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My Tennants
Buying at Tennants
Selling with Tennants
Valuations for Auction
Professional Valuations
Confidential Visits
Galleries & Displays
Motor Cars, Motorcycles & Automobilia (#11MOT) 12/05/2019 10:30 AM GMT Closed
View all lots
Over 250 lots of Cars, Motorbikes and Automobilia, including rare vintage motorbikes from The Eddie Saxton Collection, such as a 1952 Vincent Black Shadow, a 1914 Clement Bayard used as the getaway car in Alfred Hitchcocks famous 1978 production of ‘The Thirty-Nine Steps’, a Riley RMB, and a 1972 Rolls Royce Corniche.
^ The Eddie Saxton collection of Motorbikes
We ask you to collect your purchases or unsold items promptly. You must pay for your purchases in full before taking them away.
Collection Times
Monday to Friday 8.30am – 5pm
Saturday (auction day) - by appointment 7:30am – 2pm
Saturday (without an auction) - CLOSED
Storage & Charges
Please note: furniture, carpets, clocks and larger works of art lots will normally remain in the salerooms for seven working days following each sale, after which they will be removed to store and arrangements for collection must be made in advance.
Storage charges will be levied on all lots not collected within seven days of the sale. This will include a handling fee of £5 plus VAT per consignment as well as a storage charge of £5 plus VAT per lot per day. No goods may be collected until these charges have been paid.
We can offer a limited packing and shipping service for smaller items (excluding any items that we believe to be too fragile). This service is entirely at our discretion and therefore we advise that you contact the auction centre before bidding should you require delivery. Alternatively please contact either of the following who specialise in packing and sending:
Bradley's Antique Packing Services Ltd
Email: info@antiquepacking.co.uk
www.removals.org.uk
Mail Boxes Etc
Email: info@mbeleedscity.co.uk
Pack & Send Salford Quays
Email: salfordquays@packsend.co.uk
Bridgefields
Email: info@bridgefields.co.uk
Larger Items
For larger items, such as furniture, we recommend the companies below:
Bradleys Furniture Carriers Ltd
Shore Porters
Email: haulage@shoreporters.com
www.shoreporters.com
Email: york@ward-thomas.co.uk
Robinsons International Removers
In these terms of business:
Tennants of Yorkshire Fine Art and Antique Auctioneers Ltd is referred to as ‘Tennants’.
The Tennants representative conducting the auction is referred to as the ‘auctioneer’.
2. Attribution and Condition of Lots
We make every effort to ensure the accuracy of any statement as to authorship, attribution, origin, date, age, provenance and condition of any lot, whether or not such a statement forms part of the description of any such lot.
Any statement made orally or in the catalogue is an opinion given after careful consideration and research.
It should be noted that pictures have not been removed from their frames unless this is specifically mentioned in the condition report.
When bidding, you acknowledge that you are fully satisfied as to the attribution and condition of the lot.
If any damage is done to any lot at the viewing or before, during or after the sale, it shall be made good by:
the person who caused the damage; or
the person for whom they are acting.
Tennants will assess the extent of the damage to be repaired.
3. Attribution of Pictures
(a) If the forename(s) (or asterisks where not known) and surname of the artist are given, this indicates that in the opinion of Tennants the picture isa work by the named artist.
(b) If the initials of the forename(s) and the surname of the artist are given, this indicates that in the opinion of Tennants the picture is a work of the period of the named artist and may be wholly or in part his work.
(c) If the surname of the artist is given, this indicates that in the opinion of Tennants the picture is a work of the same school of the named artist, or by one of his followers, or in his style and of uncertain date.
(d) The term ‘Bears signature’ indicates that in the opinion of Tennants this is not the signature of the artist.
(e) All other terms are self-explanatory.
4. Third Party Liability
Every person on TENNANTS premises before, during or after a sale shall be deemed to be there at their own risk and shall have no claim against TENNANTS in respect of any injury they may sustain or any accident which may occur.
Any dispute not covered in these terms of business will be settled at the sole discretion of Tennants.
Once your buyer’s funds have cleared in our account we aim to pay you no later than 28 working days after the auction, and within 14 days of a non-catalogue sale.
If your buyer pays more than 23 days after the auction, we will pay you within 5 days of the funds clearing.
We do not pay interest on the period between your buyer’s payment and your receipt of the payment.
Please remember that you will have to pay certain charges on your sale.
We act as agents and cannot be held responsible if your buyer does not pay. We cannot pay you until we have received cleared funds.
7. The Buyer
The highest bidder acknowledged as such by the auctioneer will be the buyer. If any dispute arises, the auctioneer has absolute discretion to settle the matter. The auctioneer rules the bidding and bids cannot be retracted. The auctioneer reserves the right to refuse any bid.
The successful bidder, whether bidding for himself or for a third party, is entirely responsible for paying for the lots they have bought in accordance with Tennants’ terms of business.
The auctioneer reserves the right to bid on behalf of the vendors for any lot and to withdraw, consolidate or divide any lot or lots.
Prospective buyers need to register with us, giving their full name, address, contact telephone number(s) and email address. First time buyers will be required to provide proof of identity (i.e. driving licence/passport), a valid debit or credit card and a copy of a utility bill or a document showing their name and address. Upon receipt of the above a paddle will be issued, which is only valid for the current sale. This card may be used to indicate your bids to the Auctioneer during the sale. If successful, the bidder must ensure that their number can be seen by the Auctioneer and that it is their number that is called out. Should there be any doubts as to price or buyer, please draw the Auctioneer’s attention to it immediately.
Commission Charges
You will pay a premium of 20 per cent plus VAT for Fine Art, Specialist and Country House sales, and 17.5 per cent plus VAT for Antique & Interiors sales of the hammer price of your purchase on each lot.
10. Value Added Tax
Lots on which the buyer may have to pay VAT on the ‘hammer price’ are indicated in the catalogue with a symbol. The buyer must pay this VAT at the rates that apply on the day of the auction.
11. Auctioneers Margin Scheme
This scheme allows auctioneers to sell items without VAT on the hammer price. The buyer then pays an amount equivalent to VAT. This amount cannot be refunded and is not shown separately on the invoice.
12. Payment
Buyers must pay in full before their purchases can be released to them.
Otherwise, an invoice will be sent the day after the sale. Buyers must pay their invoice within 24 hours and let us know when they will be collecting their purchase.
Invoices which are not paid within seven days will incur interest at 5 per cent above the base rate, charged from the date of the sale.
If buyers are unknown to us, we cannot hand over purchases unless we have adequate references or payment is cleared.
We accept payment by:
Cash – up to £9,000 or €10,000
Cheque – made payable to ‘Tennants’
Debit card. Card payments where the card holder is not present will only be accepted for transactions up to £500.
Bank transfer to:
Barclays Bank plc, 31 High Row, Darlington, DL3 7QW
Account no. 30874329
Account name Tennants clients a/c
IBAN GB46 BUKB 2025 2930 8743 29
SWIFTBIC BUKBGB22
13. Internet Bidding
An Internet bidding surcharge of 1.5% will be levied on all items purchased via Tennants Live Bidding (at www.tennants.co.uk), in addition to regular buyer’s premium. A charge of 4.95% in addition to regular buyer’s premium, will be levied on all items purchased via the-saleroom.com.
Internet bidding surcharge is subject to VAT at the current rate.
14. Ownership of Purchases
Ownership of lot(s) purchased will not pass to the buyer until they have paid Tennants in full and Tennants has applied the payment to the lot.
15. Transfer of Risk
Each lot is the buyer’s sole responsibility from the fall of the hammer and is sold with all faults and imperfections.
Tennants is not responsible for the correct description, genuineness or authenticity of any lot and makes no warranty whatsoever. The buyer is deemed to have inspected each lot and satisfied himself as to its condition.
16. Commission Bids
If instructed, Tennants will execute bids and advise prospective buyers. This service is free.
Buyers who cannot come to a sale may leave their bid with our reception staff after viewing, or make their bid in advance by telephone, email or fax. Such bids are placed at the buyer’s own risk.
Bids must be made at least one hour before the sale starts, and we advise buyers to make bids within one hour of the close of the view day.
When making bids, buyers must provide:
Their full name
Contact telephone numbers
The number of the lot they wish to buy
Their maximum bid amount – excluding commission which will be added to the invoice afterwards.
Buyers must state what their maximum bid would be. We cannot accept an instruction to ‘buy’ or unlimited bids.
We will ensure that lots are bought as cheaply as possible depending on the bids made and other reserves. If identical bids are placed, the person who bid first will take precedence.
17. Telephone Bids
Requests for telephone bidding must be registered one hour prior to the close of the view day. We will not accept requests on sale days.
Lines are booked on a first come first served basis and are subject to a minimum lot value of £500 in Fine Art Sales and £200 for all other sales. Full name, address and telephone numbers will be required together with proof of identity and address. Bank and credit/debit card details are also necessary to secure the line.
18. Absentee Bidding
Whilst every effort is made to execute absentee bidding, Tennants cannot be held responsible for any default or neglect in connection with this service. All such arrangements are made entirely at the prospective buyer’s risk.
19. Storage and Collection
Please note furniture, carpets, clocks and larger works of art lots will normally remain in the salerooms for fourteen working days following each sale, after which they will be removed to store and arrangements for collection must be made in advance.
Storage charges will be levied on all lots not collected within fourteen days of the sale. This will include a handling fee of £5 plus VAT per consignment as well as a storage charge of £5 plus VAT per lot per day. No goods may be collected until these charges have been paid.
20. Droit de Suite Royalty Charges
A work of art by a living artist, or those who have died within the last 70 years, which costs more than the UK sterling equivalent of €1,000 will incur a royalty charge. We pass this payment onto the Design and Artists Copyright Society (DACS), and do not charge a handling fee. Buyers can calculate royalty charges on the DACS website.
Items marked with the √ symbol in the catalogue will potentially incur royalty payments.
We use the euro to UK sterling exchange rate which applies on the day of the sale. It is the buyer’s responsibility to check the relevant exchange rate.
The actual qualifying threshold is calculated by the Artist’s Resale Right Service Hub based on the European Central Bank reference rate published at 2.15pm on the day of the sale, and can be found on the DACS website.
The royalty charge for pictures which achieve a hammer price of more than the UK sterling equivalent of €1,000, but less that the UK sterling equivalent of €50,000 is four per cent. On works of art that achieve a hammer price of more than the UK sterling equivalent of €50,000 a sliding scale of royalty charges applies. For a complete list of the royalty charges and threshold levels please download more information from the DACS website.
The royalty charge is added to invoices, and must be paid before purchases are removed. VAT is not paid on royalty charges.
21.Cites License
Important Notice Relating to Sporting and Natural History
Clients intending to import/export any item derived from natural history specimens into/from a non-European country should first check for any Import/Export and possession restrictions prior to bidding/selling.
Certain species * are also subject to CITES regulations when exporting/importing these items out the EU. CITES regulations are given on www.ukcites.gov.uk or maybe obtained from Animal Health, Wildlife Licensing and Registration Service, Zone 1/17, Temple Quay House, 2 The Square, Bristol BS1 6EB. Those species that are covered by the US Endangered Species Act (USESA) or The Migratory Bird Treaty Act (MBTA): potential US bidders should check with USF&W (US Fish and Wildlife Services) for trade/possession restrictions in the US prior to bidding.
While every effort has been made to attribute the correct Latin name for each specimen, the auctioneers will not be held responsible for any errors that may occur concerning Latin nomenclature.
For Health and Safety reasons, large heads, full mounts, and any particularly heavy or awkward lots cannot be removed whilst the auction is in progress.
Join Tennants’ mailing list and stay up to date with auction news
All auction & event updates
Beswick & Border Fine Arts
Costume & Textiles
Country House auctions
Jewellery, Watches & Silver
Militaria & Ethnographica
Modern Art & 20th Century Design
Natural History & Taxidermy
Scientific & Musical Instruments
Sporting & Fishing
Stamps & Postal History
Wine & Whisky
Buy & Sell »
Discover »
Stay up to date on social
Find us »
The Auction Centre, Harmby Road, Leyburn, North Yorkshire DL8 5SG
E: enquiry@tennants-ltd.co.uk
Harrogate Office »
London Office »
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The never ending (opportunity to excel) of Windows
So here I am back in the world of Windows full time again. Win7 to be exact. And I’ve learned a bunch of peachy-keen stuff about Windows that I never knew before, as well as confirming things I’d forgotten. Some is new with Win7 Some shows that my beard and smug expression mark me as a *x user (Star-x, splat-x, wild-card-x: Linux, Unix, FreeBSD: things that work like Unix. As Porco says, “Pig, chicken, what’s the difference?”)
First and most important, Windows is not Unix, doesn’t work like Unix, isn’t trying to be Unix. If you insist on using it like Unix you’ll be doomed to disappointment. You won’t enjoy what it does well. It will defy you and fail to meet your expectations. So forget about Unix and stuff based on it.
Probably most important, in Unix everything is a file and data in a file is something there are many ways of getting at, using, understanding, etc. There’s a panoply of command line instructions in any text window that can be strung together to get data out of files, display it, aggregate it, average it, do all sorts of things with it, including writing it out into files. Its a giant tinkertoy set. Plug stuff together, try it, see if you like it, change it, try again.
Unix is completely honest, it won’t forgive you any mistakes. Delete something and its gone. Open a new file with the name of an old one and the old one is quietly removed.
So lets talk about Win7. If you’ve been running WinXP for the last 10+ years, you’ll see mostly familiar things, but there’s new puzzles on top of the old.
1) Windows default, like the Mac default, is to not show file extensions. No .txt, .doc, .xls and so forth. Boo! As a totally committed nerd, I treasure my extensions, I know what they mean and I consider them part of the file name. I wouldn’t consider Blah, Blah, Blah and Blah to be half as useful as Blah.txt, Blah.jpg, Blah.cpp, and Blah.sh. Each of those extensions means something specific about the file, and distinguishes it from Blah.doc, Blah.png, Blah.java, and Blah.bat.
So the first thing you need to do is get file extensions displayed: Open a Windows Explorer (ie GUI window). In the menu bar directly above the window contents, on the left, you get a choice of “Organize v”, “[] Open”, “Burn”, and “New folder”. There’s more on the right side but its not important right now. Left click on “Organize v” and you’ll get a menu of pretty standard editing commands, (cut, copy, paste, undo, redo; Select all; Layout >, Folder and search options, Delete, Rename, Remove Properties, Properties, and Close. Note that the little black triangle in “Organize v” has the same meaning as the little black triangle in “Layout >”. It means there’s a further menu. You’ve also noted that “Folder and search options” is what distinguishes “Organize v” from something you’d expect to be called “Edit / Files”.
Select “Folder and search options” and you’ll get a window named “Folder Options”, with three tabs: “General”, “View” and “Search”. We’re heading for the View tab. Under View, in a box labeled “Advanced Settings” are two ‘folder’ icons associated with radio-button choices between two described courses of action, and a list of characteristics with a check box to the left of each. In particular, you’ll want to UNCHECK
“Hide extensions for known file types”.
You’ll also want to change the folder “Hidden files and folders” to the “(o) Show hidden files, folders and drives” radio button.
My personal belief is that you’d do better if you also unchecked
“Hide protected operating system files (Recommended)” and
“Hide empty drives in the Computer folder”
Click on “[ Apply ]” at the bottom of the window. Then “[ OK ]”, which means ‘Close’.
In that same GUI window you opened, go to Computer – Local Disk (C:). Now there’s a bunch more content shown, because $Recycle.Bin, Config.Msi, MSOCache, ProgramData, Recovery and System Volume Information are all visible.
But you’re not out of the woods yet. \AppData is a very important folder where apps put stuff they think you’ll care about. Its in C:\Users\yourNameHere\AppData. The folder is invisible until you tell the GUI Folder and Search Options to stop hiding it. But you still can’t see it in a Command window. To see it there, you have to use “dir /a” possibly other variations as well, I’m not an expert. But “dir /a”
will find AppData. It will also find NTUSER.* files that the GUI doesn’t display.
You’re going to want to know how to see this stuff from Command windows, because the GUI will show you “Junctions” (ie symbolic links) in a directory, once you tell it to stop hiding things, but you can’t click into them and have the click follow the link to wherever it points. Nor can you see where it points from the GUI. For that, you need the Command window and “dir /a”
One other gift in Windows 7 is the Library concept, for computers which are shared by multiple users. The Windows 7 Library views gather multiple physical directories and make them visible in one virtual directory called a Library. There is no physical object containing Junctions to the files, or at least I haven’t found it yet. But there is a control in each Library to aggregate two or more directories into a Library view. So, for example, you get a Documents Library which consists of the contents of C:\Users\YourNameHere\Documents and C:\Users\Public\Documents.
So the Operating System which has C:\Windows, C:\Program Files and C:\Program Files (x86) now also has C:\Users\Public\Documents, Downloads, Music, Pictures, Recorded TV and Videos, as places to hide executables or parts of executables. Along with C:\Documents and Settings, which has a Junction to C:\Users….
2) Windows has 2 mouse buttons, so things that Macs might do with a Command, Control, Shift or Option-click, may simply be waiting for you to hit the right hand button on the mouse or pad. Its all good – spelling corrections are there, for example. Click on ‘WinXP’ which is underlined in red, above, and Windows 7 suggests “Wimp” and “WinPE”. Seriously. “WinXP” is a typo, “WinPE” isn’t. (show of hands: How many of you know what WinPE *is*?) Add “WinXP” to the dictionary, there, with the right button.
3) “dir” in Command: is not the same as “ls” in sh or BASH. For one thing, dir takes the path and THEN the switches. Delimited by forward slashes. Vice ls which gets dash delimited switches before the path.
But wait, there’s more! ls (return) gives the current directory contents. So does dir (return). ls * gives the contents of the level below the current, while dir * gives the current level again. Dir has no syntax for adding a wild-card to the end of a path and looking into the contents of directories without knowing their names. You musk specify the name, unless you use /s, which causes the specified directory and ALL SUBDIRECTORIES to be displayed. So there simply is no way to say ls */*, you have to Dir and Dir the subdirectories, (or use a foreach dir in a command window, or learn PowerShell.)
So there’s some steps to you can take to see your account and directory, but unless you load Cygwin, you’re not going to see *x type behavior. Embrace the change.
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Best New York Comedy
The Best in NYC Live Comedy, Selected by Hy Bender; Most Shows $15, $10, or Free
Favorite Jokes
Favorite Comedy Videos
Comedy Club Discounts
NYC Top Comedy Choices for Wednesday 10/7/09
For full details, please visit HyReviews.com.
For cherished moments from David Letterman, please visit here.
Pete Holmes and a slew of other top stand-ups celebrate the new home of free weekly comedy show Now We're Talking
Tonight’s recommendations for the best in New York City comedy (in chronological order, with top picks noted and shows over $10 marked with $) include:
[FREE] 6:00 pm to midnight: Six free hours of improvisation in The PIT’s Super Free Wednesday
[TOP PICK] [FREE + FREE COOKIES] 8:00: An all-star lineup of brilliant stand-ups—Anthony Jeselnik, Pete Holmes, Kumail Nanjiani, Matt McCarthy, Amy Schumer, and Liam McEneaney—celebrating this free weekly show’s move to new venue O’Hanlon’s (14th Street off 1st Avenue), hosted by Matt Maragno: Now We’re Talking
[TOP PICK] 8:00 pm ($7): Genius stand-up John Oliver (star correspondent of The Daily Show), brilliant sketch comic & storyteller Kevin Allison (The State, Risk!), Pat Dixon (Comedy Central Presents half-hour special), and Claudia Cogan (VH1’s Best Week Ever) at Dan Allen’s & Ray Devito’s stand-up showcase ¡Sacapuntas!
[TOP PICK] 8:00 pm ($5): Witty writers offering delightfully silly lectures about the year 1969 (e.g., “1969: Maybe Not Such a Big Deal”) in the Brooklyn comedic show Adult Education
[FREE + FREE FOOD + FREE CUPCAKES] 8:00: Celebrating host Sharon “Mama” Spell’s birthday, sharp stand-ups Emmy Rivera, Rob Gorden, Vicki Ferentinos, Sue Funke, Pat O’Shea, plus music from Colin Dempsey, and food by Emmy Rivera, and cupcakes by Vicki Ferentinos, all at Shrink
[FREE] 8:30 pm: Fine stand-ups Michelle Collins, Julian McCullough, Brent Sullivan, and Abe Smith at a free weekly comedy show at Brooklyn’s Cameo (behind Lovin’ Cup) hosted by Gabe Liedman and Max Silvestri: Big Terrific
9:00 pm (no cover, 1-item min.): Sharp NYC comics Adam Newman, Kevin McCaffrey, Luke Cunningham, Pat Cassels, Ryan Reiss, and more telling their funniest one-liners at host Matt Goldich’s 25 Words or Less
[TOP PICK] 9:30 pm ($5): Several musicals made up entirely on the spot by award-winning improv comedy duo Glennis McMurray and Eliza Skinner as I Eat Pandas
[TOP PICK] [FREE] 11:00 pm: Host Justin Purnell (The Colbert Report) providing as many as a dozen guests packed into 75 minutes performing stand-up, improv, sketch, and occasionally acts that defy categorization. The level of talent can vary wildly, but for some (like me), that’s part of the laid-back fun; and this is often one of the most amazing comedy shows in town. Come support the experimentation, and periodic magical surprises, that this uniquely organic rollercoaster of a show makes possible—and don’t forget to toss $1 in the bucket on your way out: School Night
Leave a Comment » | Best New York Live Comedy Shows | Tagged: Best of David Letterman, Carolines, Carolines Comedy ClubCheap Comedy, Carolines on Broadway, Comedian, Comedians, Comedic Storytelling, Comedy, Comedy Clubs, Comic, Comics, Comix, Comix Comedy Club, David Letterman, Free Comedy, Fun NYC, Funny, Improv, Improvisation, Late Night with David Letterman, Late Show with David Letterman, Matt Maragno, New York City Comedy, New York Comedy, New York Comedy Clubs, Now We're Talking, NY Comedy, NYC Comedy, NYC Fun, Ochi’s Lounge, Pete Holmes, Sketch Comedy, Stand-Up Comedy, Standup Comedy, Storytelling, The Magnet, The Peoples Improv Theatre, The PIT, UCB, UCBT, Upright Citizens Brigade | Permalink
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Best Events Near You in Story City, Iowa
Barjche 2020
Fisher Theater
Featured Yelp Deals for Story City!
Story City Top Searches
Japanese Spring Festivals
Tuesday, Feb 4, 2020 from 4:00pm to 5:00pm
Brunnier Art Museum
Cyclone Honor Band
The Russian National Ballet
Finding Neverland (Touring)
Friday, Feb 14, 2020 at 7:30pm
Siberian State Symphony Orchestra
Thursday, Mar 5, 2020 at 7:30pm
Friday, Mar 6, 2020 at 7:30pm
Saturday, Mar 7, 2020 at 7:30pm
Waitress (Touring)
Belmont and Tiny Moving Parts
Iowa State University Memorial Union
Maintenance Shop
Friday, Mar 13, 2020 at 8:00pm
The Talent Factory
Nevada, IA
Aces Teen Center
1620 North 11th Avenue East
Newton, IA
Adventureland Park
305 34th Avenue North West
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About Us:Adventureland Amusement Park contains over 100 rides, shows, and attractions including some of the country's most exciting roller coasters...
Albion Skatepark
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Altoona's Skate Park features stairs, moguls, a double hump box and more challenges for novice and skilled skaters. It's a great way to get ...
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One of West Des Moines oldest and prettiest parks is American Legion Park located at the corner of 4th Street and Vine Street on the east side of t...
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The Ankeny Skate Park is located next to the Prairie Ridge Aquatic Center. The park is more than 9,000 square feet of concrete with elements that a...
Blanden Art Museum
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Mission:The mission of the Blanden Art Museum and the Blanden Charitable Foundation is to inspire and nurture education in and appreciation of the ...
7401 South West 9th Street
Mission: The mission of the Blank Park Zoo is to inspire an appreciation of the natural world through conservation, education and recreation.
Boone and Scenic Valley Railroad and James H. Andrew Railroad Museum
Boone, IA
Calkins Interpretive Center
Iowa Falls, IA
Calkins Interpretive Center serves the purpose of promoting conservative education to Hardin County and north central Iowa. The building consists o...
About: Center Grove Orchard, owned and operated by the Larry D. and Pat Black Family, has been open to the public since 1994. We planted our first...
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About Us Class Act Productions is a children's community theatre that strives to give young people, regardless of experience, the opportunity to p...
Crossroads Park
5205 Ashworth Road
Crossroads Park is one of the City of West Des Moines' most visible parks. Located along the east side of Interstate 35, just south of the I-235/I-...
Mission Statement: The Des Moines Art Center engages diverse local and international audiences with the art of today through its museum and school...
Des Moines Community Playhouse
The Playhouse's mission is to partner with volunteers to create and deliver extraordinary theatre and education programs for communities in central...
Des Moines Performing Arts
Mission Statement:Engage the Midwest in world-class entertainment, education, and cultural activities.Vision Statement:Be a national leader in the ...
Des Moines Symphony
The Des Moines Symphony : The Des Moines Symphony is a full-service professional orchestra. The orchestra performs seven pairs of classical concer...
Driveway Skatepark
1001 Casady Drive
Norwalk, IA
1 Museum Road
About Us The Fort Museum and Fort Trading Post is the first and finest attraction in highlighting the past and present history of Northwest Iowa. ...
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BattleTech - The Board Game of Armored Combat »
BattleTech Game Systems »
General BattleTech Discussion »
Satellites Discussion
Pages: [1] 2 3 4 All Go Down
Author Topic: Satellites Discussion (Read 3568 times)
rogueranger1993
Life always happens when you're making other plans
« on: 12 February 2019, 18:31:58 »
Now that I'm finally running a BattleTech RPG game after nearly four years of having literally NO ONE to play ANY games with, I'm finding myself wanting to explore some aspects of the BTU more deeply than I have before, and it's really quite a thrilling experience for me - especially since I've already learned quite a lot from my question about DropShip life.
In any case, this is the first of three threads I'm starting, to discuss satellites, recharging stations, and high ports/trade stations. This post will focus on discussing satellites.
So, the main question is, how common are satellites in the Inner Sphere? I'm aware that there are a multitude of roles they can fulfill - the Taurians use microwave satellites to power cities, for instance - but I'm less focused on those unique power/spy satellites. What I'm really interested in are details about communications, mapping, GPS, and early warning satellites.
It seems to me that three types of satellite - Communications, GPS, and Mapping - would tend to be rather common on the majority of planets, even during the Succession Wars. Satellites are generally easy to launch even for low-tech worlds - either deploy them with a simple one-use rocket, or deploy them with a handy DropShip. In addition, having satellites to extend communications range and to provide GPS navigation service is EXTREMELY useful for any military force, especially invading ones. As such, it seems sensible (to me, at least), that invading forces during the early Succession Wars would probably avoid destroying local satellite networks - while the enemy can use them to aid their defense of the planet, the benefits they provide to your forces seems to more than outweigh such a concern. The only case I can reasonably see satellites being destroyed in, is when a world is being totally wasted so that the enemy can't claim even a Pyrrhic victory (and can I just mention how much this makes the Great Houses seem like a bunch of toddlers throwing temper tantrums because they didn't get what they wanted? Geez...)
The fourth type of satellite I wanted to learn a bit about, the early warning type, is something I see as being relatively extinct during the Succession Wars, though it might see some resurgence during later periods. Basically, when I use the term 'early warning' I'm thinking of a satellite that you stick in space to detect and identify JumpShip arrivals/departures and incoming DropShips. I can see these satellites being destroyed, or at least disabled, by hostile forces prior to or during a military operation, especially during the early first two Succession Wars. These satellites provide no benefit to the invading force, and in fact they can hinder them even, so there's no value in keeping them around - might as well blast 'em into tiny chunks of space trash, right?
So, any thoughts, comments, ideas? I'm very excited to hear what people have to say on this topic!
1. Incoming fire has the right of way.
2. The only thing more accurate than incoming enemy fire is incoming friendly fire.
3. Always remember that your weapon was built by the lowest bidder.
- excepts from Murphy's Laws of Combat
Colt Ward
Re: Satellites Discussion
« Reply #1 on: 12 February 2019, 18:35:41 »
A couple of books address them in a combat environment- specifically one ground force hoarded their ASF just to use them to knock down any satellites sent up by the other side. Having just re-read Wolves on the Border, Jaime reveals he cheated by having stealthy spy sats to track the Ryuken so its been in the fiction almost from the start.
Beware the vengeance of a patient man.
Clan Invasion Backer #149
AlphaMirage
There are special rules for Satellite assistance as well (I believe in TacOps) using all of the types you mentioned. It's something that I really wish was dealt with more in game. As is most anything of greater strategic depth than the death match at close range that this game almost entirely consists of.
Quote from: AlphaMirage on 12 February 2019, 18:40:35
Its not all the game has to be, you just have to find the folks who want to play more than the pick up Last Mech Standing action. I prefer the wargame approach myself, and thus why I love Campaign Ops.
I still miss the old Mercs rules, those really captured the Battletech feel in a way that Is think SO and CO fail to do (easily)
I really prefer the wargame approach as well, which is why Campaign Ops was the first BattleTech book in a long while that I picked up in print - I really want to expand my collection of books in print, but alas, it's going to be a long process due to my poor wallet not having near enough money for my discretionary spending desires...
I fully intend to utilize the more advanced rules covering satellites in combat, and that's part of why I want to try and learn about satellite networks in the Inner Sphere - I want to gain at least some kind of general understanding of what kinds of satellites might already be available in a system, and how commonly you might encounter pre-existing satellite networks, in particular the communications, GPS/mapping, and weather satellites that could reasonably be assumed to be relatively common for most worlds.
AdmiralObvious
I mean, there are two ways to handle satellites.
On the ground, where a unit with communication equipment uses it to gain a tactical advantage.
Or, there's the aerospace part of it where fighters and other craft might consider taking them out for those specific tactical advantages, whether they be on the ground or not.
Then there's the intended purpose of the satellite, which as mentioned before can be anything from a boring old weather satellite, to a key component of a planetary communications network (military or not). The last one is pertinent to the actual people on the ground.
It really depends on how you want to look at them.
I think there's even "personal habitats" which qualify as satellites, but those are usually from the star leauge and probably don't exist since the succession wars as anything other than abandoned derilicts.
R.Tempest
Remember how communication technology has changed since the game setting was first devised. Comm satellites were owned by governments or large corporations. The average civilian access was for telephones & television. GPS systems were unknown. Radar satellites gave you weather images. So for civilians loss of satellites gives you mid-20th century levels of technology and that's not too bad. Many worlds in the game exist at this level of technology use.
But look at today. People rely on GPS. I know of young people who have trouble with reading a paper map. Radar sats are still pretty much the same for civilians (more detail perhaps). You can now have live video chats with people almost anywhere on the planet thanks to communication satellites. And be aware of what your friends and family are doing all of the time.
In game, think of the effects on the civilian population when your invading troops knock out all the communication satellites. Look what happens today if even part of World Wide Web goes down.
On a related note (sort of) think about Hunter/Killer satellites. Launch them in orbit on your way in and let them take care of the planets satellites.
RifleMech
I don't think satellites is going to depend on the planet. Some planets, those highly populated or strategically important, will have more satellites than others. Some like Trellwall with a single city probably won't have any. Others like Avalon will have lots. I also don't think they're as widely used for military uses as they could be. If they were the Ryuken would have used their own against the Dragoons. Kurita also would have used them against the Rebels and Grey Death Legion on Verthandi and Marik/Comstar would have used them against the Grey Death on Helm.
guardiandashi
as a long time battletech person here is my view on satellites.
yes satellites should be pretty common, but in universe they are pretty rare.
The reason they are rare is because of tech loss issues, not that they are hard to deploy, but most planets basically got frustrated with having to replace them over and over so the sheeple gave up and just did without.
if you have a heavily industrialized, and well protected planet like New Avalon likely has extensive satellite networks.
now taking a step back, yes satellite networks should be almost everywhere but, officially they aren't because basic satellites are too easy to kill, an aerospace fighter could cruise around in orbit and blow all our satellites to scrap, likely in a couple hours or less.
Elmoth
« Reply #10 on: 13 February 2019, 04:25:27 »
Trellwan has at least 2 cities, but yes, few satellites. however, they are aware of jumpships at the jump point from the get go, so land based detection systems must be capable.
I would not consider verthandi as a good example. In Verthandi the Kuritas are clearly an operetta enemy. They are so evil and so incompetent as to make them unworthy enemies. Eeach time they have an advantage they screw it for no apparent reason, just because. this happens in trellwan as well in the final battle and in the spaceport, but not as blatantly (well, in the spaceport is as blatant, but hey).
In Helm the Mariks use satellites and orbiting comms dropships to map the whole area and keep track of enemy movements. It is one of the things that Grayson uses to pinpoint the cache, the difference between a map that is 3 days (IIRC) old and a 300 year old map he has in a pendrive.
So I think satellites are used for intel gathering on a regular basis in most planets that are no donkey-powered when it comes to tech level.
Except, as guardian said taking out all sats on the way in is SOP. So your borders that get raided frequently will just stop putting them up- its a expenditure that will not pay for itself. Instead they will go with buried landlines or re-trans stations if most the settlements are close together (Colony-ville topic), By Blood Betrayed has the national force mercs transmitting orders and then sending secret ones by buried land line to get the raiders off balance.
One other thing to consider is that you could have a re-trans site on a moon (or moons) which also gets your sensors out beyond the atmo though I would expect this from more developed worlds. Its also more likely to be left intact since a raider/invader COULD capture it to gain the advantage.
boilerman
Spinning wrenches since 1968.
BattleTech satellites are very cheap. A comm sat with 1 ton of communications gear can be built for less than a ton of LRM missiles cost. Deployment is cheap, even a light aerospace fighter can haul up the small satellites, even if only one at a time.
I honestly believe just about any planet can afford a satellite network, even if they don't own any other aerospace assets. Buy in bulk, a few dozen at a time and hire a passing free trader DropShip passing through to dump a few in orbit as they leave the system. Even if free trader DropShip only comes through the system once every couple years satellites can last decades in orbit no problem.
I think satellite networks will be very critical for the low population worlds, more so than high population planets. Ground based communications networks are expensive to construct. I think the best real world analog would be a microwave tower network - one tower every 20 miles or so. I can see the investment in a communications satellite network costing a fraction of ground based one when a a dozen or two sats can cover an entire planet.
I think the only communications network more cost effective than a satellite system for a low population world might be high altitude loitering aerostats or drones and I doubt even they would be.
Utility type for weather observation, GPS would be just as invaluable and relatively cheap.
Are satellites vulnerable? Of course, but when they are as cheap as the ammunition you use you can afford to stock pile them.
One planetary invasion scenario that goes through my mind:
1. invasion force targets enemy satellite network
2. invasion force dumps literally disposable mini satellites in orbit by the hundreds as they reach orbit
3. defending force deploys their own disposable mini satellite network
Can you imagine how difficult it would be to wipe a cloud mini cube sats in low orbit if they're only 1 cubic foot in size and cheap enough to dump in orbit by the hundreds?
Avatar by Wombat. Thanks Wombat!
Quote from: boilerman on 14 February 2019, 00:28:50
you aren't wrong, I said that. realistically they should be essentially everywhere, but according to canon they aren't as I said.
I don't think tech slipped too far back to current era levels.
I'm not sure whether or not you'd have the current generation "microlites" that we're just starting to deploy. If you're deploying larger satellites, they'd probably be less common. If you're deploying tiny less than one ton satellites, then you're probably going to see them everywhere.
Based on how heavy comms equipment is however, I'm pretty sure satellites are pretty massive as a result of the loss of tech.
I subscribe to @boilerman's ideal
In the planetary struggle I envision aerospace forces of both sides constantly battling for recon information to support the ground ops and putting up and destroying mini-sats is part of that.
But I lean more towards a higher-tech treatment of BT yeah, so it may not suit the taste of Madmax purists...
Just looked and Trellwan has 3 principle settlements. I don't think they'd need com. satellites. In Price of Glory. Marik and Grayson use satellites against Laio in the beginning of the book. After that there's old satellite images, Boomerang Spotter Planes, presumption of satellites, and an infrared photo that looks like a satellite photo but could be from the Boomerang. So use of satellites on Helm could go either way. But I don't think they were used all the time. When used against Laio they had aerospace superiority. That allowed them to use satellites. Without that Laio would be shooting them down as fast as they're deployed.
Com Sats are going to be over a ton each. Destroying them can disrupt planetary communications. A land based system wouldn't be so easily destroyed. Some planets may not need a planetary network. Trellwan for example. Other more heavily populated planets would.
You would also want more than just Com. Sats. though. You want Cameras and Imagers to find the enemy. Cameras are relatively cheap but imagers get expensive and they would be targets for the enemy. They'd also deploy their own if they have aerospace superiority. Aerospace is also in short supply in many areas making deployment a problem for the planet. Sure you could hire a dropship to do it but that's expensive and it could be a while before a friendly dropship arrives. Launching them on Rockets is also out since we don't have Rockets.
Even for incoming forces deploying satellites will be a problem. You either have to sacrifice a Bay to deploy the satellite or spend a lot of time to unload the satellite as cargo. You're also sacrificing cargo that could be used for ammo and parts. Why not just bring a spotter plane, or better yet, put a camera pod on a fighter?
Quote from: RifleMech on 14 February 2019, 04:31:38
Why not just bring a spotter plane, or better yet, put a camera pod on a fighter?
Satellites give real time data and don't eat up precious ASF assets
klarg1
My assumption has always been that the orbital space over many worlds in the Inner Sphere are badly choked with assorted debris. This would be especially true for border worlds.
Routine destruction of local satellites, not to mention debris from space battles would make navigation of any planet's orbital space amazingly hazardous for anything not armored like a military aerospace fighter or dropship. It wouldn't surprise me if attackers launched cheap, lightly armored satellites to get a picture of the ground fully expecting them to be torn to shreds by whirling scrap after just a few hours or a few days.
It would certainly make maintaining a stable civilian network challenging over the long term, unless new satellites were heavily armored to compensate. Of course, armored satellites generate even more debris when they eventually succumb. Honestly, the Inner Sphere is probably one giant poster child for Kessler Syndrome.
Read about my travails with miniatures:
http://blindmetalminis.blogspot.com/
Well, some books do have a force keeping a DS in orbit to act as a recon and C&C platform.
I do not buy the micro-sats since BT has not even edged to the shrinking of materials.
Quote from: Colt Ward on 14 February 2019, 11:22:09
Well how about aluminum foil then?
In the 1960s the USA experimented with tiny copper needles in orbit to act as reflectors for radio communications. I heard about this one years ago. Link below.
https://en.wikipedia.org/wiki/Project_West_Ford
Not quite Window but close enough.
Quote from: Kidd on 14 February 2019, 06:52:47
Satellites are targets waitimy to be hit. That forces defenders to use precious ASF to defend them. You're also not using a bay that could go to ASF or turning you dropship into a target while it unloads cargo.
Some books, yes but not all. Satellite use does happen. I just don't think it happens on every planet to the extent it does now.
I don't believe in the micro satellite either. Just the weight of thevcom equipment precludes them.
If they exist in BT micro sats are going to be very basic IMO; nothing more than repeater stations doing wide angle rebroadcast.
Satellites are more expendable than ASF. A lone ASF on a recon op is also asking to be bounced and so needs escorting as well. Better in my mind to send up a sat, and then wait to attack what the enemy sends up to attack the sat.
Not in 3025 no.
The Sat is cargo, ASF launches for BARCAP during insertion and the crew transfers preps and launches the Sat . . . or its loaded as external cargo on a fighter in place of bombs.
Taking over the Universe one mapsheet at a time
I vaguely recall that there was a mention of deploying a satellite in one of the BT video games, and you only had information for a few short minutes before it would inevitably be knocked down. That basically confirms my own view that sending up satellites and knocking the enemy's down is an ongoing race, and standard procedure. You send them up and EXPECT to lose them only minutes later when either an ASF or ground-based laser system converts them to space dust or orbital debris.
Inbound on a raid or assault, you routinely take out every satellite you can find. It's inevitably going to be used by the enemy's military otherwise, and is easily replaced. If you've got the advantage in ASF capability, you deploy a few of your own, but STILL expect to lose most/all to ground-based fire in a fairly short span of time. Anything that's seen in modern/futuristic warfare is as good as dead, it's just a question of how long it takes to get the weapons or fired projectiles to where they need to be, and it's even more difficult to hide something in orbit. Whoever wins on the ground then puts up a few more to restore the communications networks, surveillance, and mapping services.
Unlike modern communications satellites, where the staggering cost of launching something into orbit makes the price of the satellite itself seem absolutely trivial, you can simply release them from ASFs or Dropships during routine operations. The actual costs of the communications and surveillance equipment are the biggest expenses, and those are fairly cheap in the 31st Century.
Any lone ASF is asking to be bounced, unless one has air superiority. Then there wouldn't be a problem using them but we don't see it.
I don't think it happens on every planet in any era. Some planets just wouldn't need them. Others would get tired of pirates destroying or stealing them and stop putting them up.
Which takes time and exposes the dropship to attack and fighters can't legally carry external cargo. Even if allowed it a com sat would be too heavy.
Quote from: Kovax on 15 February 2019, 11:55:42
We don't have any means of launching satellites other than kicking them out of an aerospace craft which are supposed to be in short supply. That seriously limits how quickly satellites can be replaced.
If one doesn't want one's satellite to simply be a target one arms it. That's extra cost, weight, and deployment time.
Maingunnery
Pirates and C3 masters are on the hitlist
A small craft can easily seed a simple communication net, sats are cheap and SC are quite common.
Herb: "Well, now I guess we'll HAVE to print it. Sounds almost like the apocalypse I've been working for...."
Fan XTRO: The Society
The BARCAP is already escorting the dropship in, so that bay is clear. It takes a few minutes at most (rules in TO? SO?) to take something from cargo and load it into a ASF cubicle. Its done on the way in, and if you are worried about your DS doing some orbital maneuvering- like adjusting the vector to change prospective DZ- then you have other problems. Cost-benefit . . . if the orbital defenses are bad enough you are not able to loiter, then should you really be sending the troop transports in yet?
ASF can carry bombs and rockets externally, and based on some novel fluff I would swear a TAG pod. I think they can also carry sensor dispensers? They are not taking them through atmo if they are going to ferry it into the proper orbit.
I'm fairly sure ASFs and CFs can mount TAG pods if they have a external hardpoint.
I think if you extrapolate the rules a lot, you can probably carry an unmanned unit on an external hardpoint too if you hook it up right. Granted this has to be extremely light.
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Weekly releases vs. the binge model: Here’s why Netflix’s approach is better
Andy Meek @aemeek
If you paid attention at all to any of the Netflix headlines this week, you were no doubt confronted with the revelation — including from us — that Netflix is experimenting with a different release schedule for some new TV seasons. The short version of what’s going on: These are reality shows like The Great British Baking Show which air on Netflix that we’re talking about here, which almost beg to be spread out to keep people hooked from week-to-week.
Nevertheless, Netflix is such a titanic force in media and entertainment that pretty much everything it does is scrutinized, debated, praised, critiqued — and deservedly so. Thankfully, the streamer responded this week that barring a few outliers, it has no plans to back off its all-at-once release schedule, unlike some of its forthcoming rivals, which is arguably a more problematic approach.
Netflix rivals from both Apple and Disney (Apple TV+ and Disney+) are set to be unveiled in November, and they’ll reportedly be leaning on a weekly release schedule for episodes of both services’ original TV content. Which, at first blush, might even seem sensible to some of you. Especially with Disney, which already knows it has a huge pile of content it knows for a fact you’ll want — and so teasing you into subscribing and then being forced to stick around week-to-week can be seen as one strategy to fight back against Netflix. Then there’s the fact that prolonging the release schedule would also presumably extend the window of time in which people are talking about said series.
But, according to Netflix, which has spent years studying this, that’s not how you satisfy consumers.
Viewers might sometimes get hooked on a show by watching its pilot, but that’s almost never the case, the streamer’s research shows. In fact, Netflix figured this out some five years ago, based on a study of more than 20 shows across 16 markets, the full results of which you can check out here.
Image Source: Photo by Nicole Wilder/AMC/Sony/Kobal/Shutterstock
To cite one example: According to the findings, Netflix determined that it took viewers generally four episodes of Better Call Saul before they got hooked on the Breaking Bad spinoff. For Mad Men, which is a much slower burn, Netflix’s data shows that it took six episodes. For How I Met Your Mother, it took eight.
Those episodes are the point at which 70% of viewers then went on to complete at least that same episode’s season along with one additional season. “In our research of more than 20 shows across 16 markets,” Netflix chief content officer Ted Sarandos said at the time, “we found that no one was ever hooked on the pilot. This gives us confidence that giving our members all episodes at once is more aligned with how fans are made.”
There are a few important caveats to point out related to this testing of viewer behavior. What it measured is the behavior of viewers relative to full seasons of content available and ready to binge on Netflix. The very thing Netflix popularized and got people hooked on in the first place, weaning them away from the appointment-style viewing of live TV.
There may be some viewers out there who, in a way, reset their whole framework around expectations when they’re dealing with a show that only has weekly availability. And then there’s the fact the services like Hulu have already been getting people accustomed to a slower, weekly release schedule. I suspect, however, that such people are in the minority — and that this is going to seriously hamper Apple’s TV effort which includes mostly new projects, compared to Disney which is at least giving people lots of shows based on brands they already know and love like Star Wars.
It’s like that great line from The Wire, “If you come at the king, you best not miss.” This also goes for not engaging in that same fight with one hand tied behind your back. Going up against Netflix with a weekly release schedule feels a little like that.
Image Source: Valentin Wolf/imageBROKER/Shutterstock
Tags: netflix
8 new trailers you need to watch: Bad Boys for Life, Birds of Prey, Jojo Rabbit, and more
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Poetry of the Great War
Going Over -- soft as a sigh
Charles GD Roberts
Wilfred Owen wrote of the "doomed youth" of the First World War, but not all soldiers were young. The oldest known British soldier to die in the war was a man of 67 who had joined to fight with his three sons (this link to the Telegraph tells the full story).
Charles G.D. Roberts, honored as the father of Canadian literature, was one of the older poets to serve in the war. Born in 1860, he had to lie about his age to join the army; he served as a troop instructor in Britain and as a war historian on the Western Front.
His sixteen-line poem "Going Over" repeats two lines in an evocative patterning that alternates between reality and dream. The poem is a variant of the French verse form the villanelle.
Going Over, by Charles G.D. Roberts
A girl's voice in the night troubled my heart.
Across the roar of the guns, the crash of the shells.
Low and soft as a sigh, clearly I heard it.
Where was the broken parapet, crumbling about me?
Where my shadowy comrades, crouching expectant?
A girl's voice in the dark troubled my heart.
A dream was the ooze of the trench, the wet clay slipping.
A dream the sudden out-flare of the wide-flung Verys.
I saw but a garden of lilacs, a-flower in the dusk.
What was the sergeant saying? – I passed it along. –
Did I pass it along? I was breathing the breath of the lilacs.
For a girl's voice in the night troubled my heart.
Over! How the mud sucks! Vomits red the barrage.
But I am far off in the hush of a garden of lilacs.
Tender and soft as a sigh, clearly I heard it.
French WWI postcard
The poem speaks with two voices: the soldier in battle and the lover in a garden may be the same man, but the war has put an impenetrable barrier of experience between them. It is nearly impossible to reconcile the two identities in the body of one person, and so the poem asks us to enter into a world of alternating realities.
We see the gulf between the two worlds open up in the white space that lies between the title "Going Over," with its charge into the clamor of battle, and the first line's faint call of the "girl's voice in the night." In the second line, the "roar" and "crash" of war again intrude, but fade into background noise when the girl's voice, "low and soft as a sigh," is clearly heard above the din of the fighting.
Clearer than the call of war, the girl's voice speaks of a deeper reality, one that causes the "ooze of the trench" and the "wet clay slipping" beneath the soldier's feet to fade into "a dream." The soldier, as if drunk on the scent of lilacs "a-flower in the dusk," not only cannot hear his commanding officer – "What was the sergeant saying?" but is unable to remember if he has passed on the order to go over the top. A part of this man has left the trenches and is fully alive in another moment, "breathing the breath of the lilacs."
The war desperately fights to gain the soldier's attention: in the time it takes to read the poem's thirteenth line, we feel the sucking mud and are deafened by the barrage of artillery and machine gun fire that "vomits red" in a shower of blood and bone. During the First World War, the noise of the shelling was so loud that historian Paul Fussell notes those in the southern counties of England, "could literally hear the war" in France and Belgium. Robert Traynor, in his article "Hearing Loss in the Trenches," explains, "During a bombardment the noise was loud enough to split the eardrums, and it quite commonly caused permanent hearing loss."*
But the horrific presence of the war lasts merely for a line before consciousness is pulled back to the only thing that can really trouble this man's heart: the voice of a girl in the night. The poem closes with the repeated refrain. Like a meditative whisper, the lines attempt to assure both the soldier and the reader that life and hope wait beyond the trenches and going over the top, whether that life and hope lie in this world or the next.
*Francis Itani's World War I novel Deafening is a powerful and poignant book that explores sound and silence in the war.
Posted by Connie R. at 12:57 PM No comments:
Labels: Canada, Roberts
The Next War
One-hundred and twenty-two years ago today, on March 18th, 1893, British poet Wilfred Owen was born in Shropshire, England. Perhaps the most admired poet of the First World War, Owen is best known for the poem "Dulce Et Decorum Est."
A less familiar poem "The Next War," was written at Craiglockhart Hospital, while he was a patient there being treated for shell shock. Although the poem was revised by Owen in July of 1918, this is the version that was published in September of 1917 in The Hydra, Craiglockhart's magazine written and edited by patients.
The Next War, by Wilfred Owen
"War's a joke for me and you,
While we know such dreams are true."
- Sassoon
Death Intoxicated, Percy Smith
Out there, we've walked quite friendly up to Death;
Sat down and eaten with him, cool and bland, –
Pardoned his spilling mess-tins in our hand.
We've sniffed the green thick odour of his breath, –
Our eyes wept, but our courage didn't writhe.
He's spat at us with bullets and he's coughed
Shrapnel. We chorussed when he sang aloft;
We whistled while he shaved us with his scythe.
Oh, Death was never enemy of ours!
We laughed at him, we leagued with him, old chum.
No soldier's paid to kick against his powers.
We laughed, knowing that better men would come,
And greater wars; when each proud fighter brags
He wars on Death – for Life; not men – for flags.
"Out there," on the Western Front, death is inconceivably different from anything that can be imagined by those at home in Britain. On the battlefields, Death is no stranger. He is an "old chum," with whom men join their voices when his shells sing "aloft." He is the elderly, phlegmatic uncle who spits and coughs not mucous, but bullets and shrapnel. He is the trusted servant who performs the most intimate of tasks, shaving men with his scythe, cutting short their beards and their lives. He is ever-present in the bodies of unburied comrades who shore up the trench walls or who lie in No Man's Land as men eat from their mess-tins. And as soldiers climb out of their trenches to go over the top, they walk up to Death "quite friendly," despite the "green thick odour of his breath."
Death is a regular member of the company, and the second stanza confidently proclaims that Death is not the enemy of the men who fight. Who then is the enemy? Who pays soldiers to submit to death rather than "kick against his powers"? Who accepts soldiers' death as part of the cost of war?
Canadian Recruiting Poster
Owen's poem is a prophetic voice that warns "better men" of the future against those who will persuade them to fight "greater wars." The poem warns soldiers against being duped by propaganda to think they are fighting a noble cause for Life, when they are actually only killing men "for flags" – in the service of national interests.
In October of 1917, Owen send a copy of the poem home to his mother. He wrote that he had included it "to strike a note" and that he wanted his younger brother Colin (who was seventeen at the time) to "read, mark, learn etc it."
Posted by Connie R. at 8:14 AM 8 comments:
Labels: Owen
Tipperary and the Troops
"It's a long way to Tipperary" is remembered as a song of the First World War, although it was composed before the war in 1912 for British music halls. In August of 1914, a British news correspondent heard the Irish Connaught Rangers singing the song as they marched through France on their way to the front lines, and after his report, the popularity of the tune spread, especially after it was recorded by tenor John McCormack (click here for a recording).
Much like "Keep the Home Fires Burning," another popular song of the First World War, "It's a Long Way to Tipperary" is not a fight song. As the war wore on, it may have become harder to sing about martial glory, and easier to sing about home and a nostalgia for what the soldiers had given up when they joined the war.
It's a long way to Tipperary,
It's a long, long way to go.
It's a long way to Tipperary
To the sweetest girl I know.
Goodbye Piccadilly,
Farewell Leicester Square,
It's a long, long way to Tipperary,
But my heart lies there.
According to Imperial War Museum historian Matt Brosnan, the song was catchy enough that it was sung even by French, Russian, and German troops. William Yorke Stevenson, in his memoir At the Front in a Flivver, describes a 1916 vaudeville show that American ambulance drivers hosted for battle-weary French troops outside Verdun. He writes, "They asked—no, really begged, us to sing "Tipperary." Well, we sang it, of course" (149). The song was everywhere, and so it's not surprising that a poem was written about it.
Singing 'Tipperary' by William Kersley Holmes
We’ve each our Tipperary, who shout that haunting song,
And all the more worth reaching because the way is long;
You’ll hear the hackneyed chorus until it tires your brain
Unless you feel the thousand hopes disguised in that refrain.
We’ve each our Tipperary – some hamlet, village, town,
To which our ghosts would hasten though we laid our bodies down,
Some spot of little showing our spirits still would seek,
And strive, unseen, to utter what now we fear to speak.
We’ve each our Tipperary, our labour to inspire,
Some mountain-top or haven, some goal of far desire—
Some old forlorn ambition, or humble, happy hope
That shines beyond the doubting with which our spirits cope.
We’ve each our Tipperary—near by or wildly far;
For some it means a fireside, for some it means a star;
For some it’s but a journey by homely roads they know,
For some a spirit’s venture where none but theirs may go.
We’ve each our Tipperary, where rest and love and peace
Mean just a mortal maiden, or Dante’s Beatrice;
We growl a song together, to keep the marching swing,
But who shall dare interpret the chorus that we sing?
Holmes' poem admits that the song has become an earworm that is hackneyed and tires the brain, but beneath its trite sentimentality and bouncing rhythm lie a "thousand hopes disguised." For the marching soldiers, the song provides a way of giving voice to individual dreams that "now we fear to speak." "Tipperary" has become a stand-in not only for all the places left behind in the past, but also for the various futures that men despair of never having an opportunity to reach.
From mountain top to haven, from fireside to star, the poem asserts the differences in the men who have been asked to give up not merely the comforts of home, but their very individual selves. As they march in step together, it is as a collective noun – a company, a regiment, an army. Yet the poem invites us to listen beneath the music to the frustration of individuals who must "shout" and "growl" a song together.
Mayo Peace Park, Castelbar, Ireland
In its closing line, the poem goes one step further and cautions against broad interpretations of soldiers' individual motivations and dreams. It reminds us that each soldier, whether serving in the Somme or Normandy or Korea or Vietnam or Afghanistan -- or any other place or time -- deserves to be remembered with dignity as an individual, and not as an idealized or homogenized cog in the machinery of war.
Posted by Connie R. at 6:20 PM 2 comments:
Labels: Holmes, Irish
Epitaph: Neuve Chapelle
Neuve Chapelle Memorial
photo by Andrew Holmes
One-hundred years ago this week, on March 10th through the 13th of 1915, the British attempted to break through the German line of trenches at Neuve Chapelle. It is estimated that 40,000 Allied troops were involved in the offensive. Over 11,500 men were casualties of the battle, and no strategic effect was achieved.
Indian soldiers at Neuve Chapelle, 1915.
(Official British Military painting published in "The Great War" Ed. H.W. Wilson, 1916)
The role of the Indian Army in World War has often been forgotten. Over one million Indian troops served in the war: over 70,000 were killed, and nearly that many were wounded. In the Battle of Neuve Chapelle, the 7th Meerut Division of the Indian Corps led the attack, suffering over 4,200 casualties.
Gabbar Singh Negi was one of those who died in the battle; he was posthumously awarded the Victoria Cross for "his conspicuous acts of bravery and devotion to duty." His body was never found, but his name is recorded on the Neuve Chapelle Indian Memorial that lists the 4,742 Indian soldiers of the war who have no known grave.
H.W. Garrod wrote a poem on the battle (published in Worms and Epitaphs, 1919). It's brevity and directness need no comment: they shape the meaning of the poem.
Tell them at home, there's nothing here to hide.
We took our orders, asked no questions, died.
CWGC photos
Labels: Garrod, India
Kneeling in the Mud
Over 5,000 British priests and pastors served as army chaplains or padres during the First World War. Their job was to provide spiritual guidance for the soldiers and to boost the morale of the men at the front. The grim realities of the job included scenes they hardly could have imagined.
Often stationed just behind the lines at first aid posts and casualty clearing stations, padres ministered to wounded and dying men. In a war in which bodies were often torn apart or abandoned in No Man's Land, padres assisted in retrieving and identifying soldiers' remains and giving them burial. They frequently had to deliver news of men's death to their comrades-in-arms, and theirs was the gut-wrenching duty of providing solace to men who had deserted and were to be shot by their fellow soldiers at dawn. The BBC webpage "Why did chaplains end up on the front line in WW1?" tells more of their stories.
Geoffrey Studdert Kennedy was not only a padre, but a poet. His poem "Lighten our Darkness," shares the struggles of a man wrestling with his faith and his God in the midst of war.
Lighten our Darkness
Lighten our darkness, Lord, in bygone years,
Oft have I prayed and thought on childish fears,
Glad in my heart that, when the day was dead,
God's four white angels watched about my bed.
Lighten our darkness! Kneeling in the mud,
My hands still wet and warm with human blood,
Oft have I prayed it! Perils of this night!
Sorrow of soldiers! Mercy, give us light.
Lighten our darkness! Black upon the mind
Questions and doubts, so many paths that wind,
Worlds of blind sorrow crying out for sight.
Peace, where is Peace? Lord Jesus, give us light.
Lighten our darkness! Stumbling to the end,
Millions of mortals feeling for a friend,
Shall not the judge of all the earth do right?
Flame through the darkness, Lord, and give us Light.
--Geoffrey Studdert Kennedy
The poem begins with a memory: in "bygone years," when he was safe at home and in his bed, a man remembers praying for God's light in response to his "childish fears." The second stanza repeats the prayer, but this time an exclamation point marks the desperate urgency and need in his very different current circumstances: "Lighten our darkness!" Three more exclamation points in the stanza communicate the mental anguish that prompts his call to God.
He kneels in prayer, not at his own comfortable bedside, but rather in mud on a battlefield, his hands "still wet and warm with human blood." In the muck and gore of the Western Front, in the darkness and dangers of the night, he calls out to God, simply naming him "Mercy."
The third stanza again repeats the prayer for light. Darker than the terrors of the battlefield, however, are the bleak, internal struggles of the mind. The man's "Questions and doubts" are likened to the maze-like paths of the trench system that are estimated to have stretched for over 25,000 miles if laid end-to-end. Like the zig-zagging trenches that are shored up with dead bodies and are full of misery and fear, the man's doubts are life-threatening. From the blackness of his thoughts, "Worlds of blind sorrow" cry out for sight. Each dead man encapsulates a world of his own -- a home, a family, friends, dreams -- and the padre carries with him worlds and worlds of grief that have blinded him with tears and with the inability to see past the losses.
He begs the question "Peace, where is Peace?" No answer is given, and so he again prays for light, this time addressing Jesus directly. It is as if the speaker knows that an end to the fighting is nowhere in sight, but if light can be given, he can endure the war. Light signifies both hope and vision: he prays for insights that will reveal that the war has purpose or meaning.
The last stanza extends that prayer: it is not just one man who struggles, but "millions of mortals feeling for a friend" in the darkness. The double sense of the word "feeling" suggests both emotional attachment and a blind man's reaching out to find the way.
In the poem's last line, however, the seeker turns from a plea for meaning to a prayer for Presence. The man asks God to "Flame through the darkness," an image that recalls the pillar of fire that embodied the holy presence of God that led the Moses and the Israelites in their wanderings through the desert. Like Moses, it is as if the supplicant relinquishes his need for answers and control, saying "If Your Presence does not go with us, do not bring us up from here" (Exodus 33:14). Even though he may "stumble to the end," it is possible to move forward if God's flame, whether pillar of fire or candle light, is there with him.
Studdert Kennedy is one of the best-known and loved chaplains of the First World War. Nicknamed "Woodbine Willie" because he shared cigarettes of that name with soldiers, he was known for his humble willingness to simply stand alongside the fighting men and do what he could to lessen their suffering. Further details of his life and service can be found here and here.
When he died on March 8, 1929, as his body lay in state in Liverpool, over 1,700 mourners paid their respects in a single day. Studdert Kennedy once wrote, "Nobody worries about Christ as long as he can be shut up in churches. He is quite safe there. But there is always trouble if you try to let him out." Studdert Kennedy loved a dangerous God that he wrestled with on the battlefields of the First World War.
Labels: Studdert Kennedy
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Behind Their Lines is endorsed by the US WWI Centennial Commission
For the fall and early winter of 2014-2015, I was in England as a Fulbright Scholar researching the poetry of World War I.
This blog has evolved into a site for sharing lesser known poetry of the First World War, what I think of as lost voices and faded poems.
I hope to continue posting through Armistice Day of 2018 as a way of remembering the men and women who experienced "the war to end all wars" (1914-1918).
You can reach me at connieruzich@gmail.com.
Connie Ruzich
Alchin
Aldington
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de Stein
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Winterbotham
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black stallion series · Uncategorized
Summer Series: The Horse Tamer
August 31, 2018 August 31, 2018 Amanda
While Henry and Alec wait for a flight home, Henry tells the story of his older brother, Bill, a renowned horse trainer tamer.
This book picks up pretty soon after the last, with Henry and Alec sitting and waiting for a flight home from Lisbon after racing for a while in Europe (after their insanity in…wherever it was Black Stallion Mystery was supposed to take place). To pass the time, Henry starts telling Alec about his oldest brother Bill (apparently there were five kids and Henry was the youngest). Bill was a horse tamer, and Alec assumes that means trainer and Henry says THEY ARE VERY DIFFERENT but doesn’t really explain how?
Anyway, here’s how Henry describes the Dark Ages sixty years ago:
“Most everybody had a horse, y’know. It was about the only way of gettin’ from place to place. Yet few owners knew anything about horses except how to ride or drive ’em. When trouble arose, it was hard on both man and horse. That’s when they started lookin’ around for a horse-tamer.”
The entire narrative of this book is predicated on the idea that in Ye Olden Times (1880ish, based on context clues later), people were REALLY DUMB. Like, I will accept that a casual rider who sits on a horse in a lesson once a week might not have the tools to cope with a tricky horse, but surely someone who handled horses every single day and depended on them for livelihood would know…something? NOPE. Not according to Henry!
Anyway, we open on Henry – called Hank for some reason – as a young kid, apprenticed to his brother Bill, who is a carriage maker. The two are delivering a fancy carriage to its buyer, and Bill is driving his mare without a bridle. Cute gimmick, but as Henry Hank keeps pointing out, maybe not while they’re transporting really expensive merchandise?
Predictably, the mare bolts when she hears the sound of a whip, and smashes the carriage. They’re fine, though, and go to investigate the sounds. A guy named Finn Caspersen, a peddler, is whipping his horse because he says the gelding either balks or bolts constantly.
Bill offers to take the gelding and trade it for another horse, train the gelding in the meantime, and then give Finn back his gelding. Just because. Bill has absolutely no business sense, which you’d think would cause problems except the book would like you to know that having no business sense is the PURE AND RIGHTEOUS path.
Bill is full of information about what other horse trainers might have done with the gelding, like this doozy:
“Some horsemen say,” he told Hank, “that the best remedy for a balker like this colt is to take osselets, or small bones, from his legs, dry and grate them fine, then blow a thimbleful into his nostrils.”
WHAT THE EVERLOVING FUCK. No really, WHAT THE FUCK. Perform surgery, grind up the bones, blow them into his nose, and startle him into moving him? WHAAAAAT.
I wish I could tell you that is the least questionable training practice in this book but JUST YOU WAIT.
Finn is amazed at how Bill cures his gelding (let’s be clear, he coaxes the horse forward, rewards him for going forward, and then does a little bit of work to figure out the horse doesn’t like the noises from the peddler’s wagon, so he uses some very basic positive reinforcement to get him over that, it’s not goddamn rocket science) and decides to have Bill try his luck with a mare named Wild Bess – oh, and he sells tickets to it.
Bill doesn’t like the idea of performing, but Finn tells him that it will be an opportunity to teach people how to handle horses, and Bill is all over it, because he is nothing if not a condescending ass. He has a System, you see, and he firmly believes that if everyone just knew his System, all horses would be better off. (Please note, he never actually does explain the System.)
So, Wild Bess.
He was anxious to see Wild Bess for he had learned to associated a horse’s disposition and character with its color, eyes, ears, and contours.
Her medium size told him she’d be wonderfully quick, and by the shape of her head he knew she’d make few mistakes in the coming struggle.
siiiiiiiiiigh.
Anyway. Wild Bess is a biter and kind of a nasty piece of work, and here’s how he cures her.
He puts a sort of war bridle/rope halter on her.
He grabs her tail.
They spin in circles until she’s exhausted and dizzy.
He switches sides and spins her the other way.
She’s cured!
No, really. She gets dizzy and that’s it. The idea, I think, is that she’s been allowed to take liberties and all it took was one man to tell her firmly NO and tell her she was not allowed, and…that fixed it?
What’s bizarre about this book is that there is genuinely some great advice amidst the insanity!
“You give this kind of mare an inch an’ she’ll walk away with you. But she’ll respond quickly to kindness. So love her love her lots.”
…”Too many bad horses are the result of bad management. Jus’ like Wild bess was. More owners than horses need training.”
Bill, Finn, and Hank go on the road with a traveling horse-breaking show. The next horse they cure is a stallion named Thunder and Bill rigs up a rope around him and then proceeds to simply throw him to the ground for some horrifying length of time.
Bill lost track of how many times he threw Thunder before the horse finally lay quiet with the cord slack.
Not laid down, like The Horse Whisperer, but violently thrown to the ground, over and over and over. So much for love.
Here’s my poor snapshot of the illustration that’s included in the book.
low-quality picture of high-quality insanity
Anyway, on with the show!
People start thinking Bill has some kind of magic trick, so Finn says okay, let’s give them magic! They find some old recipes for horse remedies and Finn thinks they should just sell them, because that would be way easier and more profitable than actually explaining the System. Bill is not a fan.
Basically the book goes from horse to horse that Bill fixes. Next up is Tar Heel, a black stallion (HMMMM).
But his eyes gave him away. They were snakelike. His forehead, too, was a little too low. Bill would have known without being told that here was a horse who would look pleasantly at a man one minute and strike the next.
Bill ties his war bridle to Tar Heel’s tail and then sits back. CURED!
The show travels on. They do better and better. There are newspaper articles saying how Bill keeps fixing bad horses in a matter of minutes, right on stage.
Finn gets big ideas, and pitches Bill on how they can do even better, maybe if they got a nasty-looking horse and Bill just re-tamed him night after night? Oooh, or maybe they could tame a wild zebra? And don’t forget selling those elixirs!
How Finn was ever successful as a peddler is beyond me, because he reads Bill so, so, so poorly. Bill gets furious and kicks Finn out of the business. Finn then turns a weird and complete about-face on the character we’ve known so far and says fine! I’ve watched you and now I know your System and I’ll go off and do my own act! Which he does. Off-screen for a while.
Meanwhile, Bill ate blueberry pie before a show and has stomach cramps and can’t actually perform one night, so his credibility takes a hit so he really HAS to succeed with a gray stallion called The Mustang.
He was the worst horse Bill Daily had ever seen and the most dangerous. There was no telling what the Mustang would do.
Please note, his assessment of worst/most dangerous is based entirely on looking at the horse – not observing behavior or body language or everything. Just conformation and his head. The Mustang is apparently a really ugly horse.
It’s during his fight with the Mustang that we get the most succinct statement of Bill’s System:
The success of all his methods lay in overpowering resistance within a short time. Only if the Mustang fought the bridle and was quickly overpowered by its force was there any chance of achieving control over him.
Horse “taming” my ass.
[The bridle] applied pressure to a horse’s most vulnerable spot, a point behind the ears. The more cord that was used, the greater the pressure, and it could not be left on too long or the horse’s life would be endangered.
Today I learned that a tight rope halter can actually kill a horse? Huh? I mean…I guess there are some big veins behind the ears? Or is this supposed to be a neurological thing? WHY are you using methods that might kill the horse, Bill?
Turns out the Mustang was a ringer, everyone knew he couldn’t be tamed, they’re actually impressed Bill didn’t get killed, so it all works out despite the blueberry pie.
Meanwhile, Finn is in New York City doing exactly what he told Bill he would do: his own show taming horses. He’s really successful at it, so Bill gets furious and they head to NYC to stop him. When they arrive, the hear that he’s gone off to London to perform before the Queen.
Turns out, NYC is very strange!
Many women were riding horseback, and this surprised Bill and Hank very much, for such a thing was never done in Pennsylvania.
The fuck it wasn’t.
Never had Bill Dailey been so impressed by the passing scene. But the greatest shock of all came when a woman went by, sitting on the box seat of a coach like his own and skillfully driving four horses. “Now I’ve seen everything!” he told Hank.
Will it surprise you to learn that Bill is a lifelong confirmed bachelor? And that this is the closest we get to a female character in the entire book? (Not counting Wild Bess, earlier.)
Finn’s stable hand greets them and tells them all Finn’s secrets, thanks for nothing, asshole, which mostly involve leaving the horses without food or water for a long time and locking them up so they’re weak when they go on stage. Objectively a shitty thing. But morally better or worse than throwing horses down, manhandling them with war bridles, spinning them in circles until they’re dizzy…?
Finn returns to New York City having tamed a vicious racehorse, and Bill confronts him, and Finn confesses quite happily that he isolated the racehorse in his stable and…maybe?…withheld food for as long as a week? It’s really not clear and also kind of insane. Whatever, it worked great! And he came back with the racehorse because it’s not a permanent fix and he doesn’t want to get found out.
Finn goes on with his show, which pisses Bill off, so he forms the following plan and then executes it.
Talk someone from the Barnum & Bailey Circus into buying a zebra named “Man-Eater” from the NYC zoo
Sneak this zebra into the back of Finn’s show in the place of the racehorse he brought back from London
Follow the zebra into the ring and call Finn out in front of the entire crowd
Tame the zebra in front of them and humiliate Finn
It all works until #4, when Bill’s patented “throw them onto the ground” move fails to work with the zebra, who is wilier and quicker than the horses he’s worked with before and keeps getting back up and coming after him.
Enter Hank, who leaps down from the top of the circus wagon onto the zebra’s back, which startles him long enough for Bill to gain the upper hand. Bill ties the zebra’s tail to its halter so it can only spin around. And the zebra is tamed!
Bill’s reputation is officially made, and he decides to hire Finn so that he can keep an eye on him. He spends the rest of his life traveling around doing his show, and he writes a book. Finn gets into bicycles, and then into automobiles, and makes a ton of money. The end.
Small coda: so on the one hand, a lot of Bill’s training techniques in this book are objectively insane. But he also matches up his misguided actions with statements that really get it.
Not hands, Finn, head. Head and heart are needed to manage horses.
Which: yeah! That’s it, Bill! Now use those! Jesus.
It’s really hard to square.
Though, props to Walter Farley for continuity, because Bill’s training methods are almost exactly what Henry uses in a last-ditch attempt to tame Satan in Son of the Black Stallion. Interestingly, they fail miserably there, and it’s Alec’s saving of Satan from Henry’s idiocy that ultimately tames Satan. So I’m not sure what that says about the longterm of Bill’s training methods. Henry still seems to revere him, but doesn’t really follow his System.
Did this make any sense to you? Have you ever thought about taking a rope halter in one hand and your horse’s tail in the other and spin around until your horse was obeying your every command? If not, why not? Bill has a System that says that works great.
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5 thoughts on “Summer Series: The Horse Tamer”
Sarah Wakefield says:
I get so excited when I see you’ve got a review up! I remember reading these as a kid and quickly deciding for some reason (which at the time I couldn’t pinpoint because #iwasakid) that this was nonsense.
So in terms of some of the weird shit in the book —
1) I’ve actually heard of chestnuts (but not osselets?) being dried/ground up/blown in horse nostrils as some sort of cure-all for behavioral issues
2) I’ve seen a variant of that rope mechanism used to throw horses down called a running w (https://www.ruralheritage.com/messageboard/frontporch/17780.htm) and it was about as awful as you’d expect 🙈
Basically I wouldn’t let any of these people within 10 feet of my horses lol
Katrin Boniface says:
Terrifyingly, I think this was based on a real trainer! https://twitter.com/KatBoniface/status/1018561345439100929
Olivia @ DIY Horse Ownership says:
I kinda liked this one. I mean, it was crazy pants and I would never do these things, but it was at least a break from the usual racing story. Variety and all.
Pingback: Final Black Stallion Recap
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What is the Christian Gospel?
Sermons by Stuart Olyott
Great Christians You Should Know
Prayer and Bible Study
Holiday Bible Club
Listen Liverpool
19/05/2019 (AM)
Preacher: Pastor Ian Higham
Series: The Faith Of The Gospel
Passage: Ephesians 1:1-13 & Romans 9:14-24
MP3 Download Sermon Notes
Bible Passage
1 Paul, an apostle of Christ Jesus by the will of God,
To the saints who are in Ephesus, and are faithful in Christ Jesus:
Spiritual Blessings in Christ
3 Blessed be the God and Father of our Lord Jesus Christ, who has blessed us in Christ with every spiritual blessing in the heavenly places, 4 even as he chose us in him before the foundation of the world, that we should be holy and blameless before him. In love 5 he predestined us for adoption to himself as sons through Jesus Christ, according to the purpose of his will, 6 to the praise of his glorious grace, with which he has blessed us in the Beloved. 7 In him we have redemption through his blood, the forgiveness of our trespasses, according to the riches of his grace, 8 which he lavished upon us, in all wisdom and insight 9 making known to us the mystery of his will, according to his purpose, which he set forth in Christ 10 as a plan for the fullness of time, to unite all things in him, things in heaven and things on earth.
11 In him we have obtained an inheritance, having been predestined according to the purpose of him who works all things according to the counsel of his will, 12 so that we who were the first to hope in Christ might be to the praise of his glory. 13 In him you also, when you heard the word of truth, the gospel of your salvation, and believed in him, were sealed with the promised Holy Spirit,
(ESV)
14 What shall we say then? Is there injustice on God's part? By no means! 15 For he says to Moses, “I will have mercy on whom I have mercy, and I will have compassion on whom I have compassion.” 16 So then it depends not on human will or exertion, but on God, who has mercy. 17 For the Scripture says to Pharaoh, “For this very purpose I have raised you up, that I might show my power in you, and that my name might be proclaimed in all the earth.” 18 So then he has mercy on whomever he wills, and he hardens whomever he wills.
19 You will say to me then, “Why does he still find fault? For who can resist his will?” 20 But who are you, O man, to answer back to God? Will what is molded say to its molder, “Why have you made me like this?” 21 Has the potter no right over the clay, to make out of the same lump one vessel for honorable use and another for dishonorable use? 22 What if God, desiring to show his wrath and to make known his power, has endured with much patience vessels of wrath prepared for destruction, 23 in order to make known the riches of his glory for vessels of mercy, which he has prepared beforehand for glory—24 even us whom he has called, not from the Jews only but also from the Gentiles?
« Adoption God’s Ultimate Victory »
What You Lack… What You Need… Found Only In Christ
Pastor Ian Higham, 12/01/2020
Ezra – A Man Prepared
Faithful Workers
Thank The Lord For His Steadfast Love
Keith Underhill, 29/12/2019
Have You Seen This Jesus?
Graeme Back, 29/12/2019
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Belvidere Road Church, Liverpool, is a Charitable Incorporated Organisation, registration number 1183691
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Simon’s Incoherent Blog
Random writings on TV, film and politics
Tag: Brienne
Game of Thrones: Season 4, Episode 10–The Children
“We both know that winter is coming. And if my people aren’t south of the Wall when it comes in earnest, we’ll all end up worse than dead.”
(SPOILER WARNING!)
Unpredictable beasts, season finales of Game of Thrones. In the past, they’ve tended to be a chance to take stock after the tumultuous events of episode 9, while also laying the groundwork for next season’s plots. This one, though, was uncharacteristically action-packed, with some game-changing plot developments that should leave even those who’ve read the books impatient to see what happens next.
Continue reading “Game of Thrones: Season 4, Episode 10–The Children”
Author Simon FernandesPosted on June 16, 2014 Categories Game of Thrones reviewsTags Arya Stark, Bran Stark, Brienne, Davos Seaworth, Game of Thrones, Stannis Baratheon, The Children, The Hound, Tyrion Lannister, Tywin Lannister
Game of Thrones: Season 4, Episode 7–Mockingbird
“Given the opportunity, what do we do to those who hurt the ones we love?”
With showrunners Benioff and Weiss on scripting duties again, this week’s Game of Thrones may have disappointed those who tune in for the show’s usual heady mix on action, sex, violence and intrigue. It was one of the eps the show occasionally does in which very little actually happens, but we get to spend a lot of time with the characters while they reflect on where they are, how they got there, and where they’re going.
Continue reading “Game of Thrones: Season 4, Episode 7–Mockingbird”
Author Simon FernandesPosted on May 20, 2014 Categories Game of Thrones reviewsTags Aiden Gillen, Arya Stark, Brienne, Bronn, Game of Thrones, Hafþór Júlíus Björnsson, Michiel Huisman, Mockingbird, nudity, Petyr Baelish, The Hound, The Mountain, Tyrion Lannister
Game of Thrones: Season 4, Episode 5–First of His Name
“What good is power if you cannot protect the ones you love?”
Game of Thrones episodes seem to fall into two distinct styles. There are the ones which focus very strongly on one or two of the major plotlines, perhaps paying lip service to a couple of the others, which are usually very strong. Then there are the more scattershot ones which take in so many (though rarely all) of the ongoing plots that we see little more than a tantalising vignette from each.
Continue reading “Game of Thrones: Season 4, Episode 5–First of His Name”
Author Simon FernandesPosted on May 5, 2014 Categories Game of Thrones reviewsTags Bran Stark, Brienne, First of His Name, Game of Thrones, Jon Snow, Lysa Arryn, Night's Watch, Podrick Payne, Tommen Baratheon
Game of Thrones: Season 4, Episode 4–Oathkeeper
“A man with no motive is a man no one suspects.”
Well, that didn’t take long, did it? As I mentioned last week, the identity of the killer (or killers) of King Joffrey, in the novels, took several volumes to ascertain for sure. In part, I think that’s because George RR Martin cast it as a fairly slight part of the plot; everyone wanted Joffrey dead, and everyone’s better off with him that way. Does it matter that much who actually did it – as long as it wasn’t Tyrion?
Continue reading “Game of Thrones: Season 4, Episode 4–Oathkeeper”
Author Simon FernandesPosted on April 30, 2014 Categories Game of Thrones reviewsTags Brienne, Cersei Lannister, Game of Thrones, Grey Worm, Jaime Lannister, Oathkeeper, rape, Tommen Baratheon, White Walkers
Game of Thrones: Season 4, Episode 1 – Two Swords
“The war is over. The King is safe.”
If you thought Game of Thrones was getting popular last year, this year it’s a veritable cultural phenomenon. As the new season dawned, the papers were full of clickbait drawing fans in with the most tangential connections. There’s a certain amount of inevitability in pieces discussing the show’s representation of gender imbalance in its pseudo-historical setting, or instructions on how to make yourself look like Westeros’ most popular female characters. But what are we to make of it when former Australian Prime Minister Julia Gillard starts discussing how the show reminds her of her time in office? As if to prove how massive the show is, it actually broke HBO’s streaming service HBO Go with overwhelming demand for this fourth season premiere.
Continue reading “Game of Thrones: Season 4, Episode 1 – Two Swords”
Author Simon FernandesPosted on April 8, 2014 Categories Game of Thrones reviewsTags Arya Stark, Brienne, Game of Thrones, Jaime Lannister, Joffrey Baratheon, Maisie Williams, Oberyn Martell, The Hound, Two Swords, Will Tudor
Game of Thrones: Season 3, Episode 7 – The Bear and the Maiden Fair
“People work together when it suits ‘em. They’re loyal when it suits ‘em. Love each other when it suits ‘em. And kill each other when it suits ‘em.”
Love was in the air this week in Game of Thrones, though in keeping with the show’s usual style, it didn’t make Westeros seem any more appealing a place to live. Love, both emotional and carnal, was very much in the forefront of many of the characters’ minds (though the ‘carnal’ part is usually a given anyway). It fed into the many subplots which increasingly involve people being forced into marriage against their wills for reasons of political subterfuge, in this year’s script by original author George RR Martin.
Continue reading “Game of Thrones: Season 3, Episode 7 – The Bear and the Maiden Fair”
Author Simon FernandesPosted on May 14, 2013 Categories Game of Thrones reviewsTags Brienne, Game of Thrones, Orell, Robb Stark, Sansa Stark, Sophie Turner, The Bear and the Maiden Fair, Theon Greyjoy1 Comment on Game of Thrones: Season 3, Episode 7 – The Bear and the Maiden Fair
Game of Thrones: Season 3, Episode 2–Dark Wings, Dark Words
“I didn’t ask for black magic dreams.”
After last week’s crowded but slow-moving scene setter, this week’s Game of Thrones was back to full on action and intrigue, as we caught up with most of the characters we hadn’t seen last week, and met a whole plethora more.
While last week saw the introduction of a few new characters – Mance Rayder and the Wildlings, for example – this week the show really cut loose with introduction after introduction. In some cases, these were characters held back from the second book, necessitating some economising on plotlines. In all cases, they were superbly cast, and it was a pleasure to see many of my favourite character actors making an appearance as new regulars.
First though, we got to catch up with some of the Stark family we didn’t see last week, and immediately I saw a looming problem. Crippled Bran Stark is still being dragged toward the general vicinity of the Wall in the company of Hodor and Osha, and beset by mysterious visions of the three-eyed raven and an oddly elfin teenage boy.
That’s not the problem, though. I like that Bran’s journey is getting increasingly mystical and portentous. The trouble is that, brilliant though Isaac Hempstead-Wright is in the part, he’s obviously hitting puberty. He’s noticeably taller than last season, which in the show’s timeframe was only a few days ago, and his voice seems to be breaking. I’ve speculated before that the story’s compressed timeframe vs the time it takes to make a season might mean that some of the marvellous child actors may have to be recast. I’m beginning to think (much as I’d hate the idea) that Bran might be the first. When puberty proper hits him, he may well shoot up in height – and that might be tricky to explain. There’s always magic, I suppose.
Which may explain one of his new friends. The Reed children (for it is they) are related to the Stark bannermen of the Riverlands, and in the books were introduced last volume. Showrunners Benioff and Weiss, thinking season two already somewhat overmanned, held them back till this year, necessitating a different, but just as effective introduction as they caught up with Bran’s party in the woods.
There are two of them, Jojen and Meera, and Jojen is played by the elfin Thomas Sangster. Sangster appears not to have aged since his part in Doctor Who six years ago; despite now being 22, he still looks about 15. Accompanying him is his less spiritual sister/bodyguard Meera, played by Ellie Kendrick, Being Human’s nerdy werewolf Allison.
Thankfully, Maisie Williams appears to share Sangster’s ability to not age, so there’s no danger of Arya being recast. Having escaped Harrenhal thanks to the homicidal favours of Jaqen H’ghar, she was still roaming the woods with Gendry and Hot Pie, heading for her mother’s ancestral home of Riverrun. Williams was as brilliant as ever, as Arya faced off against rebel leader Thoros of Myr, another fan favourite charismatically incarnated by Paul Kaye.
This was another neat case of economising on George RR Martin’s occasionally meandering storylines. In the books, Arya and friends spent ages wandering the countryside having minor skirmishes; the show sensibly dispenses with that, getting them straight to where they need to be for the story proper to advance. It was ‘economised’ even further when Thoros brethren dragged their latest captive into the inn where they were all dining – the Hound.
It’s great to see Sandor Clegane again, after his disgusted abandonment of King’s Landing during the Battle of Blackwater. Unfortunately for Arya, he knows who she is – that could put the cat among the pigeons.
Also wandering in the general vicinity of Arya and co were other interested parties, most notably her mother. Still not popular among Force Stark from Winterfell, Catelyn has plunged her rep even lower by dragging the army off to her family home of Riverrun to attend her father’s funeral.
They’re really cutting the flab from Martin’s narrative here (no bad thing in this regard), as Catelyn in the book had an emotional reunion with her father then waited patiently for him to die – while, presumably, the Army of the North tutted disapprovingly and checked their watches. Here, with Lord Tully already gone, Vanessa Taylor’s script found time to give Michelle Fairlie a moving showcase speech concerning her guilt over Jon Snow.
Having first prayed for his death, then, when he became ill, making a bargain with the gods that if he recovered she would love him as her own, she found she couldn’t manage it. As a result, she thinks the various misfortunes that have befallen her family are all her fault – “all the horror that’s befallen my family… all because I couldn’t love a motherless child.” It was an obvious Big Acting moment, but so well delivered by Fairlie it was hard to begrudge. That’s the kind of character depth that sets this show apart from shallower fantasy fare.
Along with its vicious politicking, that is. There was plenty more of that to be found in King’s Landing this week, and once again, despite action, horror and magic elsewhere, it proved the most gripping part of the show.
The Tyrells have been quick to exploit the debt the Lannisters owe them for their aid at Blackwater, and wasted no time in insinuating themselves at court. We saw the beginnings of that last week, as the shrewd Margaery began her campaign to worm her way into the public’s affections with random acts of Diana-like kindness. Natalie Dormer, an old hand at this kind of thing after her role as Anne Boleyn in The Tudors, gives Margaery an obvious core of steel under that sweetly girlish exterior.
Even so, it was a tense scene in which she verbally sparred with capricious and psychotic boy king Joffrey. Jack Gleeson (apparently a lovely guy in real life) is so convincing as a Caligula-like despot you never know which way he’s going to jump. Margaery, it seems, can stay the right side of him – just. It took an extremely Freudian use of a crossbow as phallic symbol to pacify him, with Joffrey plainly more turned on than is wholesome by the idea of his fiancee killing things.
This week, we also got to see where Margaery learnt her manipulative skills, with the ever-excellent Diana Rigg turning up as her grandmother Olenna Tyrell, the aptly named ‘Queen of Thorns’. Sharp-tongued, caustic yet charming, she’s plainly going to be a force to be reckoned with in the court. Drawing the truth about Joffrey (“He’s a monster!”) from the terrified Sansa, she was all sweetness throughout. Yet, even if she has a matronly care for Sansa’s well-being, you could see the cogs whirring as she processed the information for future use.
Olenna’s not the only one to be ‘protective’ of Sansa, though, as Shae popped up to offer her some worldly advice about the sinister attentions of Petyr Baelish – “Men like that only want one thing from a pretty girl… love is not the thing.” Interesting though the character is, I’m still not sure about Sibel Kikelli’s performance as Shae – an accent can’t wholly hide a sometimes hesitant line delivery. Still, at least she had the frustrated Tyrion to play off in his all-too-brief appearance this week.
Elsewhere, there was the obligatory brief catch up with events beyond the Wall, as Sam Tarly faced the contempt of Watch brother Rast, only to be rescued by Grenn and Dolorous Edd. Jon, meanwhile, was still trekking southward with the Wildings, and the not entirely unexpected appearance of Mackenzie Crook as Orell shed some light on the destiny of Bran; Orell is a ‘warg’, one who can see through the eyes of animals. Plainly this is where Bran is heading too…
We also caught up with Jaime and Brienne, who are presumably not far from Arya and her mother. The Riverlands must be quite big to avoid the dramatic contrivance of these three sets of characters running into each other at some point. Jaime and Brienne’s scenes were some of the best of the ep; these two characters, with their constant sniping, are plainly destined to become unlikely allies and perhaps even friends.
First though, they had to bond as warriors always do – with a bloody great swordfight. In a show that’s steeped in medieval combat, this was superb even by the high standards usually on display. I’m not sure which of them would have won, though, as their bonding exercise was interrupted by stalwart Australian actor Noah Taylor, as Locke from House Bolton, plainly intent on recapturing the Kingslayer. I’ve got the feeling this is not going to end well for him and his men next week.
The Boltons are being quietly shaped up to be major players in the show’s labyrinthine power struggles. Lord Roose Bolton has been gradually enlarging his role from sniping about Robb Stark to the disaffected Lord Karstark to shaping strategy for the well-meaning but naive Robb. Michael McElhatton’s quiet but intense performance as Roose suggests hidden nuttiness to come.
Having already introduced enough new characters to fill the casts of several less ambitious shows, the ep surprised me by actually adding a new plotline not in the source material. In the books, it was a very long time before we discovered that Theon Greyjoy had survived the burning of Winterfell. Here, we discovered fairly early on that he’s being held captive in a mysterious dungeon and being fairly comprehensively tortured.
As usual, Alfie Allen played Theon without the hindrance of clothes, though any titillation was held off by the wince-making realism of the torture; still, how many fingernails does he really need? There’s hope for Theon yet though, as a mysterious boy claiming to be sent by his sister whispered that he’ll save him when the time is right. This being Game of Thrones, I wouldn’t trust him an inch, even if he is Simon from Misfits (Iwan Rheon).
Despite the burden of introducing more characters than War and Peace, this somehow managed to feel like a deeper episode than last week. Yes, some of the plots were only glancingly referred to, but others were given enough room to breathe that they felt fresh and exciting. New characters always give a show like this a new lease of life; introducing a veritable army of them at the same time really helps. But with so many complicated plotlines already in progress, can the show manage the juggling act of the books and keep them all in the air successfully? On this basis, I suspect it can. There’s now so much going on the show barely has room for its trademark gratuitous nudity – the only character to get his kit off this week was Joffrey, of all people. Still, if you like that kind of thing…
Author Simon FernandesPosted on April 8, 2013 Categories Game of Thrones reviewsTags Bran Stark, Brienne, Dark Wings Dark Words, Diana Rigg, Game of Thrones, Isaac Hempstead-Wright, Jaime Lannister, Joffrey, Olenna Tyrell
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Doctor Who: Season 12, Episode 3 – Orphan 55
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Seattle Sonics Blog
NBA commissioner: No Seattle team for at least 2-3 years
By Nick Eaton on April 24, 2015 at 1:00 PM
NBA Commissioner Adam Silver on Thursday said he does not expect Seattle will get a team for at least two to three years, saying expansion is not on the table right now, according to The Seattle Times.
Silver reiterated what Seattle Mayor Ed Murray said after meeting with the NBA and NHL commissioners in January: That expansion does not currently seem to be a viable option for returning the NBA to the Emerald City. Speaking with reporters Thursday at the Associated Press Sports Editors commissioners meetings in New York, Silver said NBA expansion would dilute the talent in the league — something none of the owners want.
NBA Commissioner Adam Silver speaks about the pending ownership change for the Atlanta Hawks on Dec. 17, 2014.
“My sense right now is that, from a competitive standpoint, we have a 30-team league that can be competitive,” Silver said, as reported by the Times. “But the talent is such that, it shouldn’t necessarily be the case that we should be adding additional roster slots.”
Relocation also is a longshot, with a deal likely to get done in Milwaukee for a new arena for the Bucks. Seattle’s last attempt to replace the Sonics was a relocation proposal for the Sacramento Kings, which investor Chris Hansen tried to purchase before his deal was rejected by the NBA owners in April 2013.
As it stands, it appears Seattle can’t get a new NBA team until after the league’s new TV contract begins for the 2016-17 season. The Times’ Geoff Baker wrote that there likely will be no expansion discussions before the 2017-18 season.
“I very much enjoyed being in Seattle when we had a team there,” Silver said. “They had fantastic fans there. But what I said was, unrelated to any specific market, there didn’t seem to be much interest in expansion at the time from our owners.”
As such, it appears the NHL has more of a chance to enter the Seattle market first. While a Memorandum of Understanding between Hansen and the city and King County allows for construction of a new basketball and hockey arena in Seattle’s Sodo neighborhood if an NBA team is secured, no funding scenario exists if the NHL comes first.
Yet Murray said in February that he would be willing to push for a change to the MOU so that funding can kick in if Seattle secures an NHL team.
“Should folks in the NHL or potential owners come to us with a different financial plan that pencils out for the city and for our partners at the county, I would be willing to go back to council and ask them to open up that process,” Murray told KING/TV in February. “I believe there could be an adjustment for an NHL team first if there is a financial plan that pencils out for the city. Currently, the plan that we have is one that pencils out for the city based on basketball.”
The proposed arena, planned for a site just south of the Safeco Field parking garage, would be partially funded by a $200 million public bond, with remaining costs covered by Hansen’s investment group. The state’s final environmental impact statement, after a nearly two-year study of the proposed facility, is slated for release May 7.
Visit seattlepi.com for Seattle sports news. Contact sports editor Nick Eaton at 206-448-8125, nickeaton@seattlepi.com or @njeaton.
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‘His identity was taken from him, and from that day forth he answered to a cold, impersonal number’
Following the journey of Waclaw Kossakowski, a young Warsaw University student, this timely book is published in the month of Remembrance. Written by Waclaw’s granddaughter Irene, the excerpt shows how Waclaw’s life changed forever on 1 September 1939 when Hitler’s army brutally invaded Poland.
Extract from A Homeland Denied: In the Footsteps of a Polish POW
By Irene Kossakowski
Published by Whittles Publishing
The wooden cattle trucks rattled laboriously along at an uneven pace, their cold metal wheels clattering noisily on the iron railway tracks, jolting their occupants.
Waclaw Kossakowski as a young man
The bitter Arctic wind easily found its way through the poorly fitted slats of wood, chilling the fifty men inside each truck. Crammed like sardines shoulder to shoulder, they were unable even to move their arms from their sides, and the suffocating smell of unwashed bodies combined with the overpowering stench of urine and vomit was nauseating.
Pressed tightly into a far corner of the truck was a young Polish soldier, fresh from Warsaw University. Without any warning, Germany had invaded Poland on 1 September 1939, and Vadek Kossakowski had volunteered immediately on hearing the news. But the Poles were hopelessly outnumbered as the Germans advanced with over one million troops on several fronts – and when Soviet forces unexpectedly invaded from the east just two weeks later, Warsaw had to admit defeat. However, the Polish government never officially surrendered, and its exiled leaders fled to London while its people continued to fight with the Underground, the Polish resistance movement.
Tatiszczewo, the south Russia resettlement camp in 1941. When released due to the ‘amnesty’, Waclaw Kossakowski was taken to this camp – this is a propaganda photo showing him walking through the trees
Under a Soviet agreement with Hitler which remained in force until June 1941 – and which had included a secret protocol to partition conquered territories – Poland was now split between Germany and Russia. The Soviets took the eastern half, and almost two million Polish citizens were sent to labour camps in Siberia. Here they would be forced to build runways in readiness for the military airbases Stalin planned to construct there.
Vadek remembered only too well the brutality of the Russian prison on the outskirts of Kozielsk village, one hundred and fifty miles from the capital of Moscow and ninety from the city of Smolensk. With the other cadets from the army training school who had been arrested that grim day of 19 September, he had endured several months of interrogation and harsh treatment in the detention centre on the Polish border with Latvia, before being taken to Kozielsk (in Russia).
Once the centre had been the important Orthodox monastery Optina Pustyn, comprising a chapel and several outbuildings connected by long corridors centred around a large and tranquil quadrangle – but now it served as a military prison. With views across the pine forests and gentle rolling hills not far from the river, its peaceful, rather quaint, setting belied its now forbidding interior.
Tatiszczewo propaganda photograph showing a pot of fish soup being made
He had been desperately scared, wondering if he could endure another beating, unable to prevent himself from shaking whenever he heard those heavy boots echoing on the hard stone floor as they came slowly and menacingly nearer to his bare but filthy cell. At each dreaded footfall along that long narrow corridor, he had frozen, as if moving would in some way bring that which he feared closer toward him. Hardly even daring to breathe, he felt that every fibre of his being was stretched taut with fearful trepidation as they reached his door; almost collapsing with relief when they passed. If they passed; sometimes they did not.
Every day there were incessant interrogations, and roll calls at all hours of the day and night. His name, his identity, was taken from him, and from that day forth he answered to a cold, impersonal number. He wasn’t brave, or did not think so. No-one he knew of had been prepared for war, and events had escalated so quickly there was no option but to fight. Kill or be killed. There was no other choice – but the only thing he had had brandished before was a pen, for he was a mathematician not a soldier. Though not particularly religious, but brought up in the Catholic faith as most Poles were, he now found himself uttering a prayer more frequently than he had ever done before. Death was always at the forefront of his mind, and he did not want to die. The terrible uncertainty consumed him everyday, and he felt he was trapped in a terrifying nightmare with no possibility of waking up.
Irene Kossakowski
And his family, what of them? He had so desperately wanted to get a message to them, but there had been no warning of the approaching Red Army. And no time. No time to do anything, for it had all happened so quickly. How could he have sent it anyhow – who would have taken it? There was no-one. Now it was too late. No-one knew where he was or where he was going.
But he did. He was on his way to Siberia. He had not known what to expect and had been terrified that he would be shot like so many others. Every day he had been asked to give up his Polish citizenship, to deny his heritage. But he had not. He would not.
Then one cold grey dawn he had heard his number called, followed by a loud hammering on the door before it was pushed open and a surly guard brusquely ordered him out of his cell …
A Homeland Denied: In the Footsteps of a Polish POW by Irene Kossakowski is published in November 2016 by Whittles Publishing (PB, £16.99)
A Homeland Denied: In the Footsteps of a Polish POW
Irena Kossakowski
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Home » MAGAZINES & JOURNALS
January/ February 2021; Faa Safety Briefing
FAA Safety Briefing, V. 59, No. 1, January/February 2020
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Aeronautical Information Manual: Official Guide to Basic Flight Information and ATC Procedures
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Home / TV / TV Review: The Newsroom – “Bullies”
The Newsroom is not only a brilliant morality play, but has rich characters worth exploring.
TV Review: The Newsroom – “Bullies”
JeromeWetzelTV July 31, 2012 4 Comments 77 Views
HBO’s The Newsroom is generally about a crusader and his gallant team championing the facts, standing up to those who would deceive and mislead the American public. But what makes the kind of man who becomes this kind of leader of the righteous army? That is the question at the heart of this week’s episode, “Bullies.”
Will McAvoy (Jeff Daniels) can’t sleep. He doesn’t know why, and he doesn’t want to know. But viewers do, and the only way Will can conquer his problem is to open himself up to inquiry. It’s funny, but wholly authentic, how someone who can be so brave on the air shudders at the mere hint of personal analysis. Yet, that is exactly what happens. Luckily, Will does have some sense and wisdom, which is why he visits a mental health professional.
The doctor is named Jack (David Krumholtz, Numb3rs, The Santa Clause), a quirky prodigy, like just about every other character on The Newsroom, and Will has been paying him for two years without visiting. Actually, Will has been paying for four years, having previously been treated by Jack’s father. It’s as if, no matter how much Will protests, he knows he needs help, but just can’t bring himself to ask for it, at least not until today. Jack sees right through the facade, and despite Will’s attempts to just get a prescription for sleeping pills and get out, Jack makes Will confront those demons keeping him up at night.
The source of Will’s issues? He has become a bully himself. Will is the son of an abusive alcoholic. The need to fight back is what drives him, first to become a prosecutor, and then to become the king of news. But there is a point where Will is no longer acting in self defense. Rather, he has become the bullier of bullies, kicking a man long after he goes down. Will might not want to admit to the bully label, but he knows what he’s doing is wrong, and cannot live that way.
The subject of Will’s attack this week is the former chief of staff for Rick Santorum, who happens to be a gay black man. Santorum is famously against homosexuals, and Will uses that angle. The staffer almost breaks, pleading with Will, near tears, to stop defining him by a simple label, and realize that his gayness is far from the only part of him. Will refuses, assaulting him over and over again. There’s a moment where viewers think Will will back down, as the interview subject gives a wonderful speech. But Will can’t resist one final blow, and respect for himself goes out the window.
This is a complex topic, both the conversation being had, and the psychology behind Will’s actions. Will is right in that this man should not be working for someone who doesn’t respect him. But the man is also right in refusing to be put into a box, and in defining his own priorities the way he wants to. That’s what American freedom is about. Both are right, and yet, because they focus on different points, they can’t reach an agreement. The Newsroom‘s masterful writing balances both opinions, as well as the way they are portrayed, so expertly, it leaves one in awe of “Bullies.”
The question going forward is, now that Will knows his weakness, what kind of man will he be? Surely he will not slip back into the aggressor when it is unwarranted, checking himself. However, he also can’t hang his head and be a passive anchor. So he must find his balance, being a protector, but not delivering unnecessary blows. Under the powerful skills of Daniels, this character is likely to remain intriguing and deliciously layered.
While this war rages within Will, a number of other significant events are going on around him. He rails on the internet, demanding a stop to anonymous posting. One commenter strikes back, delivering a death threat. This means Will now has a bodyguard (Terry Crews, Everybody Hates Chris, The Expendables). Adding the new guy into the mix changes the office chemistry slightly, and hints at a larger arc. Will anything come of this story, or is it just an excuse to bring in the talented, funny Crews to the ensemble? Either is totally acceptable.
Also, Will buys an engagement ring to gain the upper hand with Mackenzie (Emily Mortimer). He’s not proposing, he’s just messing with her so he can avoid embarrassment.
Or is he? A scene at the end where Will tears up the ring receipt, rather than returning it, might be a sign that he is forgiving Mackenzie for her past indiscretion. A year spent working together, seeing her passion, has rekindled something within him. It might take a bit longer, but he’s thawing towards her, and there is definitely some spark left for the pair. One day, as cruel as this ploy might be now, he may actually give her the ring with all sincerity.
A year working together. Only six episodes in, The Newsroom has already covered an entire year in the lives of these people. This is an extremely rare pace for a show, and it’s a little sad that so many news events get skipped over. It also means that the characters are soon going to reach present day, meaning season two (and any more after) will, by necessity, be more condensed. I don’t know if I wish they’d started the timeline earlier, so they could keep up this rate, or if I’m looking forward to the series slowing down a bit, even if that means having to play into television drama conventions a bit more.
Another casualty of Will’s unhinging is Sloan (Olivia Munn, Perfect Couples, Attack of the Show). She asks her trusted mentor for advice soon before going on air herself, and he urges her to not back down, turning her into a bully, too. Without the gravitas and reputation Will has, Sloan is called to task by Charlie (Sam Waterston), resulting in her suspension. Charlie does manage to fix things, but Sloan suffers a huge personal blow, and Will is feeling mighty guilty.
Sloan’s story in “Bullies” is interesting because it proves the kind of woman that she is, and that Mackenzie chose very well in finding someone to sit alongside Will. It also shows that Sloan is still green and stubborn, unwilling to back down to Charlie, even though she really should to protect her career. She makes a mistake, but rather than apologizing and being humbled, she doubles down, yelling at her boss. Sloan will be a fine reporter some day, but she definitely has some growing to do in how she fits into the business.
An interesting result of the Sloan story is the revelation of Don’s (Thomas Sadoski) vulnerability and compassion. He is deeply upset at Sloan for going off on her guest on his show. But knowing that she will get enough anger from Charlie, he holds himself in, and instead offers her support. This is a side of Don we haven’t seen too much of, and makes him a much more sympathetic character. Credit The Newsroom for not just demonizing the man, who we’ve been rooting for to be dumped since day one.
There have definitely been hints that Don’s girlfriend, Maggie (Alison Pill), might be interested in another man, Jim (John Gallagher Jr.). Amid the Sloan fiasco, Don still worries about that as much as anything. Are these feelings making him softer in his work, as his priorities shift? He really does seem to love Maggie. And while in most shows Maggie leaving Don for Jim would be a given, I’m not so sure The Newsroom will go down that path. It will probably still happen, but how interesting, and true to life, would it be if it didn’t?
The Newsroom is an exemplary show with very realistic characters in an exploration of justice and shades of grey. It is brilliantly written and executed, with a team, yes a team, not a cast, of truly gifted performers. I dare anyone to hold up any show against The Newsroom, no matter their political beliefs, and find this series lacking. It will not happen. “Bullies” shows yet another side of the story, going in another direction from past episodes, and still upholds the expected level of excellence.
Watch The Newsroom Sundays at 10 p.m. ET on HBO.
Tags alison pill David Krumholtz Emily Mortimer HBO jeff daniels Olivia Munn Sam Waterston Terry Crews The Newsroom
About JeromeWetzelTV
Jerome is the creator and writer of It's All Been Done Radio Hour, a modern scripted live comedy show and podcast in the style of old-timey radio serials, and the founder of the Columbus-based entertainment network, IABDPresents. He is also the Chief Television Critic for Seat42F.com and a long-time contributor for Blogcritics. Plus, he works fiction into his space time. Visit http://iabdpresents.com for more of his work.
@JeromeWetzelTV
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It’s getting harder for Theresa May to pass her deal next week
Katy Balls
After eight hours of talks between EU leaders, Theresa May has been granted an Article 50 extension. If the Prime Minister can pass her deal next week, there will be technical extension until 22 May. If the deal fails to pass, Article 50 will be extended only until 12 April so that the UK can set out its next steps – and potentially apply for a longer extension. This offer appears to give backbenchers time to try and – once again – seize control of the process if May fails to pass her deal.
The Prime Minister’s problem is when it comes to meeting the first condition of the 22 May offer, she is going backwards rather than forwards. Brussels will only grant that extension if the Prime Minister passes her deal and, back in Westminster, hope in government that she can do so is draining fast. May’s decision to address the nation on Wednesday night and blame the Brexit delay on MPs for failing to get behind her has backfired spectacularly. Labour MPs representing Leave seats have been quick to go on the offensive, with Lisa Nandy branding the speech ‘disgraceful’. Within the Conservative party, the comments have also gone down like a bucket of cold sick. Conservative MP Nicky Morgan – who voted for the deal last time – says it was so ‘terribly misjudged’ she no longer holds out hope the Prime Minister’s deal will pass on a third vote. Even the Chief Whip is unamused – reportedly sharing his frustration at the ‘appalling’ speech with MPs.
Not helping matters for May is the fact that ‘no deal’ is once again being talked up as an option. If Eurosceptics vote for May’s deal, the UK leaves the EU at the end of May. If they vote it down, there’s a chance the UK leaves at the beginning of April on WTO terms. It’s not clear what would happen after a 12 April extension but a no deal Brexit cannot be ruled out entirely. Both the Prime Minister and EU leaders have hinted that if May’s deal is voted down, a no deal Brexit would follow in the near future. Within government, there is heavy scepticism that this would actually be allowed to happen. However, May’s most pressing problem is that the perception of ‘no deal’ as a potential outcome means that Tory Brexiteers have lost incentive to get behind the deal – believing they could vote the deal down and be rewarded with a clean Brexit. Tellingly, Conservative MP Ben Bradley who voted for the deal on the second vote says he and ‘several colleagues who switched to support it last time are no longer sure about that’.
The view in Downing Street is that the best way for MPs to ensure Brexit happens is to vote for the deal and get a short extension. Were the deal to be rejected, May would most likely push for no deal than a lengthy extension which involves participating in EU elections. However, given that Parliament has said it does not want no deal this isn’t guaranteed and MPs could well intervene – forcing either a softer Brexit or an early election. This message, however, is failing to land – let alone convince rebels. As I say in this week’s Spectator, the problem is many of parliament’s Brexit tribes still think they can achieve their ideal outcome by rejecting the deal. The prospect of the Prime Minister passing her deal next week is slipping further away.
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| ERROR: type should be string, got "https://blogs.wsj.com/indiarealtime/2014/12/15/indian-bonds-get-more-than-stocks-this-year/\nIndian Bonds Get More Than Stocks This Year\nShefali Anand\nBiographyShefali Anand\nShefali.Anand@wsj.com\nDec 15, 2014 8:28 am IST\nForeign Bonding |Create infographics\nIndia's stock market is getting more global media attention as it hits new highs, but surprisingly this year it is the bond market which is getting more international money.\nForeign investors have been net buyers of more than $26 billion in rupee-denominated bonds this year. That’s the largest ever inflow into Indian debt. In comparison, foreign investors have only invested around $17 billion into Indian stocks so far this year.\nIt is the first time in more than a decade when the Indian bond market has attracted more money than the stock market in a year when stocks were rising.\nLast month, loss-making, state-run telecom firm Mahanagar Telephone Nigam, sold 10-year bonds worth 37 billion rupees ($617 million) backed by a federal government guarantee, according to research firm Prime Database. The coupon on these bonds ranged from 8.24% to 8.29%, very close to the yield on the benchmark 10-year government bond.\n“We have for the first time opened up for foreign institutional players,” said P.K. Purwar, MTNL’s director of finance. “It has helped us to lower the yields.”\nIndian companies have also sold $18 billion worth of non-rupee bonds, mainly in U.S. dollars this year. That’s 80% more than they did in 2012, according to the India unit of The Royal Bank of Scotland.\nInvestors’ rush into Indian debt stems partly from the expectation that the country’s central bank will soon cut interest rates, given that inflation has eased in recent months.\nInvestors are also eager to buy Indian debt on the hope the new government which came to power in May will help accelerate economic expansion.\nForeign investors had initially piled into government debt, which is considered the safest. Average international investors have already invested the maximum of $25 billion they are allowed to invest in total in government bonds so some are switching to Indian corporate bonds.\nInternational investors owned $23 billion of rupee-denominated company bonds as of Dec 10, more than twice what they owned at the beginning of the year.\nAnalysts and bankers expect the demand for Indian debt to remain strong in 2015, particularly for bonds issued by Indian companies in dollars.\nFitch Ratings expects more Indian companies to sell bonds overseas where they can raise money cheaply.\n“The growth is likely to be driven by the need to refinance debt and fund (capital expenditure) once the investment cycle restarts,” Fitch Ratings said in a recent research note.\nSome foreign investors, however, are turning a bit cautious giving the recent rally in Indian bonds.\nThere hasn’t yet been enough change on ground in India to fix the structural issues plaguing the country, said Brigitte Posch, head of emerging-market corporate debt at Babson Capital which manages $2 billion in emerging market debt.\nIndian debt has “priced in all the good news which in our view still has not happened,” she said.\nFor breaking news, features and analysis from India, click here and follow WSJ India on Facebook.\nThe WSJ is now on LINE. Scan to follow or click \"Add Friends\" from your mobile device to add our official account.\nPrevious A Sell Recommendation Put This Analyst in Jail Next Latest on Mehdi Masroor Biswas and the Pro-Islamic State Twitter Account"
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ArchivesSpace @ Yale
The Culture of the 5 Whys: Or, How Not to End Up Building a Mass Transit System in a Small Town with a Centralized Population
Where we’re headed, illustrated in three screenshots (no more, no less)
ArchivesSpace Public User Interface Technical Integration
Cleaning Data to Enhance Access and Standardize User Experience, Part I: Planning and Prioritization
What Could Possiblye Go Wrong? More on Project Management Themes as we Implement the ArchivesSpace PUI
mary on Where we’re headed, illustrated in three screenshots (no more, no less)
Christie Peterson on Mucking around in ArchivesSpace Locally
Mark on Managing Content, Managing Containers, Managing Access
Brian Stevens on Managing Content, Managing Containers, Managing Access
betsy goldberg on Upcoming Training Sessions
Better tools for our work
Data munging / clean-up
IT and AS
What ArchivesSpace Does
Managing Content, Managing Containers, Managing Access
In my last blog post, I talked a bit about why ArchivesSpace is so central and essential to all of the work that we do. And part of the reason why we’re being so careful with our migration work is not just because our data is important, but also because there’s a LOT of it. Just at Manuscripts and Archives (the department in which I work at Yale, which is one of many archival repositories on campus), we have more than 122,000 distinct containers in Archivists’ Toolkit.
With this scale of materials, we need efficient, reliable ways of keeping physical control of the materials in our care. After all, if a patron decides that she wants to see material in one specific container among the more than 122 thousand, we have to know where it is, what it is, and what its larger context is in our collections.
Many years ago, when Manuscripts and Archives adopted Archivists’ Toolkit (AT) as our archival management system, we developed a set of ancillary plug-ins to help with container management. Many of these plug-ins became widely adopted in the greater archival community. I’d encourage anyone interested in this functionality to read this blog post, written at the time of development, as well as other posts on the AT@Yale blog (some things about the plug-in look marginally different today, but the functions are more or less the same).
In short, our AT plug-in did two major things.
It lets us manage the duplication of information between AT and our ILS
At Yale, we create a finding aid and a MARC-encoded record for each collection*. In the ILS, we also create “item records” for each container in our collection. That container has an associated barcode, information about container type, and information about restrictions associated with that container.
All of this information needs to be exactly the same across both systems, and should be created in Archivists’ Toolkit and serialized elsewhere. Part of our development work was simply to add fields so that we could keep track of the record identifier in our ILS that corresponds to the information in AT.
It let us assign information that was pertinent to a single container all at once (and just once).
In Archivists’ Toolkit (and in ArchivesSpace too, currently), the container is not modeled. By this I mean that if, within a collection, you assign box 8 to one component and also box 8 to another component, the database has not declared in a rigorous way that the value of “8” refers to the same thing. Adding the same barcode (or any other information about a container) to every component in box 8 introduces huge opportunities for user error. Our plug-in for Archivists’ Toolkit did some smart filtering to create a group of components that have been assigned box 8 (they’re all in the same collection, and in the same series too, since some repositories re-number boxes starting with 1 at each series), and then created an interface to assign information about that container just once. Then, in the background, the plug-in duplicated that information for each component that was called box 6.
This wasn’t just about assigning barcodes and Voyager holdings IDs and BIBIDs — it also let us assign a container to a location in an easy, efficient way. But you’ll notice in my description that we haven’t really solved the problem of the database not knowing that those box 8’s are all the same thing. Instead, our program just went with the same model and did a LOT of data duplication (which you database nerds out there know is a no-no).
Unfortunately, ArchivesSpace doesn’t yet model containers, and as it is now, it’s not easy to declare facts about a container (like its barcode or its location) just once. Yale has contracted with Hudson Molonglo to take on this work. Anyone interested in learning more is welcome to view our scope of work with them, available here — the work I’m describing is task 6 in this document, and I look forward to describing the other work they will be doing in subsequent blog posts. We’ve also parsed out each of the minute actions that this function should be able to do as a set of user stories, available here. Please keep in mind that we are currently in development and some of these functions may change.
Once this work is completed, we plan to make the code available freely and with an open source license, and we also plan to make the functions available for any repository that would like to use them. Please don’t hesitate to contact our committee of you have questions about our work.
* We (usually/often/sometimes depending on the repository) create an EAD-encoded finding aid for a collection at many levels of description, and also create a collection-level MARC-encoded record in a Voyager environment. This process currently involves a lot of copying and pasting, and records can sometimes get out of sync — we know that this is an issue that is pretty common in libraries, and we’re currently thinking of ways to synchronize that data.
Author Maureen CallahanCategories What ArchivesSpace Does2 Comments
Making Our Tools Work for Us
Metadata creation is the most expensive thing we do.
I hear myself saying this a lot lately, mostly because it’s true. In the special collections world, everything we have is unique or very rare. And since we’re in an environment where patrons who want to use our materials can’t just browse our shelves (and since the idea of making meaning out of stuff on shelves is ludicrous!), we have to tell them what we have by creating metadata.
Creating metadata for archival objects is different than creating it for a book — a book tells you more about itself. From a book’s title page, one can discern its title, its author, who published it. Often, an author will even write an abstract of what happens in the book and someone at the Library of Congress will have done work (what we call subject analysis) to determine its aboutness.
In archives, none of that intellectual pre-processing has been done for us. Someone doing archival description has to answer a set of difficult questions in order to create high-quality description — who made this? Why was it created? What purpose did it serve for its creator? What evidence does this currently serve about what happened in the past? And the same questions have to be addressed at multiple levels — what is the meaning behind this entire collection? What does it tell us about the creator’s impact on the world? What is the meaning behind a single file collected by the creator? What purpose did it serve in her life?
Thus, the metadata we create for our materials is also unique, rare, intellectually-intensive, and essential to maintain.
Here, as part of a planning session, Mary and Melissa are talking through which tasks need to be performed in sequence.
Currently, we use a tool called Archivists’ Toolkit to maintain information about our holdings, and this blog is about our process of migrating to a different tool, called ArchivesSpace. Because, like I say, the data in ArchivesSpace is expensive and unique, we’ve taken a very deliberative and careful approach to planning for migration.
We’re lucky to have a strong group, with diverse backgrounds. Mary Caldera and Mark Custer are our co-chairs, and have strong management and metadata expertise between them. Melissa Wisner, our representative from Library IT, has a background in project management and business analysis. She was able to walk us through our massive project planning, and helped us understand and make sense of the many layers of dependencies and collaborations that will all have to be executed properly in order for this project to be successful. Others on the group include experts in various archival functions and standards. And beyond this, we have established a liaison system between ourselves on the committee and archivists from other repositories at Yale, so we can make sure that the wisdom of our wider community is being harnessed and the transition to this new system is successful for all of us.
Anyone interested in viewing our project timeline is welcome to see it here. We know that other repositories are also involved in transition to ArchivesSpace, and we would be happy to answer questions you may have about our particular implementation plan.
Author Maureen CallahanCategories What ArchivesSpace DoesLeave a comment
Yale Library IT Supports ArchivesSpace
The implementation of ArchivesSpace is a collaborative effort among archives and special collection units and Library IT. This project is exciting because ArchivesSpace is to special collections as Voyager is to YUL’s general collections. Library IT has a long-standing relationship with Voyager as an enterprise level application, providing server support, coordinating upgrades, managing custom development, and encouraging an ideology of systems and data integration. The implementation work of ArchivesSpace (AS) will run a similar gamut of standard IT support, including supporting three instances of AS (dev, test, production), configuring an LDAP server and Active Directory group for authentication, assisting with data analysis and export, participating in a series of sprints with a third party vendor to develop custom plug-ins for AS, and managing some in-house development to integrate AS with Voyager. While these tasks are typical of an IT project, success depends on the collaborative relationship IT develops with archival and special collections staff. Library IT is investing time to learn the current and expected workflow supported by AS, and why the tool is critical to the daily operations of archivists and special collections professionals. IT is also learning the lexicon employed by special collections (and one day I hope to fully understand what a container is), and what archivists geek out on. The technical and social elements of new systems implementations comprise the ultimate success.
Author MelissaWCategories IT and ASLeave a comment
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U Penn Takes Communications to the Cloud
Digital Transformation: A Focus on Creativity, Not Tools
Hertford Regional College Boosts Mobile Coverage
By Dian Schaffhauser
Hertford Regional College in the United Kingdom has deployed Agito Networks' RoamAnywhere Mobility Router to improve phone service for staff. The college, which has about 12,000 students and 900 staff, is finalizing a $140 million construction project to update its facilities, including a sizable story building that blocks cellular coverage indoors.
RoamAnywhere provides a means to gain seamless phone coverage by routing calls between WiFi and cellular when within range.
The initial rollout was to staff in network services, security, and maintenance who are mobile and don't always have access to a fixed-line phone. The next rollout is planned for teachers in the spring, with students potentially to follow.
"We had a one-day set up and it was easy for technicians to deploy to users' dual-mode phones," said Daniel Hidlebaugh, network services manager at the institution. "The handover inside and outside is very slick, the voice over WLAN quality is good, and it works seamlessly on mobiles acting as extensions from Cisco Call Manager, providing all the features as if users were on a desk phone."
"Now we can't do without our Agito system. After one day it became a must have," he said. "Coverage was a concern before, but now we can reach each other at all times. Everyone is benefiting from this, and we no longer have to spend over an hour trying to find someone."
An added benefit, Hidlebaugh, said is that the college was looking to reduce its $6,000 in telephony charges each month. As a result of this deployment, he estimates the college will cut its monthly mobility charges in half.
The college learned about Agito Networks from Andrew Dominic, a senior sales consultant at Convergis, one of Agito's resellers.
"Agito Networks was an easy choice for all," said Dominic. "The college already had a solid, voice-ready network available. With Cisco [voice over IP] and campus-wide Cisco Unified Wireless LAN already deployed, the Agito RoamAnywhere was the logical additional hardware requirement."
In addition to Agito's Mobility Router and Cisco's WLAN and IP-PBX, the college has deployed Nokia handhelds and subscribes to T-Mobile cellular service.
Dian Schaffhauser is a senior contributing editor for 1105 Media's education publications THE Journal and Campus Technology. She can be reached at [email protected] or on Twitter @schaffhauser.
