et al. (2001) 1-6-10 Wittenbaum et al. (1999) 2-3-4 Kray & Galinsky (2003) 5-7 Sargis & Larson (2002) 8-9 Coordination and Information Pooling Nov 4: Stasser et al. (2000) Parks & Cowlin (1996) 6-9 Larson et al. (1998) 7-8-10 Nov 6: Wittenbaum et al. (1998) Gruenfeld et al. (1996) 4-5 Schulz-Hardt et al. (2000) 1-2-3 Resource Matching Nov 11: Littlepage et al. (1997) Littlepage et al. (1995) 2-6-7 Hollingshead (2000) 8-9 Nov 13: Bonner et al. (2002) Henry (1995) 1-5-10 Moreland & Myaskovsky (2000) 3-4 Group Judgment Nov 18: Sniezek (1992) Henry (1993) 1-3-4 Zarnoth & Sniezek (1997) 6-9 Nov 20: Heath & Gonzales (1995) 7-8 Allwood & Granhag (1996) 2-5-10 Nov 21: RESEARCH PROPOSAL DUE Gender Nov 25: Wood (1987) Eagly & Karau (1991) 1-2-5-7-9 Jehn & Shah (1997) 3-4-6-8-10 Time Dec 2: Kelly et al. (1997) Kelly & Karau (1993) 1-4 LePine et al. (2002) 2-3 Individual-Group Discontinuity Dec 4: Wildschut et al. (2003) Wildschut et al. (2001) 5-6 Wildschut et al. (2002) 7-8 Shopler et al. (2001) 9 Insko et al. (2001) 10 Groups and Technology Dec 9: McGrath & Berdahl (1998) Baltes et al. (2002) 1-5 Benbasat & Lim (2000) 2-3 Valacich et al. (1995) 4-10 Thompson & Coovert (2003) 6-8 Thompson & Coovert (2002) 7-9 Dec 17 FINAL EXAM Discussion Points By 9:00 a.m. on the day each new reading assignment is scheduled to be discussed, submit by e-mail (not as an attachment) a set of at least five brief discussion points that you are prepared to discuss in the seminar. Discussion points should be implications raised by the material that suggest controversy, creative connections to other issues, thought experiments, or application of the material anything you think is worth discussing. If any of the readings are assigned specifically to you, two of the discussion points should concern, at least in part, these specific readings. The notes need not be in any particular form but they must reveal thoughtful reflection on the material in fewer than a total of 500 words. Include the date of the class in the header. Bring a copy of your discussion points to class. Papers Prospectus: The prospectus, due September 19, should be a short (two pages max), informal paper that describes the topic for your literature review. Topics should be selected only after discussion with me; please see me in my office at least once by September 17. The prospectus mostly puts down on paper what we agreed upon orally. Topics will be restricted to a review of the empirical literature in areas (a) clearly within the domain of small, task performing groups (b) for which there already exists a substantial body of empirical literature. Topics should be framed in conceptual terms (e.g., intellective tasks versus decision-making tasks) rather than in terms of specific exemplars (e.g., elementary school mathematics groups versus juries). The prospectus should describe what the topic is to be, how and where you expect to find relevant literature, your intended approach in your literature search, and how you might broaden it or narrow it depending on the availability of relevant articles. Include a minimum of five representative references that exemplify the kinds of studies you expect to be reviewing. Please submit two copies. Two points will be deducted from the grade for your literature review for each day the prospectus is late. Once your prospectus is approved, you can begin working on the literature review. Literature Review: A review of the literature on your topic is due October 24. There is a penalty of three points per day for late papers. Include an abstract. The paper should spell out the purpose of the review explicitly and put the topic in context. The heart of the paper should be based on a thorough search, review, summary, and critique of the primary, empirical literature. The review should lead the reader to explicit conclusions about what is known and what needs to be investigated in the research area. The last section may point out, in a general way, directions for future research. You should consult Bem (1995) for excellent advice on how to write a review paper. Normally, such a paper will run 20 to 25 pages. Research Proposal: A research proposal based on your literature review is due November 21. There is a penalty of three points per day for late papers. Papers will not be accepted after December 10. The proposal should include an abstract, a rewritten version (8 pages max) of the literature review that conforms to the style of an empirical article. Include only directly relevant studies, a clear statement of the problem to be investigated, and a ridiculously detailed method section. A paragraph on the proposed statistical analysis of the data should be included, but there should not be Results and Discussion sections. Copies of exact instructions to subjects, all tests, questionnaires, stimulus materials, dependent measures, drawings of equipment if not standard, etc. should be included with the proposal as appendices. Important: The proposal must be something you could actually do (and I hope intend to) without unusual resources or time about what you could invest in a second year project. Points will be deducted for proposals that fail this feasibility test. Format: All papers are to adhere strictly to APA format (APA Publication Manual 5th Edition; if you do not have it, buy it now) and should be submitted in the exact form that they would be in for journal submission except as necessary to meet the requirements of the assignment (e.g., a proposal method section is written in the future tense and does not include results and discussion sections). Proper documentation and citation are essential in scholarship. Anything that might mislead a reasonable reader as to the source of ideas or ways of expressing them is plagiarism and will subject the author to the severest possible penalties. Examinations and Grades The mid-term exam will consist of three essay questions covering the preceding material. The final exam will include three questions over the last section of the course and one general question about the broader issues raised during the term. Questions for the mid-term exams will be available at 4:00 p.m. on October 14 and answers must be turned in before 11:00 a.m. on October 16. Questions for the final exam will be available at 10:00 a.m. on December 15 and answers must be turned in before 10:00 a.m. on December 17. A request to change the day/time of the exams will not be considered unless it is agreed to unanimously by every member of the seminar. You may use published material and your own notes in answering the questions. Once the exam questions are released, any form of collaboration with anyone is absolutely and strictly prohibited. Final grade: Prospectus (P/F), Mid-term exam (15%), Final exam (20%), Literature review (30%), Research proposal (20%), and discussion points and class participation, (15%). Note: Any student who requires special arrangements to meet course requirements should contact me as soon as possible so that accommodations can be made. Please present appropriate verification from Disabled Student Services, Dean of Students Office. References Allwood, C. M., & Granhag, P. A. (1996). Realism in confidence judgments as a function of working in dyads or alone. Organizational Behavior and Human Decision Processes, 66, 277-289. Arrow, H., McGrath, J.E., & Berdahl, J. (2000). Small groups as complex systems. Thousand oaks, CA: Sage. Baltes, B. B., Dickson, M. W., Sherman, M. P., Bauer, C. C., & La Granke, J. (2002). Computer-mediated communication and group decision making: A meta-analysis. Organizational Behavior and Human Decision Processes, 87, 156-179. Bem, D. (1995). Writing a review article for the Psychological Bulletin, 118, 172-177. Benbasat, I., & Lim, J. (2000). Information technology support for debiasing group judgments: An empirical evaluation. Organizational Behavior and Human Decision Processes, 83, 167-183. Bonner, B. L., Bauman, M. R., & Dalal, R. S. (2002). The effect of member expertise on group decision-making and performance. Organizational Behavior and Human Decision Processes, 88, 719-736. Brauer, M., Judd, C. M., & Gliner, M. D. (1996). The effects of repeated expressions on attitude polarization during group discussions. Journal of Personality and Social Psychology, 68, 1014-1029. Chernyshenko, O. S., Miner, A. G., Bauman, M. R., & Sniezek, J. A. (2003). The impact of information distribution, ownership, and discussion on group member judgment: The differential cue weighting model. Organizational Behavior and Human Decision Processes,91, 12-25 . Clark, R. D., III. (1999). Effect of number of majority defectors on minority influence. Group Dynamics: Theory, Research, and Practice, 3, 303-312. Connolly, T., Routhieaux, R. L., & Schneider, S. K. (1993). On the effectiveness of group brainstorming: Test of one underlying cognitive mechanism. Small Group Research, 24, 490-503. Crano, W. D., & Chen, X. (1998). The leniency contract and persistence of majority and minority influence. Journal of Personality and Social Psychology, 74, 1437-1450. Davis, J. H. (1996). Group decision making and quantitative judgments: A consensus model. In Witte, E., & Davis, J. H. (Eds.), Understanding group behavior: Consensual action by small groups (Vol. 1, pp. 35-59). Mahwah, NJ: Lawrence Erlbaum. Eagly, A. H., & Karau, S. J. (1991). Gender and the emergence of leaders: A meta-analysis. Journal of Personality and Social Psychology, 60, 685-710. Fuller, S. R., & Aldag, R. J. (1998). Organizational Tonypandy: Lessons from a quarter century of the groupthink phenomenon. Organizational Behavior and Human Decision Processes, 73, 163-184. Gigone, D., & Hastie, R. (1996). The impact of information on group judgment: A model and computer simulation. In Witte, E., & Davis, J. H. (Eds.), Understanding group behavior: Consensual action by small groups. (Vol. 1, pp. 221-251). Mahwah, NJ: Lawrence Erlbaum. Gruenfeld, D. H., Mannix, E. A., Williams, K. Y., & Neale, M. A. (1996). Group composition and decision making: How member familiarity and information distribution affect process and performance. Organizational Behavior and Human Decision Processes, 67, 1-15. Hastie, R., & Pennington, N. (1991). Cognitive and social processes in decision making. In Resnick, L. B., Levine, J. M. & Teasley, S. D. (Eds.) Perspectives on socially shared cognition (pp. 308-327). Washington, D.C.: American Psychological Association. Heath, C., & Gonzalez, R. (1995). Interaction with others increases decision confidence but not decision quality: Evidence against information collection views of interactive decision making. Organizational Behavior and Human Decision Processes, 61, 305-326. Henry, R. A. (1993). Group judgment accuracy: Reliability and validity of postdiscussion confidence judgments. Organizational Behavior and Human Decision Processes, 56, 11-27. Henry, R. A. (1995). Improving group judgment accuracy: Information sharing and determining the best member. Organizational Behavior and Human Decision Processes, 62, 190-197. Hinsz, V., Tindale, R. S., & Vollrath, D. A. (1997). The emerging conceptualization of groups as information processors. Psychological Bulletin, 121, 43-64. Hogg, M. A. (1996). Social identity, social categorization, and the small group. In Witte, E., & Davis, J. H. (Eds.), Understanding group behavior: Small group processes and interpersonal relations, (Vol. 2, pp. 227-253). Mahwah, NJ: Lawrence Erlbaum. Hollingshead, A. B. (2000). Perceptions of expertise and transactive memory in work relationships. Group Processes and Intergroup Relations, 3, 257-267. Holzhausen, K. G., & McGlynn, R. P. (2001). Beyond compliance and acceptance: Influence outcomes as a function of norm plausibility and processing mode. Group Dynamics: Theory, Research, and Practice, 5, 136-149. Insko, C. et al. (2001). Interindividual-intergroup discontinuity reduction through the anticipation of future interaction. Journal of Personality and Social Psychology, 80, 95-111. Jehn, K. A., & Shah, P. P. (1997). Interpersonal relationships and task performance: An examination of mediating processes in friendship and acquaintance groups. Journal of Personality and Social Psychology, 72, 775-790. Kameda, T., Ohtsubho, Y., & Takezawa, M. (1997). Centrality in sociocognitive networks and social influence: An illustration in a group decision-making context. Journal of Personality and Social Psychology, 73, 296-309. Kaplan, M. F., & Martin, A. M. (1999). Effects of differential status of group members on process and outcome of deliberation. Group Processes and Intergroup Relations, 2, 347-364. Karau, S. J., & Williams, K. D. (2001). Understanding individual motivation in groups: The collective effort model. In, M. E. Turner (Ed.), Groups at work: Theory and research (pp. 113-141). Mahwah, NJ: Erlbaum. Kelly, J. R., & Karau, S. J. (1993). Entrainment of creativity in small groups. Small Group Research, 24, 179-198. Kelly, J. R., Jackson, J. W., & Hutson-Comeaux, S. L. (1997). The effects of time pressure and task differences on influence modes and accuracy in decision-making groups. Personality and Social Psychology Bulletin, 23, 10-22. Kerr, N. L., MacCoun, R. J., & Kramer, G. P. (1996). When are N heads better (or worse) than one?: Biased judgment in individuals versus groups. In Witte, E., & Davis, J. H. (Eds.), Understanding group behavior: Consensual action by small groups (Vol. 1, pp. 105-136). Mahwah, NJ: Lawrence Erlbaum. Kerr, N. L., Niedermeier, K. E., & Kaplan, M. F. (1999). Bias in juror vs bias in juries: New evidence from the SDS perspective. Organizational Behavior and Human Decision Processes, 80, 70-86. Kray, L. J., & Galinsky, A. D. (2003). The debiasing effect of counterfactual mind-sets: Increasing the search for disconfirmatory information in group decisions. Organizational Behavior and Human Decision Processes, 91, 69-81. Larson, J. R., Jr., Christensen, C., Franz, T. M., & Abbott, A. S. (1998). Diagnosing groups: The pooling, management, and impact of shared and unshared case information in team-based medical decision making. Journal of Personality and Social Psychology, 75, 93-108. Latan, B., & Bourgeois, M. (2001). Dynamic social impact and the consolidation, clustering, correlation, and continuing diversity of culture. In M. A. Hogg, & R. S. Tindale (Eds.), Blackwell handbook of social psychology: Group processes. (pp. 235-258). Malden, MA: Blackwell. Laughlin, P. R. (1999). Collective induction: Twelve postulates. Organizational Behavior and Human Decision Processes, 80, 50-69. Laughlin, P. R., & Ellis, A. L. (1986). Demonstrability and social combination processes on mathematical intellective tasks. Journal of Experimental Social Psychology, 22, 177-189. Laughlin, P. R., Bonner, B. L., & Miner, A. G. (2002). Groups perform better than individuals on letters-to-numbers problems. Organizational Behavior and Human Decision Processes, 88, 605-620. LePine, J. A. et al. (2002). Gender composition, situational strength, and team decision-making accuracy: A criterion decomposition approach. Organizational Behavior and Human Decision Processes, 88,445-475. Levine, J. M. (1999). 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Paper presented at the Conference on New Directions in Social Psychology, Lucznica, Poland. McGrath, J. E. (1984) Groups: Interaction and performance. Englewood Cliffs, NJ: Prentice-Hall. McGrath, J. e., & Berdahl, J. L. (1998). Groups, technology, and time: use of computers for collaborative work. In R. S. Tindale et al. (Eds.), Theory and research on small groups (pp. 205-228). New York: Plenum. Mess, L. A. et al. (2002). Knowledge of partners ability as a moderator of group motivation gains: An exploration of the Kohler discrepancy effect. Journal of Personality and Social Psychology, 82, 935-946. Milanovich, D. M., Driskell, J. E., Stout, R. J., & Salas, E. (1998). Status and cockpit dynamics: A review and empirical study. Group Dynamics: Theory, Research, and Practice, 2, 155-167. Mohammed, S., & Ringseis, E. (2001). Cognitive diversity and consensus in group decision making: The role of inputs, processes, and outcomes. Organizational Behavior and Human Decision Processes, 85, 310-335. Moreland, R. L., & Myaskovsky, L. (2000). Exploring the performance benefits of group training: Transactive memory or improved communication? Organizational Behavior and Human Decision Processes, 82, 117-133. Nijstad, B., Stroebe, W., & Lodewijkx, H. F. (2002). Cognitive stimulation and interference in groups; Exposure effects in an idea generation task. Journal of Experimental Social Psychology, 38, 535-544. Ohtsubo, Y., Masuchi, A., & Nakanishi, D. (2002). Majority influence process in group judgment: Test of the social judgment scheme model in a group polarization context. Group Processes & Intergroup Relations, 5, 249-261. Parks, C. D., & Cowlin, R. A. (1996). Acceptance of uncommon information into group discussion when that information is or is not demonstrable. Organizational Behavior and Human Decision Processes, 66, 307-315. Paulus, P. B., & Yang, H. (2000). Idea generation in groups: A basis for creativity in organizations. Organizational Behavior and Human Decision Processes, 82, 76-87. Postmes, T., Spears, R., & Cihangir, S. (2001). Quality of decision making and group norms. Journal of Personality and Social Psychology, 80, 918-930. Prislin, R., Brewer, M., & Wilson, D. J. (2002). Changing majority and minority positions within a group versus an aggregate. Personality and Social Psychology Bulletin, 28, 640-647. Prislin, R., & Christensen, P. N. (2002). Group conversion versus group expansion as modes of change in majority and minority positions: All losses hurt but only some gains gratify. Journal of Personality and Social Psychology, 83, 1095-1102. Sargis, E. G., & Larson, J. R. (2002). Information centrality and member participation during group decision making. Group Processes & Intergroup Relations, 5, 333-347. Schulz-Hardt, S., Frey, D., Luthgens, C., & Moscovici, S. (2000). Biased information search in group decision making. Journal of Personality and Social Psychology, 78, 655-669. Shopler, J. et al (2001). When groups are more competitive than individuals: The domain of the discontinuity effect. Journal of Personality and Social Psychology, 80, 632-644. Smith, B. N., Kerr, N. A,. Markus, M. J., & Stasson, M. F. (2001). Individual differences in social loafing: Need for cognition as a motivator in collective performance. Group Dynamics: Theory, Research, and Practice,5, 150-158. Sniezek, J. A. (1992). Groups under uncertainty: An examination of confidence in group decision making. Organizational Behavior and Human Decision Processes, 52, 124-155. Stasser, G. (1999). A primer of social decision scheme theory: Models of group influence, competitive model-testing, and prospective modeling. Organizational Behavior and Human Decision Processes, 80, 3-20. Stasser, G., & Dietz-Uhler, B. (2001) Collective choice, judgment, and problem solving. . In M. A. Hogg, & R. S. Tindale (Eds.), Blackwell handbook of social psychology: Group processes. (pp. 31-55). Malden, MA: Blackwell. Stasser, G., Vaughan, S. I., & Stewart, D. D. (2000). Pooling unshared information: The benefits of knowing how access to information is distributed among group members. Organizational Behavior and Human Decision Processes, 82, 102-116. Thompson, L. F., & Coovert, M. D. (2002). Stepping up the challenge: A critical examination of face-to-face and computer-mediated team decision making. Group Dynamics: Theory, Research, and Practice,6, 52-64. Thompson, L. F., & Coovert, M. D. (2003). Teamwork online: The effects of computer conferencing on perceived confusion, satisfaction, and postdiscussion accuracy. Group Dynamics: Theory, Research, and Practice, 7, 135-151. Thompson, L., & Fine, G. A. (1999). Socially shared cognition, affect, and behavior: A review and integration. Personality and Social Psychology Review, 3, 278-302. Tindale, R. S., Smith, C. M., Thomas, L. S., Filkins, J., & Sheffey, S. (1996). Shared representations and asymmetric social influence processes in small groups. In Witte, E., & Davis, J. H. (Eds.), Understanding group behavior: Consensual action by small groups (Vol. 1, pp. 81-103). Mahwah, NJ: Lawrence Erlbaum. Valacich, J. S., Wheeler, B. C., Mennecke, B. E., & Wachter, R. (1995). The effects of numerical and logical group size on computer-mediated idea generation. Organizational Behavior and Human Decision Processes, 62, 318-329. Van Swol, L. M., Savadori, L. U., & Sienzek, J. A. (2003). Factors that may affect the difficulty of uncovering hidden profiles. Group Processes and Intergroup Relations,6, 285-304. Wildschut, T., Lodewijkx, H. F., & Insko, C. A. (2001). Toward a reconciliation of diverging perspectives on interindividual-group discontinuity: The role of procedural interdependence. Journal of Experimental Social Psychology, 37, 273-285. Wildschut, T., Insko, C. A., Gaertner, L. (2002). Intragroup social influence and intergroup competition. Journal of Personality and Social Psychology, 82, 975-992. Wildschut, T., Pinter, B., Veva, J. L., Insko, C. A., & Schopler, J. (2003). Beyond the group mind: A quantitative review of the interindividual-intergroup discontinuity effect. Psychological Bulletin, 129, 698-722. Wittenbaum, G. M., & Stasser, G. (1996). Management of information in small groups. In Nye, J. L., & Brower, A. M. (Eds.), Whats social about social cognition (pp. 2-28). Thousand Oaks, CA: Sage. Wittenbaum, G. M., Hubbell, A. P., & Zuckerman, C. (1999). Mutual enhancement: Toward an understanding of the collective preference for shared information. Journal of Personality and Social Psychology, 77, 967-978. Wittenbaum, G. M., Vaughan, S. I., & Stasser, G. (1998). Coordination in task-performing groups. In R. S. Tindale et al. (Eds.), Theory and research on small groups (pp. 177-204). New York: Plenum. Wood, W. (1987). Meta-analytic review of sex differences in group performance. Psychological Bulletin, 102, 53-71. Wood, W. (1999). Motives and modes of processing in the social influence of groups. In S. Chaiken & Y. Trope (Eds.), Dual-process theories in social psychology (pp. 547-570). New York: Guilford Press. Wood, W., Lundgren, S., Ouellette, J. A., Busceme, S., & Blackstone, T. (1994). Minority influence: A meta-analytic review of social influence processes. Psychological Bulletin, 115, 323-345. Zarnoth, P., & Sniezek, J. A. (1997). The social influence of confidence in group decision making. Journal of Experimental Social Psychology, 33, 345-366. HOME RESEARCH LINKS PSY 3304 PSY 4331 PSY 5328 PSY 5331 Maintained by:Danette Citti Last updated:08/26/2004 05:26:00 PM Feedback: [email protected] Please read the Fair use notice. ']
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["\nSYLLABUS - ANTH 4050/5053 QUANTITATIVE METHODS IN ANTHROPOLOGY Spring 2006 - MW 4:00-5:15\nInstructor: Dr. Tammy Stone Office: CU building, office 110P\nPhone 556-3063; e-mail [email protected] Office Hours: by appointment Required Text books: Kachigan, Sam K. Multivariate Statistical Analysis (second edition). Radius Press, New York. Salkind, Neil J. 2004\nStatistics for People who Think They Hate Statistics (second edition). Sage Publications, Thousand Oaks, CA. Additional Supplies: You will need at least one floppy disk formatted for an IBM computer. You will use this disk to copy the data set on to for each home work assignment, as well as your results, and your write ups. Nothing may be saved on the hard drive of the computer network. You should note, however, that all data sets are copyright protected and may not be used in publications with out permission and appropriate citations. Grades: Undergraduates: Your grade will be based on 10 equally weighted homework assignments; the lowest grade of the 10 will be dropped. Homework assignments are due at the beginning of class of the assigned date - they will be the topic of discussion for at least part of the class in which they are due. The due dates listed in this syllabus are approximate and may be modified based on the pace of the class. Due dates will be listed on each homework assignment as it is handed out. Homework assignments are considered late after the end of the class listed on the handout. They will be accepted late for credit if handed in before the start of the next class. Homework grades are based on the quality of the analysis of the data and the quality of the argument that is made concerning the anthropological question. You should be thorough in answering all questions posed in the problem sets. For homework 3 through 10, you should write up your results as though they were a technical paper that will be incorporated in a published report with the appropriate references to supporting tables and figures. Do not put forward conclusions your data can not support in these papers. Homework may be hand written, as long as, in my judgment, your handwriting is neat and easily readable. The figures and tables need not be publication quality, but they should be clear and well-labeled. Graduate Students: Your grade will be based on the 10 homework assignments (see description above) and an additional assignment, all equally weighted. The additional assignment will be carried out on an independent data set of your choosing in which you decide the question to be asked, the test to be used to answer that question, and a 2 to 5 page write up describing the question, the data, the test, the results and your conclusions. Appropriate citations (i.e., data sources if not your own, background on question, etc) must be made in American Antiquity or American Anthropologist format. This assignment is due at 4:00 pm 5/10 - you may hand them in early if you wish. Notes on Class: Due to University policy, the following deadlines will be strictly enforced: Spring 2006 Registration and Academic Deadlines CLAS students must always have an accurate mailing and e-mail address: http:/www.cudenver.edu/registrar Students are responsible for completing financial arrangements with financial aid, family, scholarships, etc. January 12, 2006 (5:00 pm) Payment plan deadline for students registering by December 16, 2005. Students who have not applied for financial aid are administratively dis-enrolled for non-payment on January 13, 2006. January 19, 2005 (midnight) Last day to be added to the wait-list for a closed course. January 17 January 27, 2006 Students are responsible for verifying an accurate Spring 2006 registration via SMART. January 26, 2006 (midnight) Last day to add courses via the web SMART system. February 1, 2006 (5:00 pm) Last day to add 16-week structured courses without a written petition for a late add. This deadline does not apply to independent study, internships, and late-starting modular courses. February 1, 2006 (5:00 pm) Last day to drop a spring 2006 course for tuition refund and no transcript notation. February 1, 2006 (5:00 pm) Last day for undergraduates and graduates to apply for May 2006 graduation. April 3, 2006 (5:00 pm) Last day for students to drop a spring 2006 course without college approval. April 14, 2006 (5:00 pm) Last day for CLAS students to drop a spring 2006 course. Treated as an absolute deadline. May 1, 2006 (5:00 pm) Last day to withdraw (drop all courses) without a written petition. Consult the Academic Calendar for details on registration/payment deadlines: http://www.cudenver.edu/registrar This class is intended as an intensive introduction to the use of quantitative methods in anthropology. Basic concepts are discussed with an emphasis on the role of quantitative methods in solving problems (i.e., it will be an applied class and little information on theoretical mathematics will be presented). The objectives of this class are four fold 1) to provide a working knowledge of the statistical methods used in anthropological research (i.e., to get you to stop skipping the quantitative sections of the articles you read for class) 2) to discus the types of problems that can be addressed using quantitative methods 3) to provide the background that will allow you to design research projects using quantitative analysis. 4) to familiarize you with the integration of data in reports and the appropriate way to present and reference your results. No prior knowledge or use of computers or statistics is required and I will present the information as though that is the case. Additionally, while the time requirement for the class is not substantial, work must be done on schedule. That is, do not skip a section assuming you will pick it up later. Once you get behind, it is very difficult to catch up.\nThe class will use the SPSSPC for windows statistical package on IBM computers which is on the network in the social science computing lab (North Classroom 2028). You may use other statistical packages if you wish but data sets will be set up for SPSSPC and other packages will not be discussed in class. Additionally, since the format of output statements vary considerably from package to package, use special care in recording and interpreting your answers. The use of calculators and slide rulers are allowed for aspects of homework to be done by hand (i.e., not by computer). In performing calculations, use the following rules of thumb regarding numerical accuracy: intermediate results which are recorded for later addition or subtraction in a formula should contain as many fractional digits as the basic data contains, but never fewer than 2 such digits. Intermediate quantities recorded for later multiplication or division in a formula should contain twice as many fractional digits as those to be used for addition or subtraction. If in doubt, retain more fractional digits. Topic/Assignment 1/18 Introduction to the class 1/23 The mystery of statistical jargon Salkind, Chapter 1, 16\n1/25 Data Coding in Anthropology (this is where it all starts) and Research Design Salkind, Chapter 6, 16 Optional, Kachigan pp. 1-20\n1/30 Sampling (which individuals/things do I look at and is my sample representative of the population) Kachigan pp. 56-63\n2/1 Probability (is my event unusual) Salkind, Chapter 7, Kachigan pp. 64-71 2/6, 8 Stats you already know (means, mediums, and bar charts) Homework 1 is due 2/8\nSalkind, Chapter 2 and 3 Optional, Kachigan pp. 21-40\n2/13 SPSSPC\n2/15 Some more simple stats (steam and leaf diagrams and box plots) Salkind, Chapter 4\n2/20 Do I have multiple groups? (histograms) Salkind, Chapter 4 optional, Kachigan pp. 81-89\n2/22 Are my independent samples different? Salkind, Chapter 8, 9\nHomework 2 2/27, 3/1 Are my related samples different? Homework 3 due 3/1\nSalkind, Chapter 10 3/6, 8 Are my multiple (big) samples different? Oneway and Twoway ANOVA Salkind, Chapter 11, 12 optional Kachigan Chapter 5\n3/13, 15 Are my multiple (small) samples different? Friedman's F and Kruskal-Wallis test Homework 4 due 3/15\n3/20, 22 Spring Break 3/27, 9 Are my variables related? Pearson's and Spearman's r Salkind 5, 13 optional, Kachigan Chapter 3\n4/3 Are my variables causal? Regression Analysis Salkind, Chapter 15 optional Kachigan Chapter 4 Homework 5 due 4/5, 10 More on related variables? chi-square and measures of association Salkind, Chapter 15\nHomework 6 due 4/10\n4/12 Review and Summarize univariate stats 4/17 How many types do I have? Cluster analysis Chapter 8, Kachigan\nHomework 7 due 4/19, 24 Are my types different? Discriminate analysis Chapter 6, Kachigan\nHomework 8 due 4/24\n4/26 Are their underlying variables? Factor analysis Chapter 7, Kachigan\n5/1 Review of multivariate statistics 5/3 How do I synthesize previous studies (meta-analysis) Homework 9 due 5/8 Homework 10 due, 4:00 pm grad project due, 4:00 pm "]
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[' Hist 17A Online Syllabus -- Fall 2004 Jul AUG Sep 31 2003 2004 2005 3 captures\n31 Aug 04 - 16 Sep 04 Close\nHelp COLLEGE of the SISKIYOUS\nHistory 17A Online Course\nFall Semester 2004\n(Revised 8/10/04)\nInstructor: Dr. Stephan Cragg\nOffice Hours: See the the Office Hours page.\nTelephone: 520-421-7414\nEmail: [email protected] Web Pages: There are three web pages that the student will have to navigate easily back and forth during the term. The first is Cragg\'s Castle; the second is History 17A Online Classes -- Fall 2004 on PageOut, and the third is the American History: A Survey textbook study center. Please bookmark all three for easy access. Required Texts: Allan Brinkley, American History: A Survey, 11th edition, McGraw-Hill, 2003. There is a direct web page for more information and study materials for this text. Access the online study center directly for the student learning center, which contains sample quizzes, sample essays, and a lot more. Howard Zinn, A Peoples History of the United States, Harper-Collins, 2003.There are several websites discussing Professor Zinn\'s views and politics.\nOrientation: This class, which is an Internet-based, distance education course, will be conducted completely online.\nThe Internet: This Internet Online course utilizes the Internet extensively and requires the student to have a working knowledge of computers, email, word processors, and the use of printers or, at the very least, the willingness to learn about these technologies quickly. Your computer should be well equipped with at least a Pentium 4 processor and a reliable email system. In addition to your own computer, you should have a back-up plan for using another computer when yours is not operating correctly. Other locations now include almost all public libraries. You should have a recent MS Word application on your computer in order to send your assignments as email attachments. AOL Users: Be aware that for whatever reasons, AOL isn\'t the most stable system and students in the past have had some difficulties both taking exams and communicating with me. Your first assignment on the Internet will be to send an email to [email protected] indicating your real last name, Hist17A Online, and then the reason why you are writing in the Subject line. (This is the "Subject Line Protocol" required of ALL email correspondence for any reason throughout the semester.) For example, Jones, Hist 17A Online, First Communication, in the subject line. In the first message, please send your full name, why you\'re taking this class and something about yourself, such as what high school you attended, previous college work, year in college, family, et cetera. For your second assignment, you will be required to register for this course from the McGraw-Hill PageOut link in addition to your registration with the college. The login procedure will ask you to submit a user id name and a password. Please use your last name and first name in one word, for example SmithJoan. You will be able to access your grades, your assignments, and the use of a closed discussion area to communicate with the instructor and other members of the classes from PageOut. There is a third assignment from the PageOut Grade Book to see if our communication link has been established prior to taking the first online multiple choice exam. You should take the Testing the Test System m/c exam as soon as possible. Please note the due date. Complete the assignments, send an email message, register on PageOut, and send the Testing the System m/c exam as soon as possible after the first day of classes and by the end of the first week.These connections are also described at the online orientation as well. A lot of your learning will be from a variety of Internet online resources and an assigned textbook. There is a link on Cragg\'s Castle, History 17A Online Class, to the Hist 17A Online Message Center, which will be used frequently to inform students about everything from due dates, to updates, to future assignments. There is also a link called, Cool News and Information. These web page links are often related to the textbook readings, or just plain historical and political issues with a twist. There is a weekly student opinion poll that I hope you will use, too. Check the Hist 17A Online Opening Page often, too, for additional information. You should get in the habit of "checking in" regularly, perhaps daily, for email and online activities as a consequence of fast breaking news and current events related to our study of American history.\nReadings: This course is designed around the writings of two well-known historians and their impressions on what happened in the early history of the United States, often with widely divergent views. The following chapters of the textbook will also be used for testing. Chapters 1-15 in Blinkley and appropriate matching chapters in Zinn. Testing: There will be a variety of testing in this course. First, there will be five essay examinations. These essay exams will be writing exercises covering textbook materials and online resources. Each exam will contain two to four essay questions from the textbooks. The questions will usually be posted on a Friday and you will have until Tuesday at 5:00 pm to submit them as an MS Word document attachment. This online class will emphasize textbook materials and Internet research in the testing and evaluation process. See your PageOut Grade Book for all assignments and the exam dates. There will be no essay exam make-ups. Second, there will be twelve online multiple choice exams of multiple questions each due approximately every Thursday. (See your PageOut Grade Book for due dates.) The quizzes are designed to assist you in keeping up with the reading from the textbooks. They are open book and can be submitted at any time prior to the due date. You will have, however, only one chance to submit your results. You can read the questions, close the web page, study the textbook, and open the m/c exam any number of times until you\'re ready to submit your answers, which is the one that counts in the Grade Book. Follow the instructions on how to take the m/c exams and how to submit them to your Grade Book in PageOut by completing the first Testing the Test System exercise. No m/c exams will be accepted after the due dates. Third, as a research project for the semester, you are asked to collect ten different political cartoons by at least five different artists (two per theme) on five different historical eras or themes of your choice representing the events in American history up to 1877 of interest to you. You should send this assignment to me by email using an attached MS Word document. As a part of your research assignment, you should indicate clearly what five historical events or eras you have chosen, why you chose them, and describe for your reader in your own words who the artist is, what the cartoon says, who the intended audience might have been, and whether or not it was, in your opinion, effective. Be sure to cite your sources. Do not use any materials from our two textbooks as they are fairly well documented. See your Grade Book for the due date. No exams or assignments will be accepted after the due dates and times.\nGrading: A distribution will be used to grade each of the evaluation tools: 90% or better will be an A; 89-80% will be a B; 79-70% will be a C; 69-65% will be a D, while any percentage below 64% will be an F. A word is in order about the academic vice known as "plagiarism." There is a college rule prohibiting the use of others\' materials in exams, papers, and research projects without proper citations. For an interesting article about plagiarism, read what one English professor has to say about her experiences dealing with it. Automatic failure in the course for those found cheating on their writing assignments.\nParticipation: There is a strong correlation, in my judgment, between participation and grades, so make a commitment to your education and try your very best to participate in all course activities. Be engaged in your own intellectual development. Should you contemplate dropping this class, please check with me first to see if there are any interventions possible to help you stay in school. Protect your transcript as this is one of the very few documents that will follow you for the rest of your life.\nFinal Grades: While everyone likes to know what their letter grades are as the semester moves forward, the percentage of completion is more important in calculating a final grade. A final grade will be calculated on the following basis:\nTwelve Online M/C Quizzes - 360 points; Five essay exercises -- 500 points; and, Historical cartoon research paper -- 140 points.\nPersonal Note: Lets have a great semester together! ']
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[' My story....an average student Nov DEC AUG 2 2007 2008 2013 2 captures\n2 Dec 08 - 24 Aug 13 Close\nHelp Prep for USMLE Forum Log in | Register Forum\nStep 1\nStep 2 CK\nStep 2 CS\nStep 3\nMatch\nIMGs\nResources\nSearch Prep4USMLE Forum USMLE Step 1 Forum USMLE Step 1 Exam Experiences | My story....an average student Login or Register to post messages Rated: 0/51\n2\n3\n4\n5\n(0 votes) Author18 Posts MalaysianForum Guru\nTopics: 28Posts: 778\n01/03/05 - 10:53 PM #1 Hi friends, First and foremost I would like to thank alot of you for your posts.....I learnt alot of things from you and was an important factor in clearing my exam.I would like to thank:GOD,my family and friends for being so supportive,the folks who run this website particularly bbb,Users:retroviridae,mani,shawky,bactitech,meghna Jadhav,mjl,Mars_aris,Ria,MLF and numerous others which I can\'t recall at the moment. Just wanted to let you know I graduated last year from a university from India.I was just an average hard working student(just like the most of you).OK the sore I received stated 222/90.It may not be an earth shattering score but I\'m nevertheless thankful as it could have been lower.Preparation for the exam is far far tougher than actually sitting and giving the exam.Since I am familiar with the medical background involved in Asia and also what British Medicine says(in Malaysia British Medical books are preffered)it was quite tough to reorientate myself to the language and style of the USMLE.While the disease are the same but there is alot of difference between this side of the world and whats seen in the US.I studied for over 6months to prepare for the exam.Despite the last minute jitters(I was crying before the exam as I couldn\'t remember a thing the evening before the exam.....(I guess I was just stressed out)I stuck to my 1st of december to give the exam. OK my preparations: Pathology:Webprep and BRS Anatomy:High Yield gross anatomy and Webprep Embryology:High Yield and webprep Neuroanatomy:Webprep Biochem:webprep+kaplan notes Genetics:High Yield.webprep,Kaplan notes Immunology:Kaplan notes Micobio.:Kaplan notes and webprep Pahrmacology:First Aid,webprep and also gold standard Physiology:Kaplan notes and BRS Behavioural science:High Yield and Kaplan notes I am a slow reader and to go through 1 cycle of reading it took 3months. I also heard Goljan lectures and even went through his notes........I stopped reading his lenghten notes(approx.400pages with general+systemic Pathology)mainly because it was all point form and I don\'t really like this format.I just went through some of his High Yield one(about 20dd pages).The lectures are informative but not enough to pass the exam.After the exam I went through his High Yield and found it would not have been much beneficial as nothing from those notes was even close to being tested on my exam. I can\'t remember facts if they are in point form and that why I had to look for alternative reading materials.......this is one of the disadvantages I found with Kaplan as some of them are in point form.My weakest subject is/was pharmacology hence the different materials used to prepare for it.I could not understand a word of neuroanatomy and so only relied on the webprep lectures for it. I think it is pointless to discuss the type of questions and their distribtutions however I feel all subjects had an equal say.First aid is adequate for Microbio. and Pharmacology.But then I didn\'t really use First Aid apart for Pharmacology and a quick revision for Physiology mainly because First Aid is just too compact My Qbank scores ranged from 70-80% with an average of 74%......I found the questions on the exam nothing like Qbank.Closest was the USMLE CDs......for which I scored 34,38,35.NMBE didnt do. I also did alot of BSS.......though its not similar to the actual exam but for some reason the phrases and facts mentioned in the explanations are the exact stuff what Dr. Goljan mentions on his audio lectures. The questions on the exam were very basic and the language used too very simple however the concepts tested on the exam were so,so basic it seemed hard to determine what the question was even asking at times! Though I slept early the night before the exam(as mentioned I broke down and from that point despite I couldn\'t remember a thing I decided it was enough and time to close the book as I was just making myself more stessed)however throughout t he night I kept on waking up because some irresponsible people were playing firecrackers all the way till 4am!! I wasn\'t as fresh on the morning of the exam but still I manged to pull through the 7odd hours.I even realised I made some stupid mistakes but only when the block time was over.Time is ofthe essence and I was basically finishing my blocks with just 3-4min. to spare.Most questions were moderate inlenght and lots of figures....the pharmac. figures were not clear at all and the worst. I just hope my performance for step 2 doesn\'t slip.I\'m interested in only Internal Medicine or Pathology.....don\'t really have any interest in the surgical fields or any other field for that matter .How do you think I stand so far?? If there are any queries I will try to answer them as honestly as possible.All the best to those awaiting results and preparing for the step 1. I will seriously start my USMLE step 2 in February and though I will be frequenting the step 2 forums on this website frequently it will be under a different username as I want to start everything fresh. Bye. AhabForum Elite\nTopics: 9Posts: 228\n01/04/05 - 06:28 AM #2 Congratulations meghana jadhavForum Elite\nTopics: 80Posts: 304\n01/04/05 - 06:46 AM #3 congratulations malaysian :icon_king: :icon_king: :icon_king:___________________megha drshabsForum Elite\nTopics: 61Posts: 205\n01/04/05 - 10:00 AM #4 congrats!!! =D> i always read ur and meghana\'s post bcoz u guys really worked up question parts.moreover i found u guys quiet similar to me.im too waiting for my results. goodluck for step2. mashForum Fanatic\nTopics: 147Posts: 1,326\n01/04/05 - 10:12 AM #5 congrats! gud luck fr step 2!___________________I hear and I forget. I see and I remember. I do and I understand. --Confucius MLFForum Elite\nTopics: 36Posts: 386\n01/04/05 - 04:30 PM #6 Very happy to hear your score, all the best with step 2!!!!___________________"Support bacteria, its the only culture some people got." MalaysianForum Guru\nTopics: 28Posts: 778\n01/04/05 - 06:15 PM #7 Thanks guys....wish you all the best for your results. jigiForum Newbie\nTopics: 4Posts: 12\n01/04/05 - 07:17 PM #8 I just started to prepare the step 1 exam. I am not very clear what the webprep means? Also, I am wondering how long it took you to prepare the whole thing? thanks.___________________jigi katzungForum Guru\nTopics: 74Posts: 624\n01/04/05 - 08:40 PM #9 Congrats Malaysian on a very good score,i am sure you will do well on step -2 90 on two digit is a very good score well done. Two questions: 1> When i gave my step-1 few days back i thought working in a medical job would help immensly because the themes tested were so much based on clinical stuff, well this was my experience what do you feel about it and 2> the scores on usmle cd of 34,38 and 35, were they before you started preparing or after you finished preparing? All the best for your step-2 prep.you will do well be confident take care my friend___________________Hari Om,Lokaha Samasthaha Sukhino Bhavanthu (Let All Beings Everywhere Be Happy And Content) Proud to be an Indian. MalaysianForum Guru\nTopics: 28Posts: 778\n01/05/05 - 03:28 AM #10 The USMLE CD scores were 3weeks prior to the exam. I have worked in a molecular biology lab. before.......I used to learn how to do PCR,Southern blot and hybridization,electrophoresis and had to clean the lab. stuffs via autoclaving and hot oven. To an extent it does help but only in getting familiar with the terminology and the principal behind the procedure but in answering the questions it didn\'t much....for example while in the lab. I knew PCR is to amplify small DNA fragments....but PCR is tested to detect HIV,Hep. B,myco. TB etc....was not stressed.The lab. based questions I got for the USMLE were very confusing......and most of the time I was looking for answers \'it doesn\'t make any sense\' but didn\'t quite see them!Since you\'re working against time and have only those few precious minutes at the end of the block you don\'t time to analyze compltely and just have to go with your instincts......plus your heart is racing away at the end of the block trying to go through all the questions you marked but all you see is words and your brain freezes! To jigi......it took me over 6months to prepare there are people who take 3-4months and some 9-12months.I guess the time difference is mainly depends on how familiar are you with the USMLE syllabus and how much time you can dedicate a day to sit down and study....its a very subjective thing.....however NMBE conducts tests to let you know how well prepared you actually are....you have to pay US45 and its something I didn\'t do. Webprep is Kaplan preparation where notes/audio lectures are given via the internet.In malaysia they don\'t conduct any Kaplan courses and so this was my only option. kaash110Forum Senior\nTopics: 17Posts: 57\n01/06/05 - 07:12 AM #11 hi malayisian if u can send us goljan 100pages i\'ll be grateful thanx [email protected]___________________kaash MalaysianForum Guru\nTopics: 28Posts: 778\n01/06/05 - 07:25 AM #12 I will send it to you kaash......because I learnt from your posts while preparing for my exam.So its the least I can do.However I\'m sorry this is first and last person so no more requests pls. from anyone else!!! When are you giving the exam by the way?? kaash110Forum Senior\nTopics: 17Posts: 57\n01/06/05 - 08:15 AM #13 hi malaysian thanx actually i am a graduate of 1992 and now very much interested in mle but i am not feeling good bcoz i am working in middle east and no material of mle is with me exept first aid and some kaplan books and 2nd disappointment is that i am an old graduate and chances to get residency are not good but i\'ll try my best regards___________________kaash MalaysianForum Guru\nTopics: 28Posts: 778\n01/06/05 - 08:19 AM #14 Pls. check your e-mail as you\'re writing this.....most of the material has been tranferred.....I knew I was helping a good man/woman. MalaysianForum Guru\nTopics: 28Posts: 778\n01/06/05 - 08:23 AM #15 OK....I can\'t send anymore notes because I think your inbox is full!!!!I\'m also confused which notes have gone and which haven\'t.......can you tell me the missing pages between 1-22 which you need?????Also can you let me know once your inbox is emptied?? MalaysianForum Guru\nTopics: 28Posts: 778\n01/06/05 - 08:46 AM #16 OK......I have finished sending it(somehow!).If you notice its not really 100pages......but its nevertheless the High Yield notes/supplement notes...closer to 60pages don\'t you think so??? I\'m unable to send the long version of Goljan notes as the files are just too huge to be sent via e-mail.But if you hear his lectures it should suffice. In the mean time you already have the Kaplan books and First Aid.....you can\'t go wrong with them.Plus this forum. Wishing you all the best.....for the future. I would also like to wish everyone else all the best.....I wish I could help you all the same way I did with Kaash but its a very tedious process I hope everyone can understand.I could have put up the notes in the \'Downloads\' section but that will be breeching copyrights law.Bye then.....I won\'t be returning to step 1 forum now. kaash110Forum Senior\nTopics: 17Posts: 57\n01/06/05 - 01:22 PM #17 hi thanx malaysian u send me pages 1 and 2 and 11-22 but 3-10 are missing i already have goljan 36 pages which u send thanx if possible send me the missing one too regards___________________kaash anatomyForum Guru\nTopics: 101Posts: 423\n01/06/05 - 03:14 PM #18 could u pls send me those files which Malaysian send to u.i send u a email also. thanx and good luck. Login or Register to post messages Similar forum topics Your average % in UW average age? average scores and ivs average salaries... 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[' Neuromancer | race/gender/science fiction Apr MAY MAR 15 2007 2008 2010 3 captures\n15 May 08 - 23 Feb 11 Close\nHelp race/gender/science fiction kathleen fitzpatrick\npomona college Home Neuromancer ahahaahaa last minute By dreamfall17 - Posted on 28 April 2008 - 9:29am.\nTagged: intertextuality\nmind-body\nNeuromancer\nPattern Recogition\nResponse 9 As I was reading, I noticed several self-referential comments woven into the narrative, remarks that seemed to comment back on Neuromancer and the academic work surrounding it. Though apparently Gibson is less aware than I thought him to be how did he not notice that he had created another character with the name Case? dreamfall17\'s blog\nLogin to post comments\nRead more Neuromancer vs. Pattern Recognition: Evolution towards Ambiguity By katashitakashi - Posted on 22 April 2008 - 7:27pm.\nTagged: cyberspace\ngibson\nNeuromancer\nPattern Recognition A quick internet search revealed to me that Pattern Recognition, the eighth novel by William Gibson, was the first to be on the New York Times Bestsellers list, and the first to be set in a contemporary world instead of a fantastical one. The increased overall popularity of the more recent William Gibson novels ( as opposed to Neuromancer, whose popularity was more of a word-of-mouth cult hit ) may be due to this; however, speaking personally, I found the contemporary world of Pattern Recognition less compelling. katashitakashi\'s blog\n3 comments\nRead more natural vs. unnatural in neuromancer By surrealistic - Posted on 6 February 2008 - 9:46am.\nTagged: Neuromancer\nResponse 2 Plot-wise, Neuromancer is probably one of the most convoluted books that I have ever read. Since it was difficult to stay with the story, I found myself observing how the characters related to the rich futuristic environment. What stood out to me the most was their relationship to the natural, represented both by human flesh and descriptions of the earth. surrealistic\'s blog\nLogin to post comments\nRead more Emotions of Neuromancer By amphiskios - Posted on 6 February 2008 - 8:49am.\nTagged: Neuromancer Reading response to Neuromancer\nNeuromancer. How did it make me feel? I felt alternatively disgusted and thrilled. I felt interested, and bored. Some things seemed exotic and some things seemed far too normal. The book seemed a paradox of extremes at times. amphiskios\'s blog\n1 comment\nRead more The materials of the world of "Neuromancer" By blacklace - Posted on 6 February 2008 - 3:11am.\nTagged: cyberspace\nNeuromancer\nResponse 2\nsetting William Gibsons "Neuromancer" manages to create worlds that are both an exercise n sensory overload and a frustrating lack of detail, leaving the reader confused as to the environment. What is perhaps most interesting in this detailed description is the attention Gibson pays to material. Scarcely a page goes by without some mention of a plastic window, a silk futon, a leather jacket, denim pants, or a fiberglass chassis. A large part of what creates the futuristic sense of Gibsons world is the development of new materials and the unfamiliar hierarchy of materials, consisting of both the new and the jarringly familiar substances. This hierarchy of material breaks down to two separate categories: body modification and environment. blacklace\'s blog\n1 comment\nRead more Techno-Eden? (Gibson response) By 2NT - Posted on 6 February 2008 - 2:42am.\nTagged: mind vs. body\nNeuromancer\nOrigin-myths I\'m interested in what people make of Gibson\'s invocation of the mythologized Fall from Eden (common to the Western monotheistic traditions) to thematize Case\'s feelings about his initial neurological damageand his ontological status more generally: "For Case, who\'d lived for the bodiless exultation of cyberspace, it [the damage] was the Fall. In the bars he\'d frequented as a cowboy hotshot, the elite stance involved a certain relaxed contempt for the flesh. The body was meat. 2NT\'s blog\nLogin to post comments\nRead more peace at last in an old, old war By dreamfall17 - Posted on 6 February 2008 - 2:14am.\nTagged: body modification\nmind vs. body\nNeuromancer\nResponse 2 Though I see that the body/mind issue has already been raised in responses, Im really interested in how Gibson addresses this, and I think I can take a sufficiently original tack that my response will further the discussion. dreamfall17\'s blog\n1 comment\nRead more fly-by meat By blacklace - Posted on 6 February 2008 - 1:50am.\nTagged: meat\nmind vs. body\nNeuromancer Observation, I think it\'s rather interesting that the hotels/beds get referred to as coffins. I\'m not entirely certain if this is societal, which would be interesting, given the focus on body modification, or if it\'s just Case, in which case that goes along with his death wish and frustrations and self-loathing of his body. blacklace\'s blog\nLogin to post comments\nRead more synesthesia By amandejoie - Posted on 6 February 2008 - 1:48am.\nTagged: Neuromancer\nsynesthesia So, did anyone else notice the little bits of synesthesia that popped up throughout neuromancer? There\'s an "aching taste of blue" on page 257, Molly\'s pain as "neon worms in her thigh, the touch of burlap, smell of frying krill" on 217. I\'m pretty sure there was something else as well, but now I can\'t find it. If its significant in any way, I\'m sure it has to do with the whole mind-body problem, but mostly its just a random observation.\nDid anyone pick up on any others? amandejoie\'s blog\nLogin to post comments Would you keep your meat? By amandejoie - Posted on 6 February 2008 - 1:35am.\nTagged: meat\nmind vs. body\nNeuromancer\nResponse 2 We talked a fair bit in class about the troubled mind-body relationship present in Neuromancer. Many of the characters make us question our assumptions of what it means to be alive, from the unembodied mind of Wintermute to the mindless body of Armitage, with multiple characters straddling the line between life and death at any given point. Case is the one character who we are really allowed to connect with on any psychological level (though even that hold is tenuous, given the somewhat schizophrenic style of postmodern/cyberpunk writing). amandejoie\'s blog\nLogin to post comments\nRead more 12next last course info\nrace, gender, and science fiction is the fall 2007 course website for english 168 at pomona college in claremont, california.\nthe professor\nthe syllabus\nmore information tags\nbugs\ncourse info\ngender\nLilith\'s Brood\nMidnight Robber\nmovie\nNeuromancer\nOryx and Crake\nPattern Recognition\nrace\nresponse\nResponse 1\nResponse 2\nResponse 3\nResponse 4\nresponse 5\nResponse 6\nResponse 7\nResponse 8\nSlow River\nSnow Crash\nStarship Troopers\ntest\nthe handmaid\'s tale\nThe Left Hand of Darkness\nmore tags User login Username: * Password: * Request new password Navigation Recent posts\nNews aggregator Recent comments\nLimits of Sci-Fi1 week 21 hours agoambivalent1 week 1 day agoMore humanity1 week 1 day agoI also agree, to a point.1 week 1 day agoI kind of have to agree. I1 week 2 days agoWhat if?-Fantasy1 week 3 days agoyeah, the general conlcusion1 week 3 days agoAnother Battlestar Sighting1 week 3 days agoWell...1 week 3 days agohow fantastic is that1 week 6 days ago links Feminist SF resources Feminist Science Fiction\nFeminist SF - The Blog Author sites Nalo Hopkinson\nWilliam Gibson Search ']
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[' BIOMECHANICS Syllabus DEC APR AUG 5 2002 2004 2006 12 captures\n12 Jul 02 - 10 Jul 10 Close\nHelp BIOL 4590 VERTEBRATE BIOMECHANICS Dr. William P. Wall Herty 203 (Office Hours 11:00-12:00, M-TH) phone 445-0818 Text: McGowan A Practical Guide to Vertebrate Mechanics Grades: Test 1 and Test 2 are worth 25% each. The cumulative final is 30%. The term paper is 10%. Participation in class discussions is 5% and the student presentation is 5%. Prior to mid-semester, you will receive feedback on your academic performance in this course. Attendance: Regular attendance is expected. Excessive absences (3 or more) can be grounds for a reduction in grade. There will be NO make-up exams without my consent. Fire Drill Procedures: In the event of a fire signal students will exit the building in a quick and orderly manner through the nearest hallway exit. Learn the floor plan and exits of this building. Do not use elevators. Crawl on the floor if you encounter heavy smoke. Assist disabled persons and others if possible without endangering your own life. Assemble for a head count west of the building. Requests for Modifications: Any student requiring instructional modifications due to a documented disability should make an appointment to meet with the instructor as soon as possible. An official letter from GC&SU documenting the disability will be expected in order to receive accommodations. Course Objectives: Provide a thorough survey of vertebrate biomechanics, emphasizing the locomotor and masticatory systems. Promote independent thinking through critical analysis of primary literature. Discussions will enhance students ability to clearly present logical arguments. The term paper and presentation will develop oral communication skills. DATE SUBJECT 8/19 Introduction & Basic Concepts of Physics INTRODUCTORY MECHANICS 21 Vector Analysis 26-9/9 Strength of Materials 11 TEST 1\nLOCOMOTOR MECHANICS 16, 18 Land 23, 25 Water 30-10/2 Air 9-14 Primate Locomotion 16 TEST 2 FEEDING MECHANICS 21 Skull Structure 23-30 Cranial Kinesis 11/4-6 Tooth Structure & Function 11-13 Reptilian & Avian Feeding Mechanics 18-20 Mammalian Feeding Mechanics 25 GRADUATE PRESENTATIONS 12/2-4 UNDERGRADUATE PRESENTATIONS 12-15 Minutes 4 TERM PAPERS DUE 8-10 pages 9 CUMULATIVE FINAL BIOL 5590 VERTEBRATE BIOMECHANICS Dr. William P. Wall Herty 203 (Office Hours 11:00-12:00, M-TH) phone 445-0818 Text: McGowan A Practical Guide to Vertebrate Mechanics Grades: Test 1 and Test 2 are worth 25% each. The cumulative final is 30%. The term paper is 10%. Participation in class discussions is 5% and the student presentation is 5%. Prior to mid-semester, you will receive feedback on your academic performance in this course. Attendance: Regular attendance is expected. Excessive absences (3 or more) can be grounds for a reduction in grade. There will be NO make-up exams without my consent. Fire Drill Procedures: In the event of a fire signal students will exit the building in a quick and orderly manner through the nearest hallway exit. Learn the floor plan and exits of this building. Do not use elevators. Crawl on the floor if you encounter heavy smoke. Assist disabled persons and others if possible without endangering your own life. Assemble for a head count west of the building. Requests for Modifications: Any student requiring instructional modifications due to a documented disability should make an appointment to meet with the instructor as soon as possible. An official letter from GC&SU documenting the disability will be expected in order to receive accommodations. Course Objectives: Provide a thorough survey of vertebrate biomechanics, emphasizing the locomotor and masticatory systems. Promote independent thinking through critical analysis of primary literature. Discussions will enhance students ability to clearly present logical arguments. The term paper and presentation will develop oral communication skills. DATE SUBJECT 8/19 Introduction & Basic Concepts of Physics INTRODUCTORY MECHANICS 21 Vector Analysis 26-9/9 Strength of Materials 11 TEST 1\nLOCOMOTOR MECHANICS 16, 18 Land 23, 25 Water 30-10/2 Air 9-14 Primate Locomotion 16 TEST 2 FEEDING MECHANICS 21 Skull Structure 23-30 Cranial Kinesis 11/4-6 Tooth Structure & Function 11-13 Reptilian & Avian Feeding Mechanics 18-20 Mammalian Feeding Mechanics 25 GRADUATE PRESENTATIONS 18-20 Minutes 12/2-4 UNDERGRADUATE PRESENTATIONS 4 TERM PAPERS DUE 12-15 pages 9 CUMULATIVE FINAL ']
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[' Department of Secondary Education & Educational Leadership SED 450.024 Diverse Classroom Lab Spring 2011 Instructor: Dr. Neill F. Armstrong Course Time & Location: T 6:00-6:50, ED 451 Office: 404D McKibben Office Hours: M 10-11, T 1-2, W 4-6, R 1-2 Office Phone: 936-468-1844 Credits: 1 Fax: 936-468-1573 Email: [email protected] I. Course Description: Lab will facilitate application of strategies gained in SED 450. This field based lab is co-requisite to SED 450. The SED 450L II. Intended learning Outcomes/Goals/Objectives (Program/Student Learning Outcomes): The objectives for this course, as with the intended learning outcomes, conform to the College of Education\'s Conceptual Framework. Specifically, all course-related activities strive to facilitate the inculcation of the College\'s Core Values, those being: academic excellence through critical, reflective, and creative thinking; an appreciation for and understanding of the relevance for lifelong learning; recognition of the importance of collaboration and shared decision making; incorporation of openness to new ideas, culturally diverse people, and innovation and change; enhanced application of the practice of integrity, responsibility, diligence, and ethical behavior; and the development of a personal and professional commitment to service that enriches the community. It is the mission of the College of Education to prepare competent, successful, caring, and enthusiastic professionals dedicated to responsible service, leadership and continued professional and intellectual development. As such, this course seeks to prepare each teacher candidate in the development of those skills and abilities necessary for meaningful, effective instructional leadership with a wide array of diverse learners. Program Learning Outcomes 1. The student will develop and adapt instruction and assessment based on the needs of diverse students. 2. The student will effectively manage a diverse learner-centered classroom. 3. The student will implement and modify instruction for all students incorporating technology as appropriate. 4. The student will understand the purpose of education and philosophical perspectives including professional, legal and ethical issues. 5. The student will use strategies and methods for reading and literacy in various content areas. Student Learning Outcomes 1. The student will develop an understanding of practical classroom management techniques and strategies. 2. The student will be able to implement learner centered theories of classroom management. 3. The student will develop classroom management strategies that align with ethical mandates. 4. The student will demonstrate knowledge pertaining to the implementation of multiple ways of meeting the cognitive, social, and emotional needs of students. 5. The student will create legal, ethical, and professional strategies for managing student behavior. 6. The student will create a safe learning environment and a culturally responsive classroom climate. 7. The student will create instructional strategies that reduce discipline problems in the classroom such as active learning and differentiated instruction.. 8. The student will demonstrate strategies for communicating effectively with family and community about the classroom environment and student issues. III. Course Assignments, Activities, Instructional Strategies, Use of Technology: 1. Internship Hours (100 pts): Students will log 40 hours of internship per week at their assigned field location. 2. A total of 4 evaluation forms (100 pts) must be submitted in the course of the semester: 2 Student Intern Evaluations of the Mentor Teacher and 2 Mentor Teacher Evaluations of the Intern. These evaluations are both formative and summative. All forms are located in the course packet. Formative evaluations due: June 16th/ Summative evaluations due: May 3rd. 2. Field Activities (200 pts): Candidates will work closely with mentor teachers on a daily basis assisting in curricular delivery and tutorial activities as required. In addition to these activities students will conduct two separate field-based activities grounded in enhancing practical application of theory-based principles. Due: to be announced. 3. Classroom Observation Surveys (2 @ 25pts): Each candidate will undertake two (2) formal classroom surveys provided by the course instructor. These surveys will occur in the normal context of intern classroom observation. Due: March 8th & April 19th. 4. Diversity Resource File (100 pts): All candidates will develop and submit a 3 ring binder containing resources related to enhancing practitioner understanding of diverse learners. These resources may include material gained in the theory component of SED 450 such as articles, power points, and handouts as well as material gathered by the candidate in researching data to increase understanding and heighten insight of individual differences. Due: May 3rd. Total Points: 550 Evaluation and Assessments (Grading): Grades will be assigned on the following scale: A = 100 - 90%, B = 89 - 80%, C = 79 - 70%, D = 69 - 60%, F = 59% and less. Candidates in the secondary and all level education certification programs (undergraduate and PBIC) must earn a "C" or better in each pedagogy course before progressing to the next course/level. A candidate earning a grade less than "C" in a pedagogy course must repeat the course and earn a "C" or better before the course counts toward certification. IV. Tentative Course Outline/Calendar: Week 1 On-campus class meeting (January 25th) Week 2 On-line activities Week 3 On Campus class meeting (February 8th) Week 4 On-site Orientation/beginning of Internship Field Experience (February 15th) Week 5 On-site Field Experience Week 6 On-site Field Experience Week 7 On-site Field Experience Week 8 On-site Field Experience Week 9 On-site Field Experience Week 10 On-site Field Experience Week 11 On-site Field Experience Week 12 On-site Field Experience Week 13 On-site Field Experience Week 14 On-site Field Experience Week 15 Conclusion of Internship Field Experience (May 3rd) V. Readings: Readings applicable to SED 450 will be discussed and reviewed in this lab. Additional readings will be assigned and / or provided by the course professor. VI. Course Evaluations: Near the conclusion of each semester, students in the College of Education electronically evaluate courses taken within the COE. Evaluation data is used for a variety of important purposes including: 1. Course and program improvement, planning, and accreditation; 2. Instruction evaluation purposes; and 3. Making decisions on faculty tenure, promotion, pay, and retention. As you evaluate this course, please be thoughtful, thorough, and accurate in completing the evaluation. Please know that the COE faculty is committed to excellence in teaching and continued improvement. Therefore, your response is critical! In the College of Education, the course evaluation process has been simplified and is completed electronically through MySFA. Although the instructor will be able to view the names of students who complete the survey, all ratings and comments are confidential and anonymous, and will not be available to the instructor until after final grades are posted. VII. Student Ethics and Other Policy Information: Attendance is mandatory. You have two (2) excused absences. Any more absences may result in the lowering of the final grade in the course and the NISD stipend. Students with DisabilitiesTo obtain disability related accommodations and/or auxiliary aids, students with disabilities must contact the Office of Disability Services (ODS), Human Services Building, Room 325, (936) 468-3004/ (936) 468-1004 (TDD) as early as possible in the semester. Once verified, ODS will notify the course instructor and outline the accommodation and/or auxiliary aids to be provided. Academic Integrity Academic integrity is a responsibility of all university faculty and students. Faculty promote academic integrity in multiple ways including instruction on the components of academic honesty, as well as abiding by university policy on penalties for cheating and plagiarism. Definition of Academic Dishonesty Academic dishonesty includes both cheating and plagiarism. Cheating includes but is not limited to (1) using or attempting to use unauthorized materials to aid in achieving a better grade on a component of a class; (2) the falsification or invention of any information, including citations, on an assigned exercise; and/or (3) helping or attempting to help another in an act of cheating or plagiarism. Plagiarism is presenting the words or ideas of another person as if they were your own. Examples of plagiarism are (1) submitting an assignment as if it were rce or giving the author due credit. Please read the complete policy at www.sfasu.edu/policies/academicintegrity.asp Withheld Grades Semester Grades Policy (A-54) Ordinarily, at the discretion of the instructor of record and with the approval of the academic chair/director, a grade of WH will be assigned only if the student cannot complete the course work because of unavoidable circumstances. Students must complete the work within one calendar year from the end of the semester in which they receive a WH, or the grade automatically becomes an F. If students register for the same course in future terms the WH will automatically become an F and will be counted as a repeated course for the purpose of computing the grade point average. Undergraduate Teacher Certification contains all policies and procedures related to undergraduate teacher certification. Teacher education candidates are responsible to know and understand the policies and procedures outlined in this handbook. The handbook may be viewed and / or downloaded at the COE website: click on IX. Other Relevant Course Information: 1. Use of Cell Phones in class cell phone use or scrutiny is prohibited in class. Under no circumstances will cell phones be tolerated during regular course time. Just as in the public school environment where cell phone usage in class would be considered a sign of disrespect and a distraction (not to mention a hindrance to learning), so shall their presence be viewed in your internship class. As such, cell phone use or incident of incoming calls will result in the loss 2. Candidate Late Work any assignment submitted late will automatically receive a 50 percent reduction in value. Assignments more than one week late will not be accepted. This is regrettable in that it is recognized that candidates lead active and sometimes stressful lives but assignments are structured to coincide with ongoing course activity, thus timeliness is relevant to facilitate professional growth as well as to enhance content understanding. Moreover, n to administer to late ']
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[' World Regional Geography > Syllabus AUG NOV FEB 3 2002 2003 2005 10 captures\n21 Feb 03 - 31 Jul 07 Close\nHelp World Regional Geography > Syllabus HOME GEO 109 SYLLABUS ITEMS BLACKBOARD The Syllabus below provides information about Required Books, Grades, Sequence of Topics, and Required Project/Research Paper. Students who enroll in the course will have access to more specific details, e.g., an expanded description of possible projects and "Dates" for exams . . . on the College\'s Blackboard web site. Required Books: Concepts and Regions in Geography. (2003). H. J. de Blij and Peter O. Muller. John Wiley & Sons, Inc. You may view a description of the text and student course materials at the publisher\'s web site. Student Study Guide: Concepts and Regions in Geography. (2003). Peter O. Muller and Elizabeth Muller Hames. John Wiley & Sons, Inc. The text is "bundled" with a CD-ROM found in a protective plastic sleeve attached to the back cover. For a description of the multimedia content on this disk, specifically . . . Geographer\'s Tool Box, Learning Activities, Expanded Coverage of Regions and Cities, and the Publisher\'s Web Site, please read the four pages preceding the back cover. Exploring the course materials provides a marvelous "flavor" of the rich variety of learning aids and resources available. Please read the instructions for installing the CD-ROM and registration requirements. This disk, mounted on your own computer, provides a nearly seamless integration of learning resources residing on the disk and at the publisher\'s web site. A most important resource for testing purposes is the Student Study Guide by Muller and Muller. This material closely meshes with the text, Concepts and Regions in Geography. A portion of each exam will be based upon material in this Guide.\nTop Grades: Your final grade will be determined by adding one course orientation score (100 points possible), to three exam scores (450 points possible), to scores for a Required Project and Research Paper involving The Internet (200 points possible), to a score for map work (250 points possible), then assigning a letter grade based upon where the total falls within the following ranges of scores: 900 - 1000 = A 800 - 899 = B 700 - 799 = C 600 - 699 = D Below 600 = F Primarily, exam material will be based upon Muller and Muller\'s Student Study Guide, which is based upon de Blij and Muller\'s text. Additionally, s, handouts, and lecture/discussion will reinforce concepts. Test format will include multiple-choice, true-false, matching, labeling diagrams, and identification. On each exam you may expect an essay based upon "Course Outcomes". Top Sequence of Topics: Introductory Concepts: Regions, Realms, Physical and Cultural Systems\nEurope\nRussia\nNorth America\nMiddle America\nSouth America\nNorth Africa/Southwest Asia\nSubsaharan Africa\nSouth Asia\nEast Asia\nSoutheast Asia\nThe Austral Realm\nThe Pacific Realm\nAppendix A: Using the Maps Top *&nbspRequired; Project and Research Paper: Project A "Journal" of a geographically-related Field Trip. The "Trip" may be taken in the local area of Maryland or online, i.e., a "Virtual Field Trip." The required length is 12 - 15 pages. (100 points possible) Research Paper A research paper on a topic introduced either in the text or the Study Guide. The required length is 12 - 15 pages. (100 points possible) *More specific details for project requirements may be found within BLACKBOARD. Top ']