Pathways to the Cloud – A Quick Guide for Higher Education
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Esl papers writers for hire for masters
Again, the prophet Ezra is represented reading in a striking attitude of attention, and with the book held close to him as if to lose no part of its contents in empty space:—all this is finely imagined and designed, but then the book reflects back none of its pregnant, hieroglyphic meaning on the face, which, though large and stately, is an ordinary, unimpassioned, and even _unideal_ one. It may be, Plato’s great year,[599] if the world should last so long, would have some effect, not in renewing the state of like individuals (for that is the fume[600] of those that conceive the celestial bodies have more accurate influences upon these things below, than indeed they have), but in gross. Yet something remains. } _To the In that of the King’s son or comes 90 ” } person in ” ” comes’ son or thane 60 ” } whose peace ” ” thane’s son 40 ” } he was ” ” thane’s grandson 20? Litus (2304 w.g.) = 24 ” or ? Throw up the oars and begin a new life. ? die xv septembris. is ?t twelf-hyndum were gebyria? We conceive that any one who does not perceive the beauty of the Venus de Medicis, for instance, in this respect, has not the proper perception of form in his mind. [Sidenote: The meaning of ‘hynden.’] The word separated from its prefix apparently occurs in only two places in the Laws. This view receives confirmation from the Spiritualist standpoint, from the fact (if such it be) that the “doubles” of well-known mediums have sometimes been recognised in the presence of the originals, and (seeing that Spiritualists believe the body to be capable of elongation) it is not inconsistent with what has been observed that the spirit figure is sometimes much taller than the medium. The remoteness of these tribes from any connection with the Anglo-Saxon invasion of Britain makes it unnecessary to do more than this. He is a smatterer at _Botany_, but for fear of being suspected of any useful design by it, he employs his curiosity only about _Mosses_, _Grasses_, _Brakes_, _Thistles_, &c. When Ine grants to Aldhelm, then Abbot of Malmesbury, ‘45 cassati’ in the county of Wilts, the grant is found to consist of groups of ‘manentes’ in four different places. If we were to set our man opposite the middle of the shelf and inquire what would generally happen in practice, supposing him blindfolded, there cannot be much doubt that the volumes would not be selected equally often. How long will you debar us from discussing the weather? X. English.—It is something in the same style, but hardly so clever as the picture esl papers writers for hire for masters of the Queen’s Trial, by Hayter. No one of them might be so exactly placed that we could have inferred its position, but when we take a great many into account together, running our eye, as it were, along the line, we begin to see that they really do for the most part stand in order. or do penance for seven years with a bishop or scribe.[89] So that, though it is not very easy to put an exact date upon these canons, they seem clearly to adopt and confirm for ecclesiastical persons the Irish coirp-dire of seven ancill?, and the highest honour-price also of seven ancill?. These people have as good an opinion of themselves after death as before it. They will so beset a man with questions and draw him on and pick it out of him, that without an absurd silence he must show inclination one way…. He who swears first shall go to the ordeal first, and the rest in order. A Virginian writer in closing his description of this assault has recently said: “Now, this remark must occur to every one in this connection. Venus was not born during the former generation of things, under the reign of Saturn; for whilst discord and jar had the upper hand of concord and uniformity in the matter of the universe, a change of the entire structure was necessary. Professor Rawlinson supposes that they were really the same as the so-called Aryan Medes of later history, while Sir Henry Rawlinson, although treating the later Medes as Aryan, yet considers those of Bersosus to have belonged to a Turanian, or at least a mixed Scytho-Aryan, stock. O Winter vast, embrace me and quick stay In icy hold my heart’s tempestuous waves! Si liber servum occidat, similiter reddat parentibus xl den. persolvendus occidatur, et ad id res veniat, ut precio natalis ejus componendus sit, primo debent reddi xii sol. He does nothing, can do nothing, does not even wish to do anything, lives chiefly at others’ expense, runs up debts, seduces women…. EXPLAINED OF THE CREATION, OR ORIGIN OF ALL THINGS. He was something of a hero even to his valet: faithful Tobias Rustat, Yeoman of the Robes, spent a fortune putting up statues, at Chelsea and Windsor, “domino suo clementissimo.” The Roundheads whom Charles had released, chiefly men of no rank or influence, watched him after, with friendliest longing and regret; never without extenuations, and certain hope of change. [Sidenote: Edict of Chilperic A.D. It is a lively, out-of-door scene, full of bustle and expression; but it rather brings us to the tents and faces of two bands of gypsies meeting on a common heath, than carries us back to the remote times, places, and events, treated of. It is remarkable that a Moslem saint of Upper Egypt is still thought to appear under the form of a serpent, and to cure the diseases which afflict the pilgrims to his shrine. It is expressly stated that they are made ‘by the kinswomen of the slayer,’ but they are included in the even amount of 20 marks or 64 cows. There must have been previous negotiations with the kinsmen of the slain, and a stay of vengeance must have been conceded on the understanding that if possible the wergeld will be paid. _Good in the teaching of Dostoevsky and Nietzsche: Philosophy and Preaching._ 1903. 1501 – 26 June 1521. We see that there are three different ways in which we may esl papers writers for hire for masters describe the vertex of the curve. How much older it is than this cannot lightly be determined. 1503. Wildon Carr,_ The Philosophy of Bergson, (_Hibbert Journal,_ July 1910, pp. Conceive two straight lines at right angles, and that we lay off a certain number of inches along each of these from the point of intersection; say two and five inches, and join the extremities of these so as to form the diagonal of a right-angled triangle. This influence of language on sensation is deeper than is usually thought. They were used for the most part to guard bridges from raiders, but a large part of them fought at Wise’s Fork, below Kinston, and at Bentonville, where they acquitted themselves creditably. The general conclusion therefore is that the determination of the curve of facility,–and therefore ultimately of every conclusion which rests upon a knowledge of this curve,–where only a few observations are available, is of just the same kind as where an infinity are available. On the other hand, the wergelds of the Kentish l?ts are very fairly on a level with that of the Wessex ceorl. [Sidenote: This second conception of causality leads to Leibniz as the first led to Spinoza.] In truth, this second way of conceiving the relation of cause to effect is more natural than the first in that it immediately satisfies the need of a mental image. Then come the tittle-tattle of who and who’s together, the quaint and piquant inter-national gallantries, and the story of the greatest beauty in Rome said to be married to an English gentleman—how odd and at the same time how encouraging! I am convinced that he would not. This system has attained its chief development among the Semitic races and those African peoples who are allied to them by blood. Jerome’s Epistles in order to introduce a compliment paid by the saint to the city of Mainz, which made it peculiarly appropriate that his work should be popularized by a Mainz printer. [Ed.] [38] But an _impresa_ was much more than this. Its belonging to the former class is so far favourable to its truth, its belonging to the latter is so far hostile to its truth. En ef hann vill eigi aptr fara, ?a lei?i hann vitni a hond hanom at hann er leysingi hanns, oc f?ri hann aptr hvart sem hann vill lausan ??a bundinn, oc setia hann i sess hinn sama, ?ar sem hann var fyrr. For esl for masters papers writers hire.
Sir Joshua Reynolds, at one of the Academy dinners, speaking of Gainsborough, said to a friend,—‘He is undoubtedly the best English landscape-painter.’ ‘No,’ said Wilson, who overheard the conversation, ‘he is not the best landscape-painter, but he is the best portrait-painter in England.’ They were both wrong; but the story is creditable to the versatility of Gainsborough’s talents. in any of the towns through which they passed, would not have believed it. The human form of the Egyptian Atum shows, moreover, that he was considered as peculiarly connected with man. William Rawley (Bacon’s secretary and executor) written from Maestricht, and dated March 20, 1655. This more indistinct picture of the spiritual Messiah was of great service to Christianity. It need not be of that degree necessary to create, but it must be equal to taste and to analyze. And after the mention of these is the statement, ‘_All that these men take amounts to 27 marks and 2 aurar_.’ Out of the remainder of the 6 gold marks or 48 silver marks other relations take to the ‘fifth man’ on the male line and the sixth on the female line. While at Evansport, he was offered promotion, but declined it, upon the ground, that it would separate him from his regiment. 391; and vol. In time this reliance on individuals became fixed, and gave the Messianic colour to the national hopes. To suppose that this postulate is not complied with, would be in effect to make two or more contradictory assumptions about matters of fact. A PERSIAN JAD VASE and COVER, inlaid with flowers and ornaments, composed of _oriental rubies, and emeralds on stems of fine gold_. God the Father’s sense of justice could be satisfied only by the self-sacrificing love of God the Son, and hence the death of Christ upon the cross. In some such despairing rage as the minstrel’s, must have been the inventor of the German tongue, who discarded all other chances of observation after once beholding this thing, ycleped your Man, and angrily insisted on “Der Mond,”–the Moon, he–as the proper mode of speech. ffrauncis Bacon,” “Mr. But if the lord cannot deny that he ordered it he must pay for the homicide as if he had done it with his own hand. Poussin’s, sufficiently imbued with the knowledge of antiquity to transport the imagination three thousand years back, to give natural objects a sympathy with preternatural events, and to inform rocks, and trees, and mountains with the presence of a God. Yet a common stone-mason or sign-painter, who understands the use of his tools and sticks close to his business, has more resemblance to Raphael or Michael Angelo, and stands a better chance of achieving something great, than those who visit the Corridors of the Vatican or St. Or rather we are confined to _one_ of the rules given on p. Would that he had! The first edition of this pamphlet appeared a short time before the publication esl papers writers for hire for masters of the Official Records relating to Gettysburg. (This answer, by the way, must have been made to fit the occasion, and the gay exigency of it, for he was exceedingly jealous of his unused prerogative. Glance at the works of any wise man, whether of the modern or the ancient world. The attainment of such a feeling requires a certain receptivity and even passivity of mind. He has followed up, has enforced, and expanded, as it were, a preconceived idea, till he sometimes seems to tread on the verge of caricature. We were in Savoy. To hear these critics talk, one would suppose there was nothing in the world really worth looking at. When we have got a set of measurements before us, why is it generally held to be sufficient simply to assign: (1) the mean value; and (2) the mean departure from this mean? Travel, in the younger sort, is a part of education; in the elder, a part of experience. (5) A mass thane’s and a secular thane’s ii thousand thrymsas. _Graphical illustration._ PART II. In short this figure does not show me the esl papers writers for hire for masters deed in the doing but the deed already done. I do not in the least mean by this that he needs special muscles for his main feat and resorts to walking because this uses other muscles; this would be untrue, would spoil the analogue, and, worst of all, would be quite out of date. The right of the line never reached them. die xxvii Mensis Ianuarii, Pontificatu Syxti IIII, Anno eius quarto.
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Get Ready to Go Prehistoric! The Back N. Time Grand Prix is coming to Crash™ Team Racing Nitro-Fueled on August 2nd!
As players have just wrapped up the game’s first Grand Prix, they can start looking toward the second*. See the details below on the Stone Aged excitement that’s right around the corner.
by Beenox Team on July 30, 2019
Players have been racing, power-sliding, boosting, and battling their way through the Nitro Tour Grand Prix in order to unlock all the sweet rewards found in their Nitro Gauge and in the Pit Stop*. They’ve raced on a brand-new track, Twilight Tour, which has given them a look at the Ancient Middle East inspired by levels from Crash Bandicoot™ 3: Warped. They’ve also competed with sweet new rides, like the Rocket Kart, which they’ve decked out with international flair to rep their country in style.
Now that the fun of the Nitro Tour Grand Prix is over, we’re here to tell you that you better be ready for it to pick right back up again, since the Back N. Time Grand Prix starts this Friday, August 2nd at 7:00 AM PDT (2:00 PM UTC)**. And as a reminder, the Grand Prix is free for anyone who has purchased the game and who has an internet connection.
With the Back N. Time Grand Prix, N. Tropy’s time-bending staff has thrown Crash and the gang back to the days when dinosaurs roamed the land – and they soon find out things looked much more… fake… back in these Prehistoric times. As with the first, this Grand Prix season will come with new characters, skins, karts, customization items, and of course, a new track. After the start of the Grand Prix, all players should have to do is boot up the game, download the game update (which starts automatically in most cases), and they’re ready to jump in!
Let’s dive into each of the Back N. Time Grand Prix’s offerings:
Prehistoric Playground
Behold the wonder of Prehistoric Playground! The new track for the Back N. Time Grand Prix will immerse racers in an epic world with Jurassic-sized flora, violent geysers bursting from the ground, caves with mysterious wall-paintings, and of course, giant dinosaurs roaming the land. There are also some other, strangely familiar, characters throughout – let’s just say that Fake Crash would feel very comfortable in this Prehistoric world home to an ancient tribe that bears a striking resemblance….
Ramp yourself off a “Fake” Diplodocus’ tail, launch into the air with one of the violent geysers, get ahead with one of the track’s shortcuts – be ready for a dynamic new racing experience with Prehistoric Playground!
Earn your way to Stone Aged rewards
The Back N. Time Grand Prix will bring a whole new suite of rewards that players can earn by completing challenges and filling their Nitro Gauge. New items include the Nostalginator and Mammoth Karts, the “Dashing” Fake Crash skin, and Cave Painting stickers. Baby T. will also make his debut in CTR as a Grand Prix reward character for completing the Bronze Tier of the Nitro Gauge, with a “Fake” Baby T. skin being the final item in the Gold Tier.
With 18 new items to earn through your Nitro Gauge, be ready to complete those challenges and earn those Nitro Points*.
New Characters, Karts, and Styles in the Pit Stop*
And if that wasn’t enough, the Pit Stop will be filled with new characters, karts, skins, and kart customization items for players to unlock and show off a whole new style. Highlighting the additions are a couple of adorable, tiny versions of Crash and Coco. There has been a rift in the space-time continuum on the journey back in time, bringing infant versions of Crash and Coco to the Stone Age! Don’t let the pacifiers fool you, though… Baby Crash and Coco are ready to wreak some havoc on the racetrack!
It’s true that we’re going Back N. Time during this Grand Prix season, but we can’t do so without bringing some futuristic flair. During this Grand Prix, players will be able to unlock the Probulot 2000 in the Pit Stop, the beloved kart from Crash™ Tag Team Racing.
New skins, like Mad Scientist Crash, Sabertooth Pura, and Stone Age N. Tropy (to name a few) will be making their way to the Pit Stop so that players will be able to give some of their favorite characters a fresh look. There will also be ways to intimidate the competition all around the track with new kart customization items like the flame-flaring Lava Rock Wheels.
As always, the Pit Stop will be stocked with new and returning characters and cosmetic items, which players can unlock using Wumpa Coins*. With all this content available, there will also now be a way for players to fast-track their Wumpa Coin collection if they like. Starting in early August, players will have the option to purchase Wumpa Coin bundles from their game console stores to supplement the Coins they earn by playing. This option won’t change the game’s core mechanics – players will still earn Wumpa Coins by playing the game in any mode, just as before. They will just able to purchase additional coins if they choose.
New Challenges for a historic season
Now that you know more about the new items and rewards coming with the Back N. Time Grand Prix, let’s talk about the challenges players will take part in to earn Nitro Points and fill up their Nitro Gauges.
In this Grand Prix, the Quick, Daily, Weekly, Themed, and Pro challenge sets will return, with many of the same challenges that fans remember from the Nitro Tour Grand Prix. There will also be new challenges scattered throughout for players to face. There will be more straightforward new challenges like Power Slide Master where players have to power slide for a certain duration of time. There are also new challenges that will test players’ mettle, like Backward Compatible, where the player must complete a lap with the reverse camera on the entire time.
Climbing up the Back N. Time Leaderboards
Finally, get ready to climb back up those leaderboards! Both the Championship and Nitro Leaderboards will be back and refreshed in the Back N. Time Grand Prix. As a quick reminder the Championship Leaderboard tracks players’ performance in the Grand Prix season via a points-based system. The Nitro Leaderboard tracks total Nitro Points earned during the Grand Prix season.
Those that finish in the top 5% of either leaderboard will get the Champion Kart (if they don’t have it already), and a brand new Signature Decal for the Back N. Time Grand Prix!
A peek at what’s next
Now that you know all that’s coming with CTR’s mad dash into the past with the Back N. Time Grand Prix, we also want to give a little glimpse into what the future holds. It’s no secret that Spyro is crashing the Crash Bandicoot party in Grand Prix Season 3 (and we can’t wait to give you the full details on his season as we get closer to it).
But we’re also excited to let fans know that they can expect more of their favorite characters from the Crash Bandicoot universe to join in on the Nitro-Fueled fun in the seasons after. Get ready for characters like N. Brio, Nina Cortex, and Komodo Moe to start shredding up the racetrack soon!
But first… get ready to go Prehistoric on August 2nd!
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Squawk Talk: Welcome to the mid-season Crash™ Team Racing Nitro-Fueled Grand Prix Round-up with Chick and Stew!
It’s time to earn! How Wumpa Coins and Nitro Points* work in Crash™ Team Racing Nitro-Fueled!
Crash™ Team Racing Nitro-Fueled: Nitro Tour Grand Prix is Coming This Week!
*Internet required for Grand Prix, Wumpa Coins, Nitro Points, online multiplayer (gaming subscription service sold separately), access to the Pit Stop and other features.
**Grand Prix content and timing subject to change.
For more information about Crash Bandicoot™, follow us @Activision on Twitter, Facebook, and Instagram. Also check Crash Bandicoot out on Twitter, Facebook, and Instagram, and bookmark the Crash Bandicoot website.
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BRAZIL DISASTER THREATENS WATER SUPPLY
(P1) A river of mud from BURST DAMS at a Brazilian IRON ORE MINE forced populous cities more than 300 km (200 miles) DOWNSTREAM to CUT OFF drinking water on Monday, raising health and environmental concerns.
(P2) Twenty-five people are still missing after one of the worst mining disasters in Brazil’s history. Officials confirmed two deaths since Thursday’s tragedy and are working to identify two more bodies recovered on Sunday.
(P3) EXHAUSTED search teams waded through deep mud in Bento Rodrigues, the village most DAMAGED by the MUDSLIDES. The 600-person community stood IN THE SHADOW OF the broken dams, located about a six-hour car ride north of Rio de Janeiro, in the heart of Brazil’s iron ore region.
(P4) Intense flooding swept through towns as far as 100 km (62 miles) away after the dams burst at two RESERVOIRS holding mining waste. Four days later, the CONTAMINATED mud is still running past the well-populated banks of the Rio Doce river.
(P5) Governador Valadares, a city of 280,000, cut off its water supply for over 24 hours and will keep testing the water until the mud passes, officials said on Monday.
(P6) Health authorities are checking the TOXICITY of the waters and told residents who came in contact with the mud to throw out their clothing. Biologists warn that the environmental impact may be permanent, DEVASTATING local fisheries and farms.
(P7) Residents and officials have also criticized what they say has been LAX communication by mine operator Samarco, a JOINT VENTURE between the world’s largest mining company, BHP Billiton Ltd, and the biggest iron ore miner, Vale SA.
(P8) The mayor of nearby Mariana, Duarte Junior, said Monday that both BHP and Vale need to take responsibility for relief efforts, not just Samarco.
(P9) BHP said Andrew Mackenzie, chief executive officer of the Australian company, would visit Brazil early in the week to assess the situation.
(P10) Vale CEO Murilo Ferreira visited Mariana on Saturday, but did not speak with reporters. The Brazilian company has offered HELICOPTERS and other equipment for the rescue effort.
(P11) Officials have not determined the cause of the disaster, but a public PROSECUTOR says a 2013 study showed flaws in the design of one of the dams. Workers were ENLARGING the dam when it burst, UNLEASHING some 55 million cubic meters of WASTE WATER.
(P12) The tragedy has GALVANIZED government officials, ENVIRONMENTALISTS, and OUTRAGED residents to call for tighter regulation of the powerful mining industry.
(P13) “Now is the time for a national debate about what we want from mining, and at what cost,” said Antonio Carlos de Oliveira, a state prosecutor weighing the environmental impact of the disaster. He and other prosecutors will meet on Wednesday to discuss their next steps, he said.
SOURCE: http://www.reuters.com/article/2015/11/09/us-brazil-damburst-idUSKCN0SY1Y920151109
Have there been any disasters in your country in recent years?
Is mining or EXTRACTION a major industry in your country? What is mined or extracted – gold, silver, diamonds, oil, etc?
Is the TAP WATER in your city nice for drinking, or do you prefer to use bottled water?
Have you ever experienced flood conditions in your neighborhood?
In the shadow of
SOUTH AFRICAN UNIVERSITY SWITCHES TO INSTRUCTION IN ENGLISH
This Is What $21,000 Will Get You on an Airplane
★★★★, Weekly_Article September 27, 2016
[Travel News ★★★★] (P1) Casey Neistat lived out a personal fantasy when he was given a free upgrade from business to first class on a recent Emirates flight from Dubai to New York City. (P2) Documenting every luxurious moment in a video …
How do I write a business email in English?
Business emails need to be clear, concise and easy to read. Keep your email simple and to the point, with short sentences, a line between paragraphs and correct grammar. Here are 6 simple steps to wiring a business email. Write …
DONALD TRUMP WANTS TO SHUT OFF THE INTERNET (IN SOME COUNTRIES)
[TECHNOLOGY ★★] DONALD TRUMP WANTS TO SHUT OFF THE INTERNET (IN SOME COUNTRIES) (P1) If terrorists are using the Internet, then take the Internet away. (P2) That’s what Donald Trump, the FRONT-RUNNER to be the Republican nominee for president of the …
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The Political Animal
Martha McSally
Representative AZ-2
Strong support on issues of animal cruelty.
How this lawmaker compares:
Rep. McSally
All Arizona
All Republicans
All Democrats
scroll to career voting record
On 10 votes and key bills on animal wellness, in the 115th Congress, Rep. McSally took the pro-animal position on 8 of 10.
cares more
Roll Call Vote on
Using aircraft to hunt bears, killing wolves and bears in dens, and other extreme killing practices on wildlife refuges in Alaska
On February 16, 2017, Rep. McSally took a pro-animal position by voting ‘no’.
The House approved H.J.Res. 69, a Congressional Review Act resolution to revoke a U.S. Fish and Wildlife Service rule that prohibits cruel and unsporting hunting methods on more than 76 million acres of National Wildlife Refuges in Alaska, including killing mother bears and cubs in their dens or spotting grizzly bears from planes and then landing and shooting them. The vote was 225-193 in February 2017. “No” is the pro-animal vote.
read the full bill >
Killing wolves and bears in dens, shooting swimming caribou on national preserves in Alaska
On September 07, 2017, Rep. McSally took a pro-animal position by voting ‘no’.
The House approved an amendment to H.R. 3354 to block a National Park Service rule that prohibits scientifically unjustified methods of trophy hunting on over 20 million acres of NPS lands in Alaska, including killing hibernating black bear mothers and cubs and shooting caribou while they are swimming. The vote was 215 – 196 in September 2017. “No” is the pro-animal vote.
Cracking down on dogfighting, cockfighting in U.S. territories
On May 18, 2018, Rep. McSally took a pro-animal position by voting ‘yes’.
The Parity in Animal Cruelty Enforcement Act (PACE) stipulates that anti-dogfighting and anti-cockfighting provisions of the Animal Welfare Act apply everywhere in the U.S., including in Puerto Rico and other U.S. territories. There should not be one set of rules against animal fighting in the 50 states and a different set of rules for the U.S. territories. The vote was 359 to 51 in May 2018 to attach PACE to the Farm bill. “Yes” is the pro-animal vote.
cares less
Farm bill and the King amendment, which would roll back state farm animal welfare standards
On June 21, 2018, Rep. McSally took an anti-animal position by voting ‘yes’.
The House voted on the Farm bill, which includes an enterprise-threatening amendment, known as the King amendment, to forbid states from setting humane and food safety standards. The measure would, among other things, repeal landmark farm animal protection laws in California and Massachusetts. The vote was 213 to 211 in June 2018. “No” is the pro-animal vote.
Cosponsorship
Preventing Animal Cruelty and Torture Act
Rep. McSally took a pro-animal position by cosponsoring this bill.
Federal anti-cruelty law: The Prevent Animal Cruelty and Torture Act (PACT), H.R. 1494, creates a federal anti-cruelty statute prohibiting extreme acts of violence against animals when they occur in interstate commerce or on federal property and establishes the first federal law against bestiality. There is a distinct correlation between sexual abuse of animals and children. The bill has 282 cosponsors.
Dog and Cat Meat Trade Prohibition Act
H.R. 1406 amends the Animal Welfare Act to prohibit the slaughter, trade, and import of dogs and cats for human consumption. This bill prevents these practices from taking hold in the U.S and encourages worldwide reform. The bill has 246 cosponsors. The House approved the bill as an amendment to the Farm bill.
Pet and Women's Safety Act
Domestic violence that hurts pets and people: The PAWS Act, H.R. 909, helps to protect battered partners and their pets by extending federal domestic violence protections to include pets, and authorizing grant money to help women’s shelters accommodate pets. Many victims their decision to leave a violent situation out of fear for their pets’ safety; 84% of women entering shelters reported that their partners abused or killed the family pet. The bill has 248 cosponsors.
Shark Fin Sales Elimination Act
H.R. 1456, expands upon the Shark Finning Prohibition Act of 2000 and the Shark Conservation Act of 2010 and prohibits the trade of shark fins. Shark populations are in crisis because of the demand for fins. The bill has 243 cosponsors.
Prevent All Soring Tactics Act
H.R. 1847 prohibit trainers from injuring the feet and lower legs of horses with caustic chemicals or mechanical means – a practice known as “soring.” This malicious abuse causes the horses pain when they step on the ground, causing them to exaggerate gait in show competitions. The bill has 283 cosponsors.
Horse slaughter for human consumption
Rep. McSally did not cosponsor this pro-animal bill.
The Safeguard American Food Exports (SAFE) Act, H.R. 113, would ban the slaughter and live export of American horses for slaughter for human consumption. That bill has 217 cosponsors.
see career voting record
Career Voting Record
This lawmaker also served in the 114th Congress.
On 1 vote or key bill on animal wellness, in the 114th Congress, Rep. McSally took the pro-animal position on 0 of 1.
Stripping federal protections under the Endangered Species Act (ESA) for wolves and exposing them to widespread killing
On July 13, 2016, Rep. McSally took an anti-animal position by voting ‘yes’.
Rep. Dan Newhouse, R-Wash., offered this amendment to the Interior spending bill to strip ESA protections for gray wolves in areas of the U.S. where they are federally protected. The immediate practical effect would be to delist wolves in the norther Great Lakes and allow trophy hunters and trappers to kill as many as 1,000 wolves a year. The vote was 233 – 201 in July 2016. “No” was the pro-animal vote.) The provision was stripped from the final spending bill, thanks to the work of Democrat leaders Charles Schumer and Nancy Pelosi.)
Find another lawmaker by name. Name
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© 2018 Animal Wellness ActionMethods and Sources
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Simon Garden
Simon Garden RWA
Simon Garden, New Paintings: The stuff of poetry
Walking into Simon Garden’s studio you enter his world. Suspend disbelief and close the door on the mundane everyday. There is opera on the CD player – La Bohème - a spine-tingling performance by Gigli, warmth emanating from a glowing wood burner in the corner and luscious dollops of paint arranged in little mounds on a trolley, plus the unmistakable heady odour of linseed oil coming from pristine yellows reds blues and whites. Sensory overload! The walls are lined with paintings, finished, barely begun or in progress. It is as sumptuous and seductive as wandering into the most extravagant French patisserie or a warehouse full of the most exquisite silks.
This is a new space for Garden. The last eighteen months have been ones of flux and change. He and his family uprooted themselves, moved house and he acquired a new studio all of which left him without a studio space for about 16 months. As with all artists the enforced break has had consequences and the build up of pressure to start working again, the imperative need to paint, has resulted in an outpouring of work that is changed and subtly different. During this fallow period the brain the hand the eye were still unconsciously processing ideas so that when he entered his new studio he had already moved on from where he had left off and taken a seismic leap forward. Many of the slow stages of changing his way of making art had happened inside his head.
Garden’s new paintings are much more concerned with surface. The paint has been scraped back uncovering forgotten areas. His excavations have unearthed and created graffiti-like marks and layers of underlying colour.
Colour is now immensely significant in that Garden has become his own colourman making his own paints. The catalyst for this major change to his practice was the commercial banning of lead white for health and safety reasons. Now there are no solvents in his studio, no chemicals. He goes through a long process of refining his own oil, mixing it with salt, sand and hot water, shaking it until it emulsifies and then boiling it. Having repeated this process three times he then mixes it with either dried or liquid pigments. His brushes lie in a bath of oil to keep them supple and ready for use only needing a wipe with a cloth to start using them. The process is time consuming but therapeutic and oddly, it is also time saving. These pigments mixed only with oil, dry in two days rather than two weeks and they also offer immense subtlety of hue. Garden is using the techniques of the old masters.
This new approach has deepened the internalisation of Garden’s process and his obsession with paint as a material. “Any poetry in the images is about the abstract, the shape and the hue”. He wants the painting to be the idea, not anything that is tacked on to the image. The immediacy of this approach keeps him inside the painting.
He has a fascination for the scuffed marks and damage that characterise medieval and Quattrocento frescoed walls and he is beginning to explore and break down the surfaces of his old paintings. Alongside the exploration of surface and texture he is also becoming deeply concerned with edges leaving them broken so that they reveal the colour coming through from underneath. This gives his new work a much greater sense of objectness and references bits of frescoed plaster torn or tumbled from an ancient wall. The story telling is still there but now it is enshrined in the abstract qualities of the compositions. He has exchanged prose for poetry and the narrative is that of the paint the surface the texture and the immense range of intense hues.
Garden’s breakthrough moment was when he got back into the studio, destroyed a couple of old paintings and then worked back into them. He changed his tools using big knives so that he was not distracted by small detail. Blocking out areas of earlier works has allowed him to find shapes within them so that these become transitional paintings searching for the sublime.
The work is now more abstract, paired down to essentials. Half-hidden shapes intrigue, drawing the viewer in, nothing is explained. The pictorial space is flattened, figures, trees, objects like hieroglyphs, indicate something, but are less visible. They retain their mystery. Scratched figures are part of the background, negative and positive spaces are interchangeable. Garden’s trees have always been idiosyncratic now they are amorphous shapes suggestive and sometimes sinister. The strange narratives, a residue of magic realism are still evident, endlessly asking questions and leaving the answers hanging in the air. The presence of oblique pictorial reference, the absence of the literal traditional narrative, one has been exchanged for the other. These elements are a significant departure from Garden’s more illustrative approach.
The new quality of paint is enormously seductive, almost edible. The range of colours particularly in the whites is extraordinary. The ragged torn limits of the board are irresistible, three-dimensional, rejecting all suggestion of a definable boundary. Garden has always used heavy layers of paint, impasto if you like, but now the slabbed paint has a visceral quality that invites touch. This material, this stuff of pigment and oil, the poetry of these jewel-like yet subtle colours, the broken edges are the subject here. These timeless paintings go beyond image. They have an existence which embraces the physicality of the material and touches on the ungraspable of the mystical.
© Fiona Robinson 2017
2018 Oil on Panel 121 X 90 cm Signed
Topiary Garden
2017 Oil on Panel 122 X 122 cm Signed
2017 Oil on Panel 30 X 64 cm Signed
The Yurt
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New BBC America documentary series tackles global change
The Canadian Press January 15, 2020
NEW YORK — If sheer drama is what you crave on TV, look no further than the tale of a fearless mother at the far edge of South America.
She is a puma and this big cat repeatedly launches herself over and over at a llama-like creature more than three times her size, desperate to get meat for her three pups.
Repeatedly, she is flung into the air like a rag doll and injured. But she does not back down. When she finally manages to fell a guanaco, more than just her children cheered. So did the filmmakers.
“We could almost have cried we were so happy that those cubs had some food,” said Chadden Hunter, a producer and director who was part of a team that followed the puma for weeks. "It was incredibly emotional. We’re not coldblooded filmmakers.”
That rare footage is one of the highlights of “ Seven Worlds: One Planet,” a new seven-part documentary series airing on BBC America, AMC, IFC and SundanceTV. David Attenborough provides the narration. The series premieres Saturday.
Each one-hour episode highlights one of the seven continents, tracing how they formed and how life evolved to live in them. The series was four years in the making, with filmmakers exploring 40 different countries and bringing back more than 2,200 hours of footage.
Front and centre , of course, are fabulous animal sequences — the filmmakers like to use the term “stories” — but the topic of climate change also gets plenty of airtime. It's part of the narrative this time as opposed to being an afterthought.
“This may be the most critical moment for life on Earth since the continents formed,” Attenborough says in the opening. In the Australian show he warns: “Which of its unique species will survive the coming decades now depends on us.”
Emma Napper, a veteran documentary-maker who previously worked on the series “Planet Earth II” and “Life,” said she and the filmmakers this time felt they had no choice but to discuss human activity like deforestation, dams, pollution and climate change.
“We all felt very strongly it was not only important and timely but you couldn’t really tell the story of the continents without mentioning it. That would be crazy,” said Napper, who produced the Asia and Australia episodes of “Seven Worlds: One Planet.”
Executive director Jonny Keeling said framing the series according to continental change gave the filmmakers the chance to explain how animals have adapted to changing environments over millions of years. It also revealed how those adaptations have become stressed during a single human lifetime due to mankind’s actions. “We are rewriting the rules,” Keeling said.
In a nod to current events, the series scrambled its lineup to start with the Australia episode in the wake of devastating fires there. The show will also inform viewers how they can support relief efforts.
Hunter, who worked on the original “Planet Earth” some 14 years ago, noted that it contained no mention of conservation. “We can’t get away with not bringing that into the story now. We can’t pretend that the world is pristine jungles, mountains and forests any more,” he said.
The trick now is to find a way to weave in proof of human-created consequences without being preachy. “It’s finding that deft touch. We’ve got to still keep people's awe and wonder about the natural world but find a way to wake them up as well,” Hunter said.
The series is bursting with fascinating animal behaviour , from male river chubs in Tennessee who carefully build nests of rocks for their mates to the jumping spiders of Australia whose mating ritual is as theatrical as a Broadway show. We see wolves on the hunt in Italy, fireflies exploding into light in a North American forest and wild hamsters living in a Vienna graveyard.
One welcome shift is allowing more context for the predators. In so many previous nature documentaries, cute antelope or gazelles are cruelly stalked and felled by heartless carnivores. In the new series, we see a dingo female chase and capture a cute kangaroo, but soon learn that she's a mother to a clutch of pups and, like the puma, if she hadn't killed there would be nothing to feed her young.
“It’s very easy to vilify the predators,” said Keeling, who was part of the team that captured the dingo attack and spoke with deep respect for the mother's determination. “It was a conscious decision to make sure people see the full side of it.”
Throughout is Attenborough's calm, hushed voice, playful when it needs to be ("Lunch today will have to be take-away," he says about black bear cubs chased away by a male) or unsentimentally resigned (“The time has come to strike,” he notes as sharks close in for the kill.)
The filmmakers embraced the latest in technology, including cameras with high frame rates and better light sensitivity. Some sequences were shot with 8K cameras, used time-lapse photography or employed new thermal-imaging cameras. But those developments seem almost incremental in comparison with the introduction of a game-changer among documentary makers: Drones.
The latest drones can fly further and hover quietly in the air for hours, allowing filmmakers many more advantages over expensive and loud helicopters. One breathtaking sequence in Canada captured polar bears hunting a pod of beluga whales — something only possible to film properly by using drones.
"Being able to get a drone up in the air and see what happens really allows you to film things that weren’t possible before,” said Napper. “There were stories out there which we just couldn’t tell before, which now we can. That’s exciting.”
But all the dazzling tech is no substitute for the patient waiting game that only sometimes is rewarded with a glimpse of a coy creature. In Australia, two cameramen spent weeks hiding outside remote dens to capture on film a Tasmanian devil, which turns out to be nothing like the one portrayed in cartoons by Looney Tunes.
“The Tasmanian devil in the cartoons runs around during in the day being crazy, but actually Tasmanian devils are mostly nocturnal and they’re shy,” said Napper. “You have to be very, very quiet. You have to make sure you don't smell too much because they don't like smell at all.”
Mark Kennedy is at http://twitter.com/KennedyTwits
Mark Kennedy, The Associated Press
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The Goop Lab Is a Sparkly, Cynical Artifact of 2020
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Grab the Tissues: The Final Episode of 'Modern Family' Is Coming This Spring
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A Network of Hope
Statewide Efforts
Children’s Advocacy Centers (CAC)
Find a Local CAC
It’s More Common Than You Think
It’s Devastating
It’s Not The End Of The Story
It’s Preventable
Help us spread the word on the prevalence of child sexual abuse in Michigan.
Almost 10% Before 18
Nearly 1 in 10 children will be sexually abused before their 18th birthday.
It's Not A Stranger in a Van
91% of victims know their abuser.
More Than We Know
It's estimated that only 30% of sexual assault cases are reported to authorities.
Children Are The Target
2/3 of all reported sex offenses nationwide are against children ages 0-17.
Boys & Girls Are Affected
1 in 6 girls and 1 in 33 boys ages 0-17 will be sexually assaulted by another young person.
Online Abuse
1 in 7 youth internet users received unwanted sexual solicitations.
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Phone: 616.228.4546 Email: admin@cacmi.org
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Home » Music
Suspect Arrested In The Fatal Shooting Of 20-Year-Old Producer/Rapper XXXTentacion
Todd Malm Jun 21, 2018 12:00 PM PDT
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Source: FoxNews.com
According to reports, the police arrested a suspect in the murder of the rapper and producer, XXXTentacion. They charged the suspect with first-degree murder for shooting the 20-year-old to death.
The Broward Sheriff’s Office confirmed they had detained Dedrick Devonshay Williams. The police department’s website claimed they had charged Williams with first-degree murder, a probation violation, and operating without a valid driver’s license.
The 22-year-old is currently sitting in the police station without bond. As it was previously reported, two suspects shot XXXTentacion in South Florida, on the 18th of June while he was shopping for a motorcycle.
At the time of his death, the artist was on “modified house arrest” in the months leading up to his sentencing for allegedly hitting his pregnant girlfriend. The police charged him with aggravated battery, domestic battery, strangulation, and false imprisonment.
In a report from The Associated Press, the outlet states that investigators believe suspects ambushed him at the store. Moreover, the lawyer for the musician said he probably was withdrawing money from a bank to buy a motorcycle.
We want to purely post postive things about X celebrating his life on this memorial page. Daily information is posted on @kuei.24 regrading new news on his murder case and your personal questions are answered there etc. We hope you understand why we aren’t posting about any new news on here. ?
A post shared by XXXTENTACION (@xtentacionn) on Jun 21, 2018 at 6:25am PDT
In an Instagram Live video in December, he said that if “worst comes to worst,” and he died a tragic death, he would at least like to know that his fans were able to take away a positive message from his passing.
In the same video, XXXTentacion said that as long as he manages to make “five million kids happy,” and is able to implement some kind of positive message or meaning in their lives, then everything will be ok.
The rapper said he didn’t “give a f*ck” either way, because it is all about the message and getting it out to his fans. He added, “So, I just wanted to say I appreciate and love all of you, and I believe in you all.”
Read more about XXXTentacion
XXXTentacion’s Son, Gekyume, Is The Spitting Image Of His Late Father In New Adorable Photos
Dec 30, 2019 7:54 AM PST
XXXTentacion New Album Bad Vibes Forever Scheduled For December Release
Nov 22, 2019 9:14 PM PST
XXXTentacion’s Former Girlfriend Whom He Allegedly Assaulted While Pregnant Reportedly Seen In New Posthumous Music Video
Oct 18, 2019 7:11 PM PDT
Kim Kardashian Claims She Always Knew That Kylie Jenner Would Be A Young Mom
Celebrity Insider
Tiny Harris Invites Fans At A Special Event For Valentine's Day
Ciara Sparks Pregnancy Rumors With New Picture -- Fans Are Eager For The Diva And Russell Wilson To Have Baby Number 3
Offset Debuts His New Menswear Collab At Paris Fashion Week
Princess Love Norwood Shows Off Thick Body In Bathing Suit Photo And Warns Ray J About The New Year After Welcoming Their Baby Boy, Epik
Jade on Meghan Markle’s Ex-Husband Describes Her As A ‘Calculating’ ‘Princess-To-Be’ As She Prepares To Marry Prince Harry
Annette on NeNe Leakes Shares A YouTube Video To Set Some Things Straight
Christine Ivegbuna on Porsha Williams Shares Cryptic Quote About Love Amid Her Fiance Dennis McKinley’s New Cheating Rumors
Linda Sands on Mariah Carey’s Net Worth Takes A Hit As She Spends More Money On Boyfriend Bryan Tanaka
T.I. And Tiny Harris's Fans Are Confused After Another Rapper Posted This Photo With A Stunning Model
Lil Wayne's Stunning Fiancée, La'Tecia Thomas, Shows Off Weight Loss In New Sultry Photos Ahead Of Their Wedding After Meeting All His Children
Mike Tyson Reveals To T.I. The Disturbing Reasons Why His Children Hate African Americans
Tamar Braxton Blows David Adefeso's Mind Away By Doing This In Their Latest Video
© 2017-2019 Celebrity Insider™
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The Billionaire Battle Over Oil Part 2: The Oil Giant’s Resolve
The Billionaire Battle Over Oil Part 2: The Oil Giant’s Resolve – Occidental Petroleum and Anadarko
After a contentious few weeks between Carl Icahn’s continuing proxy war against the Occidental Petroleum (Oxy)-Anadarko deal and the awaiting of the passing vote from shareholders in order for the acquisition to be completed, news has once again been made. Not surprisingly, the proposal passed with a 99% vote in favour of the deal that gives them $72.34 per share (based on last Wednesday’s price); Oxy and Anadarko secured the largest deal in the oil and gas industry since Royal Dutch Shell and BG Group.
However, with big deals come big costs, and the aforementioned is no exception. It adds over USD 40 billion to Oxy’s capital structure and leaves the company “with less flexibility to confront commodity price volatility” in the future. It is no surprise that Icahn chose to launch a proxy war and call for a replacement of board members in the wake of the deal.
Not to mention, Occidental Petroleum is selling USD 13 billion of debt to finance the acquisition after receiving more than USD 75 billion in orders for the deal at its peak. That’s the biggest demand for a debt sale since Aramco, but how will this play out?
Occidental will carry out the bond sale in 10 parts, the longest portion being a 30-year bond that yields around 2.25%. Further, to aid in the USD 10-15 billion divestment plan, Oxy has decided to sell off Anadarko assets in Africa to Total SA of France. The company is also searching for a buyer to hold majority control in the pipeline operator Western Midstream Partners LP, which Occidental is slated to inherit after the takeover.
The first week of August saw Occidental hedge nearly 40% of its combined oil production into 2020 as well, all in an attempt to reassure shareholders that dividend payouts will be possible while taking on an increased debt load.
While the deal may be a win from the company’s perspective, analysts and the market have voiced otherwise. Company ratings from analysts covering Occidental shifted, with the most telling from Evercore ISI “The company’s ‘Pledge’ for greater capital discipline and enhanced corporate governance proved fleeting with ROCE to decline significantly due to the Anadarko transaction. The commensurate decline in valuation places OXY at a 10-year low in the equity market.” The deal is claimed to be value-destructive, and the market bared its teeth towards Occidental and its antics; Year to date (YTD) shares are down nearly 26%, off more than 41% from the trailing twelve-month period, and down 30% since the acquisition was announced.
Generally, good financial stewardship hedges against overvalued, high-impact dealings. Thus, it begs the question: how could such a complex deal be so vigorously accepted internally, despite market kickback and open disagreement?
Viewing Occidental’s board of directors and their relevant skills and expertise within CGLytics’ platform, it is apparent that financial expertise and oversight is lacking.
Occidental Petroleum Corporation’s Board Expertise
Source: CGLytics Data and Analytics
It is possible that the lack of financial oversight was manifested when Occidental Petroleum decided to move forward with its acquisition and outbid Chevron for Anadarko. Increased financial responsibility may have produced different results, but the oil industry is ridden with mergers, acquisitions, and deals that walk a fine line in terms of good corporate governance practices.
It begs the question if the oil industry is in need of a corporate governance overhaul in the near future, as the story of Oxy-Anadarko is a tell-tale sign that a lack of expertise can lead to a less-than-stellar outcome.
Corporate boards and executive teams increasingly require insights and analytical tools to identify any potential areas of reputational risk. Without this oversight, companies may be targets of activist campaigns and cannot proactively prepare.
To learn more about how CGLytics’ deep, global data set and unparalleled analytical screening tools can potentially help you identify these areas of risk, click here.
Did you miss it? Read the article of The Billionaire Battle over Anadarko (Part 1) here.
REUTERS 1, 2
RIG ZONE
Rollin Buffington
US Research Analyst
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Created: Tuesday, 05 July 2016 16:25
Orientation session to Kampuchea Souriya Group on administrative and financial procedure.
“I am glad to be in Cambodia for a six week volunteering program with Caritas Cambodia”, said Alice BRETON, 21, French. Alice is one of the other 11 youth from Kampuchea Souriya Group 2016 who will be assisting and helping local communities in development work for a period of 6 weeks in Cambodia from 1st July to 13 August 2016. This is the first time for Alice to come to Cambodia. “I would like to thank Caritas that have us around and let us see the different lives condition of people whom and which we have not used to see it before”, added Alice.
Every year, Caritas Cambodia provides Kampuchea Souriya Group with an opportunity to get life experience through hands-on-work by assisting and helping various communities in some of the provinces where its community development program are out there. This year, the group will be divided into three teams in three provinces of Kampong Thom, Battambong and Siem Reap. They will take part in a variety of activities and tasks which are prepared by the three regional programs. The activities to be completed include building chicken house, the construction of toilets, vegetable growing, assisting farmers to install compost cage and practice on compost making, helping to install model hydroponic, constructing border foundation of community forestry, building commune warehouse , attending workshop and others.
Apart from community work, the volunteering program will allow them to better understand about Cambodian culture while staying with the communities. Volunteering is about giving time and energy to do things. As a volunteer without any background of community development work, Antoine CREP, 20, another group member shared his excitement to do community work, meet people, farmers and local authorities as he sees in the schedule. “I will put my effort and energy to do all the activities which are so interesting to me. I do hope my contribution will be an added value for the community in Kampong Thom province”, said Antoine.
Presentation on Caritas Cambodia’s overall operation by Ms. Nay Vichheka, Program Monitoring and Evaluation Manager.
In order to provide a basic speaking skill to communicate in real life situation with the communities, Caritas has organized a one week-Khmer class for the group before they are sent to work in the designated provinces, plus city tour and sight-seeing and an interesting activity joining with Caritas’s Center for Child and Adolescent Mental Health Program in building a playground for children in Chey Chumneas Referral hospital in Takmao, Kandal province.
The sharing of local communities and the volunteer group will be a shared and rich source of aspiration. Both Alice and Antoine said they will share these great experiences to other youth in their university back home.
Caritas Cambodia would like to congratulate and extends warm welcome to Kampuchea Souriya Group 2016!
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The Shadow Whose Prey the Hunter Becomes Back to Back Theatre
Back to Back Theatre returns to Carriageworks with a major new theatrical work, The Shadow Whose Prey the Hunter Becomes. A biting narrative, full of dark humour, on human rights, moral codes, artificial intelligence and social hypocrisy – ‘Shadow’ is about the changing nature of intelligence in contemporary society.
‘Back to Back, as one of Australia’s most successful and internationally feted theatre companies, is both wunderkind and grande dame.’ – The Saturday Paper
A theatrical revelation inspired by mistakes, misreadings, misleadings and misunderstanding, ‘Shadow’ reminds us that none of us are self-sufficient and all of us are responsible.
Auslan Interpretation
Audio Description + Tactile Tour
The performance on Fri 27 Sep includes Auslan Interpretation and Audio Description with a Tactile Tour. Please note: the Tactile Tour commences at 7pm, 1-hour prior to the performance. Select options as required when booking online. Carriageworks may contact you to finalise services before the performance.
‘Shadow’ contains coarse language, neuro-typical shaming, references to sexual and physical abuse, prescription medication and the oppression of animals and humans.
If you or someone you know is experiencing a personal crisis, help is available. No one needs to face their problems alone. Call Lifeline 13 11 14.
Back To Back Theatre, The Shadow Whose Prey The Hunter Becomes
Wed 25 Sep, 8pm – Opening Night
Thu 26 Sep, 8pm
Fri 27 Sep, 8pm
The Tactile Tour on Fri 27 Sep commences at 7pm, 1-hour prior to the performance.
Sat 28 Sep, 8pm
POST SHOW TALK | 27 SEP
A Q&A event with Back to Back Theatre Artistic Associate Tom Middleditch.
Tom is an Actor/Writer/Director/Dramaturg/ Philosopher living in Melbourne. He is a co-founder of A_tistic, a company dedicated to telling neuro-diverse stories and developing empathy for neurodiverse humans.
This event is free with a ticket to the Fri 27 Sep performance.
Tickets $35 + fee
A transaction fee of $4.40 applies to all bookings.
Presented by Carriageworks and Back to Back Theatre.
The Shadow Whose Prey the Hunter Becomes has been co-commissioned by Carriageworks, the Keir Foundation, the Thyne Reid Foundation and The Anthony Costa Foundation, supported by Creative Partnerships Australia through Plus 1, with development support from the Geelong Performing Arts Centre, Arts Centre Melbourne, the Une Parkinson Foundation, The Public Theater, New York City and ArtsEmerson, Boston. The Shadow Whose Prey the Hunter Becomes was developed, in part, at the 2019 Sundance Theatre Lab at MASS MoCA.
Back to Back Theatre is assisted by the Australian Government through the Australia Council and supported by the Victorian Government through Creative Victoria, the City of Greater Geelong and Creative Partnerships Australia.
I Can't, It's Not There: The Shadow Whose Prey the Hunter Becomes VIDEO
Mark's Not in the Room: The Shadow Whose Prey the Hunter Becomes VIDEO
Welcome to the Meeting: The Shadow Whose Prey the Hunter Becomes VIDEO
About Self-Knowledge: The Shadow Whose Prey the Hunter Becomes VIDEO
The Opposite of Privacy: The Shadow Whose Prey the Hunter Becomes VIDEO
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Give to Bornhava
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Pre-school (3-5 years)
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Help Support Bornhava
Pre-School Programs
PRESCHOOL @ BORNHAVA
Preschool special education services are available for children ages 3-5 who have been evaluated through their local school district’s Committee on Preschool Special Education (CPSE) and determined to have a disability or developmental delay that impacts their ability to learn. These services are provided to eligible children free of charge. Special education services can help to address concerns about a preschool child’s learning, speech, physical development, or behavior, among other areas. A child may be eligible for preschool special education services if he or she demonstrates a significant delay in any of the five areas of development:
cognitive (thinking and learning)
communication (understanding and using language)
physical/motor (vision, hearing, and movement)
social/emotional (playing, interacting with others, displaying and communicating emotions appropriately)
adaptive/self-help (daily living skills such as toileting, eating, and dressing)
At Bornhava, we deliver services to according to recommendations made by the CPSE. Settings and services available through Bornhava include:
CENTER-BASED CLASSROOMS
Bornhava’s center-based classrooms are located at 25 Chateau Terrace, in Amherst, NY, 14226. A park-like playground is part of our building and grounds. The neighborhood provides many opportunities for our children, allowing for daily walks, story time at the local library, and even occasional trips on a metro bus to a nearby grocery store.
Our center-based program focuses on development of motor skills, cognition, communication, social interaction, and growing independence. Each preschool classroom is staffed by a certified special education teacher, and three full-time classroom aides. Therapists work closely with the classroom team and provide individual and group services as mandated by the child’s IEP.
INTEGRATED SETTING CLASSROOMS
5 SITES THROUGHOUT WNY
At Bornhava we support 5 classrooms in the community where children with disabilities learn alongside their same age peers in an inclusive environment. This setting allows for modeling of age appropriate language, cognitive, motor, and social/behavioral skills. The classroom is staffed with a Special Education teacher and aide from Bornhava as well as a general education teacher and aide from the collaborating agency. Our therapists travel to the sites to work with the children and provide individual and group therapy as mandated by the child’s IEP. Frequent interaction with typical children continues to be an integral part of the program. This provides the opportunity for children with special needs to benefit from the play and language of age-appropriate play partners.
Bornhava provides special education, social work services and speech, occupational and physical therapy in homes, daycares and preschools per the mandates on the child’s IEP.
Our integrated site locations:
Amherst Community Church Child Care Center
Buffalo State College Child Care Center
Grace Academy Head Start
Lockport Head Start
St. James Head Start
Click here for directions to our locations
Interested In Our CPSE Services?
Contact Ellen Crawford, Program Coordinator at 716-839-1655.
25 Chateau Terrace
The Bornhava Shop
Leaves & Dreams / Fall Fest
A Visit from Lawley Insurance
7 / August
Martin Luther King Jr. Day – School Closed
Rainbow Fish Field Trip
Meat Raffle @ Lancaster Moose
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Supervisor Comercial de Operações de Varejo
Negócios Distribuição Desfiles Criação Comunicação Indústria Inovações Coleção Personalidades Eventos Nomeações
Recepção > Vídeos > Festival de Cannes 2014 - Jewellery hits the silver screen with De Grisogono
Festival de Cannes 2014 - Jewellery hits the silver screen with De Grisogono
access_time 00:02:04
Jewellery sets the red carpet sparkling at the cannes film festival, being photographed as much as any outfit…and it is undeniable: major jewellery houses take to the croisette and know exactly how to create an atmosphere. not only does the finery worn by the stars come from exquisite collections but cannes is also an occasion to present new pieces in sublime temporary showrooms. for instance, de grisogono takes full advantage of the festival to unveil a special series of its instrumento.n.uno watch in colours from the expendables film and can boast the number of actors from this impressive cast that proudly sport this unique model. and the celebrated jewellery-maker doesn’t stop there, each year throwing one of the most beautiful parties in cannes at the eden roc…interviews:cara delevingne:with this jewellery, it feels like this was made for me in a way, it’s so personal in the detail of it as well; it’s so gorgeous.antonio banderas:the cannes film festival is so many things and not only in terms of movies; there are so many different things and at the same time there are all the parties that are going on, all the charities and the models, it is just a huge monster event that we all participate in and i am happy actually.paris hilton:i love cannes; i have been coming every year since i was a teenager, i have so much fun here. it is always a beautiful time, everybody is always dressed up, there are wonderful events and movies and it is just the best time to be in cannes.riley keough:they are so expensive so i never wear them!music free of right/bandit&nikit 2012
Copyright : Paris Modes Productions
Berluti: Men's Autumn/Winter 2020/21 show in Paris (with interviews)
Rick Owens: Men's Autumn/Winter 2020/21 show in Paris
Doublet: Men's and Women's Autumn/Winter 2020/21 show in Paris (with interview)
Rochas: Men's Autumn/Winter 2020/21 show in Paris
Heron Preston: Men's and Women's Autumn/Winter 2020/21 show in Paris
Homme Plissé Issey Miyake : Men's Autumn/Winter 2020/21 in Paris with interview
Louis Vuitton: Men's Autumn/Winter 2020/21 show in Paris with interview
Givenchy: Men's Autumn/Winter 2020/21 show in Paris
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Walter Van Beirendonck: Men's Autumn/Winter 2020/21 show in Paris with interview
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Hate Speech by Chief Minister of Gujarat
A number of attempts have been made by the Chief Minister and his coterie to distant him from the comment wherein he stated that “Every action has a reaction”. The CM claimed he never made the remarks nor did he give any interview to the correspondent that quoted the same.
But a transcript of the interview that the CM gave, wherein he clearly stated the above in reference to the attack of slain Congress M.P. Eshan Jafri unmistakably confirms that the CM made the remark.
An excerpt of the interview with Chief Minister, Narendra Modi in Gandhinagar on March 1 2002, by Zee TV Correspondent Sudhir Choudhury is as follows:
The Correspondent begins by asking Mr Modi about the Chamanpura massacre in which former Congress MP, Ehsan Jafri was killed along with others. The Chief Minister referred to reports that Jafri had first fired at the violent mob which infuriated the crowd further. They stormed the Housing Society and set it on fire.
His exact quote is: “Kriya pratikriya ki chain chal rahi hai. Hum chahate hain ki na kriya ho aur na pratikriya”.
He refers to Jafri’s firing as “action” and the massacre that followed as “reaction”.
(Source: “Rights and Wrongs” Ordeal by Fire in the Killing Fields of Gujarat: Editors Guild Fact Finding Mission Report- New Delhi, May 3, 2002)
After a number of media reports on Narendra Modi’s inflammatory speeches against the minorities, the National Commission for Minorities (NCM) asked the Gujarat home department on September 10, 2002, for a copy of the speech made by the CM at Becharaji, a temple town in Mehsana. Attempting to block such information, the Gujarat government claimed that it had been unable to trace a copy of the speech.
The state home department ensured that its stooge DGP, K. Chakravarti, endorsed the fact that the state intelligence department, headed by the then ADGP, RB Sreekumar, was not required to provide such a report. But Sreekumar felt duty bound to comply with the request of the NCM. He obtained a copy of the speech and forwarded it to the commission soon after. This proved to be a costly move for him. Sreekumar was immediately transferred out of the intelligence department to a relatively insignificant post.
In his speech of September 9, 2002, an unapologetic Modi makes several disparaging remarks about the minorities and offers indirect justification for the anti-Muslim violence. He further ridiculed the plight of the refugees and victims of the violence who still lived in relief camps.
The excerpts from the speech are as follows:
“…….We are accused of being Hinduwadis. Oh, brothers! Our government has allotted eight crore rupees for the development of Becharaji Devi temple. Have we committed a crime? Have we become communal by allotting eight crore rupees for the development of Becharaji?
Our Congress friends say Narendrabhai has brought Narmada water to the Sabarmati river and this man is so clever that he brought it in the month of Shravan. Let me ask my Congress friends a question: if water is brought during the month of Shravan, those mothers/ladies residing on the banks of the Sabarmati river can bathe in Narmada water and feel holy and blessed. So how does it hurt them? Since we (BJP) are here, we brought water to the Sabarmati during the month of Shravan, when you (Congress) are there, you can bring it in the month of Ramzan!
When we bring water in the month of Shravan, you feel bad. When we spend money for the development of Becharaji, you feel bad. What, brother, should we run relief camps? (At the time, tens of thousands of Muslims, rendered homeless during the carnage, were still living in relief camps.) Should I start baby producing centres there? If we want to develop Gujarat… we need to teach those people (Muslims) who are expanding their population a lesson.
In Gujarat, madrassas are coming up in large numbers. Children have the right to primary education. But a madrassa-going child is deprived of primary education. What will such a child do when he grows up? What if normal education was not available and only religious education was available; would this not be a burden on Gujarat?
We cannot permit merchants of death to operate freely in Gujarat. I may lose the chair but I will not allow those plotting to destroy Gujarat and harm the innocent to carry out their plans. The days of somebody like Dawood Ibrahim sitting in Karachi and playing games of murder and destruction are over.”
“Tongue of Flame” by Teesta Setalvad in Communalism Combat: June, 2009 which outlines Modi’s inflammatory speeches demonising the Muslims before, during and after the communal violence in Gujarat can be accessed at http://www.sabrang.com/cc/archive/2009/may09/cover5.html
#gujarat-riots-com #narendramodi
Lives Lost Introduction
Lives Lost There have been a number of attempts to
Number of Gujarat Districts Affected
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Clippers tickets – LA Clipper tickets
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Announcements Education Innovation Mergers & Acquisitions New Hire People Philanthropy Public Policy Technology Directory Events
Metro Business Daily Network Announcements Education Innovation Mergers & Acquisitions New Hire People Philanthropy Public Policy Technology Directory Events Facebook
4.3 percent of the University of Colorado Colorado Springs students played sports on university teams in 2017-2018
By Local Labs News Service | Oct 29, 2019
In 2017-2018, 4.3 percent of the University of Colorado Colorado Springs students participated in collegiate sports, according to data made available by the National Center for Education Statistics (NCES).
The University of Colorado Colorado Springs has 10,951 undergraduate students, of which 52 percent are women and 48 percent are men, and a total student body of 13,123 students. Of these students, 299 men and 271 women represented the school by participating in one or more of the sports with teams at the school.
This total does not include students playing intramural sports.
According to NCES, 8.7 percent of students enrolled at institutions of higher education with sports teams were on teams.
The sports at the University of Colorado Colorado Springs with the most participants are all track combined (331), soccer (64) and baseball (59).
Sports popularity
All Track Combined
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University of Colorado Colorado Springs
Colorado job growth this year projected at 1.4%
By Colorado Business Daily reports | Jan 17, 2020
New manufacturing orders for ferrous metal foundries fall 8.8 percent in September
By Metric Media News Service | Jan 15, 2020
Inventories in durable goods industry climb 0.4 percent in October
2,357 plastics and rubber products manufacturing businesses in the U.S. have between one and four employees in 2016
By LocalLabs News Service | Jan 15, 2020
1,577 plastics and rubber products manufacturing businesses in the U.S. have between five and nine employees in 2016
27 health care and social assistance businesses in 80134 have between five and nine employees in 2016
1 300 petroleum and coal products manufacturing businesses in the U.S. have between 20 and 49 employees in 2016
2 Total OASDI widow and parent beneficiaries in Colorado ZIP 80810 stay unchanged in 2018
5 54 nonmetallic mineral product manufacturing businesses in Colorado have between 20 and 49 employees in 2016
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I Was Touched Inappropriately As A Boy, Reveals Akshay Kumar
Published on: July 28, 2017 3:44 pm
Last updated on: October 08, 2017 1:41 pm
by Cocktail Zindagi Network
Photo: Rakesh Dave
At a recent international conference held in Mumbai on human trafficking, Akshay Kumar talked about his traumatic experience as a child.
Cocktail Zindagi Network
“Let me share my own experience with you all here. When I was a very young kid, a lift-man once touched me inappropriately,” Akshay Kumar said at the conference, as per a report by PTI.
A lot of Bollywood celebrities have come out talking about their experiences in public, Akshay Kumar being the latest one.
Kumar spread a message about speaking up and not take sexual assault silently.
Furthermore he said, “Since I had good communication with my parents, I told them about this incident,” he said.
Kumar said that the lift-man who touched him inappropriately was a repeat offender.
His son Aarav was also touched inappropriately by a security guard some time ago. The guard was fired, reportedly.
It takes a lot of courage to come out in the open about the experiences of sexual assault one has gone through. Various experts and psychiatrists say that the very first step to tackle sexual assault is by communicating about it. Sexual assault is not just a physical assault but an assault on the person’s mind and that is a serious matter as the person starts viewing himself or herself in a very poor light, according to counsellors.
Akshay Kumar will be next seen in Toilet Ek Prem Katha which releases on August 11.
Tags: Akshay Kumar, bollywood, life, Sexual Assault
Cocktail Zindagi is a bilingual digital publication, with a print edition in Gujarati. Cocktail Zindagi portrays the shades of life, offering heart-wrenching content that will blow your mind!
Aunty Ji: A Short Film Starring Shabana Azmi Teaches You To Follow Your Heart
10 Interesting Psychological Studies That Are Mind-Boggling
“I Have Handled Every Responsibility With Pure Intentions,” Gujarat’s CM Vijay Rupani In An Exclusive Interview With Cocktail Zindagi
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Collin Welp Derrick Alston Eyassu Worku Brad Greene Justinian Jessup RJ Williams Sports Men's basketball Men's sports Basketball College basketball College sports Men's college basketball
Boise State Mountain West UC Irvine Big West
Worku, Greene lift UC Irvine over Boise State 69-61
- Nov. 16, 2019 12:00 AM EST
BOISE, Idaho (AP) — Eyassu Worku tossed in 15 points and Brad Greene pitched in with 14 points and eight rebounds to send UC Irvine to a 69-61 victory over Boise State on Friday night.
Collin Welp came off the bench to score 12 with six rebounds and five assists for the Anteaters (3-1).
It was a three-man show for Boise State (1-2). Derrick Alston hit all 12 of his free throws and topped the Broncos with 22 points. RJ Williams had a double-double with 20 points and 11 rebounds, while Justinian Jessup scored 10 but made just 3 of 12 shots from the floor.
Boise State made just 17 of 55 shots overall (31%) and only 4 of 21 from 3-point range (19%). The Broncos bench scored one point.
UC Irvine shot 49 percent from the floor and outrebounded the Broncos 39-29.
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Kenneth Brinson
Army football looks to keep the good times rolling
Army tries to maintain excellence after record-setting 2018
Clemson's Wilkins wins top scholar-athlete trophy
NEW YORK (AP) — Clemson star defensive tackle Christian Wilkins won the William V. Campbell Trophy on Tuesday night, an award honoring college football's top scholar...
Clemson's Wilkins among 13 finalists for top scholar-athlete
Oct. 31, 2018 11:22 AM EDT
IRVING, Texas (AP) — Clemson defensive tackle Christian Wilkins and Notre Dame linebacker Drue Tranquill are among the 13 finalists for the William V. Campbell...
Hopkins scores 4 TDs to lead Army past San Jose State 52-3
By Michael Wagaman Oct. 13, 2018 06:50 PM EDT
SANTA CLARA, Calif. (AP) — Kelvin Hopkins Jr. was in no mood to talk after the best game of his career. Army's quarterback overheated late in the afternoon and was...
Army QB Kelvin Hopkins Jr. has adjusted well as starter
Hopkins, Army knock off previously unbeaten Hawaii 28-21
Sep. 15, 2018 10:55 PM EDT
WEST POINT, N.Y. (AP) — Kelvin Hopkins is feeling confident running Army's option offense three games after three games as a starter. Hopkins didn't...
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/ DC
'The Flash' Goes Undercover in "Goldfaced" Preview
By Jenna Anderson - January 29, 2019 09:06 pm EST
The CW has released a preview for "Goldfaced", the thirteenth episode of The Flash's fifth season.
The episode will see Barry Allen (Grant Gustin) and Ralph Dibny (Hartley Sawyer) going undercover in Central City's criminal underworld, as a way to find the tools they need to stop Cicada. As fans saw in the very end of this week's episode, Barry wants to use Cisco's potential metahuman cure on the villain, which could open up a whole other can of worms.
"One of the things we're starting to deal with with Cisco is that Barry and Iris are able to juggle this superhero life with a relationship, a marriage, but Cisco is a little less certain that he is able to do that -- and he doesn't know that he wants to," showrunner Todd Helbing said of the metahuman cure in a recent interview. "So he is going to start realizing that is if there is a cure out there, 'maybe it's something I should think about.' For Caitlin, meanwhile, it creates this interesting thing, now that she and Killer Frost are more [simpatico]. If Caitlin were to take the cure, she'd lose this personality [inside her], so there's a tension that starts to arise between [her and Killer Frost]."
You can check out the synopsis for "Goldfaced" below!
BARRY AND IRIS EACH TAKE DANGEROUS STEPS TO STOP CICADA
Barry (Grant Gustin) and Ralph (Hartley Sawyer) must go undercover as criminals in an illegal black market to purchase a device that could help them stop Cicada (Chris Klein). Once inside, Barry and Ralph find their morality tested as they slip deeper into the criminal world, eventually having to choose between committing a crime, or losing the means to defeat one of their greatest foes. Meanwhile, Iris (Candice Patton) investigates a lead on Cicada’s whereabouts and ends up in a dangerous situation.
Alexandra LaRoche directed the episode written by Jonathan Butler & Gabriel Garza.
The Flash airs Tuesdays at 8/7c on The CW.
Batman Actor Robert Pattinson and Aquaman Star Willem Dafoe Explain Why They Joined Superhero Franchises
Green Arrow and the Canaries Star Teases Major Changes to Mia's Post-Crisis Future
Katy Keene Series Premiere Synopsis Released
The Flash Crossover in Crisis on Infinite Earths Gets the Spider-Man Meme Treatment
The Flash Joins the Post-Crisis Arrowverse With "Marathon" Synopsis
Black Lightning Book of Markovia Chapter 3 Synopsis Released
Legends of Tomorrow Season 5 Finale Title Revealed
New Batman Arkham Game May Be a Cross-Gen Release
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Essay of the Month: “How to Become a Man of Genius”
“It is a mistake to suppose that a man must be either a cynic or an idealist. Both of them have as a common basis of belief the conviction that mankind as it really is is hateful.”
The Riots Goin’ On
The civil disturbances of 1968 signaled a nation that threatened to tear itself asunder but, significantly, Ferguson became a harbinger for a movement against state violence and a conversation about policing because it had become more militarized, not only because it could be brutal or highly insensitive in dealing with African Americans.
Austin McCoy, from the 1968 Issue
The Ballad of Lopez Obrador
This was not the first presidential campaign in which Lόpez Obrador had been in the lead. It was just the first one in which he held it.
Delmar Tarragó
Still Stirring
How the real revolution of Columbia 1968 was not across generations but within a generation.
Tianqi Wang, from the 1968 Issue
“Like Any Other Citizen Would Want”
Half a century after passage of the Fair Housing Act of 1968, residential racial segregation and spatial isolation endure. Change has been slow, and it has been uneven.
Clarissa Rile Hayward, from the 1968 Issue
Crazy Films Define a Time of Upheaval
It was not the box office hits, the Oscar-winners, or even the overtly druggy cinematic curios of 1968 that had the clearest sense of where the Age of Aquarius might be heading. Rather, it was the smaller American and British horror features—most of them overlooked today—that seemed to discern the looming end of the Revolution.
Andrew Wyatt, from the 1968 Issue
Revisionism as a Substitute for Victory
Revisionists have been making their case that the Vietnam War was winnable ever since Lyndon Johnson abandoned hope of a decisive American victory in the spring of 1968. Far more striking, however, is that even in the early 21sth century the idea that the United States stole defeat from the jaws of victory in Vietnam thrives as never before.
Mark Atwood Lawrence, from the 1968 Issue
Protest as Sport
The through line for a collision between national anthem, sports, and protest that has persisted from 1968’s black-gloved fists in the air to #TakeAKnee is not as straight as you might believe.
Alex Leichenger, from the 1968 Issue
The Cost of America’s Insistence on its Innocence
The lessons and legacies of Vietnam in 1968, the year the war turned, are many. What endures above all, however, is a sense of tragedy, the bewilderment of a people who cannot understand to this day what they did wrong.
Andrew Rotter, from the 1968 Issue
The Reproductive Freedom that Could Have Been
Because of its messiness, 1968 serves as a productive staging ground for imagining what feminist reproductive politics could mean today.
Claire McKinney, from the 1968 Issue
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BRUCE KENNETT STUDIO
W. A. DWIGGINS
PHOTO MURALS
Book Design and Photography Meet Improvisation
Improvisation is certainly at the heart of good practice for a jazz musician or actor. But it also can be a boon to my work in design and photography. When I set out to show two sets of book spines on the endpapers of my Dwiggins biography — revealing them to the reader at actual size, in all their varied glories — I had plenty of books from my collection, but not the traditional means for photographing them: My studio strobe lights and light-conditioning gear were over in Maine, with my friends at Transparent Audio. No worries, let’s improvise.
In the room where I listen to music, there are floor-to-ceiling shelves, recycled from the local library when they upgraded their facilities. These metal shelves are perfect for storing all my heavy LPs, but they can serve other purposes as well. On the ceiling is a run of track lighting. Necessary means at hand.
Dwiggins often used metal foil in his spine designs. How to keep the spirit of these alive? The trick with photographing shiny metal is that it will reflect nicely toward the camera only when the light source is behind or in line with the lens. However, if the light falls onto the metal at an angle, it will bounce off at an equal angle, and thus the metal foil will appear dark to the camera. Easy enough to solve: I cut some sheets of matte mylar drafting film from my stash of analog supplies and push-pinned them to the ceiling in front of the lights. Cut a hole for the lens to peek through, and I was ready to go.
The endpapers are 18 x 11 inches / 46 x 28 cm. I arranged two groups of books for each endpaper, planning these so that the joint between the two groups of books would fall at the center of the endpaper. To make each group 9 inches wide, I pressed the row of books between two concrete blocks covered in black paper. (This would ensure that all books remained vertical and did not lean, and would be the desired width.)
After shooting, I merged the pairs of images in Photoshop. This dual-shot approach reduced the perspective distortion at the left and right edges of the full 18-inch width, compared to shooting a single image.
Penmor Lithographers printed the endpapers on Strathmore Ultimate White, 100-pound text. Although this is an uncoated sheet, and thus is not expected to display as much color brilliance and saturation as a clay-coated paper, the UV drying system on Penmor’s Komori press enables the ink to dry as soon as it contacts the top surface of the paper, before it has a chance to penetrate downward into the interior. The result is a robust uncoated sheet of paper — essential for the strength and integrity of the case binding — but also a faithful and colorful representation of Dwiggins’s amazing spine designs.
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IUPUI Campus Bulletin 2017-2018
IU School of Liberal Arts
Communication Studies (COMM)
Journalism (JOUR)
Africana Studies (AFRO)
American Studies (AMST)
Anthropology (ANTH)
Economics (ECON)
Geography (GEOG)
History (HIST)
Individualized Major Program (SLA)
Global and International Studies (INTL)
Latino Studies (LATS)
Medical Humanities and Health Studies (MHHS)
Motorsports Studies (MSPT)
Museum Studies (MSTD)
Native American and Indigenous Studies (NAIS)
Overseas Studies (OVST)
Paralegal Studies (POLS)
Philosophy (PHIL)
Political Science (POLS)
Public Relations (JOUR)
Religious Studies (REL)
Sociology (SOC)
Womens Studies (WOST)
World Languages and Cultures (WLAC, ASL, CLAS, EALC, FREN, GER, ITAL, NELC, SPAN)
IUPUI Bulletins » Schools » liberal-arts » Courses » Courses
MSPT-Z 100 Motorsports Studies (3 cr.) A course designed to introduce students to the many different kinds of motorsports, their history and the motorsports industry.
MSPT-Z 444 Motorsports Studies Capstone Seminar (3 cr.) The Motorsports studies Capstone Seminar is an intensive individual project, that draws on the student's chosen area of emphasis in the Motorsports Studies; Communication and Public Relations; Business Finance and Management; and Tourism and event Management. The project will involve an in depth research project, and internship with a motorsports organization or both.
MSPT-Z 445 Motorsports Studies Capstone Internship (3 cr.) The Motorsports Studies Capstone Internship is an intensive individual project that draws on the student's chosen area of emphasis in the Motorsports Studies Curriculum; Motorsports Studies; Communication and Public Relations: Business Finance and Management; and Tourism and Event Management. The project will involve an in depth research project, and internship with a motorsports organization or both.
MHHS-M 301 Perspectives on Health, Disease, and Healing (3 cr.) The course utilizes the perspectives of the humanities and social science disciplines to provide students with a broader understanding of the many facets of health and disease, suffering and dying, as well as art and science of healing. PUL=3
MHHS-M 492 Topics in Medical Humanities and Health Studies (1-3 cr.) Intensive study and analysis of selected issues and problems in Medical Humanities and Health Studies. Topics will ordinarily cut across fields and disciplines. PUL=4 May be repeated once for credit on a different topic.
MHHS-M 495 Independent Project/Seminar in Medical Humanities and Health Studies (3 cr.) P: Requires a minimum of 9 credit hours in the minor. A seminar or research project on a subject in Medical Humanities and Health Studies. PUL=4
MHHS-M 498 Readings in Medical Humanities and Health Studies (1-3 cr.) Individual readings and research. May be repeated once for credit on a different subject.
MHHS-M 504 Introduction to Research Ethics (3 cr.) Introduction to the basic concepts of research ethics. The course covers the historical development of concern with ethics in science as well as practical information needed by students working in science today. Format is lecture and discussion.
MHHS-M 592 Graduate Topics in Medical Humanities (3 cr.) Study of topics in Medical Humanities. May be repeated once for credit on a different topic.
MHHS-M 598 Graduate Readings in Medical Humanities (1-3 cr.) P: Permission of the Program Director required. Focused readings on selected topics in medical humanities by arrangement with the instructor.
MHHS-M 420 The Culture of Mental Illness (3 cr.) This course will consider how mental illness is represented in literature and film by exploring the following: Is there a relationship between the way we understand and perceive mental illness, and the way it is portrayed through pop culture? Have literary and film portrayals of mental illness aided our construction of how we think about mental illness today? How has our understanding of mental illness changed in the last century? We will consider the ways certain understandings of mental illness are constructed, represented and proliferated throughout culture. What are the different representational strategies, in particular the representation of the therapeutic encounter between doctor and patient? PUL=2
MHHS-M 501 Medical Humanities & The Illness Experience: Exploring the Human Condition (3 cr.) This course will proceed as an in-depth scrutiny of the philosophy and empiricism of medical science. The nature of Medical Humanities will be explored by debating issues affecting the human condition in general, and the illness experience in particular. These issues include evolutionary biology and the beginning of life; questions of artificial life and intelligence; the nature of consciousness; genetics and cloning; the pain of the nation over abortion and euthanasia; alternative and experimental medical techniques; organ donation and transplantation; redefining mental health; and the art and science involved in caring for the patient.
MHHS-M 520 The Culture of Mental Illness (3 cr.) This course explores the ways in which our understanding of mental illness is constructed, represented, and proliferated throughout our culture, by examining text and film. We will consider how we as individuals and as a society are affected by different representations of mental illness, and how this translates into everyday interaction with others.
MHHS-M 595 Clinical Practicum in Medical Humanities (3 cr.) The Clinical Practicum will allow students the opportunity to not only gain a better understanding of clinical medicine, but also develop a better understanding of how the humanities can inform and enrich the practice of medicine in particular and healthcare in general. The clinical experience is individualized based on the students' interests. Students will be provided a list of clinical opportunities from which they may design their practicum experience with guidance from the director.
MHHS-M 201 Introduction to Medical Humanities and Health Studies (3 cr.) This survey course is an interdisciplinary introduction to Medical Humanities & Health Studies examining the contributions of humanities and social science disciplines to health care and medicine.Bio-ethical issues, socio-cultural factors of health, literary and historical perspectives, and examples of current research are covered. PUL = 2
MHHS-M 390 A Body of Law: Medicine, Humanities, & Law (3 cr.) P: Student must have at least sophomore status. An introductory course into the intersection of law and medicine as viewed through the lens of the humanities. This course will focus on subtopics of law and medicine, including the legal bases of the doctor-patient relationship, bioethics and law, medical malpractice, and medical professionalization. Its purpose is to introduce students to the way the practice of medicine from both the physician and the patient perspectives is shaped by Constitutional, statutory, and common law. PUL=2, 5, 3
MHHS-M 410 Addiction Narratives (3 cr.) This course explores the ways in which, through literature, certain understandings of addiction are constructed, represented, and proliferated throughout our culture. We will explore the ways in which the experience of addiction is represented in various cultural forms and in specific texts. Additionally, we will look closely at the relationship between the idea of addiction and other categories such as gender, sexuality, normalcy, race and creativity. In this course we will compare various literary texts and films to see if some seem more "realistic" than others, and explore, through writing and discussion, the possibilities for why this may be so. We will consider how we as individuals and as a society are affected by various representations of addiction, and how this translates into everyday interaction with others. Are some representations dangerous? Students will explore the possibility that representation plays a significant role in our understanding of the experience of addiction and will be encouraged to think critically about the ways various media (film, popular texts, memoir, poetry, biography) affect the way we live our lives and the relationships we develop with others. PUL=2,3,5
MHHS-M 510 Addiction Narratives (3 cr.) This course explores the ways in which, through literature, certain understandings of addiction are constructed, represented, and proliferated throughout our culture. We will explore the ways in which the experience of addiction is represented in various cultural forms and in specific texts. Additionally, we will look closely at the relationship between the idea of addiction and other categories such as gender, sexuality, normalcy, race and creativity. In this course we will compare various literary texts and films to see if some seem more "realistic" than others, and explore, through writing and discussion, the possibilities for why this may be so. We will consider how we as individuals and as a society are affected by various representations of addiction, and how this translates into everyday interaction with others. Are some representations dangerous? Students will explore the possibility that representation plays a significant role in our understanding of the experience of addiction and will be encouraged to think critically about the ways various media (film, popular texts, memoir, poetry, biography) affect the way we live our lives and the relationships we develop with others.
AFRO-A 106 Perspectives from the African American Diaspora (1-3 cr.) This course is a study of selected topics or issues in Afro-American/African Diaspora Studies usually coordinated with symposia and/or conferences sponsored by the AADS Program. This course will expose students to current trends in research techniques, new research, allow them to interact with nationally and internationally known scholars and leaders in the area of AAADS. PUL=1A
AFRO-A 140 Introduction to African American and African Diaspora Studies (3 cr.) Introduction to the theory, method, and content of African American and African Diaspora Studies. Examines the social, political, cultural, and economic experiences of people comprising the African Diaspora. Utilizes an interdisciplinary approach and conceptual, theoretical, and analytical frameworks to illustrate the interconnectedness of black peoples experiences and the importance of studying AAADS as a field of scholarly inquiry. PUL=1A
AFRO-A 150 Survey of the Culture of Black Americans (3 cr.) An introduction to the traditions, life, and experiences of Africans in the United States. The course utilizes learning resources from a variety of disciplines, including history, literature, and the social sciences. PUL=1A
AFRO-A 152 Introduction to African Studies (3 cr.) This course provides students with an interdisciplinary, introductory perspective on African continuities and changes. The course will focus on contemporary African societies while considering the lessons learned through the vestiges of slavery, colonization, aparteid and liberation struggles on the continent. PUL=1A
AFRO-A 200 Research in African American and African Diaspora Studies (3 cr.) Introduce students to basic tools, techniques and processes of scholarly research in African American and African Diaspora Studies. Students learn and apply technology as it pertains to research, address ethical issues, gain an understanding of basic statistical techniques in research and gain proficiency in reading, writing, understanding, and critiquing research articles, abstracts, and proposals. PUL=1C
AFRO-A 202 The West and the African Diaspora (3 cr.) An introduction to Western Europe's and America's perception of Africa and Africans. Emphasis is on the image of Africans and their New World descendants, as constructed by European and American intellectuals. PUL=1A
AFRO-A 255 The Black Church in America (3 cr.) History of the black church from slavery to the present emphasis on the church's role as a black social institution, its religious attitudes as expressed in songs and sermons, and its political activities as exemplified in the minister-politician. PUL=5
AFRO-A 303 Topics in African American and African Diaspora Studies (1-3 cr.) Study of selected topics or issues in Afro-American studies occasionally, but not always, coordinated with symposia and/or conferences sponsored by the AAADS Program. PUL=1A
AFRO-A 306 Globalization, Struggle, and Empowerment in the African Diaspora (3 cr.) Examines the shared cultural, political, social, and intellectual responses to the transoceanic experiences of African diasporic populations. Utilizes interdisciplinary tools and perspectives to understand the impact of colonialism, imperialism, and globalization on African populations of the United States, Canada, Great Britain, and selected Western European nations during the modern era. PUL=5
AFRO-A 310 African American Religions (3 cr.) History of African American religions from the colonial era to the present. Topics may include the African influences on African American religion, the presence of conjure, black Methodism, black Baptist women's leadership, Islam, and new religious movements. PUL=1A
AFRO-A 315 Men and the Diaspora: Examining Race, Culture, & Education (3 cr.) This course is designed to assist students develop a critical lens and broaden their understanding of the similarities and differences in the lives of African American men. The course introduces, through to film, music, poetry, literature, and reflective writings, the educational and social development experiences of Black males. We will pay particular attention to the experiences of African American male from distinct periods in American history. PUL=2
AFRO-A 316 Women of the Diaspora: Race, Culture, and Education (3 cr.) Introduce students to film, music, poetry, literature, and writing dealing with the experiences of women throughout the African Diaspora, with emphasis on Sub Saharan Africa, Central America, North America, and the Caribbean. Students will be required to read four books in addition to short stories, poetry, and scholarly articles on the topic.
AFRO-A 319 Business of Black Popular Music (3 cr.) This course explores the evolution of the marketing of black popular music in the 20th century and beyond. It will engage the student in a dialogue that relates the subject to other aspects of the Afro-American experience. The course will utilize audio and video recordings along with the text. PUL=3
AFRO-A 323 The Rise of Hip Hop Entrepreneurship (3 cr.) This course examines the historical evolution of hip hop and the cultural, socio-political, and linguistic expressions that it spawned in the 1970's and beyond. It also examines strategies used by hip hop professsionals to become successful entrepreneurs and generate products and services to sell in the capitalist world economy. PUL=2
AFRO-A 324 South Africa in the Global Economy (3 cr.) Examines South Africa's movement from apartheid system of government to one that now embraces democracy and political pluralism. Also examines various theoretical frameworks explaining why apartheid developed in South Africa, discussing imperialism and the decolonization processes, the denigration of indigenous ethnic groups and communities, and the establishment of the political order. PUL=3
AFRO-A 326 Race, Beauty, and Popular Culture (3 cr.) This course explores and contextualizes the popular cultural meanings and implications of Western beauty standards as they relate to women and/or men of color. Considerations for the course can include discourses involving ideologies of femininity, masculinity, and beauty or attractiveness as they impact issues of race, class, gender, and sexuality. This course addresses questions such as: how are women and/or men of color represented in multimedia, popular culture, and literature? What have been the consequences of applying Western standards of beauty or attractiveness to women and men of color? And how do these standards affect men's and women's attitudes and understandings of how they should look, act, feel, and behave--both past and present? PUL=2
AFRO-A 352 Afro-American Art II: Afro-American Artists (3 cr.) A survey of the artistic traditions of the Africans in the New World, from the period of slavery in North and South America through contemporary and expatriate African American artists. PUL=1A
AFRO-A 355 African American History I (3 cr.) A study of the history of African Americans in the United States. Includes the role African-American culture has played in the development of the American nation, Slavery, Abolitionism, Reconstruction and the post-Reconstruction to 1900. PUL=2
AFRO-A 356 African American History II (3 cr.) This course will explore each of the major historical events and Black leaders of those times and their influence on the social and political advancement of African Americans from 1900 to the present. PUL=2
AFRO-A 369 The African American Experience (3 cr.) This integrator course introduces students to the methodological and analytical tools needed to understand the historical background, contemporary challenges, and current policy debates about issues confronting the African American community, such as credit market discrimination, affirmative action, and reparations. A chief goal of the course is to expose students to broad themes in African American history, while also providing them with the necessary interdisciplinary tool (both qualitative and quantitative) to analyze contemporary economic problems and prospects. PUL=1A
AFRO-A 414 Seminar in African American and African Diaspora Studies (3 cr.) Senior capstone course in African American and African Diaspora Studies. Involves intensive discussion of selected themes/topics related to AAADS. Students are expected to engage in in-depth library and/or field research to apply diasporic theory concepts and analysis to real life, peoples, events, and/or issues impacting people of African descent. PUL=4
AFRO-A 440 History of the Education of Black Americans (3 cr.) This course focuses on the education of Black Americans and its relationship to the Afro-American experience. Trends and patterns in the education of Black Americans as such relate to the notions of education for whom and for what. PUL=4
AFRO-A 495 Individual Readings in African American and African Diaspora Studies (1-3 cr.) By arrangement with instructor. Investigation of topics of special interest to students that are not covered in the regular program curriculum or that students wish to pursue in greater detail. May be repeated once for credit. PUL=3
AFRO-A 569 The African American Experience (3 cr.) This course introduces graduate students to the methodological and analytical tools needed to understand the historical background, contemporary challenges, and current policy debates about issues confronting the African American community, such as credit market discrimination, affirmative action, and reparations. A chief goal of the course is to expose students to broad themes in African American history, while also providing them with the necessary interdisciplinary tools (both qualitative and quantitative) to analyze contemporary economic problems and prospects.
AFRO-A 311 Religion and Racism (3 cr.) Explores the interaction of religion and racism. Selected case studies may include the bible and racism, racial reconciliation among evangelical Christians, the Ku Klux Klan in Indiana, and Islamophobia. PUL=1A
AMST-A 101 Introduction to American Studies (3 cr.) This course introduces the interdisciplinary methods of American Studies and how they enable better understanding of American cultures and ideas. Questions of race, ethnicity, nation, nationality, class, gender, sexuality, and religion are considered in relation to American identities and communities. PUL=5
AMST-A 103 Topics in American Studies (1-3 cr.) Interdisciplinary consideration of various American studies topics sometimes coordinated with symposia and/or conferences sponsored by the IUPUI Center for American Studies. A103 cannot be counted as credit toward an American studies minor. PUL=1A
AMST-A 301 The Question of American Identity (3 cr.) Is American culture unified or does it consist of a potpourri of more or less distinct cultures? Beginning with the 1600s but emphasizing the nineteenth and twentieth centuries, this course explores classic texts in American culture, seeking to locate the terms of American unity in the midst of obvious diversity. PUL=5
AMST-A 302 The Question of American Community (3 cr.) What are the varieties and forms of American social life? This course will explore the manner in which Americans, from Puritan times through the later decades of the twentieth century, have structured and experienced social life in rural, urban, and suburban settings. PUL=5
AMST-A 303 Topics in American Studies (1-3 cr.) Interdisciplinary consideration of various American studies topics. Usually, but not always, coordinated with symposia and/or conferences sponsored by the IUPUI Program for American Studies. PUL=5
AMST-A 304 The Transformation of America 1960–1980 (3 cr.) America in the years from John F. Kennedy to Ronald Reagan. An examination of such topics as the myth of Camelot, the civil rights movement and the subsequent black uprising, Vietnam and its aftermath, the rise of counterculture, campus unrest and the student movement, the road to Watergate and the retreat into narcissism, the pervasive influence of television, and the rise of neo-conservatism. Also, consideration of the literature: modernism and fabulism in fiction, social and cultural criticism, and the new journalism in nonfiction. PUL=5
AMST-A 341 Organizing for Social Action (3 cr.) In this course we will study the social movements of the past and meet the activists who are working for social justice today. We will learn about the history of American protest from pre-Revolutionary days to the present in order to understand how mass organizations are created and how they can be used to realize the American ideals of liberty, equality, justice, peace, and opportunity for all. Emphasis throughout is on bridging the academic perspective of the classroom with the practical concerns of different communities. This will be a traveling seminar, moving between the classroom and the world outside. Our class may meet at the site of a labor, senior, or other community organization, hosted by a representative of that organization. Other weeks, the organizers will come to us. Students have the option of participating in a service-learning project and reflecting on the connections between assigned readings and the practice of organizing. Our central question will be: what can the social-action organizations of the past and present teach us about the possibilities for progressive social change in our world today? PUL=5; RISE=E
AMST-A 353 Music and Decorative Arts in American Studies (3 cr.) Examines music and the decorative arts in American history from pre-Colonial Times to after World War II. PUL=5
AMST-A 354 Literature of Rock 'N Roll (3 cr.) What constitutes the literature of rock music? Some would say that a three-paragraph review of the latest CD in Rolling Stone is the best and perhaps only example. But what about the countless books, essays, articles and other extended works that have been written about this music? How (and why?) is it possible, for example, to use rock music as the framework for a written discourse on American history (and in such discourse, suggest a logical, relevant connection between Abraham Lincoln and Elvis Presley?) How could an extended review of a rock 'n' roll album transform itself (logically and correctly) into first-rate political and social commentary? All of these questions and many more will be addressed in this course, as we explore the "written word of rock 'n' roll" in all its wonderfully complex and fascinating permutations. PUL = 5
AMST-A 355 Beat Generation (3 cr.) Get hip and be cool with "The Beat Generation". Explore a uniquely American literary and cultural movement that sought to defy societal rules in an explosive mixture of music, literature and art. Setting precedents the hippies of the 1960's would later follow, the "Beats" were the original American rebels. Go "on the road" as you take a semester-length virtual road trip across America, a mind-expanding journey into emotion, sensation, music, art and the philosophy of experience. Dig it! PUL = 5
AMST-A 356 American Supernatural (3 cr.)
Belief in the supernatural has been an important component of American culture since the founding of the country. From the Salem Witch Trials to The Amityville Horror and from the stories of Edgar Allen Poe to the television series Lost, there seems to be no limit to Americans appetite for myths and legends that deal with the fantastic, otherworldly or otherwise unbelievable. This course will examine several aspects of this cultural fascination with the supernatural, from the mystery of "Area 51" to the legends of the delta blues singers. Along the we'll examine larger questions, such as: Why is belief in the supernatural of continuing relevance to American culture? How does the popular and new media (especially the Internet) perpetuate this belief, and is there a danger in doing so? To what extent are the American character and its definition of identity shaped by the belief in the supernatural? PUL = 5
AMST-A 363 American Cyber Identity (3 cr.)
This course examines the blurred lines between not just the physical and virtual world, but our physical and virtual selfidentification. It considers challenging questions-and intriguing possibilities-about how we define ourselves when the physical, spatial and temporal limitations of "the real world" are lifted. It will look at the processes or strategies we use to define ourselves as we spend more time online by means of increasingly sophisticated technology, what level of importance are we giving to our sense of American selfidentity in the online world (from a historical, social and cultural perspective)? Is it possible to interpret the Constitution to help adjudicate virtual "property disputes"? Are the rights of avatars "self-evident"? And, when we "jack in" (to borrow a term from Gibson¿s Neuromancer) to the Internet, how much of our American history and culture do we take with us? PUL = 5
AMST-A 391 Theories and Methods of American Studies (3 cr.) P: AMST-A 103. The course clarifies the nature of American studies as a field of inquiry and helps students develop skills in cultural interpretation, interdisciplinary inquiry, and clear and effective written communication. The course examines the concept of culture and processes through which cultures form, change, and propagate. The course also considers the ideas of cultural pluralism, subculture, and multiculturalism. The course considers historical and contemporary methods of inquiry in American studies, providing students opportunities to apply these methods in research projects. PUL=5
AMST-A 497 Overseas Study, Derby, UK (1-4 cr.) Students participating in the exchange program with the University of Derby, UK, must register for sections of this course to receive credit for their work at the partner institution. The title of the course taken at Derby will appear on the student's transcript under this course number. Consent of instructor required. PUL=5; RISE=I
AMST-A 499 Senior Tutorial in American Studies (3 cr.) This course provides students with the opportunity to pursue particular interests in American studies on topics of their choices and to work in a tutorial relationship with an American studies faculty member. In this course of directed study, students will be required to produce research projects for filing in the library. PUL=5
AMST-A 601 American Studies in Theory (3 cr.) This course examines theoretical approaches to the meaning of ¿America¿ by asking students to master theories in the field of American Studies, including: post-structuralism, queer studies, and post-colonialism as well as race, gender, sexuality, class, and religion. Students will apply them to a particular question or problem of academic interest.
AMST-A 602 American Studies in Practice (3 cr.) P: AMST A601 The courses examines case studies in three different contexts local (Indianapolis), national (Detroit), and international (Copenhagen) to illustrate different types of urban development. Students will combine American Studies theories with the practical methods derived from case studies to distinguish characteristics and conditions dependent on geographic and cultural differences.
AMST-B 497 Overseas Study, Newcastle, UK (1-5 cr.) Students participating in the exchange program with the Newcastle University, UK, must register for sections of this course to receive credit for their work at the partner institution. The title of the course taken at Newcastle will appear on the student's transcript under this course number. Consent of instructor required. PUL=5; RISE=I
AMST-G 753 Independent Study (3 cr.) Authorization required.
AMST-A 102 Asian-American Studies (3 cr.) This course seeks to foster an understanding of issues related to race in general and to Asians Americans in particular. Contributing to this understanding will be discussions of Asian American history, stereotypes, racism and oppression, refugees, racial identity development, and diversity within the Asian communities of the U.S. Discussions of the varied, lived experiences of Asians in the U.S. will be utilized to gain insights into how Asian Americans fit into the racial narrative of American culture. PUL=5
Anthropology (ANTH, FOLK, MSTD)
Advanced Undergraduate Courses
ANTH-A 360 The Development of Anthropological Thought (3 cr.) An overview of the major theoretical developments within anthropology, as the discipline has attempted to produce a universal and unified view of human life based on knowledge of evolution and prehistoric and contemporary cultures. PUL=4
ANTH-A 395 Field Experiences in Anthropology (1-3 cr.) P: Permission of instructor. A supervised field experience in a selected area of anthropology. PUL=3 May not be repeated for more than 6 credit hours.
ANTH-A 401 Cultural Resource Management (3 cr.) The concept of cultural resource management as a theoretical and functional tool to effect the conservation and protection of archaeological resources. Law, project review, site registration, and preservation strategies will be addressed. PUL=2,3,6
ANTH-A 412 Anthropology Senior Capstone (3-6 cr.) P: Consent of instructor. Only anthropology seniors may enroll. This is a capstone course required of all anthropology majors that is designed to allow students to reflect back on their training as an anthropologist at IUPUI and to explore the ways in which an anthropological perspective might inform their future careers after graduation. Students will learn how to search and apply for jobs in the public and private sectors that draw on the training and expertise received during their undergraduate careers. PUL=3; RISE=R,E
ANTH-A 413 Senior Seminar (1 cr.) This course covers strategies for career development and issues involved in using and applying anthropology following graduation. It is designed to be taken by Anthropology majors following completion of ANTH-A 412. Registration is by instructor authorization. PUL=3
ANTH-A 454 Human Ecology (3 cr.) A survey of the biological and cultural means by which humans adapt to their environment. This course emphasizes the unique nature of human adaptation, focusing on specific human groups and on the general processes of adaptation. PUL=5
ANTH-A 460 Topics in Anthropology: (variable title) (1-3 cr.) A conceptual examination of selected topics in the field of anthropology. PUL varies with topic. May not be repeated for more than 6 credit hours.
ANTH-A 462 Truth & Reconciliation (3 cr.) This course provides students with the opportunity to review and analyze novel truth and reconciliatory trends from around the world, in particular: apologies and other symbolic gestures; reparations and compensation; memorials and museums; truth commisions; treaties and peach accords; musical, sporting, and artistic performances. PUL=2,5,6
ANTH-A 485 Topics in Applied Anthropology: (variable title) (1-3 cr.) An examination of a selected topic where the concepts, principles, and methods in anthropology are utilized to address a particular community or social issue. May not be repeated for more than 6 credit hours.
ANTH-A 494 Practicum in Applied Anthropology (1-4 cr.) P: Permission of instructor. An arranged experience in applied anthropology, appropriate to individual career goals. The student will work with an approved community group or organization in a specific project that facilitates the integration of previous course work and experience in a practical application. May not be repeated for more than 6 credit hours.
ANTH-A 495 Independent Studies in Anthropology (2-4 cr.) P: Permission of instructor. A supervised, in-depth examination through individual research on a particular topic selected and conducted by the student in consultation with an anthropology faculty member. PUL=3
ANTH-B 301 Laboratory in Bioanthropology (3 cr.) Laboratory investigations of human skeletal biology, including age and sex determinations, bone pathologies, and forensic identification, human paleontological and primate observations. Variability in living populations, including anthropometry, blood grouping, and dermatogyphics. Emphasis on a biocultural perspective in applying methods and techniques of bioanthropology. PUL=1B,2
ANTH-B 370 Human Variation (3 cr.) Variation within and between human populations in morphology, gene frequencies, and behavior. Biological concepts of race, race classification, along with other taxonomic considerations, and evolutionary processes acting on humans in the past, present, and future. PUL=2
ANTH-B 371 The Anthropology of Human Nature (3 cr.) An examination of the foundations of human behavior as viewed from the biocultural and evolutionary perspective of anthropology. This course strives to provide the student with a rational middle ground in the nature/nurture debate by demonstrating that human behavior is innately plastic. PUL=2
ANTH-B 426 Human Osteology (3 cr.) This course explores the types of information that can be recovered from bones, including age, sex, size, pathology, diet, and demography as well as how this information can be utilized to obtain and integrated picture of an individual. The skills learned are applicable to forensic anthropology, archaeology, human evolution and anatomy. PUL=2,3
ANTH-B 466 The Primates (3 cr.) The study of our closest living relatives, the prosimians, monkeys, and apes, from the perspective of evolutionary and environmental influences on morphology and complex social behavior. PUL=2,4
ANTH-B 468 Bioarchaeology (3 cr.) Bioarchaeology introduces students to the interdisciplinary field that asks- what can we learn from the analysis of human skeletal remains from archaeological sites? As such, bioarchaeology is the contextual analysis of human remains. Skeletal and dental tissues are often overlooked as being innate and unchanging, when in fact they respond to the external environment and stressors like soft tissues that exist within and around them. The natural and built environments can have a profound impact on human biological variation. As a result, bioarchaeological research emphasizes biocultural interactions and the impact of culture on the human condition (and vice versa). Topics covered in this class include demography, health, growth and development, diet, infectious and non-infectious diseases, occupational markers of stress, migration, and population affinity. The course starts with a historical survey of the field, moves into a discussion of ethics in bioarchaeological research, and introduces important theoretical considerations that influence practice in the subdiscipline. Two subsequent weeks will be spent reviewing basic human osteology, age and sex estimation, and taphonomic factors that can influence and, ultimately, bias research findings. Weeks 6 through 16 will be spent surveying the core areas of investigation in contemporary bioarchaeological research. The lectures and discussions will be supplemented with time in the laboratory, during which students will have the opportunity to examine, describe, score, and analyze human remains, as well as interpret bioarchaeological data. In addition, students are expected to produce an annotated bibliography on a bioarchaeological topic of their choice. PUL=2
ANTH-B 480 Human Growth and Development (3 cr.) Characteristics of normal growth and development from birth to maturity, establishment of constitutional qualities, aging. Anthropology of individual considered from standpoint of causal factors, patterns of expression, and methods of assessment. PUL=3
ANTH-B 474 Forensic Anthropology (3 cr.) P: junior/senior standing required Forensic Anthropology introduces students to the sub-discipline of Biological Anthropology that addresses human skeletal remains recovered during medico-legal investigations. Forensic Anthropology is an inherently applied field within Anthropology and compliments the focus of IUPUI's Department of Anthropology. Forensic anthropologists are often consulted in investigations when a visual identification of human remains cannot be made by a medical examiner or law enforcement. The goals of a forensic anthropologist's involvement in medico- investigations often includes excavation and recovery (i.e., forensic archaeology), estimation of the post-mortem interval, the construction of a biological profile (e.g., age-at-death, sex, stature, etc.), positive identification, and providing conclusions and an opinion about the cause and manner of death. Practitioners routinely find themselves working in a variety of contexts from local cases of missing persons to mass disasters and international human rights projects involving the exhumation of mass graves. PUL=2
ANTH-E 300 Culture Areas and Ethnic Groups: (variable title) (1-3 cr.) An ethnographic survey of a selected culture area or ethnic group. PUL=5 May not be repeated for more than 6 credit hours.
ANTH-E 316 Prehistory of North America (3 cr.) This course will introduce students to the cultural variety and complexity of prehistoric native North Americans. The course focuses on the various environmental adaptations, lifeways, social systems, and material culture that have been revealed through archaeological research. PUL=5,6
ANTH-E 320 Indians of North America (3 cr.) Ethnographic survey of culture areas from the Arctic to Panama plus cross-cultural analysis of interrelations of culture, geographical environment, and language families. PUL=5
ANTH-E 335 Ancient Civilizations of Mesoamerica (3 cr.) Historical ethnography of the major pre-Columbian civilizations including the Olmec, Mayan and Aztec. Emphasis on the social life, cultural achievements, religion, worldview and political systems to illustrate the diversity and richness of Amerindian life before the Spanish conquest. PUL=5
ANTH-E 354 Popular Culture (3 cr.) This course studies how traditional anthropological insight can analyze social and political complexities of contemporary popular cultural phenomena. Focuses on how anthropological subjects such as class, racism, and regionalism lurk within popular cultural phenomena including post-1950 music subcultures, civil religion, and consumer culture. PUL=2,3,5
ANTH-E 380 Urban Anthropology (3 cr.) Urban social organization in cross-cultural perspective. Theoretical perspectives on urbanism and urbanization. Problems focused on include kinship and social networks, politico-economic factors, and cultural pluralism. Strategies of anthropological research in urban settings. PUL=5
ANTH-E 384 The African Diaspora (3 cr.) This course examines the cultural formation of the African Diaspora in the Americas. The course focuses specifically on the development of the African diasporic populations in the Caribbean, Central America and South America in comparative perspective. Students will develop a critical understanding of the African Diaspora as a geographical displacement, as an assemblage of cultural groups, and as a process of political identification. PUL=2,5
ANTH-E 391 Women in Developing Countries (3 cr.) This course explores the nature of women's roles in developing countries. Particular emphasis is placed on examining how development and cultural change have affected the lives of women. PUL=1C
ANTH-E 402 Gender in Cross-Cultural Perspective (3 cr.) This course considers the meaning and social implications of gender in human society. Cultural definitions of "male" and "female" gender categories as well as associated behavioral and structural differentiation of gender roles will be analyzed using current anthropological concepts and theories. PUL=2,5
ANTH-E 403 Women of Color in the US (3 cr.) This course examines the concepts of race, and gender as inextricably tied analytical categories, and how they have structured the lives of African American, Latina, Native American and Asian American women, both US born and immigrant. Themes of oppression, identities and activism figure prominently throughout the course. PUL=2,5
ANTH-E 404 Field Methods in Ethnography (3 cr.) Introduction to the methods and techniques anthropologists use in ethnographic research. Preparation of a research proposal, interviewing, and the use of the life histories and case studies. PUL=3
ANTH-E 411 Wealth, Exchange, and Power in Anthropological Perspective (3 cr.) The course will examine cultural patterns in technology and economic behavior, with an emphasis on non-Western societies and how these patterns influence economic development in the Third World. PUL=1C
ANTH-E 421 The Anthropology of Aging (3 cr.) This course explores age and the aging process cross-culturally by looking at the specific cultural context in which individuals age and by analyzing similarities and differences across cultures. PUL=1C
ANTH-E 445 Medical Anthropology (3 cr.) This advanced seminar in medical anthropology focuses on theoretical approaches to understanding the body and notions of health, illness, and diseases across cultures. Concentrates on interpretive and critical (political economy) approaches to issues of health, and includes critical study of Western biomedicine. PUL=3,4,5
ANTH-E 455 Anthropology of Religion (3 cr.) Critical evaluation of current approaches to the analysis of religious myth, ritual, and symbolism. Problems in understanding religious beliefs of other cultures. Modern development of anthropology of religion. PUL=2,3,5
ANTH-E 457 Ethnic Identity (3 cr.) Nature of ethnic groups and identity viewed in cross-cultural perspective: effects of colonialism and nationalism on ethnic groups; sue of identity as an adaptive strategy; stereotypes and stereotyping; symbols and styles of ethnic identity; and retention and elaboration of local styles. PUL=2,5
ANTH-L 300 Language and Culture (3 cr.) This course explores the relationships between language and culture, focusing on research methodology and surveying various theoretical frameworks. Topics to be discussed include linguistic relativity (the Sapir-Whorf Hypothesis), ethnographies of communication, interview techniques, and methods of data collection and analysis. PUL=3,4,5
ANTH-L 401 Language, Power, and Gender (3 cr.) This course investigates sociocultural aspects of language use, focusing on the interaction of power and gender with language. Topics include differences in men's and women's language use, discourse patterns and power relationships, and identity and language use. To what extent does the language we speak sustain the dominance of certain groups in our society? PUL=2,3,5
ANTH-P 330 Historical Archaeology (3 cr.) We will examine the ways in which historical archaeologists investigate Colonial and American cultures and lifeways in various regions of North America throughout time. Special attention will be given to understanding the long and complex history of Native American/European interactions. North American social systems, interaction with and exploitation of the environment, technologies, and material culture. The theory and methods used by historical archaeologists will also be emphasized. PUL=3,4,5
ANTH-P 340 Modern Material Culture (3 cr.) This course examines how contemporary social experience is impacted by material culture ranging from toys to theme parks. Focuses on how consumers perceive themselves and others in modern consumer culture through the medium of commodities and examines systems of inequality that are reproduced and subverted through consumption. PUL=2,4,5
ANTH-P 396 The Rise of Civilization (3 cr.) Covers the development of complex societies in several regions of the world. The material is approached from an anthropological perspective, with emphasis on archaeological methods of data collection and analysis. Early civilizations in Iraq, India, Egypt, Rome, China, Peru, and Central America will be discussed. PUL=2,5
ANTH-P 402 Archaeological Method and Theory (3 cr.) This class is concerned with how archaeologists know what they know about the past. Methods of data collection are reviewed and theoretical interpretations are discussed. The focus of the course is on evaluation of archaeological research and explanation, with special emphasis on critical thinking. PUL=2,4
ANTH-P 405 Fieldwork in Archaeology (3-6 cr.) Archaeological work directed toward field techniques: excavation and preservation of materials, surveying, photography, cataloging. One credit hour per full week of fieldwork. PUL=3; RISE=R,E
ANTH-P 406 LABORATORY MTHD IN ARCHAELOGY (1-6 cr.) Specialized training in laboratory procedures and analysis of archaeological materials. Major categories of material culture to be studied include lithics, ceramics, faunal and floral remains. Emphasis is on processing, sorting, identifying, and analyzing material recovered from the previous Field School in Archaeology (ANTH-P 405). PUL=3
Introductory Undergraduate Courses
ANTH-A 103 Human Origins and Prehistory (3 cr.) A survey of human biological and cultural evolution from early pre-Pleistocene hominids through the development of urbanized state societies, with the goal of better understanding our human heritage. (Not open to students who have taken ANTH-A 303.) PUL=2
ANTH-A 104 Introduction to Cultural Anthropology (3 cr.) A survey of cultural and social processes that influence human behavior, using comparative examples from different ethnic groups around the world, with the goal of better understanding the broad range of human behavioral potentials and those influences that shape the different expressions of these potentials. (Not open to students who have taken ANTH-A 304.) PUL=5
ANTH-A 201 Survey of Applied Anthropology (3 cr.) P: ANTH-A 104 or ANTH-A 304, and ANTH-A 103 or ANTH-A 303, or permission of the instructor. A survey of such issues in applied anthropology as cultural resource management, community development, cross-cultural communication, Third World development, museum studies, archaeological ethics, and the impact of human diversity on health care, education, and social programs. PUL=3,6
ANTH-A 303 Evolution and Prehistory (3 cr.) P: Junior standing. An advanced survey of human biological and cultural evolution from pre-Pleistocene hominids through the development of urbanized state societies. (Not open to students who have taken ANTH-A 103.) PUL=2
ANTH-A 304 Social and Cultural Behavior (3 cr.) P: Junior standing. An advanced survey of cultural and social processes that influence human behavior, with comparative examples from different ethnic groups around the world. (Not open to students who have taken ANTH-A 104.) PUL=5
ANTH-A 565 Anthropological Thought (3 cr.) An overview of the major theoretical developments within anthropology, as the discipline has attempted to produce a universal and unified view of human life based on knowledge of evolution and prehistoric and contemporary cultures.
ANTH-A 594 Independent Learning in Applied Anthropology (1-6 cr.) P: Permission of instructor. Independent research/training using anthropological perspectives/methods in addressing social issues. The project must be a discrete activity with a concrete product, conducted in conjunction with the student's anthropology advisor and a member of the organization where she or he will be located. May not be repeated for more than 6 credit hours.
ANTH-P 501 Community Archaeology (3 cr.) Community archaeology implies direct collaboration between a community and archaeologists. Collaboration implies substantial adjustment in archaeological methods and epistemologies incorporating community members in setting research agendas, working on excavations, and interpreting results. This course examines a wide range of issues and looks at both successful and unsuccessful projects to arrive at an assessment of best practices.
ANTH-A 699 Master's Project in Applied Anthropology (1-6 cr.) P: Permission of Graduate Advisor. The completion of a scholarly applied project is an essential element of the MA in Applied Anthropology. This project will be carried out and completed under the direction of the students graduate advisor.
ANTH-B 526 Human Osteology (3 cr.) Descriptive and functional morphology of the human skeleton with emphasis on the identification of fragmentary remains. Determination of age, sex, and stature; craniology; and research methods in skeletal biology. Guided research project in the identification of skeletal material required.
ANTH-E 501 Fundamentals of Applied Anthropology (3 cr.) This course is required of all incoming M.A. level students in the Anthropology Department. It will introduce MA students both to the history of applied anthropology as a distinctive sub-discipline as well as the contemporary issues regarding the application of anthropological knowledge to social concerns.
ANTH-E 507 Popular Culture (3 cr.) This course studies how traditional anthropological insight can analyze social and political complexities of contemporary popular cultural phenomena. Focuses on how anthropological subjects such as class, racism, and regionalism lurk within popular cultural phenomena including post-1950 music subcultures, civil religion, and consumer culture.
ANTH-E 509 Modern Material Culture (3 cr.) This course examines how contemporary social experience is impacted by material culture ranging from toys to theme parks. Focuses on how consumers perceive themselves and others in modern consumer culture through the medium of commodities and examines systems of inequality that are reproduced and subverted through consumption.
ANTH-E 521 Indians in North America (3 cr.) Assesses the complexities of the academic study of the Indigenous peoples of North America, emphasizing the diversity of Nativecultures, representations of them by the public and by scholars, and examining cultural adaptations from Pre-Contact to Contemporary.
ANTH-E 606 Research Methods in Cultural Anthropology (3 cr.) This course provides an introduction to the use of ethnographic field work methods, including participant-observation, semi-structured interviewing, and use of mapping, among others. Every year this course will focus on a community-based research project.
ANTH-A 560 Variable Topics-Anthropology (3 cr.) A conceptual examination of selected topics in the field of anthropology.
Folklore (FOLK)
FOLK-F 101 Introduction to Folklore (3 cr.) A view of the main forms and varieties of folklore and folk expression in tales, ballads, gestures, beliefs, games, proverbs, riddles, and traditional arts and crafts. The role of folklore in the life of human beings. PUL=5
FOLK-F 252 Folklore and the Humanities (3 cr.) Basic theoretical approaches to the study of folklore, emphasizing the relationship to other humanistic disciplines such as literary and religious studies and history. PUL=5
Graduate Programs in Communication Studies
COMM-C 500 Advanced Communication Theory (3 cr.) Students explore how scholars from various traditions have described and explained the universal human experience of communication. Students develop an understanding of a variety of communication theories to more completely interpret events in more flexible, useful, and discriminating ways.
COMM-C 501 Applied Quantitative Research Methods in Communication (3 cr.) The course is designed to offer an opportunity to examine, assess, and conduct quantitative research that employs communication theory and qualitative research methods as a means to test theory in applied settings and/or as a means to applied ends (i.e. problem-solving policy analysis).
COMM-C 503 Applied Learning Project (3 cr.) An applied learning project that provides students with a culminating educational experience. The project gives students the opportunity to apply their knowledge of communicative processes to real-life organizational problems, and provides the opportunity to produce a body of work reflecting their abilities.
COMM-C 510 Health Provider-Consumer Communication (3 cr.) Designed to teach communication skills and practices related to health care talk by examining transactional communication within health care contexts. Topics covered in this course focus directly upon interpersonal dialogue between health care providers and patients.
COMM-C 520 Advanced Public Communication (3 cr.) Critical analysis and employment of rhetorical strategies in forms and types of professional discourses incorporating current technologies.
COMM-C 526 Effective Media Strategies (3 cr.) This course specifically focuses on the effective use of media as a means of persuasion. This course explains how ideas are expressed through techniques unique to the language of radio, television, film, and the Internet.
COMM-C 528 Group Communication and Organizations (3 cr.) This seminar-format course examines the ways in which informal groups and communication networks facilitate a variety of organizational processes (i.e., socialization, diffusion of innovation). Emphasis is placed on developing theoretical understanding of informal groups in organizations as well as on methodological issues involved in studying communication networks in organizations.
COMM-C 530 Communication Criticism (3 cr.) This course will introduce students to criticism as a method of studying persuasive messages in speeches, fiction, mass media, musical lyrics, political campaign literature, art, and other modes of communication in contemporary culture.
COMM-C 531 Media Theory and Criticism (3 cr.) A course organized primarily around theories and critical strategies commonly considered within the broad category of contemporary criticism. The course utilizes primary theoretical texts to introduce students to a variety of methodologies employed in analyzing media messages, and emphasizes the application of theoretical frameworks on the analysis of specific media texts.
COMM-C 544 Advanced Relational Communication (3 cr.) Applications of communication theory/ research in such areas as relational culture and relationship development. Includes a scholarly project on a real relationship, and applications of research to areas such as pedagogy and couple/family therapy.
COMM-C 580 Advanced Organizational Communication (3 cr.) The course provides a solid foundation of concepts for understanding and discussing human organizations. Students will analyze, evaluate, and apply the theories and practices related to organizational issues. Through case studies, readings, and practical applications, this course combines a theory-based understanding of communication in organizations with real-world applications.
COMM-C 582 Advanced Intercultural Communication (3 cr.) Exploration of issues related to the intercultural communication process. Consideration of the role of social, cultural, and historical contexts in intercultural interactions. Examination of the relationship between culture and communication from the socio-psychological, interpretive, and critical perspectives.
COMM-C 591 Topics/Seminar in Applied Communication (3 cr.) This is a revolving topics course. The changing nature of the topic allows graduate students to explore, synthesize, and integrate knowledge of the field of communication and the particular discipline of applied communication while focusing on a single topic not otherwise addressed in the course of study. May be repeated for credit.
COMM-C 592 Advanced Health Communication (3 cr.) A course designed to teach communication skills and practices related to health care by examining health care communication theory. Topics range across communication levels (interpersonal, intrapersonal, group, organization, mass media, and mediated communication) within a variety of health care contexts.
COMM-C 593 Advanced Family Communication (3 cr.) Applications of theory and research on the role of communication in creating and maintaining marriages/committed couples and families. Includes a scholarly term paper on a real couple or family's communication.
COMM-C 594 Communication and Conflict Management in Organizations (3 cr.) This seminar-format course examines the communication exchanges that facilitate conflict management within organizational contexts. Specific attention is focused on negotiation and mediation; however, the communication of alternative means of conflict and dispute resolution are also discussed. In addition, students will be introduced to methods for assessing conflict interaction in organizations.
COMM-C 597 Thesis (3 cr.) Applied communication students who choose the thesis option will identify a research topic and develop it under the guidance of the student's thesis director (IUPUI professor). The thesis topic will be related to the field of applied communication in its foci and method.
COMM-C 598 Internship (1-3 cr.) This course integrates applied communication theory and practice in a practice setting. Students will apply theoretical concepts and research tools, conduct projects, and interact with communication professionals in the designated setting. In concert with the student's chosen area of concentration, he or she will address issues of importance to that particular organization.
COMM-C 599 Independent Study (1-6 cr.) This course provides students with the opportunity to synthesize and apply knowledge acquired through course work and professional experience into a completed research project in applied communication. Students will work independently on a topic/issue of choice under the guidance of graduate faculty.
COMM-C 620 Computer-Mediated Communication (3 cr.) An overview of practical and scholarly approaches to computer mediated communication. The readings address mass communication, discourse, community, gender, intercultural understanding, ethics, interpersonal relationships, identity, organizational communication, and education.
COMM-C 502 Applied Qualitative Research Methods in Communication (3 cr.) P: 6 credits (at any level) of coursework in Communication Studies. Inductive (data-to-theory) approach to knowledge, and associated sequential and non-sequential methods for studying communication in applied everyday situations; e.g., friendships and other close personal dyads, families, small groups, organizations, and public, media, historical, computer mediated, or health-related contexts.
COMM-C 521 Family Communication in Health Contexts (3 cr.) This interdisciplinary seminar focuses on communication involving families in health care settings, addressing significant issues for graduate and professional students who will work with families, including students in Comm. Studies, Nursing, Psychology, Social Work, Public Health, and Medicine. Topics include communication with families about health care concerns and family-patient-health provider systems.
COMM-C 621 Persuasion (3 cr.) Takes a rhetorical/critical approach to persuasion in its broadest sense, how it affects our lives everyday and how we can find evidence of persuasive tactics in unexpected places. We will look broadly at theories of persuasion and their application across contexts and fields.
COMM-C 644 Political Communication (3 cr.) Examines the public communication involved in various political contexts. We will consider the communication involved in political campaigns, advertising, and oratory; social media, technology, and popular culture; the news, framing, and political media; citizenship, public deliberation, and decision making in what some argue is a divided political culture. We will read and discuss state of the art research in political communication and meet individuals who are currently working in a communication capacity in public political campaigns.
COMM-C 650 Health Communication in Mediated Contexts (3 cr.) Focus on the effect of media on health behavior. Theories of health behavior change and media effects examined; applications of theory to health campaigns evaluated. Examples of mediated health campaigns and effectiveness discussed. Considerations include: interplay among theory, research, practice; how theory informs practice; how research aids in theory construction/refinement.
COMM-C 680 Qualitative Research Methods (3 cr.) An introduction to qualitative research methods in communication studies, with an emphasis on health communication research. Provides an overview of several techniques for gathering and analyzing qualitative data.
COMM-C 690 Doctoral Quantitative Methods (3 cr.) Course focuses on the principles and theory of descriptive and inferential statistics within the context of health communication research. Topics include ttest, ANOVA, MANOVA, ANCOVA, correlation, multiple regression, and SEM. Students will gain proficiency using SPSS to analyze novel data sets, and will conduct their own health communication research projects and report the results.
COMM-C 695 Seminar in Communication and Healthcare (3 cr.) This seminar offers an interface between learning from practicing providers and experts in medical care specialties and becoming enmeshed in health communication research. The course is structured so that the student gains insights from experts in the medical field while also gaining an overview of research issues through reading and engaging in health communication research.
COMM-C 700 Fieldwork/Research (1 - 9 cr.) This course is designed to allow PhD students to complete independent research projects prior to enrollment in the dissertation course. Students can enroll in 1-9 credit hours in any given semester, depending on the nature of the project. The fieldwork/research course is designed to focus the student's research interests and to serve as a spring-board for dissertation work. Students must have ample preparation in some theoretical area and in one or more research methods prior to registration for the course. The course will allow students to initiate or conduct a research study, including the collection and examination of data (broadly defined), to answer a question or to test a hypothesis related to communication theory. May be repeated for credit.
COMM-C 810 Dissertation (1 - 12 cr.) This course is eligible for a deferred grade.
COMM-C 533 Improvisation for Scientist (1 cr.) Students will learn to communicate effectively and responsively through a series of exercises drawn from the methods of improvisational theater. Students will practice connecting to an audience, paying dynamic attention to others, reading nonverbal cues, and responding appropriately.