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[' Course Syllabus Course Information Departments\nCourses\nCourse Syllabi AC Connect\nLogin Home/Course Syllabi/View\nExport Printer FriendlyWordEmail Freshman Composition ICourse Syllabus\nKaren Beyers Honorary: Instructor: Karen Beyers E-Mail: [email protected] Phone: Office Hours: Catalog Year: 2010-2011 Disability Statement: Any student who, because of a disabling condition, may require some special arrangements in order to meet course requirements should contact disAbility Services (Student Service Center room 119, phone 371-5436) as soon as possible. Course Title: Freshman Composition I Course Name and Number: ENGL-1301 Course Section: 035 Semester: Spring Prerequisites: RDNG 0331 and ENGL 0302-minimum grade of C or scores on a state-approved test indicating college-level reading and writing skills Course Description: Principles of effective writing, emphasizing organization of materials to produce a unified essay which supports convincingly a thesis statement. Review of conventional elements of writing and introduction to rhetorical analysis. Department Expectations: Hours: (3 sem hrs; 3 lec, 1 lab) Class Type: Online Course Textbooks: Supplies: Internet access, word processing programNotebook Dictionary (optional) Student Performance: 1. Understand basic rhetorical concepts: subject, audience, purpose, and appeals.2. Apply rhetorical concepts in analyzing and evaluating text.3. Use standard American English to write essays that are rhetorically effective: clear, organized, detailed, grammatically correct, and audience text.4. Use the library\'s online databases and other computer resources for research and word processing.5. Write a third person, argumentative research paper following the MLA format for citing sources Students Rights and Responsibilities: Student Rights and Responsibilities Log in using the AC Connect Portal: In order to receive your AC Connect Email, you must log in through AC Connect at https://acconnect.actx.edu.\nIf you are an active staff or faculty member according to Human Resources, use "Exchange". All other students, use "AC Connect (Google) Email". Expected Student Behavior: English Department Plagiarism Policy (Revised 2009): Plagiarism: According to the Amarillo College Student Code of Conduct, plagiarism is the "appropriating, buying, receiving as a gift, or obtaining by any means another\'s words and the unacknowledged submission or incorporation of it in one\'s own written work." Misdocumented Plagiarism: 1. The use of someone else\'s exact words that are quoted but not cited or cited but not quoted. 2. Using a citation at the end of a block of prose without clarifying which material is borrowed. 3. Incomplete or missing works cited entries. Misdocumented plagiarism will receive a maximum 50 percent deduction for the first offense, and the student will be required to meet with the instructor. Undocumented Plagiarism: 1. The use of someone else\'s exact words that are neither quoted nor cited. 2. Paraphrasing someone else\'s words without citing them. 3. The use of someone else\'s research without citing it. Undocumented plagiarism will receive a minimum penalty of 50 percent for the first time and 100 percent off for all subsequent infractions. The student will be required to meet with the instructor and the English Department Chair. Grading Criteria: 60% Average of essays (final copies) 10%Average of quizzes, short assignments, outlines, drafts 10%Attendance/participation (Discussion postings) 20%Final exam (in-class essay) A="90-100," B="80-89," C="70-79," D="60-69," F= Below 60 On-Campus Requirements: Students will be required to write a final exam essay on campus in the Ordway Writing Lab. If students live out of the greater Amarillo area, they can arrange with me to take the exam in another supervised setting. Contact instructor for makeup policy. Attendance: Even though this is an online class, you are still required to attend it regularly and participate as required.10% of your grade will be based on this online attendance / participation, as shown through your discussion postings. If during the semester you consider dropping, please check with me first for an alternate plan that protects your investment in this course and gives you an opportunity to complete it. The official drop deadline for this semester is April 20, 2011. Calendar: Tentative Course Outline for English 1301 The Structure of an Essay: Introduction, thesis statement, body paragraphs, conclusion Proofreading Checklist Evaluation Criteria for Essays Description: Outline, Rough Draft, and Essay Read Diner at Midnight and The Perfect Meal. Comparison/Contrast: Outline, Rough Draft, and Essay Read Opposites Attract, Grant and Lee, and Chicanos in the Ivy League Argument: Outline, Rough Draft, and Essay Logos, Pathos, Ethos Read Children Need to Play, Why Amarillo College Should Change Its Slogan How to Find AC Library Database Articles How to Document Sources in MLA Style The Works Cited Page Narrative: Outline, Essay Read The Dare, The Perfect Picture, and The Monkey Garden Review for Final Exam Final Exam *Please see AC Online course calendar for more details. Additional Information: 2013 Amarillo College From To Cc Bcc Subject Message Send as HTML\nURL SendCancel OK ']
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[' Tyndall Guide/Directory - Wing Units AUG NOV MAY 9 2005 2006 2007 30 captures\n19 Feb 06 - 23 Aug 12 Close\nHelp Wing Units 325th Fighter Wing | 325th Comptroller Squadron | 325th Operations Group\n325th Operations Support Squadron | Flying Squadrons | 325th Air Control Squadron\n325th Maintenance Group | 325th Maintenance Operations Squadron\n325th Aircraft Maintenance Squadron | 325th Maintenance Squadron\n325th Mission Support Group | 325th Contracting Squadron | 325th Services Squadron\n325th Mission Support Squadron | 325th Civil Engineering Squadron\n325th Security Forces Squadron | 325th Communications Squadron\nDet 1, 325th Fighter Wing | 325th Medical Group 325th Fighter Wing Command Chief Master Sergeant | Career Assistance Advisor | Protocol\nInspector General | Conference Center | Historian | Chaplain\nWing Operations Center | Public Affairs | Wing Plans | Safety Office Building 662 The host unit at Tyndall is the 325th Fighter Wing, a subordinate unit of 19th Air Force and the Air Education and Training Command. Known as the Home of Air Dominance, the wing is charged with providing F-15 Eagle and F/A-22 Raptor pilot training for worldwide assignment to the Combat Air Forces and is the only training location for the F/A-22. The wing also provides training for air battle manager students, F-15 and F/A-22 crew chiefs, intelligence officers, air traffic controllers and other specialties. The wing provides command guidance and operational control of the 325th Operations Group, 325th Maintenance Group, 325th Medical Group and 325th Mission Support Group and is directly responsible for several functional areas. Command Chief Master Sergeant Building 662, (850) 283-2688 The command chief master sergeant is the 325th Fighter Wing commanders representative in all enlisted activities or issues. The CCCs office is located in the wing headquarters building. (^top of section) Career Assistance Advisor Building 662, (850) 283-2222 The career assistance advisor is the principal advisor to commanders and supervisors on retention issues and assists with training commanders and supervisors in career counseling. The wing CAA develops, supervises and manages Air Force retention programs; advises on career progression and planning; monitors mandatory pay and benefits briefing programs; and conducts advertising publicity programs to include briefing at squadron commanders calls. The CAA is also responsible for the First-Term Airman Center and the Senior Noncommissioned Officer and Noncommissioned Officer Enhancement Courses. (^top of section) Protocol Building 662, (850) 283-2800 The Protocol staff provides executive support to the wing and associate unit commanders on matters concerning protocol and coordinates the activities of U.S. and foreign military and civilian dignitaries who visit Tyndall. The protocol office is located in the wing headquarters building. (^top of section) Inspector General Building 662, (850) 283-4646 The Inspector General manages the Air Force Inspector General Complaints Resolution Program and the Fraud, Waste and Abuse Prevention Program at Tyndall. The IGs 24-hour hot line number is (850) 283-4646. Personnel are not required to leave their name. The IG investigates and determines the disposition of complaints and disclosures by ensuring an unbiased, comprehensive collection of evidence to provide logical, fact-based conclusions and appropriate corrective actions on substantiated allegations. The IG also identifies adverse trends to installation, subordinate and associate unit commanders. Complaints and disclosures to the IG are privileged communications and are made without fear of intimidation or retribution. Personnel who believe they have been treated unfairly or have knowledge of fraud, waste and abuse should report the problem to their chain of command or contact the IG. (^top of section) Conference Center Building 1444, (850) 283-4084 Located near the Tyndall Officers Club, the Conference Center is a fully-equipped meeting center with two briefing rooms. To make reservations, call the center. (^top of section) Historian Building 662, (850) 283-2874 The wing historian documents historical activities of the 325th Fighter Wing and provides a historical reference service. The history office is located in the wing headquarters building. The historian can be contacted by phone, or e-mail [email protected] (^top of section) Chaplain Building 1470, (850) 283-2925 The chaplain service team is dedicated to providing outstanding opportunities for religious expression, spiritual development and emotional wellness to each individual and family assigned to Tyndall. For more information, see the Chapel Community entry under the Facilities and Services heading of this guide. (^top of section) Wing Operations Center Building 219, (850) 283-2155 Also known as the 325th Fighter Wing Command Post, the Wing Operations Center is responsible for the overall management and supervision of operations and support activities at Tyndall AFB. Command post controllers act as the liaison for the 325th FW commander, group and unit commanders, the base populace and temporary duty personnel and units in whatever capacity required. Controllers flight-follow all Tyndall-assigned and TDY aircraft, launch alert aircraft on air sovereignty missions when required and keep the wing commander informed on all aspects of the wings flying program. The command post is manned by two certified controllers at all times. Their charge is to be the eyes and ears of not only the commanders assigned to Team Tyndall, but also higher headquarters at all levels. Command post controllers work closely with security forces and medical personnel and the bases fire department to maintain the pulse of all (^top of section) events and incidents occurring either on- or off-base that impact assigned personnel, dependents, civilians or aircraft and equipment. Command post controllers are trained to react to Operational Reporting, Joint Chiefs of Staff, Air Education and Training Command and North American Aerospace Defense Command emergency actions message processing, operational and communications security, computer and emergency notification equipment operation and flight following of all assigned and transient aircraft. The 325 FW commander or vice commander personally certifies each controller after an interview session and command post management recommendation. The on-duty controllers are the first to make notifications to wing, group and associate unit commanders. Based upon the scenario, they will initiate the type and scope of recall required Crisis Action Team, Contingency Support Staff, Disaster Control Group, Hurricane Watch Team or all of the above. Each commander on the installation is tracked by location and status so notifications can be expedited. Operational Reports from HQ AETC all the way to the National Military Command Center originate from the command post. (^top of section) Public Affairs Building 662, (850) 283-4500 The 325th Fighter Wing Public Affairs office is the focal point for information concerning Tyndall people and activities. Public Affairs is responsible for telling the Air Force story to various local, regional and national audiences. The PA staff provides a variety of services to military members, their families and the local community, such as providing information on Tyndall AFB and 325th FW events and activities. The PA office is separated into three divisions: internal information, media relations and community relations. Internal information is charged with providing news and information to base and wing leadership, military members and their families. The internal information division publishes a weekly newspaper, the Gulf Defender, a quarterly community newsletter, the Checkertail Connection, a biannual retiree newsletter, The Retiree Reader, and an annual hurricane supplement. Additionally, the internal information division manages the Commanders Access Channel, available throughout Tyndall AFB on TV channel 12, the commanders Action Line, the Hometown News Release program and publishes the base guide. Media relations is responsible for providing news and information to local, regional and national media outlets about Tyndall AFB events and activities. The division fields all questions from the media and provides opportunities for interviews with wing leadership and experts on specific topics or programs. Media relations also provides training to commanders and base personnel on interacting with the media under a variety of circumstances. The division also provides base spokespeople to appear on local morning television talk shows to discuss events, activities and issues affecting Tyndall. Community relations activities provide influential civilian opinion leaders and decision makers, as well as the public at large, opportunities to talk directly to Air Force people and observe Air Force readiness first hand. The community relations division manages the bases interaction with the external public. These activities include coordinating and conducting base tours, processing requests for military aviation support at special events, coordinating requests for Air Force band participation at local events, maintaining liaison with elected officials offices, national, state and local governmental agencies, local Chamber of Commerce, and military support groups and is responsible for organizing official appearances and speeches by base leaders. Public Affairs is also instrumental in promoting special events such as Heritage Day and the Gulf Coast Salute Open House. While the 325th Fighter Wing public affairs office provides support to more than 30 associate units, three tenant units at Tyndall have their own public affairs support: First Air Force, the Southeast Air Defense Sector, the Air Force Civil Engineer Support Agency, the Air Force Research Laboratory and the 53rd Weapons Evaluation Group. (^top of section) Wing Plans Building 662, (850) 283- The 325th Fighter Wing Plans staff ensures the effectiveness of the wing and associate units by preparing contingency plans, and conducting base exercises in accordance with command guidance to evaluate base readiness. (^top of section) Safety Office Building 662, (850) 283-4231 The 325th Fighter Wing Safety office staff is responsible for the installation safety program, which includes flight, weapons and ground safety. The staff also conducts base safety education courses, such as the motorcycle riders safety course. Since military members who operate a motorcycle on- or off-duty, whether on- or off- a DOD installation, must attend an approved safety course, Tyndall offers an Experienced Riders Course on-base each month and a beginners course off-base through a local contractor. The safety office also offers supervisor safety training, which all supervisors must attend. Additionally, the safety office is responsible for tracking and reporting mishaps which result in injury needing medical treatment. All on- or off-duty mishaps resulting in an injury and medical treatment are required to be reported, and personnel must immediately notify their supervisor if injured in a mishap. For more information, contact the safety office. (^top of section) 325th Comptroller Squadron Building 662, (850) 283-4117 The 325th Comptroller Squadron provides a wide spectrum of financial services to individuals, commanders and fund managers. The squadron consists of two flights, Financial Services and Financial Analysis. Newcomers will deal primarily with the Financial Services flight. The Financial Services flight serves active duty, retired military, Guard, Reserve and civil service employees. The flight consists of three sections: Customer Service, Customer Support and Accounting Liaison. The Customer Service section provides pay, allowances and entitlement assistance, travel accruals, advances and myPay personal identification numbers. The Customer Service section also conducts in- and out-processing briefings. The Customer Support section provides leave program management, electronic travel system assistance, payment audits, document inputs and cashier functions. The Accounting Liaison Office manages the accuracy of the accounting system, and controls and certifies the availability of appropriated funds for wing and associate units. The ALO also serves as a liaison between base organizations and the Defense Finance and Accounting Services, which is responsible for payments to commercial vendors and government agencies. The Financial Analysis Flight (FMA) is responsible for financial planning and budget execution for the 325th Fighter Wing. The FMAs role is to provide decision support to commanders and managers. If you have an unfunded requirement or a business decision to make, contact the FMA office at (850) 283-2802. The 325th Comptroller Squadron is located on the second floor of Building 662. Customer service hours are Monday, Wednesday and Friday from 7:30 a.m. to 4:30 p.m. and Tuesday and Thursday from 8:30 a.m. to 4:30 p.m. Cashier hours are Monday through Friday from 9 a.m. to noon. For customer service questions, call (850) 283-4117. 325th Operations Group Building 219, (850) 283-3254 The 325th Operations Group is the focal point for all F/A-22 Raptor and F-15 Eagle pilot training and air weapons director/air battle manager training. The group consistsof four fighter squadrons, an air weapons director/air battle manager training squadron and an operations support squadron. The group staff provides guidance and assistance in successfully executing the training mission and ensures quality performance and standardized procedures for pilots, air weapons directors/air battle managers, aircraft maintenance personnel; weapons load crews and air traffic controllers. 325th Operations Support Squadron Training Flight | Weapons & Tactics Flight | Airfield Operations Flight\nWeather Flight | Intelligence Flight | Current Operations Flight Building 219, (850) 283-3758 The Silver Knights of the 325th Operations Support Squadron are responsible for all operational support of the four fighter squadrons to include weapons, training, airfield operations, weather, intelligence, and current operations. Training Flight Building 585, (850) 283-2212 The units training flight is responsible for 325th FW operations training and readiness for both F-15 and F/A-22 aircraft. Areas of responsibility include flight simulators; formal training courses; syllabus and courseware development; platform academic instruction; training documentation and reporting; ground, egress, flight, ejection and water survival life support training; and air combat maneuvering instrumentation equipment, facility and ranges. (^top of section) Weapons and Tactics Flight Building 585, (850) 283-2224 The weapons and tactics flight is responsible for weapons and tactics training, Top Gun/Turkey Shoot competitions, the electronic combat program and air-to-air reference publications. (^top of section) Airfield Operations Flight Building 216, (850) 283-3235 The airfield operations flight oversees the fifth busiest air traffic control complex in Air Education and Training Command and the sixth busiest in the Air Force, conducting more than 220,000 operations annually while administering one of only three United States Air Force Airfield Operations Officer Upgrade Programs. Mission monitoring service is provided to more than 6,000 fighter air-to-air training missions annually. Air traffic control facility personnel are responsible for providing air traffic services for Panama City International Airport and 11 other satellite airports. Airfield management personnel maintain three runways, (^top of section) process more than 30,000 flight plans annually and are the focal point for all transient aircraft services. Weather Flight Building 149, (850) 283-2845 The weather flight provides operational and staff weather support to the 325th Fighter Wing, Headquarters 1st Air Force, Continental U.S. NORAD Region, Southeast Air Defense Sector, 53rd Weapons Evaluation Group and other Tyndall associate units. Flight personnel also plan and establish environmental support for the air defense, aircraft training, and weapons evaluation missions, including Tyndalls base populace. (^top of section) Intelligence Flight Building 219, (850) 283-2007 The Intelligence Flight directs all intelligence activities for the 325th Fighter Wing and subordinate units to include current intelligence/threat briefings and studies, extensive aircrew/weapons controller academic training, air defense mission and exercise support and intelligence personnel training. The flight directs all aspects of the F-15C Intelligence Formal Training Unit, a four-week program designed to teach intelligence personnel assigned to F-15C units about the unique aspects of supporting the air dominance mission. An IFTU detachment at Hurlburt Field, Fla., conducts a similar course for Air Force Special Operations Command personnel. An F/A-22 IFTU unit is standing up as the aircraft is fielded at Tyndall. (^top of section) Current Operations Flight Building 219, (850) 283-8002 The Current Operations Flight is responsible for the daily scheduling of flying sorties and airspace for all regional users of Tyndall air-to-air ranges. The staff coordinates procedures between 1st Air Force, the Federal Aviation Administration and other major commands to ensure orderly and safe use of 15,000 square miles of airspace and manages the supervisor of the flying program. Flight personnel maintain the aircraft hurricane evacuation plan and when necessary, coordinate the evacuation of base aircraft. The flight is also responsible for managing the 325th Fighter Wings flying-hour program. (^top of section) Flying Squadrons 1st Fighter Squadron | 2nd Fighter Squadron\n95th Fighter Squadron | 43rd Fighter Squadron The 1st, 2nd and 95th Fighter Squadrons provide initial F-15C Eagle qualification training for pilots, in addition to conversion and recurrence checkouts. The latest addition to the 325th Operations Group is the 43rd Fighter Squadron, which provides qualification training in the F/A-22 Raptor air dominance fighter/attack aircraft. 1st Fighter Squadron Building 432, (850) 283-4512 The history of the Fightin Furies is long and honorable. The 1st Fighter Squadron was constituted on Oct. 5, 1944 and activated as part of the 413th Fighter Group on Oct. 15, 1945. During World War II, the squadron flew P-47 Thunderbolts. On an island near Okinawa the 1st launched P-47s against the Japanese, amassing almost 1,200 combat air patrol, bombing, strafing and escort missions. It was during this era, the squadron adopted its world-renowned emblem, Miss Fury. The 1st Fighter Squadron was redesignated as the 1st Fighter-Day Squadron on Aug. 26, 1954 and activated as part of the 413th Fighter-Day Wing on Nov. 11, 1954. Then, on July 1, 1958, the squadron was subsequently named the 1st Tactical Fighter Training Squadron as part of the 413th Tactical Fighter Wing. During this time the squadron trained fighter pilots in the F-86 Sabre from 1954-1956 and the F-100 Super Sabre from 1956-1959. The 1st Tactical Fighting Training Squadron operated out of George AFB, Calif., until it was again deactivated on March 15, 1959 with then Lt. Col. Charles E. Chuck Yeager as commander. On Jan. 1, 1984, the squadron was reactivated as the 1st Tactical Fighter Training Squadron, part of the 325th Tactical Training Wing at Tyndall. The 1st TFTS was activated in order to train fighter pilots in the F-15 Eagle. On Sept. 17, 1991, due to a major Air Force reorganization, the operations and maintenance functions of the 1st FS formed one combined squadron. Thus the squadron was renamed the 1st Fighter Squadron. The 1st FS is proud of its long, distinguished heritage and traditions, which have been upheld in defense of American freedom and ideals. (^top of section) 2nd Fighter Squadron Building 446, (850) 283-2904 The 2nd Fighter Squadron, known as the American Beagle Squadron, began its long and distinguished history in January 1941 when it was activated as the 2nd Pursuit Squadron. In 1942, the squadron was redesigned as the 2nd Fighter Squadron. In the Mediterranean Theater of Operations, the squadron flew the Supermarine Spitfire MkIV and the P-51 Mustang, producing 11 fighter aces and achieving 183 aerial victories, the last which was a German jet bomber. During the Cold War the 2nd FS flew a number of interceptor aircraft until transitioning to the F-15 Eagle in 1984. In 1984, the squadron became the 2nd Tactical Fighter Training Squadron, and in 1991 it was redesignated the 2nd Fighter Squadron. During Operation DESERT STORM, 2nd FS graduates accounted for 11 of 35 aerial victories True testimonies to the level of training student pilots receive at Tyndall. Today, the 2nd FS flies the F-15 and is charged with providing near mission ready F-15 pilots for worldwide assignment. Tasked with producing the finest Air Dominance pilots in the world, the 2nd FS carries on its proud heritage of being Second to None. (^top of section) 95th Fighter Squadron Building 164, (850) 283-2121 Known proudly as the Boneheads, the 95th Fighter Squadron has a proud and distinguished history that began in 1942. The squadron first saw service flying the original twin-tailed fighter, the P-38 Lightning, serving in both North Africa and Italy. Among the squadrons many notable accomplishments was its (^top of section) participation in the attacks on the Ploesti oil refineries. Each aircraft carried a 1,000-pound bomb and a 300-gallon gas tank. The unit was credited with delivering its bombs right on target. In May of 1943, the squadron was tasked with the mission of bombing the Island of Pantellaria, a key stepping-stone to the Allied advance. It accomplished the mission with perfection, causing the Islands garrison to surrender just prior to the Allies landing on the Island. The squadron also took part in some of the first shuttle missions to Russia. The 95th FS finished the war with more than 400 kills, 199 air-to-air kills and seven aces. During the post-war period, the squadron was assigned to the Alaskan Air Command, flying the P-51 Mustang. In the fall of 1959, the 95th FS was tasked with the defense of Washington, D.C., and the surrounding area and performed its mission flawlessly. With the initiation of the North American Aerospace Defense Command and the threat of manned bomber attacks, the squadron was assigned to 24-hour alert status. Armed with the worlds fastest interceptor, the F-106 Delta Dart, the 95th FS could be called to action and within minutes be airborne fully loaded and armed with nuclear missiles. The present squadron was activated at Tyndall on Aug. 15, 1974, as the 95th Interceptor Training Squadron, redesignated the 95th Tactical Fighter Training Squadron on April 1, 1974, and finally as the 95th Fighter Squadron on Nov. 1, 1991. During the aftermath of the Sept. 11, 2001 attacks on the World Trade Center and the Pentagon, the 95th FS leapt into action by generating combat-configured F-15C aircraft and flying combat air patrol missions over cities in the southeastern United States. The squadrons mascot, Mr. Bones, is pictured on the unit patch on a blue disc with wide yellow border signifying the squadrons dauntless capability to accomplish the mission in any weather, day or night; primarily stalking the enemy to destruction. The full dress, particularly the top hat, depicted on Mr. Bones represents the squadron personnels sentiments that the unit is tops, thus, explaining the squadron motto, Death With Finesse. (^top of section) 43rd Fighter Squadron Building 290, (850) 282-4300 The 43rd Fighter Squadron is one of the oldest active squadrons in the Air Force. The unit was originally activated June 13, 1917 as the 43rd Aero Squadron, at Camp Kelly, Texas. During the 1920s the squadron operated the Advanced Flying School at Kelly Field before being deactivated in 1936. The squadron was reactivated in 1940 as the 43rd Pursuit Squadron. Though they never saw combat in either World War, they were in France during the closing days of WWI and tasked with homeland defense in the Panama Canal Zone during World War II, when the threat of an attack on the contiguous 48 states seemed very possible. The unit did see combat during the conflict in Vietnam, flying F-4 Phantoms over South Vietnam. From 1970-1994, the 43rd FS was tasked with air defense once again, this time in the Cold War theater of Alaska. Ultimately, the unit was the recipient of 11 Distinguished Unit Citations. The unit was deactivated in 1994, and reactivated at Tyndall on October 25, 2002. The squadron is tasked with flying and training in the F/A-22 Air Dominance fighter and attack aircraft, the most advanced military aircraft in the world. The 43rd FS is the first F/A-22 flying squadron at Tyndall, and the first operational F/A-22 squadron in the world. (^top of section) 325th Air Controll Squadron Building 1281, (850) 283-2248 The Screaming Eagles began as the 325th Fighter Control Squadron in April 1943. In December 1943, the unit moved to North Africa to support the operations of the 325th Fighter Wing and other American and allied flying units. Moving its radar with the front lines, the squadron saw action throughout the Mediterranean and Southern Europe and earned battle streamers for Rome, 1944; Southern France, 1944; and the Rhineland, 1945. The squadron was disbanded in early 1945, when German air activity had effectively ceased. The present squadron was activated at Tyndall in 1947, making it the bases oldest surviving resident. During the past 54 years the squadron has taught radar operations and maintenance to tens of thousands of personnel of all ranks. Today, the school teaches five primary courses. Officers attend the nine-month Air Battle Manager course. During the course, they learn doctrine, radar theory, surveillance operations, basic fighter control using simulated aircraft, contract-flown MU-2 aircraft and 325th FW F-15s, as well as wartime E-3 operations and joint tactical operations. Graduates go on to fly in the E-3 Airborne Warning and Control System or E-8 Joint Surveillance Target Attack Radar System aircraft. Additionally, more than 100 officers from around the world come to Tyndall every year to attend two different advanced command and control courses for foreign air battle managers. 325th Maintenance Group Weapons Standardization Flight | Quality Assurance Flight Building 548, (850) 283-4216 The 325th Maintenance Group is responsible for all maintenance operations for the 325th Fighter Wings F-15 and F/A-22 aircraft in support of the Air Forces Air Dominance flight training. The group consists of three squadrons, the 325th Maintenance Squadron, the 325th Aircraft Maintenance Squadron, the 325th Maintenance Operations Squadron, as well as Defense Support Services for contracted maintenance. Weapons Standardization Flight Building 106, (850) 283-8043 The Weapons Standardization Flight conducts weapons load crew certification and weapons task qualifications programs for all weapons loaders on base by providing academic, explosive safety and practical training. (^top of section) Quality Assurance Flight Building 548, (850) 283-4255 The Quality Assurance Flight evaluates maintenance personnel and the processes they employ while operating, inspecting, maintaining and repairing aircraft and support equipment in strict compliance with applicable technical data, safety directives and policy guidance. (^top of section) 325th Maintenance Operations Squadron Maintenance Training Flight | Maintenance Operations Flight\nPrograms & Resources Flight Building 542, (850) 283-2081 The 325th Maintenance Operations Squadron manages all logistics officer and enlisted specialty, ancillary, F-15C/D and F/A-22 maintenance qualification training programs for the 325th Fighter Wing. The squadron also provides key maintenance analysis data, flying and maintenance scheduling management and flight line operations oversight, and oversees staff support for manpower, funding, facilities, mobility and resources for three maintenance squadrons and the maintenance group staff. Maintenance Training Flight Building 542, (850) 283-2082 The maintenance training flight provides training and training management for the 325th Maintenance Groups maintenance personnel. (^top of section) Maintenance Operations Flight Building 542, (850) 283-9681 The maintenance operations flight is responsible for analyzing, scheduling and reporting the status of all 325th Fighter Wing-assigned aircraft. Additionally, the flight provides guidance to leadership on fleet management. (^top of section) Programs and Resources Flight Building 548, (850) 283-3258 The programs and resources flight provides facility management, environmental resource management, personnel security, computer/network management and flying hour budget management. (^top of section) 325th Aircraft Maintenance Squadron 1st Aircraft Maintenance Unit | 2nd Aircraft Maintenance Unit\n95th Aircraft Maintenance Unit | 43rd Aircraft Maintenance Unit Building 530, (850) 283-8201 The 325th Aircraft Maintenance Squadron is the largest squadron in the 325th Fighter Wing, with nearly 1000 people assigned to the unit. The AMXS functions as the front-line in the mission to keep the wings F-15 Eagles and F/A-22 Raptors flying. The squadron is responsible for on-aircraft maintenance for 76 F-15 aircraft and 23 F/A-22 aircraft. The squadrons mission is to load, launch, recover and perform a range of maintenance functions for every wing aircraft and is functionally aligned with the fighter squadrons through four assigned aircraft maintenance units. The AMXS stood up with the maintenance group as part of a 2002 Air Force-wide reorganization. 1st Aircraft Maintenance Unit Building 182, (850) 283-2236 The 1st AMU provides maintenance and sortie production and support for 26 F-15 aircraft assigned to the 1st Fighter Squadron. Additionally, the (^top of section) AMU develops and manages an annual flying hour program in support of the 1st FS training mission. (^top of section) 2nd Aircraft Maintenance Unit Building 180, (850) 283-4592 The 2nd AMU provides maintenance and sortie production/support for 26 F-15 aircraft assigned to the 2nd Fighter Squadron. The AMU also develops and manages an annual flying hour program in support of the 2nd FS training mission. (^top of section) 95th Aircraft Maintenance Unit Building 504, (850) 283-4478 The 95th AMU provides maintenance and sortie production/support for 25 F-15 aircraft assigned to the 95th Fighter Squadron. The AMU also develops and manages an annual flying hour program in support of the 95th FS training mission. (^top of section) 43rd Aircraft Maintenance Unit Building 290, (850) 282-4316 The 43rd AMU provides maintenance and support for 23 F/A-22 Raptors assigned to the worlds first F/A-22 squadron, the 43rd FS. (^top of section) 325th Maintenance Squadron Propulsion Flight | Avionics Flight | Munitions Flight\nMaintenance Flight | Defense Support Services Building 580, (850) 283-4196 The 325th Maintenance Squadron is a diverse organization employing 400 personnel and comprised of five flights. The squadrons mission is to provide avionics, propulsion, munitions, sheet metal and phase support to the four fighter squadrons assigned to the 325th FW. Propulsion Flight Building 258, (850) 283-9892 The propulsion flight is responsible for inspecting, testing and repairing F-15 and F/A-22 jet engines and related components, as well as assisting fighter squadron personnel with engine and component troubleshooting. (^top of section) Avionics Flight Building 186, (850) 283-2192 The avionics flight is responsible for testing, inspecting and maintaining avionics equipment and systems associated with the 325th Fighter Wings 76 F-15 aircraft. (^top of section) Munitions Flight Building 7052, (850) 282-4623 The munitions flight is responsible for the procurement and maintenance of aerospace munitions and provides munitions-related support. (^top of section) Maintenance Flight Building 276, (850) 283-8562 The maintenance flight is responsible for performing maintenance phase inspections for the 325th Fighter Wings 76 assigned F-15 aircraft and provides sheet metal support to the aircraft maintenance units. Defense Support Services Building 522, (850) 283-2066 Defense Support Services (DS 2), LLC, provides on- and off-equipment maintenance support to the 325th Fighter Wing and tenant units. As a contracted operation, DS 2 performs maintenance consisting of low-observable/composite repair, fabrication, pneudraulic, egress, electro/environmental, aero repair, armament systems, engine management and jet engine intermediate maintenance. DS 2 also maintains all assigned support equipment, such as aerospace ground equipment, and operates the Precision Measurement Equipment Laboratory. The contractor provides for the maintenance and preservation of assigned historical and static display aircraft and provides maintenance personnel for mobility requirements and support to deploying fighter squadrons. (^top of section) Next Page > Arrival | Facilities & Services | History | Wing Units | Tenant/Associate Units | Leisure\nCommunity | Pro-Military Businesses | Tyndall Air Force Base ']
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[' 1 TECH 4301 Supervision College of Business and Technology Department of Human Resource Development and Technology The University of Texas at Tyler Course Syllabus Fall 2013 Instructor: Afton Barber Class Location: BUS 106 (Tyler) Office: HPR 226 Class Time: T/TH 11-12:15 Telephone: 903.566.7310 E-mail: [email protected] Office Hours: Tuesday: 9:00 am 11:00 am; Thursday: 9:00 am 11:00 am; Other times by appointment Course Description This course introduces the basic concepts of employee supervision. It emphasizes strategies that front line supervisors may use to insure that their subordinates follow an and procedures. Emphasis is placed on both theory and current practice in business organizations. Textbook Certo, S. C. (2008, 2010). Supervision: Concepts and skill building (7th Eds). Boston: McGraw-Hill/Irwin. ISBN: 978-0-07-338151-0 Learning Objectives Upon completion of 1. Describe the role of supervisions in todays business organizations; 2. Articulate the relationship between job requirements, human resource planning, recruitment, and selection; 3. Explain the role of appraisal, training, and career development in improving employee performance; 4. Critique and suggest solutions through case studies for effectively administering plans for employee compensations, benefit, safety, and healthy work environment; 5. Explain major theories of motivation and leadership for supervising and managing employees; 6. Specify the role of communication, employee rights, and discipline in creating a productive work environment; 7. Demonstrate an understanding of the dynamics of labor relations, collective bargaining, and contract administration to effectively analyzing and suggesting solutions to case studies; 8. Make effective recommendations to human resource issues unique to organizations involved in international business operations. Course Competencies 1. Computer-Based Skills the student will complete all written assignments in a word processing package that may include graphs, charts, spreadsheets, database manipulation 2. Communication Skills the student will exhibit a mastery of both written and oral skills in completion and presentation of the project, class discussions, and case studies 3. Interpersonal Skills the student will work with other students to complete project, case studies, and class discussions 2 4. Problem Solving (Critical Thinking) the student will use conceptual thinking, quantitative/statistical skills, gathering and analyzing data, and creativity and innovation in the identification and completion of the research project, case studies, and class discussions 5. Ethical Issues in Decision Making and Behavior the student will understand and exhibit ethics through the data collection and presentation portions of project, case studies, class discussions, and ethics game 6. Personal Accountability for Achievement the student will complete all assignments at the time designated by the instructor Course Requirements and Students Evaluation This course focuses on both theoretical foundation and applications of human resource supervision and management. Students will be evaluated on the basis of the quantity, quality, and timeliness of the following efforts. 1. Attendance and active participation in classes, including all case studies, activities, exams, quizzes, and discussions 2. Two tests on class lecture and text materials 3. Ethics game 4. A team project regarding human resource supervision and management 5. Two case studies The total possible points for Tech 4301 are listed below: Five quizzes 20% (4% each) Two case studies 10% (5% each) Midterm 20% Final exam 20% Interview project 10% Ethics game 20% Total 100% Grade Scale Breakdown A=90 100% B=80 89.9% C=70 79.9% D=60 69.9% F=BELOW 60% Assignments A. Text Readings: Students are expected to read text material and lecture notes prior to the class session for that chapter/topic in order to be able to actively participate in classes. The instructor encourages active involvement participation from each student. Students should be mindful of both too few oral contributions as well as the domination of class discussion. Be respectful of your peers. B. Tests: Three tests are required for the course as shown on your schedule. Students are expected to complete each test during the scheduled class time. NO Make-up tests are provided. Please refer to the class policy portion of the course syllabus for details regarding missed work. C. Quizzes: 3 Five quizzes will be given in class throughout the semester. Students must be present in class to take quiz and receive credit. D. Case Studies: Two cases are assigned for the course. Each student will read and answer the end-of-case questions in a typed paper (12pt font, Times New Roman, double spaced, 1 inch margins). Additionally, students should be prepared to discuss the case and their responses to the questions in classroom discussions. E. Team Project: Objectives: 1. The team project is designed for students to acquire hands-on experience in real world management and supervision practices related to classroom learning. 2. The final outcome of the project is an written report. Requirements: The maximum number of members on each team cannot exceed 3. All team members will be held equally accountable for the project. engagement for the implementation of the project. to demonstrate your teamwork spirits and dedication to your project. A non-Such a member will be assigned to an individual equivalent project. A member under this situation will automatically lost grade on peer evaluation portion (5% of total points). Guidelines for the Team Project: Teams are to submit their final written report on November 21 (10%). Each report should be a typed paper (12pt font, Times New Roman, double spaced, 1-inch margins) with a minimum of five pages. Teams are free to choose any supervisor in any organization, such as those in private sector, non-profit organization, higher education, or government agencies. You need to identify one supervisor at specific functional area to make your project manageable, such as sales, marketing, finance, accounting, or HR, etc. Teams are responsible to allocate different project tasks among their members evenly. Each member will be evaluated by his/her peers at the end of the project based on the performance and contribution to the project. Peer evaluation ratings will be incorporated into your final grade. Start your project planning early in the semester to maximize your learning and avoid final rush. Content of the Report: At the minimum, the project report and the presentation should cover each of the following items: Supervisors Information o Job description, responsibilities, etc. o Functions Organization background o History o Industry: Product, services, market, and customer base o Organization structure: Organization chart and management structure. How does this supervisor deliver the following supervision functions 4 o Planning o Organizing o Staffing o Leading o Controlling You may want to consider the following aspects in the interview: o Diversity in the organization o Quality improvement o Training and development o Performance appraisal o Ethical related issues o Labor unions o Other issues covered in the textbook Three challenges the supervisor encountered in his/her previous or current management and supervision experience, and how did he/she address the challenges. What have you learned from this supervisor? Tips for Contacting an Organization: Starting contacting an organization may appear to be difficult in the beginning. But remember that this is a perfect opportunity for you to practice your interpersonal skills. Also remember that you will have to market yourself to your future employers, and this is a perfect opportunity for you to practice that skill. As a starter, you maI am a UTT student at the Business Schoolcompany Course Policies Class Attendance and Participation Your presence and participation is very importantso important that it warrants a good grade. You are expected to attend every class, ask questions, and contribute constructively to the entire class. If you miss a session, not only you lose the opportunity to learn, but your classmates will also lose the opportunity to learn from you. Attendance also includes punctuality. Students are expected to practice professional time management skills and attend class on time. Five random quizzes will be given throughout Only those students present at the time of quiz are eligible for credit during that class period. Students that miss the quiz will receive a zero for that quiz. Make-up Policy There are NO make-up quizzes or exams; NO late assignments accepted. All due dates are posted in the syllabus; therefore, there will be NO late work. All assignments are due on the date posted in the syllabus unless changed by the instructor prior to the due date. Policy on Your Cell Phone Use Use of a cell phone is prohibited during class time. To avoid interruption during the class sessions, please make sure your cell phone is turned off before entering the classroom. Use of Blackboard We will use the Blackboard throughout the learning. Most class notes will be posted on blackboard before the class for students to review. Many other assignments, such as the cases will also be distributed 5 sibility to regularly check the Blackboard for assignments. Please use your UTT email ID and password access the blackboard. University Policies Academic Dishonesty Statement The faculty expects from its students a high level of responsibility and academic honesty. Because the value of an academic degree depends upon the absolute integrity of the work done by the student for that degree, it is imperative that a student demonstrates a high standard of individual honor in his or her scholastic work. Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related sty involves one of the following acts: cheating, plagiarism, collusion and/or falsifying academic records. Students suspected of academic dishonesty are subject to disciplinary proceedings. University regulations require the instructor to report all suspected cases of academic dishonesty to the Dean of Students for disciplinary action. In the event disciplinary measures are imposed on the student, it report all observed cases of academic dishonesty to the instructor. Students Rights and Responsibilities To know and understand the policies that affect your rights and responsibilities as a student at UT Tyler, please follow this link: http://www2.uttyler.edu/wellness/rightsresponsibilities.php Grade Replacement/Forgiveness and Census Date Policies Students repeating a course for grade forgiveness (grade replacement) must file a Grade Replacement Contract with the Enrollment Services Center (ADM 230) on or before the Census Date of the semester in which the course will be repeated. Grade Replacement Contracts are available in the Enrollment Services itself, on the Academic Calendar, or in the information pamphlets published each semester by the Office of the Registrar. Failure to file a Grade Replacement Contract will result in both the original and repeated grade being used to calculate your overall grade point average. Undergraduates are eligible to exercise grade replacement for only three course repeats during their career at UT Tyler; graduates are eligible for two grade replacements. Full policy details are printed on each Grade Replacement Contract. The Census Date, September 9, is the deadline for many forms and enrollment actions that students need to be aware of this semester. These include: Submitting Grade Replacement Contracts, Transient Forms, requests to withhold directory information, approvals for taking courses as Audit, Pass/Fail or Credit/No Credit. Receiving 100% refunds for partial withdrawals. (There is no refund for these after the Census Date) Being reinstated or re-enrolled in classes after being dropped for non-payment Completing the process for tuition exemptions or waivers through Financial Aid State-Mandated Course Drop Policy Texas law prohibits a student who began college for the first time in fall 2007 or thereafter from dropping more than six courses during their entire undergraduate career. This includes courses dropped at another 2-year or 4-year Texas public college or university. For purposes of this rule, a dropped course is any course that is dropped after the census date (See Academic Calendar for the specific date). 6 Exceptions to the 6-drop rule may be found in the catalog. Petitions for exemptions must be submitted to the Enrollment Services Center and must be accompanied by documentation of the extenuating circumstance. Please contact the Enrollment Services Center if you have any questions. Disability Services In accordance with Section 504 of the Rehabilitation Act, Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA) the University offers accommodations to students with learning, physical and/or psychiatric disabilities. If you have a disability, including non-visible disabilities such as chronic diseases, learning disabilities, head injury, PTSD or ADHD, or you have a history of modifications or accommodations in a previous educational environment you are encouraged to contact the Student Accessibility and Resources office and schedule an interview with the Accessibility Case Manager/ADA Coordinator, Cynthia Lowery Staples. If you are unsure if the above criteria apply to you, but have questions or concerns please contact the SAR office. For more information or to set up an appointment please visit the SAR office located in the University Center, Room 3150 or call 903.566.7079. You may also send an email to [email protected] Student Absence due to Religious Observance Students who anticipate being absent from class due to a religious observance are requested to inform the instructor of such absences by the second class meeting of the semester. Student Absence for University-Sponsored Events and Activities If you intend to be absent for a university-sponsored event or activity, you (or the event sponsor) must notify the instructor at least two weeks prior to the date of the planned absence. At that time the instructor will set a date and time when make-up assignments will be completed. Social Security and FERPA Statement It is the policy of The University of Texas at Tyler to protect the confidential nature of social security numbers. The University has changed its computer programming so that all students have an identification number. The electronic transmission of grades (e.g., via e-mail) risks violation of the Family Educational Rights and Privacy Act; grades will not be transmitted electronically. Emergency Exits and Evacuation regarding the appropriate exit. If you require assistance during an evacuation, inform your instructor in the first week of class. Do not re-enter the building unless given permission by University Police, Fire department, or Fire Prevention Services. 7 TECH 4301 Supervision Fall 2013 Schedule Date Topic Reading Assignment Assignment Due 8/26 8/30 Course Overview/Syllabus functions and skills Chapter 1 9/2 9/6 Quality and Productivity Chapter 2 9/9 9/13 Groups, Teams, and Powerful meetings Chapter 3 Case Study 1 due on September 12 9/16 9/20 Corporate Social Responsibility and Ethics & Diversity Chapter 4 and 5 9/23 9/27 Plans and Controls Chapter 6 Ethics test due by September 26 9/30 10/4 Organizing and Authority Chapter 7 10/7 10/11 Supervisor as Leader Chapter 8 Case Study 2 due on October 10 10/14 10/18 Problem Solving, Decision Making, and Creativity Chapter 9 Midterm on October 17 10/21 10/25 Communication Chapter 10 10/28 11/1 Motivating Employees Chapter 11 11/4 11/8 Problem Employees Chapter 12 11/11 11/15 Managing Employees Chapter 13 and 14 11/18 11/22 Selecting Employees Chapter 15 Interview report due on November 21 11/25 11/29 Thanksgiving Break No Class 12/2 12/6 Training and Appraising Performance Chapter 16 and 17 12/10 Final Exam at 10:45am 1:15pm Final Exam on December 10 Note: The instructor reserves the right to amend the syllabus including revising assignments, tentative schedule and evaluation as necessary. 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[' Poulakis Sample Syllabus Eng 251 Jun JUL Aug 5 2006 2007 2008 1 captures\n5 Jul 07 - 5 Jul 07 Close\nHelp Sample Syllabus--English 251\nInstructor--Dr. Victoria Poulakis REQUIRED TEXT\nThe Norton Anthology of World Masterpieces, Expanded Edition, Volume I.\nCOURSE OBJECTIVES\nThis course will introduce you to a variety of literary works from around the world (not including England or the United States) from about 2500 B.C. through the late Renaissance (early seventeenth century A.D.). Readings will include Gilgamesh, The Iliad, Medea, The Ramayana of Valmiki, "The Story of Joseph" (Old Testament) , Dante\'s Divine Comedy, Marie de France\'s Eliduc, The Thousand and One Nights, Boccaccio\'s Decameron, Marguerite de Navarre\'s Heptameron, and Cervantes\' Don Quixote. Class discussions, combined with reading and writing assignments, will focus on major themes in these works and the ways in which these works reflect the cultures and time periods in which they were created. WRITTEN ASSIGNMENTS AND GRADING STANDARDS\nYou\'ll be expected to write two long papers in this course, each at least 1500 words in length. In addition, you\'ll be writing two short papers (each about 500 words) and will be responsible for participating (in class) in a discussion of two assigned works.(The short papers will deal with the same works you\'ll be preparing for the class discussions). There will also be a number of "worksheets" which you will be expected to complete. The first long paper is due on Oct. 22; the second long paper is due on Dec.14. First class discussion and short paper: 15% First long paper: 30% Second class discussion and short paper: 15% Second long paper: 30% Class participation, attendance, and completion of all worksheets and other assignments: 10% Both long papers must be submitted in order for you to receive a grade higher than "D" in the course. In regard to the class discussions and short papers, if you are unable to be in class on the date when you are assigned to participate in a class discussion or submit a short paper, you should be sure to contact me to see if another assignment can be substituted; otherwise you\'ll receive a "zero" for the assignment. GROUP WORK\nAt the beginning of this course, you\'ll be assigned to a "group." As a member of the group, you\'ll be expected to participate in helping to lead the class discussion on two occasions. (The exact dates will be given to you and will be indicated in the syllabus.) You\'ll also be expected to submit a short paper one week after your group has led the discussion. Topics for the short paper will be given at the end of the study guide for the work which your group will be discussing. Group participation is a required part of this course. You must be in class and ready to help lead the discussion on the date assigned. If you miss class on that date, you will have to lead the discussion on a future date. Your short papers will not be accepted if you have not been in class on the day of the group discussion. A percentage of your grade for each short paper will be based on the effectiveness of your work as part of the group. WORKSHEETS\nTo aid you in doing the readings, you\'ll be given a "Study Guide" for each reading assignment. Paper topics for assigned groups will be included at the ends of the Study Guides. Most of the time, reading assignments will include doing a "Worksheet" which will be attached to the Study Guide.\nWorksheets are due on the date indicated. They may be handed in up to two weeks after the due date for partial credit. ATTENDANCE Regular class attendance is required. If you are forced to miss a class, be sure to contact me to find out what you have missed. Students who miss more than five classes without having discussed reasons for absence with me (and making up missing work) will have their grades lowered by one full grade. Students with more than seven unexcused absences will have their grades lowered by two full grades. A grade no higher than "D" will be given to anyone with more than eight unexcused absences. I reserve the right to decide whether or not an absence will be excused. Class participation is essential. If you are forced to miss a class, be sure to contact me to find out what you have missed. You are expected to come to class having done the readings for that day and ready to participate in class discussion. Class participation will count toward the final grade; attendance will also be considered. You are responsible for all readings discussed and assignments due even if you are absent from class. If you must miss class for any length of time, be sure to notify me. During the first six weeks of class, students who do not attend class for three consecutive weeks without contacting me will be withdrawn from the class. After Nov. 2, a grade of "W" will be given only if a valid reason for withdrawal is provided. Students who stop attending without notifying me of the reason for withdrawal will receive a grade of "F" in the course. LATE PAPERS\nAssignments must be submitted on the date indicated. A full grade on the paper will be deducted if the paper is late. Papers that are two class periods late will have two grades deducted, those that are three class periods late will have three deducted, etc. Some allowance may be made for special circumstances (illness, etc.) but I reserve the right to make the decision as to whether or not a late paper may be excused. Please note that both of the long papers must be submitted in order for you to receive a passing grade in the course. If a short paper is not submitted, the grade for that paper will be averaged in as a "zero." USE OF SECONDARY SOURCES\nAll of your writing in this course is expected to be your own work. No outside readings will be expected or required (though I\'ll be happy to recommend additional readings if you\'re interested). When you\'re writing a paper, you must provide documentation for any information derived from a source. This includes use of the Internet. Failure to acknowledge sources (including editors\' introductions in your textbook) will be regarded as plagiarism. Please do not use Cliff\'s Notes or similar "study guides." Use of these sources, especially without acknowledgment, will be treated as plagiarism and will be severely penalized. I\'ll be providing you with my own study guides for all the readings; this is all you should use. Class study guides and worksheets for future assignments will usually be distributed at the beginning of class. If you arrive late, be sure to ask me (later) for any material I may have distributed. MANUSCRIPT FORM\nYour papers should be neatly typed. When submitting your papers, please follow these guidelines: Leave at least a 1 1/2 inch margin on the left side and a 1 inch margin on the right side. Be sure to double space. Number your pages. Staple pages together or use a paper clip. Be sure the print is dark enough to read easily. Use 12-point print.. All papers should be carefully proofread and neatly corrected. All "typos" will be treated as spelling or grammatical errors. NOTE: If any changes must be made in the syllabus or in the reading/writing assignments, you\'ll be notified in advance. If you miss a class or arrive late on any day, be sure to check with me to find out if any handouts have been distributed and/or announcements have been made. ENG 251: READINGS AND ASSIGNMENTS\n[HOME] Week 1 Introduction to Unit One: Epic Literature of Sumeria and Ancient Greece. The Epic of Gilgamesh: Read "Prologue" and Parts 1-2, pp.13-25. DO WORKSHEET #1 AND BE PREPARED TO SUBMIT IT WHEN YOU COME TO CLASS. ["The Invention of Writing and the Earliest Literatures" and "Timeline" pp.3-9; "The Epic of Gilgamesh," pp.10-12.] Week 2 The Epic of Gilgamesh, Parts 3-7, pp.25-42. GROUP ONE DISCUSSION. Homer, The Iliad, Book I, pp.122-37. ["Ancient Greece and the Formation of the Western Mind" and "Timeline," pp.107-15; "Homer," pp.116-21.] Week 3 The Iliad, Books VI,VIII,IX, pp.137-62. DO WORKSHEET #2 AND BE PREPARED TO SUBMIT IT WHEN YOU COME TO CLASS. (Group One students, who have a paper due today, may submit Worksheet #2 on Sept.17.) GROUP TWO DISCUSSION. GROUP ONE PAPERS DUE. The Iliad, Books XVIII, XIX, pp. 163-87. GROUP THREE DISCUSSION. Week 4 The Iliad, Books XXII,XXIV, pp.187-218. DO WORKSHEET #3 AND BE PREPARED TO SUBMIT IT WHEN YOU COME TO CLASS. (Group two students, who have a paper due today, may submit Worksheet #3 on Sept. 24.). GROUP FOUR DISCUSSION. GROUP TWO PAPERS DUE. Unit Two: Greek Tragedy. Euripides, Medea. Read all of the play if possible; otherwise read at least pp.669-83. (Film to be shown in class). ["Euripides," pp.667-69.] GROUP THREE PAPERS DUE. Week 5 Finish Medea. Last part of play will be shown in class. GROUP FIVE DISCUSSION BEGINS. GROUP FOUR PAPERS DUE. GROUP FIVE DISCUSSION CONTINUED: Medea. Week 6 Unit Three: Hindu Epic Read The Ramayana of Valmiki, Book 2, Sargas 1-10, pp.851-69. ["India\'s Heroic Age" and "Timeline," pp.837-45; "The Ramayana of Valmiki," pp.846-51.] DO WORKSHEET #4 AND BE PREPARED TO SUBMIT IT WHEN YOU COME TO CLASS. Read The Ramayana of Valmiki, Sargas 11-35, pp.869-905. DO WORKSHEET #5 AND BE PREPARED TO SUBMIT IT WHEN YOU COME TO CLASS. (Group Five students, who have a paper due today, may submit Worksheet #5 on Oct.12.) Class will also include discussion of assignment for the first long paper. Be sure to look over the topics before coming to class. Sign up for a "rough draft" conference. GROUP FIVE PAPERS DUE. Week 7 Unit Four: "The Story of Joseph" in The Old Testament. Read Genesis 37-46, "The Story of Joseph," pp.72-83. ["The Bible: The Old Testament," pp.59-63.] DO WORKSHEET #6 AND BE PREPARED TO SUBMIT IT WHEN YOU COME TO CLASS. Further discussion and group work on the long paper. Bring to class a preliminary rough draft (introductory paragraph and one or two "main" paragraphs). Week 8 Bring to class a complete rough draft of your paper. (If you have signed up for an out-of-class conference you need not come to class today.) FIRST LONG PAPER IS DUE. BE PREPARED TO SUBMIT IT AT THE BEGINNING OF CLASS. Paper should be typed, double-spaced, all pages numbered and clipped or stapled together. Be sure to proofread carefully. Introduction to Unit Five: Christian Epic of the Middle Ages. Dante\'s Divine Comedy, "Inferno," Canto I, pp.1706-8. Week 9 Dante, The Divine Comedy, "Inferno," Canto II,pp.1708-12; Canto V, pp. 1720-23. ["The Formation of Western Literature" and "Timeline," pp.1541-45; "Dante Alighieri," pp.1692-1705.] DO WORKSHEET #7 AND BE PREPARED TO SUBMIT IT WHEN YOU COME TO CLASS. GROUP ONE DISCUSSION. Dante, "Inferno," Cantos VI,VII,pp.1723-30. Canto XXXIV, pp.1825-29. GROUP TWO DISCUSSION. Week 10 Unit Six: Romance Literature and Story Collections. Marie de France, "Eliduc," pp.1680-92. ["Marie de France," pp.1679-80.] GROUP THREE DISCUSSION. GROUP ONE PAPERS DUE. Read stories from The Thousand and One Nights: pp.1517-39. DO WORKSHEET #8 AND BE PREPARED TO SUBMIT IT WHEN YOU COME TO CLASS. (Group Two students, who have a paper due today, may submit this worksheet on Nov.9.) ["The Rise of Islam and Islamic Literature" and "Timeline," pp.1351-7; "The Thousand and One Nights," pp.1514-16. GROUP FOUR DISCUSSION. GROUP TWO PAPERS DUE. Week 11 Read Giovanni Boccaccio, The Decameron: "The First Day" and "The Second Tale of the Fourth Day," pp.1871-88. ["Giovanni Boccaccio," pp.1869-71.] GROUP THREE PAPERS DUE. Tales of Love and Marriage. Read The Decameron: "The Ninth Tale of the Fifth Day," pp.1888-92; and The Heptameron: "Story 40," pp.2474-79. DO WORKSHEET #9 AND BE PREPARED TO SUBMIT IT WHEN YOU COME TO CLASS. (Group Four students, who have a paper due today, may submit Worksheet #9 on Nov.16.) ["Marguerite de Navarre," pp.2460-64.] GROUP FIVE DISCUSSION. GROUP FOUR PAPERS DUE.\nWeek 12 Unit Seven: A New Form of Narrative: The Novel. Miguel de Cervantes, Don Quixote,Part I, Chapts.1-9, pp.2542-75. DO WORKSHEET #10 AND BE PREPARED TO SUBMIT IT WHEN YOU COME TO CLASS. (Group 5 students, who have a paper due today, may submit this worksheet on Nov.19.) ["The Renaissance in Europe" and "Timeline," pp.2391-99; "Miguel de Cervantes," pp.2538-42.] GROUP FIVE PAPERS DUE. Don Quixote, finish Part I, pp.2575-2618. Look over topics for final paper. Make a tentative choice of topic and begin rereading and making notes.\nWeek 13 Don Quixote, Part II, pp.2618-69. DO WORKSHEET #11 AND BE PREPARED TO SUBMIT IT WHEN YOU COME TO CLASS. Sign up for a rough draft conference for the final paper.\nFinish discussing Don Quixote. Discussion of topics for final paper.\nWeek 14 Bring to class a preliminary rough draft of your final paper (introductory section and at least two "body" paragraphs). Try to write a complete rough draft if possible. Week 15 Rough draft conferences will be held in my office, Room 313. Be sure you have signed up for a conference. If you haven\'t, you should come to my office during class time on Dec. 7 and sign up. Week 16 Final paper is due. (Paper may be handed in earlier; be sure to check with me for instructions.) Last revised Fall 1998 For more information about this syllabus emailDr. Poulakis Last Update: March 07, 2002 Contact: Webmaster ']
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[' Colonial Africa: A List of Questions Easily Distracted Jun JUL Aug 12 2009 2010 2011 1 captures\n12 Jul 10 - 12 Jul 10 Close\nHelp Easily Distracted\nCulture, Politics, Academia and Other Shiny Objects Jump. Jump Now! (Or Later.) (Or Climb Down Slowly.)\nThe Usefulness of Scholarship Colonial Africa: A List of Questions I think Ive hit on a catchy structure for a modest reshuffling of my Honors seminar in Colonial Africa. Much of my reading list will remain the same, but this restructuring is designed to make the way I look at the historiography much more concrete and transparent to the students. Basically, I want to organize the syllabus in terms of what strike me as the Big Questions that sustain historical and anthropological study of the colonial and postcolonial periods. Im not sure that for each week theres a single major book or article that will frame an answer to the question: these questions operate at different scales and with different degrees of historiographical density. Im curious to hear whether there are other questions youd add to the list, or variant formulations of them that you prefer. Keep in mind that one thing I really want to explore in my seminar is the metaquestion of whether colonialism per se was important or powerful in shaping 20th Century Africa. I want to stay open to the school of thought that suggests that there are other transformative influences that have been far more powerful (capitalism, modernity), to the school of thought that suggests that its actually the prior integration of African societies into global structures between 1450 and 1850 thats more powerful, and to the school of thought that suggests that deep indigenous structures (political, environmental, social, cultural) remain more determinative of daily life and social outcomes in contemporary African societies than influences from the past century. A lot of these questions can be answered well with skeptical reformulations. E.g., you could say in response to the question, Why were European societies able to subject African societies to formal colonial rule with such rapidity? that they werent able to do so, that the colonial state had little real authority outside of administrative centers for twenty or thirty years after lines were drawn on the map in Berlin, save for occasional displays of spectacular violence.\nThe more I think about it, the more I think that this list would also make a great premise for a catchy short book of essays. Im feeling kind of pulled by the idea. This is kind of my worst habit, thinking of ideas for books rather than finishing almost-done ones, but I cant really help myself. What was the state of African societies in 1860? Are there any useful generalizations to be made in response to that question? What was the relationship between African societies and larger global economic and political systems in 1860?\nWhy did the Scramble for Africa happen? Why were European societies able to subject African societies to formal colonial rule with such rapidity?\nDid the activities and character of global capitalism within Africa change markedly after the Scramble for Africa, and was that a consequence of colonialism if so?\nDid colonial authorities exercise meaningful political and social control over African societies after 1880, and if so, what kind of control? How did colonial administration actually work, and to what ends did it work? Did the purpose or function of colonial rule change over time? How did the social structure of African societies change during the colonial era? How much of that change was directly attributable to colonialism itself?\nHow comparable were the experiences of different African societies during the colonial era? Did the nationality of the colonizer make a significant difference? Did the nature of colonial authority vary for other reasons? Did African societies become more alike or similar in the first half of the 20th Century? Does the nature of colonial rule in Africa pose special historiographical or methodological problems for historical study? How did the content and character of cultural practice and everyday life change during the colonial era, and how much was colonialism responsible for that change? How did Africans think about or understand colonialism? How important was it to them? What social and political developments in African societies were primarily a response to or critique of colonial authority? What are the social and political origins of African nationalism? How did it relate to other social and political movements in Africa during the high imperial era from 1919-1945? Why did formal colonial rule in Africa come to an end after World War II? What primarily shaped the evolution of the postcolonial state and postcolonial African societies in the first two decades of independence? (1960-1980)? Did the relationship between African societies and the global system change significantly during that period?\nWhy has much of postcolonial Africa suffered a series of recurrent political, economic and social catastrophes since 1980? Are all of those problems and failures in fact linked or connected? Are colonial and postcolonial useful or meaningful periodizations of African history? This entry was posted on Friday, June 12th, 2009 at 9:53 am and is filed under Africa. You can follow any responses to this entry through the RSS 2.0 feed. You can skip to the end and leave a response. Pinging is currently not allowed. 9 Responses to Colonial Africa: A List of Questions peter55 says: June 12, 2009 at 2:57 pm\nPerhaps it is not relevant to your course or you have other reasons for not mentioning it explicitly, but one topic that is highly relevant to your high-level questions is the role of religious missionary ractivities. In many African nations today, the only non-state actors with national presence and with an educated cadre are religious organizations. (In the last years of Mobutus rule in Zaire, for example, the Jesuits were running the civil service.) Some lower-level questions would be (I am sure you can think of many more):\n- How has missionary religion impacted life before, during and after colonial rule? - How did western mission activities interact with traditional culture and religion?\n- Were there differences between countries missioned mostly by Protestants versus those where Catholics dominated? I witnessed the ill-feeling and rivalry between Catholics and Protestants that still existed in Lesotho in the 1980s, almost a century after the first missionaries arrived. - Why did some regions see the rise of traditional-Christian hybrid churches, such as the African Zionist churches of southern Africa. Another topic of relevance is the relationship between colonial rule in Africa and rule by the same powers elsewhere, leading, for example, to the movement of Indians, Malays and Chinese people from British colonies in Asia to British colonies in East and Southern Africa. This topic is also relevant to the resistance to colonial rule, most famously in the case of Gandhi, who became political active in South Africa. Timothy Burke says: June 12, 2009 at 3:04 pm\nI was thinking of fitting missionaries in under several of these questions. But if I were to drill down a bit, theres a set of slightly more specific questions that have a huge historiography built up around them. At the top of the list is, Why did Africans convert to Christianity in such numbers? and How should we think about missionaries in the wider context of colonial society? The comparative question is a huge, important one but I think it requires a separate seminar of its own to be serviced well. moldbug says: June 13, 2009 at 11:42 am\nThe big picture is depressingly simple.\nEuropean interaction with Africa falls into two paradigms: colonial (explorers, soldiers, merchants, settlers) and missionary. Before 1850, the pattern is almost exclusively colonial. Between 1850 and 1950, missionaries and colonialists contended. After 1950, the pattern is almost exclusively missionary.\nPostcolonial Africa is simply the triumph of the missionary paradigm in its secular, American Unitarian-Quaker form. Your so-called development expert is a (Protestant) missionary in disguise. Hello, Mrs. Jellyby.\nThe easiest way to see this is to read the colonialists, specifically their comments on the missionary paradigm. Many colonialists explained that, if you gave Africa over to the missionary, exactly what has happened would happen. See, for example, Burtons discussion of Sierra Leone in Wanderings in West Africa. If theres any 19th-century country that resembled what Africa has become in the caring hands of you humanitarian gentlemen, it is Sierra Leone. moldbug says: June 13, 2009 at 12:43 pm\nAnd I hope you wont forget the tremendous human diversity of sub-Saharan Africa certainly our most diverse continent, at least from a biological perspective.\nWicherts et al in Intelligence have just published a tremendous meta-analysis of studies on the cognitive dexterity of this diverse population. Worth a look. The previous figure, due to Lynn who is, lets face it, a racist is 70 or under. Heroic statistical efforts on the part of Wicherts et al, who are (so far as I can tell but surely the point could stand more investigation) not racists, bring it up to 82. It is certainly possible to write the history of Africa assuming that Africans are in fact Koreans. Little new can be done in this department, however. The scholars of the 20th century have already explored it to perfection. As for the actual history of Africa, so far as I can tell it is largely unknown.\n(Anyone here read much Stuart Cloete? Stuart Cloete simply rocks.) moldbug says: June 13, 2009 at 12:51 pm\nA good critical thread on the Wicherts paper is at Gene Expression.\n(Note that Harvard has just created a new Department of Human Evolutionary Biology. In case youre not quite sure what human evolutionary biology is, its pretty much the same thing you used to call scientific racism. A good primer is the new Cochran-Harpending book, The 10,000-Year Explosion. Note that during the aforementioned 10,000 years, Homo sapiens was not exactly a single homogeneous gene pool.) moldbug says: June 13, 2009 at 1:01 pm\nHere is a good exercise for you, Professor Burke: how would a colonialist answer these questions all of which are excellent and to the point?\nSurely, as a historian of Africa, you study colonialism. In that case, you must want to know what colonialists were thinking. Since you are not a colonialist, you must have different answers to these questions. Perhaps you could ask a progressive development expert to answer them, then ask a colonialist to answer them, then compare the answers. Dont you think this would be a fun exercise? Unfortunately, all the colonialists are dead you seem to have killed them. Or defeated them, anyway. What a bother! Oh, well, we can always deconstruct them.\nHowever, Ive been reading the colonialists, although hardly with any depth, and I can answer all these questions if you want. Im afraid most of my answers are quite short, however. And predictable. You may find it a more useful exercise to just imagine them. ca says: June 13, 2009 at 1:25 pm\nThe questions are greatand the book may have already been written by someone else. Check out Adu Boahens classic collection of talks, _African Perspectives on Colonialism_ (1987).\nTheres been plenty of research since then, but Boahens core of synthetic analysis stands up well, and remains an excellent point of departure for my students. The books also highly readable, which is a big advantage.\nIt isnt perfecttheres an explicit whiggish pan-Africanism. Ive yet to find its equal as a primer, though. Timothy Burke says: June 13, 2009 at 2:47 pm\nThe Boahen book is a very good example of these questions as a book, yeah. I think if I were going to tackle something like this, it would be a) from a perspective other than Boahens; b) with a mind to the historiography since 1987. ca says: June 14, 2009 at 12:44 pm\nSounds good, but raises another question worth thinking about: Boahen came from a straightforward and explicit perspective, and its easy (and productive) for students to identify and critique. And he handled these subtle questions with the sorts of waves of detail and fact that impress students about how Africa really has a history. Real people lived there. They were creative, made choices, and acted as people, not just heros or victims. Much of the scholarship since 1987, though, consists of an awful lot of historians saying its more complicated even than that and other things that are well documented, but point toward the sort of ambiguity that in the classroom often leads students (especially less prepared ones) to conclude that historians know nothing, and that everythings just a matter of opinion. And this isnt exactly what most of us are about with these non-wikipediaable questions as issues of meaning and value rather than detail and evidence.\nOne of the questions I struggle over every time I put together a syllabus is how to balance out the need for students to understand that history includes facts and realities that they need to learn, as well as ambiguity, changing interpretations, and historical argumentation.\nObviously, students need both.\nPerhaps the most constructive project would be to have students work out a research agenda: what would they need to know in order to come up with meaningful insights into your starting questions?\nMore constructively, Id suggest you consider ending the semester with a couple weeks that suggested students test their interpretations of whether colonialism mattered by following along a couple of really big themes such as violence and gender. In other words, think about whether the insights developed help us understand change/continuity in the work done by gender, or the place of various sorts of violence in shaping power and experience. Leave a Reply Click here to cancel reply. You must be logged in to post a comment. Easily Distracted is proudly powered by WordPress\nEntries (RSS) and Comments (RSS). ']