COMM-C 534 Distilling Your Message (1 cr.) Students learn to communicate clearly and vividly about complex scientific research and why it matters, in terms non-scientists can understand. Students practice finding common ground with lay audiences and adjusting levels of message complexity for different audiences.
COMM-C 535 Using Electronic Media (1 cr.) Given the significant gaps in understanding between the public and scientists, this course trains students in the sciences and health professions to format and structure formatted and structured complex, scientific information for a variety of new, electronic communication platforms including social media. Students will collate, synthesize, and translate scientific evidence into information that a non-expert audience can access, understand, and act on.
COMM-C 536 Connecting with the Community (1 cr.) Students will theorize and develop techniques for shared meaning-making with community partners. They test methods to develop common ground between experts and community members including the lay public and policy makers. Activities focus on developing trust, open communication, and sharing expertise that values and respects lived experiences of community members.
General Communication
COMM-C 104 Voice and Diction (3 cr.) Directed primarily toward the improvement of normal speech patterns, with emphasis on normal production, resonation, and articulation. PUL=1A
COMM-C 108 Listening (3 cr.) This course will provide a theory-based understanding of the process of listening, introduce the unique characteristics/challenges of listening within a variety of contexts (i.e., organizational listening, listening in health care, relational listening), and increase proficiency as a listener. PUL=1A
COMM-C 180 Introduction to Interpersonal Communication (3 cr.) The study of human dyadic interaction. Perception processes, verbal/nonverbal communication, models of communication, conflict, and interpersonal communication in relationships. Applications of interpersonal communication theory/research to communication competence. PUL=5
COMM-C 223 Business and Professional Communication (3 cr.) P: R110 or equivalent. Introductory survey of organizational communication processes; preparation and presentation of interviews, speeches, and oral reports appropriate to business and professional organizations; group discussion and decision-making. This is an intermediate skills course with survey characteristics. PUL=1A
COMM-C 228 Discussion and Group Methods (3 cr.) Theory of and practice in effective participation in and leadership of group, committee, conference, and public discussion; application to information-sharing and problem-solving situations. PUL=1C
COMM-C 322 Advanced Interpersonal Communication (3 cr.) P: C180 or permission of instructor. Covers core components of the study of interpersonal communication: perception, systems, exchange theoretical approaches; methods of research in interpersonal communication; content (topic) areas such as intimate relationships and friendships. Includes applications of interpersonal communication theory/research. PUL=5
COMM-C 325 Interviewing Principles and Practices (3 cr.) P: COMM-R 110 or equivalent. Emphasizes verbal and nonverbal communication in pre-interview back-ground research preparation, interview schedule design, question construction, and post-interview self-analysis in several interviewing contexts. Course includes significant assignments designed to help the student enhance oral performance competencies. PUL=1A
COMM-C 328 Advanced Topics in Small Group Communication (3 cr.) P: COMM-C 228 or permission of instructor. Theories of small group communication processes. Explores group communication across cultures, groups in organizations, group decision making, conflict management in groups, and assessing competence in group communication. PUL=1A
COMM-C 380 Organizational Communication (3 cr.) The application of communication theory and research to the study of communication in various types of organizations. Explores reciprocal influence between communication and organizational structures and between communication and managerial styles. Discusses communication designs, superior/ subordinate communication, conflict, information management, networks; communication vis-a-vis employee motivation, satisfaction, and productivity; and communication effectiveness in organizations. PUL=1A
COMM-C 392 Health Communication (3 cr.) P: 3 credit hours of communication or consent of instructor. Survey of theory and research in Health Communication. Focuses on interpersonal communication between patients and providers, mass communication of health-related messages, and communication within health care organizations. PUL=2;
COMM-C 393 Family Communication (3 cr.) P: COMM-C 180 or permission of instructor. Theory/research on the role of communication in creating and maintaining marriages and families. Topics include communication and family life cycles, different family forms, family race/ethnicity, power, and conflict. Covers applications of family communication theory/research, but this is not a skills course. PUL=2
COMM-C 394 Communication and Conflict (3 cr.) Analyzes conflict as a form of interaction. Examines approaches/perspectives to the study of conflict, the nature of power, face saving, and contentious behaviors. Specific contexts include relational, marital, group, and organizational. Special attention to bargaining and mediation. PUL=1A
COMM-C 401 Speech Communication of Technical Information (3 cr.) P: COMM-R 110 or equivalent. Organization and presentation of information of a practical, technical nature. Emphasis is placed on the study, preparation, and use of audiovisual materials. For nonmajors only. PUL=1C
COMM-C 402 Interview and Discussion for Business and Professions (3 cr.) For nonmajors only. Principles of communication as related to the information-gathering interview, the employment interview, and problem-solving discussion; practice in using these principles. PUL=1A
COMM-C 481 Current Issues in Organizational Communication (3 cr.) P: COMM-C 380 or permission of instructor. In-depth exploration of topics and issues at the forefront of research and theory in organizational communication. Topics may include gender issues in organizational communication, sexual harassment, crisis management, organizational culture. Seminar format with research papers and class discussion/presentations. PUL=2; RISE=R
COMM-C 482 Intercultural Communication (3 cr.) P: COMM-C 180 or permission of instructor. Explores the relationships between communication and culture, with special emphasis on cultural differences in communication in a variety of contexts (i.e., health, education, business). Focuses on developing intercultural communication competencies. PUL=5
COMM-C 316 Human Communication and the Internet (3 cr.) P: R110, C180 or equivalent. Required for online certificate in Communication Studies - Human Communication in a Mediated World. Students learn how interpersonal, group, mass, public, and organizational communication modes are mediated in Internet environments. Students practice message preparation in different modes and contexts. PUL=1A, 1E, 2
COMM-C 395 Gender and Communication (3 cr.) Examines the meaning of gender in contemporary American culture and its interaction with and relationship to communication. Explores topics such as gender and verbal and nonverbal communication; gender differences in public and private settings; gender and communication in families, schools, organizations, and the media. PUL=5
COMM-C 345 Restorative Communication (3 cr.) P: COMM C180 The course focuses on healing communication -- healing individuals and relationships. Specific topics include healing communication basics, family, couple, group (e.g. support groups) and community healing (restorative justice; peace building). There is a strong focus on research theory and practice. Some assignments involve community participation. PUL=1A (major), 2 (moderate), and 6 (minor)
COMM-C 400 Health Provider-Consumer Communication (3 cr.) This course is designed to provide an in depth focus on the communication skills and practices related to the interpersonal dialogue between health care providers and patients, with a special concern for its impact on satisfaction and health outcomes. PUL=4
COMM-C 375 Nonverbal Communication (1-3 cr.) Course examines the influences of nonverbal communication cues: interpersonal dynamics, media, environmental dimensions, and rhetorical strategies. Cross-cultural and gender differences in nonverbal codes will also be explored. PUL=2
COMM-C 299 Communicating Queer Identity (3 cr.) Discuss queer sexual identity, implications of the controversies surrounding the intersection between LGBT and contextual factors such as age, gender, race, ethnicity, etc. Communicative and behavioral lives of sexual minorities come into focus by employing a critical perspective as we explore self-concept, coming-out, heteronormativity, socio-cultural norms, hate rhetoric, and homophobia PUL=1A, 5, 3
COMM-C 382 Dialogue Facilitator Training (3 cr.) P: COMM C290 or permission of the instructor; This course is designed to provide students with both a theoretical and practical foundation in the knowledge, understanding, and skills to effectively facilitate intergroup dialogues. Students will be trained to facilitate intergroup dialogues in a number of campus and community settings. PUL=5
COMM-C 282 Experienceing Intergroup Dialogue (3 cr.) In this intergroup dialogue, students will participate in semi-structured face-to-face meetings across social identity groups. Students will discuss relevant reading material related to social identity, groups, and group discussion and dialogue. Students will participate in exercises that will be explored in class and in weekly journals. Students will learn about pertinent issues facing the participating groups on campus and in society. The goal is to create a setting in which students engage in open and constructive dialogue, learning, and exploration concerning issues of intergroup relations, conflict, and community. Dialogue sessions will take place during class sessions. Under the direction of the faculty, two advanced student facilitators with previous dialogue experience will facilitate the classroom dialogues. PUL=5,1C
COMM-C 383 Women and Leadership Communication (3 cr.) This course is an advanced seminar. In this course you will focus on the theories and research about leadership and women. Seminal and contemporary theories of leadership are surveyed along with research on and about female leadersPUL=1A,3
COMM-G 100 Introduction to Communication Studies (3 cr.) Survey course of history, theory, and practice in each of six major areas: rhetoric and public address, theatre arts, interpersonal/ organizational communication, small group dynamics, public communication, and mass media studies. For each of the areas examined, students will apply theory to practice, thereby learning to become more effective communicators. PUL=1A
COMM-G 125 Topics in Communication Studies (1-3 cr.) Select introductory theory and practice in specialized and/or consolidated areas of communication and theatre not directly covered by current curricular offerings. Topics will vary from one semester to another. A student may register for a total of no more than 6 credit hours under this course number. PUL=1A
COMM-G 201 Introduction to Communication Theory (3 cr.) A survey of theories in the field of human communication. Consideration is given to theories that explain communication behavior between pairs of people, within groups, in organizations, and in societies. PUL=2
COMM-G 300 Independent Study (1-8 cr.) 45 clock hours = 1credit hour, no more than 9 credit hours of COMM G300 and COMM G491 together Research or practical experience in various departmental areas as selected by the student prior to registration, outlined in consultation with the instructor, and approved by the department. PUL=4
COMM-G 310 Introduction to Communication Research (3 cr.) Methodologies and types of data analyses for investigating communication phenomena. Students will acquire knowledge and competencies that will allow them to understand and address the process of communication research and relevant communication research issues. PUL=1B
COMM-G 390 Honors (1-5 cr.) P: Junior standing and departmental approval. Individualized readings and/or project work devised by the student; regular meetings with faculty supervisor. PUL=2
COMM-G 391 Advanced Topics in Communicatin Studies (1-6-8 cr.) P: Permission of instructor. Topic announced in prior semester; oriented to current topics in communication and/or theatre. PUL=3
COMM-G 491 Internship (3-6 cr.) P: Permission of instructor. For seniors and majors only. Internship in rhetoric and public address, theatre arts, interpersonal/organizational communication, media studies permitted under the auspices of a qualified cooperating organization. Periodic meetings with faculty advisors and term paper detailing intern's professional activities and reactions. Apply during semester prior to desired internship. Total credit applicable to graduation shall not exceed 9 credit hours of COMM-G 300 and COMM-G 491. PUL=3
COMM-G 499 Research Seminar (3 cr.) P: Upper-division standing or permission of instructor. A survey of the methods used by communication researchers for gathering and interpreting information emphasizing the relationship between theory and research, the seminar will explore important issues such as ethics and naturalistic vs. laboratory approaches. PUL=1B
COMM-G 480 Senior Capstone in Communication Studies (3 cr.) As your capstone course, this class is designed to help you reflect back on and synthesize your training as a Communication Studies major at IUPUI and to explore ways in which a communication perspective might inform your career after graduation. All Communication Studies majors are required to complete this class, which will address questions such as: What does it mean to approach problems from a communication perspective? What skills and competencies have you acquired through your training as a Communication Studies major? How can you communicate what you have learned and what you can do to future employers? PUL = 3
COMM-M 150 Mass Media and Contemporary Society (3 cr.) A critical overview of the role of electronic mass media in contemporary society. Provides an introduction to such issues as industry structure, organization, and economics; regulation, public interest, and media ethics; impact of programming on individuals; media construction of social institutions; media issues in the global village. PUL=2
COMM-M 210 Media Message Design (3 cr.) P: W132. Examines the process of message design in the context of institutional media use. Analyses of media messages and communication theory; analyses of the message receiver employ quantitative and qualitative audience research methods. Semester project involves planning and writing of script for use in organizational/institutional media context. PUL=1A
COMM-M 215 Media Literacy (3 cr.) Fundamentals and a general understanding of communication technologies are surveyed and discussed in a nontechnical and nonengineering manner. This course will introduce students to basic terminology and to various types of communication technology systems. It will also help students understand new and traditional communication systems and their theories of operation and application (including advantages and limitations). PUL=2
COMM-M 220 Electronic Graphic Production (3 cr.) Principles of visual aesthetics and critical visual literacy applied to the production of mediated messages. Basic typographic, graphic, and photographic skills are examined and practical techniques in different media are discussed. Several hands-on projects are used to develop individual competencies. PUL=1C
COMM-M 221 Electronic Media Production (3 cr.) Principles of visual and aural aesthetics and critical visual literacy applied to the production of mediated messages. Basic animation, video, and audio skills are examined and practical techniques in different media are discussed. Several hands-on projects are used to develop individual competencies. PUL=1C
COMM-M 290 Video Production Workshop (1 cr.) P: or C: COMM-M 221. The practical application of video production techniques. In a production center atmosphere, students are instructed in and practice equipment operation and crew responsibilities creating video productions for outside clients. Students may register for more than one section in one semester. PUL=1C May be repeated to a maximum of 3 credit hours.
COMM-M 370 History of Television (3 cr.) The development of television as an industry, technology, and cultural commodity from its roots in other forms of popular culture to the present, paying particular attention to the social and aesthetic contexts within which programs have been viewed. PUL=4
COMM-M 373 Film and Video Documentary (3 cr.) P: COMM-M 150, C 190, or permission of instructor. An historical survey of documentary film and video and a consideration of specific problems in documentary theory and practice. PUL=4; RISE=E
COMM-M 450 Video Production (3 cr.) For nonmajors only. Television production principles and practices for students in other disciplines. Emphasis on practical studio experiences with special attention to the roles of the writer, producer, and director. No prior knowledge of media required. May not be counted for credit in the media major emphasis. Lab arranged. PUL=1C
COMM-M 461 Production Problems in Communication Media (1-3 cr.) P: Permission of instructor. Topic announced during preceding semester. Specialized study and application of advanced production techniques in audio, video, photography, or graphics. Readings, research, papers, and project as indicated by the topic and instructor. PUL=1C May be repeated for different topics.
COMM-M 462 Television Aesthetics and Criticism (3 cr.) P: COMM-M 150 or permission of instructor. Aesthetic and critical approaches to modes of television expression. Aesthetics of picture composition, audiovisual relationships, visual narrative, and program content. Analysis of selected television criticism. PUL=4
COMM-M 463 Advanced Graphic Technique (3 cr.) P: COMM-M 220 or permission of instructor. Analysis of problems, methods, and technology in graphics. Consideration of advanced techniques in digital image and illustration manipulation including compositing, lighting effects, and different compression formats for video, multimedia, and the World Wide Web. PUL=1C
COMM-M 464 Advanced Audio Technique (3 cr.) P: COMM-M 221 or permission of instructor. Analysis of field and studio recording technique with an emphasis on multitrack production. Electronic editing, mixing, and signal processing are considered. Group and individual projects. PUL=1C
COMM-M 465 Advanced Video Technique (3 cr.) P: COMM-M 221 or permission of instructor. Analysis of electronic field production and editing with an emphasis in advanced video editing techniques. Both linear and nonlinear editing systems are considered. Individual and/or group projects. PUL=1C
COMM-M 466 Television Direction (3 cr.) P: COMM-M 221, COMM-M 290, or permission of instructor. Creative management of production elements to translate a program idea into medium requirements. Advanced course in which the experienced student produced substantive programs combining several formats. Emphasis on design and production from first request by client through program distribution. PUL=1C
COMM-R 110 Fundamentals of Speech Communication (3 cr.) Theory and practice of public speaking; training in thought processes necessary to organize speech content for informative and persuasive situations; application of language and delivery skills to specific audiences. A minimum of 5 speaking situations. PUL=1A
COMM-R 227 Argumentation and Debate (3 cr.) Analysis, evidence, and argument in logical discourse; study of debate forms; practice in argumentative speaking in class, campus, and intercollegiate debate. PUL=2
COMM-R 309 Great Speakers: American Public Address (3 cr.) Course introduces students to historical and contemporary public address. Students will study the speechmaking of notable American speakers. The study will include speeches from a wide range of established genres and will include campaign rhetoric, debates, historical celebrations, lectures, legislative speaking, presidential speaking, public meetings, movement, rhetoric, and sermons. PUL=1A
COMM-R 310 Rhetoric, Society, and Culture (3 cr.) P: COMM-R 110 or equivalent. Explores the persuasion process by examining the historical development of persuasion theory and practice in the Western world, and by studying and applying rhetorical concepts in contemporary culture to our everyday lives. Students become more critical consumers and practitioners of communication. PUL=5
COMM-R 320 Public Communication (3 cr.) P: COMM-R 110 or equivalent. Critical analysis of the public communication efforts of individuals and organizations; emphasis on research, clarity of organization, application of argument strategies, and development and presentation of public communication messages. PUL=5
COMM-R 321 Persuasion (3 cr.) P: COMM-R 110 or equivalent. Examines classical and current theories and research related to persuasion and social influence; considers variables affecting implementation of persuasion principles with special emphasis on media and persuasion. Designed to help students become critical consumers and effective, ethical producers and presenters of persuasive messages. PUL=5
COMM-R 330 Communication Criticism (3 cr.) P: COMM-G 100 or COMM-R 110 and reading placement of at least 80. Course will introduce students to criticism as a method of studying persuasive messages in speeches, fiction, mass media, music, political campaigns, art, and other modes of communication in contemporary culture. PUL=5
COMM-R 350 Women Speak: American Feminist Rhetoric (3 cr.) To understand the ideological development of American feminist rhetoric, we examine: 1) speeches by well known, "Great Women" from the 1600's to the present; 2) non-traditional rhetorical forms of "ordinary women," including diaries, fiction, photography, reading groups; 3) intersections among race, class, ethnicity, sexual preference and gender in public discourse. PUL=1C
COMM-R 390 Political Communication (3 cr.) Provides an opportunity to study, understand, and participate in political communication. Topics covered include the rhetoric of politics, campaign discourse, political advertising, the role of the media and public opinion, the impact of new technology, and the place of interpersonal communication. PUL=5
COMM-R 478 Persuasion and Media in Social Movements (3 cr.) Social movements require understandings of persuasion and the limitations and opportunities of media for the goals of the movement. This course explores how people mobilize to transform and improve society by applying theories from rhetoric and media studies to social movements both historical and contemporary. PUL=5
COMM-T 100 Rehearsal and Performance (3-6 cr.) Emphasizes learning through the preparation and performance of plays and nondramatic literature adapted for performance. Various approaches may include but are not limited to performance studies, the study and preparation of a short play, and an original play for young audiences. The various steps and processes involved in the preparation and rehearsal will be based on appropriate theoretical concepts. A student may enroll in no more than 6 credits under this course number. PUL=1A
COMM-T 130 Introduction to Theatre (3 cr.) An introduction to the study of theatre; the wide range of critical, historical, aesthetic, and practical interests necessary to a well-rounded view; emphasis on theatre as an art form and elements of dramatic construction. PUL=1B
COMM-T 133 Introduction to Acting (3 cr.) Acting I, a study of the theories and methods of acting, basic techniques, character analysis, interpretation, and projection. Class scenes. PUL=1A
COMM-T 205 Introduction to Oral Interpretation (3 cr.) Basic principles and practice in analysis and reading of selections from prose, poetry, and drama. Public presentation of programs. PUL=1A
COMM-T 305 Advanced Oral Interpretation (3 cr.) P: COMM-T 205. C: COMM-C 104. An advanced approach to analysis and oral presentation of literature. Emphasis on group work. Analysis, development, and presentation of readers' theatre or chamber theatre materials. PUL=1A
COMM-T 333 Acting II (3 cr.) P: or C: COMM-T 133 or consent of instructor. Advanced scene study. Laboratory in body movement and vocal techniques; participation in laboratory theatre. PUL=1B
COMM-T 336 Children’s Theatre (3 cr.) P: Junior standing or consent of instructor. Historical development of children's theatre, with emphasis on scripts appropriate to young audiences: designed to assist future teachers, parents, librarians, and others in understanding theatre as an art form for children ages 6-12, and in selecting appropriate theatre experiences for various periods of the child's life. PUL=1C
COMM-T 337 History of the Theatre I (3 cr.) Significant factors in primary periods of theatre history to the Renaissance and the effect on contemporary theatre; emphasis on trends and developments; review of representative plays of each period to illustrate the theatrical use of dramatic literature. PUL=5
COMM-T 338 History of the Theatre II (3 cr.) Continuation of COMM-T 337, beginning with the Renaissance. May be taken separately. PUL=5
COMM-T 339 Play Directing (3 cr.) P: COMM-T 130; COMM-T 133 or permission of the instructor. Introduction to theories, methodology, and techniques: strong emphasis upon play analysis, actor-director communication, stage compositions. Students will direct scenes. PUL=3
COMM-T 430 Theatre Management (3 cr.) P: COMM-T 130 or permission of the instructor. This course is based on the concept that theatre is a business and must be operated on sound business principles. Students study the business aspects of operating various types of theatres. The study of the theoretical basis of management is augmented by practical projects. PUL=1B
COMM-T 431 Playwriting (3 cr.) Introduction to playwriting theories, methodology, and skills; principles of dramatic structure; practice in writing, culminating in a one-act play manuscript; class evaluation and conferences. Credit not given for both T431 and IUB T453. PUL=3
COMM-T 437 Creative Dramatics (3 cr.) Laboratory course in informal dramatics, emphasizing the child rather than the production; includes methods of stimulating the child to imaginative creation of drama with the materials of poetry, stories, choral readings, and music. PUL=3
COMM-T 440 The Art and Craft of Puppetry (3 cr.) Theory and practice of puppetry as an art form and as an educational tool. Students will create a wide variety of hand puppets, scripts, and stages as well as master basic techniques of puppet performance. PUL=3
ECON-S 201 Introduction to Microeconomics: Honors (3 cr.) Designed for students of superior ability. Covers the same core materials as E201. PUL=5
ECON-S 202 Introduction to Macroeconomics: Honors (3 cr.) Designed for students of superior ability. Covers the same core materials as E202. PUL=5
ECON-S 270 Introduction to Statistical Theory in Economics and Business: Honors (3 cr.) P: MATH M118 or MATH M119 or MATH 15900 or C: MATH M119 or MATH 15900 Covers the same core materials as E270 but with more involved applications in economics. PUL=1
Non-Honors Courses
ECON-E 101 Survey of Current Economic Issues and Problems (3 cr.) For nonmajors only. A combined course in macroeconomics and microeconomics for non-majors only. Explains macroeconomic concepts such as economic growth, unemployment, inflation, and GDP. Explains microeconomic concepts such as demand/supply and market structures. Will cover personal finance and applied topics such as international, labor markets, health care, pollution. PUL=5
ECON-E 111 Topics in the Economic History of Western Civilization I (3 cr.) Selected topics in the economic history of Western civilization, including the growth of the market organization, industrialization, institutional growth and change, imperialism, and labor. PUL=5
ECON-E 112 Topics in the Economic History of Western Civilization II (3 cr.) Selected topics in the economic history of Western civilization, including the growth of the market organization, industrialization, institutional growth and change, imperialism, and labor. PUL=5
ECON-E 201 Introduction to Microeconomics (3 cr.) P: Sophomore standing. An analysis of evolution of market structure using the analytical concepts of supply and demand, opportunity cost, and marginal analysis. Applications include a variety of concurrent microeconomic issues. PUL=5
ECON-E 202 Introduction to Macroeconomics (3 cr.) P: ECON-E 201. An introduction to macroeconomics that studies the economy as a whole; the levels of output, prices, and employment; how they are measured and how they can be changed; money and banking; international trade; and economic growth. PUL=5
ECON-E 270 Introduction to Statistical Theory in Economics (3 cr.) P: MATH-M 118. Review of basic probability concepts, sampling, inference and testing statistical hypotheses. Applications of regression and correlation theory, analysis of variance and elementary decision theory. PUL=1
ECON-E 303 Survey of International Economics (3 cr.) P: ECON-E 201-E202. Survey of international economics. Basis for and effects of international trade, commercial policy and effects of trade restrictions, balance of payments and exchange rate adjustment, international monetary systems, and fixed vs. flexible exchange rates. Students who have taken ECON-E 430 many not enroll in ECON-E 303 for credit. PUL=5
ECON-E 304 Survey of Labor Economics (3 cr.) P: ECON-E 201. Economics problems of the wage earner in modern society; structure, policies, and problems of labor organizations; employer and governmental labor relationships. PUL=5
ECON-E 305 Money and Banking (3 cr.) P: ECON-E 201-E202. Monetary and banking system of the U.S. The supply and control of money. The impact of money on the U.S. economy. Topics in the application of Federal Reserve monetary policy. Analytical treatment of the Federal Reserve system and the commercial banking industry.. PUL=5
ECON-E 307 Current Economic Issues (3 cr.) P: ECON-E 201 or permission of instructor. A survey of twentieth century economic writers who have discussed such questions as "Can Capitalism Survive?", "What is the Proper Role for Government in a Modern Market Economy?", and "How Can Individual Values be Expressed in Modern Economic Systems?". Students will be required to read selected works of Joseph Schumpeter, Milton Friedman, John Kenneth Galbraith, and R.H. Tawney. other authors discussed will include E.F. Schumacher, Fredrich von Hayek, John Maynard Kaynes, Kenneth Boulding and Wilhelm Ropke.PUL=5
ECON-E 308 Survey of Public Finance (3 cr.) P: ECON-E 201-E202. Analysis of government expenditures and revenue sources, taxation and capital formation, public debt and inflation, growth in government spending, and intergovernmental fiscal relations. PUL=5
ECON-E 321 Intermediate Microeconomic Theory (3 cr.) P: ECON-E 201-E202, MATH-M 119. The economics of consumer choice. The economics of production, cost minimization and profit maximization for business firms in the short run and long run under various market structures. Competition and adjustment to market equilibrium. Introduction to game theory, strategic interaction, and noncooperative equilibria. PUL=5
ECON-E 322 Intermediate Macroeconomic Theory (3 cr.) P: ECON-E 201-E202. Theory of income, employment, and price level. Study of countercyclical and other public policy measures. National income accounting. PUL=5
ECON-E 323 Urban Economics (3 cr.) P: ECON-E 201-E202. Introduction to basic concepts and techniques of urban economic analysis to facilitate understanding of urban problems; urban growth and structure, poverty, housing, transportation, and public provision of urban services. PUL=5
ECON-E 325 Comparative Economic Systems (3 cr.) P: ECON-E 201-E202. Essential economic theories and features of economic systems, including private enterprise, authoritarian socialism, and liberal socialism. PUL=5
ECON-E 326 Applied Research in Urban Economics (3 cr.) P: ECON-E 201-E202 or permission of instructor. Field research in urban economics. Topics to be selected by students, covering such areas as human resource problems, transportation and housing surveys, demographic shifts, and income distribution issues. PUL=5
ECON-E 335 Introduction to Mathematical Methods in Economics (4 cr.) P: ECON-E 201-E202, MATH-M 118-M119. Introduction to quantitative techniques used in economics, and instruction in the application of these techniques to the analysis of economics problems. PUL=1
ECON-E 337 Economic Development (3 cr.) P: ECON-E 201, ECON-E 202, and junior standing or consent of instructor. Characteristics of economically underdeveloped countries. Obstacles to sustained growth; planning and other policies for stimulating growth; examination of development problems and experience in particular countries. PUL=5
ECON-E 355 Monetary Economics (3 cr.) P: ECON-E 305 or ECON-E 322 or equivalents. Supply and demand functions for money in the context of models of the U.S. economy. Formulation of Federal Reserve policy decisions and effects on interest rates, prices, output, and employment. Current problems in monetary policy and theory. PUL=5
ECON-E 363 Environmental and Natural Resource Economics (3 cr.) P: ECON-E 201-E202. Basic theory and policy of such topics as pollution, resource depletion, environmental risk, and resource conservation. Issues covered include limits to growth, quality of life, and the appropriate roles for the private market and federal control. Credit not given for both ECON-E 363 and ECON-E 463. PUL=5
ECON-E 380 Law and Economics (3 cr.) P: ECON-E 201 or permission of instructor. The application of economic method to legal institutions and legal issues. Examples would be the optimum use of resources to prevent crime, the economic value of a human life, the economic consequences of regulating the business firm, the economics of property rights, torts, and contracts. PUL=5
ECON-E 385 Economics of Industry (3 cr.) P: ECON-E 201 or permission of instructor. A theoretical and empirical analysis of the structure, conduct, and performance of major American industries. Emphasized is the degree of competition in various markets, how markets operate under conditions of competition or monopoly, and competition as a dynamic process over time. PUL=5
ECON-E 387 Health Economics (3 cr.) P: ECON-E 201. This course applies economic theory to the study of policy issues in health economics. Specific issues included are: determinants of demand for medical services and insurance; training and pricing behavior of physicians; pricing behavior and costs of hospitals; market and regulative approaches. PUL=5
ECON-E 406 Senior Seminar (3 cr.) P: ECON-E 321 and ECON-E 322 or permission of instructor. Assessment of the current state of economic knowledge and discussion of how economics is applied to study the problems facing modern society. PUL=5
ECON-E 408 Undergraduate Readings in Economics (3 cr. maximum cr.) P: Permission of instructor. ECON majors only. Individual readings and research. PUL=5,1
ECON-E 410 Selected Topics in U.S. Economic History (3 cr.) P: ECON-E 201-E202. Analysis of selected topics, including transportation developments, government intervention, systems of property rights, slavery, economic growth, income distribution, economic stability, technical change, and others. PUL=5
ECON-E 414 Economics of the Nonprofit Sector (3 cr.) P: ECON-E 201. The role of nonprofit organizations (universities, churches, hospitals, orchestras, charities, day care, research, nursing homes) in mixed economics. Public policy controversies such as regulation of fundraising, antitrust against universities, "unfair" competition with for-profit firms, and the tax treatment of donations. PUL=5
ECON-E 420 History of Economic Thought (3 cr.) P: ECON-E 201-E202. Examination of main theoretical developments since the beginning of the systematic study of economics. Theoretical propositions and structures of the earlier writers will be interpreted and evaluated in terms of modern economic analysis. PUL=5
ECON-E 430 Introduction to International Economics (3 cr.) P: ECON-E 201-E202. Forces determining international trade, finance, and commercial policy under changing world conditions; theory of international trade; structure of world trade; tariff and trade control policies; the balance of payments problem; evolution of international economic institutions; and monetary relations. PUL=5
ECON-E 441 Economics of Labor Markets (3 cr.) P: ECON-E 201, ECON-E 321, and ECON-E 270 or equivalent. Analysis of the functioning of labor markets with theoretical, empirical, and policy applications in determination of employment and wages in the U.S. economy. PUL=5
ECON-E 450 Business Conditions Analysis and Forecasting (3 cr.) P: ECON-E 201-E202. This course examines sources of instability in industrialized economies. Various theories of the business cycle are examined and critiqued. In addition, the empirical determinant of aggregate demand, prices, and interest rates are discussed. Alternative forecasting techniques are considered and the use of these techniques is demonstrated. PUL=1
ECON-E 470 Introduction to Econometrics (3 cr.) P: ECON-E 270, MATH-M 119. Application of regression analysis to economic and business data. Estimation and hypothesis testing of classical regression model. Heteroscedasticity, collinearity, errors in observation, functional forms, and autoregressive models. Estimation of simultaneous equation models. Credit will not be given for both ECON-E 470 and ECON-E 472. PUL=1
ECON-E 485 Economic and Social Control of Industry (Antitrust) (3 cr.) P: ECON-E 201 or permission of instructor. This course is a study of the economic reasoning behind and consequences of the application of antitrust laws aimed at altering the structure, conduct, and performance of the American economy. Specific legal cases that have been brought under the Sherman Act, the Clayton Act, as amended, and the Federal Trade Commission Act are analyzed. PUL=5
ECON-E 102 Economics of Personal Finance (3 cr.) Shows how the state of the economy, prices, and interest rates should guide personal decisions about spending, saving, credit, investments, and insurance. Intended for non-business students. PUL=5
ECON-E 375 Introduction to Mathematical Economics (3 cr.) Applications of mathematical concepts to equilibrium and optimization. Applications of matrix theory to input-output analysis, activity analysis, and models of capital accumulation.
ECON-E 504 Mathematics for Economists (3 cr.) Topics in mathematics that are particularly useful in the application of microeconomic theory, macroeconomic theory, and econometrics. Topics covered include: matrix algebra, comparative-static analysis, constrained optimization, difference equations in discrete time, game theory, and set theory as applied to general equilibrium analysis.
ECON-E 513 Special Topics in Economic History (3 cr.) Explicit methodology and economic analysis applied to major issues in American and European economic history.
ECON-E 514 The Nonprofit Economy and Public Policy (3 cr.) P: ECON-E 201. The role of nonprofit organizations (universities, churches, hospitals, orchestras, charities, day care, research, nursing homes) in mixed economies. Public policy controversies such as regulation of fundraising, antitrust against universities, "unfair" competition with for-profit firms, and the tax treatment of donations. (This course may not be taken for credit by anyone who has received credit for ECON-E 414.)
ECON-E 519 Regional Economics (3 cr.) Regional economics is the study of economic behavior in space. The course examines the internal and interregional determinants of growth and decline of a region from supply and demand perspectives. Public policies to influence these determinants are considered.
ECON-E 521 Theory of Prices and Markets (3 cr.) P: ECON-E 504 or consent of instructor. Develops the methodology of economic analysis and teaches the tools and language of price theory. Fundamental elements of consumer theory, producer theory and economics of uncertainty. Emphasis on comparative statics and the duality theory. Topics on welfare analysis, the theory of price indices, quality of goods, revealed preferences, the theory of derived demand, expected utility theory, attitudes toward risk, and various measures of riskiness.
ECON-E 522 Macroeconomic Theory 1 (3 cr.) P: ECON-E 520. Introductory course on macroeconomic dynamics; covers growth models and asset pricing theories, endogenous growth theories, optiomal growth problems, and competitive dynamic equilibrium models. Dynamic programming tools introduced as needed. All models are cast in discrete time setup; presents deterministic and stochastic theories.
ECON-E 528 Economic Analysis of Health Care (3 cr.) A graduate introduction to health economics. Applications of economic theory to problems in various areas in health care. Applications of econometric techniques to the same. Topics include how physicians, institutions, and consumers respond to economic incentives and what policies contribute maximally to efficiency and welfare.
ECON-E 545 Applied Labor Economics (3 cr.) P: ECON-E 321 or ECON-E 470 or equivalents. Discussion of wage rates and working conditions, searches by workers or firms, investment in training, quits and layoffs, shirking, discrimination, the division of household labor, retirement, and implicit contracts. The course also examines the impact of institutions such as unions and the government on the efficiency of the labor market
ECON-E 568 Public Finance I (3 cr.) P: ECON-E 308 and ECON-E 470. Partial equilibrium, microeconomic analysis of how tax and subsidy policies affect various types of individual and firm behavior. Theoretical models are introduced to assess and develop quantitative studies of fiscal policy. Summaries of the empirical impact of policy will be formed for the purpose of becoming an "input" in the complete general equilibrium analysis conducted in Public Finance II.
ECON-E 569 Public Finance II (3 cr.) P: ECON-E 568. Empirical examination of the general equilibrium effects of major tax and subsidy programs, such as personal income taxation, corporate profit taxation, income maintenance, social security, and government provision of education. In addition, proposed reforms to these programs will be analyzed using empirically based simulation models.
ECON-E 570 Fundamentals of Statistics and Econometrics (3 cr.) Mathematical overview of statistics and econometrics at graduate level. Topics covered include probability and probability distributions, sampling distributions, tests of hypotheses, estimation, simple regression, multiple regression, generalized linear model and its applications, simultaneous equation system.
ECON-E 574 Applied Econometrics and Forecasting (3 cr.) P: ECON-E 570. An overview of techniques employed in economic model building, estimation, and usage. Topics covered include single and multi-equation system estimation, limited dependent variable regression techniques, hypothesis testing, policy analysis, and forecasting. Various forecasting techniques are discussed, including smoothing and decomposition methods and time series analysis. A number of projects are assigned throughout the semester in order to give the student hands-on experience with the different techniques.
ECON-E 581 Topics in Applied Microeconomics I (3 cr.) P: ECON-E 521. This course is a graduate-level introduction to theoretical and empirical applications in one or more areas of microeconomics. We will demonstrate how economic concepts can be usefully applied to understanding problems in the subdiscipline under study and discuss and apply estimation techniques appropriate for problems in the area.
ECON-E 582 Topics in Applied Microeconomics II (3 cr.) P: ECON-E 521 and ECON-E 570 or consent of the instructor. This course is a second graduate-level introduction to theoretical and empirical applications in two areas of microeconomics. We will demonstrate how economic concepts can be usefully applied to understanding problems in the subdiscipline under study, and discuss and apply estimation techniques appropriate for problems in the area.
ECON-E 583 Introduction to Applied Macroeconomics (3 cr.) P: ECON-E 522 and ECON-E 570 or equivalents and consent of the instructor. This course is a graduate-level introduction to theoretical and empirical applications in two areas of macroeconomics. We will demonstrate how economic theories can be usefully applied to understanding problems in the subdiscipline under study and discuss and apply estimation and calibration techniques appropriate for problems in the area.
ECON-E 600 Research in Economics (arr. cr.) Individual readings and research.
ECON-E 808 Thesis (M.A.) (arr. cr.)
ECON-E 515 Institutional Setting for Health Economics in the U.S. (3 cr.) P: or C: ECON-E 521 and ECON-E 571. Overview of the structure fo the U.S. health care system including health care financing, health care delivery, and government programs. Private and public financing mechanisms as well as government regulation. Comparison of the U.S. system to the health care systems of other countries.
ECON-E 516 Institutional Setting for Nonprofit/Philanthropic Economics (3 cr.) P: or C: ECON-E 521 and ECON-E 571. This course provides a broad overview of nonprofit institutions and philanthropic practices, along with a discussion of available data sources on each. We discuss the size and scope of nonprofit organizations, revenues, goverance, regulation and taxation, intersectoral relations, patterns of philanthorpy, and public policies that affect giving behaviors.
ECON-E 520 Optimization Theory in Economic Analysis (3 cr.) P: Calculus and Linear Algebra. Introduction to concepts and techniques of optimization theory applied in modern micro and macroeconomics. Theory and application of Lagrange multipliers, comparative statics analysis, valve functions and envelope theorems. Elements of dynamic programming and other methods of economics dynamics.
ECON-E 571 Econometrics I-Statistical Foundations (3 cr.) P: Calculus and Linear Algebra. The probability bases for statistical estimation and testing are introduced in the context of issues, theories, and data found in economics. The classical linear regression model is presented as the starting point for multivariate analyses in econometrics. Students work with various computer programs in and out of the scheduled class periods.
ECON-E 573 Econometrics II (3 cr.) P: ECON-E 571. Estimation and inference in linear regression model, basic asymoptotic theory, heteroskedasticity, measurement error, generalized least squares, instrumental variable model, maximum likelihood estimation, generalized method of moments, qualitative response models.
ECON-E 577 Computer Methods and Data Analysis (3 cr.) P: ECON-E 570 or ECON-E 573. The first of a two-semester sequence in computer methods and data analysis. ECON-E 577 teaches students to use large datasets in an econometric analysis to answer a research question, to program in Stata, and to organize a complicated data project. The course also will complete students' introduction to the Stata programming language. The course prepares students to carry out their own large-scale research project and/or efficiently work within an organization that uses large data files to achieve its objectives.
ECON-E 578 Advanced Computer Methods and Complex Datasets (3 cr.) P: ECON-E 577. In ECON-E 578 students learn to conduct empirical research with advanced computer methods and complex datasets. In the first half of the course students will learn the process by which empirical research is conducted by critiquing several published research articles and replicating the research from a previously published journal article. The replication will involve critical assessment of the research question, specific aims, innovation, significance, methodological approach, as well as learning the computer methods and datasets necessary to replicate the results. In the second half of the course students will use their acquired knowledge of research process to write a detailed proposal for an original research project. The course culminates with an oral presentation of the proposal, followed by critical peer assessment of the project's research question, aims, innovation, significance, and methods. In addition to learning the process of research, students will acquire advanced Stata programming skills (e.g., ado-file programming, Mata, maximum-likelihood programming), and be introduced to several complex data sets that are important in health economics research. At the culmination of the course, students will be prepared to execute their first original research project. That execution will commence during the summer following completion of E578.
ECON-E 611 Information Economics and Theories of Incentives and Contracts (3 cr.) P: ECON-E 521. The course covers topics in the theories of incentives and contracts that study situations in which there are explicit or implicit contractual obligations. It explores the role and influence of asymmetric information in determining outcomes with special emphases on moral hazard and adverse selection.
ECON-E 621 Theories of Prices and Market (3 cr.) P: ECON-E 520. Analysis of equilibrium, first- and second-orderconditions; statistical derivation of demand and cost curves; activity analysis; general equilibrium; welfare economics; microeconomics of capital theory; pure oligopoly and gave theory.
ECON-E 643 Health Economics I (3 cr.) P: ECON-E 515, ECON-E 573, and ECON-E 611. E643 will provide students with the theoretical knowledge and make them familiar with current research on key issues in health economics, including the production of and demand for health, determinants of health and health disparities, change in health technology, and the economic evaluation of health and health care.
ECON-E 644 Health Economics II (3 cr.) P: ECON-E 515, ECON-E 573, and ECON-E 611. This course builds on the core theory, econometrics and health economics courses to provide an in depth knowledge of key issues related to markets and market failure in the supply of health care services, the impact of insurance on the demand for health care services, response of consumers to insurers' financial incentives, the role of government in health care markets, the labor market behavior of physicians; hospital ownership, competition, and reimbursement. In addition to introducing theoretical concepts the course aims at familiarizing students to current research on these topics by means of review of seminal journal articles. It will provide a foundation for understanding key dimensions in health care markets, appreciate contributions of past literature on the subject and initiate constructive critical thought on the existing work and future directions of research in the field.
ECON-E 670 Econometrics 3-System and Panel Econometric Models (3 cr.) P: ECON-E 573 or equivalent. Simultaneous equation models (2SLS, 3SLS), time series concepts for panel data analysis and serial correlation, pooled cross-section methods, linear panel data models [First Differences, Fixed Effects (FE) and Random Effects (RE)], nonlinear panel data models (ML and GMM).]
ECON-E 673 Econometrics 4-Microeconometrics (3 cr.) P: ECON-E 573 or equivalent. Microeconometrics with applications to labor, health, and public economics. Extensive coverage of limited dependent variable and panel data models. Empirical implementation is an essential component of the course.
ECON-E 744 Seminar/Workshop in Health Economics (3 cr.) P: ECON-E 644. The Seminar in Health Economics introduces students to current working papers in health economics by leading scholars who present their work in a seminar format at IUPUI. It also provides the opportunity for PhD students to present their own work to faculty and peers.
ECON-E 800 Research in Economics (arr cr.)
ECON-E 809 Thesis (PhD) (arr. cr.)
English (ENG, EAP, FILM, LING)
ENG-W 206 Introduction to Creative Writing (3 cr.) Provides students with the opportunity to develop their creative writing skills, and gives them a working knowledge of the basic principles of fiction, poetry and drama. PUL=1A
ENG-W 207 Introduction to Fiction Writing (3 cr.) An introduction to the techniques and principles of fiction writing. Written assignments, workshop discussions of student work in progress, seminar study of classic and contemporary examples of the genre. This course may be used as a prerequisite for ENG W301, ENG W302,or ENG W305. This course is recommended for English majors pursuing a concentration in creative writing. PUL=1A
ENG-W 208 Introduction to Poetry Writing (3 cr.) One of three introductory creative writing courses, the course focuses on the fundamentals of poetry writing exclusively, including the image, the line, metaphor, sound play, and poetic meter. Students will practice a variety of techniques, will engage in weekly reading and writing, and will learn to revise their own poems and to help edit their classmates' work. PUL=1A
ENG-W 280 Literary Editing and Publishing (3 cr.) P: Any literature course; ENG-W 206, ENG-W 207, or ENG-W 208. Principles of editing and publishing literary writing. Kinds of journals, varieties of formats (including print and e-zine), introduction to editing and production processes. Possible focus on genre publishing (fiction, poetry, non-fiction prose), grant writing, Web publishing, etc. PUL=2
ENG-W 301 Writing Fiction (3 cr.) P: ENG-W 206 or ENG-W 207 or permission of the instructor. Further exploration in the art of fiction writing. PUL=1A May be repeated once for credit.
ENG-W 302 Screenwriting (3 cr.) P: ENG-W 206 or ENG-W 207, or permission of instructor. A practical course in basic techniques of writing for film and television. Covers the essentials of dramatic structure, story development, characterization and theme, scene construction, dialogue, and, briefly, the practicalities of working as a screenwriter today. PUL=1A; Rise-Experiential Learning
ENG-W 303 Writing Poetry (3 cr.) P: ENG-W 206 or ENG-W 208 or permission of the instructor. Further exploration in the art of poetry writing. PUL=1A
ENG-W 408 Creative Writing for Teachers (3 cr.) P: ENG-W 206, ENG-W 207, or ENG-W 208. Offers current and future teachers insights into the creative writing process, teaches them to think as writers do, suggests strategies for critiquing creative work, and provides guidance in developing creative writing curriculum. PUL=1A
ENG-W 305 Writing Creative Nonfiction (3 cr.) P: ENG-W 206, ENG-W 207, ENG-W 208, or permission of the instructor. An intermediate course in the theory and practice of creative nonfiction prose, with seminar study of relevant materials and workshop discussion of student work in progress. PUL=1A
ENG-W 401 Writing Fiction (3 cr.) P: ENG-W 301. Study and practice in the writing of fiction. Analysis of examples from contemporary literature accompanies class criticism and discussion. PUL=1A; RISE-Experiential Learning May be repeated once for credit.
ENG-W 403 Advanced Poetry Writing (3 cr.) P: ENG-W 303. Study and practice in the writing of poetry. Analysis of examples from contemporary poets accompanies class criticism and discussion. PUL=1A; RISE-Experiential Learning
ENG-W 411 Directed Writing (1-3 cr.) P: Consent of instructor. Individual projects determined in consultation with instructor. Credit varies with scope of project. PUL=1A. May be repeated once for credit.
ENG-W 407 Advanced Creative Nonfiction Writing (3 cr.) P: ENG-W 305. An advanced workshop in the craft of creative nonfiction, with special attention given to defining the genre and its craft. PUL=1A RISE-Experiential Learning
ENG-W 313 Writing Nonfiction Prose (3 cr.) P: ENG-W 206, ENG-W 207, ENG-W 208, or permission of the instructor. Students will read and analyze professional and student work as they prepare to practice the art of fact by combining the tools of a researcher with the craft of a novelist. The final portfolio includes a stylistic analysis of the student's and others' nonfiction works as well as two illustrated nonfiction texts based on the student's primary and secondary research. PUL=1A
ENG-W 315 Writing for the Web (3 cr.) Introduces students to new forms of writing (beyond word processing and desktop publishing) made possible by computers - hypertext, electronic mail, and computer conferencing - and explores what impact these new forms have on literacy skills for writers and readers of such computer-delivered texts. PUL=1A
ENG-W 318 Finding your E-Voice (3 cr.) This course helps students understand and negotiate the creation of a successful e-voice with academic, personal, and professional applications. Reading, exploration, discussions, activities and practice help students transition from an academic to an "e-voice." Designing and producing a multimedia project meets RISE criteria and further refines developing e-voices. PUL=1A
Film Studies (FILM)
FILM-C 292 An Introduction to Film (3 cr.) Nature of film technique and film language; analysis of specific films; major historical, theoretical, and critical developments in film and film study from the beginnings of cinema to the present. PUL=3
FILM-C 390 The Film and Society: Topics (3 cr.) Film and politics; race and gender; social influences of the cinema; rise of the film industry. May be repeated once with different topic. PUL=4
FILM-C 391 The Film: Theory and Aesthetics (3 cr.) Film form and techniques; aesthetic and critical theories of the cinema; relationships between film movements and literary and artistic movements; relationships of word and image; analysis of significant motion pictures. PUL=4
FILM-C 392 Genre Study in Film (3 cr.) Problems of definition; the evolution of film genres such as criminal or social drama, comedy, the western, science fiction, horror, or documentary film; themes, subject matter, conventions, and iconography peculiar to given genres; relationship of film genres to literary genres. Focus on one specific genre each time the course is offered. PUL=3 May be repeated once with different topic.
FILM-C 393 History of European and American Films I (3 cr.) FILM-C 393 is a survey of the development of cinema during the period 1895-1926 (the silent film era). PUL=3
FILM-C 394 History of European and American Films II (3 cr.) FILM-C 394 is a survey of European and American cinema since 1927. Particular attention paid to representative work of leading filmmakers, emergence of film movements and development of national trends, growth of film industry, and impact of television. PUL=1C
FILM-C 491 Authorship and Cinema (3 cr.) Study of the work of one or more film artists. Attention paid to the style, themes, and methods that make the filmmaker's work unique. Filmmakers studied in the contexts of film traditions, ideologies, and industries that informed their work. PUL=4 May be repeated once with a different topic.
FILM-C 493 Film Adaptations of Literature (3 cr.) Analysis of the processes and problems involved in turning a literary work (novel, play, or poem) into a screenplay and then into a film. Close study of literary and film techniques and short exercises in adaptation. PUL=2
ENG-W 260 Writing of Film Criticism (3 cr.) Viewing and critiquing currently playing films, with emphasis on genre, authorship, and cinematic and narrative values. Attention to cultural, historical, and ideological contexts. Students view contemporary films. This is a writing course, which teaches the writing of film criticism; students produce first drafts, present them to classmates for peer reviewing, and complete a final draft for grading. Essays spanning film history serve as models for review writing. PUL=2
FILM-C 350 Film Noir (3 cr.) Film noir is a term originating with the French to describe certain Hollywood films from the 1940s and 1950s that seem to express a dark vision of American culture. These films often share certain characteristics such as: private detectives; femmes fatale; and dark, shadowy, ambiguous worlds of crime. The term film noir, however, is as shadowy, as amorphous, as the films themselves. Is film noir a period, a genre, a category, or a style of filmmaking? Film scholars and critics don't always agree on a definition. However we describe them, films noir continue to intrigue and provoke us. This course will look at the historical and cultural use of the term, and some of the detective and pulp fiction that influenced film noir. We will read what several important critics say about noir. We will watch several of the most influential Hollywood films noir made after 1941, including The Maltese Falcon, Double Indemnity, Laura, Kiss Me Deadly, and Touch of Evil. In addition, we will look at neo noirs, such as Chinatown, Blade Runner, Pulp Fiction, and Devil in a Blue Dress. Finally, we will think about film noir as a discourse, as a set of ideas circulating around these films, which might tell us something about American culture. PUL=3
FILM-C 351 Musicals (3 cr.) Why should we care about this seemingly quaint, esoteric genre in which characters burst into song here in our supposedly advanced era? Musicals are often regarded as in effect a historical genre. They are seen as speaking a dead language (pre-rock Broadwayese and Tin Pan Alley) as breaking the narrative of the classical Hollywood-style film, and of being excessively and cutely associated with show business, fairy tale realms, and folklorish Americana. Musicals are these things, and much more. We will look at the evolution of the one genre that didn't exist in silent cinema, and how it affected the development of the Hollywood studio system. We'll sample the works of Busby Berkeley, Astaire, and Rogers, Minnelli, Kelly, and Garland as well as a few of the better Broadway adaptations, as well as a bit of the musical revival that our current decade has had to offer (and that seems to have been successful). We also look at evolutions of the genre in the last three decades, beginning with Cabaret (1972) and extending to mediations on the form like Pennies from Heaven (1981), up to the neo musicals (Moulin Rouge!, Chicago, etc.) of recent times. You'll come away with a head-pulsing understanding that there couldn't be cinema and media as we know them without musicals. It's an essential genre. Students will learn how to talk about and recognize genre in its textual, historical, and cultural aspects. You will learn how to analyze film texts, how to research and think about the evolution of the genre and how to discuss that in a specific film. You will learn how musicals fit into the overall framework of entertainment, film art, and popular culture of the past eighty-some years and how to think critically about them and to analyze and communicate your own responses to the genre. PUL=3
FILM-C 352 Biopics (3 cr.) We will study one of the richest, but most underappreciated of film genres, the film biography, better known as the biopic. You will learn to discuss biography as a genre; to assess mythmaking in the telling of lives; to analyze the ways that biographical films work cinematically; and to see how, as a dynamic form, the biopic continues to produce portraits of what it means to distinguish oneself in the world. PUL=1C
FILM-C 361 Hollywood Studio Era 1930-1949 (3 cr.) This class deals with a vitally important period in film history as related to American history during the Great Depression, World War II, and the immediate postwar years. We will learn the various elements of filmmaking as practiced in a self-contained production system under which each cinematic component--from camerawork to acting to costuming to editing--had a department dedicated to it. We will learn about audiences and moviegoing during a time when movies were the national pastime in America and in many other countries. We will learn how to identify studio style, genre, to analyze the significance of stars and acting codes. We will study the roles of the actor, the writer, the producer, and the director in this system in which talents were signed to long-term contracts and were essentially owned by the companies. In writing, oral discussions, and exams, you should be able to analyze films of the Studio Era on several levels: What do they have to say as products of an American entertainment industry during two turbulent periods in America? What is the "classical cinema" and how does it combine what Richard B. Jewell calls "some standardization" with "a certain amount of freshness, of innovation, of novelty" demanded by the public? How do we recognize house style, individual authorship, and the differences between them? What is genre? And how do we write about and discuss these elements? PUL=4
FILM-C 362 Hollywood in the 1950s (3 cr.) This course, the second in a series on the history of the sound film, concerns one of the most critical periods of change both in American life and in the American film as art and entertainment. The late forties and early fifties in America brought the end of two decades of depression and world war and the coming of prosperity, suburbs, the baby boom, the Cold War, television, and the first stirrings of the Civil Rights movement. For Hollywood, the era forced the end of the unified mass audience and with it the breakup of the old powerful studios. Now came the (first) age of the blockbuster, of widescreen and stereophonic sound, of youth films, and Method acting, of a measure of psychological realism, and a new division, however, artificial, between art and entertainment films. The fifties are a fascinating period of reinvention and transition. Television, the blacklist, widescreen, Method acting, psychological realism, the decline of the Production Code, the influence of art cinema; iconic films from "Sunset Blvd." to "Some Like It Hot," "Singin' in the Rain" to "The Searchers," "Rebel Without a Cause" to "On the Waterfront." PUL=1C
FILM-C 380 French Cinema (3 cr.) This course will provide students with a broad introduction to the history of French cinema. France has arguably the most avid, energetic, and versatile film culture of any single nation in the world, including our own. The academic discipline of Film Studies would simply not exist without the French; critics such as Andr' Bazin, the "auteur" critics of Cahiers du Cin'ma and Positif in the 1950s, and later scholars such as Christian Metz, Raymond Bellour, and Jean-Louis Baudry, who brought semiotics and psychoanalysis in the field were advocates and analysts of the possibilities of film and its meanings in the modern world. Cinema got its formal start in France. The first public film screening anywhere was presented by Pierre and Auguste Lumi're in Paris on December 28, 1895. Among other French contributions to film culture were the first science fiction/fantasy films (of Georges M'li's), the wide-screen lens, the idea of film noir, the Auteur Theory, and the Nouvelle Vague (New Wave), which revolutionized film style around the world in the 1960s. Students will learn the important styles, periods, and directors of French cinema. They will develop an appreciation for the philosophical and aesthetic ideas informing French film, the cultural and political cultures out of which the films are produced, and the unique cross-pollination between the French and American cinemas. PUL=2.
ENG-Z 206 Introduction to Language Use (3 cr.) An introduction to how we use language in our lives. This course explores how and why language varies between different groups and places, as well as the role of context in language meaning and interpretation. Insights are applied to understanding the impact of literature, film, writing, and other disciplines. PUL=4
ENG-Z 301 History of the English Language (3 cr.) P: ENG-Z 205 is recommended. A study of the origins of the English language, focusing on how and why English has changed over time. Topics include: the process of language standardization and its impact on education and literacy, relationships between language and literature, and the changing role of English around the world. PUL=3
ENG-Z 302 Understanding Language Structure: Syntax (3 cr.) R: ENG-Z 205 is recommended. An introduction to how language is organized at the sentence level, focusing on what it means to know how to produce and understand grammatical sentences. The acquition of syntax by children learning their first language and non-native speakers learning a second language will be studied. PUL=2
ENG-Z 432 Second Language Acquisition (3 cr.) P: ENG-Z 205. An introduction to a broad range of issues in the field of second language acquisition, providing the student with an overview of the most important approaches to the fundamental questions of how people learn a second language. Provides students with basic knowledge of theories of second language acquisition and an understanding of how theoretical perspectives inform practical application. PUL=2
ENG-Z 441 Materials Preparation for ESL Instruction (3 cr.) P: ENG-Z 205. Students learn about materials preparation, syllabus design, and test preparation by applying a variety of theories to books and other ESL (English as a Second Language) teaching devices (e.g., ESL tapes, videotapes, and software programs) in order to evaluate their usefulness. Students will learn to evaluate ESL materials for adequacy. PUL=4; RISE=Experiential Learning
ENG-Z 104 Language in our World (3 cr.) This course explores the power and importance of language in our everyday lives and looks at how language unites and separates us culturally, politically, socially, and psychologically. PUL=5
ENG-Z 204 Rhetorical Issues in Grammar and Usage (3 cr.) An introduction to English grammar and usage that studies the rhetorical impact of grammatical structures (such as noun phrases, prepositional phrases, and different sentence patterns). This course considers language trends and issues, the role of correctness in discourse communities, and the relations between writing in context and descriptive and prescriptive grammars and usage guides. PUL=3
ENG-Z 205 Introduction to the English Language (3 cr.) This course is an introduction to how language, and English in particular, is structured, including soundS (phonetics and phonology), words (morphology), sentences (syntax) and meaning (semantics). Discussions focus on examples from everyday language and the application of these basic concepts to real world contexts, including language teaching and learning. PUL=2
ENG-Z 310 Language in Context: Sociolinguistics (3 cr.) R: ENG-Z 206 is recommended. This course explores the relationships among language, society, and culture. The interplay between social factors such as age, sex, status, class, and education and language use are discussed within the framework of various theoretical and methodological approaches. Perceptions of several varieties of English are investigated. PUL=4
ENG-Z 434 Introduction to Teaching English as a Second Language (3 cr.) P: ENG-Z 432 or consent of instructor. The course examines recent theories of teaching English as a second or foreign language. Students will get a chance to examine theories and methods and develop knowledge of linguistic resources available to new and/or practicing teachers. PUL=3
ENG-Z 303 Understanding Language Meaning: Semantics (3 cr.) Examines the question of meaning, with a focus on the English language. After introducing various approaches to the study of meaning, the course examines how linguistic semantics analyzes such concepts as entities, events, time, space, possibility, and negation, and how these relate to human culture and cognition. PUL- 2
ENG-Z 405 Topics in the Study of Language (3 cr.) This is a variable topics course in the study of the English Language. PUL=2
Literary Study
ENG-L 105 Appreciation of Literature (3 cr.) An introduction to drama, fiction, and poetry, stressing the enjoyment and the humane values of each form. The course will provide experiences in listening to and studying visual adaptations of poems, novels, and dramas. PUL=2
ENG-L 115 Literature for Today (3 cr.) P: W131. Poems, dramas, and narratives pertinent to concerns of our times: e.g., works concerning values of the individual and society, problems of humanism in the modern world, and conflicts of freedom and order. PUL=2
ENG-L 202 Literary Interpretation (3 cr.) AHLA development of critical skills essential to participation in the interpretive process. Through class discussion and focused writing assignments, introduces the premises and motives of literary analysis and critical methods associated with historical, generic, and/or cultural concerns. PUL=2
ENG-L 203 Introduction to Drama (3 cr.) Representative significant plays to acquaint students with characteristics of drama as a type of literature. Readings may include plays from several ages and countries. PUL=2
ENG-L 204 Introduction to Fiction (3 cr.) Representative works of fiction; structural technique in the novel, theories and kinds of fiction, and thematic scope of the novel. Readings may include novels and short stories from several ages and countries. PUL=2
ENG-L 205 Introduction to Poetry (3 cr.) A basic course that will enable students to talk and write about poetry. PUL=2
ENG-L 207 Women and Literature (3 cr.) Issues and approaches to critical study of women writers in British and American literature. PUL=5
ENG-L 208 Topics in English and American Literature and Culture (3 cr.) Selected works of English and/or American literature in relation to a single cultural problem or theme. Topics vary from semester to semester. May be repeated once for credit. PUL=5
ENG-L 213 Literary Masterpieces I (3 cr.) Literary masterpieces from Homer to the present. Aims at thoughtful, intensive reading, appreciation of aesthetic values, enjoyment of reading. PUL=2
ENG-L 214 Literary Masterpieces II (3 cr.) ENG-L 214 covers major Western literary works from the Renaissance to the twentieth century. Texts are selected from a variety of genres and nations, with an emphasis on works that have been particularly famous and influential. Works by Cervantes, Voltaire, Flaubert, Dostoevsky, Mann, Ibsen, Kafka, and others are typically included. Emphasis will be on making the literature accessible and interesting, relating it to historical events and contexts, and working on important reading and writing skills. Non-English works will be read in English translation. PUL=2
ENG-L 220 Introduction to Shakespeare (3 cr.) Shakespeare's best-know plays and poems. PUL=2
ENG-L 245 Introduction to Caribbean Literature (3 cr.) This course will introduce students to the basic themes of Caribbean literature. Specifically, we will examine the ways in which Caribbean writers present a colonial past and its effect on Caribbean culture in their attempts to "write back" to imperial thought. We will examine the politics of decolonization and how writers construct/reconstruct Caribbean cultures and identities. PUL=5
ENG-L 301 English Literature Survey I (3 cr.) Representative selections with emphasis on major writers from the beginnings to Swift and Pope. PUL=2
ENG-L 302 English Literature Survey II (3 cr.) Representative selections with emphasis on major writers from the rise of romanticism to the present. PUL=2
ENG-L 305 Chaucer (3 cr.) Chaucer's works with special emphasis on The Canterbury Tales. PUL=4
ENG-L 315 Major Plays of Shakespeare (3 cr.) A close reading of a representative selection of Shakespeare's major plays. PUL=4
ENG-L 348 Nineteenth-Century British Fiction (3 cr.) Forms, techniques, and theories of fiction as exemplified by such writers as Scott, Dickens, Eliot, and Hardy. PUL=2
ENG-L 351 American Literature 1800-1865 (3 cr.) Study of a range of texts from the formative period of the republic to the end of the Civil War. Special attention paid to the shifting definitions and constructions of U.S. American national and cultural identity, as affected by issues of race, environment, transatlantic exchanges, scientific discourse, and the emergence of women writers. PUL=2
ENG-L 352 American Literature 1865-1914 (3 cr.) Surveys American literature through the development of realism, regionalism, naturalism, and the beginnings of modernism. Considers literature's relation to social and cultural phenomena of this era, such as urbanization, industrialization, immigration, racial tensions, labor strife, changing gender roles, and the spread of mass media and consumer culture.
ENG-L 354 American Literature since 1914 (3 cr.) Study of modernist and contemporary American writers in various genres, 1914 to the present, including Frost, Stein, Faulkner, O'Connor, Baldwin, Morrison, and others. PUL=2
ENG-L 355 American Novel: Cooper to Dreiser (3 cr.) Representative nineteenth-century American novels. PUL=2
ENG-L 358 American Literature 1914-1960 (3 cr.) Survey of literary expressions centered mainly in the first half of the twentieth century. Attention may be given to such literary movements as modernism and the Beats, as well as literature written by women and various ethnic populations. PUL=2
ENG-L 363 American Drama (3 cr.) Main currents in American drama to the present. PUL=4
ENG-L 365 Modern Drama: Continental (3 cr.) Special attention to Ibsen, Strindberg, Chekhov, Hauptmann, Pirandello, Brecht, and Sartre and to the theatre of the absurd. PUL=5
ENG-L 366 Modern Drama: English, Irish, and American (3 cr.) Twentieth-century drama, from Bernard Shaw and Eugene O'Neill to Samuel Beckett, Harold Pinter, David Mamet, Marsha Norman, and August Wilson. PUL=4
ENG-L 370 Recent Black American Writing (3 cr.) A study of the major black American writers, with special emphasis on recent writing. PUL=5
ENG-L 372 Contemporary American Fiction (3 cr.) American fiction of the last twenty years, including such writers as Bellow, Barth, Didion, Malamud, Pynchon, and Updike. PUL=2
ENG-L 373 Interdisciplinary Approaches to English and American Literature I (3 cr.) Social, political, and psychological studies in English and American literature, 1890 to the present. Topics may vary and include, for example, Freud and literature, responses to revolution, and the literature of technology. PUL=5
ENG-L 376 Literature for Adolescents (3 cr.) A survey of the challenging, sometimes controversial, literature written about and for young adult readers. A wide range of readings, with discussion topics that include "problem" fiction, fantasy and escapism, and censorship. This course is for future teachers and for others interested in the complex phenomenon of coming of age. PUL=2
ENG-L 378 Studies in Women and Literature (3 cr.) British and American authors such as George Eliot or Gertrude Stein; groups of authors such as the Bronte sisters or recent women poets; or genres and modes such as autobiography, film, or criticism. Topics will vary by semester. PUL=5
ENG-L 379 American Ethnic and Minority Literature (3 cr.) A survey of representative authors and works of American ethnic and minority literature with primary focus on Black, Hispanic, and Native Americans. PUL=5
ENG-L 381 Recent Writing (3 cr.) Selected writers of contemporary significance. May include groups and movements (such as black writers, poets of projective verse, new regionalists, parajournalists and other experimenters in pop literature, folk writers, and distinctly ethnic writers); several recent novelists, poets, or critics; or any combination of groups. May be repeated once for credit by special arrangement with the Department of English. PUL=4
ENG-L 382 Fiction of the Non-Western World (3 cr.) An in-depth study of selected narratives from the fiction of the non-Western world. Focus and selections vary from year to year. May be repeated once for credit. PUL=5
ENG-L 385 Science Fiction (3 cr.) A survey of the literary and cultural developments in British and American science fiction from its origins to the present with emphasis upon such Golden Age writers as Asimov and Heinlein, such post-World War II writers as Sturgeon and Clarke, and such New Wave writers as Ellison and Moorcock. PUL=1C
ENG-L 390 Children’s Literature (3 cr.) Survey of a wide range (folk tales, fantasy, realistic fiction, poetry and picture books) of literature for children from the early years to junior high school. Readings from the classics of previous centuries and from the best modern works will be treated from the literary-critical perspective, from which pedagogical conclusions follow. Intended for English majors, for the general students, for teachers past and future, and for parents and librarians. PUL=2
ENG-L 406 Topics in African American Literature (3 cr.) Focuses on a particular genre, time period, or theme in African American literature. Topics may include twentieth-century African American women's novels, black male identity in African American literature, or African American autobiography. May be repeated once for credit with different focus. PUL=5
ENG-L 431 Topics in Literary Study (3 cr.) Study of characteristics and development of literary forms or modes (e.g., studies in narrative, studies in romanticism). Topics vary from year to year. PUL=5; RISE=R May be repeated once for credit.
ENG-L 433 Conversations with Shakespeare (3 cr.) An interdisciplinary and intertextual study of Shakespeare's work and its influence to the present day. Students will compare Shakespeare texts with latter-day novels, plays, poems, and films that allude to or incorporate some aspect of Shakespeare's art. PUL=4
ENG-L 440 Senior Seminar in English and American Literature (3 cr.) P: One 200-level and two 300-400-level literature courses. Detailed study of one or more major British and American writers or of one significant theme or form. Subject varies each semester. May be repeated once for credit. PUL=4
ENG-L 495 Individual Readings in English (1-3 cr.) P: Consent of instructor and departmental chair. May be repeated once for credit. PUL=5
ENG-L 357 Twentieth-Century American Poetry (3 cr.) Survey of modern and postmodern movements in historical context, including Imagism, Objectivism, and Formalism. PUL=4
ENG-L 364 Native American Literature (3 cr.) A survey of traditional and modern literature by American Indians, especially of the high plains and southwest culture areas, with particular attention to the image of the Indian in both native and white literature. PUL=5
ENG-L 384 Studies in American Culture (3 cr.) Study of a coherent period of American culture (such as the Revolution, the Progressive Era, the Depression), with attention to the relations between literature, the other arts, and the intellectual milieu. PUL=5\ May be repeated once for credit.
Writing and Literacy
ENG-W 210 Literacy and Public Life (3 cr.) An introduction to the uses of literacy in public and civic discourse, with connections made to theories of writing and professional prospects for writers; serves as the required gateway course for the Concentration in Writing and Literacy and as an exploration of this concentration for other English majors and students considering the possibility of an English major. PUL=4
ENG-W 260 Writing for Film Criticism (3 cr.) Viewing and critiquing currently playing films, with emphasis on genre, authorship, and cinematic and narrative values. Attention to cultural, historical, and ideological contexts. Students view contemporary films. This is a writing course, which teaches the writing of film criticism; students produce first drafts, present them to classmates for peer reviewing, and complete a final draft for grading. Essays spanning film history serve as models for review writing. PUL=1A
ENG-W 310 Language and the Study of Writing (3 cr.) An introduction to the logical foundation and rhetorical framework of effective writing. PUL=4
ENG-W 313 The Art of Fact: Writing Nonfiction Prose (3 cr.) P: At least one 200-level writing course or excellent performance in ENG-W 131 and/or ENG-W 132 (contact the instructor if you are unsure of your readiness for this course). Students will read and analyze professional and student work as they prepare to practice the art of fact by combining the tools of a researcher with the craft of a novelist. The final portfolio includes a stylistic analysis of the student's and others' nonfiction works as well as two illustrated nonfiction texts based on the student's primary and secondary research. PUL=4
ENG-W 331 Business and Administrative Writing (3 cr.) Emphasis on proposals, presentations, collaborative and individual reports needed within a business, administrative, or organizational setting. Students discover how the process and products of writing shape organizational culture by studying documents organizations use, from hiring to setting ethical standards, as they communicate both internally and globally. PUL=1A
ENG-W 365 Theories and Practices of Editing (3 cr.) Students will examine textual and literary approaches to editing given particular rhetorical contexts. Emphasis will be placed on how to make editorial judgments that promote editorial standards without violating authorial intent. PUL=3
ENG-W 366 Written Englishes and Cultures (3 cr.) Is standard written English fixed and immutable or a living language variety? This course explores the definition, history, and politics of standard written English, the influence of home and community languages, and the uses and representation of linguistic diversity in both fiction and nonfiction texts. PUL=5
ENG-W 390 Topics in Writing and Literacy (3 cr.) Various topics in writing and literacy studies. Each offering will specify how the course counts in the major in writing and literacy. PUL=3 May be repeated once for credit.
ENG-W 400 Issues in Teaching Writing (3 cr.) Focuses on the content of rhetoric and composition and considers fundamental theoretical and practical issues in the teaching of writing. Reviews rhetorical and compositional principles that influence writing instruction, textbook selection, and curriculum development. PUL=3
ENG-W 411 Directed Writing (1-3 cr.) P: Consent of instructor and department chair. Individual critical or creative project worked out in collaboration with a member of the staff who agrees before registration to serve as a consultant. Credit varies with scope of project. PUL=1A
ENG-W 412 Literacy and Technology (3 cr.) Literacy and technology have multifaceted relationships with each other. This course explores the effects of technologies (ranging from clay tablets to the printing press to computers) on literate practices and the teaching of reading and writing. It prepares students to think critically about the possibilities and limitations associated with different technologies and their impact on literacy over time, and to analyze educational uses of technology connected with literacy. PUL=4
ENG-W 426 Writing for Popular and Professional Publication (3 cr.) Offers experienced writers near the end of their academic careers the opportunity to apply their skills to the public writing of the workplace. Students in this Honors course will integrate and apply academic writing skills gained from their previous academic work. They will compose documents appropriate for business and organizational purposes and explore the marketing process for freelance writing. Application of this "real-life" writing comes when ENG-W 426 students receive assignments from university units such as the University College and the School of Liberal Arts and fulfill them for inclusion in university publications. PUL=3
ENG-W 490 Writing Seminar (3 cr.) A writing seminar for English writing concentration majors that meets the capstone requirement. The seminar focuses on a specialized topic in writing studies; students will produce a major research-based or applied project.
ENG-W 320 Advanced Writing in the Arts and Sciences (3 cr.) Features scholarly readings on various interdisciplinary topics and examines how writers in the humanities, social sciences, and natural sciences define problems, investigate these problems, and report their findings. Focuses on the study and practice of knowledge-making in different discourse communities with particular attention to the student's major discipline. PUL=3
ENG-W 262 Style and Voice for Writers (3 cr.) This multi-genre course focuses on developing students' ability to develop strong written voices by examining published authors stylistic strategies, applying them to students' own work. Students built awareness thereby of unique features of their own stylistic decision-making which stamp their written voices. PUL=4
ENG-W 408 Creative Writing for Teachers (3 cr.) Offers current and future teachers insights into the creative writing process, teaches them to think as writers do, suggests strategies for critiquing creative work, and provides guidance in developing creative writing curriculum. PUL=1A
ENG-W 398 Internship in Writing (1-3 cr.) Combines study of writing with practical experience of working with professionals in journalism, business communication, or technical writing. Researched reports are required. Evaluations made by both supervisor and instructor.
ENG-W 496 Writing Fellows Training Seminar (3 cr.) P: ENG-W 131 and permission of instructor. Internship in University Writing Center. ENG-W 496 is an internship that prepares undergraduates to tutor in the University Writing Center. PUL=3
ENG-W 318 Finding your E-Voice (3 cr.) P: ENG-W 131. This course helps students understand and negotiate the creation of a successful e-voice with academic, personal, and professional applications. Reading, exploration, discussions,activities and practice help students transition from an academic to an "e-voice." Designing and producing a multimedia project meets RISE criteria and further refines developing e-voices.
ENG-W 312 Writing Biography (3 cr.) Students will learn to write about other peoples' lives, conducting primary and secondary research.& Genres produced may include obituary and profile, and students may have the opportunity to work in archives and write for publication.
ENG-W 377 Writing for Social Change (3 cr.) This course examines how writing is used to promote social change, particularly in the United States. Students apply theoretical perspectives learned in the course to analyze the rhetorical nature of texts associated with organizing and social action and to create their own texts, including texts directed to public officials, the media and organizational texts.
ENG-W 230 Science Writing (3 cr.) Instruction in preparing scientific reports, proposals, visuals, and research projects with instruction in CBE documentation and style.
ENG-W 326 Nonfiction Writing (3 cr.) This course will introduce students to nonfiction writing genres, including feature writing, profiles, reviews, speechwriting, memoir, opinion, blogs, travel writing, and more. Assigned readings will represent multiple genres; students will identify and analyze rhetorical strategies present in those genres. This course will prepare students for W426 and for writing nonfiction in real world settings. PUL=3
ENG-W 367 Writing for Multiple Media (3 cr.) Introduces principles and practices of multimedia design and implementation, with emphasis on writing in multimedia contexts. Students will consider ways that new media affect the production and reception of writing and its relationship to other forms of communication. PUL=5
ENG-W 396 Writing Fellows Training Seminar (3 cr.) Course prepares experienced undergraduate writers to peer tutor in the Writing Center. PUL=3
ENG-W 397 Writing Center Theory and Practice (3 cr.) This course will introduce student tutors to research and theory on the writing process, revision, and writing centers, which assumed an important place in composition studies, as writing centers have been an entry point into the field for many scholars/teachers. Areas of focus are scholarship and pedagogy, politics of literacy education and development of reflective tutoring practices. PUL=3
ENG-E 450 Capstone Seminar (3 cr.) This senior capstone integrates students' undergraduate study through writing and reading projects, faculty and student presentations, and creation of capstone portfolios. Students apply linguistic, literary, and rhetorical knowledge in culminating projects and learning portfolios. The course looks back at accomplishments and forward to postgraduation planning. PUL=3
ENG-E 398 Internship in English (3-6 cr.) P: Consent of instructor. A supervised internship in the use of English in a workplace. Apply during semester before desired internship. PUL=3
ENG-G 109 Intermediate Aural/Oral Skills for EAP Students (3 cr.) C: G010 Intensive practice of basic speaking and pronunciation skills, as well as listening comprehension skills, to develop language proficiency required for study at the university level. PUL=1C
ENG-G 15 Pronunciation Skills (1 cr.) This course focuses on American English pronunciation and stresses active learner involvement in small groups and self-tutorials. Practice in a contextualized format includes drills and multimedia listening and speaking activities. Classwork emphasizes stress and intonation patterns and vowel and consonant production. Individualized instruction focusing on specific needs is a component of the course. PUL=1C
ENG-G 101 Special Topics in EAP (3 cr.) Designed for EAP students, this course provides an introduction to English for Academic Purposes. The students will study the grammatical structures of the English language,EAP vocabulary, and their use in EAP speaking, listening, and reading.
ENG-G 110 Intermediate EAP: Reading, Writing, and Grammar (3 cr.) C: ENG G109 This course introduces and reviews basic English grammatical structures; presents basic reading strategies and vocabulary development; and focuses on functional language use and study skills. PUL=1C
ENG-G 111 Academic English Reading: Perspectives on Culture/Society (3 cr.) In this course, non-native English speaking students will develop their academic reading, (cross)cultural understanding, and critical thinking skills through indepth reading. Students will read academic texts about current socio-cultural issues and explore their meaning in U.S. and global context. The students will learn how to critically analyze, interpret, and synthesize texts they read. They will demonstrate their reading and cultural analysis skills in discussions, oral presentations, and written responses and analyses of academic readings. Vocabulary building for college-level communication is integrated into the instruction. PUL=1B
ENG-G 112 Listening and Speaking Skills for Academic Purposes (3 cr.) This course focuses on developing speaking and listening skills that are essential to academic life, encouraging participation in group discussion, improvement in presentation strategies, and development of questioning and answering skills. It provides community involvement to help students better understand American culture and language use. Reading skills, vocabulary development, oral communication and presentation skills for the academic context are emphasized. PUL=1B
ENG-G 114 EAP Grammar (1 cr.) C: ENG G111 This course introduces and reviews English grammatical structures for EAP students. As a co-requisite of G111 (Academic English Reading), the course provides practice in and clarification of grammatical structures in academic texts at high-intermediate levels of EAP. Students from other EAP courses may be identified as needing additional EAP grammar support based on an instructor-led evaluation and can, therefore, be required to complete the course, as well. The class is conducted as a lab in which students will meet face to face with an instructor part of the time and then complete work on assigned grammar units outside of class. In class additional instruction and practice will be given, and students will complete assessments (quizzes and exams) focused on EAP grammar. PUL=1A
ENG-G 410 Introduction to Legal English (1 cr.) An intensive, integrated academic language skills course addressing the linguistic demands of legal study in the U.S. Focuses on reading, writing, listening, and speaking skills. PUL=1A
ENG-G 411 Legal English I (3 cr.) A language skills course focusing on (1) grammatical structures and reading strategies required to understand legal texts and material, and (2) listening skills needed for the law school classroom. Instruction in fundamental organizational patterns in writing is provided as needed. PUL=1A
ENG-G 412 Legal English II (3 cr.) An integrated language skills course that focuses primarily on the advanced study of academic legal writing, including editing skills.. PUL=1A
ENG-G 513 Academic Writing Graduate Students (3 cr.) Designed to meet the academic writing needs of ESL graduate students from multiple disciplines, this course focuses on a variety of academic writing styles and disciplinary approaches to producing research papers and professional documents. Students practice paraphrasing, summarizing, critiquing discipline-related articles, as well as writing research proposals and a comprehensive research paper. PUL=1A
ENG-G 520 Communication Skills for Graduate Students and International Teaching Assistants (3 cr.) Designed for graduate students who are non-native speakers of English, this course provides instruction on oral communication skills, academic presentation skills and basic teaching strategies for the U.S. classroom. The primary focus is on oral language skills necessary to present academic materials in English to an American audience. Language skills, teaching skills, and knowledge about the U.S. classroom culture will be developed through discussions and classroom observations/simulations. Presentations, teaching practice and regular conferences will focus on individual needs. PUL=1C
ENG-W 131 Reading, Writing, and Inquiry (3 cr.) Adapted for EAP students, ENG G131, which will be the EAP equivalent of ENG W131 and satisfy the freshman writing requirement, teaches skills of critical reading, thinking, and writing to help students meaningfully engage artifacts, events, and issues in our world. The course builds students' abilities to read written and cultural texts critically; to analyze those texts in ways that engage both students' own experiences and the perspectives of others; and to write about those texts for a range of audiences and purposes as a means of participating in broader conversations. Assignments emphasize the analysis and synthesis of sources in making and developing claims. PUL=1A
ENG-G 130 Principles of Composition EAP (3 cr.) Adapted for EAP students, ENG G130, which will be the EAP equivalent of ENG W130, is for students who have taken the EAP placement test and who subsequently need a semester of writing instruction before taking ENG G131, which is the credit-bearing equivalent of ENG W131. Like ENG W130, G130 will provide practice in writing papers for a variety of purposes and audiences and attention to sentence and paragraph structure. PUL=1A
ENG-G 500 Introduction to the English Language (3 cr.) An introduction to the English language: its nature, structure, and development. PUL=1A
ENG-G 541 Materials Preparation for ESL (3 cr.)
ENG-W 130 Principles of Composition (3 cr.) For students who need a semester of writing instruction before taking W131. Practice in writing papers for a variety of purposes and audiences. Attention to sentence and paragraph structure. PUL=1A
ENG-W 131 Reading, Writing, And Inquiry (3 cr.) ENG-W 131 teaches skills of critical reading, thinking, and writing to help students meaningfully engage artifacts, events, and issues in our world. The course builds students' abilities to read written and cultural texts critically; to analyze those texts in ways that engage both students' own experiences and the perspectives of others; and to write about those texts for a range of audiences and purposes as a means of participating in broader conversations. Assignments emphasize the analysis and synthesis of sources in making and developing claims. PUL=1A
ENG-W 250 Writing in Context (3 cr.) P: ENG-W 131 or ENG-W 140 (with a grade of C or higher). Topics vary but course will focus on writing in various civic, cultural, and academic contexts. Course will fulfill second-year writing requirement for some programs. PUL=2
ENG-W 140 Elementary Composition/Honors (3 cr.) Offers an introductory writing course for advanced first-year writers. Like W131, W140 teaches skills of critical reading, thinking, and writing to help students meaningfully engage artifacts, events, and issues in our world. The course builds students' abilities to read written and cultural texts critically; to analyze those texts in ways that engage both students' own experiences and the perspectives of others; and to write about those texts for a range of audiences and purposes as a means of participating in broader conversations. Assignments emphasize the analysis and synthesis of sources in making and developing claims. PUL=1A
ENG-W 231 Professional Writing Skills (3 cr.) P: ENG-W 131 (with a grade of C or higher). To develop research and writing skills requisite for most academic and professional activities. Emphasis on methods of research, organization, and writing techniques useful in preparing reviews, critical bibliographies, research and technical reports, proposals and papers. PUL=2; RISE=E
ENG-W 270 Argumentative Writing (3 cr.) P: ENG-W 131 or ENG-W 140 (with a grade of C or higher). Offers instruction and practice in writing argumentative essays about complicated and controversial issues. The course focuses on strategies for identifying issues, assessing claims, locating evidence, deciding on a position, and writing papers with clear assertions and convincing arguments. PUL=2
ENG-W 150 Research in the Disciplines/Honors (3 cr.) An introduction to academic inquiry, this course allows the honors student to explore the investigative methods used within a discipline of his choice. Individual projects using these various methods combine primary and secondary skills. PUL=1A
Masters Degree and Certificate Courses
ENG-L 501 Professional Scholarship in Literature (4 cr.) Instruction in the materials, tools, and methods of research. The course is especially designed to familiarize beginning graduate students with the research expectations associated with graduate study in literature.
ENG-L 590 Internship in English (1-4 cr.) A supervised internship in the uses of language in the workplace. (For prospective teachers, the workplace may be a class.) Each intern will be assigned a problem or new task and will develop the methods for solving the problem or completing the task. Interns will complete a portfolio of workplace writing and self-evaluation; they will also be visited by a faculty coordinator and evaluated in writing by their on-site supervisors.
ENG-G 500 Introduction to the English Language (4 cr.) An introduction to the English language: its nature, structure, and development.
ENG-Z 520 Second-Language Development (3 cr.) Introduction to linguistic, psychological, cognitive, social, and sociocultural approaches to second language development. Explores relationship between second language development and such topics as age, gender, motivation, cognition, and cross-linguistic and sociological influences.
ENG-L 506 Introduction to Methods of Criticism and Research (4 cr.) The conditions and assumptions of studying English, with emphasis on criticism and research on a culturally and historically diverse range of texts.
ENG-Z 523 TESOL Methods (3 cr.) This course is designed to help teachers understand, recognize and address the language acquisition challenges of non-native English speakers, both in the U.S. and abroad. The course stresses the development and use of practical techniques and materials to teach ESL based on second-language acquisition principles.
ENG-L 553 Studies in Literature (4 cr.) Emphasis on thematic, analytic, and generic study. With consent of instructor, may be repeated once for credit.
ENG-L 560 Literary Studies in England and Scotland (4 cr.) Provides on-site opportunities in England and Scotland to explore the literary landscapes of British authors in relation to the English and Scottish school systems. Designed primarily for education majors and continuing certification credits.
ENG-Z 545 TESOL Practicum (3 cr.) P: ENG-Z 520 and ENG-Z 523. Students will be placed with a supervising teacher in a class for adult learners of English as a second language. Students will observe and assist the teacher, and then have the opportunity to create, teach and assess lessons.
ENG-L 573 Interdisciplinary Approaches to English and American Literature (3 cr.) Social, political, and psychological studies in English and American literature. Topics may vary and include, for example, literature and colonialism, literature and psychoanalysis, or literature and gender. May also include other world literatures.
ENG-L 606 Topics in African American Literature (4 cr.) Focuses on a particular genre, time period, or theme of African American literature. Examples: twentieth-century African American women's novels, black male identity in literature, kinship in African American literature, and African American autobiography. May be repeated twice for credit with different focuses.
ENG-Z 541 English for Specific Purposes (ESP) and Materials Development (3 cr.) P: ENG-Z 523 or instructor's permission. English for Specific Purposes (ESP) focuses on the analysis and teaching of English, including the development of appropriate materials, that meet specific language needs of non-native speakers in specific contexts for specific purposes. This course explores and applies the theoretical principles for identifying the needs, developing curricula and preparing teaching materials for ESP contexts.
ENG-L 625 Readings in Shakespeare (4 cr.) Critical analysis of selected tragedies, comedies, history plays, and poetry.
ENG-G 625 Discourse Analysis and Introduction to Research (4 cr.) This course introduces students to current approaches to text and discourse coherence, including recent theories of cognitive and interactional text modeling.
ENG-L 650 Studies in American Literature to 1900 (4 cr.) Intensive study of one writer, a group of writers, or a theme or form significant in the period.
ENG-G 652 English Language Sociolinguistics (4 cr.) This course investigates sociocultural aspects of language use and explores the relationships between language and society. The course provides background in various theoretical and methodological approaches to sociolinguistics. Other topics to be covered include gender and language, ethnicity and language, social factors in language acquisition, and bilingualism. Familiarity with basic issues and concepts in linguistics would be useful.
ENG-Z 600 Seminar in TESOL (3 cr.) Topics in this course will vary, but will focus on current issues in TESOL and applied linguistics. May be taken more than once with different topics. Up to 9 credit hours.
ENG-Z 690 Advanced Readings in TESOL (1-4 cr.) P: Approval of Instuctor. Directed reading on a focused topic in TESOL and applied linguistics that students initiate, plan, and complete under the direction of an English department faculty member. Credit hours depend on scope of project. May be repeated for up to 6 credit hours.
ENG-L 680 Special Topics in Literary Study and Theory (4 cr.) Reading in sociological, political, psychological, and other approaches to literature.
ENG-W 509 Introduction to Writing and Literacy Studies (4 cr.) This is the core course in the writing and literacy track of the English master's program. Students will read, analyze, discuss, and write about key issues in writing and literacy, laying a foundation for further study. Special emphasis will be placed on research methods in this field.
ENG-L 681 Genre Studies (4 cr.) A variable-title course, Genre Studies examines the specific characteristics of individual genres. May be repeated once for credit.
ENG-L 695 Individual Readings in English (1-4 cr.) Enables students to work on a reading project that they initiate, plan, and complete under the direction of an English department faculty member. Credit hours depend on scope of project.
ENG-L 699 M.A. Thesis (4 cr.) M.A. Thesis.
ENG-W 511 Writing Fiction (4 cr.) A graduate-level fiction writing workshop. Seminar study of advanced techniques in the writing of fiction, both short stories and the novel. Workshop discussion of advanced student work in progress.
ENG-W 513 Writing Poetry (4 cr.) Poetry writing workshop on the study of prosody and form (including formal elements of free verse) in the context of writing by class members.
ENG-W 532 Managing Document Quality (4 cr.) This course will examine and apply principles of planning, researching audience and content, designing publications, drafting, obtaining reviews, conducting user testing, and negotiating within organizational cultures in order to produce effective technical and professional documents.
ENG-W 600 Topics in Rhetoric and Composition (4 cr.) Covers selected issues in current composition and rhetorical theory.
ENG-W 609 Directed Writing Projects (1-4 cr.) Individual creative or critical writing projects negociated with the professor who agrees to offer tutorial assistance. Credit hours will vary according to the scope of the project.
ENG-W 697 Independent Study in Writing 1 (3 cr.)
ENG-W 500 Teaching Writing: Issues and Approaches (4 cr.) Consideration of fundamental issues in the teaching of writing and the major approaches to composition instruction. Specific topics include teaching invention and revision, diagnosing errors, teaching style and organization, making assignments, and evaluating student writing.
ENG-W 508 Creative Writing for Teachers (4 cr.) Offers current and future teachers insights into the creative writing process, teaches them to think as writers do, suggest strategies for critiquing creative work, and provide guidance in developing creative-writing curriculum. Emphasis on hands-on writing activities in three genres, adaptable for use with students at entry level.
ENG-W 510 Computers and Composition (4 cr.)
Based in current theories about the process of writing, this course surveys the use of computer programs (such as word processing) as writing tools, computer-assisted instruction as teaching aids and computer programs as research aids to study writing.
ENG-W 525 Research Approaches for Technical and Professional Writing (4 cr.) Students focus on how to learn about content, audiences in their situations, and document design in order to produce high quality publications.
ENG-W 531 Designing and Editing Visual Technical Communication (4 cr.) Students learn principles of designing publications that communicate both visually and verbally.
ENG-W 590 Teaching Writing: Theories and Applications (4 cr.) Drawing on current scholarship and relevant statements from the rhetorical tradition, this course examines theoretical assumptions in the design of classroom practices.
ENG-W 605 Writing Project Summer Institute (3-6 cr.) By application and invitation only. For teachers from K-university, who together consider major issues involved in the teaching of writing and explore the pedagogical approaches inherent in these issues. The institute explores current theories of writing and their application in the classroom. Preference given to active classroom teachers.
ENG-W 615 Graduate Creative Nonfiction Writing (4 cr.) Writing workshop in such modes as personal essay, autobiography, and documentary.
ENG-L 503 Teaching of Lit in College (2-4 cr.) Classroom teaching of literature in the light of current approaches.
ENG-L 508 Practicum on Teaching Literature in College (2-4 cr.)
Topics include syllabus construction, lecture and discussion techniques, use and evaluation of written work. Offered in two formats: as a practicum in course and syllabus design for a future undergraduate course; or as a practicum for AIs running concurrently with the related undergraduate course.
ENG-L 641 English Literature 1790-1900 (4 cr.) The course will explore the nexus between English literature, history, and print culture from the late sixteenth- to the early seventeenth century, using as our starting point England's unexpected (yet, perhaps, divinely inspired!) victory over the Spanish Armada in 1588 - the event that established England as a naval, military, and commercial power on par with continental Europe. From this triumphant moment, we will follow the nation through several succession crises, religious controversies, economic turmoil, struggles over theatrical and print censorship, and violently contested debates about the nature of Kingship itself, all of which led to a Civil War, the closing of the public theaters, the beheading of Charles I, and the eventual Restoration of the monarchy after an uncomfortable period of Parliamentarian and Protectorate rule.
ENG-L 643 Readings in Colonial and Postcolonial Literatures (4 cr.) Study of literature within the historical, cultural and political context of European colonialism and anti- or post-colonial resistance. Topics might include the role of literature in the formation of nations and national consciousness, literatures of particular nations, or postcolonial theory.
ENG-L 657 Readings in Literature and Critical Thinking (4 cr.) Study of major movements, figures, or topics in literary and/or critical theory.
ENG-L 666 Survey of Children's Literature (3-4 cr.) A survey of literature written for children and adolescents from the medieval period to the present.
ENG-Z 536 Pedigogical Grammar (3 cr.) The focus of this course is on understanding the functions that grammar fulfills in oral and written communication, analyzing those aspects of grammar most problematic for English language learners, and exploring approaches to helping learners understand and use those structures in meaningful communicative contexts. The course combines theoretical discussion about various aspects of grammar with consideration of how to prepare effective lessons for teaching grammar to learners of different ages, proficiency levels and needs.
ENG-Z 570 Second Language Writing (3 cr.) This course explores theories and practices in the teaching and evaluation of second language writing (SLW) as well as connections between first and second language writing, literacy, and culture. Students learn how to identify writing needs, design tasks, and assess writing, and form a philosophy of teaching SLW.
ENG-Z 575 Second Language Learning and Technology (3 cr.) Explores the theory, use, and issues of using technology in second language instruction, focusing specifically on the acquisition of intercultural competence, culture, and pragmatics.
ENG-Z 598 TESOL Internship (3 cr.) P: Completion of ENG-Z 520 and ENG-Z 523, or instructor's approval, and placement by TESOL Program into an approved internship site. The TESOL Internship is designed to provide students with a supervised internship experience in a professional ESL or EFL context. Interns will gain practical, hands-on experience in TESOL, including teaching, research, and/or program administration.
ENG-Z 699 MA Thesis - TESOL (3 cr.) P: Approval of instructor. MA thesis on an issue in TESOL/applied linguistics.
ENG-W 533 Science Writing (1 cr.) C: COMM-C 533; COMM-C 534. With an emphasis on shorter forms of writing, students discover voices, messages, and forms appropriate for bringing scientific expertise to non-science readers. They practice processes of response, revision, and editing to shape presentations for various readers, contexts, and paths of publication.
ENG-W 535 Advanced Science Writing (1 cr.) Each student identifies a complex project that includes long-forms and/or multi-genres of writing to deliver scientific expertise to non-science readers in a specific community or context. Collaborating through peer-critique and role-playing relevant readerships, students adjust their messages and modes of delivery.
ENG-G 513 Academic Writing Graduate Students (3 cr.) Designed to meet the academic writing needs of ESL graduate students from multiple disciplines, this course focuses on a variety of academic writing styles and disciplinary approaches to producing research papers and professional documents. Students practice paraphrasing, summarizing, critiquing discipline-related articles, as well as writing research proposals and a comprehensive research paper.
ENG-G 520 Communication Skills for Graduate Students and Internationals (3 cr.) Designed for graduate students who are non-native speakers of English, this course provides instruction on oral communication skills, academic presentation skills and basic teaching strategies for the U.S. classroom. The primary focus is on oral language skills necessary to present academic materials in English to an American audience. Language skills, teaching skills, and knowledge about the U.S. classroom culture will be developed through discussions and classroom observations/simulations. Presentations, teaching practice and regular conferences will focus on individual needs.
ENG-L 635 Readings in American Ethnic Literature and Culture (4 cr.) In-depth or comparative study of African-American, Asian American, Latino/a, Chicano/a, Native American, and/or other American ethnic literature and culture.
ENG-L 701 DESC BIBLIOGRAPHY/TEXTUAL PROB (4 cr.)
ENG-W 597 Writing Center: Theory and Practice (4 cr.) Writing Center Theory & Practice is designed to examine the techniques of consulting with writers, as well as the various theories that guide and inform consulting. The course will focus on the practical components of writing center work and how writing center and composition theories can be applied to a variety of settings, including but not limited to college, middle school, high school, professional, and other community settings. In particular, this course will train students to consult with writers in the IUPUI University Writing Center. Specific topics will include writing process, collaborative learning, approaches to consulting, consultant roles, consulting strategies for multiple populations of students (including but not limited to multilingual writers, first-generation students, returning students), cultural divides in writing centers, the use of technology and multimodal composing in writing centers, online consulting, assessment and research in writing centers, and composition and learning theories that influence writing center work and resource development.
Lower-Division Courses
GEOG-G 107 Physical Systems of the Environment (3 cr.) Explores the physical processes of the Earth--its weather, climate, landforms, oceans and ecosystems--and analyzes a range of environmental issues. PUL=3
GEOG-G 108 Physical Systems of the Environment: Laboratory (2 cr.) P: or C: GEOG-G107. Laboratory to complement G107. Practical and applied aspects of Meterology, Climatology, Vegetation, Soils and Landforms. PUL=3
GEOG-G 110 Human Geography in Changing World (3 cr.) How do languages, religions, customs, and politics change from local to global scales? Learn how humans shape geographic patterns of migration, agriculture, industry, and urbanization. PUL=5
GEOG-G 111 Hurricanes (1 cr.) Introduction to processes involved in the initiation and development of hurricanes, forecasting and modeling tools used to predict their effects, and impacts on the natural environment and humans. PUL=3
GEOG-G 112 Thunderstorms and Tornadoes (1 cr.) Introduction to the processes involved in the initiation and development of thunderstorms and tornadoes, forecasting and modeling tools to predict their spatial pattern and effects, and impacts on the natural environment and humans. PUL=3
GEOG-G 113 The Ozone “Hole” (1 cr.) Introduction to the role and significance of the stratospheric ozone layer and the nature and extent of its depletion. Attention will focus on the development of our understanding, human intervention, and major points of controversy. PUL=3
GEOG-G 114 The Greenhouse Effect and Global Warming (1 cr.) Introduction to the greenhouse effect and global carbon cycle. Attention will be directed to how, when, and where humans have altered this cycle and the implications for future climates. Methods for monitoring climate change will be studied and areas of greatest uncertainty identified. Particular attention will be directed to the spatial pattern of projected effects produced by global climate models. PUL=3
GEOG-G 123 Soil Survey (1 cr.) An introduction to soils geography. Soil development processes, USDA soil survey map interpretation, physical and mechanical soil properties, and land use analysis. PUL=3
GEOG-G 130 World Geography (1 cr.) An analysis of the existing and emerging geographic patterns in the world and of the processes and trends producing such patterns. An examination of the global scale of human activities and interaction with the environment and the linkages tying the various regions of the world into a single, global system. PUL=5
Upper-Division Courses
GEOG-G 303 Weather and Climate (3 cr.) Systematic study of atmospheric processes and interrelationships, with a focus on understanding the physical basis of weather and climate. Emphasis on components of radiation and energy balances, atmospheric circulation, global weather systems, human effects on climate, and climate change. PUL=3
GEOG-G 305 Environmental Change: Nature and Impact (3 cr.) P: GEOG-G 107 or consent of instructor. An integrated study of the causes and effects of environmental change. Areas covered include: climate variability (short and long term), environmental chemistry (ozone layer, greenhouse gases, and pollution), and anthropogenic impact that leads to environmental change. PUL=3
GEOG-G 307 Biogeography: The Distribution of Life (3 cr.) A survey of the present and past distributions of the world's plants and animals, emphasizing ecological explanation of species distributions. Topics include evolution and distribution of major plant and animal groups, world vegetation, plant and animal domestication, introduction of plant and animal pests, destruction of natural communities, and extinction. PUL=3
GEOG-G 309 Frontiers in Geographic Thought (3 cr.) Provides a survey of the development of philosophical frameworks and theories used in physical and human geography. PUL=1
GEOG-G 310 Human Impact on Environment (3 cr.) A systematic examination of how people have altered patterns of climate, hydrology, land forms, soils, and biota. Course emphasizes that understanding human impacts requires knowledge of both the sociocultural forces that drive human activity and the natural processes that determine environmental patterns. PUL=3
GEOG-G 311 Introduction to Research Methods in Geography (3 cr.) Introduction to geographic research questions and methodologies. Focus on special characteristics of geographic problems in the realms of both physical and human geography. Study of scientific versus nonscientific methods, the nature of geographic data, methods of data analysis, interpretation, and presentation. PUL=3
GEOG-G 314 Urban Geography (3 cr.) Study and interpretation of urban spatial structures, design, policies, and problems with an emphasis on the geographic perspective. Topics include urban housing markets, racial segregation, homelessness, and urban crime. PUL=5
GEOG-G 315 Environmental Conservation (3 cr.) Conservation of natural resources including soil, water, wildlife, and forests as interrelated components of environmental quality. PUL=3
GEOG-G 321 Geography of Europe (3 cr.) Geographical analysis of the physical features of the European environment and the spatial patterns and inter-relationships of the cultural, economic, and political landscapes. Emphasis placed on human impact on the environment through long-term occupancy. PUL=5
GEOG-G 323 Geography of Latin America (3 cr.) A geographic introduction to Latin America: the Caribbean, Mexico, Central America, South America. Focus is on elements that give coherence and identity to geographic space in Latin America. Topics include the natural environment, settlement, the agrarian sphere, urbanization and industrialization, regional development issues and geopolitical themes. PUL=5
GEOG-G 324 Geography of the Caribbean (3 cr.) Geographic introduction to the Caribbean, stressing global and regional political and economic relation-ships, physical, and natural environments, human activities and human-environmental relationships which give coherence and identity to the diversity of Caribbean landscapes, peoples, and cultures. PUL=5
GEOG-G 326 Geography of North America (3 cr.) Continental and regional variations in terrain, climate, and economic and social life of the United States and Canada, with emphasis on geographical principles, sources of data, and techniques of investigation. PUL=5
GEOG-G 327 Geography of Indiana (3 cr.) A geographical analysis of the state of Indiana. Emphasis placed on the interrelationship of the state's physical and human geography. PUL=5
GEOG-G 328 Rural Landscapes of North America (3 cr.) Rural geography of the United States and Canada, focusing on rural settlements, culture, economic activities, and land subdivision. The spatial impacts of economic and technological changes on land use are considered through an examination of relict structures and urban expansion into rural areas. PUL=5
GEOG-G 330 North American House Types (3 cr.) Houses are a visible semipermanent record of human values, political ideas, historical settlement, and community development. This record is reflected in the types of houses built during a particular time period, by certain groups of people, or in a certain area of the country. This course examines house types for the purpose of identifying and analyzing geographic patterns that occur in North America. PUL=5
GEOG-G 331 Economic Geography (3 cr.) An examination of the spatial dynamics and location patterns of economic activities, behavior, and systems. The study of the spatial organization of resource utilization, agricultural production, manufacturing, business, transportation, and trade. PUL=5
GEOG-G 334 Field Geography of North America (3 cr.) A field course examining some geographic theme or region in North America. Includes preliminary classroom lecture and a field excursion of 1-2 weeks. Normally taught in summer. PUL=5
GEOG-G 336 Introduction to Remote Sensing and Air Photo Interpretation (3 cr.) Nature and interpretation of remotely sensed data collected from field, airborne, and space-borne sensors. Data from the visible, infrared, and microwave portions of the electromagnetic spectrum are discussed and analyzed from a geographic applications perspective. Visual, photogrammetric, digital image processing, and GIS interpretation approaches are presented. Lecture and laboratory. PUL=1C
GEOG-G 337 Computer Cartography and Graphics (3 cr.) Compilation, design, production, and evaluation of maps and related graphic materials. Includes cartometric procedures, symbolization, color use guidelines, map typography, photographic manipulations, computer animation, and geographic visualization techniques. Hardcopy and internet-based outputs. Lecture and laboratory. PUL=1C
GEOG-G 338 Introduction to Geographic Information Systems (3 cr.) Introduction to the principles and applications of computer-based geographic information systems (GIS). PUL=1C
GEOG-G 345 Field Study in Geography (3 cr.) P: 12 credit hours in geography and consent of instructor. Faculty-supervised fieldwork in selected areas of geography. PUL=5 May be repeated up to a maximum of 6 credit hours.
GEOG-G 355 Political Geography (3 cr.) An examination of the spatial organization of political systems and the interaction of geographical area and political processes. Emphasis on the geographical characteristics of states and the geographical dimensions of international relations. PUL=5
GEOG-G 360 Geography of Wine (3 cr.) An introduction to the spatial distribution and patterns of viniculture in the world. Emphasis is placed on understanding the complex and often subtle relationships that exists between environmental variables, such as climate, soils, and landforms, and human factors, such as viticultural practices and vinification techniques, in producing different types of wines and variations in their qualities. The geographic origins and diffusion of viniculture are examined along with an analysis of the locations, development, and characteristics of the main wine regions or landscapes of the world. PUL=3
GEOG-G 390 Topics in Geography (1-3 cr.) An examination of selected problems and issues in geography or from a geographic perspective. Topics vary from semester to semester. PUL=3
GEOG-G 404 Soils Geography (3 cr.) Soils, genesis, morphology, and classification; soil's physical, chemical, mechanical, and biological properties. Soil maps and related data in land use analysis and the planning process. PUL=4
GEOG G421 Environments of Tropical Lands (3 cr.) A geographical analysis concerned with developing countries and focusing on issues related to development and the environmental consequences. Concern for the natural environment is expressed with regard to how it is affected by population pressures, economic advancement, and urbanization. An understanding of Third World people and their cultures is presented. PUL=3
GEOG-G 436 Advanced Remote Sensing: Digital Image Processing (3 cr.) P: GEOG-G 336 or consent of instructor. Advanced remote sensing theory and digital image processing techniques with an emphasis on environmental applications. Hands-on computer exercises provide significant experience in introductory digital image processing for extraction of qualitative and quantitative information about Earth's terrestrial environments. Lecture and laboratory. PUL=1C
GEOG-G 438 Advanced Geographic Information Systems (3 cr.) P: GEOG-G 338 or consent of instructor. Intermediate and advanced topics in geographic information science and spatial analysis techniques using GIS software. This advanced course is for upper-division undergraduates and graduates who seek a greater understanding of this rapidly developing field and to learn how to construct, manage, and analyze their own GIS data and models. Lecture and laboratory. PUL=1C
GEOG-G 439 GIS & Environmental Analysis (3 cr.) P: GEOG-G 336, GEOG-G 338, and GEOG-G 436 or GEOG-G 438. Applications of geographic information science principles in the collection and analysis of spatial data. Integration of GIS, remote sensing, and/or GPS technologies. Review of current literature on techniques, theory, technology, and applications with an emphasis on environmental issues. Discussions, laboratory, and research project. May substitute for the GEOG-G 491 capstone course. PUL=3
GEOG-G 446 Cultural Biogeography (3 cr.) P: GEOG-G 307. Examines human alteration of natural plant and animal distributions. Topics include deforestation, extinction, plant and animal domestication, and introduction of alien organisms. Seminar format. PUL=3
GEOG-G 450 Undergraduate Readings and Research in Geography (1-3 cr.) Research in selected problems: papers are ordinarily required. PUL=3
GEOG-G 460 Geography Internship (1-6 cr.) P: 12 credit hours of geography and departmental approval. Supervised field experience in geography, normally in conjunction with approved work at a government agency or private firm. Requires 40 hours of work per 1 hour of credit. PUL=3
GEOG-G 475 Climate Change (3 cr.) P: GEOG-G 303. Advanced course on the evidence for and theories of climate change over a range of time scales, focusing on the period before the instrumental record. PUL=5
GEOG-G 488 Applied Spatial Statistics (3 cr.) P: 6 credits in geography or consent of instructor. Extension of traditional statistical analysis to spatial data. Spatial means and spatial variances, the examination of differences in samples over space, spatial autocorrelation, nearest neighbor analysis, map comparison techniques, emphasis on practical applications. PUL=1C
GEOG-G 491 Capstone Experience in Geography (1 cr.) An independent project for senior-level students, applying geographic theory and techniques to a topic of geographic interest beyond the limits of the regular curriculum. Open to majors or non-majors with appropriate preparation, including GEOG-G 309 and GEOG-G 311. May be taken alone or concurrently with another course. PUL=3
GEOG-G 302 Introduction to Transportation Analysis (3 cr.) Examination of movement of people, goods, and information over space using spatial analysis and planning techniques. PUL=3
GEOG-G 418 Historical Geography (3 cr.) Migration and diffusion, rural and urban settlement, industrialization, and transport development as spatial processes shaping the landscapes and geopolitical relationships of past places and peoples. PUL=3
GEOG-G 424 Geography of Africa (3 cr.) Geographical analysis of the physical features of the African environment and the spatial patterns and interrelationships of the cultural, economic, and political landscapes. PUL=5
GEOG-G 363 Landscapes and Cultures of the Caribbean (3 cr.) Field courses are taught during summer. Includes two weeks of preliminary lectures at IUPUI followed by approximately two weeks of intensive field study in the Caribbean. Destinations vary from year to year; consult class schedule for more information. PUL=3
GEOG-G 478 GLOBAL CHANGE, FOOD, AND FARMING SYSTEMS (3 cr.) P: Junior or Senior Status; Consent of the instructor. Introduction to food production and consumption systems, emphasizing linkages to land use and social change on food/farming system sustainability. Topics include urbanization population growth and economic liberalization; farming livelihoods, gender and poverty; biotechnology; agroecology, global health.
GEOG G535 ENVIRONMENTAL REMOTE SENSING (3 cr.) Principles of remote sensing of the earth and its atmosphere, emphasizing satellite data in visible, infrared, and microwave portions of the electromagnetic spectrum. Emphasis on practical applications and digital image analysis. A satellite data analysis project is required.
GEOG-G 536 Advanced Remote Sensing (3 cr.) P: GEOG-G 535 or consent of instructor. Advanced remote sensing theory and digital image processing techniques with an emphasis on environmental applications. Hands-on computer exercises provide significant experience in introductory digital image processing for extraction of qualitative and quantitative information about the Earth's terrestrial environments. Lecture and laboratory.
GEOG-G 537 Computer Cartography and Graphics (3 cr.) Compilation, design, production, and evaluation of maps and related graphic materials. Includes cartometric procedures, symbolization, color use guidelines, map typography, photographic manipulations, computer animation, and geographic visualization techniques. Hardcopy and Internet-based outputs. Lecture and laboratory.
GEOG-G 538 Geographic Information Systems (3 cr.) Overview of the principles and practices of Geographic Information Systems (GIS). The course will deal with issues of spatial data models, database design, introductory and intermediate GIS operations, and case studies of real-world GIS. Laboratory exercises will provide significant hands-on experience. Lecture and laboratory.
GEOG-G 539 Advanced Geographic Information Systems (3 cr.) P: GEOG-G 538 or consent of instructor. Intermediate and advanced topics in geographic information science and spatial analysis techniques using GIS software. This advanced course is for upper-division undergraduates and graduates who seek a greater understanding of this rapidly developing field and to learn how to construct, manage, and analyze their own GIS data and models. Lecture and laboratory.
GEOG-G 588 Applied Spatial Statistics (3 cr.) P: 6 credits in geography or consent of instructor. Extension of traditional statistical analysis to spatial data. Spatial means and spatial variances, the examination of differences in samples over space, spatial autocorrelation, nearest neighbor analysis, map comparison techniques, emphasis on practical applications.
GEOG-G 602 TOPICS SEMINAR: Climate, Land, and Enironmental Change (3 cr.) P: Consent of instructor. Topics will vary to consider aspects of climate, land and environmental change.
GEOG-G 639 GIS and Environmental Analysis (3 cr.) P: GEOG-G 535, GEOG-G 538, and GEOG-G 536 or GEOG-G 539. Applications of geographic information science principles in the collection and analysis of spatial data. Integration of GIS, remote sensing, and/or GPS technologies. Review of current literature on techniques, theory, technology, and applications with an emphasis on environmental issues. Discussions, laboratory, and research project.
GEOG-G 704 Soils Geography (3 cr.) P: GEOG-G 538. Examines the spatial aspects of soils from a global and local perspective, including soil genesis, morphology, and classification; physical, chemical, mechanical and biological properties of soil; and land use mapping, analysis, planning, and management.
GEOG-G 830 Readings in Geography (12 cr. max. cr.) P: Advanced course in geography or closely related field. Supervised readings on selected topics.
GEOG-G 502 Introduction to Transportation Analysis (3 cr.) An examination of movement of people, goods, and information over space using spatial analysis and planning techniques.
GEOG-G 560 Geography Internship (1-4 cr.) P: Admission to MS GIS program and permission of major advisor. Faculty-directed study of geographical problems based on internship experience. Area of placement must be related to field of Geographic Information Science. Student may complete more than one internship, but total credit hours cannot exceed four.
GEOG-G 850 Masters Thesis (1-6 cr.) Directed research and writing under the supervision of a faculty committee.
GEOG-G 845 Research Papers in Geography (3 cr.) P: Admission to MS GIS Program and permission of major advisor. Research papers under the supervision of a faculty committee. Graduate students in the MS in Geographic Information Science program who choose the research papers option (as opposed to the thesis) will develop two research papers under supervision of their major advisor and two additional faculty members.
GEOG-G 578 Global Change, Food and Farming Systems (3 cr.) P: 6 credits in geography or consent of instructor. Introduction to food production and consumption systems, emphasizing linkages to land use and social change on food/farming system sustainability. Topics include: urbanization population growth and economic liberalization; farming livelihoods, gender and poverty; biotechnology; agro-ecology; global health.
GEOG-G 590 Graduate Topics in Geography (3 cr.) An examination of selected problems and issues in geography or from a geographic perspective. Topics vary from semester to semester.
HIST-H 105 American History I (3 cr.) Covers English colonization through the Civil War period. Evolution of American society: political, economic social structure; racial and ethnic groups, sex roles; Indian, inter-American, and world diplomacy of United States; evolution of ideology, war, territorial expansion, industrialization, urbanization, international events and their impact on American history. PUL=5
HIST-H 106 American History II (3 cr.) 1865 to present. Evolution of American society: political, economic social structure; racial and ethnic groups, sex roles; Indian, inter-American, and world diplomacy of United States; evolution of ideology, war, territorial expansion, industrialization, urbanization, international events and their impact on American history. PUL=5
HIST-H 108 Perspectives on the World to 1800 (3 cr.) Survey of major global developments to the 18th century; European voyages of discovery, colonization of western hemisphere, penetration of Mughal India, Ming China, and sub-Saharan Africa. Role of revolutions, i.e. Scientific, industrial, social and political (American and French) in establishment of European hegemony in western hemisphere and Asia.PUL=5
HIST-H 109 Perspectives on the World since 1800 (3 cr.) Survey of major global developments from the 19th century to the present: European imperial rule in India, China, Japan, Middle-East, and Africa. Chinese revolution (1912), Mexican revolutions (1911), World War I and II, end of European hegemony. Emergence of new nations in Asia, Africa, and Middle-East. Global inter-dependence as basic theme of 20th century. PUL=5
HIST-H 113 History of Western Civilization I (3 cr.) Ancient civilization, Germanic Europe, feudalism, medieval church, national monarchies, Renaissance. PUL=5
HIST-H 114 History of Western Civilization II (3 cr.) Rise and fall of ancient civilizations; barbarian invasions; rise, flowering, and disruption of medieval Church; feudalism; national monarchies, Industrial Revolution, capitalism and socialist movements; nationalism, imperialism, international rivalries, wars. PUL=5
HIST-H 217 The Nature of History (3 cr.) An introductory examination of (1) what history is, (2) types of historical interpretation, (3) common problems of historians, and (4) the uses of history. PUL=5
HIST-H 220 American Military History (3 cr.) From settlement of colonies to present. European background, colonial militia. Principal foreign wars and their strategic objectives. Technological changes and effect of military on American society. Army is emphasized with some attention to other armed forces. PUL=5
HIST-H 221 Studies in African, Asian, or Latin American History (3 cr.) Study and analysis of selected themes, topics, or problems in the history of Africa, Asia, or Latin America. The course will emphasize general and/or broad themes or topics; the themes or topics will vary from one semester to another. PUL=5 This course may be repeated for credit under different topics.
HIST-A 301 Colonial America (3 cr.) Social, cultural, economic, political, and religious developments in colonial America from first contacts between Native Americans and Europeans through the early eighteenth century. Special topics include colonization, migration, slavery, Atlantic trade, and representative government. PUL=5
HIST-A 302 Revolutionary America (3 cr.) Political, economic, religious, social, and cultural history of the American Revolution and the birth of the nation. Special topics cover the nature of the revolution, the experience and effects of the crisis on different members of society, including women, native peoples, and African-Americans, and the meanings of the American Revolution for contemporaries and their descendants. PUL=5
HIST-A 303 United States, 1789–1865 I (3 cr.) Political, economic, and social growth of the young republic from 1789 through the War of 1812, with particular attention to the first American party system and the expansion of the frontier. PUL=5
HIST-A 304 United States, 1789–1865 II (3 cr.) A study of the rapid economic, social and political changes that the United States experienced in this period of disruptive growth. PUL=5
HIST-A 313 Origins of Modern America, 1865–1917 (3 cr.) Reconstruction, industrialism, immigration, urbanism, culture, foreign policy, progressivism, World War I. PUL=5
HIST-A 314 United States History, 1917–1945 (3 cr.) Political, demographic, economic, and intellectual transformations of 1917–1945; World War I, the twenties, the Great Depression, New Deal, World War II. PUL=5
HIST-A 315 United States History since World War II (3 cr.) Political, demographic, economic, and intellectual transformations of 1945 to present: Cold War, problems of contemporary America. PUL=5
HIST-A 317 American Social History, 1865 to Present (3 cr.) Changing living conditions, values, concerns in post-Civil War United States as influenced by rise of the city and seen in experience of rural-urban migrants, ethnic groups, industrial workers, women, blacks. Focus on situations faced by ordinary people, and how present tensions have roots in the past. PUL=5
HIST-A 321 History of American Thought I (3 cr.) Ideas that have influenced American history. I. Image of New World to challenge of Jacksonian democracy. II. Transcendentalism to New Conservatism. Term papers and reports. PUL=5
HIST-A 325 American Constitutional History I (3 cr.) 1607-1865. Changing constitutional system from seventeenth-century colonies to contemporary nations. Structure of government: federalism, division of powers, political institutions. Relationship of government to society and economy. Civil liberties and democracy. Constitutional law and politics. PUL=5
HIST-A 326 American Constitutional History II (3 cr.) I: 1607-1865. II: 1865-present. Changing constitutional system from seventeenth-century colonies to contemporary nations. Structure of government: federalism, division of powers, political institutions. Relationship of government to society and economy. Civil liberties and democracy. Constitutional law and politics. PUL=5
HIST-A 327 American Legal History I (3 cr.) Examines the development of United States law from English antecedents through the American Civil War. Course imparts substantial knowledge of American legal history and understanding of methods of historical and legal inquiry. PUL=5
HIST-A 328 History of Work in America (3 cr.) Examines the major transformations in the lives of American working people from the colonial era to modern times. The course explores shifting patterns of work, working class life and community, organized labor movements, and the relationship of workers and unions to the state. PUL=5
HIST-A 337 American Frontier I (3 cr.) I. Spanish penetration into Greater Southwest; developments in Louisiana Territory and Oregon Country prior to 1850. II. Economic, political, and social developments in trans-Mississippi West, 1850 to present. PUL=5
HIST-A 338 American Frontier II (3 cr.) I. Spanish penetration into Greater Southwest; developments in Louisiana Territory and Oregon Country prior to 1850. II. Economic, political, and social developments in trans-Mississippi West, 1850 to present. PUL=5
HIST-A 347 American Urban History (3 cr.) Evolution of cities and urban life in the United States from colonial times to the present. Rise of cities (New York, Chicago, Indianapolis, Los Angeles, Miami, and others). Creation of modern urban districts (ghettos, suburbia), city planning, political and economic power structures, ethnic and race relations, law and order (crime, police, prisons). PUL=5
HIST-A 348 Civil War and Reconstruction (3 cr.) The era of the Civil War and its aftermath. Military, political, economic, and social aspects of the coming of the war, the war years, and the "reconstruction" era following the conflict. PUL=5
HIST-A 352 History of Latinos in the United States (3 cr.) Examines twentieth century history of immigration to the United States from Mexico, Puerto Rico, Cuba, and Central America. Compares causes of immigration and contrasts experiences of Latino immigrants in the United States. PUL=5
HIST-A 355 African-American History I (3 cr.) History of black Americans beginning with their West African background, and including the slave trade, slavery, the Civil War, Reconstruction, and the consequences of Reconstruction's failure. PUL=5
HIST-A 356 African-American History II (3 cr.) History of blacks in the United States 1900 to present. Migration north, NAACP, Harlem Renaissance, postwar freedom movement. PUL=5
HIST-A 363 Survey of Indiana History (3 cr.) Indiana history and life, from early human interactions to our own time. Emphasis on the relationship of distinctive regional traits and challenges to broader transformations in American and global culture. PUL=5
HIST-A 364 History of Black Americans (3 cr.) A survey of black life in America: the Atlantic slave trade, slavery, Afro-American culture, racism, Civil War and Reconstruction, peonage, segregation, northern migration, urban ghettos, discrimination, Harlem Renaissance, black nationalism, civil rights, black revolt, contemporary setting. PUL=5
HIST-A 371 History of Indiana I (3 cr.) I: The course deals with the development of a midwestern state, with emphasis on the French and British periods, the West in the American Revolution, the transition from territory to state, political, economic, and cultural patterns, and the sectional crisis. II: The period since 1865, tracing the development of a modern industrial commonwealth--agriculture, industry, politics, society, education, and the arts. PUL=5
HIST-A 372 History of Indiana II (3 cr.) Recounts the history of Indiana in the period since 1865, tracing the development of a modern industrial commonwealth - agriculture, industry, politics, society, education and the arts. PUL=5
HIST-A 402 Readings in American Environmental History (3 cr.) The roots of modern attitudes and actions toward the environment, focusing on major works in American environmental history and its European antecedents. PUL=5
HIST-A 410 American Environmental History (3 cr.) This course develops an environmental context for American history by analyzing the diverse and changing interactions between Americans and the environment in which they have lived. PUL=5
HIST-A 421 Topics in United States History (3 cr.) Study and analysis of selected themes, topics, or problems in the history of Europe. The course will emphasize general and/or broad themes or topics; the themes or topics will vary from one semester to another. PUL=5 This course may be repeated three (3) times for credit under differing topics.