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[' CSC 224 Sections 703, 706 Fall 2004 Syllabus SEP NOV DEC 4 2003 2004 2005 3 captures\n8 Sep 04 - 20 Dec 04 Close\nHelp CSC 224 Sections 703, 706\nJava for Programmers\nFall 2004 Syllabus Section 703: M 6:15-9:30, O\'Hare campus room 234\nSection 706: Distance Learning\nCourse Web page: http://condor.depaul.edu/~slytinen/224\nProfessor: Steven Lytinen E-mail: [email protected] Office information: CampusOfficeOffice hours\nPhoneVoice mail\nLoopCST 645T 4:00-5:30\n312-362-6106yes\nO\'Haresee front deskM 4:30-6:00\n6-3600, or 847-296-5348no Course Description Object-oriented programming using Java for students that already know how to program. Students will learn how to design, code and test multi-class Java programs. Topics covered include: Variables, Operators, Arrays, Classes, Inheritance, Abstract classes, Interfaces, Inner classes, Exception Handling, File I/O, User Interfaces, and Event Handling. Prerequisite: Experience in at least one high-level programming language. Course Materials\nText: Computing With Java: Programs, Objects,\nGraphics. Alternate Second Edition. Scott/Jones, Inc, 2002.\nISBN 1-57676-074-x. Software:\nJava: you will need Java 2 Platform Standard Edition,\nJ2SE version 1.3 (or higher) from Sun.\nYou can download the latest version of J2SE for free\nfrom Sun (version 1.4.2 -- download J2SE v 1.4.2_05, SDK -- not JRE).\nYour text CD also comes with J2SE.\nJ2SE is also available in the Student Microcomputing Labs. Coursework Readings. Readings will be assigned\nfrom the text. Lectures will make more sense if you\ndo the assigned readings before the class period for which\nthey are assigned. Homework Assignments. There will be 5 programming assignments during the quarter.\nMidterm (Monday, Oct. 11) and Final exam\n(Monday, Nov. 22). The exams will be open\nbook and open notes. Grading The grade breakdown will be as follows: Homeworks10% each\nMidterm25%\nFinal Exam25% The grading scale will be determined by a curve. The cutoffs will\nbe no higher than the following: 90-100, A; 80-89.99, B; 70-79.99, C;\n60-69.99, D; 0-59.99, F. Plusses and minuses will be given at the high/low ends of each grade range (no A+\'s or D-\'s). Late policy: Assignments must be turned in by the start of class on the day they are due to be considered on time. Late assignments will be penalized as follows: If assignment is turned in...Penalty will be...\nwithin 1 week of due date1 point for each\nday it is late\nmore than 1 week after due date20 points + 1 point for\neach day past a week that it is late For each assignment, a sample solution will be made available 1 week after the assignment is due. If you turn in\nan assignment more than 1 week late\n(with a 20+ point penalty), you are on your honor not to\nlook at the sample solution before you turn in your assignment.\nNo points will be given for assignments which are copied from\nthe sample solutions. Policy on Working Together:\nYou may feel free to discuss assignments with other students or with\na tutor at a general level. This may include discussion of issues\nsuch as the types of data structures and control flow needed for the assignment. However, you must write all of your own code yourself, and\nyou may not work with others when writing code, with the exception of asking the tutors (or me) for debugging help.\nIt has been my experience that if you write code together, or copy from a friend\'s old assignment, or\nif a tutor writes your program for you, you will be caught. Any violations of this policy will be dealt with very seriously.\nSchool policies\nOnline Instructor Evaluation Course and instructor evaluations are critical for maintaining and improving course quality. To make evaluations as meaningful as possible, we need 100% student participation. Therefore, participation in the Schools web-based academic administration initiative during the eighth and ninth week of this course is a requirement of this course. Failure to participate in this process will result in a grade of incomplete for the course. This incomplete will be automatically removed within seven weeks after the end of the course and replaced by the grade you would have received if you had fulfilled this requirement.\nEmail\nEmail is the primary means of communication between faculty and students enrolled in this course outside of class time. Students should be sure their email listed under "demographic information" at http://campusconnect.depaul.edu is correct.\nPlagiarism The university and school policy on plagiarism can be summarized as follows:\nStudents in this course, as well as all other courses in which independent research or\nwriting play a vital part in the course requirements, should be aware of the strong sanctions that can be imposed against someone guilty of plagiarism. If proven, a charge of\nplagiarism could result in an automatic F in the course and possible expulsion. The\nstrongest of sanctions will be imposed on anyone who submits as his/her own work a report,\nexamination paper, computer file, lab report, or other assignment which has been prepared\nby someone else. If you have any questions or doubts about what plagiarism entails or how\nto properly acknowledge source materials be sure to consult the instructor. Incomplete\nAn incomplete grade is given only for an exceptional reason such as a death in\nthe family, a serious illness, etc. Any such reason must be documented. Any incomplete\nrequest must be made at least two weeks before the final, and approved by the Dean of the\nSchool of Computer Science, Telecommunications and Information Systems. Any consequences\nresulting from a poor grade for the course will not be considered as valid reasons for such a request. ']
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[' AEL 602: Educational Leadership & School Restructuring DEC FEB MAY 21 2002 2003 2005 7 captures\n5 Oct 02 - 4 May 07 Close\nHelp syllabus and references discussion groups work groups schedule links activities grades course units course texts exams Unit II: Collaboration and Partnership\nA. Group Communication Introduction School Effectiveness A Collaborative Venture Work Groups Team Players Work Group Dynamics Group Talk Group Behavior Learning from Small Groups Communication Leadership Introduction With the call to restructure schools, educators have been challenged to respond to societal criticisms of K-12 school effectiveness. One way to actively deal with criticism is for every school to have good leadership. Leadership is critical to success of any restructuring goal. One of the qualities of an effective leader is the ability to help people communicate. This necessitates vision. Leaders who hold out vision to their constituents provide a unifying force for the organization that builds collaborative efforts. Educational leaders use collaboration to build work teams where educators can learn from each other. The goal for work teams in education is to benefit the students by improving communication, collaboration, and enhancement of individual participation in the school restructuring process. The members of these teams can be administrators, teachers, parents, community leaders, and students. The more people who are involved in improving schools, the greater the number of people who hold a stake in school excellence. Teamwork gets the things that need to be done, gets them done quicker, and gets them done with greater accountability. Employing work teams to participate in the decision-making process strengthens the people-to-people connections and improves schools. Work teams network the members of the school community. Back to Top School Effectiveness One of the greatest problems in education is the way school effectiveness is evaluated. Some educators in defense of education respond that the paradigm used to measure what takes place in schools is a mismatch of evaluation criteria to the educational model. Schools are often evaluated with an economic-industrial model that calls for profit/product margins to statistically reflect the correlation between the funds that education receives and its product, that is, the students. Educational critics use the industrial-based model to promote the concept that schools like businesses should relate input to output in purely numerical terms. However, this is far from the entire picture. While there are some parallels between business and education, schools have many human and social factors that are never considered in the industrial model. These factors contribute important parameters to the challenge of school restructuring. Back to Top A Collaborative Venture When teachers and administrators communicate, they view the school workplace as a collaborative venture. They are responsible and accountable for improving teaching and learning. Success is tied to the communication skills and abilities of all involved in the process. Leaders of change make choices as to who they will allow to contribute to the restructuring effort. When work teams are developed, they empower teachers and administrators alike to attain specified goals. Good communication enhances the efforts. By improving the communication between the members of the school community who want to improve performance, school administrators can target existing aspects of school life and analyze ways to make them better. Back to Top Work Groups Careful planning by educational leaders helps bring about change. In this plan of action the principal analyzes the players involved in the process and the process that brings them together. This reflection begins by looking at the way that interactive dialogue in schools has been transferred to small groups. Effective leaders focus on being highly goal-oriented and involving all the stake-holders. Once the leader creates the atmosphere for change, there must be ongoing communication to keep everyone moving toward the goals. Keeping things running smoothly takes focus. The leaders must stay on top of what is happening and take every opportunity to make things happen. Communication provides the means. With a work group as part of the plan of action the faculty and school community obtain a sense of direction in the form of a vision and a mission statement. Effective leaders understand how to make things happen. They empower others to offer their talents to accomplishing the task.\nHow do communication principles support or undermine the interplay of exchange between the leader, the followers, and the ideas central to everyday school life? In a society that is becoming more and more independent in nature, America\'s democratic tradition has made public debate a part of our negotiated world view. It is important that teachers and administrators understand the democratic principles that this perspective contributes to school communication. Public debate is considered a right. Small groups provide the arena for public discourse to allow decision-making activities to occur. Measured discussions avoid irrational and overly emotional statements. Back to Top Team Players Since schools have turned more and more often to the business community to solve some of their material and resource needs, many business practices have found their way into the education process. The idea of the "team player" evolved in the business culture and has migrated to education. The socialization process within the work groups is critical to the overall improvement of the system. In an individualistic society such as the United States, the crisis of authority and the hesitancy of educators to develop a team dimension to the work culture has had significant ramifications on the school culture. We want to be "team players". However, there are many questions that plague educators. For example, what knowledge is to be shared and with whom? Questions of this nature continue to plague teachers and administrators alike. What can educators do to strengthen the underlying principles that illuminate what educators do on teams? How can teachers and administrators communicate better? Back to Top Work Group Dynamics There are interpersonal dynamics that affect the productivity of the group. Early discussion of the dynamics of small groups began in the 30s. Researchers examined small groups and their communication dynamics and discovered that there are "work moments" and "encounter moments." The work of scholars during the 70s, 80s, and 90s brought the need for improved communication skills to further the objectives of small groups. They noted that in addition to work moments there are specific individual dynamics operative in small groups. Mabry (1975) sketched out the macro-communicative patterns of "encounter" groups. By examining his work, we can better understand some of the social-emotional dimension that are at work in "encounter" moments. These take place between the work moments in small group activities. Today\'s school workplace environment provides opportunities for teachers and administrators to work in small groups, on departmental teams, committees, and school-based management teams. For individuals who have traditionally worked in isolated classrooms in control of their environment and autonomous in their specific responsibilities, this is a break with tradition. Some conflictual personal characteristics are: an attraction-repulsion tendencies between the members, "a hidden agenda," the needs of participants to sense, inclusion, control, and affection; group interactions that provide self-discovery, people who join groups to learn about what others think of them, self-disclosure and values discussions that are part of the agenda, and stages of interaction: boundary-seeking, ambivalence, and actualization (Cragen & Wright,1995). Nonetheless, despite the contest between individual needs and group needs, the opportunity for educators to work cooperatively presents a tool for educators to restructure schools from within. It is evident that in working with small groups there will always be some tension between individual and group goals. Therefore, it is valuable for school leaders -- teachers and administrators-- to understand and recognize the different types of groups. Thus, participants can maximize the opportunities that work groups provide. Back to Top Group Talk This is such a simple concept, one that we encounter everyday, a multitude of times each day. Yet, talk is an extremely varied textual and multifaceted means of communication. It has many forms. Some of these forms are heavily bound by parameters of time and place. In the classroom, one teaches or lectures. In the football stadium, one cheers. This is similarly the case in small group encounters. In small groups, one discusses. However, depending on the type of group and the purpose of the group the structure of the talk changes. Small groups in American education are the place where much of the work gets done. They are a valuable tool to improve education.\nOne of the key mechanisms to understanding small group communication is the knowledge of what creates a small group. Cragen and Wright (1995) define a small group as "a few people engaged in communication interaction over time, usually in face-to-face settings, who have common goals, norms, and have developed a communication pattern for meeting their goals in an independent manner (p.7)." Some of the directly observable behaviors in small groups include: verbal and nonverbal communication especially use of the question form, people standing/sitting in proximity to one another, people communication with one another for some period of time, and a grouping of people of a characteristic but not specifically defined size (the optimum size is five to seven people). Other indirectly observable characteristics of small group communication have been noted by Kurt Lewin (1951) whose work has also been instrumental in the development of the action research paradigm. Here, he isolated key characteristics of small groups. These are: interdependence; shared values, beliefs, behaviors, and procedures regarding the group\'s purpose; structural patterns that demonstrate four kinds of talk -- problem-solving, role talk, consciousness raising, and encounter talk; cohesive focus on goals; and perception of a boundary line that designated insiders from outsiders (Cragen and Wright (1995, p.12). During the interactive phase of a small group meeting, a symbolic transformation takes place during which the group gains its own identity. This consciousness raising is symbolic but indicative of convergence theory in speech theory when two conversants adjust their speech patterns to better accommodate the style of the other. The major types of small work groups are long-standing work groups, project groups, loosely formed "prefab" groups, quality circles, and computer decision-making groups. Every successful organization has a variation or combination of these work groups. Knowing the way each of these models functions and the way that they can contribute to the goals of improving schools is crucial to being an effective leader. Long-standing groups offer a long history of service to the productivity of the organization. These groups develop a sense of pride and tradition. New members feel compelled to assume traditional roles. Project work groups engender for themselves an identity that allows them to perform certain roles and tasks. This begins with the clarification of goals and an initial product that offers evidence of productivity. The group leader brings about quick self-disclosure and develops interpersonal trust and tolerance for differences. The "Prefab" group comes into being with strict definitions of roles and responsibilities for its members. It is a collection of people that have been rigidly structured to bring about a predictable level of productivity. A quality circle is credited to two Americans living in the 1950s in Japan, Edward Deming and Joseph Juran. Their purpose was to bring volunteers together to spend time outside their work environment to help solve departmental problems. Lastly, a computer decision-making group is part human and part machine. It allows the leaders to alter the dimensions of time and place by dissolving the problems of face-to-face communication between people with busy schedules. This group\'s cyber dimension changes many of the parameter of traditional working group and the culture of the organizational group that uses it.\nEveryday in work groups across the U.S. there are "working moments" and "encounter moments" where the members of the group break from the task at-hand and center on the beliefs or personal feelings of those involved. Researchers have identified these as a hidden agenda. The management of this phenomenon is critical to successful handling of the task before the group and involvement of the group members. When properly supervised the work group\'s communication produces what Bennis and Shepard (1956) call "valid communication" which leads to both task accomplishment and personal growth. Back to Top Group Behavior Group behavior has an identifiable form and specific communication behaviors that are associate with group sessions. In the following discussion, we will examine some of these behaviors and their implications for the success of our communication goals. Understanding their forms and their power has potential for establishing new school communication processes. Learning from Small Groups It is not sufficient to say that all group communication can lead to better understanding and goal realization. There must be focused effort on the part of the leadership to help work teams develop their potential. This takes place when members come to understand the relationship between communication theories, processes, skills, and understanding. Organizational culture partly determines what is appropriate and effective in small group communication. As the school principal has the main role in developing school culture, the school work environment provides a natural conduit to realize potential.\nThe goals of effective work group communication are productivity, quality, consensus, and member satisfaction (Cragen & Wright,1995). Four types of talk lead to accomplish these in small work teams. They are role talk, task talk, social talk, and consciousness raising (CR). When all of these function effectively, the group is motivated and things go well. CR talk contributes to motivation. Role talk evolves into members taking on various roles. Problem-solving talk brings about understanding and consensus.\nDewey\'s process of reflective thinking (1910) influenced the way educators handled the teaching of discussion skills. McBurney and Hance (1939) used Dewey\'s ideas to construct a platform which describes the way to analyze a problem. They offer the following: definition and delineation of the problem, analysis of the problem, suggestion of solutions, reasoned development of the proposed solution, and additional verification (Cragen & Wright, 1995; p. 29). Bales (1950) contributed a significant observation to the study of group dynamics. This is the descriptive model of a work team based on a system of Interactive Process Analysis (IPA). IPA is an instrument for coding communication acts in a group into two categories --social-emotional and task. These forces need to be managed and maintained in equilibrium. This can be achieved by working through three stages of problem solving. First, members orient themselves that is, they determine a common definition of the problem. Second, the group clarifies a common standard for assessing the problem. Third, the members decide who and what shall control their efforts. This is an internal struggle that takes place as the group clarifies the status of its members as they seek a solution. The communication process works through a number of tensions as the group seeks to define its identity. By observing the communication patterns of the group, Fisher (1970) concludes that four dynamic stages take place -- orientation, conflict, emergence, and reinforcement. Each phase offers members a means of building intra-group dynamics. The orientation stage begins the process. Members are tentative, make small talk, and seek to clarify where they want to go. During the conflict stage, the group participants express their opinions, align themselves, and polarize. At the emergence phase, polarization decreases and new alliances are formed. Finally, in the reinforcement phase, consensus is reached. This takes the form of verbal agreement and product outcome. Back to Top Communication Leadership In developing administrative teams and mentoring teacher-leaders, the principal moves the school toward the group\'s goal. Effective communication is a means toward this end. The work team provides an opportunity for this to happen. In small work group communication, there are specific role and skills that have been identified as essential. The ten most frequently played roles in communication groups are -- the task leader, social-emotional leaders, tension releaser, information provider, central negative, questioner, silent observer, active listener, recorder, and self-centered follower. As teams are formed and get together to solve problems, trust and empathy are needed to build a receptive environment. The interpersonal relationship that the people develop helps bring divergent ideas closer together. Crucial to the mix is an understanding of how verbal and non-verbal codes function in groups.\nMuch has been written on the difference between the word and the thought. There is a specific "language" -- verbal and non-verbal -- that conveys meaning to group members. Examples of these are the use of acronyms. Technical words associate aspects of with the task at-hand. Symbolic referentials such as use of historical figures to represent character traits of the group (e.g., the Abe Lincole group), often indicate a silent code of behaviors that are appreciated and others that are not.\nNon-verbal language also communicates important ideas. These are divided into two groups. The first, the environment or setting drives the proximity of spatial relationship. Objectives such as the seat placement or the choice of meeting rooms indicate non-verbal nuances. Chronemics or methods of marking time; impact the length of meetings and the priority of the topic. Second, personal behaviors tell the careful observer about the way participants receive the ideas of others. Eye movement, vocalics -- grunts and groans, and kinesics -- body movements and gestures offer sometimes nonchalant and other times glaring indications of how people feel. A good group leader can use this information to help move the discussion along in the right direction.\nWe have discussed a host of characteristics that researchers have uncovered about effective communication in small groups. School leaders who offer vision can use this knowledge to motivate administrators, teachers, community members, and students to attain common goals through work group interactions. While we always begin with humble ideas, it is incumbent on those who want to lead effectively to remove the obstacles from his or her school reaching these goals.\nEffective communication is a tool for enlisting stakeholders\' cooperation. There are risks -- self-disclosure, the danger of stereotypic judgments, individual differences, and emotional insecurities along the way. However, work groups build school teams by making time in busy schedules to get to know others and learn from each other.\nThis reflection has offered a number of ideas about the form of work teams. It assumes that school members want a means of effectively communicating. In the school workplace where individualism has long been the norm, old habits are hard to break. Nonetheless, in the restructured school environment where all are stakeholders are effective communicators, goals are shared and achieved. Back to Top College of Education | Graduate School | Gadsden Center | College of Continuing Studies | Center for Teaching and Learning ']
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['[image: image1.jpg]\nIntensive English Program\nNortheast College\nESOL 0351 Advanced Intermediate Composition for Foreign Speakers\nCRN 55338 Fall 2011\nNorthline Campus Room 219 / 9:00-11:10AM Tues/Thurs 3 Lec / 2 Lab / 80 hrs per semester / 16 weeks\nProfessor: Mel Shaw\nTelephone: 713/718-8181 Email: [email protected]\nOffice Location:\nRoom 310\nOffice Hours:\n2:00-2:30 Tues/Thurs\nTextbook: Ready to Write More 2nd Edition, Blanchard and Root Course Description: A continuation of ESOL 0347. This course concentrates on the development of writing skills, reviews the essential elements of the paragraph, and introduces the multi-paragraph essay. Course Objectives: Students will learn to organize their thoughts to form well developed paragraphs in the form of compositions with a minimum of basic structural errors.\nStudent Learning Outcomes: 1. Use mechanical conventions of written English.\n2. Use verb forms and tenses in written English appropriate for this level. 3. Produce a variety of sentence types in written English. 4. Compose and revise a multi-paragraph essay, using a clearly-defined rhetorical mode.\nAttendance & Tardiness: According to HCCS policy, you may be dropped if you miss 12.5% (four days) of class. Being on time is very important in the United States. If you arrive more than five minutes late, you will be counted tardy. (3 tardiest =1 absence) If you are more than fifteen minutes late, you will be counted absent.\nScholastic Dishonesty: Do not copy the words or ideas of another writer without giving credit to your source. Copying another persons writing is called plagiarism and is punishable by a zero on the assignment or expulsion for repeated occurrences. Disability Support: Any student with a documented disability who needs to arrange reasonable accommodations must contact the Disability Support Services (DSS) counselor at the beginning of each semester. Faculty members are authorized to provide only the accommodations requested by the DSS Office. Ms. Kim Ingram is the NE Colleges DSS counselor. Phone: 713/718-8420.\nWithdrawal Policy: In Texas public colleges, students who enroll in the same course three or more times must pay higher tuition. Also, a law passed in 2007 limits new students to six withdrawals during their college careers. Cellular Phones: Turn off your cell phone when you enter the classroom. Talking and text messaging on the cell phone are not permitted during class time. Journals: you will turn in seven journals on topics related to lessons in your reading text, Interactions 2. Each journal should be about one page (300 words). They should be typed in Arial 12-pt font, double-spaced. The journals will be due by 3:00p.m. on the following Thursdays. No late journals will be accepted. #1. September 8 #5. November 3\n#2. September 22 #6. November 17\n#3. October 6 #7. December 8\n#4. October 20\nEGLS3 -- Evaluation for Greater Learning Student Survey System At Houston Community College, professors believe that thoughtful student feedback is necessary to improve teaching and learning. During a designated time, you will be asked to answer a short online survey of research-based questions related to instruction. The anonymous results of the survey will be made available to your professors and division chairs for continual improvement of instruction. Look for the survey as part of the Houston Community College Student System online near the end of the term.\nCompositions: You will compose six compositions (one paragraph and five essays) during class periods. I will return the marked papers the following week, and you will revise your paper to receive your final grade for that composition.\nMake-up Policy: If you are absent for an in-class composition, you must write the paper at 2:00p.m.on the following Tuesday. You will have the same time limit as classmates.\nGrading Criteria: Grading Scale:\nIn-class compositions\n65% A = 90-100 Journals 15% B = 80 -89 Attendance/Participation 5% C = 70 -79 Final Exam Essay 15% IP = 0 -69 Level III Writing\nCourse Calendar Fall 2011\nWeek\nDate\nAssignment 1\n8/30\nIntroduction to course and sample writing 9/1\nChapter 1: Getting Ready to Write (2-20) 2\n9/6\nChapter 2: Writing Paragraphs (21-26) 9/8\nJournal # 1: Inter 2 Ex 5 (16); Chapter 2 (27-31) 3\n9/13\nChapter 2 (32-41) 9/15\nComposition #1 (Paragraph); Chapter 3: Revising and Editing (42- 49)\n4\n9/20\nChapter 3 (50-60) 9/22\nJournal #2: Inter 2 Ex 7 (38); Chapter 4: Writing Essays (60-66) 5\n9/27\nRevision of Comp # 1 due; Chapter 4 (67-77) 9/29\nComposition #2 (Essay) 6\n10/4\nChapter 5: Process Essay (79-85) 10/6\nJournal #3: Inter 2 EX 7 (62); Chapter 5 (86-88) 7\n10/11\nRevision of Comp #2 due; Chapter 7: Causes and Effects (101-08) 10/13\nComposition # 3 (Process) 8\n10/18\nChapter 7 (109-14) 10/20\nJournal # 4: Inter 2 Ex 7 (85); Comp #3 Revision\n9\n10/25\nChapter 8: Comparison/Contrast (115-20) 10/27\nComposition # 4 (Cause/Effect) 10\n11/1\nChapter 8 (121-28) 11/3\nJournal # 5: Interact 2 Ex 8 (105); Comp # 4 Revision\n11\n11/8\nChapter 9: Problem/Solution (129-34) 11/10\nComposition # 5 (Comparison/Contrast) 12 11/15\nChapter 9(135-29) 11/17\nJournal # 6: Inter w Ex 5 (132); Comp # 5 Revision 13\n11/22\nComposition # 6 (Problem/Solution) 11/24\nThanksgiving 14\n11/28\nChapter 10: Writing Summaries (141-147) 12/1\nChapter 11: Expressing your Opinion (152-57)\n15\n12/6\nChapter 11: (158-64) 12/8\nChapter Journal # 7: Inter 2 Ex 8 (158); Comp # 6 Revision 16\n12/13\nFinal Exam Essay ']
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[' American Airman - Private Pilot Information AUG OCT DEC 26 2003 2004 2005 6 captures\n8 Jul 04 - 6 Mar 05 Close\nHelp PRIVATE PILOT CERTIFICATE - Your First Step Towards the Sky! With a private pilot certificate you will have the freedom to fly wherever you want! You will be able to impress your friends and family as you take them soaring through the sky. Our specially designed syllabus will guide you through the learning process and enable you to master the art of flying as efficiently as possible. We have carefully coordinated reading assignments with each flight lesson so that you will be properly prepared for each lesson. This will help you maximize your ability to learn, reducing your overall cost and helping you to succeed. We have developed a structured flight training\nprogram operating under FAA Part 61 for teaching our primary students how to fly. Our goal is to help you learn how to fly as quickly and cheaply as possible, while ensuring that you\'ll be a safe pilot. Our specially designed syllabus will guide you through the learning process and enable you to master the art of flying as efficiently as possible. We have carefully coordinated reading assignments with each flight lesson so that you will be properly prepared for each lesson and help you to maximize your ability to learn during for each lesson - reducing your overall cost and helping you to succeed. Your American Airman Private Pilot Flight Training Syllabus provides you with important guidance and information about your flight training program. It is designed to meet, or exceed, the legal requirements of 14 CFR Part 61; and it is designed to allow students to acquire the proficiency and experience needed to meet the certification requirements for attaining a U.S. FAA Private Pilot Certificate. Before you Get Started FAA Requirements: You must be at least 16 years old to solo and 17 years old to become a Private Pilot. You must have at least a 3rd Class Medical prior to your first solo. This is very easy to obtain and should be done early in your flight training - before you make a substantial investment. Please ask us for help in finding a convenient location to obtain your medical. You must have a strong command of the English language Other Suggestions: You should buy at least a basic book package so that you can begin studying. You should have sufficient time to allow for two flight lessons per week. Pricing Information The cost of flight training will vary greatly from person to person depending upon availability for training, study habits, motor skills, and weather conditions. Because of these variables, the following estimates are not guaranteed. We believe they are reasonable estimates for a person possessing average intelligence & motor skills, who is beginning flight training in the Northeast with ZERO previous experience. It is also important to keep in mind that these estimates are NOT based on FAA minimums, and the actual cost to you may be less. We feel it is better to provide a more realistic price than a "best case scenario" which could lead to frustration later. We encourage you to ask us any and all questions you may have. Private Pilot Course The current national average to earn a Private Pilot Certificate is 55-65 hours of flight time. The average in the Northeast (due primarily to weather), is closer to 70 hours. The FAA minimum requires 40 hours of flight time. The average person will probably require 35-40 lessons, and it usually costs $180-$220 per lesson (depending on length and subject of lesson). Assuming 40 lessons at $200 per lesson, a reasonable estimate to earn a private pilot certificate is $8,000. Other costs such as books, equipment, and exam fees will cost an additional $500-$800 (See Pilot Supplies ). In an effort to help minimize these costs, our carefully designed training syllabus uses only FAA publications, which are not only the definitive word on the subject, they are also the least expensive. Other Airplane Courses Offered Instrument Airplane Rating - Build your confidence! Commercial Pilot Certificate - Get paid to fly! Flight Instructor Certificates - Teach the joy the flying! ']
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['RLST 4030 Lab 1PROGRAM OF RECREATION AND LEISURE STUDIESDEPARTMENT OF COUNSELING AND HUMAN DEVELOPMENT SERVICESTHE UNIVERSITY OF GEORGIARLST 4030 LabTherapeutic Recreation Facilitation Techniques LabFall 2004, Lab: Fridays, 12:20-2:15 p.m.Room 213 Ramsey Center and Other Locations as AnnouncedLynne Cory, PhD, CTRS 337 Ramsey [email protected] Hours: 10:15 12:15 Tuesdays and Thursdays (Other office meetings may be arranged byappointment)Purpose: RLST 4030L provides students with experiential learning activities related tofacilitation techniques used in therapeutic recreation.Course Policies: All policies governing UGA course proceedings, including student actions andinstructor actions shall be followed in this course. Policies regarding course assignments gradingand participation that are mentioned in this syllabus shall be enforced as described. Students areexpected to do their own work for all course assignments. Any student found plagiarizing awritten assignment or falsifying a course requirement will either receive a failing grade for thecourse or is referred for disciplinary action. See handout entitled, "On Plagiarism." All studentsare responsible for maintaining the highest standards of honesty and integrity in every phase oftheir academic careers. The penalties for academic dishonesty are severe and ignorance of thepolicies is not an acceptable defense. All academic work must meet the standards contained in ACulture of Honesty. Each student is responsible to inform themselves about those standardsbefore performing any academic work.Participation: The interactive nature of this course requires consistent attendance. You areexpected to (a) read and synthesize assigned readings prior to labs, (b) arrive to labs promptly, (c)be actively involved in lab activities, and (d) dress appropriately for lab activities to ensure safeparticipation for you and clients. You are encouraged to participate in labs by asking andanswering questions, sharing ideas, experiences, and resources. If you encounter a problem thataffects your participation in this course, contact me immediately. Any student who needsaccommodation or other assistance in this course should make an appointment with me during thefirst week of classes. **Allergies**: We will have at least one occasion to interact with animalsand if you have allergies that may prevent you from safely interacting with these animals, pleasecontact me during the first week of class.Absences: Students are expected to be prepared for each lab period and will be presented withquizzes related to lab experiences during class periods. Verification (e.g. Health Center) must beprovided to support requests for absences.Evaluation of Course and Course Instructor: Students will participate in a mid-point and anend-of-semester evaluation and are encouraged to submit recommendations for courseimprovements on a continuing basis throughout the semester. RLST 4030 Lab 2DayDateLab TopicLocationFacilitatorClients inSessionFridayLab 1August 27Animal-AssistedTherapyAthens AreaCouncil on AgingAdult Day CareCenterEve AnthonyKeith AdamsLynne CoryOlder Adults withDementiaTuesdayLab 2August 31Transfer TechniquesClassroomBeth Taylor, PTNo ClientsFridayLab 3September 3ReminiscenceAthens AreaCouncil on AgingSenior CenterChelseaMurphyChris HillOlder AdultsFridayLab 4September 10Activity TherapySymposiumRock EagleConference Ctr.MultipleNo ClientsFridayLab 5September 17Adaptive PE ClassClarke CentralHigh SchoolFaith HuffJane BoydHigh SchoolStudents withMultipleDisabilitiesFridayLab 6September 24Music TherapyClassroomKyshonaArmstrongNo ClientsFridayLab 7October 1Adaptive RecreationGaines SchoolElementaryErika DouglasElementaryStudents withMultipleDisabilitiesFridayLab 8October 812:00 noonTherapeutic Use ofExerciseLay ParkGymnasiumLeslie BlackHope HavenClientsFridayLab 9October 15Aquatic TherapyClassroomRamseySwimming PoolBrenda Wright,CTRS/ATRICNo ClientsFridayLab 10October 22In-Service ProjectWork DayN/AN/AN/AFridayOctober 29No LabFALL BREAKN/AN/AN/AFridayLab 11November 5Expressive Arts*Activity Binder Due*Gaines SchoolElementaryErika DouglasElementaryStudents withMultipleDisabilitiesFridayLab 12November 12CommunityReintegration andRecreation(Community Outing)Georgia SquareMallLynne CoryNathalie GuerinNo ClientsFridayLab 13November 19Autism In-ServiceTBALionHeartSchoolNo ClientsFridayNovember 26NO LAB:Thanksgiving BreakN/AN/AN/AFridayLab 14December 3Final Project: In-Service PresentationRoom 213StudentsNo Clients RLST 4030 Lab 3Course Performance MeasuresActivity Resource Binder: Choose 6 facilitation techniques from your text and/or the list oftechniques on your class syllabus NOT addressed in the text. Find 5 activities for each technique.Write-up each activity using the following format: Activity Name, Facilitation Technique, TargetParticipants, Time Allotment, Number of Participants, Staffing Needs, Goal, Objectives, ActivitySetting, Equipment, Content, Process, Evaluation, Adaptations, and Source. Students shouldhave a mix of ages for target populations (e.g., children, adolescents, adults), and disabilities(e.g., mental health, mental retardation, substance abuse, physical disability, dementia).Please submit activity files in a binder with indexes for each facilitation technique selected. Thisproject is designed to assist students in developing a resource that will be helpful to them duringinternships and while working as TR Specialists. Students are encouraged to choose techniquesand activities they would feel comfortable implementing following successful completion of thiscourse. Please choose techniques and activities that would be easily explained and justified to asupervisor. (6 techniques x 5 activities x 15 format items x .5 per item) 225 points.Facilitation Technique In-Service Presentation: This in-service presentation will be acombination of a students facilitation technique paper and the justification for why the techniquewas selected for the identified RLST 4040 agency and its clients. The purpose of the presentationis to provide students with the opportunity to simulate a treatment team presentation or an in-service presentation. These types of presentations are required in most internships and will allowstudents to get their feet wet before internships. The 10-15 minute presentation will include:An introduction, definitions, effectiveness (supported by research), appropriateness for the clientsserved, and why the technique was selected for the agency. Additionally, students should beprepared to answer questions from the class following the presentation. The above 5 areas will beaddressed in the presentation with each section represented by 10 points for a total of 50 points.Total Points: 275 pointsGrading System:275 - 246 points = A245 - 219 points = B218 - 191 points = C190 - 164 points = D163 points and below = F']
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['BIO 121 Concepts of Biology Course Description: A concepts-oriented course for the non-science major. Study of the origin of life, the cell, growth and reproduction, genetics and evolution. Number of Credit Hours: 4 Course Prerequisites and Corequisites: Prerequisite none; Corequisite BIO 121L. Program Learning Outcomes: There are no specific program learning outcomes for this major addressed in this course. It is a general education core curriculum course and / or a service course. General Education Core Curriculum Objectives/Outcomes: Texas State Exemplary Educational Objectives in the Natural Sciences addressed by this course are: Objective one derstand and apply method and appropriate Objective two methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses, and interpretations both orally and in Objective three Objective four issues and problems facing modern science, including issues that touch upon ethics, Objective five nowledge of the interdependence of science and technology and their influence on, and contribution to, Student Learning Outcomes: Students who complete Concepts of Biology will be able to: 1. Explain the scientific method and critically evaluate scientific information (EEO 1, 2, 5). 2. Identify the chemical basis for life and the characteristics that distinguish living things from inanimate matter (EEO 3, 4, 5). 3. Illustrate how genetic information is passed from parents to offspring and how this genetic information is expressed by cells (EEO 2, 4, 5). 4. Classify the diversity of life forms from the species to kingdom level (EEO 2, 4). 5. Analyze biological interactions that occur from the sub-cellular to the ecosystem level of organization (EEO 1, 2, 4, 5). 6. Discuss the role of evolution in the history of life on Earth (EEO 1, 3). Program Learning Outcomes: Each of the student learning outcomes listed above address the Biology Department Program Learning Outcome #1: Demonstrate a good knowledge base in biological concepts and be able to integrate knowledge with critical thinking skills to become problem solvers. Knowledge base will include: levels of complexity (molecular/cellular through population/communities/ecosystems); biological principles and processes. Outline of Topics: Introduction to biology (5%) o characteristics of life o categorization of organisms based on their distinguishing characteristics o ecosystem organization and energy flow o steps of the scientific method Introductory chemistry concepts important to life (10%) o structure and function of atoms o bonding arrangements o properties of water o structure and function of the 4 major groups of organic compounds Cell structure (10%) o prokaryotic and eukaryotic cells o cellular organelles and their function o structure and function of the plasma membrane o mechanisms of transport through cellular membranes Cell division (10%) o the cell cycle o mitosis in plant and animal cells o methods of asexual reproduction o sexual reproduction and the stages of meiosis Principles of genetics (10%) o Mendelian inheritance and genetics problems o multiple alleles o codominance o polygenic inheritance o sex determination o X-linkage o pedigree analysis to study genetic disorders o cause and effects of chromosomal mutations DNA structure and function (10%) o Watson and Crick model o DNA replication o RNA structure and process of transcription o translation o effect of gene mutations o genetic engineering and biotechnology Plant structure (5%) o cell types, tissues, organs o sexual reproduction in Angiosperms Cellular metabolism (10%) o role of enzymes o importance of ATP o photosynthesis pigments, light-dependent reactions, Calvin cycle o aerobic cellular respiration glycolysis, Krebs Cycle, electron transport phosphorylation o anaerobic respiration Biodiversity (10%) o Taxonomy o Kingdoms of living organisms Principles of ecology (10%) o ecological communities o species interactions o process of succession o energy flow and nutrient cycling o biomes and their characteristics o aquatic ecosystems o impact of humans on natural ecosystems Principles of evolution (10%) o historical development of evolutionary ideas o evidence of evolution o evolutionary mechanisms o role of natural selection in evolution o the species concept and the process of speciation BIO 121, Section 005, Fall 2013 Concepts of Biology Instructor: Dr. Stephen Wagner Department: Biology Email: [email protected] Phone: 936-468-2135 Office: 223 Miller Office Hours: Monday Thursday, 8:30 9:45, Friday, 10:00 12:00 Tuesday, 2:00-5:00. Class Meeting Time and Place: Lecture: 11:00 12:15 T, R, Rm. 139 Miller; Lab: 1:30-3:20 R, Rm. 103 Miller Objectives: This course is an introduction to the basic principles that govern biological systems. We will study biochemistry, the cell, physiology, metabolism, growth and reproduction, genetics, taxonomy, evolution, and ecology. Instructor: My name is Dr. Stephen Wagner. I have a B.S. in Environmental Biology from Heidelberg College, an MS in Microbiology from North Carolina State University, and a Ph.D. in Agronomy (Soil Microbiology) from Clemson University. I spent two years as a postdoctoral research associate with the USDA, working on herbicide biodegradation. This is my 17th year at SFA. My major research interest is microbial ecology, emphasizing bioremediation, plant-microbe interactions, and effects of management practices on soil ecology. Besides this course my courses include Prenursing Microbiology, Cell and Molecular Biology, Microbial Ecology, Industrial Microbiology, Planetary and Space Biology, and SFA 101. -8 pre-service teachers and direct projects funded by NASA and the Department of Education to develop this program and a similar program for in-service teachers. Outside of work I enjoy gardening, walking our dog Charlie Brown, hiking, home improvement, cheering on my school and Cleveland, Ohio teams, attending church, and doing volunteer work. We have two children who are both married: Michael (age 26) and our daughter-in-law Katie (age 26) and Melissa (age 24) and our son-in-law Matt (Age 24). Melissa is expecting her first baby boy in November! SI Leader: I am very excited that Kyle Sherling, a former student of this course, will be helping us as our SI Leader. Kyle can be reached at: Phone: (972) 838-7697 Email: [email protected] Lecture Text: Essential Biology with Physiology, 4th Edition, by Simon, Reece, and Dickey, 2012, Pearson/Benjamin Cummings, San Francisco with Mastering Biology access card. Turning Point Response Card: All students are required to use a response device (clicker) for every meeting held for this course. These are readily available for purchase from several bookstores on and off of campus. Because we will use the clicker for attendance and lab quizzes, you must bring this to every class period. Typically these will be used during the first few minutes of class. Therefore if you do not have your clicker or are late to class, you will be counted absent and/or fail the lab quiz. Please purchase this and bring it to class by the 3rd class day (next Tuesday). Attendance Policy: You are expected to attend all lectures and exams. Because this course is a science activities course that usually will involve group activities, your attendance and participation in the class is very important. Absences are only excused as outlined in the university handbook: attendance is expected at all classes, laboratories, and other activities for which a student is registered. For those classes where attendance is a factor in the course grade, the instructor shall make his/her class policy known in writing at the beginning of each term and shall maintain an accurate record of attendance. Regardless of attendance, every student is responsible for course content and assignments. It is University policy to excuse students from attendance for certain reasons. Among these are absences related to health, family emergencies, and student participation in certain University-sponsored events. Students are responsible for providing documentation satisfactory to the instructor for each class missed. Students with acceptable excuses will be permitted to make up work for absences to a maximum of three weeks of a semester or one week of a six-week summer term when the nature of the work In the case of absences caused by participation in University-sponsored events, announcement of such absences by the Vice President for Academic Affairs will constitute an official excuse. Faculty members should submit a written explanation of the absence, including the date, time and an alphabetical listing of all students attending to the office of the Vice President for Academic Affairs for publication. You must make prior arrangements if you have to miss an exam or presentation. Please contact me before the exam if there is any problem. I will use a different format for makeup exams than the format used for the exams given to the rest of the class. All makeup exams will be given during the last week of the semester (December 3 - 7) to students who provide documented proof for a legitimate excused absence as described by university policy. Students who are late for an exam will not be permitted to take the exam and will only be allowed to take a makeup exam if there is a legitimate excuse (as described by university policy) for being late. Office Hours: Your success in this course as well as here at SFA is very important. Should you have questions or need additional help I maintain an open door policy and encourage every student to talk freely about any issue that concerns them. My office hours for the summer are listed above. If I am not in my office, I will leave a note as to my whereabouts. Also check rooms 101 (BIO Dept. office), or 207 and 208 (labs). Academic Integrity (A-9.1): Academic integrity is a responsibility of all university faculty and students. Faculty members promote academic integrity in multiple ways including instruction on the components of academic honesty, as well as abiding by university policy on penalties for cheating and plagiarism. I expect everyone to do her own, original work. This includes all exams, quizzes, and assignments. We will take appropriate disciplinary action, as described in the University Student Handbook, against anyone that does not comply with this policy. Definition of Academic Dishonesty As stated in the university handbook: "Academic dishonesty includes both cheating and plagiarism. Cheating includes but is not limited to (1) using or attempting to use unauthorized materials to aid in achieving a better grade on a component of a class; (2) the falsification or invention of any information, including citations, on an assigned exercise; and/or (3) helping or attempting to help another in an act of cheating or plagiarism. Plagiarism is presenting the words or ideas of another person as if they were your own. Examples of plagiarism are (1) submitting an assignment as if it were one\'s own work when, in fact, it is at least partly the work of another; (2) submitting a work that has been purchased or otherwise obtained from an Internet source or another source; and (3) incorporating the words or ideas of an author into one\'s paper without giving the author due credit." Acceptable Student Behavior: conduct the class or the ability of other students to learn from the instructional program (see the - Students with Special Needs: Students who require special accommodations for this course will be provided such accommodations within established university guidelines. Students who are requesting support services from SFA are required to submit documentation through the Office of Disability Services to verify eligibility for reasonable accommodations; the institution must review and evaluate that documentation. To obtain disability related accommodations and/or auxiliary aids, students with disabilities must contact the Office of Disability Services (ODS), Human Services Building, Room 325, 468-3004/ 468-1004 (TDD) as early as possible in the semester. Once verified, ODS will notify the course instructor and outline the accommodation and/or auxiliary aids to be provided. Please note that the only way you can get extra time to finish exams and/or work for the course is to be verified by ODS that you are eligible to receive this accommodation. Use of Electronic Devises: Use of computers and/or other wireless devises is not permitted in class. You may, however, audio and/or video record the lectures. Listening to a biology lecture repeatedly may not be Use of calculators will not be permitted for any exams. Ringing, playing, or singing cell phones or someone responding to one are a huge interruption during lectures; if you own or use one, please turn it off for lectures or do not bring it into the lecture hall. Additionally it is now university policy that repeated disruptions is grounds for dismissal from a course taught at SFASU. Extra Credit, Bonus Points: Opportunities for extra credit or bonus points will not be given to individual students but rather to all students as a whole. Students with excessive unexcused absences and/or tardiness will not receive any additional points. Course Evaluation: All students are required to complete a course evaluation at the end of the semester for both the lecture and lab sections. Failure to complete this evaluation will result in a 1% deduction in your final grade for the course. Course Requirements and Grading: The grade in the lecture portion of this class is based on the following criteria. Please remember that lecture and laboratory grades are computed into one grade; the same grade is recorded for both lecture and lab. The lab portion counts 1/4 (25%) while the lecture portion counts 2/3 (67%) of your final grade. There will be 1000 points possible for the entire course as summarized below) 1. Lecture Exams (600/1000 pts): I have scheduled 4 lecture exams during the semester. The syllabus lists the scheduled dates of these exams. Each exam is worth 150 points of the total points for the course. 2. Attendance (50/1000 pts): In order to encourage participation in the course you will receive some credit for attending class. Attendance will be compiled at the end of the semester. The total is worth 50 points of the total points for the course. 3. Mastering Biology Assignments (100/1000 pts): developed by the publisher of your book provides you access to a multitude of material to help you master the course! You will be required to complete several assignments using this resource. Please follow the instructions in your student access kit to enroll in my course. The course ID is: BIO121WAGNERF2013 4. Final Exam: This exam will be an online (Mastering Biology website) exam. Points earned on it will be applied as bonus points toward your total course points. 5. Lab Grade (250/1000 pts.): As noted above, you will receive a separate lab grade that will be used to calculate one final grade for the course. Therefore this is worth 250 points of the total points for the course. Summary of Course Grade 1. 4 Lecture Exams @ 150 pts. = 600 points 2. Attendance Quizzes @ 50 pts. = 50 points 3. Mastering Biology Assignments @ 100 pts. = 100 points 4. Lab Grade @ 250 points = 250 points 5. Total 1000 points Grading Scale 895-1000 pts. Or 90 - 100% = A 795-894 pts. Or 80 - 89% = B 695-794 pts. Or 70 - 79% = C 595-694 pts. Or 60 - 69% = D < 594 pts Or Below 60% = F Be On Time! You are disrupting the class if you come in late, leave early or walk out of the class during lecture time. Keep in mind that all your classmates paid the same amount of money that you did to take the course and deserve the best course we can possibly give them! Also, if you need an extra hour of sleep be considerate of these situations. Please let me know if you have to come in late or leave the lecture early. If you make a habit of disrupting the class I will subtract points from your final attendance grade. No Food or Beverages in Lecture Hall! The housekeepers who take care of the lecture halls work very hard to maintain a clean lecture hall and do not make a lot of money doing this. Please help them by not consuming food and beverages other than water while you attend class. e Ship! BIO 121 FALL 2013 COURSE SYLLABUS SUBJECT DAYS CHAPTER I. The Chemical Role to Life A. Introduction 8/27, 8/29 1 B. Essential Chemistry for Biology 9/3, 5 2 C. Molecules of Life 9/10, 9/12, 9/17 3 D. A Tour of the Cell 9/19, 24 4 E. Membrane Structure and Function 9/26 4 and 5 (pp. 83-89) EXAM 1: September 24, 2013 II. The Genetic Role to Life A. Cell Cycle, Mitosis 10/1, 3 8 B. Meiosis and Gametogenesis 10/8, 10 8 B. Patterns of Inheritance 10/15 9 EXAM 2: October 17, 2013 C. DNA Structure and Function 10/22 10 E. Cancer 10/24 11 F. Biotechnology 10/29 12 III. The Metabolic Role to Life A. The Working Cell 10/31 5 B. Photosynthesis 11/5 7 C. Cellular Respiration 11/7 6 EXAM 3: November 12 2013 IV. The Biodiversity Role to Life A. How Populations Evolve 11/14 13, 14 B. Microbial Life 11/19 15 C. Plants 11/21 16 D. Animals 11/26 17 THANKSGIVING! November 28, 2012 V. Humans Role to Life A. Ecology and the Biosphere 12/3 18 EXAM 4: December 5, 2013 FINAL EXAM: December 13 ']
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[' 17.482 Syllabus Spring 1998 JUN SEP OCT 17 2001 2002 2003 149 captures\n14 Jul 98 - 10 Mar 03 Close\nHelp US GENERAL PURPOSE FORCES\r17.482-3 / STS 532J/STS 071J Thursdays, 11am - 1pm\rMeeting in E51-165/TBA\rDiscussion sections: TBA Professor Posen, office in E38-634 Professor Postol, office in E38-632\rTeaching Assistant: J.B. Zimmerman Office hours of Posen and Postol: TBA and by appointment Posens phone ex. 3-8088 or 3-0133\rPostols phone ex. 3-8077\rZimmermans phone ex. 3-2633, email: [email protected]\rSpring 1998 Overview The purpose of this course is to acquaint the student with the\rmissions, capabilities, and costs of the largely non-nuclear forces\rthat make up the bulk of the US military establishment. The course\rwill also introduce the student to basic techniques for the\rassessment of relative military capabilities between adversaries in\rgiven theaters of military action. Central to the course will be an\rexamination of historical cases of military action that shed light on\rcurrent defense issues. Students will be evaluated on the basis of one paper and a final\rexam. The paper will consist of an analysis of a current conventional\rforces problem. The paper will be due one week before the last day of\rclass. This means that you should begin working on the paper at the\rbeginning of the semester. Some eligible topics are listed at the end\rof this syllabus. There will be an undergraduate discussion section.\rAttendance for the discussion section and lectures is mandatory. Required reading consists of a xeroxed collection of class notes\rwhich can be purchased at Graphic Arts in the basement of E51 (Sloan\rBldg.), delineated as "CN" in the syllabus. Topic List February 5 Intro: The Past, Present and Future of U.S. Force Structure February 12 US Grand Strategy February 19 The Nuclear Setting of Conventional Forces February 26 The Fundamentals of Campaign Analysis March 5 Accuracy, Lethality and Tactics March 12 The Simple Arithmetic of Ground Combat March 19 Case Study: The Battle of the Bulge April 2 The History and Role of Airpower April 9 US Intelligence Capabilities April 16 Combined Arms Warfare in Desert Storm April 23 Lessons from Ground and Air Combat in the Gulf War April 30 Search: Finding the Evasive May 7 The US Navy, the USMC, and Power Projection May 14 Peacekeeping and Peace Enforcement Assigned Readings Week 1, Feb. 5 - Introduction: The Past, Present and Future of\rthe U.S. Force Structure Les Aspin, The Bottom Up Review: Forces for a New Era , September\r1, 1993 (Office of the Secretary of Defense) CN Secretary of Defense Les Aspin, memo:"Four Options for a Defense\rthat Works," and article: "An Approach to Sizing American\rConventional Forces for the Post-Soviet Era"CN Congressional Budget Office (CBO), tables "An Analysis of the\rAdministrations Future Years Defense Program for 1995 Through\r1999". CN William S. Cohen, Annual Report to the President and the Congress,\rApril 1997, pp. 1-17. Optional additional reading: pp. 157-198.\rCN Week 2, Feb. 12 - US Grand Strategy Barry R. Posen and Andrew Ross, "Competing Visions for US Grand\rStrategy," International Security, Vol 21, No. 3 (Winter\r1996-97). President Bill Clinton, A National Security Strategy of Engagement\rand Enlargement, February 1995, The White House, pp.1-33 CN William J. Perry, "Defense in an Age of Hope", Foreign Affairs,\rVol. 74, No. 6, (Nov/Dec 1996) pp. 64-79 Week 3, Feb. 19 - The Nuclear Setting of Conventional Forces William W. Kaufmann, ed., Military Policy and National Security,\rFort Washington, NY: Kennikat Press, 1972, Chapter IV, VIII. CN Barry R. Posen, Inadvertent Escalation, Chapter 1, pp. 1-27.\rCN George W. Rathjens and Marvin M. Miller, "Nuclear Proliferation\rAfter the Cold War," Technology Review, Aug/Sep 1991. CN Kenneth Waltz, "Toward Nuclear Peace," in The Use of Force:\rInternational Politics and Foreign Policy, Robert J. Art and Kenneth\rN. Waltz, eds., 1983, pp. 573-601. CN Lewis Dunn, "Nuclear Proliferation and World Politics," in\rAmerican Defense Policy, 5th ed., 1982, Baltimore: Johns Hopkins\rUniversity Press, pp. 447-455. CN Thomas L. McNaugher, "Ballistic Missiles and Chemical Weapons: The\rLegacy of the Iran-Iraq War," International Security, Fall 1990, pp.\r5-34. CN Office of the Secretary of Defense, "Proliferation: Threat and\rResponse", Novmber 1997, pp. iii, 23-40; 60-77; 85. Week 4, Feb. 26 - The Fundamentals of Campaign Analysis John J. Mearsheimer, "Why the Soviets Can\'t Win Quickly in Central\rEurope," pp.139-175. CN House Armed Services Committee, "Soviet Readiness for War:\rAssessing One of the Major Sources of East-West Instability," 1988,\rpp. 1-17. CN Barry R. Posen, "The Balance of Ground Forces on the Central\rFront," Chapter 3, from Inadvertent Escalation, pp. 68-128. Ronald Asmus, Richard Kugler, Stephen Larrabee, "What will NATO\renlargement Cost?" Survival, vol. 38, no. 3, Autumn 1996, pp.\r5-26. For a critique of this literature students should read Eliot\rCohen, "Toward Better Net Assessment," pp. 176-215. CN For responses to this critique, and Cohen\'s defense, you may wish\rto review the "Correspondence" in International Security, Vol. 13,\rNo. 4, (Spring 1989). CN Week 5, March 5 - Accuracy, Lethality, and Tactics (Postol) Week 6, March 12 - The Simple Arithmetic of Ground Combat\r(Postol) William W. Kaufmann, "Nonnuclear Deterrence in Central Europe,"\rand Appendix, "The Arithmetic of Force Planning," from Steinbruner,\red. Alliance Security and the No-First-Use Question, pp. 43-44,\r51-79, 208-216. CN Thomas F. Homer-Dixon, "A Common Misapplication of the Lanchester\rSquare Law," International Security, Summer, 1987, pp. 135-139.CN John W. R. Lepingwell, "The Laws of Combat? Lanchester\rReexamined," International Security, Summer, 1987, pp. 89-127. CN Students interested in an alternative model may wish to consult\rJoshua Epstein, Strategy and Force Planning, (Brookings Institution:\r1987) Week 7, March 19 - Case Study: The Battle of the Bulge Charles B. MacDonald, A Time for Trumpets, Chapters 6,12,13,14.\rCN Recommended Reading: Charles MacDonald, A Time for Trumpets is recommended in its\rentirety for those interested in ground warfare when it does not go\rentirely right. Alternatively, students may wish to review Trevor\rDupuy Week 8, March 26 - Spring Break No class Week 9, April 2 - The History and Role of Airpower W.A. Jacobs, "The Battle for France, 1944," from Close Air\rSupport, Benjamin Franklin Cooling, Editor, Washington, DC: US Air\rForce (US Government Printing Office) 1990, pp. 237-293. Earl Tiford, Jr., "It Was a Loser," pp. 215-270, Chapter 5, from\rhis book, Setup. CN (I recommend the entire book; it is available for\ra reasonable price from the US Government Printing Office.) Robert Pape, "Coercive Air Power in the Vietnam War,"\rInternational Security, Fall, 1990. CN Week 10, April 9 - US Intelligence Capabilities (Postol) House Armed Services Committee, "Intelligence Successes and\rFailures in Operations Desert Shield/Desert Storm," August 1993, pp.\r1-45. CN Week 11, April 16 - Combined Arms Warfare in Desert Storm E. Cohen and T. Keaney, Chapter 3, "What did the Air Campaign\rAccomplish?," (GWAPS) pp. 55-119. Gen. Bernard Trainor (USMC ret\'d) and Michael Gordon, The\rGenerals War, chapters 18-20. Important Desert Storm Books: E. Cohen and T. Keaney, Gulf War Airpower Survey Summary Report\r(GWAPS) Rick Atkinson, Crusade US News Staff, Triumph Without Victory, (These are moderately detailed overviews of the whole war; see\ralso various participant memoirs.) Week 12, April 23 - Lessons from Ground and Air Combat in the\rGulf War (Press) Stephen Biddle, "Victory Misunderstood: What the Gulf War Tells Us\rabout the Future of Conflict," International Security, Vol. 21, No. 2\r(Fall 1996) pp. 139-179. Daryl Press, "Lessons from Ground Combat in the Gulf",\rInternational Security, Vol. 22, No. 2 (Fall 1997) pp. 137-146. Thomas A. Keaney, "The Linkage of Air and Ground Power in the\rFuture of Conflict," International Security, Vol. 22, No. 2 (Fall\r1997) pp. 147-150 Thomas G. Mahnken and Barry D. Watts, "What the Gulf War Can (and\rCannot) tell Us about the Future of Warfare," International Security,\rVol. 22, No. 2 (Fall 1997) pp. 151-162. Stephen Biddle, "The Gulf War Debate Redux" International\rSecurity, Vol. 22, No. 2 (Fall 1997), pp. 163-174. Week 13, April 30 - Search: Finding the Evasive (Postol) Association of the US Army, "The US Army in Operation Desert\rStorm," pp. i-26. CN US Army, Army Focus 1991, "Operation Desert Storm," pp.20-26 Week 14, May 7 - The US Navy, the USMC, and Power Projection Karl Lautenschlager, "Technology and the Evolution of Naval\rWarfare," pp. 173-221,CN, from the reader Ed. by S. Miller and S. Van\rEvera, Naval Strategy and National Security, (Princeton: Princeton\rUniv. Press, 1988), Those interested in naval warfare or doing papers\ron the subject will profit from an examination of this book. Week 15, May 14 - Peacekeeping and Peace Enforcement John Mearsheimer and Robert Pape, "The Answer, A partition plan\rfor Bosnia," The New Republic, June 14, 1993, pp. 22-28. CN "Situation in Bosnia," Hearings Before Senate Armed Service\rCommittee, August 11, 1992, pp. 22-62, Especially the prepared\rtestimony of Lt. General Barry McCaffrey, US Army and Gen. Lewis\rMackenzie, Canadian Army, former Commander of UN Peacekeeping Forces\rin Sarajevo. LtGen Harold G. Moore (Ret) and Joseph L. Galloway, pp.xvi (map),\r227-249, from Chapters 18 and 19, We Were Soldiers Once...And Young\r(New York: Random House, 1992) Paper Topics The following list of topics was devised to develop your ability\rto analyze non-nuclear military competitions. Not all of these topics\rnarrowly concern US military forces, but they all bear on future US\rmilitary planning. WARNING: These are complex tasks of research and analysis. If you\rdo not know much about Dewey and Hayden Libraries, now is the time to\rlearn. You should discuss your paper topic with\ryour\rTA in the early part of the term. A topic\rshould be selected by February\r26, and a preliminary outline and research\rplan should be turned in. A more comprehensive outline will be due\rApril 2. The final paper is\rdue May 7. Assess the air and ground campaigns that would attend a clash of arms on the Korean Peninsula. What might be the military objectives of each side? Could they achieve them? How might the fighting be terminated? US Navy open source threat assessment documents now discuss the danger to US interests posed by the "proliferation" of submarines around the world. Assess this threat. You will find it necessary to use a combination of political and military analysis. What is the USN\'s apparent proposed remedy for this "threat?" Does the remedy seem sensible to you? Why or Why not? Discuss the vulnerability of ports to attack. How easy would it be for an adversary to seriously impair reinforcement by attacks on ports? S. Korean ports vs. N. Korean, or Saudi ports vs. a future Iraqi or Iranian attack can be your base case. (Suggest other cases if you wish.) Many current proposals to cut the defense budget without cutting force structure advocate increased use of reserve troops. Assess the military wisdom, the political wisdom, and the practical possibilities of such proposals in the US. You would be advised to examine the historical record in the US and other countries regarding such forces. It will be necessary to consider the utility of reservists with reference to particular military contingencies. Since 1980 the US military has undertaken a number of missions. Discuss these missions in comparative perspective. What do these experiences tell us about the strengths and the weaknesses of the US military? Be sure to assess the missions from both a "tactical-operational" and a "politico-military" perspective. This paper should not discuss Operation Desert Shield. What is the security value of the West Bank to the state of Israel? Presuming there is some value, what political-military arrangements would permit a withdrawal? What might be the US role in such arrangements? (Alternatively, you may answer this question with reference to the Golan Heights.) South Korean defense officials have recently voiced concern over the growth in Japanese military capabilities. How much and what types of additional forces would Japan need before it represented a serious potential invasion or blockade threat to South Korea? How long would these capabilities take to acquire, and how could South Korea respond? Are South Korean concerns well founded? Evaluate the military balance in South Asia (India and Pakistan). What conventional military pressures, if any, are fueling the nuclear arms race on the subcontinent? Could conventional arms control ease these pressures? Suppose that the UN decided to put enough force into the disputed areas of what was once Yugoslavia to make it safe for all refugees to return to their homes--ie enough force to police the formerly ethnically mixed areas of the region. How much force would that be?? In 1993 there was both a war and a genocide in Rwanda. At the time, some advocated military intervention. That intervention did not occur. Similarly, a military intervention nearly occurred in neighboring Zaire, just a few months ago. Analyze either of these possible interventions. Currently the United States aims to "enlarge" the NATO alliance. The first candidates for membership are Poland, Hungary, and the Czech Republic. Both the CBO and the Rand corporation have tried to assess the costs of this policy, should it occur. Your job is to take the next step. Other candidates for future membership in NATO are the Baltic states, Latvia, Lithuania, and Estonia, Slovakia, Rumania, and possibly even Ukraine or Belarus. Assess the costs of integrating some of these states into the Alliance. During last years crisis in the Taiwan Strait it became apparent that the conventional wisdom among American defense experts is that China does not have sufficient military capability to conquer Taiwan. Is the conventional wisdom well founded? If so, is Taiwans present security vis-a-vis China likely to erode in the foreseeable future? Alternatively, what are the current and future threats to Taiwan from a Chinese military blockade? When the Coalition launched the ground offensive during Desert Storm the Iraqis in and around Kuwait City fled north toward Iraq. Suppose that the Iraqi forces had decided to stay in Kuwait City and fight. What number of US ground forces would have been required to conquer the city? How long might it have taken? Estimate the number of US casualties. to GPF page ']
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['Political Theories of Democracy (Political Science 571)For most of its history, democracy has been regarded as among the most undesirable forms ofgovernment. For Aristotle, who defined it as rule with a view to the advantage of those who are\npoor, democracy was a deviation from the superior form of government he termed polity, a\nmixed regime that included oligarchic elements. For Plato, democracy was characterized by\ntotal license; it naturally degenerated into tyranny. And even for the American Founding\nFather James Madison, democracyunderstood as direct popular rulewas a dangerous form of\ngovernment posing serious threats to both individual rights and collective well-being. By thestart of the twenty-first century, however, it seems that the conventional wisdom aboutdemocracy has taken a 180 degree turn. Few contemporary political thinkers fail to endorse\ndemocracy as the bestor at least the best possibleform of rule. And few political practitioners\nclaim to be anything other than small d democrats. What accounts for this shift in the place\naccorded democracy in contemporary political thought? What exactly is it that political\nphilosophersand leaders and activistsendorse when they endorse the democratic ideal? And\nhow does this apparent consensus on the value of democracy thrive amidst profound\ndisagreement about political ends?This course provides an overview of debates about the contested meaning and significance ofthis key political concept, democracy, with a focus in particular on debates among political\ntheorists and philosophers. Over the course of the quarter, we will compare ancient and modern\nconceptions of democracy and democratic citizenship. We will ask what role, if any, rights\nshould play in our understanding of democratic self-governance. We will ask what democratic\npolitical participation does, and should, entail. And we will consider recent arguments in favor\nof, and against, a specifically deliberative understanding of democracy. More generally, moving\nbeyond the apparent consensus on democracy, we will explore and engage in debates about what\nit means to govern democratically, whether democracy is in fact realized in polities that claim its\nname, and how best to further the democratic project.Course readings and requirements vary quarter to quarter. Please contact Professor Hayward foran updated syllabus.']