HIST-B 309 Britain before 1688 (3 cr.) Initially, this course will explore the formation of Britain through the process of cultural and ethnic layering. We will discuss this process, which included Bronze Age peoples, Celts, romans, Teutonic peoples and Scandinavians. The course will then focus on the development of political and socio-economic institutions in England, as well as on major events which shaped England, Scotland and Wales into the powerful political entity we know as Great Britain. PUL=5
HIST-B 310 Britain since 1688 (3 cr.) This course examines important modern political, economic, social, and cultural developments including industrialization and imperialism and the emergence of ideologies like liberalism and socialism. PUL=5
HIST-B 351 Western Europre-Early Middle Age (3 cr.) Evolution of European civilization from the fall of Rome, development of Christianity and Germanic invasions through Charlemagne's Empire and the subsequent development of feudalism, manorialism, papacy, and Romanesque architecture. PUL=5
HIST-B 352 West Europe-High/Late Middle Ages (3 cr.) Expansion of European culture and institutions: chivalry, the Crusades, rise of towns, universities, Gothic architecture, law, revival of central government. Violent changes in late medieval Europe; over population, plague, Hundred Years' War, peasant revolt, crime, inquisition, and heresy. PUL=5
HIST-B 353 The Renaissance (3 cr.) Italian Renaissance as a political and cultural phase in the history of Western civilization. Its roots in antiquity and the Middle Ages; its characteristic expression in literature, art, learning, social transformation, manners, and customs. Expansion of Renaissance into France, Germany, and England. PUL=5
HIST-B 354 The Reformation (3 cr.) Economic, political, social, and religious background of Protestant Reformation; Lutheran, Reformed, Anglican, and Anabaptist movements, with reference to their political and theological trends; Catholic Reformation. PUL=5
HIST-B 355 Europe: Louis XIV to French Revolution (3 cr.) Absolutism to enlightened despotism; the European state and its authority in fiscal, judicial, and military affairs; sources, content, diffusion of the Enlightenment; agriculture, commerce, and industry in preindustrial economies; Old Regime France. PUL=5
HIST-B 356 French Revolution and Napoleon (3 cr.) P: H114 or consent of instructor. Crisis of Old Regime; middle-class and popular revolt; from constitutional monarchy to Jacobin commonwealth; the terror and revolutionary government; expansion of revolution in Europe; rise and fall of Napoleonic Empire. PUL=5
HIST-B 357 Modern France (3 cr.) A social, political, and cultural survey of France in the nineteenth and twentieth centuries. PUL=5
HIST-B 361 Europe in the Twentieth Century I (3 cr.) Economic, social, political, and military-diplomatic developments, 1900 to 1930. Origins, impact, and consequences of World War I; peacemaking; postwar problems; international communism and fascism; the Great Depression. PUL=5
HIST-B 362 Europe in the Twentieth Century II (3 cr.) Economic, social, political, and military-diplomatic developments, 1930 to present. Depression politics; crisis of democracy; German National Socialism. World War II; cold war; postwar reconstruction and recovery. PUL=5
HIST-B 383 European Intellectual History I (3 cr.) Critical examination and analysis of the historical, psychological, social, and scientific roots of the thought of leading European thinkers from the sixteenth to the twentieth centuries. Thematic developments, as well as individual thinkers and particular problems, are emphasized. I. Sixteenth through eighteenth centuries. II. Nineteenth through twentieth centuries. PUL=5
HIST-B 384 European Intellectual History II (3 cr.) Critical examination and analysis of the historical, psychological, social, and scientific roots of the thought of leading European thinkers from the nineteenth through twentieth centuries. Thematic developments, as well as individual thinkers and particular problems, are emphasized. PUL=5
HIST-B 393 German History: From Bismarck to Hitler (3 cr.) Analysis of the major social, political, and cultural developments in Germany from the middle of the 19th through the middle of the 20th centuries. The basic theme is the tragic failure of liberalism and democracy to assert themselves against the entrenched forces of militarism nd nationalism. Not open to students who have had HIST-B 377-B378. PUL=5
HIST-B 421 Topics in European History (3 cr.) Intensive study and analysis of selected historical themes and/or problems in European history. Topics will vary from semester to semester. PUL=5 This course may be repeated three (3) times for credit under differing topics.
HIST-B 425 The Second World War (3 cr.) Beginning with its origins in the peace settlement of 1919, this course examines the social, cultural, and economic impact of the Second World War, as well as the war aims and strategies of the major combatants. PUL=5
HIST-B 426 Genocide and Its Origins (3 cr.) Beginning with the sixteenth-century discovery of the "New World" and ending with "ethnic cleansing" in the twenty-first century, this course will examine the intellectual, political, economic, social, and ideological dynamics driving the rise of mass murder as an instrument of state policy. PUL=5
HIST-C 386 Greek History-Minoans to Alexander (3 cr.) Political, social, and economic developments in Greek world from the bronze age through the fourth century: Trojan War, Persian Wars, Periclean Athens, Sparta, archaeological and literary sources. PUL=5
HIST-C 388 Roman History (3 cr.) History of Roman people, from legendary origins to death of Justinian (A.D. 565), illustrating development from city-state to world empire, Evolutionary stages exemplify transition from early kingship to republican forms, finally by monarchy of distinatively Roman type. PUL=5
HIST-D 313 Russian Social and Cultural History, 1801-1917 (3 cr.) A topical examination of different social groups within Russia and their alteration over time as a result of industrialization, emancipation, and the urbanization of Russia. Among the groups covered will be the peasantry, the bureaucracy, the intelligentsia, the nobility, and the military. Changes in culture will also be reviewed. PUL=5
HIST-D 314 Soviet Social and Cultural History (3 cr.) Study of the history and dynamics of Soviet society and culture, their interaction, and their influence on Soviet politics. Among the specific topics covered will be the Party, women, dissidents, the Jews and other minorities, literature, and art. PUL=5
HIST-E 432 History of Africa II (3 cr.) 1750 to present. The slave trade and its abolition; European imperialism and colonial rule; impact of Islam and Christianity; nationalism and the struggle for independence; reassertion of African culture and identity; development issues. PUL=5
HIST-F 341 Latin America: Conquest and Empire (3 cr.) The colonial period: Spanish, Portuguese, Indian, and African backgrounds; discovery, conquest, and settlement; economic, social, political, religious, and cultural life; the movement toward independence. PUL=5
HIST-F 342 Latin America: Evolution and Revolution since Independence (3 cr.) Hispanic America since independence, with emphasis on common problems of nation building in multi-racial former colonial societies; latifundia; dependency relationships; impact of industrialization; the conservative and revolutionary responses; 1810-present. PUL=5
HIST-F 346 Modern Mexico (3 cr.) Places contemporary Mexico in historical perspective, focusing on the nineteenth and twentieth centuries. Topics include nineteenth-century social and political movements, the causes and consequences of the 1910 revolution, the formation of Mexico's political system, problems of economic growth, and the changing patterns of gender, class, and ethnicity in Mexican society. PUL=5
HIST-F 347 History of United States–Latin American Relations (3 cr.) This course examines the history of diplomatic, economic, and cultural relations between the United States and Latin America from the late 1700s to the present. PUL=5
HIST-G 451 The Far East I (3 cr.) Social, cultural, political, and economic development from ancient to modern times, including China, Japan, Korea, Indo-China, Burma, Thailand, Indonesia, and the Philippines. PUL=5
HIST-G 452 The Far East II (3 cr.) This course offers a brief survey of the civilization of Asia that includes selected topics related to China, Japan, Vietnam, Korea, and/or India in modern times. PUL=5
HIST-G 485 Modern China (3 cr.) A survey of the final century of dynastic rule and the rise to power of the Nationalist and Communist parties, highlighting social and cultural developments, the impact of Western imperialism, and the evolution of revolutionary ideologies. PUL=5
HIST-H 306 Sex Roles and Society in American History (3 cr.) What has it meant to be female or male in America? Examination of sex/gender roles, stereotypes, housewifery, family life, sexual mores, work patterns, popular culture, demographic change, politics, and violence. Special emphasis on utopias, frontiers, and wars. Readings in original sources and scholarly interpretations. PUL=5
HIST-H 364 History of Medicine and Public Health (3 cr.) History of medicine and public health in Europe and America, including ancient and medieval background, with focus on the development of modern health sciences since 1800. PUL=5
HIST-H 373 History of Science and Technology I (3 cr.) Study of the development of pure and applied science from prehistoric times to the Scientific Revolution, with emphasis on principles, technical aspects, relationships between the sciences; the evolution of major scientific disciplines and the effects on other institutions and world views. PUL=5
HIST-H 374 History of Science and Technology II (3 cr.) An in-depth study of scientific and technological developments from the Scientific Revolution to the present. Special emphasis on transportation, communication, military and medical technology, physics, biology, and astronomy and on the figures involved in key breakthroughs. Consideration of governmental involvement in science. PUL=5
HIST-H 375 Machines and the Age of Invention (3 cr.) The history of invention and the industrialization of Britain during the eighteenth and nineteenth centuries, with the economic, social, demographic, and intellectual changes that resulted. PUL=5
HIST-H 409 Women in History (3 cr.) P: Junior or senior standing. Women in their historical and contemporary situation in Western culture; survey of prehistoric and historic myths about women; status of women during the major eras of Western c'ivilization; exceptional women and their influence; demands for the achievement of women's rights in modern times. PUL=5
HIST-H 410 Introduction to Archival Practice (3 cr.) Introduction to the history, theory, and practice of archival work, with intensive study and analysis of the principal issues in the preservation and use of historical records. Particular focus is on the issues relating to the historical records of organizations and individuals engaged in philanthropic work. PUL=5
HIST-H 411 Historical Editing (3 cr.) Introduction to the history, theory, and practice of historical editing, with emphasis on the processes of editing historical documents and the publications of history-related organizations. Attention given to technical skills (copyediting, proofreading) as well as broader professional issues (ethics, the editor-author relationship, evolution of editorial standards). PUL=5
HIST-H 412 Historic Preservation (3 cr.) Introduction to the history, theory, and legal and ethical bases for preservation of the built environment. Attention will be given to architectural history, methodology (site-specific research, contextual research) as well as professional issues such as who preserves, what should be preserved, and the role of the historian in making choices. PUL=5
HIST-H 415 Philanthropy in the West (3 cr.) The history of the social act of philanthropy from the beginnings of the Christian era to modern times. "Philanthropy" is construed broadly to include ethical injunctions to benevolence, charitable acts of individuals and corporate bodies, high art patronage, urban planning, and state action to improve living conditions through schooling, health care, prisons, and police. PUL=5
HIST-H 421 Topics in African, Asian, or Latin American History (3 cr.) Intensive study and analysis of selected historical issues and/or problems in African, Asian, or Latin American history. Topics will vary from semester to semester. PUL=5 This course may be taken a total of three (3) times for credit under different topics.
HIST-H 425 Topics in History (3 cr.) Intensive study and analysis of selected historical issues and problems of limited scope. Topics will vary but will ordinarily cut across fields, regions, and periods. PUL=5 This course may be taken a total of four (4) times for credit under different topics.
HIST-H 477 British Imperialism, 1485–Present (3 cr.) Comparative course focusing on the various geographical regions absorbed into the British empire between 1485 and the present. It explores the experience of empire in the Americas, the Pacific, India, Africa, and the Middle East through a variety of primary and secondary materials. PUL=5
HIST-A 341 United States Women's History I (3 cr.) The social, economic, cultural, intellectual, political, and demographic history of women in the United States from the period before European settlement to the present. Topics include the variety in women's experiences; the worlds in which women lived; the relationship between the private and public realms; and changes and continuities over time. PUL=5
HIST-A 342 United States Women's History II (3 cr.) The social, economic, cultural, intellectual, political, and demographic history of women in the United States from the period before European settlement to the present. Topics include the variety in women's experiences; the worlds in which women lived; the relationship between the private and public realms; and changes and continuities over time. PUL=5
HIST-B 323 History of the Holocuast (3 cr.)
HIST-H 207 Modern East Asian Civilization (3 cr.)
HIST-A 329 American Dissent (3 cr.) This course will examine popular movements for social, economic, and political change in U.S. history. Emphasis will be on: evaluating different approaches to the study of collective action; understanding the social, political, and cultural contexts from which protest developed; and uncovering what protest movements reveal about the nature of American society and politics.
HIST-A 332 The American Ethnic Experience (3 cr.) This course is designed to introduce students to the central issues and methods of inquiry in the historical study of ethnic communities in the United States. The focus of the course's lectures, discussions, readings, and assignments will be on the similarities and contrasts in the experiences of America's various "ethnic" groups.
HIST-E 340 African Popular Culture (3 cr.) African popular culture (music, sports, fashion) is the lens used to explore how Africans responded to and shaped life under colonial rule and after independence. We consider questions like: What is the relationship between popular culture and politics? How does popular culture change how we think about colonialism and independence?
HIST-G 461 Imperial China (3 cr.) This course offers a brief survey of the civilization of traditional China. The emphasis of the lectures is on the development of the social structure, the political system, and Confucian culture.
HIST-A 343 Lincoln: The Man and the Myth (3 cr.) This class will explore the life and the myth of Abraham Lincoln. Students will read scholarly and popular works about Lincoln's life, view films about Lincoln, and study how museums, historic sites, and art interpret/portray his life. PUL=5, 1a
HIST-H 418 History of International Humanitarian Assistance (3 cr.) This course covers the history of international humanitarian assistance during the 19th and 20th centuries. Its focus is on the movements and activities that developed in wealthier countries (Europe and the U.S.) which attempted to help those in other lands in need of assistance (e.g., food, shelter, medical care), as a result of a variety of causes, both natural and man-made, such as famine, flood, epidemics, earthquakes and volcanoes as well as wars and government oppression. The responses took many forms, governmental and nongovernmental, in a world that underwent very dramatic changes during the nineteenth and twentieth centuries. PUL=5, 2, 3
HIST-A 344 The Gilded Age (3 cr.) This course will study the response of the American people and their institutions to the opportunities and problems of the late nineteenth century. Special attention will be paid to: the rise of Big Business; labor organization; immigration; regular, reform, and radical politics; disappearance of the frontier; the farm crisis; and the rise of imperialism. An important feature of this course will be the introduction to the class of important issues in the historical interpretation of the late nineteenth century. PUL=5, 1a, 6
HIST-H 480 Comparative Native American History (3 cr.) Course examines history of native peoples in North America during both the colonial and republican periods through a comparative perspective of the Spanish/French/British empires and then the post-colonial periods of US and Mexican history. PUL=5
HIST-A 207 INTRODUCTION TO NATIVE AMERICAN HISTORY (3 cr.) This introductory course surveys the history of Native peoples of North America from the earliest times to the present. It seeks to provide students with a broad understanding of Native American history, prepare students for more advanced course work in Native studies, and enhance students' understanding of colonialism and American history. PUL=5
HIST-H 300 Topics in History (3 cr.) Study and analysis of selected historical issues and problems of general import. Topics will vary from semester to semester but will usually be broad subjects that cut across fields, regions, and periods. PUL=5 May be repeated with different topic for a maximum of 9 credit hours.
HIST-A 200 Isuues in United States Hist (3 cr.) Study and analysis of selected historical issues and problems of general import. Topics will vary from semester to semester but will usually be broad subjects that cut across fields, regions,a nd periods. PUL=5
HIST-A 300 Isuues in United States History (3 cr.) Study and analysis of selected issues and problems of limited scope. Topics will vary, but usually cut across fields, regions, and periods. PUL=5 May be repeated twice for credit under different topics.
HIST-A 376 Life and Times of Frederick Douglass (3 cr.) This course will examine the private life as well as the public career of 19th-century African American Frederick Douglass (1818-1895). This course will focus on assessing Douglass's historical significance as a slave, abolitionist, Civil War recruiter, politician, civil rights leader, and diplomat. It also will consider the degree that Douglass's individual experiences shed light on the problem of race in American history. PUL=5
HIST-H 195 Introduction to Digital Humanities (3 cr.) Introduction to Digital Humanities introduces students to the study of digital humanities emphasizing the major issues in the computational study of humanities fields and highlights how the digital and the humanities intersect. PUL=2
HIST-H 100 Introduction to History (3 cr.) An introduction to history and historical thinking is essential for understanding the diversity of our own society and culture as well as the diversity of the global community in which we live today. This course is designed to develop and test the students' understanding of society and culture. This is a course that by design focuses on the creation of meaning in the past, and how that creation of meaning in the past relates to present-day meanings. PUL=5
HIST-H 225 Special Topics in History (3 cr.) Special Topics in History. PUL=5 This course may be repeated for credit under different topics.
HIST-H 227 AFRICAN CIVILIZATIONS (3 cr.) Introduction to African culture; African environment; early humans in Africa; pre-colonial history; traditional political, economic and social systems; language, religion, art, music, literature. PUL=5
Special Purpose Courses
HIST-J 495 Proseminar for History Majors (3 cr.) Selected topics in history. Closed to freshmen and sophomores. PUL=5
HIST-K 493 Reading for Honors (1-3 cr.) P: Approval of department honors committee prior to registration. Individual readings on selected topics. PUL=5
HIST-K 495 Readings in History (1-3 cr.) By arrangement with instructor. Permission of departmental chairperson required. PUL=5
General and Professional Skills
HIST-G 585 Modern China (3 cr.) China from the Ch'ing period to the present. Social, political, and economic change in a largely agrarian society. International and intercultural relations as well as rebellion, war, and revolution during the unstable nineteenth and twentieth centuries.
HIST-H 500 History of Historical Thought (4 cr.) Approaches to the historian's craft and reflections on history as a type of scholarly thinking. Recommended for new graduate students and others interested in history as a branch of knowledge. With the consent of the director of graduate studies, may be repeated for credit when the instructor differs.
HIST-H 501 Historical Methodology (4 cr.) Discussion and application of the various methods and strategies used in historical research.
HIST-H 509 Special Topics in European History (3 cr.) Study of topics in European history. May be repeated with a different topic.
HIST-H 511 Special Topics in American History (3 cr.) Study of topics in American history. May be repeated with a different topic.
HIST-H 516 History of Philanthropy in the United States (3 cr.) Approaches philanthropy as a social relation between various groups and looks at issues ranging from the relationship between government and the economy to African-American activism to women's roles. Explores past and current debates about such issues in order to analyze the past, understand the present, and shape the future.
HIST-H 521 Special Topics in African, Asian, or Latin American History (3 cr.) Intensive study and analysis of selected topics in African, Asian, or Latin American history. Topics will vary from semester to semester, e.g., traditional Asia, modern Asia. May be repeated once for credit with a different topic.
HIST-H 542 Public History (4 cr.) The application of history to public needs and public programs. Historic preservation, archival management, oral history, editing, public humanities programming, historical societies, etc.
HIST-H 543 Practicum in Public History (1-4 cr.) P: or C: HIST-H 542. Internships in public history programs, fieldwork, or research in the historical antecedents of contemporary problems.
HIST-H 546 Special Topics in History of Science, Medicine, and Technology (3 cr.) Study of topics in the history of science, medicine, and technology. May be repeated for credit with permission of the Director of Graduate Studies.
HIST-H 547 Special Topics in Public History (3 cr.) Intensive study and analysis of selected topics in public history. Topics will vary from semester to semester, e.g., historic preservation, archival practice, material history, local and community history, digital humanities, and historical editing. May be repeated once for credit.
HIST-H 548 Historical Administration (3 cr.) This course presents an overview of issues faced by administrators and mid-level managers who work in museums, historical societies, archives, special collection libraries, and other cultural resource agencies. Topics, speakers, and readings focus on issues that are unique to agencies that collect, preserve, and interpret historical resources.
HIST-H 575 Graduate Readings in History (1-5 cr.) Only three (3) credit hours will count toward the Ph.D. Minor in History. May be repeated with different readings.
HIST-H 518 History of International Humanitarian Assistance (3 cr.) This course covers the history of international humanitarian assistance during the 19th and 20th centuries. Its focus is on the movements and activities that developed in wealthier countries (Europe and the U.S.) which attempted to help those in other lands in need of assistance (e.g., food, shelter, medical care), as a result of a variety of causes, both natural and man-made, such as famine, flood, epidemics, earthquakes and volcanoes as well as wars and government oppression. The responses took many forms, governmental and nongovernmental, in a world that underwent very dramatic changes during the nineteenth and twentieth centuries.
HIST-H 620 Colloquium: Modern Western European History (4 cr.) These colloquia are seminar size and involve oral and written study of the problems, bibliographies, interpretations, and research trends in the fields with which they respectively deal; they are the chief means by which a student becomes knowledgeable in history at a professional level and prepares for the doctoral Qualifying Examination.
HIST-H 650 Colloquium: United States History (4 cr.)
HIST-H 699 Colloquium: Comparative History (4 cr.)
HIST-H 615 Colloquium: Early Modern Western European History (4 cr.) These colloquia are seminar size and involve oral and written study of the problems bibliographies, interpretations, and research trends in the fields with which they respectively deal; they are the chief means by which a study becomes knowledgeable in history at a professional level and prepares for the doctoral qualifying Examination.
HIST-H 720 Seminar: Modern Western European History (4 cr.) These courses involve research of a mature level with primary sources in specialized topics and problems in the field with which they respectively deal. They train the student in historical scholarship.
HIST-H 750 Seminar in United States History (4 cr.)
HIST-H 715 Seminar: Early Modern Western European History (4 cr.) These courses involve research of a mature level with primary sources in specialized topics and problems in the field with which they respectively deal. They train the student in historical scholarship.
HIST-H 898 M.A. Thesis (1-6 cr.)
Individualized Major Program (IMP)
SLA-I 360 Individualized Major Program (1 cr.) P: Approval by advisor. A tutorial in which a student develops a plan for an individualized major. Upon approval of this plan, the student is admitted to the Individualized Major Program. PUL=3,4
SLA-I 460 Individualized Major Senior Project (3-6 cr.) P: SLA I360 (i.e. admission to the Individualized Major Program) and approval by advisor. A variable-credit tutorial devoted to a capstone project that culminates and integrates the individualized major. Preferably taken in the senior year as a two-semester, 6-credit course. PUL=3,4
International Studies (INTL)
INTL-I 100 Introduction to International Studies (3 cr.) This introductory, interdisciplinary course exposes students to the various academic approaches essential to international studies and to the various concentrations that comprise the major. PUL=5
INTL-I 400 International Studies Capstone Seminar (3 cr.) This required seminar is designed for senior majors who have completed all of the International Studies degree requirements to consolidate their studies. Students complete a project that addresses an issue appropriate to their concentration. PUL=2,4
INTL-I 415 Individual Readings in International Studies (3 cr.) Students conduct individual research projects on an international issue under the direction of a faculty member. Student and faculty member should develop a project and submit a "contract" to the department for approval. PUL=3
INTL-I 300 Topics in International Studies (3 cr.) This course focuses on the intensive study and analysis of selected international problems and issues within an interdisciplinary format. Topics will vary but will cut across fields, regions, and periods. PUL=5
MSTD-A 403 Introduction to Museum Studies (3 cr.) This survey of museology introduces students to the history of museums and to debates on the philosophical nature of museums and their roles in society. The course covers the types and definitions of museums, traces the history of museums, discusses contemporary museum practice, and examines current issues in the museum profession. PUL=5
MSTD-A 405 Museum Methods (3 cr.) This survey of museum practice introduces students to methods, skills, and resources in three areas of museum work: artifacts, interpretation, and organizational administration, as well as to the ethical ramifications of these methods. PUL=3
MSTD-A 408 Museum Internship (1-6 cr.) P: MSTD-A 403 and MSTD-A 405, or consent of instructor; anthropology majors may register for MSTD-A 412 in lieu of this requirement. Authorization of the instructor required. An arranged learning experience in museum work appropriate to individual career goals focusing on an aspect of museum practice and working with a museum mentor. PUL=3 May be repeated.
MSTD-A 410 Museum Education (3 cr.) This survey of museum education introduces students to a variety of professional skills through exercises, projects, museum visitor observation, and in-museum classes. It covers education theory most central to museum practice, the duties of museum educators, and current issues in museum education. PUL=4
MSTD-A 412 Exhibit Planning and Design (3 cr.) This course offers a survey of museum exhibit planning and design through an integration of theory and practice. The class introduces students to exhibit development, including exhibit administration, design, and evaluation, and to a variety of professional skills through hands-on exercises, exhibit critiques, museum observations, and in-museum classes. PUL=3
MSTD-A 416 Collections Care and Management (3 cr.) A survey of museum techniques for the management and care of collections in museums. It covers documentation, management of collections, processes, administrative functions, risk management, and ethical and legal issues. The course also covers the physical care and conservation of collections. PUL=3
MSTD-A 460 Current Topics in Museum Studies (3 cr.) Study and analysis of selected topics in museum studies. Topics will vary from semester to semester. PUL=4 May be repeated for credit.
MSTD-A 494 Independent Learning in Museum Studies (1-6 cr.) A supervised, in-depth examination through individual reading and research on a particular museum studies topic selected and conducted by the student in consultation with a faculty member. PUL=2 May be repeated for no more than 6 credit hours total.
MSTD-A 418 Museums and Audiences (3 cr.) This course examines the ways museums seek to better understand their audiences, serve them more effectively, and strive to reach new audiences. The course looks at a broad range of visitor studies and the ways in which museums and audiences interact. PUL=
MSTD-A 101 Understanding Museums (3 cr.) Museums are among the most complex, but trusted, sources for education, entertainment, and lifelong learning. This course surveys museum types, missions, and histories, then introduces the skills needed to read objects and exhibitions competently and critically as well as to draw upon a museum's holdings and services purposefully and independently. PUL=3
MSTD-A 413 Curatorial Practices (3 cr.) This seminar will examine current and historical curatorial practices in museums and other exhibition contexts. PUL=3
MSTD-A 417 Preventative Conservation (3 cr.) P: MSTD-A 416. This course offers a theoretical and practical investigation of preventative conservation of artifacts which aims to eliminate or modify conditions that encourage deterioration. PUL=3
MSTD-A 421 Museums Theatre (3 cr.) P: MSTD-A 403 or MSTD-A 410. The purpose of this course is to provide an in-depth look at the use of museum theatre and live interpretation in museum settings to advance the educational mission and nature of museums theatrical techniques, program development and management, and interpretation approaches for a wide variety of museum exhibits and audiences. Students will observe, develop, and implement original museum theatre and interpretation projects as a synthesis and practical application of the knowledge gained. The course will include field visits and observations of various techniques in museum theatre and live interpretation.
MSTD-A 440 Cultural Heritage (3 cr.) This course explores a variety of issues related to the stewardship of cultural property on a local, national, and global scale. Through readings, case studies, discussion, and a semester-long project, students will explore ethical, economic, legal, political, and pragmatic issues related to tangible and intangible heritage and will increase their understanding of the practices and processes of cultural heritage management.
MSTD-A 503 Introduction to Museum Studies (3 cr.) Core course. This survey of museology introduces students to the history of museums and to debates on the philosophical nature of museums and their roles in society. The course covers the types and definitions of museums, traces the history of museums, discusses contemporary museum practice, and examines current issues in the museum profession.
MSTD-A 505 Museum Methods (3 cr.) This survey of museum practice introduces students to methods, skills, and resources in three areas of museum work: artifacts, interpretation, and organizational administration, as well as to the ethical ramifications of these methods. Course counts toward the Graduate Certificate but not toward the Master's Degree.
MSTD-A 508 Museum Internship (1-6 cr.) P: MSTD-A 503 and two other museum studies courses or consent of the instructor. An arranged learning experience in museum work appropriate to individual career goals focusing on an aspect of museum practice and working with a museum mentor. May be repeated for credit.
MSTD-A 510 Museum Education (3 cr.) Core course. P: MSTD-A 503 or consent of the instructor. This survey of museum education introduces students to a variety of professional skills through exercises, projects, museum visitor observation, and in-museum classes. It covers education theory most central to museum practice, the duties of museum educators, and current issues in museum education.
MSTD-A 512 Exhibit Planning and Design (3 cr.) Core course. P: MSTD-A 503 or consent of the instructor. This course offers a survey of museum exhibit planning and design through an integration of theory and practice. The class introduces students to exhibit development, including exhibit administration, design, and evaluation, and to a variety of professional skills through hands-on exercises, exhibit critiques, museum observations, and in-museum classes.
MSTD-A 514 Museums and Technology (3 cr.) Elective. P: MSTD-A 503 or consent of the instructor. This course surveys the growing use of technology in museums. It examines applications for information management in collections, conservation science, and archives. It examines critically the use of technology in the service of education both in exhibit contexts and in the variety of educational programs and Web-based dissemination of knowledge.
MSTD-A 530 Museum Colloquium (3 cr.) This course provides graduate students with the tools and knowledge necessary to assess, understand, and utilize the links among their education, goals, and career opportunities. It supports graduate students approaching the end of their degree program in 1) exploring the connections between the museum knowledge they have mastered and the skills they have developed, 2) framing and articulating their knowledge and skills as well as their vocational goals to others, including prospective employers, 3) developing critical competencies for community-focused museum work, and 4) creating professional plans as they transition into or advance in the work force or pursue further education.
MSTD-A 560 Current Topics in Museum Studies (3 cr.) Elective. Intensive graduate-level study and analysis of selected topics in museum studies. Topics will vary from semester to semester. May be repeated for up to 9 credit hours.
MSTD-A 595 Independent Learning in Museum Studies (1-6 cr.) A supervised, in-depth examination through individual reading and research on a particular museum studies topic selected and conducted by the student in consultation with a faculty member. May be repeated for no more than 6 credit hours total.
MSTD-A 516 Collections Care and Managements (3 cr.) Core course. P: MSTD-A 503 or consent of the instructor. A survey of techniques for the management and care of collections in museums. It covers documentation, management of collections, processes, administrative functions, risk management, and ethical and legal issues. The course also covers the physical care and conservation of collections.
MSTD-A 518 Museums and Audiences (3 cr.) Elective. This course examines the ways museums seek to better understand their audiences, serve them more effectively, and strive to reach new audiences. The course looks at a broad range of visitor studies and the ways in which museums and audiences interact.
MSTD-A 548 Museum Administration (3 cr.) Core course. This course presents an overview of issues faced by administrators and mid-level managers who work in museums, historical societies, archives, special collection libraries, and other cultured resource agencies. Topics, speakers, and readings are focused on issues that are unique to agencies that collect, preserve, and interpret historical resources.
MSTD-A 509 Applied Research in Museums (1-6 cr.) Elective. P: MSTD-A 503 or consent of the instructor. An interdisciplinary research practicum conducted in collaboration with museum studies students, faculty and museum partners. The course provides students with an opportunity to work in conjunction with museum professionals to conduct research and carry out public projects in museum settings. The course may focus on exhibition planning, public programs and symposia, curatorial projects, and national collaborations. May be repeated for credit.
MSTD-A 513 Curatorial Practices (3 cr.) This seminar course will examine current and historical curatorial practices in museums and other exhibition contexts.Case studies will introduce a range fo approaches to the storytelling practices involved in curatorial work. Over the course of the semester students will also develop and execute their own curatorial project.
MSTD-A 511 Museum Education (3 cr.) Elective. The class will examine the multiple ways that people learn from and with objects in museums using a range of disciplines including education, history, semiotics, material culture, anthropology, and psychology.
MSTD-A 517 Preventative Conservation (3 cr.) This course offers a theoretical and practical investigation of preventive conservation of artifacts which aims to eliminate or modify conditions that encourage deterioration. Preventative Conservation is the broadcast technique by which preservation of museum objects and collections is acheived. Emphasis is placed on measures that prevent or reduce the potential for damage and loss. Central to preventative conservation methodology, topics include handling procedures, proper storage, and environmental management, agents or deterioration, risk and analysis, emergency preparedness, and planning.
MSTD-A 521 Museum Theatre and Live Interpretation (3 cr.) Elective. The purpose of this course is to provide an in-depth look at the use of museum theatre and live interpretation in museum settings to advance the educational mission and nature of museums. The class examines theatrical techniques, program development and management, and interpretation approaches for a wide variety of museum exhibits and audiences. Students will observe, develop, and implement original museum theatre and interpretation projects as a synthesis and practical application of the knowledge gained. The course will include field visits and observations of various techniques in museum theatre and live interpretation.
MSTD-A 531 Critical Approaches to Museums (3 cr.) Elective. P: MSTD-A 503 or consent of the instructor. This class examines the potential of applying critical pedagogical methods to curatorial practices, interpretation, museum education, and exhibition development as a way to focus on engaging the visitor with artifacts, opening up civic discourse, and promoting deeper connection to community.
MSTD-A 540 Cultural Heritage (3 cr.) Elective. This course explores a variety of issues related the stewardship of cultural property on a local, national, and global scale. Through readings, case studies, discussion, and a semester-long project, students will explore ethical, economic, legal, political, and pragmatic issues related to tangible and intangible heritage and will increase their understanding of the practices and processes of cultural heritage management.
POLS-Y 211 Introduction to Law (3 cr.) An introduction to law as an aspect of government and politics, and as a means for dealing with major social problems. Students will study legal reasoning, procedures, and materials, and may compare other nations’ legal systems. The course usually includes a moot court or other forms of simulation. PUL=2
POLS-Y 221 Legal Research and Writing for Paralegal Studies (3 cr.) P: Y211. Development of research and communication skills special to the area of law. Includes methods of organizing and conducting legal research, resources available for legal research, presentation of findings in memoranda and briefs, other forms of legal writing. PUL=1C
POLS-Y 222 Litigation for Paralegal Studies I (3 cr.) P: Y211 and Y221. This course examines the processing of a case from initial client interviews to final disposition. It includes drafting of complaints, answers, counterclaims, interrogatories and other discovery tools, gathering of evidence, and motions and judgments. Both Indiana and federal rules of evidence are emphasized. PUL=4
POLS-Y 223 Litigation for Paralegal Studies II (3 cr.) P: Y211, Y221, and Y222. This elective course in advanced litigation focuses primarily on aspects of trial preparation not covered in depth in Y222. Topics may include jury selection, witness preparation and examination, preparation of evidence for use at trial, jury instructions, post-judgment relief. PUL=4
POLS-P 324 Property Law for Paralegal Studies (3 cr.) P: Y211 and Y221. This course examines the legal rules governing various types of property and the ways in which human beings relate to property. Types of property include real and personal; relationships to property include both ownership and interest. Emphasis is placed on forms and procedures used in Indiana. PUL=4
POLS-P 325 Contract Law for Paralegal Studies (3 cr.) P: Y211 and Y221. This course includes the basic elements and principles involved in the drafting, interpretation, and enforcement of contracts, including current trends in contract law in Indiana. Includes Uniform Commercial Code. PUL=4
POLS-P 326 Tort Law for Paralegal Studies (3 cr.) P: Y211 and Y221. This course reviews current law and recent trends in negligence and liability. Different dimensions of liability are covered. Emphasis on conduct of a tort case from initiation through relief, and on the responsibilities of legal assistants therein. PUL=4
POLS-P 327 Criminal Law for Paralegal Studies (3 cr.) P: Y211 and Y221. This in-depth review of criminal law in Indiana covers the Indiana Criminal Code—infractions, misdemeanors, and felonies. The course emphasizes real situations that legal professionals encounter throughout the process. PUL=4
POLS-P 328 Family Law for Paralegal Studies (3 cr.) P: Y211 and Y221. This course examines legal rules and procedures concerning domestic relations. Topics covered include separation and divorce, adoption, child custody and support, and other areas of domestic relations in Indiana. PUL=4
POLS-P 329 Estate Law for Paralegal Studies (3 cr.) P: Y211 and Y221. This course reviews legal rules and procedures concerning the transfer of property upon the owner’s demise. Provides a practical approach to the language, procedures, forms, interpretation, and administration of wills and trusts. Emphasis on current trends in Indiana and federal law. PUL=4
POLS-P 330 Bankruptcy Law for Paralegal Studies (3 cr.) P: Y211 and Y221. Understanding of the basic substance of consumer bankruptcy law and the process that debtors and creditors must use for discharge or recovery of debts. Particular focus is on the role of the legal assistant in aiding clients and counsel in these cases. PUL=4
POLS-P 431 Advanced Legal Writing for Paralegal Studies (3 cr.) P: Y211 and Y221. This course builds upon legal skills learned in Legal Research and Writing, POLS Y221 and will focus on the major forms of legal writing as well as finding, reading, analyzing and applying the law. This course is comprised of assigned readings, lectures, library and computer research time and your own independent research and writing. Classroom time will be comprised of class discussion and group work in a seminar format. Students will also reflect on past paralegal assignments and create a portfolio of paralegal work. PUL=1A
POLS-Y 232 Professional Responsibility for Paralegals (3 cr.) P: Y211 and Y221. This course is a concentrated study of legal ethics from the perspective of the paralegal. It covers the study of ethical situations, rules and model codes of the paralegal profession, conflict of interest, client confidentiality, and other ethical dilemmas. The course presents a concrete, practical approach to the ethical challenges for paralegals. PUL=4
POLS-P 333 Business Associations for Paralegals (3 cr.) P: Y211 and Y221.Introduction to various business entities, including sole proprietorships, partnerships, corporations, and other entities. Drafting partnership agreements and incorporation documents. Introduction to tax considerations and the Securities and Exchange Commission. PUL=4
POLS-Y 485 Field Experience in Paralegal Studies (1-5 cr.) A course that allows paralegal stduents to enroll in a legal intesnhip for credit. Students will work with various employers and agencies. PUL=3
Philsophy (PHIL)
PHIL-S 110 Introduction to Philosophy—Honors (3 cr.) This course is an introduction to key philosophical concepts and issues as well as major thinkers and historical periods. PUL=4
PHIL-S 120 Ethics—Honors (3 cr.) A study of ethical values in relation to such problems as personal and societal decision making, selection and justification of lifestyle, goal orientation, conflict resolution, freedom and creativity, commitment and responsibility. PUL=6
PHIL-S 314 Philosophy and Modern Times—Honors (3 cr.) A study of one or more philosophical concepts, themes, or developments characteristic of the modern period. PUL=4
PHIL-P 110 Introduction to Philosophy (3 cr.) An introduction to the methods and problems of philosophy and to important figures in the history of philosophy. Concerns such topics as the nature of reality, the meaning of life, and the existence of God. Readings from classical and contemporary sources, e.g., Plato, Descartes, Nietzsche, and Sartre. PUL=4
PHIL-P 120 Ethics (3 cr.) An introductory course in ethics. Typically examines virtues, vices, and character; theories of right and wrong; visions of the good life; and contemporary moral issues. PUL=6
PHIL-P 162 Logic (3 cr.) A study of the principles of logic. The course covers a variety of traditional topics, selected for their practical value, within formal and informal logic. Among the topics typically covered are fallacies, syllogisms, causal hypotheses, logic diagrams, argument analysis, and truth-functional reasoning. PUL=1B
PHIL-P 240 Business and Morality: Ethics (3 cr.) Fundamental issues of moral philosophy in a business context. Application of moral theory to issues such as ethics of investment, assessment of corporations, duties of vocation. PUL=6
PHIL-P 265 Introduction to Symbolic Logic (3 cr.) A study of the most important and widely applicable parts of modern symbolic logic: propositional logic and predicate logic. PUL=1B
PHIL-P 280 Philosophical Problems: (variable title) (3 cr.) Concentrated treatment of an important philosophical problem. May be repeated for credit when topics vary. PUL varies with topic.
PHIL-P 307 Classical Philosophy (3 cr.) A study of the significant texts of ancient Greek and Roman philosophy, including the Presocratics, Plato, Aristotle, and the Hellenistic Thinkers. PUL=5
PHIL-P 314 Modern Philosophy (3 cr.) A study of Western philosophy from the rise of modern science through the Enlightenment. Covers such philosophers as Bacon, Descartes, Berkeley, Hume, Leibniz, and Kant. PUL=4
PHIL-P 316 Twentieth-Century Philosophy: (variable title) (3 cr.) A study of one or more twentieth-century approaches to philosophy, e.g., pragmatism, analytic philosophy, phenomenology, existentialism, postmodernism, and neo-Marxism. May be repeated for credit when topics vary. PUL=4
PHIL-P 317 Nineteenth-Century Philosophy (3 cr.) A historical survey of philosophy in the nineteenth century from Hegel to Nietzsche, including utilitarianism, positivism, and philosophies of evolution. PUL=4
PHIL-P 322 Philosophy of Human Nature (3 cr.) Theories of human nature and their philosophical implications. PUL=2
PHIL-P 323 Society and State in the Modern World (3 cr.) Topics, issues, and key figures in modern political philosophy, e.g., distributive justice, state authority, and the political thought of Hobbes, Locke, Rousseau, Mill, Marx, and Rawls. PUL=5
PHIL-P 325 Social Philosophy: (variable title) (3 cr.) Concentrated study of one or more topics in social philosophy, e.g., human rights, political violence, civil disobedience, and legal paternalism. PUL=5 May be repeated for credit when topics vary.
PHIL-P 326 Ethical Theory (3 cr.) A variable title course. Advanced consideration of one or more ethical theories or theoretical issues about the nature and status of ethics. PUL=2
PHIL-P 328 Philosophies of India (3 cr.) Historical and critical-analytic survey of the major traditions of Indian philosophy. Attention to early philosophizing and the emergence of classical schools in Hindu, Buddhist, and Jain traditions. Attention also to contemporary thought in India and its influence on the West. PUL=5
PHIL-P 331 Philosophy of Science (3 cr.) An introductory study of theories with regard to the nature, purpose, and limitations of science. PUL=4
PHIL-P 334 Buddhist Philosophy (3 cr.) An examination of the basic philosophical concepts of early Buddhism and their subsequent development in India, Japan, and Tibet. Implications of the Buddhist view of reality for knowledge, the self, and ethical responsibility will be explored. PUL=4
PHIL-P 348 Philosophy and Literature (3 cr.) A study of philosophical issues raised by and in literature. Special emphasis on reading works of literature as texts of philosophical interest. PUL=5
PHIL-P 349 Philosophies of China (3 cr.) A study of Chinese philosophical traditions, typically including Confucianism, Taoism, Legalism, and Chinese Buddhism. PUL=5
PHIL-P 365 Intermediate Symbolic Logic (3 cr.) P: PHIL-P 265. Topics in metalogic, set theory, and modal logic. PUL 1B
PHIL-P 367 Philosophy of Art (3 cr.) A study of fundamental concepts and theories of aesthetics and a philosophical exploration of major artistic movements and genres. PUL=6
PHIL-P 368 Philosophy of Language (3 cr.) Philosophical study of the nature and functions of language. Covers such topics as meaning and truth, theories of reference, linguistic relativity, and speech acts. PUL=4
PHIL-P 369 Epistemology (3 cr.) Knowledge and justified belief: their nature, structure, sources, and limits. PUL=4
PHIL-P 382 Philosophy of History (3 cr.) An analysis of some of the philosophical problems implicit in the study of history, such as the possibility of historical objectivity, and a survey of influential interpretations of history from Augustine to Heidegger. PUL=5
PHIL-P 383 Topics in Philosophy: (variable title) (3 cr.) Advanced treatment of a special topic. PUL will vary with topic. May be repeated for credit when topics vary.
PHIL-P 385 Metaphysics (3 cr.) A study of several of the principal problems of metaphysics, such as identity through time, the self, the mind-body problem, freedom and determinism, fate, causation, the problem of universals, and the existence of God. PUL=4
PHIL-P 393 Biomedical Ethics (3 cr.) A philosophical consideration of ethical problems that arise in current biomedical practice, e.g., with regard to abortion, euthanasia, determination of death, consent to treatment, and professional responsibilities in connection with research, experimentation, and health care delivery. PUL=6
PHIL-P 394 Feminist Philosophy (3 cr.) A study of one or more philosophical topics in feminist thought. Examples: feminist ethics; feminist critiques of science; and feminist perspectives on motherhood, sexuality, and reproductive technology. PUL=5
PHIL-P 414 Philosophy and Culture (3 cr.) In-depth consideration of a topic involving the interrelationship between philosophy and culture. PUL=5 May be repeated for credit.
PHIL-P 418 Seminar in the History of Philosophy: (variable title) (3 cr.) Intensive study of a philosopher or philosophical school of enduring importance. PUL=4 May be repeated for credit when topics vary.
PHIL-P 448 Seminar in American Philosophy (3 cr.) An intensive study of a major American thinker, such as Edwards, Royce, James, Peirce, Dewey, Whitehead or Santayana, or of a leading theme, such as community, experience, or education. PUL=4 May be repeated for credit.
PHIL-P 458 American Philosophy (3 cr.) A study of the philosophical tradition in the United States, emphasizing major thinkers such as Emerson, Peirce, James, Royce, Dewey, Santayana, and C. I. Lewis. PUL=4
PHIL-P 468 Seminar in the Philosophy of Mind (3 cr.) An in-depth study of some particular problem of current concern in the philosophy of mind. PUL=3 May be repeated for credit when topics vary.
PHIL-P 488 Research in Philosophy I (1-4 cr.) P: 9 credit hours of philosophy and consent of instructor. Independent research in philosophical theory approved by and reported to any member of the department. PUL=4 May be repeated for credit, but no more than 6 credit hours may be counted toward the major.
PHIL-P 489 Research in Philosophy II (1-4 cr.) P: 9 credit hours of philosophy and consent of instructor. Independent research in applied philosophy approved by and reported to any member of the department. PUL=4 May be repeated for credit, but no more than 3 credit hours may be counted toward the major.
PHIL-P 355 Philosophy of Film (3 cr.) Philosophic topics, themes, and issues raised by and in film. Special emphasis on viewing film as a visual text with philosophical import. PUL=5
PHIL-P 356 American Indian Philosophies (3 cr.) An examination of the philosophical views, themes, and implications of North American Indian traditions, with applications to variety of cross-cultural and philosophical issues. PUL=5
PHIL-P 329 Philosophy of Religion (3 cr.) Philosophical views regarding such topics as the meaning and purpose of religion, religious experience, religious knowledge, and the existence and nature of God. PUL=2
PHIL-P 335 Phenomenology and Existentialism (3 cr.) Selective survey of central themes in phenomenology and existentialism. Readings from such philosophers as Buber, Camus, Heidegger, Husserl, Jaspers, Kierkegaard, Marcel, Nietzsche, Beauvoir, and Sartre. PUL=4
PHIL-P 374 Early Chinese Philosophy (3 cr.) Origins of Chinese philosophical traditions in the classical schools of Confucianism, Taoism, Mohism, and Legalism. Explores contrasting agendas of early Chinese and Western traditions. PUL=5
PHIL-P 375 Philosophy of Law (3 cr.) Selective survey of philosophical problems concerning law and the legal system. Includes such topics as the nature and validity of law, morality and law, legal obligation, judicial decision, rights, justice, responsibility, and punishment. PUL=5
PHIL-P 381 Religion and Human Experience (3 cr.) An attempt to understand religious experience in light of interpretations and insights from various fields, e.g., anthropology, psychology, value theory, and sociology of knowledge. PUL=4
PHIL-P 208 Causality and Evidence (3 cr.) A study of the principles of evidence-based reasoning with a strong emphasis on induction and causality. Among the topics covered are observing vs. intervening, causal graphs, underdetermination, confounders, d-separation, and causal path analysis. PUL=6
PHIL-P 360 Introduction to Philosophy of Mind (3 cr.) Selected topics from among the following: the nature of mental phenomena (e.g. thinking, volition, perception, emotion); the mind-body problem (e.g. dualism, behaviorism, functionalism), connections to cognitive science issues in psychology; linguistics, and artificial intelligence; computational theories of mind. PUL=5
PHIL-P 503 The Semiotics of C. S. Peirce (3 cr.) A rigorous initiation to Peirce's logic of signs, including his theory of knowledge, his categoriology, his definitions and classifications of signs, the three branches of semiotics, with an applied research component.
PHIL-P 507 American Philosophy and the Analytic Tradition (3 cr.) An overview of the development of American philosophy during the twentieth century with a special focus on its contribution to and influence on the American analytic tradition. This course will discuss the views of people like Lewis, Morris, Carnap, Quine, Davidson, Rorty, Putnam, and Haack.
PHIL-P 514 Pragmatism (3 cr.) The origins of contemporary philosophical analysis. An examination of the most important philosophical writings of Gottlob Frege and Bertrand Russell, as well as the Tractatus Logico-Philosophicus of Ludwig Wittgenstein.
PHIL-P 520 Philosophy of Language (3 cr.) Advanced study of selected topics.
PHIL-P 522 Topics in the History of Modern Philosophy (3-9 cr.) A variable-title course. Selected topics from key movements, figures, or controversies in modern (17th/18th century) Western philosophy. 2
PHIL-P 525 Topics in the History of Philosophy (3 cr.) An advanced study of important themes or major figures in the history of philosophy. May be repeated for credit if topics vary.
PHIL-P 540 Contemporary Ethical Theories (3 cr.) Fundamental problems of ethics in contemporary analytic philosophy from G. E. Moore's "Principia Ethica" to present.
PHIL-P 542 The Ethics and Values of Philanthropy (3 cr.) An inquiry into the ethics and values of philanthropy rooted in a general understanding of philanthropy, as voluntary action for the public good, as an ethical ideal. A consideration of philanthropic activity in light of this ideal.
PHIL-P 543 Social and Political Philosophy (3 cr.) Advanced study of central issues, theories, and topics in social/political philosophy, such as property rights, distributive justice, political liberty, and the limits and foundations of state authority.
PHIL-P 547 Foundations of Bioethics (3 cr.) A rigorous examination of bioethical theory and practice. Stress is placed on moral and conceptual issues embedded in biomedical research, clinical practice, and social policy relating to the organization and delivery of health care.
PHIL-P 548 Clinical Ethics Practicum (3 cr.) This course provides learning experiences in a clinical setting, enabling students fully to appreciate ethical issues that face health care professionals. The course is administered through the Fairbanks Center for Medical Ethics at IU Health.
PHIL-P 549 Bioethics and Pragmatism (3 cr.) This course provides a critical examination of recent contributions by American philosophers to bioethics. The course will have a strong focus on a growing group of thinkers who seek their inspiration in Dewey, James, Peirce, Royce, and Mead, while dealing with contemporary issues in medical ethics.
PHIL-P 553 Philosophy of Science (3 cr.) The aim of this course is to gain a thorough understanding of the basic issues in the philosophy of science. Attention will be given to issues such as the cognitive significance of theories, the scientific method (hypothesis formation, theory construction, and testing), research paradigms, reductivism, and social epistemology.
PHIL-P 555 Ethical and Policy Issues in International Research (3 cr.) This course examines ethical and policy issues in the design and conduct of transnational research involving human participants. Topics discussed include: economic and political factors; study design; the role of ethics review committees; individual and group recruitment/informed consent; end-of-study responsibilities; national and international guidelines.
PHIL-P 558 American Philosophy (3 cr.) A general overview of the most significant contributions of American philosophers, such as Emerson, Thoreau, Peirce, James, Dewey, Santayana, Mead, Jane Addams, Alain Locke.
PHIL-P 560 Metaphysics (3 cr.) In-depth discussion of representative contemporary theories.
PHIL-P 562 Theory of Knowledge (3 cr.) Advanced study of selected topics.
PHIL-P 590 Intensive Reading (1-4 cr.) A tutorial course involving in-depth consideration of a specific philosophical area or problem or author. May be repeated for credit.
PHIL-P 600 Topics in Philosophy (3 cr.) A detailed examination of a specific topic in philosophy. May be repeated for credit if topics vary.
PHIL-P 650 Topics in Semiotic Philosophy (3 cr.) An examination of various historical and theoretical issues arising from the philosophical study of semiosis--the general phenomenon of representation, objectification, signification, and interpretation--through the work of mostly American philosophers from the late nineteenth century to the present, with an emphasis on the impact of Peirce's semiotic philosophy.
PHIL-P 696 Topics in Biomedical Ethics (3 cr.) Selected topics in bioethics, such as international research ethics; ethical issues in pediatrics; ethical issues in genetics. May be repeated for credit if topics vary.
PHIL-P 701 Peirce Seminar (3 cr.) This seminar is devoted to a critical examination of the general structure and development of Peirce's systematic philosophy with a special emphasis on those tensions in the development of his thought that led to modifications in his philosophy, and on the nature and significance of those changes.
PHIL-P 748 Seminar in American Philosophy (3 cr.) Advanced study of a principal philosopher or a set of selected topics in classical American philosophy. May be repeated for credit if topics vary.
PHIL-P 803 Master’s Thesis in Philosophy (6 cr.)
PHIL-P 554 Practicum in International Research in Ethics (3 cr.) The Practicum in International Research Ethics involves a combination of observation and discussion with mentors while conducting an individual research project that will serve as the capstone for the student's master's degree.
PHIL-P 545 Legal Philosophy (3 cr.) An introduction to major legal philosophers and fundamental legal philosophical questions.
PHIL-P 515 Medieval Philosophy (3 cr.) Selected study of key medieval philosophers, including Augustine and/or Aquinas.
PHIL-P 536 Topics in the Contemporary Philosophy (3 cr.) A study of one or more contemporary (mainly 20th-century) schools of Western philosophy (e.g., analytic philosophy, phenomenology, existentialism) or a selection of influential thinkers related to a specific contemporary topic.
PHIL-P 561 Philosophy of Mind (3 cr.) In-depth treatment of central issues, problems, and theories (both classical and contemporary) in philosophy of mind, such as mental causation, the nature of consciousness, and dualism.
POLS-Y 101 Introduction to Political Science (3 cr.) Introductory survey of the discipline of political science: integrates basic elements of American politics, political theory, comparative politics, and international relations. Intended especially for actual or prospective majors. PUL=3
POLS-Y 103 Introduction to American Politics (3 cr.) Introduction to the nature of government and the dynamics of American politics. Origin and nature of the American federal system and its political party base. PUL=3
POLS-Y 205 Elements of Political Analysis (3 cr.) Introduces the approaches and techniques used to study politics. Includes an introduction to social science language, concepts and critical research skills. Overview of political science research and approaches, including case study, surveys, and model-building. Emphasizes skills such as interpreting the presentation of data in charts, graphs, and tables, and elementary analysis of qualitative and quantitative data. PUL=1B
POLS-Y 213 Introduction to Public Policy (3 cr.) Studies the processes and institutions involved in the formation of public policy with particular reference to the United States. The course will identify key policy actors, analyze the process of policy making, and critically assess selected policy issues (such as foreign, defense, economic, welfare, and environmental policy). PUL=2
POLS-Y 215 Introduction to Political Theory (3 cr.) An introduction to major ideas and theories in Western political thought, including theories of democracy and the analysis of conflict and cooperation. The course also addresses the attempts made by prominent political philosophers--from Aristotle and Plato to Locke, Marx, and Rawls--to understand and describe the nature of politics. PUL=6
POLS-Y 217 Introduction to Comparative Politics (3 cr.) A course that introduces students to the major political systems of the world. Students will look at different system types; examine in depth particular countries as case studies such as Britain, Russia, and Mexico; and compare executives, legislatures, elections, political parties, interest groups, and key areas of public policy. PUL=5
POLS-Y 219 Introduction to International Relations (3 cr.) An introduction to the global political system and issues that shape relations among countries. The course looks at problems of conflict resolution, the role of international law and organizations, the challenges of poverty and development, and the other major policy issues over which nations cooperate, argue, or go to war. PUL=5
POLS-Y 301 Political Parties and Interest Groups (3 cr.) Theories of American party activity; behavior of political parties, interest groups, and social movements; membership in groups; organization and structure; evaluation and relationship to the process of representation. PUL=1C
POLS-Y 303 Policy-Making in the US (3 cr.) Processes and institutions involved in the formation of public policy in American society. PUL=3
POLS-Y 304 Constitutional Law (3 cr.) American political powers and structures; selected Supreme Court decisions interpreting American constitutional system.. PUL=3
POLS-Y 305 Constitutional Rights and Liberties (3 cr.) xtent and limits of constitutional rights; selected Supreme Court decisions interpreting American constitutional system. PUL=3
POLS-Y 306 State Politics in the United States (3 cr.) Comparative study of politics in the American states. Special emphasis on the impact of political culture, party systems, legislatures, and bureaucracies on public policies. PUL=3
POLS-Y 307 Indiana State Government and Politics (3 cr.) Constitutional foundations, political development, organizational and functional process and growth, and current problems of Indiana government. Readings, case studies, problems. PUL=3; RISE=S
POLS-Y 308 Urban Politics (3 cr.) Political behavior in modern American communities; emphasizes the impact of municipal organization, city officials and bureaucracies, social and economic notables, political parties, interest groups, the general public, and protest organizations on urban policy outcomes. PUL=2
POLS-Y 309 American Politics through Film and Fiction (3 cr.) Recurrent themes of politics are explored in depth by means of novels, short stories, and films. Subject matter varies by semester--check class schedule for current semester. PUL=1C
POLS-Y 310 Political Behavior (3 cr.) A research course in which students design and execute their own investigations into political phenomena. PUL=1C
POLS-Y 313 Environmental Policy (3 cr.) Examines the causes of environmental problems and the political, economic, social, and institutional questions raised by designing and implementing effective policy responses to these problems. PUL=3
POLS-Y 317 Voting, Elections, and Public Opinion (3 cr.) Determinants of voting behavior in elections. The nature of public opinion regarding major domestic and foreign policy issues; development of political ideology; other influences on the voting choices of individuals and the outcomes of elections; relationships among public opinion, elections, and the development of public policy. PUL=1C
POLS-Y 318 The American Presidency (3 cr.) This course examines the evolution of the presidency and its impact on the rest of the American political system. Students will study presidential selection, succession, and powers, the president's relationship to the rest of the government, and the legacy of presidents from George Washington to George W. Bush. PUL=3
POLS-Y 319 The United States Congress (3 cr.) This course offers students the opportunity to study the legislative branch of American national government. It includes the structure and processes of the Senate and House of Representatives; the role of parties, interest groups, and lobbyists; the legislative process; and the relations of Congress with the other branches of government. PUL=3
POLS-Y 320 Judicial Politics (3 cr.) Examines the American judicial system in the contemporary context. Analysis of the trial and appellate courts with a focus on the United States Supreme Court. Topics include analyses of the structure of the judicial system, the participants in the system, and the policy-making processes and capabilities of the legal system. The course concludes with an assessment of the role of courts in a majoritarian democracy. PUL=3
POLS-Y 321 The Media and Politics (3 cr.) Examines the contemporary relationship between the media and politics, including politicians' use of the media, media coverage of governmental activities, and media coverage of campaigns and elections. Course focuses primarily on the United States, but includes comparative perspectives. PUL=1C
POLS-Y 324 Gender and Politics (3 cr.) Analysis of gender and sexual orientation in contemporary political systems, domestic or foreign, with emphasis on political roles, participation, and public policy. Normative or empirical examination of how political systems affect different genders and the impact of people with different genders or sexual orientations on the system(s). Topics vary by semester. PUL=3
POLS-Y 332 Russian Politics (3 cr.) Political process and government structure in the independent Russian state. Political institutions inherited from tsarist empire and USSR (1917-1991), history of political reform, Gorbachev regime (1985-1991). Political problems of ethnic conflict, creating democratic institutions, transition from socialism to market economy. PUL=3
POLS-Y 335 West European Politics (3 cr.) Development, structure, and functioning of political systems, primarily in Britain, France, Italy, and Germany. Political dynamics of European integration. PUL=5
POLS-Y 337 Latin American Politics (3 cr.) Comparative analysis of political change in major Latin American countries, emphasizing alternative explanations of national and international developments; examination of impact of political parties, the military, labor and peasant movements, Catholic church, multinational corporations, regional organizations, and United States on politics; public policy processes in democratic and authoritarian regimes. PUL=3
POLS-Y 338 African Politics (3 cr.) Politics in contemporary sub-Saharan Africa. Topics include processes of nation building, dependency and underdevelopment; role of political parties, leadership, ideology, and military rule; continuing relevance of colonial heritage and traditional culture and network of international relations. PUL=3
POLS-Y 339 Middle Eastern Politics (3 cr.) Political culture and change in selected Middle Eastern and North African countries. Topics include political elites, traditional cultures, modern political ideology, institutions of political control, conflict management, and social reform policies. PUL=3
POLS-Y 351 Political Simulations (1-3 cr.) A course tied to simulations of political organizations such as the European Union, the United Nations, or the Organization of American States. May be taken alone or in conjunction with related political science courses. PUL=3; RISE=E May be repeated for credit.
POLS-Y 360 U.S. Foreign Policy (3 cr.) Analysis of institutions and processes involved in the formation and implementation of American foreign policy. Emphasis is on post-World War II policies. PUL=3
POLS-Y 373 The Politics of Terrorism (3 cr.) Examines the definition, history, logic, and political implications of terrorism. PUL=3
POLS-Y 375 War and International Conflict (3 cr.) The nature of war. Theories and evidence on the causes of war. Discussion of the ways in which war has been conceived and perceived across time and of methods employed to study the phenomenon of war. PUL=3
POLS-Y 377 Globalization (3 cr.) This course is designed to introduce you to globalization. Amongst other topics, it examines the cultural, economic, environmental, political, security and technological dimensions of globalization. No prior knowledge is assumed. PUL=3
POLS-Y 380 Selected Topics in Democratic Government: (variable title) (3 cr.) An examination of basic problems and issues in the theory and practice of democratic government. Specific topics vary by semester. PUL=3 May be repeated once for credit.
POLS-Y 381 Classical Political Thought (3 cr.) An exposition and critical analysis of the major political philosophers and philosophical schools from Plato to Machiavelli. PUL=6
POLS-Y 382 Modern Political Thought (3 cr.) An exposition and critical analysis of the major philosophers and philosophical schools from Machiavelli to the present. PUL=6
POLS-Y 383 Foundations of American Political Thought (3 cr.) American political ideas from the founding period to the Civil War. PUL=6
POLS-Y 384 Development of American Political Thought (3 cr.) American political ideas from the Civil War to the present. PUL=6
POLS-Y 480 Undergraduate Readings in Political Science (1-6 cr.) Individual readings and research. PUL=3
POLS-Y 481 Field Experience in Political Science (3-6 cr.) Faculty-directed study of aspects of the political process based on field experience. Directed readings, field research, research papers. Certain internship experiences may require research skills. PUL=3
POLS-Y 490 Senior Seminar (3 cr.) Open only to senior majors. Research paper required. Seminar sessions arranged to present papers for evaluation and criticism by fellow students. Subject matter varies by semester. PUL=4
POLS-Y 498 Readings for Honors (1-6 cr.) P: Open only to senior majors in the department who have at least a 3.3 grade point average within the major; approval of department is required. Course involves an intensive individual program of reading and/or research. PUL=3
POLS-Y 390 Political Communication (3 cr.) Provides an opportunity to studey, understand, and participate in political communication. Topics covered include the rhetoric of politics, campaign discourse, political advertising, the role of the media in public opinion, the impact of new technology, and the place of interpersonal communication. PUL=3
POLS-Y 392 Problems in Contemporary Political Philosophy (3 cr.) This course will provide the opportunity for an in-depth study of some particularly important questions in contemporary political philosophy. In the process of examining contemporary literature, such as communicationism, we will shed light on questions like - has political philosophy gone silent on the critical events of our times? Subject will vary. PUL=3
POLS-Y 371 Workshop in International Topics (3 cr.) Title varies. Includes such topics as development of the international system, politics of food and populations, law of the sea, human rights, trade, U.S. foreign policy, United Nations issues, etc. PUL=3 May be repeated once for credit.
POLS-Y 325 African American Politics (3 cr.) Examines the African American political condition, with special emphasis on political thought and behavior. Analyzes not only how the political system affects African Americans, but also the impact African Americans have on it. Themes for this course may vary. PUL=2
POLS-Y 350 Politics of the European Union (3 cr.) Study of the politics of the European Union (EU). Assesses past and present dynamics of economic and political integration in Europe, the structure and work of EU institutions, and EU public policies such as the Single Market, the common currency, common foreign and security policy, and trade. PUL=3
POLS-Y 367 International Law (3 cr.) Sources and consequences of international law; relationship to international organizations and world order; issues of national sovereignty, human rights, conflict resolution, international property rights, world trade, environmental change, and other topics. PUL=3
POLS-Y 370 The Politics of Isalm (3 cr.) This course will examine the principles of the politics of Islam, its impact on contemporary world politics, and its impact on selected national and regional politics around the world. PUL =5
POLS-Y 388 Marxist Theory (3 cr.) Origin, content, and development of Marxist system of thought, with particular reference to philosophical and political aspects of Russian Marxism. PUL=3
POLS-Y 394 Public Policy Analysis (3 cr.) Place of theory and method in examining public policies in relation to programs, institutional arrangements and constitutional problems with particular reference to American political experience. PUL =3
POLS-Y 406 Problems in Political Philosophy (3 cr.) Centers on conflicting interpretations of justice, liberty, and equality, as well as certain problems of democracy, including the tension between majority rules and minority rights, and the correlation of rights and duties. Topics vary. PUL = 2 May be taken for a total of 6 creidt hours under different topics.
REL-R 100 Studies in Religion (3 cr.) Select introductory issues in religion. Interdisciplinary in emphasis. PUL=5 May be repeated for up to 9 credit hours under different titles.
REL-R 111 The Bible (3 cr.) A critical introduction to the major periods, persons, events, and literatures that constitute the Bible; designed to provide general humanities-level instruction on this important text. PUL=5
REL-R 120 Images of Jesus (3 cr.) This course is designed to introduce students to the variety of traditions about the figure of Jesus. It will acquaint students with the wide array of images of the Jesus character through a historical analysis of these images portrayed in texts, art, music, film, and TV. PUL=5
REL-R 133 Introduction to Religion (3 cr.) Introduction to the diversity of traditions, values, and histories through which religion interacts with culture. Emphasis on understanding the ways the various dimensions of religion influence people's lives. Fulfills Arts and Humanities General Education Core requirement. PUL=5
REL-R 173 American Religion (3 cr.) A consideration of American religion, with particular emphasis on the development of religious diversity and religious freedom in the context of the American social, political, and economic experience. Fulfills Arts and Humanities General Education Core requirements. PUL=5
REL-R 180 Introduction to Christianity (3 cr.) Survey of beliefs, rituals, and practices of the Christian community with a focus on the varieties of scriptural interpretation, historical experience, doctrine, and behavior. PUL=5
REL-R 200 Studies in Religion (3 cr.) Select intermediate studies in religion. Interdisciplinary studies emphasized. PUL=5 May be taken for up to 9 credit hours under different titles.
REL-R 212 Comparative Religions (3 cr.) Approaches to the comparison of recurrent themes, religious attitudes, and practices found in selected Eastern and Western traditions. Fulfills Arts and Humanities General Education Core requirements. PUL=5
REL-R 243 Introduction to the New Testament (3 cr.) A critical examination of the history, culture, and literature of the New Testament period with special emphasis on the emergence of early Christian beliefs. Fullfills Arts and Humanities General Education Core requirements. PUL=5
REL-R 257 Introduction to Islam (3 cr.) Introduction to the emergence and spread of Islamic religious traditions, including the Qur'an, Islamic law and ethics, and Islamic mysticism before 1500CE. Special emphasis on the creation in the middle ages of an international Islamic civilization--stretching from Mali to Indonesia--linked by trade, learning, and pilgrimage. Fulfills General Education Core requirements. PUL=5
REL-R 300 Studies in Religion (3 cr.) Selected topics and movements in religion, seen from an interdisciplinary viewpoint. PUL=5 May be taken for up to 9 credit hours under different titles.
REL-R 301 Women and Religion (3 cr.) A critical examination of the roles of women in religion, looking at a range of periods and cultures in order to illustrate the patterns that characterize women's participation in religious communities and practices. PUL=5
REL-R 304 Islamic Beginnings (3 cr.) An in-depth examination of the classical period of Islamic history, including coverage of the Prophet Muhammad, the development of Islamic religious literature and institutions, and the creation of international Muslim networks of trade, pilgrimage, and law. PUL=5
REL-R 312 Prophets, Captives, and Converts: Autobiographies in American Religion (3 cr.) This course uses religious autobiography as a way to explore American religious history. We will read autobiographies from a wide range of Americans, both well known and relatively obscure. Autobiographies allow a unique and intimate view of religion in America. Through these texts we will explore such questions as the role of religion in colonial encounters of Europeans and Indians, the intersection of race and religion in the formation of American identities, the development of new religious traditions, and the forms and practices of religion in America. PUL=5
REL-R 314 Religion and Racism (3 cr.) Explores the interaction of religion and racism. Selected case studies may include the Bible and racism, racial reconciliation among evangelical Christians, the Ku Klux Klan in Indiana, and Islamophobia. PUL=5
REL-R 315 Hebrew Bible (3 cr.) A critical examination of the literary, political, and religious history of Israel from the period of the Patriarchs to the Restoration, with emphasis on the growth and formation of the major traditions contained in the Hebrew Bible. PUL=5
REL-R 323 Yuppie Yogis and Global Gurus (3 cr.) This course will trace the history of encounters and dialogues between Asian religious figures and products and American culture beginning with the eighteenth and nineteenth century missionary ventures to Asia by Americans and ending with present-day emergent religious movements. The course material is weighted toward the late twentieth century to the present. We will explore the moments of discovery and renewal as well as those of domination and exclusion in the encounters between American culture and Asian religious figures and products. A central concern throughout the course will be identifying how encounters and dialogues permanently affected and continue to affect the religious landscape in the United States. The course will focus on Hindu, Buddhist, and Sikh traditions in their encounters and dialogues with American culture. Both missionaries to Asia and missionary gurus from Asia will be subjects of analysis along with Asian immigrant communities and new religious movements. In addition to looking at important figures such as Emerson, Vivekananda, The Beatles, and Bikram Choudhury, we will also evaluate certain religious institutions and movements, such as ISKCON and postural yoga. We will ask: how have Asian religious gurus and products, such as yoga, transformed American religious consciousness and practice? To what extent are Asian religious products constructed anew in the context of globalization? How have religious products been re-defined and re-interpreted as a consequence of global encounters? When have there been moments of violence, intolerance, and discrimination against practitioners of Asian religions in the United States? PUL=5
REL-R 325 Paul and His Influence in Early Christianity (3 cr.) Life and thought of Paul, in the context of first-century Christian and non-Christian movements. Development of radical Paulinism and anti-Paulinism in the second century; their influence on the formation of Christianity. PUL=5
REL-R 329 Early Christianity (3 cr.) This course introduces the religious world of early Christianity by examining its formation and development. The course emphasizes intellectual history while placing religious ideas in historical, cultural, social, and economic contexts. It underscores diversity and explores how ideas shape religious faith, how religious practice guides religious thinking, and how culture and religion interact. PUL=5
REL-R 339 Varieties of American Religion (3 cr.) Approaches to the diversity and complexity of that part of American religion that has existed outside of the mainstream of U.S. church life. Emphasis on the origin, history, organizational structures, beliefs, and devotional practices of such groups as the Quakers, Shakers, Millerites and other millenarian sects, Mormons, Christian Scientists, and Pentecostals, as well as groups whose orientation is Eastern rather than Western. PUL=5
REL-R 343 Religion and Contemporary Thought (3 cr.) Contemporary religious and anti-religious thinkers, with emphasis on those whose writings have significantly influenced modern thinking about human beings, God, society, history, and ethics. PUL=5
REL-R 344 Reformations of the Sixteenth Century (3 cr.) This course introduces students to the religious reformations of sixteenth-century Europe. It examines the historical background to the Reformation and surveys a number of reformation movements. While intellectual history is emphasized, the ideas of religious thinkers are placed in broad historical, cultural, social, and economic contexts. PUL=5
REL-R 348 Religion and Its Monsters (3 cr.) What can we learn about religion when we approach it through its monsters? What do monstrous stories--whether myth, legend, or fiction--reveal about the sacred? In what ways is a monster sacred and the sacred monstrous? This class explores the monster as the apotheosis of the horror of human existence. Our emphasis will be upon Western religious traditions (Judaism and Christianity), but the course will cover a very diverse range of imaginative expressions, including ancient myths of chaos gods, Greek myth and Latin tragedy, Jewish legends, medieval Christian epic poetry, 19th c. Gothic novels, as well as paintings, sculpture, architecture, music, and modern film. PUL=5
REL-R 353 Judaism (3 cr.) Examination of the history of Judaism and its relationship to the Jewish special claim to chosenness. Primary emphasis placed on modern Judaism. PUL=5
REL-R 361 Hinduism and Buddhism (3 cr.) Examination of the origins and cultural developments of classical Hinduism and Buddhism through studies of selected lives and writings, religious practices, and symbolism in the arts through explorations of these two worldviews as reflected in historical, literary, and ritual forms. PUL=5
REL-R 363 African-American Religions (3 cr.) History of African American religions from the colonial era to the present. Topics may include the African influences on African American Black Methodism, Black Baptist Women's leadership, Islam, and new religious movements. PUL=5
REL-R 370 Islam in America (3 cr.) Explores the history and life of Islam and Muslims in the United States, including the ethnic and religious diversity of American Muslims, conflicts about gender relations and women's issues, debates about Islam's role in politics, and the spirituality of American Muslims. PUL=5
REL-R 379 Religion and Philanthropy (3 cr.) This course explores relationships between religious traditions and philanthropic ideas and activities. Selections from important traditional texts and biographical examples and similarities of a variety of religious worldviews regarding their ways of sharing goods and performing acts of service. PUL=5
REL-R 381 Religion and Violence (3 cr.) Examines the relationship between religion, violence, and society in light of recent global events, drawing on a range of classical and modern texts concerning religious justifications for non-ritualistic bloodshed. Focusing on Judaism, Christianity, and Islam, themes addressed include otherness, transgression, revenge, torture, retribution, with special attention paid to religious terrorism. PUL=5
REL-R 383 Religions, Ethics, U.S. Society (3 cr.) An examination of current ethical debates about war, medicine, discrimination, welfare, marriage, sexuality, etc. The focus will be how diverse traditions of moral reasoning have been developed and practiced within Catholicism, Protestantism, and Judaism. PUL=5
REL-R 384 Religions, Ethics, and Health (3 cr.) The positions of religious ethical traditions on issues such as the control of reproduction, experimentation with human subjects, care of the dying, delivery of health care, physical and social environments, and heredity. PUL=5 May be repeated once for credit under different focus.
REL-R 386 Consumption, Ethics, and the Good Life (3 cr.) What is the good life? Do consumers have moral responsibilities for a sustainable environment, worker justice and good societies? This course draws from religious and philosophical ethics, economics, public policy, social criticism and cultural studies to explore how people can lead good lives and build healthy communities through consumer choices and social advocacy. PUL=6,5,3
REL-R 393 Comparative Religious Ethics (3 cr.) Comparisons of ethical traditions and moral lives in the world's religions. The focus will be how formative stories, exemplary figures, central virtues, ritual practices, etc., clarify different traditions' understandings of key moral issues, rights, and roles. PUL=5
REL-R 400 Studies in Religion (1-3 cr.) P: Consent of instructor. Specialized and intensive studies in religion with an interdisciplinary emphasis. PUL=5 May be repeated twice under different titles.
REL-R 433 Theories of Religion (3 cr.) Theorists of religion explore the what, why, and how of religions. What is religion? Why are people religious? How do religions shape meaning in people's lives, cultures, and societies? This advanced seminar examines classical to contemporary theories. Fulfills Religious Studies senior capstone. Offered fall semesters only. PUL=5
REL-R 533 Theories of Religion (3 cr.) Graduate seminar. See REL-R 433 for course description.
REL-R 590 Directed Readings in Religious Studies (3 cr.) P: Consent of the instructor. Specialized Graduate Studies in Religion.
REL-R 328 Afro-Diasporic Religions (3 cr.) Surveys the origin, history, organizational structures, beliefs, and devotional practices of the religions that developed among African slaves and their descendants in the new world (including Brazil, Haiti, Cuba, and the United States). PUL=5
REL-R 305 Islam and Modernity (3 cr.) Traditions This course examines the issues and events that have shaped Muslims' understanding of the place of Islam in the modern world. It focuses on the way Muslim thinkers have defined the challenge of modernity-politically, technologically, socially and religiously-and the responses that they have advocated. PUL=5
REL-R 367 American Indian Religions (3 cr.) American Indian Religions is a course designed to explore the religious traditions of the Indian tribes of the Americas with a focus on the tribes of North America and specifically Indiana. PUL=5
REL-R 398 Women in American Indian Religions (3 cr.) Women in American Indian Religions is a course designed to examine the roles of women in American Indian Religions and practice and the expressions of the feminine aspects in their world views. PUL=5
REL-R 539 Religion and Philanthropy (3 cr.) This course explores relationships between religious traditions and philanthropic ideas and activities. Selections from important traditional texts and biographical examples and similarities of a variety of religious worldviews regarding their ways of sharing goods and performing acts of service.
REL-R 394 Militant Religion (3 cr.) Examines the various ways Jewish, Christian, and Muslim apocalyptic literature has shaped, fostered, and contributed to the current rise in global militant religion. Themes include cosmic warfare, just war traditions, jihad, ancient and modern apocalypticism, messianism, millennialism, and the new wars of religion. PUL=5
REL-R 204 Religions in Africa (3 cr.) Traditions Introduces students to the diversity of religious traditions in Africa. Focusing on the historical development of Africa's triple religious heritage, we examine African traditional religions, Christianity, and Islam. Special emphasis will be placed on African religious heritage in the modern era. PUL=5
REL-R 396 Religion and Fantasy (3 cr.) This course will examine fantasy materials (texts, movies, TV shows) through the lens of the following dimensions of religion: experience, myth, ritual, doctrine, ethics, and social construction. In addition, the course will examine the construction of worldviews. Just as religions create worldviews, so, too, can literary texts, dramatic expression, and the arts. PUL=5 C/T
REL-R 397 Mormonism and American Culture (3 cr.) Introduction to the history, beliefs, and practices of the Latter-day Saints (Mormons); exploration of the Book of Mormon and other LDS scriptures; exploration of Mormonism's relationship to American culture. PUL=5
REL-R 101 Religion and Culture (3 cr.) An introduction to the diversity of human cultures from the perspective of religious studies. The course uses a case study approach to understand how religion shapes, and is shaped by, culture and society. Fulfills Cultural Understanding General Education Core requirements. PUL=5
REL-R 368 Religion and Healing (3 cr.) This course explores how different religions and cultures understand illness and healing. Attention will be given to the diverse understandings of selfhood, health, wellbeing, and illness present in different cultures as well as the various practices these cultures have developed to address the root causes of illness. Although we will talk about biomedicine, the primary healing system of the West, the focus is on nonwestern cultures, and may include units on East Asian, South Asian, Native American, Latin American, and African traditions of healing. PUL=5
REL-R 372 Inter-Religious Cooperation (3 cr.) How do you cooperate with people from different religious backgrounds? This course examines inter-religious cooperation among professionals, social activists, political adversaries, and others. Topics may include religious freedom in the workplace, the interfaith youth movement, and inter-religious peacemaking in conflict zones. PUL=5
REL-R 307 Religion in the Professions (3 cr.) Religious diversity is now a fact of American professional life. How do you serve clients, form partnerships, and work with people whose religious traditions are both similar to and different from their own? This course explores how to make religious diversity a source of strength and vitality in professional life. PUL=5
REL-R 103 The Bible and Culture (3 cr.) C/T A cultural introduction to this central text of Western civilization. Explores some of the Bible's major themes and literatures in their original context. Examines how the Bible's Jewish and Christian parts relate to each other and how biblical stories, concepts, and ethics have been interpreted and have influenced later culture. PUL=5
REL-R 373 Pilgrimage in World Religions (3 cr.) Pilgrimage is one of the most ancient practices of humankind and is associated with a great variety of religious and spiritual traditions. This class explores all aspects of the practice of pilgrimage or sacred journeying, from its nationalistic aspects, as with Medjugorje in Croatia, to its economic development aspects, the impact of the internet and globalization, pilgrimage an protest (as with Gandhi's famous salt march), and so on. The similarities and differences in the practice of pilgrimage in Islam, Hinduism, Buddhism, Christianity, and other religions and spiritual traditions, all the way to Graceland can be considered. What are the points of commonality? The reasons for pilgrimage vary greatly and were most famously described by Chaucer in his classic book The Canterbury Tales. Our class will explore the many dimensions of sacred travels. PUL=5,6,3
REL-R 375 Religion Behind Bars (3 cr.) This course will explore punishment, prison, and the prison industrial complex's relationship to religion. The course will examine the development of the prison in the Western world, specifically the United States, and its relationship to religious norms, values, and institutions. In addition to the historical evolution of prison and the prison industrial complex, this course will also address the current prison system and the role of religion in the contemporary moment. Finally, this course will look at how religion is shaped in and by the prison system and the prison industrial complex. PUL=5,6
REL-R 378 Religion and Revolution (3 cr.) From the founding of the United States to the current uprisings identified as the Arab Spring, religion and political and social revolution often seem to be curious yet common travel partners. This course will ask why and how religion and political revolution travel together. How do religious language, symbols, and identities shape writing and other forms of discourse? How has religion or a critique of religion informed many of the larger social movements of the modern era (slave resistance, black power, feminism, workers' rights, democratic participation and citizenship)? This course will focus on works that foreground the interaction between religion and revolutionary movements throughout the modern era. PUL=2,5,6
REL-R 369 Love, Sex, and Justice (3 cr.) Do we owe anything to anyone? Is life worth living without love or justice, or both? Are they not fundamental virtues of human relations, unconditionally necessary for us to live well? If justice must be blind, is there room for compassion or desire? Is justice truly "love gone public?" What happens when there is one without the other, or when they appear to be in conflict? What are their limits? This course seeks to address these questions by examining some of the foremost contributors to how we have come to think about love, sex, and justice in American culture in light of certain contemporary public disputes. PUL=5,2,3
SOC-R 100 Introduction to Sociology (3 cr.) P: ENG-W 131 or consent of instructor. Consideration of basic sociological concepts, including some of the substantive concerns and findings of sociology, sources of data, and the nature of the sociological perspective. PUL=5
SOC-R 121 Social Problems (3 cr.) Selected current problems of American society are analyzed through the use of basic sociological data and the application of major sociological frameworks. Policy implications are discussed in the light of value choices involved in various solutions. PUL=5
SOC-R 234 Social Psychology (3 cr.) Sociological approach to human character, with emphasis on the psychology of the individual in social situations. Topics include socialization and the self, language and communication, interpersonal relations, attitude formation, conformity and social influence, and group processes. PUL=5
SOC-R 240 Deviance and Social Control (3 cr.) An introduction to major sociological theories of deviance and social control. Analyzes empirical work done in such areas as drug use, unconventional sexual behavior, family violence, and mental illness. Explores both "lay" and official responses to deviance, as well as cultural variability in responses to deviance. PUL=5
SOC-R 295 Topics in Sociology (3 cr.) Exploration of a topic in sociology not covered by the regular curriculum but of interest to faculty and students in a particular semester. Topics to be announced. PUL=5
SOC-R 305 Population (3 cr.) Focus on study of people in terms of relative numbers, geographic distribution, and factors influencing change. Included are considerations of population theory, values related to population questions, an overview of basic techniques of analysis, and mortality, fertility, migration, and growth trends. PUL=5
SOC-R 314 Families and Society (3 cr.) The family is a major social institution, occupying a central place in people's lives. This course explores formation and dissolution of marriages, partnerships, families; challenges family members face, including communication and childrearing; reasons for and consequences of change in American families; and how family patterns vary across and within social groups. PUL=5
SOC-R 315 Political Sociology (3 cr.) Analysis of the nature and basis of political power on the macro level--the community, the national, and the international arenas. Study of formal and informal power structures and of the institutionalized and non-institutionalized mechanisms of access to power. PUL=5
SOC-R 316 Society and Public Opinion (3 cr.) Analysis of the formulation and operation of public opinion. Although the course may focus on all aspects of opinion and behavior (including marketing research, advertising, etc.), most semesters the course focuses on political opinion and behavior. Special attention will be given to two aspects of opinion in our society: its measurement through public opinion polls and the role of mass communication in manipulating public opinion. The distortions in the popular press's reports of the results of survey research are considered in depth. PUL=5
SOC-R 317 Sociology of Work (3 cr.) Analysis of the meaning of work, the dynamic social processes within work organizations, and environmental constraints on organizational behavior. PUL=5
SOC-R 320 Sexuality and Society (3 cr.) Provides a basic conceptual scheme for dealing with human sexuality in a sociological manner. PUL=5
SOC-R 321 Women and Health (3 cr.) A review of the relationships among cultural values, social structure, disease, and wellness, with special attention focused on the impact of gender role on symptomatology and access to health care. Selected contemporary health problem areas will be examined in depth. Alternative models of health care delivery will be identified and discussed. PUL=5
SOC-R 325 Gender and Society (3 cr.) A sociological examination of the roles of women and men in society, analysis of the determinants and consequences of these roles, and assessment of forces likely to bring about future change in these roles. Although focus will be on contemporary American society, cross-cultural variations in gender roles will also be noted. PUL=5
SOC-R 327 Sociology of Death and Dying (3 cr.) An analysis of historical, social and psychological forces influencing human mortality. Topics include: changing images of death and dying, technology's dehumanization of dying, hospices, funerals, grief, widowhood, children's death, suicide, genocide, and the social structure's influence on the death and dying process. PUL=5
SOC-R 329 Urban Sociology (3 cr.) The social dynamics of urbanization, urban social structure, and urban ecology. Theories of urban development; the city as a form of social organization; macroprocesses of urbanization both in the United States and other countries. PUL=5
SOC-R 330 Community (3 cr.) Social, psychological, and structural features of community life. Topics include microphenomena such as the neighborhood, networks of friendship and oppositions, social participation, community power structure, and institutional frameworks. PUL=5
SOC-R 335 Sociological Perspectives on the Life Course (3 cr.) Focuses on the human life course as a product of social structure, culture, and history. Attention is given to life course contexts, transitions, and trajectories from youth to old age; work, family, and school influences; self-concept development, occupational attainment, and role acquisition over the life course. PUL=5
SOC-R 338 Comparative Social Systems (3 cr.) History and general theories of comparative sociology. Major focus on comparative analyses of social structure, kinship, policy and bureaucracy, economics and stratification, and institutionalized belief systems. Some attention is given to culture and personality and to cross-cultural methodology. PUL=5
SOC-R 344 Juvenile Delinquency and Society (3 cr.) Legal definition of delinquency, measurement and distribution of delinquency. Causal theories considered for empirical adequacy and policy implications. Procedures for processing juvenile offenders by police, courts, and prisons are examined. PUL=5
SOC-R 345 Crime and Society (3 cr.) Examination of the creation, selection, and disposition of persons labeled criminal. Emphasis on crime as an expression of group conflict and interest. Critique of academic and popular theories of crime and punishment. PUL=5
SOC-R 346 Control of Crime (3 cr.) History, objectives, and operation of the crime control system in relation to its sociopolitical context. Critical examination of philosophies of punishment and programs of rehabilitation. PUL=3
SOC-R 349 Practicum in Victimology (3 cr.) This course introduces students to the real world of criminal victimization through readings and required observation of victim service agencies in operation. Students will have the opportunity to learn the circumstances of victimization, to experience victims' reactions to their violation, and to observe agency responses to victims. PUL=5
SOC-R 351 Social Science Research Methods (3 cr.) A survey of methods and techniques used by sociologists and other social scientists for gathering and interpreting information about human social behavior.
SOC-R 355 Social Theory (3 cr.) This course covers several traditions of classical, contemporary, and post-modern social thought (e.g., social Darwinism, conflict theory, functionalism, symbolic interactionism, critical theory, and feminist theory). The social context, construction, and application theories are included. PUL=5
SOC-R 359 Introduction to Sociological Statistics (3 cr.) Measures of central tendency, dispersion, standardizing and normalizing procedures, and simple index numbers. Simple notions of probability as related to statistical inference (means, proportions, binomial distribution, chi-square, simple regression).
SOC-R 381 Social Factors in Health and Illness (3 cr.) Examines the social aspects of health and illness, including variations in the social meanings of health and illness, the social epidemiology of disease, and the social dimensions of the illness experience. PUL=5
SOC-R 382 Social Organization of Health Care (3 cr.) Surveys the nature of, and recent changes in, the health care delivery system in the United States. Patient and professional roles and the characteristics of different health care settings are explored. Current debates about the nature of the professions and professional work are emphasized. PUL=5
SOC-R 410 Alcohol, Drugs and Society (3 cr.) P: SOC-R 100 or consent of instructor. This is a survey of the use and abuse of alcohol, including extent of use, history of use and abuse, "biology" of alcohol, alcoholism as a problem, legal actions, and treatment strategies. PUL=5
SOC-R 415 Sociology of Disability (3 cr.) P: SOC-R 100 or consent of instructor. This course examines disability from the point of view of a variety of sociological perspectives and theories, concentrating on that of symbolic interaction. Attention will also be given to disability in history and the media and to the disability rights movement. PUL=5
SOC-R 420 Sociology of Education (3 cr.) P: SOC-R 100 or consent of instructor. A survey of sociological approaches to the study of education, covering such major topics as education as a social institution, the school in society, the school as a social system, and the sociology of learning. PUL=5
SOC-R 425 Gender and Work (3 cr.) P: SOC-R 100 or consent of instructor. This course examines the changing roles that women and men play in paid and unpaid work, and how these roles are socially constructed through socialization practices, social interaction, and actions of social institutions. The interaction of gender, race, ethnicity, and social class on individuals' involvement in work will also be explored. PUL=5
SOC-R 430 Families and Social Policy (3 cr.) P: SOC-R 100 or consent of instructor. This seminar explores how the state and labor market currently affect family structure and the quality of family life in the United States and the role the state and labor market could play in the future. Family policies in other parts of the world will be considered for possible applicability to the United States. PUL=5
SOC-R 461 Race and Ethnic Relations (3 cr.) P: SOC-R 100 or consent of instructor. Comparative study of racial, ethnic, and religious relations. Focus on patterns of inclusion and exclusion of minority groups by majority groups. Discussion of theories of intergroup tensions--prejudice and discrimination--and of corresponding approaches to the reduction of tensions. PUL=5
SOC-R 463 Inequality and Society (3 cr.) P: SOC-R 100 or consent of instructor. Presentation of conservative and radical theories of class formation, consciousness, mobility, and class consequences. Relevance of social class to social structure and personality. Emphasis on the American class system, with some attention given to class systems in other societies. PUL=5
SOC-R 467 Social Change (3 cr.) P: SOC-R 100 or consent of instructor. Basic concepts, models, and individual theories of social change; historical and contemporary analysis of the structural and psychological ramifications of major social trends. PUL=5
SOC-R 476 Social Movements (3 cr.) P: SOC-R 100 or consent of instructor. Study of the origins and dynamics of contemporary social movements in American society, with some attention to cross-national movements. Coverage of progressive and regressive movements aimed at changing the social, economic, and political structure of the society. Case studies of expressive and ideological movements, including fads, cults, and revolts and revolutions. PUL=5
SOC-R 478 Formal Organizations (3 cr.) P: SOC-R 100 or consent of instructor. Sociological inquiry into the nature, origin, and functions of bureaucratic organizations. Emphasis on bureaucratic organizations as the predominant mode of contemporary task performance and on their social-psychological consequences. Theoretical and empirical considerations in organizational studies from Weber to contemporary findings. PUL=5
SOC-R 480 Sociology and Social Policy (3 cr.) P: SOC-R 100 or consent of instructor. This course is a broad review of the increasing use of sociology in the formulation and implementation of social policy. Specific case studies will be examined. Recommended for students with an interest in medicine, law, education, social service, urban affairs, etc. PUL=5
SOC-R 481 Evaluation Research Methods (3 cr.) P: SOC-R 100, SOC-R 351, SOC-R 359, or consent of instructor. A comprehensive study of research techniques and practical applications in the area of the evaluation of social programs. Recommended for students with an interest in social research concerning medicine, law, education, social service, urban affairs, etc.
SOC-R 485 Sociology of Mental Illness (3 cr.) P: SOC-R 100 or consent of instructor. A survey of current problems in psychiatric diagnosis, the social epidemiology of mental illness, institutional and informal caregiving, family burden, homelessness, and the development and impact of current mental health policy. Cross-cultural and historical materials, derived from the work of anthropologists and historians, are used throughout the course. PUL=5
SOC-R 490 Survey Research Methods (3 cr.) P: SOC-R 100, SOC-R 351, SOC-R 359, or consent of instructor. In this practicum, students will design and conduct a survey, learn how to code survey results, enter data, and analyze data with the mainframe computer. A report will also be written. The advantages and disadvantages of survey methodology will be highlighted and ethical issues will be discussed.
SOC-R 493 Practicum in Sociological Fieldwork (3 cr.) P: SOC-R 100 and SOC-R 351, senior standing, or consent of instructor. Role of systematic observation as a sociological method. Training in fieldwork techniques and the application of sociological concepts to actual social situations. The core of this course will involve a supervised fieldwork research project in some area of social life.
SOC-R 494 Internship Program in Sociology (3-6 cr.) P: SOC-R 100, 9 credits of sociology with a B (3.0) or higher, junior standing with consent of instructor. This course involves students working in organizations where they apply or gain practical insight into sociological concepts, theories, and knowledge. Students analyze their experiences through work logs, a paper, and regular meetings with the internship director. PUL=5
SOC-R 497 Individual Readings in Sociology (3 cr.) P: Consent of instructor and 9 credit hours of sociology courses with at least a B (3.0) or higher. Investigation of a topic not covered in the regular curriculum that is of special interest to the student and that the student wishes to pursue in greater detail. Normally available only to majors through arrangement with a faculty member. PUL=5
SOC-R 498 Sociology Capstone Seminar (3 cr.) P: SOC-R 100, SOC-R 351, SOC-R 355 (or SOC-R 356 or SOC-R 357) and senior status. Designed to help graduating senior sociology majors to synthesize and demonstrate what they have learned in their major while readying themselves for a career and/or graduate study. PUL=5
SOC-R 312 Sociology of Religion (3 cr.) Examination of religion from the sociological perspective. Religious institutions, the dimensions of religious behavior, the measurement of religious behavior, and the relationship of religion to other institutions in society are examined. PUL=5
SOC-R 385 Aids and Society (3 cr.) This course examines the HIV/AIDS epidemic from a sociological perspective. Students will explore how social factors have shaped the course of the epidemic and the experience of HIV disease. The impact of the epidemic on health care, government, and other social institutions will also be discussed.
SOC-R 333 Sports and Society (3 cr.) This course will examine the importance sports and leisure activities play in society. From local examples such as Indiana motorsports and high school basketball, to international examples such as the Olympics and World Cup, we will examine sports from the perspective of athletes and fans, look at sports as an increasingly important business, and discuss how sports have been a significant agent for social change (including Title Nine, and the integration of major league baseball).
SOC-R 300 Topics in Applied Sociology (3 cr.) This course shows the application of sociological theory and methods to topics of current interest. Topics include gambling, elder abuse, evaluation of anti-aids programs, etc. PUL=5
SOC-R 515 Sociology of Health and Illness (3 cr.) P: Graduate standing or consent of the instructor. Surveys important areas of medical sociology, focusing on social factors influencing the distribution of disease, help-seeking, and health care. Topics covered include social epidemiology, the health care professions, socialization of providers, and issues of cost and cost containment.
SOC-R 517 Sociology of Work (3 cr.) P: Graduate standing or consent of the instructor. Course explores how work is being restructured in the "new economy". Topics include the changing meaning of work, the quest for dignity in the workplace, the plight of the working poor, and prospects for the labor movement (among other items).
SOC-R 525 Gender and Work (3 cr.) P: Graduate standing and 6 credit hours of sociology, or consent of instructor. This course critically analyzes contemporary theory and research on gender and work. It examines how women's and men's roles in paid and unpaid work are socially constructed, through socialization, social interaction, and the actions of social institutions. The interaction gender, race, ethnicity, and social class will be explored.
SOC-R 530 Families and Social Policy (3 cr.) P: SOC-R 100, SOC-R 220 or SOC-R 314, and graduate standing. This seminar will explore how the government and labor market affect family structure and the quality of family life. Students will study the implications of family research for social policy and learn to develop theoretical frameworks for evaluating social policies affecting families.
SOC-R 537 Gender and Society (3 cr.) P: Graduate standing or consent of the instructor. This course examines some central emphases on gender of social interactionist theory and feminist theory/methods. In addition, we will relate these approaches to the study of contemporary gender approaches in selected social spheres, which may vary according to instructor's specializations.
SOC-R 551 Quantitative Research Methods (3 cr.) P: Graduate standing or consent of instructor. This course surveys the major techniques for investigating current sociological problems. It emphasizes the relationship between theory and practice in understanding and conducting research. Although methods intended for rigorous hypothesis testing through quantitative analysis will be of major concern, the course will also examine issues in field research essential to a full understanding of a research problem.
SOC-R 556 Advanced Sociological Theory I (3 cr.) P: Graduate standing or consent of instructor. In-depth study of classical sociological theorists, particularly Marx, Durkheim, and Weber. Examines their roles in defining the discipline of sociology.
SOC-R 557 Advanced Sociological Theory II (3 cr.) P: graduate standing or consent of instructor.
In-depth study of cotemporary sociological theories (e.g., social conflict, structural functionalist, symbolic interactionist) as a continuation of the issues raised by the classical sociological theorists as well as a response to the epistemological and social changes of the late twentieth century.
SOC-R 559 Intermediate Sociological Statistics (3 cr.) P: SOC-R 359 or equivalent, graduate standing or consent of instructor. SOC-R 359 or equivalent, graduate standing or consent of instructor. Basic techniques for summarizing distributions, measuring interrelationships, controlling extraneous influences, and testing hypotheses are reviewed, as students become familiar with the computer system. Complex analytical techniques commonly applied in professional literature are examined in detail, including analysis of variance, path diagrams, factor analysis, and log-linear models.
SOC-R 585 Social Aspects of Mental Health and Mental Illness (3 cr.) P: Graduate standing or consent of instructor. This is a graduate-level course on the sociology of mental illness and mental health. Provides a thorough grounding in the research issues and traditions that have characterized scholarly inquiry into mental illness in the past. Students will become familiar with public policy as it has had an impact on the treatment of mental illness and on the mentally ill themselves.
SOC-R 593 Applied Fieldwork for Sociologists (3 cr.) P: Graduate standing or consent of instructor. This course will provide students with both a theoretical and methodological background in the different types of qualitative analysis used in sociological fieldwork. Students will have the opportunity to study and to evaluate representative examples of qualitative studies and to complete by themselves a project done using qualitative methods.
SOC-R 594 Graduate Internship in Sociology (3-6 cr.) P: Graduate standing, 18 hours of graduate credit in sociology, and consent of instructor. This course involves master's degree students working in organizations where they apply or gain practical insight into sociological concepts, theories, knowledge, and methodology. Students analyze their experiences through work logs, a lengthy written report and regular meetings with a faculty committee. (Students on the thesis track may also take this course as an elective.)
SOC-R 610 Sociology of Health and Illness Behavior (3 cr.) P: Graduate standing or consent of instructor. This seminar explores sociological and social scientific research on health and illness behavior. Special emphasis is placed on examining how social factors and conditions shape people's responses to disease, illness, and disability.
SOC-R 697 Individual Readings in Sociology (3 cr.) P: Graduate standing and consent of instructor, 6 hours of graduate credit in sociology with grades of B or better. Investigation of a topic not covered in the regular curriculum that is of special interest to the student and that the student wishes to pursue in greater detail. Available only to sociology graduate students through arrangement with a faculty member.
SOC-S 500 Proseminar in Sociology (1 cr.) P: Graduate standing and/or consent of instructor. Introduction to current sociological research interests and concerns through the work of departmental members.
SOC-S 526 The Sociology of Human Sexuality (3 cr.) P: Graduate standing and/or consent of instructor. This is a one-semester graduate-level course on the sociology of human sexuality. This course will provide a detailed examination of the development of sex research, a sociological perspective on and critique of this corpus, and an opportunity for students to develop research of their own.
SOC-S 530 Introduction to Social Psychology (3 cr.) P: Graduate standing and/or consent of instructor. This course examines the broad range of work in social psychology. Emphasis is placed on the relation between the classic and contemporary literature in the field.
SOC-S 560 Graduate Topics (3 cr.) P: Graduate standing and/or consent of instructor, variable with topic. Exploration of a topic in sociology not covered by the regular curriculum but of interest to faculty and students in a particular semester. Topics to be announced.
SOC-S 569 M.A. Thesis (3 cr.) P: Graduate standing and/or consent of instructor.
SOC-S 610 Urban Sociology (3 cr.) P: Graduate standing and/or consent of instructor. Historical and contemporary causes, trends, and patterns of urbanization throughout the world. Various approaches to studying the process of urbanization, including ecological, social organizational, and political perspectives. Current developments and problems in urban planning.
SOC-S 612 Political Sociology (3 cr.) P: Graduate standing and/or consent of instructor. Possible topics include experimental studies of power relationships, political socialization, political attitudes, political participation, voting behavior, decision-making processes, theories of social power, organizational power systems and structures, the state as a social institution, and political movements.
SOC-S 613 Complex Organizations (3 cr.) P: Graduate standing and/or consent of instructor. Theory and research in formal organizations: industry, school, church, hospital, government, military, and university. Problems of bureaucracy and decision making in large-scale organizations. For students in the social sciences and professional schools interested in the comparative approach to problems of organizations and their management.
SOC-S 616 Sociology of Family Systems (3 cr.) P: Graduate standing and/or consent of instructor. Focus on the nature, structure, functions, and changes of family systems in modern and emerging societies, in comparative and historical perspective. Attention is given to relationships with other societal subsystems, and to interaction between role occupants within and among subsystems.
SOC-S 632 Socialization (3 cr.) P: Graduate standing and/or consent of instructor. The processes of development of the individual as a social being and societal member, focusing on childhood or socialization into adult roles.
SOC-S 659 Qualitative Methods in Sociology (3 cr.) P: Graduate standing and/or consent of instructor. Methods in obtaining, evaluating, and analyzing qualitative data in social research. Methods covered include field research procedures, participant observation, interviewing, and audio-video recording of social behavior in natural settings.
SOC-R 569 Thesis (3 cr.) P: SOC-R 359 or equivalent, graduate standing or consent of instructor. Thesis
Women's Studies (WOST)
WOST-W 105 Introduction to Women’s Studies (3 cr.) This introductory course examines the multiple ways in which gender experience is understood. The course considers inequalities between women and men and the intersections of gender, race, class, sexual orientation, and age will be considered. PUL=5
WOST-W 300 Topics in Women’s Studies: (variable title) (1-3 cr.) An interdisciplinary study of selected themes, issues, and methodologies in Women's Studies. PUL=5 May be repeated for up to 6 credit hours.
WOST-W 480 Women’s Studies Practicum (3-6 cr.) P: WOST-W 105 and consent of instructor and program director. Internships in the Women's Studies Program are offered to provide opportunities for students to gain work experience while serving women's needs. This experience is combined with an academic analysis of women's status and experience in organizations. PUL=3
WOST-W 495 Readings and Research in Women’s Studies (1-6 cr., 6 cr. max cr.) Individual readings and research. PUL=5 May be repeated twice for credit with a different topic.
WOST-W 499 Senior Colloquium in Women’s Studies (1 cr.) P: Consent of instructor. Must be approved by the WOST Director prior to the semester in which the student plans to take the course. Reserved for students who are pursuing a Women's Studies minor. This is a culminating interdisciplinary course for advanced students who are prepared to present the results of an original major research effort on a topic in Women's Studies. Participants will be expected to read and evaluate the presentations of other students and participating faculty. PUL=3
WOST-W 601 Survey of Contemporary Research in Women’s Studies: The Social and Behavioral Sciences (3 cr.) An exploration of feminist perspectives in the social sciences. Theoretical frameworks and research styles used by feminist social scientists are examined, as are feminist critiques of traditional social scientific frameworks and research methods. Research reports by feminist researchers in social scientific disciplines are also read and analyzed.
WOST-W 602 Contemporary Research in Women’s Studies: The Humanities (3 cr.) Review of literature on sex roles, psychology of women, socialization, and politicization of women. Training in methodology of research on women; critique of prevailing and feminist theoretical frameworks for studying women.
WOST-W 695 Graduate Readings and Research in Women’s Studies (3-6 cr.) An opportunity for graduate students in various programs at IUPUI to explore specific issues within the field of Women's Studies, guided by faculty with particular expertise in these areas. The course is used to do readings and research that go beyond what is covered in other Women's Studies graduate courses offered on this campus. It also involves faculty not normally involved in the teaching of these other courses but who have skills and knowledge relevant to the issues being investigated.
WOST-W 701 Graduate Topics in Women’s Studies (3-4 cr.) Advanced investigation of selected research topics in Women's Studies. Topics to be announced.
World Languages and Cultures (NELC, EALC, CLAS, FREN, GER, ITAL, SPAN)
Arabic (NELC)
NELC-A 131 Basic Arabic I (4 cr.) Introductory language course in modern standard Arabic as in contemporary literature, newspapers, and radio. Focus on grammar, reading, script, conversation, elementary composition, and culture. PUL=1A,5
NELC-A 132 Basic Arabic II (4 cr.) Introductory language course in modern standard Arabic as in contemporary literature, newspapers, and radio. Focus on grammar, reading, script, conversation, elementary composition, and culture. PUL=1A,5
NELC-A 200 Intermediate Arabic I (3 cr.) P: NELC-A 131-A132, or consent of instructor. This course will focus on the mastery of grammar, including more complex structures, acquisition and expansion of vocabulary, and the development of reading, writing, listening and speaking skills. These objectives are achieved through intensive oral/aural practice using audio and video materials. PUL=1A,5
NELC-A 250 Intermediate Arabic II (3 cr.) P: NELC-A 200, or consent of instructor. This course will focus on the mastery of grammar, including more complex structures, acquisition and expansion of vocabulary, and the development of reading, writing, listening and speaking skills. These objectives are achieved through intensive oral/aural practice using audio and video materials. PUL=1A,5
NELC-A 300 Advanced Arabic I (3 cr.) P: NELC-A 200-A250, or consent of instructor. Modern standard/classical Arabic syntax and morphology. Development of advanced language skills in reading, writing, and aural comprehension. Translation and active vocabulary development. Readings in a variety of genres and periods. PUL=1A,5
NELC-A 350 Advanced Arabic II (3 cr.) P: NELC-A 300, or consent of instructor. Modern standard/classical Arabic syntax and morphology. Development of advanced language skills in reading, writing, and aural comprehension. Translation and active vocabulary development. Readings in a variety of genres and periods. PUL=1A,5
NELC-N 397 Peoples/Cultrs of Middle East (3 cr.) General anthropological introduction to social institutions and cultural forms of the Arab countries of North Africa and the Near East, Israel, Turkey, Iran, and Afghanistan. Topics include ecology, development of Islam and Muslim empires, traditional adaptive strategies, consequences of colonialism, independence and rise of nation-states, impact of modernization, changing conceptions of kinship, ethnicity, and gender. PUL= 5, 2
Chinese (EALC)
EALC-C 131 Beginning Chinese I (4 cr.) Introductory language course in Chinese with emphasis on comprehension and oral expression, grammar, reading, script, elementary composition, and culture. PUL=1A,5
EALC-C 132 Beginning Chinese II (4 cr.) P: EALC-C 131 or equivalent. Continuation of introductory language course in Chinese with emphasis on comprehension and oral expression, grammar, reading, script, elementary composition, and culture. PUL=1A,5
EALC-C 201 Second-Year Chinese I (3 cr.) P: EALC-C 132 or equivalent. Both spoken and written aspects stressed, completing major grammatical patterns. PUL=1A,5
EALC-C 202 Second-Year Chinese II (3 cr.) P: EALC-C 201 or equivalent. Both spoken and written aspects stressed, completing major grammatical patterns. PUL=1A,5
EALC-C 301 Third-Year Chinese I (3 cr.) P: EALC-C 201-EALC-C 202 or equivalent. Emphasis on practice in understanding the difference between oral and written expression, building up discourse-level narration skills, and developing reading strategies for coping with authentic texts.PUL=1A,5
EALC-C 302 Third-Year Chinese II (3 cr.) P: EALC-C 201-EALC-C 202 or equivalent. A further expansion on vocabulary and grammatical patterns focusing on reading and oral communication. PUL=1A,5
EALC-C 320 Business Chinese (3 cr.) P: EALC-C 201-EALC-C 202 or equivalent. For student who want to acquire skills for business interactions with Chinese-speaking communities. Classroom activities such as mock negotiation in international trade, business letter writing, and oral presentation, help students acquire skills for business interactions with Chinese-speaking communities. PUL=1A,5
EALC-E 331 Traditional Chinese Literature (3 cr.) An introduction to Chinese historical and religious writing, narrative prose, and lyrical poetry from roughly 1300 BCE to 1300 CE. PUL=5,2
EALC-E 333 Studies in Chinese Cinema (3 cr.) Critical and historical perspectives on Chinese cinema from the 1930s to the 1990s, including Taiwan and Hong Kong. PUL=5,2
EALC-E 334 Contemporary Chinese Cinema (3 cr.) This course introduces representative films from mainland China, Hong Kong and Taiwan since the 80s. Students analyze film form, meaning and style in social and cultural contexts, get acquainted with Chinese literary and aesthetic standards, and observe the changes in value and belief systems and China moves into modernity. PUL=5,2
EALC-E 335 Chinese Martial Arts Culture (3 cr.) This course surveys the history and style of Chinese martial arts and explores their theoretical bases of Confucianism, Daoism, Buddhism, Chinese medicine, and health preservation practices. Students also study the literary tradition and aesthetic conventions of martial arts fiction and analyze cinematic expression of martial arts skills, chivalry, and love. PUL=5,2
EALC-C 401 Fourth Year Chinese I (3 cr.) P: EALC-C 301-EALC-C 302 or equivalent. Emphasis on understanding and appreciating Chinese literary genres and prose. PUL=1A,5
EALC-C 402 Fourth Year Chinese II (3 cr.) P: EALC-C 301-EALC-C 302 or equivalent. A further improvement of language proficiency. PUL=1A,5
EALC-E 351 Studies in East Asian Culture (3-6 cr.) Selected issues and problems of importance to the understanding of East Asian culture, taught within one of the humanistic disciplines. PUL = 1A. May be repeated once for credit.
EALC-E 301 Chinese Language and Culture (3 cr.) The relationship of Chinese language to its culture and society. Four topics emphasized: (1) unique characteristics of Chinese; (2) influence of language structure on thought patterns and social behavior; (3) traditional conception of life as it affects verbal behavior; and (4) interaction between linguistic and other factors in social life. PUL=5,2
EALC-E 232 China Past and Present: Culture in Continuing Evolution (3 cr.) Chinese culture and its modern transformations. Intellectual, artistic, and literary legacies of the Chinese people. PUL=5,2
EALC-E 396 Studies in East Asian Culture: The I Ching (3 cr.) The objective of the course is to help students gain an understanding of Chinese culture and civilization from its roots. This course studies the I Ching (i.e., Book of Changes), and its influence on Chinese culture and civilization. The I Ching is the most influential ancient Chinese classic. No other book can match its influence in shaping Chinese thought, traditional Chinese medicine, Chinese written language, and popular Chinese cultural behaviors. PUL = 5,2
Classical Studies (CLAS)
Courses in Classical Archaeology
CLAS-A 301 Classical Archaeology (3 cr.) The material remains of the classical lands from prehistoric through Roman times and a variety of approaches by which they are understood. Archaeological theory and methods are illustrated through select sites, monuments, works of art, and other remains of cultural, artistic, and historical significance. (Equivalent to Herron H310 and IU Bloomington Classical Studies C206/Fine Arts A206; students may not receive credit for both courses.) PUL=5,3
CLAS-A 418 Myth and Reality in Classical Art (3 cr.) An introduction to Greek iconography (the study of images) that explores contemporary approaches to narration and representation. The course examines the illustration of myth, history, and everyday life in Greek art in relation to ancient society. (Equivalent to Herron H418; students may not receive credit for both courses.) PUL=5,2
CLAS-C 413 The Art and Archaeology of Greece (3 cr.) Art and archaeology of Greece from about 1000 B.C. through the Hellenistic period. Special attention given to the development of Greek architecture, sculpture, and vase painting. (Equivalent to Herron H413; students may not receive credit for both courses.) PUL=5,2
CLAS-C 414 The Art and Archaeology of Rome (3 cr.) Development of Roman architecture, sculpture, and painting from the beginning through the fourth century A.D. Consideration given to the major archaeological sites. Continuation of C413, but C413 is not a prerequisite. (Equivalent to Herron H414; students may not receive credit for both courses.) PUL=5,2
Courses in Classical Civilization
CLAS-C 205 Classical Mythology (3 cr.) Introduction to Greek and Roman myths, legends, and tales, especially those that have an important place in the Western cultural tradition. PUL=5,1A
CLAS-C 310 Classical Drama (3 cr.) Masterpieces of ancient Greek and Roman theater studied in relation to literary, archaeological, and artistic evidence for their production and interpretation. PUL=2,5
CLAS-C 101 Ancient Greek Culture (3 cr.) CLAS-C101 is an historical and topical introduction to ancient Greek culture. From prehistorical to Hellenistic cultures, CLAS-C101 surveys the geography, economics, politics, philosophy, religion, society, technology, and daily lives of ancient Greeks by studying representative works of art, architecture, and literature. PUL=5,1, 2
CLAS-C 351 The Golden Age of Athens (3 cr.) Literary and artistic masterpieces of classical Greece viewed against the intellectual, cultural, and political background of democratic Athens. PUL=2,5
CLAS-C 361 The Golden Age of Rome (3 cr.) Literary and artistic masterpieces of the Augustan age viewed in connection with the foundation of the Roman Empire. PUL=2,5
CLAS-C 386 Greek History (3 cr.) Political, social, and economic developments in the Greek world from the age of Mycenae and Troy until the Roman conquest (30 BC). Greek colonial world, Athens and Sparta, career and legend of Alexander the Great, the Hellenistic age. Archaeology as a source of political and social history. (Equivalent to HIST-C 386; students may not receive credit for both courses.) PUL=2,5
CLAS-C 396 Classical Studies Abroad (1-9 cr.) P: Acceptance into an approved Indiana University overseas study program. Credit for foreign study in classical languages, civilization, and archaeology when no specific equivalent is available among departmental offerings. Credit in CLAS-C 396 may be counted toward a minor in classical studies or classical civilization with approval of undergraduate advisor. PUL=5, Rise-I May be repeated for a maximum of 9 credit hours.
CLAS-C 491 Topics in Classical Studies (3 cr.) A detailed examination of a particular aspect of classical civilization using a variety of literary and archaeological evidence. PUL=5,2
CLAS-C 495 Individual Reading in Classics (1-3 cr.) P: Consent of department. PUL=5,2 May be repeated to a maximum of 6 credit hours.
CLAS-C 321 Classical Myth and Culture in Film (3 cr.) Examines depictions of ancient Greece and Rome in modern cinema and television. Questions to be asked: How historically accurate are these onscreen versions of antiquity? What conventions and stereotypes appear? How has classical mythology been treated? How do these films reflect the period in which they were made? PUL=5
CLAS-C 102 Roman Culture (3 cr.) CLAS-C102 explores the culture and history of ancient Rome, both as a distinct past society, and as a cultural force that continues to shape modern life. We will focus on several questions: How was Roman society organized? How did Rome's particular history shape how Roman society developed? What was daily life like for various social classes (elite and poor, free and slave, etc.)? What was the role of religion? How do we interpret different types of evidence about the past, including written and archaeological sources? How does ancient Rome continue to shape the world we inhabit today? PUL=5,1,2
CLAS-C 350 Greek Literature in Translation (3 cr.) Survey of Greek literature through selected literary works of such authors as Homer, Herodotus, Thucydides, Sophocles, Euripides, Aristophanes, and Plato. PUL=2,5
CLAS-C 360 Roman Literature in Translation (3 cr.) Survey of Latin literature from its beginnings to the middle of the second century after Christ. Among authors read are Plautus, Terence, Catullus, Cicero, Horace, Vergil, Ovid, Petronius, Juvenal, Tacitus, and Apuleius. PUL=2,5
CLAS-C 387 Roman History (3 cr.) This course is designed to be a thought-provoking and interesting examination of Rome's History from the beginning of the Republic through the reign of Constantine the Great. The text will give students the necessary background information concerning the growth of Rome from a small city-state to a world power. Primary selections will offer a more personal examination of the leaders who helped shape this impressive nation. Through this approach, it is my goal to present students with a balanced view of the empire and its specific leaders, and to also develop a more critical eye towards the study of history and ancient historical sources in general. PUL=2,5
CLAS-C 419 Art and Archaeology of Pompeii (3 cr.) Survey of the archaeological evidence of the best-preserved ancient city, noting its importance to our knowledge of everyday life in the first century A.D. (Equivalent to HER-H 419; students may not receive credit for both courses.) PUL=5,1,2
CLAS-C 210 Medical Terminology from Latin and Greek Roots (2-3 cr.) Provides students with (a) basic vocabulary of some 1,000 words and (b) understanding of formation of compounds, to enable students to build working vocabulary of several thousand words. Designed for students intending to specialize in medicine, nursing, dentistry, health sciences, microbiology, or related fields. PUL=1A
CLAS-C 213 Sport and Competition in the Ancient World (3 cr.) An introduction to athletics in Greek and Roman societies and the Classical World. With historical and comparative analysis of ancient literature, art, architecture, and other material artifacts, C213 studies the origins and developments of classical competitions of strength, speed, stamina, and skill within the contexts of ancient Mediterranean cultures, and draws connection to modern competition. PUL = 5
Courses in Latin
CLAS-L 131 Beginning Latin I (4 cr.) Fundamentals of the language; develops direct reading comprehension of Latin. PUL=1A,5
CLAS-L 132 Beginning Latin II (4 cr.) P: CLAS-L 131 or placement (please email Program Director or wlac@iupui.edu). Fundamentals of the language; develops direct reading comprehension of Latin. PUL=1A,5
CLAS-L 200 Second-Year Latin I (3 cr.) P: CLAS-L 132 or placement (please email Program Director or wlac@iupui.edu). Reading from select authors, emphasizing the variety of Latin prose. Examination of the concept of genre. Grammar review and/or prose composition. PUL=1A,5
CLAS-L 250 Second-Year Latin II (3 cr.) P: CLAS-L 200 or placement (please email Program Director or wlac@iupui.edu). Reading from Virgil's Aeneid with examination of the epic as a whole. Prosody of dactylic hexameter and study of poetic devices. Grammar review. PUL=1A,5
CLAS-L 495 Individual Reading in Latin (1-3 cr.) P: Consent of department. PUL=1A,5 May be repeated once for credit.
French (FREN)
FREN-F 131 First-Year French I (4 cr.) Introductory French language course. Emphasis on developing basic speaking, writing, listening and reading skills as well as awareness of Francophone cultures. PUL=1A,5
FREN-F 132 First-Year French II (4 cr.) P: FREN-F 131, placement test results, or by authorization of the Program. This is the second course for beginning students of French and follows FREN-F 131 with emphasis on developing basic speaking, writing, listening, and reading skills, as well as awareness of French and Francophone cultures. This course is not open to native speakers of French. If you have previous experience learning French, please take the placement exam: http://tc.iupui.edu/testing/students/. Placing into and successfully completing language courses above the FREN-F 131 level (FREN-F 132 or above) may allow you to request special credits for the skipped courses at a greatly reduce fee. PUL=1A,5
FREN-F 203 Second-Year Composition, Conversation, and Reading I (3 cr.) P: FREN-F 132, placement test results, or by authorization of the Program. This is the third course in the French-language sequence and follows F132. Composition, conversation, and grammar coordinated with the study of expository and literary texts. This course is not open to native speakers of French. If you have previous experience learning French, please take the placement exam: http://tc.iupui.edu/testing/students. PUL=1A,5 Placing into and successfully completing language courses above the FREN-F 131 level (FREN-F 132 or above) may allow you to request special credits for the skipped courses at a greatly reduce fee. This course is offered every fall only in the classroom and every spring only as an online course.
FREN-F 204 Second-Year Composition, Conversation, and Reading II (3 cr.) P: FREN-F 203, placement test results, or by authorization of the Program. This is the fourth course in the French-language sequence and follows F203. Composition, conversation, and grammar coordinated with the study of expository and literary texts. This course is not open to native speakers of French. If you have previous experience learning French, please take the placement exam: http://tc.iupui.edu/testing/students. PUL=1A,5 Placing into and successfully completing language courses above the FREN-F 131 level (FREN-F 132 or above) may allow you to request special credits for the skipped courses at a greatly reduce fee. FREN-F 204 is offered every spring only in the classroom and every fall only as an online course.