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['DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Transitional//EN" "http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd"> Aikido minus mysticism: a step forward [Archive] - AikiWeb Aikido Forums Apr MAY Jun 14 2006 2007 2008 1 captures\n14 May 07 - 14 May 07 Close\nHelp AikiWeb Aikido Forums > General > Aikido minus mysticism: a step forward PDA\nView Full Version : Aikido minus mysticism: a step forward Pages :\n[1]\n2 Please visit our sponsor: Big Apple 2 Bites - An Aikido Novel - Aikido principles and training help in the hero\'s quest for peace in life. Red Beetle06-07-2005, 07:51 AMWhen considering how to improve any Martial System it is necessary to take inventory, and examine if what is being taught is logically consistent and beneficial to the system as a whole. Take for example the teaching of "Ki." Lots of Aikido people run around talking about "ki", but the fact of the matter is that the teaching of "ki" is simply a mystical/magical teaching which conjures belief in superstitious nonsense. :p Students attempt to clear their minds, chant words or syllables, breath a certain way, assume postures, and so forth in the attempt to grasp or develop a magical power that is about as real as George Lucas\' "Force." :cool: Students and Teachers would do better spending their time in the examination of, and actual practice of technical skills, rather than pretending to direct a make believe power from their bowels to their fingers. Another example of the useless mysticism inherent in Aikido was the recent video that appeared on one of the forum threads. The clip did a nice job demonstrating technical skills that actually make up the system of Aikido. However, from time to time one would see something like: "Aikido is love." flash on to the screen. :crazy: Aikido is love? Please. Why not say, "Baseball is love." , "Golf is love.", "Nascar is love", or whatever else someone decides love is to them. The word \'love\' quickly loses any meaning. If a word can mean anything, then it simply means nothing. Aikido is not love. :yuck: Aikido is a Martial system. Aikido class may be a place in which you can practice loving your neighbor, but Aikido is not love. Just because a teacher, or a founder of Aikido was a nice guy, this is no basis for concluding that what he taught was the source of this kindness. Just because a teacher, or a founder of Aikido claims that what he teaches will bring a moral harmony and love for mankind, this is no basis for concluding that what he taught actually accomplishes his claims. If a person was not familiar with Aikido, and its mystical teachings, do you really think that such a person would conclude that Aikido was the way of peaceful harmony just by watching a demonstration of Aikido projections or neutralizations? Of course not. They may be impressed, but no such moral assertion will be made from watching such a demonstration. The reason it would be impossible to deduce a moral principal from a visual or tangible demonstration is because you cannot start with something you see (Aikido demo), and end up with something you cannot see (moral ideas). One can practice ethics in Aikido class, but one cannot deduce ethics from Aikido. If ethics are taught at Aikido class, then they did not come from Iriminage or kotegaeshi, but from Asian philosophy or religion. Since that is clearly the case, why should I pay homage to such Asian religious philosophy? Why not some other religion? Why not deontology? Why not utilitarianism? If I want to go to church, why would I go to Aikido class? If I want to learn how not to fight, couldn\'t I just ask an Amish person? Wouldn\'t that be easier than all that physical combat training? Aikido is combat training isn\'t it? The Amish manage not to fight without Aikido. The Amish manage to live in harmony without Aikido. Maybe Morihei Uyeshiba should have joined an Amish community instead of the religious school of Omoto-kyo. If you don\'t need Aikido to live in harmony and peace with your neighbor, and clearly you don\'t, then maybe Aikido doesn\'t need Asian philosophy of religion in order to function. Maybe Aikido is simply a physical exercise that can be used in a self-defense situation. RED BEETLE www.kingsportjudo.com\nMashu06-07-2005, 08:32 AMYou aren\'t talking about the mysticism itself but the mistaken/misinterpreted or incomplete views of Aikido that many of it\'s practitioners have. So your rant is like laughing at one of the blind men groping an elephant. They each think the part they have their hand on(or perhaps in) is the elephant but no matter how vehemently they argue their point they are wrong. Some of them aren\'t even touching the elephant ffs.\nmj06-07-2005, 10:49 AMI\'m afraid I have to agree. You obviously have not trained indepth with Aikido so you are coming across as arrogant and insulting, which I am sure you do not intend to be Red. The first lesson of Aikido, imo, is connection. There is no point discussing until you have this to give us a place to start communicating with each other. btw I don\'t consider myself to be a nice guy...just nicer than before :)\nMichael Neal06-07-2005, 11:14 AMNo I think red made some very valid points.\nKevin Leavitt06-07-2005, 11:41 AMI actually disagree with alot of what he said. I certainly understand from his perspective that this may not be what aikido is to him, but it certainly is to many and I don\'t consider it to be a waste of time spending time on the "internal" aspects. Why do you want to focus soley on the technical aspects of the art? What is it that you want to gain. "Combat effectiveness"? Your living in a world of romantic bullshido if you think that any martial art is going to give you skills that will make you combat effective in and of itself. Sure, you can get some good things like kotegaeshi, nikkyo etc...but failure to understand the underpinnings of principle will leave you lacking. Building character, perception, and the ability to read a situation and people around you is much more important aspect of studying martial arts than any limited technical skills you may learn. The art of awareness, posture, breathing, the ability to keep calm under pressure are much more important to my overall combat effectiveness. I\'ve used all those things in "combat" , rarely have I ever used any of my technical skills. sure, there are those that I do not consider warriors or "martial artist" that study aikido, but that does not mean that aikido is not meant for them. They get something out of it. I get much of the same that they do. Aikido can be an allegory for peace and can be a physical manifestation of resolving conflict. I think that is a wonderful thing. What is wrong with that? I don\'t consider it a waste of time. If you want simply the "external" things that make you "combat effective". Get yourself a stick, some pepper spray, a gun, and take some classes and learn how to use them the right way. I guarantee you will be miles ahead of anyone who studies TMA or any empty hand art at all. Please spare me all the "what if" scenarios dealing with why you need to study empty hand while you are alone in a sterile environment. I consider that to be a waste of time for 99.9% of the time.\nDon_Modesto06-07-2005, 11:41 AM....Lots of Aikido people run around talking about "ki", but the fact of the matter is that the teaching of "ki" is simply a mystical/magical teaching which conjures belief in superstitious nonsense. Either that or a problem of translation (and thus, lazy student: study more.) Students attempt to clear their minds, chant words or syllables, breath a certain way, assume postures, and so forth in the attempt to grasp or develop a magical power that is about as real as George Lucas\' "Force." People who took UKEMI from Osensei have a different opinion, of course. Students and Teachers would do better spending their time in the examination of, and actual practice of technical skills, rather than pretending to direct a make believe power from their bowels to their fingers. Assuming there\'s a contradiction here... Shaun Ravens has some interesting things to say about the "mysticism" of these practices... Another example of the useless mysticism inherent in Aikido was the recent video that appeared on one of the forum threads. The clip did a nice job demonstrating technical skills that actually make up the system of Aikido. However, from time to time one would see something like: "Aikido is love." flash on to the screen. :crazy: Aikido is love? Please. Why not say, "Baseball is love." , "Golf is love.", "Nascar is love", or whatever else someone decides love is to them. From the founder himself. But in Japanese it\'s a pun. "AI", written with different Ch. characters means both "harmony" and "love". The word \'love\' quickly loses any meaning. If a word can mean anything, then it simply means nothing. Yes. A complaint of my own, actually. But read into mysticism a little bit and you find that this is a feature, not a bug. Just because a teacher, or a founder of Aikido was a nice guy, Not sure he was. this is no basis for concluding that what he taught was the source of this kindness.Just because a teacher, or a founder of Aikido claims that what he teaches will bring a moral harmony and love for mankind, this is no basis for concluding that what he taught actually accomplishes his claims. Valid point. See essays of Ellis Amdur for a nicely fleshed out argument on this. If a person was not familiar with Aikido, and its mystical teachings, do you really think that such a person would conclude that Aikido was the way of peaceful harmony just by watching a demonstration of Aikido projections or neutralizations? Yup. People see what they want to see and often what they\'re told to see. The reason it would be impossible to deduce a moral principal from a visual or tangible demonstration is because you cannot start with something you see (Aikido demo), and end up with something you cannot see (moral ideas). Crick saw snakes and imagined DNA; Einstein saw himself on a light beam and saw Relativity. If I want to go to church, why would I go to Aikido class? UPAYA/HOBEN/Skilful Means If I want to learn how not to fight, couldn\'t I just ask an Amish person? Wouldn\'t that be easier than all that physical combat training? Read Saotome--Aikido and the Harmony of Nature. Aikido is combat training isn\'t it? Precisely, no. If you don\'t need Aikido to live in harmony and peace with your neighbor, and clearly you don\'t, then maybe Aikido doesn\'t need Asian philosophy of religion in order to function. Maybe Aikido is simply a physical exercise that can be used in a self-defense situation. Sounds like jujutsu. Aikido has a specific history and purpose. You don\'t know it, so aikido plays nail to your only tool, the hammer. Fun post, though. Reminds me of myself. Thanks.\nMashu06-07-2005, 11:56 AMWhen considering how to improve any Martial System it is necessary to take inventory, and examine if what is being taught is logically consistent and beneficial to the system as a whole. O\'Sensei would agree: "The Art of Peace begins with you. Work on yourself and your appointed task in the Art of Peace. Everyone has a spirit that can be refined, a body that can be trained in some manner, a suitable path to follow. You are here for no other purpose than to realize your inner divinity and manifest your innate enlightenment. Foster peace in your own life and then apply the Art to all that you encounter" Another example of the useless mysticism inherent in Aikido was the recent video that appeared on one of the forum threads. The clip did a nice job demonstrating technical skills that actually make up the system of Aikido. However, from time to time one would see something like: "Aikido is love." flash on to the screen. or ? Maybe they were mistaken. Just because a teacher, or a founder of Aikido was a nice guy, this is no basis for concluding that what he taught was the source of this kindness. I believe O\'Sensei was not particularly wrapped up in the western concept of good and evil but I could be wrong. I think he was more interested in what was appropriate. If a person was not familiar with Aikido, and its mystical teachings, do you really think that such a person would conclude that Aikido was the way of peaceful harmony just by watching a demonstration of Aikido projections or neutralizations? Of course not. They may be impressed, but no such moral assertion will be made from watching such a demonstration. You can\'t know it until you are in it. Even then it is difficult. An outsider drawing conclusions about what it is and what it isn\'t is probably doing himself a disservice. The reason it would be impossible to deduce a moral principal from a visual or tangible demonstration is because you cannot start with something you see (Aikido demo), and end up with something you cannot see (moral ideas). Aikido techniques are supposed to be very solution oriented with just the right thing with nothing more and nothing less. From this you could find that this principle is useful in other areas. If I want to learn how not to fight, couldn\'t I just ask an Amish person? Wouldn\'t that be easier than all that physical combat training? Aikido is combat training isn\'t it? The Amish manage not to fight without Aikido. The Amish manage to live in harmony without Aikido. Maybe Morihei Uyeshiba should have joined an Amish community instead of the religious school of Omoto-kyo. Amish people don\'t fight back as far as I know. This would leave them very vulnerable. They may appear non-violent but the self-violence they potentially open themselves to seems to make them rather violent in a way. This is against Aiki principles and therefore being Amish has nothing to do with Aikido. Anyway, I hope I haven\'t stuck my head in the elephant too deeply.\nChrisHein06-07-2005, 12:10 PMThe Problem with mysticism, is that it\'s mysterious. If you lose the mystery (not knowing what\'s going on) then it\'s no longer mysterious, however if you don\'t lose the mystery, then you can never learn what you are doing. Mystery is for the ignorant. If you know what "ki" is (or rather what others refer to as being "ki"), it\'s not mystical anymore. Most people in Aikido are trying to become masters of something that they want to stay in the dark about. It\'s very hard to pin Aikidoka (I\'m generalizing here) down when it comes to asking them what they want. I think the main reason for this is because they want to keep everything a mystery. They don\'t want to come to the conclusion that Aikido\'s syllabus isn\'t good for everything. They don\'t want to conclude that Aiki is basically rhythm, and reading of intention. They don\'t want to discover that "ki" is just alignment and energy exchange that any high school physicist could explain to you. If they came to a conclusion on any of these things they would loose their mystical system. Unfortunately by doing this they limit themselves to mediocrity. By never admitting to yourself that a something is normal, dependable, and useful, you can never master it. This isnt a sickness limited only to Aikidoka, its an infection you see in the whole traditional martial arts community. They would rather not understand the reason for something, so they can live in the hope that it will never be just normal. People want fantasy, and mystery. Thetas all fine and well Intel you attempt to learn, master, and teach something. Ive often said that most traditional martial artists should join a reenactment group, or theater company and not a dojo. The only problem with this non-mystical thinking is that it tends to close down openness to new things. Which is what Im always looking for. If there is some new way to do something (even if I have to dance around in a funny dress, and yell vowels to find it) I want to learn it, this however doesn\'t mean I should turn a blind eye to what I already know, and be afraid to admit what I have learned. -Chris Hein\nMary Eastland06-07-2005, 02:33 PMI don\'t think there is anything mystical about training to become stronger and then less likely to become a victim. Ki is not magic....... it is just co-ordination of mind and body. Looking at conflict as a way to create peace is a good idea. Mary\nMitchMZ06-07-2005, 03:22 PMI would have to disagree with the statement that Ki is not a real thing. In every culture, there is a way to define this natural occurrance. Westerners tend to define in it a secular way, whereas I think Easterners tend to explain it in a spiritual way....either way, it makes sense. Now, if we merge the study of Ki/Chi with realistic training methods and techniques, I think an art becomes very effective. The only flaw I see with Aikido is the way some people practice it. The techniques have their validity, as does Ki. Applying them effectively comes down to how much we want to train and how we train. Don\'t confuse your personal failures and the effectiveness of an entire system. That being said, I think there are a few things most dojos could do occassionally to solidify the effectiveness of their technique.\nKeith_k06-07-2005, 03:28 PMRed Beetle, According to your website, you don\'t practice aikido. Neither do I. Although I share your opinions on the role of ki and mysticism in the martial arts, I find it rude that you wish to impose this view on others. Mysticism is an integral part of Aikido. Those who practice Aikido gravitate to it for this reason, and those like you and me choose other arts with less emphasis on mysticism. If Aikidoka want to feel that they are in harmony with the universe and act with love and compassion as they inflict horrible pain (be it temporary or not) on an attacker, that is their business. I\'m sure they have equally disdainful opinions about my willingness to strike an attacker full force in the face. I do not wish them to impose their philosophy on my art, as I do not impose mine upon theirs. Keith edited to correct spelling\ntony cameron06-07-2005, 04:02 PM"better to remain silent and thought a fool than to speak and remove all doubt."\njss06-07-2005, 04:27 PMIf I want to learn how not to fight, couldn\'t I just ask an Amish person? Wouldn\'t that be easier than all that physical combat training? Aikido is combat training isn\'t it? The Amish manage not to fight without Aikido. The Amish manage to live in harmony without Aikido. Someone, I think on Aikiweb, had (or has?) a signature which came down to this: True pacifism is having the ability to kill someone and then choosing not to. I think that definition of pacifism is more in line with aikido than the Amish way of turning the other cheek. (As has been stated by Matthew Zsebik in post #7, btw.)\nMichael Neal06-07-2005, 04:34 PMI find it rude that you wish to impose this view on others How is he imposing his views on others? He is just stating his views just like everyone else here.\nChrisHein06-07-2005, 04:43 PMSomeone, I think on Aikiweb, had (or has?) a signature which came down to this: True pacifism is having the ability to kill someone and then choosing not to. I think that definition of pacifism is more in line with aikido than the Amish way of turning the other cheek. (As has been stated by Matthew Zsebik in post #7, btw.) Well..... Most Aikidoka don\'t know if they are capable of defending themselves or not. Atleast the Amish arnt\' pretending. -Chris Hein\njss06-07-2005, 05:11 PMWell..... Most Aikidoka don\'t know if they are capable of defending themselves or not. Atleast the Amish arnt\' pretending. Touch! :D\nakiy06-07-2005, 05:26 PMMysticism is an integral part of Aikido. That\'s an interesting statement, one with which I\'m not too sure if I personally agree. But, to make sure we\'re on the same starting page: How would you define "mysticism" in the context of your thoughts in this thread? I\'m sure they have equally disdainful opinions about my willingness to strike an attacker full force in the face. Interestingly, perhaps, at dinner last night, a friend of mine from the dojo said something to the effect of, \'I guess I have no qualms about hitting people." We then exchanged some stories of people hitting aikido shihan in the face (purposefully as opposed to accidentally) when training with them... -- Jun\nKetsan06-07-2005, 05:36 PMBuilding character, perception, and the ability to read a situation and people around you is much more important aspect of studying martial arts than any limited technical skills you may learn. The art of awareness, posture, breathing, the ability to keep calm under pressure are much more important to my overall combat effectiveness. I\'ve used all those things in "combat" , rarely have I ever used any of my technical skills. Agree totally.\nDon_Modesto06-07-2005, 05:45 PMKeith Kolb wrote: "Mysticism is an integral part of Aikido." That\'s an interesting statement, one with which I\'m not too sure if I personally agree. There\'s always that infinite regress, "What is aikido?" But I think mysticism was the air the founder breathed and so an integral part of aikido. Interested in your take, Jun.\nMike Sigman06-07-2005, 05:57 PMSomeone, I think on Aikiweb, had (or has?) a signature which came down to this: True pacifism is having the ability to kill someone and then choosing not to. And true BS is to say things like this when someone\'s younger sister can beat your butt. :) I think that definition of pacifism is more in line with aikido than the Amish way of turning the other cheek. Unfortunately, the Amish have been in the news this last week, via a book by a born and raised insider talking about physical and sexual abuse within the Amish community being much greater than perceived. Mike\nChrisHein06-07-2005, 06:10 PMUnfortunately, the Amish have been in the news this last week, via a book by a born and raised insider talking about physical and sexual abuse within the Amish community being much greater than perceived. Mike I think we\'re starting to get off track when we talk about the sexual tendencies of the Amish........ I would agree that mysticism is an integral part of Aikido, I had never really thought of it that way, it\'s an interesting thought. -Chris Hein\nakiy06-07-2005, 06:20 PMBut I think mysticism was the air the founder breathed and so an integral part of aikido. Yes, that\'s a very good point. Interested in your take, Jun. My thought is that mysticism is one manifestation of the spiritual aspects of aikido. I like the definition of "mysticism" that I just found on dictionary.com: A belief in the existence of realities beyond perceptual or intellectual apprehension that are central to being and directly accessible by subjective experience. I\'m sure there are many people out there who will say that they are not interested in anything but the physical "put your partner\'s butt onto the ground" part of aikido. For them, I wouldn\'t necessarily say that any sort of mysticism. That is why I said that I do not necessary agree that mysticism is an integral part of aikido. -- Jun, off to the dojo to have my butt put onto the ground\nKeith_k06-07-2005, 06:35 PMHow is he imposing his views on others? He is just stating his views just like everyone else here. "Imposing" may have been too harsh a word, but in effect Mr. Red Beetle is saying that the idea of ki, and the philosophy behind aikido, is rubbish. It is one thing to comment of the effectiveness of technique, but philosophy is neither right nor wrong. For him to say that a certain philosophical approach to martial arts is wrong, is...well wrong. I feel that it would be analogous to going to a dedicated Christian forum and starting a thread that says there is no way that a person could rise from the grave and come back to forgive all your sins and you are are fools for believing it. It just seems out of place in a bad way. That\'s an interesting statement, one with which I\'m not too sure if I personally agree. But, to make sure we\'re on the same starting page: How would you define "mysticism" in the context of your thoughts in this thread? I don\'t believe in the concept of "ki." The idea that there is some form of energy inside us and all around us that we can project from our bellies to our fingertips is a bit mystical to me. I may be wrong, but I think the idea of "ki" is integral to Aikido. "Ki" being a mystical concept, mysticism is integral to Aikido. IMHO of course. As for striking with the intent to do damage: I will concede that there are aikidoka who have no problem with my willingness to beat the crap out of my attacker if you concede that that are many who would have a problem with it.\nMike Sigman06-07-2005, 06:40 PMMy thought is that mysticism is one manifestation of the spiritual aspects of aikido. (snip) I\'m sure there are many people out there who will say that they are not interested in anything but the physical "put your partner\'s butt onto the ground" part of aikido. My two cents is that there is some "mysticism" via Ueshiba in Aikido because of Shinto (animism), but there\'s a misconception about the "heavenly views" in Asia among many westerners, particularly the New Age. The strong undercurrent that Ueshiba was drawing on was the Asian (read "Chinese", since they were the dominant power whom so many emulated) idea of there being a rationality to all things in the universe. In other words, there is an order, starting with the Yin-Yang explanation and developing in a logical progression. What many are interpreting as "spirituality", "mysticism", and "religious call to love" is actually more of an assurance that from the chaos there is an order of rationality. The Asian "religions" are justifying themselves on ORDER (read "HARMONY"), so "mysticism", in the western sense, is probably not quite accurate. My opinion. Mike\nMike Sigman06-07-2005, 07:01 PMI think we\'re starting to get off track when we talk about the sexual tendencies of the Amish........ WE aren\'t talking about it... it was in a book that just made the bookstores. The point is that you can\'t point out the Amish as being exemplars of "peace and love" without taking into account the whole picture. It\'s just like I pointed out to Craig Hocker... you can\'t writhe and moan about Tohei and Ki while trivializing his habit of drinking. A saint is a saint... a man is a man. ;) Mike\naikigirl1006-07-2005, 08:01 PMI think Aikido fights fire w/fire, which isnt necessarily a bad thing. You cant effectively stop fighting w/out knowing how to fight. I think this is the main idea of aikido. Although it is somewhat violent to learn aikido, it really IS love because it teaches you to use your skills to stop violence, and that shows love for other people. Red beetle , you speak of what you dont know . So learn something about Aikido and then come back here and whine. At least then you can back yourself up -Paige\nMary Eastland06-07-2005, 08:04 PM[QU A saint is a saint... a man is a man. ;) A saint is a person, too. (perhaps with just a good publicist). :) Mary\naikigirl1006-07-2005, 08:09 PMKeith kolb. You just like "red beetle" do not take aikido, therefore you also dont know what you are talking about. People who dont take aikido have no business coming on an AIKIDO website and posting nonsense. paige\nNick P.06-07-2005, 08:12 PMThe original poster is not imposing his views on any of his; this is a forum for everyone (and anyone) to post anything they wish; we can choose to ignore, agree or disagree. And hope Jun is watching closely enough when things get out of hand. "Aikido is not love. Aikido is a Martial system. Aikido class may be a place in which you can practice loving your neighbor, but Aikido is not love." No? Aikido is nothing but an expression of the spirit of Love for all living things. & The secret of aikido is to cultivate a spirit of loving protection for all things. from http://www.aikiweb.com/general/founder.html How does this relate to a sankyo that makes your eyes water, or an irimi-nage that feels like, well, nothing at all? I have no idea, but I am drawn to these ideals and embrace them as a fundamental under-pinning of Aikido. If I wanted a martial system (aka The 100% effective ass-whoopin\' system), then I would look elsewhere.... Maybe you should, as well.\neyrie06-07-2005, 08:19 PMHaving not seen the original Japanese quote "Aikido is \'love\'", I can\'t really comment otherwise. But here\'s a thought: Perhaps "love" (or at least what most people think of "love" in English) is not the right word??? The Chinese character for "love" is a composite pictogram depicting "friends" living under a "roof" with children, implying a harmonious relationship, based on friendship. Just some food for thought.... Ignatius\nFred Little06-07-2005, 08:24 PMSo this guy walks into a bar and says: "This place is full of drinkers and drunks...."\nLan Powers06-07-2005, 09:54 PMQuite a little hornets nest has been stirred up here. For what it is worth, my Sensei\'s views (I share them , fancy that :D ) is that ki is a good term for good body mechanics, mental intention, and focus. I care little for the religion - based aspects of Aikido, but love the discipline of its form and find a lot of value in the traditions....kind of a mixed signals thing, eh? The ideal of, at least, ATTEMPTING to "de-escalate" violence, is at least a step in the right direction for anyone, regardless of martial art discipline that is followed. For what it is worth, I have no problem with hitting people, but am better able to NOT hit them from this training. Self control is everything. I guess it is only mystical in the sense that it came from another culture. More of an "exotic" thing Lan\nakiy06-07-2005, 10:56 PMI don\'t believe in the concept of "ki." The idea that there is some form of energy inside us and all around us that we can project from our bellies to our fingertips is a bit mystical to me. I may be wrong, but I think the idea of "ki" is integral to Aikido. "Ki" being a mystical concept, mysticism is integral to Aikido. IMHO of course. Ah -- OK. Personally, I don\'t equate the notion of "ki" with "mysticism." Rather, I\'d probably say that the kind of things that Mike Sigman writes about above (eg Shinto) would more fall along the lines of "mysticism." There are elements of "faith" in budo training (and pretty much any other kind of endeavor), I think, though. Whether that\'s "mysticism" or not would probably depend on the person considing it. As for striking with the intent to do damage: I will concede that there are aikidoka who have no problem with my willingness to beat the crap out of my attacker if you concede that that are many who would have a problem with it. Oh, of course I\'d say that there are some folks out there in the world of aikido who have a problem with people who are willing to "beat the crap" out of someone. The same could probably be said about any martial art, but I\'d guess that the percentage of those who have a problem with such is probably higher in aikido than, say, in krav maga. But, then again, I do know of at least one aikido T-shirt that states, "We put the \'harm\' back into \'harmony\'"... On the topic of "aikido is love," the founder himself has said things like, "the path of aikido is the path of protecting love," "the path of aiki is the manifestation of love," and "true aikido is \'love\'." (First two quotes from "Takemusu Aiki" and the last quote from "Aikido" (thanks, Peter!) both translated from the original Japanese by me.) The character used for "love" is, indeed, . Personally, I\'m far from understanding what this really means, so I can\'t say much about this topic. Any way, I wouldn\'t say that aikido is unique in such thoughts. Even Kano sensei has written about the principle of "jita kyoei" (mutual welfare and benefit) for judo. I\'m sure that those folks (myself included) who have been on the receiving end of some judo techniques will say that my impact with the earth (oof) sure didn\'t feel so beneficial to my health! Yet, I can understand how the principle of "jita kyoei" comes through in the actual keiko and the shugyo. In any case, as far as the topic of those who have not taken aikido who wish to share their views, as long as they do so in a respecful manner that\'s conducive to meaningul exchanges of thoughts, I\'m fine with their participation. To conclude, I personally think that some interesting observations about aikido have been made by many folks in this thread. If anything, it\'s an exercise to help delineate my own thoughts in the matter... Best, -- Jun\nxuzen06-08-2005, 12:35 AMOnce I come across a Taoist saying:- Man follows the mandate (rules) of heaven; Heaven follows the mandate of the Way (Do or Tao); And the Way follows that which is natural. -Lao Tzu, a Taoist sage When I think abt this, I feel that aikido or any of the do art is a system of education that points to the direction of being natural or in compliance with what is natural or in harmony. Mysticism should not be attached to it. Mysticism denotes a very low level of intelligence to explain things. The concept of Ki or chi is IMO a concept that man develop to explain certain physical aspect that maybe modern science has yet to provide an answer. After more than 5,000 years, this term is still in use. I am wondering whether if we are so attached to this term or rather, if mankind still have need for this term/concept as we still have many issues that cannot be answered by conventional scientific knowledge. IMO Aikido is devoid of mysticism. It is only practitioners who attach mysticism or supernaturality to it. Hence it can be said mysticism is man-made not natural. FWIW and my two cents, Boon.\nErik06-08-2005, 12:40 AMWhy not say, "Baseball is love." , "Golf is love.", "Nascar is love", or whatever else someone decides love is to them. The word \'love\' quickly loses any meaning. If a word can mean anything, then it simply means nothing. This is done, indirectly, by certain individuals within sports. I doubt you hear it much in Nascar but you get it indirectly within golf and definitely within baseball although it\'s presented differently. I bet you could also find it within hunting or similar activities. Aikidoists, however, seldom use those terms to refer to a sport or activity. Better to deride it for allowing competition. That being said, I agree and disagree with much of what you wrote. Morihei Ueshiba, as Don pointed out, clearly came from a mystical realm and seemingly bought into a lot of stuff I would frankly deem as crap. But, he was what he was and you can\'t entirely disregard it. However, at the same time, trying to model everything: diet, no water during training, breathing exercises, etc. when you have no basis to define if any of it accomplishes anything seems dumb too. Maybe Ueshiba ate the diet he did because he couldn\'t find a steak and with more protein in his diet he would have grown taller and been twice as good as he was? So we come along as the knuckleheads we are and eat a macrobiotic diet like Ueshiba did because, well, that\'s what he did for a part of his life. And he was really good. And we want to be just like him. All the spiritual blather sometimes seems exactly the same to me, but you can\'t just disregard it either, if only for a historical understanding of where the art came from.\nCNYMike06-08-2005, 12:49 AM.... Lots of Aikido people run around talking about "ki", but the fact of the matter is that the teaching of "ki" is simply a mystical/magical teaching which conjures belief in superstitious nonsense. :p Students attempt to clear their minds, chant words or syllables, breath a certain way, assume postures, and so forth in the attempt to grasp or develop a magical power that is about as real as George Lucas\' "Force." :cool: Students and Teachers would do better spending their time in the examination of, and actual practice of technical skills, rather than pretending to direct a make believe power from their bowels to their fingers. Look at the name of the art: Aikido. Whether or not ki exists, O Sensei certainly believed in it, and it\'s right there in the name of the art. Another example of the useless mysticism inherent in Aikido was the recent video that appeared on one of the forum threads. The clip did a nice job demonstrating technical skills that actually make up the system of Aikido. However, from time to time one would see something like: "Aikido is love." flash on to the screen. :crazy: Aikido is love? Please. Why not say, "Baseball is love." , "Golf is love.", "Nascar is love", or whatever else someone decides love is to them. The word \'love\' quickly loses any meaning. If a word can mean anything, then it simply means nothing. Aikido is not love. :yuck: Aikido is a Martial system. Aikido class may be a place in which you can practice loving your neighbor, but Aikido is not love. Towards the end of his life, O Sensei thought of traiding the "Aiki" characters that mean "harmony" to "Aiki" that means love. Just because a teacher, or a founder of Aikido was a nice guy, this is no basis for concluding that what he taught was the source of this kindness. Just because a teacher, or a founder of Aikido claims that what he teaches will bring a moral harmony and love for mankind, this is no basis for concluding that what he taught actually accomplishes his claims. If a person was not familiar with Aikido, and its mystical teachings, do you really think that such a person would conclude that Aikido was the way of peaceful harmony just by watching a demonstration of Aikido projections or neutralizations? Of course not. They may be impressed, but no such moral assertion will be made from watching such a demonstration. The reason it would be impossible to deduce a moral principal from a visual or tangible demonstration is because you cannot start with something you see (Aikido demo), and end up with something you cannot see (moral ideas). One can practice ethics in Aikido class, but one cannot deduce ethics from Aikido. If ethics are taught at Aikido class, then they did not come from Iriminage or kotegaeshi, but from Asian philosophy or religion. Since that is clearly the case, why should I pay homage to such Asian religious philosophy? Why not some other religion? Why not deontology? Why not utilitarianism? If I want to go to church, why would I go to Aikido class? If I want to learn how not to fight, couldn\'t I just ask an Amish person? Wouldn\'t that be easier than all that physical combat training? Aikido is combat training isn\'t it? The Amish manage not to fight without Aikido. The Amish manage to live in harmony without Aikido. Maybe Morihei Uyeshiba should have joined an Amish community instead of the religious school of Omoto-kyo. If you don\'t need Aikido to live in harmony and peace with your neighbor, and clearly you don\'t, then maybe Aikido doesn\'t need Asian philosophy of religion in order to function. Maybe Aikido is simply a physical exercise that can be used in a self-defense situation. Except that the martial artist who did that would be guilty of being grossly disrepectuful to the founder, and failing to to his job of preserving and passing on what was passed to him. My Kali teacher, who also has permission to teach Pentjak Silat Serak, is constantly emphasizing his role as preserving the arts he is teaching. Martial arts is not just about teaching someone a skill -- it is about passing on part of a culture. That\'s even true of Jun Fan/JKD; that\'s why their terminology is in Cantonese. It may even be true of Western Boxing -- you just don\'t notice the culture becaue we\'re in it. WRT Serak, Andy always said, "It is very important to do things exactly the way I show you," in no small part to show proper hormat or respect to the founder of the art, Pak Sera, and his disciples. I don\'t see why this doesn\'t apply to Aikido. You are not just teaching joint locks and throws -- you can learn those anywhere. You are getting a small part of Japanese culture that has been refracted through O Sensei\'s vision. And if the "mystical nonsense" is an important part of what O Sensei wants passed down, then you\'d damn well better pass it down, or you are not doing your job as an Aikido student/teacher. Yet it is very odd/dsiconcerting to come to Aikido, supposedly a "traditional" art, and find people 180 degrees from someone in the "non-traditional" arts WRT the role of preservation. I\'ve had that drummed into me for over a year: That part of what we do is to preserve what we are given so it doens\'t vanish from the face of the Earth. Aikido may have had fifty years to establish itself in the West, but that doesn\'t make that job any less important. If you want to learn how to fight, don\'t go to anyone for formal training in anything. Just move to a bad neighborhood and get in fights every day. Martial arts is about more than that. And if you can\'t see that or refuse to accept it, then maybe you should ask yourself if you are doing the right thing with your disposable income.\nKeith_k06-08-2005, 01:23 AMBut, then again, I do know of at least one aikido T-shirt that states, "We put the \'harm\' back into \'harmony\'"... That is excellent! Being that Hapkido and Aikido mean the same thing in their respective languages, I may just have to borrow that t-shit idea.\nMichael Neal06-08-2005, 07:09 AMI don\'t have a problem with spirituality and I don\'t have a problem with people freely expressing their religious views. I just find it annoying and a bit pretentious when people use Aikido or any other martial art as a way to promote their religion when a great deal of people are there to learn a martial art.\nian06-08-2005, 07:09 AMI always like the anecdote about aikido in which someone asks Ueshiba "I would like to learn your aikido", whereupon Ueshiba replies "that\'s funny, everyone else wants to learn their own aikido". The point being that aikido is more of a personal exploration than a set standard. However, I agree that most mystesism (can\'t spell!) is just stuff repeated by others, whereas in rare cases it does express a real understanding that cannot be put in conventional terms (for example, I consider ki to be a \'model\' of how things work, and one which is flawed, but is simpler for explaining many things). However, we must critically assess all the information which we obtain - and I believe that is a big problem with aikido. Technological advancement is not done specifically because people are clever, but because people can record knowledge for future generations, and future generations can critically appraise this (whether deductive reasoning or empirical reasoning). As an aikido community we need to get together and produce falsifiable hypotheses i.e. underlying fundamentals in aikido which can be tested and refined or rejected. We are still in a stage where different aikido clubs do radically different things, and there has been no effort to objectively assess the advantages and disadvantages (possibly because an assessment in the dojo is nothing like an assessment within real combat).\nMike Sigman06-08-2005, 07:15 AMOn the topic of "aikido is love," the founder himself has said things like, "the path of aikido is the path of protecting love," "the path of aiki is the manifestation of love," and "true aikido is \'love\'." (First two quotes from "Takemusu Aiki" and the last quote from "Aikido" (thanks, Peter!) both translated from the original Japanese by me.) The character used for "love" is, indeed, . Personally, I\'m far from understanding what this really means, so I can\'t say much about this topic.I\'ve never been exactly sure how to handle some of the things O-Sensei did toward the end of his life. He was emotionally erratic, often irrascible, and treated with kid-gloves because of his temper outbursts (not always was he like this, but enough so that it was a common conversation). He awarded a woman dance teacher a 10th dan in Aikido and was seen in public demonstrations with her... notice how it\'s very difficult to find any mention of this in the literature. In other words, there was a certain amount of behavior and pronouncements that most of the Japanese surrounding O-Sensei sort of studiously avoid talking about. So when it gets down to the "Aikido is Love" part, I would have several questions about it, if I wanted to be sure I understood what he was talking about. First of all, I\'d want to be sure that the "love" translation really equates to the concept of "love" that westerners are thinking about when they hear that term. Secondly, I\'d want to know how old he was when he made that pronouncement. Thirdly, I\'d look at the uchi-deshi of the time and see how much their training focuses on and mentions "Aikido is love".... if it\'s not a big factor in what they say or train, then I wouldn\'t put a lot of weight onto the "Aikido is love" idea. ;) FWIW Mike\nSeiserL06-08-2005, 07:36 AMIMHO, Aikido is a tool, a discipline. It can be studied without the mysticism. But I personally like it.\nMichael Neal06-08-2005, 08:15 AMI have found more personal spirituality practicing Judo than I ever did with Aikido, even though there is no discussion whatsoever of spirituality in my Judo class or after class for that matter. I guess what I am trying to say that spirituality is a personal experience, and while your religious experience can tranfer to all aspects of your life it is better to leave the practice of religion to church and your personal time. Outward religious practice certainly does not belong in a martial arts class. How would you like it if your sensei was a Catholic and they did Catholic religious rituals during class?\nrob_liberti06-08-2005, 08:19 AMWhen I think about the idea: "aikido is love" - I think about what does "aikido" mean to me, and what does "love" mean to me, and I think about how to reconcile the two things. I think the mental materialism approach of "I already know what aikido is, and I already know what love is, and they are not the same thing" is not quite the point. It is directly against the message of "shoshin". This kind of topic reminds me of Plato\'s "forms" - like what is "justice"? what is friendship? what is virtue? can virtue be taught? It might not be such a horrible thing to ask yourself now and again, things like: what is "ki"? what is "aiki"? what is "do"? what is "ikkyo"? what is "iriminage"? what is the "wa"? etc. Giving credit where credit is due, I would say that Mike Sigman has done a really good job with what is "ki"? I would love to read about some of the other ideas - I just mentioned - thought about to that degree or more. Rob\nakiy06-08-2005, 09:03 AMHi MIchael, I don\'t have a problem with spirituality and I don\'t have a problem with people freely expressing their religious views. I just find it annoying and a bit pretentious when people use Aikido or any other martial art as a way to promote their religion when a great deal of people are there to learn a martial art. Unsurprisingly, perhaps, but I\'m a bit lost. I\'m not too sure if anyone here has said that aikido should contain religious teachings. Can you expand a bit on your thoughts about this? In what manners have you seen aikido people using aikido to promote their religion? -- Jun\nMichael Neal06-08-2005, 09:49 AMJun, many are promoting Aikido as a Religion, and practically worhipping Ueshiba as a diety. Magical powers of Ki, absolute faith in magical like acts performed by Ueshiba even though they never experienced it themselves, etc. I can spend a bit of time here on Aikiweb collecting the quotes if you would like\nMike Sigman06-08-2005, 09:53 AMJun, many are promoting Aikido as a Religion, and practically worhipping Ueshiba as a diety. C\'mon, Michael.... he wasn\'t THAT fat. ;) Mike\nCNYMike06-08-2005, 10:56 AMJun, many are promoting Aikido as a Religion, and practically worhipping Ueshiba as a diety. Magical powers of Ki, absolute faith in magical like acts performed by Ueshiba even though they never experienced it themselves, etc. I can spend a bit of time here on Aikiweb collecting the quotes if you would like Mike, last fall I attended an anual seminar here in CNY with an Okimura Sensei, who started training under O Sensei in the 1950s and is also a Buddhist priest. So he should know whether Aikido is relgious or not. He said flat out, no ifs, ands, or buts, "Aikido is not religion." That\'s a quote. Make of that what you will.\nRon Tisdale06-08-2005, 11:06 AMNone of the yoshinkan schools I know of practice aikido as religion. Maybe you just hang out in the wrong places.... :D Ron\njonreading06-08-2005, 11:18 AMSeparation of Church and Class!? I have a very hard time with this same concept. So far, this is about all I can say: Religion exists in aikido because the founder was very religious (in many eyes fanatical). The interaction of religion and aikido is important to training because concepts, ideas, and philosophies of aikido are derived from religious beliefs; just as many physical techniques were derived from daito ryu. Aikido people are required to understand the religious interaction of aikido to excel in training; they are not required to believe it, live it, or do anything else with it. Aikido people are required to understand the physical interaction of aikido to excel in training; they are not required to practice it, live it, or do anything else with it. This is the balance of aikido. To remove the spiritual component would leave you with a collection of techniques that resemble daito ryu. To remove the physical component would leave you with religious doctrine. Together, you have a martial art called aikido. That said, I have found that aikido is growing in spiritual zealots unbalancing aikido practice. If taken out on context, many of O\'Sensei\'s comments would seem fanatical or mystical (heck, even taken in context some of his quotes and ideas are "excentric"). To that extent, I agree that we need to pay closer attention to what the aikido community protrays is aikido, but I don\'t think that was the focus of the thread. Aikido a a budo; an ideology to improve life in all aspects, not just fighting...\nMichael Neal06-08-2005, 11:23 AM ']
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[" Internet Archive Wayback Machine Internet Archive's Wayback Machine Loading...\nhttp://www.uic.edu:80/~mckenzie/101syls02.html | 12:46:47 Oct 2, 2002\nGot an HTTP 302 response at crawl time\nRedirecting to...\nhttp://tigger.uic.edu/~mckenzie/101syls02.html\nImpatient? The Wayback Machine is an initiative of the Internet Archive, a 501(c)(3) non-profit, building a digital library of Internet sites and other cultural artifacts in digital form.Other projects include Open Library & archive-it.org.\nYour use of the Wayback Machine is subject to the Internet Archive's Terms of Use. "]
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[" Advanced Reservoir Engineering AUG MAY DEC 5 2004 2005 2008 26 captures\n10 May 00 - 31 Jan 09 Close\nHelp PGE 383.6 Advanced Reservoir Engineering\nThe University of Texas at Austin Fall 1999 Unique No. 17365 Meeting Time and Place Instructor\nTA/Grader Office Hours WWW and EMail\nCatalog Listing Prerequisites Texts Grading Exams Homework Attendance Special Requirements Course Evaluations Course Objectives and Content Meeting Time and Place MWF 2:00-2:50 pm CPE 2.202 Instructor\nMark A. Miller, PhD, PE Associate Professor of Petroleum Engineering Petroleum Engineer, Getty Oil Co., 1972-80 PhD Petroleum Engineering, Stanford U., 1983 BS Engineering, Harvey Mudd College, 1972\nDepartment of Petroleum and Geosystems Engineering\nThe University of Texas at Austin\nAustin, TX 78712-1061 Office: CPE 4.186A Phone: (512) 471-3250 Fax: (512) 471-9605 Email: [email protected] Grader Carlos Anez\[email protected] CPE 4.148 Office hours to be arranged. Office Hours MWF 10-11:30 am Please try to use class time and office hours as much as possible for your questions. If you must see me outside my office hours, you may either see me after class or call for an appointment. Email is a good way to contact me. WWW & Email\nInformation for the course, including this syllabus, can be accessed at:\nhttp://www.pe.utexas.edu/Dept/Academic/Courses/F1999/PGE383.6/\nThis web site will be used throughout the semester to post solutions to homework, provide additional information, etc. In addition, data for some homework assignments and other things may be emailed to students in the class to avoid having to retype things. Early in the semester, everyone in the class should send an e-mail message to [email protected] with the body of the message stating: subscribe pge383-6 You should get a message back stating that you were added to the list. Please let me know if you have any difficulties in doing this. You can unsubscribe from the majordomo list with a similar command in the body of the message (although you won't probably need to, since the list will expire at the end of the semester):\nunsubscribe pge383-6 The email address of the class list will be [email protected] Catalog Listing None. Prerequisites\nGraduate standing plus a fundamental understanding of petroleum reservoir engineering comparable to having taken the undergraduate course PGE 331 - Fundamentals of Reservoir Engineering. Students without the requisite background should see the instructor. Texts\nRequired: There is no required text for the course. We will do readings out of handouts, selected books, handbooks, and journal articles. Reference: Fundamentals of Reservoir Engineering, Dake (1978). The Practice of Reservoir Engineering, Dake (1994). Petroleum Reservoir Engineering, Amyx, Bass, and Whiting (1960). Applied Petroleum Reservoir Engineering, Craft and Hawkins (rev. Terry) (1991). Pressure Buildup and Flow Tests in Wells, Matthews and Russell (1967). Advances in Well Test Analysis, Earlougher (1977). Well Test Analysis, Raghavan (1993). Enhanced Oil Recovery, Lake (1989). Waterflooding, Willhite (1986). Reservoir Simulation, Mattax and Dalton (1990). Principles of Applied Resevoir Simulation, Fanchi (1997) The Properties of Petroleum Fluids, McCain (1990) Grading Homework\n200\nA=\n850-1000 Midterms (2)\n400\nB=\n700-849 Final\n400\nC=\n550-699 Total\n1000\nD=\n400-549 Up to an additional 20 points may be awarded at my discretion for class participation, exceptional effort, improvement, etc. These points are non-negotiable! Some adjustments in the grading scheme may be made in the interest of fair and uniform grading. In no case will grading be harsher than the above. Questions about grading should be brought to my attention as soon as possible. You will have one week after the item is returned to discuss your grade. Homework grading must be discussed with the Grader first. No grade will be changed after this one-week period. Exams Midterm Exam #1\nWednesday, 29 Sep, Time TBA Midterm Exam #2\nWednesday., 03 Nov, Time TBA Final Exam\nSaturday, 11 Dec, 2-5 pm If there is a problem with the dates or times for the midterms, please see me as soon as possible. Be forewarned that exams will be strictly timed. Automatic grade deductions will be made for turning them in late. Make-up exams will not be given. If you have a valid excuse (as determined by me) for missing a midterm, your final exam will grade will count 600 instead of 400 points. Homework\nApproximately one per week. You are encouraged to discuss assignments with your colleagues after you have applied individual diligent effort. However, the work you turn in must be entirely your own. Homework assignments are intended to be practice to be certain that you understand the material. It is your chance to test what you know and to get feedback. Your best grade strategy is to attempt all of the assignments yourself before seeking help. The importance of homework in getting a good grade is far greater than the 20% weighting it receives in calculating your grade. Homework assignments will be graded on the basis of apparent effort, completeness, and clarity of presentation. Solutions will be posted in the Petroleum Engineering Reading Room and available for www or ftp download. You will be in charge of self-evaluating your homework solutions. Assignments are due at the beginning of class on the due date. Late assignments will not be accepted, except in very rare, very serious, and unexpected circumstances. The chance of acceptance of late homework will be improved by checking with me beforehand. Attendance\nClass attendance is not mandatory, however, the course includes a large amount of interpretative and explanatory material that will be presented only during lectures. If it is necessary for you to miss class, you should arrange to get class notes and handouts from someone in the class. Special Requirements\nUniversity policy applies to dropping the course. Academic honesty is taken very seriously in this course. It is your responsibility to avoid situations where academic honesty can be a problem either for yourself or for those around you. Violations will be referred to the Dean of Students. The University of Texas at Austin provides, upon request, appropriate adjustments for qualified students with disabilities. For more information, contact the Office of the Dean of Students at 471-6259, 471-4241 TDD or the College of Engineering Director of Students with Disabilities at 471-4321. Course Evaluations\nA course/instructor evaluation will be conducted during class time sometime the last week of class. The evaluation will be conducted by someone in the class and returned to the Petroleum and Geosystems Engineering departmental office. Results will not be seen by the instructor until after grades have been turned in. All course/instructor evaluations are anonymous. The instructor welcomes feedback from students throughout the semester with regard to ways the course can be improved. In the event, however, that students wish to provide anonymous feedback, the Student Feedback Forum of the Cabinet of College Councils also offers students a line of communication with professors. Their URL:\nhttp://ccwf.cc.utexas.edu/~cabinet/comments.html can be used to send anonymous feedback to any professor about a course. Please use this if you feel that you would like an anonymous form of communication with us during the semester. Course Objectives and Content\nThis course is intended to explore advanced concepts in reservoir engineering. We will use as an important tool, reservoir simulation, in that we will apply reservoir simulation to a variety of problems, comparing results to those from other reservoir engineering methods. I. Material Balance (revisited)\nII. Reservoir Flow Under Various Conditions and Geometries\nA. Slightly compressible fluids, gases, and multiphase flow\nB. Early and late time characteristics\nC. Pseudosteady and steady flow\nD. Superposition in time and space\nE. Gravitational effects\nF. Well deliverability\nIII. Rate vs. Time Forecasting A. Combining rate and material balance relationships\nB. Aquifer influx\nIV. Miscellaneous\nA. Dual porosity behavior (naturally-fractured systems)\nB. Simultaneous mass and heat flow (applications to thermal recovery) "]
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[" Social Detox APR OCT APR 24 2007 2008 2009 18 captures\n18 Dec 07 - 4 Jan 14 Close\nHelp Social Detox\nProcess Not Product Social Detox at GermantownSkillshare\nPosted in Uncategorized on September 26, 2008 by clover56 Last weekend a group of us gathered around a smoldering fire at Germantown Community Farm to discuss the role/responsibility of men in ending gender oppression. The discussion went in many directions as any HUGE expansive topic such as this one will facilitate. One amazing aspect of this discussion was the balance in participation. It seemed as though everyone had a lot to say and offer to the space, and I feel like I learned a lot. So I want to say thanks yall for putting on such an awesome weekend, a great dance, and for having so many great workshops and skillshares. And the food was amazing. I am for sure movin out to the countryside.\nI wanted to take this space to share some of the discussion topics that came up. List style:\n-How can men relate to feminism in sustainable ways? A point was made that so many mens groups have come together and men have started working on feminist projects, but then the groups fade away or someone drops the ball. Basically, how can men be involved and stay involved. What would that look like?\n- Men often take up space in music that can interrupt or make the music dysfunctional. A woman expressed that playing music in a group of all women is a completely different experience than with a group of men. This topic spun off into some talk about listening skills. Which Ill say right now as a man thats something I need to be constantly aware of and working on.\n- Childhood development and gender roles. We see kids growing up into sexist roles and acting out on them at a very young age. How can we subvert the mainstream messages and nurture a more creative and self-empowered expression of gender for kids?\n- Struggle with maintaining boundaries around radical ideas in more mainstream spaces. At a worksite for example, a group of men talking in dis-respectful and sexist ways about women. How to interact with that as one of the guys. How to challenge that in ways that can be heard in such spaces without compromising values. Example; like acting aggressive to be heard in a group of men. How can this be done in ways that are not validating patriarchal behavior?\n- We talked Mens experience with gender. Growing up, being molded, the peer pressure, sexuality, bullying, pornography, power, etc etc..\n- How can men be active in resisting sexual assault, understanding the complexities of consent in our relationships and sexualities, and being accountable and supportive to survivors of sexual assault?\n- What is the power or presence of a group of men hanging out together. What is the dynamic when a woman walks by? What about when a group of men and a woman cross paths on a sidewalk. Who steps aside? How does the attention shift in the group? How can these dynamic be handled in a way that is anti-sexist and aware of privilege?\n- Positive masculinity. Whats it look like? There are many different male archetypes but how does this intersect with race and white supremacy? Who gets framed as the bad guys and who gets access to the good guy male performance.\n- Queer masculinity/ Transmasculine expression. Expressing ones gender is an important and empowering part of queer and trans identity. How can a masculine expression be anti-sexist and accountable to folks who are so often silenced and oppressed by sexism.\n- What makes power oppressive? Can we explore roles of power together in ways that are consensual? What about sharing power. Like contributing to eachothers self empowerment rather than competing in ways that deplete or take power away from others. How can power be shared and sustainable.\n- How do women play into patriarchy? How can this be challenged on a personal level as well as a social level? What dynamics exist between women that can encourage or enable a sexist space?\n- Some things that we can do immediately to challenge sexism in ourselves and community; ( I can only remember a few of the things we talked about. Our conversation spun in many ways) Share skills and information. Engage with people while teaching. Show someone how to do something and then let them do it themselves.\nListen and self reflect on listening.\nDont play guitar when someone is talking to you.\nBe aware when your a guy in a group of guys. What kind of space youre takin up.\nIf youre a guy and suddenly you find yourself walking closely behind a woman on the street, give her space. Stop to tie your shoe or cross the street or something.\nDont validate sexist behavior in the workplace. Dont laugh at sexist jokes. Challenge that shit.\nLearn how to be supportive of people by listening to their needs. Never decide how to take action on behalf of a woman whos been hurt or violated.\nRead other lists of similar stuff or add to this one. 1 Comment SexualityEducation/Liberation\nPosted in events with tags socialdetox, feminism, gender, anti-sexist, sexuality, sex positive, sex education, liberation, ghostcat, ithaca, ny, fingerlakes, potlucks on July 25, 2008 by clover56 This is the theme of a bi-weekly potluck that I host at Ghostcat Co-op where I live in Ithaca NY. The events are everyother thursday starting at 6pm. The past couple potlucks we discussed the many ways that we have all learned about sexuality growing up, all the influences and stuff that teach us about our bodies, identities, desires, and the basic how to do it. Attendance has been great, and this shows the real need that we have as a community to talk more about sex and to learn more and support eachother in this process.\nIm really excited to announce that we will be continuing this potluck series through the fall and it is evolving into a class/skillshare type event with specific topics being taught by rotating teachers. There are fantastic heaps of sex-positive information in our community and room to expand it.\nTo get on an e-mail / phone tree list for updates about the potlucks; contact me at Clover56 (at) riseup (dot) net Leave A Comment Earth FirstRondy\nPosted in Uncategorized on July 16, 2008 by clover56 I just got back from the Earth First! Round River Rondevous. It was a pretty darn good time. I met some great people, learned some skills, had some really amazing conversations, ate awesome healthy food, and got covered in mud.\nI did a SocialDetox workshop there with my friend Chelsea from Antioch. I thought it went really well, even though I might change some things in the future. Upcoming is the NorthEast Climate Confluence! Im super excited about this event. Check it out.\nwww.climateconfluence.org Leave A Comment Hitting a Wall: How Not to Start a MensGroup\nPosted in interviews with tags anarchism, anti-sexist, feminism, men's group, social justice, socialdetox on May 22, 2008 by clover56 Read more Leave A Comment The SecondIssue;\nPosted in Uncategorized on April 5, 2008 by clover56 Hello world,\nthe next issue of social detox is in the making, amongst other things. Its going to have no particular theme because trying to stick to a theme has kept me from making the zine. Instead its going to be a strange string of thoughts and connections. Hopefully it will be accessable and make sense and be a good follow up after the first zine. To contribute to the zine, please send stuff to me.\nSome topic ideas for #2\n-sexism makes your music sound like shit\n-personal stories from men around ithaca\n-interview with me (ryan clover) about the project\n-accountability and sexual assault\n-consent and sex education\n-liberal new age sexual predators Leave A Comment Notworking\nPosted in Uncategorized on March 15, 2008 by clover56 I regret to say that the Mens Discussion Freeskool class is not working for me. There have been a variety of struggles to get things together here in ithaca, and there hasnt been enough support for this project. Its ended up with just a few people trying to find time to get together, and never getting around to it. Im ashamed to even admit this because I feel somewhat responsible for its dysfunction, but Im learning and processing so much and really, nobody RSVP for the class.\nSo in my life, most of the real work and processing of these issues is happening at my house (ghostcat). Theres 3 of us, all guys, and we process so much together, and have good supportive friendships. Its providing us with a space to encounter gender issues and work through stuff but still, theres something we need in the Anarchist Community at large and thats more action toward creating safer spaces and more action to confront sexism and deal with it.\nI was traveling around a bit last month and met some guys who were trying to organize mens anti-sexist groups They seemed to be having the same struggle. They could have their meetings, but people were too inconsistent, so there was never any carry over. To be radical and work toward liberation, perhaps we need to emphasize a consistent process rather than a meeting. Perhaps we need to save the meetings for times when were planning something, or dealing with an issue that came up. In the meantime, we can always have conversations about gender, about unlearning oppressive behavior, about developing good communication skills and relationships. I want to write more on this later.\nI feel like im opening up a whole new space on this blog to write like this in the first person and all But thats my goal right now. I want to put myself out there, and start writing about my experiences and emotions around these issues. I think that this project will be more useful this way.\nSocial Detox is a process, not a product.\nwith fire,\nRyan 2 Comments Social DetoxPostponed\nPosted in events on February 28, 2008 by clover56 The Social Detox class will be postponed until next week. We are still figuring out a good day of the week for the class. So far there are only a few RSVPs for the class. If you are planning on being a part of this discussion, please contact me so we can work it out. Thanks! Leave A Comment SocialDetox ClassSyllabus\nPosted in events with tags anarcha-feminism, anarchism, anti-authoritarian, anti-capitalist, feminism, gender liberation, ithaca freeskool, men against sexism, radical, socialdetox on February 11, 2008 by clover56 Welcome to this Winters Freeskool Session of SocialDetox. This class officially begins on thursday Feb 28th then itll be a closed session. To join the class you will need to RSVP with me at clover56 at riseup.net\nReadings\nThere will be required readings for the class. We will take this part of the class very seriously. The readings will provoke discussion that goes deep into the topic of anarchism and gender liberation. Some of the books we will explore;\nWoman and Nature, by Susan Griffin\nConquest, by Andrea Smith\nThe Color of Violence, by Incite! women of color against violence\nStopping Rape, a Challenge for Men, by Rus Ervin Funk\nNightVision, by Butch Lee and Red Rover\nCaliban and the Witch, by Silvia Federici\n- also, well be reading various zines from the Social Detox Distro.- Leave A Comment Freeskool Winter/SpringSession\nPosted in events on January 11, 2008 by clover56 The focus of this class is to create a space for men-identified folks to learn about gender issues. This class is anti-sexist. We will have discussions, readings, visiting teachers, and will collaborate on a final project.\nRequirements: students must rsvp before session begins 2-28-08\nOpening Session and presentation:\nFeb 7th @ 7pm @ Ghost Cat co-op 514 N. Aurora st.\nClass Begins\nFeb 28th @ 7pm @ Ghost Cat co-op 514 N. Aurora st.\nFinal group presentation\nApril 24th (time and location tba) Leave A Comment Zine issue #1 primerissue\nPosted in zines with tags anarcha-feminism, anarchism, anti-sexism, clover56, gender liberation, social detox #1, social justice, socialdetox, zines on January 10, 2008 by clover56 Social Detox Zine issue #1 (the primer issue)\n(Click to Download) socialdetox-_1.pdf I finally figured out how to scan zines and now its ready to be downloaded. More zines are coming! So .. egh hem.. anyways Its been incredible to create this zine. this project has created the space in my life to focus on gender liberation and collaborate with amazing people in the process. Thanks to my friends whove supported this project, and to the honest criticism Ive gotten as well. This wouldnt exist if werent for the love and support of my comrads. Fire UP! Leave A Comment Next Entries Pages About\nContribute\nDistro Categories events (6) interviews (10) Media (6) Uncategorized (4) writings (7) zines (10) Recent Posts Social Detox at GermantownSkillshare SexualityEducation/Liberation Earth FirstRondy Hitting a Wall: How Not to Start a MensGroup The SecondIssue; Links Against Patriarchy 07\nChicago ClitFest\nColours of Resistance\nDeal With It\nDerrick Jensen\nDifferent Kind of Dude Fest\nIncite!\nIthaca Freeskool\nMedia Education Foundation\nNCOR\nPhillys Pissed/Philly Stands UP\nPMS Media\nThe Anarcha Project\nThe Icarus Project\nWemoons Army FireUP! Recent Comments\nsundeep on Social Detox at Germantownmidwestwren on Aboutclover56 on Notworkingonewithbriteyes on NotworkingMONSTERS OF THE ID on A message to Anarchist Blog at WordPress.com. Theme: Black Letterhead by Ulysses Ronquillo. "]
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[' THE LAW SOCIETY OF SCOTLAND EXAMINATION SYLLABUS AND READING LIST Revised DECEMBER 2004 2 CONTENTS Pages GUIDELINES 3 PUBLIC LAW AND THE LEGAL SYSTEM 5 CONVEYANCING 6 SCOTS PRIVATE LAW 7 EVIDENCE 9 SCOTS CRIMINAL LAW 10 TAXATION 11 EUROPEAN COMMUNITY LAW 13 SCOTS COMMERCIAL LAW 14 * ACCOUNTING 16 * PROCEDURE 17 * PROFESSIONAL RESPONSIBILITY 19 BOOKS PERMITTED IN EXAMINATION HALL 20 * These subjects are examined as part of the Diploma in Legal Practice course For a general introduction to the study of law, students might find it helpful to read Learning the Law by Glanville Williams (12th ed. 2002 - Sweet and Maxwell) and Studying Scots Law by Hector MacQueen (3rd ed. 2004) (Lexis Nexis) 3 GUIDELINES 1. References and Sources For general reading, candidates may find it useful to have to hand a copy of Glanville Williams Learning the Law (12th ed, 2002 - Sweet and Maxwell) and Hector MacQueens Studying Scots Law (3rd ed, 2004) published by Lexis Nexis. All candidates should have in their possession a copy of the syllabus and reading list for the relevant examination. The texts listed form the basis of the study materials for each subject. Candidates should note that while the textbooks cited on the reading lists are the latest editions there are often case or statutory developments subsequent to the publication of the text. Candidates will be expected to be aware of any such developments. 2. Examination Procedures Candidates must enrol for the examination no later than FOUR weeks before it takes place. The appropriate fee is payable at the time of registration (currently 40 for a first attempt and 60 for any subsequent attempt). No more than four attempts at any one exam will be allowed. Candidates undertaking the Law Society of Scotland examinations as part of their pre-Diploma training have four years from the date of the first exam on which to pass all the Law Society examinations. Instructions about the location of the examination hall and any other arrangements for the examination will be issued approximately one week before the examination takes place. Candidates should note that if there are any extenuating circumstances of which they wish the examiner to have regard, a letter should be submitted to the Law Society of Scotlands Education and Training department in advance of the examination. Candidates are reminded that no books, notes or other items are allowed in the examination room apart from those items specifically provided for in the subject reading lists. Only material with no additions made to the published text may be used. Highlighting is permitted, as are place markers, provided that these bear no inscription other than the name of the subject area being marked. Answers should be fully reasoned with appropriate citation of authorities. Candidates are required to write legibly. If an examiner is unable to read a candidates handwriting he or she will deduct marks, or may require to fail that candidate. No extra sittings will be permitted to candidates who fail as a result of illegible handwriting. 3. Pass Mark The pass mark for each paper is 50%. It should be noted that, where a paper consists of two or more sections, the overall pass mark is 50% with the candidate requiring to achieve a mark in each section of at least 45%. Distinction is awarded for marks of 75% and above. 4 4. Oral Examinations and Intimation of Results Oral examinations are held approximately 30 days after the written examination. It is solely at the discretion of the examiner to decide whether a particular candidate should be offered an oral examination, but, generally speaking, borderline fails may be offered an oral examination. The oral examination may cover any aspect of the syllabus for that subject but is likely to concentrate on the questions contained in the examination paper. Results can be revealed to candidates only after the meeting of the Board of Examiners at which the results are ratified. The Law Society will forward feedback forms to those candidates who fail. Any candidate requiring further guidance should write in the first instance to the Law Society of Scotlands Education and Training department and the enquiry will be directed to the relevant examiner. Any queries regarding course content will be dealt with in a similar way. Candidates should be aware that the Examiners decision is final and that there is no right of appeal other than on procedural grounds. 5. Moderator Where it is alleged that the examination process has been defective, the Board of Examiners has the power to appoint a suitable person to act as a moderator. The moderator will investigate the complaint and report to the Board of Examiners who may take such action as they consider appropriate in the light of the moderators report. 6. Exemptions Applicants seeking exemption should contact the Education and Training Department of the Law Society of Scotland for guidance on what information/documentation is required by the Law Societys Examiners. After having contacted the Law Society for guidance, applications for exemptions should be made in writing to the Law Society of Scotlands Education and Training department and should specify the subjects in which exemption is sought. Applications will be considered only when all required documentation has been received. Applications for exemption should be submitted to the Society no later than 6 weeks before the examination date. Late applications will not be considered. Exemptions are granted by the Law Society of Scotlands Examiners. If an applicant seeks more than four exemptions the matter will be referred to the Law Societys Admissions Committee with a recommendation from the Examiners. 5PUBLIC LAW AND THE LEGAL SYSTEM (One paper of 3 hours) SYLLABUS General 1. Basic concepts: constitution; rule of law; separation of powers; sources of constitutional law; principles of constitutional government; structure of the UK. 2. Courts and precedent; statutory interpretation; sources of law. 3. Sovereignty of parliament; EU membership. 4. Parliament composition and functions. 5. The Scotland Act and devolved government: Scottish Parliament powers, composition and functions; the Scottish Executive. 6. The Executive: structure and powers (including royal prerogative). Citizen and the State 1. Human Rights Act and the Scotland Act (including devolution issues). 2. The European Convention on Human Rights: enforcement machinery and substantive guarantees (in particular, Arts 2-3, 5-6, 8-11, and Prot 1 Arts 1-3). 3. Domestic civil liberties: political freedoms (assembly and association; expression; the franchise); freedom of the person; state security. 4. Citizenship, immigration, deportation and extradition. Administrative Law 1. Delegated legislation. 2. Administrative justice: tribunals and inquiries. 3. Judicial control of governmental action: judicial review. 4. Non-judicial redress of grievances via ombudsmen, etc. RECOMMENDED BOOKS [Latest editions should always be used] A standard textbook on UK constitutional and administrative law, e.g. Bradley and Ewing, Constitutional and Administrative Law (13th ed, 2002) (Longman) Turpin, British Government and the Constitution (5th ed, 2002) (Weidenfeld and Nicholson) A commentary on the Scotland Act, e.g. Himsworth and Munro, Scotland Act 1998 (2nd ed, 2000) (W Green) A source on incorporation of the ECHR, e.g. Reed and Murdoch, A Guide to Human Rights Law in Scotland (2nd ed, as 2005, forthcoming) (Butterworths) A textbook on the Scottish legal system, e.g. White and Willock, The Scottish Legal System (3rd ed, 2003) (Butterworths) Paterson and Bates, The Legal System of Scotland: cases and materials (4th ed, 1999) (W Green/Sweet & Maxwell) Walker, The Scottish Legal System (8th ed 2001) (W Green) And Ewing and Finnie, Human Rights in Scotland (3rd ed, 2004) (W Green) Stair Memorial Encyclopaedia of the Laws of Scotland: titles on Administrative Law, Constitutional Law, and Human Rights Law (reissues) (Butterworths) 6 CONVEYANCING (One paper of 3 hours) SYLLABUS 1. Authentication of deeds. 2. Transfer of land : (a) missives; (b) dispositions and; (c) registration. In relation to (c) both the Register of Sasines and the Land Register are to be covered. 3. Landownership : (a) boundaries; (b) separate tenements; (c) the law of the tenement; (d) common interest; and (e) encroachment and trespass. 4. Title conditions : (a) servitudes and (b) real burdens. 5. Leases as (a) contracts and (b) real rights. This includes clauses in commercial leases, but not the specific statutory rules on (a) agricultural leases and (b) residential tenancies. 6. Standard securities and floating charges. 7. Liferents. 8. Positive and negative prescription in relation to real rights in land. RECOMMENDED BOOKS D A Brand, A J M Steven and S Wortley, Professor McDonalds Conveyancing Manual, (7th ed, 2004) (Lexis Nexis) G L Gretton & K G C Reid, Conveyancing (3rd ed, 2004) (W Green) K G C Reid, The Law of Property in Scotland, (1996) (Lexis Nexis) R Paisley, Land Law, (2000) (W Green) The Parliament House Book - Division J. (W Green) Note: Being an offprint of Greens Conveyancing Statutes or Avizandum Statutes on Scots Law of Property, Trusts & Succession, (2004) (Avizandum) The following books might also be referred to: D J Cusine and R R M Paisley, Servitudes and Rights of Way (1998)(W Green) W M Gordon, Scottish Land Law - (2nd ed, 1999)(W Green) J M Halliday, Conveyancing Law and Practice in Scotland (2nd ed, 2 vols, 1996 & 1997)(W Green) 7SCOTS PRIVATE LAW (Two papers of 3 hours each) SYLLABUS 1. Fundamental Legal Concepts and Principles. 2. Family Law. 3. Obligations - Contract, Delict and Unjustified Enrichment. 4. Property i.e. the general principles of the law of heritable property and the law of moveable property, including the acquisition of title to property, rights in respect of property and restrictions on the use of property, but excluding the technical aspects of the law of conveyancing. 5. Trusts and Succession. RECOMMENDED BOOKS General Gloag & Henderson, Introduction to the Law of Scotland (11th ed) (W Green). Wilson, Introductory Essays on Scots Law (2nd ed) (W Green). Now out of print. Elementary Works 1. CONTRACT MacQueen and Thomson, Contract Law in Scotland (2000) (Butterworths). S Woolman & J Lake, Contract (3rd ed, 2001) (W Green). 2. DELICT Thomson, Delictual Liability (4th ed, 2004) (Butterworths). 3. FAMILY LAW Thomson, Family Law in Scotland (4th ed, 2002) (Butterworths). OR Edwards & Griffiths, Family Law (1st ed, 1997) (2nd ed due June 2005). E Sutherland, Child & Family Law (1999)(T & T Clark). 4. SUCCESSION McDonald, An Introduction to the Scots Law of Succession (3rd ed, 2001.) (W Green). Meston, The Succession (Scotland) Act 1964 (5th ed, 2002) (W Green). Hiram, The Scots Law of Succession (2002) (Butterworths). Stair Memorial Encyclopaedia of the Laws of Scotland: Wills and Succession (Vol 25). 5. TRUSTS K McK Norrie and E M Scobbie, Trusts - (1991) (W Green). 6. PROPERTY Guthrie & McAllister, Property (1991). K Reid, Law of Property in Scotland (1996) (Butterworths). 8 More Detailed Works for Reference 1. CONTRACT McBryde, Contract (2nd ed, 2001) (W Green). 2. FAMILY LAW Clive, Husband and Wife (4th ed, 1997) (W Green). Wilkinson and Norrie, Parent and Child (2nd ed, 1999) (W Green). 3. TRUSTS Wilson & Duncan, Trusts Trustees and Executors (2nd ed, 1995) (W Green). Stair Memorial Encyclopaedia of the Laws of Scotland: Trusts, Trustees and Judicial Factors (Vol 24). 4. PROPERTY Stair Memorial Encyclopaedia of the Laws of Scotland: (Vol 18). 5. GENERAL Stair Memorial Encyclopaedia of the Laws of Scotland: Obligations (Vol 15) 9 EVIDENCE (One paper of 2 hours) SYLLABUS The principles of the law of evidence comprising in particular: 1. Relevance and admissibility 2. Classification of evidence, including oral, real, documentary and opinion evidence. 3. Requirements for proof including onus, standard, presumptions and judicial knowledge. 4. Sufficiency of evidence including corroboration, similar fact evidence, admissions and confessions. 5. Exclusionary rules including hearsay, privilege, character and improperly recovered evidence. 6. Witnesses: their competence, compellability and vulnerability RECOMMENDED BOOKS RECOMMENDED TEXTS F Raitt, Evidence (3rd ed, 2001) (W Green) D Sheldon, Evidence: Cases & materials (2nd ed, 2002) (W Green) More Detailed Work Of Reference A G Walker & N M L Walker), The Law of Evidence in Scotland (2000) (M Ross with J Chalmers (Butterworths) Additional Text A Brown, Criminal Evidence and Procedure : An Introduction (2nd ed, 2003)(Butterworths) NB As the law is constantly changing, candidates should make use of case and legislation citators to update textbook reading. 10SCOTS CRIMINAL LAW (One paper of 3 hours) SYLLABUS NOTE: Candidates should note that, in examination answers, they are expected to cite relevant authority. General 1. Declaratory power of the High Court. 2. Actus reus : acts & omissions. 3. Causation. 4. Art and part guilt. 5. Inchoate crimes. 6. Mens rea : The mental element. 7. Mens rea in statutory offences. 8. Intoxication, automatism, diminished responsibility and insanity. 