FREN-F 296 Study of French Abroad (1-6 cr.) P: acceptance in an overseas study program in France. Credit for foreign study in French language and/or literature done at second-year level when no specific equivalent is available among departmental offerings. Does not count towards the major. PUL=1A,5; Rise-I
FREN-F 300 Lectures et analyses littéraires (3 cr.) P: FREN-F 204 or equivalent, or by authorization of the Program. Preparation for more advanced work in French literature. Readings and discussion of one play, one novel, short stories, and poems, as well as the principles of literary criticism and "explication de texte." PUL=2,1A
FREN-F 307 Masterpieces of French Literature (3 cr.) P: FREN-F 204 or equivalent, or by authorization of the Program. Includes material from both classical and modern periods. PUL=2,1A
FREN-F 326 French in the Business World (3 cr.) P: FREN-F 204 or equivalent, or by authorization of the Program. Introduction to the language and customs of the French-speaking business world. Designed to help prepare students to take the examination for the "Certificat pratique de francais commercial et conomique" offered by the Paris Chamber of Commerce. PUL=1A,5
FREN-F 328 Advanced French Grammar and Composition (3 cr.) P: FREN-F 204 or equivalent or by authorization of the program Study and practice of French thinking and writing patterns. PUL=1A,5
FREN-F 330 Introduction to Translating French and English (3 cr.) P: FREN-F 204 or equivalent, or by authorization of the Program. A comparative study of the style and grammar of both languages, with focus on the difficulties involved in translating. Introduction to the various tools of the art of translation. PUL=1A,2
FREN-F 331 French Pronunciation and Diction (3 cr.) P: FREN-F 204 or equivalent, or by authorization of the Program. Thorough study of French phonetics and intonation patterns. Corrective drill. Includes intensive class and laboratory work. Oral interpretation of texts. PUL=1A,5
FREN-F 360 Introduction socio-culturelle à la France (3 cr.) P: FREN-F 204 or equivalent, or by authorization of the Program. A study of France and its people through an examination of France's political and cultural development. PUL=5,1A
FREN-F 371 Topics in French (3 cr.) Topics in French literature and culture will be explored from a variety of perspectives. The course will be given in English. Does not count towards the major. PUL=2,5 May be taken twice for credit if topic differs.
FREN-F 380 French Conversation (3 cr.) P: FREN-F 204 or equivalent, or by authorization of the Program. For non-native speakers of French. Designed to develop conversational skills through reports, debates, and group discussions with an emphasis on vocabulary building, mastery of syntax, and general oral expression. PUL=1A,5
FREN-F 396 Study of French Abroad (1-6 cr.) P: Acceptance in an overseas study program in France. Credit for foreign study in French language or literature when no specific equivalent is available among departmental offerings. PUL=1A,5; Rise-I. May be repeated for a maximum of 6 credit hours.
FREN-F 402 Introduction to French Linguistics (3 cr.) P: FREN-F 328, FREN-F 330 or equivalent, or by authorization of the Program. Introduction to the structure of the French language: phonology, morphology, and syntax. PUL=2,1A
FREN-F 421 Fourth-Year French (3 cr.) P: FREN-F 328, FREN-F 330 or equivalent, or by authorization of the Program. Advanced work in language with a focus on syntax. PUL=1A,5
FREN-F 423 Craft of Translation (3 cr.) P: FREN-F 328, FREN-F 330 or equivalent, or by authorization of the Program. Advanced course in translation. The problems and techniques of translating French/ English and English/French using a variety of texts and concentrating on the use of various stylistic devices. PUL=1A,2
FREN-F 430 Modern Short Narratives (3 cr.) P: FREN-F 328, FREN-F 330 or equivalent, or by authorization of the Program. Structural and interdisciplinary approaches to short French narratives of the modern period, eighteenth-century fiction (short stories, tales, etc.), and nonfiction (essays, commentaries, etc.). PUL=2,1A
FREN-F 450 Colloquium in French Studies (2-3 cr.) P: FREN-F 328, FREN-F 330 or equivalent, or by authorization of the Program. Emphasis is on topic, author, or genre. PUL=2,1A,5
FREN-F 451 Le francais des affaires (3 cr.) P: FREN-F 328, FREN-F 330 or equivalent, or by authorization of the Program. Investigates in depth some of the topics touched on in FREN-F 326. Designed to help prepare students to take the examination for the Diplome francais profesionnel by the Paris Chamber of Commerce. PUL=1A,5
FREN-F 452 La civilisation et littérature québécoises (3 cr.) P: FREN-F 328, FREN-F 330 or equivalent, or by authorization of the Program. The study of the history of French Canadian literature and civilization from its origins down to the present, leading to the "Quiet Revolution" as seen through the contemporary poetry, novels, and drama of Quebec. PUL=2,1A
FREN-F 453 Littérature contemporaine I (3 cr.) P: FREN-F 328, FREN-F 330 or equivalent, or by authorization of the Program. Twentieth-century French literature. PUL=2,1A
FREN-F 454 Littérature contemporaine II (3 cr.) P: FREN-F 328, FREN-F 330 or equivalent, or by authorization of the Program. Twentieth-century French literature. PUL=2,1A
FREN-F 460 French Fiction in Film (3 cr.) P: FREN-F 328, FREN-F 330 or equivalent, or by authorization of the Program. Involves reading works of French fiction and studying them as works of literature, followed by the viewing of a film version of each work and the preparation of a comparative analysis of the two versions. PUL=2,1A
FREN-F 461 La France Contemporaine (3 cr.) P: FREN-F 328, FREN-F 330 or equivalent, or by authorization of the Program. France since 1945: political, social, economic, and cultural aspects. PUL=5,1A
FREN-F 480 French Conversation (3 cr.) P: FREN-F 328, FREN-F 330 or equivalent, or by authorization of the Program. Designed to develop conversational skills through intensive controlled conversation with an emphasis on the use of linguistic devices and the mastery of oral expression. Both FREN-F 380 and FREN-F 480 may be taken for credit. PUL=1A,5
FREN-F 493 Internship in French (3 cr.) P: Senior standing or consent of internship director. A field experience in the applied use of French in a professional workplace environment. Previous course work and experience are integrated in a practical application locally or in a French-speaking country. Directed readings, journal, reports, final project. PUL=4,2,5
FREN-F 495 Individual Readings in French (1-3 cr.) P: Consent of instructor. For majors only. PUL=5,2
FREN-F 497 Capstone in French (1-3 cr.) P: Authorization of the Program. A senior level summative experience for French majors that integrates students' undergraduate study in the discipline. Students showcase academic progress through a capstone portfolio, a reflective journal, discussions with a faculty capstone director, and by a final presentation to students and faculty. PUL=3,2
FREN-F 391 Studies in French Cinema (3 cr.) P: FREN-F 204 or equivalent, or by authorization of the Program. Analysis of major French art form, introduction to modern French culture seen through medium of film art, and study of relationship of cinema and literature in France. PUL-1A,2
FREN-F 336 Structure of French (3 cr.) P: FREN-F 204. This course will introduce major themes in linguistics, the scientific study of language. Topics to be covered include the development and spread of human language and the acquisition of native languages during childhood as well as a brief overview of each branch of linguistics: phonetics (sounds), morphology (words), syntax (phrases), semantics (meaning), and pragmatics (interpretation), with a focus on the French language. This course is taught in French. PUL=1A,2,5
FREN-F 350 Structure of French (3 cr.) P: FREN-F 204. Emphasis in this class is on a topic, author or genre within francophone studies. Class is taught in French. PUL=1A,5,6
FREN-F 334 French for the Medical and Technical World (3 cr.) This course addresses the French language and francophone cultural specifics for communicating in medical and technical settings. The objectives of this class are to provide vocabulary in the domain of the health-related fields in contextualized situations while reviewing the basics of French grammar. Students are to achieve an advanced level of proficiency in the target language in both production and receptive skills (speaking, writing, listening, reading) as well as to gain awareness of the range of health care and technology issues as related to the francophone patient. Class taught in French. PUL=1A,2
FREN-F 434 Advanced French for the Medical and Technical World (3 cr.) P: FREN-F 204. This course addresses the French language and francophone cultural specifics for communicating in medical and technical settings. The objectives of this class are to provide vocabulary in the domain of the health-related fields in contextualized situations while reviewing the basics of French grammar. Students are to achieve an advanced level of proficiency in the target language in both production and receptive skills (speaking, writing, listening, reading) as well as to gain awareness of the range of health care and technology issues as related to the francophone patient. Course taught in French. PUL=1A,2
FREN-F 352 Structure of French (3 cr.) P: FREN-F 204. This course invites post-intermediate students of French to improve their language skills while exploring the complex history and culture of Quebec. Drawing on cultural products from the earliest days of exploration to the present day, this course introduces students to an array of texts that sample Quebecois literature, popular culture, art, music, and politics. The interdisciplinary approach will challenge students to improve their French language skills while learning about one of our closest French-speaking neighbors: Quebec. Readings for the course are thematically organized to delve into issues central to understanding the many facets of contemporary Quebecois identity, while prompting students to search for a range of materials online. Class taught in French. PUL=5,1A,6
FREN-F 315 FRENCH CONVERSATN & DICTION 1 (3 cr.) P: FREN-F 204 or equivalent, or by authorization of the Program. Combined lectures on problems of pronunciation and phonetic transcription, and oral practice sessions. PUL=1A, 5
FREN-F 575 Introduction to French Linguistics (3 cr.) An introduction to phonological, morphological, and syntactic structures of French, and to recent linguistic developments.
FREN-F 528 Comparative Stylistics and Translation (3 cr.) This is an introductory course to the practice and evaluation of translation. Students will get hands-on experience with many different text types from a variety of areas and professions and develop skills to translate them into both English and French. At the same time, students will have the opportunity to discuss some of the theoretical and professional issues involved in translation as a profession.
FREN-F 529 Specialized Translation I (Business/Legal/Governmental) (3 cr.) This class provides an overview of the methods and terminology resources for the translation of commercial, economic, financial, legal, and governmental documents as well as intensive practice in these areas of translation.
FREN-F 530 Specialized Translation II (Scientific/Technical/Medical) (3 cr.) This class provides an overview of the methods and resources for the translation of technical, scientific and medical documents, as well as intensive practice in these areas of translation.
German (GER)
GER-G 131 First-Year German I (4 cr.) Introductory German language course. Emphasis on developing basic speaking, writing, listening and reading skills as well as awareness of German-speaking countries and cultures. PUL=1A,5
GER-G 132 First-Year German II (4 cr.) Continuation of introductory German language course. Emphasis on developing basic speaking, writing, listening and reading skills as well as awareness of German-speaking countries and cultures. PUL=1A,5
GER-G 203 Second-Year German I (3 cr.) P: GER-G 132, or equivalent or placement by testing. Intensive review of grammar. Further development of oral and written use of the language. Selections from contemporary German readings and media. PUL=1A,5
GER-G 204 Second-Year German II (3 cr.) P: GER-G 203 or equivalent or placement by testing. Review of grammar. Readings of modern German with stress on discussion in German. Writing of descriptive and expository prose. PUL=1A,5
GER-G 265 German Culture in English Translation (3 cr.) A survey of the cultural history of German-speaking countries, as well as of contemporary civilization, with an emphasis on individual aspects of culture traced through several epochs. PUL=5,2
GER-G 331 Business German I (3 cr.) P: Third-year language proficiency or consent of instructor. Emphasis on acquisition and use of business vocabulary, idiom, and style. Translating, reading, and writing skills are developed using constructions common to business German, as well as current materials (reports, journals) in the field. PUL=1A,5
GER-G 333 German Translation Practice (3 cr.) P: Third-year proficiency or consent of instructor. Introduction to the theory and practice of translation. Discussion of techniques and stylistic approaches. Emphasis on German/English translation using a variety of texts, including technical texts, business communication, and texts on current topics. PUL=1A,2
GER-G 340 German Language and Society Past and Present (3 cr.) P: GER-G 203 or equivalent or consent of instructor This course is an introduction to German sociolinguistics. We examine the differences between Standard German and German dialects, dialects vs. colloquial speech, urban and rural colloquial speech, colloquial speech in East and West Germany, and the manners in which German dialects differ from one another. PUL=5,1A
GER-G 355 Theater Spielen (3 cr.) P: Third-year proficiency or consent of instructor. This combined reading, discussion, pronunciation, and performance course provides an applied introduction to contemporary German theater and drama, along with intensive practice of oral language skills. PUL=1A,5
GER-G 365 Deutsche Kultur Heute (3 cr.) P: Third-year proficiency or consent of instructor. A critical investigation of contemporary culture in the German-speaking countries, including institutions and major personalities, customs, traditions, changing mentalities, and lifestyles as they compare with contemporary U.S. culture. Taught in German. PUL=5,1A
GER-G 370 German Cinema (3 cr.) No knowledge of German required. Survey of German cinema from the films of expressionism and the Weimar Republic through the Nazi period to the present. Emphasis on film as a form of narrative art and on the social and historical conditions of German film production. Offered in English concurrently with GER-G 371. No credit given towards German major. PUL=2,5
GER-G 371 Der deutsche Film (3 cr.) P: Third-year proficiency or equivalent. Survey of German cinema from the films of expressionism and the Weimar Republic through the Nazi period to the present. Emphasis on film as a form of narrative art and on the social and historical conditions of German film production. PUL=1A,5
GER-G 391 German Colloquium in English Translation (3 cr.) No knowledge of German required. May be taken as an elective by other students. Emphasis on one topic, author, or genre in German literature, or other aspect of German culture. No credit given toward German major. PUL=5,2
GER-G 401 Deutsche Kultur in Amerika (3 cr.) P: GER-G 300 or consent of instructor. Advanced undergraduate course. Provides an overview of the cultural heritage of German-Americans and assists students in researching German heritage with a view toward developing research skills with original materials. The course is in a seminar format with students actively participating in discussions and presentations. Taught in German. PUL=5,1A,2
GER-G 407 Knights, God, and the Devil (3 cr.) P: GER-G 300 or consent of instructor. The purpose of this course is to provide insight into the development of early German cultural life by reading and analyzing texts of the periods covered. Lecture materials cover historical and cultural background. Period texts are placed in contexts of other cultural phenomena, including art and music. As much reference as possible is made to the European context of the emerging German literacy language. Taught in German. PUL=5,1A,2; RISE=RSRE(0x)
GER-G 408 Love, Nature, and the Age of Romanticism (3 cr.) P: GER-G 300 or consent of instructor. Introduction to the cultural capital of courtly Germany, Weimar, and its relationship to German Romanticism, including readings and discussions of works by Goethe, Schiller, Kleist, Tieck, and the Grimm brothers. Literary examples are accompanied by pictorial, filmic, and musical illustrations. Taught in German. PUL=5,1A,2; RISE=RSRE(0x)
GER-G 409 German Myths, Fairy Tales and Social Transformation (3 cr.) P: GER-G 300 or consent of instructor. Survey of literary representations of nineteenth-century German life at a time of change from rural to urban transformation. Text selection includes a variety of shorter forms: fairy tales, short stories, novella, satire and drama. Taught in German. PUL=5,1A,2; RISE=RSRE(0x)
GER-G 410 20. Jahrhundert: Kultur und Literatur (3 cr.) P: GER-G 300 or consent of instructor. Survey of cultural and intellectual life of the German-speaking countries of the twentieth century through the reading of exemplary literary works. Discussion of literary movements from the turn of the century until the present. Texts are analyzed within the context of other cultural phenomena, including film and music. Conducted in German. PUL=5,1A,2; RISE=RSRE(0x)
GER-G 423 The Craft of Translation (3 cr.) P: GER-G 300 or consent of instructor. Advanced course in German-English translation providing intensive translation practice in many text categories: commercial and economic translations, scientific, technical, political, and legal texts. Applied work combined with study of theory and methodology of translation, comparative structural and stylistical analysis, and evaluation of sample translations. Use of computer-assisted translation management. PUL=5,1A
GER-G 431 Advanced Business German (3 cr.) P: GER-G 300 or consent of instructor. Focus is on the contemporary business idiom and current economic issues facing Germany. Active practice of specialized business language, both for oral and written communication. PUL=1A,5
GER-G 445 Oberstufe: Grammatik (3 cr.) P: GER-G 300 or consent of instructor. Survey and practice of complex grammatical structures; systematic expansion of vocabulary. Discussion and writing based on current materials, such as newspapers, films, and radio programs. PUL=1A,5
GER-G 465 Structure of German (3 cr.) P: GER-G 300 or consent of instructor. The course introduces students to the core disciplines of linguistics: phonetics, phonology, syntax, morphology, and semantics. While the approach is generally a cross-linguistic one, special emphasis is placed on examples from German. PUL=2,1A
GER-G 490 Das deutsche Kolloquium (3 cr.) P: Fourth-year German language proficiency or consent of instructor. Concentration on a specific topic, genre, or author in German literature, film, or other aspect of culture. PUL=5,1A,2
GER-G 493 Internship in German (1-6 cr.) P: Consent of program director. A field experience in the applied use of German in a professional work place environment. Previous course work and language knowledge are integrated in professional application locally and/or in a German-speaking country. Directed journal, report, final investigative project. Minimal length of internship linked to weekly work schedule. PUL=4,1A; RISE=RSIL(0x) / RSEL(0x)
GER-G 498 Individual Studies in German (1-6 cr.) P: Consent of program director. 1-6 credit hours toward the major in German may be earned through individual study or international work internship abroad or locally. There is a 3 credit limit for one individual study or work project. PUL=2,1A; RISE=RSRE(0x)
GER-G 300 Fifth Semester German (3 cr.) P: GER-G 204 or placment. Comprehensive review of grammatical points introduced in G100 through G250. Reading proficiency, systematic vocabulary building, composition, and discussion through the assignment of short literary texts and one novel or play. Conducted in German. PUL=1A,5
GER-G 507 Foreign Language Institute (1-6 cr.) Intensive interdepartmental course involving language laboratory and other audiovisual equipment and techniques, lecture, assignments in contemporary civilization (in the foreign language), and discussions of classroom use of applied linguistics. May be repeated for a maximum of 6 credit hours.
GER-G 563 German Culture Studies I (3 cr.) The formation of cultural traditions in the German-speaking countries prior to the twentieth century.
GER-G 564 German Culture Studies II (3 cr.) Culture of the German-speaking countries in the twentieth century.
GER-V 605 Selected Topics in German Studies (1-3; 9 max. cr.) Selected Topics in German Studies.
GER-G 528 Comparative Stylistics and Translation (3 cr.) This is an introductory course to the practice and evaluation of translation. Students will get experience with many different text types from a variety of areas and professions and develop skills to translate them into both English and German. Discussion of the theoretical and professional issues involved in translation as a profession.
GER-G 529 Specialized Translation I (Business/Legal/Governmental) (3 cr.) This class provides an overview of the methods and terminology resources for the translation of commercial, economic, financial, legal, and governmental documents well as intensive practice in these areas of translation.
GER-G 530 Specialized Translation II (Scientific/Technical/Medical) (3 cr.) This class provides an overview of the methods and resources for the translation of technical, scientific, and medical documents, as well as intensive practice in these areas of translation.
GER-G 551 Structure of Modern German (3 cr.) Taught concurrently with GER G465. Systematic development of writing and speaking skills, proceeding from exercises to specific forms, such as Brief, Aufsatz, Referat, Vortrag. Focus on usage and style.
Italian (ITAL)
ITAL-M 131 Basic Italian I (4 cr.) Introductory language course in contemporary Italian. Focus on grammar, reading, conversation, elementary writing, and culture. PUL=1A,5
ITAL-M 200 Intermediate Italian I (3 cr.) P: ITAL-M 132 or equivalent. Intermediate study of contemporary Italian conversation, grammar, reading, and writing. Introduction to brief literary texts. PUL=1A, 5
ITAL-M 132 Beginning Italian 2 (4 cr.) P: ITAL-M 131 or equivalent. Continuation of introductory language course in contemporary Italian. Focus on grammar, reading, conversation, elementary writing, and culture. PUL=1A, 5
ITAL-M 250 Intermediate Italian II (3 cr.) P: ITAL-M 200 or equivalent. Continuation of intermediate study of contemporary Italian conversation, grammar, reading, and writing. Introduction to brief literary texts. PUL=1A, 5
Japanese Studies (EALC-J)
EALC-J 131 Beginning Japanese I (4 cr.) Introductory language courses designed for students who have not had any prior training in Japanese. Drills for basic skills in listening, speaking, reading, and writing of Japanese. PUL=1A,5
EALC-J 132 Beginning Japanese II (4 cr.) P: EALC-J 131 or equivalent. Introductory language courses designed for students who have not had any prior training in Japanese. Drills for basic skills in listening, speaking, reading, and writing of Japanese. PUL=1A,5
EALC-J 201 Second-Year Japanese I (3 cr.) P: EALC-J 132 or equivalent. Continuation of emphasis on communicative skills. Increased attention to reading and writing skills. PUL=1A,5
EALC-J 202 Second-Year Japanese II (3 cr.) P: EALC-J 201 or equivalent. Continuation of emphasis on communicative skills. Increased attention to reading and writing skills. PUL=1A,5
EALC-J 301 Third-Year Japanese I (3 cr.) P: EALC-J 202 or equivalent. Review of grammatical points acquired in the first and second years of Japanese. More advanced level of speaking, reading, writing, and listening proficiency. PUL=1A,5
EALC-J 302 Third-Year Japanese II (3 cr.) P: EALC-J 201-EALC-J 202 or equivalent. Review of grammatical points acquired in the first and second years of Japanese. More advanced level of speaking, reading, writing, and listening proficiency. PUL=1A,5
EALC-J 310 Japanese Conversation (3 cr.) P: EALC-J 202 or equivalent. Designed to develop conversational skills through controlled linguistic patterns, reports, and group discussion. More advanced level of oral communication. PUL=1A,5
EALC-J 330 Business Japanese (3 cr.) P: EALC-J 202 or equivalent. Emphasis on acquisition and use of business vocabulary, idiom, and style. Oral practice is emphasized. PUL=1A,5
EALC-J 394 Japanese Literature in Translation II (3 cr.) Survey of the classical genres of Japanese literature. I: Ancient period to end of Momoyama. II: Tokugawa and modern periods. PUL=2,5
EALC-J 401 Fourth-Year Japanese (3 cr.) P: EALC-J 302 or equivalent. Advanced level of communications skills in speaking and writing. Study of advanced grammar and reading of newspaper articles. PUL=1A,5
EALC-J 498 Individual Studies in Japanese (1-3 cr.) P: Consent of the program director. PUL=5,2. May be repeated up to a maximum of 6 credit hours.
EALC-E 231 Japan: The Living Tradition (3 cr.) An introduction to the patterns of Japanese culture: society, history, visual arts, literary masterpieces, performing arts, and living religious traditions. PUL=5,2
EALC-E 472 Modern Japanese Fiction (3 cr.) The novels, short stories, and theories of fiction of prominent Japanese writers of the modern period. PUL=2,5
Spanish (SPAN)
SPAN-S 131 First-Year Spanish I (4 cr.) Introductory language sequence of courses. Emphasis on developing basic speaking, writing, listening, and reading skills as well as awareness of Hispanic cultures. PUL=1A,5
SPAN-S 132 First-Year Spanish II (4 cr.) P: SPAN-S 131, or transfer equivalent, or placement by testing. Continuation introductory language sequence of courses. Emphasis on developing basic speaking, writing, listening, and reading skills as well as awareness of Hispanic cultures. PUL=1A,5
SPAN-S 142 Beginning Spanish for Law Enforcement I (3 or 4 cr.) Beginning language instruction in Spanish with an emphasis on the communicative needs of law enforcement personnel. Service-learning component available. PUL=1A,5
SPAN-S 143 Beginning Spanish for Law Enforcement II (3 or 4 cr.) P: SPAN-S 142. Beginning language instruction in Spanish with an emphasis on the communicative needs of law enforcement personnel. Service-learning component available. PUL=1A,5
SPAN-S 160 Beginning Spanish for Health Care Personnel I (3 cr.) Beginning language instruction in Spanish with an emphasis on the communicative needs of health care personnel. Service-learning component available. PUL=1A,5
SPAN-S 161 Beginning Spanish for Health Care Personnel II (3 cr.) P: SPAN-S 160. Beginning language instruction in Spanish with an emphasis on the communicative needs of health care personnel. Service-learning component available. PUL=1A,5
SPAN-S 203 Second-Year Spanish I (3 cr.) P: SPAN-S 132, or 8-10 credit hours of college-level Spanish or placement by testing. Intensive drill reviewing important structural and vocabulary problems, coordinated with literary readings. Attendance in language laboratory required. Practice in composition. PUL=1A,5
SPAN-S 204 Second-Year Spanish II (3 cr.) P: SPAN-S 203 or 10-14 credit hours of college-level Spanish or placement by testing. Intensive drill reviewing important structural and vocabulary problems, coordinated with literary readings. Attendance in language laboratory required. Practice in composition. PUL=1A,5
SPAN-S 311 Spanish Grammar (3 cr.) P: SPAN-S 204 or equivalent. This course is designed to integrate the four basic language skills into a review of the major points of Spanish grammar. Course work will combine grammar exercises with brief controlled compositions based on reading assignments and class discussion in Spanish. Sentence exercises will be corrected and discussed in class. PUL=1A,2
SPAN-S 313 Writing Spanish (3 cr.) P: SPAN-S 204 or equivalent. Not open to heritage or native speakers of Spanish. Grammar review, composition, and themes in Spanish. PUL=1A,2
SPAN-S 315 Spanish in the Business World (3 cr.) P: SPAN-S 204 or equivalent. Introduction to the technical language of the business world with emphasis on problems of style, composition, and translation in the context of Hispanic mores. PUL=1A,5
SPAN-S 317 Spanish Conversation and Diction (3 cr.) P: SPAN-S 204 or equivalent. Not open to heritage or native speakers of Spanish. Intensive controlled conversation correlated with readings, reports, debates, and group discussions. PUL=1A,5 May be repeated once for credit.
SPAN-S 319 Spanish for Health Care Personnel (3 cr.) P: SPAN-S 204 or equivalent. A course designed specifically for those interested in learning Spanish in the context of material related to health care systems. Emphasis placed on vocabulary necessary for communicative competence in the medical fields. PUL=1A,5
SPAN-S 323 Introduction to Translating Spanish and English (3 cr.) P: SPAN-S 313 or equivalent, or consent of instructor. A comparative study of the style and grammar of both languages with a focus on the difficulties involved in translating. Introduction to the techniques and process of translation through intensive practice. PUL=2,1A,6
SPAN-S 360 Introduction to Hispanic Literature (3 cr.) P: SPAN-S 313 or equivalent. Using fiction, drama, and poetry from both Spain and Latin America, this course introduces strategies to increase reading comprehension and presents terms and concepts useful in developing the critical skills of literary analysis. PUL=2,1A
SPAN-S 363 Introduction to Hispanic Culture (3 cr.) P: SPAN-S 313 or equivalent. Introduction to the cultural history of Spanish-speaking countries with emphasis on its literary, artistic, social, economic, and political aspects. PUL=5,1A; RISE=EL02
SPAN-S 407 Survey of Spanish Literature I (3 cr.) P: SPAN-S 313 or equivalent, and SPAN-S 360, or consent of instructor. A historical survey that covers major authors, genres, periods, and movements from the Spanish Middle Ages through the Baroque period of the seventeenth century. Readings include prose works, poetry, and drama. PUL=2,1A
SPAN-S 408 Survey of Spanish Literature II (3 cr.) P: SPAN-S 313 or equivalent, and SPAN-S 360, or consent of instructor. A historical survey of Spanish literature that covers the main current of Spain's literary history in the eighteenth, nineteenth, and twentieth centuries. Readings in prose, poetry, and drama by Larra, Perez Galdes, Unamuno, Garcia Lorca, and other representative writers. PUL=2,1A
SPAN-S 411 Spain: The Cultural Context (3 cr.) P: SPAN-S 313 or equivalent, and SPAN-S 363, or consent of instructor. A course to integrate historical, social, political, and cultural information about Spain. PUL=5,1A
SPAN-S 412 Spanish America: The Cultural Context (3 cr.) P: SPAN-S 313 or equivalent, and SPAN-S 363, or consent of instructor. A course to integrate historical, social, political, and cultural information about Spanish America. PUL=5,1A
SPAN-S 419 Spanish for Law Enforcement (3 cr.) P: SPAN-S 313 or equivalent, or consent of instructor. Specialized vocabulary necessary for law enforcement professionals in the course of their daily work. Sight and written translation of legal documents, court records, and the language of the courtroom and courtroom procedures. Intensive classroom practice and language laboratory exercises focus on use of specialized vocabulary to help prepare students for communicative competence in this terminology. Information on becoming certified court interpreters and review of federal standards for interpreters. PUL=1A,2
SPAN-S 421 Advanced Grammar and Composition (3 cr.) P: SPAN-S 311 and SPAN-S 313 or equivalent, or consent of instructor. Selected grammar review and intensive practice in effective use of the written language. PUL=2,1A
SPAN-S 423 The Craft of Translation (3 cr.) P: SPAN-S 313 or equivalent, and SPAN-S 323, or consent of instructor. Basic introductory course in translation. The problems and techniques of Spanish/English and English/Spanish translation using a variety of texts and concentrating on such critical areas as stylistics, tone, rhythms, imagery, nuance, allusion, etc. PUL=2,1A,6
SPAN-S 428 Applied Spanish Linguistics (3 cr.) P: SPAN-S 326, or consent of instructor. General aspects of Spanish phonology, morphology, syntax, and semantics as they bear on teaching. PUL=3,1A
SPAN-S 429 Medical Interpreting (3 cr.) P: 300-level Spanish and SPAN-S 319, or consent of instructor. This is a course for advanced students who are considering a career in medical interpreting in the various health care fields. Students get in-depth oral and comprehension practice in the primary areas of sight translation and consecutive interpreting and focus on medical terminology to reduce errors in interpreting PUL=1A,2
SPAN-S 430 Legal Spanish (3 cr.) P: 300-level Spanish or consent of instructor. Advanced course for native speakers of Spanish or advanced students in Spanish who are considering careers in the legal professions. Course begins with general knowledge of legal Spanish and focuses on reading, communicative activities, interpreting, and translation. PUL=1A,2
SPAN-S 445 Major Dramatists of the Golden Age I (3 cr.) P: SPAN-S 313 or equivalent, and SPAN-S 360, or consent of instructor. Lectures outlining the development of the theater during the Golden Age. Readings selected from the works of Lope de Vega, Tirso de Molina, Juan Ruiz de Alarcon, Calderan. PUL=2,1A
SPAN-S 450 Cervantes’ Don Quixote I (3 cr.) P: SPAN-S 313 or equivalent, and SPAN-S 360, or consent of instructor. Intensive reading of Don Quixote, with account of the author's life and thought and discussions of the development of the novel to Cervantes' time. PUL=2,1A
SPAN-S 470 Women and Hispanic Literature (3 cr.) P: SPAN-S 313 or equivalent, and SPAN-S 360, or consent of instructor. The Hispanic woman within her cultural context through literary texts. Topics such as women authors, characters, themes, and feminist criticism. PUL=2,1A
SPAN-S 471 Spanish-American Literature I (3 cr.) P: SPAN-S 313 or equivalent, and SPAN-S 360, or consent of instructor. Introduction to Spanish-American literature. PUL=2,1A
SPAN-S 472 Spanish-American Literature II (3 cr.) P: SPAN-S 313 or equivalent, and SPAN-S 360, or consent of instructor. Introduction to Spanish-American literature from the beginning of the twentieth century to the present.PUL=2,1A
SPAN-S 477 Twentieth-Century Spanish-American Prose Fiction (3 cr.) P: SPAN-S 313 or equivalent, and SPAN-S 360, or consent of instructor. Close readings of representative novelists and short story writers, including established authors (Borges, Asturias, Arreola, Carpentier) and promising young writers. PUL=2,1A
SPAN-S 487 Capstone Internship in Spanish (3 cr.) P: Senior standing in Spanish, with authorization. Senior-level option for Spanish majors who must complete a capstone course for the B.A. in Spanish. Students demonstrate academic progress through a portfolio, discussions with the faculty capstone directory, and an internship report. The report is presented in Spanish in writing and orally. PUL=3,1A
SPAN-S 493 Internship Program in Spanish (3 cr.) P: Junior standing with authorization. Open to IUPUI students only. Students work in businesses, organizations, or institutions applying their skills in Spanish in order to gain awareness of the uses of Spanish in the workplace. They record and analyze their experiences through logs and meetings with the internship director and write a research paper. PUL=4,2
SPAN-S 494 Individual Readings in Hispanic Studies (1-3 cr.) P: SPAN-S 313 or equivalent, with authorization. May not be taken for graduate credit. Open to IUPUI majors in Spanish only or students in the Certificate in Translation Studies and Interpreting program. Topic to be selected by the student with the consent of the Director. Topic may not duplicate the content of an already existing course. PUL=5,2
SPAN-S 495 Hispanic Colloquium (3 cr.) P: SPAN-S 313 or equivalent, or consent of instructor. Topic to be selected by the faculty member offering the course. PUL=2,1A May be taken twice for credit as long as the topic is different.
SPAN-S 496 Foreign Study in Spanish (3-6 cr.) P: Authorization of Director. Planning of a research project during the year preceding the summer abroad. Time spent in research abroad must amount to at least one week for each credit hour granted. Research paper must be presented by the end of the semester following foreign study. PUL=1A,5;RISE-I
SPAN-S 498 Capstone Seminar in Spanish (3 cr.) P: Senior standing in Spanish with authorization. Senior-level course for Spanish majors that integrates students’ undergraduate study. Students showcase academic progress through a portfolio, a reflective journal, discussions with the faculty capstone director, and a final presentation to students and faculty. PUL=3,2
SPAN-S 326 Introduction to Spanish Linguistics (3 cr.) P: SPAN-S 313 or equivalent. Introduces the basic concepts of Hispanic linguistics and establishes the background for the future application of linguistic principles. The course surveys linguistic properties in Spanish, including phonology, morphology, and syntax. Additional introductory material on historical linguistics, second language acquisition, semantics, and sociolinguistics will be included. PUL=2,1A
SPAN-S 425 Spanish Phonetics (3 cr.) P: SPAN-S 326 or equivalent. Intensive patterned pronunciation drills and exercises in sound discrimination and transcription, based on detailed articulatory description of standard Spanish of Spain and Latin America. Attendance in language laboratory required. PUL=1A,2
SPAN-S 427 The Structure of Spanish (3 cr.) P: SPAN-S 313 or equivalent, and SPAN-S 326 or consent of instructor. This course analyzes the structure of the Spanish language, including word and sentence formation, and how the language is used employed to produce specific meanings. This course will help students recognize the patterns underlying the Spanish language, and improve their grammatical accuracy. PUL=2,1A
SPAN-S 441 The Acquisition of Spanish (3 cr.) P: SPAN-S 313 or equivalent, and SPAN-S 360, or consent of instructor. Examines current topics in the acquisition of Spanish. Provides an introduction to research on the first and/or second language acquisition of Spanish and to the pedagogical applications of these findings. Students develop a background in these fields and have opportunities to link theory and practice. PUL=2,1A
SPAN-S 318 Writing Spanish for Heritage Speakers (3 cr.) P: SPAN-S 204 (passed with a C or better) or transfer equivalent, or placement by testing. Focus on developing the literacy and writing skills of students who need additional practice and accuracy with standard written Spanish. Designed for native speakers and/or heritage speakers of Spanish. "Native" speakers are students who graduated from a high school in a Spanish-speaking country. "Heritage" speakers are students whose fominant language is English but who have had significant expsure to Spanish at home or in a Spanish-speaking country. This course is specifically required for native speakers who wish to earn special credit (SPAN-S 298) in Spanish. PUL=1A,5
SPAN-S 440 Hispanic Sociolinguistics (3 cr.) P: SPAN-S 326 or equivalent. Examines current topics in Hispanic sociolinguistic/pragmatics. Topics include sociolinguistic and phonological and syntactic variation, field methods, discourse analysis, language and power, language ideology language attitudes, languages in contact, language and gender, language and the law, bilingualism, linguistic politeness, and speech act theory. PUL=2,1A
SPAN-S 468 Varieties of Spanish (3 cr.) P: SPAN-S326 Introduction to Hispanic Linguistics. This course is an advanced descriptive analysis of the varieties of Spanish spoken around the globe. A detailed analysis of the phonetic, lexical and morphosyntactic aspects of such varieties is provided with an aim to define its different macrodialectal areas, including Spanish in the US and Creole languages. PULs 1, 2, 5
SPAN-S 330 Studies in Hispanic Cultures (3 cr.) P: ENG-W 131, advanced level reading and writing skills in English Introduction to the varied cultures of the Spanish-speaking peoples to English-speaking students, with a main focus on the belief and knowledge systems, the customs and other socio-cultural behaviors, and the artistic and cultural products of the Spanish-speaking peoples of the world. Taught in English. Credit not applicable to the Spanish major or minor. PUL=2,1A
SPAN-S 507 Foreign Language Institute (3 cr.) P: Graduate standing in Spanish or consent of instructor. Intended primarily for teachers. Intensive interdepartmental course involving language laboratory and audiovisual equipment and techniques, lecture, assignments in contemporary civilization (in the foreign language), and discussion of classroom use of applied linguistics. Taught only in the summer. May be repeated for a maximum of 6 credit hours.
SPAN-S 513 Introduction to Hispanic Sociolinguistics (3 cr.) P: SPAN-S 326, or consent of instructor. Examination of the relationship between language and society in the Spanish-speaking world. Survey of a wide range of topics relevant to Spanish: language as communication, the sociology of language, and linguistic variation. The course is conducted in Spanish.
SPAN-S 515 The Acquisition of Spanish as a Second Language (3 cr.) P: SPAN-S 326 and SPAN-S 428, or consent of instructor. Surveys the empirical research conducted on Spanish in order to address the question: How does a nonnative linguistic system develop? The course is organized around four topics: morpheme acquisition studies, interlanguage development, input processing, and Universal Grammar.
SPAN-S 517 Methods of Teaching College Spanish (3 cr.) P: SPAN-S 428 or consent of instructor. Trains graduate students to teach the freshman and intermediate college courses in Spanish.
SPAN-S 518 Studies in Latino and Spanish American Culture (3 cr.) P: SPAN-S 412 or consent of instructor. Introduction to themes and topics in the study of the cultural phenomena produced in Latin America and among Hispanics in the United States: popular culture, colonialism, the Other, etc.
SPAN-S 519 Practicum in the Teaching of Spanish (3 cr.) P: SPAN-S 517 or consent of instructor. Practical application of the teaching methodology explored in SPAN-S 517. Students will undertake teaching projects supervised by a graduate faculty member in Spanish and meet with their mentors to assess their teaching objectives, techniques, materials and outcomes.
SPAN-S 521 Spanish Grammar and Linguistics for Teachers I (3 cr.) P: Graduate standing in Spanish or consent of graduate director. Themes and issues in Spanish grammar and Hispanic linguistics selected for their relevance to teaching Spanish to nonnative speakers. Pedagogical implications and teaching strategies will be discussed. Content is distinct from that of SPAN-S 524.
SPAN-S 523 Spanish Literature, Art, and Culture for Teachers I (3 cr.) P: Graduate standing in Spanish or consent of graduate director. Authors, artists, themes, and issues in Spanish literature, visual art, and cultural life selected to enrich the teaching of Spanish to nonnative speakers. Pedagogical implications and teaching strategies will be discussed. Content is distinct from that of SPAN-S 525.
SPAN-S 524 Spanish Grammar and Linguistics for Teachers II (3 cr.) P: Graduate standing in Spanish or consent of graduate director. Themes and issues in Spanish grammar and Hispanic linguistics selected for their relevance to teaching Spanish to nonnative speakers. Pedagogical implications and teaching strategies will be discussed. Content is distinct from that of SPAN-S 521.
SPAN-S 525 Spanish Literature, Art, and Culture for Teachers II (3 cr.) P: Graduate standing in Spanish or consent of graduate director. Authors, artists, themes, and issues in Spanish literature, visual art, and cultural life selected to enrich the teaching of Spanish to nonnative speakers. Pedagogical implications and teaching strategies will be discussed. Content is distinct from that of SPAN-S 523.
SPAN-S 528 Translation Practice and Evaluation (3 cr.) P: Graduate standing or consent of instructor. This is an introductory course to the practice and evaluation of translation. Students will get hands-on experience with many different text types from a variety of areas and professions and develop skills to translate them into both English and Spanish. At the same time, students will have the opportunity to discuss some of the theoretical and professional issues involved in translation as a profession.
SPAN-S 680 Topics in Contemporary Spanish American Literature (3 cr.) P: Graduate standing in Spanish or consent of instructor. Topics include poetry, drama, short story, novel, and essay.
SPAN-S 686 M.A.T. Thesis (2-4 cr.) P: Authorization of graduate director. Students identify a research theme and develop it under the guidance of a director (IUPUI professor) and a co-director (University of Salamanca professor). The topic will be related to the teaching of Spanish language or to the teaching of an aspect of Hispanic literature or culture. Repeatable for up to 6 hours.
SPAN-S 511 Spanish Syntactic Analysis (3 cr.) P: SPAN-S 326 or consent of instructor. Introduction to the analysis of syntactic data. Focus on developing theoretical apparatus required to account for a range of syntactic phenomena in Spanish.
SPAN-S 650 Topics in the Teaching of Spanish (3 cr.) P: Graduate Standing or consent of instructor. Seminar in selected topics related to the teaching of Spanish, such as assessment, teaching materials development, the teaching of specific linguistic skills. May be repeated for credit when topic varies.
SPAN-S 529 Specialized Translation I (Business/Legal/Governmental) (3 cr.) P: SPAN-S 528 or Equivalent or Consent of Program. This class provides an overview of the methods and terminology resources for the translation of commercial, economic, financial, legal, and governmental documents as well as intensive practice in these areas of translation.
SPAN-S 530 Specialized Translation I (Scientific/Technical/Medical) (3 cr.) P: SPAN-S 528 or Equivalent or Consent of Program. This class provides an overview of the methods and terminology resources for the translation of technical,scientific, and medical documents as well as intensive practice in these areas of translation.
SPAN-S 508 Varieties of Spanish (3 cr.) This course is an advanced descriptive analysis of the varieties of Spanish spoken around the globe. A detailed analysis of the phonetic, lexical and morphosyntactic aspects of such varieties is provided with an aim to define its different macrodialectal areas, including Spanish in the US and Creole languages.
SPAN-S 527 Graduate Internship in Spanish (3-6 cr.) P: SPAN-S 517 and consent of instructor. A supervised internship on the application of Spanish studies in educational work settings. Each intern will be assigned a project supervised by a graduate faculty member in Spanish. Interns will complete a portfolio of workplace learning and self-evaluation; they will also be visited by a faculty coordinator and evaluated in writing by their on-site supervisors.
SPAN-S 627 Individual Readings in Spanish (3-6 cr.) Enables students to work on a reading project that they initiate, plan, and complete under the direction of a department faculty member in Spanish. Credit hours depend on scope of project.
World Langauges and Cultures (WLAC)
WLAC-F 100 Immersion Abroad Experience (1-6 cr.) This course designation applies to interdisciplinary immersion experiences outside of the United States, including language study in a formal academic setting, cultural exposition and immersion, guided tours, and international service learning. Credit hours (1 to 6) are awarded on the basis of duration of program and classroom contact hours but do not fulfill language requirements. PUL=5; RISE-I
WLAC-F 200 Cross-Cultural Encounters (3 cr.) P: ENG-W 131. This course develops intercultural awareness and understanding through comparative study of the relationship between selected texts and their specific cultural context. One theme is examined in literature and other media by a team of experts in a variety of literatures from around the world. PUL=5, 2
WLAC-F 350 Introduction to Translation Studies and Interpreting (3 cr.) P: 300-level language competence. This course offers an overview in the history and theory of translation studies and interpreting, beginning practice in translation and interpreting. This course is taught in English but is designed for students who have 300-level competence in languages offered in the department. PUL=2,5
WLAC-F 450 Computers in Translation (3 cr.) P: 300-level language class. This course is designed to prepare translators in computer technology as it relates to translation: translations in electronic form, accessing electronic dictionaries, researching on the World Wide Web, terminology management, machine translation, and computer-assisted translation. Taught in English, but designed for students who have competence in languages offered in the department. PUL=3,1C
WLAC-F 400 Islam, Gender, and Conflicts (3 cr.) This course investigates cultural and religious differences, as well as women's issues in the Muslim world. PUL=2,5
WLAC-F 360 Women and Islam (3 cr.) The course examines the status of women in the main Islamic sources and its historical evolution. It adopts a multidisciplinary approach to study women's role in different regions of the world and the main challenges they faced and still encounter in the present time. PUL=1A,5
WLAC-F 550 Introduction to Translation Studies (3 cr.) This course introduces the main issues that have dominated Western translation discourse for two millennia, as well as contemporary trends in Translation Studies that call them into;question. Students will learn to evaluate critically the complex dynamics involved in translation and, in turn, apply this theoretical base to their practice. Class is conducted in English.
WLAC-F 560 Computer Assisted Translation & Localization (3 cr.) Computers are an essential part of the translating activity. This course introduces students to the uses, applications, and evaluation of technologies, such as terminology management, translation memory systems and machine translation in the translation field. Course also includes an assessment of productivity gain, current usability and quality outcomes. Taught in English, with practice translation in second language.
WLAC-F 693 Internship in Translation (3 cr.) P: Permission of the Program. Students apply the skills learned in the translation coursework in an intensive work program in the target language, through placement in area of specialization supervised by program faculty member. Students must complete a minimum of 60 hours of work or equivalent. Requirements include a translation portfolio based on work products. Internship will be supervised by a faculty member and an internship supervisor.
WLAC-F 694 Final Translation Project (3 cr.) P: Permission of the Program. Students apply the translation and writing skills acquired in the translation coursework to the completion of a larger translation project in chosen field of specialization under the supervision of a faculty project director in their language discipline. The source text of the final translation project will be selected by the student in consultation with the project director. Project evaluation will include a second faculty reviewer. The final translation project should be undertaken in the semester prior to program completion.
ASL-A 131 First Year ASL I (4 cr.) Intensive introductory language sequence of courses. Recommended for students with prior training in American Sign Language or for prospective majors in Interpreting. Emphasis on developing basic conversational skills as well as awareness of deaf culture. PUL=1A,5
ASL-A 132 First Year ASL II II (4 cr.) P: ASL-A 131 or placement. Continuation of introductory ASL language course. Emphasis on receptive and expressive ASL skills as well as awareness of American Deaf Culture. PUL=1A,5
ASL-I 305 Text Analysis (3 cr.) This course provides students with an introduction to cognitive processing, theory of translation, text analysis and models of interpretation. PUL=2
ASL-I 361 Theory and Process of Interpreting I (3 cr.) P: Director’s permission. This is the first course in the professional skills preparation for interpreting. Students begin by analyzing texts for purpose, audience, linguistic features, and discourse structure. Students are taught discourse mapping and retelling texts in the same language. As students learn to analyze, they also learn how to evaluate adequate renditions. PUL=5
ASL-I 363 Theory and Process of Interpreting II (3 cr.) P: Director’s permission. This is the second interpreting course that prepares students for the analytical skills needed to interpret. In this course, students continue their practice with inter-lingual mapping exercises. The greatest change is from an unlimited to a limited time for preparation and production of texts. PUL=4; RISE=S
ASL-I 365 Theory and Process of Interpreting III (3 cr.) P: Director’s permission. This is the third and final course to prepare student to do simultaneous interpreting. In this course, students continue with mapping exercises, working towards interpreting unfamiliar texts, and evaluating interpretations. The greatest challenge is eliminating pausing. PUL=4;
ASL-I 405 Practicum (3 cr.) Students must be registered in ASL/EI Program and have program approval from director. An extensive practicum experience. Students will be placed at sites to experience several interpreting settings during the 15-week course. Students will be required to maintain a journal of their experiences and to meet with onsite practicum mentors and program faculty regularly throughout the course. PUL=3; RISE=S
ASL-L 340 Interpreting Discourse: ASL to English (3 cr.) This course focuses on the analysis of language use in different genres of spoken English so that interpreting students become explicitly aware of everyday language. Students collect, transcribe, and analyze features of conversations, lectures, explanations, interviews, descriptions, and other types of speech genres while reading and discussing theoretical notions underlying language use in English. PUL=2
ASL-L 342 Interpreting Discourse: English to ASL (3 cr.) This course continues the introduction to discourse analysis, focusing on discourse in American Sign Language (ASL). Topics will include general discourse issues such as approaches to analysis, natural data analysis, technology for research in signed languages, and topics specific to ASL, including transcription in ASL, use of space and spatial mapping, involvement strategies, discourse structures and genres, cohesion and coherence, framing, and interaction strategies. One ongoing issue throughout the course will be the relevance to interpreting. PUL=2
ASL-A 211 Second Year American Sign Language I (3 cr.) P: ASL-A 132 or placement. A continuation of training in ASL conversational skills and American Deaf culture. PUL=1A,5
ASL-A 212 Second Year American Sign Language II (3 cr.) P: ASL-A 211 or placement. A continuation of training in ASL conversational skills and American Deaf culture. PUL=1A,5
ASL-A 215 Advanced Fingerspell & Number Use in ASL (3 cr.) P: ASL-A 212 or placement. This course is an advanced class in fingerspelling, ASL's unique number systems and other advanced grammatical features. Emphasis is on expressive and receptive clarity and accuracy through intensive practice in comprehension and production. PUL=1A
ASL-A 219 History and Culture of the American Deaf Community (3 cr.) This course is designed for students who have completed ASL 211 or a Sign Language Proficiency Interview Placement since this course will be taught in ASL only. During the course, students will be introduced to American Deaf culture and components of the American Deaf community including history, norms, rules of social interactions, values, traditions, and dynamics during the 19th and 20th centuries. Educational, social, and political factors unique to the Deaf community will be explored, as well as community organizations, impact of technology, and emerging issues/trends. PUL=5
ASL-A 311 Third Year American Sign Language I (3 cr.) P: ASL-A 212 or placement. This is first part of two courses in the advanced study of American Sign Language. Emphasis is placed on narrative, receptive and expressive skill development. This course will encourage vocabulary review, clear articulation of the language, continued practice of grammatical structures, spontaneous dialogue, and exposure to a variety of signing styles. Students will explore the syntactic similarities and differences between the English and ASL and learn how to find functional equivalence between the two languages. PUL=1A,5
ASL-A 312 Third Year American Sign Language II (3 cr.) P: ASL-A 311 or placement. This is second part of two courses in the advanced study of American Sign Language. Continued emphasis is placed on narrative, receptive and expressive skill development. This course will encourage vocabulary review as well as the addition of new vocabulary, clear articulation of the language, continued practice of grammatical structures, spontaneous dialogue, and exposure to a variety of signing styles. Students will explore the syntactic similarities and differences between the English and ASL and learn how to find functional equivalence between the two languages. PUL=1A,5
ASL-A 321 Linguistics of American Sign Language (3 cr.) Through readings, video materials, exercises, and peer discussions, students will learn to analyze ASL linguistically. We will explore the building blocks of American Sign Language: phonemic analysis, phonology, morphology, syntax, and semantics. The application of these concepts to a visual rather than spoken language will be a focus of the course. We will investigate how ASL grammar functions and then move into how cultural and social factors interact with the use of ASL. Some background in general linguistics is expected. This course will be of use to students of ASL, linguists, interpreting students, and working interpreters, among others. PUL=4
ASL-I 409 Topics in Interpreting (3 cr.) Focuses on a particular setting or genre, certification preparation, specialized area or discourse in interpreting. Topics may include interpreting medical texts, preparing deaf interpreters, deaf blind interpreting and others. Topics may vary from year to year. PUL=3 May be repeated up to 4 times (12 credit hours) under different topics.
ASL-I 425 Independent Study (1-6 cr.) Students must be registered in ASL/EI Program and have program approval from director. Individual projects determined in consultation with instructor. Credit varies with scope of project. PUL=3
ASL-I 250 Introduction to Interpreting (3 cr.) This course is for ASL/EI Majors and ASL Minors. Provides an overview of the field of ASL/English interpreting. Emphasis is on exploring a progression of philosophical frames in the development of the profession; exploring models of the interpreting process and identifying requisite responsibilities, skills, and aptitudes for interpreters. PUL=6
ASL-I 370 Interpreting in the Healthcare Setting (3 cr.) P: ASL A212 or equivalent language skills This course will provide specific information on the interpreter's role in the Healthcare setting. Emphasis is on exploring the following: requisite responsibilities, skills, and aptitudes for interpreters in the healthcare setting, as well as cultural issues and laws pertinent to healthcare interpreting. Students will develop a working ASL medical vocabulary, procedures and tests as well as a basic understanding of body systems There is also the possibility that students will be able to experience mock situations in the healthcare setting through collaboration with the School of Nursing and/or potentially observe actual healthcare interpreting with the instructor or other qualified interpreters. PUL=3
ASL-A 221 Linguistics of ASL (3 cr.) This course introduces the scientific study of American Sign Language structure, history, and use. Topics include American Sign Language and the structure of signs, words, sentences, and meanings; language use in culture and society; language changes over time; language acquisition and process; and structural variations in language. PUL=5
Overseas Studies
OVST-B 490 Overseas Study in Canada (0 cr.)
OVST-B 491 Overseas Study-IU Program (0 cr.)
OVST-B 492 OVST-Student Teaching Abroad (0 cr.)
OVST-L 491 Overseas Study in UK-Derby Exchange Program (0 cr.)
OVST-M 490 Overseas Study in UK-Newcastle Exchange Program (0 cr.)
OVST-Y 496 Overseas Study/Non-IU Program (0 cr.)
OVST-Y 498 Overseas Study/Non-IU Program II (0 cr.)
OVST-C 591 Overseas Study-Teach Abroad (0 cr.)
OVST-M 592 Overseas Study Worldwide-Social Work Field Practice (0 cr.)
LATS-L 101 Introduction to Latino Studies (3 cr.) General inquiry into the historical and cultural heritage of Latinos who have lived or currently live in what is today the United States. Through readings and discussions, the course studies the varied histories of Mexican, Puerto Rican, Cuban and other Latin American peoples in the United States. PUL=3, 5
LATS-L 350 Contemporary Issues in Latino Studies: Latinos in the US: Origins and Prospects (3 cr.) Seeks to provide a thorough understanding of the questions of "who, why, when, and what (can we expect)" that underlies the Latino population's arrival and experience in the United States. The class aims to illuminate such questions about Latinos as to where do they come from, why are they here, where have they settled in the US (and why there), what has been their experience, and what can they expect in the future. We will find that while, by definition, they come from a common part of the world (Central and South America, the Caribbean, or more basically, Latin America) their origins are more disparate than commonly conceived and their prospects are uncertain. What is eminently clear is that they are here to stay, can be an enormous force for good or ill, and will play an increasingly critical role in our nation's political, social, and economic life. PUL=3,4
LATS-L 228 AN INTERDISCIPLINARY LOOK AT U.S. LATINO/A IDENTITIES (3 cr.) Exploration of historical and contemporary constructions of Latino/a identities and experiences in the U.S. Emphasizes trans-cultural social contexts, racial formations, and intersections with other identities, including class, sexuality, and gender. PUL=5
LATS-L 396 Contemporary Issues in Latino Studies: Latinos in the US: Origins and Prospects (3 cr.) Study of historical and current issues affecting Latino communities and Latino integration into U.S. mainstream society. Topics may vary. PUL=3,4
SLA-S 100 First Year Success Seminar (1-3 cr.) An introduction to IUPUI designed especially for first year students with interests in the liberal arts. These disciplines will be used to demonstrate university expectations with regard to written and oral communication, critical thinking, information technology, and the ethics and values of the academic community. Strategies for student success, especially support networks and using campus resources will be developed.
SLA-S 498 Internship Course - Part Time (0 cr.) An internship course offered through the IU School of Liberal Arts and administered by the Career Development Office. It is a noncredit course used simply to maintain halftime status. To qualify the student for course enrollment, the work experience must last at least 6 weeks; require at least 12 hours of work per week, and a minimum of 180 hours total (provides part-time student status); further the student's understanding of a career field or build on coursework taken; increase employability in the student's field of interest.
SLA-S 499 Internship Course - Full Time (0 cr.) An internship course offered through the IU School of Liberal Arts and administered by the Career Development Office. It is a noncredit course used simply to maintain full-time status. To qualify the student for course enrollment, the work experience must last at least 6 weeks; require at least 24 hours of work per week, and a minimum of 360 hours total (provides full-time student status); further the student's understanding of a career field or build on coursework taken; increase employability in the student's field of interest. PUL=3
SLA-S 200 Career Preparation for the Liberal Arts Student (3 cr.) This course will provide students with direction into their collegiate studies via possible career paths of their own selection. Students will be able to analyze their abilities and their passion as it relates to their academic and employment aspirations. Students then will be able to employ their knowledge in career exploration. PUL=1C
SLA-H 315 Texts and Interpretation (3 cr.) P: SLA-H 215. This course is a required course for all members of the SLA Honors Program. Texts form the foundation for all the Liberal Arts, yet the problems of what a text is, how it is created and transmitted, and how it is to be interpreted are extremely complex and are prerequisite to understanding and meaning. Thus such issues are ones we still face as students of the Liberal Arts, and are of central, indeed fundamental importance to our society and culture of today as essential for our understanding of ourselves and our world culture. The internet and digital media have transformed human communication, yet we remain in a "textual condition," and indeed do so as never before. To analyze and understand this textual condition is indeed the purpose of this course, for which SLA-H 215 is a prerequisite. In analyzing the "phenomena" of texts, the course reflects on the impact of the Liberal Arts tradition as it remains foundational for our understanding of "the educated individual" today, and how the Liberal Arts tradition continues to serve an essential function for our contemporary, post-modern world. The course is primarily a seminar and colloquium, supplemented with lectures by the instructor. Class participation is essential, and the course requires extensive reading and writing assignments. This course is prerequisite to Honors 499 Senior Thesis, and one of the major goals of the course is to have students develop a research proposal for their senior thesis/project, based on a sophisticated analysis of the evidentiary basis therefor. PUL=2
SLA-H 215 SLA Honors Seminar (3 cr.) P: Acceptance into the SLA Honors Program as a Freshman admitted to the Honors College or as a continuing SLA student. This course is a required course for all new members of the SLA Honors Program. The course is a seminar, focused on the intensive, common reading of a given text, a classic of the western Liberal Arts tradition, supplemented by lectures. Students will read the text together, and will present on assigned sections of the text. The Instructor will introduce the text, provide context and insights, and guide students in their reading and interpretations. PUL=2
SLA-U 200 Introductory Internship Course (1-3 cr.) P: ENG-W 131. Students will build professional skills and explore major and career options working at an approved internship site. For freshman or sophomore students in University College or in majors that do not currently offer an internship course. Students must complete (50) hours per credit hour at the internship site and the course's writing assignments. The internship application form must be submitted and approved prior to students beginning the course. PUL=3,2
NAIS-N 101 Introduction to Native American and Indigenous Studies (3 cr.) Introduction to Native American and Indigenous Studies is an interdisciplinary approach to the study of the many components that combine to create the contemporary American Indian and Indigenous experiences across North America, with a focus within the United States. This course is an introduction to the historic and contemporary perspectives on the social, political, and cultural issues of the Indigenous Peoples of North America. Through readings, lectures, discussion, multi-media presentations, critical thinking assignments and reflection exercises, students will be exposed to the many unique challenges faced by contemporary Native Americans. A primary objective of this course is to examine the structural and disciplinary constraints systemically placed on Native Americans and Indigenous cultures from a Native American perspective and students will examine identity, sovereignty, Indian-White relations, federal Indian law and policy, tribal government, art, literature, and film from a Native American perspective. A primary goal for students this term is to explore dominant academic and media representation and research practices and compare and contrast those offered by contemporary Native American scholars, artists, and educators. Students will be encouraged to engage in the process of inquiry and be pushed to think critically and independently. PUL=5
NAIS-N 364 NATIVE AMERICAN LITERATURE (3 cr.) A survey of traditional and modern literature by American Indians, especially of the high plains and southwest culture areas, with particular attention to the image of the Indian in both native and white literature. PUL=5, 1a, 6
NAIS-N 209 Native American Culture and Communication (3 cr.) This course is designed to provide students with the tools for understanding Native American culture and communication in a variety of contexts. Through readings, lectures, discussion, assignments and reflection, students will be exposed to the fundamental definitions, concepts and theories used in the intellectual approach for analysis and reflection of Native American rhetoric and communication processes. A primary objective of this course is to empower students as they work to understand the extent to which cultural differences influence the interpretation and expression of events, ideas, and experiences. A primary goal for students this term is to learn as much as possible about the contributions of Native American cultures and communication in order to achieve a greater sense of awareness of how attitude and behavior can affect situational outcomes. PUL=5
NAIS-N 320 Indians of North America (3 cr.) The intent of this course is to introduce you to the academic study of American Indians and Native peoples. The emphasis is on "introduce" because the subject is extremely complex, and in one semester you really will only receive some basics. The perspective to be taken here is one of scholarship, not an approach that is personal or political, though certainly these approaches will enter into lectures, readings, videos and discussions. You'll be looking at the way in which academic disciplines have examined American Indian and Native cultures, traditions and histories. The viewpoints primarily will be from anthropology, but perspectives also will come from museum studies, literature, history, law, political science, and a range of other disciplines. PUL = 1
NAIS-N 480 Comparative Native American History (3 cr.) Course examines history of Native peoples in North American during both the colonial and republican periods through a comparative perspective of the Spanish/French/British empires and then the post-colonial periods of U. S. and Mexican history. PUL=5, 1a, 6
NAIS-N 356 American Indian Philosophies (3 cr.) An examination of the philosophical views, themes, and implications of North American Indian traditions, with applications to a variety of cross-cultural and philosophical issues. PUL=5, 1a, 6
NAIS-N 396 American Indian Philosophies (3 cr.) The experiential seminar is designed to demonstrate your accumulated training in Native American Studies in a single original project of your choice, subject to the instructor's approval and under the additional supervision of a faculty mentor. Although the most common way of completing this course is the writing of a research thesis of approximately 8000 words, alternate projects can be explored in consultation with the instructor of the course and the Native American Studies Director. The completed thesis or project should synthesize your learning throughout your Native Studies courses as well as an intentional and designed experience working with or for a specific Native population. The Capstone necessitates multiple drafts of your research that are subjected to heightened peer review and regular feedback from your instructor, your peers and your mentor. PUL = 4,5,1
NAIS-N 207 Introduction to Native American History (3 cr.) This introductory course surveys the history of Native peoples of North America from the earliest times to the present. It seeks to provide students with a broad understanding of Native American history, prepare students for more advanced course work in Native studies, and enhance students' understanding of colonialism and American history. PUL=5
NAIS-N 398 Women in American Indian Religions (3 cr.) Women in American Indian Religions is a course designed to examine the roles of women in America, Indian religions and practice, and the expression the feminine aspects in their world views. PUL = 4,5,1
NAIS-N 399 Studies in NAIS (3 cr.) Specialized and intensive studies in Native American and Indigenous Studies with an interdisciplinary emphasis. PUL = 5, 2
NAIS-N 300 Topics in NAIS (1-3 cr.) Specialized topics in Native American and Indigenous Studies with a multidisciplinary emphasis. PUL = 5, 2
Sports Journalism
JOUR-J 150 An Introduction to Sports Journalism (3 cr.) This course will explore the state and practice of sports journalism through a variety of avenues including case studies, prominent sports journalists, executives and athletes. The course will provide an opportunity for students to learn the craft of sports media by examining some of the most controversial sports stories of this decade. And, to ask the questions about fairness in coverage, economics behind story, societal issues, and portraying characters as real people.(PUL 2, 3, and 5)
JOUR-J 345 Sports Writing (3 cr.) P: J150, J200, J210. This class will offer an overview of sports writing from its origins to its current status in the twenty-first century. The course will teach students fundamentals of the sports-writing process from information gathering and interviewing to writing and editing copy. Students will gain requisite skills for working in today's sports departments and will write and publish stories on IUPUI athletics and area professional teams and events.
JOUR-J 361 Issues in Sports Journalism (3 cr.) P: J150. This course will study sports journalism's key policies, trends and issues. It will examine sociological, political, legal, ethical and technological issues in college and professional sports. It will focus on current events and controversies in the world of sports journalism. This course will discuss the symbiotic relationship between sport media and race, gender, doping, steroids, sexuality and homophobia, politics and nationalism, sports fans, loyalty, violence, disability in sport, and other provocative issues.
JOUR-J 501 Public Affairs Reporting (3 cr.)
This course includes lectures and roundtable discussion of problems in covering public affairs issues at the national, state, and local levels. Emphasis is on reporting on government, social welfare agencies, elections, political parties, special interest groups and other areas of general public interest.
JOUR-J 510 Media and Society Seminar (3 cr.)
Probing examination of structure and functions of mass media, stressing interaction among communication agencies and other social institutions. Critical analysis of media performance and policies in light of current economic, political, social, and intellectual thought. Comparative case studies of U.S. media with other national press systems.
JOUR-J 540 Business of Sports Media (3 cr.)
This course will provide a history of how sports media have evolved from radio, network television and magazines into the multi-dimensional world of regional and national cable, the Internet, the networks and other entities. Students will also explore how decisions get made and the financial implications of those decisions.
JOUR-J 541 Digital Sports Journalism (3 cr.)
Students will learn how to adapt their skills in traditional journalistic platforms to the new multimedia environment, including websites and mobile devices. The course will teach students the fundamentals of writing, editing, shooting video and recording audio content for a sports website.
JOUR-J 542 Sports Journalism and Society (3 cr.)
This course provides a broad understanding of how social issues impact sports and how sports impacts society. Included will be a historical overview of sports, athletes’ rights, race and gender in sports, the Olympics and international sports, youth sports, the commercialization of sports and the influence of the media on sports.
JOUR-J 543 Sports Law (3 cr.)
Students will develop a basic understanding of the relationship between sports and the law and of the basic concepts of major legal issues—antitrust, labor, contract and intellectual property—in sports today, while translating that knowledge into analytical reporting on those subjects.
JOUR-J 545 Sports Writing (3 cr.)
This course is an intensive, in-depth and practical instruction on reporting and writing for print, magazines and the Web. This course will include a broad range of sports writing, from long-form narrative for magazines to twittering on the Web. It also will explore the essentials of beat reporting, with experiential learning at live press conferences and events.
JOUR-J 546 Sports Journalism Research (3 cr.)
This course is all about learning the reporting techniques necessary to conduct effective research, and then distilling, evaluating and interpreting information to provide an accurate public service to readers. The topic is sports, but these reporting, research and advanced analytical skills are necessary for any journalist aspiring to excellence. The research results and database will be published by the end of the semester.
JOUR-J 547 Sports Broadcast Journalism (3 cr.)
Sports Broadcasting has been an essential part of traditional media, but its skills are now transitioning into new forms of an on-line reporting through video and audio reports and features. This class will examine the best practices of television and radio reporting, and analyze how those skills can be effectively translated to digital mediums. It will focus on the differences between writing for audio and video broadcasts, examining how to use word pictures to develop imagery in radio, and developing narratives to complement video, not duplicate it.
JOUR-J 620 Media Coverage of Sports (3 cr.)
This course will study sport policies, trends and issues. From March Madness to the BCS, to Coach Crean, Coach Calipari, Mark Ingram and Brittney Griner, this course will examine athletes, coaches, events and sports media coverage. It will focus on current events and controversies such as amateurism, competitive balance, debate over school mascots, gambling and problems in recruiting and the ensuing media coverage.
JOUR-J 110 Foundations of Journalism and Mass Communication (3 cr.) Survey of the institutions of journalism and mass communication, their philosophical foundations, history, processes, economic realities and effects. (PUL 5, 6)
JOUR-J 200 Reporting, Writing and Editing I (3 cr.) P: ENG-W 131 or ENG-W 140. and fundamental computer skills. Working seminar stressing the creation of journalistic stories for diverse audiences. Students will learn to develop story ideas, gather information, combine visual and verbal messages, and to write and edit news. (PUL 1A, 1C, 2)
JOUR-J 210 Visual Communication (3 cr.) Theories of visual communications including human perception, psychology of color and principles of design. Application of those theories to photography, video and graphic design in news communication. (PUL 1A, 3, 6)
JOUR-J 300 Communications Law (3 cr.) P: Sophomore standing or above. History and philosophy of laws pertaining to free press and free speech. Censorship, libel, contempt, obscenity, right of privacy, copyright, government regulations, and business law affecting media operations. Stresses responsibilities and freedoms in a democratic communications system. (PUL 3, 1A, 4)
JOUR-J 315 Feature Writing (3 cr.) P: JOUR-J 200. or permission of instructor. Emphasis on developing story ideas, identifying sources, organizing materials, planning, and outlining the story. Techniques for capturing the reader's interest. (PUL 1A, 1C, 5)
JOUR-J 320 Principles of Creative Advertising (3 cr.) Analysis of strategy employed in developing creative advertising, with emphasis on role of the copywriter. Research, media, legal aspects, and ethical standards as they apply to the copywriting functions. Place of the creative function within the advertising agency and the retail business. (PUL 3, 6, 2)
JOUR-J 335 Advertising Copywriting (3 cr.) P: JOUR-J 200, JOUR-J 320, or permission of the instructor. A study of the principles and practices of writing effective commercial messages for media such as magazines, newspapers, billboards, direct mail, directories, and other promotional copy. It includes studies of message elements: the role of research in developing message strategies: the creative process: and clear, effective, and persuasive copywriting. Application of creative strategy for print and electronic media. Emphasis placed on the development of creative concepts. Requires preparation of advertisements including rough layouts and storyboards. (PUL 1A, 3, 5)
JOUR-J 341 Newspaper Reporting (3 cr.) P: JOUR-J 200 and JOUR-J 210. Techniques of gathering, analyzing, and writing news and features for newspapers. Practice in interviewing, observation, and use of documentary references that include computer information retrieval and analysis skills. (PUL 1A, 1C, 3)
JOUR-J 342 Magazine Reporting (3 cr.) P: JOUR-J 200 and JOUR-J 210. Techniques of gathering, analyzing, and writing material for specialized and general circulation magazines. Practice in interviewing, observation, and use of documentary references that include computer information retrieval and analysis skills. (PUL 1A, 1C, 3)
JOUR-J 343 Broadcast News (3 cr.) P: JOUR-J 200 and JOUR-J 210. Techniques of gathering, analyzing and writing news and features for broadcast. Practice in interviewing, observation and use of documentary references that include computer information retrieval and analysis skills. (PUL 1C, 1A, 2)
JOUR-J 344 Photojournalism Reporting (3 cr.) P: JOUR-J 200 and JOUR-J 210. This is an introductory photojournalism course focusing on the basics of light, camera operation, and the use of chemical and digital darkrooms. It includes instruction in spot news and feature photography as well as instruction in ethics, privacy and law. (PUL 1A, 3, 6)
JOUR-J 351 News Editing (3 cr.) P: JOUR-J 200 and JOUR-J 210. Workshop in fundamentals of editing daily news for both print and online formats. Emphasis on news judgment, fairness, accuracy, editorial balance, grammar, style, language fluency, leadership skills, legal concerns and ethics in the newsroom. Practice in editing copy, writing headlines and cutlines, designing print and online pages, working with multimedia features and making sound, ethical decisions on deadline. (PUL 1A, 1C, 2)
JOUR-J 352 Magazine Editing (3 cr.) P: JOUR-J 200 and JOUR-J 210. Workshop in fundamentals of editing specialized and general interest publications. Individual and team functions are stressed. Attention is given to editorial voice and judgment, fairness, accuracy, and language usage. Practice in writing headlines and titles, layout, design, and use of computer editing technology. (PUL 1A, 3, 5)
JOUR-J 353 Advanced Broadcast News (3 cr.) P: JOUR-J 200, JOUR-J 210, and JOUR-J 343. Continuing workshop in reporting, writing and editing for broadcast. Individual and team functions are stressed. Emphasis on news judgment, fairness, accuracy, editorial balance and language usage. Practice in editing copy, audio and video tape. (PUL 1A, 3, 6)
JOUR-J 409 Media Management (3 cr.) Research seminar that examines techniques and processes used in managing media organizations. Through discussions, case analysis, and group projects, the course explores organizational missions and social responsibilities, market analysis techniques, personnel management issues, and budgeting. (PUL 3, 1C, 1B)
JOUR-J 410 The Media as Social Institutions (3 cr.) P: JOUR-J 300. and Junior standing or above Examination of the functions and impact of the mass media in society with primary focus on the United States. Discussion of the values of media organizations and the professional and ethical values of journalists. Critical analysis of the relationship of the media and society and the effect of political, economic and cultural factors on the operation of the media. (PUL 6, 5, 2)
JOUR-J 414 International News-Gathering Systems (3 cr.) Structure and function of international communication systems and barrier to flow of information among nations. Emphasis on gathering and disseminating information around the world. Study of the major newspapers of the world, international news agencies, and international broadcasting and satellite networks. (PUL 4, 2, 5)
JOUR-J 420 Advertising Concepts and Copywriting (3 cr.) P: JOUR-J 320 and JOUR-J 335. Intensive practice in producing effective advertising concepts, copy, and design prototypes for newspaper, magazine, direct mail, outdoor, radio, television, and converged campaigns. (PUL 1A, 1C, 2)
JOUR-J 438 Advertising Issues & Research (3 cr.) P: JOUR-J 300, JOUR-J 320, JOUR-J 335, and JOUR-J 420. Seminar on current developments and problems concerning advertising as an economic and social force. Stresses independent investigation on topics such as politics and advertising and advertising and public taste. (PUL 5, 4, 2)
JOUR-J 450 History of Journalism (3 cr.) American social-intellectual history integrated with the story of news media development, emphasizing the historical relationship of the mass media to American social, economic, and cultural patterns and developments. Origin, growth, shortcomings, and achievements of media. Impact of society on the media and vice versa. (PUL 5, 4, 3)
JOUR-J 460 Topics Colloquium (1-3 cr.) P: Junior or Senior standing. Topical seminar dealing with changing subjects and material from semester to semester. May be repeated once for credit with a different topic.
JOUR-J 463 Graphic Design I (3 cr.) P: JOUR-J 200 and JOUR-J 210. This design course incorporates electronic photo editing, graphics, and page design. Students are instructed in design theory, computer publishing skills, and creative problem solving. (PUL 3, 1A, 2)
JOUR-J 475 Race, Gender, and the Media (3 cr.) Survey and analysis of how news and entertainment media represent issues of race and gender. History of women and people of color as media professionals and media consumers. Discussion of contemporary problems and potential solutions. (PUL 5, 2, 4)
JOUR-J 492 Media Internship (1 cr.) P: Prior approval of the faculty member; journalism majors only. (S/F Grading) Supervised professional experience in communications media. (PUL 3, 1A, 2) May be repeated, but a student may take no more than three credit hours total of internship credit for the journalism degree.
JOUR-J 499 Honors Research in Journalism (1-3 cr.) Opportunity for independent reading, research, and experimentation on relevant issues in mass communications. Work with faculty member on individual basis. (PUL 1A, 2, 4)
JOUR-J 360 Journalism Specialites (1-3 cr.) Topical course dealing with changing subjects and material from semester to semester. Course may be repeated once for credit.
JOUR-J 402 Careers in Journalism (1 cr.) P: Junior standing or above. Course provides journalism majors and certificate candidates an understanding of the nature of the new and traditional media profession in preparation for entering the work force. The course is focused on the tools and techniques needed for a successful job search and successful initial employment. (PUL 1A, 1C, 4)
JOUR-J 150 An Introduction to Sports Journalism (3 cr.) This course will explore the state and practice of sports journalism through a variety of avenues including case studies, prominent sports journalists, executives and athletes. The course will provide an opportunity for students to learn the craft of sports media by examining some of the most controversial sports stories of this decade. And, to ask the questions about fairness in coverage, economics behind story, societal issues, and portraying characters as real people. (PUL 2, 3, 5)
JOUR-J 340 Public Relations Tactics and Techniques (3 cr.) P: JOUR-J 219. Planning and using a wide variety of public relations tactics and techniques is the cornerstone of an entry-level public relations practitioner's skill set. This course provides extensive hands-on learning and practice in those basic techniques. The course allows students to apply theory and research to actual problem solving. (PUL 3, 1C, 2)
JOUR-J 345 Sports Journalism Writing (3 cr.) P: JOUR-J 150, JOUR-J 200 and JOUR-J 210. The class offers overview from its origins to its current status in the twenty-first century. The course will enable students to learn fundamentals of the sports writing process from information gathering and interviewing to writing and editing copy. Students will gain skills necessary for working in today's sports departments and newsrooms. (PUL 1A, 1C, 3)
JOUR-J 361 Issues in Sports Journalism (3 cr.) P: JOUR-J 150. This course will study sports journalism's key policies, trends and issues. It will approach sport from a socio-cultural-historical perspective as well as a contemporary position. It will examine sociological, political, ethical and technological issues. Additionally it will focus on current events and controversies in the world of sports journalism. (PUL 5, 6, 4)
JOUR-J 390 Public Relations Writing (3 cr.) P: JOUR-J 200 and JOUR-J 219. or permission of the instructor. A comprehensive survey of corporate publications from newsletters to corporate magazines, tabloids and annual reports with an emphasis on layout and design. Includes refreshing writing skills with review on interviewing and editing. (PUL 1A, 1C, 3)
JOUR-J 400 Careers in Public Relations (1 cr.) P: Junior Standing. Course provides public relations majors and certificate candidates an understanding of the nature of the public profession in preparation for entering the workforce. The course is focused specifically on the tools and techniques needed for a successful job search and successful initial employment. (PUL 1A, 1C, 2)
JOUR-J 428 Public Relations Planning & Research (3 cr.) P: JOUR-J 340 and JOUR-J 390. Theories and principles relevant to public relations practices in agency, corporate and nonprofit organizations, including development of goals and objectives, client relationships, budgets and research methods. (PUL 1B, 2, 4)
JOUR-J 431 Public Relations for Nonprofits (3 cr.) This seminar focuses on how a nonprofit organization creates images and how it shapes its programs and goals to gain public support. Assignments and readings are designed to foster a practical understanding of promotional techniques and campaigns using journalistic and other media. (Offered in summer only.) (PUL 2, 5, 3)
JOUR-J 219 Introduction to Public Relations (3 cr.) Provides an overview of public relations and introduces theory and practice of the field. Topics include the relationship between public relations and marketing, the history and development of public relations, media relations, measurement and assessment methods, ethics, and law.
JOUR-J 501 Public Affairs Reporting (3 cr.) This course includes lectures and roundtable discussion of problems in covering public affairs issues at the national, state, and local levels. Emphasis is on reporting on government, social welfare agencies, elections, political parties, special interest groups and other areas of general public interest.
JOUR-J 510 Media and Society Seminar (3 cr.) Probing examination of structure and functions of mass media, stressing interaction among communication agencies and other social institutions. Critical analysis of media performance and policies in light of current economic, political, social, and intellectual thought. Comparative case studies of U.S. media with other national press systems.
JOUR-J 528 Public Relations Management (3 cr.) Designed to enable students to manage a public relations department. Theories and principles relevant to public relations practiced in agency, corporate and not-for-profit organizations will be covered. This will include developing goals and objectives, working with clients, developing budgets, and research methods.
JOUR-J 540 Business of Sports Media (3 cr.) This course will provide a history of how sports media have evolved from radio, network television and magazines into the multi-dimensional world of regional and national cable, the Internet, the networks and other entities. Students will also explore how decisions get made and the financial implications of those decisions.
JOUR-J 541 Digital Sports Journalism (3 cr.) Students will learn how to adapt their skills in traditional journalistic platforms to the new multimedia environment, including websites and mobile devices. The course will teach students the fundamentals of writing, editing, shooting video and recording audio content for a sports website.
JOUR-J 560 Topics Colloquium (1-4 cr.) Topical seminar dealing with changing subjects and material from semester to semester. May be repeated twice for credit with a different topic.
JOUR-J 563 Computerized Publication Design I (3 cr.) This publishing design course incorporates typesetting, electronic photo editing, graphics, and page design. Students are instructed in design theory, computer publishing skills, and creative problem solving.
JOUR-J 804 Read and Research in Journalism (1-9 cr.)
JOUR-J 529 Public Relations Campaigns (3 cr.) Designed to provide students with the opportunity to develop and execute a PR campaign for a local not-for-profit organization. Students will be exposed to relevant PR theory and in-depth case study analysis.
JOUR-J 531 Public Relations for Non-Profits (3 cr.) Provides a theoretical and practical background in public relations capable of meeting graduate student interest in persuasion, internal and external communications, and tactics for not-for-profit organizations.
JOUR-J 542 Sports Journalism and Society (3 cr.) This course provides a broad understanding of how social issues impact sports and how sports impacts society. Included will be a historical overview of sports, athletes rights, race and gender in sports, the Olympics and international sports, youth sports, the commercialization of sports and the influence of the media on sports.
JOUR-J 543 Sports Law (3 cr.) Students will develop a basic understanding of the relationship between sports and the law and of the basic concepts of major legal issues: antitrust, labor, contract and intellectual property in sports today, while translating that knowledge into analytical reporting on those subjects.
JOUR-J 545 Sports Writing (3 cr.) This course will provide intensive field experience and training in sports reporting and writing. This class will give students the basic tools they need to report or write sports for print and online publications. Students will cover beats chronicling one of Indiana's sports teams or organizations. And, they will become proficient in generating story ideas, writing game stories, notebooks, features and enterprise pieces with substance and depth. The class will explore ethical decisions and new judgments also.
JOUR-J 546 Sports Journalism Research (3 cr.) This course is all about learning the reporting techniques necessary to conduct effective research, and then distilling, evaluating and interpreting information to provide an accurate public service to readers. The topic is sports, but these reporting, research and advanced analytical skills are necessary for any journalist aspiring to excellence. The research results and database will be published by the end of the semester.
JOUR-J 547 Sports Broadcast Journalism (3 cr.) Sports Broadcasting has been an essential part of traditional media, but its skills are now transitioning into new forms of an on-line reporting through video and audio reports and features. This class will examine the best practices of television and radio reporting, and analyze how those skills can be effectively translated to digital mediums. It will focus on the differences between writing for audio and video broadcasts, examining how to use word pictures to develop imagery in radio, and developing narratives to complement video, not duplicate it.
JOUR-J 620 Media Coverage of Sports (3 cr.) This course will study sport policies, trends and issues. From March Madness to the BCS, to Coach Crean, Coach Calipari, Mark Ingram and Brittney Griner, this course will examine athletes, coaches, events and sports media coverage. It will focus on current events and controversies such as amateurism, competitive balance, debate over school mascots, gambling and problems in recruiting and the ensuing media coverage.
JOUR-J 660 Topics Colloquium (3 cr.) Topical seminar dealing with changing subjects and material from semester to semester.
JOUR-J 340 Public Relations Tactics and Techniques (3 cr.) P: J219. Covers a wide variety of knowledge and skills needed by entry-level public relations practitioners. Topics include media relations, community relations and internal communications.
JOUR-J 390 Public Relations Writing (3 cr.) P: J200, J219. A comprehensive survey of corporate publications from newsletters to magazines, tabloids and annual reports with an emphasis on layout and design. Includes refreshing writing skills with review on interviewing and editing.
JOUR-J 400 Careers in Public Relations (1 cr.) P: Junior Standing Prepare for job or internship searches. Polish your resume and portfolio. Learn how to write impressive cover letters. Practice interviewing skills. Understand how to articulate your abilities and experiences to market yourself to potential employers.
JOUR-J 428 Public Relations Planning & Research (3 cr.) P: J340 and J390. Theories and principles relevant to public relations practices in agency, corporate and nonprofit organizations, including development of goals and objectives, client relationships, budgets and research methods.
JOUR-J 431 Public Relations for Nonprofits (3 cr.) This seminar focuses on how a nonprofit organization creates images and how it shapes its programs and goals to gain public support. Assignments and readings are designed to foster a practical understanding of promotional techniques and campaigns using journalistic and other media. (Offered in summer only)
JOUR-J 528 Public Relations Management (3 cr.) Designed to enable students to manage a public relations department. Theories and principles relevant to public relations practiced in agency, corporate, and not-for-profit organizations will be covered. This will include developing goals and objectives, working with clients, developing budgets, and research methods.
JOUR-J 560 Topics Colloquium (1-4 cr.)
Topical seminar dealing with changing subjects and material from semester to semester. Topics offered may include but will not be limited to the following:
Public Relations Research and Evaluation-This course is a survey of simple and scientific research and evaluation techniques for use in organizational social environment research including target public analysis, initial research for public relations campaign and program planning, public relations program effectiveness evaluation, and continuous implementation evaluation for the purpose of facilitating periodic adjustment. This course focuses on applied research techniques such as surveys, both printed and online, interviews, focus groups, Q Sorts, secondary research techniques and others. (Required.)
Public Relations Theory-Theory is the backbone of public relations. This course examines both the historical and emerging theories underlying the practice of public relations. (Required.)
Public Relations Planning-This course provides students with an opportunity to explore and learn the advanced management techniques for public relations programs and campaigns focusing on the use of research and evaluation techniques, development of goals and objectives, segmentation of audiences, development of strategies and tactics, and creation of timelines and budgets. The course also uses the case study method to illuminate and illustrate these concepts. The course provides theoretical and practical experience in public relations project planning and execution. (Required.)
Agencies and Entrepreneurs-This course covers organizational structures, management approaches and problems commonly encountered in establishing and managing public relations, advertising, marketing and related communications firms. What you learn is relevant to those who might work in (as an employee) or with (as a client) an agency. It also covers the steps needed to establish, maintain and grow an agency or independent consultancy.
Managing Online Public Relations-From blogs to Twitter, Facebook to websites and from Myspace to all of the emerging online tools available to communications professionals today, public relations managers must be able not only to use these tools, but to be able to integrate them into a coherent strategy. This course discusses not only the tools social media of Web 3.0, but also how to manage those tools and techniques.
Issues and Crisis Communication-Identification and management of various issues impacting organizations are critical to their success. Of course, when issues become crises, or crisis strikes, management of that crisis via effective communication with key constituent public is critical to the success and even survival of the organization. This course examines the techniques of issues management and the management tools available. It also examines from a practical perspective how to manage the public relations for organizations in crisis.
Public Relations in the Life Sciences-The medical product industry, including pharmaceuticals, medical devices and medical research, including genetic research, is a special industry that demands unique public relations activities. In addition, it is highly regulated and a complete understanding of that regulatory environment and the restrictions and requirements on public relations is critical for success of any organization. This course focuses on the unique elements of this industry and provides students not only with an understanding of the industry and its regulatory environment, but also with special understanding of the conduct of public relations in the industry and the management of communication in such organizations.
Integrating Marketing Communication in Health Care-This course is designed to prepare students for senior management positions in hospitals, health care organizations, and the health support industry. It focuses on counseling senior management on unique issues regarding health care communication, unique health care communication problems and challenges, managing the public relations function in health care organizations, and orchestrating public relations campaigns in support of health care organizational goals.
Managing Public Relations Tactics and Techniques-The mastery of a public relations tactics and techniques is the cornerstone of a public relations practitioner’s skill set. This course provides extensive hands-on learning and practice in some essential tactics and techniques. This course is designed to apply theory to actual problem solving.
May be repeated twice for credit with a different topic.
JOUR-J 563 Computerized Publication Design I (3 cr.)
Institutional and industrial publications are an important means of internal and external communications. This course looks at the principles of design and production techniques. Students are provided with opportunities to create a variety of different public relations products while using state of the art desktop publishing applications.
JOUR-J 529 Public Relations Campaigns (3 cr.)
This capstone course provides students with an opportunity to apply campaign model methodology to public relations planning so that they will be able to apply the research, theories, planning, and evaluation processes in working conditions which may not provide them with the time to deliberate on and evaluate each step in the way that the classroom provides.
JOUR-J 531 Public Relations for Non-Profits (3 cr.)
The course provides a theoretical and practical foundation in public relations for those considering careers in nonprofit organizations or in fundraising. Specific coursework will involve the public relations campaign process and its relationship to organizational goals and to the specifics of organizational development and fundraising. An additional focus will involve the communications efforts required to maintain relationships with donors, volunteers and key community and industry officials.
Law in Liberal Arts
POLS-Y 211 Introduction to Law (3 cr.) An introduction to law as an aspect of government and politics, and as a means for dealing with major social problems. Students will study legal reasoning, procedures, and materials, and may compare other nations' legal systems. The course usually includes a moot court or other forms of simulation. PUL=2
POLS-Y 221 Legal Research and Writing for Paralegal Studies (3 cr.) P: POLS-Y 211. Development of research and communication skills special to the area of law. Includes methods of organizing and conducting legal research, resources available for legal research, presentation of findings in memoranda and briefs, other forms of legal writing. PUL=1C
POLS-Y 222 Litigation for Paralegal Studies I (3 cr.) P: POLS-Y 211 and POLS-Y 221. This course examines the processing of a case from initial client interviews to final disposition. It includes drafting of complaints, answers, counterclaims, interrogatories and other discovery tools, gathering of evidence, and motions and judgments. Both Indiana and federal rules of evidence are emphasized. PUL=4
POLS-Y 223 Litigation for Paralegal Studies II (3 cr.) P: POLS-Y 211, POLS-Y 221, and POLS-Y 222. This elective course in advanced litigation focuses primarily on aspects of trial preparation not covered in depth in POLS-Y 222. Topics may include jury selection, witness preparation and examination, preparation of evidence for use at trial, jury instructions, post-judgment relief. PUL=4
POLS-P 324 Property Law for Paralegal Studies (3 cr.) P: POLS-Y 211 and POLS-Y 221. This course examines the legal rules governing various types of property and the ways in which human beings relate to property. Types of property include real and personal; relationships to property include both ownership and interest. Emphasis is placed on forms and procedures used in Indiana. PUL=4
POLS-P 325 Contract Law for Paralegal Studies (3 cr.) P: POLS-Y 211 and POLS-Y 221. This course includes the basic elements and principles involved in the drafting, interpretation, and enforcement of contracts, including current trends in contract law in Indiana. Includes Uniform Commercial Code. PUL=4
POLS-P 326 Tort Law for Paralegal Studies (3 cr.) P: POLS-Y 211 and POLS-Y 221. This course reviews current law and recent trends in negligence and liability. Different dimensions of liability are covered. Emphasis on conduct of a tort case from initiation through relief, and on the responsibilities of legal assistants therein. PUL=4
POLS-P 327 Criminal Law for Paralegal Studies (3 cr.) P: POLS-Y 211 and POLS-Y 221. This in-depth review of criminal law in Indiana covers the Indiana Criminal Code--infractions, misdemeanors, and felonies. The course emphasizes real situations that legal professionals encounter throughout the process. PUL=4
POLS-P 328 Family Law for Paralegal Studies (3 cr.) P: POLS-Y 211 and POLS-Y 221. This course examines legal rules and procedures concerning domestic relations. Topics covered include separation and divorce, adoption, child custody and support, and other areas of domestic relations in Indiana. PUL=4
POLS-P 329 Estate Law for Paralegal Studies (3 cr.) P: POLS-Y 211 and POLS-Y 221. This course reviews legal rules and procedures concerning the transfer of property upon the owner's demise. Provides a practical approach to the language, procedures, forms, interpretation, and administration of wills and trusts. Emphasis on current trends in Indiana and federal law. PUL=4
POLS-P 330 Bankruptcy Law for Paralegal Studies (3 cr.) P: POLS-Y 211 and POLS-Y 221. Examines the legal rules relating to bankruptcy. PUL=4
POLS-P 431 Advanced Legal Writing for Paralegal Studies (3 cr.) P: POLS-Y 211 and POLS-Y 221. Builds on POLS-Y 221 by giving students the opportunity for advanced study of research and communication skills needed for paralegals. PUL=1A
POLS-Y 232 Professional Responsibility for Paralegals (3 cr.) P: POLS-Y 211 and POLS-Y 221. This course is a concentrated study of legal ethics from the perspective of the paralegal. It covers the study of ethical situations, rules and model codes of the paralegal profession, conflict of interest, client confidentiality, and other ethical dilemmas. The course presents a concrete, practical approach to the ethical challenges for paralegals. PUL=4
POLS-P 333 Business Associations for Paralegals (3 cr.) P: POLS-Y 211 and POLS-Y 221. Introduction to various business entities, including sole proprietorships, partnerships, corporations, and other entities. Drafting partnership agreements and incorporation documents. Introduction to tax considerations and the Securities and Exchange Commission. PUL=4
POLS-Y 485 Field Experience in Paralegal Studies (1-5 cr.) A course that allows paralegal stduents to ernoll in a legal intesnhip for credit. Students will work with various employers and agencies. PUL=3
LAMP-L 216 LAMP Sophomore Seminar: Business and the Humanities (3 cr.) A topical seminar that introduces students to fundamental issues in the relationship between business and society. Topics vary with the instructor and year and include advertising in American culture and big business in American society. PUL = 2
LAMP-L 416 LAMP SENIOR SEMINAR: LIBERAL ARTS AND MANAGEMENT (3 cr.)
A discussion course drawing together aspects of other LAMP courses to focus on specific problems of business management and corporate policy in the light of both practical and ethical considerations. Topics vary with the instructor and year and include the nature of business leadership and the legal and ethical practices of corporations. PUL=3,4
LAMP-L 316 LAMP JUNIOR SEMINAR: ANALYTICAL PROBLEM SOLVING (3 cr.) A discussion course emphasizing the use of quantitative methods and analytical skills in exploring and solving business-related problems. Topics vary with the instructor and year and include mathematical modeling and operations research, organizational control, and corporate finance. PUL = 3,2
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Leave a comment Posted on December 25, 2019 climate change, George H. W. Bush, John F. Kennedy, Nancy Pelosi, President Trump
This New Year’s we say goodbye not just to 2019 but to the second decade of the 21st century.
It seemed not that long ago when the biggest worry we had was the alleged Y2K crisis. Who knew that 20 months after celebrating the new millennium, 9/11 would turn our world upside down.
And so, with 20% of the century now gone, what is the health of America?
Scanning negative headlines everywhere, the future seems bleak.
Like a vision from the Ghost of Christmas Yet to Come from Charles Dicken’s A Christmas Carol, I can’t help but picture a headstone reading: The United States,
1776-20–?
But just like Ebenezer Scrooge’s transformation, America can turn it around.
Imagine President Donald J. Trump waking up on New Year’s Day a changed man, compassionate and decent, delivering a speech for the ages, words to unify all Americans.
“My fellow Americans,
For these past three years, I have not been the best person I could have been.
Ever since November of 2016 when I was shocked to learn that I had won the presidential election, I really had no idea what to do next. My team and I were completely unprepared for those results; our pollsters had Hillary Clinton winning by three million votes.
Since I did not want to come across as someone incompetent, especially since so many believed in the brilliant billionaire businessman they saw on television who hosted “The Apprentice,” I did not want to let citizens down.
From my childhood, when my father sent me to military school, his only child of five for whom he did such a thing, I have felt insecure. That is why I boast, berate and shout to cover up my inadequacies.
But once the House of Representatives passed those two articles of impeachment, it made me reflect on what type of legacy I want to leave behind.
Just as I am the first president ever to be impeached in his first term, I could become the first president who performed amazing deeds in less than a year.
As of today, I am disabling my Twitter account. The juvenile name-calling stops now. Restoring the honor of the office of the presidency is a prime priority.
Dishonesty and misinformation will no longer thrive; the Trump Administration will be known for truthfulness and transparency.
I will rebuild our relationships with our allies and strengthen our human rights concerns with our foes.
I will model bipartisan Congressional relationships by working alongside Speaker of the House Nancy Pelosi.
The Trump presidency will welcome those people from other countries who are seeking a better life in America.
I admit that climate change is real, so I will re-affirm the United States’ commitment to the Paris Climate Agreement.
I will embrace not insult the free press, and as a sign of my pledge, will host regularly scheduled press conferences.
And, if after 10 months of Trump 2.0, you wish to reelect me, I would be honored to continue as president for another four years, remembering always that I serve at the pleasure of all Americans.
The enemy is not the person who disagrees with you or votes for someone else, not the person whose religious or ethnicity is different from yours. No, the enemy is intolerance of those who are unlike you. That is not America. We are stronger because of our diversity.
I welcome each and every one of you to remember the words of President George H. W. Bush to be a ‘kinder, gentler nation,” as well as President Kennedy’s proclamation, ‘ask not what your country can do for you—ask what you can do for your country.’ May God bless America.”
I know, I know, like Dickens’ story, it’s a work of fiction. This is never going to happen. However, if it did, what a wonderful world this would be. Happy New Year.
Leave a comment Posted on October 5, 2018 October 5, 2018 Brett Kavanaugh, Christine Blasey Ford, President Trump, U.S. Supreme Court
Cranky Kavanaugh Not Suited to be a Supreme Court Judge
By the time you read this, more likely than not Brett Kavanaugh will have become the 114th Supreme Court justice in American history. Next to the 45 presidents, it is the second most exclusive job one can hold. And unlike presidents, justices’ jobs are for life.
The controversy over his confirmation concerning alleged sexual misconduct from his high school and college days has underscored the divisions among political parties and the public.
For me the issue isn’t the alleged sexual assault. It isn’t even the decisions he has made as a federal judge. It was his histrionic performance at last week’s Senate judiciary hearing. He wasn’t just angry, he was furious; he wasn’t just defiant, he was combative; he wasn’t just teary, he was red-in-the-face near full-out balling. And remember, he was exhibiting these emotions reading from prepared remarks, not speaking extemporaneously. Are these the traits of a Supreme Court justice who needs to be measured and reasonable when deciding cases?
Someone with the temperament of Kavanaugh should not be a judge, especially on the Supreme Court, one of the most hallowed government institutions.
Of course, the same could be said about Trump regarding the presidency. He has drained the office of all decorum. Is it any surprise that he chose a less-than-stellar candidate for the Court?
Too bad that the confirmation vote was delayed a week because all it served to do was to give those Republicans on the fence—Jeff Flake of Arizona, Susan Collins of Maine, and Lisa Murkowski of Alaska—a “the FBI could not find corroboration” excuse to vote for him. The whole delay was an agonizing tease for those who did not want a justice with an asterisk by his name like Clarence Thomas. Now for the next 30 years or so we will have a judge who could have assaulted a woman.
When my students study characters in literature, we talk about how all of us have different sides to our personalities. It is very possible that Kavanaugh has many positive sides to him. The problem is that there is a darker side to his character. We should expect those nine people who serve this country on the Supreme Court bench to be of the highest moral fiber. Kavanaugh’s demeanor last week should have sealed his fate.
In this age of Trump, the decency bar continues to sink lower.
We have a president who ridiculed Prof. Christine Blasey Ford at a rally, with the crowd encouraging him to continue.
Trump could care less about the twisted optics of his mockery of a sexual assault victim, even as he stands accused of sexual misconduct himself.
More disturbing were the people laughing at his insulting behavior.
Based on his resume, Kavanaugh looked like a cinch for the Court. He declared it as such in his remarks last week. Like a spoiled brat, he assumed that coming from a wealthy family, attending the right schools, and working for the right powerful people meant he could walk right through the doors to the Supreme Court Building. And he may yet do it.
If he is confirmed, he should remember these words:
“To be a good judge . . . it’s important to have the proper demeanor . . . to keep our emotions in check. To be calm amidst the storm.”
He should remember them because he said them back in 2015. So just who is the real Judge Kavanaugh?
Jeff Flake Lisa Murkowski Susan Collins
Leave a comment Posted on June 29, 2018 Kirstjen Nielsen, Maxine Waters, Merchant of Venice, Michelle Obama, President Trump, Sarah Huckabee Sanders
Hath Not a Republican Eyes?
When a driver cuts you off in traffic, the devil inside you wants to catch up with that discourteous motorist and cut in front of him—tit for tat. One of those “There, how do YOU like it?”
While this might feel good for about a second, what does this behavior say about the so-called good driver?
This is how I view the recent spate of people ambushing Trump administration officials while they are out in public as private citizens with their families.
Last week, White House Press Secretary Sarah Huckabee Sanders was refused service at a restaurant. And Homeland Security Secretary Kirstjen Nielsen had protesters interrupt her meal at another restaurant; some shouted outside her home.
These incidents bring a smile to those opposed to President Trump’s administration and its heartless policies; however, they are trading a pound of incivility for an ounce of revenge.
Is that the best way to respond to someone whose views we don’t agree with, berating them as they eat out or yelling at them where they live?
I wouldn’t want someone who disagreed with my views harassing me as I shopped at a market. It’s like the fans in a sports arena interfering with play on the field. That’s a red line never to be crossed.
In a speech to supporters, Congresswoman Maxine Waters advocated for more below the belt tactics.
“If you see anybody from that cabinet in a restaurant, in a department store, at a gasoline station . . . you push back on them [that they] are not welcome anywhere.”
Opposed to that strategy, political commentator David Axelrod said on CNN that “a race to the bottom in terms of civility in our politics is [not] the way to go.”
You end up making those who you revile sympathetic, the opposite of what was intended. Watching a cell phone video of an adult screaming “Shame on You!” makes these Trump employees appear as victims.
Turning away Sanders resurrects ugly memories of America’s past when African-Americans were refused service at restaurants.
Former First Lady Michelle Obama said it succinctly at the 2016 Democratic National Convention: “When someone is cruel or acts like a bully, you don’t stoop to their level. No, our motto is, when they go low, we go high.” It used to be the American way.
Intolerance of those who are different—be they of another ethnicity, religion, or political persuasion—counteracts values in our country that this upcoming Fourth of July is supposed to celebrate.
Every citizen is entitled to an opinion. And every citizen is entitled to privacy.
Send emails. Write letters. Make phone calls. March outside the White House and federal buildings. Vote your opponents out.
But getting in people’s faces is boorish behavior, the type anti-Trumpers accuse the President of exhibiting.
It’s troubling when our emotions rule our intellect.
Four centuries ago, Shakespeare wrote a poignant speech for his Jewish character Shylock who is victimized by Christians in “The Merchant of Venice.”
“Hath not a Jew eyes . . . hands, organs, dimensions, senses, affections, passions; fed with the same food, hurt with the same weapons, subject to the same diseases, healed by the same means, warmed and cooled by the same winter and summer as a Christian is?”
Now, re-read the same passage only this time replace “Jew” with “Republican” or “Democrat” or any other kind of people for whom you harbor ill will.
Tolerance for those unlike us embodies the soul of this democracy.
David Axelrod Shylock
Leave a comment Posted on May 3, 2017 May 3, 2017 President Obama, President Trump, Teacher of the Year
No Surprise: Trump Diminishes Teachers of the Year Ceremony
Teachers rarely receive national attention which is why the annual ceremony acknowledging all states’ Teacher of the Year honorees is so significant.
For 65 years, these gifted instructors have been showcased at the White House hosted by the President.
If you are a teacher, it is a moment to cherish. This year, it was a moment to forget.
Last week, President Trump hosted the teachers in the crowded Oval Office, the favorite room of his where he greets paeans, remaining seated as if he was a king on his throne. Also in the room was Education Secretary Betsy DeVos, an anti-public education advocate, all making nice smiling for the pool cameras.
Remember, Trump lambasted public education in his inauguration speech as a system that “leaves our young and beautiful students deprived of knowledge.” This came from the same paragraph lumping education with poverty, job loss, and crime as part of the “American carnage.”
Yet there he was reading from a TelePrompTer about how valuable teachers are.
The entire ceremony took barely five minutes.
Compare this to the forty minutes former President Barack Obama shared with last year’s winners.
Obama relished this annual event, treating it as more of a celebration than a static photo op. Last year’s ceremony was held in the East Room to accommodate more people, with the teachers standing on risers so that they all are clearly seen.
Obama is announced at the same time as Jahana Hayes, the 2016 Teacher of the Year, allowing her the spotlight and the lectern first to deliver a four-minute speech, about the same amount of time given to this year’s entire ceremony.
Not only does he personally hand the Crystal Apple award to Hayes, but tells a story about her so that the public can gain an insight to what makes her such a special educator.
This year’s Teacher of the Year, Sydney Chaffee, lost among the crowded pack of educators surrounding Trump, wasn’t given an entrance, wasn’t allowed to give a speech, and had very little said about her.
Standing to Trump’s right, Trump barely looks up at her, quickly pats her arm, then awkwardly holds the Crystal Apple himself smiling at the cameras as if it were meant for him before giving it to Chaffee.
He doesn’t shake her hand, he doesn’t stand up to hand the award to her, he doesn’t say anything about her except her name, what she teaches, and where she works.
Washington Post reporter Valerie Strauss discovered that very few relatives of the teachers were allowed in the Oval Office; most “who had traveled at their own expense for many hours to attend were left to wait in a building near the White House.” Even Chaffee’s husband and daughter “were kept waiting in a hallway before being allowed to enter the Oval Office.”
In fact, the video does not appear on the official White House website link of “events” videos.
One video that is featured came a week earlier showing Trump welcoming this year’s Super Bowl champs, the New England Patriots. Their ceremony happened in a larger arena on the South Lawn with more observers and media in attendance.
Trump spent 16 minutes with the team, underscoring how some people care more about the champs on a football field than the champs in the classroom.
But not Obama as evidenced by what he said:
“Part of the reason this event is so important is for us to be able to send a message to future generations of teachers, to talented young people all across the country to understand this is a dream job; that this is an area . . . where you have the potential to make more of a difference than just about anything you can go into.”
If only Trump did his homework and plagiarized even a bit of Obama’s remarks as his wife did copying Michelle’s. Then again, to paraphrase his comment about healthcare, who knew that honoring teachers could be so complicated?
Betsy DeVos Jahana Hayes New England Patriots Super Bowl champs Sydney Chaffee
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Hating the Sin, Loving the Sinner: Is this even possible?
“Do not be unequally yoked with unbelievers. For what partnership has righteousness with lawlessness? Or what fellowship has a light with darkness?” – 2 Corinthians 6:14
As part of God’s family, we become more discerning of what is acceptable to God and not. Our new nature makes us despise wrongdoings. Admit it or not, it is so easy for us to be uncomfortable when we know that the unbelievers around us are committing sin.
But how are we really to respond to such situations? Let’s look at Jesus’ example.
“Now the tax collectors and sinners were all gatherings around to hear Jesus. But the Pharisees and the teachers of the law muttered, ‘This man welcomes sinners and eats with them.’ Then Jesus told them this parable: ‘Suppose one of you has a hundred sheep and loses one of them. Doesn’t he leave the ninety-nine in the open country and go after the lost sheep until he finds it?’” – Luke 15:1-4
When the Pharisees called Jesus a ‘friend of sinners,’ it was to insult Him. Ironically, they just reflected the reality of Jesus’ love and longing for the lost. He came to earth, not for the righteous, but to seek and save the sinners (Luke 19:10).
Befriending the sinners didn’t mean that Jesus tolerated their sin or took part in their destructive behaviour. He lived a holy, sinless life, but still spent time with sinful people.
This is to show us that everyone may experience life transformation if we would only repent – ask for forgiveness, receive Him as our Savior, and turn back from our old ways.
Even on our original state – sinful, filthy, hopeless – Jesus proved Himself to be the best friend we could ever have. Jesus sacrificed His very own life for us (John 15:13).
He saw us in our worst situations, yet loved us just the same, He saved us not for our righteousness, but because of His mercy (Titus 3:5)
Therefore, as Jesus’ followers, we are to do the same.
“But I say to you, Love your enemies and pray for those who persecute you… For if you love those who love you, what reward do you have? Do not even the tax collectors do the same?” – Matthew 5:44, 46
Being kind to kind people is easy. Giving to those who are generous to us is easy. Loving those who do us good is easy. Even unbelievers can do that.
However, the one who loves the least loveable, the arrogant, and the immoral is the true Christian. Because we are followers of Jesus, instead of disliking those who wrong us, we forgive them and understand their need of a Savior.
We are not to condone the sin, but not condemn the sinner either. And we must hate the act but love the one who took action. We are to attack the problem, but not the person.
By so doing, we can pass down to others the unconditional love that we have received from Jesus.
“But God demonstrates his own love for us in this: While we were still sinners, Christ died for us.” – Romans 5:8
Read more of Crossflix’s Devotional article and Movie reviews here.
The Rack Pack
The Rack Pack: Kids at Play Saves the Day
Before the advent of digital games, kids look forward to playing outdoor games after class. This film takes us into Darrell Rackley’s adventures together with his two brothers and a handful of military kids who formed a troop called The Rack Pack.
The story opened showing an elderly Darrell narrating about his great-uncle General Rackley who hired rustlers to hide Yankee gold and heavy pistols in a tunnel during the Civil War. He was riding a horse when the map fell on the road and was picked up by two boys. The tale was that the General fell from the horse and remembered nothing about the map. The boys hid it under a brick on the floor of their house. These scenes related to treasure and a map fascinates the kid at heart in us. We have outgrown the passing of legendary accounts of our ancestors and their ways during days of old.
Fast forward to Darrel’s time, a woman found the map while clearing items for auction and threw it in a box. A girl asked her mom to buy the box for $20. However, a sneaky guy named Ted snatched the box and sped off. While scouring items for reselling, the map piqued his interest that led him to discover an underground tunnel below old Brady’s shack. These scenes set the plot into motion.
The Rack Pack was playing military tactics in the woods when Darrell and the smaller kid Manny saw Ted and his son DJ from the treetop. The two boys followed the men to the shack and Darrell took the map. Darrell’s Dad David learned what happened and prohibited them from going back to the shack. However, David went there himself and was held captive by Ted. Unable to return home, the snoopy girl Tammy told Darrell where David went. Knowing that their Dad is in trouble, the boys prepare for a strategy to fight the bad guys. The highlight of this film was to show the power of brotherhood among kids especially during times that they lack adult guidance. They come up with innovative ways to fight after knowing that the tunnel leads to their museum. Amusing acts included using fireworks and poop sticks to scare the goons.
Some scenes showed patriotism with the way Darrell cherished a small box containing US Army patches. At one endearing scene, old Colonel Lamb gave him a medal and picture of his grandfather when he was a young soldier.
Furthermore, we saw David’s pain at the loss of his wife. He showed us how a soldier manages to be a parent of three sons. In absence of a mother, there are grandfather-like figures in that small community that looks out for their neighbor’s kids. Colonel Lamb’s concern led to him finding David as help gets underway. The goons were all tied and beaten when police came. Apart from being entertaining, The Rack Pack represented bravery and children empowerment.
Crossflix is a family friendly channel with thousands of Christian films including Christian movies new releases, documentaries, and educational content. You can access the videos through our digital streaming network anytime day or night. SIGN UP TODAY.
The mission of Crossflix Inc. and its parent company Christ Vue Inc. is to spread and strengthen the faith in Christ by offering entertaining Christian movies or films, documentaries, Christian videos and Biblical education for adults and children. Virtually all of Crossflix’s content delivers a strong faith message. Through its success, Crossflix plans to empower Christian Artists, Directors, Producers, Distributors, and Production Companies.
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Dick Giordano/Executive Editor, Jim Baikie/Cover Artist, Pablo Marcos/Cover Artist,
Anthony Tollin/Cover Artist
Mike W. Barr/Writer
Jim Baikie/Penciler
Pablo Marcos/Inker
Albert DeGuzman/Letterer
Dennis O'Neil/Editor
Jason Todd (New Earth)/Quotes
Bruce Wayne (New Earth)/Appearances
Jason Todd (New Earth)/Appearances
James Gordon (New Earth)/Appearances
Paul Sloan (New Earth)/Appearances
Harvey Dent (New Earth)/Appearances
Bradford Thorne (New Earth)/Appearances
GCPD Headquarters/Appearances
Gotham City Hall/Appearances
Wayne Manor/Appearances
Batcave/Appearances
Batrope/Appearances
Two-Face's Coin/Appearances
1987, October (Publication)
Detective Comics Vol 1
Modern-Age
"One out of Two... Isn't Bad...": Batman, Robin and Two-Face are trapped inside a freezing wagon with a bomb set to explode in two minutes, thanks to the evil plans of Paul Sloane, who b
"One out of Two... Isn't Bad..."
Detective Comics Vol 1 #581
Jim Baikie
Pablo Marcos
Anthony Tollin
One out of Two... Isn't Bad...
Mike W. Barr
Albert DeGuzman
Dennis O'Neil
Detective Comics # 580 Detective Comics # 582
Sorry, but you'll have to find another park... we've already got a pair of jackasses!
— Robin
Appearing in "One out of Two... Isn't Bad..."
Robin (Jason Todd)
Commissioner James Gordon
Paul Sloane (Two-Face II)
Crime Doctor (Flashback only)(Behind the scenes)
Beth Sloane (Final appearance)
GCPD Headquarters
Gotham City Hall
Wayne Manor
Gotham Memorial Hospital
Noah's Park (Single appearance)
Batrope
Two-Face's Coin
Synopsis for "One out of Two... Isn't Bad..."
Batman, Robin and Two-Face are trapped inside a freezing wagon with a bomb set to explode in two minutes, thanks to the evil plans of Paul Sloane, who believes he is Two-Face after his face was scarred in the same way. Thanks to his escapist abilities, Batman breaks free and helps Robin and Two-Face out of their bonds. Using the bomb to distract Sloane and his men, Batman and Robin manage to defeat most of the thugs, but Sloane and Two-Face escape.
The next night, Batman prepares a trap for Sloane, luring him to Noah's Park, where he intends to capture him for good. The plan is successful and in the final fight, Sloan's sanity is restored when his wife appears and helps him out of his madness. With his sanity restored, Sloane collaborates with Batman and the Gotham City Police Department in order to deduce Two-Face's next crime and they realize Two-Face intends to steal valuable items from the Gotham City Hall.
Later at City Hall, Batman, Robin, Commissioner Gordon and Sloane foil Two-Face's crime and while the heroes battle Dent's henchmen, Sloane redeems himself by confronting Two-Face and helping capture him in the final fight. With Two-Face captured, Sloane is taken to a hospital, where his face is restored with plastic surgery and everyone's lives return to normal.
The character of Paul Sloan was not used again for almost 16 years until Detective Comics #777, in which all his previous background and the events of this issue were ultimately forgotten. For this reason, it's safe to assume this story, along with the previous issue are not part of the canon continuity, as much of Mike W. Barr's run in Batman.
This story is reprinted in Batman: The Dark Knight Detective, Vol. 1.
Discuss Detective Comics Vol 1 581 on the forums
Cover gallery for the Detective Comics series
Retrieved from "https://dc.fandom.com/wiki/Detective_Comics_Vol_1_581?oldid=2409338"
Dick Giordano/Executive Editor
Jim Baikie/Cover Artist
Pablo Marcos/Cover Artist
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Producer Zanne Devine Inks Overall Deal With Disney Channels Worldwide
By Denise Petski
Denise Petski
More Stories By Denise
‘Psych 2: Lassie Come Home’: Allison Miller, Sarah Chalke, Kadeem Hardison & Richard Schiff Join Cast
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July 24, 2019 8:00am
EXCLUSIVE: Zanne Devine, executive producer of the upcoming Disney+ movie Secret Society of Second Born Royals, which recently wrapped principal photography, and the Disney Channel Original movie Kim Possible, has signed an overall deal with Disney Channels Worldwide. Under the deal, Devine will develop and produce movies for Disney Channel and the upcoming Disney+ streaming service.
“Working with Zanne on Kim Possible and Secret Society of Second Born Royals was such a thoroughly enjoyable and rewarding experience for everyone involved that there was no question that we wanted to extend our relationship with her,” said Nancy Kanter, executive vice president, Content and Creative, Disney Channels Worldwide. “This deal will give us the opportunity to further mine her extraordinary production know-how, her deep relationships in the community and her love of great storytelling for the original movies we will be making for Disney Channel and Disney+. We couldn’t be more excited to have her as part of our movie-making family.”
How Miramax & Blumhouse Brought 'Halloween' Back From The Dead
In addition to her recent projects with Disney Channel and Disney+, Devine produced Needle In a Timestack, directed by Oscar winner John Ridley. In addition to producing the original Easy A, Devine is also attached to produce the newly announced spinoff with writer/director Bert Royal.
Devine’s other credits include the Oscar and Golden Globe-winning I, Tonya; the Halloween sequel, Southside With You and HBO’s multi-Emmy-nominated Cinema Verite.
Devine currently serves as president of Montana North Media, an independent development and production company consulting for various content creators, multimedia platforms and investor groups. Prior to leading her own company, Devine held leadership positions at Miramax, Kennedy/Marshall Company and Universal Pictures.
“I am thrilled to continue working with Nancy Kanter, Lauren Kisilevsky and the entire team to develop unique, new content for the network and Disney+,” said Devine. “It is such a dynamic time in the television industry, with no shortage of creative talent, and I look forward to collaborating with innovative and diverse storytellers to inspire today’s young audience.”
Devine was repped for the deal by attorney Robin Russell.
Disney Channels Worldwide
Zanne Devine
7 Bill Maher Hails Nancy Pelosi ("Our Iron Lady") And Jeers President Trump ("A Racist Teletubby")
10 Disney Boss Bob Iger's 2019 Pay Drops Significantly From 2018 Level
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The Browns Are Eric Mangini's Problem Now
Here's a Rare Discount on the Most Comfortable Boots You've Ever Tried
Shep McAllister
Sunday's Best Deals: Astorflex Boots, Smart Home Essentials, Cold & Flu Meds, and More
Shep McAllister,
Corey Foster,
and Chelsea Stone
Rick Chandler
Filed to:Nfl
The Cleveland Browns have come to terms with deposed Jets head coach Eric Mangini, and will formerly announce his hiring on Thursday. And Romeo Crennel may be staying around as well!
It's still close to Christmas, so let's call it the Gift of the Mangi. From the Cleveland Plain Dealer:
Lerner interviewed Mangini the next day. Lerner was so impressed that he never wavered from Mangini as his first choice. The owner also interviewed Giants defensive coordinator Steve Spagnuolo, Patriots offensive coordinator Josh McDaniels and Browns defensive coordinator Mel Tucker.
Mangini's hiring increases the possibility of Crennel staying with the Browns, perhaps as defensive coordinator. Mangini and Crennel worked five years together on Bill Belichick's New England staff, sharing three Super Bowl championships. When Crennel was named Browns coach in 2005, Mangini was his first choice for defensive coordinator, but Mangini opted to stay in New England as Crennel's replacement in charge of the Patriots' defense.
Going from Brett Favre to Brady Quinn in a month's time is one Mr. Toad's Wild Ride, to be sure. Welcome back Eric, although we never really had enough time to miss you!
Cleveland Browns Reach Contract Terms With Eric Mangini As Head Coach [Cleveland Plain Dealer]
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Coming Soon: LEGO Jurassic World
By Mr. DAPs|2016-05-16T21:32:57-07:00February 4th, 2015|Categories: Geek, Geek News|Tags: Jurassi World, Jurassic Park, Jurassic Park III, Lego, LEGO Jurassic World, Nintendo 3DS, Playstation 3, Playstation 4, Playstation Vita, The Lost World: Jurassic Park, TT Games, Video Games, Wii U, Windows PC, Xbox 360, XBox One|
LEGO Jurassic World Teaser Trailer Fans of Jurassic World will be excited to hear that they will still be able to experience the events of the three previously released movie along with the [...]
Fantasia: Music Evolved Announcement Trailer
By DAPs Magic|2013-06-12T09:22:19-07:00June 12th, 2013|Categories: DAPs Magic News, Disney|Tags: DAPs, Disney, Disney Interactive Media Group, Fantasica: Music Evolved, Magic, News, Video Games, Xbox 360, XBox One|
Disney Interactive and Harmonix are excited to announce Fantasia: Music Evolved for Kinect on Xbox 360 and Xbox One! Become the new apprentice of legendary sorcerer Yen Sid, and explore and transform magical worlds by [...]
All-New, Epic Space Adventure STAR TREK®: THE VIDEO GAME Co-Op Game Lands at Retailers Today
By Mr. DAPs|2016-05-16T21:43:35-07:00April 23rd, 2013|Categories: DAPs Magic News, Geek News|Tags: Kirk, PC, Playstation 3, Spock, Xbox 360|
Console Game Brings Players Aboard the U.S.S. Enterprise as Kirk and Spock to Face Down the Vicious Alien Gorn in an Original Story, as Movie Actors Reprise Key Star Trek Roles for the Xbox 360, [...]
All-New Adventure Awaits Players in STAR TREK: THE VIDEO GAME
By DAPs Magic|2016-05-16T21:43:35-07:00April 22nd, 2013|Categories: DAPs Magic News, Geek News|Tags: PC, Playstation 3, Star Trek, Star Trek The Video Game, Video, Video Games, Xbox 360|
A brand-new Star Trek story awaits players of STAR TREK: THE VIDEO GAME, which is available on Tuesday, April 23, for the Xbox 360, Playstation 3 and PC. Written by BAFTA-award-winning writer Marianne Krawczyk, it [...]
STAR TREK The Video Game Reinvents a Classic Star Trek Villain
By Mr. DAPs|2016-05-16T21:41:59-07:00March 20th, 2013|Categories: DAPs Magic News, Geek News|Tags: Gorn, PC, Playstation 3, Preview, Star Trek, Star Trek The Video Game, Video, Xbox 360|
DAPs Magic Disney News - PRESS RELEASE In the nearly five decades since the U.S.S. Enterprise first ventured into space, her crew has encountered untold foes, but few enemies have been quite as memorable as the Gorn. [...]