9. Necessity, coercion, provocation, self-defence and superior orders. Specific crimes and offences 10. Murder and culpable homicide (including causing death by dangerous driving). 11. Assault and causing real injury. 12. Sexual offences. 13. Theft and aggravated thefts. 14. Robbery, fraud and embezzlement. 15. Reset. 16. Damage to property - malicious mischief and vandalism. 17. Public order offences, including breach of the peace and offensive weapons. (NB. Candidates will not be required to know in detail the various statutory provisions dealing with road traffic law. Likewise, no detailed knowledge will be required of revenue offences, betting, gaming and lotteries provisions, or game and fishing laws.) RECOMMENDED BOOKS Prescribed Texts T H Jones and M G A Christie, Criminal Law (3rd ed, 2003) (W Green) OR R A McCall Smith and D Sheldon, Scots Criminal Law (2nd ed. 1997) (Butterworths) G H Gordon, The Criminal Law of Scotland - Vol 1 General Criminal Law (2000), Vol 2 Specific Crimes (2002), (3rd ed) (W. Green) Additional Recommended Texts Gane & Stoddart, A Casebook on Scottish Criminal Law (3rd ed, 2001) (W Green) M G A Christie, Breach of the Peace (1990) (Butterworths) C H W Gane, Sexual Offences (1992) (Butterworths) P W Ferguson, Crimes against the Person - (2nd ed1998) (Butterworths) Sheehan & Dickson, Criminal Procedure - (2nd ed, 2003) (Lexis Nexis) 11TAXATION (One paper of 3 hours) SYLLABUS The paper will examine candidates knowledge of the main principles of Tax Law. Candidates are not expected to calculate tax liabilities but knowledge of relevant case law and statutory provisions is expected. A. General This includes the sources of tax law; interpretation of taxing statutes; specialities affecting Scotland; basic tax administration (including the structure of the Inland Revenue, Inland Revenue powers, self-assessment and payment of tax and tax appeals); residence, ordinary residence and domicile in tax terms; and anti-avoidance in statute and case law. B. Income Tax The capital/income distinction; classification of income by source and otherwise; total income; exempt income; employment income and allowable expenditure (and related matters, including benefits in kind); self-employed (business) income and allowable expenditure; income from letting businesses and allowable expenditure; charity taxation and donations to charity; losses; capital allowances; personal allowances; tax reliefs, including tax-favoured investments and savings; interest; miscellaneous income and Schedule D Case VI. C. Capital Gains Tax The basic concepts of the tax, including assets, disposals, acquisitions, chargeable gains, exemptions, chargeable persons, exemptions and reliefs, tax-favoured investments; valuation and market value. D. Corporation Tax The basic concepts of the tax, including the chargeable entity, residence of companies, rates of tax, income and gains of companies, distributions, franked investment income, losses, capital allowances, small companies, close investment holding companies, basic principles affecting groups of companies. E. Inheritance Tax The meaning of the main concepts, such as transfer of value, potentially exempt transfer, disposition, excluded property, associated operations, reservation of benefit; reliefs and exemptions, charges in life and on death, trusts, valuation. F. Value Added Tax & Stamp Duty The basic elements of VAT (e.g. Concept of business, supply, exempt and taxable supplies, zero-rated supplies). The basic elements of Stamp Duty (e.g. the change on sales and leases, main reliefs). 12 G. Trusts The general principles of taxation for income tax, capital gains tax and inheritance tax relating to trusts; the anti-avoidance rules for settlements; estates of deceased persons. RECOMMENDED BOOKS General (may be regarded as alternatives) Tiley and Collisons UK Tax Guide (Butterworths) Pinson, Revenue Law (Sweet & Maxwell) Stephen W Mayson, Revenue Law (Financial Training Publications) Whitehouse, Revenue Law, Principles and Practice (Butterworths) CCH British Tax Guide Tolleys UK Tax Guide Yellow and Orange Tax Handbooks (Butterworths) OR CCH British Tax Statutes Inland Revenue Publications (Available free of charge from HM Inspector of Taxes, local offices) ALL available on Inland Revenue website www.inlandrevenue.gov.uk - an excellent source. NOTE: Candidates are reminded of the importance of working from up-to-date editions of tax handbooks and textbooks. 13 EUROPEAN COMMUNITY LAW (One paper of 3 hours) SYLLABUS Candidates must develop an awareness of the pervasive influence of Community law on daily practice. In particular they must develop an understanding that Community law arguments can and have been raised in all kinds of legal proceedings commercial, administrative, financial, social and in criminal cases. 1. Constitutional structure and competences of the European Union: the three pillars structure of the EU, the scope of the European Community Treaty, the powers of the Community, the allocation of competences between the Member States and the European Community. 2. The Community institutions and the legislative process. 3. Sources of Community law. 4. Community Law and national law: incorporation of Community law in the United Kingdom; the European Communities Act 1972; direct effect and supremacy; indirect effect; enforceable Community rights and remedies in UK courts. 5. Jurisdiction of and actions before the Court of Justice and the Court of First Instance. 6. The law of the Common/Internal market: the free movement of goods, persons, services and capital; harmonisation of legislation. 7. The competition rules: restrictive practices; monopolies; oligopolies; mergers; public undertakings; state aids; internal taxation; intellectual property; enforcement. 8. Sex discrimination law. RECOMMENDED TEXTS - a choice of either of these textbooks E Deards & S Hargreaves, EU Law Textbook (OUP, 2004) M Horspool, EU Law, (3rd ed, 2003)(Butterworths) J Steiner & L Woods, Textbook on EC Law (8th ed, 2003)(OUP) ADDITIONAL READING J Tillotson & N Foster, Text, Cases and Materials on EU Law, (4th ed, 2003)(Cavendish Publishing) S Weatherill, Cases & Materials on EU Law, (6th ed, 2003)(OUP) N.B. During the examination Candidates are permitted to have to hand a clean copy of the EU and EC Treaties. This would include a copy of, Blackstones EC Legislation, N Foster (ed), EC Legislation, (which includes important Community legislation) or a copy of the EU and EC Treaties published by the Office for Official Publications of the Communities. These materials may not be annotated or marked in any way, excepting highlighting and/or underlining. 14 SCOTS COMMERCIAL LAW (Two papers of 2 hours each) SYLLABUS Paper I 1. Insurance 2. Diligence 3. Commercial paper 4. Real and personal rights in security (with the exception of standard securities) 5. Sale of Goods 8. Carriage of goods by land and sea Paper II 1. Agency 2. Partnership (including limited partnership and limited liability partnership) 3. Companies 4. Personal and company Insolvency RECOMMENDED BOOKS RECOMMENDED TEXTS Davidson & Macgregor, Commercial Law in Scotland (2003)(W Green) A D M Forte (ed), Scots Commercial Law (1997) (Butterworths) OR Enid Marshall, Scots Commercial Law (3rd ed, 1997) (Sweet & Maxwell) Now out of print. These texts give good general coverage of most of the areas covered by the syllabus and are the latest editions, but there have been important developments in the law since some of these books were published and attention is drawn to the general guidelines which state that candidates will be expected to be aware of such developments. Out of print books may be available in libraries etc. ADDITIONAL READING The undernoted texts give more detailed coverage of particular areas of the syllabus by way of reference candidates may particularly wish to refer to them where they are more up to date than the general texts, although the general guidelines referred to above still apply. General Cusine & Forte, Scottish Cases & Materials in Commercial law (2nd ed, still forthcoming)(Butterworths) Gloag and Henderson, Introduction to the Law of Scotland (11th ed, 2001) (W Green/Sweet & Maxwell) Insurance J Birds & N Hird, Birds Modern Insurance Law (6th ed, Sept 2004) (Sweet & Maxwell) 15Diligence Logan : Practical Debt Recovery (2001)(Butterworths) D J Cusine and G Maher, The Law and Practice of Diligence (1990) (Butterworths/Law Society of Scotland) Rights in Security over Moveables D L Carey Miller, Corporeal Moveables in Scots Law, Ch 11 (1991) (W. Green) Sale of Goods P Dobson, Sale of Goods and Consumer Credit (6th ed, 2000) (Sweet & Maxwell) P Atiyah, J Adams & H MacQueen, Sale of Goods (10th ed, 2001) (Harlow, Longman) Agency G H L Fridman, The Law of Agency (7th ed, 1996) (Butterworths) Now out of print. Partnership J B Miller, The Law of Partnership in Scotland (2nd ed, 1994) (W Green) David A Bennett, An Introduction to the Law of Partnership in Scotland (1995) (W. Green) Morse & others (eds), Palmers Limited Liability Partnership Law (2002) (Sweet & Maxwell) Company N Grier, Company Law (2002)(Sweet & Maxwell) Gaver & Davies, Gowers Principles of Company Law (7th ed, 2003) (Sweet & Maxwell) B Pillans and N Bourne, Scottish Company Law (2nd ed, 1999) (Cavendish) J Dine, Company Law (4th ed, 2001) (Palgrove) (Law Masters Series) Insolvency S Davies, Insolvency and the Enterprise Act 2002, (2003)(Jordans) W W McBryde, Bankruptcy (2nd ed, 1995) (W Green/Sweet & Maxwell) D W McKenzie Skene, Insolvency Law in Scotland (1999) (T & T Clark) St Clair and Drummond Young, The Law of Corporate Insolvency in Scotland (3rd ed, Oct 2004) (Butterworths) W A Wilson, The Scottish Law of Debt (2nd ed, 1991) (W Green/Sweet & Maxwell) Now out of print. 16ACCOUNTING (Two papers of 3 hours each) N.B. 1. Those taking the Diploma in Legal Practice Course do not require this subject. 2. Candidates wishing to take this examination are asked to notify the Society as quickly as possible as an examination will not automatically be prepared in this subject. SYLLABUS 1. General principles of bookkeeping. 2. The preparation of profit and loss accounts and balance sheets. 3. The analysis and interpretation of accounts of limited companies, including accounting principles and ratios. 4. Solicitors Accounts Rules. 5. Trust and executry accounts and schemes of division. 6. Elementary investment practice, including investments by trustees. 7. Financial management of solicitors practices. RECOMMENDED BOOKS Prescribed Texts Professor Michael Morley, Accounting for Scottish Executries and Trusts (Law Society of Scotland) Now out of print Watson & Watson, Business Accounting for Solicitors (Butterworths/Law Society of Scotland) J R Dyson, Accounting for Non-Accounting Students (latest edition) (Pitman Publishing) Recommended Texts Geoffrey Holmes & Alan Sugden, Interpreting Company Reports and Accounts (Latest edition) (Woodhead Faulkner) Solicitors (Scotland) Accounts Rules, Accounts Certificates, Professional Practice and Guarantee Fund Rules 2001. A Simple Guide to the Accounts Rules, Accounts Certificates, Professional Practice and Guarantee Fund Rules 2001. Guidance on Capital Adequacy Access to: Statements of Standard Accounting Practice (SSAPs) (Institute of Chartered Accountants of Scotland) Financial Reporting Standards (FRS) (Institute of Chartered Accountants of Scotland) J Wardhaugh, Trust Law and Accounts (1951) (W Green) Now out of print. Webster, Professional Ethics & Practice for Scottish Solicitors (4th ed 2004) (Avizandum) 17PROCEDURE (One paper of 2 hours) N.B. 1. Those taking the Diploma in Legal Practice course do not require this subject. 2. Candidates wishing to take this examination are asked to notify the Society as quickly as possible as an examination will not automatically be prepared in this subject. SYLLABUS Candidates should be able to demonstrate knowledge and understanding of:- A. CIVIL PROCEDURE The courts in which proceedings are brought and the procedural rules which apply to them, including jurisdiction The remedies and orders which may be sought The steps which must be taken in the conduct of common types of action including relevant time-limits The major court related documents including initial writs, summonses, petitions, defences, answers, motions, minutes and interlocutors Common ancillary procedures such as amendment, default, summary decree, tenders and extra-judicial settlement The award of expenses and their taxation Rights of appeal and the need for leave to appeal Enforcement of court orders Legal aid and other methods of funding litigation B. CRIMINAL PROCEDURE The courts in which proceedings are brought The legislation and procedural rules covering basic sequence of events in criminal cases, both summary and on indictment, from the accuseds arrest/arrival at the police station to conviction and sentence, including all relevant time limits Bail Rights of appeal and appeal procedure Legal aid RECOMMENDED BOOKS Civil Procedure Greens Sheriff Court Rules (Reprinted from The Parliament House Book) (latest edition) (Green) Greens Annotated Rules of the Court of Session (Reprinted from The Parliament House Book) (latest edition) (Green) OR (Parliament House Book Volumes I and II contain the same materials) Macphail, Sheriff Court Practice (2nd ed, 1998 Vol 1/2002 Vol II) (Green) Hennessy, Civil Procedure and Practice (2000) (Green) 18 Criminal Procedure Greens Criminal Court Statutes (Reprinted from The Parliament House Book) (latest edition) (Green) OR Renton & Brown, Criminal Procedure legislation (and updates) (Green) OR Criminal Procedure (Scotland) Act 1995, Greens Annotated Acts (latest edition)(Green) Renton & Brown, Criminal Procedure (6th ed and updates) (Green) Brown, Criminal Evidence and Procedure An Introduction (2nd ed, 2002)(Butterworths) Sheehan & Dickson, Criminal Procedure (2nd ed, 2003)(Butterworths) POSSIBLY USEFUL BOOKS G Maher & D J Cusine, The Law and Practice of Diligence (1990) (Butterworths & LSS) Anton & Beaumont, Civil Jurisdiction in Scotland (2nd ed, 1995) (Green) S A Bennett, Style Writs for the Sheriff Court (3rd ed, 2001) (Barnestoneworth) 19 PROFESSIONAL RESPONSIBILITY (One paper of 3 hours) N.B. 1. Those taking the Diploma in Legal Practice course do not require this subject. 2. Candidates wishing to take this examination are asked to notify the Society as quickly as possible as an examination will not automatically be prepared in this subject. SYLLABUS 1. Professionalism, the Law Society and forms of practice. 2. Standards, Complaints, Discipline and the Scottish Legal Services Ombudsman. Professional entry requirements; requirements for practice; competence; professional negligence and professional misconduct; inadequate professional services; complaints and disciplinary procedures. Indemnity insurance and the Guarantee Fund. 3. The Client/Lawyer Relationship - Ethical Aspects. Initial overtures (directories, advertising and marketing); establishing the relationship (retainers); the extent of a lawyers authority; confidentiality/professional privilege; conflicts of interest; client property; fees, charging and taxation; termination of the relationship. 4. Obligations to others - Duties to the Court; duties to witnesses; duties to professional colleagues (including the obligation to pay counsels fees); duties to staff; duties to third parties in general. RECOMMENDED BOOKS AND MATERIALS Paterson, Diploma Materials on Professional Ethics and Conduct (latest edition) J H Webster, Professional Ethics & Practice for Scottish solicitors (4th ed, 2004)(Avizandum Press) Codes of Conduct (2002) (Law Society of Scotland) Solicitors Professional Handbook (W Green) (latest edition) J Ryder, Professional Conduct for Scottish Solicitors (1995) (Butterworths) I Smith & J Barton, Procedures and Decisions of the Scottish Solicitors Discipline Tribunal (1995) (T & T Clark) 20 LAW SOCIETY EXAMINATIONS Candidates are NOT PERMITTED to take any books into the following examinations:- Public Law and the Legal System Scots Criminal Law Evidence Accounting BOOKS PERMITTED IN EXAMINATION HALL ALL MATERIALS MUST BE BARE TEXT ONLY AND MAY NOT BE ANNOTATED OR MARKED IN ANY WAY, EXCEPT BY HIGHLIGHTING, UNDERLINING OR POST-ITS Candidates are permitted to take any unannotated statutes into the exam hall for the following exams:- Scots Private Law Scots Commercial Law Conveyancing Taxation Procedure European Community Law - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Candidates are permitted to take into the exam hall ONLY The Solicitors Professional Handbook and The Code of Conduct for Scottish Solicitors for the Professional Responsibility exam Candidates own material will NOT be permitted Material downloaded from the web is permitted. However, any downloaded materials taken into the exam hall must be submitted to the Invigilators with the candidates answer paper. ']
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[' 1 The Faculty Reading Lists for Part I papers are revised annually to a greater or lesser extent. In designing examinations, setters take into account both reading lists operative during a two-year period. HISTORICAL TRIPOS PART I PAPER 8 & PAPER 7 c.1050-1150 READING LIST FOR ENGLISH ECONOMIC AND SOCIAL HISTORY c.1050-1500 Please note that this list is neither prescriptive nor comprehensive. It does not constitute a syllabus. It is intended primarily for supervisors, especially those just starting to teach the subject, to act as a guide to the scope of the subject and the range of the reading-matter available. The reading lists are deliberately wide-ranging and extensive so that they can form a basis from which supervisors coming new to a topic can construct their own shorter supervision reading-lists. While the list is not intended to be an official reading-list for undergraduates, students will be encouraged to obtain a copy (from the Faculty Office), as it may draw their attention to subjects they had not thought of studying for their weekly essays and further reading which they might find of interest. For the part of Paper 7 up to the Conquest, there is a list, covering all aspects of Anglo-Saxon history, obtainable from the Department of Anglo-Saxon, Norse and Celtic. Copies of this are available from the History Faculty Office. Examples of Tripos questions and illustrations of ways in which topics are sometimes combined can be found by reference to past Tripos papers (available in the U.L., the Seeley Library and most college libraries) Please would you draw the list to the attention of anybody you know to be teaching this paper for the first time. Any comments, suggestions and amendments should be sent to Professor John Hatcher, Corpus Christi College, for sections 1 13 and Dr Christine Carpenter, New Hall, for sections 14 - 32. 2 READING LIST FOR ENGLISH ECONOMIC AND SOCIAL HISTORY c. 1066-1500 1 Demography and Population Studies 2 Prices, Wages and Standards of living 3 Population, Resources and Economic Development 4 Women in Town and Countryside 5 Eleventh-Century England and Domesday Book a) General b) Rural and agrarian c) Towns, trade and industry 6 Rural Society and the Agrarian Economy 1100-1500 a) Introductory and general b) Estate and regional studies c) Rural social structure and village communities d) Land market, family structures and social differentiation e) Freedom and villeinage f) Landlords: incomes, consumption and investment g) Farming practices and techniques h) Estate management 7 Economic Trends a) The twelfth century b) 1200-1350 c) Population pressure and standards of living 1275-1348 d) The Black Death e) The Later Middle Ages 8 Popular Discontent 9 The Peasants\' Revolt 10 Towns a) Introductory and general b) Town histories c) Town government and society d) Late medieval towns 11 Industries and Industrial Organisation a) Gilds and crafts b) Cloth industry c) Mining d) Miscellaneous industries 12 Trade, Markets and Merchants a) Overseas trade b) Markets and internal trade c) Merchants and credit d) Jews and the economy 13 Archaeology 3 14 Crime, Criminals and Policing a) Law enforcement and legal administration b) Law and society c) Particular studies 15 Outlaw Literature a) Texts b) Discussion 16 Lay Literacy a) Medieval studies b) Comparative studies from other periods 17 Education a) Primary and secondary schooling b) The Universities 18 The monastic orders in England 1066-1200 a) Monasticism in Europe b) In England 19 The Friars 20 The English church in the later middle ages a) General b) Particular studies 21 Lay Piety a) Church and society b) Texts and other sources 22 John Wyclif and Lollardy a) Wyclif b) Wyclif and Lollardy 23 The Family and Marriage in England c. 1250-1500 a) General b) The aristocratic family c) Merchants and townsmen (and women) d) The peasant family e) Gender and masculinity 24 The Structure of Land Owning Society c. 1066-1500 a) Barons and knights b) \'The crisis of the knightly class\' c) Nobles and gentry 25 \'Feudalism\' a) The \'Old\' debate b) The \'New\' re-evaluation c) Studies of individual baronies 26 Bastard Feudalism a) General b) Individual affinities c) Crime, conflict and settlement d) Local studies 4 27 Aristocratic Values and Consumption Patterns c.1066-1500 a) Chivalry c. 1066-1500 b) Consumption patterns of lay landowners c.1200-1500 28 Social Mobility a) General b) Into and within nobility and gentry c) Lawyers and administrators d) Merchants and townsmen e) Peasants and yeomen 29 Aliens in English Society 30 Poverty and Charity 31 Intellectual Developments 1050-1300 32 The Arts in England c.1066-1500 a) Architecture b) Sculpture, precious metals etc. c) Painting and Illumination d) Literature e) Music f) General discussions and problems in patronage 5 General and Introductory Works M.M. Postan, The Medieval Economy and Society. J.L. Bolton, The Medieval English Economy. E. Miller and J. Hatcher, Medieval England: Rural Society and Economic Change,1086-1348. E. Miller and J. Hatcher, Medieval England: Towns, Commerce and Crafts. 1086-1348. R.H.Britnell, The Commercialization of English Society, 1000-1500. M. Keen, English Society in the Late Middle Ages, 1348-1500. J. Hatcher, Plague, Population and the English Economy, 1348-1530. S.H. Rigby, English Society in the Late Middle Ages. R H Britnell and B M S Campbell (eds.) A Commercialisinge conomy: England 1086-c.1300. R.H.Britnell and J. Hatcher (eds.) Progress and Problems in Medieval England. I.D. Whyte, Scotland before the Industrial Revolution (1995). S. Duffy, Ireland in the Middle Ages (1997). A.D. Carr, Medieval Wales (1995). J. Hatcher and M. Bailey, Modelling the Middle Ages: The history and theory of Englands economic development (2001). C. Dyer, Making a living in the Middle Ages (2003) 1 Demography and Population Studies M.M. Postan, Medieval Agrarian Society in its Prime: England, in Cambridge Economic History of Europe, I (1966 edn) ed. M.M. Postan. (Not exclusively concerned with population, but a classic statement of the importance of population in economic development). J.Z. Titow, Some evidence of thirteenth-century population increase, EcHR, 1961. B.M.S. Campbell, People and Land in the middle ages, in R.A. Dodgshon and R.A. Butlin (eds), An Historical Geography of England and Wales. H.E. Hallam (ed.) Agrarian History of England, vol II, 1042-1350 Chapter 5 (exercise great caution). J. Hatcher, Plague, population and the English Economy, 1348-1530. R.M. Smith, Human Resources in G. Astill and A. Grant (eds) The Countryside of Medieval England. R.M. Smith, Demographic developments in Rural England, 1300-1348: a survey, in B.M.S.Campbell (ed), Before the Black Death. R.M. Smith, Some Reflections on the evidence for the origins of the European marriage pattern in England, in C. Harris (ed) The Sociology of the Family. L.R. Poos, A Rural Society after the Black Death, espec. Chapters 5-10. L.R. Poos, The Rural Population of Essex in the Late Middle Ages, EcHR, 1985. Z. Razi, Life, Marriage and Death in a Medieval Parish: Economy, Society and Demography in Halesowen, 1270-1400. E. Miller (ed) Agrarian History of England, vol III, 1348-1500, chapter 1. J.M.W. Bean, Plague, Population and Economic Decline in England in the Late Middle Ages, EcHR, 1963. S, Thrupp, The Problem of Replacement Rates in late Medieval English Population, EcHR, 1965. J. Hatcher, Mortality in the Fifteenth Century: some new evidence, EcHR, 1986. J. Goldberg, Women, work and life-cycle in a Medieval Economy. B. Harvey, Living and Dying in Medieval England: the monastic experience, ch. IV. M. Bailey, Demographic decline in Late Medieval England: some thoughts on recent research, EcHR, Feb.1996. B. Harvey and J. Oeppen, Patterns of morbidity in late medieval England, EcHR, 2001. 2 Money, Prices, Wages and Standards of Living D.L. Farmer, Crop yields, Prices and Wages in Medieval England, Studies in Medieval and Renaissance History (1983). D.L. Farmer, Prices and Wages, 1042-1350, in Agrarian History of England and Wales, vol.II, ed. H.E. Hallam. D.L. Farmer, Prices and Wages, 1350-1500 in Agrarian History of England and Wales, vol. III, ed. E. Miller. 6 E.H. Phelps Brown and S. Hopkins, A Perspective of Prices and Wages, chapters 1-3. P.D.A. Harvey, The English Inflation of 1180-1220, Past and Present, 1973. M. Mate, High Prices in early fourteenth-century England: causes and consequences, EcHR, 1973. N. Mayhew, Numismatic Evidence and falling prices in the fourteenth century, EcHR, 1974. N. Mayhew, Money and Prices in England from Henry II to Edward III, AgHR, 1987. M. Allen, The volume of the English currency, 1158-1470, EcHR, 2001. J. Day, The Medieval Market Economy. S. Penn and C. Dyer Wages and earnings in Late Medieval England, EcHR 1990. T.H. Lloyd, The Movement of Wool Prices in Medieval England. P. Spufford, Money and its Uses in Medieval Europe. M. Prestwich, Edward Is monetary policies and their consequences, EcHR, 1969. C. Dyer, Standards of Living in the Later Middle Ages. N. Mayhew, Population, money supply and the velocity of circulation in England 1300 1700, EcHR, 1995. E. Gemmill and N. Mayhew, Changing Values in medieval Scotland: a study of prices, money and measures (1996). P. Latimer, Wages in late 12th and early 13th century England, Haskins Society Journal, ix (1997) P. Latimer, The English inflation of 1180-1220 reconsidered, Past and Present, 2001. See also section 7(c) 3 Population, Resources and Economic Development (works of a theoretical or methodological nature) D.B. Grigg, Population Growth and Agrarian Change. E.A. Wrigley, Population and History, chapters 1-4. E. Boserup, Population and Technology. M. Livi-Bacci, Population and Nutrition. K.G. Persson, Pre-Industrial Economic growth: Social Organisation and Technical Progress in Europe. T.H. Aston (ed), The Brenner Debate. R.H. Hilton (ed), The Transition from Feudalism to Capitalism. N. Hybel, Crisis or Change: The Concept of Crisis in the Light of Agrarian Structural Reorganization in Late Medieval England. P. Gatrell, Studies of Medieval English Society in a Russian context, Past and Present,1982. S.H. Rigby, Marxism and History: a critical introduction. J. Hatcher and M. Bailey, Modelling the Middle Ages (2001). D. Wood, Medieval Economic Thought (2002) 4 Women in Town and Country (see also 23, below) J.M. Bennett, Women in the English Medieval Countryside. B.A. Hanawalt (ed) Women and Work in Pre-industrial Europe. B.A. Hanawalt, The Ties that Bound: Peasant families in Medieval England. E. Power, Medieval Women. S.A.C. Penn, Female Wage-earners in late-fourteenth-century England, AgHR, 1987. J. Rosenthal, Aristocratic Widows in Fifteenth-Century England in B.J. Harris and J.A.McNamara (eds) Women and the Structure of Society. S.M. Stuard (ed), Women in Medieval Society. R.H. Hilton, Women Traders in Medieval England and Lords, burgesses and hucksters in Class Conflict and the Crisis of Feudalism. J. Whittle, A comparative perspective on women and landholding in north-east Norfolk, 1440-1580, Continuity and Change, 1999. L. Charles and L. Duffin (eds), Women and Work in Pre-Industrial England. P.J. Goldberg (ed), "Woman is a Worthy Wight": Women in English Society 1200-1500. P.J. Goldberg, Women, Work and Life-Cycle in a Medieval Economy: York. P.J. Goldberg, Women in England, 1275-1525: documentary sources. C. Middleton, Feudal lords and the subordination of peasant women, Sociological Review 1981. 7 R.M. Smith, Womens property rights under customary law, TRHS, 1986. S.H. Rigby, English Society in the Late Middle Ages ch.7. C. Barron and A. Sutton (eds.), Medieval London Widows. 1300-1500. T. North, Legerwite in the thirteenth and fourteenth centuries, Past and Present, 1986. H. Leyser, Medieval Women: a social history of women in England, 450-1500. P.J. Goldberg, Women in England, c.1275-1525: documentary sources (1995). M. Mate, Daughters, wives and widows after the Black Death (1998). S. Bardsley, Womens work reconsidered: gender and wage differentiation in late medieval England, Past and Present, 1999 and debate in Past and Present, 2001. M. Mate, Women in medieval English Society (2000) 5. Eleventh-Century England and Domesday Book a) General S. Harvey, Domesday England in Agrarian History of England and Wales, II (ed H.E.Hallam F.W. Maitland, Domesday Book and Beyond (1960 edn.) (with introduction by E. Miller). H.R. Loyn, Anglo-Saxon England and the Norman Conquest (2nd edn). M. Chibnall, Anglo-Norman England, 1066-1166. J. Holt (ed) Domesday Studies. H.C. Darby, Domesday England. R.W. Finn, The Norman Conquest and its Effects on the Economy. J. McDonald). and G. Snooks, Domesday Economy: a New Approach to Anglo-Norman History. W. Kapelle, The Norman Conquest of the North, chapter 3. P.H. Sawyer, The wealth of eleventh-century England, TRHS, 1965. D.M. Wilson (ed.) The Archaeology of Anglo-Saxon England. R.W. Finn, An Introduction to Domesday Book. V.H. Galbraith, The Making of Domesday Book. P.H. Sawyer (ed.), Domesday Book: a Reassessment. R. Fleming, Domesday Book and the Law: society and legal custom in early medieval England (1998). D. Roffe, Domesday: The inquest and the book (2000). J. Campbell The English economy in the eleventh century, in Essays in Anglo-Saxon History, 400- 1200. C. Holdsworth (ed.) Domesday Essays. N. Higham, Domesday Survey: contecteral purpose, History (1993). R. Faith, The English Peasantry and the growth of Lordship (1997). D.A.E. Pelteret, Slavery in early medieval England (1995). J.S. Moore, Quot homines? The population of Domesday England, Anglo-Norman Studies, xix (1996). b) Rural England and Agrarian History R. Lennard, Rural England, 1086-1135. S. Harvey, Domesday England in Agrarian History of England and Wales, II, ed. H.E.Hallam. S. Harvey, The extent and profitability of demesne agriculture in England in the late eleventh century, in T.H. Aston et al (eds), Social Relations and Ideas. H.P.R.Finberg, Anglo-Saxon England to 1042, in Agrarian History of England and Wales, Iii, ed.H.P.R. Finberg. R. Faith, The English Peasantry and the Growth of Lordship (1997). c) Towns, Trade and Industry D.M. Palliser (ed), Cambridge Urban History, c.600-1540, ch.2, 10, 11. D. Hill, Trends in the development of towns during the reign of Ethelred II in D. Hill (ed) Ethelred the Unready. R. Hodges and B. Hobley (eds) The Rebirth of Towns in the West, AD 700-1050. H.R. Loyn, Towns in late Anglo-Saxon England, in P. Clemoes (ed), England before the Conquest. 8 M. Gardiner, Shipping and trade between England and the continent during the 11th century, Anglo-Norman Studies, xxii (1999). A.R. Lewis, The Northern Seas. M.A.S. Blackburn (ed) Anglo-Saxon Monetary History. R. Hodges, Dark Age Economics: the Origins of Towns and Trade. S.R.H. Jones, Devaluation and the balance of payments in 11th century England, EcHR, 1991. E. Miller and J. Hatcher, Medieval England Towns: Commerce and Crafts, ch. 1. 6 Rural Society and the Agrarian Economy 1100-1500 a) General and Introductory M. Postan, Medieval Agrarian Society in its Prime: England Cambridge Economic History of Europe, I (1966 ed) Agrarian History of England and Wales, Vol II, 1042-1350 ed. H.E. Hallam. M. Postan, Medieval Agriculture and General Problems. J.Z. Titow, English Rural Society, 1200-1350. G. Astill and A. Grant (eds) The Countryside of Medieval England. E. Miller and J. Hatcher, Medieval England: Rural Society and Economic Change, 1086-1348. W.G. Hoskins, The Making of the English Landscape. E. Miller (ed.), Agrarian History of England and Wales, Vol III, 1350-1500 R.H. Hilton, The English Peasantry in the Late Middle Ages. N. Higham, Domesday Survey: conjectural purpose, History (1993). R. Faith, The English Peasantry and the growth of Lordship (1997). R.M. Smith, The English Peasantry 1250-1600, in T. Scott (ed.), The Peasantries of Europe from the Thirteenth to the Eighteenth Centuries (1998). R. Horrox (ed), Fifteenth-Century attitudes: perceptions of society (1997). M.K. McIntosh, Controlling misbehaviour in England, 1370-1600 (1998) and the discussion in Journal of British Studies, 1999. C. Dyer, Everyday Life in Medieval England. P. Schofield, Peasant and Community in Medieval England, 1200-1500 (2002) b) Estate and Regional Studies R.H. Hilton, A Medieval Society: the West Midlands. C. Dyer, Lords and Peasants: bishopric of Worcester. B. Harvey, Westminster Abbey and its estates. E. King, Peterborough Abbey. E. Miller, Abbey and bishopric of Ely. M. Bailey, A Marginal Economy? East Anglian Breckland. G.A. Holmes, Estates of the Higher Nobility in 14th Century. J. Hatcher, Rural Economy and Society in the Duchy of Cornwall 1300-1500. M. McIntosh, Autonomy and Community: royal manor of Havering, 1200-1500. J.A. Raftis, Estates of Ramsey Abbey. P.D.A. Harvey, A Medieval Oxfordshire Village: Cuxham. H.P.R. Finberg, Tavistock Abbey. H.E. Hallam, Settlement and Society: South Lincolnshire. S. Raban, The Estates of Thorney and Crowland. R.A.L. Smith, Canterbury Cathedral Priory. L.R. Poos, A Rural Society after the Black Death: Essex 1350-1525. H.M. Jewell, The North-South Divide: Northern Consciousness in Medieval England. A. Pollard, North Eastern England in the Wars of the Roses. R. Lomas, North-east England in the middle ages (1992). c) Rural Social Structure and Village Communities G.C. Homans, English Villagers of the Thirteenth Century. 9 R.M. Smith (ed), Land, Kinship and Life-Cycle. P.D. Harvey (ed), The Peasant Land Market in Medieval England. B. Hanawalt, The Ties that Bound: Peasant families in Medieval England. J.M. Bennett, Women in the Medieval English Countryside. A. Macfarlane, The Origins of English Individualism. Z. Razi, Life, Marriage and Death: Halesowen 1270-1400. E. Britton, Community of the Vill: Family and Village Life in 14th England Century. E.B. Dewindt, Land and People in Holywell-cum-Needingworth. J.A. Raftis, Tenure and Mobility: Studies in the Social History of the Medieval English Village. R.J. Faith, Peasant families and Inheritance Customs in Medieval England, AgHR, 1966. Z. Razi Family, Land and the village community in late medieval England, Past and Present, 1981. Z. Razi, The Myth of the Immutable English Family, Past and Present, 1993/4. L.R.Poos, A Rural Society after the Black Death: Essex 1350-1525. R.H. Hilton, The English Peasantry in the Later Middle Ages. R.H. Hilton, Class Conflict and the Crisis of Feudalism (various essays). Z. Razi and R.M. Smith (eds.), Medieval Society and the Manor Court (1996). R. Hutton, The Rise and Fall of Merry England, 1400-1700. J.A. Raftis (ed) Pathways to Medieval Peasants. W.O. Ault, Open-field farming in medieval England. P. Gatrell, Studies of Medieval English society in a Russian context, Past and Present, 1982. Z. Razi and R. Smith (eds) Medieval Society and the Manor Court (1996). K. Wrightson, Medieval Villagers in perspective, Peasant Studies, 1978. E.A. Kosminsky, Studies in the Agrarian History of England in the Thirteenth Century. P. Freedman, Images of the medieval peasant. d) The Rural Land Market, Peasant Family Structures and Social Differentiation P. Hyams, The Origins of the Peasant Land Market, EcHR, 1970. M. Postan, Carte Nativorum, introduction; reprinted in Postan Essays in Medieval Agriculture. E. King, Peterborough Abbey, 1086-1310, chapter 6. R.H. Hilton, Reasons for Inequality among Medieval Peasants in Jnl of Peasant Studies 1977-8 and Hilton, Class Conflict. B. Dodwell, Holdings and inheritance in Medieval East Anglia, EcHR, 1967. A. Macfarlane, The Origins of English Individualism. P.D.A. Harvey (ed.) The Peasant Land Market in Medieval England, esp. ch. 1,2,6. R.M. Smith (ed.), Land, Kinship and life-cycle, esp. ch. 1-8. Z. Razi, \'Family, Land and the village community in late medieval England, Past and Present, 1981. Z. Razi, The Toronto School\'s Reconstruction of Medieval Peasant Society, Past and Present, 1979. Z. Razi, The Myth of the Immutable Peasant Family, Past and Present, 1993/4. J.A. Raftis, Tenure and Mobility. C. Howell, Land, Family and Inheritance in Transition. R. Faith, Peasant Families and Inheritance Customs, AgHR, 1966. P. Schofield, Tenurial developments and the availability of customary land in a late medieval community, EcHR, 1996. J.A. Raftis, Peasant Economic Developments within the Manorial System (1997). J. Whittle, Individualism and the family-land-bond: a reassessment of transfer patterns Among the English peasantry, P & P, 1998. B. Hanawault, The ties that bound e) Freedom and Villeinage R.L. Poole, The Obligations of Society in 12th and 13th centuries. F. Pollock and F.W. Maitland, History of English Law, vol. I. P. Vinogradoff, Villeinage in England. P. Hyams, King, lords and peasants in Medieval England. R.H. Hilton, Freedom and Villeinage in England, Past and Present, 1965. J. Hatcher, English Serfdom and Villeinage: towards a reassessment, Past and Present, 1981. 10 J. Kanzaka, \'Villein rents in thirteenth-century England\', EcHR 2002. R.M. Smith, Some thoughts on Hereditary and Proprietory Rights in Land under Customary Law, Law and History Review, 1983. J. Scammell, Freedom and Marriage in Medieval England, EcHR, 1974. E. Searle, Seigneurial Control of Womens Marriage, Past and Present, 1979. See also the debate on merchet in Past and Present, 1983. D.A. Carpenter, English Peasants in Politics, 1258-67, Past and Present, 1992. T. North, Legerwrite in the 13th and 14th centuries, Past and Present, 1986. R.H. Hilton, The Decline of Serfdom. S.F.C. Milsom, The Legal Framework of English Feudalism (introductory). or S.F.C. Milsom, Historical Foundations of the Common Law (2nd edn.) Chapter 8 (advanced). R.H.Britnell, The Commercialisation of English Society 1000-1500, chapters 3, 6, 9. T. Aston (ed) The Brenner Debate. D.A.E. Pelteret, Slavery in early medieval England (1995). R. Faith, English Peasantry and Growth of Lordship. f) Landlords, Incomes, Consumption and Investment i) The Great Lay and Ecclesiastical Landlords C. Dyer, Standards of Living in the Later Middle Ages. M. Altschul, A Baronial Family in Medieval England: The Clares 1217-1314. J.R. Maddicott, Thomas of Lancaster 1307-22. M.W. Labarge, A baronial household in the 13th century. J.H.R. Moorman, Church Life in England in the Thirteenth Century. I. Kershaw, Bolton Priory. The economy of a northern monastery 1286-1323. R.B. Dobson, Durham Priory 1400-50. R.H. Snape, English Monastic Finances. J.M.W. Bean, Landlords 1350-1500 in Agrarian History of England and Wales, III i, ed. E. Miller. G. Holmes, The Estates of the Higher Nobility in Fourteenth-Century England. K.B. McFarlane, The Nobility of Later Medieval England. R.H. Hilton, A Crisis of Feudalism, Past and Present, 1978 and T.H. Aston(ed) The Brenner Debate. R.H. Hilton, Rent and Capital Formation in Feudal Society in The English Peasantry in the Later Middle Ages. M.M. Postan, Investment in Medieval Agriculture, Journal of Economic History, 1967. H.L. Gray, Incomes from Land in England in 1436, EHR, 1934. K. Mertes, The English Noble Household, 1250-1600. M. Mate, The indebtedness of Canterbury Cathedral Priory, 1215-95, EcHR, 1973. S. Raban, Mortmain Legislation and the English Church, 1279-1500. S. Raban, The land market and the aristocracy in the thirteenth century in D.Greenaway, E.Holdsworth and J. Sayers ed. Tradition and Change, 1985. B. Harvey, Living and Dying in Medieval England: the monastic experience. D. Crouch, The Image of Aristocracy in Britain, 1000-1300. C.M. Woolgar, The Great Households in late medieval England (1999). ii) Gentry and Lesser Landlords S. Harvey, The knights and the knights fee in England, Past and Present, 1970. D.F. Fleming, Landholding by milites in Domesday Book: a revision in Anglo-Norman Studies, 13. P.R. Coss, Sir Geoffrey Langley and the crisis of the knightly class in 13th century England, Past and Present, 1975. D.A. Carpenter, Was there a crisis of the knightly class in the thirteenth century?, EHR, 1981. R.H. Britnell, Minor landlords in England and medieval agrarian capitalism, Past and Present ,1980. E. King Large and small landowners in thirteenth-century England, Past and Present, 1970. N. Saul, Knights and Esquires: the Gloucestershire Gentry in the Fourteenth Century. M.C. Carpenter, Locality and Polity: a study of Warwickshire Landed Society, 1401-99, Part I. 11 M.K. Jones ed, The Gentry and Lesser Nobility in Late Medieval Europe. N. Saul, Scenes from Provisional life: Knightly families in Sussex, 1280-1400. S. Wright, The Derbyshire Gentry in the Fifteenth Century, chapter 2. R.H. Britnell, The Pastons and their Norfolk, Agricultural Hist. Rev, 1988. P.R. Coss, Lordship, Knighthood and Locality, ch. 4. C. Moreton, The Townshends and their World. P.R. Coss, The formation of the English gentry, Past and Present, 1995. P.R. Coss, The Knight in Medieval England (1997). P.J. Jeffries, Profitable 14th century legal practice and landed investment, Southern History, 1993. K. Faulkner, The transformation of knighthood in early 13th century England, EHR, 1996. See also sections 24 a-c below g) Farming Practices and Techniques Agrarian History of England and Wales, vol. II, ed H.E. Hallam, chapter 4; vol III, ed.E. Miller, chapter 3. B.M.S. Campbell, English seigniorial agriculture, 1250-1450 (2000). A.R.H. Baker ed R.A. Butlin, Fields System in the British Isles. B.M.S. Campbell, Agricultural Progress in Medieval England: some evidence from eastern Norfolk, EchR, 1983. B.M.S. Campbell and M. Overton (eds) Land, Labour and Livestock. R.H. Britnell, Agricultural Technology and the Margin of Cultivation in the 14th century EcHR, 1977. J.J. Titow, Winchester Yields. D.L. Farmer, Grain yields on the Winchester Manors in the Later Middle Ages, EcHR, 1977. H.S.A. Fox, The chronology of enclosure and economic development in medieval Devon, EcHR, 1975. L. White Jr, Medieval Technology and Social Change. J.Z. Titow English Rural Society, 1200-1350, pp 37-42. R.H. Hilton, Technical determinism: the stirrip and the plough Past and Present No. 24. B.M.S. Campbell, Arable productivity in medieval England Journal of Economic History, 1983. J. Langdon, Horses, oxen and Technological Innovation. M. Bailey, The evolution of the fold course system in the fifteenth and sixteenth centuries, AgHR, 1990. W.H. Long, Low yields of corn in medieval England, EcHR, 1979. K. Biddick, The Other Economy: pastoral husbandry on a medieval estate. M. Mate, Medieval agrarian practices, AgHR, 1985. D. Postles, Cleaning the Medieval arable AgHR, 1989. P. Brandon, Demesne farming in coastal Sussex in the late middle ages, AgHR, 1971. B. Campbell and M. Overton, A new perspective on medieval and early modern agriculture, c.1250- 1850, Past and Present, 1993. D. Stone, The productivity of hired and customary labour, EcHR, 1997. B.H.S. Cambell et.al., The demesne-farming systems of the post-Black Death England, AgHR, 1996. B.M.S. Campbell, Matching supply to demand: crop production and disposal in the century of the Black Death, JEH, 1997. D. Stone, \'Medieval farm management and technological mentalities\', EcHR, 2001. i) Livestock-farming K. Biddick, The Other Economy: pastoral husbandry on a medieval estate. M. Postan, Village Livestock in the 13th Century, EcHR, 1962. J. Langdon, Horses, Oxen and Technological Innovation. J. Birrell, Deer and deer farming in medieval England, AgHR, 1992. M. Bailey, The rabbit and the medieval East Anglian economy, AgHR, 1988. T.H. Lloyd, The Medieval Wool Trade. M. Stephenson, Wool Yields in the Medieval Economy, EcHR, 1988. D. Stone, \'The productivity and management of sheep in late medieval England\'. AgHR, 2003. 12 ii) Colonization and Settlement The Agrarian History of England and Wales, 1042-1348, vol. II, ed H.E. Hallam, chapter 3. The Agrarian History of England and Wales, 1348-1500, vol. III, ed. E. Miller, chapter 2. W. G. Hoskins, The Making of the English Landscape. J.Z. Titow, Some differences between manors, AgHR, 1962. T.A.M. Bishop, Assarting and the growth of the open fields, EcHR, 1935. M. Aston, D. Austin and C. Dyer (eds), The Rural Settlements of Medieval England. B.K. Roberts, The Making of the English Village. C. Lewis, P. Mitchell-Fox, C.Dyer, Village, hamlet and field: medieval settlements in central England (1997). h) Estate Management D. Oschinsky, Walter of Henley. N. Denholm-Young, Seigneural Administration in England. M. Bailey (ed.), The English manor, c.1200-1500 (2002) R.H. Hilton, Rent and Capital Formation in English Peasantry in the Later Middle Ages. M.M. Postan, Investment in Medieval Agriculture, Journal of Economic History, 1968. E. Stone, Profit and Loss Accountancy at Norwich Cathedral Priory, TRHS, 1962. See also sections 6 (b) and (f) 7 Economic Trends in Rural England a) The Twelfth Century E. Miller, England in the 12th and 13th centuries: An Economic Contrast, EcHR, 1971. M. Postan, The Chronology of the Labour Services, in Postan, Medieval Agriculture. Debate between M. Postan and R. Lennard in EcHR 1952-3, 1955-6, 1956-7 and 1975 and between M. Postan and A.R. Bridbury in EcHR 1975. P.D.A. Harvey, The Pipe Rolls and the Adoption of Demesne Farming, EcHR, 1974. P.D.A. Harvey, The English Inflation of 1180-1220, Past and Present, 1973. R. Faith, Demesne resources and labour rent on the manors of St. Pauls Cathedral, 1066- 1222. H.E. Butler (ed) The Chronicle of Jocelin de Brakeland. R. Faith, Demesne resources and labour rent on the manors of St. Pauls Cathedral, ECHR, 1994. E. King, Economic development in the early twelfth century, in Britnell and Hatcher, Progress and Problems. P. Latimer, The English inflation of 1180-1200 reconsidered, Past and Present, 2001. See also works by Dyer, Harvey, King, Miller and Raftis in section 6 (b). b) The Thirteenth and early Fourteenth Centuries E. Miller, The English Economy in the Thirteenth Century, Past and Present, 1964. J.Z. Titow, Some Evidence of 13th century population increase, EcHR, 1961. M.M. Postan, Medieval agrarian society at its prime: England, C.E.H.E., vol I (2nd ed). A.R. Bridbury, Economic Growth: England in the Later Middle Ages (esp. chapter IV). J.Z. Titow, English Rural Society 1200-1350. B. Campbell (ed) Before the Black Death, articles by Harvey, Mate and Bailey. M. Mate, Estates of Canterbury Cathedral Priory before the Black Death, 1315-48, Studies in Medieval and Renaissance History, 1986. M. Mate, The impact of war on the economy of Canterbury Cathedral Priory, 1294-1340, Speculum, 1982. 13 E. Miller and J. Hatcher, Towns, Commerce and Crafts (1994), chapter 7. c) Population Pressure and Standards of Living 1275-1348 M. Postan and J. Titow, Heriots and Prices on Winchester Manors, EcHR, 1959. I. Kershaw, The Great Famine and Agrarian Crisis, 1315-22, Past and Present, 1973. B.F. Harvey, The Population Trend in England, TRHS, 1965 and essay in B.Campbell, Before the Black Death. L. Poos, The Rural Population of Essex in the Later Middle Ages, EcHR, 1985. H.E. Hallam, The Postan Thesis and The Malthusian Problem in Hallam, Rural England. A.R. Bridbury Before the Black Death, EcHR, 1977. T.H. Aston (ed), The Brenner Debate, contains essays which contest the causes of the agrarian crisis. B. Campbell, Population pressure, inheritances and the land market, in R.M. Smith (ed) Land, Kinship and Life-Cycle. M. Desai, The agrarian crisis in medieval England: a Mallhusian tragedy or a failure of entitlements, Bulletin of Economic Research, 1991. J.R. Maddicott, The English Peasantry and the Demands of the Crown, 1294-1341. A. May, An index of thirteenth-century peasant inpoverishment: manor court fines, EcHR, 1973. B. Campbell (ed), Before the Black Death, essays by Harvey and Smith. M. Bailey, A Marginal Economy? chapter 3. W.C. Jordan, The Great Famine in Northern Europe (1996). P. Schofield, Dearth, Debt and the local land market in a late 13th century village Community, Agric. Hist. Rev. (1997) p440. c.225 Q36 NF1. M. Bailey, Peasant Welfare in England, 1290-1348, EcHR, 1998. M. Ecclestone, Mortality of landless men before the Black Death, Local Population Studies, 1999. H. Kitsikopoulos, Standards of living and capital formation in pre-plague England: a peasant budget model, EcHR, 2000. d) The Black Death P. Ziegler, The Black Death. E. Power, The Effects of the Black Death on Rural Organisation, History, 1918. A.E. Levett, The Black Death on the Estates of the Bishop of Winchester in P. Vinogrudoff. (ed), Oxford Studies in Social and Legal History, vol V. J.A. Raftis, Changes in an English Village after the Black Death, Medieval Studies, 1967. A.R. Bridbury, The Black Death, EcHR, 1973. R.H. Britnell, Feudal Reaction after the Black Death, Past and Present, 1990. R.M. Smith (ed) Land, Kinship and Life-cycle, essays by Campbell and Ravensdale. R.A. Lomas, The Black Death in County Durham, Journal of Medieval History, 1989. N. Richie, Labour Conditions in Essex in the Reign of Richard II, EcHR, 1934. M. Mate, Agrarian Economy after the Black Death: the manors of Canterbury Cathedral Priory, EcHR, 1984. J. Hatcher, Plague, Population and the English Economy 1348-1530. J. Hatcher, England in the Aftermath of the Black Death, Past and Present, 1994. R. Horrox, The Black Death (1994). C. Platt, King Death: the Black Death and its Aftermath in England (1996). M. Ormrod and P. Lindley, The Black Death in England (1996). D. Herlihy, The Black Death (1997). e) The Late Middle Ages A.R. Bridbury, Economic Growth: England in the Later Middle Ages. M. Postan, Economic Evidence of Declining Population, EcHR, 1950 and Essays on Agriculture. M. Postan, The Age of Contraction, CEHE, ii,. M. Postan, The Fifteenth Century, EcHR, 1950. E.A. Kosminsky The Evolution of Feudal Rent, Past and Present, 1955. 14 R.H. Hilton, The Decline of Serfdom. J. Hatcher, Plague, population and the English Economy, 1348-1530. I. Blanchard, Population change, enclosure and the early Tudor economy, EcHR, 1970. E. Miller (ed) The Agrarian History of England and Wales, 1348-1500, vol III. L.R. Poos, A Rural Society after the Black Death: Essex 1350-1525. S. Penn and C. Dyer Wages and Earnings in Late Medieval England: enforcement of the labour laws, EcHR, 1990. J. Bothwell et al (eds.), The problem of labour in fourteenth-century England (2000) C. Dyer, A redistribution of incomes in fifteenth-century England, Past and Present, 1968 C. Dyer, Warwickshire farming. R.H. Britnell, Agricultural technology and the margin of cultivation in the fourteenth century, EcHR, 1977. M. Mate, East Sussex Land Market and Agrarian Class Structure in the Late Middle Ages, Past and Present, 1993. F.R.H. Du Boulay, An Age of Ambition: English Society in the Later Middle Ages. M. Bailey, \'Rural Society\' in R. Horrox (ed.), Fifteenth-century attitudes M.W. Beresford and J.G. Hurst, Deserted Medieval Villages. M.W. Beresford, Lost Villages of England. J. Hatcher, The great slump of the mid-fifteenth century, in Britnell and Hatcher, Progress and Problems (1998). E.B Fryde, Peasants and Landlords in Later Medieval England, c.1380-1525 (1996). J Kermode ed., Enterprise and Individuals in Fifteenth-Century England (1997). P. Nightingale, England and the European depression of the mid-fifteenth century, Jnl. European Econ. Hist, 1997. J. Whittle, The development of agrarian capitalism: land and labour in Norfolk, 1440-1580 (2000). 8 Popular Discontent R.H. Hilton, Peasant movements in England before 1381, EcHR, 1949. Z. Razi, The Struggles between the abbots of Halesowen and their tenants in the 13th and 14th centuries in T.H. Aston (ed), Social Relations and Ideas. R.H. Hilton, Bond Men Made Free. D.A. Carpenter, English peasants in politics, 1258-67, Past and Present, 1992. J.R. Maddicott, The English Peasantry and the demands of the crown, 1294-1341, Past and Present Supplement. I. Harvey, Jack Cades Rebellion of 1450. E.B. and N. Fryde, Popular Rebellion and Peasant Discontents, in Agrarian History of England and Wales, III, ed. E. Miller. M. Mate, The economic and social roots of medieval popular rebellion: Sussex in 1450- 51, EcHR, 1992. B. Putnam, The Enforcement of the Statutes of Labourers. L. Poos, A Society after the Black Death, chapters 8 and 9. M. Aston, Lollardy and Sedition, Past and Present, 60 (and P & P collection). I. Harvey, Was there popular politics in Fifteenth-Century England? The McFarlane Legacy, ed. R.H. Britnell and A.J. Pollard, (1994). B. Stapleton (ed), Conflict and Community in Southern England, essays by Watts and Hare. P. Hargreaves, Seigneurial reaction and peasant responses: Worcester priory and its peasants after the Black Death, Midland History, 1999. 9 The Rising of 1381 R.B. Dobson, The Peasants Revolt (2nd edn). R.H. Hilton, Bond Men Made Free. R.H. Hilton and T.H. Aston (eds), The English Rising of 1381. C. Oman, The Great Revolt of 1381 (2nd edn). E. Powell, The Rising in East Anglia. A. Prescott, London in the Peasants Revolt, London Journal, 1981. 15 G.A. Holmes, The Good Parliament of 1376. J.R. Maddicott, Law and Lordship: Royal Justices on Retainers in 13th and 14th century, Past and Present Supplement. W. Ormrod, The Peasants Revolt and the Government of England, Journal of British Studies, 1990. E.B. Fryde, The English Parliament and the Peasants Revolt of 1381, in Fryde (ed), Studies in Medieval Trade and Finance. H. Eiden, Joint action against bad lordship: the Peasants Revolt in Essex and Norfolk,History, 1998. W.H. Liddell and R.G. Wood, The Great Revolt in Essex. C. Liddy, \'Urban Conflict in late fourteenth-century England: the case of York, 1380-1\', EHR 2003. 10. Towns a) Introductory and General D.M. Palliser (ed), Cambridge Urban History of Britain, i, c.600-c.1540 (2001). S. Reynolds, An Introduction to the History of English Medieval Towns. C. Platt, The English Medieval Town. R. Holt and G. Rosser (eds) The Medieval Town, 1200-1540. M.W. Beresford, New Towns of the Middle Ages. R.H. Britnell, The Commercialisation of English Society, 1000-1500. R.H. Britnell, England and Northern Italy in the early fourteenth century: an economic contrast, TRHS, 1989. A.D. Dyer, Decline and Growth in English Towns, 1400-1640. R.H. Hilton, English and French Towns in Feudal Society. R.H. Hilton Small Town Society in England before the Black Death, Past and Present, 1984. F.W. Maitland, Township and Borough. J.A.F. Thomson (ed), Towns and Townspeople in the 15th century. E. Miller and J. Hatcher, Medieval England: Towns, Commerce and Crafts, chs.5 and 6. R.H. Hilton, Medieval market towns, Past and Present, 1985. E.M. Carus-Wilson, English Towns in A.L. Poole (ed) Medieval England, vol. I. J. Schofield and A. Vince, Medieval Towns. C. Dyer, Market towns and the countryside in late medieval England, Canadian Journal of History (1996). G. Rosser, Myth, image and social process in the English medieval town, Urban History (1996). H. Swanson, Medieval British Towns (1999). T. Slater (ed.), Towns in decline, 1000-1600 (2000) b) Town Histories G. Williams, Medieval London: from Commune to Capital. C.N.L. Brooke and G. Keir, London 800-1216: the shaping of a City. G. Rosser, Medieval Westminster 1200-1540. C. Platt, Medieval Southampton, Port and Trading Community 1000-1600. C. Phythian-Adams, Desolation of a City: Coventry and the Urban Crisis of the Late Middle Ages. R.H. Britnell, Growth and Decline in Colchester 1300-1525. E.M. Carus-Wilson, The Expansion of Exeter at the Close of the Middle Ages. D.J. Keene, Survey of Medieval Winchester, 2 vols. E. Miller, Medieval York, in Victoria County History Yorkshire: York. E.M. Carus-Wilson, The first Half-Century of the Borough of Stratford-on-Avon, EcHR, 1965. M. Biddle (ed) Early Medieval Winchester. S.H. Rigby, Medieval Grimsby. M. Bonney, Lordship and the Urban Community: Durham. D.G. Shaw, The Creation of a Community: Wells. R.H. Hilton (ed) The English Rising of 1381, essays on Canterbury and Beverley by Butcher and Dobson. A. Butcher, Oxford and Canterbury, Southern History, 1979. 16 M. Kowaleski, Local Markets and Regional Trade in Medieval Exeter. C. Barron, London in the late Middle Ages, 1300-1500, London Journal, 1995. M. Carlin, Medieval Southwark. D. Keene, London in the early middle ages, 600-1300, London Journal, 1995. P. Nightingale, The growth of London in the medieval English economy, in Britnell and Hatcher, Progress and Problems. J.A. Galloway, D. Keene and M. Murphy, Fuelling the city: production and distribution of firewood and fuel in Londons region, 1290-1400, EcHR, 1996. See also D.M. Palliser (ed.), Cambridge Urban History of Britain (2000). c) Town Government and Society E. Miller, Rulers of thirteenth-century towns: the cases of York and Newcastle-upon-Tyne, in Thirteenth-Century England, i, (ed) P. Coss. S. Reynolds, The rulers of London in the twelfth century, History, 1972. A. Hibbert, The origins of the medieval Town patriciate, Past and Present, 1953. P. Nightingale, Capitalists, Crafts and Constitutional Change in Late 14th century London, Past and Present, 1989. M. Kowaleski, The commercial dominance of a medieval provincial oligarchy: Exeter in the later 14th century, Medieval Studies, 1984 and Holt and Rosser (eds) Medieval Towns. C. Gross, The Gild Merchant. S. Thrupp, The Merchant Class of Medieval London. S. Rigby, Urban oligarchy in late medieval England in J. Thomson (ed) Towns and Townspeople. G. Rosser, The Essence of Medieval urban communities: The vill of Westminster, TRHS, 1984. M. James, Ritual drama and the social body in the late medieval English town, Past and Present, 1983. J.I. Kermode, Urban decline? The flight from office in late medieval York, EcHR, 1982. R. Horrox, Urban patronage and patrons in the fifteenth century, in R.A. Griffiths (ed.) Patronage, the Crown and the Provinces. M. James, Ritual drama and the social body in the late medieval English town, Past and Present, 1983. R. Bird, The Turbulent London of Richard II. A. Hibbert, The Economic policies of Towns in Cambridge Economic History of Europe, III, ed M. Poston et al. B.R. McRee, Religious gilds and civic order: Norwich in the later middle ages, Speculum, 1992. G. Rosser, Craft guilds and the negotiation of work in the medieval town, Past and Present, 1997. d) Late Medieval Towns The literature is dominated by a long-running debate between optimists and pessimists on the subject of urban decline, initiated by A.R. Bridburys Economic Growth: England in the Late Middle Ages. For the latest views see D.M. Palliser (ed.), Cambridge Urban History of Britain, Part III. R.B. Dobson, Urban decline in late medieval England, TRHS, 1977. C. Phythian-Adams, Urban decay in late medieval England, in P. Abrams and E.A.Wrigley (eds), Towns in societies. A.R. Bridbury, English provincial towns in the late middle ages, EcHR, 1981. M. Reed (ed) English Towns in Decline, 1350-1800. J F Hadwin,. The medieval lay subsidies and economic history, EcHR, 1983. R. Tittler, Late Medieval Urban prosperity, EcHR, 1984. A.D. Dyer, Decline and Growth in English Towns, 1400-1640. S.H. Rigby and S. Reynolds, contributions to the debate in Urban History Yearbook 1979, 1980 and 1984. S.H. Rigby, Late medieval urban prosperity, EcHR, 1986, and reply by Bridbury. M. Bailey, A tale of two towns: Buntingford and Standon in the late middle ages, Journal of Medieval History, 1993. M. Kowaleski, Local Markets and Regional Trade in Medieval Exeter. T.R. Slater (ed.), Towns in decline, A.D. 100-1600 (1999). 17 S. Dimmock, \'English small towns and the emergence of capitalist relations\', Urban History, 2001. 11 Industries and Industrial Organisation a) General E. Miller and J. Hatcher, Medieval England: Towns, Commerce and Crafts, 1066- 1348 (1994). J. Blair and N. Ramsay (eds) Medieval Industries. L.F. Salzman, English Industries of the Middle Ages. D.W. Crossley (ed) Medieval Industry. P. Basing, Trades and Crafts in Medieval Manuscripts. b) Guilds and Craft Industries S. Thrupp, The Gilds, in Cambridge Economic History of Europe, III, ed. M. Postan et al. G. Unwin, The Gilds and Companies of London. S. Kramer, English Craft Gilds. E. Veale, Craftsmen and the Economy of London, in Holt and Rosser (eds), The English Medieval Town. S. Thrupp, Medieval Gilds Reconsidered, Journal of Economic History, 1942. H. Swanson, Medieval Artisans: An Urban Class in Late Medieval England. H. Swanson, The illusion of economic structure: craft gilds in late medieval English towns, Past and Present, 1988. J. Hatcher and T.C. Barker, A History of British Pewter. R. H. Britnell and B. Campbell (eds.), A Commercializing Economy: England 1086-1300. G. Rosser, Craft Gilds and the negotiation of work in the medieval town, P & P, 1997. c) The Cloth Industry E.M. Carus-Wilson, The Woollen Industry, in Cambridge Economic History of Europe, ii, ed. E. Miller. E.M. Carus-Wilson The English Cloth Industry in the Twelfth and Thirteenth Centuries, EcHR, 1944. E.M. Carus-Wilson, An industrial revolution of the 13th century, EcHR, 1941. (Both reprinted in E.M. Carus-Wilson, Medieval Merchant Venturers). E. Miller, The fortunes of the English Cloth Industry in the Thirteenth Century, EcHR, 1965. A.R. Bridbury, Medieval English Cloth making: an economic survey (caution!). E.M. Carus-Wilson, Evidence of Industrial Growth on some fifteenth-century manors, EcHR, 1959. R.H. Britnell, Growth and Decline in Colchester. H. Heaton, The Yorkshire Woollen and Worsted Industries. d) Mining I.S.W. Blanchard, Derbyshire lead production, 1195-1505, Derbyshire Arch. Journal, 1971. I.S.W. Blanchard, The Miner and the agricultural community in late medieval England, AgHR, 1972 and debate in AgHR, 1974. I.S.W. Blanchard, Labour productivity and work psychology in the English mining industry, EcHR, 1978. J. Hatcher, English Tin Production and Trade before 1550. J. Hatcher, The History of the British Coal Industry before 1700, chapter 2. J.G. Gough, Mines of Mendip. e) Miscellaneous Industries D. Knoop and G.P. Jones, The Medieval Mason. 18 L.F. Salzman, Building in England down to 1540. J. Birrell, Peasant Craftsmen in the medieval forest, AgHR, 1969. M.R. McCarthy and C.M. Brooks, Medieval Pottery in Britain. R.A. Holt, The Mills of Medieval England. H. Swanson, Building Craftsmen in Late Medieval York. G.V. Scammell, English merchant shipping at the end of the middle ages, EcHR, 1961. G.V. Scammell, Ship-owning in England, 1450-1550, TRHS, 1965. M. Kowaleski, The expansion of the south-western fisheries in late medieval England, EcHR, 2000. H. Fox, The evolution of the fishing village: South Devon 1086-1550 (2001) 12 Trade, Markets and Merchants a) Overseas Trade i) Introductory and General J.L. Bolton, The Medieval English Economy, 1150-1500, chapter 5 and 9. E. Miller and J. Hatcher, Medieval England: Towns, Commerce and Crafts 1066-1348 (1994). M.M. Postan, Medieval Trade and Finance. E.M. Carus-Wilson, Medieval Merchant Venturers. E.M. Carus-Wilson and O. Coleman, Englands Export Trade, 1275-1547. E. Power and M. Postan (eds), Studies in English Trade in the Fifteenth Century. G. Unwin, Finance and Trade under Edward III. G.F. Warner (ed), The Libelle of Englyshe Polycye. P. Ramsey, Overseas trade in the reign of Henry VIII, EcHR, 1954. ii) Branches of Overseas Trade: Commodities T.H. Lloyd, The English Wool Trade in the Middle Ages. E. Power, The Wool Trade in English Medieval History. M.K. James, Studies in the English Wine Trade. A.R. Bridbury, England and the Salt Trade. E. Veale, The English Fur Trade. W. Childs, Englands iron trade in the fifteenth century, EcHR, 1981. J. Hatcher, English Tin Production and Trade before 1550. E.M. Carus-Wilson, Trends in the export of English woollens in the fourteenth century, EcHR, 1950. W. Childs, English export trade in cloth in the fourteenth century, in Britnell and Hatcher, Progress and Problems. N. Hybel, \'The grain trade in northern Europe before 1350\', EcHR, 2002. iii) Branches of Trade: Countries and Regions T.H. Lloyd, Alien Merchants in England in the High Middle Ages. A. Ruddock, Italian Merchants and Shipping in Southampton, 1270-1600. N.J.M. Kerling, The commercial relations of Holland and Zealand with England from the Late Thirteenth Century to the Close of the Middle Ages. M.A. Mallett, The Florentine Galleys in the Fifteenth Century. W. Childs, Anglo-Castilian Trade in the Late Middle Ages. T.H. Lloyd, England and the Hanseatic Trades. G.A. Holmes, Florentine Merchants in England, 1346-1436, EcHR, 1961. G.A. Holmes, Anglo-Florentine Trade in 1451, Eng. Hist. Rev., 1993. b) Markets and Inland Trade 19 R.H. Britnell, The Commercialisation of English Society, 1000-1500. R.H. Britnell, The proliferation of markets and fairs in England before 1349, EcHR, 1981. D.L. Farmer, Marketing the Produce of the Countryside, in Agrarian History of England and Wales, III, ed. E. Miller. B.M.S. Campbell, J.A. Galloway and M. Murphy, Rural land use in the metropolitan hinterland, 1270- 1339, AgHR, 1992. C. Dyer, The consumer and the market in the later middle ages, EcHR, 1989. E.W. Moore, The Fairs of Medieval England. N.S.B. Gras, The Evolution of the English Corn Market. R. H. Britnell and B. Campbell (eds.), A Commercializing Economy: England 1086-1300. English Markets and royal administration before 1200, EcHR, 1978. D. Postles, Markets for rural produce in Oxfordshire, 1086-1310, Midland History, 1987. K. Biddick, Missing links: markets and stratification among the medieval peasantry, Journal of Interdisciplinary History, 1987. K. Biddick, Medieval English markets and market involvement, Journal of Interdisciplinary History, 1985. J. Masschaele, Transport Costs in Medieval England, EcHR, 1993. M. Mate, The rise and fall of markets in south east England, Canadian Journal of History, 1996. I. Masschaele, Peasants, merchants and markets: in land trade in medieval England, 1150-1350 (1998). M. Bailey, The commercialisation of the English economy, 1086-1500, Journal of Medieval History, 24, (1998). c) Merchants and Credit M.M. Postan, Rise of the Money economy, Credit in medieval trade and Private financial instruments in medieval England, in M.M. Postan, Medieval Trade and Finance. E.B. and M.M. Fryde, Public Credit, in Cambridge Economic History of Europe, iii, ed.M. Postan. E. Miller, The economic policies of government: France and England, Cambridge Economic History of Europe, iii, ed. M. Postan. T.H. Lloyd, Alien Merchants in England. G. Unwin, Studies in Medieval Trade and Finance. P. Nightingale, Monetary contraction and mercantile credit in Later medieval England, EcHR, 1990. S. Thrupp, The Merchant Class of Medieval London. E. Clark, Debt litigation in a late medieval village, in J. Raftis (ed) Pathway to Medieval Peasants. J.T. Noonan, The Scholastic Analysis of Usury. S. Epstein, The theory and Practice of the just wage, Journal of Medieval History, 1991. M. McIntosh, Money lending on the periphery of London, 1300-1600, Albion, 1988. J. Kermode, Medieval Merchants: York, Beverley and Hull in the late Middle Ages (1998) P. Nightingale, A Medieval merchant community: the Grocers Company and the politics and trade of London, 1000-1485 (1995). d) Jews and the Economy H.G. Richardson, English Jewry under the Angevin Kings. P. Elman, Economic Causes of the explusion of the Jews in 1290, EcHR, 1937. D.V. Lipman, Jews of Medieval Norwich. R. Stacey, Recent work on medieval English Jewry, Jewish History, 1987. R. Stacey, The conversion of Jews to Christianity in Thirteenth-Century England, Speculum, 67 (1992). R.B. Dobson, The Jews of Medieval York and the Massacre of March 1190. P. Hyams, The Jewish minority in medieval England, 1066-1295, Journal of Jewish Studies, 1974. D. Wood (ed.), Christianity and Judaism (1992). R.R. Mundill, Englands Jewish Solution: experiment and expulsion 1262-90 (1998). 13 Archaeology 20 C. Platt, Medieval England: a social history and archaeology. H. Clarke, The Archaeology of Medieval England. J.M. Steane, The Archaeology of Medieval England and Wales. G.G. Astill, Economic change in late medieval England in T.H. Aston (ed) Social Relations and Ideas. M.W. Beresford and J.K. St Joseph, Medieval England: An Aerial Survey. B.K. Roberts, The Making of the English Village. G. Astill and A. Grant (eds) The Countryside of Medieval England. W.G. Hoskins, The Making of the English Landscape. W.G. Hoskins, Agrarian History of England and Wales 1042-1348, ed. H.E. Hallam, chapter 9. W.G Hoskins, .Agrarian History of England and Wales, 1348-1500, ed. E. Miller, chapter 9. M.W. Barley, The English Farmhouse and Cottage. M. Wood, The English Medieval House. N.J.G. Pounds, The Medieval Castle. J. Schofield and A.Vince, Medieval Towns (1994). J. Grenville, Medieval Housing (1997). G. Hutchinson, Medieval Ships and Shipping (1997). R. Gilchrist, Gender and material culture: the archaeology of religious women. 14 Crime, Criminals and Policing (see also Paper 3 reading list E5 and 6 and F5 and 6 and below 24 and 26) a) Law Enforcement and Legal Administration J. Hudson, The Formation of the English Common Law (1996) (the most accessible account of early criminal and civil proceedings). ed. C.A.F. Meekings, The 1235 Surrey Eyre, i (1979) (a very useful introductory account of how an eyre worked). J.H. Baker, An Introduction to English Legal History (for reference) (3rd. ed., 1990). ed. G.O. Sayles, Select Cases in the Court of Kings Bench (7 vols.,1936-71) (the intros. furnish the best short account of the court\'s history). ed. B. Putnam, Proceedings before the J.P.s (1938) (intro. has the best summary of their early history). A. Harding, The Law Courts of Medieval England (a very clear and concise introduction to the subject with useful illustrative documents) (1973). H.M. Cam, The Hundred and the Hundred Rolls. ed. W.A. Morris etc. The English Government at Work 1327-36 (3 vols) ii (1947), chs. 2 and 3, iii (1950), chs. 5-8. F.W. Maitland, ed., The Court Baron (1891). Leges Henrici Primi, Assize of Clarendon (1166), Statute of Winchester (1285), Statute of Northampton (1328) - all in trans. in Eng. Hist.Docs., ii-iv. H. Ainsley, Keeping the Peace in Southern England in the 13th century, Southern History, 1984. J.B. Post, Local Jurisdictions and Judgement of Death in later Medieval England, Criminal Justice History, 1983. Equitable Resorts before 1450, Law, Litigants and the Legal Profession, ed. E.W. Ives and A.H. Manchester (1983). Musson and Ormrod (as in b) below). E. Powell, Kingship, Law, and Society, (1989) pp. 9-10 and ch 3 is a very helpful introduction. C.J. Neville, Keeping the Peace on the Northern Marches in the Later Middle Ages, EHR, 1994. b) Law and Society R. Fleming, Domesday Book and the Law: society and legal custom in early medievalEngland (1998). E. King, Dispute Settlement in Anglo-Norman England, Anglo-Norman Studies, 14(1991). E. van Houts, Gender and Authority of Oral Witnessees in Europe (800-1300), TRHS,1999. E. Powell, Settlement of Disputes by Arbitration, Law & History Rev., 1984. 21 Arbitration and the Law, Trans. Roy. Hist. Soc., 1983. Kingship, Law, and Society (1989). M. Clanchy, Law and Love in the Middle Ages, in Disputes and Settlements, ed. J. Bossy (1983). Law Government and Society in Medieval England, History, 1974. J.R. Maddicott, Law and Lordship, Past & Pres. Suppl. 4 (1978). R.W. Kaeuper, Violence in Medieval Society (2000) P. Brand, Kings, Barons and Justices: the making and enforcement of legislation in thirteenth- century England (2003) M.C. Carpenter, Law, Justice and Landowners in late Medieval England,Law and History Review, 1983. R.W. Kaeuper, Law and Order in Fourteenth-Century England, Speculum, 1979. T.A. Green, Societal Concepts of Criminal Liability for Homicide in Medieval England, Speculum, 1972. J.B. Post, Crime in Later Medieval England: some Limitations of the Evidence, Continuity and Change, 1987. P. Maddern, Violence and Social Order (1992). P.R. Hyams, The Feud in Medieval England, Haskins Soc. Jnl., 1991. J. Wormald, Bloodfeud, Kindred and Government in Early Modern Scotland, Past and Present, 1980. A. Musson and W.M. Ormrod, The Evolution of English Justice: Law, Politics and Society in the Fourteenth Century (1999) also a). R.F. Green, A Crisis of Truth: literature and law in Ricardian England (1999). B. Hanawalt, Of bad and Ill Repute: gender and social control in medieval England (1998). M.McIntosh, Controlling Misbehavior in England 1370-1600 (1998). ed. P. Coss, The Moral World of the Law (2000). A. Musson, Medieval Law in Context: legal consciousness from Magna Carta to the Peasants Revolt (2001). For comparison from later periods: ed. V.A.C. Gatrell, etc, Crime and the Law: the social history of crime in western Europe since 1500, espec. Intro. and Chaps. 1 and 6.(1980). M. Gaskill, Crime and Mentalities in Early Modern England (2000). c) Particular Studies B.A. Hanawalt, Crime and Conflict in English Communities (1973). J.B. Given, Society and Homicide in Thirteenth-Century England (1977). S.L. Waugh, The Profits of Violence, Speculum, 1977. E.L.G. Stones, The Folvilles of Ashby-Folville, Trans. Roy. Hist.Soc.,1957. J.G. Bellamy, The Coterel Gang, E.H.R., 1964. Pilkington and Ainsworth, Historical MS Commission, Various Collections, ii (1903), pp.38-56. R. Jeffs, The Poynings-Percy Dispute, Bull.Inst.Hist.Res., 1961. A. Cameron, A Nottinghamshire Quarrel during the Reign of Henry VII, Bull.Inst.Hist.Res 1972. P.S. Lewis, Sir John Fastolf\'s Dispute over Titchwell, Hist.Jnl., 1958. M. T. Clanchy, Highway Robbery and Trial by Battle, Medieval Legal Records edited in Memory of C.A.F. Meekings, ed. R.F. Hunnisett and J.B. Post (1978 and 1980). J.R. Post, The Ladbroke Manor Dispute, Medieval Legal Records, ed.Hunnisett and Post. M. Cherry, The Struggle for Power in mid-Fifteenth Century Devonshire, Patronage, the Crown and the Provinces, ed. R.A. Griffiths (1981). R.L. Storey, The End of the House of Lancaster, chs. 5,7-8, 11, 13.(1966). A. Smith, Litigation and Politics, Property and Politics, ed. A.J. Pollard (1984). B. McClane, The Disputes of Robert Godsfield, Nottingham Medieval Studies, 1984. S.J. Payling, The Ampthill Dispute\', E.H.R., 1989. Murder, Motive and Punishment in Fifteenth-Century England, EHR, 1998. S.K. Walker, Lordship and Lawlessness in the Palatinate of Lancaster, Jnl.Br.Studies., 1989. M.C. Carpenter, Sir Thomas Malory and Fifteenth-Century Local Politics, Bull.Inst.Hist. Res., 1980. P.Schofield, Peasants and the Manor Court: gossip and litigation in a Suffolk village at the 22 close of the thirteenth century, P & P, 1998. 15 Outlaw Literature and Protest Literature a) Texts (See also 32 d).) Gamelyn, in Middle English Verse Romances, ed. D.B. Sands (1986). Rymes of Robin Hood, ed. R.B. Dobson and J. Taylor (1976) contains all the early R.H. texts and Adam Bell and The Outlaws Song of Trailbaston. ed. P. Coss, Thomas Wrights Political songs of England, John to Edward II (1996). e.d. T.H. Ohlgren, Medieval Outlaws: ten tales in modern English (1998). b) Discussion The original debate, with Maurice Keens later recantation, is reprinted in Peasants, Knights and Heretics, ed. R.H. Hilton (1976). J.C. Holt, Robin Hood (2nd edition) (1989). M. Keen, The Outlaws of Medieval Legend (1961) (a useful summary of the principal tales, but see also his change of mind on R.H., noted above).. J.R. Maddicott, The Birth and Setting of the Ballads of Robin Hood, E.H.R., 1978. R.B. Dobson, and J. Taylor, The Medieval Origins of Robin Hood, Northern Hist, 1972. Dobson and Taylor, Robin Hood of Barnesdale, Northern Hist, 1983. Dobson and Taylors introduction to the Rymes.. e.d. T. Hahn, Robin Hood and Popular Culture (2000). J.R. Maddicott, Poems of Social Protest in Early Fourteenth Century England, England in the Fourteenth Century, ed. W.M. Ormrod (1986). M C Carpenter, Law, Justice and Landowners (as above, under 1b). R.W. Kaeuper, An Historians Reading of the Tale of Gamelyn, Medium Aevum, 1983. J. Coleman, English Literature in History 1350-1400: Medieval Readers and Writers, ch. 3 (1981). D. Crook, The Sheriff of Nottingham and Robin Hood, Thirteenth-century England, 2 (1989) ed. P. Coss and S. Lloyd. D. Crook, Further Evidence on the Dating of the Robin Hood Legend, E.H.R., 1984. A. Ayton, Robin Hood and Military Service in the Fourteenth Century, Nott. Med. Studs., 1992. E. van Houts, Hereward and Flanders, Anglo-Saxon England, 1999. H.M. Thomas (as in 27a) 16 Lay Literacy (for the question of language, See 31 d) i ) a) Medieval Studies J.T. Rosenthal, Aristocratic Patronage and Book Bequests, Bull. John.Rylands Lib., 1981-2. M.T. Clanchy, From Memory to Written Record (2nd ed., 1992). Remembering the Past and the Good Old Law, History, 1970. C. Cipolla, Literacy and Development in the West (1969). M.B. Parkes, The Literacy of the Laity, in The Medieval World (part of Literature and Western Civilisation, ed. D. Daiches) (1973). J.W. Thompson, The Literacy of the Laity in the Middle Ages (1960). M. Aston, Lollardy and Literacy, in Aston, Lollards and Reformers (1984). Devotional Literacy, in Lollards and Reformers. Wyclif and the Vernacular, in Ockham to Wyclif, ed. M. Wilks and A. Hudson (1987). Englands iconoclasts (i) Laws against images (1988). J.W. Adamson, The Extent of Literacy in the 15th and 16th centuries, The Library, 1929-30. J. Coleman, as under 15 b), chs 2,4. V.J. Scattergood and J.W. Sherborne, English Court Culture in the Middle Ages (1983) - relevant chapters for aristocratic literary tastes. F.H. Baml, Varieties and Consequences of Medieval Literacy and Illiteracy, Speculum,1980. 23 L.R. Poos, A Rural Society after the Black Death, Essex 1350-1525, ch. 12 (1991). ed. P. Biller and A. Hudson, Heresy and Literacy 1000-1530 (1994). T.S. Haskett, I have ordained and made my testament and last wylle in this form: English as a testamentary language, 1387-1450, Medieval Studies, 1996. C.F. Briggs, Literary, Reading and Writing in the Medieval West, Jnl. of Med. Hist., 2000. b) Comparative Studies from Other Periods ed. L. Stone, Schooling and Society (1976). ed. J. Goody, Literacy in Traditional Societies (1968). M. Spufford, Sections on Education in Contrasting Communities (1974). R.A. Houston, Literacy in Early Modern Europe (1988). D. Cressy, Literary and the Social Order: reading and writing in Tudor and Stuart England (1980). See also section on languages: 32 d)i) (below). 17 Education a) Primary and Secondary Schooling N. Orme, English Schools in the Middle Ages (1973). Education in the West of England (1976). The Education of the Courtier, in English Court Culture, ed. V.J. Scattergood J.W.Sherborne (1983). Schoolmasters, in Profession, Vocation and Culture, ed. C.H. Clough (1982). From Childhood to Chivalry (1984). N. Orme, The Culture of Children in Medieval England, Past and Present, 1995. K.B. McFarlane, The Education of the Nobility in The Nobility of Later Medieval England (1973). J.A.H. Moran, The Growth of English Schooling 1340-1598 (1985). W.J. Courtenay, Schools and Scholars in Fourteenth Century England (1987). H.M. Jewell, Bringing up Children in Good Learning and Manners, North. Hist., 1982. b) The Universities i) Medieval Universities in General H. Rashdall, The Universities of Europe in the Middle Ages, 3 vols, 2nd edition, edited by F.M. Powicke and A.B. Emden (1936). G. Leff, Paris and Oxford Universities in the Thirteenth and Fourteenth Centuries (1968). A.B. Cobban, The Medieval English Universities: Oxford and Cambridge to c.1500 (1988). Reflections on the Role of Medieval Universities in Contemporary Society,Essays Presented to Margaret Gibson, ed.C. Smith and B. Ward (1992). English University Life in the Middle Ages (1999). English University Benefactors in the Middles Ages, History, 2001. W.J. Courtenay, Schools and Scholars in Fourteenth Century England (1987). R.W. Southern, The changing Role of the Universities in Medieval Europe, Historical Research, 1987. ii) Oxford University Victoria History of the Counties of England: Oxfordshire, vol. III,ed. H.E. Salter and M.D. Lobel (1954). H.E. Salter, Medieval Oxford (1936). W.A. Pantin, Oxford Life in Oxford Archives (1972). 24 Oxford Studies Presented to Daniel Callus, Oxford Historical Society, XVI, 1964. T.H. Aston, Oxfords Medieval Alumni, Past and Present, 1977. A.B. Emden, An Oxford Hall in Medieval Times (1968). ed. J.I. Catto, The Early Oxford Schools (1984); vol. I of The History of the University of Oxford, ed. T.H. Aston. ed. J.I. Catto and R. Evans, Late Medieval Oxford (1992), vol. II of The History of the University of Oxford. iii) Cambridge University Victoria History of the Counties of England: Cambridgeshire, vol.III, ed. J.P.C. Roach (1959). R. Willis and J.W. Clark, The Architectural History of the University of Cambridge, 4 vols, (1886). M.B. Hackett, The Original Statutes of Cambridge University (1970). J.R.H. Moorman, The Grey Friars of Cambridge (1952). T.H. Aston, The Medieval Alumni of the University of Cambridge, Past and Present, 1980. D.R. Leader, A History of the University of Cambridge, I: The University to 1546 (1988). ed. P. Zutshi, Medieval Cambridge (1993). iv) Colleges Histories of the colleges are numerous and, on the whole, not satisfactory. For Oxford, the best are V. Green, The Commonwealth of Lincoln College, 1427-1977 (1979), and New College, Oxford, 1279-1979 (1979), edited by J. Buxton and P. Williams. For Cambridge, the best are A.B. Cobban, The Kings Hall within the University of Cambridge in the Later Middle Ages (1969); C.N.L. Brooke, A History of Gonville and Caius College (1985); and J. Twigg, A History of Queens\' College, Cambridge, 1448-1986 (1987). See also the Victoria County History for Cambridge. v) Graduate Career Patterns and Opportunities See articles by Aston in b ii) and iii) above. The academic, and later, careers of individual members of the two universities are described in A.B. Emden, A Biographical Register of the University of Oxford to A.D. 1500, 3 vols, (1957-9), and A.B.Emden, A Biographical Register of the University of Cambridge to 1500 (1963). G.F. Lytle, Patronage Patterns and Oxford Colleges c. 1300- c.1530, The University in Society, ed L. Stone (1975). R. Swanson, Universities, Graduates, and Benefices in Late Medieval England, Past and Present, 1985. Learning and Living: University Study and Clerical Careers in Late Medieval England, History of the Universities, 1986-7. Patronage. Learning and Clerical Advancement, History of the Universities, 1986-7. 18 The Monastic Orders in England 1066-1200 (see also some of the items in 20 and 21) a) Monasticism in Europe R.W. Southern, Western Society and the Church in the Middle Ages, Ch 6 (1970). C.H. Lawrence, Medieval Monasticism (2nd ed., 1989). G. Constable, Religious Life and Thought (1979). G. Constable, The Reformation of the Twelfth Century (1997). N.F. Cantor, The Crisis of Western Monasticism 1050-1300, American Historical Review, 1960. M. Bull, Knightly Piety and the Lay Response to the First Crusade, chap.4. (1993). 25 b) In England B. Harvey, Living and Dying in England 1100-1540: the monastic experience (1993). M.D. Knowles, The Monastic Order in England 940-1216 (2nd ed., 1963). D.J.A. Matthew, The Norman Monasteries and their English Possessions (1962). J.C. Dickinson, The Origins of the Austin Canons and their Introduction into England (1950). S. Thompson, Women Religions: the Foundation of English Nunneries after the Norman Conquest (1991). E. Mason, Timeo Barones et Dona Ferentes, Religious Motivation, ed.D.Baker (1978). H.M. Colvin, The White Canons in England (1951). E. Cownie, Religious Patronage in Anglo-Norman England 1066-1135 (1998). B. Kerr, Religious Life for Women c.1100-c.1350: Fontevraud in England (1999). B.D. Hill, English Cistercian Monks and their Patrons in the Twelfth Century (1968). G. Constable, Monastic Tithes from their Origins to the Twelfth Century (1964). C. Harper-Bill, The Piety of the Anglo-Norman Knightly Class, Battle Proceedings, ed. R A Brown, 1979. J. Leclerc, The Monastic Crisis of the Twelfth Century, Cluniac Monasticism in the central Middle Ages, ed. N. Hunt (1971). F. Barlow, William I and Cluny, Jnl. Eccles. Hist., 1981. B. Golding, The Coming of the Cluniacs, Battle Proceedings, ed. R.A. Brown, 1980. Burials and Benefactions: an aspect of monastic patronage in thirteenth-century England, England in the Thirteenth Century ed. W.M. Ormrod (1985). Gilbert of Sempringham and the Gilbertine Order c.1130-c.1300 (1995). J.E. Burton, Monasteries and Parish Churches in 11th and 12th century Yorkshire Northern Hist., 1987. The Monastic Order in Yorkshire, 1069-1215 (1999). G Cowrie, Religious Patronage in Anglo-Norman England, 1066-1135 (1998) C. Harper-Bill and E. van Houts, A companion to the Anglo-Norman World, chapter 9 \'The Anglo-Norman Church\'. B.J. Thompson, From Alms to Spiritual Services, Monastic Studies: the continuity of tradition, ed. Judith Loades, Headstart History, 1991. Free Alms Tenure in the Twelfth Century, Anglo-Norman Studs., 1994 TRHS (as in Section 20). The Laity, the Alien Priories, and the Redistribution of Ecclesiastical Property, England in the Fifteenth Century, ed. N. Rogers (1994, ed. B.J. Thompson, Monasteries and Society in Medieval Britain (1999). F. Barlow, The English Church 1066-1154, ch. 5 (1979). J. Burton, Monastic and Religious Orders in Britain 1000-1300 (1994). M. Oliva, The Covenant and the Community in Late Medieval England (1998). C. Holdsworth, The Piper and the Tune: medieval patrons and monks (1991). R.B. Dobson, The English Monastic Cathedral in the Fifteenth Century, TRHS, 1991. 19 The Friars R. Brooke, The Coming of the Friars (1975). David Knowles, The Religious Orders in England (3 vols., 1948-59). F. Roth, The English Austin Friars, 1249-1538 (2 vols., 1961-6); originally in Augustiniana, 1958-9. J. Burton, (as in 18(b)). J.R.H.Moorman, A History of the Franciscan Order from its Origins to the Year 1517 (1968). W.A. Hinnebusch, The Early English Friars Preachers (1951). A.G. Little, Franciscan Papers, Lists, and Documents (1943). Studies in English Franciscan History (1917). -------------. Introduction of the Observant Friars in England, Proceedings of the British Academy,1923. Lancelot Sheppard, The English Carmelites (1943). A. Williams, Relations between the mendicant friars and the secular church in England in the later 26 fourteenth century, Annuale Medievale, 1960. M.W. Sheehan, The Religious Orders, in J.I. Catto (ed.), History of the University of Oxford: I: The Early Schools (1984). J.D. Dawson, Richard FitzRalph and the fourteenth-century poverty controversies, Journal of Ecclesiastical History, 1983. C. Erickson, The fourteenth-century Franciscans and their critics, Franciscan Studies, 1975-6. M. Aston, Caims Castles: Poverty, Politics, and Disendowment, in R.B.Dobson (ed.), The Church, Politics, and Patronage, (1984). M.D. Lambert, Franciscan Poverty: the doctine of the absolute poverty of Christ and the Apostles in the Franciscan Order, 1210-1323 (1961). P.R. Szittya, The Antifraternal Tradition in Medieval Literature(1986) (or in Speculum, 1977). R.B. Dobson, Mendicant Ideal and Practice in Late Medieval York, in Archaeological Papers from York presented to M.W. Barley, ed. P.V.Addyman & V. E. Black (1984). F.R.H. du Boulay, The Quarrel between the Carmelite Friars and the Secular Clergy of London, 1464- 1468, JEH, 1955. L.K. Little, Religious Poverty and the Profit Economy in Medieval Europe (1978). P.H. Barnum, Dives and Pauper, EETS o.s. 275, 280 (1976, 1980). 20 The English Church in the Later Middle Ages (see also Sections 17b)v-19 and 21) a) General R.W. Southern, Western Society and the Church in the Middle Ages (1970). Steven Ozment, The Age of Reform, 1250-1550 (1980). W.A. Pantin, The English Church in the Fourteenth Century (1955). P. Heath, Between Reform and Reformation, Jnl. Eccles. Hist 1990. Church and Realm, 1272-1461 (1988). The Church and the shaping of English Society 1215-1535 (1995). R. Swanson, Unity and Diversity, Rhetoric and Reality: Modelling the Church, Jnl. of Religious History, 1996. Church and Society in Late Medieval England (2nd ed., 1993). Religion and Devotion in Europe 1215-1515 (1995). C. Harper-Bill, The Pre-Reformation Church in England, 1400-1530 (1989). J.H. Moorman, Church Life in England in the Thirteenth Century (1945). N.P. Tanner, The Church in Late-Medieval Norwich (1984). J. van Engen, The Christian Middle Ages as an Historiographical Problem, AHR, 1986. Denys Hay, The Church of England in the Later Middle Ages, History, 1968. R.E. Lerner The Rich Complexity of the Late Medieval Church, Medievalia et Humanistica, 1984. J.A.F. Thomson, The Early Tudor Church and Society (1993). b) Particular Studies A.H. Thompson, The English Clergy and their Organization in the later Middle Ages (1947). P. Heath, The English Parish Clergy on the Eve of the Reformation (1969). M. Bowker, The Secular Clergy in the Diocese of Lincoln, 1495-1520 (1968). David Knowles, The Religious Orders in England, 3 vols. (1948-59). S. Wood, English Monasteries and their Patrons in the Thirteenth Century (1955). R.G. Davies, The Episcopate in Profession, Vocation, and Culture in Later Medieval England, ed. C.H. Clough (1982). J.H. Tillotson, Visitation and Reform of the Yorkshire Nunneries in the Fourteenth Century, Northern Hist, 1994. J. Burton (as in 18 (b)). R.B. Dobson, The English Monastic Cathedrals in the Fifteenth Century, TRHS, 1991. B. Thompson, Monasteries and their Patrons at Foundation and Dissolution, TRHS, 1994. The Laity, the Alien Priories, and the Redistributon of Ecclesiastical Property, England and the Fifteenth Century, ed. N. Rogers (1994). Habendum et Tenendum, Religious Beliefs and Ecclesiastical Careeers, ed. C.Harper-Bill 27 (1991). R.W. Dunning, Patronage and Promotion in the Late Medieval Church, in K. Edwards, The English Secular Cathedrals in the Middle Ages (1967). K. Wood-Legh, Perpetual Chantries in Britain (1965). A. Kreider, English Chantries: the road to dissolution (1979). M. Aston, Thomas Arundel (1967). B. Harvey (as in 18 (b)) R. Swanson, Problems of the Priesthood in pre-Reformation England, EHR, 1990. N.J.G. Pounds, A History of the English Parish (2000). 21 Lay Piety (see also Sections 18- 20) a) Church and Society Carl Watkins, Memories of the Marvellous in the Anglo-Norman Realm, Medieval Memories: men, women and the past 700-1300, ed. E. van Houts (2001). M. Chibnall, Piety, Power and History in Medieval England and Normandy (2000). A. Brown, Church and Society in England, 1000-1500 (2003) J. Shinners (ed.), Medieval Popular Religion, 1000-1500 M. Aston, Faith and Fire: popular and unpopular religion 1350-1600 (1993). Englands Iconoclasts (i) Laws against images (1988). Lollards and Reformers (1984). ed. C. Haigh, The English Reformation Revised (1987). ed. C. Harper-Bill, Religious Belief and Ecclesiastical Careers in Late Medieval England (1991). ed. C.M. Barron and C. Harper-Bill, The Church in Pre-Reformation Society (1985). J.J. Scarisbrick, The Reformation and the English People (1984). J.A.F. Thomson, Orthodox Religion and the Origins of Lollardy, History, 1989. J. Hughes, Pastors and Visionaries: Religious and Secular Life in Late-Medieval Yorkshire (1988). E. Mason, The Role of the English Parishioner, 1100-1500, Jnl.Eccles.Hist., 1976. A Brown, Popular Piety in Late Medieval England (1995). B. Kmin, The Shaping of a Community: the rise and reformation of the English Parish c1400-1560 (1996) M.G.A. Vale, Piety, Charity and Literacy among the Yorkshire Gentry,1370-1480, Borthwick Papers, 50 (1976). B.L. Manning, The Peoples Faith in the Time of Wycliff (1919). J.T. Rosenthal, The Purchase of Paradise: Gift Giving and the Aristocracy 1307-1485 (1972). ed. R.B. Dobson, The Church, Politics and Patronage in the 15th Century (1984). M.E. James, Ritual, Drama and Social Body in the Late Medieval English Town, Past and Pres., 183. J. Coleman, English Literature in History, 1350-1400: Medieval Readers and Writers, chs. 4, 5 (1981). John Bossy, The Mass as a Social Institution, 1200-1700, Past & Present, 1983. Prayers, TRHS, 1991. Christianity in the West 1400-1700. G. McM Gibson, The Theater of Devotion: East Anglian Drama and Society in the Late Middle Ages 1989). B.A. Hanawalt, Keepers of the Light: late medieval parish guilds, Journal of Medieval and Renaissance Studies, 1984. P. Fleming, Charity, Faith, and the Gentry of Kent, 1422-1529, in A.J.Pollard (ed.), Property and Politics (1984). C. Carpenter, The Religion of the Gentry of Fifteenth-Century England, England in The Fifteenth Century, ed. D. Williams (1987). C. Burgess, "\'A Fond Thing Vainly Invented\': an Essay on Purgatory and Pious Motive in Late Medieval England"; Parish, Church and People, ed. S. Wright (1988). By Quick and by Dead: wills and pious provision in late medieval Bristol, EHR, 1987 C. Burgess and B. Kmin, Penitential Bequests and Parish Regimes in Late Medieval England, Jnl. Eccles. Hist, 1993. G. Rosser, Communities of Parish and Guild in the Late Middle Ages, Parish, Church and People, ed. Wright.Parochial Conformity and Popular Religion in Late Medieval England, Trans. Roy. Hist. 28 Soc., 1991. Solidarits et Changement Social: fraternits urbains Anglaises a\' la fin du Moyen Age, Annales, 1993. Going to the Fraternity Feast, Jnl. Br. Studs., 1994. A.K. Warren, Anchorites and their Patrons in Medieval England (1985). M. Rubin, Corpus Christi: the Eucharist in late Medieval Culture (1991). E. Duffy, The Stripping of the Altars: Traditional Religion in England c.1400-1580 (1992). R. Hutton, The Rise and Fall of Merry England 1400-1700 (1994 ). A. Vauchez, Sainthood in the Later Middle Ages (1997). D. Webb, Pilgrimage in Medieval England (2000). M. Haren, Sin and Society in Fourteenth-Century England: a study of the Memoriale Presbiterorum (2000). N. Saul, Death, Art, and Memory in Medieval England (2001). K. Farnhill, Guilds and the parish community in late medieval East Anglia, c.1470-1550 (2001) J. Dimmick et al (eds.), Images, idolatry and Iconoclasm in late Medieval England (2002) D. Webb, Pilgrimage in Medieval England (2000) E. Duffy, The voices of Morebath (2002) chapters 1-4. b) Texts and other sources A large number of instruction manuals etc. have been published by the Early English Text Society (E.E.T.S.) and it\'s worth browsing amongst them. Try:- ed. T.F. Simmons, Lay Folks Mass Book (E.E.T.S., 1879). ed. T.F. Simmons, Lay Folks Catechism (E.E.T.S., 1901). ed. E. Peacock, John Myrcs Instructions for Parish Priests, (E.E.T.S., 1868). Pantin has a most useful introduction to these in Chaps. 9-11, and to the mystics, several of whose works are available in Penguin Classics as well as in the E.E.T.S. Robert Mannyng, ed. I. Sullens, Handlying Synne (1983). Works which discuss religious texts:- ed. M. Glasscoe, The Medieval Mystical Tradition in England (1980). M.D. Knowles, The English Mystical Tradition (1961). G.R. Owst, Preaching in Medieval England (1920). Literature and Pulpit in Medieval England, 2nd ed. (1961). H. L. Spencer, English Preaching in the Late Middle Ages (1993). Visual Sources:- The Age of Chivalry: Art in Plantagenet England, 1200-1400, ed. J.J.G. Alexander & Paul Binski (1987) R. Gilchrist, Contemplation and Action: the other monasticism (1995). R. Marks, Image and Devotion in Late Medieval England (2000). 22 John Wycliff and Lollardy a) Wyclif K.B. McFarlane, Wycliff and English Nonconformity (1952/1972). J.H. Dahmus, The Persecution of John Wyclif (1952). ed. A. Kenny, Wyclif in his Times (1986). b) Wyclif and Lollardy M.D. Lambert, Medieval Heresy: Popular Movements from Bogomil to Hus (2nd ed., 1992). ed. A. Hudson, Selections from English Wycliffite Writings (1978). A. Hudson, The Premature Reformation: Wycliffite Texts and Lollard History (1988). 29 ed. A. Hudson and M. Wilks, From Ockham to Wyclif (1987). M. Aston, Lollardy and Sedition, 1381-1414, Peasants, Knights and Heretics (1976). or Lollards and Reformers (1984). Lollardy and Literacy, Lollards and Reformers. Lollardy and the Reformation: survival or revival?, ibid. H.G. Richardson, Heresy and the Lay Power under Richard II, Eng.Hist.Rev., 1936. J.A.F. Thomson, The Later Lollards 1414-1520 (1965). Orthodox Religion and the origins of Lollardy, History, 1989. J. Fines, Heresy Trials in the Diocese of Lichfield, Jnl.Eccles.Hist.,1963. E. Powell, Kingship, Law, and Society, ch. 6 (1989). R.G. Davies, Lollardy and Locality, Trans.Roy.Hist.Soc., 1991. K.B. McFarlane, Lancastrian Kings and Lollard Knights (1972). John Wycliffe and English Nonconformity (1952/1972). L.R. Poos, A Rural Society after the Black Death: Essex 1350-1525, ch. 12 (1991). ed. Biller and Hudson (see Section 16(a)). ed. M. Aston and C. Richmond, Lollardy and the Gentry in the Later Middle Ages (1997). R. Rex, The Lollards (2002) 23 The Family and Marriage in England c. 1250-1500 (see also Section 4, above and 24 below) a) General E. van Houts, History and Family Traditions in England and the Continent 1000-1200 (2000). John S. Moore, The Anglo-Norman Family: size and structure, Anglo-Norman Studies, 14 (1991). S. Shahar, Childhood in the Middle Ages (1991). R.A. Houlbrooke, The English Family (1984). A. Burton, Looking Forward from Aries?, Continuity and Change, 1989. ed. R.B. Outhwaite, Marriage and Society: Studies in the Social History of Marriage, intro. and chs. 1-3 (1981). J. Swanson, Childhood and Childrearing in ad status Sermons, Jnl.Med.Hist., 1990. H. Jewell (as in Section 17 (a)). N. Orme, The Culture of Children in Medieval England, Past and Present, 1995. eds. C.M. Rousseau and J.T. Rosenthal, Women, Marriage and Family in Medieval Christendom (1998), pp. 121-251 and 349-398. P. Fleming, Family and Household in Medieval England (2000). M. Mate, Women in Medieval English Society (1999). b) The Aristocratic Family K.B. McFarlane, The Nobility of Later Medieval England, ch. 1 iii (1973). G.A. Holmes, The Estates of the Higher Nobility in Fourteenth-Century England, ch. 2 (1957). C. Given-Wilson, The English Nobility in the Late Middle Ages, ch. 6 (1987). C. Carpenter, The Fifteenth-Century English Gentry and their Estates, in Gentry and Lesser Nobility in Late Medieval Europe, ed. M. Jones (1986). Locality and Polity, chs. 4, 6 and 7 (1992). S.M. Wright, The Derbyshire Gentry in the Fifteenth-Century, ch. 3 (1983). C. Richmond, Marriage and the Family in Fifteenth-Century England, Bull.Inst.Hist.Res.,1985. ed. J. Ward, Women of the English Nobility and Gentry, 1066-1500 (Sources) (1995). English Noblewomen in the later Middle Ages (1992). J. Hudson, Land, Law, and Lordship in Anglo-Norman England (1994) chs 3-4, 6. J. Holt, TRHS,1972-5 (as in Section 25(b)). S. Painter, Studies in the History of the English Feudal Barony (1943). S.L. Waugh, The Lordship of England: Royal Wardships and Marriages in English Society and Politics 1217-1327 (1988). 30 N. Saul (as in 21b) ) P. Coss, The Lady in Medieval England 1000-1500 (1998). S.J. Payling, \'The economics of marriage in late medieval England\', EcHR 2001 F. Pederson, Marriage disputes in medieval England (2001) c) Merchants and Townsmen (and women) B. Hanawalt, Growing up in Medieval London (1995). S. Thrupp, The Merchant Class of Medieval London, ch. 4 (1948). P.J.P. Goldberg, Marriage, Migration, Servanthood and Lifecycle in Yorkshire Towns of the Later Middle Ages, Continuity and Change,1986. Women, Work and Life Cycle in a Medieval Economy (1992). ed. C.M. Barron and A.F.Sutton, Medieval London Widows. J.P. Huffman, Family, Commerce and Religion in London and Cologne. Anglo-German Emigrants c.1000-c.1300 (1998). J. Kermode, Medieval Merchants in York, Beverly and Hull in the later Middle Ages (1998). d) The Peasant Family P. Gatrell, Historians and Peasants: studies of medieval English society in a Russian context, Past and Present, 1982. R.M. Smith, Modernisation\' and the Corporate Village Community, Explorations in Historical Geography, ed. A.R.H. Baker and D.Gregory (1984). B. Hanawalt, The Ties that Bound (1986). A. Macfarlane, The Origins of English Individualism, chs. 4-6 (1978). Marriage and Love in England: modes of reproduction 1300-1840 (1986). L.R. Poos, A Rural Society after the Black Death: Essex 1350-1525, ch. 7 (1991). M.E. Mate, Daughters, Wives and Widows after the Black Death: women in Sussex,1350-1535 (1998). A selection of anthropologically-influenced works on the peasantry, (see also section 6c) above) G.C. Homans, English Villagers of the Thirteenth Century (1942). J.A. Raftis, Tenure and Mobility (1964). Z. Razi, Family Land and the Village Community in later Medieval England, Past and Present, 1981. C. Howell, Peasant Inheritance Customs in the Midlands 1280-1700, in Family and Inheritance, ed. J. Goody, J. Thirsk and E.P. Thompson(1976). R.M. Smith, Some Issues Concerning Families and their Property in Rural England, Land, Kinship and Lifecycle, ed. Smith (1984). R.M. Smith, The English Peasantry 1250-1600, in ed. T. Scott, The Peasantries of Europe from the Thirteenth to the Eighteenth Centuries (1998). J. Whittle, Individualism and the family-land bond. A reassessment of land transfer patters among the English Peasantry c. 1270-1580, P & P, 1998. Inheritance, Marriage, Widowhood and Remarriage in North-East Norfolk, 1440- 1580, Continuity and Change, 1998. e) Gender and Masculinity (see also 4, 14b), 23) E van Houts, Memory and Gender in Medieval Europe (1999) Gender and Authority of Oral Witnesses in Europe (800-1300), TRHS, 1999 J. Wogan-Browne, Saints Lives and Womens Literary Culture: virginity and its authorisations c.1150-1300 (2001) ed. C.M. Meale, Women and Literature in Britain 1150-1500 (1993) R. Gilchrist, Gender and Material Culture: the archaeology of religious women (1994) ed. D.M. Hadley, Masculinity in Medieval Europe (1999) 31 24. The Structure of Landowning Society c. 1066-1500 (N.B. Sections 24-8 all overlap to some extent - also see Bibliographies for Papers 2 and 3) a) Barons and Knights D.A. Carpenter, The Second Century of English Feudalism, P & P, 2000. P. Coss, The Knight in Medieval England 1000-1300 (1993). From Knighthood to Country Gentry 1050-1400, TRHS, 1995 C. Richmond, The Rise of the English Gentry, 1150-1350, The Historian, 1990. F.M. Stenton, The First Century of English Feudalism, 2nd ed. (1961). S. Harvey, The Knight and the Knights Fee in England, Past and Pres.,1970. D.F. Fleming, Landholding by Milites in Domesday Book: a revision, Anglo-Norman Studies, 1990. R.A. Brown, The Status of the Norman Knight, War and Government in the Middle Ages, ed. J. Gillingham and J.C. Holt (1984). R. Lennard, Rural England 1086-1135, chs. 2-4. R. Mortimer, The Beginnings of the Honour of Clare, Proceedings of the Battle Conference,ed. R.A. Brown, 1980. C.W. Hollister, The Greater Domesday Tenants-in-Chief, Domesday Studies,, ed. J.C. Holt (1987). J.C. Holt, The Northerners, chs. 3 and 4 (1961). N. Denholm-Young, Feudal Society in the Thirteenth Century: the Knights, Collected Papers (1969). P. Coss, Lordship, Knighthood and Locality: a Study in English Society c.1180-1280, ch. 7 (1991). S.L. Waugh, Reluctant Knights and Jurors: respites, exemptions, and public obligations in the reign of Henry III, Speculum, 1983. S. Painter, Studies in the History of the English Feudal Barony (1943). R.F. Treharne, The Knights in the Period of Baronial Reform and Rebellion, Bull. Inst. Hist. Res. 1946-8. K. Naughton, The Gentry of Bedfordshire in the Thirteenth and Fourteenth Centuries (1976) J. Scammell, The Formation of the English Social Structure: Freedom, Knights and Gentry, 1066- 1300 Speculum, 1993. J. Gillingham, Some Observations on Social Mobility in England between the Norman Conquest and the Early Thirteenth Century, The English in the Twelfth Century (2000) J.A Green, The Aristocracy of Norman England (1997). D. Crouch, The Image of Aristocracy in Britain 1000-1300 (1992). P. Dalton, Conquest, Anarchy and Lordship: Yorkshire 1066-1154 (1994). b) The Crisis of the Knightly Class (see also some of the works in b)) R.H. Hilton, A Medieval Society; the West Midlands at the End of the Thirteenth Century, ch. 2 (1966). P. Coss, as above, Section a), chs. 4-9. Sir Geoffrey Langley and the Crisis of the Knightly Class in Thirteenth Century England, Past and Pres., 1975. D.A. Carpenter, Was there a Crisis of the Knightly Class in the Thirteenth Century?, Eng. Hist. Rev., 1980. E. King, Large and Small Landowners in Thirteenth-Century England, Past and Pres., 1970. K. Faulkner, The Transformation of Knighthood in Early Thirteenth-Century England, EHR, 1996. See also works by Denholm-Young, Waugh, Treharne and Naughton, above Section a) c) Nobles and Gentry (see also section 28) K.B. McFarlane, The Nobility of Later Medieval England, chs. 1, 2 and 8 (1973). G.A. Holmes, The Estates of the Higher Nobility in Fourteenth-Century England, chs. 1-3 (1957). C. Given-Wilson, The English Nobility in the Late Middle Ages, Part I and Conclusion (1987). J.T. Rosenthal, Nobles and the Noble Life 1295-1500 (1976). R.R. Davies, Lordship and Society in the March of Wales 1282-1400, chs. 2,14-18 (1978) M.J. Bennett, Community, Class and Careerism: Cheshire and Lancashire Society in the Age 32 of Sir Gawain and the Green Knight, ch. 5(1985). A County Community: social cohesion amongst the Cheshire gentry, Northern Hist., 1973. F. Heal and C. Holmes, The Gentry in England and Wales, 1500-1700 (1994) (also relevant to Sections 17,21,23(b), 26-28). C. Moreton, The Townshends and their World (1992). P. Coss, \'The formation of the English gentry\', Past and Present (1995) P. Morgan, \'Making the English Gentry\', Thirteenth-century England 5 ed. A. Goodman and A Tuck, War and Border Societies in the Middle Ages (1992). N. Saul, Knights and Esquires: the Gloucestershire Gentry in the Fourteenth Century, chs. 1-3 and 6 (1981). Scenes from Provincial life: Knightly Families in Sussex 1280-1400, ch. 2 (1986). S. Wright, The Derbyshire Gentry in the Fifteenth Century, chs. 1, 4 and 5 (1983). C. Richmond, John Hopton: a Fifteenth-Century Suffolk Gentleman, chs. 1 and 4 (1981). S.J. Payling, Political Society in Lancastrian England: the Greater Gentry of Nottinghamshire, chs. 1-4 and Conclusion (1991). A.J. Pollard, North-Eastern England During the Wars of the Roses 1450-1500, chs. 4, 5 and 8 (1990). C. Carpenter, Locality and Polity: a Study of Warwickshire Landed Society 1401-1499, chs. 3, 9 and 17 (1992). Gentry and Community in Medieval England, Jnl.Br. Studs., 1994 ed. C. Carpenter, Kingsfords Stonor Letters and Papers (1996). ed. C. Carpenter, The Armburgh Papers (1998). ed. J. Kirby, The Plumpton Letters and Papers (1997). ed. J.G. Gairdner, The Paston Letters and Papers (variety of eds., incl. recent one-vol. reprint). J.P. Cooper, Ideas of Gentility in Early-Modern England, Land, Men and Beliefs, ed. G.E. Aylmer and J.S. Morrill (1983). The Social Distribution of Land and Men in England, ibid.. D.A.L. Morgan, The Individual Style of the English Gentleman, Gentry and Lesser Nobility in Late Medieval Europe, ed. M. Jones (1986). K. Naughton, The Gentry of Bedfordshire in the Thirteenth and Fourteenth Centuries (1976). N. Denholm-Young, The Country Gentry in the Fourteenth Century, chs. 1,2 and 6 (1969). H.L. Gray, Incomes from Land in 1436, Eng. Hist. Rev., 1934. J.R. Maddicott, The County Community and the Making of Public Opinion in Fourteenth-Century England, Trans.Roy.Hist.Soc., 1978. R.L. Storey, Gentleman-Bureaucrats, Profession, Vocation and Culture, ed. C.H. Clough (1982). E.W. Ives, The Common Lawyers of Pre-Reformation England, Part I (1983). 25 Feudalism (see also Bibliography for Papers 2 and 3) Note that both this section and the next Bastard Feudalism - have also a strong political and constitutional dimension; on this list, the social aspects of the reading are emphasised. Essential introduction to the subject: M. Chibnall, The Debate on the Norman Conquest (1999). a) The Old Debate J.H. Round, Feudal England (1895). D.J.A. Matthew, The Norman Conquest (1966). F.M. Stenton, The First Century of English Feudalism (2nd ed., 1961). J.O. Prestwich, Anglo-Norman Feudalism and the Problem of Continuity, Past and Pres.,1963. C.W. Hollister, Anglo-Saxon Military Institutions on the Eve of the Norman Conquest (1962). The Military Organisation of Norman England (1965). 1066: The \'Feudal Revolution, American Historical Review, 1967-8. E. John, English Feudalism and the Structure of Anglo-Saxon Society, Orbis Britanniae and Other Studies (1966). R.A. Brown, Origins of English Feudalism (1973) is a useful collection of the documents on which the 33 debate centred and good summary of the \'old\' debate. b) The New Re-evaluation J.C. Holt, Feudal Society and the Family in Early Medieval England, Presidential Addresses, Tran.Roy.Hist.Soc., 1982-5. The Introduction of Knight Service into England, Anglo-Norman Studies (formerly Proceedings of the Battle Conference, ed. R.A.Brown), 1982. 1086, Domesday Studies, ed. Holt (1987). J. Gillingham, The Introduction of Knight Service into England, Proceedings of the Battle Conference, ed. R.A. Brown, 1981. R. Fleming, King and Lords in Conquest England, Part II (1991). T. N. Bisson, The Feudal Revolution, Past and Pres., 1994. W.E. Kapelle, The Norman Conquest of the North (1979). R. Mortimer, The Beginnings of the Honour of Clare, Proceedings of the Battle Conference, ed. R.A. Brown, 1980. S. Reynolds, Bookland, Folkland and Fiefs, Anglo-Norman Studies ed. R.A. Brown, 1991. Fiefs and Vassals (1994). M. Chibnall, \'Military Service in Normandy Before 1066\', Anglo-Norman Studies (formerly Proceedings of the Battle Conference, ed. R.A.Brown), 1982. Anglo-Norman England 1066-1166, Part I (1986) . R. Abels, Lordship and Military Organisation in Anglo-Saxon England (1988). B. Golding, Conquest and Colonisation: the Normans in Britain, 1066-1100 (2nd ed., 2001). P. Dalton (as in 24a) ) D.A. Carpenter, \'The second century of English feudalism\', Past and Present, 2000. c) Studies of Individual Baronies W.E. Wightman, The Lacy Family in England and Normandy (1966). ed. R.P. Patterson, Earldom of Gloucester Charters (1973). ed. D.E. Greenway, Charters of the Honour of Mowbray (1972). B. English, The Lords of Holderness 1086-1260, a study in feudal society (1979) F.R.H. Du Boulay, The Lordship of Canterbury: an essay on medieval society, ch. 3 (1966). C. Dyer, Lords and Peasants in a Changing Society: the estates of the bishopric of Worcester, 680- 1540, ch. 2 (1980). B. Harvey, Westminster Abbey and its Estates in the Middle Ages, ch.3 (1977). E. King, Peterborough Abbey 1086-1310: a study in the land market, chs 1 and 2 (1973). 26 Bastard Feudalism ( see also Bibliography for Papers 2 and 3, especially the period 1272-1509) For the essential administrative/legal context, see Section 14a), above a) General K.B. McFarlane, England in the Fifteenth Century, Intro. by G.L. Harriss and article, Bastard Feudalism (1981). The Nobility of Later Medieval England, ch. 1 i, vi and Annexe (1973). N.B. Lewis, The Organisation of Indentured Retinues in Medieval England, Trans.Roy.Hist.Soc., 1945. C. Given-Wilson, The English Nobility in the Late Middle Ages, ch. 3 and conclusion (1987). P. Coss, Bastard Feudalism Revised, Past and Present, 1989. Coss and Others, debate on Bastard Feudalsim Revised, Past and Present, 1991. D.A. Carpenter, The Second Century of English Feudalissm, P & P, 2000. G.L. Harriss, Political Society and the Growth of Government in Late Medieval England, Past and Present, 1993. G.A. Holmes, The Estates of the Higher Nobility in Fourteenth-Century England, ch. 3 (1957). 34 C. Carpenter, Locality and Polity: a Study of Warwickshire Landed Society 1401-1499,chs. 9, 10, first section and 17 (1992). J.R. Maddicott, Law and Lordship: Royal Justices as Retainers in Thirteenth and Fourteenth-Century England, Past and Pres. Suppl.,1978. J.P. Cooper, Retainers in Tudor England, Land, Men and Beliefs, ed. G.E.Aylmer and J.S. Morrill (1983). ed. S.A. Smith, John of Gaunts Register 1372-76 (1911). ed. E.C. Lodge and R. Somerville, John of Gaunts Register 1379-83 (1937). ed. M.Jones and S. Walker, Private Indentures for Life Service in Peace and War, Camden Miscellany, 32 (1994). ed. A. Goodman and A. Tuck (as in Section 24c)). b) Individual Affinities C. Carpenter, The Beauchamp Affinity, Eng.Hist.Rev., 1980. The Duke of Clarence and the Midlands, Midland History,1986, J.R. Maddicott, Thomas of Lancaster, ch. 2 (1970). J.R.S. Phillips, Aymer de Valence, Earl of Pembroke, ch. 9 (1972). A. Pollard, The Northern Retainers of the Earl of Salisbury, Northern History, 1978. M. Cherry, The Courtenay Earls of Devon, Southern History, 1979. S.K. Walker, The Lancastrian Affinity 1361-1399 (1990). c) Crime, Conflict and Settlement i) General E. Powell, Kingship, Law, and Society (1989). Arbitration and the Law, Trans.Roy.Hist.Soc., 1983. Settlement of Dispute by Arbitration, Law and History Review, 1984. C. Carpenter, Law, Justice and Landowners in Late-Medieval England, Law, and History Review, 1983. M.T. Clanchy, Law, Government and Society in Medieval England, History, 1974. Law and Love, in Disputes and Settlements, ed. J.Bossy (1983). P.C. Maddern, Violence and Social Order (1992). J. Wormald, Bloodfeud, Kindred and Government in Early Modern Scotland, Past and Pres., 1980. ii) Particular (See above, Section 14c) d) Local Studies N. Saul, Knights and Esquires: the Gloucestershire gentry in the fourteenth century, ch. 3 (1981). Scenes from Provincial Life: knightly families in Sussex 1280-1400, ch. 3 (1981). S. Wright, The Derbyshire Gentry in the Fifteenth Century, chs. 5-9 (1983). A.J. Pollard, North-Eastern England during the Wars of the Roses, ch. 5(1990). C. Carpenter, Locality and Polity, chs. 9 and 16. H. Castor, The King, the Crown, and the Duchy of Lancaster (2000). 27 Aristocratic Values and Consumption Patterns c. 1066-1500 (see also Bibliography for Papers 2 and 3) NB: The two sections below overlap to some extent. See also Section 21 above, on lay piety and 30 below, on the arts. a) Chivalry c. 1066-1500 35 M. Strickland, War and Chivalry 1066-1217 (1996). ed., M. Strickland, Anglo-Norman Warfare (1992). M. Keen, Chivalry (1984). Chaucers Knight, the English Aristocracy and the Crusade, English Court Culture in the later Middle Ages, ed. V.J.Scattergood and J.W. Sherborne (1983). ed. M Keen, Medieval Warfare: a history (1999). R. Barber, The Knight and Chivalry (1970). S. Painter, French Chivalry: Chivalric Ideas and Practices in Mediaeval France (1940). P. Contamine, War in the Middle Ages, trans. M. Jones (1984). R.W. Southern, The Making of the Middle Ages, ch. 5 (1953). J. Huizinga, The Waning of the Middle Ages (1924). The Political and Military Significance of Chivalric Ideas in the Late Middle Ages, Men and Ideas (1959). J. Barnie, War in Medieval Society: Social Values and the Hundred Years War 1337-99 (1974). H.M. Thomas, The Gesta Herewardi, the English and their Conquerors, Anglo-Norman Studies, 21 (1998.) J.Gillingham, The English in the Twelfth Century (2000). A.B. Ferguson, The Indian Summer of English Chivalry (1960). J.T. Rosenthal, Nobles and the Noble Life 1295-1500 (1976). K.B. McFarlane, The Nobility of Later Medieval England, ch. 1ii (1973). K. Fowler, The Age of Plantaganet and Valois: the Struggle for Supremacy: 1328-1498 (1967). ed. A. Curry and M.Hughes, Arms, Armies and Fortifications in the Hundred Years War (1994). Crouch and Green (as in 24a)). Contemporary Texts: a selection The Order of Chivalry, trans. W. Caxton, E.E.T.S. The Babees Book (a.k.a. Manners and Meals in Olden Time), ed. F.J.Furnivall, E.E.T.S.(1868). The Works of Sir Thomas Malory, ed. E. Vinaver (1947). Froissart, Chronicles, selected and trans. G. Brereton (Penguin Classics,1968). The Boke of Noblesse, ed. J.G. Nicholls (1860). European texts in translation from the whole period, including several key works of chivalry, are to be found in The New Pelican Guide to English Literature 1. Medieval English Literature: Part Two: The European Inheritance, ed. B. Ford (1983). b) Consumption Patterns of Lay Landowners c. 1200-1500 (see also Section 24b) above, as well as relevant sections on incomes and estate management) C. Dyer, Standards of Living in the Later Middle Ages, chs. 2-4 (2nd ed., 1998). K. Mertes, The English Noble Household 1250-1600 (1988). McFarlane, Nobility, as above, Section 24c), ch. 1v, vi. C. Given-Wilson, The English Nobility in the Late Middle Ages, ch. 4 (1987). J.R. Maddicott, Thomas of Lancaster 1307-1322, ch. 2 (1970). C. Rawcliffe, The Staffords, Earls of Stafford and Dukes of Buckingham 1394-1521, chs. 4-5 (1978). M.J. Bennett, Community, Class and Careerism: Cheshire and Lancashire Society in the Age of Sir Gawain and the Green Knight, ch. 10 (1985). N. Saul, Scenes from Provincial Life: Knightly Families in Sussex 1280-1400, ch. 6 (1986). S. Wright, The Derbyshire Gentry in the Fifteenth Century, ch. 2 (1983). C. Richmond, John Hopton: a Fifteenth-Century Suffolk Gentleman, ch. 3(1981). A.J. Pollard, North-Eastern England During the Wars of the Roses 1450-1500, ch. 8 (1990). C. Carpenter, Locality and Polity: a Study of Warwickshire Landed Society 1401-1499, ch. 6 (1922). The Fifteenth-Century English Gentry and their Estates, Gentry and Lesser Nobility in Late Medieval Europe, ed. M. Jones (1986). P. Fleming, The Hautes and their Circle: culture and the English gentry, England in the Fifteenth Century, ed. D. Williams (1987). Rosenthal, as above, Section 27a). E. Veale, The English Fur Trade in the Late Middle Ages (1966). 36 M.K. James, Studies in the Medieval Wine Trade (1971). C. Barron, Centres of Conspicuous Consumption: the aristocratic town house in London 1200 1550, London Journal 1995. C.M. Woolgar, The Great Household in Late Medieval England (1999). Pounds (as in 31a) ). 28 Social Mobility in Late Medieval England c.1250-1500 (see also section 24b), above) a) General F.R.H. Du Boulay, An Age of Ambition: English Society in the Late Middle Ages (1970). M.J. Bennett, Sources and Problems in the Study of Social Mobility: Cheshire in the later middle ages, Trans. of the Historic Soc. of Lancs. and Chesh., 1978.ed. C. H. Clough, Profession, Vocation and Culture in Later Medieval England (1982). Useful comparative works: L. Stone, Social Mobility in England, 1500-1700, Past and Present, 1966. An Open Elite? England 1540-1880 (abridged ed., 1986). b) Into and Within Nobility and Gentry (see also c) ) K.B. McFarlane, The Nobility of Later Medieval England, chs. 1-3,8 (1973). M.J. Bennett, Community, Class and Careerism, ch.10 (1983). C. Carpenter, Locality and Polity, chs. 4,6 (1992). The Fifteenth-Century English Gentry and their Estates, Gentry and Lesser Nobility in Late Medieval Europe, ed. M. Jones (1986). N. Saul, Knights and Esquires, ch.6 (1981). S. Payling, Political Society in Lancastrian England: the Greater Gentry of Nottinghamshire, chs. 1-3 (1991). Social Mobility, Demographic Change and Landed Society in Late Medieval England, Ec. Hist. Rev., 1992. C. Given-Wilson, The English Nobility in the Late Middle Ages, chs. 5 and 6 (1987). c) Lawyers and Administrators (see also b)) E.W. Ives, The Common Lawyers in Pre-Reformation England, Trans. Royal Hist. Soc.,1968. The Common Lawyers of Pre-Reformation England (1983). P. Brand, The Origins of the English Legal Profession (1992). R.A. Griffiths, Public and Private Bureaucracies in England and Wales in the Fifteenth Century, Trans. Royal His. Soc., 1980. Also works by Morgan and Storey in section 24c) d) Merchants and Townsmen S. Thrupp, The Merchant Class of Medieval London (1948). S. Reynolds, An Introduction to the History of English Medieval Towns, ch.8 (1977). M. Kowalewski, The Commercial Dominance of a Medieval Provincial Oligarchy The Medieval Town: a Reader in English Urban History 1200-1540, ed. R. Holt and G. Rosser (1990). H. Swanson, Medieval Artisans: an Urban Class in Late Medieval England (1989). J. Kermode (as in 23c)). 37 e) Peasants and Yeomen (see also b) and sections 6c) and 23d), above). C. Dyer, Lords and Peasants in a Changing Society, ch.14 (1980). Changes in the Size of Peasant Holdings in Some West Midland Villages, ed. R.M.Smith, Land, Kinship and Life Cycle (1984). R.H. Hilton, The English Peasantry in the Later Middle Ages, chs. 1 and 2 (1975). C. Howell, Land, Family and Inheritance in Transition: Kibworth Harcourt 1280-1700, ch. 5 (1983). W.G. Hoskins, The Midland Peasant: the Economic and Social History of a Leicestershire Village (1957). B. Harvey, Westminster Abbey and its Estates in the Middle Ages, chs. 7-10 (1977). M. McIntosh, Autonomy and Community: Havering 1200 -1520 (1986). L. Poos, A Rural Society after the Black Death: Essex 1350 - 1525 ch.7 (1991). 29 Aliens in English Society (see also important works above, Section 12) P. Hyams, The Jewish Minority in Medieval England 1066-1290, Jnl of Jewish Studies., 1974. P. Brand, Jews and the Law in England 1275-90, EHR, 2000. R.R. Mundill, Englands Jewish Solutions experiment and expulsion (1998). R.B. Dobson, The Jews of Medieval Cambridge, Jewish Hist. Studs., 1990-2. A.S. Abulafia, Jewish-Christian Disputations and the Twelfth-Century Renaissance, Jnl. Med. Hist., 1989. J. Edwards, The Jews in Western Europe (1993). K.T. Streit, The expansion of the English Jewish Community in the reign of Stephen, Albion (1993). J. Hillaby, London: The Thirteenth-Century Jewry Revisited, Jewish Hist. Studs., 1990-2. R.C. Stacey, 1240-60: a watershed in Anglo-Jewish Relations?, Hist. Research, 1988. The Conversion of Jews to Christianity in Thirteenth-Century England, Speculum, 1992. C. Roth, A History of the Jew in England (3rd ed., 1964). D. Pearsall, Strangers in Late Fourteenth-Century London, The Stranger in Medieval Society, ed. F.R.P Akehurst (1997). 30 Poverty and Charity (see also 19, 20 and 21) M. Mollat, The Poor in the Middle Ages (1986). P.H. Cullum, And hir name was charite: charitable giving by and for women in late medieval Yorkshire, in Woman is a worthy wight: women in English society c.1200-1500, ed.P.J. P. Goldberg (1992). A. Brown, Popular Piety in Late-Medieval England , chap. 8 (1995). N. Orme and M. Webster, The English Hospital, 1070-1570 (1995). M. Rubin, The poor, in Fifteenth-century attitudes. Perceptions of society in late medieval England ed. R. Horrox (1994). Charity and Community in Medieval Cambridge (1987). M.K. McIntosh, Local Responses to the Poor in Late-Medieval and Tudor England, Continuity and Change, 1988. B.R. McRee, Charity and Gild Solidarity in Late Medieval England, Jnl. Br. Studs., 1993. P.M. Cullum and P.J.P. Goldberg, Charitable Provision in Late Medieval York, North. Hist. (1993). R.M. Smith, The Manorial Court and the Elderly Tenant in Late Medieval England, Aging and the Aged in Medieval Europe, ed. M.M. Sheehan. E. Clark, The Quest for Security in Medieval England, ibid. Some Aspects of Social Security in Medieval England, Jnl. Family Hist., 1982. Social Welfare and Mutual Aid in the Medieval Countryside, Jnl. Br. Studs., 1994. J.M. Bennett, Conviviality and Charity in Medieval and Early Modern England, Past and Present, 1992. 38 ed. M.M. Sheehan, Ageing and the Aged in Medieval Europe (1990). N. Orme and M. Webster, The English Hospital, 1070-1570 (1995). C. Rawcliffe, Medicine for the Soul: the life, death and resurrection of an English medieval hospital (1999). 31 Intellectual Developments 1050-1300 (see also Sections 17b) above and 32, below) J. Kaye, Economy and Nature in the Fifteenth Century (1998). P. Damien-Grint, The New Historians of the Twelfth-century Renaissance: inventing vernacular authority (1999). L. Cochrane, Adelard of Bath: the first English scientist (1994). R.L. Benson and G. Constable (eds.) Renaissance and Renewal in the Twelfth Century (1982). C.N.L. Brooke, Heresy and Religious Sentiment: 1000-1250, Bulletin of the Institute of Historical Research, 1968. J.H. Burns (ed.), The Cambridge History of Medieval Political Thought c.350-c.1450 (1988). R.W. Southern, St. Anselm. A Portrait in a Landscape (1990). Medieval Humanism and Other Studies (1970). Scholastic Humanism and the Unification of Europe, 2 vols. (1995-2000). R. Ward, The Prayers and Meditations of St.Anselm (1973). P. Dronke (ed.), A History of Twelfth-Century Western Philosophy (1988). G.R. Evans, Old arts and new theology, (1980). M.Gibson, Lanfranc of Bec, (1978). C.H. Haskins, The Renaissance of the Twelfth Century, (1927). E. Lesne, Les Ecoles de la fin de VIIIe la fin du XII sicle (1940). L.K. Little, Religious Poverty and the Profit Economy in Medieval Europe, (1978). D.E. Luscombe, Peter Abelard (1979,1980). J. Marenbon, Early Medieval Philosophy (480-1150). An introduction (1983). R.I. Moore, The Formation of a Persecuting society (1987). Origins of European Dissent, (1977). A Murray, Reason and Society in the Middle Ages (1978). Suicide in the Middle Ages (2 vols., 1998-2000). B. Smalley, The Study of the Bible in the Middle Ages, 3rd. edn. (1952). B. Tierney, The Crisis of Church and State 1050-1300 (1964). J. le Goff, Intellectuals in the Middle Ages (1993). R. Swanson, The Twelfth-Century Renaissance (1999). ed., C.W. Hollister, Anglo-Norman Political Culture and the Twelfth Century Renaissance (1997). 32. The Arts in England c.1066-1500 * = mainly pre - 1250 + = mainly post - 1250 a) Architecture *R. Marks, Stained Glass in England during the Middle Ages (1993). N.J.G. Pounds, The Medieval Castle in England and Wales (1991). *G. Zarnecki etc. Catalogue of the Hayward Romanesque Exhibition (1984). *R. Stalley, Early Medieval Architecture (1999). C. Cunningham, Stones of Witness: church architecture and function (1999). P. Kidson etc. A History of English Architecture (2nd ed., 1965). G. Webb, Architecture in Britain: The Middle Ages (1956). *T.S.R. Boase, English Art 1100-1216 (1953). *E. Fernie, The Effect of the Norman Conquest on Norman Architectural Patronage, Anglo- Norman Studies, 9 (1986). * Saxons, Normans and their Buildings, Anglo-Norman Studies, 21 (1998). 39 *C.M. Radding and W.W. Clark, Medieval Architecture, Medieval Learning (1992). +J. Bony, The English Decorated Style 1250-1350 (1979). +J. Harvey, The Perpendicular Style 1330-1485 (1978). L.F. Salzman, Building in England, (1952). H.M. Colvin, The History of the Kings Works: the Middle Ages (1963). R. Morris, Cathedrals and Abbeys of England and Wales (1979). G.H. Cook, The English Medieval Parish Church (1954). R.A. Brown etc. Castles: a history and guide (1980). +H.M. Colvin in Scattergood and Sherborne: see below, in d). +ed. J. Alexander and P. Binski, The Age of Chivalry (Catalogue of the Royal Academy Exhibition, 1987). C. Platt, The Architecture of Medieval Britain: a Social History (1990). The Parish Churches of Medieval England (1981). The Abbeys and Priories of Medieval England (1984). The Castle in Medieval England and Wales (1982). +P. Binski, Westminster Abbey and the Plantaganets (1995) (also relevant to b) and c) below). N.J.G. Pounds, The Medieval Castle in England and Wales: a social and political history (1990). C. Harper-Bill and E van Houts (eds.), A Companion to the Anglo-Norman World (2003) Chapter 11. b) Sculpture, Precious Metals etc. J. Cherry, Treasure in Earthen Vessels: jewellery and plate in late medieval hoards, Treasure in the Medieval West, ed. E. Tyler (2000). L. Stone, Sculpture in Britain: the Middle Ages, (1972). *Hayward Catalogue, as above, in a). *G. Zarnecki, English Romanesque Sculpture 1066-1140 (1951). * Later English Romanesque Sculpture 1140-1210, (1953). * Studies in Romanesque Sculpture, Ch. 1 and 3 (1979). * Romanesque Sculpture in Normandy and England in the 11th century, Proceedings of the Battle Conference, ed. R. A. Brown, 1978. *Boase, as above, in a). +J. Evans, English Art 1307-1461 (1949). P. Brieger, English Art 1216-1307 (1957). Pickering and Anderson: see below, d)iii). + Age of Chivalry (as above, in a)). +P. Lindley, Gothic to Renaissance: essays on sculpture in England (1996). *P. Lasko, Ars Sacra 800-1200 (2nd ed., 1994). Binski, Westminster Abbey (as in b)). c) Painting and Illumination J.J.G.Alexander, The Middle Ages in The Genius of British Painting, ed. D.Piper (1975). Painting and Manuscript Illumination in Scattergood and Sherborne (below b)). Pickering and Anderson: see below d)iii). Pearsall and Salter: see below d)ii). Boase, Brieger, Evans as above, in a). * Hayward Catalogue, as above, in a). *F. Wormald, The Development of English Illumination in the 12th century, Jnl. British Archaeological Assoc., 1943. * The Survival of Anglo-Saxon Illumination after the Norman Conquest, Proceedings of the British Academy, 1944. *C.R. Dodwell ed., The Great Lambeth Bible. * The Canterbury School of Illumination. *R. Gameson, The Manuscripts of Early Norman England c.1066-1130 (1999). 40 *T. Webber, Scribes and Scholars at Salisbury Cathedral c.1075-c.1125 (1992). + Pearsall and Salter, as in e)ii), below. M. Rickert, Painting in Britain: The Middle Ages (1965). + R. Hanna III, Sir Thomas Berkeley and his Patronage, Speculum, 1989. + P. Binski, The Painted Chamber at Westminster (1986). Westminster Abbey (as in b)). + Age of Chivalry (as above, in a)). K. Kamerick, Popular Piety and Art in the late Middle Ages (2002) d) Literature (see also some of the titles in section 23e) ) For anthologies and editions, see bibliography in J.A. Burrow, Medieval Writers and their Work,(1982). Note particularly Chaucer, ed. F.N.Robinson (2nd.ed., 1966) Piers Plowman, ed. A.C.V. Schmidt, (1978, 1982), Gawain and the Green Knight, ed. J.R.R. Tolkien, (1967), Malory, ed. E.Vinaver (2nd.ed. 1977), the York Mystery Plays, ed. R.Beadle (1982) A Book of Medieval English, ed. J.A. Burow and T. Turville-Petre (2nd.ed.,1995) There is a good introductory selection of texts in the New Pelican Guide to English Literature above, section 27 a). The best introductory survey is D. Pearsall, Old English and Middle English Poetry (1977); also W.P.Ker, Medieval English Literature (1955). For all periods, see The Cambridge History of the English Language, ii, 1066-1478, ed. N.F. Blake (1992). J. Simpson (ed.), The Oxford English Literary History, 2, Reform and cultural revolution (2002) C. Harper-Bill and E. van Houts, A companion to the Anglo-Norman World chapter 10 \'Language and Literature\' i) Language and the Development of the Vernacular *I Short, Patrons and Polygots, Anglo-Norman Studies, 14 (1991). Tam Angli quam Franci: self-definition in Anglo-Norman England, Anglo-Norman Studies, 18 (1995). L P. Smith, The English Language (3rd ed., 1966). *M.D. Legge, Anglo-Norman as a spoken language, Proceedings of the Battle Conference, ed. R A Brown, 1979. *Anglo-Norman and the Historian, History, 1941-2. *Anglo-Norman Literature and its Background (1978). R.M. Wilson, English and French in England, History, 1943. Early Medieval English Literature (3rd ed., 1968). M.T. Clanchy, From Memory to Written Record (2nd ed., 1993). *R.W. Chambers, On the Continuity of English Prose (1957). W. Rothwell, The Role of French in 13th c. England, Bull.Jo.Rylands Lib., 1975-6. P. Damian-Grint (as in 31). L.E. Voigts, Whats the Word? bilingualism in late medieval England, Speculum, 1996. ed. T.A. Trotter, Multilingualism in Later Medieval Britain (2000). +ii) English Vernacular Literature ed. D. Wallace, The Cambridge History of Medieval English Literature (1999). The New Pelican Guide to English Literature vol. I: The Middle Ages, Part I: Chaucer and the Alliterative Tradition (Part II is a useful survey of European literature). J.A. Burrow, Medieval Writers and their Work (1982). Ricardian Poetry (1971). 41 J. Coleman, English Literature in History: 1350-1400: Medieval Readers and Writers (1981). S. Medcalf, ed. The Later Middle Ages (The Context of English Literature) (1981). D. Mehl, The Middle English Romances of the 13th and 14th Century (1968). P. Brown and A. Butcher, The Age of Saturn: literature and history in the Canterbury Tales (1991). ed. T.J. Heffernan, Popular Literature of Medieval England (1985). H. Philips, Langland, the Mysteries and the Medieval English Religious Tradition (1990). V.J.Scattergood, Literary Culture at the Court of Richard II, in Scattergood and Sherborne: see below, f). D. Pearsall and E. Salter, Landscapes and Seasons of the Medieval World (1973). D.A. Lawton, ed., Middle English Alliterative Poetry and its Literary Background (1982). ed.A.V.C.Schmidt and N.Jacobs, Medieval English Romances (1980). ed. D.B.Sands, Medieval English Verse Romances (1986). R. F. Green, Poets and Princepleasers (1980). Stevens, as in e) R. Hanna, Sir Thomas Berkeley and his Patronage, Speculum, 1989. R.M. Wilson, The Lost Literature of Medieval England (2nd ed.,1970). T. Turville-Petre, England the Nation: Language, Literature and National Identity 1290-1340 (1996). M. Schlauch, English Medieval Literature and its Social Foundations, ch. 5 (1971). P Strohm, Social Chaucer (1989). A.I. Doyle, English Books In and Out of Court from Edward III to Henry VII, in Scattergood and Sherborne: see f) below. iii) Drama and the Mystery Plays R. Axton, European Drama of the Early Middle Ages (1974). +R. Woolf, The English Mystery Plays (1972). G. Wickham, The Medieval Theatre (3rd. ed., 1987). F.P. Pickering, Literature and Art in the Middle Ages (1970). M.D. Anderson, Drama and Imagery in English Medieval Churches the visual arts (1963). +W. Tydeman, English Medieval Theatre 1400-1500 (1986). +M. Rubin, Corpus Christi: the Eucharist in late medieval England (1991). +G McM Gibson, The Theater of Devotion: East-Anglian drama and society in the late middle ages (1989). ed. R. Beadle, The Cambridge Companion to the Medieval English Theatre (1994). P. Meredith, Professional Travelling Players of the Fifteenth Century: myth or reality?, Medieval Drama, 1998. e) Music Oxford History of Music vols.I and II. F.Ll. Harrison, Music in Medieval Britain. + N. Wilkins, Music and Poetry at Court, in Scattergood and Sherborne (see below f)) J. Stevens, Music in Medieval Drama, Procs.Royal Musical Assoc., 1957-8. Words and Music in the Middle Ages 1050-1350 (1986). R. Rastall, Minstrelcy, Churches and Clergy in Medieval England, Procs.Royal Musical Assoc., 1970-1. + Some English Consort Groupings of the Later Middle Ages,Music and Letters, 1974. Minstrels of the English Royal Household, R.M.A. Research Chronicle, 1964. The Minstrel Court in Medieval England, Procs.Leeds Philosophical and Literary Society, 1982. + R. Bowers, Some Observations on the Life and Career of Lionel Power, Procs. Royal Musical Assoc., 1975-6. The Musicians of the Lady Chapel of Winchester 1402-1539, Jnl. Eccles. Hist., 1994. English Church Polyphony: singers and sources from the 14th to the 17th century (1999). J. Southworth,The English Medieval Minstrel (1989). M. Williamson, The Musician in Medieval England (1999). + A. Wathey, Music in the Royal and Noble Households in Late Medieval England (1989). Music - Historical Anthology of Music, vol. I ed. A.T. Davison and W. Apel (1989). - The Oxford Anthology of Music: Medieval Music, ed. W.T. Marrocco and N. Sandon (1977). 42 - Medieval English Songs, ed. F.Ll. Harrison (1979). Recordings - a useful introductory tape accompanies Enjoying Early Music by Roy Bennett. - there are any number of recordings of medieval music f) General Discussions and Problems in Patronage * C R Dodwell, Anglo-Saxon Art: a new perspective (1992). * W.W.Kibler ed., Eleanor of Aquitaine: patron and politician (1976). G. Duby, The Age of the Cathedrals: art and society 980 - 1420 (1981). * M.D.Knowles, The Monastic Order in England 940 - 1216 (2nd. ed.,(1963). The Religious Orders in England (as in 20 b) above). + V.J.Scattergood and J.W. Sherborne ed. English Court Culture in the Later Middle Ages (1983). * R.L.Benson and G. Constable ed., Renaissance and Renewal in the Twelfth Century; essays by Duby (1982). + J. Vale, Edward III and Chivalry (1982). + M.J.Bennett, Sir Gawain and the Green Knight and the Literary Achievement of the North West, Jnl.Medieval Hist., 1979. E Salter, English and International: studies in the literature, art and patronage of medieval England. (1988). N. Orme, From Childhood to Chivalry : the Education of the English Kings and Aristocracy (1989). +K.B. McFarlane, The Education of the Nobility, The Nobility of Later Medieval England (1973). *R.W. Southern, The Place of England in the 12th Century Renaissance, Medieval Humanism (1970). * Englands First Entry into Europe, in Medieval Humanism (1970). P. Coss,Aspects of Cultural Diffusion in Medieval England, Past and Present, 1985. R. Brooke and C.N.L. Brooke, Popular Religion in the Middle Ages (1984). *R.M. Thomson, England in the 12th century Renaissance, Past and Present, 1983. +M. Rubin, Corpus Christi (as in d) iii, above). A. Gurevich, Medieval Popular Culture: Problems of Belief and Perception (1988). +C. Platt, King Death (1996). ed. S. Kay and M. Rubin, Framing Medieval Bodies (1994). ed. S.L. Kaplan, Understanding Popular Culture (1984). *S. Macready and F.H. Thompson, Art and Patronage in the English Romanesque (1986). *C. Norton and D. Park, Cistercian Art and Architecture in the British Isles (1986). +P. Lindley, The Black Death and English Art, The Black Death in England, ed. M. Ormrod and Lindley (1996). U. Eco, Art and Beauty in the Middle Ages (1988 ed.). + P. Binski, Westminster Abbey and the Plantaganets (1995). Medieval Death: ritual and representation (1996). R. Marks, Image and Devotion in Late Medieval England (1999). ']
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[' 120:360 - Biochemistry Syllabus Aug SEP JAN 16 2005 2006 2008 9 captures\n16 Sep 06 - 11 Jul 10 Close\nHelp 120:360 Biochemistry\nFall 2006\nInstructor: Dr. Gerald Frenkel Office: 321 Boyden Tel: 5071\nE-mail:\[email protected]\nClass time and place: MTh 1:00 - 2:20, Room 105 Hill Hall\nCourse Website: http://newarkbioweb.rutgers.edu/bio360\nCourse prerequisites:\nGeneral Biology, Foundations in Biology, General Chemistry, Organic Chemistry\nRequired Text: Voet, Voet & Pratt, Fundamentals of Biochemistry 2nd Edition (2006)\nOther Resources: Biochemistry textbooks on reserve in Dana Library: Easier: Campbell, Biochemistry\nHorton et al, Principles of Biochemistry More advanced: Voet & Voet Biochemistry\nGarrett & Grisham, Biochemistry Useful Websites: Links to Chemistry and Biochemistry resources: http://BioChemHub.com\nMedical Biochemistry: http://www.indstate.edu/thcme/mwking/home.html\nMolecular models: http://www.bio.cmu.edu/Courses/BiochemMols/BCMolecules.html Lecture Schedule\n[Changes made after 9/7/06 will be shown in red]\nNote: Follow the links below to more information on the topic. To use the molecular modeling feature you will need Chime. Date Topic Readings (in Voet) Preparatory reading Chemistry topics suggested for review 12-19; Ch. 2 9/7\nAmino acids\nCh. 4 9/11\nProteins I\n95-108 9/14\nProteins II\n130-144 9/18\nProteins III\n149-161; 170-174;182-185 9/21\nProteins IV\n185-204 9/25\nLipids 234-242 9/28\nCholesterol and lipoproteins\n242-245; 248-251; 628-635 10/2\nNO CLASS 10/5\nCarbohydrates\nand glycoproteins\n207-222 10/9 Lecture Exam 1 10/12\nEnzymes I\n313-318; 358-368 10/16\nEnzymes II\n369-385 10/19\nEnzymes III\n319-321 10/23\nEnzymes IV\n340-350 10/26\nIntroduction to metabolism & bioenergetics\n396-414 10/30\nGlycolysis & fermentation I\n428-446; 452-456 11/2\nGlycolysis & fermentation IIGlycogen breakdown 446-451\n473-479; 489-491 11/6\nPyruvate dehydrogenase\n519-524; 533 11/9\nLecture Exam 2 11/13\nCitric acid cycle\n515-517; 524-531 11/16\nFatty acid catabolism 635-640; 649-650 11/20\nAmino acid catabolism\n688-697 11/21 (Tuesday)\nOxidation/reduction reactionsElectron transport 414-419; 549-567 11/27 Electron transport, oxidative phosphorylation 567-579 11/30\nCarbohydrate biosynthesis\n500-507; 481-487; 489-500 12/4\nFatty acid biosynthesis\n650-657; 462-463 12/7\nNucleotide biosynthesis\n41-44; 788-808 12/11\nLecture Exam 3 12/18 8:30 - 11:30 AM Final Exam Grades\nThe course grade will be calculated as follows:\nThere will be 3 lecture exams, each covering approximately one third of the course. These exams will be multiple-choice.The lowest grade of the three will be dropped, and each of the remaining two will be worth 35% of the course grade. In addition there will be a comprehensive final exam (covering the entire course) that will be worth 30% of the course grade. This will consist of multiple-choice questions plus short-answer/essay questions from supplementary readings which will be announced during the course.\nMakeup exams\nA make-up examination will be available for students who must miss a regularly scheduled exam for an officially approved reason (see university guidelines). Please notify the instructor as soon as possible prior to the scheduled exam.Please note: there will be no makeup after you have taken an exam (i.e. to improve your grade.) ']
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[' Spanish Syllabus Header SEP NOV AUG 12 2002 2003 2004 7 captures\n26 Jun 02 - 30 Aug 06 Close\nHelp Spanish 1B/1BXSyllabus\nClick on Printable Version then click on Syllabus text, then press\n[Ctrl]-P to print. ']
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[' calendar Oct NOV JAN 15 2003 2004 2005 5 captures\n15 Nov 04 - 25 Sep 05 Close\nHelp ENGLISH 6362 LITERATURE OF THE VICTORIAN PERIOD Cynthia Z. Valk, B.S., M.A., M.A., Ph.D.\nEmail: [email protected]\nOffice: E 103: Office Phone 983-7713, Home Phone 350-8800, Home Fax 350-8811\nOffice Hours: See Calendar.\nRequired Texts: Buckley Jerome Hamilton and George Bejamin Woods, eds. Poetry of the Victorian Period, 3rd Ed., New York: Longman.1965.\nGaskill, Elizabeth.\nNorth and South. London: Penguin Books. 1995.\nDisraeli, Benjamin. Sybil. Oxford: Oxford University Press. 1998.\nDickens, Charles. Hard Times (edition to be announced)\nStoker, Braum. Dracula (edition to be announced)\nSelected Drama Attendance: Regular attendance is expected and required. Irregular attendance will be cause for dismissal.\nCourse Description: This course covers novels and poetry of the Victorian Period (c. 1832-1890).\nCourse Outcomes/Course Objectives:\nStudents who successfully complete this course will be able to: Increase critical skills in reading poetry and fiction.\nIncrease proficiency in discussing poetry and fiction in a discussion-group setting.\nImprove research and writing skills.\nImprove oral presentation skills.\nImprove knowledge of the Victorian Period. Short Papers: Explore some religious, political, or social issue in a two-to-three-page research paper. This paper should be your own discussion of the topic, so develop a good thesis and use secondary sources to support your potiion. Use MLA format for in-text citations, works cited, and other format considerations. (10% of grade, each paper.) 20%\nLong Paper: In a ten-to-fifteen-page paper, explore the works of a single writer in terms of style, character, theme, source, relationship with other writers, relationship to culture, political issues, social concerns, and so forth. As in the short papers, this must be your own discussion of the topic. Use MLA format. (20% of grade.) 20%\nFormal Analysis of a Poem: Each student will be responsible for presenting a formal analysis of a poem of substantial length from the assigned reading. Hand in your prepared script. (15% of grade.) 15%\nClass Discussion Leadership: Each student will be responsible for conducting two class discussions. One will be in conjunction with the formal analysis of the poem, and the other will be on one of the novels. These discussion leaderships should be conducted for approximately one-half a class period, or about an hour and fifteen minutes. (10% of grade, each discussion.) 20%\nFinal Exam: Essay ( 25%.) 25%\nGrades: 100-90 = A; 89-80 = B; 79-70 = C; 69 and below = F. (100 = A+; 95 = A; 90 = A-, etc.)\nLate Work = one-half letter grade per day late &COPY; The University of Texas at Brownsville & Texas Southmost College For comments or more information, contact Cynthia Z. Valk. ']
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[' 431 U.S. 119 Apr MAY Jun 18 2009 2010 2011 1 captures\n18 May 10 - 18 May 10 Close\nHelp 431 U.S. 119\n97 S.Ct. 1709\n52 L.Ed.2d 184\nJack B. KREMENS, etc., et al., Appellants,v.Kevin BARTLEY et al.\nNo. 75-1064.\nArgued Dec. 1, 1976.\nDecided May 16, 1977. Syllabus\nAppellees, five mentally ill individuals who were between 15 and 18 years old at the time the complaint was filed, were the named plaintiffs in an action challenging the constitutionality of a 1966 Pennsylvania statute governing the voluntary admission and voluntary commitment to state mental health institutions of persons aged 18 or younger. Appellees sought to vindicate their constitutional rights and to represent a class consisting of all persons under 18 "who have been, are, or, may be admitted or committed" to state mental health facilities. The statute provided, inter alia, that a juvenile might be admitted upon a parent\'s application, and that, unlike an adult, the admitted person was free to withdraw only with the consent of the parent admitting him. After the commencement of the action, regulations were promulgated substantially increasing the procedural safeguards afforded minors aged 13 or older. After those regulations had become effective, and notwithstanding the differentiation therein between juveniles of less than 13 and those 13 to 18, the District Court certified the class to be represented by the plaintiffs as consisting of all persons 18 or younger who have been or may be admitted or committed to Pennsylvania mental health facilities pursuant to the challenged provisions. The District Court later issued a decision holding those provisions violative of due process. In July 1976, after that decision, and after this Court had noted probable jurisdiction, a new statute was enacted, repealing the provisions held to be unconstitutional except insofar as they relate to the mentally retarded. Under the 1976 Act a person 14 or over may voluntarily admit himself, but his parents may not do so; thus those 14 to 18 who were subject to commitment by their parents under the 1966 Act are treated as adults by the 1976 Act. Children 13 and younger may still be admitted for treatment by a parent. Those 14 and over may withdraw from voluntary treatment by giving written notice. Those under 14 may be released on the parent\'s request, and "any responsible party" may petition for release. Held:\n1. The enactment of the 1976 Act, which completely repealed and replaced the challenged provisions vis-a-vis the named appellees, clearly moots the claims of the named appellees, who are treated as adults totally free to leave the hospital and who cannot be forced to return unless they consent to do so. Pp. 128-129.\n2. The material changes in the status of those included in the class certified by the District Court that resulted from the 1976 Act and the regulations preclude an informed resolution of that class\' constitutional claims. Pp. 129-133.\n(a) Though the mootness of the claims of named plaintiffs does not "inexorably" require dismissal of the claims of the unnamed members of the class, Sosna v. Iowa, 419 U.S. 393, 95 S.Ct. 553, 42 L.Ed.2d 532; Franks v. Bowman Transportation Co., 424 U.S. 747, 96 S.Ct. 1251, 47 L.Ed.2d 444, this Court has never adopted a flat rule that the mere fact of certification by a district court requires resolution of the merits of the claims of the unnamed members of the class when those of the named parties had become moot. Pp. 129-130.\n(b) Here the status of all members of the class, except those individuals who are younger than 13 and mentally retarded, has changed materially since this suit began; the intervening legislation has fragmented the class. The propriety of the class certification is thus a matter of gravest doubt. Cf. Indianapolis School Comm\'rs v. Jacobs, 420 U.S. 128, 95 S.Ct. 848, 43 L.Ed.2d 74. Pp. 130-133.\n(c) Moreover, the issue in this case with respect to a properly certified class is not one that is "capable of repetition, yet evading review." Sosna, supra, distinguished. P. 133.\n3. Since none of the critical factors that might allow adjudication of the claims of a class after mootness of the named plaintiffs are present here, the case must be remanded to the District Court for reconsideration of the class definition, exclusion of those whose claims are moot, and substitution of class representatives with live claims. Pp. 133-135. 402 F.Supp. 1039, vacated and remanded.\nNorman J. Watkins, Harrisburg, Pa., for the appellants by Bernard G. Segal, Philadelphia, Pa., for the Supreme Court of Pennsylvania, as amicus curiae, by special leave of Court.\nDavid Ferleger, Philadelphia, Pa., for the appellees.\nMr. Justice REHNQUIST delivered the opinion of the Court. 1\n* Appellees Bartley, Gentile, Levine, Mathews, and Weand were the named plaintiffs in a complaint challenging the constitutionality of Pennsylvania statutes governing the voluntary admission and voluntary commitment to Pennsylvania mental health institutions of persons 18 years of age or younger. The named plaintiffs alleged that they were then being held at Haverford State Hospital, a Pennsylvania mental health facility, and that they had been admitted or committed pursuant to the challenged provisions of the Pennsylvania Mental Health and Mental Retardation Act of 1966, Pa.Stat.Ann., tit. 50, 4101 et seq. (1969). Various state and hospital officials were named as defendants.1 2\nPlaintiffs sought to vindicate not only their own constitutional rights, but also sought to represent a class consisting of 3\n"all person under eighteen years of age who have been, are, or, may be admitted or committed to Haverford State Hospital and all other state mental health facilities under the challenged provisions of the state statute." App. 10a-11a (complaint, P 7). 4\nA three-judge United States District Court for the Eastern District of Pennsylvania struck down the statutes as violative of the Due Process Clause of the Fourteenth Amendment. 402 F.Supp. 1039 (1975). The court also entered a broad order requiring the implementation of detailed procedural protections for those admitted under the Pennsylvania statutes. On December 15, 1975, this Court granted appellants\' application for a stay of the judgment of the District Court. On March 22, 1976, we noted probable jurisdiction. 424 U.S. 964, 96 S.Ct. 1457, 47 L.Ed.2d 731. 5\nIn general, the 1966 Act, which has been superseded to a significant degree, provides for three types of admission to a mental health facility for examination, treatment, and care: voluntary admission or commitment ( 402 and 403), emergency commitment ( 405), and civil court commitment ( 406). At issue here was the constitutionality of the voluntary admission and commitment statutes,2 402 and 403, as those statutes regulate the admission of persons 18 years of age or younger. The statutes3 provide that juveniles may be admitted upon the application of a parent, guardian, or individual standing in loco parentis and that, unlike adults, the admitted person is free to withdraw only with the consent of the parent or guardian admitting him.4 6\nThere have been two major changes in the Pennsylvania statutory scheme that have materially affected the rights of juveniles: the promulgation of regulations under the 1966 Act, and the enactment of the Mental Health Procedures Act in 1976. At the time the complaint was filed, the 1966 Act made little or no distinction between older and younger juveniles. Each of the named plaintiffs was at that time between 15 and 18 years of age. After the commencement of this action, but before class certification or decision on the merits by the District Court, the Pennsylvania Department of Public Welfare promulgated regulations which substantially increased the procedural safeguards afforded to minors 13 years of age or older. The regulations, promulgated pursuant to statutory authority,5 became effective September 1, 1973. The major impact of the regulations6 upon this litigation stems from the fact that the regulations accord significant procedural protections to those 13 and older, but not to those less than 13. The older juveniles are given notification of their rights, the telephone number of counsel, and the right to institute a 406 involuntary commitment proceeding in court within two business days. Under 406,7 a judicial hearing is held after notice to the parties. The younger juveniles are not given the right to a hearing and are still remitted to relying upon the admitting parent or guardian. 7\nAlthough the regulations sharply differentiate between juveniles of less than 13 years of age and those 13 to 18, on April 29, 1974, the District Court nonetheless certified the following class to be represented by the plaintiffs: 8\n"This action shall be maintained as a class action under Rule 23(b)(1) and (2) of the Federal Rules of Civil Procedure on behalf of the class comprised of all persons eighteen years of age or younger who have been, are or may be admitted or committed to mental health facilities in Pennsylvania pursuant to the challenged provisions of the state mental health law (i. e., 50 P.S. 4402 and 4403). This definition of the class is without prejudice to the possibility that it may be amended or altered before the decision on the merits herein." App. 270a. 9\nOn July 9, 1976, after the decision below and after this Court had noted probable jurisdiction, Pennsylvania enacted a new statute substantially altering its voluntary admission procedures. Mental Health Procedures Act, Pa. Act No. 143. The new Act completely repeals the provisions declared unconstitutional below except insofar as they relate to mentally retarded persons. 502. Under the new Act, any person 14 years of age or over may voluntarily admit himself, but his parents may not do so; those 14 to 18 who were subject to commitment by their parents under the 1966 Act, are treated essentially as adults under the new Act. 201.8 Under the new Act children 13 and younger may still be admitted for treatment by a parent, guardian, or person standing in loco parentis. Ibid. Those 14 and over may withdraw from voluntary treatment "at any time by giving written notice." 206(a).9 Those under 14 may be released by request of the parent; in addition, "any responsible party" may petition the Juvenile Division of the Court of Common Pleas to request withdrawal of the child or modification of his treatment. 206(b). 10\nBecause we have concluded that the claims of the named appellees are mooted by the new Act, and that the claims of the unnamed members of the class are not properly presented for review, we do not dwell at any length upon the statutory scheme for voluntary commitment in Pennsylvania or upon the rationale of the District Court\'s holding that the 1966 Act and regulations did not satisfy due process. II 11\nThis case presents important constitutional issues issues that were briefed and argued before this Court. However, for reasons hereafter discussed, we conclude that the claims of the named appellees are mooted by the new Act and decline to adjudicate the claims of the class certified by the District Court. That class has been fragmented by the enactment of the new Act and the promulgation of the regulations. 12\nConstitutional adjudication being a matter of "great gravity and delicacy," see Ashwander v. TVA, 297 U.S. 288, 345, 56 S.Ct. 466, 482, 80 L.Ed. 688 (1936) (Brandeis, J., concurring), we base our refusal to pass on the merits on "the policy rules often invoked by the Court \'to avoid passing prematurely on constitutional questions. Because (such) rules operate in "cases confessedly within (the Court\'s) jurisdiction" . . . they find their source in policy, rather than purely constitutional, considerations.\' " Franks v. Bowman Transportation Co., 424 U.S. 747, 756 n. 8, 96 S.Ct. 1251, 1260, 47 L.Ed.2d 444 (1976). A. 13\nAt the time the complaint was filed, each of the named plaintiffs was older than 14, and insofar as the record indicates, mentally ill.10 The essence of their position was that, as matters stood at that time, a juvenile 18 or younger could be "voluntarily" admitted upon application of his parent, over the objection of the juvenile himself. Thus, appellees urged in their complaint that the Due Process Clause required that they be accorded the right to a hearing, as well as other procedural protections to ensure the validity of the commitment. App. 21a-22a, (complaint P 46). 14\n(1-3) The fact that the Act was passed after the decision below does not save the named appellees\' claims from mootness. There must be a live case or controversy before this Court, Sosna v. Iowa, 419 U.S. 393, 402, 95 S.Ct. 553, 558, 42 L.Ed.2d 532 (1975), and we apply the law as it is now, not as it stood below. Fusari v. Steinberg, 419 U.S. 379, 95 S.Ct. 533, 42 L.Ed.2d 521 (1975); Sosna v. Iowa, supra. Thus the enactment of the new statute11 clearly moots the claims of the named appellees, and all others 14 or older and mentally ill. 15\nThese concerns were eradicated with the passage of the new Act, which applied immediately to all persons receiving voluntary treatment. 501. The Act, in essence, treats mentally ill juveniles 14 and older as adults. They may voluntarily commit themselves, but their parents may not do so, 201, and one receiving voluntary treatment may withdraw at any time by giving written notice. 206. With respect to the named appellees, the Act completely repealed and replaced the statutes challenged below, and obviated their demand for a hearing, and other procedural protections, since the named appellees had total freedom to leave the hospital, and could not be forced to return absent their consent. After the passage of the Act, in no sense were the named appellees "detained and incarcerated involuntarily in mental hospitals," as they had alleged in the complaint, App. 21a. B 16\nIf the only appellees before us were the named appellees, the mootness of the case with respect to them would require that we vacate the judgment of the District Court with instructions to dismiss their complaint. United States v. Munsingwear, 340 U.S. 36, 71 S.Ct. 104, 95 L.Ed. 36 (1950). But as we have previously indicated, the District Court certified, pursuant to Fed.Rule Civ.Proc. 23, the class described supra, at 125-126. 17\n(4, 5) In particular types of class actions this Court has held that the presence of a properly certified class may provide an added dimension to our Art. III analysis, and that the mootness of the named plaintiffs\' claims does not "inexorably" require dismissal of the action. Sosna, supra, 419 U.S., at 399-401, 95 S.Ct., at 557-558. See also Franks v. Bowman Transportation, Inc., supra, 424 U.S., at 752-757, 96 S.Ct., at 1258-1260; Gerstein v. Pugh, 420 U.S. 103, 110-111, n. 11, 95 S.Ct. 854, 861, 43 L.Ed.2d 54 (1975). But we have never adopted a flat rule that the mere fact of certification of a class by a district court was sufficient to require us to decide the merits of the claims of unnamed class members when those of the named parties had become moot. Cf. Sosna, supra, 419 U.S., at 402, 95 S.Ct., at 558. Here, the promulgation of the regulations materially changed, prior to class certification, the controverted issues with respect to a large number of unnamed plaintiffs; prior to decision by this Court, the controverted issues pertaining to even more unnamed plaintiffs have been affected by the passage of the 1976 Act. We do not think that the fragmented residual of the class originally certified by the District Court may be treated as were the classes in Sosna and Franks. 18\nThere is an obvious lack of homogeneity among those unnamed members of the class originally certified by the District Court. Analysis of the current status of the various subgroups reveals a bewildering lineup of permutations and combinations. As we parse it, the claims of those 14 and older and mentally ill are moot. They have received by statute all that they claimed under the Constitution. Those 14 and older and mentally retarded are subject to the 1966 Act, struck down by the District Court, but are afforded the protections of the regulations. Their claims are not wholly mooted, but are satisfied in many respects by the regulations. Those 13 and mentally ill are subject to the admissions procedures of the new Act, arguably supplemented by the procedural protection of the regulations. The status of their claims is unclear. Those 13 and mentally retarded are subject to the 1966 Act and the regulations promulgated thereunder. Their claims are satisfied in many respects. Those younger than 13 and mentally ill are unaided by the regulations and are subject to the admissions procedures of the 1976 Act, the constitutional effect of which has not been reviewed by the District Court. Those younger than 13 and mentally retarded are subject to the 1966 Act, unaffected by the regulations. This latter group is thus the only group whose status has not changed materially since the outset of the litigation. These fragmented subclasses are represented by named plaintiffs whose constitutional claims are moot, and it is the attorneys for these named plaintiffs who have conducted the litigation in the District Court and in this Court.12 19\nThe factors which we have just described make the class aspect of this litigation a far cry indeed from that aspect of the litigation in Sosna and in Franks, where we adjudicated the merits of the class claims notwithstanding the mootness of the claims of the named parties. In Sosna, the named plaintiff had by the time the litigation reached this Court fulfilled the residency requirement which she was challenging, but the class described in the District Court\'s certification remained exactly the same. In that case, mootness was due to the inexorable passage of time, rather than to any change in the law. In Franks, a Title VII discrimination lawsuit, the named plaintiff had been subsequently discharged for a nondiscriminatory reason, and therefore before this Court that plaintiff no longer had a controversy with his employer similar to those of the unnamed members of the class. But the metes and bounds of each of those classes remained the same; the named plaintiff was simply no longer within them. 20\nHere, by contrast, the metes and bounds of the class certified by the District Court have been carved up by two changes in the law. In Sosna and Franks, the named plaintiffs had simply "left" the class, but the class remained substantially unaltered. In both of those cases, the named plaintiff\'s mootness was not related to any factor also affecting the unnamed members of the class. In this case, however, the class has been both truncated and compartmentalized by legislative action; this intervening legislation has rendered moot not only the claims of the named plaintiffs but also the claims of a large number of unnamed plaintiffs.13 The legislation, coupled with the regulations, has in a word materially changed the status of those included within the class description. 21\n(6) For all of the foregoing reasons, we have the gravest doubts whether the class, as presently constituted, comports with the requirements of Fed.Rule Civ.Proc. 23(a).14 And it is only a "properly certified" class that may succeed to the adversary position of a named representative whose claim becomes moot. Indianapolis School Com\'rs v. Jacobs, 420 U.S. 128, 95 S.Ct. 848, 43 L.Ed.2d 74 (1975). 22\nIn addition to the differences to which we have already adverted, the issues presented by these appellees, unlike that presented by the appellant in Sosna, supra, are not "capable of repetition, yet evading review." In the latter case there is a significant benefit in according the class representative the opportunity to litigate on behalf of the class, since otherwise there may well never be a definitive resolution of the constitutional claim on the merits by this Court. We stated in Franks that "(g)iven a properly certified class action, . . . mootness turns on whether, in the specific circumstances of the given case at the time it is before this Court, an adversary relationship sufficient to fulfill this function exists." 424 U.S., at 755-756, 96 S.Ct., at 1260. We noted that the "evading review" element was one factor to be considered in evaluating the adequacy of the adversary relationship in this Court. Id., at 756 n. 8, 96 S.Ct., at 1260. In this case, not only is the issue one that will not evade review, but the existence of a "properly certified class action" is dubious, and the initial shortcomings in the certification have multiplied. See Indianapolis School Comm\'rs v. Jacobs, supra. 23\nIn sum, none of the critical factors that might require us to adjudicate the claims of a class after mootness of the named plaintiff\'s claims are present here. We are dealing with important constitutional issues on the merits, issues which are not apt to evade review, in the context of mooted claims on the part of all of the named parties and a certified class which, whatever the merits of its original certification by the District Court, has been fragmented by the enactment of legislation since that certification. While there are "live" disputes between unnamed members of portions of the class certified by the District Court, on the one hand, and appellants, on the other, these disputes are so unfocused as to make informed resolution of them almost impossible. Cf. Fusari v. Steinberg, 419 U.S. 379, 95 S.Ct. 533, 42 L.Ed.2d 521 (1976). We accordingly decline to pass on the merits of appellees\' constitutional claims.15 24\nWe conclude that before the "live" claims of the fragmented subclasses remaining in this litigation can be decided on the merits, the case must be remanded to the District Court for reconsideration of the class definition, exclusion of those whose claims are moot, and substitution of class representatives with live claims. 25\nBecause the District Court will confront this task on remand, we think it not amiss to remind that court that it is under the same obligation as we are to "stop, look, and listen" before certifying a class in order to adjudicate constitutional claims. That court, in its original certification, ignored the effect of the regulations promulgated by appellants which made a dramatic distinction between older and younger juveniles,16 and, according to the District Court, 402 F.Supp., at 1042, accorded the named appellees all of the protections which they sought, save two: the right to a precommitment hearing, and the specification of the time for the postcommitment hearing. 26\nThis distinction between older and younger juveniles, recognized by state administrative authorities (and later by the Pennsylvania Legislature in its enactment of the 1976 Act), emphasizes the very possible differences in the interests of the older juveniles and the younger juveniles. Separate counsel for the younger juveniles might well have concluded that it would not have been in the best interest of their clients to press for the requirement of an automatic precommitment hearing, because of the possibility that such a hearing with its propensity to pit parent against child might actually be antithetical to the best interest of the younger juveniles. In the event that these issues are again litigated before the District Court, careful attention must be paid to the differences between mentally ill and mentally retarded, and between the young and the very young. It may be that Pennsylvania\'s experience in implementing the new Act will shed light on these issues. III 27\n(7) This disposition is made with full recognition of the importance of the issues, and of our assumption that all parties earnestly seek a decision on the merits. As Mr. Justice Brandeis stated in his famous concurrence in Ashwander v. TVA, 297 U.S., at 345, 56 S.Ct., at 482: 28\n"The fact that it would be convenient for the parties and the public to have promptly decided whether the legislation assailed is valid, cannot justify a departure from these settled rules . . . ." 29\nAnd, as we have more recently observed in the context of "ripeness": 30\n"All of the parties now urge that the \'conveyance taking\' issues are ripe for adjudication. However, because issues of ripeness involve, at least in part, the existence of a live \'Case or Controversy,\' we cannot rely upon concessions of the parties and must determine whether the issues are ripe for decision in the \'Case or Controversy\' sense. Further, to the extent that questions of ripeness involve the exercise of judicial restraint from unnecessary decision of constitutional issues, the Court must determine whether to exercise that restraint and cannot be bound by the wishes of the parties." Regional Rail Reorganization Act Cases, 419 U.S. 102, 138, 95 S.Ct. 335, 356, 42 L.Ed.2d 320 (1974). (Footnote omitted.) 31\n(8) Our analysis of the questions of mootness and of our ability to adjudicate the claims of the class in this case is consistent with the long-established rule that this Court will not "formulate a rule of constitutional law broader than is required by the precise facts to which it is to be applied." Liverpool, N. Y. & P. S. S. Co. v. Emigration Comm\'rs, 113 U.S. 33, 39, 5 S.Ct. 352, 355, 28 L.Ed. 899 (1885). The judgment of the District Court is vacated, and the case is remanded for further proceedings consistent with this opinion. 32\nIt is so ordered. 33\nMr. Justice BRENNAN, with whom Mr. Justice MARSHALL joins, dissenting. 34\nAs was true three Terms ago with respect to another sensitive case brought to this Court, I can "find no justification for the Court\'s straining to rid itself of this dispute." DeFunis v. Odegaard, 416 U.S. 312, 349, 94 S.Ct. 1704, 1722, 40 L.Ed.2d 164 (1974) (Brennan, J., dissenting). "Although the Court should, of course, avoid unnecessary decisions of constitutional questions, we should not transform principles of avoidance of constitutional decisions into devices for sidestepping resolution of difficult cases." Id., at 350, 94 S.Ct., at 1722. 