STAR TREK THE VIDEO GAME - New Images Released
By Mr. DAPs|2016-05-16T21:41:27-07:00March 1st, 2013|Categories: DAPs Magic News, Geek News|Tags: 2013, April 23, DAPs Magic, Geek News, Images, NAMCO BANDAI, NAMCO Bandai Games, Paramount, PC, Playstation 3, Star Trek, Star Trek The Video Game, Xbox 360|
DAPs Magic Disney News - PRESS RELEASE With less than eight weeks until the release of STAR TREK The Video Game, Paramount Pictures has released new screen shots that reveal more about this completely original adventure [...]
STAR TREK The Video Game Release Date Announced
By Mr. DAPs|2016-05-16T21:38:49-07:00December 20th, 2012|Categories: DAPs Magic News, Geek News|Tags: BAFTA Award, DAPs Magic, Geek News, J.J. Abrams, Kirk, Marianne Krawczyk, NAMCO Bandai Games, Paramount Pictures, PC, Playstation 3, Spock, Star Trek, Star Trek The Video Game, Xbox 360|
DAPs Magic Disney News - by Mr. DAPs This morning details were announced for Star Trek The Video Game. Both the release date and pre-order details were shared in Paramount's announcement. The game takes place [...]
Disney Epic Mickey 2: The Power of Two Video Game Demo Now Available for Download on Playstation®Network and XBOX Live Marketplace for XBOX 360
By DAPs Magic|2016-05-16T21:36:58-07:00November 6th, 2012|Categories: DAPs Magic News, Disney|Tags: DAPs Magic, Demo, Disney, Disney Epic Mickey 2: The Power of Two, Disney News, Marketplace, Mickey Mouse, Oswald the Lucky Rabbit, Walt Disney, Xbox, Xbox 360, Xbox Live Marketplace|
DAPs Magic Disney News - PRESS RELEASE November 6, 2012 - Disney Interactive today announced that a demo of the highly-anticipated “Disney Epic Mickey 2: The Power of Two” video game is now available for [...]
Kinect for Xbox 360 Redefines Learning for Kids With Interactive TV, Storybooks and Games
By DAPs Magic|2011-10-18T13:44:43-07:00October 18th, 2011|Categories: Disney|Tags: Disney, Games, Interactive, Kinect, Nat Geo Wild, Sesame Workshop, Stories, TV, Xbox 360|
DAPs Magic Disney News - PRESS RELEASE Xbox 360 teams up with Sesame Workshop, Nat Geo WILD and Disney. NEW YORK — Oct. 18, 2011 — What if you could learn the ABCs and 123s with Grover? [...]
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Demographics (11) Health (10) Employment and Skills (6) Transport (6) Education (5) Housing (5) Environment (4) Young People (4) Business and Economy (3) Crime and Community Safety (2) Sport (2) Planning (1) Transparency (1) Show 8 more...
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Try typing: hounslow, city-of-london, merton, greenwich, barnet, southwark, lewisham...
Spreadsheet barnet city-of-london greenwich hounslow kingston-upon-thames lewisham merton southwark
Updated a month ago
Healthy and Disability-Free Life Expectancy
This dataset contains healthy life expectancy and disability-free life expectancy by gender, from birth and age 65. Health life expectancy is defined as the average number of years a person aged 'x' would live in good/fairly good health if he or she experiences the particular area's age-specific mortality and health rates throughout their life. Disability-free life expectancy is defined as the average number of years a person aged 'x'...
× 2 (67.79 kB)
bromleyhounslowdisabilitylambethhillingdonwandsworth Block My IP
Greater London Local Authority Region
Local Units by Broad Industry Group, Borough
Data shows the number of businesses (local units such as a factory or a shop) by Broad Industry Groups. Analyses are provided for VAT and/or PAYE based enterprises and local units. Where an enterprise has several local units, the location of the enterprise is generally the main operating site or the head office. The SIC groupings changed in 2009 when SIC2007 was used for the first time. Since 2008 the publication has been enhanced to...
croydonredbridgeenfieldlocal-unitstower-hamletshavering Block My IP
Area of Designated Green Belt Land
Area of Designated Green Belt Land (hectares). Only london boroughs with some greenbelt land shown. A GIS of this land for all of England has now been made available by DCLG. Download the GIS Zip file (27MB) External link: https://www.gov.uk/government/collections/green-belt-statistics
bromleygreenbelthounslowsustainabilityharrowcamden Block My IP
Number of civil partnership ceremonies by place of formation. The Civil Partnership Act 2004 came into force on 5 December 2005 in the UK, the first day couples could give notice of their intention to form a civil partnership. The first day that couples could normally form a partnership was 19 December 2005 in Northern Ireland, 20 December 2005 in Scotland and 21 December 2005 in England and Wales (18 civil partnerships were formed und...
× 2 (59 kB)
waltham-forestealingceremonieslewishamsuttonnewham Block My IP
Workplace Employment by Public/Private Sector, Borough
Table showing numbers of people who work in an area by public/private sector and whether full-time or part-time. Data from Business Register Employment Survey (BRES, ONS) Employment is defined as employees plus working proprietors Figures may not add up due to rounding. Figures are rounded to the nearest thousand and to one decimal place. For example 2.4 is equal to 2,400 employment, and represents a figure in the range 2,350 - 2,449. ...
mertonlambethrichmond-upon-thamesbarnetwaltham-forestbarking-and-dagenham Block My IP
Household Income Estimates for Small Areas
Mean and median average gross annual household income for, Lower SOAs, Middle SOAs, Wards and Boroughs, London, 2001/02 to 2012/13. This income data is unequivalised - that is it takes no account of average household size or composition within each area. The GLA household income estimates (July 2015) replace the experimental estimates released in May 2013. The previous estimates covered 2011/12 only. These estimates cover every ye...
× 4 × 2 (7.6 MB)
supercroydonislingtonhillingdonhammersmith-and-fulhamhounslow Block My IP
Ward Local Authority Lower Super Output Area Middle Super Output Area Region Greater London
Economic Activity by Gender
Economic activity rates broken down by gender. The economically active population comprises those who are either employed or unemployed and excludes those who are economically inactive. The data are taken from the Annual Population Survey, produced by the Office for National Statistics.
gendermertonbarking-and-dagenhambexleycamdenbromley Block My IP
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RPTF/ARSC Sound Collections Database
Recommend a collection
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1. Black Radio : Telling It Like It Was
Production materials documenting Smithsonian's thirteen-part program on the role of radio in transforming the African American community in the twentieth century. The program was produced in 1996 by Jacquie Gales Webb for Smithsonian Productions, with assistance from the AAAMC. The collection contains over 400 hours of interviews and historical aircheck tapes in addition to articles, research files, program scripts, and transcripts. The audio interviews feature conversations with over 150 well-known disc jockeys, radio professionals, record company executives, journalists, and scholars. The historical airchecks include station identifications and jingles, radio interviews with prominent Black figures, coverage of historical events, and programs highlighting or influenced by the contributions of Black performers, disc jockeys, and other important persons in radio.
Performed music, Spoken word, Still image, and Text
Analog audiocassette, Digital Audio Tape, Data cartridge, Optical disc (Including CD, CD-R, CD-RW, DVD, DVD-R, DVD-RW, VCD), Text document, and Data disk (floppy disk)
4.3 linear feet (10 boxes) + 297 audiocassettes (DAT : digital, stereo), 168 audiocassettes (analog), 9 8mm data cartridges, 7 audio discs (CD-R), 3 data disks (1.44 MB floppies)
Repository/Collector:
Archives of African American Music and Culture
Online finding aid:
View on webapp1.dlib.indiana.edu
Performed music1
Spoken word1
Analog audiocassette1
Data cartridge✖[remove]1
Data disk (floppy disk)✖[remove]1
Digital Audio Tape1
Optical disc (Including CD, CD-R, CD-RW, DVD, DVD-R, DVD-RW, VCD)1
Text document1
Interviews (Sound recordings)1
Public service radio programs1
Repository/Collector
Archives of African American Music and Culture1
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State (Location)
This database is a project of the Library of Congress NRPB, RPTF, and ARSC.
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OPINION: Perfectionism, meritocracy, and Protestant work ethic under attack
Posted by: Denis Chabrol in Education, Legal, Opinion, Politics, Race, Society May 23, 2019 0
“NYC Schools Chancellor Richard Carranza has made ‘whiteness’ toxic, Department of Education insiders claim” (NY Post May 18). Unfortunately, switch the color scheme to ‘brownness’ or ‘blackness’ and that claim would quickly find volume and mileage right here in political and bureaucratic Guyana. All one has to do is weigh the years. First, some foreign context.
The basis of the claim is contained in a suit filed by four women, all white, for discrimination. Without delving into the merits or demerits of the suit brought by the still anonymous litigants, the allegation is that they have been “either demoted or stripped of their duties;” and “contend that they were “pushed aside for less qualified people of color.” Guyanese have heard the same litany over and over as being practiced by one administration after another, including the last one and this one. This is part of the context of the suit brought, which I fit into local circumstances, be such Foreign Affairs or GECOM.
I substitute “less qualified people of color” for less qualified of a different color and it has been the Guyanese track, with color being synonymous with race here. Check after every election; do the math; read the color charts and codes. I submit that race has always been the decisive factor. Same thing; same story; same result, same job environment. Matters are a little more subdued this go around, but just a little. Whether mild or monstrous, I further submit that this has harmed and devastated this society through a thousand unkind, untreated, and unsolved cuts. Yet this society hurtles with aplomb toward the fateful precipice of one unchanging election after another, lacking in remorse, dismissive of remedy.
There is, however, something more that is just as disturbing, if not more so. According to the same New York Post article, quoting an anonymous white executive, training efforts emphasized that, “White supremacy is characterized by perfectionism, a belief in meritocracy, and the Protestant work ethic.” I find this troubling and self-defeating, whatever the underlying contexts and rationales, and wherever such is denigrated, and by whomever.
Aside from white supremacy which exists with all of its entrenched perversities and must be denounced unsparingly, I know of many older Guyanese, many migrants, and others of every race and creed and color, who have used those three pillars and dynamics as guiding stars, and found that the related aspirations, efforts, and journeys (all immeasurably grueling) have been worthwhile, honorable, and rewarding. That is, the ideals of striving for “perfection, a belief in meritocracy, and the Protestant work ethic.” The former two are inarguable for their roles in unhindered and unaided (politically) individual successes and triumphs, while the latter no longer is the sole preserve of an austere Protestant calling. I remind that it is that work ethic and the unflagging dedication to standards, which constitute the powertrains that drive minorities, of all tongues and beliefs, to the summits of perfectionism, to claim an earned and rightful place. In so doing, others of a different mental strain and racial stripe are compelled to bow willingly or unwillingly, to the relentless pressures of meritocracy.
I would argue that, in their unperfected ways, Burnham and Jagan and Hoyte fought hard to practice at least two of those three elements in their personal and political lives. I believe in all three. I have tried to go somewhere with them, have managed a little. So, too, did such luminaries as Ben Carson and Barack and Powell. Moreover, I think that that work ethic of Calvin and Protestants in general could be extended to Modi and Gandhi, John Paul II and Francis, Liaquat Ali Khan and Benazir Bhutto, none of whom were or are Protestant. Like them or leave them, but they stand as monuments to a particular kind of exceptionalism and to an even more stirring degree.
The downside and investment are sacrifice, and sometimes disappointment: the waiting, the denying, the marginalizing. The joy is in the overcoming. This is the sinew and self-belief that younger Guyanese need; this is the endless symphony that must resound in the head and heart. I can. I must. And, I will. And if that is perfectionism and meritocracy and the Protestant work ethic, then I am all for it, with every fiber of me. It was what I sought to impart unflinchingly and continuously during my tenure at the Marian Academy. It is what I know. It is what I recommend anywhere and everywhere to all. Followers of Darwin might think he prevails; I see it as an altogether different, special kind of grace.
Failure to reach for and embrace those lodestones is a recipe for complacency with mediocrity, for the poverty of the ordinary, and generosity toward indecency. My people were poor, but they had pride and conviction. I would like to think that I have that, too. My peers, brown and black and off-white, were maybe not as poor, but they, too, possessed that high-octane self-respect to rise beyond circumstances, beyond limitations, and beyond those desiring to keep down. That is why so many have made their place. It is because they have given of their best and, in time, been recognized by the best as the best. Can’t keep a good man (or woman) down. Not for long. Not with some fires burning. Not with discontent at being in second place. And not with total rejection of relegation (through force or by self) to the back of the line.
Therefore, I disagree most strenuously with Chancellor Richard Carranza of New York’s Department of Education, if such was indeed the case. I would assert most wholeheartedly that this “perfectionism, a belief in meritocracy, and…work ethic” are what this country needs through a sustained display of dedication to those priceless essences and standards. They can only take forward and upward.
class employment discrimination Guyanese lawsuit meritocracy New York City New York Post article perfectionism Protestant work ethic race 2019-05-23
Tagged with: class employment discrimination Guyanese lawsuit meritocracy New York City New York Post article perfectionism Protestant work ethic race
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By Uncle Fester, November 28, 2019 in Melbourne Demons
Uncle Fester 2,382
Favourite Player(s):That chick on youporn... yeah you know the one
A bit of a random topic, but as I get older I really like this time of year. You see these kids, just out of school, and all elbows and knee caps, suddenly thrust into the limelight, cameras thrust in their faces, and they ummm and uhhh as they are asked a million and one questions (and you can see them thinking 'Can't I just say "I like footy?').
Fast forward ten years from now and those teenagers are now hardened warriors. They are used to playing in front of thousands of people. They are big and strong, and have mixed it with the toughest the game has to offer. And interviews... they take it in their stride as if having a news crew following you into work is what happens to everyone.
It's fun to sometimes remind myself that the tough guy just won a big game off his own boot was, not that long ago, a nervous teenager that had no idea what life had in store for him.
Nasher 25,710
PLUGGER McDONALD
What becomes more evident as you get older is just how young 18 is. It gets harder and harder to reconcile how 18 can count as “adult”. The interview with Jackson was one of a kid in a man’s body bouncing off the walls with excitement (which I loved by the way). Unsure at what point I officially became an old fart but it appears to have happened.
6 minutes ago, Nasher said:
For me it was when I realised that if I was good enough to play footy at the highest level I would be retired by now.
Got a kid at my work that is going of to join the police force. He is a baby. In 3 years time he will probably be tasering me when I tell the barman when I've had enough.
But I guess I brought it up just to remind us that they are babies, and we do put a hell of a lot on their shoulders (although maybe the elastic nature of youth helps here), and also to enjoy the journey. They are, in a sense, our kids as well. And it is nice to watch them grow up.
Edited November 29, 2019 by Uncle Fester
La Dee-vina Comedia 7,927
2 hours ago, Uncle Fester said:
Great post. We should also remember that across the competition not all the 18 year olds who have just been drafted will make it to become hardened warriors in 10 years time. Many will find the dream extinguished in a very short time. Let's hope that our boys make it, but if they don't, that they can be happy that they gave it a red hot go.
26 minutes ago, Demonland said:
Yep. Although I’m still young clearly- I’d be the second oldest player in the AFL after Shaun Burgoyne. The prospect of people being able to maintain elite fitness at my ages seems absurd to me, I can’t scrub the toilet without my knees hurting, and I only have to look at a carb to stack on 5kg.
Axis of Bob 3,336
I decided that I was old once I realised that, even if I sudddenly became Haydn Bunton, I still wasn’t going to get drafted.
roy11 120
Favourite Player(s):Fritzl, Helmet and Hunt
1 hour ago, Demonland said:
For me it was a bit of a "woah" moment when suddenly my favourite player was younger than me.
Still find it strange watching players play when I've seen their dad kick a ball etc (AFL & Soccer)
sue 5,026
I've always liked Tom Lehrer's line (in a somewhat different context):
It is a sobering thought that when Mozart was my age, he had been dead for two years.
Go the Biff 1,566
15 minutes ago, sue said:
De-composing ?
Fifty-5 7,851
Favourite Player(s):Neville Jetta
It was a bit of a shock last year when all the draftees DoB were in the 2000s
mauriesy 3,258
I thought I was getting old when I saw draftees that were born in 1970.
ding 3,134
Favourite Player(s):The good ones.
Im never getting old
John Demonic 1,700
The draftees girlfriends sitting next to them make me feel old.
doc roet 633
For me it's when the Prime ministers are younger than myself.
Life is a roll of toilet paper.
Runs out quicker towards the end.
CBDees 2,896
Location:Inner Melbourne
Interests:diving with big sharks, racing windsurfers, contemporary art, consuming fine wines & watching the Dees
Favourite Player(s):Harmes, TMac, Hannan, Hunt, Oliver, Viney, Petracca, Hibberd, Lever, Salem, Brayshaw
13 hours ago, Fifty-5 said:
An even greater shock to me (born in the first half of last century)! 😕
Good Lord George 1,811
Favourite Player(s):Clarry, Max, Gus and Lord Nev
19 hours ago, roy11 said:
I was the same, and it's happened quite recently; once people were saying Jonesy should give it away, that he was too old (he's about 2 months older than I am).
That was it for me.
10 minutes ago, Good Lord George said:
dont worry georgey, there's stil a spot for you on the half forward flank of life.
Mazer Rackham 7,382
21 hours ago, Nasher said:
Yep. Although I’m still young clearly- I’d be the second oldest player in the AFL after Shaun Burgoyne.
It's a rite of passage to first note that you can't be THAT old because there's still one active AFL player older than you ... and then see that player retire ... it's your official decent into old fogeyism. You are then allowed to use words like "whippersnapper" and "when I was young(er)" and "these kids today".
12 minutes ago, Mazer Rackham said:
I can’t wait! I’ll definitely notice when Burgoyne retires. Anyway I’m definitely happy to already declare myself an old fogey - knowing the rate of deterioration of the moving parts of my body gives me a serious appreciation for these blokes that kick on in to their mid-late 30s, and mine hasn’t been subject to 20 years of punishment of contact sport at elite level. I don’t reckon the young men and women in their early 20s would truly be able to understand that; I certainly didn’t.
The Shaun Burgoynes and Kade Simpsons of this world definitely have a gift.
I think the next milestone after that (unless you were a very active teen) is having a kid that is Draft Age. *
* IF YOU HAVE GRANDKIDS WHO ARE DRAFT AGE YOU PROBABLY CAN'T READ THIS LINE
WHAT WOULD THAT MEAN FOR THOSE WHO HAVE GRANDKIDS OF DRAFT AGE? YOU YOUNG WHIPPERSNAPPER
Ethan Tremblay 19,609
I realised I wasn’t young anymore when I worked out that if I had a kid at the same age my parents were when they had me my kid could be playing AFL next year.
markc 926
Favourite Player(s):Steven May
life is way too short .you need to stop and enjoy it once and while , as before you know it your time will be up
In Harmes Way 2,444
I’m 50 in March and still believe I could pull on the jumper and have a crack.
Unfortunately they don’t make the jumpers big enough to fit.
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How to Order an Essay
Managing People And Absence Management Management Essay
Managing attendance at work is recognised as being an increasing priority for all employers. Both short term and long term absences have a significant impact upon the efficiency and resources of any company and the management of such absences can have a significant effect on both the company and the individuals who are involved. The focus will be on Coleg Sir Gar and how they deal with absence.
One of the key challenges facing organisations is how to manage absence effectively to ensure that those who are genuinely sick are fully supported, and that the small minority whose absence is not health-related is deterred. UK legislation places a duty on employers to safeguard employee health, safety and welfare, in addition to which there are rising expectations among staff of what employers should be providing in terms of working conditions and benefits. Adopting an approach to sickness absence management that is both supportive of the genuinely sick and that acts as a deterrent to the few whose absence is not health-related is difficult to achieve, but a crucial element of successful management practice.
While the majority of absence is thought to be genuine and related to ill-health, a number of factors appear to have an impact on absence levels. These include motivation, work levels and morale within teams. Individuals perceive their work as stressful – due to factors such as overwork, heavy administrative loads and relationships within their teams. Many individuals who feel valued in their roles are less likely to take sick leave as they appreciate that their contribution is important to their organisation. Other causes of absence include needing to take time off for domestic responsibilities such as childcare. Although most organisation have in place a policy relating to special leave aimed at coping with domestic emergencies, awareness of this leave does not appear to be high.
The presence and implementation of a good sickness absence policy is an important first step to managing absence well. Ideally, a policy should be clearly understandable and take into account different causes of absence and develop appropriate ways of dealing with these. It is also vital for an organisation to accept that a certain level of employee absence is an inevitable feature of working life. Appropriate support should be offered to employees who are absent and unable to work for health reasons, and a policy should ideally recognise that employees may sometimes need to be absent for reasons other than health, and that this should not be counted as sickness.
Absence is very expensive. The CIPD annual survey ‘Absence Management’ 2009 was based on replies from 642 employers in organisations employing a total of more than 1.9 million employees. The average cost of absence per employee per year was £692, which is a slight increase from the previous year’s figure of £666. The annual cost of absence, as last year, is highest in the public sector, averaging £784 per employee per year; however, this represents a reduction from the previous year’s figure of £906 per employee per year. Manufacturing and production employers recorded the next highest cost at £754 per employee per year, a slight fall from the figure for the year before of £759. Absence costs among non-profit organisations also fell slightly to £698 from £741 per employee per year. Private services organisations recorded the lowest annual absence costs, averaging £666 compared with the previous year’s figure of £663. For an organisation with 1000 employees, this is nearly three quarters of a million pounds per year. But direct costs are only a part of the problem. Absence disrupts production, operations, customer service and morale. Organisations have to spend extra money on temporary cover or overtime as a result. And unchecked absence can lead to bad feeling, conflict and disciplinary action, including dismissal. And that can lead to tribunal hearings, and even compensation payments, if organisations are unable to demonstrate that they have acted fairly.
Why measure absence?
A key element of managing absence effectively is accurate measurement and monitoring. An organisation must assess if it has a problem with absence, its extent and the best way to tackle it. Only 41% of employers monitor the cost of employee absence, a figure which has remained low over the last few years. Employers should collect and use data to identify particular patterns of absence and underlying causes, for example, the management style of a particular manager or an increase in workloads. It can also provide evidence of how absence impacts on the bottom line and why it is worth investing in an effective absence management programme.
Read also Differences In Leadership Styles Of Managers In Vodafone
There are a number of measures that can be used to assess absence, each of which gives information about different aspects of absence. There are two aspects to absence in Coleg Sir Gar:
1. Total time lost 2. How that time is distributed.
Total time lost
This is the crudest measure and the one used most often. To calculate this, the total number of days that could be worked in the organisation is added. Then the number of days that were lost due to absence are deducted and expressed as a fraction of the total. In a sense, this is the cost of the ‘extra people’ that the organisation has to employ purely because of absence. For example, an organisation of 1000 people with an absence rate of 3.5 per cent has to employ 35 more people than would otherwise be necessary, just to cover the absence.
How that time is distributed
Many organisations only measure the total time lost. Yet this figure can describe several quite different problems. In a department of 30 people, an absence rate of 3.5 per cent could result from one person being away for a year with a long‑term illness, with no other absence in the department, or it could result from everyone taking small amounts of time off. Or it could result from a few people taking quite long absences. Before you can define the problem, you have to ask:
Who is being absent?
How often are they being absent?
How long are they being absent for?
Bradford Factor
The Bradford Factor identifies persistent short-term absence for individuals, by measuring the number of spells of absence, and is therefore a useful measure of the disruption caused by this type of absence. It is calculated using the formula:
S x S x D
S = number of spells of absence in 52 weeks taken by an individual
D = number of days of absence in 52 weeks taken by that individual
10 one-day absences: 10 x 10 x 10 = 1,000
1 ten-day absence: 1 x 1 x 10 = 10
5 two-day absences: 5 x 5 x 10 = 250
2 five-day absences: 2 x 2 x 10 = 40
The trigger points will differ between organisations. As for all unauthorised absence, the underlying causes will need to be identified. So should we try to manage absence? After all, if someone is ill, they are ill. The answer is that we should. And there are several reasons for this. Stopping theft of working time. Some people do take unauthorised time off for no reason other than personal gain. These people are stealing. They are stealing from their employer, because they are being paid for work they are not doing, and they are putting unfair extra work on to their colleagues. Stopping this theft of time is a clear moral and legal imperative.
Some people take time off because they have a problem. This may be a personal problem, or a problem affecting someone close to them. By investigating the absence, managers can find out about such problems. In many cases, the organisation will then be able to offer support to the employee. In the longer term, this will reduce absence and help the employee. Some people take time off because of stress or unhappiness with work. It is very likely that these problems will be affecting performance generally, quite apart from affecting attendance. Investigating the absence may uncover such problems and enable the manager to address them, resulting in better performance in general and less absence.
There must be no question of trying to coerce someone who is genuinely and unavoidably ill into coming to work. But in this case it is still important that the organisation knows the facts and so is able to plan its response accordingly. The sick employee may well suffer unnecessary extra stress and anxiety if he or she is not sure how the organisation views the illness. Directly confronting the illness, and being clear about the organisation’s attitude to it, will not only help the organisation know what it has to deal with, it can help the employee deal with the illness, too. Confronting and discussing absence not only helps the organisation, it helps the absentee.
What causes absence?
First, the causes of absence should be looked at to provide insight into the problem and to illustrate the areas where policy has an influence. Research shows that the causes of absence fall into the following four distinct clusters:
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The general health and lifestyle of employees and its impact on attendance at work has been a popular topic for research. Virtually all studies demonstrate a clear link, for example, between smoking and increased absence. Similarly research shows a strong link with excessive alcohol use and absence. For a proportion of employees there is a strong direct relationship between absence and poor health, but for others nonâ€medical factors are equally important. Absence management polices need to discriminate between those who are unavoidably absent due to illness and those whose health is affected by factors over which the employer can have some influence. Employers who are able to support health education programmes which promote healthier lifestyles and actions such as providing healthy meals at work, encouraging exercise and aiding those who wish to give up smoking will all benefit from the improved general health of employees and reduced staff sickness rates.
Some aspects of the working environment affect the wellâ€being of staff. Research into how work is organised has shown the importance of team working with absence being lower where people work in small collaborative teams. Absence can also be a way of avoiding aspects of work that are emotionally demanding or stressful. The long hours culture also has an adverse impact on absence. A strong link exists between those who consistently work more than their contracted hours and both psychological and physical sickness levels. Management actions such as team working, awareness of health and safety issues and discouraging the working of excessive hours can all help to reduce the adverse impact of these factors.
How employees feel about their working lives has been shown to be an important influence on attendance. Research has demonstrated that organisational commitment has a directly beneficial effect on absence and through this to business outcomes. The major influence on the creation of this commitment has been identified as the line manager and the quality of their relationship with their staff. The sensitive handling of change within organisations, often in the hands of line managers, is also essential as various features of the change process are associated with deterioration in employees’ health. These include uncertainty, lack of control, role ambiguity and job insecurity which can lead directly to reduce physical and mental health. Stress and absence are generally also shown to be related, although in the field of research the definition of stress is problematic and whether it should it be regarded as psychological or as a series of physiological symptoms has not yet been resolved. Career satisfaction is one of the more powerful predictors of absence behaviour. Absence is higher among those expressing dissatisfaction with their careers. Among those who have marketable skills and are often absent the likelihood of them resigning is high. A link also exists between resigning and attendance behaviour. Those with poor attendance records are more likely to express an intention to leave and there is evidence that those with high absence rates are indeed at a greater risk of leaving.
What policies need to contain?
Good policies should clearly define the roles and responsibilities of key factors such as line managers, senior managers, the HR function, the occupational health function and the individuals themselves. They should also establish procedures to ensure that each case is treated in the same way and that standardised information on absence is collected. The first step to managing absence effectively is to ensure that you have a clear policy in place that supports your organisation’s business objectives and culture. Legislation requires employers to provide staff with information on ‘any terms and conditions relating to incapacity for work due to sickness or injury, including any provision for sick pay’.
Effective absence policies must spell out employees’ rights and obligations when taking time off from work due to sickness. The policy should:
provide details of contractual sick pay terms and its relationship with statutory sick pay
outline the process employees must follow if taking time off sick – covering when and whom employees should notify if they are not able to attend work
include when (after how many days) employees need a self-certificate form
contain details of when they require a fit note from their doctor
explain that adjustments may be appropriate to assist the employee in returning to work as soon as is practicable
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mention that the organisation reserves the right to require employees to attend an examination by a company doctor and (with the worker’s consent) to request a report from the employee’s doctor
include provisions for return-to-work interviews as these have been identified as the most effective intervention to manage short-term absence.
Sickness absence policies are put in place to manage sickness absence. Staff are expected to maintain a satisfactory record of attendance. However, the aim is to balance the sensitive nature of individual sickness and ill health against its needs to achieve its objectives. As a caring employer, the aim is to assist employees to retain or regain good health. It is essential that the procedures be carried out with tact and sensitivity and a realisation that the management of attendance is the joint responsibility of the line manager and the individual member of staff. Human Resources (HR) will be available to advise and support line managers and their staff. Employees may be requested to consent to be examined by the occupational doctor or nurse and to agree to allow Occupational Health to provide a medical report. Employees may also refer themselves to Occupational Health. If a member of staff fails to comply with notification or certification procedures or otherwise abuse the procedures, the disciplinary procedure may be used. The policy and procedure that apply are:
This policy and associated procedure incorporate the following principles.
The policy and procedures will be applied to all members of staff in a consistent manner and without discrimination.
Any action taken will be reasonable and necessary. Members of staff involved are entitled to be heard with courtesy and respect.
Information relating to sickness absence will only be shared with individuals who have a need to know.
If issues of attendance arise within these procedures and a formal approach is required to deal with them, a member of staff will be entitled to be accompanied by a trade union representative or by a work colleague.
Conclusions & Recommendations
Accepting absence as unavoidable and inevitable in an organisation creates a culture of poor attendance. This highlights the critical role of managers in communicating clearly the organisation’s expectations on attendance. Without positive action it is possible to have a culture where absence is just accepted as uncontrollable, or in the worst scenario, viewed as entitlement to extra leave.
Overall, it is clear that managing absence is complex, and a successful approach must involve a mix of elements that successfully support those that are genuinely ill and deter the small minority of those that are absent for non-health-related reasons. Line managers are key in terms of implementing the policy, but they must be adequately supported by other areas of the organisation, such as senior management, the HR function and the occupational health function. Further, it is important for line managers to achieve the right balance when managing sickness absence, and to learn to tailor their approach appropriately. For example, in terms of the frequency and type of contact with individuals during long-term sickness absence, what is right for some individuals may not work for others, who may want more or less frequent contact? It is therefore up to line managers to find the appropriate balance between what is perceived as intrusion and support.
Communicating the objectives of any attendance policy clearly to all staff members is essential. A policy which is to be credible and successful needs to be understood throughout an organisation and applied consistently and fairly. An individual’s case of sick absence, depending on length, can require actions from various individuals and services such as the line manager, senior managers, the HR function, the HR Business Partner, Occupational Health Services and the Employee Assistance Provider. For an attendance policy to be effective in practice it is essential that the respective roles of the individuals and services involved in managing cases of absence are defined. This ensures that cases are handled systematically and efficiently. At any point in an absence it should be known who is responsible for each aspect and what outcomes are to be expected. Once the areas of responsibility are defined the procedures to be applied need to be established. This makes certain that each case is treated the same way, that similar approaches are used and standardised information collected.
Word Count excluding references: – 3,090
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Xenophobic attacks: Why I am attending WEF in South Africa – Ezekwesili replies Presidency
Former Minister of Education, Oby Ezekwesili, on Wednesday came under attack following her decision to attend World Economic Forum, WEF, in South Africa despite Nigerian government’s withdrawal from the event.
DAILY POST reports that Nigeria had earlier announced the decision to boycott World Economic Forum on Africa billed for Capetown, South Africa, from September 4-6 over the xenophobic attacks.
Vice President, Yemi Osinbajo was to represent Nigeria at the forum.
But, Bashir Ahmaad, aide to President Muhammadu Buhari, on his Twitter page disclosed that Ezekwesili and some other Nigerians will still be attending WEF in South Africa on their own
He wrote: “Nigerian government has boycotted the World Economic Forum holding in Cape Town, South Africa, but some individuals from Nigeria including a former Minister are attending on their own.
“Madam Oby Ezekwesili, she is attending the WEF in Cape Town, South Africa.”
But, Ezekwesili in response to Ahmaad’s tweet said she would be attending WEF because of citizens at risk in South Africa.
She noted that she does not need Buhari’s government to decide her participation in WEF.
Ezekwesili on her Twitter page wrote: “Please send that aide to school to get proper education.
“Who told him that a private citizen like me needs their Nigerian government to decide my participation at WEF ? Imagine.
“I am doing more for our at-risk citizens.
“Who has time for their nonsense politicking with citizens’ lives?”
Related Topics:ezekwesiliSouth AfricaWEFxenophobic attacks
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These Silver-Lined Underpants Will Protect You From Radiation
Now THIS is what crowdfunding is all about
05.08.2014 | Matt Fox |
I often think to myself: wouldn’t it be simply amazing if my underwear could protect me from harmful radiation?
It looks as if my prayers have been answered.
Introducing Wireless Armour Underpants! A Scottish scientist named Joseph Perkins claims that the metal he has woven into the prototype Wireless Armour underwear (pictured below) creates a small Faraday cage that will save you from 99.9% of all radiation. Now we can all feel free to have a seat on top of our microwave ovens without fear. Or whatever it is you’re supposed to do while wearing these things.
Perkins says the pants are becoming more and more essential because of falling sperm counts, a phenomenon which he believes is a result of of the smartphones, tablets, and other electronic toys we’re using every day. According to Joseph, the cage–invented way back in the 1800’s by Michael Faraday–distributes all electromagnetic radiation evenly around it.
“The communications systems in parliament and vital military installations are all protects by Faraday cages to stop them being interfered with. Now you can protect your most valuable assets too with Wireless Armour,” proclaims Perkins on his fundraising Indiegogo page. “This covers the entire range of radiation emitted by wireless devices, from voice and texts through to 4G and Wi-Fi.”
Joseph says he needs to raise £30,000 in order to go into production, and early backers of the project can snag a pair of skivvies for just £14. It will rise to £24 for later backers.
So, are you ready to help stop the wireless generation from becoming the last generation? Personally, I don’t know how I ever survived without a pair of these. Then again, I don’t have any children. Hmmm…
Let’s just hope Mr. Perkins was smart enough to make these things comfortable. Otherwise, he’ll never win over a particular demographic that likes to be…well, free:
Matt Fox
Fox has history in broadcasting that spans two decades. From his early days as an FM host and club DJ in the mid-90′s to his later experiences in political talk radio, he has always had a knack for combining topical news with his love for popular culture. Those experiences culminated in his position as executive producer for several radio shows featured in the TALKERS Heavy 100. Originally from New York, Fox has made the great pilgrimage down to sunny south Florida.
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All my aimless thoughts, ideas, and ramblings, all packed into one site!
Advertise on DTMMR
Elsewhere I Can Be Found
Let Me Take a Minute to Introduce Myself
March 14, 2014 March 14, 2014 Dan O.
Next best thing to do after selling the dopest meth? Drive cars. Betch.
After one of his best buddies tragically dies in a street-racing incident, driver/auto-mechanic Tobey Marshall (Aaron Paul) is thrown into jail, even if he isn’t the one who caused the accident. That title blame should go towards Dino Brewster (Dominic Cooper), an entrepreneur who decides that he’s had enough of Tobey’s ways of showing-off, and wants him gone. Well, in his case: Mission accomplished. Tobey takes the jail-card for a little over two years and you’d think he’d learn his lesson. But nope, as soon as he walks right out of jail, he meets up with his good buddy (Scott Mescudi, aka, “the Man on the Moon”) and they’ve already deviled-up a plan that consists of them getting into this big, annual race to settle the score once and for all. And by actually getting into that race and therefore, being able to face-off against Dino once and for all, Tobey would have to strut his stuff all the way from New York to California, in hopes that the tournament-owner (Michael Keaton) will see him, be impressed and allow him to qualify for the race. However, when you’re driving a fast-as-hell Mustang, and traveling cross-country, it’s a bit hard to stay out of harm’s way, or the law’s way, to be even more exact.
Don’t worry, I get that this is based-off the video-game because I myself, back in my younger days, actually played it and loved the hell out of it. So that means I understand that this movie isn’t devoid from the same material as those the Fast & the Furious movies, but here’s what I can’t seem to wrap my head around: Why would you even bother trying to make a whole other street-racing movie, when that franchise has been kicking ass for quite some time. Sure, right now it has run into a bit of a hurdle, but from what it seems like, they’ve bounced right back and already have a movie zooming into theaters sometime soon.
“YO MISTAAA WHITTEEEE!!!”
So I ask once again: Why does this movie, another street-racing genre-pick need to exist?
Well, the simple answer is: To make money. That’s it and nothing about it.
That’s all Hollywood is really concerned with, so instead of just making up another story about a bunch of people who like to do underground, street-racing, why not just adapt the story itself from a video-game? Or better yet, how about we just take a random, conventional story, plop the title of the video-game on it and then be able to say, “Oh no, it’s different”? Because that’s exactly what it seems like they did here.
Not only did they take a video-game that people know and definitely love, but they’ve also brought-back the “street-racing movie” genre, back to its root. See, in this day and age where most of our street-racing movies are getting themselves further and further away from the driver-seats, and more into whatever type of action most blockbusters follow, this movie wants us to remember what it’s like to feel the rush of the velocity in the air; the constant life-or-death aspect that comes into the equation when driving insane, ludicrous speeds; and also, how cool you can look and be, when you’re driving a sexy-as-hell ride, yo. And I have no problems with those types of movies whatsoever, in fact, I welcome it, but there’s something here that just really knocked me down, again and again; and I think that all comes down to the fact that this is just about over two-hours.
Yep, it’s that long, and trust me, it does not need to be one bit. Sure, most of the premise revolves around these characters getting from one end of the U.S., to the other, all by vehicle, but they could have easily tightened that part up, or gotten rid of it all the same. Much rather, they could have just had this story focus in on how this Tobey guy wanted to extract revenge in any way possible, and by doing so, he decides to challenge him to the almighty, climactic final race of a life time. That would have been really simple, swift and good for the movie itself, had they decided to go in that direction.
BUT NO!! Instead, we had to get a cross-country field-trip that is about as exciting as being on a chariot with your mom (except we do get to see these people pass an RV), that features these people driving a whole heck of a lot, and pulling-off some mean, nasty and dangerous stunts, just all for the sake that this Tobey guy can get a chance to get his revenge, clear his name and show this baddie whose boss. It’s weird, because although I’m usually good at suspending my disbelief for any movie, just as long as it’s fun, but I just couldn’t here. Every time Tobey would be driving on the wrong side of the road, having near, head-on collisions with various other cars or almost killing a load of pedestrians, I couldn’t help but feel bad for all of them, not Tobey.
In fact, I felt like he, as well as all of his buddies that lent him a helping-hand in all of these shenanigans, were actually somewhat of dicks. Not only did they want to get a chance to prove themselves as a bunch of mofo’s who know a thing or two about racing cars, but they were so dedicated to do so, that they just didn’t care about what the hell else, or who else it was that was around them. They just kept on driving, and driving, and driving, and driving, and after awhile, it downright nearly killed me. By the hour-and-a-half mark, I had about had it up to here with all of the constant revving of the engine, the spinning of the wheels and the violent car-crashes being after-thoughts. Usually I don’t care for this type of petty-stuff in better movies, but here, I totally did and it got to me.
However, what sucked the most, is that I knew I had about 30 or so more minutes left to go.
Like, what is she doing?!?!? Chicks aren’t supposed to be doing that, right?
As much as I felt bad for myself, I couldn’t help but want to extend my tender love and care towards the cast, who clearly showed up, trying their hardest. Sadly though, barely anybody comes out of this movie unscathed; not even Aaron Paul. I must say that for Aaron Paul, head-lining in a major-motion blockbuster, post-Breaking Bad, is definitely an inspired, if ambitious choice on his part, but it comes off more like a paycheck gig than anything else. The script only allows him to grit his teeth, stare out from the driver’s seat as he grips the steering-wheel and, occasionally yell whenever necessary. There are some bits and pieces of his natural-charm sprinkled throughout, but overall, it’s just a weak performance from somebody who deserves so much damn better. Oh well, can’t feel too bad though, because he most definitely got a nice, new beach house out of this.
Another strange aspect behind this movie is the fact that both Scott Mescudi and Dominic Cooper are given top-billing in this movie, despite most of the world not knowing exactly who the hell they are (especially Cooper). Sure, people know Scott Mescudi if you’ve ever listened (*cough cough* gotten high) to Kid Cudi’s music, but you’d never know that it was him in this movie, just by reading the poster or the advertisements; same goes for Cooper, who was probably just given a chance to be a big name because he plays the main-baddie here. Regardless of all of this talk, neither are very good, which may be a case of the script, or it may just be because they both read it wrong. Either way, something wasn’t mixing well here and there needs to be someone to blame. My heart tells me the script, but my head tells me the actors themselves. I don’t know. Let me just move the hell on.
The only two in this movie who inject some form of life or energy to be found in this piece whatsoever are Imogen Poots and Michael Keaton. Poots is becoming another one of my famous “darlings” because, as of late, I’ve seen her show-up in stuff and just bring so much life into whatever it is that she’s doing. She’s wonderful here as the British, quirky, free-spirited and very smart gal that Tobey gets stuck riding with for this long trip of theirs, even if it does seem like the script treats her as both “annoying” and “unnecessarily emotional”. I mean, she sticks up for herself, knows a thing or two about cars and even gets behind-the-wheel on more than a few occasions, what the hell is so wrong about that? Damn, men and all their misogyny! As for Keaton, I think we all know by now how hilarious, fun and awesome this guy can be, and that’s no different here. I’ll just leave it like that. On a positive note, despite the fact that the movie was a stinker.
Consensus: Car-junkies will probably love every bit of the two-hour-long Need for Speed movie, however, for everybody else, it will become a real bore, real soon and barely ever change from being anything but.
3 / 10 = Crapola!!
Pick a lane, bud!
Photo’s Credit to: IMDB, Collider, Joblo, ComingSoon.net
3-3.5/10
Ramón Rodríguez
Scott Mescudi
Published by Dan O.
I just love everything about films. Watching, reviewing, discussing, anything about films is what I love. View all posts by Dan O.
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whitdenton98 says:
Yikes, sounds pretty bad. I think I’d rather rewatch Fast Five than see this. I haven’t even watched Breaking Bad so I see no reason to watch this. Oh well. Really good review though!
I would say that’s a good idea. Definitely makes this seem a lot shittier.
Good review Dan, I’d agree the movie wasn’t very good at all. The writing was absolutely horrible but I actually did not flat-out hate it. I’m glad that you thought Imogen Poots and Michael Keaton were best of the lot here because I did too they made the movie more enjoyable. I loved the racing sequences but I’d agree, it got numbing after awhile. There was so much of it
After awhile, I just stopped caring about all of the racing and action, and just wanted the damn thing to end. Two-hours later, I got my wish.
True that. It was wayyy too long for a racing movie.
A bland one, at that.
JustMeMike says:
Street racing? – Rebel Without a Cause (James Dean)
Cross country field trip – Smokey and the Bandit (Burt Reynolds)
Are you saying this one fits somewhere in between in theme but is nowhere in sight in terms of value or worth?
So if the script mostly allows him to just grit his teeth as he stares at us from behind the wheel with a few shouts here and there — how is that an inspired choice of a role by Mr. Paul? Or is it just a paycheck film for him? It is like you rolled a carpet out for we readers and for Aaron Paul to stride on, but then you yanked it out from under.him.
Then later you say your heart tells you it is the script , then you say your heads is all for calling out the actors.
Besides that = I liked the wrap up – with the high praise for Keaton despite the fact that the film was a stinker. Then calling it ‘on a positive note’/
Good review! I saw the trailer for this and even that showed (to me) that it was going to be bad. I will rather stick with Fast and the Furious for my fast car fix!
I would say you definitely should.
Terry Malloy's Pigeon Coop says:
Man this looks terrible. I love Aaron Paul but this is clearly a cash grab by him. They wanted a hot name and he wanted to drive around in fast cars. Both got their wish but the result seems awful.
I guess they both did, but man, it was at our expense, that’s for sure.
mikeyb @ screenkicker says:
Why is it so long!!! Also I can’t take a film seriously when the main character is called Tobey
That is a bit goofy!
Mark Walker says:
Oh dear! I was wondering how Aaron Paul would fair with his transistor to movies but it would seem he’s not off to best of starts. Good work Dan.
He’s not off to the best of starts just yet, but he holds out promise.
thomasjford says:
Seeing as I have no interest in cars at all, and have never even seen a F&F movie, I’m steering (pun intended) well clear of this! Aaron Paul, from Breaking Bad to this. Why oh why!
Ooh, you pun-master!
Pop Eye says:
Nice review, Dan! I disagree with most of it (as you know), but I like the Imogen Poots shout-out: wonderful and underrated actress.
Very underrated as I don’t hear too much of her at all. However, she was fine here and definitely is going to be on my radar.
Russel DDK says:
Was so looking forward to this for 3 reasons – I love car based movies (Smokey and the Bandit and some of the Fast & Furious Films are among my all time fav movies), it was based of a popular video game which like you I too enjoyed back in the day, & I was interested to see why had Aaron Paul chosen this after Breaking Bad. After reading your review, Dan, I’m not that keen on this movie. Maybe I’ll give it a try at home sometime later.
Maybe when it’s on HBO by the summer, or something. But I’d say not to get too crazy about getting a chance to see it.
jjames36 says:
I expected this to be wretched. Not surprised to see you confirm as much. Good review.
Yeah, it’s pretty much junk. No way of getting around that.
guysfilmquest says:
Thanks for the heads-up on this one! I figured its quality was going this route, and you basically confirmed it for me. I’ll either wait for DVD or won’t watch at all. More time for Grand Budapest Hotel! (not that there was any question about that one)
That definitely means you gotta see that! It’s worth it!
keith7198 says:
This one hasn’t interested me from the start. Perhaps the only mildly interesting thing would be the fact that very little CGI was used. But that’s not enough for me to shell out 10 bucks and a trip to the theater to see it!
It did use a lot of real-life effects, which I’ll give plenty of credit towards. However, it didn’t really add to much.
I would figure that they would only go so far in terms of entertainment.
devnicsmith says:
I’m a huge Fast and Furious fan, so when I saw the trailer for the first time I knew it wouldn’t hold
a candle to them. Good to know I shouldn’t waste my time. Great review!
And it doesn’t! Don’t waste your time!
dbell94 says:
my mans Aaron Paul did it all for the money bitch!!!!!
Three Rows Back says:
I’d love to say I’m surprised, but boy the trailer for this looked lame!
reel411 says:
ugh i am so over the street racing movies.
angie chui says:
Awww, I was so looking forward to seeing it because of Aaron Paul! Bummer
The Hot Rod says:
I’m sorry, but every time I see this film advertised or written about, I keep coming back to that line from Top Gun, and it ruins it for me.
This sounds like stupid fun, though.
Pass the Popcorn! says:
Wow, I expected this movie to be bad, but this bad? I personally hate the earlier Fast & Furious movies and was somewhat hoping this movie would be above all that street racing crap. I feel sorry for Aaron Paul because this could easily mean his career has irrevocably gone down the drain.
Casey Douglass says:
Hi Dan, Great review. You hit the nail on the head with the whole “why is this film being made when we have had numerous Fast and Furious films scratching that itch for years” sentiment. That was exactly my first thought.
I also rolled my eyes at them having to race to sort things out once and for all. I just don’t find that interesting.
Thanks for the kind comment on my 300:Rise of an Empire review too :).
LOL! Wow, this just looks like it failed every which way possible!
Can’t say I agree here, Dan. I’m hardly a car junkie, yet I didn’t find a moment of this movie to be a bore. I thought this was even more entertaining than any of the Fast & Furious flicks, personally. 😉
Daniel Prinn says:
I didn’t hate it. I thought Paul was pretty good, only seeing him in this and The Last House on the Left. (I just started watching Breaking Bad this weekend. It’s awesome.) He had some decent fierceness with his teeth-gritting. I’m really loving Imogen Poots lately, I fell in love with her in That Awkward Moment. She can give me enjoyment from any ‘meh’ film (i.e., “That Awkward Moment,” and this). I don’t remember any storyline at all in the video games, just random racing, so they made a crappy story about this. I was surprised that it was just almost literally just a road trip movie. A few races, but still… And why did the guy who bought the Ford Mustang lend the car to Tobey in the first place? Had to wonder about that plot point. I didn’t fully dislike this movie, but it’s nothing special. I wonder if it would have been much better if George’s brother John Gatins had wrote this. With writing credits on “Flight” and “Coach Carter,” he probably coulda done a better job with this.
thycriticman says:
Sour eh? Video game adaptions never really get the correct treatment. It is a real shame. I love Kid Cudi and have actually seen the dude in concert numerous times so I will excited to see him in a bigger role. However, I do believe you about Cooper. From what I’ve seen from him, he absolutely sucks…..
Nostra says:
Although I’m not a gearhead I did have a good time with it. Sure its story is pretty bad, but I liked the racing. One thing I did not like was the accident. This guy is supposed to be one of the best drivers in existence and he just leaves a driveway without looking?
» Movie Review – Need For Speed Fernby Films says:
[…] Need for Speed (2014) […]
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Dustin Heveron
The absence of a house, spouse, child, or discernible adult responsibilities of any sort in my life have left me with enough extra income to purchase Apple’s latest gadget, The Apple Watch. (Anyone who calls it the iWatch might as well stop reading now and save both of us the hassle). The following is a day-by-day account of my first week with The Watch, journaled for posterity so that when the robots have taken over in the semi-distant future, we will have a better idea of where we went wrong.
Apple Watch Sporty Spice
Day 1 — The Apple Watch is definitely a solid device, meeting or exceeding all my expectations. Big takeaways so far are that battery life is way better than advertised, it’s more water-resistant than I realized, and I’m finding nuanced little features I hadn’t heard about before all the time (i.e. using the watch as a remote control for my AppleTV, using it to take pictures with my phone, checking into my gym with it, etc.)
Day 2 — Really dug into some of the fitness features today. The Apple Watch has a different workout setting for most of the common cardio exercises; really cool to see my heartbeat and calories burned in real time. I sprinted a mile as part of my workout and felt myself pretty out of breath…hm, weird, I would’ve thought Apple Watch would’ve fixed that. Apple Watch also failed to add ANY weight to my max bench press. Odd. Might have to make a Genius Bar appointment to make sure I didn’t get a defective unit.
Day 3 — Despite owning the Apple Watch for almost half a week, didn’t get to see Avengers 2 yet. Weird, because I know I really wanna see Avengers 2, and Apple Watch is supposed to be the more personal and effective device ever and yet here I am, still not having seen a single second of what my girlfriend has called the “I will break up with you” movie of the summer. Instead spent the day reading Shakespeare’s King Lear on my Apple Watch. Eyes were pretty strained after the first two hours, blacked out from a migraine for a little bit, but felt way better after I woke up. Thanks, Apple Watch!
Day 4 — Got fired at work for physically assaulting my boss when he said he thought the Apple Watch “wasn’t for everyone,” definitely didn’t see “getting fired” as a side effect of the Apple Watch, but it’s still a pretty new device so they’re still working out some of the bugs. Hopefully future versions will be less likely to get their owners fired. Getting pretty good at drawing dicks on the Apple Watch screen and sending them to my friends.
Day 5 — Well my girlfriend left me (out of nowhere!), and despite me REPEATEDLY sending her my heartbeat via Apple Watch, she still hasn’t come to her senses and begged me to take her back yet. And my heart was beating extra fast today, too! (It always does when I’m taking her cute best friend out to dinner). Really need to make that Genius bar appointment to make sure I don’t have a bum unit. Maybe her cute best friend will go with me, and we can see a movie and take a moonlit walk on the beach afterwards under the stars. I have a sneaking suspicion that Apple Watch is altering my perception of time to better fit in with its own battery cycle, as I’ve been up for 51 hours but Apple Watch keeps saying it’s still Tuesday. Which is a pretty cool feature, if you ask me.
Day 6 — At this point I’ve had the Apple Watch for almost a week, yet that STILL didn’t stop the bank from foreclosing on my condo today, something about 18 months of back-payments and overdue property taxes. I don’t know, I didn’t get any reminders about anything like that from my Apple Watch, so it must be some sort of clerical error. Clerical Error would be a great name for like a speed-metal band. Oh also my (now ex) girlfriend finally texted me back today and told me she was pregnant, but said she won’t let me near the kids, which is a terrible Apple Watch feature that I hope they fix in the next beta.
Day 7 — The IRS is auditing me totally out of the blue, despite the fact that I literally just filed my taxes four years ago. Sounds like an Apple Watch bug. There’s just a sinkhole where my condominium complex used to be, although I’m told the bank can still foreclose on my condo even if it’s three stories underground now. As if that wasn’t enough of a bummer about the Apple Watch, my neighborhood has been hit hard with an intense breakout of tornadoes, famine, tsunamis, freshwater drought and a plague of toa-locusts (a genetic hybrid of toads and locusts), but I think that last one is because my next door neighbor bought a Samsung Galaxy Gear from one of those resellers on the Venice Beach Boardwalk. Having some real difficulty finding a virgin for sacrificial purposes (that’s Los Angeles for you I guess), DESPITE using Apple Watch’s Siri integration. Even though I’ve been charging it every single day, Apple Watch has yet to repair the estranged relationship between me and my father. Maybe I should’ve sprung for the solid-gold “Edition” version of the Apple Watch.
Day 8 — Returned my Apple Watch today. Honestly, I liked it a lot, but having to deal with all of the other side effects just wasn’t worth it. Maybe I’ll pick up a future version, but for now I’m happy to be a little more low-tech than the next guy.
Day 9 — Everything is back to normal now…I guess maybe it isn’t for everyone, after all. Looks like my boss was right on that one…but don’t tell HIM that ;) (Rest in peace, Mr. Johnston).
Play on,
…Want more Mind Bullets? New posts go up every Wednesday at noon PST (or as close to that as I feel like), and you can subscribe if you want them delivered right to your inbox! …Or if you’re too impatient to wait that long you can follow me on twitter, instagram, youtube (new videos every Monday), and my boring personal website. Whew, that’s a lot of self promotion…even I don’t like me enough to keep up with all that.
Tagged Apple, Apple Watch, blog, Cupertino, Dustin, Dustin Heveron, edition, entertainment, fun, funny, gadget, gadgets, gear, girlfriend, happy, Heveron, Humor, ocdustino, tech, technology, wearable, wearables
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Rebecca Gaines b. 1688
September 15, 2019 / Kirstin Miller
Rebecca Gaines 8th great grandma on RootsMagic tree.
Rebecca was born in Connecticut in 1688 or so, one of 10 children of Samuel and Anna Burnham Gaines. On August 1, 1704 Rebecca married Samuel Risley in Hartford, Connecticut where they set up a home. Around 1710 Rebecca’s mom deeded land to Rebecca’s husband, “Anna Gaines of Hartford, widow, for 30 shillings, conveys to her son-in-law, Samuel Risley of Hartford, all her right and interest in land formerly sold to her father, Thomas Burnham, late of Hartford, by the Indian sachem Totonimo, which lands are undivided among the children of Thomas Burnham, [Signed] Anna Gaines, her mark..
Rebecca was a widow in 1752. In her husband’s will, “I give and bequeath to my Beloved Wife Rebecca one hundred and fifty pounds out of my moveable Estate old Tennor and also ye free use and improvement of ye one half of my dwelling house and cellar and three acres of land by said house as long as she shall Remain my widow.”
There’s no date, no record for Rebecca’s death and her burial place is unknown. She was a widow at 68, probably died fairly soon after her husband. He has a headstone at Old Eastbury Cemetery in Glastonbury. Rebecca is probably right by him.
Samuel Risley’s will, The Risley family history, page 46. At HathiTrust.
Their marriage in The New England historical and genealogical register 1859 Volume 13, page 144 Hartford Records. At Archive.org.
Find a Grave, Samuel Risley, Rebecca is probably here. https://www.findagrave.com/memorial/11885367
Henry Gaines and family. The New England historical and genealogical register 1931 Volume 85, page 38, 39. At American Ancestors
08th, b. 1600, Faber Miller b. 1905, was an American pioneer
← Ann Borodell b. 1615
Martin Roose b. 1891 →
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Native Apps vs Hybrid Apps: Which One Should You Build?
Published by Geoffrey Barnes on September 16, 2019 September 16, 2019
Are you faced with a task to build a mobile app for your company…
… and you are split between whether you should build a native app or hybrid app?
So you are asking yourself…
Should I build a native or hybrid app?
What are the pros and cons of building native apps vs hybrid mobile apps?
So in this article we are going to look at native vs hybrid mobile app development, but if you want to dive deeper into this topic check out my other article on Android vs iOS development.
But first, let’s answer the question what is a hybrid mobile app?
What is a hybrid mobile application?
A hybrid mobile app is essentially a web app that is given a lightweight native app “container” that allows it to leverage certain native platform features and device hardware.
So a hybrid mobile app can access device hardware like a device’s camera, the calendar, push notifications and functionality that a web application cannot access.
Hybrid apps are built using web technologies like JavaScript, HTML5, and CSS, which gives them cross-platform functionality.
Hybrid apps are also available via app stores and can be installed on your device, just like a native app.
What is a native mobile application?
A native mobile application is an app which has been developed to perform some specific tasks on a particular platform.
You build native apps using software development Kits (SDK) for a certain software framework, hardware platform or operating system.
For example an Android app that is built using Java Development Kit on Java platform.
What are the pros and cons of hybrid apps?
As we already saw earlier, a hybrid application is essentially a website packaged in a native container…
…and so even though you have access to native device APIs, the features you can include in your hybrid app will be limited.
Pros of Hybrid Apps
A hybrid app is cheaper to create than a native app because a hybrid app developer will charge a less hourly rate than say a native iOS developer.
It will take you less time to build because they are typically much faster to build and deploy provided you’re not trying to build a lot of custom features.
You can build a near native app feel and experience. Most hybrid app development frameworks have plugins that enable you to access device features like the camera, contacts e.t.c which enables you to offer a more native-feeling app experience.
You only have to create one codebase. So you build a hybrid app just once and then release the code on both Android and iOS.
Hybrid apps are much easier to maintain because it’s generally simpler to update web technology than native app technology.
Cons of Hybrid Apps
Hybrid apps are essentially websites so they cannot function offline because each element has to download.
Hybrid apps cannot have full native functionality. These apps rely on plugins which sometimes cannot incorporate all of the built-in features a user’s device offers.
Besides the limitations in terms of access to a native device features, a hyrid app is also generally slower which does not deliver a great user experience.
What are the frameworks for building hybrid apps?
Building hybrid mobile apps makes life easier for developers as you are able to write once and build mobile applications that run on the main platforms with no extra effort.
Your application will run on Android and iOS and the code can be reused for progressive web applications as well.
When building a hybrid mobile app it is very crucial that you choose a high-quality & advanced mobile app framework to build hybrid your apps.
So, let’s have a look at 5 of the most popular frameworks for building hybrid mobile apps in 2019.
1. Xamarin
Xamarin is one of the most popular hybrid mobile app development frameworks.
With Xamarin you can use a C# codebase to write native apps for Android, iOS, and Windows apps.
Check out my article on the best Udemy courses for Xamarin to get started learning Xamarin.
It enables you to create mobile apps with native user interfaces and share code across multiple platforms like Windows and MacOS.
2. PhoneGap
The Adobe PhoneGap framework is an open source distribution of the Cordova framework.
It is also the most popular cross-platform framework for developing hybrid mobile apps.
With PhoneGap, you can reuse your existing web development skills to quickly build hybrid mobile applications for multiple platforms with a single codebase.
3. Ionic Framework
The Ionic Framework is a complete open-source SDK for hybrid mobile app development.
Built on top of Angular.js and Apache Cordova, the Ionic framework provides tools and services for developing hybrid mobile apps using Web technologies like CSS, HTML5, and Sass.
There top rated Ionic tutorials on Udemy will help you build a strong foundation in the Ionic framework.
Apps can be built with these Web technologies and then distributed through native app stores to be installed on devices by leveraging Cordova.
RELATED 11 Best Ionic Framework Courses & Tutorials on Udemy in 2020
4. Mobile Angular UI
Mobile Angular UI is a hybrid mobile framework for the fans of Bootstrap and Angular.
With Mobile Angular UI, you’ll get the best of both Bootstrap 3 and the Angular framework to build HTML5 mobile applications.
Angular UI is more like an extension to Bootstrap 3 but without any dependencies, so all you need is to use some AngularJS directives to create awesome mobile user experiences.
Mobile Angular UI is available as open source and free to use under MIT license.
5. React Native
With React Native, you can build mobile apps using only JavaScript.
It uses the same design as React, letting you compose a rich mobile UI from declarative components because it uses the same fundamental UI building blocks as regular iOS and Android apps.
Start building amazing React Native apps today by taking these React Native tutorials online.
Other hybrid mobile app development frameworks include: Kendo UI, Framework7, Titanium Appcelerator, Mobile Angular UI, Onsen UI, Sencha Exj JS, Quasar and NativeScript.
What are the pros and cons of native apps?
If flawless, fast performance is crucial to the success of your app then a native app is the way to go.
Mobile games, for instance, are almost universally native because speed and graphics performance are so vital for a great app experience.
Native apps are built for a specific platform such as iOS, Android, or Windows.
Pros of native apps…
Native mobile apps will almost always deliver a better user experience compared to hybrid apps. This is because they are relatively faster and have a robust feature set.
You can use native apps offline. This is because the content and images are stored on the device, so nothing needs to be downloaded when the user accesses the app.
For applications that need a lot of graphics and animations like gaming apps, native apps provide fast graphics, fluid animation, and smooth transitions.
Because native apps have access to built in security features like touchID, they offer greater security. It is also much easier to implement a two-factor authentication.
Developing native apps is easier because you have access to a lot of documentation and support. There are lots of documentation and online resources dedicated to iOS and Android development.
Identifying and fixing a problem in a native app takes shorter time because there are better testing and debugging tools for native app development.
RELATED 11 Best Flutter Courses on Udemy to Check Out In 2020
Cons of native apps…
Native apps are more expensive to build and deploy because you must develop multiple versions of your app for each platform.
Native apps are built using more technical languages, which means you need more experienced iOS or Android developers.
Generally it will take you longer to build and deploy native apps vs a hybrid app.
Maintaining native apps require more time and resources because, say you build for Android and iOS, that means 2 separate codebases to maintain. As a native app developer, you also have to continue to provide support for older operating system versions as users are always slow to upgrade.
So, which one should you choose when building a mobile app as a junior software developer?
Should you build a hybrid or native app?
There are many different directions you can take when building your mobile application.
But in order to make the right choice you need to understand the differences between the two… their advantages and their drawbacks.
You will also need to put into account what your current business needs are before you make a final decision.
Why should you choose native app development?
If you’ve got a few months and very limited resources, then a hybrid app may help you get a basic app in the hands of your users fast.
Also, if you are looking for a minimum viable product (MVP) to launch and test the market, then hybrid apps is the way to go.
Of course if your idea proves viable, then you will have to develop a native app that is more robust and feature rich using Swift programming or the Kotlin language.
This way you get to invest more $$$ into your app after you know it will be a success intead of risking it upfront.
Alternatively, if you want to incorporate a lot of custom features or if speed and reliability is crucial to the success of your app, then build a native mobile app.
No really!
Why should you spend time and money building a hybrid app that performs poorly and frustrates your users.
Developing a native mobile app in this case will more cost-effective option in the long run.
Have you had to choose between building hybrid and native apps before?
What were your reasons for or against hybrid/native apps?
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What's Next If House Delays Transferring Articles of Impeachment To Senate?Speaker Nancy Pelosi says she won't name House impeachment managers until she sees how the Senate will conduct its trial.
Ted Cruz: Trump Impeachment Sets Standard That 'Every President Is Going To Be Impeached'Texas Sen. Ted Cruz is letting his opposition to President Donald Trump's impeachment be known as he believes it sets a "wrong" standard for the House and future presidents.
North Texas Mayors Demand Action From Senate On Gun SafetyIn response to the recent mass shootings, mayors across the country are coming together and asking what they can do to prevent future tragedies.
1 In 6 ER Visits Or Hospital Stays Trigger 'Surprise' Bill, Texas Governor Takes ActionRoughly one in every six times someone is taken to an emergency room or checks in to the hospital, the treatment is followed by a "surprise" medical bill, according to a study released Thursday. And depending on where you live, the odds can be much higher.
Bill Passed To Allow Dogs In Outdoor Dining Areas At Restaurants In TexasThe Texas Senate has passed a bill that would allow dogs to accompany their owners in the outdoor dining areas of restaurants across the state.
Despite House Loss, Trump Still Sees Midterms SuccessResigned to the loss of one-party control over Washington in Tuesday's elections, President Donald Trump celebrated the GOP successes.
Texas Voters Say Immigration Is Top Issue Facing NationVoters casting midterm election ballots in Texas are divided over the state of the nation, according to a wide-ranging survey of the American electorate.
Ted Cruz Squares Off Against Rising Star Beto O'Rourke For Senate SeatBeto O'Rourke and Ted Cruz square off today in their hard-fought race that could help determine control of the Senate.
Cruz-O'Rourke Hogs The Attention, But Texas Ballot Is LoadedWhile all eyes in Texas are on the unexpectedly close U.S. Senate race, further down the ballot Tuesday are races that could determine control of Congress.
How O’Rourke Vs. Cruz Could Predict America’s Political FutureThe Senate election pitting incumbent Ted Cruz in the red corner, against challenger Beto O'Rourke in the blue corner, represents more than just gripping political theater.
Both Sides Ignoring Swing Voters In Hot Texas Senate RaceBoth Beto O'Rourke and Ted Cruz are trying to fire up the loyalists they see as key to victory, even if it means slighting moderates and undecided voters.
During National Town Hall O'Rourke Tells Audience He'd Impeach TrumpThe Democratic Senate candidate also said he believes Texas can lead the way to a national embracing of relaxed immigration policies and gun control.
How To Watch Cruz/O'Rourke DebateTuesday night is the last televised debate in Texas between O’Rourke and Republican Sen. Ted Cruz and you can watch it online.
Cruz, O'Rourke Debate May Be Last Chance For Big MomentTuesday night is the last televised debate in Texas between Democratic Senate candidate Beto O'Rourke and Republican Sen. Ted Cruz, and from national polls to divided households the race appears to be close.
O'Rourke Raises $38.1M, Triples Cruz Despite Sagging PollsO'Rourke announced Friday that the funding came from more than 800,000 donors.
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{ "customer": {"logged_in": false}, "page": { "name": "craft" }, "template": { "name": "page", "suffix": "vue-craft" }, "translate": { "general": { "accessibility": { "skip_to_content": "translation missing: en.general.accessibility.email" }, "meta": { "tags": "Tagged \u0026quot;{{ tags }}\u0026quot;", "page": "Page {{ page }}" }, "404": { "title": "404 Page Not Found", "subtext_html": "The page you requested does not exist. Click \u003ca href=\"\/collections\"\u003ehere\u003c\/a\u003e to continue shopping." }, "password_page": { "opening_soon": "Opening Soon", "spread_the_word": "Spread the word", "login_form_heading": "Enter store using password", "login_form_password_label": "Password", "login_form_password_placeholder": "Your password", "login_form_submit": "Your password", "signup_form_heading": "Find out when we open", "signup_form_email_label": "Email", "signup_form_email_placeholder": "Your email", "signup_form_submit": "Submit", "signup_form_success": "We will send you an email right before we open!", "admin_link_html": "Are you the store owner? \u003ca href=\"\/admin\"\u003eLog in here\u003c\/a\u003e", "password_link": "Enter using password", "password": "password", "powered_by_shopify_html": "This shop will be powered by {{ shopify }}" }, "social": { "share_on_facebook": "Share", "share_on_twitter": "Tweet", "share_on_pinterest": "Pin it", "alt_text": { "share_on_facebook": "translation missing: en.general.alt_text.share_on_facebook", "share_on_twitter": "translation missing: en.general.alt_text.share_on_twitter", "share_on_pinterest": "translation missing: en.general.alt_text.share_on_pinterest" } }, "search": { "title": "Search for products on our site", "placeholder": "Search our store", "submit": "Search", "heading": { "one": "Search result", "other": "Search results" }, "results_with_count": { "one": "{{ count }} result for \u0026quot;{{ terms }}\u0026quot;", "other": "{{ count }} results for \u0026quot;{{ terms }}\u0026quot;" }, "no_results_html": "Please try a different search term or go back to the \u003ca href=\"\/\"\u003ehomepage\u003c\/a\u003e." }, "newsletter_form": { "newsletter_email": "Join our mailing list", "email_placeholder": "Email address", "confirmation": "Thanks for subscribing", "email": "Email", "submit": "Subscribe" }, "unknown_error": "an unknown error happened" }, "blogs": { "article": { "author_on_date_html": "Posted by {{ author }} on {{ date }}", "comment_meta_html": "{{ author }} on {{ date }}", "read_more": "Read more", "read_more_title": "Read more: {{ title }}", "by_author": "by {{ author }}", "tags": "Tags" }, "comments": { "title": "Leave a comment", "name": "Name", "email": "Email", "message": "Message", "post": "Post comment", "moderated":"Please note, comments must be approved before they are published", "success_moderated":"Your comment was posted successfully. We will publish it in a little while, as our blog is moderated.", "success": "Your comment was posted successfully! Thank you!", "with_count": { "one": "{{ count }} comment", "other": "{{ count }} comments" } }, "general": { "categories": "Categories" } }, "cart": { "general": { "title": "Shopping Cart", "remove": "Remove", "note": "Special instructions for seller", "subtotal": "Subtotal", "shipping_at_checkout": "Shipping \u0026amp; taxes calculated at checkout", "update": "Update Cart", "checkout": "Check Out", "empty": "Your cart is currently empty.", "cookies_required": "Enable cookies to use the shopping cart", "continue_browsing_html": "Continue browsing \u003ca href=\"\/collections\/all\"\u003ehere\u003c\/a\u003e.", "item_quantity": "Item quantity", "savings": "You\u0026#39;re saving" }, "label": { "product": "Product", "price": "Price", "quantity": "Quantity", "total": "Total", "discounted_price": "Discounted price", "original_price": "Original price" } }, "collections": { "general": { "no_matches": "Sorry, there are no products in this collection", "link_title": "Browse our {{ title }} collection" } }, "contact": { "form": { "name": "Name", "email": "Email", "phone": "Phone Number", "message": "Message", "send": "Send", "post_success": "Thanks for contacting us. We\u0026#39;ll get back to you as soon as possible." } }, "customer": { "account": { "title": "My Account", "details": "Account Details", "view_addresses": "View Addresses", "return": "Return to Account Details" }, "activate_account": { "title": "Activate Account", "subtext": "Create your password to activate your account.", "password": "Password", "password_confirm": "Confirm Password", "submit": "Activate Account", "cancel": "Decline Invitation" }, "addresses": { "title": "Your Addresses", "default": "Default", "add_new": "Add a New Address", "edit_address": "Edit address", "first_name": "First Name", "last_name": "Last Name", "company": "Company", "address1": "Address1", "address2": "Address2", "city": "City", "country": "Country", "province": "Province", "zip": "Postal\/Zip Code", "phone": "Phone", "set_default": "Set as default address", "add": "Add Address", "update": "Update Address", "cancel": "Cancel", "edit": "Edit", "delete": "Delete", "delete_confirm": "Are you sure you wish to delete this address?" }, "login": { "title": "Login", "email": "Email", "password": "Password", "forgot_password": "Forgot your password?", "sign_in": "Sign In", "cancel": "Return to Store", "guest_title": "Continue as a guest", "guest_continue": "Continue" }, "orders": { "title": "Order History", "order_number": "Order", "date": "Date", "payment_status": "Payment Status", "fulfillment_status": "Fulfillment Status", "total": "Total", "none": "You haven\u0026#39;t placed any orders yet." }, "order": { "title": "Order {{ name }}", "date": "Placed on {{ date }}", "cancelled": "Order Cancelled on {{ date }}", "cancelled_reason": "Reason: {{ reason }}", "billing_address": "Billing Address", "payment_status": "Payment Status", "shipping_address": "Shipping Address", "fulfillment_status": "Fulfillment Status", "discount": "Discount", "shipping": "Shipping", "tax": "Tax", "product": "Product", "sku": "SKU", "price": "Price", "quantity": "Quantity", "total": "Total", "fulfilled_at": "Date fulfilled", "track_shipment": "Track shipment", "tracking_url": "Tracking link", "tracking_company": "Carrier", "tracking_number": "Tracking number", "subtotal": "Subtotal" }, "recover_password": { "title": "Reset your password", "email": "Email", "submit": "Submit", "cancel": "Cancel", "subtext": "We will send you an email to reset your password.", "success": "We\u0026#39;ve sent you an email with a link to update your password." }, "reset_password": { "title": "Reset account password", "subtext": "Enter a new password for {{ email }}", "password": "Password", "password_confirm": "Confirm Password", "submit": "Reset Password" }, "register": { "title": "Create Account", "first_name": "First Name", "last_name": "Last Name", "email": "Email", "password": "Password", "submit": "Create", "cancel": "Return to Store" } }, "homepage": { "onboarding": { "blog_title": "Your post\u0026#39;s title", "blog_excerpt": "Your store hasn’t published any blog posts yet. A blog can be used to talk about new product launches, tips, or other news you want to share with your customers. You can check out Shopify’s ecommerce blog for inspiration and advice for your own store and blog.", "blog_author": "Author name", "product_title": "Example Product Title", "collection_title": "Example Collection Title", "no_content": "This section doesn’t currently include any content. Add content to this section using the sidebar." } }, "layout": { "cart": { "title": "Cart", "items_count": { "one": "item", "other": "items" } }, "customer": { "account": "Account", "logged_in_as_html": "Logged in as {{ first_name }}", "log_out": "Log out", "log_in": "Log in", "create_account": "Create account" }, "footer": { "social": "translation missing: en.layout.footer.social", "copyright": "Copyright", "privacy": "Privacy Policy", "terms": "Terms and Conditions" } }, "products": { "product": { "regular_price": "Regular price", "sold_out": "Sold Out", "unavailable": "Unavailable", "on_sale": "On Sale", "on_sale_from_html": "On Sale from {{ price }}", "from_text_html": "From {{ price }}", "quantity": "Quantity", "add_to_cart": "Add to Cart" } }, "gift_cards": { "issued": { "title": "Here\u0026#39;s your {{ value }} gift card for {{ shop }}!", "subtext": "Here\u0026#39;s your gift card!", "disabled": "Disabled", "expired": "Expired on {{ expiry }}", "active": "Expires on {{ expiry }}", "redeem": "Use this code at checkout to redeem your gift card", "shop_link": "Start shopping", "print": "Print", "remaining_html": "{{ balance }} left", "add_to_apple_wallet": "Add to Apple Wallet", "initial_value": "Gift card value: {{ value }}" } }, "date_formats": { "month_day_year": "%B %d, %Y" } } }
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bodrum museum [of underwater archaeology] (bodrum, turkey) (2)
caufield & shook (photographer) (2)
armand hammer collection [armand hammer foundation] (los angeles, california) (1)
batha, nancy (1)
benson, betty (1)
davis, bernice anne selleck (1)
feldhaus, patricia (1)
goodstein, laurie (1)
hood, john (1)
gruebbel, stephen l. (photographer) (7)
lewitt, sol (american painter and sculptor, 1928-2007) (1)
lowell, amy (1874-1925) (1)
moreau, gustave (french painter, 1826-1898) (1)
pisano, maria g. (1)
richter, gerhard (german painter, born 1932) (1)
fairgrounds (louisville, ky.) (7)
cleveland (ohio) (2)
baltimore (md.) (1)
university of louisville -- football (7)
university of louisville -- sports (7)
fairgrounds stadium (louisville, ky.) (5)
bouggess, lee (3)
blakey, mike (2)
stereographs (2)
abstract drawings (1)
abstract works (1)
Description: loss
Designed by Laurie Goodstein & Chloë Wurr / Embroidered by Chloë Wurr. / The completion of the quilt piece finds Laurie teaching in Kikubala [sic], Kenya while I am working in family planning in Lima, Peru.
One of the busiest streets in the world - State St., Chicago, Ill. (16 miles long), N. from Madison St.
City & town life; Street railroads; Railroads; Pedestrians; People
Busy and crowded city street. The sidewalks are packed with pedestrians with more crossing the cobblestone or brick street. Streetcars are on tracks down the center of the street with wagons and carriages on either side. Buildings line the streets....
Vita defuncta.
Artists' books--Specimens; Bereavement--Poetry; Death in art; War in art; CHR 2005; PRO Pisano, Maria G. (autograph)
Limited ed. of 25 numbered copies, signed by the artist. / "The poem speaks of loss in war vs natural death as seen in nature. War is a recurring cycle, but unlike nature, which brings change and growth through the seasons, war only brings death...
Joss Cleveland Amer.
Baseball cards; Athletes; Baseball players; Cleveland Naps (Baseball team)
Addie Joss or Adrian Joss (1880-1911). Color portrait of Addie Joss framed by two baseball bats. A 'C' is in the top left corner and 'Naps' is in the top right. The team is the Cleveland Naps (Ohio). Verso: A. Joss. 'Addie' Joss, whose death in...
Engine Co. #21 Firehouse, Louisville, Kentucky, 1927.
Fire stations; Street railroads; Buildings; Historic buildings; Transportation
Address: 2620 Frankfort Avenue, Louisville, Kentucky. A trolley approaches the firehouse at the corner of Frankfort and Franck Avenues in the Crescent Hill neighborhood. An advertisement on the trolley reads, "First Mortgage Bonds without a loss...
Julian "Pappy" Van Winkle at Stitzel-Weller Distillery, Shively, Kentucky, 1950.
Men; Distilling industry; Beverage industry; Alcoholic beverages
Julian "Pappy" Van Winkle Sr. and an unidentified man stand next to a sign at the Stitzel-Weller Distillery in Shively, Ky. Pappy is on the right and is using a cane to point to a sign that reads "We Make Fine Bourbon / At a Profit If We Can / At A...
Saint Elizabeth Ann Seton/New York; New York/United States of America.
Seton, Elizabeth Ann, Saint, 1774-1821
Mrs. Cathie Winans, Cleveland Heights, OH / My son, Joe, assisted me by sketching a free-hand drawing which I used on quilt patch. I designed and executed the patch itself.
To My Daughters/Arlene & Patti/Cleveland, Ohio, USA.
Baskin, Patti, 1943-; Davis, Arlene Jeanne (Genie); Began, Julie; Bode, Ellen; Bellan, Genevieve; Fitzgerald, Eleanor; Garate, Lois; Brownsdon, Bertha; Haris, Margaret; Reider, Ethel; Sebes, Peggy; Stitt, May; Weintraub, Sarah; Weidenthal, Anne M.,...
Elsa Jordan/Chico, California/United States.
Jordan, Elsa, 1910-
Artist who made the Honor Quilt: / Joanne Stephens / Owner/Designer: Danaus Designs, Chico, Ca. / A.B. [B.A.?] Art, California State University, Chico / Featured in 'Needlecraft for Today' / Awards: Silver Dollar Fair, Chico, Ca. / Liberty House...
Great havoc wrought by a tornado, Louisville, Kentucky, U.S.A.
Buildings; Tornadoes; Disasters; Debris
Close up view of debris, including twisted metal and wood, from the tornado that hit Louisville, Kentucky, on March 27, 1890. Buildings with their facades damaged or completely gone are seen further down the street. The tornado killed an estimated...
S.S. Baltic.
Ships; Smoke; Baltic II (Steamship)
Steamship Baltic, on the sea, seen from the side. Smoke trails from its two smokestacks. Text printed on verso reads, "This steamship is the principal vessel of the White Star fleet, being one of the largest boats in the world, is 710 feet long,...
Football game, University of Louisville versus North Texas State at Fairgrounds Stadium on November 16, 1968.
University of Louisville--Sports; University of Louisville--Football; Football players
Football - University of Louisville versus North Texas State at Fairgrounds Stadium on November 16, 1968. University of Louisville loss, 14-36.
Football game, University of Louisville versus Drake at Fairgrounds Stadium on November 23, 1968.
Football - University of Louisville versus Drake at Fairgrounds Stadium on November 23, 1968. University of Louisville loss, 36-37.
Football game, University of Louisville versus Memphis State at Fairgrounds Stadium on November 30, 1968.
Cheerleaders; University of Louisville--Sports; University of Louisville--Football; Students; Fairgrounds Stadium (Louisville, Ky.)
Football - University of Louisville versus Memphis State at Fairgrounds Stadium on November 30, 1968.
Heuser Hearing Institute.
Buildings; University of Louisville--Buildings; Clinics; Research facilities; Louisville Deaf Oral School;
Heuser Hearing Institute offers evaluative, rehabilitative, and other services to adults and children suffering from hearing loss. The Institute opened in an expanded facility in 2001, and is a collaborative effort between the Louisville Deaf Oral...
Cheerleader, University of Louisville versus Memphis State football game at Fairgrounds Stadium on November 30, 1968.
Cheerleading; University of Louisville--Sports; University of Louisville--Football; Fairgrounds Stadium (Louisville, Ky.)
Cheerleader Wanda Baker on sideline appears cold during the University of Louisville versus Memphis State football game at Fairgrounds Stadium on November 30, 1968. University of Louisville loss, 44-14.
Cheerleader Anne Weyhing on sideline during University of Louisville versus Memphis State football game at Fairgrounds Stadium on November 30, 1968. University of Louisville loss, 44-14.
Cheerleader Karen Koshewa on sideline appears anguished by play on the field during University of Louisville versus Memphis State football game at Fairgrounds Stadium on November 30, 1968. University of Louisville loss, 44-14.
Cheerleading; Cakes; University of Louisville--Sports; University of Louisville--Football; Fairgrounds Stadium (Louisville, Ky.)
Cake provided by the University of Louisville varsity cheerleaders thanking the players for a great season. Presented during the University of Louisville versus Memphis State football game at Fairgrounds Stadium on November 30, 1968. University of...
Salome Dancing Before Herod.
Symbolist; Neo-Romantic
“Moreau has rendered Salome as an enchantress, the archetypal femme fatale who seduces Herod into performing her will. Moreau was very careful to avoid endowing the figure of Herod with any magisterial dignity but rather shows him as an old man,...
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Home > Children's Books > History > United States > 1900s
Flesh and Blood So Cheap by Albert Marrin
Author:Albert Marrin [Marrin, Albert] , Date: November 24, 2014 ,Views: 2392
Author:Albert Marrin [Marrin, Albert]
Publisher: Random House Children's Books
An illustration of the workhouse on Blackwell’s Island, 1866. (picture credit 4.12)
Enter the Mink Coat Brigade
Still others saw the Uprising of the Twenty Thousand as more than a struggle over wages and working conditions. Called “feminists,” they believed the Chinese proverb “Women hold up half the sky”—that women are just as important to the world as men. It followed that women should have equality with men and the same rights as they did, especially the vote. Women could not vote because, opponents said, politics would take away their charm, making them unfit wives and mothers. (In 1922, the United States adopted the Nineteenth Amendment to the Constitution, giving women the right to vote.)
Alva Belmont disagreed. She was the widow of a millionaire banker, and her family owned New York City’s major subway lines. An ardent feminist, too, she urged women: “Pray to God. She will help you.” Belmont wanted women priests, women judges, women athletes—women everything. But none of that could happen unless women won the right to vote. A feminist poem titled “Why?” explained her reasoning.
Why are you paid less than a man?
Why do you work in a fire-trap?
Why are your hours so long? …
BECAUSE YOU ARE A WOMAN AND HAVE NO VOTE.
VOTES MAKE THE LAW.
VOTES ENFORCE THE LAW.
THE LAW CONTROLS CONDITIONS.
WOMEN WHO WANT BETTER CONDITIONS MUST VOTE.17
Flesh and Blood So Cheap by Albert Marrin.epub
2000s Civil War Era
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Keith Gerein: Rise of political action committees a troubling trend for Alberta politics
Keith Gerein
UCP Leader Jason Kenney. Jeff McIntosh / CP
Autumn Sundays at my house are often spent muttering obscenities and shaking my fist at the television.
I take part in a couple of fantasy football leagues with other journalists, which means I get far too invested in the fortunes of mediocre tight ends who otherwise offer nothing to my daily well-being.
Amid my episodes of rage last Sunday, I was surprised to see an image of Premier Rachel Notley appear on the screen during a break in the game.
“The NDP are punishing Alberta’s families to pay for their out-of-control spending,” the commercial told me.
The ad, professionally produced, seemed like it could have easily come from the studios of the United Conservative Party. In fact, it was the work of a new political action committee (PAC) called Shaping Alberta’s Future.
Besides its foray into television, the group also has a handful of radio ads in circulation along with roadside billboards in Edmonton, Calgary and Lethbridge.
While PACs are not exactly a new phenomenon in Canada, their numbers are certainly on the rise. And Albertans should expect to see more of their activism over the next year with provincial and federal elections on the horizon.
In the case of Shaping Alberta’s Future, executive director David Wasyluk described the group as a collection of individuals and businesses who are upset with the NDP’s economic policies and want to help the UCP get elected to power.
What’s less obvious is that the group is also a well-funded collection of individuals and businesses.
The group’s disclosure with Elections Alberta shows the PAC raised $375,000 in the third quarter alone, the bulk of it from car dealerships around Alberta.
This is not by accident.
The tale is told in a letter by the Motor Dealers’ Association of Alberta — led by former Tory MLA Denis Ducharme — which outlined a meeting between the association board and UCP Leader Jason Kenney on Sept. 6.
According to the letter, Kenney promised a number of actions to the board should his party be elected: repealing labour legislation, asking for dealer input to “rebalance the playing field” between consumers and industry, and banning imported right-hand-drive Asian vehicles.
A spokeswoman for the UCP caucus said the party disagrees with some of the letter’s characterizations, and that Kenney has made no specific legislative promises.
Ducharme confirmed that, despite the strong language used in the letter.
However, Ducharme also confirmed that Kenney was clear to dealers about the limitations his party faces due to new political fundraising rules.
Those rules prevent corporate and union donations to political parties, and limit individual donations to $4,000 per year.
In contrast, PACs face no such restrictions on who can donate or how much. They also can spend as much as they like up until Dec. 1, after which they are limited to $150,000 until the writ drops.
Whatever Kenney told the dealers, it helped to get the money flowing to the Shaping Alberta’s Future group that now has ads on provincial airwaves.
To be clear, I have no particular issue with Alberta groups raising money to sell a political message, as long as those groups are not working directly with parties.
Provincial laws are designed to prevent this, otherwise parties could simply use PACs to circumvent their own fundraising limits.
In the case of Shaping Alberta’s Future, I’m told the NDP party is considering launching a complaint on exactly that allegation.
Their concern is that the messaging from Shaping Alberta’s Future — and the letter from the dealers’ association — suggests there has been at least some teamwork between the UCP and the PAC.
Wasyluk denies this. The UCP spokeswoman said the party and the PAC simply have similar interests, but did not specifically answer if there has been any collaboration.
For me, the evidence isn’t clear enough to say one way or another at this point.
Generally, however, I think the rise of PACs is a troubling trend, in part because such groups are not always accountable for messaging that is, shall we say, less than entirely truthful.
We fortunately haven’t reached the level of U.S.-style advertising that shows no restraint at selling outright lies, often accompanied with blood red lettering and predictions about the apocalypse.
But there are signs we are starting to inch down that path.
The Shaping Alberta’s Future ad, for example, highlights the amount of money families have to pay in carbon tax, but neglects to mention most of those families are receiving a rebate.
Another of their ads features a video of Education Minister David Eggen protesting against new oilsands approvals, but doesn’t mention that the video is years old and that he has changed his position.
Some left-of-centre PACs are no better.
There’s no easy solution to stopping this without infringing on freedom of speech rights, but this is not a trend we can ignore.
Should it continue unabated, that’s really something worth shaking a fist at.
kgerein@postmedia.com
twitter.com/keithgerein
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Estimating individual survival using territory occupancy data on unmarked animals
Roth, T. and Amrhein, V.. (2010) Estimating individual survival using territory occupancy data on unmarked animals. Journal of applied ecology, Vol. 47, no. 2, pp 386-392.
Survival estimation forms the basis of much ecological research, and usually requires data on marked animals. In population studies of territorial animals, however, data are often collected on animal territory occupancy without identification of individuals. Previously, these data could not be used to estimate demographic parameters such as survival. 2. We developed a hierarchical site-occupancy model for estimating survival from territory occupancy data without individual identification. We defined survival as the probability that an individual occupying a territory survives until the next reproductive period and settles in the same territory again. To evaluate our model, we used simulated data as well as real data from a long-term study on nightingales Luscinia megarhynchos, from which mark-recapture data and territory occupancy data were available. 3. When applied to simulated data sets on territory occupancy, with parameter settings that are typical for different monitoring programmes (i.e. 10 years duration, three or eight visits per season, and 55 or 200 territories surveyed), our model yielded unbiased estimates of survival if the probability of detecting an occupied territory during a single visit was p = 0 center dot 5 or p = 0 center dot 7. 4. When applied to the data on nightingale territory occupancy, estimates of survival from our model were very similar to the estimates obtained from a traditional mark-recapture model (Cormack-Jolly-Seber model) applied to the ringing data from the same nightingale population. 5.Synthesis and applications. Data collection for mark-recapture analysis is usually invasive and labour intensive, and suitable data are rarely available from large-scale monitoring programmes covering entire regions or countries. Applying our model to territory occupancy data from such monitoring programmes could make large amounts of data available for research on animal demography.
05 Faculty of Science > Departement Umweltwissenschaften > Zoologie > Behavioural Ecology (Amrhein)
Amrhein, Valentin
isi: 000275334400017
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Home/Galleries/Technology Gallery/Locating Objects Using Sonar/Surveillance Towed Array Sensor System Low Frequency Active (SURTASS LFA) Sonar Technology
Surveillance Towed Array Sensor System Low Frequency Active (SURTASS LFA) Sonar TechnologyChris Knowlton2019-02-13T14:42:57-05:00
Surveillance Towed Array Sensor System Low Frequency Active (SURTASS LFA) Sonar Technology
Active sonar transmitter below a surface ship sends out pulses of sound that bounce off a submarine underwater and are detected as returning echoes. Courtesy of SURTASS LFA EIS, www.surtass-lfa-eis.com.
The Surveillance Towed Array Sensor System Low Frequency Active (SURTASS LFA) sonar system is an antisubmarine warfare device designed by the US Navy. The system has both passive and active components. The passive part of the system is called SURTASS. It consists of a long array of hydrophones to listen for underwater sounds, particularly submarines. When the submarine is too quiet to be heard by SURTASS, LFA sonar is employed. LFA is a set of acoustic transmitters suspended on a cable beneath a ship. These transmitters produce sound between 100 and 500 Hz with a source level of approximately 215 underwater dB at 1 meter. The combined system has an effective source level from 230 to 240 underwater dB at 1 meter. These sound pulses reflect off submerged objects and are heard on SURTASS. Using sounds with this intensity and frequency allows for a long detection range. The objective of this system is to locate submarines far enough away so that they are not within firing range of the ship or any other ships it may be protecting.
There has been much concern about the potential risks of SURTASS LFA to marine animals and divers. LFA has 18 transmitters, each with a source level of approximately 215 underwater dB. Sounds received from these transmitters are potentially threatening to animals that rely on sound for survival. The Navy has spent over $16 million dollars conducting scientific research on the potential effects of LFA on marine mammals and developing an Environmental Impact Statement (EIS), including a marine mammal mitigation system. The Navy has put restrictions on the use of SURTASS LFA so that received levels would be below 180 underwater dB within 22 km (12 nm) of all coastlines and in offshore biologically important areas. To see further information regarding the marine mammal research of SURTASS LFA and the operation systems of SURTASS LFA go to Why the United States Needs SURTASS LFA.
Relative loss of sonar capability. Courtesy of SURTASS LFA EIS, www.surtass-lfa-eis.com
Department of Navy – SURTASS LFA.
NOAA Office of Protected Resources, Surveillance Towed Array Sensor System (SURTASS) Low Frequency Active (LFA) Sonar.
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Dermoscopy of Eumycotic Mycetoma: A Case Report
Submitted: Feb 5, 2019
Balachandra S. Ankad
; R. Manjula
; Trilokraj Tejasvi
; Balakrishna P. Nikam
Balachandra S. Ankad Department of Dermatology, S. Nijalingappa Medical College, Karnataka, India
R. Manjula Department of Dermatology, S. Nijalingappa Medical College, Karnataka, India
Trilokraj Tejasvi Michigan Medicine Dermatology, University of Michigan, Ann Arbor, MI, USA
Balakrishna P. Nikam Krishna Institute of Medical Sciences, Karad, Maharashtra, India
Citation: Ankad BS, Manjula R, Tejasvi T, Nikam BP. Dermoscopy of eumycotic mycetoma: a case report. Dermatol Pract Concept. 2019;9(4):297-299. DOI: https://doi.org/10.5826/dpc.0904a10
Accepted: April 1, 2019; Published: October 31, 2019
Copyright: ©2019 Ankad et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Corresponding author: Balachandra S. Ankad, MD, Department of Dermatology, S. Nijalingappa Medical College,Near APMC, Navanagar, Bagalkot 587103, Karnataka, India. Email: drbsankad@gmail.com
Eumycotic mycetoma is a localized suppurative, granulomatous infection of subcutaneous tissue, which is characterized by the triad of painless mass, discharging sinuses, and grains/granules. It develops after a penetrating injury causing inoculation of the organism that eventually results in a local disease, followed by spread of the infection to the surrounding soft tissues and osseous structures [ 1 ] . Dermoscopy has become a very important noninvasive tool to assist in the diagnosis of many infectious diseases and infestations. There are few reports demonstrating the utility of dermoscopy in the diagnosis of subcutaneous fungal infections such as chromoblastomycosis [ 2 ] and eumycotic mycetoma [ 1 ] . Here we report the dermoscopic patterns of a case of eumycotic mycetoma caused by Madurella species in a patient with skin type 5.
A 46-year-old man presented with a 2-year history of skin lesions on the left wrist that developed after a thorn prick. A surgeon had previously excised the thorn. The patient reported extrusion of black particles from the lesion initially. Examination revealed a mildly indurated mass with multiple discharging sinuses ( Figure 1A ). Dermoscopic examination, using DermLite 3 with ×10 magnification in contact polarized mode, showed yellow globules, white superficial scales, telangiectasia and dotted vessels, blood spots, and whitish structureless areas ( Figures 2A and 3A ). Histopathology was consistent with eumycotic mycetoma with demonstration of granulomatous reaction and granules in mid dermis ( Figure 4 ). Madurella grisea species was isolated on culture. The patient was treated with itraconazole 100 mg twice daily for 2 months, resulting in complete resolution of skin lesions ( Figure 1B ). After the therapy, dermoscopic assessment revealed a reduction in yellow globules, white superficial scales, and dotted vessels, while whitish structureless areas were more pronounced compared with the initial picture ( Figures 2B and 3B ).
Clinical image of eumycotic mycetoma showing slightly indurated mass with discharging sinuses on the wrist (A) before and (B) after treatment. [Copyright: ©2019 Ankad et al.]
Dermoscopy of eumycotic mycetoma; lesion 1: (A) Before treatment, yellow globules (black arrows) and white superficial scales (red arrows) are seen. (B) After treatment, yellow globules (yellow arrow), white superficial scales (red arrows), white globules (blue arrow), and red structureless areas (black arrows) are observed. Note the reduction of structures except whitish structureless areas (black stars). [Copyright: ©2019 Ankad et al.]
Dermoscopy of eumycotic mycetoma; lesion 2: (A) Before treatment, yellow globules (black arrows), whitish structureless areas (red stars), telangiectasia and dotted vessels (yellow arrows), white superficial scales (red arrows), and blood spots (yellow star) are seen. (B) After treatment, reduction in yellow globules (yellow arrows), white superficial scales (red arrows), and dotted vessels (black arrows) are observed. Note the prominent whitish structureless areas (black stars) after treatment. [Copyright: ©2019 Ankad et al.]
Histopathology of eumycotic mycetoma shows suppurative granuloma composed of neutrophils in the dermis (H&E, ×10). [Copyright: ©2019 Ankad et al.]
From a dermoscopic-pathological correlation point of view, yellow globules detected in our case could correspond to dermal granulomas caused by Madurella. Generally, granuloma demonstrates orange-yellow globules. Here, yellow color probably is due to granulomatous reaction with many neutrophils. Whitish structureless areas and white superficial scales were other unspecific dermoscopic findings, which represent dermal fibrosis and hyperkeratosis, respectively. Finally, blood spots represented dried blood.
In a previous report, dermoscopy of eumycetoma showed white and yellow structures, which were similar to the present case [ 1 ] . In addition, white superficial scales and telangiectasia, blood spots, and dotted vessels were seen in our instance. In chromoblastomycosis, dermoscopy shows yellow globules, black dots, crusting, and white areas, which are [ 2 ] similar to mycetoma patterns, so the only difference from eumycetoma is the detection of black dots.
Interestingly, many of the dermoscopic findings (yellow globules, telangiectasias, blood spots, and white scales) were reduced significantly after the therapy, thereby emphasizing that their resolution can be helpful when monitoring treatment response.
Besides poorly specific findings (white structureless areas, telangiectasias, blood spots, and white scales), eumycotic mycetoma due to Madurella species may feature yellow globules. These structures may be related to the granulomatous reaction, and their detection might be of aid, along with clinical and anamnestic data, in suspecting such a condition and guiding the clinician in taking samples for microbiological analysis in order to reach a definitive diagnosis. Since this is a single case based on observation, further studies involving larger samples are recommended to elucidate and validate our findings.
Dermoscopy assisting the diagnosis of mycetoma: case report and literature review Reis LM, Lima BZ, da Zillo FC, Rezende CM, Fabricio LH, Pinto CA. An Bras Dermatol.2014;89(5):832-833.
Dermoscopy of chromoblastomycosis Subhadarshani S, Yadav D. Dermatol Pract Concept.2017;7(4):23-24.
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Everyone is a critic…
New York Observer January 21, 2002 Boats In, Boats Out, And a Town Full of Stories by Andrew Sarris
Lasse Hallström’s The Shipping News, from a screenplay by Robert Nelson Jacobs, based on the novel by E. Annie Proulx, has received very mixed reviews since its release. But long before then it had become the victim of a persistent “buzz” in the trade papers, the gossip columns and on the Internet—so much so, apparently, that the picture has been dismissed as a mess, Mr. Hallström wound up in the hospital before he could sign off on a final edit, and six minutes of the film were cut after the first screening.
I am baffled by all the negativity surrounding it, and I am prepared to designate it as the most underrated film of 2001. I am surprised also that Kevin Spacey has been widely branded as miscast and ineffective in the lyrically submerged role of a congenital loser named Quoyle, whose tangled roots drive him back to Newfoundland after a series of disasters that occur while he is working as an ink-setter for a newspaper in Poughkeepsie, N.Y.
Since I can’t imagine any other actor in such a nebbish role being half as effective as Mr. Spacey, I can only urge my readers to rush off to this singularly stirring entertainment before it disappears from view. However, if you do plan to see The Shipping News, you may not want to read any further in this review until after you have seen the movie’s jolts, surprises and epiphanies for yourself.
The movie begins with what I can only describe as a lyrical linkage between Quoyle, the ever-drowning, water-hating child, and Quoyle, the still-drowning adult. The child has been thrown off his father’s dock as a “tough love” way of teaching the boy to swim. As the boy gazes helplessly up from the depths, his face dissolves into that of the grown-up Quoyle still drowning, metaphorically, in the sea of existence. We realize instantly that he has not done very much with his life, and his life has not done very much with him. Mr. Hallström and his collaborators have thus established a character and life pattern in record time without wallowing in a sea of behavioral mediocrity. We see Quoyle at his unrewarding post, by a circulating machine we have seen so many times spewing out newspapers with melodramatic headlines. Here the presses are de-dramatized as we see everything from Quoyle’s point of view.
Things change very rapidly when a voracious female named Petal (Cate Blanchett) invades Quoyle’s life and barely gives him a chance to breathe before she has bedded him, married him and presented him with a little girl named Bunny, whom Quoyle cares for dutifully while Petal is out carousing with other men, and not just out. On occasion, she brings her lovers right into the house, and keeps complaining to her husband about how boring he is. It is hard for an actor or a character to keep his dignity in this situation, particularly in these macho times for many movie going tastes.
Still, the story keeps getting more outrageous than life, especially after Quoyle receives a telephone call from his father telling him that he and Quoyle’s mother are about to commit joint suicide, and want Quoyle to make the funeral arrangements. It is about this time that Petal runs off with her current lover and takes Bunny with her. Curiously, Bunny has always loved Petal despite, or perhaps because of, her excesses. Nonetheless, Quoyle persists in believing that Petal and Bunny will return, a belief that transcends stupidity into becoming a kind of heroism. The police arrive at his door to tell him that Petal and her lover have died in an automobile accident. Bunny is safe, however, because Petal sold her for $6,000 before she embarked on her fatal trip. The irony is that Bunny continues to love Petal, and for a long time refuses to believe that she is dead.
It is in the midst of these catastrophes that Quoyle’s Aunt Agile (Judi Dench) arrives at his doorstep to claim the ashes of her brother, Quoyle’s father. She then persuades Quoyle to start a new life with Bunny in their “ancestral” home in Newfoundland, actually a ramshackle house precariously anchored on an ocean-side cliff. When Quoyle first sees the house, he cannot believe that he and Bunny and Aunt Agile can possibly live in this wreck of a dwelling. But Aunt Agile persists, and Quoyle and Bunny bunk down for a new life.
Quoyle applies for a job at the local newspaper with only his ink-setting position in Poughkeepsie to recommend him. He is immediately recruited as a reporter by the managing editor, Tert Card (Pete Postlethwaite). Quoyle’s job is to report the shipping news, picayune as it is in this small fishing port. The paper’s owner, Jack Buggit (Scott Glenn), gives Quoyle his most valuable lessons in magnifying a routine story into a journalistic coup. But to succeed, Quoyle must overcome his understandable lifelong aversion to water.
As Quoyle gains confidence about his place in the picturesque town of Killick-Claw, he takes the initiative in courting a local widow, Wavey Prowse (Julianne Moore), and her retarded son, Harry (Will McAllister). Wavey tends to look more kindly on Quoyle when Bunny becomes the only child ever to bond with Henry. But Wavey is no pushover, and Quoyle discovers he has to go deeper into his feelings than he has ever gone before to land Wavey, who has her own secret about her husband. Despite its seeming quaintness, Killick-Claw is the repository of many cruel secrets, all of which are revealed by the final fade-out, though not without some initial puzzlement.
When Aunt Agile enters the family’s outhouse to pour her brother’s ashes down the hole, and then proceeds to defecate on his last remains, it is not until much later that we and Quoyle discover that Aunt Agile is simply avenging an old wrong. So much becomes clear about Quoyle’s father, and, in the process, Quoyle begins healing his own wounds as he starts his new life.
There has been a lot of talk about this movie or that being faithful to this book or that. Ms. Proulx has stated that she is quite pleased with the adaptation of her much admired novel. But even if it could be demonstrated that the filmmakers did not dot every i and cross every t in transferring a prose work into a film, I would argue that a film stands or falls on its own merits as film irrespective of its literary source. It may therefore be possible to imagine a stronger and tighter film than this version of The Shipping News, but I am inclined these days to embrace positives rather than hold out for ultimates.
There is more than a little humor, dark as it may be, in this version of The Shipping News. Mr. Spacey’s Quoyle pops up unexpectedly from time to time with comments that are witty and pithy—some in headline form—and I find that sign of complexity interesting in a character who is otherwise a candidate for total condescension. Julianne Moore projects warmth as Wavey, and it is welcome in a film that without her could be as cold emotionally as it is climactically. In a very small part, Cate Blanchett displays an amazing versatility in humanizing a preposterous character like Petal. And what can one say about Judi Dench that has not been said over and over again forever and forever?
If I had to encapsulate the movie in two scenes, I would begin with the frenzied spectacle of Bunny hammering away homicidally at her doll because she found it “boring,” a quality she fears her mother Petal found in her to cause her to abandon her. When Quoyle, witnessing Bunny’s rage, tells Wavey that Bunny worries him when she beats the brains out of her doll, Wavey calmly observes that the doll is a toy, not a person, and Quoyle shouldn’t worry. I found Wavey’s attitude very wise and compassionate. I have no idea where the idea for these scenes came from: the book, the screenplay, the director or all three, but they are typical of all the small moments that eventually coalesce into an expansive celebration of several repaired psyches. It is good also to see Scott Glenn and Pete Postlethwaite supplying more than their share of local atmosphere.
Copyright©2001 New York Observer
Entertainment Weekly – January 11, 2002
Movie Review by Owen Gleiberman
It has become a hallowed ritual of the cinematic calendar. For the third holiday season in a row, director Lasse Hallström has brought to the screen an esteemed lit’rary property, turning it into an earnest, uplifting Oscar hopeful for Miramax Films. On the surface, these movies — ”The Cider House Rules,” ”Chocolat,” and now The Shipping News — may look quite different, but really, all three utilize the same recipe. Take a big, chewy, ”important” subject; meticulously half bake until the characters, whatever their flavors, emerge as a warm and fluffy community; gently milk for popularity and prestige; and voilà! — you have a blandly high-toned Christmas cookie, otherwise known as the latest edition of Lasse & Harvey’s Holiday Art-House Special. Just be sure not to gag on your eggnog.
Except that it’s not going to work this time. Both ”The Cider House Rules” and ”Chocolat” were well-cooked pabulum, with their unassailable liberal views of, respectively, abortion rights (how bold!) and the right to… uh, eat chocolate and make love (how really bold!). But ”The Shipping News,” adapted from Annie Proulx’s Pulitzer Prize-winning novel, is just a limp and sodden downer. It’s set mostly in the damp, cold, gray-sweater climes of Newfoundland, where a widower named Quoyle (Kevin Spacey), the saddest of sad sacks, has arrived with his young daughter, all so that he can redeem the sullen tragedy of his life by learning to be a vital human being instead of a glum, stammering lump of self-loathing.
For most of the movie, though, he’s just a lump. It’s not entirely clear what Spacey thought he was doing, but his minimalist performance consists of not much more than standing around in a black wool cap looking fleshy and morose, as if he were a schoolboy about to burst into tears. Quoyle, as presented, isn’t a hero, or even an antihero. He’s just a wallflower in search of a screenwriter. How can this nonentity be redeemed? ”The Shipping News” throws him together with a fellow single parent (Julianne Moore) who’s got a few haunted corners of her own. He also goes to work for the local newspaper, a job that allows him to get in touch with the colorful reporter within, even though we’re given zero evidence that he can write or even hold a conversation.
Is it just me, or does a novel like ”The Shipping News” express nothing so much as a kind of free-floating depression? Quoyle, led to Newfoundland by his long-lost aunt (Judi Dench), discovers the dirty dark secret of his family, yet divorced from the gummy waywardness of Proulx’s prose, nothing in the movie makes much sense. A corpse discovered at sea, an oil-company scandal — these plot points are introduced only to be thrown away moments later. The real point is that we’re all supposed to feel real good about Kevin Spacey finally coming out of his shell. Sorry: He lost that shell a long time ago. C-
‘Shipping News’ Treads Water
Friday, December 28, 2001; Page WE37
By Desson Howe
IN “THE Shipping News,” director Lasse Hallstrom’s sluggish adaptation of the E. Annie Proulx novel, the withdrawn Quoyle (Kevin Spacey) has been fighting for air ever since his father threw him into the water. That childhood incident, a sink-or-swim education, has left him breathless, afraid and aimless.
Which makes him easy prey for Petal Bear (Cate Blanchett), an almost sociopathic man-hunter who seduces the hapless Quoyle with all the charm of a hooker, marries him, conceives his child and treats him like dirt on the rare occasions when she’s home.
Petal simply wants to be a kept woman. And Quoyle is just one of many men helping her plan. And just before her untimely, well-deserved demise, she attempts to sell their child, Bunny (played by Alyssa, Kaitlyn and Lauren Gainer), to a black market adoption agency. No love lost there. But Quoyle is left shaken, a single parent without confidence or a job.
Hallstrom speeds through this opening section as if he’s impatient to get to the later stuff. It’s so swiftly done, this early section, that it’s hardly worth the trouble. Clearly, the primary action is going to take place in Newfoundland, where Quoyle inherits a remote family home. Moving there with Bunny and his oddball aunt, Agnis (Judi Dench), he starts a new life.
His new job as a writer for the local shipping news column yields an office-load of new acquaintances (including Scott Glenn, Pete Postlethwaite and Rhys Ifans). And Quoyle meets and falls in love with single mother and widow Wavey (Julianne Moore), who suffered similar trauma in her past.
He also learns about his family’s dark secrets — why, for instance, their house was literally moved from a nearby island to Newfoundland.
Hallstrom, whose most engaging film remains “My Life as a Dog,” plays to his strength: the depiction of funny, offbeat supporting characters. Postlethwaite is probably the funniest as Quoyle’s jealous colleague. And Agnis’s resentment of Quoyle’s late father is made amusingly clear when she takes the old man’s ashes to the outhouse.
But “The Shipping News,” awash in hackneyed old-time secrets and hydrophobic metaphor, never consumes us as it should. Despite an intriguing premise and a spectacular, rugged setting, it’s a loping affair. Hallstrom and screenwriter Robert Nelson Jacobs, the team that gave us the spectacularly ordinary “Chocolat,” have concocted another box of mediocrity.
Spacey, a terrific actor, has his moments. But he’s playing a man who spends most of the movie reacting to other people, rarely taking charge of his life. Quoyle’s gradual awakening, or resuscitation, is such a painstaking, uninvolving experience, we’re more than willing to leave him alone with his house, daughter, new love and grim weather when the movie closes.
— Desson Howe
THE SHIPPING NEWS (R, 124 minutes) — Contains sexual situations, obscenity and disturbing images. Area theaters.
© 2001 The Washington Post Company
Letter to the editor: Free for All – Saturday, January 5, 2002; Page A19
Why do some film reviewers seem to take pleasure in divulging clever bits in movies and not leaving them for the filmgoer to discover? Was Desson Howe just trying to fill up space or to show off his insider knowledge when he gave away one of this film year’s best, if brief, ironic comic moments in Judi Dench’s character’s turn with the urn in “The Shipping News” [Weekend, Dec. 28]?
How often today do we get a surprise that is not only funny and not a throwaway but also part of a thread that winds throughout a story? My friends and I were fortunate to see the film the night before Howe’s review was published, which meant that we were allowed to discover its many subtle and not-so-subtle pleasures on our own.
— Anne W. Patchell
‘Shipping News’: In a Bleak World, The Promise of a Sea Change
By Rita Kempley Washington Post Staff Writer
Tuesday, December 25, 2001; Page C01
“The Shipping News” moves at a glacial pace, thawing as gradually as its protagonist, a middle-aged loser who has been frozen in fear since his abusive childhood. This strangely hypnotic adaptation of E. Annie Proulx’s Pulitzer Prize-winning novel chronicles his brooding journey toward self-recovery.
Although there are rays of hope, the melancholy drama takes on the characteristics of the story’s chilly setting of Newfoundland, island of weathered faces and blustery skies. Director Lasse Hallstrom captures the landscape’s stark, stormy beauty as well as its impact on its people.
Quoyle (Kevin Spacey), a hapless city boy, is a descendant of the pirates who first raided and then settled the Atlantic island. His ancestors’ blood still burned in his battering father’s veins and, though less brightly, in his own. Ultimately he will learn that he inherited strength and determination enough to rebuild his world.
The movie opens with a quick synopsis of Quoyle’s résumé of underachievement, culminating in his current post as an inker with a daily newspaper in Upstate New York. He has accepted his uneventful routine, even wallowed in it, when the brazen, tarty Petal (Cate Blanchett) bursts into his life, and Quoyle is smitten by this man-eating hothouse flower. They are married, she becomes pregnant with a daughter, Bunny, and after the delivery, she takes up with a series of lovers.
When she is killed in a car accident, Quoyle and Bunny, now 6, are rescued by his flinty aunt Agnis Hamm (reliable Judi Dench), who drags them with her to Newfoundland, their ancestral home. The battered family house still perches above the sea cliffs, though surely it would have blown away had it not been anchored there by braids of thick, creaking cables.
Bunny’s psychic talents, or maybe only her imagination, are fueled by the noises of the house settling in for the night. On stormy nights, the cables seem to moan in pain. And the place is haunted by the family’s perverse past — and, if Bunny is right, by a ghost and his white dog. Apparently psychic powers come with the territory, encouraged by the Zen rhythms of the fishing village of Killick-Claw.
Though his only newspaper experience involves the presses, Quoyle is hired to write a shipping column for the local newspaper. His quirky colleagues quickly hone his writing skills, such as they are, and with each article, Quoyle grows a little bit taller.
There’s also love on the horizon — a widowed schoolteacher, Wavey Prouse (Julianne Moore in a sweet performance). Initially they are drawn together by mutual loss, though their relationship becomes more complex and conflicted as their hesitant courtship progresses.
Moore and Spacey’s affair doesn’t throw off a lot of heat. That’s okay, because they have been hurt before, and they have to trust before they can love. Blanchett, on the other hand, is as steamy as a sauna, and what a convincing witch she makes, too. She, along with Pete Postlethwaite, Scott Glenn and Rhys Ifans as newspapermen, adds a splash of fun to the proceedings.
Spacey, with his plodding gait and apologetic air, doesn’t bring Quoyle to life. He resuscitates him, teaches him to stand up straighter and look other people in the eye. It’s a solid performance, if a stolid one, and the same can be said for the movie.
Hallstrom, who previously directed Oscar nominees “Chocolat” and “The Cider House Rules,” has carved a niche for himself adapting small-town family dramas. He ably brings the communities to life, though this film has neither the tastiness of the one nor the bite of the other. For better or worse, it smells of salt air, squid burgers and fishing boats. It’s worth seeing at the very least because it is so different from standard Hollywood fare.
The Shipping News (111 minutes, at area theaters) is rated R for violence, nudity and sexuality.
Proulx’s prose loses something on screen
Review: ‘Shipping News’ hasn’t got quite the right sound as it did in Annie Proulx’s novel. By Michael Sragow Sun Movie Critic December 25, 2001
Pundits often put down audiobooks as Classic Comics for commuters. But I can’t wait to find a copy of Robert Joy reading Annie Proulx’s novel The Shipping News.
To my eye and ear, Proulx’s mannered, deadly patches revive when read out loud – and Joy, who has a small part in the movie, is just the kind of idiosyncratic actor who can pull off her prose. The syntax that unwinds and contracts, often in staccato fashion, and the lilting lists and descriptions come together in an invented brogue that has as much to do with Proulx’s own rhythmic sense as it does with the accents of her upstate New York and Newfoundland settings.
The team that adapted the book for the screen should have made the sound of its words its first priority. Instead, the screenwriter, Robert Nelson Jacobs, and the director, Lasse Halstrom, have tried to heighten selected material from the sprawling novel into a tidy fable about returning to your roots and healing. The movie has just the right slate-gray, wind-swept look.
And Kevin Spacey, the star, has compared its structure to that of an onion – supposedly, each layer peels away to reveal, at last, a core. But the layers lack pungency, the core is hollow, and the peeler resembles a Veg-a-Matic.
Spacey plays Proulx’s hero, Quoyle, and presents the woeful image of an actor adjusting to miscasting. The book’s Quoyle is obese and has a giant malformed chin. Spacey ignored the chin, gained 20 pounds. What’s fatal is that he made heaviness the leitmotif of his performance. He drains his eyes, his inflections and his movements of all vitality.
Many a great actor has scored a coup with the kind of watchful, wary fellow who gets other people to talk; think of De Niro in Once Upon a Time in America. But there’s a comic, show-off element to Spacey’s talent that cries out for expression here. It may be that Spacey’s reverence for Jack Lemmon will lead him down the same path from sly, instinctive genius to boring worthiness. The Shipping News is a big, sad step in that direction.
The film’s one live wire, and the closest it gets to having a catalyst, is Cate Blanchett as Quoyle’s avidly unfaithful wife Petal, a trampy speed demon who seduces him, weds him and gives birth to his daughter before her violent departure. Hard on the heels of the joint suicide of his parents, Quoyle is sent into a tailspin by Petal’s demise; he accepts the bold suggestion of his newfound Aunt Agnis (Judi Dench) that he return with his daughter to his ancestral home in Newfoundland.
What ensues is a series of mild enigmas mixed in with local-color “characters” and Quoyle’s pathetically tentative wooing of a local woman named Wavey (Julianne Moore). Quoyle’s prescient daughter Bunny senses mysteries in the wreck of a family hilltop house held in place by cables. And, indeed, everyone Quoyle encounters has a secret, including Agnis and Wavey. And we learn them all – even if we never learn why we should care.
The flashbacks to the pirate past of the Quoyle clan serve only to provide some melodramatic contrasts and underline the attractiveness of the hero’s gentleness. The Quoyles dragging their home over ice to its current location pales before a similar scene in this year’s earlier The Claim, which placed the picturesque sight in a situation that gave it meaning.
Blanchett aside, my favorite part of the movie is a newspaper comedy: Quoyle, a newspaper ink-setter, applies for a job at The Gammy Bird – the local newspaper in the port of Killick-Claw – and finds himself reporting on car crashes and shipping news. The setup is full of easy ironies (Petal died in a crash, and Quoyle fears water), and the resolutions are even easier (Quoyle overcomes his aversions and his fears).
Yet there’s something pleasurable about the Foreign Legion quality of a provincial newsroom, where people wind up from nowhere and bond amid the charged limbo of deadlines and slashed copy. Scott Glenn and Pete Postlethwaite show up as, respectively, the baronial editor-in-chief and the alternately dictatorial and cowardly managing editor. The best of them is Gordon Pinsent as the tart, pithy old salt who teaches Quoyle how to conceive stories in headlines. Too bad it will set many viewers to thinking: ‘Shipping’ Bad News.
FILM REVIEW | ‘THE SHIPPING NEWS’
An Outsider Finds His Future by Facing His Past By STEPHEN HOLDEN
At its most memorable, Lasse Hallstrom’s pictorially sumptuous screen adaptation of E. Annie Proulx’s novel “The Shipping News” offers stirring panoramas of the severe, rugged seacoast of northeastern Canada. With its churning seascapes, worthy of Winslow Homer, in 20 shades of gray, and fading purple sunsets pressed against the sky like cosmic handprints, the movie at moments evokes the same awed sense of human insignificance as the desert island sequences in “Cast Away.” Two indelible images are of an austere saltbox house being towed by a human chain across the ice, and the stark silhouette of the same house, a symbol of desolation, etched against the luminous evening sky.
Ms. Proulx’s novel is among other things a craggy poetic ode to Newfoundland, a land of climatic extremes where most of the story is set. It is a place where the wind howls out ghost stories and spirits materialize through the fog, where people believed to have a sixth sense are referred to as sensitive, and where the local restaurants serve quirky dishes like seal-flipper pie.
But as precisely as the movie conjures Newfoundland’s majestic but intimidating physical landscape and folkways (underscored with propulsive Celtic pipe and drum music that suggests an austere echo of the score for “Titanic”) it fails to deliver the essence of Ms. Proulx’s novel, which is the odyssey of an ugly, beaten-down outsider. That essence lies in knotty, hard-bitten language that renders the everyday world in prose that flirts with the grotesque and phantasmagoric to portray existence as a savage, rustic comedy.
The difference between Ms. Proulx’s salty, tragicomic book, and Mr. Hallstrom’s impressionistic gloss, is in a nutshell the difference between the author’s description of the hapless protagonist, Quoyle, and Kevin Spacey’s warm and fuzzy portrait of this character, whom Ms. Proulx paints as a physically grotesque pariah. With his “great damp loaf of a body,” Quoyle is “buried under a casement of flesh,” Ms. Proulx writes. “Head shaped like a Crenshaw, no neck, reddish hair ruched back. Features as bunched as kissed fingertips. Eyes the color of plastic. The monstrous chin, a freakish shelf jutting from the lower face.”
There’s nothing freakish about Mr. Spacey’s Quoyle, a timid, sad-eyed oaf who mumbles in a soft, hesitant voice as he shuffles through the film, begging for sympathy like a lost dog. The movie’s Quoyle is almost handsome in a doughy sort of way. We are aware at all times that the star is acting with a capital A, suppressing his natural inclination toward intellectual sarcasm to project the saintly, victimized pathos of a well-meaning idiot savant. The performance, although technically skillful, is far too calculated and self-conscious for the actor to disappear into his role.
Mr. Hallstrom brings to the project his ever-likable hallmarks: an unfailingly warm-hearted humanism, a special affinity for children, and his soft-edged cinematic lyricism with a visionary edge. But try as he might, he can find no visual images to correspond to the tone and flavor of Ms. Proulx’s idiosyncratic language.
What he has made of the book is a sweet and salty tone poem: a seamlessly woven, handsomely illustrated digest of the novel’s characters and incidents, tricked out with hallucinatory flashbacks. On the screen personal horror stories that leap off the page melt into folksy yarns that the movie meticulously strings together without their adding up to much, despite the deployment of visual leitmotifs. The final product is soft at the center, a rustic cinematic greeting card.
In brief the story of “The Shipping News” follows Quoyle and his young daughter, Bunny, from Poughkeepsie, N.Y., where he works as an ink man for the presses of the local newspaper, to Newfoundland following the deaths of his parents and the accidental drowning of his savage floozy of a wife, Petal (Cate Blanchett). At the behest of his father’s half-sister Agnis Hamm (Judi Dench), who shows up at his door to collect her brother’s ashes, Quoyle repairs to Newfoundland to begin a new life in the long-abandoned and dilapidated family cottage that is anchored to the earth by cables.