35\nPursuant to Fed.Rule Civ.Proc. 23, the District Court, on April 29, 1974, certified appellee class consisting of persons 18 years of age or younger who are or may be committed to state mental facilities under Pennsylvania\'s Mental Health and Mental Retardation Act of 1966. The State not only did not then oppose the certification, but to this day urges that this Court render a decision on the "important constitutional issues . . . that were briefed and argued before this Court." Ante, at 127. Over a score of amici curiae organizations and parties similarly joined in presenting their views to us. Ordinarily of course, the defendant\'s failure to object to a class certification waives any defects not related to the "cases or controversies" requirement of Art. III, cf. O\'Shea v. Littleton, 414 U.S. 488, 494-495, 94 S.Ct. 669, 675, 38 L.Ed.2d 674 (1974), and would require us to proceed to the merits of the dispute. 36\nThe Court pointedly does not suggest that the class definition suffers from constitutionally based jurisdictional deficiencies. Instead, its analysis follows a different route. We are first told that it is likely1 that the claims of the named class members are moot. After several pages in which the Court parses decisions like Sosna v. Iowa, 419 U.S. 393, 95 S.Ct. 553, 42 L.Ed.2d 532 (1975), and Franks v. Bowman Transportation Co., 424 U.S. 747, 96 S.Ct. 1251, 47 L.Ed.2d 444 (1976), for selected clauses and phrases, thereby attempting to distinguish the present case from those earlier decisions where class claims were allowed to reach decision, the opinion ultimately concludes that in their present posture the legal claims of the class members "are so unfocused as to make informed resolution of them almost impossible", ante, at 134, citing Fusari v. Steinberg, 419 U.S. 379, 95 S.Ct. 533, 42 L.Ed.2d 521 (1975). Accordingly, the Court "decline(s) to pass on the merits of appellees\' constitutional claims", ante, at 134, and remands to the District Court for clarification of the class certification. 37\nWhat does all this mean? Most importantly, the Court\'s class-action analysis must be placed in proper perspective, for it is obvious that the Court\'s extended discussion of Sosna, Franks, and like cases is a mere camouflage of dicta bearing no relationship to the disposition of this case. Those earlier cases merely recognized the continued existence of Art. III jurisdiction notwithstanding the subsequent mootness of the claims of the named parties to a class action. They said nothing about this Court\'s discretionary authority to remand a class claim or any other claim to the lower courts for needed clarification. Thus, in the present case, the fact that the claims of the named plaintiffs may or may not be mooted, ante, at 128-129, is irrelevant, for, if the condition of the record so requires, a remand to clarify matters necessary to permit proper consideration of the issues in this appeal would be warranted regardless of whether the named parties remained in the case. Similarly, the Court\'s various suggestions that these named plaintiffs "left" the class in a manner distinguishable from those in Sosna and Franks, ante, at 132, and that the issues presented herein are "not capable of repetition, yet evading review," ante, at 133, are without meaning. This Court\'s power to remand cases as in Fusari v. Steinberg is in no way dependent on these factors, and is not foreclosed by the existence of Art. III jurisdiction as found in Franks, Sosna, and their progeny. 38\nIndeed, it is clear that for all the extraneous discussion of Sosna and Franks, the decision today follows those cases, for it recognizes that an Art. III "case or controversy" persists in this instance notwithstanding the apparent mootness of the claims of named plaintiffs, and, therefore, confirms that our jurisdiction is constitutionally viable. Otherwise, of course, the Court could not, as it does today, voluntarily "decline" to pass on the merits of the suit, ante, at 134, but rather would be compelled to avoid any such decision. While, as shall be seen, I disagree that the modification of Pennsylvania law warrants even a clarifying remand in this instance, I think it particularly unwise to hide a purely discretionary decision behind the language of Art. III jurisdiction. After all, the action actually taken today by the Court a remand for consideration in light of intervening law is regularly ordered in one or two short paragraphs without such fanfare or gratuitous discussion. See, e. g., Philadelphia v. New Jersey, 430 U.S. 141, 97 S.Ct. 987, 51 L.Ed.2d 224 (1977); cf. Cook v. Hudson, 429 U.S. 165, 97 S.Ct. 543, 50 L.Ed.2d 373 (1976). 39\nI do not express this objection to the Court\'s opinion due to a concern for craft alone. Jurisdictional and procedural matters regularly dealt with by the Court often involve complex and esoteric concepts. An opinion that is likely to lead to misapplication of these principles will cost litigants dearly and will needlessly consume the time of lower courts in attempting to decipher and construe our commands. Consequently I have frequently voiced my concern that the recent Art. III jurisprudence of this Court in such areas as mootness and standing is creating an obstacle course of confusing standardless rules to be fathomed by courts and litigants, see, e. g., Warth v. Seldin, 422 U.S. 490, 519-530, 95 S.Ct. 2197, 2215-2221, 45 L.Ed.2d 343 (1975) (BRENNAN, J., dissenting); DeFunis v. Odegaard, 416 U.S., at 348-350, 94 S.Ct., at 1721-1722 (BRENNAN, J., dissenting), without functionally aiding in the clear, adverse presentation of the constitutional questions presented. As written, today\'s opinion can only further stir up the jurisdictional stew and frustrate the efforts of litigants who legitimately seek access to the courts for guidance on the content of fundamental constitutional rights. 40\nIn this very case, for example, we deny to the parties and to numerous amici intervenors an authoritative constitutional ruling for a reason that at best has only surface plausibility. In truth, the Court\'s purported concern for the "lack of homogeneity" among the children in the class is meaningless in the context of this appeal. The District Court\'s judgment established and applied a minimum threshold of due process rights available across the board to all children who are committed to mental facilities by their parents pursuant to Pennsylvania law. The core of the mandated rights, essentially the non-waivable appointment of counsel for every child and the convening of commitment hearings within specified time periods,2 applies equally to all Pennsylvania children who are subject to parental commitment. In reviewing the propriety of these threshold constitutional requirements, our inquiry is not to any meaningful extent affected by the intervening change in Pennsylvania law.3 Indeed, we are informed by Pennsylvania officials that the 1976 amendment, by abolishing parental commitment of mentally ill children over 14, merely serves to eliminate 20% of the members of the certified class from the lawsuit. Reply Brief for Appellants 1. The amendment, however, bears no relationship whatever to the District Court\'s judgment insofar as it pertains to the remaining 80% of the class that is, to those children who can still be committed by their parents.4 The Commonwealth of Pennsylvania itself acknowledges that "(o)ver three-fourths of the plaintiff class . . . are subject to the very statutes which the lower court examined, declared unconstitutional, and enjoined." Id., at 3. The Court\'s disposition of this case, therefore, ensures nothing but an opportunity for the waste of valuable time and energy. At most, the District Court on remand realistically can be expected to confirm that 20% of the children no longer are members of the class, while reaffirming its carefully considered judgment as to the remaining 80%. I do not understand why we do not spare the District Court this purely mechanical task of paring down the class, for nothing would now prevent us from excluding 20% of the children from our consideration of the merits and evaluating the District Court\'s judgment as it affects the remaining 80%. See, e. g., Franks v. Bowman Transportation Co., 424 U.S., at 755-757, 96 S.Ct., at 1259-1260. 41\nNor can the Court\'s action be justified by its order to the District Court that new class representatives with live claims be substituted to press forward with the suit. For, again, in the posture of this case, this is purely a matter of form. Franks, Sosna, and Gerstein v. Pugh, 420 U.S. 103, 110-111, n. 11, 95 S.Ct. 854, 861, 43 L.Ed.2d 54 (1975), plainly recognize and act upon the premise that, given the representative nature of class actions,5 the elimination of named plaintiffs ordinarily will have no effect on the "concrete adverseness which sharpens the presentation of issues upon which the Court so largely depends for illumination of difficult constitutional questions". Baker v. Carr, 369 U.S. 186, 204, 82 S.Ct. 691, 703, 7 L.Ed.2d 663 (1962). Certainly, in this appeal there can be no question of adequate adversity and cogency of argument. Attorneys for the class continue diligently to defend their judgment in behalf of the children who are still within the purview of Pennsylvania\'s parental commitment law. Pennsylvania equally diligently resists the District Court\'s judgment and pressures for a controlling constitutional decision. And a vast assortment of amici curiae ranging from sister States to virtually all relevant professional organizations have submitted briefs informing our deliberations from every perspective and orientation plausibly relevant to the case. In brief, the Court\'s assertion of its inability "to make informed resolution of" the issues is, in this instance, pure fancy. 42\nI do not believe that we discharge our institutional duty fairly, or properly service the constituencies who depend on our guidance, by issuing meaningless remands that play wasteful games with litigants and lower courts.6 Therefore, I respectfully dissent from the Court\'s disposition of this case. Because the Court does not address the important constitutional questions presented, I too shall defer the expression of my views, pending the Court\'s inevitable review of those questions in a later case. 1 Haverford State Hospital was initially named as a defendant but was dismissed by mutual agreement. 402 F.Supp. 1039, 1043 n. 6 (ED Pa.1975). 2 The principal distinction between the sections is that a voluntary commitment is not to exceed 30 days, with successive periods not to exceed 30 days each, as long as care or observation is necessary. There is no time limitation following a voluntary admission to a facility. See id., at 1054-1055, n. 3 (dissenting opinion). See also n. 4, infra. There has been no distinction between the two sections for purposes of this lawsuit. Hence, unless otherwise indicated, we shall use the words "admitted" and "committed" interchangeably. 3 The statutes provide: 402. "Voluntary admission; application, examination and acceptance; duration of admission\n"(a) Application for voluntary admission to a facility for examination, treatment and care may be made by:\n"(1) Any person over eighteen years of age.\n"(2) A parent, guardian or individual standing in loco parentis to the person to be admitted, if such person is eighteen years of age or younger.\n"(b) When an application is made, the director of the facility shall cause an examination to be made. If it is determined that the person named in the application is in need of care or observation, he may be admitted.\n"(c) Except where application for admission has been made under the provisions of section 402(a)(2) and the person admitted is still eighteen years of age or younger, any person voluntarily admitted shall be free to withdraw at any time. Where application has been made under the provisions of section 402(a)(2), only the applicant or his successor shall be free to withdraw the admitted person so long as the admitted person is eighteen years of age or younger.\n"(d) Each admission under the provisions of this section shall be reviewed at least annually by a committee, appointed by the director from the professional staff of the facility wherein the person is admitted, to determine whether continued care is necessary. Said committee shall make written recommendations to the director which shall be filed at the facility and be open to inspection and review by the department and such other persons as the secretary by regulation may permit.\n"Where the admission is under the provisions of section 402(a)(2), the person admitted shall be informed at least each sixty days of the voluntary nature of his status at the facility." Pa.Stat.Ann., tit. 50, 4402 (1969) (footnote omitted). 403. "Voluntary commitment; application, examination and acceptance; duration of commitment\n"(a) Application for voluntary commitment to a facility for examination, treatment and care may be made by:\n"(1) Any person over eighteen years of age.\n"(2) A parent, guardian or individual standing in loco parentis to the person to be admitted, if such person is eighteen years of age or younger.\n"(b) The application shall be in writing, signed by the applicant in the presence of at least one witness. When an application is made, the director of the facility shall cause an examination to be made. If it is determined that the person named in the application is in need of care or observation, he shall be committed for a period not to exceed thirty days. Successive applications for continued voluntary commitment may be made for successive periods not to exceed thirty days each, so long as care or observation is necessary.\n"(c) No person voluntarily committed shall be detained for more than ten days after he has given written notice to the director of his intention or desire to leave the facility, or after the applicant or his successor has given written notice of intention or desire to remove the detained person.\n"(d) Each commitment under the provisions of this section shall be reviewed at least annually by a committee, appointed by the director from the professional staff of the facility wherein the person is cared for, to determine whether continued care and commitment is necessary. Said committee shall make written recommendations to the director which shall be filed at the facility and be open to inspection and review by the department and such other persons as the secretary by regulation shall permit.\n"Where the commitment is under the provisions of section 403(a)(2), the person committed shall be informed at least each sixty days of the voluntary nature of his status at the facility." Pa.Stat.Ann., tit. 50, 4403 (1969) (footnote omitted). 4 With respect to those voluntarily admitted, the 1966 Act explicitly distinguishes between adults, who are free to withdraw at any time, and those 18 and younger, who may withdraw only with the consent of the admitting parent or guardian. 402(c). However, 403(c), relating to withdrawal after voluntary commitment, does not explicitly make an age distinction, and, on its face, would allow either the person committed or the applicant (i. e., the parent or guardian) to effect the withdrawal. However, neither the court below nor the parties below have read the statute as containing this distinction. E. g., Brief for Appellants 25. 5 201(2) of the 1966 Act. 6 Relevant portions of the regulations are set forth in the District Court\'s opinion. 402 F.Supp., at 1042-1043, n. 5. 7 Section 406 is the statute that provides for the hearing procedures to be used in an involuntary civil court commitment. Pa.Stat.Ann., tit. 50, 4406 (1969). 8 Section 201 provides:\n"Any person 14 years of age or over who believes that he is in need of treatment and substantially understands the nature of voluntary commitment may submit himself to examination and treatment under this act, provided that the decision to do so is made voluntarily. A parent, guardian, or person standing in loco parentis to a child less than 14 years of age may subject such child to examination and treatment under this act, and in so doing shall be deemed to be acting for the child. Except as otherwise authorized in this act, all of the provisions of this act governing examination and treatment shall apply." 9 Section 206 provides:\n"(a) A person in voluntary inpatient treatment may withdraw at any time by giving written notice unless, as stated in section 203, he has agreed in writing at the time of his admission that his release can be delayed following such notice for a period to be specified in the agreement, provided that such period shall not exceed 72 hours.\n"(b) If the person is under the age of 14, his parent, legal guardian, or person standing in loco parentis may effect his release. If any responsible party believes that it would be in the best interest of a person under 14 years of age in voluntary treatment to be withdrawn therefrom or afforded treatment constituting a less restrictive alternative, such party may file a petition in the Juvenile Division of the court of common pleas for the county in which the person under 14 years of age resides, requesting a withdrawal from or modification of treatment. The court shall promptly appoint an attorney for such minor person and schedule a hearing to determine what inpatient treatment, if any, is in the minor\'s best interest. The hearing shall be held within ten days of receipt of the petition, unless continued upon the request of the attorney for such minor. The hearing shall be conducted in accordance with the rules governing other Juvenile Court proceedings.\n"(c) Nothing in this act shall be construed to require a facility to continue inpatient treatment where the director of the facility determines such treatment is not medically indicated. Any dispute between a facility and a county administrator as to the medical necessity for voluntary inpatient treatment of a person shall be decided by the Commissioner of Mental Health or his designate." (Footnote omitted.) 10 The following notations are found in various medical records and evaluations in the record: (a) appellee Bartley, "Admission Note: Organic Brain Syndrome with epilepsy" (App. 137a); (b) appellee Gentile, "Schizophrenia" (id., at 145a); appellee Levine, "functioning within the average range of intelligence" (id., at 167a); appellee Weand, "dull normal range of intelligence" (id., at 169a); appellee Mathews, "functioning on a lower average range of intelligence, giving evidence of bright, normal and even superior learning capacities" (id., at 175a). 11 Given our view that the Act moots the claims of the named appellees, we need not address the issue of whether the promulgation of the new regulations had previously mooted their claims. 12 Mr. Justice BRENNAN suggests that none of this is relevant to our adjudication of the case. Post, at 140-142. Implicit in this suggestion is the conclusion that in the present posture of this case certification of a class represented by these named plaintiffs would be acceptable. This approach disregards the prerequisites to class actions contained in Fed.Rule Civ.Proc. 23(a), see n. 14, infra, and pushed to its logical conclusions would do away with the standing requirement of Art. III. See, e. g., Bailey v. Patterson, 369 U.S. 31, 33, 82 S.Ct. 549, 550, 7 L.Ed.2d 512 (1962) (parties may not "represent a class of whom they are not a part"); Schlesinger v. Reservists to Stop the War, 418 U.S. 208, 216, 94 S.Ct. 2925, 2930, 41 L.Ed.2d 706 (1974) (class representative must "possess the same interest and suffer the same injury" as members of class). 13 Mr. Justice BRENNAN, post, at 142, seeks to minimize the extent of the changes in the law by asserting that only 20% of the plaintiff class is affected by the new Act. Even if this assertion were undisputed, it would not affect our disposition of the case. But we have no way to test the reliability of that figure. Before the new Act was passed, the distinction between mentally ill and mentally retarded was largely irrelevant for admissions purposes; hence the District Court made no findings with respect to the proportion of the class in each category, and the dissent does not indicate any support in the record for this figure, which first appears in the Reply Brief for Appellants 1 n. 2. Since this information was supplied by a party seeking a determination on the merits, it cannot be treated as a form of "admission against interest" by a litigant on appeal. In addition, the suggestion that 80% of the class remains in status quo ante completely overlooks the substantial changes wrought by the regulations, which classified on the basis of age, rather than on the basis of mental illness or mental retardation. 14 Rule 23(a) provides:\n"(a) Prerequisites to a Class Action. One or more members of a class may sue or be sued as representative parties on behalf of all only if (1) the class is so numerous that joinder of all members is impracticable, (2) there are questions of law or fact common to the class, (3) the claims or defenses of the representative parties are typical of the claims or defenses of the class, and (4) the representative parties will fairly and adequately protect the interests of the class." 15 Mr. Justice BRENNAN suggests that our refusal to review the merits of these claims, and our vacation of the District Court\'s judgment, are simply a confusing and unnecessary exaltation of form over substance. While our refusal to pass on the merits rests on discretionary considerations, we have long heeded such discretionary counsel in constitutional litigation. See Ashwander v. TVA, 297 U.S. 288, 341, 56 S.Ct. 466, 80 L.Ed. 688 (1936) (Brandeis, J., concurring). The dissent\'s startling statement that our insistence on plaintiffs with live claims is "purely a matter of form," post, at 142, would read into the Constitution a vastly expanded version of Rule 23 while reading Art. III out of the Constitution. The availability of thoroughly prepared attorneys to argue both sides of a constitutional question, and of numerous amici curiae ready to assist in the decisional process, even though all of them "stand like greyhounds in the slips, straining upon the start," does not dispense with the requirement that there be a live dispute between "live" parties before we decide such a question.\nThe dissent, post, at 137, attaches great weight to the fact that the State argues that the case is not moot. As we have pointed out in the text, infra, at 136, the fact that the parties desire a decision on the merits does not automatically entitle them to receive such a decision. It is not at all unusual for all parties in a case to desire an adjudication on the merits when the alternative is additional litigation; but their desires can be scarcely thought to dictate the result of our inquiry into whether the merits should be reached. The dissent\'s additional reliance on the "numerous amici (who have requested) an authoritative constitutional ruling . . ." post, at 140, overlooks the fact that briefs for no fewer than eight of these amici argue that the case is moot or suggest that the case be remanded for consideration of the intervening legislation. 16 Upon promulgation of the regulations, the named appellees received, inter alia, the right to institute a "section 406" involuntary commitment proceeding in court within two business days. Under 406, a judicial hearing is held after notice to the parties; counsel is provided for indigents. It is this right to a hearing that was the gravamen of appellees\' complaint. App. 21a-23a, (complaint P 46). 1 The statutory modification upon which the Court principally relies for mootness pertains solely to mentally ill children 14 or older, whereas the class consists of all children who are mentally ill and retarded. Since this distinction was irrelevant when the action commenced, the complaint does not inform us whether the named class members, while older than 14, are mentally ill or mentally retarded. Thus, it is accurate for the Court to state that "insofar as the record indicates," all the named children are mentally ill and consequently fall within the purview of the 1976 statutory amendment. Ante, at 128. But, since the record barely scratches the surface in this regard, it is possible that some of the children have been committed because of retardation. If so, the Court\'s supposition that the claims of the named parties are mooted is inaccurate and presumably can be corrected by the District Court on remand. 2 In brief, the District Court mandated a probable-cause hearing within 72 hours of the initial detention followed by a complete postcommitment hearing within two weeks thereafter. 402 F.Supp. 1039, 1049 (ED Pa.1975). 3 The September 1, 1973, regulations, on which the Court additionally places some reliance, are even less relevant to the proper disposition of this case. Under these regulations, the procedural rights of juveniles 13 or older underwent change following commencement of this suit. These older juveniles now must be informed of their rights within 24 hours of commitment and must be given the telephone number of an attorney. Should the retarded or mentally ill child be capable and willing to take the initiative, he may object to this commitment, contact his lawyer, and request a hearing. The hospital then can file an involuntary commitment petition, whereby the child remains in the institution pending the hearing on his commitment; the regulations fix no time period in which this hearing must be held. In its consideration of this case, the District Court was fully aware of these regulations, but concluded that they do not resolve the constitutional infirmities that it found to inhere in Pennsylvania\'s statutory scheme. Id., at 1042-1043, n. 5. In particular, the regulations fall far short of satisfying the lower court\'s judgment in its failure to guarantee to every child the nonwaivable guidance of an attorney and a prompt commitment hearing within a specified time period. For this reason, the Court\'s concern that the class is subdivided into "a bewildering lineup of permutations and combinations", ante, at 130, actually is of no constitutional significance to the decision of this suit. For even taking the regulations into account, all the children who can be committed by their parents continue to be held pursuant to procedures as to which plaintiffs complain, and as to which the District Court concluded, constitutional standards are not satisfied. 4 The 1976 Act does provide that, with respect to all children, a "responsible party" may step forward and challenge a child\'s commitment by filing a petition in the juvenile court requesting the appointment of an attorney and the convening of a hearing. Mental Health Procedures Act 206(b) (1976). Given that the most likely "responsible party," the child\'s parents, are the persons seeking his institutionalization, Pennsylvania itself recognizes that this amounts to "no real change in the law" and to no "additional procedural protections." Reply Brief for Appellants 1-2, n. 3. 5 See, e. g., Craig v. Boren, 429 U.S. 190, 194, 97 S.Ct. 451, 50 L.Ed.2d 397 (1976); Singleton v. Wulff, 428 U.S. 106, 117-118, 96 S.Ct. 2868, 2875, 49 L.Ed.2d 826 (1976) (opinion of Blackmun, J.). 6 On several occasions, the Court complains that my position, in characterizing today\'s action as meaningless and wasteful, fails to give due consideration to the requirements of Art. III and Rule 23. Ante, at 131, n. 12, 134 n. 15. This contention is seriously misleading. When the class was duly certified in 1974, both Rule 23 and Art. III were properly complied with as I agree they must be. The Rule 23 issue is no longer before us, for we cannot, some three years later, sua sponte and over the objection of all parties, challenge compliance with a Rule of Civil Procedure, unless, of course, noncompliance or some intervening circumstance serves to undercut our jurisdiction. That is not the case here, however, for both the majority and I are in agreement that no jurisdictional defect is to be found. In sum, therefore, the inquiry applicable to this case is the following: Does this Court properly exercise its discretion through its remand to the District Court when (1) our Art. III jurisdiction is sound, and (2) the class plaintiff was properly certified pursuant to Federal Rule, and (3) no party objected or today objects to the certification, and (4) the class continues to possess live claims and a District Court judgment that are unaffected by any constitutionally relevant changes in state law, and (5) the substance of the constitutional contentions continue to be litigated cogently by both parties? When these factors are fairly taken into account, the conclusion is plain that today\'s action can be justified neither by the quasi-jurisdictional language which the Court needlessly includes in its opinion, nor by sound, practical considerations of discretion. CC | Transformed by Public.Resource.Org ']
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[' HIST 232 -- Survey of U.S. History from 1865 MAY MAY JUL 4 2001 2002 2003 11 captures\n20 May 01 - 18 Apr 05 Close\nHelp HIST-232 Dr. David Blanke History of the United States since 1865 Heelan Hall 308 MWF 10:40-11:50 [email protected] Heelan Hall 383 Office Phone: x5476 CLASS OBJECTIVES This course surveys the history of the United States from the end of the Civil War to the present. This period witnessed the radical reconstruction of notions of race and gender, the formation of national issue-oriented political parties, the evolution of a powerful industrial-capitalist economy, and the emergence of the U.S. as a key player in international affairs. More importantly, the age saw a deliberate and on-going effort by Americans to express, support, and expand notions of democracy, civic virtue, and republicanism for everyone in the United States. This course takes these noble aspirations seriously; asking where and how Americans defined these concepts, whether or not they were met, and how the major social movements both reflected and forced changes on the American people. We will use two original investigations of U.S. social history to examine these changes in detail. Our mission is to become familiar with the key concepts and events in American history, to foster informed in-class discussions of these concepts and events, and to emerge at the end of the quarter with a heightened awareness of, and empathy for the people who created this country. The basic tools that we will use to meet these objectives are formal lectures, class discussions, outside reading, slide and video presentations, humor, and most importantly our intellectual curiosity. While the class is not intended as a civics lesson, it will stress the fact that deciphering the meaning of history is an ongoing intellectual process -- one that will continue with or without your active participation. The class can act as a starting point for your role in this debate. As a result of these efforts, this class will be working to build what Briar Cliff College calls our "historical foundation." As defined by the College, "the Historical Foundation promotes a habit of mind which examines \'events\' within historical context, both as a way of discerning truth as well as appreciating the development and continuity of the human community." REQUIRED BOOKS John Mack Faragher, et. al., Out of Many: A History of the American People. VolumeTwo. David Blanke, Sowing the American Dream: How Consumer Culture Took Root in the Rural Midwest (Ohio University Press, 2000). KEY DATES AND GRADING STRUCTURE Exam #1, December 20 (20%) A = 90-100 Blanke Paper, January 3 (15%) B = 80- 89 Exam #2, January 24 (20%) C= 70-79 In-Class Presentations, February 7-9 (15%) D = 60-69 Final Exam, Thursday, February 22 (20%) In-Class Participation, Quizzes, Professional/Adult Behavior, etc. (10%) DESCRIPTION OF GRADED EVENTS Exams (60%) will each be divided into three sections. The first asks you to identify the significance of several key terms and is worth 40% of the exam. The second asks for one short answer to a question and is worth 30% of the exam. The third asks for a well-argued essay answer and is worth 30% of the exam. The Final Exam will not be comprehensive. Handouts will be made available listing probable ID terms for each exam. A brief, in-class review of the format for the first exam is possible if needed. See the history department web-page for more "useful information." The In-Class Presentation (15%) will be a 10 minute, in-class presentation by teams of 4-6 students on historical topics and in formats defined by the groups. A handout describing the parameters of this assignment and a posting of the assigned teams will be made available by the third week of class. Attendance will be taken and is mandatory for all presentation days. Individual students will have their own grade dropped 5% for failing to attend either class period. Blanke Paper (15%) is a four- to six-page analytical review of a secondary work in history. A style sheet will be distributed to provide additional information on this assignment. In-Class Participation, Quizzes, Professional/Adult Behavior (10%) will be held in-class and will deal with the material presented in the textbook and discussed in class. In addition, I will reward those who attend class regularly, use the time in class professionally (i.e., no sleeping, excessive talking, etc.). This is a significant component of the final grade and should be treated as such. ACADEMIC DISHONESTY, ATTENDANCE, AND OTHER CLASS POLICIES It is my experience and belief that most students attend class regularly, submit assignments and take exams on time, perform well over the quarter, and do not cheat. Moreover, I am flexible with students who prove willing to work to overcome early-quarter "lapses" in attendance, performance, or honesty. Unfortunately, the following rules are necessary for those unable or unwilling to meet the basic requirements of College life. The penalty for academic dishonesty is specified in the current Undergraduate Bulletin. In short, students will be awarded zero points for any assignment in which cheating is detected. Moreover, the student\'s academic advisor will be informed of any instances of cheating. Regular attendance is vital to all College course work. I reserve the right to lower your final grade if you miss class for any reason more than three times over the course of the quarter. If you miss six or more classes I will expect you to drop the class or accept a failing grade for the course. Students who fail the first exam are required to schedule a meeting with me within one week of the return of the exam to discuss their work and ways to improve their performance. Make-up exams will be offered to students who call me before test time and later provide a written notice of an excused absence. The questions on the make-up exam will not be harder, per se, but the exam will not offer optional questions (e.g., on a scheduled exam the student will be asked to answer one of two essay questions, on a make-up exam there will be only one question). Make-up exams will be offered for only one week after the scheduled date of the exam, after which the student will earn a score of zero for that assignment. A student may only take one make-up exam over the span of the quarter. See me immediately if the material, course description, or assignments are confusing in any way. In addition, see me immediately if you have any special physical needs or need any unique arrangements in order to attend and successfully complete the course. FINAL THOUGHTS AND MISCELLANEOUS "RAH-RAH" Throw out your previous bad experiences with History in High School or at other Colleges. This course does not require that you memorize speeches, dates, or statistics that (as College students) your are intelligent enough to look up in any textbook. The focus in this course is on finding the significance of people, events, and ideas. While those habitually "bored" with history may be able to convince themselves that this class is no different than others, we will be approaching the past in ways that constantly require our conscious (re)consideration. History as a discipline requires no special knowledge, has little or no technical jargon, and ultimately is the study of what makes people do what they do. There is nothing in this class (or other history classes) that is too difficult to comprehend if you are willing to read the assignments, attend class, take notes, and use your God-given intellect. Use the web-site. It is intended to help and, according to those who have taken this class in the past, it does help. It is my job to present the material as clearly and as engaging as possible. It is my job to be available to you to help you to experience the intellectual exhilaration of the "historical foundation." In sum, I am here to help you with a subject that I love to talk about. While I can\'t guarantee that every student will find equal joy in the academic challenge of the course, I can promise that I will bring my excitement and the best of my abilities to class every day. PRELIMINARY CLASS TOPICAL AND READING SCHEDULE 11/29 Course Introduction, Syllabus 12/1-4 Reconstruction; Out of Many, Ch. 17 Handout: 13th, 14th, and 15th Amendments to the Constitution 12/6-13 Big Business, the "Great Upheaval," and the "Counter Offensive;" Out of Many, Ch. 19 12/15-18 Gilded Age Politics, the (first) "Great Depression," and Populism; Out of Many, Ch. 20 Handout: William Jennings Bryan\'s "Cross of Gold" Speech 12/20 EXAM #1 Please note that many of you other MWF classes will also be holding exams on this day. Begin preparing earlier that you normally would for this exam, as it will be more like finals week than a regular exam. 1/3 Discussion of Blanke, Sowing the American Dream PAPER DUE 1/5-8 Progressivism, Out of Many, Ch. 21 1/10-12 Imperialism, Inter-American Relations, and the "Great War;" Out of Many, Ch. 22 1/15 Civil Rights, "Jim Crow," and Nativism at the turn of the Century 1/17-19 Popular Mass Culture, 1890-1920; the Twenties (slide presentation -- this will be difficult to "make up" from another\'s notes) 1/24 EXAM #2 1/26 Changing Role of Women in America, 1900-1930 1/29 The Great Depression and New Deal, Out of Many, Ch. 24 1/31- 2/2 World War II at home and abroad, Out of Many, Ch. 25 2/5 The Cold War at home and abroad, Out of Many, Ch. 26-7 2/7-9 In-Class Presentations (Conclusion of the Cold War) 2/12 The "Third" Reconstruction, Civil Rights from 1945-1966, Out of Many, Ch. 28 Handout: Garry Wills, "The Age of King" 2/14 Vietnam and America\'s Internal Dissension, Out of Many, Ch. 29 2/16 JFK, LBJ, and Nixon, Out of Many, Ch. 29 Handout: Bob Dylan 2/19 From Nixon to Clinton: The Collapse of both the Liberal and Conservative Consensuses, Out of Many, Ch. 30-31 2/22 FINAL EXAM -- not comprehensive, but a "normal" exam covering the last third of the class While intended to provide a useful guide for the entire quarter, the class schedule is open to change as the course unfolds. For your planning purposes you can assume that the dates for the exams and papers will remain constant. "Open College" is a Briar Cliff program that opens regularly scheduled classes to the public. If enrollment is high, we may need to move the class to a larger room. In any event, be prepared for the possibility that someone will be sitting in "your" seat. The following are terms that will be discussed in the second half of the U.S. Survey: "The Dunning School" Wartime Reconstruction Radical/Congressional R. "Black Codes" Proclamation of Amnesty and Reconstruction Andrew Johnson 14th Amendment Thaddeus Stevens Confiscation Freedman\'s Bureau (3 March 1865) Civil Rights Act of l866 lst Reconstruction Act of l867 Ku Klux Klan Act of 1871 Southern Reconstruction Union Leagues Ku Klux Klan Slaughterhouse Case (1869) U.S. v. Reese (1875) U.S. v. Cruikshank (1875) "The Compromise of 1877" "Share Cropping" Crop Lien System Planter-merchant Merchant-landlord Debt Peonage Greenback Act of l862 National Banking Act of l863 Currency Act of l865 Multiplier Effect Dependency-Control "American Letters" Stint John D. Rockefeller Pools->Cartels->Trusts Vertical/Horizontal Integration Social Darwinism Accommodation-Resistance Andrew Carnegie Booker T. Washington Tuskegee Institute (1881) 1877 National Railroad Strike "The Great Upheaval" (1877-96) Knights of Labor (1869) Industrial Union Terence Powderly Producerism Counter Offensive Haymarket Riot (1886) Samuel Gompers A.F. of L. Craft Union "Business Unionism" Homestead Works Strike (1892) Coxey\'s Army Pullman Palace Car Co. Strike (1894) Eugene Debs Machine Politics Mugwumps The "Spoils System" Patronage U.S. Two Party System Credit Mobliere Stalwarts Pendleton Act (1883) 1890 McKinley Tarrif "Free Silver" Coinage Act of 1873 Specie Resumption Act of 1875 Bimetalism Trust Regulation Munn -v- Illinois (1876) Interstate Commerce Act (1887) U.S. -v- E. C. Knight (1895) Jesse James Populism William Jennings Bryan The National Patrons of Husbandry, or Grange Ignatius Donnelly The Farmers\' Alliance Federal Subtreasury Plan "Sockless" Jerry Simpson The People\'s Party (aka "Populists" 1888) The Omaha Platform (1892) The "Cross of Gold" Speech William McKinley Frank L. Baum (1899) Frederick Jackson Turner (1893) "Buffalo Bill" Cody Wounded Knee (1890) Ghost Dances George Armstrong Custer Little Big Horn (1876) "Concentration" Dawes Severalty Act (1887) "Throughput" "Soldiering" Lucy and Albert Parsons Patrick Henry McCarthy "Movement Culture" The Progressive Era (1900-1920) "Post-Modernism" National Civic Federation National Association of Manufacturers "Open Shops" Socialist Party of America IWW Syndicalism ILGWU Lawrence, MA Triangle Shirtwaist Fire (1911) Social (Gospel) Progressives National Progressives Corporate Liberal Progressives Jane Addams Settlement Houses Muckrakers Ida Tarbell Theodore Roosevelt 1901 Anthracite Coal Strike Trust Busting Pure Food & Drug Act (1906) City Manager Joseph Folk Robert LaFollette Progressive "Interest Groups" (WCTU, NAACP) John Dewey Woodrow Wilson Clayton Act (1914) Federal Reserve Frederick Winslow Taylor "The Industrial Divide" Welfare Capitalism Manifest Destiny Imperialism William Seward Frederick Jackson Turner Alfred Thayer Mahan "Great White Fleet" Spanish-American War (1898) Platt Amendment (1901) Panama Canal Hay-Bunau-Varilla Treaty (1903) "Roosevelt Corollary" (1904) Mexican Civil War (1913-1917) Francisco Madero Porfirio Diaz Emiliano Zapata Pancho Villa Venustiano Caranza Victoriano Huerta (Mexican) Constitution of 1917 Alliance System Von Schlieffen Plan World War I (1914-1918) U-Boats Lusitania (1915) Zimmerman Telegram (1917) Committee on Public Information (1917) "14 Points" Versailles Treaty Highbrow/Lowbrow Culture 1893 Columbian Exposition "Cheap Amusements" Saloons Central Park, NYC Coney Island Baseball George "Babe" Ruth John L. Sullivan Department Stores Modern Advertising "Degenerate Culture" Harlem Renaissance Duke Ellington Nickelodeons National Board of Review (1908) Rudolph Valentino Charlie Chaplin United Artists (1920) Nativism Chinese Exclusion Act (1882) American Protective Association (1894) Immigration Restrictive Leagues Eugenics Scopes "Monkey Trial" (1925) Prohibition (1920-1933) Sacco & Venzetti (1920-1927) Anarchists KKK (#2) Birth of a Nation (1915) Ida B. Wells "Jim Crow" (de jure -v- de facto) Plessy v. Ferguson, 1896 Atlanta Compromise (1895) W.E.B. DuBois NAACP (1910) EEOC v. Sears Roebuck (1988) Muller v. Oregon (1908) "Brandeis Brief" 19th Amendment (1920) National Women\'s Suffrage Movement (individualism) American Women\'s Suffrage Movement (collective) "Cult of Domesticity" "Feminism" Margaret Sanger Birth Control League of America (1915) Planned Parenthood (1938) National American Women\'s Suffrage Association Carrie Chapman Catt National Women\'s Party (1916) Equal Rights Amendment (1921) "Normalcy" "The Great Depression" (1929-1941) Mr. Deeds Goes to Town (1936) "Voluntary Cooperation" Herbert Hoover Reconstruction Finance Corporation (1932) "The Bonus Army" (1932) The New Deal (1933-1937) Franklin Delano Roosevelt "Brain Trust" AAA (1933) NIRA/NRA (1933) RFC Wagner Act (1935) Social Security Act (1935) Good Neighbor Policy Huey Long "Share Our Wealth" The "Good War" Fascism Benito Mussolini Weimar Germany Adolf Hitler Mein Kampf (1922) Nazi Party SA-SS Lebensraum Anschluss Nuremburg Laws (1935) Krystallnacht (1938) "Fortress America" (Isolationism) Appeasement Munich Conference Nazi-Soviet Non-Aggression Pact (1939) Blitzkrieg Rapid Preparedness Lend Lease Atlantic Charter (1941) Battle of Britain Operation Barbarossa (June, 1941) Pearl Harbor (Dec., 1941) Casablanca (1942 film) "Cost Plus" Contracts Executive Order #8802 (1942) CORE Zoot Suit Riots Korematsu -v- U.S. Stalingrad (1943) D-Day (1944) Midway Islands (1942) Use of Atomic Weapons in WWII Yalta Conference Atomic Diplomacy "Containment" The Marshall Plan National Security Act (1947) NATO NSC-68 Invasion of the Body Snatchers (1956) HUAC Alger Hiss Sen. Joseph McCarthy Age of Conformity/Consensus (Young) Elvis Alfred Kinsey Report Playboy Betty Friedan Legal Defense Fund (1910) Jackie Robinson (1947) Brown -v- Board of Education, Topeka Kansas (1954) "Second Reconstruction" Southern Manifesto White Citizens\' Councils Desegregation of Little Rock High Schools (1957) Rosa Parks Martin Luther King "Letter from a Birmingham Jail" SCLC Montgomery Bus Boycott SNCC CORE (1942) Freedom Rides Birmingham, Alabama March on Washington (1963) Civil Rights Act of 1964 Selma (1964) Freedom Summer (1964) Voting Rights Act of 1965 Malcolm X "Identity Politics" La Raza Atlanta Compromise (1972) "Benign Neglect" Apocalypse Now (1979) "Hubris" Vietnam War (1945-1973) Ho Chi Minh Diem Bien Phu 1954 Peace Accords Ngo Dinh Diem Group 599 (V.C.) "Strategic Hamlets" "Operation Beef-Up" Diem Coup (Oct, 1963) NSAM 288 (Mar., 1964) Gulf of Tonkin Resolution (Aug, 1964) Plieku (Feb, 1965) "Rolling Thunder" Free Speech Movement Beatniks --> Hippies Students for a Democratic Society (SDS) Bob Dylan Tet Offensive (1968) 1968 Democratic Convention Vietnamization Christmas Bombings (1972) Armistice (Jan, 1973) Nikita Krushchev Cuban Missile Crisis (1962) Warren Commission (1964) Economic Opportunity Act (1964) "Moynihan Report" (1965) Richard M. Nixon Enemies List Detente Watergate Daniel Ellsberg "Plumbers" CREEP James McCord John Dean "Smoking Gun" Tapes Saturday Night Massacre (Oct, 1973) Richard Nixon v. U.S. (July 24, 1974) Impeachment (July 27, 1973) Resignation (Aug 9, 1974) 1973 Oil Embargo Jimmy Carter Panama Canal Treaty Camp David Accords "Malaise Speech" (July, 1979) Iran Hostage Crisis (1979-1980) "Stagflation" New Left -- New Right Ronald Reagan The (Arthur) Laffer Curve "Reaganomics" (economic policy) Reagan Revolution (coalition politics) Ghostbusters (1984) David Stockman ERTA (1981) 1986 S&L Crisis Iran-Contra (1986) AIDS (1981) Yuppies George Herbert Walker Bush The Gulf War Bill Clinton Newt Gingrich Contract with America (1994) Hillary Clinton Triangulation Monica Lewinsky Affair Impeachment ']
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[' Dr. B\'s General Chemistry II Spring 2004 Feb MAR APR 8 2003 2004 2005 2 captures\n8 Mar 04 - 26 Apr 04 Close\nHelp General\nChemistry II Chem 122Spring 2004 MWF 9-950 Central\nConnecticut State University Dr. Thomas R. BurkholderCopernicus 4402Phone: 860-832-2683 (2-2683 on campus)e-mail : [email protected]\nor check out my website:http://www.chemistry.ccsu.edu/burkholder Dr. B\'s Spring 2004 Schedule Office Hours: MF 10-11, W 10-13 Required\nTexts: For the Lecture:\nChemistry: Structure and Dynamics\nJames Spencer, George Bodner, Lyman Rickard\nChemistry: A Guided Inquiry\nRichard Moog, John Farrell For the Lab:\nCHEM 122 General Chemistry II Spring 2004\nBarry Westcott, Guy Crundwell Required Materials: A\nscientific calculator is essential for this course; you should bring\nit to class and lab. Safety goggles and lab coat are required\nfor laboratory, please see the laboratory syllabus and manual for\ndetails. A bound notebook (spiral or cloth bound, 150 pages min., 8\n1/2" x 11 (no looseleaf please) to keep your solved homework\nproblems. Grading: Final Grade is based\non the following: Grades will be posted to Campus\nPipeline as they are recorded. Group Assignments 15% Lab Grade 25% Hour exams 40% Comprehensive Final 20% Total 100% Group Assignments: Each\ngroup will be assigned and report out the answers to two Skill\nDevelopment Activities from the Chemistry: A Guided Inquiry\nbook. Your results will be posted to Campus Pipeline. Group members\nwill report jointly and receive the same grade for the report. Others\nmay receive up to 10% upgrade on their Group Assignments grades by\ncontributing to the online discussion.\nLaboratory: (Spring\n2004 Lab Schedule) There are 9\nlaboratory periods scheduled. Department policy requires that\nstudents pass the laboratory part of the course to pass the whole\ncourse. You must complete all of the laboratory assignments to pass\nthe laboratory. See also Dr. B\'s laboratory\nsyllabus Laboratory begins Thursday, February 12, 2004 Students enrolled in Chemistry 121/122 must pass the laboratory to pass the course. Students repeating the course are encouraged to repeat the laboratory. However, a student may be excused from repeating the laboratory provided the following criteria have been met: The student has informed the current lecture instructor within the first two days of the semester that he or she is currently repeating the course and would like to be excused from repeating the laboratory.\nThe laboratory grade previously earned by the student is 80 % or greater. The laboratory grade previously earned by the student will be used as the laboratory grade in determining the final grade in the repeated course.\nIt is general department policy that in order to pass Chemistry 122, a student must complete and submit laboratory reports for all of the assigned experiments. Exams: Four\nscheduled 50 minute exams covering the material outlined below. The\nexam dates are Feb 18, Mar 17, Apr 21, and May 12. No make-up\nexams will be given. All of the exams you take will be\naveraged in. Note that there may be additional exam questions which\nare given on a take home basis. Final Exam:\nComprehensive, American Chemical Society standardized examination\ncovering material from both semesters of General Chemistry. The final\nis scheduled for 8:00 a.m. on Monday, May 17, 2004. You may\nwish to look at the ACS Exams website for more details about a study\nguide. http://www.uwm.edu/Dept/chemexams/MATERIALS/gen_guide.html\nGroup Work: This\ncourse will primarily be taught using a combination of the guided\ninquiry method and lecture. You will be assigned to groups of 4 or 5\nand work collaboratively during class on the Chem Activities in\nChemistry: A Guided Inquiry. You will be expected\nto prepare for the assigned Chem Activity by reading the appropriate\nsections in Chemistry: Structure and Dynamics.\nSee below for schedule of Chem Activities. In addition, you will be\nresponsible for doing the problems in Chemistry: Structure and\nDynamics related to the Chem Activities. Weather Policy If classes\nare canceled (call 832-3333, snowphone) anything that is scheduled or\ndue will be postponed until the next scheduled class meeting.\nSpring\n2004 Schedule of Chem Activities, Reading and Homework Week of: Chem Activity Other Activity Reading Homework January 26 W-26 M-IntroF-Colligative Properties Chapter 8A.1-8A.4 8A: 1,3,4,6,8,9,10,12,14,16 February 2 M-36, W-37 F-Lecture Chapter 10.3, 10.1, 10.2, 10.4 10: 1-8 9 M-38, W-39 F-Example Problems Chapter 10.5, 10.6, 10.7, 10.8 10: 9, 11, 13, 14, 15, 18, 19, 21, 22, 23, 25, 27, 31, 32 16 M-Are we there yet?W-Exam I 23 W-41, F-42 Chapter 8.12, 13Chapter 11.1-11.4 8: 54-55,6611:5,6,7,12,13,14,15,16,18,20,26 March 1 M-43, W-44 F-Math & Equilibrium Chapter 11.5,6,8-11Chapter 10.8 11:28,30,34,35,36,37,38,42,44,50, 59, 60,61,64,71,72,74,7510:33-35,31,32 8 M-45, W-46, F-47 Chapter 11.7,12,13,14,15 11:78,80,82,83,84,86,89,90,92,94, 99, 100,104,106 15 M-Example Problems W-Exam II F-Catch Up Chem Activity 48 if you haven\'t done it yet.Chapter 11A1-4 11A: 1,2,4,5, 9, 14,15 22 SPRING BREAK 29 M-49, W-50, F-51 Chapter 12 12: 6,8,10, 13, 14, 17, 22, 24, 29, 39, 49, 50, 54, 56, 62, 68, 70 April 5 M-52, W-53, F-54 Chapter 13.1-8 13: 7, 9, 11, 13, 15, 17, 19, 20, 22, 25, 28, 30 12 M-55, W-56 Chapter 13.9-14 13: 34, 35, 36, 38, 41, 43, 45, 47, 51, 53, 54, 59, 61, 63. 19 F-57 M-Catch UpW-Exam III Chapter 12AII.1-4 12AII: 1,3, 5, 8, 10, 13, 15, 17, 22, 26 26 M-58, W-59, F-60 Chapter 14.1-10 14: 1, 2, 5, 8, 10, 11, 12, 14, 16, 17, 19, 20, 22, 23, 24, 26, 29, 33, 35, 41, 43, 44, 45, 47, 48, May 3 W-61, F-62 M-Example ProblemsEnthalpy of Formation Chapter 7A, 14.10 7A: 7-1714: 55,57, 59, 64, 65, 66, 67, 70, 72, 79, 81 10 M-Summarize Entire SemesterW-Exam IV 17 Final Exam: 8:00 a.m., Monday, May 17, 2004 Return To: Chemistry--Dr.\nB\'s Home Page Return To: Chemistry\nDepartment Home Page Return To: CCSU\nHome Page ']
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[' MAY SEP Oct 3 2002 2003 2004 4 captures\n21 Apr 03 - 12 Sep 03 Close\nHelp University of Wisconsin - Fond du Lac Microeconomics Spring 2003 COURSE INFORMATION INSTRUCTOR: Dr. Sayeed Payesteh OFFICE: S-205\nhttp://www.fdl.uwc.edu/faculty/spayeste/ PHONE: 9293655\ne-mail: [email protected] OFFICE HOURS: M W 11:30-1:00, TR 12:00-1:00, and by appointment.\nCLASS TIMES: TR 10:30-11:45, S-238 TEXTBOOK: McEachern, W. A., Economics: A Contemporary Introduction, 6th Edition, South-western, 2002. OBJECTIVES: The primary purpose of this course is to develop a basic understanding of the major concepts, theories, and tools used in analyzing the economic behavior of consumers and firms in a market economy. Among the subjects included are demand and supply model, elasticity, minimum wage and labor market, cost and production, pricing under different market structures, government regulations, and global trade. ASSIGNMENTS:\nAssignments include reading the text, completing the assigned problem sets, and the Internet Assignments. The Internet Assignments provide students with the opportunity to use the World Wide Web as a research tool to perform economic analysis. These assignments allow the students to learn by taking advantage of new technology and to experience the link between the real world and economic theory. Lectures will cover the material indicated in the Required Readings list. Topics may be added and/or deleted depending upon time and other considerations during the semester. It may also be necessary to change the order of topics. Changes of this nature will be announced in class. There will be two types of problem sets: (a) Handout problems. The purpose of these problems is to prepare the students for detailed discussions of the material covered in the class. Collaboration on doing these problems is highly encouraged. These problems are not to be handed in for grades. (b) Problems from the text. These problems should be completed and handed in by the due dates. Each set will be graded. No late homework will be accepted. The assignment set with the lowest score (or one missed assignment) will be dropped in computing your overall homework grade. GRADING: The course grade will be based on class participation, homework, quizzes, best 2 out of 3 midterms, and one comprehensive final exam. Exams are closed book and closed notes. Make-up exams will be given for missed exams only when duly excused (my prior permission is required). A 5- percent extra credit will be awarded at the discretion of the instructor on the basis of class attendance, participation, and timely return of the assignments. To qualify student should have perfect attendance record, no delays in turning in their assignments, and turning in a quality work. Grade Distribution\n90%-up... ..A\n80%-89%....B\n70%-79%....C\n60%-69%... D <60%....... F The points assigned to each factor are: Class Attendance/Participation, etc.............. ........... ....5 % Homework 5% Quizzes 5% Exam I 25% Exam II 25% Exam III 25% Final 40% Total ........... ...105% I. Basics: The Art and Science of Economic Analysis Jan. 21 Chapters 1 Some Tools of Economic Analysis Jan. 23 Chapter 2 The Market System Jan. 28, 30, Feb. 4 Chapter 3 The Economic Actors Feb. 6 Chapter 4 II. Microeconomics: Elasticity of Demand Feb. 11, 13 Chapter 5 EXAM I Feb. 18 Consumer Choice and Demand Feb. 20 Chapter 6 Production and Cost in the Firm Feb. 25, 27, Mar. 4 Chapter 7 Perfect Competition Mar. 6, 11 Chapter 8 EXAM II Mar. 13 SPRING RECESS Mar. 17 - 21 Monopoly Mar. 25, 27 Chapter 9 Monopolistic Competition and Oligopoly Apr. 1, 3 Chapter 10 Resource Markets Apr. 8, 10 Chapter 11 Human Resources: Labor and Entrepreneurial Ability Apr. 15, 17 Chapter 12 Economic Regulation Apr. 22, 24 Chapter 16 EXAM III Apr. 29\nIII. International Economics International Trade May 1, 6, 8 Chapter 20 Final Exam\nTuesday, May 13, 12:00 - 1:45 PM ']
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['Revised 12/2013 Page 1 of 13 LAREDO COMMUNITY COLLEGE GENERAL COURSE SYLLABUS Spring 2014 INSTRUCTOR: Leah M. Hepburn DEPARTMENT: English and Communication Department PHONE NUMBER/EXTENSION: 956-721-5222 E-MAIL ADDRESS: [email protected] CAMPUS/OFFICE LOCATION: OFFICE HOURS: Adkins Building, office 120 Tuesday and Thursday mornings 8:00-12:00 and online 3:00-4:00 COURSE TITLE: Composition I COURSE NUMBER: English 1301 COURSE LEVEL: Transfer Level English CONTACT HOURS (RANGE FOR STATE INFORMATION): 48 LAB: N/A TEXTBOOKS/MATERIALS: Patterns for College Writing 12th edition include ISBN 978-1-457-67329-0 CORE or NON-CORE Course: CORE COURSE DESCRIPTION: Intensive study of and practice in writing processes, from invention and researching to drafting, revising, and editing, both individually and collaboratively. Emphasis on effective rhetorical choices, including audience, purpose, arrangement, and style. Focus on writing the academic essay as a vehicle for learning, communicating, and critical analysis. Note: ENGL 1301 is now a pre-requisite for all 2000-level literature courses. This change was a result of recommendations by the English faculty group for the 2011 Learning Objectives project. END-OF-COURSE OUTCOMES: Purpose: This course requires the study and practice of the processes and principles of effective writing, with an emphasis on expository prose/ and persuasive writing. Honors sections are offered for those enrolled in the LCC Honors Program. Academic Course Guide Manual Objectives 1. Demonstrate knowledge of individual and collaborative writing processes. 2. Develop ideas with appropriate support and attribution. 3. Write in a style appropriate to audience and purpose. 4. Read, reflect, and respond critically to a variety of texts. 5. Use Edited American English in academic essays. Revised 12/2013 Page 2 of 13 Writing Requirements The student will write a minimum of 5 major writing assignments that involve revision: -3 essays (2-3 page minimum), each focusing on a different rhetorical mode, or 2 essays and a multimedia project -1 synthesis essay (3-4 page minimum), incorporating 1 or 2 outside sources informally documented -a final essay exam that focuses on one of the rhetorical modes taught during the semester; engage in the writing process to produce expository and persuasive writing; demonstrate sentence skills: among these, parallel construction, active and passive voice, coordination and subordination, free of modifier errors, and economy of language. Reading Requirements Students will read and analyze selections on a variety of subject areas from the textbook, but may include articles from newspapers, magazines, and other sources. Other Students may be required to do oral presentations or COURSE OBJECTIVES OR EXEMPLARY OBJECTIVES: 1. The student will learn to understand and apply writing and speaking processes through invention, drafting, revision, editing, and presentation. 2. The student will learn to compose texts that effectively address purpose, style, and content. (This includes: clear focus, structurally unified development of ideas, appropriate rhetorical and visual style, correct use of Standard American Academic English (SAAE), and ethically appropriate use of research.) 3. The student will learn to understand and appropriately apply modes of expression (i.e. descriptive, expositive, narrative, scientific, or self-expressive), in written, visual, and oral communication. 4. The student will learn to participate effectively in Revised 12/2013 Page 3 of 13 groups with emphasis on listening, critical and reflective thinking, and responding. 5. The student will learn to understand and apply basic critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 6. The student will be able to incorporate sources effectively and ethically into their own texts. GENERAL EDUCATION COMPETENCIES: The General Education Competencies (SACS) and the Core Objectives (THECB) are implemented and assessed throughout the LCC Core Curriculum. The academic and workforce areas apply the general education competencies and core objectives relevant to their programs. Laredo Community College has identified four college-level general education competencies. They are: 1. Communication: LCC students develop and express ideas through effective written, oral, and visual communication for various academic and professional contexts. Expected Outcomes: A. The student uses relevant content that conveys understanding. B. The student uses disciplinary conventions for organizing content and presenting content. C. The student uses communication tools appropriately and skillfully for academic and professional contexts. 2. Critical Thinking: LCC students use inquiry and analysis, evaluation and synthesis of information, and innovation and creative thinking. Expected Outcomes: A. Students pose vital questions and identify problems, formulating them clearly and precisely. B. Students consider alternative viewpoints, recognize and assess assumptions, and identify possible consequences. C. Students develop well-reasoned conclusions and solutions. D. Students apply creative ideas or approaches to achieve solutions or complete projects. 3. Empirical and Quantitative Skills: LCC students apply scientific and mathematical concepts to analyze and solve problems to investigate hypotheses. Expected Outcomes: A. Students identify problems or hypotheses and related quantitative components. B. Students select appropriate quantitative approaches to analyze and solve problems and investigate hypotheses. C. Students correctly apply quantitative approaches to analyze and solve problems and investigate hypotheses. D. Students summarize and reflect on their learning experiences. 4. Teamwork: LCC students consider different points of view and work effectively with others to support a shared purpose or goal. Expected Outcomes: A. The student makes a quality contribution to the Team Revised 12/2013 Page 4 of 13 Activity. B. The student treats fellow team members courteously with respect. C. The student models personal attributes that contribute teamwork. QUALITY ENHANCEMENT PLAN (QEP) Reading: Gateway to Learning The QEP is a long-term institutional commitment designed to improve student learning. The improvement of reading and reading comprehension was selected by the students, faculty, staff, and administration of LCC as the focus of our QEP. The diverse reading materials assigned in this course should help you to improve your basic reading and reading comprehension skills necessary to succeed in college. SCANS COMPETENCIES: Refer to attachment. SCANS ASSESSMENT: Results of personal classroom interaction, tests and exams, quizzes, assignments. TEACHING STRATEGIES/METHODS OF INSTRUCTION: Students will use the Process Approach for writing so they learn how to work through revision. The teaching method is eclectic. The educational techniques may include classroom lecture, class discussion, group work, library and research assignments, oral reports, audiovisual materials, and individual conferences scheduled outside of class time. OUTCOMES ASSESSMENT: level of proficiency demonstrated by the student on all writing assignments, tests, quizzes, other daily work and final exam. Students must demonstrate the ability to write an acceptable essay. EXTERNAL ASSESSMENTS: Students enrolled in this course may be randomly selected to participate in external assessments to determine educational gains. You may be asked to provide assignments which may be included in course portfolios and used for evaluation of General Education Competencies. In addition, you may be selected to participate in the completion of surveys and/or be selected to take tests which will gauge your overall improvement in reading, writing, critical thinking, and mathematics. These activities are designed to collectively monitor your overall progress as a higher education student. METHODS AND CRITERIA FOR EVALUATION: To be completed by dept. Should be specific to the program and instructor. GRADING SCALE: A -90% B Good, 89-80% C Average, 79-70% D 69-60% F 59% or below F_ Failure, Non-Participatory I Incomplete W Withdrawal NC No Credit NC_ No Credit, Non-Participatory NC_DV .. No Credit, Developmental NCDV No Credit, Developmental, Non-Participatory P Pass NP No Pass AU Audit Revised 12/2013 Page 5 of 13 Students must access the Semester Progress Report and Final Grades through PASPort (http://pasport.laredo.edu). Instructors will notify students of the window of availability for grades. ATTENDANCE REGULATIONS: Office of the Registrar Fort McIntosh Campus - Memorial Hall Room 103 or call (956) 721-5887 South Campus Billy Hall Student Center Room 113 or call (956) 794-4109 Enrollment and Registration Services Center Fort McIntosh Campus - Memorial Hall Room 125 or call (956) 721-5109 or 5421 South Campus Billy Hall Student Center Room 113 or call (956) 794-4109 Financial Aid Center Fort McIntosh Campus Building P-24 or call (956) 721-5361. South Campus Billy Hall Student Center Room 123 or call (956) 794-4361. Health Services Center Fort McIntosh Campus Kazen College Center Room 132 or call (956) 721-5189. South Campus Billy Hall Student Center Room 208 or call (956) 794-4189. Attendance will be taken up until the official census date, which is the first 11 class days during the fall and spring semester, and for the first three days during the summer sessions. Students who attend at least one day of class leading up to the census date will be officially enrolled in the course, and faculty members will drop any students who have not attended at least one class day. Once the official census date for the semester or session has passed, no formal attendance will be required except for programs where the respective accreditation agency requires attendance records. Students who do not intend to remain enrolled after attending at least one class day must initiate a drop request from any or all classes by submitting a drop slip to the Enrollment and Registration Services Center or through PASPort. Responsibility for class attendance rests with the student. Regular and punctual attendance is expected. It is advised that a student contact Financial Aid Center at either campus prior to dropping a course. Absence From Final Examinations: A student who is absent from a final examination receives a grade of "0" for the examination and a grade of "F" for the course. Any students authorized to be absent from a final examination receive a grade of on their transcript until they take the final examination. Such students must take the final exam within four months. Final exams cannot be re-taken. The instructor will submit a Grade Change Form to change the previously submitted incomplete grade Other Policies (LCC and State-Wide): A. 3-peatIf a student signs up for a class for a third time, even if he/she dropped or failed it before, the State will not provide funding for that student and the student will be required to pay an additional fee. B. Beginning Fall 2007, students cannot drop more than 6 classes throughout their college career. Any subsequent drops earned at all Texas to other institutions. C. Finishing on timeThe State expects students to graduate on time. Students who obtain 90 or more credit hours at a Community College are no longer eligible for financial aid. D. Bacterial Meningitis Vaccination Requirement effective Spring 2012; update effective October 1, 2013. Per Texas State Law (SB 62), students who meet the criteria below must provide proper documentation that they have received the bacterial meningitis vaccination within the last five years and at least 10 calendar days before the beginning of the semester. All new or transfer students under age 22. All returning students under the age of 22, who have experienced a break in enrollment of at least one fall or spring Revised 12/2013 Page 6 of 13 term. Students enrolled in online courses that physically attend classes or come to campus within the semester. the Health Services Center. SPECIAL SERVICES CENTER: Fort McIntosh Campus - Building P-41 South Campus Billy Hall Student Center, Room 21 Fort McIntosh and South Campus Phone Number: (956) 721-5137 A student with disabilities, including learning disabilities, who wishes to request special accommodations in this class, should notify the Special Services Center. The request should be made early in the semester so that appropriate arrangements may be made. In accordance with Federal Law, a student requesting accommodations must provide documentation of his/her disability to the Special Services Counselor. For additional information, call or visit the Special Services Center. The student who needs note-taking and/or test-taking accommodations must notify the faculty member prior to the first exam. A pregnant student is required to meet all course/ program outcomes, including attendance. There may be contaminants present in clinical area(s) that could adversely affect a fetus. It is advisable for the student to contact her obstetrician, once pregnancy has been confirmed, to ensure that there are no medical concerns/limitations to continuing her courses. GRADE APPEAL: A student who wishes to question the final grade earned in a course or class activity should first discuss the situation with the instructor who issued the grade. If the issue is not resolved, the student should contact the appropriate Department Chairperson to request a review of the grade. decision, the student may contact the appropriate Dean of Instruction for assistance related to the grade appeal. Established departmental procedures will be utilized to resolve student grade appeals. After all other avenues have been exhausted; the student may request a review of the grade by the Vice-President for Instruction. Student grades are an academic matter; therefore, there is no further appeal beyond the Office of the Vice-President for Instruction. Students have two weeks (10 working days) after a final course grade is issued to appeal it. Students have one week (five working days) after an activity grade is issued to appeal it. Exceptions require the approval of the Vice-President for Instruction. CLASSROOM ETIQUETTE: Office of Dean of Student Affairs Fort McIntosh Campus Memorial Hall Room 212 Phone Number: (956) 721-5417 Code of Student Conduct & Discipline Each student is expected to be fully acquainted with all published policies, rules, and regulations of the College, copies of which shall be available to each student for review www.laredo.edu (Student Life/Student Handbook/Student Rights and Responsibilities) and the Office of the Dean of Student Affairs. Laredo Community College will hold each student responsible for compliance with these policies, rules, and regulations. The student is responsible for obtaining published materials to update the items in this Code. Students are also expected to comply with all federal, state, and local laws. This principle extends to conduct off campus which is likely to have an adverse effect on Laredo Community College or on the educational process. Revised 12/2013 Page 7 of 13 Student Misconduct Each student is expected to conduct him/herself in a manner consistent with the college\'s functions as an educational institution. Specific examples of misconduct and the disciplinary process are located at www.laredo.edu (Student Life/Student Handbook/Student Rights and Responsibilities). Use of Personal Electronic Devices The use of an electronic device shall not interfere with the instructional, administrative, student activities, public service, and other authorized activities on College District premises. Unless prior authorization is obtained from the instructor or respective College District official, the use of an electronic device is expressly prohibited in classrooms, laboratories, clinical settings, and designated quiet areas on College District premises. Certain violations of this policy may be excused in the case of emergencies or other extenuating circumstances provided that prior approval is obtained from the instructor or respective College District official. The use of electronic equipment capable of capturing still or moving images in any location where individuals may reasonably expect a right to privacy is not authorized on College District premises. Noncompliance with these provisions shall be considered a violation of Board adopted policy and shall warrant appropriate disciplinary action. Academic Dishonesty The College expects all students to engage in all academic pursuits in a manner that is beyond reproach. Students will be expected to maintain complete honesty and integrity in their experiences in the classroom. Any student found guilty of dishonesty in their academic work is subject to disciplinary action. (1) The College and its official representatives may initiate disciplinary proceedings against a student accused of any form of academic dishonesty including, but not limited to, the following: A. Scholastic dishonesty includes, but is not limited to, cheating on academic work, plagiarism, and collusion. B. Cheating on academic work includes: a. Copying from another student\'s test paper or other academic work. b. Using, during a test, materials not authorized by the person giving the test. c. Collaborating, without authority, with another student during an examination or in preparing academic work. d. Knowingly using, buying, selling, stealing, transporting, or soliciting, in whole or part, the contents of an unadministered test. e. Substitution for another student, or permitting another student to substitute for oneself, to take a test or prepare other academic work. f. Bribing another person to obtain an unadministered test or information about an unadministered test. C. Plagiarism means the appropriation of another\'s work and the unacknowledged incorporation of that work in one\'s own written work offered for credit. D. Collusion means the unauthorized collaboration with Revised 12/2013 Page 8 of 13 another person in preparing written work offered for credit. (2) Procedures for discipline due to academic dishonesty shall be the same as in student disciplinary actions, except that all academic dishonesty actions shall be first considered and reviewed by the faculty member. If the student does not accept the decision of the faculty member, he/she may appeal the decision to the appropriate Department Chairperson, Dean of Instruction, or the Vice President for Instruction. If the student does not accept the decision of the appropriate Department Chairperson, Dean of Instruction, or the Vice President for Instruction, the student may then follow the normal disciplinary appeal procedures for a review of the decision. For additional information please refer to the: Student Policies - LCC Policy Manual The LCC Policy Manual is available online and includes all Federal, State, and Local Policies applicable to the College. Students may website at www.laredo.edu (About LCC/Manual of Policy). EMERGENCY PROCEDURES: IN CASE OF EMERGENCY, From an LCC phone, dial 111. From a Cell phone, dial 911. LCC Campus Police Offices Fort McIntosh Campus Building P-64 Room 102 South Campus Henry Cuellar Protective Services Center Room 130 LCC Alert System: Safety and security for LCC is paramount. When an emergency arises, LCC will provide students with information as rapidly and as efficiently as possible. Students must register for the LCC Alert system at www.laredo.edu/lccalert. Emergencies: In case of an emergency, contact Campus Police. Campus Police will then dispatch a police officer to the site and alert emergency personnel. If it is determined that a notification needs to be sent out after an emergency is reported, the notification will provide information on what to do. When a person calls 111 or 911, Campus Police strongly encourages the caller to provide the following information: name, the location from where they are calling, the location of the emergency, and the type of emergency. The caller is to remain on the phone with the dispatcher until emergency responders arrive. DISCLAIMER: Every attempt has been made to make the contents of this syllabus informative and accurate. Content of the syllabus is subject to revision and change in the event of extenuating circumstances. Changes will be made available to you electronically. The updated official version of the LCC Catalog is the on-line catalog and can be found at www.laredo.edu (Admission/College Catalog). ADDITIONAL COURSE INFORMATION Please view files on PASPORT General Coursework Information Tentative Student Calendar Laredo Community College Course Calendar ENGL 1301 Composition I Spring, 2014 Leah M. Hepburn Revised 5/2013 Page 9 of 13 Date Week Brief Description of Topic Assignments/Examinations/ Activities with Brief Description Chapters/Reading 1 Course Intro & Student Interviews Interview other students & write paragraph about each (#1) 2 Fundamentals of the Essays Grade Student Essays 3 Fundamentals of the Essays Practicing Introductions (#2) and Writing Transitional Sentences (#3) 4 Ethical Dilemmas Free Will vs. Determinism Assignments (#4 & 5) 5 Essay #1 Rough Draft Due Border Issues Assignment #6 Page 679 in Patterns) 6 Rio Grande Slideshow Assignment #7 page 648 in Patterns) 7 Essay #1 final draft Listening Assignment #8 Patterns 8 Interviews of Older People Definition/Relationships Assignment #9 &10 Assignment #11 9 Essay #2 Due Expedience Vs. Moral Absolutes Assignment #12 10 Begin Documentation Process Assignments #13 & 14 Astrology Laredo Community College Course Calendar ENGL 1301 Composition I Spring, 2014 Leah M. Hepburn Revised 5/2013 Page 10 of 13 Pancho Villa 11 Continue Documentation Assignments #15 &16 Origin of Your Names 12 Continue Documentation Assignment #17 13 Essay #3 Due 14 Write Essay #4 in-class 15 Review for Final Exam * Schedule is subject to change. Revised 5/2013 Page 11 of 13 SCANS COMPETENCIES ENCLOSURE skills and workplace competencies for students. Foundation Skills are defined in three areas: basic skills, thinking skills, and personal qualities. Basic Skills includes Reading, Writing, Arithmetic and Mathematical Operations, Listening, and Speaking effectively. Thinking Skills include a worker must think creatively, make decisions, solve problems, visualize, know how to learn, and reason effectively. Personal Qualities include a worker must display responsibility, self-esteem, sociability, self-management, integrity, and honest. Work Place Competencies include resources, interpersonal skills, information, systems, and technology. Foundation Skills Basic Skills: Reads, writes, performs arithmetic and mathematical operations, listens and speaks. F1. Reading: Locates, understands, and interprets written information in prose and in documents such as manuals, graphs, and schedules. F2. Writing: Communicates thoughts, ideas, information, and messages in writing; and creates documents such as letters, directions, manuals, reports, graphs, and flowcharts. F3. Arithmetic: Performs basic computations and approaches practical problems by choosing appropriately from a variety of mathematical techniques. F4. Listening: Receives, attends to, interprets, and responds to verbal messages and other cues. F5. Speaking: Organizes ideas and communicates orally. Thinking Skills: Thinks creatively, makes decisions, solves problems, visualizes, knows how to learn, and reasons. F6. Creative Thinking: Generates new ideas. F7. Decision Making: Specific goals and constraints, generates alternatives, considers risks, and evaluates and chooses best alternative. F8. Problem Solving: Recognizes problems and devises and implements plan of action. F9. Seeing Things in Organizes and processes symbols, pictures, graphs, objects, and other information. F10. Knowing How To Learn: Uses efficient learning techniques to acquire and apply new knowledge and skills. F11. Reasoning: Discovers a rule or principle underlying the relationship between two or more objects and applies it when solving a problem. Personal Qualities: Displays responsibility, self-esteem, sociability, self-management, integrity, and honesty. F12. Responsibility: Exerts a high level of effort and perseveres toward goal attainment. F13. Self-Esteem: Believes in own self-worth and maintains a positive view of self. F14. Sociability: Demonstrates understanding, friendliness, adaptability, empathy, and politeness in group settings. F15. Self-Management: Assesses self accurately; sets personal goals, monitors progress, and exhibits self-control. F16. Integrity/Honesty: Chooses ethical course of action. Workplace Competencies Resources C1. Allocates Time: Selects relevant, goal-related activities, ranks them in order of importance, allocates time to activities, and understands, prepares, and follows schedules. C2. Allocates Money: Uses or prepares budgets, including making cost and revenue forecasts, keeps detailed records to track budget performance, and makes appropriate adjustments. C3. Allocates Material and Facility Resources: Acquires, stores, and distributes materials, supplies, parts, equipment, space, or final products in order to make the best use of them. C4. Allocates Human Resources: Assesses knowledge and skills and distributes work accordingly, evaluates performance, and provides feedback. Interpersonal C5. Participates as a member of a team: Works cooperatively with others and contributes to group with ideas, suggestions, and effort. C6. Teach Others New Skills: Helps others to learn. C7. Serves Clients/Customers: Works and communicates with clients and customers to satisfy their expectations. Revised 5/2013 Page 12 of 13 C8. Exercises Leadership: Communicates thoughts, feelings, and ideas to justify a position, encourages, persuades, convinces, or otherwise motivates an individual or groups: including responsibly challenging existing procedures, policies, or authority. C9. Negotiates to Arrive at a Decision: Works toward an agreement that may involve exchanging specific resources or resolving divergent interests. C10. Works with Cultural Diversity: Works well with men and women and with a variety of ethnic, social, or educational backgrounds. Information C11. Acquires and Evaluates Information: Identifies need for data, obtains it from existing sources or creates it, and evaluates its relevance and accuracy. C12. Organizes and Maintains Information: Organizes, processes, and maintains written or computerized reports and other forms of information in a systematic fashion. C13. Interprets and Communicates Information: Selects and analyzes information and communicates the results to others using oral, written, graphic, pictorial, or multi-media methods. C14. Uses Computers to Process Information: Employs computers to acquire, organize, analyze, and communicate information. Systems C15. Understands Systems: Knows how social, organizational, and technological systems work and operates effectively within them. C16. Monitors and Corrects Performance: Distinguishes trends, predicts impact of actions on system operations, diagnoses deviations in the function of a system/organization, and takes necessary action to correct performance. C17. Improves and Designs Systems: Makes suggestions to modify existing systems to improve products or services, and develops new or alternative systems. Technology C18. Selects Technology: Judges which set of procedures, tools, or machines, including computers and their programs will produce the desired results. C19. Applies Technology to Task: Understands the overall intent and the proper procedures for setting up and operating machines, including computers and their programming systems. C20. Maintains and Troubleshoots Technology: Prevents, identifies, or solves problems in machines, computers, and other technologies. Revised 5/2013 Page 13 of 13 LAREDO COMMUNITY COLLEGE COURSE SYLLABUS STUDENT ACKNOWLEDGEMENT FORM I have read and understood the information and requirements of the course syllabus for ENGL 1301_, _____Spring 2014___________. Course & Number Semester ________________________________ ______________________ _________________ Student Name (Please Print) Palomino ID Date Admission into and/or graduation from a program does not guarantee employment, a particular salary level, and/or passage on any licensure examinations. Student Signature _______________________________ Faculty Name Richter, J. ']