Quoyle, who has no journalistic experience, is offered a job reporting the shipping news column for a local newspaper, The Gammy Bird, and shows a budding knack for writing catchy headlines. He becomes involved with Wavey Prowse (Julianne Moore), a widow with a slow-witted son, who runs the local day-care center. Bit by bit Quoyle learns of his brutal family history, which includes piracy, murder, incest and rape. As he absorbs a series of ugly family secrets, he begins to heal from a lifetime of abuse and rejection and to gain a tentative sense of having a place in the world.
Where the novel is stubbornly unsentimental in its depiction of Quoyle’s life and hard times, Mr. Hallstrom’s camera beautifies everything it beholds. Even in an early scene in which Quoyle’s sadistic father forces him to swim by throwing him into the water and watching him nearly drown, the boy’s traumatic immersion takes place in a haze of golden bubbles. And in a bit of eye- catching trickery, the boy, while still underwater, morphs into a man. Quoyle grows up with a lifelong terror of water. The story is punctuated with recurrent nightmare images of submersion, but they are too pretty to be frightening.
Although the misconception of Mr. Spacey’s character gives “The Shipping News” a hopelessly mushy center, the surrounding performances lend the movie some ballast. Dame Judi’s Agnis and Ms. Moore’s Wavey are finely shaded portraits of spirited, feisty women concealing grievous emotional wounds under a hard- bitten surface. As Tert Card, The Gammy Bird’s managing editor, who becomes Quoyle’s implacable foe, Pete Postlethwaite creates a wonderfully sly study of a proud small-time grievance collector. Best of all is Ms. Blanchett’s Petal, a lighted stick of raging sexual dynamite.
But with the novel compressed into a movie of less than two hours, none of the supporting cast has enough screen time to emerge as a full- blown character. “The Shipping News” is finally too efficient for its own good. Instead of giving you the book, it leaves you with the unfulfilled sense of having leafed through an elegant, studiously captioned photo essay of the same material.
The best thing than can be said about Lasse Hallström’s The Shipping News is that it’s considerably less brow-beating than The Cider House Rules and Chocolat. Robert Nelson Jacobs is loyal to E. Annie Proulx’s original text: Petal (Cate Blanchett) still can’t make an Alabama Slammer; hubbie Quoyle (Kevin Spacey) is the poster child for the pussy-whipped; and closeted skeletons are raring to cut loose. The film’s first quarter is unwatchable as hell-fire harpy Petal is transformed into a gum-smacking student of Marisa Tomei’s My Cousin Vinny ilk. Proulx’s once-ghoulish witch takes the town by slut-storm while the pathetic Quoyle stays home with their baby Bunny. Spacey can do pathetic (however intentional) but Hallström’s Quoyle is nothing more than a child who confuses sex for love. Seemingly stripped of Proulx’s sad stoicism, Quoyle is now a mere victim to Hallström’s heavy-handed water imagery. Silly special-effects morphing give way to egregious flashbacks that set up Quoyle’s hydrophobia (his father was an unconventional swimming instructor).
Petal goes to sleep with the angels, Aunt Agnis (Judi Dench) comes to town and Quoyle decides to find his family roots in Newfoundland. Hallström is best when doing the quirk thing; there’s a sweet-natured, matter-of-fact humanism to the film’s oddball moments. Quoyle snags a job as a reporter at the local newspaper, The Gammy Bird, covering the shipping news. Ghoulish discoveries (a headless body, its rolling head) are played for laughs while the film’s learning lessons are never ham-fisted. Hallström’s characters are helpless and disconnected; all are in need of human contact though victims to a land that seems to portend only death. Hallström deftly free-floats between his stories: Quoyle moves up the occupational ladder; finds love with Wavey (Julianne Moore), mother of a mentally-challenged Harry Potter; and gets the lowdown on the Quoyle past via a creepy, blabbermouth uncle.
Agnis is a relatively loose cannon, a shining example of Hallström’s awkward jitterbug between quirky and flat-out melodramatic. When skeletons fall out of their closets, explanatory flashbacks become difficult to swallow, shamelessly at odds with more humorous-minded coping rituals. Hallström’s tonality is wildly uneven. The film works best when absurd (see the crazy drunk bitch scene), underachieving when it goes ghost-hunting (as a thriller, the film is all hot air). Hallström is an obvious visualist. Quoyle’s computer screensaver is underwater-themed while car accidents turn into bloody Petal spottings; in effect, the humanity of Quoyle’s accident column is flagrantly set up. The score and accents conjure images of Leprechauns searching for Enya and her Lucky Charms but Hallström’s rendering of place and time is quaint and evocative even if the film, as a whole, moves at the speed of a glacial ice flow. **1/2 out of ****.
http://www.slantmagazine.com
Ed Gonzalez © slant magazine, 2001.
The Filmiliar Cineaste For most stories to work you need a main character that you’re sympathetic toward so that you care about what happens to him, and who is active enough to ensure your interest. This is in doubt here as it deals with a man over whom people walk, who is so modest and ambitionless as to think a job as an “inkman” on a newspaper’s press is a life’s fulfillment. Things come his way through the actions and motivations of others and yet, as conceived and written in a 1994 novel by E. Annie Proulx, you are vitally interested in his development and growth despite the brooding quality of his progress. In as challenging a role as any that Kevin Spacey has taken on, but for a totally different reason, he plays Quoyle, an amorphously shaped nerd living in upstate New York. One wonders how he can possibly wind up with the whirlwind party girl, Petal, (the wily and resourceful Cate Blanchet) but in a case of opposites attracting and, for a brief moment, fulfilling each others missing side, they do. They marry and have a child whom they call Bunny.
Despite Petals flightiness Quoyle remains fascinated and in love with Petal (taking too much meaning from simple sex) and raises Bunny on his own. But even he, so slow to anger, is outraged by Petal, who by this time is little more than a barroom whore, brings home one of her lovers. As inevitable as day following night, she leaves Quoyle and, for the first time showing any interest in Bunny, takes her along. A fatal car accident on that journey takes Petal’s life and Quoyle is first amazed that Bunny wasn’t found in the car with her and then mortified when he learns that she had sold her daughter to a slave trader for several thousand dollars. Quoyle rescues his daughter and attempts to return to his life as best he can. His aunt Agnis Hamm (Judi Dench) shows up for the funeral and convinces him to join her in a return to their family home in the small fishing outport of Killick-Claw, Newfoundland.
When they arrive the family home, on a promontory overlooking the sea, is in bad repair but structurally still sound. The winds are so fierce in these districts that it’s lashed down by cables. As they proceed to rebuild the place, which is a stark metaphor for their lives and history, Quoyle sets out to find a job, his first call at the local newspaper, The Shipping News. Hardly running a press requiring an inkman, and largely because of his very well known family name, he’s hired on by editor Tert Card (Pete Postlethwaite) with the blessings of owner Jack Buggit (Scott Glenn) as a reporter. His growth in this job parallels the growth he is to experience as a person and is the heart of the story. He asks about a woman he sees walking along the road and is told about Wavey Prowse (Julianne Moore), who turns out to be the director of her own day care center for young children. She has a retarded son and as mysterious a past as Quoyle himself, the details of both being revealed slowly and at a steady, unlively pace, as the town and the character of the man themselves.
Things don’t get explosive in Kinnick-Claw but the history of the people is thick and impenetrable. In fact, E. Annie Proulx’s book won the Pulitzer Prize for fiction in 1994, probably for the style of the story as much as for her style of writing. Defying a reasonable translation to film, director Lasse Hallstrom has probably pulled off a nomination with his adaptation and he should be considered for it for his flawless casting, as well. He has certainly proven his abilities in adapting novels, as he did with John Irving’s “Cider House Rules” and Joanne Harris’ “Chocolat”. Whatever else might be said about Hallstrom, he has demonstrated an exquisite taste for good literature and great respect for its imagery, its metaphors and other essential qualities to be preserved in his film versions. A book is safe in his directorial hands. The name “Quoyle” in fact is related to “coil”, as in rope. Rope and the art of knot tying is a vital part of fishing and a boatman’s life. In the book, each chapter is headed with a different knot with its purpose outlined. It’s a vital image for the seaside place so exposed to the sea and its unforgiving nature, and the film conveys this effectively to set and nurture the moods. “The Shipping News”, given its literary nature, stressing character as its very reason for being, might be a hard sell for a wide audience.
It’s a film that is likely to appeal to an audience that reads as much as it goes to films. It’s also likely to appeal to the members of the Motion Picture Academy in sufficient numbers to produce more than one award nomination. And “Best Picture” is certainly a possibility. In other words, it’s more likely to be a critical success than a boxoffice hit.
Quoyle (Kevin Spacey), the zhlubby, browbeaten protagonist of Lasse Hallstrom’s affecting, if somewhat ungainly, version of Annie Proulx’s novel, isn’t your typical movie hero. After the death of his brazen, unfaithful wife (Cate Blanchett), this born loser sets off with his daughter and aunt (Judi Dench) to start a new life in frigid, faraway Newfoundland, the home of his ancestors. “The Shipping News” is the story of his rebirth, his discovery of self-worth. Like the best of Hallstrom’s films, “My Life as a Dog” and “What’s Eating Gilbert Grape,” it has a fresh, uncondescending appreciation of the lives of people far outside the mainstream.
This was not a novel screaming to be made into a movie. You can feel screenwriter Robert Nelson Jacobs struggling to stuff too many goodies into a short space. The seams show. But the dialogue has wit and home-cooked flavor. The characters — Dench’s life-hardened Aunt Agnis, Julianne Moore’s Wavey, a widowed single mom, and the cranky staff of the village newspaper where Quoyle gets work as a reporter — resist stereotype. Initially, Spacey seems miscast, overplaying his character’s hapless naivete. But as Quoyle begins to discover his future by coming to grips with his family’s dark past, both Spacey and the movie hit their stride. “The Shipping News” has a quiet sense of community, a wry, unsentimental sweetness, that grows on you. It’s a patient movie for impatient times. ***
David Ansen
http://www.msnbc.com
©2001 Newsweek, Inc.
From Coming Attractions:
October 18, 2001… Our first review of The Shipping News has arrived, and in it our scooper gives the picture a positive recommendation.
“I attended a preview screening of the film (according to the marketing guy there, it was the first one) a few weeks ago in NYC. The film is really good. Basically, its the story of Kevin Spacey’s belated awakening. The storyline is a little less standard than most Hollywood fare, and there are some excellently concieved shots and scenes. Most notably: Spacey capsizing in the water after discovering something nasty there, Moore and Spacey’s first meeting in the schoolyard, and all the scenes with Scott Glenn and the guy who plays Peter Pretty.
“Spacey, Moore and Dench are, as usual, excellent. The rest of the cast is also great, especially Scott Glenn. However, Cate Blanchett is wasted here in a one-dimensional role which really takes more from the feel of the film than it gives to it.
“Its a bit of a love story, a bit of a ghost story, and a lot of a family story. I’d spend money to see it. These days, that’s saying something.”
[Review sent in by Matthew.]
From Dark Horizons: “The Shipping News” – A Review by ‘Martin Snorese’ (Negative, Frequent Minor Spoilers) Just came back from a screening of The Shipping News. HUGE disappointment. This film was so bad, if it were released in Afghanistan, I’m sure the producers would be stoned to death. In all fairness, the movie started pretty good then completely fell apart after 15 minutes. It starts off quirky, and funny, then it turns into a really safe, boring, confusing movie. Lots of unnecessary subplots, an underdeveloped, chemistryless romance (with Julianne Moore), endless flashbacks, and dream sequences. Kevin “the heterosexual” Spacey plays Quoyle, the most sympathetic protaganist in the history of film. Within the first 10 minutes we see his father throw him in a lake (he was teaching him to swim, the hard way), his blatantly unfaithful wife (Cate Blanchett) not only leaves him, but sells his oldest daughter to a blackmarket adoption agency. (I swear, I told my girlfriend that the next scene would show him volunteering at an animal shelter). Quoyle later learns that his wife died in a car accident. He moves to New Foundland with his aunt (Judi Dench, who seems to play the same exact role in every Miramax film she’s been in) where he starts to write a Shipping News column. I’ll spare you more plot details. Spacey turns in the worst performance of his career. He doesn’t play weak very well. He plays Quoyle like he plays Buddy Ackerman in the final scene from Swimming With Sharks (puppy dog eyes, shoulders drooping). Is it me, or are all of Spacey’s post Best Actor Oscar, movies unwatchable? Kind of like what happened to Nic Cage. (Now that I think of it, this movie felt alot like Capt. Corelli’s Mandolin). The other performances are ok, considering what they had to work with. The film ran over 2hours (but felt much much longer). This film is in need of some serious editing. If I were Miramax I’d take my chances with Gangs Of New York (whatever problems it may have, it’s GOT to be better than this) as my Oscar hopeful next year.
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Marijuana: An Environmental Buzzkill
Illegal pot growers have turned public lands into industrial agricultural sites. And the ecosystem effects are alarming.
Research ecologist Mourad Gabriel is one of the few scientists studying illegal grow sites in California’s overrun national forests.
On a hot August morning, Mourad Gabriel steps out of his pickup onto the gravel road that winds up the side of Rattlesnake Peak. Dark-bearded and muscular, the research ecologist sports a uniform of blue work clothes, sturdy boots and a floppy, Army-style camo hat. He straps on a pistol. “Just to let you know,” Gabriel says, sensitive to the impression the gun makes, “it’s public land, so I open-carry.”
Another 100-degree day is promised. Gabriel and his four field assistants are headed to work in California’s Plumas National Forest, a few hours’ drive from Lake Tahoe, at the northern terminus of the Sierra Nevada. The U.S. Forest Service (USFS) has enlisted Gabriel to assess the scars from rampant marijuana cultivation. Today’s field site: an illegal marijuana plantation known as the Rattlesnake Grow.
Gabriel doesn’t take chances because he’s been threatened personally. In 2014, someone poisoned his family dog with a pesticide that’s used at the grow sites. The intruder crept onto Gabriel’s property at night and scattered poisoned meat in his backyard. And last year during raids on plots elsewhere in California, two police dogs were stabbed by men fleeing the scene.
So whenever Gabriel enters a cultivation site with his research team — even one that’s been abandoned, as this one is — he always goes in first.
U.S. Forest Service officers collect coils of plastic pipe used to divert water from springs to marijuana plants at an illegal grow site on public lands.
Most of the U.S. domestic marijuana supply is raised in California. Some pot is grown on private property for legal use by medical marijuana patients. These operations can be monitored, and with Californians having legalized recreational pot last November, the regulation is sure to tighten. But in popular pot-growing regions like Humboldt, Mendocino and Trinity counties — closer to the Northern California coast in the so-called Emerald Triangle — environmental regulation has been slow to catch up. Commandeering streams, growers divert the water into high-tech greenhouses, to the detriment of the aquatic life lower in the drainage, including the threatened coho salmon. Biologists for the California Department of Fish and Wildlife have shown that thirsty marijuana plantations can dry up water sources.
What’s more, the rest of the crop — the vast black-market portion — is planted on public or tribal lands by people who ignore the environmental consequences of their activity. When they’re captured, some turn out to be Mexican drug cartel workers, and others come from smaller independent groups. U.S. authorities concede that the great majority of these “trespass grows” are never detected. Even after sites are cleared, the shadowy growers may reclaim them the next year.
“The public doesn’t understand the industrial scale of this,” says wildlife biologist Craig Thompson.
But if you have heard anything about streams being polluted or animals and birds being poisoned by marijuana production, it’s almost certainly because of Gabriel, a soft-spoken scientist who now and then unleashes his inner Rambo.
After the Bust
Gabriel takes his team of biologists over the top of an open, sunbaked ridge and down the other side of the mountain. Immediately, burnt and toppled trunks of pine and fir and head-high tangles of wild lilac shrubs impede the way.
Ten years ago, the Moonlight Fire destroyed 65,000 acres of forest in the Plumas. The marijuana growers stole into the broad footprint left by the blaze in dozens of places. In the section we’re hiking, they cut trails and cleared a series of plots on a steep slope above a ravine. Then the trespassers dug out three springs and diverted their flow into half-inch black plastic piping, which they threaded through the cover of vegetation to their network of plots below. The waterlines emptied into tarp-sealed pits that could store hundreds of gallons of water. Having started thousands of marijuana seedlings in plastic cups, the growers planted them among the shrubs throughout the plots. Each bright green plant was irrigated via drip lines, some triggered by a battery-powered timer. Although the mountainside faced north and east, light was no problem. Where it used to be blocked by trees, the strong California sun now slathered the crop.
Gabriel was with the rangers and deputies when they busted the site in 2015 and uprooted more than 16,000 plants. Judging by bags left around the site back then, he suspects at least 4,000 pounds of potent fertilizer were used. He also recorded several empty containers of a concentrated organophosphate insecticide — a lethal nerve poison that’s toxic to wildlife.
Gabriel’s non-profit organization, Integral Ecology Research Center (IERC), was hired to assess the damage to water sources, soils and sensitive plants and animals. They also inventoried toxic waste, piping, camp materials and trash. Now it’s up to the Forest Service to decide how to repair the damage. Gabriel, enlisting local volunteer groups, will assist with the cleanup, too. The service he offers is soup-to-nuts.
“He’s passionate. He’s a character,” says USFS’s Thompson, who collaborates with Gabriel on research. “He has continued to shine a light on the issue, though it’s still under the radar.”
The first glimmer of impacts to wildlife came to Gabriel from fishers. A fisher — a type of weasel whose body is about the size of a housecat’s — is a denizen of deep woods. It has a wide face and long furry tail, and it can run up and down trees like the woodrats and squirrels it hunts. Fishers have never been overly abundant in the mountains of the West Coast, and their population plummeted after a century of logging and trapping. In the 21st century, biologists have tried to restore the Pacific fisher by reintroducing young animals and tracking them with radio collars. But the fishers’ expansion has been slow because they have been dying more rapidly than researchers expected.
Gabriel joined the fisher reintroduction project in 2009. At the time, he was completing his Ph.D. at the University of California, Davis. He credits an uncle for interesting him in the outdoors. The uncle was also a taxidermist; hence, young Mourad developed an interest in the interiors of animals. In high school, a vocational aptitude test suggested that he could be a game warden, park ranger or biologist. As an undergrad at Humboldt State University, he took courses supporting all three. Gabriel met his future wife, Greta Wengert, while they were both studying wildlife biology in college. After marrying, the two founded IERC in Blue Lake, Calif.
Craig Thompson, a USFS biologist, drops a water filter into a High Sierra stream near a marijuana grow site. Tests have turned up pesticides and fertilizers coming from the grows.
Gabriel’s work for the fisher reintroduction project was lab-based. He conducted necropsies of dead animals that Thompson’s field researchers had picked up. Examining a fisher carcass one day, Gabriel found that its organs had turned to mush. The fisher had been poisoned by a compound that blocks clotting and prompts unchecked internal bleeding, a so-called second-generation anticoagulant rodenticide (AR). D-CON, commonly used against mice and rats, is a familiar brand of AR. But how did a forest carnivore absorb a pesticide typically used around farms and houses?
Gabriel remembers wondering if this one fisher was an outlier. “So we went back to the archival liver tissue,” he says. When he inspected frozen specimens and collected additional carcasses from colleagues, Gabriel discovered that rodenticides had, if not killed, then at least tainted 85 percent of expired fishers.
“It took a while to connect the dots,” he says. From his field experience he was familiar with illegal pot grows, which had plagued the backcountry terrain for 20 years or more. “We’ve all run into it. We’ve been trained,” Gabriel says. “If you come upon a site, you do a 180 and walk away.”
Mounds of Pesticide
Law enforcement officers from different agencies asked him if rat bait from grow sites might be the culprit. It made sense; woodrats and squirrels would gnaw the marijuana plants.
If the growers scattered AR and the rodents were sapped by internal bleeding, they would become easier prey for fishers. Bioaccumulation, as the process is known, would pass the rodenticide up the food chain, where concentrations increase. The fishers in turn might have become prey for bobcats and mountain lions.
Wildlife biologist Greta Wengert (above) carefully handles a suspected neurotoxin found in a Gatorade bottle.
Raids turned up empty bags of AR and sometimes even mounds of the pesticide. To test their hypothesis about bioaccumulation, Thompson, Gabriel and state toxicologists tried to tie the levels of AR exposure in fishers with the locations of grow sites found by law enforcement.
The researchers analyzed 46 female fishers that died over five years. Their results showed that the animals that lived longest had the least rodenticide in their livers and the fewest grow sites within their home ranges. Conversely, animals with roughly four or more grow sites nearby died the soonest.
In a 2015 paper in the journal PLoS ONE, the researchers stepped back and examined all the causes of mortality in their collared fishers. Predation accounted for 70 percent of the deaths, disease an additional 16 percent, and poisoning, which until lately hadn’t been considered, 10 percent. The new factor might explain why fishers weren’t rebounding as fast as they might be. Pesticides might be the major factor in most of the deaths, even those not poisoned outright. “You can argue that the animals that are affected by rodenticide are weaker,” Thompson says, “and that the predation rates on them, as I suspect, are higher.”
Sounding the Siren
In a parallel case, rodenticides have worked their way into some of California’s northern spotted owls, a threatened species. The owls also eat tainted rodents near grow sites. The evidence here is less direct, and depends on analyses of a competing species, the barred owl. For decades, barred owls from Eastern states have been invading the breeding territory of the northern spotted owl in California, Oregon and Washington. Already on the ropes from the logging of old-growth woods, spotted owls were disappearing, and so biologists tried a desperate measure: shooting barred owls.
At the Hoopa Valley Indian Reservation in Humboldt County, forestry biologist Mark Higley, who has helped with the fisher project, also takes part in the culling of barred owls. Higley says he and his staff have had run-ins with illegal growers, “taking risks we shouldn’t take.” After Gabriel’s breakthrough with AR and fishers, Higley sent him liver samples of more than 155 barred owls that had been collected at Hoopa. More than half were positive for rodenticide. Gabriel also had positive results from two spotted owls that were hit by cars. Since spotted owls are endangered, Higley and Gabriel use barred owls as a surrogate — their dietary habits are similar — and infer that up to half of spotted owls near grow sites might be exposed to rodenticide. Now Thompson is looking for other examples of bioaccumulation. He’s testing mountain lion scat for rat poison and pesticides.
Researchers examine a Pacific fisher carcass (left). The animals are struggling in part due to rat poison used by illegal marijuana growers
Only Gabriel, Thompson and a handful of other biologists are investigating the ecological effects of toxins from the trespass grows. The funding opportunities are scant, and the fieldwork is hard and potentially dangerous. Although growers who have been surprised at their plots haven’t hurt anybody — usually they just run away — sometimes shots are fired.Adding to the frustration, many important questions are nearly impossible to answer. At what levels do agricultural chemicals and rodenticide interfere with fishers’ reproduction? How much poison does it take to weaken an animal enough that it becomes easy prey for fishers and bobcats? Wildlife toxicology’s pitfall is that lab experiments can’t be performed on wild populations, let alone on sensitive and rare species.
“You have these snippets of field-based evidence,” Gabriel says. “Maybe you could do a liver biopsy on a captive fisher, but it would cause bleeding, and if an anticoagulant were affecting the animal, [the test] could push it over the edge. I’ll leave that work to someone else.” His role, as he sees it, is sounding the siren. “The problem is getting worse,” he says, frustrated. “Who’s documenting this?”
The Unseen Grower
Amid the lilac shrubs, pungent with pollen, marks of the Rattlesnake Grow aren’t immediately obvious. Soon the paths and waterlines of the growers can be spotted, and then other items like fertilizer bags, heavy-duty plant shears and matted clothing, which the wilderness is swallowing up.
As Gabriel investigates a stream angling toward the ravine, the four techs split into pairs. Two young field biologists push off in opposite directions, using their GPS trackers to measure plot boundaries.
The slanting plot, still faintly pocked with bare spots where the marijuana grew, is about 50 yards wide and 100 yards long. They crisscross the area with cans of spray paint, tagging empty bags of chemicals as they count them. When they take a break, they huddle in the shade thrown by the charred trees.
Walking on a diagonal line across the site, the biologists collect at least five samples of soil in plastic bags. The samples will be tested for various pesticides. Five samples for 1,500 square yards might not seem like much. “That’s all we can get funded for,” says Gabriel, who has rejoined the others. He reports spotting boot tracks. “I think they came back and took the tent and sleeping bags, probably sometime last spring.”
Growers often squat in primitive camps on public lands, leaving their mess to the Forest Service after harvest time.
Of all the species Gabriel studies, the human animal — the unseen grower — is the hardest for him to figure out. “I’ve visited between 100 and 200 grow sites,” he says, leaning against a fallen tree. He wonders, why would growers plant so high up on this ridge with limited water?
“We saw a different approach last week,” Gabriel says. “Just 60 meters from a paved road they were growing 5,000 plants. Maybe one criminal organization decides, ‘We’ll go deep in the wilderness,’ and another, ‘Let’s put it by the road.’ You’re trading easier access for greater risk.”
He sees each site as a piece of a larger puzzle. If researchers could better understand the selection process, it might be possible to better handle these trespass grows.
Later, over a beer in his motel room, Gabriel says, “There’s no way I can do this physically 15 or 20 years from now.” He figures he’s got eight more years, after which he hopes the field will be big enough for him to exit and do something else, leaving others to carry on the research. He’s trying to spur other biologists to study illegal grows too. He wants to track the long-term effects of the chemicals by incorporating specialties like hydrology and soil science.
“As an ecologist, I love working on species of conservation concern,” he says. “I want a stable population of fishers and owls. I want basic research and applied management. Not science just for the sake of science but science as a solution.”
[This article originally appeared in print as “High Consequences.”]
Source: http://discovermagazine.com/2017/sept/high-consequences September 2017
Filed under: Cannabis/Marijuana,Environment,Global Drug Legalisation Efforts,Social Affairs :
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Flight 404 Chapter 36
“Why do I suddenly feel like the little kid who got caught with his hand stuck in the cookie jar?”
“I don’t know, maybe it’s because you failed to divulge the fact that you knew both Sam Larson and Curtis Brooks. In fact, you were childhood friends with both men. And both men died in plane crashes which you personally investigated. Maybe that’s why?” replied David.
“Perhaps we should take this conversation elsewhere.” Instinctively, he knew Sylvia Abramovitz was the type of woman who listened at keyholes. He neither wanted her to worry about her son or tip him off to the fact that he was being investigated.
“I think that would be a good idea, said David.”
“But first aren’t you going to introduce me to your lovely companion?”
“My name is Mrs. Sam Larson”, I said extending my right hand.
“No way!” He said looking me from head to toe. You’re way to pretty to have married the Sam I knew.”
I smiled, in spite of the apprehension I was feeling about this man because Frank Roberts didn’t seem the type of man who complimented women easily.
As we eased our way down the three flights of stairs and back out onto the street, all I could think was, had this man covered up the fact that Sam and everyone aboard Flight 404 had been murdered?
The Daisy Diner was about two blocks from the Abramovitz apartment building. We settled into one of the booths up front and an uneasy quiet settled over us.
“You tell me how you found the Abramovitzs, and I’ll tell you all I know.”
“And exactly how much is that,” asked David.
I could tell that there was some sort of resentment between the two men. “Gentlemen, whatever the problem is between the two of you, please can it wait until we have a definitive answer about the two crashes. I’d really like to know whether or not those crashes were accidents or murder?”
“Mr. Roberts, I understand that you knew Sam when he was young?”
“Well ma’am, I knew a Sam Larstein when I was younger. I didn’t know until recently that Sam Larson and Sam Larstein were one in the same.”
“And Curtis Brooks – did you know him, too?”
“Yes, ma’am. Sam, Curtis, me, and Rebecca, aka, Lester all ran together when we were around eleven and twelve.”
“Rebecca, aka, Lester? Why did you call her that?”
“We called her Lester because her daddy always wanted a boy and Rebecca did her best to accommodate him – dressing up like one most of the time. Although, I don’t think it did her a lot of good.”
“Her old man was a stinker, if you know what I mean. It wouldn’t have mattered what Rebecca did or didn’t do.”
“I see. Where is she now?”
“She lives in the same building as Sylvia Abramovitz, or at least I think she does. I didn’t get an answer when I rang the bell.”
“Well that explains the picture.” I took the old photo out of my purse and showed it to him.
“Which one is Rebecca, aka Lester?”
“The red haired one is Rebecca. I remember she had these incredible red ringlets that she kept pushed up under her cap.”
Frank had gotten this far-away look in his eyes, and I could tell he was remembering the past. That’s when David took his shot.
“Frank, why do you think your friends are being killed?” That was like David – straight for the jugular.
“I don’t know. Like I said my family moved away a few months later.”
“Why did your family move Mr. Roberts?”, I asked.
“Ma’am, please call me Frank. I get a little edgy when people call me Mr. Roberts. I get the suspicion they’re trying to sell me a bag of goods. My family moved because of Rebecca. She went crazy soon after the crash.”
September 1, 2011 September 24, 2011 elizabooksFlight 404Entertainment, Fiction, STALKED! By Voices, thrillers, Writing
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FM Zarif
Zarif: Iran believes in diplomacy not renegotiating UNSC resolution
Tehran, Jan 15, IRNA - Iranian Foreign Minister Mohammad Javad Zarif on Wednesday stressed the fact that Iran believes in diplomacy but not in renegotiation of the previously agreed UNSC resolutions.
"Told #Raisina2020 that Iran believes in diplomacy: but not in re-negotiating a UNSC Resolution we agreed on with 6 Governments & EU," Zarif tweeted on Wednesday.
"We did not sign an "Obama deal" to go for a "Trump deal" now," he added.
Zarif noted: "Even if we did, who's to say we won't need Biden, Sanders or Warren deal next year?"
Zarif who is in New Delhi to attend 2020 Raisina Dialogue, earlier said "I negotiated with the Secretary of State of the US, he negotiated with the Foreign Minister of Iran."
"I deliver on every point I signed onto and you don't have to trust me, you trust the .... reports of IAEA including 5 reports after President Trump," he reiterated.
"The US did not implement its commitments and it has withdrawn," Zarif said.
"The United States did not implement its commitments and it has withdrawn," the Iranian Foreign Minister stressed.
"I'd listened to President Trump that today he repeated what Prime Minister Johnson imprudently said yesterday that we want a Trump deal and President Trump is very happy."
Zarif said: "I had a US deal and the US broke it."
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Microsoft Croatia: Empowering girls to choose ICT @DigiGirlz
Partnership for Change and Development in the Local Labour Market
Women in rural areas
Women and Poverty
Health, Violence
MSPY Database
The legal framework The Law on Protection from Domestic Violence (misdemeanour) was adopted in Croatia in 2003 ([3]) and later in 2009 ([3]) and includes: physical violence
Administrative Data on Violence Against Women
Kazneni zakon
Section XI of the Criminal Code is about human rights and fundamental freedoms, (Violation of equality, article 125): "Whoever on the basis of a difference of race, ethnicity, colour of skin, se
Policy / Legislation
Zakon o državnim službenicima
The principle of prohibition of discrimination is also defined in Article 6 of the 2005 Civil Servants Act which prohibits civil servants from discriminating or granting privileges to citizens on the
Žene i muškarci u Hrvatskoj
Political parties in the pillory
Electoral reform takes women’s representation halfway
Political decision making
Cheap loans for Croatia’s women entrepreneurs
Narrowing the gender gap in business
Strategy of Women Entrepreneurship Development in the Republic of Croatia 2014-2020
The Strategy of WomenEntrepreneurship Development in the Republic of Croatia for the period of 2014 - 2020 is a continuation of the same Strategy adopted for the period of 2010 - 2013.
Agreement between the radio-television and the government of the Republic of Croatia for the period 01.01 2013-31.12.2017
The agreement defines the public mission fo the HRT and its obligation to society, including in the form of a gender equality principle.
Self-regulation tool
Žene i muškarci u Hrvatskoj 2012
Each annual report covers following issues: population, health, education, employment and salaries, social welfare, health and pension insurance, judiciary, political power.
Research of HRT employees` attitudes on gender equality promotion, especially in program content
A questionnaire was sent to 900 HRT employees (reporters, commentators, editors, journalists mentors…) and there were 171 responses.
Study / Survey
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Box Office: “Terminator: Dark Fate” Opens to $28 Million
Linda Hamilton and Mackenzie Davis in "Terminator: Dark Fate"
Terminator: Dark Fate is having a very bad box office weekend.
The sixth installment in the Terminator franchise is looking to open at $28 million at 4,086 North American locations according to estimates. Not only was it forecast to haul in the $40 million range, but it also holds a price tag of $185 million (some sources even say $196 million).
Dark Fate re-teams Linda Hamilton and Arnold Schwarzenegger, but it seems that the creative rifts between Tim Miller and producer James Cameron took their toll.
“The blood is still being scrubbed off the walls from those creative battles. This is a film that was forged in fire. So yeah, but that’s the creative process, right?” Cameron said to CinemaBlend.
Disney’s Maleficent: Mistress of Evil and Joker which are in their third and fifth weekends respectively are battling for second place.
Cannes 2020: Spike Lee Makes History
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Everest, A Time Lapse Film
Martin Walsh
Photo Credit: Elia Saikaly
Elia Saikaly first journeyed to Everest Base Camp in 2005, as a young aspiring adventure filmmaker. Since then, he has returned to Nepal 13 times, taking part in seven Everest expeditions and building a formidable portfolio of Himalayan photography and video. In 2010, he summited Everest for the first time, sharing the achievement with some 20,000 Canadian students via a real-time web series.
Elia’s latest film is the culmination of over a decade of shooting in the Himalaya, a mesmerizing two-and-a-half minutes of time lapse footage from the top of the world. We caught up with Elia to discuss the film, the difficulties he faces when working at high altitude and his love of Nepal.
ExWeb: The footage for this time lapse is made up of some 1,896 stills, captured from multiple locations, including footage from Lobuche East, Camp 2 on Everest, and some striking images of climbers navigating the Khumbu Icefall. Which location proved the most difficult to work in, and why?
That’s 1,896 of almost 47,000! Having reached the summit twice with cameras, these lower camps were quite comfortable in comparison. That being said, none of this happens without the support of strong Sherpas and a good team to help me. We navigated this with proper planning to ensure tents and food were in place, and porters hired to carry the gear up to mid camp. The weather did not cooperate on the summit of Lobuche, but we did manage to get a few hours of clear skies over the three days we camped up there.
The moon rise over Lhotse from Camp 2 is always a dream to shoot. I use various apps to track the moon cycle and use the same apps to plan my shots ahead of time.
I had very ambitious ideas of time lapsing from the balcony, the south summit and possibly the summit of Everest, which would have required perfect conditions and a great deal of luck. Tragically, both seasons ended abruptly due to the 2014 and 2015 avalanches. You’d never know that some of these beautiful scenes we see in the short film are juxtaposed with a tragic behind-the-scenes reality. It was an impossible time to be on Everest. Shooting the night skies helped me navigate the trauma that we all experienced.
ExWeb: What are the main issues you encounter when using high tech gear at altitude? Are there certain tricks you use to protect your equipment from the elements?
The main issues are batteries dying quickly, lenses fogging up, buttons freezing, and shutters malfunctioning. I try to shoot as much as I can as the weather deteriorates, so condensation and snow also become a major problem.
I’ve only ever used low tech solutions to ensure my gear works on Everest. I place hand warmers in all my pockets and in the Pelican cases where I store my batteries. This ensures they retain as much of their charge as possible in the cold. When I’m shooting at extreme altitude, for example at 8,000 m on Mount Everest, I remove the battery from my camera after every shot and place it next to a hand warmer in my interior pocket. I replace it each time I want to capture a moment. This exposes my hands, but it’s how I’ve managed to shoot most of the route to the summit while chasing climbers who are, in most cases, unwilling to stop to allow me to get the shot.
I use a simple rain bag to protect the camera body when it’s snowing or wet. If it’s dry, I rely on the camera’s weather sealing and put it away after every shot. On a summit night, I keep the camera in a soft case that I clip to my backpack. This keeps the camera cool and balanced with the exterior temperature to avoid fogging. The last thing you want to do is pull your camera out and wait for the lens or sensor to defog.
I sometimes rig hand warmers around my camera and lenses while shooting time lapse. This also helps prevent lenses from fogging. It’s quite dry in the Himalaya, so often, unless cloud cover rolls in, you don’t deal with too many issues. It really depends on the weather patterns, which can all be predicted by apps.
Personally, I use Canon DSLRs. I’ve shot with a 5D Mark 3 on Everest with very little protection from the elements. The weather sealing is robust and it handles the extreme temperatures at altitude very well.
It’s all about the right gear for the job. To avoid the classic scenario of not returning with images due to malfunction, I always carry a backup DSLR or mirror-less camera, a small 4K Sony camcorder and various GoPros as an “if all else fails” plan. Anything can go wrong, and generally does, so best to plan for it.
ExWeb: You first travelled to Everest in 2005, and have clearly fallen in love with Nepal, visiting 13 times since that initial visit. What is it about the country that keeps you coming back?
First and foremost my love for Nepal is rooted in its people. The landscapes are beautiful and there is no shortage of adventure in the mountains, but for me it’s the Sherpas that keep me coming back year after year. When I combine my passion for storytelling, with a real-life adventure, created and lived with a team of people who are an absolute pleasure to collaborate with, nothing could be more meaningful.
Secondly, when I dig deep enough, the reality is that Nepal marked a profound turning point in my life. I was 26 when I discovered the Himalayas and while the experience blew my mind and heart wide open, it was also devastating for me as the expedition sadly ended in tragedy. My friend Dr. Sean Egan, who was aspiring to become the oldest Canadian to summit Everest (and who was the subject of my documentary) tragically died of heart failure during his ascent. I returned three times in four years attempting to reach the summit of Everest with the aim of honouring his life. Throughout that journey I discovered my own calling as an adventurer and storyteller.
I attribute much of my success to those first few visits to Nepal. I do my best to give back as often as I can, whether through employment of local people, the projects I bring to the region, awareness by way of sharing imagery and stories, or fundraising initiatives when needed.
Previous / Links:
Elia Saikaly’s Website
Elia Saikaly’s Instagram
Saigon based freelance writer. Travelling the world one basketball court at a time.
Obituary: Royal Robbins (1935–2017)
Pythom News Feed Content On Tuesday, March 14, California rock-climbing and big-wall pioneer Royal Robbins passed away at age 82. Continue t...
Adam Ondra Yosemite Dawn Wall update #2
Pythom News Feed Update about Adam Ondra and developments from the 'Dawn Wall', the big wall on El Capitan in Yosemite, USA, freed by Tommy...
Loss of the Endurance, October 28, 1915: Dump Camp
Correne Coetzer
Mountain Poles
Shackleton and his team abandoned the ship and spent their first night and day on the ice. At midnight, Ernest Shackleton was pacing the ice...
Top 10 Climbing and Hiking Routes of the Upcoming Season
Cultural Expedition Avannaa 2018
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entertainment / Celebrities and Showbiz
‘Supergirl’ actress Melissa Benoist reveals domestic abuse from past partner
By: Niña V. Guno
INQUIRER.net / 02:03 PM November 30, 2019
Melissa Benoist says she is a “survivor of domestic violence or intimate partner violence.” Image: Instagram/@melissabenoist
“Supergirl” star Melissa Benoist has made an emotional revelation that she suffered from domestic abuse in a past relationship.
The actress, 31, did not name her abuser and shared details of the psychological and physical abuse she experienced in a video on Instagram last Wednesday, Nov. 27.
In the 14-minute video titled “Life Isn’t Always What It Seems,” she began, “I am a survivor of domestic violence, or IPV, intimate partner violence, which is something I never in my life expected I would say, let alone be broadcasting into the ether.”
She described the man as someone younger than she was, and that the relationship started out as friendship. “He could be charming, funny, manipulative, devious,” she said.
“He became a friend, a friend that made me laugh and feel less alone, made me feel special and worthwhile. And then once we started dating, it was a zero-to-60 catapult.”
She said the abuse started five months into the relationship when he threw a smoothie at her face. The violence escalated the longer they stayed together; she said she did not tell anyone out of shame and “fear of more attacks.”
Some graphic details of the harm done to her included being punched, head-butted and “dragged by my hair across pavement.”
An incident of her abuser throwing his phone at her face caused permanent damage to her vision.
“The impact tore my iris, nearly ruptured my eyeball, lacerated my skin and broke my nose,” she said. “My left eye swelled shut, I had a fat lip, blood was coursing down my face and I can remember immediately screaming at the top of my lungs.”
She and her then-partner covered it up together because she was scheduled for shoots and invented a “flimsy story” that they told doctors and police officers.
In 2016, she claimed that she injured her eye through a freak accident on “Tonight Show with Jimmy Fallon”; she blamed her clumsiness for hitting herself on a potted plant.
Her former partner’s jealousy of other men also caused her so much fear that she would turn down jobs, auditions and even friendships.
After a friend asked if she was a victim of domestic violence, she decided to make the choice of leaving the relationship.
Benoist was previously married to “Glee” co-star Blake Jenner, 27, from 2015 to 2017. She wed her “Supergirl” co-star Chris Wood last September.
Wood showed support for his wife on Twitter yesterday, Nov. 29, stating, “Happy Thanksgiving! I’m going to kiss my wife and hold her tenderly. All day. And every day. How do YOU show love? #IStandWithMelissa.” /ra
Ruffa Gutierrez, 12 years after the abuse
This is what domestic violence looks like
WATCH: Solenn Heussaff slays baby mama dance challenge
25,000 Catholic devotees flock to Pagadian City for Santo Niño feast
17-year-old boy killed in Pasay motorcycle accident, another minor hurt
‘Mia’ starring Coleen Garcia donates proceeds to Taal eruption victims
Follow @NGunoINQ on Twitter
TAGS: Blake Jenner, domestic abuse, domestic violence, Melissa Benoist, supergirl
Japeth Aguilar embraces role, gets rewarded with Finals MVP plum
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Delay (audio effect)
Various kind of delay effect units
Delay is an audio effect which records an input signal to an audio storage medium, and then plays it back after a period of time.[1] The delayed signal may either be played back multiple times, or played back into the recording again, to create the sound of a repeating, decaying echo.
1 Early delay systems
2 Analog delay
3 Digital delay
4 From delay to loop
6.1 Straight delay
8 Samples
Early delay systems
The first delay effects were achieved using tape loops improvised on reel-to-reel magnetic recording systems. By shortening or lengthening the loop of tape and adjusting the read and write heads, the nature of the delayed echo could be controlled. This technique was most common among early composers of Musique concrète (Pierre Schaeffer), and composers such as Karlheinz Stockhausen, who had sometimes devised elaborate systems involving long tapes and multiple recorders and playback systems, collectively processing the input of a live performer or ensemble.[2] Audio engineers working in popular music quickly adapted similar techniques, to augment their use of plate reverb and other studio technologies designed to simulate natural echo.
Echoplex EP-2
Before the invention of audio delay technology, music employing a delayed echo had to be recorded in a naturally reverberant space, often an inconvenience for musicians and engineers. The popularity of an easy-to-implement real-time echo effect led to the production of systems offering an all-in-one effects unit that could be adjusted to produce echoes of any interval or amplitude. The presence of multiple "taps" (playback heads) made it possible to have delays at varying rhythmic intervals; this allowed musicians an additional means of expression over natural periodic echoes.
Many delay processors based on analog tape recording, such as Ray Butts' Echosonic (1952), Mike Battle's Echoplex (1959), or the Roland Space Echo (1973), used magnetic tape as their recording and playback medium. Electric motors guided a tape loop through a device with a variety of mechanisms allowing modification of the effect's parameters.[3] In the case of the popular Echoplex EP-2, the play head was fixed, while a combination record and erase head was mounted on a slide, thus the delay time of the echo was adjusted by changing the distance between the record and play heads. In the Space Echo, all of the heads are fixed, but the speed of the tape could be adjusted, changing the delay time. Thin magnetic tape was not entirely suited for continuous operation, however, so the tape loop had to be replaced from time to time to maintain the audio fidelity of the processed sounds.
The Binson Echorec, another popular unit, used a rotating magnetic drum as its storage medium. This provided an advantage over tape, as the durable drums were able to last for many years with little deterioration in the audio quality.[4] Other devices used spinning magnetic discs, not entirely unlike those used in modern hard disk drives.
Robert Fripp used two Revox reel to reel tape recorders to achieve very long delay times for solo guitar performance. He dubbed this technology "Frippertronics", and used it in a number of recordings. John Martyn is widely acclaimed as the pioneer of the echoplex. Perhaps the earliest indication of his use can be heard on the songs Would You Believe Me and The Ocean on the album Stormbringer released in February 1970. This was a first taste of things to come from Martyn’s interest in electronics and the boundless possibilities of electric music. Glistening Glyndebourne on the album Bless The Weather (1971) showcased his developing technique of playing acoustic guitar through the echoplex to stunning effect. He later went on to experiment with a fuzz box, a volume/wah wah pedal and the echoplex on highly acclaimed Inside Out (1973) and One World (1977). Martyn is cited as an inspiration by many musicians including U2's The Edge.
Often incorporating vacuum tube-based electronics, surviving analog delay units are sought by modern musicians who wish to employ some of the timbres achievable with this technology.
Solid state delay units using analog bucket brigade delay circuits became available in the 1970s and were briefly a mainstream alternative to tape echo. Though solid state analog delays are less flexible than digital delays and generally have shorter delay times, several classic models such as the discontinued Boss DM-2 are still sought after for their "warmer", more natural echo quality and progressively decaying echos.[citation needed] Additionally, several companies make new analog delays. Old delay systems like the Roland Space Echo and Echoplex are still highly regarded and used with some frequency by modern bands.
Ibanez DE-7 delay pedal
The availability of inexpensive digital signal processing electronics in the late 1970s and 1980s led to the development of the first digital delay effects. Initially, they were only available in expensive rack mounted units but eventually as costs came down and the electronics grew smaller, they became available in the form of foot pedals. The first digital delay offered in a pedal was the Boss DD-2 in 1984. Rack mounted delay units evolved into digital reverb units and on to digital multieffects units capable of more sophisticated effects than pure delay, such as reverb and Audio timescale-pitch modification effects.
Digital delay systems function by sampling the input signal through an analog-to-digital converter, after which the signal is passed through a series of digital signal processors that record it into a storage buffer, and then play back the stored audio based on parameters set by the user. The delayed ("wet") output may be mixed with the unmodified ("dry") signal after, or before, it is sent to a digital-to-analog converter for output.
Many modern digital delays present an extensive array of options, including a control over the time before playback of the delayed signal. Most also allow the user to select the overall level of the processed signal in relation to the unmodified one, or the level at which the delayed signal is fed back into the buffer, to be repeated again. Some systems today allow more exotic controls, such as the ability to add an audio filter, or to play back the buffer's contents in reverse.
As digital memory became cheaper in the 80s, units like Lexicon PCM84, Roland SDE-3000, TC Electronic 2290 offered above 3 seconds delay time, enough to create background loops, rhythms and phrases. The 2290 was upgradable to 32 seconds and Electro-Harmonix offered a 16-second delay and looping machine.
A sample setup of loop music
From delay to loop
Gibson Echoplex Digital Pro
While the mentioned long delay units were a bit clumsy to create loops, the Paradis LOOP Delay,[5] created in 1992, was the first unit with dedicated looping functions Record, Overdub, Multiply, Insert, Replace, ... Gibson manufactured a slightly improved version as Echoplex Digital Pro [6] until 2006. Its software Aurisis LOOP is also the last loop tool based on a continuous memory structure as used by tape and digital delays. Most following loopers repeat samples and thus have little in common with a digital delay, the exceptions being Maneco's early loopers, the Boss DD-20 in digital delay mode and the Pigtronix Echolution.
Steve Harris' Delayorama software
A natural development from digital delay-processing hardware was the appearance of software-based delay systems. In large part, this coincided with the popularity of both professional and consumer audio editing software. Software delays, in many cases, offer much greater flexibility than even the most recent digital hardware delays. Abundant system memory on modern personal computers offers practically limitless storage for the audio buffer, and the natural efficiency of audio delay algorithms has made the implementation trivial for delays offering shifting or random delay times, or the insertion of other audio effects during the feedback process. Many authors of software plugins have added functionality to emulate the sounds of the earlier analog units.
Software-based delays are most popular today among musicians in electronic genres or those who prefer to audition the effect in a digital audio editing and mixing environment.
In popular and electronic music, electric guitarists use delay to produce densely overlaid textures of notes with rhythms complementary to the music. Vocalists and instrumentalists use it to add a dense or ethereal quality to their singing or playing. Extremely long delays of 10 seconds or more are often used to create loops of a whole musical phrase.
Echoplex is a term often applied to the use of multiple echoes which recur in approximate synchronization with a musical rhythm, so that the notes played combine and recombine in interesting ways. In fact, it was the name of a particular delay unit, the Maestro Echoplex.[7]
Doubling echo is produced by adding short-range delay to a recorded sound. Delays of thirty to fifty milliseconds are the most common; longer delay times become slapback echo. Mixing the original and delayed sounds creates an effect similar to doubletracking, or unison performance.
Slapback echo uses a longer delay time (seventy-five to 250 milliseconds), with little or no feedback. The effect is characteristic of vocals on 1950s rock-n-roll records, particularly those issued by Sun. Irish guitarist The Edge was also well known for popularizing the use of slapback delay as a melodic device in the 1980s. It is also sometimes used on instruments, particularly drums and percussion. Slapback was often produced by refeeding the output signal from the playback head of a tape recorder to its record head, the physical space between heads, the speed of the tape, and the chosen volume being the main controlling factors. Analog and later digital delay machines also easily produced the effect.
Flanging, chorus and reverberation (reverb) are all delay-based sound effects. With flanging and chorus, the delay time is very short and usually modulated. With reverberation there are multiple delays and feedback so that individual echoes are blurred together, recreating the sound of an acoustic space.
Straight delay
In sound reinforcement systems, a straight delay is used to compensate for the passage of sound through the air. Unlike audio delay effects devices, straight delay is not mixed back in with the original signal. The delayed signal alone is sent to loudspeakers so that the speakers reinforce the stage sound at the same time or slightly later than the acoustic sound from the stage, approximately 1 millisecond of straight delay per foot of air or 3 milliseconds per meter, depending on the air temperature's effect on the speed of sound. Because of the Haas effect, this technique allows audio engineers to use additional speaker systems placed away from the stage and still give the illusion that all sound originates from the stage. The purpose is to deliver sufficient sound volume to the back of the venue without resorting to excessive sound volumes near the front.
Straight delay is also used in audio to video synchronization to align sound with visual media if the visual source is delayed. Visual media can become delayed by a number of mechanisms, in which case the associated audio should be delayed to match.
Broadcast delay — other analog and digital implementations of delay for radio and television broadcasting
Chorus (audio effect)
Echo machine — early equipment
^ Lehman, Scott. "Effects Explained: Delay". 1996. Retrieved on June 30, 2006.
^ Gehlaar, Rolf. "Leap of Faith: A Personal Biography of Karlheinz Stockhausen's Prozession. 1998. Retrieved on July 30, 2006.
^ "RE-201 Space Echo", Vintage Synth Explorer. 1997. Retrieved on July 30, 2006.
^ Studholme, Richard. "History of the Binson Echorec". Retrieved on July 30, 2006.
^ "Paradis Loop Delay". Loopers-Delight.com. http://www.loopers-delight.com/tools/LoopDelay/paradis.html.
^ Matthias Grob. "How the Gibson / Oberheim Echoplex Came Together". Loopers-Delight.com. http://www.loopers-delight.com/tools/echoplex/OBechoplexhistory.html.
^ "Maestro Echoplex tape delay". Retrieved on July 30, 2006.
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3D audio effect — 3D audio effects are a group of sound effects that attempt to widen the stereo image produced by two loudspeakers or stereo headphones, or to create the illusion of sound sources placed anywhere in 3 dimensional space, including behind, above or… … Wikipedia
Delay — Contents 1 Generally 2 Law 3 Telecommunications and broadcasting … Wikipedia
Audio system measurements — are made for several purposes. Designers take measurements so that they can specify the performance of a piece of equipment. Maintenance engineers make them to ensure equipment is still working to specification, or to ensure that the cumulative… … Wikipedia
Audio to video synchronization — (also known as Audio video sync, Audio/video sync, AV sync, lip sync ndash; or lack of it: lip sync error, lip flap) refers to the relative timing of audio (sound) and video (image) portions during creation, post production (mixing), transmission … Wikipedia
Audio feedback — (also known as the Larsen effect after the Danish scientist, Søren Larsen, who first discovered its principles) is a special kind of positive feedback which occurs when a sound loop exists between an audio input (for example, a microphone or… … Wikipedia
Audio & Design (Recording) Ltd — are an English based company who specialised in the development and production of professional audio processors, in the form of limiters, compressors, expanders equalisers. The company were one of the first to introduce Field effect transistors… … Wikipedia
Audio synchronizer — An audio synchronizer is a variable audio delay utilized to correct or maintain audio video sync or timing [http://broadcastengineering.com/audio/broadcasting managing lip sync/index.html] also known as lip sync error… … Wikipedia
Audio mixing (recorded music) — Digital Mixing Console Sony DMX R 100 used in project studios In audio recording, audio mixing is the process by which multiple recorded sounds are combined into one or more channels, most commonly two channel stereo. In the process, the source… … Wikipedia
Audio crossover — A passive 2 way crossover designed to operate at loudspeaker voltages Audio crossovers are a class of electronic filter used in audio applications. Most individual loudspeaker drivers are incapable of covering the entire audio spectrum from low… … Wikipedia
effect — {{Roman}}I.{{/Roman}} noun 1 change that is caused by sth ADJECTIVE ▪ decisive, dramatic, far reaching, important, marked, powerful, profound, pronounced, significant … Collocations dictionary
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Some ironies in the ‘replication crisis’ in social psychology (4th and final installment)
Posted on June 30, 2014 by Mayo
There are some ironic twists in the way social psychology is dealing with its “replication crisis”, and they may well threaten even the most sincere efforts to put the field on firmer scientific footing–precisely in those areas that evoked the call for a “daisy chain” of replications. Two articles, one from the Guardian (June 14), and a second from The Chronicle of Higher Education (June 23) lay out the sources of what some are calling “Repligate”. The Guardian article is “Physics Envy: Do ‘hard’ sciences hold the solution to the replication crisis in psychology?”
The article in the Chronicle of Higher Education also gets credit for its title: “Replication Crisis in Psychology Research Turns Ugly and Odd”. I’ll likely write this in installments…(2nd, 3rd , 4th)
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The Guardian article answers yes to the question “Do ‘hard’ sciences hold the solution…“:
Psychology is evolving faster than ever. For decades now, many areas in psychology have relied on what academics call “questionable research practices” – a comfortable euphemism for types of malpractice that distort science but which fall short of the blackest of frauds, fabricating data.
But now a new generation of psychologists is fed up with this game. Questionable research practices aren’t just being seen as questionable – they are being increasingly recognised for what they are: soft fraud. In fact, “soft” may be an understatement. What would your neighbours say if you told them you got published in a prestigious academic journal because you cherry-picked your results to tell a neat story? How would they feel if you admitted that you refused to share your data with other researchers out of fear they might use it to undermine your conclusions? Would your neighbours still see you as an honest scientist – a person whose research and salary deserves to be funded by their taxes?
For the first time in history, we are seeing a co-ordinated effort to make psychology more robust, repeatable, and transparent.
“Soft fraud”? (Is this like “white collar” fraud?) Is it possible that holding social psych up as a genuine replicable science is, ironically, creating soft frauds too readily?
Or would it be all to the good if the result is to so label large portions of the (non-trivial) results of social psychology?
The sentiment in the Guardian article is that the replication program in psych is just doing what is taken for granted in other sciences; it shows psych is maturing, it’s getting better and better all the time …so long as the replication movement continues. Yes? [0]
It’s hard to entirely dismiss the concerns of the pushback, dubbed in some quarters as “Repligate”. Even in this contrarian mode, you might sympathize with “those who fear that psychology’s growing replication movement, which aims to challenge what some critics see as a tsunami of suspicious science, is more destructive than corrective” (e.g., Professor Wilson, at U Va) while at the same time rejecting their dismissal of the seriousness of the problem of false positives in psych. The problem is serious, but there may be built-in obstacles to fixing things by the current route. From the Chronicle:
Still, Mr. Wilson was polite. Daniel Gilbert, less so. Mr. Gilbert, a professor of psychology at Harvard University, … wrote that certain so-called replicators are “shameless little bullies” and “second stringers” who engage in tactics “out of Senator Joe McCarthy’s playbook” (he later took back the word “little,” writing that he didn’t know the size of the researchers involved).
Wow. Let’s read a bit more:
Scrutiny From the Replicators
What got Mr. Gilbert so incensed was the treatment of Simone Schnall, a senior lecturer at the University of Cambridge, whose 2008 paper on cleanliness and morality was selected for replication in a special issue of the journal Social Psychology.
….In one experiment, Ms. Schnall had 40 undergraduates unscramble some words. One group unscrambled words that suggested cleanliness (pure, immaculate, pristine), while the other group unscrambled neutral words. They were then presented with a number of moral dilemmas, like whether it’s cool to eat your dog after it gets run over by a car. Ms. Schnall wanted to discover whether prompting—or priming, in psych parlance—people with the concept of cleanliness would make them less judgmental…..These studies fit into a relatively new field known as embodied cognition, which examines how one’s environment and body affect one’s feelings and thoughts. …
For instance, political extremists might literally be less capable of discerning shades of grey than political moderates—or so Matt Motyl thought until his results disappeared. Now he works actively in the replication movement.[1]
Aside: Nosek, Spies and Motyl wrote an interesting article: “Scientific Utopia: II. Restructuring Incentives and Practices to Promote Truth Over Publishability.” From a quick read: I agree with their goal of promoting “truth over publishability” and some of their strategies might well help, if followed. My main gripe is that they felt the need for footnote 1 to soften their notion of truth: “We endorse a perspectivist approach…––the idea that all claims may be true given the appropriate conditions…” Well if a statement S is not a self contradiction, then it has a model and so conditions under which it comes out true, but that’s not at all helpful in an article urging truth over publishability. The rest of note 1 gets squishier, their galoshes sinking further into murky swamplands. I could have helped if they’d asked! There’s no need to backtrack on “truth”, especially if it’s already in your title.
Links are here.
7/1: By the way, since Schnall’s research was testing “embodied cognition” why wouldn’t they have subjects involved in actual cleansing activities rather than have them unscramble words about cleanliness?
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Another irony enters: some of the people working on the replication project in social psych are the same people who hypothesize that a large part of the blame for lack of replication may be traced to the reward structure, to incentives to publish surprising and sexy studies, and to an overly flexible methodology opening the door to promiscuous QRPs (you know: Questionable Research Practices.) Call this the “rewards and flexibility” hypothesis. If the rewards/flex hypothesis is correct, as is quite plausible, then wouldn’t it follow that the same incentives are operative in the new psych replication movement? [2]
A skeptic of the movement in psychology could well ask how the replication can be judged sounder than the original studies? When RCTs fail to replicate observational studies, the presumption is that RCTs would have found the effect, were it genuine. That’s why it’s taken as an indictment of the observational study. But here, one could argue, it’s just another study, not obviously one that corrects the earlier. The question some have asked, “Who will replicate the replicators?” is not entirely without merit. Triangulation for purposes of correction, I say, is what’s really needed. [3]
Daniel Kahneman, who first called for the “daisy chain” (after the Stapel scandal), likely hadn’t anticipated the tsunami he was about to unleash.[4]
Daniel Kahneman, a Nobel Prize winner who has tried to serve as a sort of a peace broker, recently offered some rules of the road for replications, including keeping a record of the correspondence between the original researcher and the replicator, as was done in the Schnall case. Mr. Kahneman argues that such a procedure is important because there is “a lot of passion and a lot of ego in scientists’ lives, reputations matter, and feelings are easily bruised.”
That’s undoubtedly true, and taking glee in someone else’s apparent misstep is unseemly. Yet no amount of politeness is going to soften the revelation that a published, publicized finding is bogus. Feelings may very well get bruised, reputations tarnished, careers trashed. That’s a shame, but while being nice is important, so is being right.
Is the replication movement getting psych closer to “being right”? That is the question. What if inferences from priming studies and ”embodied cognition” really are questionable. What if the hypothesized effects are incapable of being turned into replicable science?
^^^^^^^^^
The sentiment voiced in the Guardian bristles at the thought; there is pushback even to Kahneman’s apparently civil “rules of the road”:
For many psychologists, the reputational damage [from a failed replication]… is grave – so grave that they believe we should limit the freedom of researchers to pursue replications. In a recent open letter, Nobel laureate Daniel Kahneman called for a new rule in which replication attempts should be “prohibited” unless the researchers conducting the replication consult beforehand with the authors of the original work. Kahneman says, “Authors, whose work and reputation are at stake, should have the right to participate as advisers in the replication of their research.” Why? Because method sections published by psychology journals are generally too vague to provide a recipe that can be repeated by others. Kahneman argues that successfully reproducing original effects could depend on seemingly irrelevant factors – hidden secrets that only the original authors would know. “For example, experimental instructions are commonly paraphrased in the methods section, although their wording and even the font in which they are printed are known to be significant.”
“Hidden secrets”? This was a remark sure to enrage those who take psych measurements as (at least potentially) akin to measuring the Hubble constant:
If this doesn’t sound very scientific to you, you’re not alone. For many psychologists, Kahnemann’s cure is worse than the disease. Dr Andrew Wilson from Leeds Metropolitan University points out that if the problem with replication in psychology is vague method sections then the logical solution – not surprisingly – is to publish detailed method sections. In a lively response to Kahnemann, Wilson rejects the suggestion of new regulations: “If you can’t stand the replication heat, get out of the empirical kitchen because publishing your work means you think it’s ready for prime time, and if other people can’t make it work based on your published methods then that’s your problem and not theirs.”
Prime time for priming research in social psych?
Read the rest of the Guardian article. Second installment later on…maybe….
What do readers think?
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2nd Installment 7/1/14
Naturally the issues that interest me the most are statistical-methodological. Some of the methodology and meta-methodology of the replication effort is apparently being developed hand-in-hand with the effort itself—that makes it all the more interesting, while also potentially risky.
The replicationist’s question of methodology, as I understand it, is alleged to be what we might call “purely statistical”. It is not: would the initial positive results warrant the psychological hypothesis, were the statistics unproblematic? The presumption from the start was that the answer to this question is yes. In the case of the controversial Schnall study, the question wasn’t: can the hypotheses about cleanliness and morality be well-tested or well probed by finding statistical associations between unscrambling cleanliness words and “being less judgmental” about things like eating your dog if he’s runover? At least not directly. In other words, the statistical-substantive link was not at issue. The question is limited to: do we get the statistically significant effect in a replication of the initial study, presumably one with high power to detect the effects at issue. So, for the moment, I too will retain that as the sole issue around which the replication attempts revolve.
Checking statistical assumptions is, of course, a part of the pure statistics question, since the P-value and other measures depend on assumptions being met at least approximately.
The replication team assigned to Schnall (U of Cambridge) reported results apparently inconsistent with the positive ones she had obtained. Schnall shares her experiences in “Further Thoughts on Replications, Ceiling Effects and Bullying” and “The Replication Authors’ Rejoinder”:http://www.psychol.cam.ac.uk/cece/blog
The replication authors responded to my commentary in a rejoinder. It is entitled “Hunting for Artifacts: The Perils of Dismissing Inconsistent Replication Results.” In it, they accuse me of “criticizing after the results are known,” or CARKing, as Nosek and Lakens (2014) call it in their editorial. In the interest of “increasing the credibility of published results” interpretation of data evidently needs to be discouraged at all costs, which is why the special issue editors decided to omit any independent peer review of the results of all replication papers. (Schnall)
Perhaps her criticisms are off the mark, and in no way discount the failed replication (I haven’t read them), but CARKing? Data and model checking are intended to take place post-data. So the post-data aspect of a critique scarcely renders it illicit. The statistical fraud-busting of a Smeesters or a Jens Forster were all based on post-data criticisms. So it would be ironic if in the midst of defending efforts to promote scientific credentials they inadvertently labeled as questionable post-data criticisms. top
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3rd installment 7/3/14
Uri Simonsohn [5] at “Data Colada” discusses, specifically, the objections raised by Simone Schnall (2nd installment), and the responses by the authors who failed to replicate her work: Brent Donnellan, Felix Cheung and David Johnson.
Simonsohn does not reject out of hand Schnall’s allegation that the lack of replication is explained away (e.g., by a “ceiling effect”). (In fact, he has elsewhere discussed a case that was rightfully absolved thereby [6].) Simonsohn provides statistical grounds for denying a ceiling effect is to be blamed in Schnall’s case. However, he also agrees with Schnall’s discounting the replicators’ reaction to the charge of a ceiling effect by simply lopping off the most extreme results.
In their rejoinder (.pdf), the replicators counter by dropping all observations at the ceiling and showing the results are still not significant.
I don’t think that’s right either.Data Colada
Since the replicators here have the burden of proof of evidence, the statistical problems with their ad hoc retort to Schnall are grounds for concern, or should be.
http://datacolada.org/2014/06/04/23-ceiling-effects-and-replications/
What follows from this? What follows is that the analysis of the evidential import of failed replications in this field is an unsettled business. Despite the best of intentions of the new replicationists, there are grounds for questioning if the meta-methodology is ready for the heavy burden being placed on it. I’m not saying that facets for the necessary methodology aren’t out there, but that the pieces haven’t been fully assembled ahead of time. Until they are,the basis for scrutinizing failed (and successful) replications will remain in flux.
Final irony. If the replication researchers claim they haven’t caught on to any of the problems or paradoxes I have intimated for their enterprise, let me end with one more. ..No, I’ve save it for installment 4. top
4th installment 7/5/14
Statistical significance testers in psychology (and other areas) often maintain there is no information, or no proper inference, to be obtained from statistically insignificant (negative) results. This, despite power analyst Jacob Cohen toiling amongst them for years. Maybe they’ve been misled by their own constructed animal, the so-called NHST (no need to look it up, if you don’t already know).
The irony is that much replication analysis turns on interpreting non statistically significant results!
One of my first blogposts talks about interpreting negative results and I’ve been publishing on this for donkey’s years[7]. Here are some posts for your Saturday night reading:
https://errorstatistics.com/2011/10/05/formaldehyde-hearing-how-to-tell-the-truth-with-statistically-insignificant-results/
https://errorstatistics.com/2011/11/09/neymans-nursery-2-power-and-severity-continuation-of-oct-22-post/Some numerical examples:
https://errorstatistics.com/2013/06/06/anything-tests-can-do-cis-do-better-cis-do-anything-better-than-tests-reforming-the-reformers-cont/
https://errorstatistics.com/2014/03/04/power-power-everywhere-it-may-not-be-what-you-think-illustration/
[0] Unsurprisingly, replicationistas in psych are finding well-known results from experimental psych to be replicable. Interestingly, similar results are found in experimental economics, dubbed “experimental exhibits”. Expereconomists recognize that rival interpretations of the exhibits are still open to debate.
[1] In Nuzzo’s article: “For a brief moment in 2010, Matt Motyl was on the brink of scientific glory: he had discovered that extremists quite literally see the world in black and white”.
(Glory, I tell you!)
[2] Some of the results are now published in Social Psychology. Perhaps it was not such an exaggeration to suggest, in an earlier post, that “non-significant results are the new significant results”. At the time I didn’t know the details of the replication project; I was just reacting to graduate students presenting this as the basis for a philosophical position, when philosophers should have been performing a stringent methodological critique.
[3] By contrast, statistical fraudbusting and statistical forensics have some rigorous standards that are hard to evade, e.g., recently Jens Forster.
[4] In Kahneman’s initial call (Oct, 2012) “He suggested setting up a ‘daisy chain’ of replication, in which each lab would propose a priming study that another lab would attempt to replicate. Moreover, he wanted labs to select work they considered to be robust, and to have the lab that performed the original study help the replicating lab vet its procedure.”
[5] Simonsohn is always churning out the most intriguing and important statistical analyses in social psychology. The field needs more like him.
[6] For an excellent discussion of a case that is absolved from non-replication by appealing to the ceiling effect see http://datacolada.org/2014/06/27/24-p-curve-vs-excessive-significance-test/.
[7] e.g., Mayo 1985, 1988, to see how we talked about statistics in risk assessment philosophy back then.
Categories: junk science, science communication, Statistical fraudbusting, Statistics | 60 Comments
60 thoughts on “Some ironies in the ‘replication crisis’ in social psychology (4th and final installment)”
Some might be thinking, a pox on both their houses? The thing is, the replicationist’s question is not whether the initial positive results would warrant the psychological hypothesis,if only the statistics is unproblematic. They assume it would! And the statistics being unproblematic just boils down to being able to replicate the result. Thus, at issue is really just the “pure” statistics question of whether the effect can be found by means of a statistical replication of the initial study, presumably one with good power to detect the effects at issue. Even so, a mismatch just shouts “inconsistent” rather than falsifying or questioning the unreplicated effect. I forget if that was Lakatos…
Yet, in a sense, it’s touching that they have such faith in their statistics.
I’ll consider this in the second installment.
Lots of thoughts on this, I’ll need to condense them before I put anything here.
Has Kahneman formally commented on the aftermath? I know he responded to Wilson’s blog post…
Sleepy: I posted what I saw from Kahneman; it would be great if you uncovered and posted anything more recent.
Some of the key players are saying on twitter that they don’t understand this post in the least! That’s worrisome. I (a) described the background of competing sides of an ongoing issue in their field, and (b) brought out some ironies in the current approach. One is that the “rewards and flexibility” hypothesis, if true, would have to apply to the new replicationists as well. A second was identified by the question: “Is it possible that holding social psych up as a genuine replicable science is, ironically, creating soft frauds too readily?” and so on. I don’t know if it’s a matter of not comprehending irony, or being disinclined to ponder reflectively the assumptions and corollaries of the research program. I admit to having mixed views at the moment. I hope to learn from thoughtful readers.
On twitter, I’m @learnfromerror
JP de Ruiter
Thank you very much for your clarifications. Part of the reason some people on twitter, including me, honestly did not understand the point(s) of the original post may have been the use of suggestive questions, and your use of the concept of “irony” which may or may not have been used to implicitly accuse the so-called “new replicationists” of double standards. I suspect many readers did not want to interpret too much into these suggestive questions and identifications of irony, because they weren’t sure how they were intented. So I’m going to stick my neck out and try to guess how they were intended in this reply. If I’m wrong, please just let me know and tell me how they were intented instead.
As for your point that the “rewards and flexibility” hypothesis would have to apply to the new replicationists as well, I have two comments.
First: What do you mean by “new replicationists”? Replication has always been an essential part of science, which includes psychology. Your formulation ‘new replicationists’ seems to suggests that a few rogue psychologists recently had a swell new idea, and started to replicate things. This suggestion, intended or not, is false: there have always been replication studies in psychology, successful ones and failed ones, and they have always been taken seriously in the field. What is new, in my view, is that now that a number of high impact results have been shown to be at best “hard to replicate” has caused some psychologists to act as if replication attempts are somehow not polite (Kahneman), or even amount to “bullying” (Gilbert, Schnall). That’s the really new development regarding replication. And that’s not ironic, as far as I can tell, but it is surprising, and also misguided, as I also argued in http://osc.centerforopenscience.org/2014/05/28/train-wreck-prevention/
Second: the conscientious and principled psychologists who are now engaging in systematic, collaborative, pre-reviewed, pre-agreed replication attempts of high-impact findings in social psychology are doing so precisely in order to *reduce* the flexibility part from the “rewards and flexibility” equation. So the correct answer to your question, assuming it was not rhetorical, is: yes, this applies to the replicationists as well, and this is the very reason they are doing their replication studies, and it is why they are doing them so cautiously and carefully. If your point also was that the replicationists are reaping rewards from this work, then I’d agree with that point. But why wouldn’t they? Aren’t we all seeking rewards from our work? Aren’t the original authors of these high impact findings not doing so too?
Finally, I would like to ask a clarification question: Are you suggesting, by using the phrase “holding social psych up as a genuine replicable science” that social psychology is, in your view, not a genuine replicable science? If not, I sincerely apologize for having been tempted to interpret it that way. If that is indeed what you wanted to suggest, however, I think it would really be worth discussing this assumption explicitly in a separate thread.
JP de Ruiter: I appreciate your points, and yes a separate discussion is called for. However, a number of issues regarding statistical inference and significance tests (including those you mention on your interesting link) have been discussed a great deal on this blog, so you might search at some point.
Rather than viewing Kahneman as having “changed his mind” as you suggest in your link, consider that his initial call referred specifically to priming studies in which subtle cues are essential. The irony here is that Kahneman’s endorsing this area of research (despite the cases that made him speak of a “train wreck”), if taken seriously, could well entail the concern he is now raising about the subtle issues of valid replication. By contrast (to Kahneman’s position), holding these areas of research to an overly strict standard of replication can lead to illicit failures of replication (and even illicit suggestions of “soft fraud”).
I certainly didn’t allude to any rogue psychologists, I’m actually very impressed with the scope and seriousness of the program. Your point about trying to reduce flexibility is all to the good, and it should be tackled head-on. All the good intentions and resources, however, will not protect this effort from the possible self defeating logical consequences that I am on about. It would require a truly self-reflective standpoint to prevent that, and I don’t see it so far.
(And this is distinct from some unhappy frictions that might arise in the field.)
The methodological paradoxes revolving around this episode are fascinating in their own right, for a logician-philosopher. But only psych researchers can save the effort from an ironic degeneration. Still, as I granted, merely diminishing QRPs has some positive payoff, though not obviously equal to the effort being expended (and that was already being done in new journal guidelines). I repeat that I have mixed feelings, and am deliberately posting to get clearer about this.
Related statistical issues that I haven’t discussed in the first installment are also of great interest to me, e.g., what statistical properties should a replication attempt have in order to warrant various conclusions.
Thanks for commenting on the blog!
e.Berk
Some people forget Kahneman’s position all along: “It’s that he thinks the field has been, in some cases, unfairly maligned. A failure to replicate doesn’t mean, Kahneman said, that the original study was flawed. Priming research is often subtle, and those who replicate studies may not follow the same procedures—which is why he emphasizes communication between labs. ‘Some of these failures to replicate are not utterly convincing,’ Kahneman said.” The ‘daisy chain’ was to include checking replicators.”
http://chronicle.com/blogs/percolator/daniel-kahneman-sees-train-wreck-looming-for-social-psychology/31338
True, looking at his letter carefully, Kahneman hasn’t changed his mind. They doubtless should have worked this out in advance.
JP de Ruiter: the point isn’t whether researchers ought to be rewarded–it’s that the “reward and flexibility” hypothesis (put forward by leaders in the psych replication program) alleges that the reward structure + being an area with flexible methodology leads/encourages exploiting that very flexibility. It’s the irony again.
Thanks for your constructive reply to my comments. I would really be looking forward to a further post in which you elaborate on the ‘self defeating logical consequences’ you mentioned, as — and I want to point out explicitly here that this is not a rhetorical device or implicit critique — I still do not understand what you refer to. I studied philosophy of science as part of my cognitive science education, so I’m aware of some of the well documented and discussed limits of knowledge acquisition in the scientific enterprise, but here I’m just not following. I think it would be great if you could make your argument and the assumptions underlying it very explicit, so it could be appreciated by a large(r) audience.
JP de Ruiter: The second and third installments should shed light on where I’ve been heading with this post.
replications in the social psychology issue are most of the time not “one shot replications”: they are all multiple attempts replications. the fact that so many so-called “classic” social psychology results do not replicate repeatedly is scary, telling and really problematic. it can only mean that that people have been beefing up their data, collectively. if a one-shot-replication attempt “fails”, then it is hard to tell whether we should believe the original result or the replication-result. however, if several attempts at replication fail, then the only valid conclusion is that the original result is not robust and probably non-existent without excessive data tampering.
the comments of kahneman, gilbert, and wilson are ridiculous. what are they trying to prove? science can only prosper and grow if there is total transparency. it is a ridiculous idea to suggest that replicators should always contact the manufacturers of the studies they are trying to replicate. science should be impersonal and methods sections should be crystal clear. when a result of a study does not replicate, the original contributor has a problem, not the replicator. when the method section of a study is unclear because there are “hidden procedures” (really? jeesz!), then that study should not have been published in the first place. kahneman, wilson, and gilbert are too concerned about defending a science that is in need of a big change. this type of defensive reasoning is not the way forward. bullying people, irony, sarcasm, and elitist verbosity is not the way forward. what does it mean when several groups of scientist at multiple labs in different countries cannot replicate well-known, “classic” social psychology effects?
why defend a field that is (partly / mainly) built on questionable empirical practices? why not end it completely and start anew and afresh?
Pierre: Thanks for your comment.
It is interesting that you say: “if a one-shot-replication attempt “fails”, then it is hard to tell whether we should believe the original result or the replication-result. however, if several attempts at replication fail, then the only valid conclusion is that the original result is not robust and probably non-existent without excessive data tampering.” That makes sense. But in the sciences I am familiar with, a result does not become ‘high impact’ unless it’s been replicated, both directly and through interconnected checks, ideally with a growing body of theory. If the “several attempts” all allude to these replication studies, then it’s not obvious that they have greater weight than the positive results that rendered them high impact—especially if they do not show the statistical assumptions underlying their studies are met.
As I read the literature, the bullying accusations arose because Schnall’s criticisms of the assumptions of the data in the replication attempt were dismissed, and she was not given opportunity to publish her specific objections. I gather that Kehneman is recognizing that priming effects are sufficiently subtle that legitimate questions can arise as to whether the “treatment” was actually applied. For instance, I read that Schnall objected to on-line applications of “cleanliness” because you wouldn’t know if the subjects were sitting at a messy desk or whatever.
agree, but i am not sure that all (or most) of social psychology’s high impact studies are as well and as successfully replicated as you suggest. on the contrary, my impression and experience is that many (or all) of social psychology’s classic findings are very hard to replicate. perhaps this means that all (or most) of social psychology’s findings are “subtle” (as you paraphrase kahneman), but what does that mean? that you can only replicate the finding when you do exactly what they did in the original study? that conceptual, “irrelevant” changes immediately wash the effect away? that the effect is much more specific than the paper in which it is published suggests? that is terrible! if findings can only be replicated when you do exactly what was in the original paper (+ the “hidden procedures” that you need to find out by contacting the original contributors –kahneman’s suggestion), then what do these results mean? ultimate specificity. impossible generalization.
Pierre: True, that would be a parody of science. The issue arises in much more serious settings as with Anil Potti who claimed Bagley and Coombes simply failed to follow his method. https://errorstatistics.com/2014/05/31/what-have-we-learned-from-the-anil-potti-training-and-test-data-fireworks-part-1/
His results, later retracted, were taken as grounds for clinical trials! My point really is that critiques of results also need to pass scientific muster. There needs to be a reliable way to pinpoint the flaw. In the Potti case, one of the key criticisms, as I understand it, had to do with the way the prediction model (for targeted cancer treatments) was validated.
To refer to my second installment, I don’t think the critique in social psych should be limited to the “purely” statistical.
What would you recommend as a way the field can be genuinely reformed?
“But in the sciences I am familiar with, a result does not become ‘high impact’ unless it’s been replicated, both directly and through interconnected checks, ideally with a growing body of theory.”
This was perhaps true of physics research from 60 years ago, but it’s absolutely not true of most sciences or social sciences today.
I normally enjoy Kahneman’s writings, but I found his suggestions here embarrassing.
Perhaps if the press releases that went along with these papers should have emphasized how subtle and difficult to replicate the effects are, the field wouldn’t be in so much trouble… but then people probably wouldn’t have cared about most of the results to begin with if they were presented truthfully.
vl: That’s the thing, the social psych people are thoroughly immersed in a program wherein these practices and measurements and modes of analysis are taught as legitimate. Having been taught as kosher practices, one could argue that it’s not the researchers’ faults.
vl: I would be wary of giving 1950s era physics too much credit when it comes to questioning detection claims. The origin of the “5-sigma rule” in particle physics stems from a series new discoveries of some notable statistical significance that would disappear upon the collection of more data.
Mayo: I think the standards and practices issue you mention goes also helps explain the defensiveness of researchers to the replication effort. And I can’t help but be sympathetic to that response, at least from younger researchers. But non-replicable detection claims have consequences.
Weber’s claims of having detected gravitational waves in the 1960s spurred a furious effort to replicate his instrument. When others failed to find signals, the sub-field became embroiled in arguments concerning calibration methods, source astrophysics, and blind data analysis. When problem’s with his work were pointed out, sometimes brutally, in print and in person, Weber never admitted that results were in error. By the 80s, he was irrelevant to the cutting-edge work of the field.
West: I’m very familiar with the whole gravity waves search, and also with Collins (whom I generally radically disagree with, but in his recent book–something like, Are we all experts now? he backtracks a fair amount from his previous social constructivism).
” I can’t help but be sympathetic to that response, at least from younger researchers.” I agree, I mean who can deny there aren’t conflicts of interest. The “rewards and flexibility hypothesis” they champion says as much. That’s one of the ironies. But the social psych people I hear from don’t seem to get it. It would be interesting if they let their data be analyzed blindly, or by someone outside the field.
I happen to come from a field where the main practice is criticism, criticism, criticism of everyone else. Things can and do get unfair in philosophy too, but at least we’re used to it.
Knowledge comes in many forms ranging from the universal tautological truths to tacit knowledge intimately tied to the individual. A key feature of scientific knowledge is that it is disentangled from the scientist that produced. It remains both true and useful after to scientist is gone. This is what lets us publish, transmit and build upon scientific knowledge. It is not tied to its origin. This is not to say that scientific results must hold everywhere and all time, but rather that a key part of the scientific knowledge is the conditions under which the result manifests.
I would not expect the original researcher to uncover all the conditions for the result. One service replication performs is that it can help uncover additional conditions for when the result holds true. But these “hidden secrets” you mention seem to suggest there are conditions for the result that the original researcher knows of but left out of the publication. This seems to me a somewhat questionable publishing practice.
Regarding Khaneman’s idea of involving the original researcher in the replication attempt. One could take a step back and regard the original result as well as the replications to be data points in and of themselves. A meta-analysis of sorts. In that case a good argument could be made that involving the original researcher is a bad idea. Involving the original researcher would form a dependence between the data points which in turn would undermine the ability to apply standard statistical tools to the meta-analysis, since statistical models usually assume independence.
Johan: Thanks for your comment. Here’s my favorite quote from Fisher as regards what is required to show a “phenomenon is experimentally demonstrable”:
“[W]e need, not an isolated record, but a reliable method of procedure. In relation to the test of significance, we may say that a phenomenon is experimentally demonstrable when we know how to conduct an experiment which will rarely fail to give us a statistically significant result.” (Fisher 1947, 14).
What counts as “knowing how” depends on the context; but we can discern its absence when a purported effect is irreproducible–provided that the failed attempt is due to the nonexistence of the effect. Kahneman’s advice (about checking with those who purport to have successfully replicated) could well be his way of saying that he has doubts about some of the failed replications.
As E. Berk reminds us, in his initial call for the daisy chain, Kahneman said: ‘Some of these failures to replicate are not utterly convincing.”
My definition of questionable or pseudo- inquiry is when successes/failures cannot be reliably taken as either crediting or blaming claims under test.
Johan: as I said in my reply to John Byrd, it’s likely impossible to squeeze all of the relevant information necessary for replication into a paper given the various constraints of academic publishing. That’s why making available supplemental material online is so important.
In the “Olden Days,” if you really wanted to know how something was done you had to go to that person’s lab or sit down with them for coffee at a conference. And despite the array of additional tools, that personal interaction with other researchers and their methods remains important. Nothing ever works like the manual says it should. And sometimes even the original researcher isn’t aware that certain decisions are crucial to making an experiment work. Over time that tacit knowledge known only to a few pioneers because more broadly known and later codified in textbooks.
The best way to replicate a study is to try to get as close to the original methodology as possible. If replications fail to detect the same signal, the it could either be that certain crucial conditions were not met or that the previous claim was just statistical noise. And that is why having at least an amiable relationship with the original researchers is important. You can’t have this debate without them.
Can you give an example of the sort of thing you have in mind?
The psych people are, by an large, rejecting any such thing with a vehemence that might make sense for some straightforward cases but is slightly absurd for social psych.
Mayo: Are you looking for an example of how-to-do a replication or how to handle discordant/consanant results from multiple studies?
john byrd
The sociologist of science Harry Collins has made much of the idea of tacit knowledge amongst scientists, and the role that it plays within a given community. There are many things that must be learned from mentors, not manuals. Most of it is part of the culture of the particular field. In cutting edge research, the mentorship has no opportunity to occur at the time of first publication (as far as the reader is concerned). The challenge to the author is to fully explain the methods used in sufficient detail to support replication by the reader. My experience as an editorial board member for many years has been that I seldom see a draft with an adequate methods description to support replication. For some studies, this could be an onerous task. My opinion is that the methods section must be written to that standard. If it is not, then it is no surprise that replications fail. Perhaps the high failure rates discussed are in part due to poor standards for journal articles. In any event, one explanation for failed replication is that the original paper was poorly written. Critical methodological details were left out. Difficulties in acquiring the data are not mentioned. Can members of the original team observe the same items or phenomena and record the same data? Can a third party? If not, then all subsequent statistics are less interesting and we can expect replication to fail.
John: Is it even possible for a standard journal article to contain all the relevant information to aid in a proper replication effort give the stylistic and length restrictions?
It makes sense for papers to come with online supplements. Electronic logbooks are easy to come by. Analysis software and data products can be hosted on sites like GitHub. While this no doubt requires extra effort on the part of researchers, it is already SOP in many research projects. So it can be done without too much hassle.
Should these supplementary materials be made a threshold require for peer-review publication?
West: I answer that the supplemental material should be required in some cases. Particularly so when it is unclear from the paper how to make the primary observations that are the basis for all subsequent analysis. If the basic data is cryptic, then how can others really evaluate it?
John: I’m not too big on Collins and “tacit knowledge”. It’s real, obviously, but the point of scientific methodology is to control it. Here there’s a danger it’s being used to essentially retain one’s interpretation no matter what–pseudo inquiry, no stringency. (But notice that Potti’s defense of himself was just as bad, and there we’re talking cancer research! At least here, people aren’t dying from errant social psych theories.)
But back to social psych, I think that the main problem is not even being addressed here. The “rewards and flexibility” hypothesis can explain a lot, sure, but not fix it.
Mayo: I certainly do not see tacit knowledge as an excuse for cryptic writing. I am simply noting that sometimes we presume others just know what we did when we give a cursory explanation of methods. In some cases, this is reasonable, if such procedures are common knowledge in the given field. However, new methods are typically not common knowledge and should get a more extensive treatment precisely so that others can successfully replicate the procedure.
@west fair enough, probably should have said late 19th century to 1940s-era physics.
@vl: I am curious if you have any specific examples in mind, at least in physics. As in discoveries that were heralded as ground-breaking only upon successful replication. For I am at a loss to think of one.
West: I can think of tons that were discarded because of lack of replication.
Mayo: As can I, but that is not the core of my contention with vl. I was warning against the temptation to romanticize (for lack of a better term) the past in light of the problems of the present. The question was whether any results deemed major discoveries were only considered as such after successful replication and I could not think of one example.
Demands for replication (in various guises) along with quantification of uncertainties/errors act as checks against the researchers self-confidence in pattern recognition in his or her data. And as methods and subjects change, so to must the ways the researcher keeps herself from finding something that isn’t there. What we need is innovation not nostalgia.
West: I’d say every single one from relativistic deflection effects (~40 years) to prion transmission (~20 years) to anything else that’s not staring everyone in the face once “discovered”.
Someone passed on this link to a post or article on the replication business in psych: http://wjh.harvard.edu/~jmitchel/writing/failed_science.htm
Some good points, but the central one is incorrect,and instantiates the final irony on this blogpost. It’s not true that “you can’t ‘prove’ a negative”. You can do so in just as good a manner as you can ‘prove’ a positive. That is, they will both have to be determined on a case-by-case basis. (Qualification: I don’t mean that any experiment is an equally good test of H and not-H—this is definitely NOT the case.)
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You comment “By the way, since Schnall’s research was testing ’embodied cognition’ why wouldn’t they have subjects involved in actual cleansing activities rather than have them unscramble words about cleanliness?” is interesting in that, to me, it points to a big problem with a lot of social and behavioral science research, which is a vagueness of research hypotheses and an attitude that anything that rejects the null hypothesis is evidence in favor of the researcher’s preferred theory.
Just to clarify, I’m not saying that this is a particular problem with classical statistical methods; the same problem would occur if, for example, researchers were to declare victory when a 95% posterior interval excludes zero. The problem that I see here, and that I’ve seen in other cases too, is that there is little or no concern with issues of measurement. Scientific measurement can be analogized to links on a chain, and each link–each place where there is a gap between the object of study and what is actually being measured–is cause for concern.
Andrew: Thanks much for your comment. This is exactly where I think they should be focusing, i.e., on the links between the “object of study and what is actually being measured”. That was my point about getting beyond what I called the “pure statistics” problem. A few points:
(1) statistical tests, even of the simple (I had written “pure” but that will confuse with a different use of that word in the previous sentence) sig test variety, do not properly allow moving from statistical significance to substantive theory (the mistakes in inferences to the latter differ quite a bit from the former, so the latter are poorly probed by the stat test alone). The so-called NHST in psych is an invention, a fallacious one.
(2) I grant that psych, like other fields, has its own theories about connecting things like word primes with various “treatments” –an outsider (like me) shouldn’t assume their intuitions about relevant measurements are correct (though I think the researchers should defend theirs).
(3) It is not “distance” alone (between what is studied and what is measured) that matters. The wire monkey or whatever can be a powerful analogue to find out the importance of affection versus food, say. What matters, I maintain, is being able to test or probe a claim of interest via the experiment. The argument should be what we call “convergent” (rather than “linked”), so as to create the testable connection. (Point (3) is to defend against those who might protest against requiring “external validity” for purposes of learning.)
Yes, all of this is a line of reasoning that is crucial to science but is often ignored (in my own field of political science as well, where we often just accept survey responses as data without thinking about what they correspond to in the real world). One area where measurement is taken very seriously is psychometrics, but it seems that the social psychologists don’t think so much about reliability and validity. One reason, perhaps, is that psychometrics is about quantitative measurement, whereas questions in social psychology are often framed in a binary way (Is the effect there or not?). And once you frame your question in a binary way, there’s a temptation for a researcher, once he or she has found a statistically significant comparison, to just declare victory and go home.
Andrew: The measurements themselves in psych are quantitative, whatever dichotomy they introduce later, e.g., how much do you disapprove of eating your dog if he’s runover? I’m not saying that’s quite the question asked, only that they are measuring “how judgmental” someone is, so I assume there is this type of scale used. Actually, a student of mine posted something yesterday about Schnall which suggests she only asked people how they felt after the word unscrambling, lest the subjects figure out the purpose of the study. I don’t know, and won’t be investigating (though my student might).
I find almost all questionnaires annoying/frustrating in the extreme.
I doubt the issues in survey sampling are quite as problematic, even though there are usually ways to ask leading questions.
Yes, the measures in social psychology are often quantitative; what I’m talking about here is that the research hypotheses are framed in a binary way (really, a unary way in that the researchers just about always seem to think their hypotheses are actually true). This motivates the “I’ve got statistical significance and I’m outta here” attitude. And, if you’ve got statistical significance already and that’s your goal, then who cares about reliability and validity, right? At least, that’s the attitude, that once you have significance (and publication), it doesn’t really matter exactly what you’re measuring, because you’ve proved your theory.
Andrew: I don’t think researchers in social psych are well-described in this superficial a manner. Granted “the researchers just about always seem to think their hypotheses are actually true” which is one big reason that combining the data with their prior beliefs is the wrong way to go.
You write, “I don’t think researchers in social psych are well-described in this superficial a manner.” Indeed, I don’t think it’s possible to describe well any person, let alone a group of people, using a single paragraph! That said, I do think that the framing of hypotheses in a binary or even unary way is standard in many many areas of research (not just social psychology). And I definitely think the “I’ve got statistical significance and I’m outta here” attitude is standard. My above paragraph is not intended to be cynical or to imply that I think these researchers are trying to do bad science. I just think that the combination of binary or unary hypotheses along with a data-based decision rule leads to serious problems.
Andrew: The psych people all report effect sizes (never mind how meaningful), and most I know are confidence interval pumpers, some want to ban significance tests altogether. G. Cummings’ “Understanding the New Stat” couldn’t be more damning of binary tests or any tests frankly. The bottom line is they (i.e, the ‘CIs only’ people) share your critical view of tests. I do not. (Addition: That said, I too like CIs–a great deal. But even they require supplements with SEV assessments. A reader might look up:reforming the reformers”.)
Remember: this mini-discussion in comments arose because I noted your observation that the measurements used in the paper in question were not closely related to the researcher’s scientific hypotheses. I thought this was a good observation on your part, and I conjecture that one reason that researchers can be so sanguine about using measurements that are far from the object of study is that these sorts of research studies typically seem to have the goal of confirmation, which they happen to achieve by rejecting a null hypothesis. To me, the important part of this discussion is not whether researchers are using hypothesis tests or confidence intervals or whatever. Rather, what is important is that the research projects are framed as quests for confirmation of a theory. And once confirmation (in whatever form) is achieved, there is a tendency to declare victory and not think too hard about issues of reliability and validity of measurements.
Andrew: I agreed that “the measurements used in the paper in question were not” obviously adequately probing the substantive hypothesis. I don’t know that the projects are framed as quests “for confirmation of a theory”,rather than quests for evidence of a statistical effect (in the midst of the statistical falsification arg at the bottom of this comment). Getting evidence of a genuine, repeatable effect is at most a necessary but not a sufficient condition for evidence of a substantive theory that might be thought to (statistically) entail the effect (e.g., a cleanliness prime causes less judgmental assessments of immoral behavior—or something like that). I’m not sure that they think about general theories–maybe “embodied cognition” could count as general theory here. Of course the distinction between statistical and substantive inference is well known. I noted, too, that the so-called NHST is purported to allow such fallacious moves from statistical to substantive and, as such, is a fallacious animal not permissible by Fisherian or NP tests.
I agree that issues about the validity and relevance of measurements are given short shrift and that the emphasis–even in the critical replication program–is on (what I called) the “pure” statistical question (of getting the statistical effect).
I’m not sure I’m getting to your concern Andrew, but I think that they see themselves as following a falsificationist pattern of reasoning (rather than a confirmationist one). They assume it goes something like this:
If the theory T (clean prime causes less judgmental toward immoral actions) were false, then they wouldn’t get statistically significant results in these experiments, so getting stat sig results is evidence for T.
This is fallacious when the conditional fails.
I think these researchers are following a confirmationist rather than falsificationist approach. Why do I say this? Because when they set up a nice juicy hypothesis and other people fail to replicate it, they don’t say: “Hey, we’ve been falsified! Cool!” Instead they give reasons why they haven’t been falsified. Meanwhile, when they falsify things themselves, they falsify the so-called straw-man null hypotheses that they don’t believe.
The pattern is as follows: Researcher has hypothesis A (for example, that the menstrual cycle is linked to sexual display), then as a way of confirming hypothesis A, the researcher comes up with null hypothesis B (for example, that there is a zero correlation between date during cycle and choice of clothing in some population). Data are found which reject B, and this is taken as evidence in support of A. I don’t see this as falsificationist reasoning, because the researchers’ actual hypothesis (that is, hypothesis A) is never put to the test. It is only B that is put to the test. To me, testing B in order to provide evidence in favor of A is confirmationist reasoning.
Again, I don’t see this as having anything to do with Bayes vs non-Bayes, and all the same behavior could happen if every p-value were replaced by a confidence interval.
Andrew: “when they set up a nice juicy hypothesis and other people fail to replicate it, they don’t say: “Hey, we’ve been falsified! Cool!” Instead they give reasons why they haven’t been falsified.”
They are correct to do so, and there is no reason that they’d say THEY had been falsified when they mean only to claim that the failed replication doesn’t count against their successful stat sig result. In other words, what you’ve written above is equivocal, but if I give subscripts it will freak people out. It would go something like this: In objecting to a failed replication ~stat sig (2) of a their stat sig result (call it stat sig (1)) they can be denying that ~stat sig(2) counts against stat sig(1), or they can be denying that ~stat sig(2) counts against H*: the causal or other claim that stat sig (1) had been taken as evidence for. Either way, their primary inference can still be seen as taking stat sig (1) as statistically falsifying ~H*.
As for the rest of your remarks, as we say in philosophy: one man’s modes ponens is another’s modus tollens. That said, to get to the most important point:
if they were playing the confirmation game of Bayes boosting, then taking stat sig(1) as evidence for H* would be legit (since the posterior is boosted), and not open to the severe tester’s criticism.
I don’t think this is always true.
It may be true in simple limiting cases where there are only two hypotheses, but few problems in a domain as complex as social psych should be modeled in this way. The space of hypotheses is probably better captured as a continuous latent parameter or some latent categorical mixture parameter. For example there may be mixture components modeling various confounding factors as a hypothesis.
In these cases, stat significance against a point null doesn’t have to correspond to increasing the posterior probability of the specific hypothesis they have in mind.
vl: I’m not sure about your example (would the posterior stay the same?) but I was specifically referring to Gelman’s suggestion that the hypothesis of interest H* is thought to entail or explain the stat sig result, and the stat sig result is claimed to “confirm” H*.
@mayo the posterior wouldn’t stay the same, although it could given just the right pathological observation.
In a complex systems (e.g. “social psychology”) I think you have to conceptually incorporate that due to the study design a multitude of explanations. You could have a component which models a common confounding process or a known background signal. Thus both the posterior and prior consist would be mixture distributions.
Whether your particular hypothesis goes up or down and by how much depends on the details of the data and the structure of competing models.
You might say that having to conceptualize multiple competing explanations for the data is reflective of a study (or perhaps field) that shouldn’t exist in the first place and in some cases I might agree.
However, conditional on the analysis being done on such data, it would be wrong to ignore the complexity that’s there. In the bayesian approach this would be regarded as the sin of “throwing away information”.
I understand falisificationism to be that you take the hypothesis you love, try to understand its implications as deeply as possible, and use these implications to test your model, to make falsifiable predictions. The key is that you’re setting up your own favorite model to be falsified.
In contrast, the standard research paradigm in social psychology (and elsewhere) seems to be that the researcher has a favorite hypothesis A. But, rather than trying to set up hypothesis A for falsification, the researcher picks a null hypothesis B to falsify and thus represent as evidence in favor of A.
As I said above, this has little to do with p-values or Bayes; rather, it’s about the attitude of trying to falsify the null hypothesis B rather than trying to trying to falsify the researcher’s hypothesis A.
Take Daryl Bem, for example. His hypothesis A is that ESP exists. But does he try to make falsifiable predictions, predictions for which, if they happen, his hypothesis A is falsified? No, he gathers data in order to falsify hypothesis B, which is someone else’s hypothesis. To me, a research program is confirmationalist, not falsificationist, if the researchers are never trying to set up their own hypotheses for falsification.
That might be ok–maybe a confirmationalist approach is fine, I’m sure that lots of important things have been learned in this way. But I think we should label it for what it is.
Andrew: Now I see what you’re alluding to, not a falsificationist logic* but a stringent, self-critical, testing account. Indeed, I consider any inquiry questionable if it hasn’t taken responsibility for error-probing and pointing up weak spots in the analysis from the data collection, to the modeling and inference. That’s my my major kvetch against these studies. At times they show a patina of self-criticism (we wondered if we were only picking up on y rather than x), after which a story about a distinct analysis is given, supposedly quashing the concern so honestly raised.
*Your criticism is essentially pointing up the unsoundness of the falsification argument I laid out for them, in one of my comments above.
Dr. R
well past the 21 day deadline, but here is another attempt to improve psychology and other science with a replication problem.
http://replicationindex.wordpress.com/
Dr. R: When was this published? Can’t tell on a quick scan, maybe missed. What do they mean by “observed power”.
the blog started December 1, 2014. Observed power is also called post-hoc power. It is estimated by converting p-values into z-scores and using z-scores as estimates of the non-centrality parameter for a power analysis, typically with p < .05 (two-tailed), z = 1.96 as criterion value.
Does it use the observed effect size as the hypothesized effect size in computing power? If so, it’s what I call “shower” in my blog (search for it). A generally invalid measure.I’m not saying their critique is otherwise flawed.
I am well aware of the problems and critique of observed power to evaluate a single study. However, as always observed power, which is really based on observed es has a sampling distribution and a set of observed power values can estimate true power. It can also be used to examine whether the percentage of significant results is higher than power.
http://www.r-index.org/uploads/3/5/6/7/3567479/introduction_to_the_r-index__14-12-01.pdf
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s klein
The whole thing has a smell of baloney being left out of the fridge too long and starting to call attention to its rotting substance.
Sure replication is a fundamental aspect of (at least Popperian) science. But rpligate? Replicators being bullies?
Me thinks the meat of the discipline is too close to exposure.
A failed attempt to replicate a person’s work should not destroy his or her career — that is, if s/he is doing “science”. The science of psychology is (should be) designed to test components of well-formulated theories about the operations of the mind on behavior (the APA’s definition of Psychology).
And therein lays a key issue. Too much of “psychological science” is in the service of demonstration (not theory; where theory refers to well-specified, conceptually nuanced treatments of mind/behavior relations situated in the broad context of computationally specific prediction — i.e., theories that enable principled parametric predictions rather than simple binary [effect present/effect absent] outcomes, etc) outcomes.
If this is in place, then a failed replication does not destroy one’s career. It is a part of science as practiced. If one’s reputation rests largely (or exclusively) on demonstrations or sexy outcomes, then, yes, failure to replicate can undermine one’s academic (in a business sense) and media value.
I strongly suggest psychology stop it near-exclusive wringing of hands over replication woes and turn a metaphysical eye toward the substance (rather than just the method) of the practice of contemporary psychological science.
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Interviews on PhilStat (2019)
CUP Author Interview 2/7/19
Interview by Nick Zautra for Sci Phi Podcast (episode #58) 2/12/19
"Statistics Wars" APA interview by Nathan Oseroff 3/7/19
Stephen Senn: Randomization, ratios and rationality: rescuing the randomized clinical trial from its critics
Stephen Senn: Dawid’s Selection Paradox (guest post)
Stephen Senn: A Paradox of Prior Probabilities
Palavering about Palavering about P-values
The NEJM Issues New Guidelines on Statistical Reporting: Is the ASA P-Value Project Backfiring? (i)
A Perfect Time to Binge Read the (Strong) Likelihood Principle
"A small p-value indicates it’s improbable that the results are due to chance alone" –fallacious or not? (more on the ASA p-value doc)
S. Senn: "Responder despondency: myths of personalized medicine" (Guest Post)
capitalizing on chance
S. Senn: Personal perils: are numbers needed to treat misleading us as to the scope for personalised medicine? (Guest Post)
Summer Seminar in Phil Stat 2019
Stat Sci Phil Sci 2010 Conference site
ERROR06
Workshop on Philosophy of Science & Evidence Relevant for Regulation & Policy
Forum: Experimental Knowledge & The Deep Structure of the World
RMM Special Topic
Statistical Science and Philosophy of Science: Where Do (Should) They Meet in 2011 and Beyond?
Mayo & Spanos, Error Statistics
Mayo & Spanos (2011) ERROR STATISTICS
2008 LSE Philosophy of Statistics course materials
2011 LSE 3 weeks in (Nov-Dec) ad hoc group reading materials
© Deborah G. Mayo, Error Statistics Philosophy, 2011-2018 All Rights Reserved.
© Deborah G. Mayo, Error Statistics Philosophy, 2011-2018. All Rights Reserved.
Excerpts and links may be used, provided that full and clear credit is given to Deborah G. Mayo and Error Statistics Philosophy with appropriate and specific direction to the original content.
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Competitive Ruling: HUMA
Author:Maximilian Peter Schmidt, 1 September 20164
TL;DR: HUMA’s management has repeatedly failed to pay their players on time, which is a violation of their contracts with players, CS Rules and the Team Participation Agreement.
Reveal all spoilers
Despite multiple clarifications on payment requirements by League Officials including an official warning in March 2016, HUMA remains unable to meet their contractual obligations with both former and current players. We conclude that HUMA does not meet League standards for a professional organization and as such, they will not be permitted to continue participating in Riot-sanctioned leagues.
After an investigation during the Spring Split, HUMA received a warning in regard to negligence in their duties of ownership. Since March 2016, there have been verified instances of late payments towards their players and HUMA not meeting all of their contractual obligations towards their players.
Minimum Player Compensation (MPC): Over the course of this year’s Spring and Summer Split HUMA has been chronically late in paying its players the League-mandated Minimum Player Compensation. In the beginning of August League Officials learned that multiple players on the current HUMA roster had not been paid for the duration of the Summer Split, and were forced to intervene to ensure that MPC owed to date will be paid in full for all players.
Meeting contractual obligations: As part of the Team Participation Agreement, which owners sign with Riot, they are required to fulfill all the submitted payment terms in their contracts with their players. This is to protect players from false promises as well as ensuring a healthy and stable environment within the League. Our investigation revealed that HUMA did not comply with the Team Participation Agreement and were unable to fulfill their obligations financially.
HUMA’s management has repeatedly violated its Team Agreement, and is hereby disallowed from participating in the Challenger Series or any other Riot sanctioned League. In order to minimize disruption, HUMA’s management will be granted a grace period until 11:59pm CEST on October 1st to sell their Challenger Series spot, meaning a finalized transfer agreement must be presented to League Officials and the new owner must pass the standard approval process. This grace period is contingent on HUMA cooperating with League Officials in any requests/communication around payments and/or the transfer process, and is subject to revocation.
Further, HUMA’s owner Behdad Jaafarian is banned from his position and will not be accepted in any official position for any team in a Riot-sanctioned League for the period of 1 year.
RELEVANT RULES
2.1 Player Compensation:
Each team must distribute the required Minimum Player Compensation (€2,250 per starting player per split during the 2016 Challenger Series season) to its starting players, in accordance with the terms of the applicable Team Agreement.
Q: Can you help the players get the money they’re owed?
A: We approached HUMA’s management regarding this issue and they are working together with potential new owners of the slot and the players to resolve this amicably. Our highest priority is to ensure all players are getting paid the Minimum Player Compensation for the respective Split. The potential re-entry of HUMA and their management - after the ban has expired - will be partially contingent on them being able to fully resolve this issue in a swift manner, amongst other ownership criteria which will be assessed at the time of application.
Q: Why does HUMA have a whole month to sell their slot?
A: Given the time remaining before the start of the 2017 European Spring Split, we believe it to be in the best interest of the players to provide a generous time window for the sale so HUMA and the new owners have time to resolve the open payment issues.
Q: Why not give the slot to the HUMA players?
A: While we appreciate the work that the HUMA players have put into their team’s success and continued performance in the European Challenger Series, the slot belongs to the HUMA organization. By allowing HUMA to transfer the spot to an established ownership group (who will still need to qualify through our vetting process), we can bring closure in the most efficient and amicable manner.
Q: What happens if HUMA fails to sell their spot by the deadline?
A: We will have follow up steps should a new owner not be found (and deal agreed upon) within the timeframe. Our primary concern is to facilitate a smooth sale process that protects the players as much as possible, and we will be transparent about further steps in the event that a sale is not made.
Maximilian Peter Schmidt
Maximilian 'Max the X' Peter Schmidt joined the League Management team at Riot in 2016. He began playing League in Season 1 and has been hitting Diamond consistently since Season 2 despite his complete lack of mechanical skill. He's a Jungle main and a filthy meta slave but his comfort picks are Skarner, Nocturne and Hecarim. He's a huge boardgames fanatic and has over 100 boardgames in his personal collection.
Introducing the brand new Dutch and Belgian Leagues
2019 All-Star Event Overview
G2 Esports vs SK Telecom T1: Europe’s last hope of closing the gap and securing Worlds glory
Year in review: The LEC rookies who had the most memorable debut seasons
Play Akali like Sacre
Worlds 2019 final recap: FunPlus Phoenix rises as G2 Esports fall on home soil
Mikyx believes G2 will continue to push on following the Worlds 2019 final
Five players who made a name for themselves at Worlds 2019
“Mediocrity is something that I always detested”: Konstantinos-Napoleon "FORG1VEN" Tzortziou aims to make a splash in his LEC return
The LEC returns January 24 – get your tickets here
Kia Motors returns to the LEC for 2020!
The LEC rookies to look out for next season
How to Improve at Top Lane
FunPlus Phoenix Vs G2 Esports
T1 Vs G2 Esports
FunPlus Phoenix Vs Invictus Gaming
FunPlus Phoenix Vs Fnatic
Splyce Vs T1
G2 Esports Vs DAMWON Gaming
Invictus Gaming Vs Griffin
Royal Never Give Up Vs T1
T1 Vs Fnatic
Fnatic Vs Royal Never Give Up
EU Challenger Series
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Mercedes aim to regain lost ground in EV race with EQC
Christiaan Hetzner
To make the EQC stand out Mercedes designers made the headlamps and grille blend into a black-panel surface.
Daimler is positioning its Mercedes-Benz EQC as an affordable alternative to the larger Tesla Model X and Audi e-tron. Mercedes is aiming the crossover at customers who plan to purchase their first electric vehicle.
By eliminating expensive features typically offered in the midsize crossover segment such as continuously variable air suspension, engineers were able to reduce the EQC's pre-tax starting price to less than 60,000 euros, allowing it to qualify for government subsidies in countries such as Germany. With taxes in Germany the EQC costs 71,281 euros while in the same market the Model X starts at 85,300 euros and the e-tron at 82,350 euros.
The EQC, Mercedes' first mass-market EV, comes with a range certified at up to 374 to 417 kilometers under the new WLTP test cycle and the battery's storage can be replenished to 80 percent in 40 minutes using a DC fast-charging station.
"We expect a large number of EQC buyers, perhaps roughly half, will purchase it as a second car," said Joerg Heinermann, head of sales & marketing for the Mercedes' EV line.
While project managers hope they can poach Tesla owners, they acknowledge that the main purpose of the EQC was to prevent any further loss of Mercedes customers to rivals with EVs in their showrooms. "Tesla is a generation further with its Model 3," a project engineer conceded.
Heinermann believes the EQC will be a winner in Europe, particularly in prestige markets such as Switzerland where conversations with dealers suggest that some customers had been waiting for an electric Mercedes before giving up their combustion-powered drivetrains.
The vehicle is equipped with an 80-kilowatt-hour lithium ion battery that weighs 652 kilograms and feeds an induction motor over each axle. Combined, the battery and motors provide total output of 300 kilowatts (equivalent to 402 hp) and 760 newton meters of torque.
The EQC goes 0 to 100 kph in 5.1 seconds but engineers have limited its top speed to 180 kph to conserve range.
Particular attention was paid to the vehicle's noise, vibration and harshness (NVH). Each electric motor is mounted on two separate sets of rubber bushings to better insulate the passenger cabin: one where the drivetrain connects to its subframe and the other where the subframe connects to the body. Plenty of sound dampening foam and fabrics such as felt have been added, even in the rear wheel arches, smoothing out all spikes in noise frequencies across the bandwidth spectrum from low to high.
Sturdy yet light aluminum beams along the side sills protect the battery from side impacts while structural reinforcements were made to the car's front and rear. Deformable crumple zones in the battery's frame absorb as much additional energy as possible to ensure the modules themselves remain undamaged in the event of a crash. A small plough under the car near the front axle acts to clear debris away, preventing shocks to the car's underbelly that could also pose safety risks.
If the EQC is in an accident, the battery automatically shuts down, reversibly or irreversibly depending on severity of the crash. There are also shutdown points where emergency teams can deactivate the high-voltage system manually.
Launch date: Europe (spring-summer); China (late 2019); U.S. (early 2020)
Base price: 71,281 euros (with tax, Germany)
Where built: Bremen, Germany; Beijing, China
Range: 445-471 km (NEDC); 374-417 km (WLTP)
Consumption: Up to 20.8 kWh per 100 km
Main rivals: Tesla Model X, Jaguar i-Pace, Audi e-tron
Comfort: The EQC's heat pump recirculates waste heat from the compressor and battery to help keep the interior warm in cold weather without draining battery reserves and limiting the range.
Flexibility: The EQC shares elements such as its wheelbase and underpinnings with the fuel-powered GLC. Both crossovers are built on the same assembly line.
Navigation: The MBUX infotainment system incorporates special features for the EQC, including optimized route planning that takes charging stops into account.
One-pedal driving: Drivers can select five different recuperation modes to recharge the battery. In its most extreme form, the vehicle's speed can be regulated almost solely using the accelerator.
Battery: Produced in Mercedes's plant in Kamenz, Germany, the EQC's powerplant is guaranteed for eight years or 160,000 km.
Dimensions: The EQC has roughly the same footprint as the Jaguar I-Pace.
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Great Wall-linked battery maker plans factory in Europe
Yilei Sun, Norihiko Shirouzu and Tom Daly
BEIJING -- A Chinese battery maker spun off from Great Wall Motor is planning its first overseas manufacturing base in Europe.
SVOLT Energy Technology plans to build a base in an as yet undecided European country, with a research center and production for battery materials, cells and modules, SVOLT general manager Yang Hongxin said.
Investment will be around 2 billion euros ($2.24 billion), Yang said Tuesday at an event in the Chinese city of Baoding.
As part of that, SVOLT aims to seek about 1 billion yuan ($145.34 million) in its next fundraising round this year. It will raise more funds to support construction which begins in the second half of next year, with production starting in 2022.
The plant will have an initial capacity of 20 Gigawatt hours.
By 2025, production capacity will be around 24 GWh by 2025, senior SVOLT official Cao Fubiao said.
The plant's first customer will likely be Great Wall, and SVOLT is in talks to supply "German and French car manufacturers," Cao said, declining to identify the automakers.
The European plant would add to SVOLT's first factory under construction in Changzhou, Jiangsu province. The Chinese plant will have initial capacity of 12 GWh and will eventually exceed 70 GWh.
"We plan to have five production bases worldwide, including in the United States, but it will take time," Yang said. "The global plan is to reach a capacity of 100 GWh by 2025."
SVOLT became independent in 2018.
The company also said it is making "good progress" on developing a cobalt-free lithium ion battery - a goal of battery producers aiming to eliminate the pricey and increasingly scarce mineral.
The move comes as Asian battery makers deepen cooperation with automakers in Europe, where limited means of making the cells that power electric vehicles has raised concern of over-reliance on Asian manufacturers.
Chinese battery maker Contemporary Amperex Technology Co. Ltd (CATL) is building a 14 GWh factory in Germany and will supply batteries to BMW.
CATL was identified as a strategic partner by Volkswagen Group when the German automaker said it will buy 50 billion euros ($56.05 billion) worth of cells.
VW also named South Korea's SK Innovation, LG Chem and Samsung SDI, as well as Sweden's Northvolt.
Great Wall has additionally signed a deal with BMW to build electric Minis in China.
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OPENING: Collaboraction's Connected 4/21-5/29
Chi, IL LIVE Shows On Our Radar:
COLLABORACTION'S 20 TH ANNIVERSARY WORLD PREMIERE
CONNECTED TO EXPLORE TECHNONOLOGY, SPANNING TIME AND SPACE, APRIL 21-MAY 29 IN CHICAGO'S FLAT IRON ARTS BUILDING
Here at ChiIL Live Shows, we're utterly intrigued with the concept and can't wait to catch this show. What other production actually asks audience members to bring headphones and a smart phone, if they have them, in order to experience a pre-show silent disco?! Each performance will also be followed by a town hall discussion with an expert in astrophysics, technology or human evolution. Audience members also can join the Connected community, share content to be included in the show and find information that deepens the experience of seeing the performance at collaboraction.org.
For its 20th anniversary show, Collaboraction is exploring mankind, technology and our connection to it all with the world premiere of Connected, the story of humankind as told by the nine planets in our solar system, starting with the Big Bang and stopping at numerous historical and future campfires along the way.
Part historical docudrama, part science fiction, Connected soars through the history of space and time for an exciting new immersive theatre experience illuminating our relationship with technology and each other, and how a special tribe used its unique connection to one another to survive it all.
Performances are April 21 through May 29 at Collaboraction, in the Flat Iron Arts Building, 1579 N. Milwaukee Ave., Room 300, in Chicago's Wicker Park neighborhood. Press opening is Wednesday, April 27 at 7 p.m.
Tickets are on sale now. Tickets are $15-$30. For tickets and information, visit collaboraction.org or call (312) 226-9633.
Led by Collaboraction Artistic Director Anthony Moseley, Connected will be a milestone production that takes on the critical social issue of technology and whether we allow it to bring us together or isolate us further. Connected features intimate staging where the audience of 50 sits in a circle around a metaphorical campfire as the action takes place all around them. The production uses puppets, 3-D mapped video projections, meta-theatrics, social media, audience interaction and story-telling.
"For our 20th anniversary show, we wanted to explore and celebrate the origin of theatre itself, the ancient phenomena of coming together around a campfire to share stories and dream about the unknown, a uniquely human endeavor which speaks to our need for community and our penchant for asking the questions 'why'," said Moseley. "We aim to make this a show really about community and our connection to one another. I can promise it will be a truly unique piece of Chicago theatre history in its staging and scope."
Connected features an ensemble cast included Collaboraction company members Antonio Brunetti and Luis Crespo, along with Justin Dietzel, Amber Hughee, Warren Levon, Mary Mikva, Annie Prichard, Rasika Ranganathan, and introducing Stella Moseley.
The design team includes Anthony Moseley (writer/director), Jen Ellison (assistant director), Ashley Woods (set design), Erik Barry (lighting design), Elsa Hiltner (costume design), Matthew Reich (sound design), Rachel Watson (puppet and prop design), Sam Porretta (Outside Eye), Sarah Moeller (producer), Erica Bush (production manager), Caitlin Body (stage manager), Ian Downing-Beaver (dramaturg) and Stephanie Svarz (artistic intern).
Previews of Connected are April 21-26: Thursday, Friday and Saturday at 7:30 p.m., Sunday at 3 p.m. and Tuesday at 7:30 p.m. Press opening is Wednesday, April 27 at 7 p.m. Performances run through May 27: Thursday through Saturday at 7:30 p.m., Sunday at 3 p.m. Industry Night performances are Monday, April 28 and May 23 at 7:30 p.m. No show Thursday, April 28. Single tickets are $30; $15 for students, educators and industry. Purchase tickets online at collaboraction.org or call 312.226.9633.
About Collaboraction
Collaboraction (collaboraction.org) collaborates with artists, community activists, and citizens from throughout the city to create original theatrical experiences that push artistic boundaries and explore critical social issues with a diverse community of Chicagoans. Collaboraction has worked with more than 3,000 artists to bring more than 60 productions and events to more than 100,000 audience members.
Production highlights include Collaboraction's acclaimed series of Crime Scene productions responding to Chicago's current crime epidemic, 15 years of the SKETCHBOOK Festival, Sarah Moeller's Forgotten Future: The Education Project in 2014, 2010's Chicago premiere of 1001 by Jason Grote, 2008's world premiere of Jon by George Saunders and directed by Seth Bockley, and 2007's The Intelligent Design of Jenny Chow: an instant message with excitable music by Rolin Jones.
Collaboraction, based on the 3rd floor of Wicker Park's historic Flat Iron Arts Building with three theatre spaces, is led by Artistic Director Anthony Moseley, Executive Director Darcy Addison and a dedicated staff and board of directors.
Collaboraction is supported by Bloomberg Philanthropies, The Gaylord and Dorothy Donnelley Foundation, Richard H. Driehaus Foundation via the MacArthur Foundation, and the Wicker Park & Bucktown SSA #33 Chamber of Commerce. This program is partially supported by a grant from the Illinois Arts Council Agency.
For tickets and information, visit collaboraction.org or call 312.226.9633.
Posted by Bonnie Kenaz-Mara at 11:28 AM
Labels: 20th anniversary, Anthony Moseley, collaboraction, Connected, opening, Theatre Chicago
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Chris Jury
Screenwriter • Director • Producer • Actor
Directors Showreels
Script Consultancy
I studied Drama/English at Hull University and began working as an actor in the theatre with such names as Mike Bradwell, Danny Boyle and Anthony Minghella; And with companies as diverse as Hull Truck, The Bush and Stratford East. I also worked extensively in film and TV appearing as Mr Knowles in Grange Hill (circa 1982), as Deadbeat in Dr Who (circa 1985), in Anthony Minghella’s, What If It’s Raining, Stay Lucky with Dennis Waterman and most notably as Eric Catchpole in over 50 episodes of the BBC’s long running series, Lovejoy. Since Lovejoy I have turned my attention to writing and directing but have also appeared as a regular in Alamo’s Starting Out and Noah’s Ark for ITV.
259 thoughts on “Actor”
Steve on September 16, 2011 at 3:16 am said:
SO glad I found your site – – an insight into the man behind the loveable Eric !! I posted on your site earlier – – wrong page – ah – erm – oops – –
MANY THANKS for all your hard work – – Lovejoy in particular – a WONDERFUL series with a fantastic cast. Thank goodness for dvds – we watch ours regularly. Quality entertainment at its best. Well done !
Chris Jury on September 16, 2011 at 8:56 pm said:
Thank you Steve. It’s a delight that people still enjoy the show so much.
Kenny Denton on June 17, 2013 at 12:30 pm said:
Enjoy it we love it
David on November 13, 2018 at 4:01 pm said:
Chris. I have an idea for. New lovejoy, a comeback with all concerned, although Dudley would be part of the storyline.