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[" MA5401 SYLLABUS -- Fall '07 MAY SEP JUN 15 2006 2007 2010 3 captures\n21 May 07 - 9 Jun 10 Close\nHelp MA 5401 Syllabus Fall '07, T. Olson Class meeting times and locations\nTuesdays and Thursdays 1-2pm in 327B Weekend problem sessions (3pm Sat in lounge or 2pm Sun in lab) Optional: Office hour 2-3pm Mondays Instructor:\nTamara Olson ([email protected])\n310 Fisher Hall 487 - 2191 Office Hours: by appointment and ??? Problem Session Problems\nSept.15-16: Chapter 2 problems 24, 25, 26, *37* Homework Writeups #1 (Due Tuesday 9/18) Chapter 1: problems 16 and 24 (corresponding to problems 16 and 23 in the second edition) Chapter 2: problems 22, *37* Text: H.L. Royden, Real Analysis, Third Edition, 1988.\nMaterial in chapters 3-5. Assessment:\nHomework, a midterm exam, and a final exam. Homework grades will be either ``Good,'' ``O.K.,'' or ``resubmit.'' (``Good'' and ``O.K.'' correspond to ``A'' and ``B''.) Grade:\nHomework: 40% Mid-term Exam: 30% Final Exam: 30% Proof-writing help Proof-writing tips How to proofread a proof send email to [email protected] to Tamara Olson's Home About this document ... "]
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[' 11D: The Fall Classes Aug SEP Oct 12 2006 2007 2008 1 captures\n12 Sep 07 - 12 Sep 07 Close\nHelp 11D\nLeave saving the world to the men? I don\'t think so. About Subscribe to this blog\'s feed Recent Comments Amy P on Oh, Yeah. That\'s A Good Idea.\nAmy P on Oh, Yeah. That\'s A Good Idea.\nM. Gemmill on Oh, Yeah. That\'s A Good Idea.\nAmy P on On Manliness\nAncarett on Weekend Journal\nLaura on Weekend Journal\nalessandro rossi on A Very Tardy Weekend Journal\nAmy P on Oh, Yeah. That\'s A Good Idea.\nAmy P on Oh, Yeah. That\'s A Good Idea.\nWilliams on Oh, Yeah. That\'s A Good Idea. The Family Newspapers and Journals New York Post Online Edition\nSalon.com\nThe New Republic Online\nThe Atlantic Monthly\nThe New Yorker\nNew York Press\nEducation Week\nThe New York Times Archives September 2007\nAugust 2007\nJuly 2007\nJune 2007\nMay 2007\nApril 2007\nMarch 2007\nFebruary 2007\nJanuary 2007\nDecember 2006 & Free counter Free counter Amazon Oh, Yeah. That\'s A Good Idea. | Main | Weekend Journal September 07, 2007 The Fall Classes The semester began yesterday. I\'m teaching "Introduction to Political Theory" and "Media and Politics".\nThis is the first time for Political Theory and I\'m quite excited about it. I have a packed classroom with lots of students from last semester. The class fulfills a college requirement, so I have some biology and nursing students, along with a lot of political science majors. I have to find some middle road between them. We\'re using a reader, which takes the best bits of Plato and Hobbes. Next Monday we\'re going to start off slow. Just some Greek and Roman history and Pericles\' Funeral oration. Theory is the sort of class that can be dreadfully slow or great. It really depends on the students doing the readings. I hope they do the readings. I hope.\nThe second is class is a repeat, but I\'m blowing up the syllabus from last semester and starting over. Last semester, I tried to do several weeks just on New Media. But the readings were of questionable quality. Everything before 2006 is dated. Last semester, I had the students create a blog. It could be on any topic. They had to write 20 posts with links to other online sources. But it was too difficult to grade blogs on different topics, and students had to quickly learn about another topic that wasn\'t related to the class. This time, all blogs will be on the topic of media, and I will assign them very specific topics for their posts. Example, "Describe and respond to one op-ed article in a mainstream paper. Or evaluate and compare two blogs."\nI\'m very excited about the coming semester. September 07, 2007 in Academia | Permalink TrackBack TrackBack URL for this entry:http://www.typepad.com/t/trackback/80636/21416851\nListed below are links to weblogs that reference The Fall Classes: Comments Your blogging class sounds really interesting--I wish I had had something like that in college. Do they use commercial blog services (ie--blogger, wordpress, etc.) or does the school have some kind of intranet-hosted blogs? Posted by: landismom | September 07, 2007 at 10:24 PM I like that you have applied the research on teaching adults to your methodology for you classes. They sound interesting, current and needed. Hope you have fun with them Posted by: carosgram | September 08, 2007 at 09:44 AM I\'m excited, too -- and am back to my seasonal class-based blogging. Come by sometime, if you like:\nhttp://blogs.brown.edu/course/fall07_pols0100/ Posted by: RCinProv | September 08, 2007 at 01:56 PM Post a comment If you have a TypeKey or TypePad account, please Sign In You are currently signed in as (nobody). Sign Out Name: Email Address: (Not displayed with comment.) URL: Remember personal info? Comments: ']
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[' Stephen F. Austin State University College of Education Department of Human Services Communication Sciences & Disorders Program Language Disorders in Children SPH 320.002.201410 Fall 2013 Instructor: Deena Petersen, M.S., CCC/SLP Course Time & Location: T/TH: 12:30-1:45 HSTC 319 Office: Human Services 205C Office Hours: M/W 12:00-1:00; 2:15-3:15; T/TH: 8:30-9:30; 10:45-11:45; F- a.m. by appointment only Office Phone: 468-3997 Email: [email protected] Credits: 3 hours Prerequisites: SPH 250 Normal Speech and Language Development AND acceptance to the undergraduate Communication Sciences and Disorders Program I. Course Description: This course studies nature, causes and characteristics of language delay and disorders in infants and preschool children. Therapeutic strategies for stimulation and remediation in this population. II. Intended Learning Outcomes/Goals/Objectives: (Program/ Student Learning Outcomes) This course reflects the following core values of the College of Education (see the COE Conceptual Framework at www.sfasu.edu/education/about/accredidations/ncate/conceptual): Academic excellence through critical, reflective, and creative thinking Life-long learning Collaboration and shared decision-making Openness to new ideas, to culturally diverse people, and to innovation and change Integrity, responsibility, diligence, and ethical behavior Service that enriches the community. This course also supports the objectives of the Department of Human Services: Objectives of the DHS include: (1) The preparation of special education teachers for elementary and secondary schools, (2) The preparation of persons for careers in rehabilitation, orientation and mobility, and related human services, occupations serving persons with disabilities, speech language pathology and school psychology. This course also supports the mission of the Speech-Language Pathology Program. The mission of the Speech-Language Pathology Program is to prepare knowledgeable professionals committed to enhancing the quality of life of persons with communication disorders. To meet this mission, the program emphasizes the importance of scientific study, critical thinking skills, interdisciplinary collaboration, ethical principles, the responsibility to educate the public about communication disorders, and the importance of continued professional development throughout ones career. SACS Objectives: This course supports the Speech-Language Pathology and Audiology program learning outcomes (PLOs) two and five. These competencies are measured by successful completion of all course requirements, including examinations and quizzes, group discussion and activities, written assignments, and projects: 1. Students will demonstrate knowledge of normal and abnormal speech acquisition including fundamentals of assessment and treatment in preparation for graduate school. 2. Students will demonstrate knowledge of normal and abnormal language acquisition including fundamentals of assessment and treatment in preparation for graduate school. 3. Students will demonstrate competency in professional writing skills appropriate for the field of speech language pathology. 4. Students will demonstrate the ability to analyze and interpret an audiogram. 5. Students will be exposed to an adequate representation of the field of speech language pathology. 6. Students will demonstrate knowledge of normal anatomy and physiology of the speech system. This course addresses the following standard(s) of the Council for Clinical Certification of the American Speech-Language-Hearing Association: Courses within the speech-language pathology program have been designed to ensure that students demonstrate required knowledge and ability as outlined in the Standards and Implementations for the Certificate of Clinical Competence in Speech-Language Pathology. Standard III-B: The applicant must demonstrate knowledge of basic human communication and swallowing processes, including their biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases. Standard III-C: The applicant must demonstrate knowledge of the nature of speech, language, hearing, and communication disorders and differences and swallowing disorders, including their etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates. Standard III-D: The applicant must possess knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates of the disorder. STUDENT LEARNING OBJECTIVES FOR THIS COURSE: At the end of this course, students will demonstrate, by performance on examinations, projects/presentation, class discussion, and interactive group activities an understanding of the following: 1. The student will explain different theories influencing language development. 2. The student will explain and administer different assessments of language for children. 3. The student will develop language goals and intervention activities for children and present to the class. 4. The student will describe language characteristics of children with specific language impairment and implications for assessment and intervention. 5. The student will describe language characteristics of children with hearing loss and implications for assessment and intervention. 6. The student will describe language characteristics of children with intellectual disability and implications for assessment and intervention. 7. The student will describe language characteristics of children with autism spectrum disorders and implications for assessment and intervention. 8. The student will explain different types and features of augmentative and alternative communication. 9. The student will describe multicultural issues and implications for assessment and intervention. These competencies are measured by successful completion (70% or above) of all course requirements including examinations, group discussion and activities, written assignments, and projects. III. Course Assignments, Activities, Instructional Strategies, & use of Technology: Reading Assignments: Text chapters that correspond to selected course topics/activities are listed on the course schedule, below. The listing is comprehensive and according to the date(s) the topic(s) will first be introduced. By completing the readings, you will be better prepared to contribute to class discussions, clarify answers to questions about topics you do not understand and complete outside assignments and scheduled examinations. Examinations: There will be three scheduled examinations. Each exam may consist of multiple choice, True/False, and short answer items. Examination dates are listed on the course schedule below. Class Projects: There will be three projects. The due dates are listed on the course schedule, below. Project 1: CELF-4/CELF-Preschool/CASL Administration & Scoring: DUE: October 15th (100 points). Must be submitted to LiveText before a grade will be given. Project 2: Language Observation Summary: DUE: October 31st (100 points). Must be submitted to LiveText before a grade will be given. Choice 1: Observe a young child with ASD or a school age child with ASD. Record observations on the childs receptive, expressive, & pragmatic language skills. Use a pragmatic skills checklist from the CELF-4/CELF-4 Preschool, or Transdiscplinary Play Based Assessment, Observational Tool, p. 293. Write a summary of your observations on receptive, expressive, & pragmatic language skills. Choice 2: Observe a child in Little Jacks or a PPCD Program in the public schools, or approved client in the clinic. Record observations on the childs receptive, expressive, & pragmatic language skills. Document language abilities using the Transdisciplinary Play Based Assessment, Observational Tool, p. 293 and/or pragmatic checklist from the CELF-4/CELF-4 Preschool. Write a summary of your observations on receptive, expressive, & pragmatic language skills. Contact Information: The Helping House; Amanda Johnson- 936-371-1536 Project 3: Therapy Activities and Presentation: DUE: November 21st (100 points) Write 2 goals for each language domain (semantics, syntax/morphology, pragmatics). Specify if the goal addresses receptive or expressive language. Goals must be written in the correct format. For one goal in each domain provide a therapy activity to address the goal (total of 3 activities). Be as creative as possible. Provide a description of the activity and provide any materials needed for the activity. Choose one activity to present to the class. Participation: Successful class interactions depend on prepared and present communicators! You are expected to attend each class and to participate in all class discussions and activities. This includes actively listening, asking and answering questions, expressing your opinion. Diversions due to personal notes, visiting, or working on day planners, are not considered appropriate and will be addressed with observed. Cell phones are to be turned off during class. Texting during class (reading, composing, or sending messages) is NOT accepted and will be addressed as observed. IV. Evaluation and Assessment: GRADING: The student will have three exams over the material presented during the semester. The student will also complete three projects. This gives you a total of four grades that are averaged for your final grade. The final examination (or third exam) is not comprehensive and will cover the material from the last portion of the semester. Three scheduled exams @ 100 points each 300 Project 1: CELF-4/CELF-Preschool/CASL Administration & Scoring 100 Project 2: Language Observation Summary 100 Project 3: Therapy Activities Project & Presentation 100 Total 600 points A 89.5-100% B 79.5-89.4% C 69.5-79.4% D 59.5-69.4% F 59.4% and below Grade Calculation: (Points earned to date) X 100= (Grade) (Points possible to date) Extra Credit: *All extra credit points will be added in to your exam and project point total and then divided by 600. (Exam grades + Project grades + Extra Credit points/600= your grade) Course Evaluation: (5 points) Complete online course evaluation by University deadline LATE POLICY: No late work will be accepted without permission by the instructor. For each day that assigned work is late, 10% of the grade will be deducted. V. Tentative Course Outline/Calendar: August 27 T Course Overview & Syllabus Syllabus August 29 TH Language Terms;Language Theory Ch. 1 September 3 T Language Theory; Domains of Language Ch. 1 September 5 TH Assessment of Language Disorders Ch. 2 September 10 T Assessment Process Ch. 2 September 12 TH Decision Making in Assessment/Intervention Ch. 3 September 17 T CELF-4/CASL Review September 19 TH Language Tests September 24 T Exam Review September 26 TH EXAM #1 October 1 T Test Administration-Project 1 October 3 TH Language Observation Practice October 8 T Principles of Intervention Ch. 4 October 10 TH Principles of Intervention Ch. 4 October 15 T Goals; Therapy Activities; Project 1 DUE October 17 TH Early Childhood Intervention ASHA EI Guidelines Journal Articles October 22 T ECI Therapy Activities October 24 TH Exam Review October 29 T EXAM #2 October 31 TH Children with Specific Language Impairment; Ch. 5 Project 2 DUE November 5 T Children with Hearing Loss Ch. 6 November 7 TH Children with Intellectual Disability Ch. 7 November 12 T Children with Autism Spectrum Disorders Ch. 8 November 14 TH Children with Autism Spectrum Disorders; Journal Article November 19 T Augmentative & Alternative Communication Ch. 10 November 21 TH Therapy Activities Presentations; Project 3 DUE November 26 T Therapy Activities Presentations (Cont.) November 28 TH Thanksgiving Holiday! December 3 T Multicultural Issues; Wrap-up and review for exam Ch. 11 December 5 TH No Class! Study! Study! Study! December10 T EXAM #3 10:30 VI. Required Readings A. Kaderavek, Joan N. Language Disorders in Children (2011): Boston: Pearson. B. American Speech-Languge-Hearing Association, Ad Hoc Committee on the Role of the Speech- Language Pathologists in Early Intervention (2008). Roles and responsibilities of speech-language pathologists in early intervention: Guidelines. Retrieved from http://www.asha.org/docs/html/GL2008-00293.html. C. Paul, D. & Roth, F. (2011). Clinical forum: First years, first words: SLPs providing early Intervention services. Language, Speech, and Hearing Services in Schools, 42, 320-330. D. Prelock, P., Beatson, J., Bitner, B., Broder, C., & Ducker, A. (2003). Interdisciplinary assessment of young children with autism spectrum disorder. Language, Speech, and Hearing Services in the Schools, 34, 194-202. E. Woods, J. & Wetherby, A. (2003). Early identification of and intervention for infants and toddlers Who are at risk for autism spectrum disorder. Language, Speech, and Hearing Services in Schools, 34, 180-193. F. Woods, J., Wilcox, M., Friedman, M., & Murch, T. (2011). Collaborative consultation in natural environments: Strategies to enhance family-centered supports and services. Language, Speech, and Hearing Services in Schools, 42, 379-392. G. LiveText account, ISBN# 978-0-979-6635-4-3. This may be purchased at the bookstore or purchased online at www.livetext.com . Once you have purchased the account, you must activate your account at www.livetext.com . If you have purchased LiveText in another course, you will NOT need to buy a second account. NOTE: If you plan to use financial aid to purchase this account, you must make the purchase by the date set by financial aid. If you are purchasing LiveText for the first time, you need to complete the My Cultural Awareness Profile (MCAP) found within their LiveText account. You should complete the MCAP within the first month of the semester. VII. Course Evaluations: Near the conclusion of each semester, students in the College of Education Electronically evaluate courses taken within the COE. Evaluation data is used for a variety of important purposes including: 1. Course and program improvement, planning and accreditation; 2. Instruction evaluation purposes; and 3. making decisions on faculty tenure, promotion, pay, and retention. As you evaluate this course, please be thoughtful, thorough, and accurate in completing the evaluation. Please know that the COE faculty is committed to excellence in teaching and continued improvement. Therefore your response is critical! In the College of Education, the course evaluation process has been simplified and is completed electronically through MySFA. Although the instructor will be able to view the names of students who complete the survey, all rating and comments are confidential and anonymous, and will not be available to the instructor until after final grades are posted. 5 EXTRA CREDIT points will be added to your total points before your grade is averaged if you complete a course evaluation BEFORE the university deadline. VIII. Student Ethics and Other Policy Information: Attendance: Attendance in class is required. You will be responsible for signing the attendance sheet during each class period. The attendance sheet will be taken up at the beginning of each class. If you are late, it is your responsibility to come to the instructor (after class) and ask for the attendance sheet to sign. If you do not sign in, you will be considered absent. If you miss a class, it is your responsibility to obtain handouts and class notes from your peers. Absence is not an excuse for missing information, handouts, class notes, etc. If you miss class during an exam or other assignment that a grade was given, you are responsible for providing written documentation (illness, hospitalization, death in the family) so that you may make up that grade. You are responsible for scheduling the make-up within one week of the missed class. Your final grade will be lowered by 5 points for every three unexcused absences. Excused absences must have documentation (i.e. documented illness from a physician, etc.) which must be submitted within one week of absence. Students with Disabilities: To obtain disability related accommodations, alternate formats and/or auxiliary aids, students with disabilities must contact the Office of Disability Services (ODS), Human Services Building, and Room 325, 468-3004/468-1004 (TDD) as early as possible in the semester. Once verified, ODS will notify the course instructor and outline the accommodation and/or auxiliary aids to be provided. Failure to request services in a timely manner may delay your accommodations. For additional information, go to http://www.sfasu.edu/disabilityservices/ . Location: Human Services Building, room 325. Phone: (936) 468-3004. Academic Integrity: Academic Integrity is a responsibility of all university faculty and students. Faculty members promote academic integrity in multiple ways including instruction on the components of academic honesty, as well as abiding by university policy on penalties for cheating and plagiarism. Definition of Academic Dishonesty: Academic Dishonesty includes both cheating and plagiarism. Cheating includes but is not limited to (1) using or attempting to use unauthorized materials to aid in achieving a better grade on a component of a class; (2) the falsification of invention of any information, including citations, on an assigned exercise; and or (3) helping or attempting to help another in an act of cheating or plagiarism. Plagiarism is presenting the words or ideas of another person as if they were your own. Examples of plagiarism are (1) submitting an assignment as if it were ones own work that has been purchased or otherwise obtained from an Internet source or another source; and (3) incorporating the words or ideas of an author into ones paper without giving the author due credit. Please read the complete policy at http://www.sfasu.edu/policies/academic_integrity.asp Withheld Grades Semester Grades Policy (A-54): Ordinarily at the discretion of the instructor of record and with the approval of the academic chair/director, a grade of WH will be assigned only if the student cannot complete the course work because of unavoidable circumstances. Students must complete the work within one calendar year from the end of the semester in which they receive a WH, or the grade automatically becones an F. If students register for the same course in future terms the WH will automatically become an F and will be counted as a repeated course for the purpose of computing the grade point average. Acceptable Student Behavior: Classroom behavior should not interfere with the instructors ability to conduct the class or the ability of other students to learn from the instructional program (see the Student Conduct Code, policy D-34.1). Unacceptable or disruptive behavior will not be tolerated. Students who disrupt the learning environment may be asked to leave class and may be subject to judicial, academic or other penalties. This prohibition applies to all instructional forums, including electronic, classroom, labs, discussion groups, field trips, etc. The instructor shall have full discretion over what behavior is appropriate/inappropriate in the classroom. Students who do not attend class regularly or who perform poorly on class projects/exams may be referred to the Early Alert Program. This program provides students with recommendations for resources or other assistance that is available to help SFA students succeed. To complete Certification/Licensing Requirements in Texas related to public education, you will be required to: 1. Undergo criminal background checks for field or clinical experiences on public school campuses; the public school campuses are responsible for the criminal background check; YOU are responsible for completing the information form requesting the criminal background check. If you have a history of criminal activity, you may not be allowed to complete field or clinical experiences on public school campuses. At that point, you may want to reconsider your major while at SFASU. 2. Provide one of the following primary ID documents: passport, drivers license, state or providence ID cards, a national ID card, or military ID card to take the TExES exams (additional information available at www.texes.ets.org/registrationBulletin/ <http://www.texes.ets.org/registrationBulletin/>). YOU must provide legal documentation to be allowed to take these mandated examinations that are related to certification/licensing requirements in Texas. If you do not have legal documentation, you may want to reconsider your major while at SFASU. 3. Successfully complete state mandated a fingerprint background check. If you have a history of criminal activity, you may want to reconsider your major while at SFASU. LiveText LiveText is the data management system used by the Perkins College of Education (PCOE) for program improvement and to assess and monitor compliance to national accreditation standards. All Perkins College of Education majors and Secondary Education students are required to purchase a LiveText account, either through the University Bookstore or at www.livetext.com . This is a ONE-TIME purchase, and the account will be used throughout your undergraduate, graduate, or doctoral program of study. Required program assignments, designated by instructors and program coordinators, must be submitted within your LiveText account. Successful completion of this course and your degree requirements are dependent on the submission of all required LiveText assignments. IX. Other Relevant Course Information: Communication for this course will be done through Desire2Learn (D2L); http://d2l.sfasu.edu. Please check D2L often to get announcements, print out handouts, check your grades, etc. If you have difficulty accessing D2L, contact Student Support 498-1919 ']
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["COLLIN COLLEGE COURSE SYLLABUS COURSE AND SECTION NUMBER: ENGL 1302 CRN#: 22681 (1302.S36); 22688 (1302.S43); 25240 (1302.S56) COURSE TITLE: Composition/Rhetoric II CLASS MEETING TIME: See Course Schedule of Assignments LOCATION: Spring Creek Campus CREDIT HOURS: 3 LAB HOURS: 1 PREREQUISITE: ENGL 1301 COLLEGE REPEAT POLICY: A student may repeat this course only once after receiving a grade, including W. TEXTBOOKS: 1. Making Literature Matter, 5th edition 2. Heart of Darkness (Conrad)/Any edition SUPPLIES NEEDED: Bluebooks Personal mini-stapler INSTRUCTOR: Susan Grimland E-MAIL: [email protected] No e-mails through BlackBoard Students must use CougarMail INSTRUCTORS PHONE NUMBER: 972.881.5793 (ofc) OFFICE: SCC I-219 OFFICE HOURS: MW 10-11:30 am; TR 1-2:30 pm. Please contact me for other times. ENGLISH 1302: Course Title: Composition II Course Description: Intensive study of and practice in the strategies and techniques for developing research- 1302/Grimland- 2 based expository and persuasive texts. Emphasis on effective and ethical rhetorical inquiry, including primary and secondary research methods; critical reading of verbal, visual, and multimedia texts; systematic evaluation, synthesis, and documentation of information sources; and critical thinking about evidence and conclusions. Lab required. Student Learning Outcomes: State-mandated Outcomes: Upon successful completion of this course, students will: Demonstrate knowledge of individual and collaborative research processes. Develop ideas and synthesize primary and secondary sources within focused academic arguments, including one or more research-based essays. Analyze, interpret, and evaluate a variety of texts for the ethical and logical uses of evidence. Write in a style that clearly communicates meaning, builds credibility, and inspires belief or action. Apply the conventions of style manuals for specific academic disciplines (e.g., APA, CMS, MLA, etc.) Additional Collin Outcome: Upon successful completion of this course, students should be able to do the following: 1. Demonstrate personal responsibility through the ethical use of intellectual property. * * * * * * * Student Learning Outcomes for English 1302 We believe that English 1301 leads directly into English 1302, and that the second course builds upon skills from English 1301; therefore, English 1302 will continue to develop and evaluate those expected outcomes from English 1301. Because English 1302 focuses on research skills, students successfully completing the course should also be able to demonstrate the following: A. Defend an informed position or argument within the context of a specific discipline with explanations and answers to relevant counterarguments. B. Comprehend writing as a series of additional research tasks that include finding, evaluating, analyzing, and synthesizing appropriate primary and secondary sources. C. Practice appropriate conventions of documenting their work with the MLA format. D. Continue to build upon the Student Learning Outcomes for English 1301 1. Students should be able to demonstrate rhetorical knowledge in the following ways: a. Read and interpret a prompt for a writing assignment. b. Write essays that take a position and successfully argue or defend that position. c. Write essays with appropriate evidence, discussion, and organization for a specific audience. d. Write essays with strong introductions and conclusions that represent sophisticated thought and writing. e. Write essays that use format, structure, tone, diction, and syntax appropriate to the rhetorical situation. 2. Students should be able to demonstrate critical thinking, reading, and writing in the following ways: 1302/Grimland- 3 a. Use reading and writing for inquiry, learning, thinking, and communicating. b. Integrate their own ideas with those of others with clear distinction between the two. 3. Students should be able to demonstrate knowledge of the writing process in the following ways: a. Be aware that it usually takes multiple drafts to create and complete a successful text. b. Develop and demonstrate flexible strategies for generating ideas, revising, editing, and proofreading. c. Understand and utilize the collaborative and social aspects of writing processes by learning to critique their own and others work. 4. Students should be able to demonstrate knowledge of conventions in the following ways: a. Apply knowledge of genre conventions ranging from structure and paragraphing to tone and mechanics. b. Control such surface features as grammar, punctuation, and spelling. COURSE REQUIREMENTS: 1. Students must write a minimum of FOUR essays. TWO of these must be research papers of at least five typed pages, each of which must include THREE to SIX sources. 2. Even though this course focuses on argumentation and research, the student will study various types of literature and write response papers and/or analyses. 3. Research is MANDATORY. No student should be able to pass the course without completing research papers written in the latest MLA style of documentation. English 1302 should prepare students for sophomore courses where students are expected to know the current MLA style of documentation. 4. A final exam must be given at the scheduled time during the week of finals. Part of the final exam should be devoted to testing the students on current MLA style of documentation. The final exam counts as 20% of the course grade. 5. Every student must complete sixteen units of lab work in the course. METHOD OF PRESENTATION: Lectures, class discussion, small group discussions, computer-assisted instruction, library orientation, audio/visual materials, oral presentations, and personal conferences. GRADING POLICY AND PROCEDURE: 4 ESSAYS (100 each) 400 points (One essay is Annotated Bibliography) MIDTERM EXAM 100 points FINAL: 200 points CLASS PARTICIPATION 100 points (Includes Quizzes) ATTENDANCE 100 points 4 RESPONSES (50 each) 200 points 1302/Grimland- 4 IN-CLASS WRITING 100 points DEPARTMENTAL LABS 100 points MLA 100 points Total: 1400 points Grade Assignment: 1288-1400=A 1177-1287=B 1067-1176=C 980-1066=D Below 980=F Assignments are to be completed by their assigned date and time. Late assignments (5 minutes after the start of class) will receive a significantly lower grade. (Each additional day late lowers the grade by 10%.) Students who cannot meet a deadline may make arrangements in advance of the due date for a later due date with no penalty. No arrangements will be made on the day of the deadline; instead, submit whatever work you have completed along with a request for additional time. Papers may be submitted before deadlines. See the note below about the final exam. Opportunity for any other make-up work depends upon the reason it could not be done by the deadline, and, if accepted, it will be done only at the discretion, and convenience, of the instructor. RETENTION OF WRITTEN WORK: STUDENTS MUST RETAIN ACCESS TO ORIGINAL WRITTEN MATERIALS IN CASE OF LOSS. BE SURE TO PRINT EXTRA COPIES OF ESSAYS AND OTHER WRITTEN WORK. BE SURE TO SAVE YOUR WORK ON YOUR OWN COMPUTER OR FLASH DRIVE. CLASS PARTICIPATION: THE GRADE OF A WILL NOT BE AWARDED TO ANY STUDENT WHO DOES NOT PARTICIPATE REGULARLY AND THOUGHTFULLY DURING CLASS DISCUSSIONS. IF YOU HAVE A PROBLEM SPEAKING IN FRONT OF YOUR CLASSMATES, YOU NEED TO SEE ME DURING THE FIRST WEEK OF CLASS TO DISCUSS. THIS DISCUSSION WILL, HOWEVER, NOT RESULT IN ANY EXEMPTION TO THIS POLICY. LAB UNIT REQUIREMENTS: The lab component is an integral part of this writing course. Over the course of the semester, you will complete the component by reading Heart of Darkness by Joseph Conrad and taking 3 quizzes about the novels content. You will also complete 2 critical reading / reflection assignments. 3 quizzes: 40 points; 2 reading /reflections: 60 points, for a total of 100 points. You must achieve a total of 80 points to receive credit for the lab component. If you fall below 80 points, your final grade will be lowered one letter grade. If you fail to complete any of the lab component, you will lose one letter grade and 100 points. WRITING CENTER HELP FOR STUDENTS: Instructors may call the Writing Center to request a consultant for a twenty-minute visit to classes to tell students about the services of the Writing Center. Check hours, etc., online at www.collin.edu/writingcenter. 1302/Grimland- 5 WRITING WORKSHOPS FOR STUDENTS: Several Writing Workshops will be held each semester to address specific areas of the writing and research process. Instructors should watch for information about these two-hour workshops (brochures available in the Writing Centers and online at www.collin.edu/writingcenter ) and encourage students to attend. These workshops address topics such as sentence structure, MLA documentation, writing a literary analysis, essay organization, writing arguments, invention strategies, ESL issues, how to spot and correct common writing errors, etc. Instructors are encouraged to award lab credit (or extra credit) for students who attend these workshops. LRC HELP FOR STUDENTS: Instructors may schedule orientation and instruction sessions for their classes about the librarys resources and about specific research topics by calling the Spring Creek library and setting up a date and time. Course Content: tation and analysis FINAL EXAM: You must take the final exam (essay) on You will need to supply a bluebook on the day of the exam. Be sure to buy the large size. This exam cannot be made up. If you do not take it at the appointed time, you forfeit 20% of your course grade. ATTENDANCE: Academic success is closely related to regular classroom attendance. You are required to attend class regularly and punctually. Missing more than two classes during the semester is considered excessive. If your absences exceed this number, you may be advised to drop the course. Additionally, class starts promptly at the appointed time. If you arrive late, the sign in sheet will reflect your tardiness. Tardiness is disruptive to the students who arrived on time. THREE late sign- ins will constitute one absence. Americans With Disabilities Act Compliance: 1302/Grimland- 6 It is the policy of Collin County Community College to provide reasonable accommodations for qualified individuals who are students with disabilities. This College will adhere to all applicable Federal, State and local laws, regulations and guidelines with respect to providing reasonable accommodation as required to afford equal educational opportunity. It is the student's responsibility to contact the ACCESS office, SCC-G200 or 972. 881.5898 (V/TTD: 972.881.5950) in a timely manner to arrange for appropriate accommodations. Academic Ethics: Every member of the Collin College community is expected to maintain the highest standards of academic integrity. Collin College may initiate disciplinary proceedings against a student accused of scholastic dishonesty. Scholastic dishonesty includes, but is not limited to, statements, acts, or omissions related to applications for enrollment or the award of a degree, and/or the submission of ones own work material that is not ones own. Scholastic dishonesty may involve, but is not limited to, one or more of the following acts: cheating, plagiarism, collusion, use of annotated texts or teachers editions, use of information about exams posted on the Internet or electronic medium, and/or falsifying academic records. While specific examples are listed below, this is not an exhaustive list and scholastic dishonesty may encompass other conduct, including any conduct through electronic or computerized means: Plagiarism is the use of an authors words or ideas as if they were ones own without giving credit to the source, including, but not limited to, failure to acknowledge a direct quotation. Cheating is the willful giving or receiving of information in an unauthorized manner during an examination; collaborating with another student during an examination without authority; using, buying, selling, soliciting, stealing, or otherwise obtaining course assignments and/or examination questions in advance, copying computer or Internet files, using someone elses work for assignments as if it were ones own; or any other dishonest means of attempting to fulfill the requirements of a course. Collusion is intentionally or unintentionally aiding or attempting to aid another in an act of scholastic dishonesty, including but not limited to, failing to secure academic work; providing a paper or project to another student; providing an inappropriate level of assistance; communicating answers to a classmate about an examination or any other course assignment; removing tests or answer sheets from a test site, and allowing a classmate to copy answers. See the current Collin Student Handbook for additional information. RELIGIOUS HOLIDAYS: In accordance with Section 51.911 of the Texas Education Code, CCCCD will allow a student who is absent from class for the observance of a religious holy day to take an examination or complete an assignment scheduled for that day within a reasonable time. Students are required to file a written request with EACH PROFESSOR within the FIRST 15 DAYS OF THE SEMESTER to qualify for an excused absence. A copy of the state rules and procedures regarding holy days, and 1302/Grimland- 7 the form of notification of absence from each class under this provision, are available from the Admissions and Records Office. EMERGENCY PROVISION: In case of campus closure due to inclement weather, national or local disaster, or for any other unforeseen reason, students are expected to continue classwork according to the schedule of assignments. When classes resume, we will pick up with the appropriate lesson scheduled for that date unless a test or quiz was scheduled. Tests and quizzes will be made up on the day classes resume, but missing lectures or other scheduled work will be rescheduled into the rest of the semester. Student is ultimately responsible for keeping assignments current during any hiatus. CHECK BLACKBOARD FOR ANNOUNCEMENTS FROM INSTRUCTOR. SICKNESS PROVISION: SAME AS EMERGENCY PROVISION. CHANGES TO SYLLABUS: This syllabus, including the schedule of assignments that follows, may be changed during the semester at the discretion of the instructor to better meet the needs of this course; if so, students will be provided a revised copy or notified in class of the changes. CELL PHONES/PAGERS: During class all electronic devices must be silenced. I DO NOT EVEN WANT TO SEE THEM. If you must answer your phone, you need to consider whether you should be in class that day. First offense: loss of 50% of participation grade; second offense: loss of 50% of participation grade. After that, loss of attendance points. PERSONAL CONDUCT: Your classmates and I expect you to arrive on time and leave when class is dismissed. Additionally, we expect you to come to class prepared and ready to add to our discussions. PERSONAL COMPUTER /STAPLER ISSUES: I expect you to purchase a mini-stapler and to use it for your papers. Furthermore, although I might sympathize with your personal electrical problems, your lack of paper or ink, your recent move, or any other excuse that prevents you from printing your paper before class, you are not excused from turning in your paper no later than 5 minutes after the due date. E-MAIL: Unless I ask you to email an assignment to me, I will not open any attachments from students. Therefore, please use CougarMail to communicate with me about assignments or other matters. Do not use e-mail in BlackBoard. DUE DATES: The dates listed on the attached course schedule reflect the DATES THAT ALL ASSIGNMENTS AND READINGS SHOULD BE COMPLETED. I expect you to consult your syllabus and course schedule regularly. 1302/Grimland- 8 "]
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[' Designweenie: Weblog FEB APR JUN 4 2006 2007 2008 25 captures\n15 Jul 04 - 25 Dec 08 Close\nHelp I have a hard time coming to terms with the new aesthetic being peddled in the corporate identity market. There is trend away from the mono-chromatic, simple and witty icons of the 19th century and towards a more slick, conceptually vacant and multi-color mark of the 90s internet boom.\nAssigning a logo assignment in school has always been about a)clarity of message and b)designing within strict limitations. Yes, this is quickly becoming an old-fashion way of looking at a logo, but I truly feel something is being lost. And that, that is being lost is metaphoric of what is being lost in graphic design in general. The 1980s AT&T logo (designed by the amazing Saul Bass) is a classic example of wonderful design. You can imagine the design brief from the client stating that they wanted a mark that communicated that they are a global communications company. If you take away the text the mark still works. It references the global nature of the company by its circular shape and the lines in-force this (latitude lines) and at the same time makes the viewer think about satellites and data. The mechanical nature of the rendering connotes precision and competence.\nWonderful. A tremendous amount of clarity in a small package. And it works just as well in black and whitewhich means the client can save money on things like bills and invoices where printing in color would cost more money. Plus theyll look great when they send out faxes and when their logo gets photocopied. Boo-ya! Now, take our new logo. Take away the type and what do we have? Okay, now imagine this mark in 5, 10 years when the memory of the old logo is now longer with us. What do we have? In my mind the reality in which this mark is rendered leaves little to the imagination. While I had no problem suspending my perception of scale with the old mark, with this one I am inclined to view it (and that also means interpret it) as a small mark. It looks to me like a rubber ball Id by from a machine at the grocery store for 25 cents. The blue transparency has a lot to do with that perception as well. Rarely do I see perfectly translucent globes in scales larger than a couple inches.\nSo without the suspension of my perception of scale, this mark connotes playfulness, simple, classic and affordability and at the same time, once Im thinking in these terms I also believe the mark means easily losable, childish, and cheap. The strips do not look mechanically precise anymore. They communicate a random, organic and in-precise manufacturing process. Does this mental frame communicate AT&T? I think not. Does this mark survive a trip through the fax machine or photocopier? This new mark is all style and no thinking. It looses whatever thought went into it in a couple years. Its what design has become. This way of thinking about design is not sustainable. If the internet has taught us anything its once we put the tools to create in the hands of everyone, everyone decides what is acceptable. And anyone can create style; you dont need a fancy design degree for that.\nNot everyone can create the old AT&T mark. That requires talent, and a fancy design degree can help bring out that talent. Design should be just as much about how something functions, or solves a clients problem as it is about making something visually pleasing. The visually pleasing part is getting way too much attention, and other professions are taking away the making things work part of design. 21 November 2005 12:50 PM , t:systems , t:concepts of design , p:designing So BBEdit 8 has been released and there has been a huge outcry about the icon. Lots of people dislike it. I tend to agree, and Id like to talk about why. Here are the two BBEdit icons. The (A)old and (B)the new. One might think that the simple change in typeface is what makes the new icon bad, but it is far more complicated than that.\nBefore we can have an opinion about the icon, we need to decide how to evaluate it. Simple gut reactions based on personal preference are useless when trying to have a reasonable discussion. There are 3 criteria that Ill evaluate the icons on: composition, concept and usefulness. To help in the discussion lets also talk about some alternate icons at the same time These are (C)The Clipper System by Gedeon Maheux (Icon Factory), (D)SmoothIcons by Corey Marion (Icon Factory) and (E) Jon Hicks alternate BBEdit icon.\nComposition\nComposition is the element that changes the most between icons A through D (Jon Hicks icon (E) is conceptually very different from all the others). Composition is what creates the visual hierarchy, meaning the composition is what helps the viewer understand which elements are important, and which are less so. In all the icons expect for B (BBedit 8.0), there is a strong hierarchy. The viewer is told that the letter B is important, and the background is less important. The hierarchy in all of the successful icons (A,C,D & E) is established with contrast and with some help from color theory. The contrast is best explained by looking at the BBEdit 8.0 icon (B)the icon with poor contrast. The letterform is made up of line widths that do not vary, and are similar in width to the blue box behind it. This creates poor contrast and the letterform starts to blend into the background. You may want to point of that the Clipper icon (C) has similar line weight issuesbut they arent issues. Heres why. Dark colors recede and light colors tend to come forward. The same is true for cool colors (blues, purples and greens), they recede into the background and warm colors (reds, oranges, yellows) do the opposite. So while the line weights issues in icon (B) and also present in icon (C), icon (C) compensates by using white against the blue. Concept\nIf you did not know that BBedit was a text editor geared towards writing computer code, would you understand what the application did by viewing any of these icons? Jon Hicks icon (E) comes closest to being successful in this area. All the others rely on the programs and Bare Bones branding to convey the function of the application. The current BBedit icons (B) (A) convey something other than writing text and code. Looking at these icons we might assume that the application is about quilting, or some sort of mechanical engineering. Icons (C) and (D) are just playing off the original, so we will leave them alone in this discussion, although icon (D) might be seen as a board game. Jon Hicks icon (E) gives the impression of the creation of documents, and the typography, with the smaller second b gives a scientific (or mathematical) feel to the application. The blue background might give the impression of blueprints, and the shiny writing instrument has a very technical feel about it. The icon is fairly close to the mark. It starts with text editing and tries to alter it to speak about the technical nature of the text you are editing.\nAnother approach (which would yield very different results) would be to start with technical imagery and attempt to alter it with the concept of editing text. Usefulness\nHere we need to consider the environment that an icon lives in. Icons live in a community of other icons (whether they are in the Dock or in the Finder). It is because of this that an icon needs to differentiate itself from other icons, and at the same time seem like it is part of the icon community on your computer. Both goals oppose themselves to some degree.\nIcons (A) and (B) do not play well in the Mac OS X icon community. They do not follow the aesthetic of the other icons on the machine. This works to their benefitthey differentiate themselves nicely. Icons (C) and (D) are special cases. They are intended to be used with other custom icons. When used as intended, they are very successful.\nSince Jons icon (E) is based off an Apple icon (TextEdit) is plays very well in the icon community, but may not differentiate itself as well as the other icons.\nConclusion\nSo which icon is the best? Well that depends. Personally I am using (D) because the strong black outline allows it to differentiate itself at small sizes, and I am less concerned about the harmony of my icon collection. The idealist in me likes Jon Hicks (E) because it is the strongest conceptually.\nUltimately the concept of best when it comes to this item of design is a personal choice. My hope in writing this essay was to get people to think about design, and give them a framework to think about it in.\nI often have problems explaining to non-designers what going through a design program is like. This essay is very much what one of my classes might be like, except I would reach all the points by asking the students questions (sometimes leading them). I am usually very surprised by what they say, and sometimes they even change my mind. 3 September 2004 04:07 PM , t:usability , t:systems , t:looking sideways , t:concepts of design , p:designing In the current issue of Eye Magazine, there is an abridged version of Kevin Larsons paper on the science of word recognition. (Eye Magazine 52, page 74)\nThe online edition does not have a copy of the article.\nIts a great read for a typography freak like myself. It basically debunks the word shape theory of reading and supplants it with parallel letter theory. (Which I do not completely comprehend right nowotherwise Id summarize) I cant seemed to find a copy of the full paper online, but hopefully Ill be able to get a copy next time Im at the school library. 22 July 2004 03:22 PM , p:designing , t:concepts of design , t:pratt , t:usability The worlds flags given letter grades 29 March 2004 11:29 AM , t:concepts of design , p:designing , t:fun Top Ten Things They Never Taught Me in Design School 24 March 2004 09:58 AM , p:designing , t:concepts of design Here are a bunch of loosely related notes and thoughts from the Summit. Im plopping them down here because Im insanely busy and will forget to solidify these thoughts if I dont give them a tangible place to live. For me the theme of this years summit: context, methods.\nForeign phrase I heard most often: contextual inquiry. Being on the IA design methods panels got me to think alot about design patterns and methods in general. I think I tend to practice process methods far more often than form methods. Let me explain. A week or two ago I decided not to teach graphic design anymore. I am really interested in teaching designers to design and not just decorate. This means they need to learn to be able to think and let the solution come from an examination of the problem. I encounter a tremendous amount of resistance when I try to do this from the students. They are far more receptive to thinking this way in my IA and Visual Communications classes. So Im going to focus on teaching those classes better.\nA good friend and fellow professor was disappointed with my decision. She was saying (essentially) that I was one of the few graphic design professors that didnt teach the students patterns for design. This means I didnt assign a magazine spread and then expect the students to design something that looks like a magazine spread. Instead I wanted the student to read the content of the magazine article and think about how they could best serve the content and contribute to it visually. I think this serves as an example of a positive and as a negative design pattern. The negative pattern is the one that dictates the visual elements that when assembled say magazine spread (that would be the information shape of the magazine)and the process of blindly following the pattern to create something that looks correct.\nThe positive pattern would be evaluating the actual communications problems and using the information shape of the magazine pattern as a guideline to try to solve the problem.\nTheres a strong idea here, and like strong ideas Im most certainly not the first one to have it. It needs some editing and further reflection. Typography is both a craft and an art form. Information Architecture is both a craft and an art form. What can IA learn from 500 years of typographic knowledge? There are no new ideas. Most of my personal work habits (ahem, methods?) were validated in the personas and ...and then a miracle occurs sessions. Both essentially talked about ways I tend to think about problems. Peters examples could have been torn right out of my sketchbook for the last ten years. And here I thought I was special. I dont think in complete sentences. What makes the most sense to me is sentence fragments (thoughts) in spacial relationships. I think best by drawing and my laptop was useless as a note taking device. I need to read Andrew Dillons information shape research paper. 1 March 2004 10:05 AM , t:concepts of design , p:designing From a users perspective, opentype on Adobes latest applications is typography done better than it has ever been done on a Macintosh.\nOver the last week Ive been working on a print piece that is dependent on type. Ive been setting the type with Adobe Garamond and while the new opentype face does not give me anything I didnt have before with the former type 1 family, the user interface to all the options and variations for this face in the opentype version is a huge improvement. Now with opentype, all the alternate glyphs, ligatures (notice the fi combination in the screen shot), and typographic goodness are all contained within one font. Previously in order to get alternate letter forms you would need to use a whole other font for a single letter. Making words bold or italic would destroy these alternate letterforms. To get ligatures you would need to use an option key combination, or sometimes a different fonteither option would reek havoc with spell checkers. The only item concerning opentype that Im confused about is how Adobe is handling optical adjustments. (If a font is optically adjusted, then the letterform changes based on the size it is being used. A standard feature of most type all the way up until about 40 years ago when the industry started using film type, and now digital type). In the fonts that support optical adjustments, we are still given different font files for the different size ranges of type that the face is suppose to be used for. Why cant this be done automatically, and contained within the opentype file? Here is a passage from Adobe on optical adjustments that ships with their typefaces.\nTypefaces with optical size variants have had their designs subtly adjusted for use at specific point size ranges. This capability reintroduces one of the features of hand-cut metal type, which uses a separate font for each point size and is often optically adjusted. This is an advantage over the current common practice of scaling a single digital type design to different point sizes, which may reduce legibility at smaller sizes or sacrifice subtlety at larger sizes.\nThe objective of optical sizing is to maintain the integrity and legibility of the underlying typeface design throughout a range of point sizes. The adjustments typically made to the design to optimize it for different sizes are: for larger point sizes, the space between characters (letter fit) tightens, the space within characters (counterforms) closes up (i.e., the letters are slightly more condensed), the serifs become finer and the stroke contrast becomes greater, the overall weight becomes lighter, and the x-height gradually diminishes; for smaller point sizes, opposite adjustments are made.\nSmaller optical sizes are also useful when output resolution is very limited, such as for on-screen display. One might choose to use a smaller optical size design for creating text on buttons for a Web page, for example.\nIn other words, no matter how much your intuition tells you the opposite, designs intended for one scale, rarely work as well as they could at a large or smaller scale. 24 January 2004 12:22 PM , t:concepts of design , p:designing , t:tools The current issue of The New York Times Magazine is their annual design issue. This years theme is The Way We Live Now. Available now at your local newstand. (At least in NYC, you can get Sundays times on Saturday night. Others may need to wait until tomorrowor read the website version) 29 November 2003 06:35 PM , t:concepts of design , p:consuming Ive had several conversations with students that in the last 24 hours that deal with issues of superficial morality.\nScene One\n(Im sitting in the department office with the assistant chair, Phil. A student walks in)\nStudent: Professor Foo has sent me on a mission.\nPhil: Thats a disturbing thought.\nMe: Yea, I just had this vision of Foo dressed up in tights and a cape and sending her students off to do her bidding.\nStudent: ... Why? is it disturbing.\nMe: Because we dont know if she is using her powers for good, or for evil.\nPhil: Oh, I think we know.\nStudent: Anyway, shed like to know if the computer in here has Adobe Premiere installed on it.\nScene Two\n(Im sitting in the department office, one of my students walks in)\nStudent: Professor which? umm.. which ?\nMe: Are you a good witch or a bad witch?\n(Student stares at me like a deer caught in a set of headlights)\nMe: Ah, youd a good witchbut you secretly desire to be a bad one. I can respect that.\nStudent: umm, I forget what I was going to ask you.\nMe: But Im the one who asked you a question.\nStudent: Oh, yea. Right.\nMe: Dont worry, it happens to me all the time. Ill see you in class.\n(Student walks out the office)\nScene Three\n(Im teaching a sophomore level class, in the middle of a class discussion)\nStudent A: Of course its deceptiveIts design.\nMe: Wait! Are you telling me that you think design is all about brain washing the masses and greasing the slimy wheels of capitalism?\n(Many heads in the room nod yes)\nMe: Why are you people design majors?\n(Silence, awkwardness, staring at shoes)\nStudent A: Well, isnt that what its all about?\nMe: No! Well, sometimes yes. But you can use your design powers for good or evil. The choice is yours. Use it wisely.\n(A collective, contemplative pause)\nStudent B: Is that what you were talking about yesterday?, when you were talking about being a witch? 11 November 2003 11:02 AM , t:fun , t:concepts of design , p:teaching In The Education of an E-Designer (edited by the extraordinarily prolific Steven Hellerthe Issac Asimov of the design profession), there is an essay and syllabus by Hugh Dubberly about teaching IA to design students. He and I came to many of the same conclusions, but he took a different path than I. I found it to be an interesting (and informative) read.\nHe also has this wonderful line in the book about using websites as projects for design students:\nTime spent [trying to gain the production skills needed to complete a website] can crowd out the time spent understanding [the] principals [involved] ... Websites are complicated and students have relatively little experience with them, compared to books or television. Introducing students to [information architecture] by asking them to design a commercial website, is like teaching people to swim by pushing them out of a boat in the middle of a lake. The students may learn, but the process cant reasonably be called teaching.\nNice. 26 September 2003 07:46 PM , t:concepts of design , p:teaching People often ask me about what design books I recommend. Well Ive put together a little list over at Amazon:\n4 books every graphic designer should have (in his/her library)\nShort and sweet. 4 Books comprising the core knowledge every designer should know (or be aware of). Everything else builds on an understanding of these fundamentals.\nOf course, this is all my opinion. Many people will disagreeof that I am sure. 21 September 2003 10:13 PM , t:concepts of design , p:designing Better By Design is a British television show that is now playing on PBS stations in the States. Its a show that gives you a taste of what the design process is all about. 20 September 2003 06:57 AM , t:concepts of design , p:designing RSS\nRDF ']
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['Course Syllabus Course Information BA 3365.501 Principles of Marketing Wednesday 7 9:45 pm, SOM 2.717, Fall 2008 Professor Contact Information Instructor: Prof. Ashutosh Prasad Tel: (972) 883-2027 E-mail: [email protected] Office: SOM 3.221 Office Hours: T 4:00 - 7:00pm; or by appointment TA: Cesar Zamudio Tel. 972-883-4418 [email protected]: SOM 3.618 Office Hours: M 10am -1pm Course Pre-requisites, Co-requisites, and/or Other Restrictions N/A Course Description This course introduces students to marketing theory and practice in modern firms. As such, the course covers concepts and tools used by marketing managers and issues that they encounter. We will first discuss the role of marketing and the business environment in which firms face their challenges and opportunities. We discuss consumer behavior. These provide the basis for understanding the segmentation, targeting and positioning strategic framework. A substantial amount of efforts are then devoted to specific marketing mix decisions to help execute a marketing strategy effectively. Topics we will cover include marketing strategy, ethics, advertising, product development, pricing, e-commerce, wholesaling and retailing. Student Learning Objectives/Outcomes o Learn and apply marketing concepts and theoretical frameworks such as Segmentation-Targeting-Positioning. o Enhance marketing decision-making skills, e.g., be able to describe and implement different pricing methods such as markup pricing and target pricing. o Recognize, evaluate and implement ethical constraints when making marketing decisions. Course Syllabus Page 1 Required Textbooks and Materials The course will be primarily lectures and discussion based. Lectures and discussion of key marketing concepts and skills will be followed as specified in the class schedule. Articles and issues that are of current interests and of relevance to topics being discussed will be brought to class to reinforce learning. You are encouraged to bring in your materials that are relevant to the topics discussed. Class time will be spent on topics that are especially important, interesting or difficult. Students are responsible for all of the information in the assigned materials whether it is explicitly covered in class or not. Textbook Marketing, Roger A. Kerin, Steven W. Hartley and William Rudelius, McGraw Hill-Irwin, 9th Edition, 2009. Overheads Overhead slides in MS PowerPoint are available from the webpage www.utdallas.edu/~aprasad/teaching.html. And also from WebCT. Assignments & Academic Calendar Date Topics Readings / HW Due Session 1 Wed, Aug 27 Introduction to Marketing Syllabus review Ch. 1 Session 2 Wed, Sep 3 Strategic Planning Marketing Ethics Ch. 2, 4 Session 3 Wed, Sep 10 Consumer Behavior Ch. 5 Session 4 Wed, Sep 17 Segmentation, Targeting and Positioning Ch. 9 Session 5 Wed, Sep 24 Organizational Customers Review Ch. 6 Session 6 Wed, Oct 1 Exam I (Ch, 1,2, 4, 5, 9) Session 7 Wed, Oct 8 Developing New Products & Services Ch. 10 Session 8 Wed, Oct 15 Managing Brands Services Marketing Ch. 11, 12 Session 9 Wed, Oct 22 Pricing I Ch. 13 Course Syllabus Page 2 Session 10 Wed, Oct 29 Pricing II Ch. 14 Session 11 Wed, Nov 5 Exam II (Ch, 10, 11, 12, 13, 14) Session 12 Wed, Nov 12 Channels Ch. 15 Session 13 Wed, Nov 19 Retailing Ch. 17 Session 14 Wed, Nov 26 Advertising & Promotions Ch. 19 Session 15 Wed, Dec 3 Personal Selling & Sales Management Synopsis & Review Ch. 20 Wed, Dec 10 Reading Days No class Session 16 Wed, Dec 17 Exam III (Ch. 2, 9, 10, 13, 15, 17, 19, 20) Grading Policy Activity Score Exam I 30% Exam II 30% Exam III 30% Attendance & CP 10% Any grade dispute should be submitted in writing within one week of the assignment of the grade. Assignments are due at the beginning of class. Late submissions will not be accepted. Course & Instructor Policies Exams: Exams will consist of multiple choices, short answer and essay questions. There is no make-up exam. In case permission is given to skip an exam (e.g. due to medical need), we will average the results of your other exams and give a 3-5 point penalty. Students are expected to attend all sessions and to have read and reflected on the material to be covered in class. Two absences are allowed without penalty. Thereafter, subtract a point for each absence. Class participation scores will be based upon the quality of input, responses, questions and in-class activities. Please avoid negative participation such as annoying others by surfing the web on your laptop. Course Syllabus Page 3 Student Conduct & Discipline The University of Texas System and The University of Texas at Dallas have rules and regulations for the orderly and efficient conduct of their business. It is the responsibility of each student and each student organization to be knowledgeable about the rules and regulations which govern student conduct and activities. General information on student conduct and discipline is contained in the UTD publication, A to Z Guide, which is provided to all registered students each academic year. The University of Texas at Dallas administers student discipline within the procedures of recognized and established due process. Procedures are defined and described in the Rules and Regulations, Series 50000, Board of Regents, The University of Texas System, and in Title V, Rules on Student Services and Activities of the universitys Handbook of Operating Procedures. Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations (SU 1.602, 972/883-6391). A student at the university neither loses the rights nor escapes the responsibilities of citizenship. He or she is expected to obey federal, state, and local laws as well as the Regents Rules, university regulations, and administrative rules. Students are subject to discipline for violating the standards of conduct whether such conduct takes place on or off campus, or whether civil or criminal penalties are also imposed for such conduct. Academic Integrity The faculty expects from its students a high level of responsibility and academic honesty. Because the value of an academic degree depends upon the absolute integrity of the work done by the student for that degree, it is imperative that a student demonstrate a high standard of individual honor in his or her scholastic work. Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to applications for enrollment or the award of a degree, and/or the submission as ones own work or material that is not ones own. As a general rule, scholastic dishonesty involves one of the following acts: cheating, plagiarism, collusion and/or falsifying academic records. Students suspected of academic dishonesty are subject to disciplinary proceedings. Plagiarism, especially from the web, from portions of papers for other classes, and from any other source is unacceptable and will be dealt with under the universitys policy on plagiarism (see general catalog for details). This course will use the resources of turnitin.com, which searches the web for possible plagiarism and is over 90% effective. Email Use The University of Texas at Dallas recognizes the value and efficiency of communication between faculty/staff and students through electronic mail. At the same time, email raises some issues concerning security and the identity of each individual in an email exchange. The university encourages all official student email correspondence be sent only to a students U.T. Dallas email address and that faculty and staff consider email from students official only if it originates from a UTD student account. This allows the university to maintain a high degree of confidence in the identity of all individual corresponding and the security of the transmitted information. UTD furnishes each student with a free email account that is to be used in all communication with university personnel. The Department of Information Resources at U.T. Dallas provides a method for students to have their U.T. Dallas mail forwarded to other accounts. Course Syllabus Page 4 Withdrawal from Class The administration of this institution has set deadlines for withdrawal of any college-level courses. These dates and times are published in that semester\'s course catalog. Administration procedures must be followed. It is the student\'s responsibility to handle withdrawal requirements from any class. In other words, I cannot drop or withdraw any student. You must do the proper paperwork to ensure that you will not receive a final grade of "F" in a course if you choose not to attend the class once you are enrolled. Student Grievance Procedures Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of the universitys Handbook of Operating Procedures. In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of academic responsibility, it is the obligation of the student first to make a serious effort to resolve the matter with the instructor, supervisor, administrator, or committee with whom the grievance originates (hereafter called the respondent). Individual faculty members retain primary responsibility for assigning grades and evaluations. If the matter cannot be resolved at that level, the grievance must be submitted in writing to the respondent with a copy of the respondents School Dean. If the matter is not resolved by the written response provided by the respondent, the student may submit a written appeal to the School Dean. If the grievance is not resolved by the School Deans decision, the student may make a written appeal to the Dean of Graduate or Undergraduate Education, and the deal will appoint and convene an Academic Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the academic appeals process will be distributed to all involved parties. Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations. Incomplete Grade Policy As per university policy, incomplete grades will be granted only for work unavoidably missed at the semesters end and only if 70% of the course work has been completed. An incomplete grade must be resolved within eight (8) weeks from the first day of the subsequent long semester. If the required work to complete the course and to remove the incomplete grade is not submitted by the specified deadline, the incomplete grade is changed automatically to a grade of F. Disability Services The goal of Disability Services is to provide students with disabilities educational opportunities equal to those of their non-disabled peers. Disability Services is located in room 1.610 in the Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m. The contact information for the Office of Disability Services is: The University of Texas at Dallas, SU 22 PO Box 830688 Richardson, Texas 75083-0688 (972) 883-2098 (voice or TTY) Course Syllabus Page 5 Essentially, the law requires that colleges and universities make those reasonable adjustments necessary to eliminate discrimination on the basis of disability. For example, it may be necessary to remove classroom prohibitions against tape recorders or animals (in the case of dog guides) for students who are blind. Occasionally an assignment requirement may be substituted (for example, a research paper versus an oral presentation for a student who is hearing impaired). Classes enrolled students with mobility impairments may have to be rescheduled in accessible facilities. The college or university may need to provide special services such as registration, note-taking, or mobility assistance. It is the students responsibility to notify his or her professors of the need for such an accommodation. Disability Services provides students with letters to present to faculty members to verify that the student has a disability and needs accommodations. Individuals requiring special accommodation should contact the professor after class or during office hours. Religious Holy Days The University of Texas at Dallas will excuse a student from class or other required activities for the travel to and observance of a religious holy day for a religion whose places of worship are exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated. The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding the absence, preferably in advance of the assignment. The student, so excused, will be allowed to take the exam or complete the assignment within a reasonable time after the absence: a period equal to the length of the absence, up to a maximum of one week. A student who notifies the instructor and completes any missed exam or assignment may not be penalized for the absence. A student who fails to complete the exam or assignment within the prescribed period may receive a failing grade for that exam or assignment. If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of observing a religious holy day] or if there is similar disagreement about whether the student has been given a reasonable time to complete any missed assignments or examinations, either the student or the instructor may request a ruling from the chief executive officer of the institution, or his or her designee. The chief executive officer or designee must take into account the legislative intent of TEC 51.911(b), and the student and instructor will abide by the decision of the chief executive officer or designee. These descriptions and timelines are subject to change at the discretion of the Professor. Course Syllabus Page 6 ']
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[' Course Syllabus Course Information Departments\nCourses\nCourse Syllabi AC Connect\nLogin Home/Course Syllabi/View\nExport Printer FriendlyWordEmail Business Computer ApplicationsCourse Syllabus\nRao Prabhakar Honorary: Professor Instructor: Rao Prabhakar E-Mail: [email protected] Phone: 806-371-5217 Office Hours: MW: 8:00 - 9:00 AM; 4:30 - 5:30 PM; DUTTON HALL 207A TR: 8:00 - 9:00 AM; DUTTON HALL 207A Catalog Year: 2011-2012 Disability Statement: Any student who, because of a disabling condition, may require some special arrangements in order to meet course requirements should contact disAbility Services (Student Service Center room 119, phone 371-5436) as soon as possible. Course Title: Business Computer Applications Course Name and Number: BCIS-1305 Course Section: 033 Semester: Fall Prerequisites: RDNG 0321-minimum grade of C or a score on a state-approved test indicating readiness for RDNG 0331 Course Description: In-depth study of computer hardware, software, operating systems and information systems pertaining to a business environment. The main focus of this course is to understand and use various business software applications including word processing, spreadsheets, databases, presentation graphics and other miscellaneous business applications. Department Expectations: Hours: (3 sem hrs; 2 lec, 3 lab) Class Type: Hybrid Textbooks: Textbooks for BCIS 1305 Exploring Microsoft Office 2010 Vol. 1by Grauer Technology In Action, Introductory Version, 7th Ed., Completeby Evans Textbook requirements for this class: myitlab code that allows for e-texts of Technology in Action and Exploring Office 2010 (Printed textbooks are not a requirement for this class.) *Please note this course will require assignments to be completed in Microsoft Office 2010 Options for textbooks: Purchase a bundled package Technology in Action, Complete, 7th.edition complete Exploring Office 2010, Vol. I myitlab code (allows for use of e-text books or electronic textbook) Getting started with myitlab CD for Technology in Action Purchase a myitlab code only, without e-texts. This option assumes you have or access to the contents of the textbooks Technology in Action, 7th edition Complete and Exploring Office 2010. Contact your instructor for any questions. Supplies: Access to a PC (personal computer ) Office 2010, Professional: Word, Excel and Access Reliable access to the Internet Student Performance: In-depth study of computer hardware, software, operating systems and information systems pertaining to a business environment. The main focus of this course is to understand and use various business software applications including word processing, spreadsheets, databases,and other miscellaneous business applications. What software is included in system software? What are the different kinds of operating systems? What are the most common operating systems? How does the operating system provide a means for users to interact with the computer? How does the operating system help manage resources such as the processor, memory, storage, hardware, and peripheral devices? How does the operating system interact with application software? How does the operating system help the computer start up? What are the main desktop and window features? How does the operating system help me keep my computer organized? What utility programs are included in system software, and what do they do? What exactly is a computer, and what are its four main functions? What is the difference between data and information? What are bits and bytes, and how are they measured? What devices do I use to get data into the computer? What devices do I use to get information out of the computer? Whats on the motherboard? Where are information and programs stored? How are devices connected to the computer? How do I set up my computer to avoid strain and injury? What is the origin of the Internet? How can I communicate through the Internet? How can I communicate and collaborate using Web 2.0 technologies? What are the various kinds of multimedia files found on the Web, and what software do I need to use them? What is e-commerce, and what e-commerce safeguards protect me when Im online? What is a Web browser? What is a URL, and what are its parts? How can I use hyperlinks and other tools to get around the Web? How do I search the Internet effectively? How do I evaluate a Web site? How does data travel on the Internet? What are my options for connecting to the Internet? What will the Internet of the future look like? Whats the difference between application software and system software? What kinds of applications are included in productivity software? What are the different types of multimedia software? What are the different types of entertainment software? What are the different types of drawing software? What kinds of software do small and large businesses use? What kind of software is available online? Where can I go for help when I have a problem with my software? How can I purchase software or get it for free? How do I install, uninstall, and start software? What are the changes that have brought us a digital lifestyle? How has the move to digital information affected the communication tools important to both the business world and life outside of work? How do cell phone and smartphone components resemble a traditional computer, and how do they work? Why would I use VoIP, and what does it offer that is unique? How is digital media different from analog? What can I carry in a portable media player, and how does it store data? What ways are there for me to create and to watch digital video? What changes does ubiquitous computing bring to our lifestyles? From which types of viruses do I need to protect my computer? What can I do to protect my computer from viruses? How can hackers attack my computing devices, and what harm can they cause? What is a firewall, and how does it keep my computer safe from hackers? How do I create secure passwords and manage all of my passwords? How can I surf the Internet anonymously and use biometric authentication devices to protect my data? How do I manage online annoyances such as spyware and spam? What data do I need to back up, and what are the best methods for doing so? What is social engineering, and how do I avoid falling prey to phishing and hoaxes? How do I protect my physical computing assets from environmental hazards, power surges, and theft? What are the advantages of a business network? How does a client/server network differ from a peer-to-peer network? What are the different classifications of client/server networks? What components are needed to construct a client/server network? What do the various types of servers do? What are the various network topologies (layouts), and why is network topology important in planning a network? What types of transmission media are used in client/server networks? What software needs to run on computers attached to a client/server network, and how does this software control network communications? How do network adapters enable computers to participate in a client/server network? What devices assist in moving data around a client/server network? What measures are employed to keep large networks secure? Who owns, manages, and pays for the Internet? How do the Internets networking components interact? What data transmissions and protocols does the Internet use? Why are IP addresses and domain names important for Internet communications? What are FTP and Telnet, and how do you use them? What are HTML/XHTML and XML used for? How do e-mail, instant messaging, and Voice over Internet Protocol work, and how is information using these technologies kept secure? How do businesses use the Internet to reduce computing costs? After completing Office Fundementals and File Management, the student will be able: Use Windows Explorer Work with folders and files Select, copy, and move multiple files and folders Identify common interface components Get Office Help Open a file Print a file Close a file and application Select and edit text Use the Clipboard group tasks Use the Editing group tasks Insert objects Review a file Change page settings After Completing Word, the student will be able to: Understand how word processors work Customize Word Use features that improve readability Check spelling and grammar Display a document in different views Prepare a document for distribution Modify document properties Apply font attributes through the Font dialog box Control word wrap Set off paragraphs with tabs, borders, lists, and columns Apply paragraph formats Understand styles Create and modify styles Format a graphical object Insert symbols into a document Insert comments in a document Track changes in a document Acknowledge a source Create and modify footnotes and endnotes Insert a table of contents and index Add other reference tables Create cross-references After Completing Excel, the student will be able to: Plan for effective workbook and worksheet design Explore the Excel window Enter and edit cell data Use symbols and the order of precedence Use Auto Fill Display cell formulas Manage worksheets Manage columns and rows Select, move, copy, and paste Apply alignment and font options Apply number formats Select page setup options Print a worksheet Use semi-selection to create a formula Use relative, absolute, and mixed cell references in formulas Avoid circular references Insert a function Total values with the SUM function Insert basic statistical functions Use date functions Determine results with the IF function Use lookup functions Calculate payments with the PMT function Create and maintain range names Use range names in formulas Decide which chart type to create Create a chart Change the chart type Change the data source and structure Apply a chart layout and a chart style Move a chart Print charts Insert and customize a sparkline Select and format chart elements Customize chart labels Format the axes and gridlines Add a trendline After Completing Access, the student will be able to: Navigate among the objects in an Access database Understand the difference between working in storage and memory Pra