E. Clark on November 25, 2018 at 1:25 am said:
2 entries here….years apart. Please could we get the reply to David, recently sent – end of Nov ’18. Ta. It sounded positive!
Robbie on May 20, 2015 at 7:30 pm said:
Can I ask what it was like to play Eric and do you miss the Eric days
Chris Jury on May 21, 2015 at 2:14 pm said:
It was great fun. A defining experience of my life. But no I don’t miss it. It was a long, long time ago. We shot the first series in 1985! That’s 30 years ago. By the time I left the show in 1993 I was already in my mid thirties and it was clearly time to move on.
Carrie S on September 18, 2011 at 1:23 pm said:
Hi Chris.
My husband and I have just have just finished watching the complete Lovejoy series (Again). The series is as good today as it was when it was originally filmed. Fantastically written, perfectly casted and marvelously acted. To me, the series is in the same “Classics” category alongside “Fools & Horses” and “Steptoe & Son”. You bought such charm to Eric and had such excellent screen rapport woth the rest of the cast. Really glad I found your site. Do you think that a one-off, follow-up will ever be filmed? I know the books have continued since the series ended. I think it would definitely be well received.
Good Luck for the future.
Regards, Carrie
Lovely to hear from you and so glad the show is still giving so much pleasure after all these years!
deano on January 15, 2013 at 4:40 pm said:
Hi I would also love to see a new lovejoy special,but if for some reason it couldn’t happen.how about a young lovejoy,Going back to how he met tinker etc.maybe Chris you could write it.
Leigh Robinson on September 26, 2011 at 6:37 pm said:
I have seen every episode of lovejoy many times. I find TV monotanous these days so it is nice to put the DVD’s on and watch quality entertainment that was so much part of my youth. Thank you!
Chris Jury on September 27, 2011 at 11:44 am said:
Thanks Leigh.
Steph Tonner on May 17, 2012 at 10:01 am said:
I wholeheartedly agree. I couldn’t believe it when the BBC launched similar drivel to ITV’s singing competitions. I have watched all of Lovejoy for the first time and I am 52! I was too busy working when the 6 series were first aired and though I saw and thoroughly enjoyed the episodes I did catch first time around, it’s only now on Yesterday that I have watched them all. Absolutely fantastic drama and the ever lovable Eric, very well played Chris. It was great to see you again this morning on the last episode…………..by the way, who’s baby was it?
Thank you and everyone involved for making superb TV viewing.
Matt B on November 11, 2011 at 6:49 pm said:
I remember now,20 odd years later, switching the ‘box’ on in the afternoon midweek and saying to myself ‘Lovejoy,what’s this load of @@@@@?! ‘, then 5 minutes lately being totally captivated with the characters and a very entertaining show , a sort of Minder/Only fools level comedy drama(nearly anyway imo lol)……a good cast and excellent acting….all the best ,Matt
Chris Jury on November 11, 2011 at 6:56 pm said:
Thanks mate. High praise indeed, even if qualified.
Steve McCombe on November 12, 2011 at 12:24 am said:
Hi Chris, I’ll check out the Lovejoy DVDs. I really enjoyed the programmes. When were you at Hull University? I studied Geography & History there in 1976-79, and my son has just graduated from Bath Spa (music). Time passes too quickly. All the best. Steve
Chris Jury on November 12, 2011 at 10:35 am said:
I was at Hull 76′-79′. Small world!
Steve McCombe on November 12, 2011 at 3:26 pm said:
Indeed it is. Best wishes Chris.
Harvey on November 29, 2011 at 2:39 am said:
I ended up living in Hadleigh, Suffolk completely by accident & couldn’t believe it when I watched the first series again on DVD, Lovejoy as a series is just perfect. All we need now is you to remake & star in it, Suffolk needs you, Lovejoy country needs a boost, you still see pictures in shop windows where you filmed, people are so proud. I suppose I’m lucky I now get to drive through the spash at Kersey. Thanks for a brilliant few years of viewing, deeply missed.
Tony Rome on January 20, 2012 at 9:38 am said:
A few years back, Ian McShane hinted that he might be interested in reprising the role of Lovejoy. Do you still keep in contact with him and has the subject of a new series of Lovejoy – or a one-off special – ever been discussed with you? In my opinion, the show deteriorated markedly once you had departed but I think there would be great interest in a return of the original cast.
Chris Jury on January 20, 2012 at 1:52 pm said:
There have been a couple of attempts to revive the show. BskyB were talking to Ian 2002/3 and I was hired as writer but there was a rights issue and it never happened. then the original producer, Allan McKeowan had another go about 2007. there’s nothing afoot at the moment as far as I know.
Kevin Snelgrove (Author) on March 2, 2012 at 10:03 am said:
I am watching the whole series of ‘Lovejoy’ on Yesterday, a fantastic drama series. I was on holiday in Devon in 1994 and was fortunate to watch the last ever episode ‘Last Tango in Lavenham’ being shot on Burgh Island. I met Dudley and Ian but unfortunately you Chris was not there as you returned for this episode but your scenes I believe was shot in Essex/Suffolk. You all gave and still do give so much pleasure to the viewer with ‘Lovejoy’. May I wish you and your family well.
Peter Childs on April 4, 2012 at 11:40 pm said:
I was a very young lad when lovejoy 1st came on TV and am now been watching the re-run on TV now and am recording it on my PVR. I enjoy it alot as me and my family have lived in East Anglia all of our life,and is nice to see some famillier sites.
I do hope that there will be another lovejoy made like Auf pet.
Christine Walker on April 23, 2012 at 7:44 pm said:
Alwaays enjoyed Lovejoy the emsemble cast was first rate and very entertaining, I am ejoying the re-runs at the moment, I think I saw you recently on an Antiques road show buying off one of the antiques dealers. Good luck for the future.
Best wishes Chris Walker
Nigel Bennett on April 27, 2012 at 3:29 pm said:
Hi Chris , Really Enjoyed Lovejoy ,i thought you and Tinker made the show ,Two Questions did you actually ride the motorcycles on screen and if so did you ever own a motorbike?
Nige Bennett
Chris Jury on July 18, 2012 at 10:58 am said:
I did ride the motorbikes but not the stunts obviously. I had a moped but not a motorbike. I started with a Raleigh Runabout with pedals! Ended up with a Suzuki 50.
keith richardson on May 27, 2012 at 10:29 pm said:
The show just wasn’t the same without Eric!! OK the writing was just as good but there really wasn’t any way to replace your character and watching the series again recently I reckon they didn’t bother.. That must have been one of the most perfect teams in British comedy – on a par with the Dads Army team. The illusion is so perfect you can actually believe the characters exist. They should have paid you a lot of money and then the last series would have been perfect 🙂
Andy on July 17, 2012 at 7:27 pm said:
I am going to start an online and twitter campaign to bring back Lovejoy – Whos with me !!!!!!!!!
Steve Allen on August 8, 2012 at 3:04 am said:
…attention producers, get hip, and bring back Lovejoy. Lets face it, the Hollywood Movie Machine might as well pack it in , they only make computer game movies. The British still know how to make quality Movies and Television.
nickgarner on June 30, 2013 at 7:54 pm said:
im with you my friend to bring it back they were special days
LizzyC on February 4, 2014 at 2:33 am said:
It’s now 2014….who can get this thing moving? It’s obvious there’s a great following and call for a return of what must be considered now a ‘classic’ piece of British TV.
I, for one, would love to watch a new series with the original cast for preference. Gash must have supplied sufficient material for loads of episodes yet, and I never watched it the first time round, couldn’t bear it, but I find it absolutely fascinating entertainment now! So well done and so in need of revival! Get this moving Chris…you were so much an integral part of the success!
Curtis Dowling on September 4, 2014 at 8:50 am said:
Hi all, I am Curtis Dowling from CNBC’s TV show treasure detectives, and I may have some good news for you in the not too distant future
hertsgunnerblog on March 13, 2016 at 8:04 am said:
From a couple of days ago. Below is a response to me having enquired into a Lovejoy remake……by the way check out my Facebook group: bring back Lovejoy on the bbc ,
And my change.org petition:
https://www.change.org/p/british-broadcasting-corporation-bbc-bring-back-the-lovejoy-tv-series
Dear Ben, many thanks for contacting Red Planet Pictures.
We do have a ‘Lovejoy’ project on our slate but it’s currently on the back burner due to us shooting two other shows at the moment, and we are waiting for Lovejoy to be green lit and given the all clear to start work on which if it does happen will not be until later this year I’m afraid. Please keep an eye on our website as any news or developments on the project will be announced on there first.
Many thanks again, all the best. Garry
Garry Tyler, Office Manager & Assistant to Tony Jordan & Simon Winstone
Chris Jury on March 13, 2016 at 10:19 am said:
Yeah, I was aware of this but my understanding is Tony’s version is based very much on the books and will not involve any of the original cast and will not be a comedy/drama butmuch darker, like the books. Time will tell.
Jack on January 19, 2015 at 10:39 am said:
It looks like the revolution is beginning!! Great news…
http://www.digitalspy.co.uk/tv/news/a622263/lovejoy-remake-in-the-works-from-hustle-creator-tony-jordan.html
Christine Walker on August 28, 2012 at 8:48 am said:
I would love them to bring back Lovejoy, with all the antiques shows on TV being so popular it should be a winner. How is the chap who played Tinker these days.?
Lets go for it.
dave bancroft on September 16, 2012 at 12:29 pm said:
Deff bring back Lovejoy….
David Gatehouse on October 3, 2012 at 5:46 pm said:
Well, I’ve been hoping they’d revive the series since it ended. Could happen… all the cast members are alive, kicking and active. Get on with it, though.. tempus fugit!
andrew d smith on December 7, 2012 at 2:02 pm said:
Best series ever, ive watced lovejoy many times and watch my dvds regular. as soon as i finish watching the lot, i start again. It would be great if it was brought back, even as a full length special. so com on chris you could write, direct and star in it. Theres so many ways u could write this to see how the characters have done in the last 20 years. so com on ERIC lol.
Chris Jury on December 7, 2012 at 2:24 pm said:
You are too kind. But in fact I was hired by BSkyB about 12 years ago to write some scripts based on the original books. McShane was involved and it was close to happening but there was a problem with the rights and it all fell through. Then Allan McKeown, the show’s original Exec Producer tried again with the BBC a few years after that pitching the idea of Lovejoy’s son entering the family business. Again no joy. I think it is dead now though – as we are all ancient for a start. I’m 56! ‘Young Eric’ no longer I’m afraid.
andrew d smith on December 18, 2012 at 6:50 pm said:
you dont look 56. it would be great if something could be sorted to bring it back in some way. if you need any help just ask me, i dont know what i can do to help as im a hgv driver part/time lol i could drive you and the crew about lol. ive always wanted to do something behind the scenes of a film or tv programme. All the best Chris.
dean mason on December 12, 2012 at 5:21 pm said:
my favourite episode was ‘ taking the pledge ‘
What was yours ?
Chris Jury on December 12, 2012 at 5:25 pm said:
Eric Of Arabia
Stewart Young on December 10, 2013 at 2:08 am said:
Love that one lol
Dave Folks on February 11, 2013 at 2:45 pm said:
Watching the whole series again , the wife bought me the DVD box set for my birthday , I had forgotten how good the whole thing was , top actors , top characters , great rapport ! I wondered if you still keep in touch with Dudley ,Ian and Lady Jane ?
Chris Jury on February 11, 2013 at 3:34 pm said:
Yeah Dudley is one of best chums. Phylis I see every 2 years or so and Ian I speak to via email.
Mark on February 18, 2013 at 12:04 am said:
Hi Chris, not qualified to critique ( paramedic by trade) but love joy is a timeless classic with characters that people have a real affection for, like many others , have recently ‘bumped into’ the series on tv again and love them all. Think the on screen chemistry between you, ian and Dudley main reason for shows success! Hope you’re stil enjoying success in your ventures still!
stevenvckr on February 28, 2013 at 10:32 pm said:
Hi Chris,nice to find your page,just like to say as much as i loved Lovejoy(just got the boxset happy day’s) i’am glad it was not brought back,as you say time has moved on and it’s hard to try and better something that was was top class in the first place,people will just try and compare it with the old Lovejoy’s.I’am more then happy to watch the old Lovejoy’s time and time again like i do now.So chris will we be seeing you acting at any time in front of the camera? that would be a treat.All the best now Steve
David Harkin on March 6, 2013 at 2:07 am said:
Hi Chris, Great website, very interesting – I used to watch Lovejoy when I was about 12 and I have loved the show ever since, myself and my wife Golda watch an episode everyday when our baby son is having his nap – Thanks for making our sons nap time that wee bit more special! Best wishes – David
Garnet Hemeon on March 20, 2013 at 6:07 pm said:
Greetings from Nova Scotia.I just wanted to say thank you for all the fond memories.I have the complete box set of Lovejoy and have watched it countless times.
Craig McTaggart on March 21, 2013 at 10:51 pm said:
I can see from the above that its obvious how much the British public still love Lovejoy. Great comic drama of the like we dont see any more,mores the pity. From what you,ve said Chris it looks like we missed the moment to reprise Lovejoy, about the same time Ian and Dick brought back Auf Weidersehen which I thought they did very well.
I wish you all the luck in the world with your future projects , Lovejoy brings back so many great memories of the 80s and 90s………”The past is another country……………( we all know the rest….) “
lee davies on April 5, 2013 at 4:43 pm said:
it was the only one show to watch all the other programmes didn’t stand a chance. when beatamax was the (in thing) I used up all my tapes making shore not to miss any?.
looking back at it now on dvd in a lovely box it is still the best. love all of the cars/bike`s taking me back to 1986. when it started, and little old just 33. bring it back chris.
vicky on April 7, 2013 at 7:06 pm said:
Wow what a delight it is for me to watch the wonderful Lovejoy on sunday mornings,What a great show it still is and so well written,It beats socks off to some of the shows on tv at the moment,And Chris you are one of my favourites ,always make me laugh,
Barry on April 9, 2013 at 1:59 pm said:
Recently re-discovered Lovejoy on Yesterday, fantastic to see them again. Any re-make you care to do would be great, with the original cast of course. Don’t worry about age thing we are all a little older now!
Lee sturley on November 6, 2017 at 8:30 pm said:
I loved the whole series. I was in the antique business all my life. I was a knocker worker and the stories I can tell remain with me to this day. I then progressed to exporting. Great memories. Like my book the secret train robber biography Sunday times best seller. Great times. Yours truly kind regards Lee Sturley
hertsgunnerblog on April 13, 2013 at 1:22 pm said:
Sign up to my petition to get the BBC to bring back Lovejoy. I need 100 names!
And if Mcshane wont do it then bring in Benedict Cumberbatch!!!
http://www.change.org/petitions/british-broadcasting-corporation-bbc-bring-back-the-lovejoy-tv-series
keith murphy on May 17, 2013 at 1:31 pm said:
I shall share your petition with my social media contacts
Craig McTaggart on April 14, 2013 at 2:49 pm said:
A new Love joy series would surely introduce a Catchpole and Son side story
david bradley on April 24, 2013 at 6:55 pm said:
brilliantly acted,brilliantly written a timeless piece.
Claire J. Cracknelk on April 25, 2013 at 10:47 pm said:
Hell to the yeah but I hope Lovejoy is done on either the Simpsons, South Park or Family Guy
Russ Billington on May 26, 2013 at 12:15 pm said:
I completely missed all of Lovejoy when it was first aired and just started watching the repeats on TV. I only had to see the first episode to realise what I had missed! Lovejoy is one of those precious, rare happenings in TV drama where the script and the acting were made for each other. Thanks Chris for your massive contribution to the series, I am now hooked! I will write to Santa and ask for a boxed set- sadly there is nothing to compare on telly at the moment.
nick garner on June 14, 2013 at 4:37 am said:
hello chris i was wondering do you ever visit the places in suffolk were you
used to film if you did i would imagine they would bring back memories, your part you
played in lovjoy was exellent chris. n garner
Ian Cutter on June 22, 2013 at 7:44 pm said:
Hi Chris. I think Lovejoy is one of the best ever series created for ITV. I am in the middle of watching them all again on “Yesterday” and they’re all as good today as they were when they were first released. I remember delivering all around the Saffron Walden area for a firm called Roadline UK Ltd when you were recording the series and seeing all the cameramen and crew at various different locations. In my opinion, Lovejoy was and still is one of the best programmes on TV.
yes ian such wonderfull times when it was aired nick
Phil Barnes on August 7, 2013 at 3:26 am said:
Hi Chris ajust wanted to say how much i enjoy Lovejoy. It is currently being rerun on cable tv here in OZ. I am originally a Hull boy and lived not far from Hull Uni. Which pub did you frequent. Best regards Philih
Chris Jury on August 7, 2013 at 9:41 am said:
The Polar Bear was our main hang out.
Phil Barnes on August 7, 2013 at 12:17 pm said:
Knew the polar bear, the haworth arms on the corner of Beverley and Cottingham roads was my local.
Chris on August 8, 2013 at 9:35 pm said:
I’m 27 and had fond memories watching Lovejoy with parents though vague remember enjoying it, just finished the whole series through Yesterday and hooked and wanting more, with public support do you think there would ever be a chance of a revival? So annoying to hear you had been hired as a writer but it never went through 😦
In the present what are you doing writing wise this year?
nick garner on September 16, 2013 at 10:13 am said:
hello chris , do you ever visit the area were you used to film i went to the belchamps lovley area,
Claire J. Cracknelk on November 18, 2013 at 12:50 am said:
There really should’ve been a Lovejoy episode where Lovejoy, Tinker & Eric should have to either New York, Memphis, Louisville, LA or Chicago to search for an antique but end up in trouble along the way
Kim Busen Smith on June 6, 2015 at 10:51 am said:
Hell yeah and I think Eric Allen Kramer (Bob from Good Luck Charlie) would be 90s Al Capone Tom Thunders & David Caruso (Horatio Crane form CSI: Miami) would be police lieutenant Marty O’ Sullivan
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Actor | Chris Jury jordan 17 for sale philippines http://www.aberdeencie.com/store.asp?module=tags&brand=jordan&tags=jordan-17-for-sale-philippines
Hi Chris. Best programme ever made with the best cast ever. Signed an online petition to bring back lovejoy. Aah the good ole days of decent tv. And without Eric catchpole lovejoy would not be the same.
Steve on December 24, 2013 at 8:01 pm said:
As it is appropriate timing, “Happy Christmas to you & yours”. As the brood will be watching Phyllis Logan / Downton Abbey on this Christmas Eve, I will be self exiled to the bedroom watching TV. Happily, the VCR (yes, still have one) has “Raise the Hispanic” queued up.
stew on December 24, 2013 at 9:07 pm said:
“Raise the hispanic” lol…..love that episode
Merry christmas to you and your family Chris..and to every other lovejoy fan……………..And all have a great new year.
Nick garner on December 28, 2013 at 11:12 pm said:
Happy new year to you all, I had a lovley time in lavenham were some
Of lovejoy was filmed,
Benjy Felsham on January 1, 2014 at 1:18 am said:
Have just read an article where Sky are looking to bring back Lovejoy, I do hope so! Wow that would be cool! Ben.
Pat Julian on January 7, 2014 at 10:53 pm said:
Recently got the the entire Lovejoy collection..remember watching them years ago over here in the States..but only every now and then as they were not shown on a regular basis..I’m a fanatic about England for some reason..especially the country areas..the villages …townships..etc..Absolutely love the scenery and country homes…Stumbled on your site doing a search on what happened to the cast..Have to say was surprised as well as saddened at your departure from the series in the fifth season as much as Jane’s earlier…..I’m on season six..and wish there there were six more seasons to watch..at any rate Cheers and a pint to ya for such an excellent show from an old dodger not unlike Tinker !!
I, for one, would love to watch a new series with the original cast for preference. Gash must have supplied sufficient material for loads of episodes yet, (and I never watched it the first time round, couldn’t bear it, but I find it absolutely fascinating entertainment now!) So well done and so in need of revival! Get this moving Chris…you were so much an integral part of the success!
Chris Jury on February 4, 2014 at 11:19 am said:
Apparently Tony Jordan is writing a new version of Lovejoy based on Jonathan’s original books, which are much darker than the TV Series. Entirely new cast I’d imagine with a slicker, thriller style; a sort James Bond of the Antiques world.
Benjy Felsham on February 4, 2014 at 2:34 pm said:
ooh that’s not what Lovejoy fans were hoping for, hopefully the re working of Birds of a Feather with much of the original cast being a success will push Lovejoy in the same line. People liked the lighter side of things. Just what we need another dark gritty drama….NOT…
Chris Jury on February 4, 2014 at 3:52 pm said:
Not my call I’m afraid.
Claire J. Cracknell on February 28, 2014 at 8:51 am said:
Tony Jordan should’ve based these new Lovejoy books on the TV show if you ask me
Chris Jury on March 1, 2014 at 12:53 pm said:
No, it’s a new TV show based on the original books. The original TV show came from the Lovejoy Novels by Jonathan Gash.
Based on the books series? That means Eric & Lady Jane won’t be in the show
Stewart on February 4, 2014 at 12:41 pm said:
A new cast, I hope not defeats the the object thats the main reason why so many of us want to see it back on tv, to see the original cast, whenever they bring a show back with different cast its never the same and not as good as original series.
No of course! and I am sure any new Lovejoys will be good. Just not quite the epic TV you guys made! Still life goes forward not backwards, thank goodness for repeat channels and DVD boxsets. !
LizzyC on February 4, 2014 at 11:39 pm said:
Isn’t the idea of a ‘re-write’ sort of missing the point? Recently I have been observing a clear connection between successful ‘older series’ – and that is one of pleasing town/landscape locations,- places the viewer can enjoy and delight in, at a distance, and may even wish to visit; however this rather delectable backdrop is most memorable because it is populated by ‘quirky’ characters. Look at how many great series defy reinterpretation, and so fall at the hurdle of attempting to reproduce novelty. And novelty is what makes programmes like Lovejoy, Blackadder, Dad’s Army and so on, really great fun to watch.
I look forward to the repeats but I’d be even happier if I knew the series were to be continued far into the future!
Benjy Felsham on February 5, 2014 at 11:54 am said:
Indeed a re-write is prob the wrong word / phrase, I was hoping for a continuation but with at least an appearence from time to time of some of the original cast. I think in his interview for the box set Mr. McsShame said he would be happy to carry it on as a guest appearence with his daughter taking over as the “Lovejoy” .
Format wise, I guess like Lewis is to Morse, sort of same style but moved on and updated but with clear homage and connections to what went before. Of course I do realise that I am a viewer with no experience of making TV etc. but I just know that if I drove past a billboard with you all gathered around the back of a new Range Rover at a car boot sale or something with the slogan “Back in business, coming soon” I would be very excited indeed. Maybe Lovejoy could actually have made a wad of cash and for once managed to hold on to it and then retired. Anyway , now I am rambling, whatever happens I look forward to it.
hertsgunnerblog on February 14, 2014 at 10:54 am said:
https://www.change.org/petitions/british-broadcasting-corporation-bbc-bring-back-the-lovejoy-tv-series
LizzyC on March 1, 2014 at 1:34 pm said:
I completely agree with Stewart and Barry about the idea of ‘a continuation’ rather than a new version based on Gash’s novels. Patching old and new isn’t a recipe for success either. I expected a pleasant hour last night, watching the new Jonathan Creek. Unfortunately after seeing this episode I was left feeling vaguely disturbed, and Jonathan didn’t look too happy himself…. While the mystery is still there, (great!) darker elements were introduced and that is not why, I suspect, many viewers were attracted to the earlier series, and followed it.
Maybe the same attitude is being applied to a new Lovejoy, and we will feel short-changed?
When actors take on parts that they give more than flesh to it comes across so strongly, and the Lovejoy series was very much a team effort which displayed this characteristic. Does anyone else agree?
Stewart young on March 1, 2014 at 5:13 pm said:
I agree 100% a continuation is always a recipe for success, nothing fails more miserably than a new cast.
LizzyC on March 1, 2014 at 10:43 pm said:
Thanks. Excellent comedy programmes like the Big Bang Theory and Cheers gathered an enthusiastic following both sides of the Atlantic, but to translate their material into something new just to rehash the original idea would be ludicrous. Such storylines wouldn’t work well outside their context. The appeal of Lovejoy is the longevity of its themes, characterization and setting, with its rather innocent plots that engage the family.
We don’t need any more ‘gritty’ drama, in fact a lot less of it would go down well…..
Garnet Hemeon on March 2, 2014 at 4:56 pm said:
Rest in Peace Malcolm,I was very sad and shocked to hear of you passing.
Nick garner on March 6, 2014 at 9:56 pm said:
I’m very sad the passing of melcome, such a grait actor and a lovley man very sad happy lovejoy memories
Pedro on March 11, 2014 at 7:47 pm said:
Just found your site after seeing something on the Coventry Telegraph website about local celebrities. Never knew you were a fellow Cov kid! Am now living in Germany and a regular watcher of the Lovejoy series on DVD as I have been since I first saw it in the 1980s. It’s a real reminder of the good parts of home in UK. Amazing how so many people on here remember you just for that. Was a total classic – timeless. I always think it must have been a lot of fun working with Phylis, Dudley and Ian. You come over as a really good team. Hope things are going well with your current ventures.
Was a big fan of the TV series when broadcast in the 80s/90s and in recent years have read all the John Gash books> The early books and first TV series are very similar, but by the mid ninties and the last two series they had become very different beasts with Lovejoy in the TV series wearing designer jackets / jeans, with the Lovejoy of the books becoming more and more destitute and disfunctional. The books are about a loner who is ” divey” with antiques , the TV series is about freindship, ie,Tink, Eric,Beth, Lady Jane,and yes even Charlie ! and the great back drop of East Anglea.
A new sreies would have to include Ian McShane and others from the original cast with new characters and input from the author and the original prodution team.
Is this likely ? I dont think so but we can live in hope .
The character of Lovejoy has been a big influence on my life and I am at the moment writing a novel about a similar type of figure but in my own field of work and my own part of the UK.
Mean while Ian McShane IS LOVEJOY
R I P Malcolm Tierney
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Sonny on May 27, 2014 at 4:35 am said:
Hi Chris , found lovejoy on midday tv 4 years ago ,obviously it must have been on Aussie tv years before but the title would have put me off without investigating further glad i did , an absolutely brilliant show great cast of Characters and actors acting in the finest tradition, thank you for the memory’s , and yes where did those years go i am 62 but it seems like yesterday, rage rage against the dying of the light, cheers mate and good health to you and your family.
Townsville Nth QLD Australia
Craig on June 14, 2014 at 11:10 pm said:
I saw recently on the net some thing along the lines of ‘Catchpoles Motorcycle’ a sequal along the lines of Catchploe and son in Buckinghamshire. Cant find it now but it is a very good idea.
Eric still struggling with bikes and antiques , a brighter son who keeps digging him out of trouble. Eric saying a long remembered back ground figure ‘Lovejoy’ would know what to do at every juncture. They visit Tinker, Lady Janes Husband come through town with his play, Charlotte buys an old pot Eric keeps his spark plugs in,Beth helps them find its twin for a pair to sell……………………….and , and Lovejoy returns to save Eric from eviction from his old mill house
Am I dreaming ? Of coarse I am but would fans of Lovejoy accept anything less.
Remember the Minder remake ? No ? Then your lucky because it was terrible and bore no relation to what was good about the original……
Sonny on June 17, 2014 at 10:38 am said:
well Craig I do not think that we will see the best of British again, I hope so but I doubt it, maybe it is just age, but I do not think that there will ever be another Porridge ,Open all hours , fawlty towers, the brit sitcoms of the 70’s were the Golden age I think.? for me anyway, just have to be content with Dr who, I think that they could have extended Lovejoy for a few more years though .
Cheers, Sonny
Claire J. Cracknell on August 26, 2014 at 3:44 pm said:
Catchploe and son, that’s a good idea
Martyn on July 10, 2014 at 7:54 am said:
Lovejoy is without doubt one of the best television shows ever made. Great acting, wonderful storylines and breath taking scenery. The relationship and chemistry between Chris, Dudley, Phyllis and Ian made the show believable and engaging and I would love the show to return but only with same great actors (or as many as) that make that connection between the past show and any new revival. Chris, Eric was my favourite character as you made him enjoyable, real and humorous to the show. My favourite episode is when Eric buys an old motorbike so that he can sell it on to make a profit and ends up crashing and Lovejoy breaks his leg. Would you consider returning to acting in the future! All the best Martyn
Chris Jury on July 10, 2014 at 9:43 am said:
Always happy to consider any offers!
Sonny on July 11, 2014 at 12:12 pm said:
Chris i was just wondering if you regret leaving Lovejoy when you did, and if it impeded your acting career regarding keeping your face in the public eye, and more tv or movie offers, the reason i ask is that Ian seems to have gone on from strength to strength, when i regarded you and Tinker as the main Characters , don’t mean disrespect and am certainly not qualified to comment on actors and actors , only as a fan but thought that you would/should have been destined for more roles movie/tv , but if you felt at the time that the stage and play writing was your forte then one must pursue what they feel is their calling and what makes them happy .
Thanks for the memory’s and at the end of the day you have left your legacy enshrined .
Regards Sonny
Dave on August 7, 2014 at 8:26 am said:
Chris – just watching another Lovejoy repeat. They seem to me like Fawlty Towers in that you can watch them over and over and still enjoy them. They were perfect entertainment. And I am a cynical bastard, not easily entertained. Now I know they are all out on DVD I know where my next pocket money is going. And not many people seem to recgnise the educational element of Lovejoy. What other TV program can entertain and educate you without you even knowing. Fabulous. And , of course, you were really good in it even though I did suspect you weren’t actually a teenager.
Nick Rogers on August 12, 2014 at 2:12 pm said:
Chris, Please do everything in your powers to direct/produce a ‘one-off’ Lovejoy. I know it would be difficult to get all the characters together again (RIP Malcolm Tierney), but ‘Lovejoy’ is the best UK series ever produced. I have the boxset and watch at least one series (all episodes) every week. Favourite series is the 1st series…iconic image of you and Lovejoy driving through the ford at Kersey and soaking Lady Jane. Favourite episode is the Kakiemon Tiger with Colin Salmon and Ken Cranham and you getting the blame for not stopping people from entering the auction. Thanks for all the happiness you’ve given me. Please don’t leave it with ‘Last Tango in Lavenham’.
Sonny on August 15, 2014 at 1:29 am said:
I agree Entirely Nick, Lovejoy could have still been running and the fans would still be watching it, i often wonder why the producers of Hit shows cut them short , i understand going out on a High but i think they owe the fans some loyalty as well if the series was losing money then yes that is understandable.
Some soaps on tv have been going on for donkeys years, if i lived in the UK i would enjoy visiting some of the places where lovejoy was filmed, breathtaking scenery.
I also am a weekly watcher of at least 1 lovejoy episode , maybe the reason we enjoy the show so much is that lovejoy is a reflection of our past and of pleasant times in our life , starting to get Maudlin, time to put on another Episode .
Cheers Sonny
Sonny,
You need to make your way over to East Anglia. There’s a few books on the market which take you to the most popular sites over the 6 series. Personal favourite is 50/50 between the market square at Lavenham or the Chappel and Wakes Colne viaduct. Going to these places really brings alive Lovejoy. Its all about those thatched cottages, shingle beaches, big skies, gentle rivers, wonderful antique shops in places like Long Melford. Come over for 2 weeks and just walk around….you’ll really get to know and enjoy Lovejoy even more.
Thank you Nick for your reply, i would love to do the tour but i live in Launceston Tasmania so would be a bit expensive although maybe one day, the scenery in those shows is breathtaking i often go on Google earth and take a tour down those beautiful country roads, also another series i discovered a few years ago was the darling buds of may, again good scenery and the brilliant David Jason, i envy you being able to tour around the sets of lovejoy, i would assume that to buy a house in some of those villages would cost a pretty penny , once again thank you for having the courtesy to reply and feel free to converse ,i only came across Chris’s site by accident and was amazed that a star of lovejoy would converse to the common folk he certainly is the down to earth Eric from the series , so i will leave you now Nick hoping this tome finds you in good health and spirit as i am about to start on series 3 lovejoy.
Lizzy C. on September 4, 2014 at 1:28 am said:
Strangely enough I was walking the dog on the Green at Long Melford a few weeks ago…do you know how long it takes to get there from Scotland with a dog….? and I had lunch at the Bull (without the dog).
I have several hours of video now after 10 days touring the countryside of Lincolnshire/Suffolk/area etc visiting friends. You can’t put a price on the value Lovejoy gave the English tourism business and this might be an argument for its resurrection.
Sonny, if you can see any of these parts of England in summer then you would feel incredibly blessed.
I think the answer to why producers etc decide to axe/change popular programmes is not just to let them go out ‘on a high’ but short-sightedly allow them to be usurped by more ‘fashionable’ topics. Hence the recent deluge of awfully embarrassing sit-coms. Sometimes there is a reprieve when demand dictates, sadly this did not occur in the case of Lovejoy because there wasn’t enough outcry….the series still had to become ‘a classic’ and this has been proved over time.
Carry on the call though, there may be life in the demand yet.
Sonny on September 4, 2014 at 11:29 pm said:
G’day Lizzy , Envy your walk would have been magic in your summer , just coming out of winter here in Tasmania, moved here earlier this year from the tropics Townsville, Nth Queensland.
The Locals tout Tasmania as the Emerald isle and gush about it’s beauty , i must have blinkers on , i sometimes suggest they watch lovejoy for a comparison.
The small villages in the show can only be described as breathtaking , apparently the pilgrims way is a good walk, having lived and worked throughout Aussie and Nue Guinea i have had my fill of the deserts and jungles , one can have enough of the rugged beauty and land of sweeping plain, i enjoy a more genteel English rose Garden setting.
Back to the show though, Lovejoy had class, and a lot of the sitcoms on tv now seem to be filled with bad acting and inane pratfall humor , maybe that is how we have morphed as a society and the market share dictates the direction perhaps.
I hope you enjoyed your walk and your videos of said trip , would enjoy sitting down and having a cuppa and watching them with you.
Lizzy C. on September 5, 2014 at 12:19 am said:
Yes please, Curtis, good news would be appreciated. I have had to resort to watching Hamish Macbeth this late at night and I need to get up for work in the morning.
Sure that Sonny won’t have had to endure that lesser standard of British drama yet! – you could count endless hours of filming Suffolk countryside from a car window as superior.
rob way on October 5, 2014 at 1:26 am said:
I always think of Lovejoy in the same light as series such as Minder, auf wiedersehn pet and only fools and horses, it always had that feel that the characters were someone you knew or would have liked to have known or that they were old friends as soon as you got into the first few episodes.
I always thought that it would be a fabulous program to bring back for a special, i wonder if a new audience would take to it as it was back then, sadly i think theres not the same sort of quality sit coms and light entertainment series on the tv these days as when programs like Lovejoy were about, i think there much needed now!!
Lizzy C. on October 6, 2014 at 11:44 pm said:
“….it always had that feel that the characters were someone you knew or would have liked to have known or that they were old friends as soon as you got into the first few episodes……”
You are so right in making this comment Rob, and to draw a comparison with programmes such as Cheers, Big Bang Theory, etc , sit-coms that have deserved their success, Lovejoy had these elements in abundance.
When will there be good news?
Lovejoy from the early episodes would be the most promising form to take, even if it were to be written for a one-off,- that would be enough to spark interest in continuing a short series? Bring on the wheelchairs, quickly though.
gary meynell on October 9, 2014 at 4:26 pm said:
can’t believe the last comment was 2011 😦
just watching lovejoy all over again on Drama 8am every morning before work.
just loving it so much.
if there is ever a time to get the whole gang back together…its now!!!!!!
if my numbers come up this weekend I will fund it :-).
love the show and I demand a one off special! 😉
oops just realised there are plenty of comments since 2011 so totally ignore that comment……..derrrrrrrrrrrrrrr 😔
Colin Harris on November 12, 2014 at 12:16 pm said:
Love the early episodes, innocent and great fun. Re-watching again and just starting series 3.
I know it’s a fir while ago but do you keep in contact with any of the old cast ?
Yes Dudley is one of my closest friend and Phylis is still a mate. Speak to McShane via email.
phillanstice01 on November 23, 2014 at 8:08 pm said:
Great to find your site Chris.
Are you working on anything in particular right now?
Matthew on December 12, 2014 at 9:00 am said:
Happy Christmas Chris , big fan of Lovejoy going to watch DVD of Lovejoy this Christmas .have a nice on mate ..
Nick garner on December 14, 2014 at 6:40 pm said:
I’ll be watching love joy over the Xmas period, also will be in Lavenham with friends were it was filmed
Fabulous news at the weekend upon reading that Lovejoy could be returning to the small screen through Tony Jordan. Would be great if you were involved again. I’ve recently moved to East Anglia and have been spotting various pubs used for filming locations in the series.
Cheers for the entertainment
Liz Clark on January 20, 2015 at 1:46 am said:
Let’s see. Jordon seems to be making something about Motown as well….sincerely hope there is a new Lovejoy, with as many originals…… that can stand up and speak….. as possible!
zoe on January 26, 2015 at 7:47 pm said:
Hi Chris,did you play left half for Brentford?
I’m afraid not. Being a professional footballer is not amongst my former careers/
zoe on February 7, 2015 at 8:09 pm said:
what was Ian la frenais like to work with/for?
Really lovely. They both were. Le Frenais/Clements. A real honour to have been in one of their shows.
Thanks Chris.Did you prefer the early episodes which were more faithful to the books,or the later ones with a more ensemble feel?Slightly prefer the later ones myself!
Robin on January 27, 2015 at 12:43 pm said:
My favourite episode has to be ‘ERIC OF ARABIA’ . Very happy memories of a care free time, and having something decent to look forward to watching on the BBC. Well done to all the cast for their hard work which was reflected in the quality of the acting.
chetan vanker on January 29, 2015 at 1:35 am said:
Hi Chris. I love watching Lovejoy. I cried at the last episode last Friday on drama. Would the show come back. Have you met Lovejoy since the show finished.chetan vanker
Garnet Hemeon on February 4, 2015 at 10:53 pm said:
Hi Chris,my 10 year old daughter is starting to get in to Lovejoy.Last night we watched The Kakiemon Tiger.I was just wondering if you still ride a motorcycle?
Thanks for the great show,
Chris Jury on February 5, 2015 at 8:39 am said:
No. ‘Fraid not. I rode the bikes on the show but I was never a great biker in real life. I did have bikes when I was a teenager but 125 was the biggest I got to and not Harley Davidson!
Garnet Hemeon on February 5, 2015 at 11:34 am said:
Thanks for the quick reply,you made my day!
chetan vanker on February 7, 2015 at 11:20 pm said:
Hi chris when did eric decided to sell his bike to get a car?
Stephen Cook on February 18, 2015 at 11:33 pm said:
Hi chris loved the show and always pop it on if I’m after some light hearted drama. lived in many of the locations, bishopstortford, saffron walden, Hertford and opposite Brians house in “bin diving” (a great episode) and now live in hampshire so its like a little piece of home to watch. Ironically my father in law used to meet Ian quite often as a chaufer for friend of his, I think on occasion he used to park mrs mcshanes jaguar (at the time). If the new series goes ahead, you should definitely head it up as much more mature and wiser Eric!
Mark on March 14, 2015 at 5:30 pm said:
we’ve just finished watching a marathon of Lovejoy, the boxset from start to finish, god I miss that show, great lighthearted fun. Fingers crossed for a full cast reunion for the new series, or if it’s to be a reboot I hope that they at least invite you all for cameo appearances, would be nice to see you all onscreen together again.
Mark & Kim
patrick and mari on April 12, 2015 at 11:17 pm said:
hi Cris, just wanted to say how much enjoyment over the years eric and the team have given us . If we feel a bit down ” lets put on a lovejoy” allways does the trick. Living in suffolk feels like your on set anyway , can’t wait to see eric in the new series
many thanks, patrick and marie
E.Clark on May 25, 2015 at 1:01 am said:
Do you mind if I copy the post as it arrived please?
I would like to say that most people would feel glad you had moved on and don’t really miss the role of Eric, but add that most people (again) would say we all miss you, as Eric, and the rest of the characters of Lovejoy,.
It seems incredible that the economic return of continuing a hugely popular series such as Lovejoy hasn’t tempted other interested parties so far, or are we missing something?
Chris Jury on June 6, 2015 at 8:48 pm said:
In the 00’s Sky tried a couple of times to revive Lovejoy with McShane and the old gang. Now there are rumours of an entirely new adaptation more faithful to the spirit and tone of the books.
chetan on June 6, 2015 at 8:50 pm said:
what would eric be doing now?
Daniel Clements on June 29, 2015 at 7:34 pm said:
Big fan of yours. Great website! Got Lovejoy website for my 40th and have gone through 3 series in a month
One question…which do you found most fulfilling acting writing or directing?
Chris Jury on June 29, 2015 at 8:55 pm said:
Hi Daniel
Acting, writing and directing all have their different joys and tortures. The one I am most proud of though is writing; a skill I thought I could never even aspire to in my youth and which I didn’t develop until I was over 40. It gives me great pleasure and great joy to be a writer and I really hope I can fulfil my potential in that area.
Garnet Hemeon on July 11, 2015 at 11:02 pm said:
Hi Chris,any memories you’d care to share about your time on Doctor Who?
Ville Linnapuomi on July 12, 2015 at 8:59 am said:
Hi Chris! And cheers from Finland. YLE (equivalent for BBC) shows Lovejoy in their internet service and i am so glad about it. Loved your character Eric because he is into heavymetal 🙂 as am i. Anyway just wanted to say thanks and i need to check out your other projects too. All the best and greetings from Finland. Many of my headbanger metalfreak friends are really glad about the Lovejoy re-runs 🙂
Julie gilroy on January 30, 2016 at 1:13 pm said:
Hi Chris just been watching Lovejoy for the twediddlyumpty the time it never loses its charm and comedy I hope you are happy in your life and enjoying good health x
Richard on January 31, 2016 at 11:58 am said:
Have you heard any recent rumours, on whether the show is set to return?
Chris Jury on January 31, 2016 at 12:53 pm said:
I did hear Tony Jordan was redeveloping a new show based on the books but that was a year or two ago.
IAN on February 20, 2016 at 10:49 am said:
I note LOVEJOY is back on DRAMA in the week at 5pm on DRAMA – great stuff!!!
Liz C. on February 22, 2016 at 12:19 am said:
Yes, lovely for those not working…this should be mainstream tv, and help cultivate a new generation of viewers….long overdue!
IAN on March 13, 2016 at 7:16 am said:
https://en.wikipedia.org/wiki/Dominic_Monaghan
I notice Hetty Wainthropp Investigates is back on DRAMA – I always get you and Dominic [above] mixed up, I thought it was you that made your debut in this series………
hertsgunnerblog on March 13, 2016 at 10:43 am said:
Personally I think a brand new and modern take on it might be the best way; trying to revive it as it was might be a nostalgic effort too far.
The Sherlock model would be a decent starter for ten.
Cheers Eric
Paul Pollard on March 27, 2016 at 7:51 am said:
Hi Chris, just wanted to say Thank You for Eric, he was a wonderful character, I appreciate that you are much more than just Mr Catchpole, but as one of the original 4, you were very entertaining. Series 1 is my favourite, particually the scenes shot around Bury st Edmund’s. Currently recording the run on Drama to watch again. A true classic! I don’t think anyone should attempt a remake, it just wouldn’t be the same, the original captured a moment in time, now long gone.
Chris Jury on March 27, 2016 at 9:15 am said:
Thanks Paul. Much appreciated.
Paul,Claire,Bella and Alfie on April 6, 2016 at 9:52 pm said:
Claire and I love the lovejoy DVDs and as family we’re massive fans, we’ve just stayed at Belchamp Hall (lovejoy studios) first family holiday, amazing place and probably brilliant workplace. You are a legend in Eric of arabia dismantling the bike to rock music, you must want to get all the crew back together (Claire would love that) and maybe you and Ian could write together?! Be nice to here from you, maybe even a cold bitter in the Half moon sometime I’m buying, thanks again Paul
Ray Liffen on April 12, 2016 at 10:59 pm said:
Just wanted to say how much I enjoyed and still do all the episodes-most of which I now know almost word for word-even have the box set-it just seemed the right people in the right programme at the right time even the area was right-would like to see it come back again but then again perhaps not as things would not really be the same-I now it’s natures way to change and some of the stars are no longer around or too busy doing other thing-I suppose it all boils down to that old show business saying-‘LEAVING THEM WANTING MORE’ But it would be good to perhaps do a documentary just letting us know what all the leading players are doing and a quick interview with you,Ian and,Dudley and some of the others-Thanks for the enjoyment
Ray Liffen on April 13, 2016 at 7:37 am said:
Just wanted to add my two penneth-‘Lovejoy’ was without doubt the best type of its time-watching the repeats on ‘Drama’ at present [usually twice a day] and have the box set wich is now getting a bit worn out through use-still great-Doesn’t seem to age as much as some series of the time[If you ignore the mobile phones] . Would like to see a new series but realise it would have to be a different format-don’t want the fiasco like the ‘new Yes Prime Minister’ thing is you really can’t improve on perfection-perhaps a documentary type ‘Where are they now’ on the various actors in it-How about you directing-what do you think-would be interested to know.
Cheers and thanks again for a terrific series.
David Peters on May 5, 2016 at 1:42 pm said:
Just wanted to say that: ‘you’ve used fresh tomatoes in this spaghetti’ always makes me laugh, even on a bad day – don’t think you could have played it better.
Hope one day you’ll use your writing skills to pen another episode, I’m sure it would be greatly received.
Robin finney on May 25, 2016 at 7:32 am said:
Didn’t know this “Lovejoy” love In site existed. It was my late mother’s absolute favourite programme and as such became mine. This along with Minder, are without doubt the best comedy drama’s written during the 80’s and 90’s. TV these days seems to consist of American imports and poor attempts at create comedy through excessive swearing.
It is good to see you are a man of many talents too and all the best. You are immortalised as Eric. You were even an answer on The Chase the other day!!
Cheerio and hoping you still have the Harley Lovejoy bought you!
Chris Jury on May 25, 2016 at 8:14 am said:
No Harley but lots of happy memories and some life-long friends.
Ray on June 14, 2016 at 4:31 pm said:
Anybody know the name of the tune [Episode-“Just Desserts”] Where Lovejoy get into the car of DC Bainbridge???
E. Clark on June 14, 2016 at 11:16 pm said:
Sorry Ray can’t help, but if you hum the tune I might recognise it….?
Anybody know which docks was in ‘The Black Virgin of Vladimir’- I thought perhaps Southampton
Chris Jury on June 29, 2016 at 10:15 pm said:
Yeah, Southampton. Going up that crane was one of the scariest things i’ve ever done. It was sooooooo high.
james springfell on June 29, 2016 at 10:46 pm said:
You went up there for real?? Brave man, ! Can I ask you a nerdy question? Why do shows like Lovejoy use show plates on cars instead of real reg number, I’ve always wondered why.
Chris Jury on June 30, 2016 at 9:33 am said:
Various reasons. Real plates are assigned to someone and can be traced. So some people want privacy. Some vehicles are SORN etc etc
Ray on July 1, 2016 at 9:50 pm said:
Chris can you say what was your favourite episode and briefly why?
Ray Liffen on October 23, 2016 at 1:02 pm said:
Chris-Just watched episode ‘Raise the Hispanic’ can you tell us the location i.e. ‘The Big Ouse’
Chris Jury on October 23, 2016 at 1:19 pm said:
No idea Dude. It was a very long time ago.
Nick garner on July 28, 2016 at 4:47 pm said:
Hello Chris, do you ever at all visit
The places were you filmed , I have been to Lavenham and some of the other areas very Lovley places.
Claire J. Cracknell on October 6, 2016 at 2:28 pm said:
A friend of mine suggested that you Eric character and sandra from New Tricks would’ve made a great couple and here’s that friend’s pic.
Claire Cracknell
http://racesgirl2000-1.deviantart.com/art/Eric-and-Sandra-625107881
Jude mayall on October 9, 2016 at 10:30 am said:
Hi Chris, Enjoyong the series is Australia again after many years, a wonderful series, probably, my favourite, good luck yo you and look forward to many happy returns and maybe a new series, thanks heaps, Jude
David on October 11, 2016 at 12:03 pm said:
I contacted Tony Jordan the other day to ask if he was nay further ahead with the new Lovejoy series…
Had a reply today: –
“Have written the script, looking for a broadcaster to partner with. We will announce when we have that – I’m as keen as you to see it come back!”
Are you making a return when it does (I know we all hope so!).
Chris Jury on October 11, 2016 at 12:18 pm said:
I think it highly unlikely any of the original cast will be asked to appear. As I understand it Tony has returned to the books for the tone and format and is NOT remaking the 90’s TV version, but instead dramatising the original books. The 90’s TV version was a construct of Dick Clements and Ian La Frenais, who only used the books as a jumping off point. In the books for example Eric and Lady Jayne only occur once and the characters in the TV show were really inventions of Dick Clements and Ian La Frenais. Tinker is in several of the original books so may appear in Tony Jordan’s series but I think it unlikely it will be Dudley playing him because in style, tone and content this is a completely different show.
moelarrythecheese on October 17, 2016 at 4:35 am said:
Hello Chris, In what was, I believe, the last episode of Lovejoy in which Lovejoy is preparing to be married but is “kidnapped” and flown away in a helicopter, you (Eric), Lady Jane, Tinker, were all waiting in the church with a hundred other people waiting for Lovejoy (the groom) to make his appearance. In this episode you are shown arriving at the church with your wife and baby. To get to the point, was the baby your actual son Joe?
manxmac on October 19, 2016 at 10:12 am said:
How are you getting on with Co writing the new lovejoy series I hope you realise how many of us watch the old reruns wishing for the day that the old cast is reassembled and the filming starts. It’s what tv needs and what many want.
Many thanks for a great program
See my reply to an earlier question:
” think it highly unlikely any of the original cast will be asked to appear. As I understand it Tony has returned to the books for the tone and format and is NOT remaking the 90’s TV version, but instead dramatising the original books. The 90’s TV version was a construct of Dick Clements and Ian La Frenais, who only used the books as a jumping off point. In the books for example Eric and Lady Jayne only occur once and the characters in the TV show were really inventions of Dick Clements and Ian La Frenais. Tinker is in several of the original books so may appear in Tony Jordan’s series but I think it unlikely it will be Dudley playing him because in style, tone and content this is a completely different show.”
Anna on July 26, 2017 at 11:32 pm said:
It can’t be replicated! Lovejoy was an original, and anything else would be a poor substitute. Like the remake of True Grit (painfully bad!)…..You can’t better an original!
E. Clark on October 20, 2016 at 10:53 pm said:
The writing of the tv Lovejoy series needs to be replicated with something like ‘Lovejoy Again’ and so avoid confusion with any new Jonathan Gash adaptation. Who’s going to do it? Someone needs to get going soon before it’s too late to regain popularity, and the substitution of ‘ancient’ character actors by people who had no reputation deserved by the original Lovejoy cast!
Ray Liffen on November 20, 2016 at 9:57 pm said:
Chris – Just wondered if you ever have contact with some of the old crowd-Dudley,Phyllis etc and how are they [specially Dudley] getting on..
Chris Jury on November 21, 2016 at 9:08 am said:
I’m very close to Dudley and see him a fair bit. I’m still in regular email contact with Phyllis and Ian.
Chris – As a collector or autographs – is it possible you can advise where I can obtain a signed [You,Dudley,Ian & Phyllis] photograph-If you want to reply via my e-mail address please do so…….
deltas69 on November 24, 2016 at 3:31 pm said:
Just a note from an old guy in Tennessee..currently watching the series for the third time on my hard drive..I absolutely love the show..but more over..it’s the British scenery that I can’t get enough of..the estates, cottages, villages, and the PUBS.. so want to visit places like that…but I know I’ll never get over there…thanks for a wonderful entertaining show….wish there were many more seasons to watch…I’ve always had a love for the British tv series, Avengers, Benny Hill,..etc…and of course LOVEJOY…TAKE CARE MY FRIEND..PJ ..in Gallatin Tn..
And you Dude! Lovey to hear from you.
pat julian on November 27, 2016 at 12:34 am said:
Know your a busy man…but as I watch lOVEJOY FOR THE THIRD TIME…i noticed Charlie Gimberts character seem to dissapear for two or more seasons..then returned in time to acquire Felshem Hall…curious as to why..and your departure left a certain comic void in the show…really miss “ERIC’S” character as well in the last two seasons…what happened in both cases ??? cheers and beers to ya !!!
Malcolm held out for more money. I left to pursue my directing career.
pat julian on November 29, 2016 at 1:52 am said:
LOL…Kinda what I thought…always follow the money…hope things have worked out for you..seems as if they have…such a great show…still enjoy watching it after all these years..cheers..pj
Sue on December 6, 2016 at 3:37 pm said:
Rumours about Lovejoy returning, would you be up for that? Just watching re runs and we said that even the music was so relaxing that we would to see it return. We also live in Suffolk x
If it happens it won’t be the original cast.
Claire J. Cracknell on September 17, 2018 at 1:21 pm said:
May I suggest Charlie Clements (Bradley Branning from Eastenders) as Eric please?
That would be a shame, it wouldnt be the same without you. Obviously sadly no Tinker but no age limits on antique dealing, humour and high jinx? I did read somwhere that Phylilis Logan might consider it?
Mike wilcox on March 2, 2017 at 7:17 pm said:
Hi Chris, just saying thanks for the Lovejoy memories. I’ve been in the antique business all my life, the characters in the show mirror many I’ve known. All the best on your future projects.
Thanks Mike. Much appreciated.
Sean Odonovan on February 19, 2017 at 9:28 am said:
What makes lovejoy such a great show was how well all the cast ork and all the great guest stars that appeared, I’d hate to see a remake , if the make a new version of Lovejoy its either got to be a young lovejoy or next generation so you could have original cast pop in as guests.
Claire J. Cracknell on March 3, 2017 at 12:09 pm said:
Yeah, there should be either a Lovejoy prequel or a Lovejoy: the Next Generation?
Phill Anstice on March 3, 2017 at 3:09 pm said:
Yeah that would really work… next generation. Good idea Sean! That would allow a total refresh whilst finding reprisal roles for some of the original cast. Guaranteed success! What do you think Chris… would you do it?
Sylvia pope on March 17, 2017 at 12:16 am said:
Hi Chris saw you in hospital drama complaining about a neighbour’s tree ,miss making your coffee sylvia
Ah, Sylvia, miss you guys too. Hope you are all well.
Ray on June 16, 2017 at 9:38 am said:
Chris anything in the pipeline re you back on tv and what’s Dudley up to these days..
Jason Marshall on July 25, 2017 at 1:14 pm said:
Hi Chris, I wrote to you via your agent McFarlane Chard last year, bit of Doctor Who fanmail requesting an autograph. I’m wondering if it ever reached you…..
Chris Jury on July 25, 2017 at 5:19 pm said:
Well, I’m up to date with my mail so presumably not. Send an address to chris.jury@btinternet.com and I’ll send a photo on.
I did have a photo of my own I wanted to send from your appearance on Greatest Show in the Galaxy that you did alongside Sylvester McCoy and Sophie Aldred. Do you have an alternative address I can send to?
My twitter handle is @Jasonm25870 if you would like to message me on there..
It’s a shame I can’t attach it on this reply, it’s an absolute corker
48 New St, Shipston On Stour, Warwickshire. CV364EN
Thank You very much. You’ll love the photo when you see it. I’ll send it at the start of next week.
Here’s a link to the photo I’ve sent. It’s a quite fantastic one from Doctor Who
http://surfmypictures.com/image/276a5af5893a6519/fecma.html
Jason Marshall on August 10, 2017 at 10:33 am said:
Hi there, my photo just arrived back. Thanks very much. You’re a legend
http://www.imagebam.com/image/dc28f0574913803
Taran I Eapen on July 26, 2017 at 3:58 am said:
It’s really fantastic to see you interact with your fans Chris. Lovejoy is a great bit of television. I’d love an autographed photo if possible. I might be an atypical Eric Catchpole appreciator seeing as I’m likely significantly younger than most others, but appreciate your work I certainly do. Looking forward to delving into your writing and direction work.
I missed Phyllis Logan when she left. Enter a bimbo! Magic was gone. I thought you played the part of Eric brilliantly! Just re-watched the entire series on Acorn. Lovely!
Chris on November 6, 2017 at 5:25 pm said:
Same, I didn’t really take to the Charlotte character, Phyllis was perfect for that upper class role which she acted so well, the show still remains the best written drama in the last 20+ years imho, they don’t make them like that anymore, it was a cherished part of my childhood, and I still like watch it today! a testament to how good the writing and stories were, the was enough diversity in the characters, in the first 4 series, it lost so of that magic in season 5 and 6! = no lady Jane or Eric
Sue Canfer on November 6, 2017 at 8:27 pm said:
I totally agree! We have all the boxed sets and have just given them to my father-in-law who is in a care home and he is loving them. We live in that part of Suffolk so he recognises a lot of the locations.
Would really love it to come back but i guess some things are not meant to be 😏
Hi I enjoyed the whole series as I was myself involved in the antique trade . I have so many tales to tell. Like my biography the secret train robber. Sunday times best seller. I progressed to exporting to America. Great memories. Yours truly kind regards Lee Sturley
Sent from my Samsung Galaxy smartphone.
Lee sturley on September 10, 2017 at 8:33 am said:
Great series it gave me inspiration to write my Sunday times best seller. The secret train robber. Keep up the good work. Yours truly kind regards Lee Sturley.
Chris Jury on September 10, 2017 at 9:04 am said:
IAN on July 14, 2018 at 7:17 pm said:
Would LOVEJOY recognise that area of East Anglia again would he be disappointed with the antiques trade in the C21st ?
E.Clark on July 19, 2018 at 12:18 am said:
Of course Lovejoy would still recognise the ‘opportunities’ in his old haunt…..these places sort of reject any idea of full technology, and so prefer to live in a backwater. He would pick out ‘small things’ to capitalize on, but how the market changes….wow….what a chance to bring him back!
I could write this script myself!
Claire J. Cracknell on November 7, 2017 at 12:42 pm said:
Hey, dude, I just wanna say that Eric was so awesome and should’ve had his own show. 🙂
Nick garner on November 7, 2017 at 1:00 pm said:
Chris do you ever or interstellar in visiting the places were you filmed
Jenny Kendall on April 9, 2018 at 10:25 pm said:
Hi Chris, I must have watched every episode of Lovejoy 20 times…its a gem…so brilliant to watch and so uplifting. Also I love the music and comedy elements you brought into the show ..so hilarious to watch..The show also triggered my interest in antiques and collectables over the years. Nowadays it looks like you are a very busy guy off screen!
When you are writing a screenplay do you have any particlar way of beginning…or do you just begin to write down ideas about the characters and their back story first? Id love to try and write new episodes of Lovejoy. Im sure it could be brought back ..son or daughter/chip off the old block Lovejoy? Ha ha
All the best ..from Jenny.
Calvin Evans on June 29, 2018 at 7:28 pm said:
It would be brill if they remade lovejoy with you guys making a return, I have watched your series over and over again and you never get bored and aim sure many would agree, I don’t think they should have new cast members if they decide to re film that is, you were like a family you could see that, brilliantly put together I believe sadly Charlie gimbut passed away, sorry if I miss spelt his name he was good always trying to get the upper hand
Anyway Chris please try your best to make a comeback remember your never to old
All the best Chris
Calvin Evans from Worcester
Nick garner on September 16, 2018 at 8:01 am said:
Dudley enjoyment you gave us such a fab man going to miss him, a day of waching lovejoy in memory will pray rip dudx
IAN on September 16, 2018 at 8:12 am said:
RIP Dud Sutton a lovely actor and man, he will be missed, you can see on LOVEJOY how much he enjoyed playing the part of good old Tinker Dill – I have left a similar message on your LOVEJOY site Chris. In 2004 Dud gave me a memory of Richard Wattis for my bio of Richard I was writing at the time, mark of the man……
RIP, Tink, we’ll all miss you
Pat Julian on September 23, 2018 at 7:12 am said:
Very sad to hear of his passing…all of the characters on Lovejoy are timeless…I have the series on hard dive and am watching it for the third time…it’s absolutely stunning for this 67 year old yank…the scenery, the stories..the interplay with the actors..just perfect casting…truly a show that will live forever..Thanks..Ian, Chris, Dudley and Phyllis for wonderful memories…
Lovejoy is on DRAMA channel at present.
https://www.bbc.co.uk/news/uk-england-surrey-45537998
We’re sad today dudley but so much happyness you gave us
Steve F Smith on September 16, 2018 at 10:01 am said:
Gutted to hear about the passing of Dudley yesterday, what a character! The funnest memory I have was a scene in Lovejoy where Eric and Tink were moving a cupboard (may have been a piano) down some stairs and it ended up on Eric, I rewound that scene until my voice went with laughter.
Steve F Smith
IAN on September 17, 2018 at 3:07 pm said:
Great scene, also when he did that jig on the stage in the story of the folk band and the lost harp !!!
Nick garner on September 18, 2018 at 7:23 pm said:
We all know lovejoy was one grait show loved by millions, as dudley said with all the parts he played lovejoy will be the character he will always be known, you were brilliant dud love always x
Pat julian on June 5, 2019 at 10:09 pm said:
Chris… wondering if your amazed at the number of people that still remember and watch Lovejoy ?? I bet you had no idea at the time it would hold up all these years later…especially in The United States…cheers..
> WordPress.com
Barry Mccann on November 25, 2018 at 10:55 am said:
I think we all need to start a group to bring lovejoy back. Or even get a petition signed by 100k and make it law that it comes back and stays lol.
Come on we need lovejoy in our lives
Rob Waller on December 16, 2018 at 7:03 pm said:
Such a shame Lovejoy never returned…. a fantastic oasis in a sea of cop and hospital identikt dramas
E. Clark on December 17, 2018 at 1:07 am said:
How many times have these sentiments been expressed yet nothing comes of them?! We really need someone to start scripting something that will be acceptable for a media company to commission?
Ian Cutter on January 18, 2019 at 6:40 pm said:
Hi. I loved the series mate and personally would love to see it come back. I’ll keep wishing. Regards Ian Cutter
KeithG on February 16, 2019 at 10:05 am said:
Whenever I’m feeling a bit of the Winter blues a couple of episodes of Lovejoy is the sure fire antidote. I always regret missing out on a chance to buy a painting of Charlie Gimbert smiling away with those piano key teeth! The series works on so many levels – writing, acting, locations, the asides, a touch of bitter-sweetness and the portrayal of the honest bond between friends. Thanks to all involved. Keith.
Paul Reeves on June 3, 2019 at 7:56 am said:
Would have like to have seen a spin-off of Erice and Tinker Dill running the pub with slightly dodgy deals in both antiques and other items.
With guest apperances from Lovejoy and other characters from time to time.
Sadly with the passing of Dudley Sutton it will never happen.
I thought this kind of story line would have lent it’s self to some interesting tales.
As East Anglia as always beena slightly rebellious area when dealing with the Law & authority.
Chris Jury on June 3, 2019 at 8:23 am said:
Yes Dudley and I used to joke about that. Catchpole And Dill was the title.
Pat julian on June 3, 2019 at 7:20 pm said:
Well…Catchpole and Lovejoy sounds good…Lovejoy back from an extended stay in the states walks into the bar..and the rest would be glorious upheaval !!! All the best to you…Still watching the show off hard drive..still wonderful all these years later..
Robin on June 4, 2019 at 7:27 am said:
Just started re-watching the series again (probably for about the 10th time now). It was my late mothers favourite and i can always remember it being the highlight of her Sunday. Wasnt a fan when Lovejoy went through that love faze with Joanna Lumley and i thought it lost its way a little then. A bit like Dell and Rodney always chasing the million. It didnt work when they finally got it. Like Lovejoy, always chasing and making big money but never ending up with any!!
E. Clark on June 4, 2019 at 11:29 pm said:
Thought I was trying to reply to another but….
Equally, the consideration is that any work should reflect the published books by Gash/Grant.to some extent, (as an eg. that Cleeves was acknowledged as author for her Shetland and Vera tv series but adapted and re-written.)
Although it has been commented that Gash’s novels move into a ‘darker’ world. (? I think that the early years of Lovejoy reflected the period most people feel most comfortable with, and hark back to a lively life in a lovely part of the world we all would like to be part of, and even if we could, move to, or even visit. It’s almost as though the whole scenario has a universal appeal.
I certainly like to watch them now because of the clever plotting and it is pure escapism from the awful stuff of ‘reality crap tv’ etc.
It should move into the category of ‘classic comedy’.
Lovejoy wasn’t ‘cool’ when it first appeared, and I’m sure a lot of my generation found something else to attend to while our parents watched.
Just bring the whole idea back and the generational process will be repeated, while we, the older viewers will be delighted! And the youths can cringe like we did.Or maybe not!
Just need to get some proposal created while it’s still possible to do this.
manxmac on June 4, 2019 at 1:19 pm said:
Really love watching Lovejoy. I have a feeling reality TV and talent shows have ran their out of steam.and appeal and like all the bands from the 80s reforming and back out filling stadiums all the great old sitcoms will be back its inevitable that’s my prediction.
Do you still stay in touch with Ian mcshane, he has worked hard to make it and I love seeing him in the big movies etc. We need to get him to behind the comeback of Lovejoy we should start a campaign because it would get my vote.
MAURICE MCCONE on July 22, 2019 at 11:14 am said:
glad to have found your website here.
Thankyou for your part in making Lovejoy such a wonderful experience that deserves rewatching again and again. I live in Northumberland but had the opportunity last week to stay in Lavenham, the Swan Hotel (did the cast stay there ?). Great fun driving round and seeing the locations in person, managed to get to a few of Catchpole and friends drinking holes ie the half moon in Belchamp St Peter.
Good luck in your present ventures and thanks again for the pleasure you brought through all of your characters.
Thanks Maurice. Much appreciated.
Chris on August 3, 2019 at 12:36 pm said:
The best Eric “putdown” is in the episode Colour of Mary in Season 4 Episode 5 where it goes something like “well good looks doesn’t seem good enough reason to execute someone, I’m glad I didn’t live in them days” and Lovejoy replies “why? you would have been the safest man in the kingdom”
Chris on August 26, 2019 at 5:21 pm said:
Looks like Lovejoy will finally be getting a revival, will we be seeing an Eric cameo?
His backstory could be he is now a band manager for a heavy metal band.
Lovejoy has been acquired for adaptation 33 years after it was first broadcast to be “updated for the 21st Century”.
Nick Witkowski, director of Blue Sky Pictures acquired rights to the series from agent Lisa Moylett at CMM Literary Agency.
Lovejoy was a series of novels written by John Grant, under the pen name Jonathan Gash, which went on to be a UK TV comedy-crime-drama series, starring Ian McShane, spanning 71 episodes between 1986 and 1994. The first title in the series, The Judas Pair, was published in 1977 by HarperCollins while many of the novels went on to be republished by Penguin Random House imprint Arrow with TV-themed covers.
Witkowski said: “Lovejoy, based on Jonathan Gash’s classic character and books, was one of the most successful and popular long running series in British television history. We plan to update it for the 21st century for both the millions who followed the original and a whole new generation of viewers.”
Moylett said: “We are very excited to be working with Nick Witkowski who has a strong and compelling vision for the series. Jonathan Gash, who has written 24 critically-acclaimed Lovejoy novels, is absolutely thrilled at the prospect.”
E. Clark on August 26, 2019 at 10:57 pm said:
Hi Chris/Eric, thanks for this update, and I suspect it is something you mentioned several years ago…that there was interest in producing a new style of ‘Lovejoy’, and this prospective remit seems to fulfil that prophecy. I sincerely hope that while a new ‘Lovejoy’ series will find connection with a new audience, but think that many still hold out hope that the old one could be reclaimed. There aren’t many opportunities in tv/film history to cash (sorry) in on something that ‘gels and sells’ -(I’m copyrighting that!) as so remarkably successful as much as the original ‘Lovejoy’ production achieved. Wonder if John Grant will be as proud of the finished product, as proposed, as he must have been with what we all know and love watching, as Lovejoy?
Chris Jury on August 27, 2019 at 12:30 pm said:
Hi Chrissy
I doubt if any of us lot will be involved. Jonathan Grant was very ambivalent about the TV show, which was very, very different from the books in both style and content. The TV show was really the invention of Ian La Frenais & Dick Clements.
Be interesting to see if this guy can make it happen. There have been various attempts since the mid-90’s including one by Tony Jordan, apparantly, but I’m not sure Broadcasters are that interested?
Chris on August 27, 2019 at 12:59 pm said:
Hi fellow Chris!
If there is no normal Brodcaster interested, I guess there is always the digital platforms nowadays, we will have to wait and see I guess.
I did find some additional information on this recent news.
The character Lovejoy was the star of 23 novels written by John Grant under the pen name Jonathan Gash. Lovejoy then became a hit TV series starring actor Ian McShane in the 1980s-90s.
Nick Witkowski, director of Blue Sky Pictures who worked on the original series, has acquired the rights for a new series from literary agent Lisa Moylett at CMM Literary Agency.
Moylett told ATG: “Jonathan loves antiques and became an expert. What we all love about the books is the level of knowledge of antiques. The character is rather immoral and he doesn’t have much time for humans but for him, antiques are god.
“I have worked with Jonathan for 27 years and he is 86 now. He has a real love and respect for antiques dealers and the trade. He is thrilled at the prospect of a new series.”
Blue Sky Pictures will begin the process of creating a series, including script writing, which will take more than two and half years.
McShane was recently quoted that he believes the new series should feature a female Lovejoy.
Moylett added: “I saw Ian last week and I know he thinks it should be a woman but I am not sure – the character doesn’t need to change gender to move into modern times.”
Witkowski told The Times that he is open to McShane having a cameo role in the new series and the location will be moved from the East Anglian countryside to London
Maurice McCone on October 31, 2019 at 4:54 pm said:
I hope this happens. There is nothing wrong in revisiting a great story and strong characters. Nothing can add or detract from the original series but fans do deserve a chance to revisit this world and to see where it goes in a new century. I would hope that it would include Suffolk, Lavenham etc…….surely that beautiful countryside and unique buildings were yet another key character to add to the main cast.
I guess I just want more Lovejoy, that theme tune and Eric, Lovejoy and Tink……..bouncing off each other, or a new set of characters moulded by that same landscape.
E.Clark on November 2, 2019 at 12:17 am said:
Yes you are right Maurice, there is nothing wrong with investing in the strengths of Gash’s original conception, and yes, there are so many viewers who enjoyed the La Frenais/Clements version asking for a revival. The two ideas are poles apart by the look of it: maybe the way forward for our preferred Lovejoy is to invent a series based on the successful one -using some original actors/locations but probably with something that differentiates it for copyright reasons? Are La Frenais and Clements still around to ask for an opinion on how to do this?
Nigel Black on December 19, 2019 at 6:10 pm said:
Really lovely program and Still is! Really missed you playing Eric it wasn’t the same.Still enjoyed watching it from season five episode seven.. I must say my best episodes were episode one and Eric of Arabia! Deep down in my heart they are all my favourite episodes every single one of them
Claire J. Cracknell on January 4, 2020 at 1:25 pm said:
I totally agree with all that stuff Nigel said but my fave episode was Bin Diving
Nigel on January 5, 2020 at 8:41 pm said:
Bin diving was an excellent episode Claire I must say! I’ve just finished watching every episode now I’m going to watch them all again looking forward to watching bin diving and Eric of Arabia come to think about it all of them happy days
Chris on January 7, 2020 at 11:24 am said:
What music do you listen to? I found trance in like 1997 it’s such a magical genre, the melodies tend to extremely uplifting, but so many people never hear it because it is not mainstream, loving this one right now!
Also try this one, really lovely and melodic!
Andrew on January 10, 2020 at 8:06 pm said:
From Ian reading the Lovejoy books (10/10) .. to musings about possible reboots and most recently Ian suggesting Lovejoy and daughter.. let’s hope it doesn’t get bought by a low budget US studio and hammered into oblivion like their rendition of The Saint.. In series context if filmed along a linear time line it would make nostalgic TV. Of course, I’m partisan towards my concept of a Lovejoy prequal set in the 1970’s answering all the questions from the six series. Like Patrick Macnee as Steed, the cast are forever stamped into the public’s psyche as Lovejoy … like Dad’s Army and Fawlty Towers it remains great British cult TV, with a social dynamic ahead of it’s time and a timeless humour to boot! Cast, scripts, direction. in perfect harmony. Except the film extra who chases after “Danny” the bogus mugging of Lady Jane hero in “God helps those” … he runs after the mugger half heartedly and has failed to take direction. Sigh. And the walk on who has to be pushed around by Lesley Philips.. LOL! When all is said and done, Chris, you contributed hugely to timeless telly and the consumption of tea!
I’m only joking about the extras! Except … LOL!
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Susan L. Miller
Created by Emily Gaston (Editor), Olivia Blackmon (Journalist), Kelsey Maxwell (Journalist), and Will Cannistraro (Graphic Designer) during Block 6 2017
“We hope to share critical information and insight about the operations of the prison system within the United States and consider various connections and contradictions between the numerous marginalized communities it targets. Ultimately, the goal is to contemplate identity and difference, to recognize the impact that such realities have on persons within and outside of the prison industrial complex (PIC), and to educate about—and advocate for—those impacted by the prison system. In the words of Audre Lorde, ‘In a society where the good is defined in terms of profit rather than in terms of human need, there must always be some group of people who, through systematized oppression, can be made to feel surplus, to occupy the place of the dehumanized inferior’ (289). The PIC is deeply representative of this dynamic of inequality.”
—Emily Gaston, Editor
Click here to read PEELS!
March 16, 2017 Heidi R. Lewis Angela Moe, Audre Lorde, bell hooks, Beth Ritchie, Black mothers in prison, Black Nemec, Black women's bodies, Daniel Losen, Dorothy Roberts, Emily Gaston, Feminist Magazines, feminist theory, Frances Bartkowski, Inside/Out Youth Services, Jack Halberstam, Joan W. Scott, Johanna Wald, Judith Butler, Julia Serano, Julia Sudbury, justice system, K. McGrew, Kali Nicole Gross, Kelsey Maxwell, Kimberle Crenshaw, legal system, Lisa Schoenstein, Mads Engel, mass incarceration, mothers in prison, Olivia Blackmon, Patricia Hill Collins, Paula Witherspoon, PEELS, Photo Requests from Solitary, prison industrial complex, Regina Arnold, Sara Ahmed, Susan L. Miller, Sylvia Rivera, transgender women in prison, Wendy Kolmar, Will Cannistraro Leave a comment
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UJ keen to challenge for USSA cricket title
After ending runners-up in the Varsity Cricket final this year, the University of Johannesburg squad will be chasing further success in the University Sport South Africa tournament next month.
The premier 50-overs competition for varsities will be hosted by Wits in Johannesburg from December 2 to 6.
Coach Dumisa Makalima admitted their recent form in the USSA tournament had not been at the level they wanted and that they were keen to change that this year.
University of Johannesburg batsman Joshua Richards hits out during the Varsity Cricket tournament in September. UJ will be aiming to maintain their good form from that event when the University Sport SA week is held at Wits in Johannesburg from December 2 to 6. Photo: Barco Greeff
“In the last few years we have performed much better in the [Twenty20) Varsity Cricket format and in the Gauteng league matches,” he said.
“But we have been working on a number of aspects and the culture of the side has changed. That has come through in the last six months and we are ready to show up and be competitive.”
Although they are missing one of their key players in Delano Potgieter, who is part of the Mzansi Super League franchise Jozi Stars, Makalima said they had good continuity from the team which competed in Varsity Cricket.
In that Twenty20 tournament in September UJ were shaded in the final by UP-Tuks – and Makalima said they were eager to achieve similar success next month.
“It is very close to the same combination as we had for Varsity Cricket, although we realise there are differences between the 20-overs format and the longer version at USSA.
“We have been involved in a fair amount of league cricket over the longer format so that has got us up to speed with what will be required at Wits.
“We have a balanced outfit, ready to perform, and they are starting to gel well as a team.”
The UJ coach added that they had made allowances for the year-end examinations during the build-up to the tournament.
“We understand that, as students, academics must come first for the cricketers, so it’s important to give them enough time to study and to work the practices around that,” said Makalima.
“However, we have had regular cricket over the weekends, so to have a bit of break is a blessing in disguise.
“It’s important not to over-practise and I believe the squad will be fresh and ready for the USSA week.”
He said UP-Tuks would always be strong contenders for the title “regardless of the competition”, while NWU-Pukke and Stellenbosch were other teams to watch.
“I also think, though, that the conditions on the Highveld will play a major role, especially for the teams from the coastal regions.
“The biggest challenge will be to adapt to the harder pitches, where the ball comes onto the bat.
“But I know that USSA and Varsity Cricket have been strong competitions in recent years so we expect another very tough tournament.”
Tags: cricket, University of Johannesburg, University Sport South Africa
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Documents filtered by: Author="Pennsylvania Assembly" AND Period="Colonial"
Pennsylvania Assembly: Reply to the Governor, 11 November 1755
Pennsylvania Assembly: Reply to the Governor
Printed in Votes and Proceedings of the House of Representatives, 1755–1756 (Philadelphia, 1756), p. 21.
While Morris and his Council were considering the governor’s message to the Assembly of November 8, Conrad Weiser2 arrived with Scaroyady3 and other Indians who came with pleas of action to defend the frontier lest the few still loyal Indians defect or become the victims of their armed and aroused brethren allied with the French. That afternoon the governor, his Council, the Assembly, and “several Magistrates, officers, and Citizens” met at the State House to hear the Indian demands for an alliance in arms. On November 10 Morris sent a further message urging immediate attention to the Indians since the loss of their friendship brought such certain and tragic consequences.4 The committee appointed to respond to the previous document was also charged with drafting the reply printed here.
[November 11, 1755]
May it please the Governor,
We have considered the Governor’s Message of Yesterday, relating to the Application and pressing Instances of the Indians, and are glad to find, that he is at length prevailed on to declare himself “ready and desirous to do any thing, consistent with his Duty to the CROWN,5 for the Protection and Assistance, as well as of our Allies, as of the Inhabitants of this Province in general.” We never have, and we hope never shall, desire him to do any thing inconsistent with that Duty. He has it now in his Power to do what he may think the Exigence requires, for the Service of the Crown, the Protection of our Allies, and of the Inhabitants of the Province. As Captain-General, he has, by the Royal Charter, full Authority to raise Men; and the Bill now in his Hands, granting Sixty Thousand Pounds, will enable him to pay the Expences. We grant the Money chearfully, tho’ the Tax to sink it will be a heavy one; and we hope the Bill will receive his Assent immediately.6
2. See above, III, 89 n.
3. See above, V, 65 n.
4. Votes, 1755–56, pp. 17–18; Pa. Col. Recs., VI, 685.
5. That is, the Assembly was glad that Morris was at last attending to this duty instead of adhering to his alleged duty of obedience to the Proprietors’ instructions, so obstructive to the public welfare. The seizure upon Morris’ careless wording to imply his admission of past failures to do his duty to the King was, of course, an evasion of the point of the message, and has meaning only within the bitter word battle going on between him and the Assembly.
6. Upon receiving this message, the Council was “astonished to see the obstinacy of the Assembly carry them such Lengths as not to enable the Governor to give a Satisfactory answer to the Indians, after their making so solemn and peremtory a Demand, considered what answer to make to Scarooyady, and after a long Consultation it was thought best to tell him the truth”—that no money for defense was likely to be forthcoming. Scaroyady “received the answer with amazement, saying it would occasion the absolute Defection of the Delawares, who by proper Encouragements might even now be secured in our Interest,” but that nevertheless he, Scaroyady, would do his best to aid the English cause. Pa. Col. Recs., VI, 692.
Pennsylvania Assembly
“Pennsylvania Assembly: Reply to the Governor, 11 November 1755,” Founders Online, National Archives, accessed September 29, 2019, https://founders.archives.gov/documents/Franklin/01-06-02-0108. [Original source: The Papers of Benjamin Franklin, vol. 6, April 1, 1755, through September 30, 1756, ed. Leonard W. Labaree. New Haven and London: Yale University Press, 1963, pp. 243–244.]
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Energy Secretary Perry resigning at end of year, Trump says
Posted 3:57 PM, October 17, 2019, by Associated Press, Updated at 03:52PM, October 17, 2019
WASHINGTON (AP) — Energy Secretary Rick Perry will leave his job by the end of the year, President Donald Trump said Thursday.
Perry was traveling with Trump to Texas when he told Trump of his decision aboard Air Force One.
Perry is under scrutiny over the role he played in the president’s dealings with Ukraine, which are currently the subject of an impeachment inquiry.
House Democrats have subpoenaed Perry for documents related to a Ukrainian state-owned energy company as well as his involvement in a July call between Trump and Ukrainian President Volodymyr Zelenskiy. The lawmakers set a Friday deadline.
Trump has said Perry teed up the July 25 call, in which Trump pressed Ukraine to investigate his Democratic rival Joe Biden and his son, who was employed by a Ukrainian gas company.
Perry did not answer questions about his decision upon arrival in Fort Worth.
A spokeswoman for Perry could not immediately be reached for comment Thursday.
The spokeswoman, Shaylyn Hynes, has said Perry wanted Trump to speak with the Ukrainian leader on energy matters related to U.S. efforts to boost Western energy ties to Eastern Europe. It is part of a long-term effort to lessen the political control Russia wields through its dominance of the fuel supply.
The Associated Press reported this month that a circle of businessmen and Republican donors touted their connections to Trump and his personal lawyer, Rudy Giuliani, as they sought to install new management at the top of Ukraine’s state-owned gas company last spring.
The plan hit a snag after Zelinskiy’s election, but Perry took up the effort to install a friendlier management team at the company, Naftogaz. Perry, a former Texas governor and Republican presidential candidate, attended Zelinskiy’s May 2019 inauguration as the administration’s senior representative and met privately with Zelinskiy. He has denied any wrongdoing.
Perry had disputed reports that he was planning to leave the administration in an interview Wednesday with The Wall Street Journal. But he reportedly left the door open, saying he expected to be at the Energy Department at Thanksgiving, but giving a less definitive answer when asked whether he’d be there through the end of the year.
Responding to earlier reports of his imminent departure, Perry told a news conference in Lithuania earlier this month, “One of these days they will probably get it right. But it’s not today, it’s not tomorrow, not next month. Keep saying it and one day you’ll be right.”
Perry, who became energy secretary in 2017, has supported Trump’s call for “energy dominance” around the world and pushed to bolster struggling coal-fired and nuclear power plants. He said last year that a rash of coal and nuclear retirements was “alarming” and posed a looming crisis for the nation’s power grid.
“If unchecked, (the plant closures) will threaten our ability to recover from intentional attacks and natural disasters,” Perry said at a speech in Texas.
Trump, who has frequently promised to bring back coal jobs, directed Perry in June 2018 to take “immediate steps” to bolster struggling coal-fired and nuclear power plants to keep them open, calling it a matter of national and economic security.
No definitive action has been taken since then, and experts said Trump was attempting to solve a problem that doesn’t exist.
A regional transmission organization that oversees the power grid in 13 Eastern and Midwestern states said there’s no immediate threat to system reliability.
Filed in: Political Connection
Pompeo to visit Ukraine as Senate weighs impeachment trial
Reports: Rick Perry to Step Down as Energy Secretary by Year’s End
Trump directed Ukraine quid pro quo, key witness says
National and World News Political Connection
Giuliani’s associates boasted of US government ties, Ukraine gas executive says
House Democrats vote to send impeachment report to Judiciary Committee
Gordon Sondland faces questions about Trump, Ukraine
Aide says ambassador on ‘political errand’ for Trump
Subpoenas Issued in Impeachment Inquiry Following Blocking of Ambassador Deposition
Republicans assail security aide who reported Trump call
Pentagon official reveals Ukrainians asked about stalled aid as early as July
Democrats release new documents on eve of impeachment trial
Energy Department won’t comply with impeachment subpoena
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Verint Announces Q3 FY2020 Results
Business Wire December 5, 2019
Verint also Announces Plan to Separate into Two Independent Public Companies, Strategic Investment from Apax Funds, New Share Buyback Program and Two New Directors
December 04, 2019 04:05 PM Eastern Standard Time
MELVILLE, N.Y.--(BUSINESS WIRE)--Verint® Systems Inc. (NASDAQ: VRNT), a global Actionable Intelligence® leader, today announced results for the three and nine months ended October 31, 2019 (FY2020). Revenue for the three months ended October 31, 2019 was $325 million on a GAAP basis and $331 million on a non-GAAP basis. Diluted EPS for the three months ended October 31, 2019 was $0.17 on a GAAP basis and $0.94 on a non-GAAP basis. Revenue for the nine months ended October 31, 2019 was $964 million on a GAAP basis and $987 million on a non-GAAP basis. Diluted EPS for the nine months ended October 31, 2019 was $0.35 on a GAAP basis and $2.48 on a non-GAAP basis.
“In the third quarter, we continued to see a reduction in low margin hardware and services revenue resulting from our transition to a software model. We believe customers benefit from having our software, easier to implement and more rapidly refreshed. Verint benefits from further competitive differentiation and margin expansion.”
“We are pleased with our third quarter performance and the successful execution of our strategic plan. In Customer Engagement, we experienced strong cloud momentum evidenced by strong cloud revenue growth and strong new SaaS bookings growth. In Cyber Intelligence, our transition to a software model is ahead of this year's plan with strong gross margin expansion. We believe our strong operational execution coupled with the strategic initiatives discussed below will position both businesses to continue to prosper and drive shareholder value long-term,” said Dan Bodner, CEO of Verint.
Today, we also announced a plan to separate Verint into two independent public companies shortly after the end of Verint’s next fiscal year ending January 31, 2021. In connection with the separation, we entered into a minority investment agreement with funds advised by Apax partners. In addition, we also announced a $300 million share buyback program over the period ending on February 1, 2021 (on or shortly before the planned business separation). For more information regarding these announcements please see Verint’s Press Release titled “Verint Announces Plan to Separate into Two Independent Publicly Traded Companies” also issued today.
New Directors with Cloud Experience
Verint is also announcing the appointment of two new members of our Board of Directors. First, Mr. Andrew Miller was elected to the Verint Board bringing over 20 years of software experience. Mr. Miller is also serving on Verint’s Audit Committee. Most recently, Mr. Miller was Executive Vice President and Chief Financial Officer of PTC Inc., where he successfully led PTC's transition from a perpetual license business model to a subscription business model. Prior to PTC, Mr. Miller was an executive with enterprise software companies, including Cadence and Autodesk.
Also joining the Board is Mr. Jason Wright, a partner at Apax Partners. Mr. Wright will join the Verint Board upon closing of the first tranche of the Apax investment (expected during our first quarter ending April 30, 2020). Mr. Wright leads Apax’s technology investment practice and has significant experience in carve-outs and cloud transitions. Apax has significant experience in the software sector, including through previous investments in TriZetto, Plex Systems, RealPage, Sophos, Epicor and Exact Software.
Customer Engagement Highlights
Bodner continued, “In the third quarter, we experienced more than a 60% increase in cloud revenue and more than a 100% increase in new SaaS ACV bookings, reflecting our Customer Engagement cloud leadership. Our cloud software is designed for both SMB and enterprise customers and our cloud deployment models are flexible and address the specific cloud journeys of our customers. We are seeing more and more large enterprises embrace cloud and had 23 cloud contracts with a TCV of more than $1 million year-to-date compared to eight cloud contracts in the same period in the prior year.”
Three Months Ended October 31, 2019
Nine Months Ended October 31, 2019
Non-GAAP
y-o-y change
Estimated Fully Allocated Gross Margin
+30bps
+110bps
-40bps
Estimated Fully Allocated Operating Income
Below is our non-GAAP outlook for our Customer Engagement segment:
For fiscal 2020, we expect non-GAAP revenue of $900 million, reflecting 11% year-over-year growth.
For fiscal 2021, in addition to initial non-GAAP revenue guidance, we are introducing a new operational metric - new perpetual license equivalent bookings - which management uses to measure the software growth of our business irrespective to customers’ choice of perpetual or SaaS in a given period. For fiscal 2021, we expect a 10% increase in new perpetual license equivalent bookings and a 7% increase in non-GAAP revenue. We believe both metrics are useful for investors to better understand the growth dynamics in our business.
Cyber Intelligence Segment
Bodner added, “In the third quarter, we continued to see a reduction in low margin hardware and services revenue resulting from our transition to a software model. We believe customers benefit from having our software, easier to implement and more rapidly refreshed. Verint benefits from further competitive differentiation and margin expansion.”
Below is our non-GAAP outlook for our Cyber Intelligence segment:
For fiscal 2020, we now expect non-GAAP estimated fully allocated gross profit growth of more than 10% on non-GAAP revenue of $460 million.
For fiscal 2021, our initial outlook is for another year of 10% non-GAAP estimated fully allocated gross profit growth and 7% non-GAAP revenue growth as we continue to execute our software model and we expect continued gross margin expansion.
Non-GAAP Outlook for FY2020 and FY2021
Our non-GAAP outlook for revenue and EPS for the year ending January 31, 2020 is as follows:
Revenue: $1.360 billion with a range of +/- 2%
Reflects 9.2% year-over-year growth
EPS: $3.65 at the midpoint of our revenue guidance
Reflects 14% year-over-year growth
Our initial non-GAAP outlook for revenue and EPS for the year ending January 31, 2021 is as follows:
Revenue Growth: Approximately 7%
EPS: Approximately $4.00
Our non-GAAP outlook for the year ending January 31, 2020 excludes the following GAAP measures which we are able to quantify with reasonable certainty:
Amortization of intangible assets of approximately $55 million, less than $3 million of which is included within cost of revenue for our Cyber Intelligence segment.
Amortization of discount on convertible notes of approximately $12 million.
Our non-GAAP outlook for the year ending January 31, 2020 excludes the following GAAP measures for which we are able to provide a range of probable significance:
Revenue adjustments are expected to be between approximately $26 million and $28 million, all but a negligible amount of which are included in our Customer Engagement segment.
Stock-based compensation is expected to be between approximately $74 million and $77 million, assuming market prices for our common stock approximately consistent with current levels, less than 5% of which is included within cost of revenue for our Cyber Intelligence segment.
Our initial non-GAAP outlook for the year ending January 31, 2021 excludes the following GAAP measures which we are able to quantify with reasonable certainty:
Our initial non-GAAP outlook for the year ending January 31, 2021 excludes the following GAAP measures for which we are able to provide a range of probable significance:
Revenue adjustments are expected to be between approximately $9 million and $11 million, all of which are included in our Customer Engagement segment.
Our non-GAAP outlook does not include the potential impact of any in-process business acquisitions that may close after the date hereof, and, unless otherwise specified, reflects foreign currency exchange rates approximately consistent with current rates.
We are unable, without unreasonable efforts, to provide a reconciliation for other GAAP measures which are excluded from our non-GAAP outlook, including the impact of future business acquisitions or acquisition expenses, future restructuring expenses, expenses to separate Verint into two independent public companies (as discussed above), and non-GAAP income tax adjustments due to the level of unpredictability and uncertainty associated with these items. For these same reasons, we are unable to assess the probable significance of these excluded items. While historical results may not be indicative of future results, actual amounts for the three and nine months ended October 31, 2019 and 2018 for the GAAP measures excluded from our non-GAAP outlook appear in Tables 2 and 3 to this press release.
Conference Call Information
We will conduct a conference call today at 4:30 p.m. ET to discuss our results for the three and nine months ended October 31, 2019 and outlook. An online, real-time webcast of the conference call will be available on our website at www.verint.com. The conference call can also be accessed live via telephone at 1-844-309-0615 (United States and Canada) and 1-661-378-9462 (international) and the passcode is 5793728. Please dial in 5-10 minutes prior to the scheduled start time.
About Non-GAAP Financial Measures
This press release and the accompanying tables include non-GAAP financial measures. For a description of these non-GAAP financial measures, including the reasons management uses each measure, and reconciliations of non-GAAP financial measures presented for completed periods to the most directly comparable financial measures prepared in accordance with GAAP, please see the tables below as well as "Supplemental Information About Non-GAAP Financial Measures and Operating Metrics" at the end of this press release.
About Verint Systems Inc.
Verint® (Nasdaq: VRNT) is a global leader in Actionable Intelligence® solutions with a focus on customer engagement optimization and cyber intelligence. Today, over 10,000 organizations in more than 180 countries—including over 85 percent of the Fortune 100—count on intelligence from Verint solutions to make more informed, effective and timely decisions. Learn more about how we’re creating A Smarter World with Actionable Intelligence® at www.verint.com.
Cautions About Forward-Looking Statements
This press release contains forward-looking statements, including statements regarding expectations, predictions, views, opportunities, plans, strategies, beliefs, and statements of similar effect relating to Verint Systems Inc. These forward-looking statements are not guarantees of future performance and they are based on management's expectations that involve a number of known and unknown risks, uncertainties, assumptions, and other important factors, any of which could cause our actual results or conditions to differ materially from those expressed in or implied by the forward-looking statements. Some of the factors that could cause our actual results or conditions to differ materially from current expectations include, among others: uncertainties regarding the impact of general economic conditions in the United States and abroad, particularly in information technology spending and government budgets, on our business; risks associated with our ability to keep pace with technological advances and challenges and evolving industry standards; to adapt to changing market potential from area to area within our markets; and to successfully develop, launch, and drive demand for new, innovative, high-quality products that meet or exceed customer needs, while simultaneously preserving our legacy businesses and migrating away from areas of commoditization; risks due to aggressive competition in all of our markets, including with respect to maintaining revenues, margins, and sufficient levels of investment in our business and operations; risks created by the continued consolidation of our competitors or the introduction of large competitors in our markets with greater resources than we have; risks associated with our ability to successfully compete for, consummate, and implement mergers and acquisitions, including risks associated with valuations, reputational considerations, capital constraints, costs and expenses, maintaining profitability levels, expansion into new areas, management distraction, post-acquisition integration activities, and potential asset impairments; risks relating to our ability to properly manage investments in our business and operations, execute on growth initiatives, and enhance our existing operations and infrastructure, including the proper prioritization and allocation of limited financial and other resources; risks associated with our ability to retain, recruit, and train qualified personnel in regions in which we operate, including in new markets and growth areas we may enter; risks that we may be unable to establish and maintain relationships with key resellers, partners, and systems integrators and risks associated with our reliance on third-party suppliers, partners, or original equipment manufacturers (“OEMs”) for certain components, products, or services, including companies that may compete with us or work with our competitors; risks associated with the mishandling or perceived mishandling of sensitive or confidential information, including information that may belong to our customers or other third parties, and with security vulnerabilities or lapses, including cyber-attacks, information technology system breaches, failures, or disruptions; risks that our products or services, or those of third-party suppliers, partners, or OEMs which we use in or with our offerings or otherwise rely on, including third-party hosting platforms, may contain defects, develop operational problems, or be vulnerable to cyber-attacks; risks associated with our significant international operations, including, among others, in Israel, Europe, and Asia, exposure to regions subject to political or economic instability, fluctuations in foreign exchange rates, and challenges associated with a significant portion of our cash being held overseas; risks associated with political factors related to our business or operations, including reputational risks associated with our security solutions and our ability to maintain security clearances where required, as well as risks associated with a significant amount of our business coming from domestic and foreign government customers; risks associated with complex and changing local and foreign regulatory environments in the jurisdictions in which we operate, including, among others, with respect to trade compliance, anti-corruption, information security, data privacy and protection, tax, labor, government contracts, relating to our own operations as well as to the use of our solutions by our customers; challenges associated with selling sophisticated solutions, including with respect to assisting customers in understanding and realizing the benefits of our solutions, and developing, offering, implementing, and maintaining a broad and sophisticated solution portfolio; challenges associated with pursuing larger sales opportunities, including with respect to longer sales cycles, transaction reductions, deferrals, or cancellations during the sales cycle, risk of customer concentration; challenges associated with our ability to accurately forecast when a sales opportunity will convert to an order, or to accurately forecast revenue and expenses, including as a result of our Customer Engagement segment cloud transition and our Cyber Intelligence segment software model transition, and increased volatility of our operating results from period to period; risks that our intellectual property rights may not be adequate to protect our business or assets or that others may make claims on our intellectual property, claim infringement on their intellectual property rights, or claim a violation of their license rights, including relative to free or open source components we may use; risks that our customers delay or cancel orders or are unable to honor contractual commitments due to liquidity issues, challenges in their business, or otherwise; risks that we may experience liquidity or working capital issues and related risks that financing sources may be unavailable to us on reasonable terms or at all; risks associated with significant leverage resulting from our current debt position or our ability to incur additional debt, including with respect to liquidity considerations, covenant limitations and compliance, fluctuations in interest rates, dilution considerations (with respect to our convertible notes), and our ability to maintain our credit ratings; risks arising as a result of contingent or other obligations or liabilities assumed in our acquisition of our former parent company, Comverse Technology, Inc. (“CTI”), or associated with formerly being consolidated with, and part of a consolidated tax group with, CTI, or as a result of the successor to CTI's business operations, Mavenir, Inc., being unwilling or unable to provide us with certain indemnities to which we are entitled; risks relating to the adequacy of our existing infrastructure, systems, processes, policies, procedures, internal controls, and personnel, and our ability to successfully implement and maintain enhancements to the foregoing, for our current and future operations and reporting needs, including related risks of financial statement omissions, misstatements, restatements, or filing delays; risks associated with changing accounting principles or standards, tax laws and regulations, tax rates, and the continuing availability of expected tax benefits; risks associated with market volatility in the prices of our common stock and convertible notes based on our performance, third-party publications or speculation, or other factors and risks associated with actions of activist stockholders; risks associated with the planned issuance of preferred stock to Apax Partners, including with respect to Apax's significant ownership position and potential that their interests will not be aligned with those of our common stockholders; and risks associated with the planned spin-off of our Cyber Intelligence business, including the possibility that the spin-off transaction may not be completed in the expected timeframe or at all, that it does not achieve the benefits anticipated, or that it negatively impacts our operations or stock price. We assume no obligation to revise or update any forward-looking statement, except as otherwise required by law. For a detailed discussion of these risk factors, see our Annual Report on Form 10-K for the fiscal year ended January 31, 2019, our Quarterly Report on Form 10-Q for the quarter ended April 30, 2019, our Quarterly Report on Form 10-Q for the quarter ended October 31, 2019, when filed, and other filings we make with the SEC.
VERINT, ACTIONABLE INTELLIGENCE, THE CUSTOMER ENGAGEMENT COMPANY, CUSTOMER ENGAGEMENT SOLUTIONS, CYBER INTELLIGENCE SOLUTIONS, GI2, FIRSTMILE, OMNIX, WEBINT, LUMINAR, RELIANT, VANTAGE, STAR-GATE, TERROGENCE, SENSECY, and VIGIA are trademarks or registered trademarks of Verint Systems Inc. or its subsidiaries. Verint and other parties may also have trademark rights in other terms used herein.
VERINT SYSTEMS INC. AND SUBSIDIARIES
Condensed Consolidated Statements of Operations
October 31,
Cost of revenue:
Amortization of acquired technology
Total cost of revenue
Research and development, net
Selling, general and administrative
Amortization of other acquired intangible assets
Other income (expense), net:
Other income (expense), net
Total other expense, net
Income before provision for income taxes
Provision for income taxes
Net income attributable to noncontrolling interests
Net income attributable to Verint Systems Inc.
Net income per common share attributable to Verint Systems Inc.:
Weighted-average common shares outstanding:
Reconciliation of GAAP to Non-GAAP Measures by Segment
Total GAAP revenue
Revenue adjustments
Total non-GAAP revenue
ESTIMATED GROSS PROFIT AND GROSS MARGIN
Segment products costs
Segment service expenses
Stock-based compensation expenses (1)
Shared support expenses allocation (3)
Total GAAP estimated fully allocated cost of revenue
GAAP estimated fully allocated gross profit
GAAP estimated fully allocated gross margin
Acquisition expenses, net (4)
Restructuring expenses (4)
Non-GAAP estimated fully allocated gross profit
Non-GAAP estimated fully allocated gross margin
ESTIMATED RESEARCH AND DEVELOPMENT, NET
Segment expenses
GAAP estimated fully allocated research and development, net
As a percentage of GAAP revenue
Non-GAAP estimated fully allocated research and development, net
As a percentage of non-GAAP revenue
ESTIMATED SELLING, GENERAL AND ADMINISTRATIVE EXPENSES
GAAP estimated fully allocated selling, general and administrative expenses
Other adjustments (4)
Non-GAAP estimated fully allocated selling, general and administrative expenses
OPERATING INCOME, OPERATING MARGIN, AND ADJUSTED EBITDA
GAAP estimated fully allocated operating income
GAAP estimated fully allocated operating margin
Non-GAAP estimated fully allocated operating income
Depreciation and amortization (5)
Estimated fully allocated adjusted EBITDA
Non-GAAP estimated fully allocated operating margin
Estimated fully allocated adjusted EBITDA margin
(1) Represents the stock-based compensation expenses applicable to cost of revenue, allocated proportionally based upon our year ended January 31, 2019 and 2018, respectively, annual operations and service expense wages for each segment, which we believe provides a reasonable approximation for purposes of understanding the relative GAAP and non-GAAP gross margins of our two businesses.
(2) Represents the stock-based compensation expenses applicable to research and development, net and selling, general and administrative, allocated proportionally based upon our non-GAAP segment revenue for the year ended January 31, 2019 and 2018, respectively, which we believe provides a reasonable approximation for purposes of understanding the relative non-GAAP operating margins of our two businesses.
(3) Represents our shared support expenses (as disclosed in footnote 16 to our October 31, 2019 Form 10-Q, when filed), allocated proportionally based upon our non-GAAP segment revenue for the year ended January 31, 2019 and 2018, respectively, which we believe provides a reasonable approximation for purposes of understanding the relative non-GAAP operating margins of our two businesses.
(4) Represents the portion of our acquisition expenses, net and restructuring expenses applicable to cost of revenue, allocated proportionally based upon our year ended January 31, 2019 and 2018, respectively, annual non-GAAP segment revenue, which we believe provides a reasonable approximation for purposes of understanding the relative GAAP and non-GAAP gross margins of our two businesses.
(5) Represents certain depreciation and amortization expenses, which are otherwise included in our non-GAAP operating income, allocated proportionally based upon our non-GAAP segment revenue for the year ended January 31, 2019 and 2018, respectively, which we believe provides a reasonable approximation for purposes of understanding the relative adjusted EBITDA of our two businesses.
Reconciliation of GAAP to Non-GAAP Measures
Table of Reconciliation from GAAP Other Expense, Net to Non-GAAP Other Expense, Net
GAAP other expense, net
Unrealized losses on derivatives, net
Amortization of convertible note discount
Acquisition expenses, net
Non-GAAP other expense, net(1)
Table of Reconciliation from GAAP Provision for Income Taxes to Non-GAAP Provision for Income Taxes
GAAP provision for income taxes
GAAP effective income tax rate
Non-GAAP tax adjustments
Non-GAAP provision for income taxes
Non-GAAP effective income tax rate
Table of Reconciliation from GAAP Net Income Attributable to Verint Systems Inc. to Non-GAAP Net Income Attributable to Verint Systems Inc.
GAAP net income attributable to Verint Systems Inc.
Stock-based compensation expenses
Restructuring expenses
Other adjustments
Total GAAP net income adjustments
Non-GAAP net income attributable to Verint Systems Inc.
Table Comparing GAAP Diluted Net Income Per Common Share Attributable to Verint Systems Inc. to Non-GAAP Diluted Net Income Per Common Share Attributable to Verint Systems Inc.
GAAP diluted net income per common share attributable to Verint Systems Inc.
Non-GAAP diluted net income per common share attributable to Verint Systems Inc.
GAAP weighted-average shares used in computing diluted net income per common share attributable to Verint Systems Inc.
Additional weighted-average shares applicable to non-GAAP diluted net income per common share attributable to Verint Systems Inc.
Non-GAAP diluted weighted-average shares used in computing net income per common share attributable to Verint Systems Inc.
Table of Reconciliation from GAAP Net Income Attributable to Verint Systems Inc. to Adjusted EBITDA
Net income attributable to noncontrolling interest
Other expense, net
Depreciation and amortization(2)
Table of Reconciliation from Gross Debt to Net Debt
January 31,
Current maturities of long-term debt
Unamortized debt discounts and issuance costs
Gross debt
Less:
Restricted cash and cash equivalents, and restricted bank time deposits
Short-term investments
Net debt, excluding long-term restricted cash, cash equivalents, time deposits, and investments
Long-term restricted cash, cash equivalents, time deposits and investments
Net debt, including long-term restricted cash, cash equivalents, time deposits, and investments
(1) For the three months ended October 31, 2019, non-GAAP other expense, net of $4.3 million was comprised of $5.7 million of interest and other expense, net of $1.4 million of foreign exchange gains primarily related to balance sheet translations.
(2) Adjusted for financing fee amortization.
GAAP to Non-GAAP Customer Engagement Revenue and Cloud Metrics
Table of Reconciliation from GAAP Software (includes cloud and support) and Professional Services
Revenue to Non-GAAP Software (includes cloud and support) and Professional Services Revenue
Software (includes cloud and support) revenue - GAAP
Perpetual revenue - GAAP
Cloud revenue - GAAP
Support revenue - GAAP
Professional services revenue - GAAP
Total revenue - GAAP
Estimated software (includes cloud and support) revenue adjustments
Estimated perpetual revenue adjustments
Estimated cloud revenue adjustments
Estimated support revenue adjustments
Estimated professional services revenue adjustments
Total estimated revenue adjustments
Software (includes cloud and support) revenue - non-GAAP
Perpetual revenue - non-GAAP
Cloud revenue - non-GAAP
Support revenue - non-GAAP
Professional services revenue - non-GAAP
Total revenue - non-GAAP
Table of Reconciliation from GAAP Cloud Revenue to Non-GAAP Cloud Revenue
SaaS revenue - GAAP
Bundled SaaS revenue - GAAP
Unbundled SaaS revenue - GAAP
Optional managed services revenue - GAAP
Estimated SaaS revenue adjustments
Estimated bundled SaaS revenue adjustments
Estimated unbundled SaaS revenue adjustments
Estimated optional managed services revenue adjustments
SaaS revenue - non-GAAP
Bundled SaaS revenue - non-GAAP
Unbundled SaaS revenue - non-GAAP
Optional managed services revenue - non-GAAP
Table of New SaaS ACV
New SaaS ACV
New SaaS ACV Growth YoY
Table of New Perpetual License Equivalent Bookings
New perpetual license equivalent
New perpetual license equivalent growth YoY
GAAP to Non-GAAP Cyber Intelligence Revenue Metrics
Recurring revenue - GAAP
Nonrecurring revenue - GAAP
Estimated recurring revenue adjustments
Estimated nonrecurring revenue adjustments
Recurring revenue - non-GAAP
Nonrecurring revenue - non-GAAP
GAAP to Non-GAAP Segment and Shared Support Metrics
Segment expenses - GAAP (1)
Shared support expenses - GAAP (2)
Total expenses - GAAP
Estimated segment expense adjustments
Estimated shared support expense adjustments
Total estimated expense adjustments
(120,951
Segment expenses - non-GAAP (1)
Shared support expenses - non-GAAP (2)
Total expenses - non-GAAP
(1) Segment expenses include expenses incurred directly by our two segments.
(2) Shared support expenses include certain operating expenses that are provided by shared resources or are otherwise generally not controlled by segment management. The majority of which are for administrative support functions, such as information technology, human resources, finance, legal, and other general corporate support, and for occupancy expenses.
Calculation of Change in Revenue on a Constant Currency Basis
GAAP Revenue
Non-GAAP Revenue
(in thousands, except percentages)
Revenue for the three and nine months ended October 31, 2018
Revenue for the three and nine months ended October 31, 2019 at constant currency(1)
Reported period-over-period revenue growth
% impact from change in foreign currency exchange rates
Constant currency period-over-period revenue growth
(1) Revenue for the three and nine months ended October 31, 2019 at constant currency is calculated by translating current-period GAAP or non-GAAP foreign currency revenue (as applicable) into U.S. dollars using average foreign currency exchange rates for the three and nine months ended October 31, 2018 rather than actual current-period foreign currency exchange rates.
For further information see "Supplemental Information About Constant Currency" at the end of this press release.
Accounts receivable, net of allowance for doubtful accounts of $5.7 million and $3.8 million, respectively
Operating lease right-of-use assets
Accrued expenses and other current liabilities
Contract liabilities
Long-term contract liabilities
Operating lease liabilities
Preferred stock - $0.001 par value; authorized 2,207,000 shares at October 31, 2019 and January 31, 2019, respectively; none issued.
Common stock - $0.001 par value; authorized 120,000,000 shares. Issued 68,497,000 and 66,998,000 shares; outstanding 66,824,000 and
65,333,000 shares at October 31, 2019 and January 31, 2019, respectively.
Treasury stock, at cost - 1,673,000 and 1,665,000 shares at October 31, 2019 and January 31, 2019, respectively.
Accumulated deficit
Accumulated other comprehensive loss
Total Verint Systems Inc. stockholders' equity
Noncontrolling interests
Adjustments to reconcile net income to net cash provided by operating activities:
Stock-based compensation, excluding cash-settled awards
Amortization of discount on convertible notes
Non-cash gains on derivative financial instruments, net
Other non-cash items, net
Changes in operating assets and liabilities, net of effects of business combinations:
Prepaid expenses and other assets
Net cash provided by operating activities
Cash paid for business combinations, including adjustments, net of cash acquired
Purchases of property and equipment
Purchases of investments
Maturities and sales of investments
Cash paid for capitalized software development costs
Change in restricted bank time deposits, and other investing activities, net
Net cash used in investing activities
Repayments of borrowings and other financing obligations
Payments of debt-related costs
Purchases of treasury stock
Dividends or distributions paid to noncontrolling interests
Payments of deferred purchase price and contingent consideration for business combinations (financing portion)
Other financing activities, net
Net cash used in financing activities
Foreign currency effects on cash, cash equivalents, restricted cash, and restricted cash equivalents
Net increase (decrease) in cash, cash equivalents, restricted cash, and restricted cash equivalents
Cash, cash equivalents, restricted cash, and restricted cash equivalents, beginning of period
Cash, cash equivalents, restricted cash, and restricted cash equivalents, end of period
Reconciliation of cash, cash equivalents, restricted cash, and restricted cash equivalents at end of period to the condensed consolidated balance sheets:
Restricted cash and cash equivalents included in restricted cash and cash equivalents, and restricted bank time deposits
Restricted cash and cash equivalents included in other assets
Total cash, cash equivalents, restricted cash, and restricted cash equivalents
Supplemental Information About Non-GAAP Financial Measures and Operating Metrics
This press release contains non-GAAP financial measures, consisting of non-GAAP revenue, non-GAAP software (includes cloud and support), non-GAAP professional services, non-GAAP recurring revenue, non-GAAP nonrecurring revenue, non-GAAP cloud revenue, non-GAAP SaaS revenue, non-GAAP optional managed services revenue, estimated fully allocated cost of revenue, estimated GAAP and non-GAAP fully allocated gross profit and gross margins, estimated GAAP and non-GAAP fully allocated research and development, net, estimated GAAP and non-GAAP fully allocated selling, general and administrative expenses, estimated GAAP and non-GAAP fully allocated operating income and operating margins, non-GAAP other income (expense), net, non-GAAP provision (benefit) for income taxes and non-GAAP effective income tax rate, non-GAAP net income attributable to Verint Systems Inc., non-GAAP net income per common share attributable to Verint Systems Inc., estimated fully allocated adjusted EBITDA and adjusted EBITDA margins, net debt, non-GAAP segment expenses, non-GAAP shared support expenses and constant currency measures. The tables above include a reconciliation of each non-GAAP financial measure for completed periods presented in this press release to the most directly comparable GAAP financial measure.
We believe these non-GAAP financial measures, used in conjunction with the corresponding GAAP measures, provide investors with useful supplemental information about the financial performance of our business by:
facilitating the comparison of our financial results and business trends between periods, by excluding certain items that either can vary significantly in amount and frequency, are based upon subjective assumptions, or in certain cases are unplanned for or difficult to forecast,
facilitating the comparison of our financial results and business trends with other technology companies who publish similar non-GAAP measures, and
allowing investors to see and understand key supplementary metrics used by our management to run our business, including for budgeting and forecasting, resource allocation, and compensation matters.
We also make these non-GAAP financial measures available because a number of our investors have informed us that they find this supplemental information useful.
Non-GAAP financial measures should not be considered in isolation as substitutes for, or superior to, comparable GAAP financial measures. The non-GAAP financial measures we present have limitations in that they do not reflect all of the amounts associated with our results of operations as determined in accordance with GAAP, and these non-GAAP financial measures should only be used to evaluate our results of operations in conjunction with the corresponding GAAP financial measures. These non-GAAP financial measures do not represent discretionary cash available to us to invest in the growth of our business, and we may in the future incur expenses similar to or in addition to the adjustments made in these non-GAAP financial measures. Other companies may calculate similar non-GAAP financial measures differently than we do, limiting their usefulness as comparative measures.
Our non-GAAP financial measures are calculated by making the following adjustments to our GAAP financial measures:
Revenue adjustments. We exclude from our non-GAAP revenue the impact of fair value adjustments required under GAAP relating to cloud services and customer support contracts acquired in a business acquisition, which would have otherwise been recognized on a stand-alone basis. We believe that it is useful for investors to understand the total amount of revenue that we and the acquired company would have recognized on a stand-alone basis under GAAP, absent the accounting adjustment associated with the business acquisition. Our non-GAAP revenue also reflects certain adjustments from aligning an acquired company’s revenue recognition policies to our policies. We believe that our non-GAAP revenue measure helps management and investors understand our revenue trends and serves as a useful measure of ongoing business performance.
Amortization of acquired technology and other acquired intangible assets. When we acquire an entity, we are required under GAAP to record the fair values of the intangible assets of the acquired entity and amortize those assets over their useful lives. We exclude the amortization of acquired intangible assets, including acquired technology, from our non-GAAP financial measures because they are inconsistent in amount and frequency and are significantly impacted by the timing and size of acquisitions. We also exclude these amounts to provide easier comparability of pre- and post-acquisition operating results.
Stock-based compensation expenses. We exclude stock-based compensation expenses related to restricted stock awards, stock bonus programs, bonus share programs, and other stock-based awards from our non-GAAP financial measures. We evaluate our performance both with and without these measures because stock-based compensation is typically a non-cash expense and can vary significantly over time based on the timing, size and nature of awards granted, and is influenced in part by certain factors which are generally beyond our control, such as the volatility of the price of our common stock. In addition, measurement of stock-based compensation is subject to varying valuation methodologies and subjective assumptions, and therefore we believe that excluding stock-based compensation from our non-GAAP financial measures allows for meaningful comparisons of our current operating results to our historical operating results and to other companies in our industry.
Unrealized gains and losses on certain derivatives, net. We exclude from our non-GAAP financial measures unrealized gains and losses on certain foreign currency derivatives which are not designated as hedges under accounting guidance. We exclude unrealized gains and losses on foreign currency derivatives that serve as economic hedges against variability in the cash flows of recognized assets or liabilities, or of forecasted transactions. These contracts, if designated as hedges under accounting guidance, would be considered “cash flow” hedges. These unrealized gains and losses are excluded from our non-GAAP financial measures because they are non-cash transactions which are highly variable from period to period. Upon settlement of these foreign currency derivatives, any realized gain or loss is included in our non-GAAP financial measures.
Amortization of convertible note discount. Our non-GAAP financial measures exclude the amortization of the imputed discount on our convertible notes. Under GAAP, certain convertible debt instruments that may be settled in cash upon conversion are required to be bifurcated into separate liability (debt) and equity (conversion option) components in a manner that reflects the issuer’s assumed non-convertible debt borrowing rate. For GAAP purposes, we are required to recognize imputed interest expense on the difference between our assumed non-convertible debt borrowing rate and the coupon rate on our $400.0 million of 1.50% convertible notes. This difference is excluded from our non-GAAP financial measures because we believe that this expense is based upon subjective assumptions and does not reflect the cash cost of our convertible debt.
Acquisition expenses, net. In connection with acquisition activity (including with respect to acquisitions that are not consummated), we incur expenses, including legal, accounting, and other professional fees, integration costs, changes in the fair value of contingent consideration obligations, and other costs. Integration costs may consist of information technology expenses as systems are integrated across the combined entity, consulting expenses, marketing expenses, and professional fees, as well as non-cash charges to write-off or impair the value of redundant assets. We exclude these expenses from our non-GAAP financial measures because they are unpredictable, can vary based on the size and complexity of each transaction, and are unrelated to our continuing operations or to the continuing operations of the acquired businesses.
Restructuring expenses. We exclude restructuring expenses from our non-GAAP financial measures, which include employee termination costs, facility exit costs, certain professional fees, asset impairment charges, and other costs directly associated with resource realignments incurred in reaction to changing strategies or business conditions. All of these costs can vary significantly in amount and frequency based on the nature of the actions as well as the changing needs of our business and we believe that excluding them provides easier comparability of pre- and post-restructuring operating results.
Impairment charges and other adjustments. We exclude from our non-GAAP financial measures asset impairment charges (other than those already included within restructuring or acquisition activity), rent expense for redundant facilities, gains or losses on sales of property, gains or losses on settlements of certain legal matters, and certain professional fees unrelated to our ongoing operations, including $7.8 million of fees and expenses related to a shareholder proxy contest that was settled during three months ended July 31, 2019, all of which are unusual in nature and can vary significantly in amount and frequency.
Non-GAAP income tax adjustments. We exclude our GAAP provision (benefit) for income taxes from our non-GAAP measures of net income attributable to Verint Systems Inc., and instead include a non-GAAP provision for income taxes, determined by applying a non-GAAP effective income tax rate to our income before provision for income taxes, as adjusted for the non-GAAP items described above. The non-GAAP effective income tax rate is generally based upon the income taxes we expect to pay in the reporting year. Our GAAP effective income tax rate can vary significantly from year to year as a result of tax law changes, settlements with tax authorities, changes in the geographic mix of earnings including acquisition activity, changes in the projected realizability of deferred tax assets, and other unusual or period-specific events, all of which can vary in size and frequency. We believe that our non-GAAP effective income tax rate removes much of this variability and facilitates meaningful comparisons of operating results across periods. Our non-GAAP effective income tax rate for the year ending January 31, 2020 is currently approximately 9%, and was 11% for the year ended January 31, 2019. We evaluate our non-GAAP effective income tax rate on an ongoing basis and it can change from time to time. Our non-GAAP income tax rate can differ materially from our GAAP effective income tax rate.
Customer Engagement Revenue Metrics and Operating Metrics
Software (includes cloud and support) includes, software licenses, appliances, SaaS and optional managed services.
Cloud revenue, on both a GAAP and non-GAAP basis, primarily consists of SaaS and optional managed services.
SaaS revenue includes bundled SaaS, software with standard managed services and unbundled SaaS that we account for as term licenses where managed services are purchased separately.
Optional Managed Services is recurring services that are intended to improve our customers operations and reduce expenses.
New SaaS Annual Contract Value (ACV) includes the annualized contract value of all new SaaS contracts received within the period; in cases where SaaS is offered to partners through usage-based contracts, we include the incremental value of usage contracts over a rolling four quarters.
New Perpetual License Equivalent Bookings are used to normalize between perpetual and SaaS bookings and measure overall software growth. We calculate new perpetual license equivalent bookings by multiplying New SaaS ACV bookings (excluding bookings from maintenance conversions) by a conversion factor of 2.0 and adding that amount to perpetual license bookings. The conversion factor of 2.0 is an estimate that is derived from an analysis of our historical bookings and may change over time. Management uses perpetual license equivalent bookings to understand our performance, including our software growth and SaaS/perpetual license mix. This metric should not be viewed in isolation from other operating metrics that we make available to investors.
Cyber Intelligence Recurring and Nonrecurring Revenue Metrics
Recurring revenue, on both a GAAP and non-GAAP basis, primarily consists of initial and renewal support, subscription software licenses, and SaaS in certain limited transactions.
Nonrecurring revenue, on both a GAAP and non-GAAP basis, primarily consists of our perpetual licenses, long-term projects including software customizations that are recognized over time using a percentage of completion (“POC”) method, consulting, implementation and installation services, training, and hardware.
We believe that recurring and nonrecurring revenue provide investors with useful insight into the nature and sustainability of our revenue streams. The recurrence of these revenue streams in future periods depends on a number of factors including contractual periods and customers' renewal decisions. Please see “Revenue adjustments” above for an explanation for why we present these revenue numbers on both a GAAP and non-GAAP basis.
Adjusted EBITDA is a non-GAAP measure defined as net income (loss) before interest expense, interest income, income taxes, depreciation expense, amortization expense, revenue adjustments, restructuring expenses, acquisition expenses, and other expenses excluded from our non-GAAP financial measures as described above. We believe that adjusted EBITDA is also commonly used by investors to evaluate operating performance between companies because it helps reduce variability caused by differences in capital structures, income taxes, stock-based compensation, accounting policies, and depreciation and amortization policies. Adjusted EBITDA is also used by credit rating agencies, lenders, and other parties to evaluate our creditworthiness.
Net Debt is a non-GAAP measure defined as the sum of long-term and short-term debt on our consolidated balance sheet, excluding unamortized discounts and issuance costs, less the sum of cash and cash equivalents, restricted cash, restricted cash equivalents, restricted bank time deposits, and restricted investments (including long-term portions), and short-term investments. We use this non-GAAP financial measure to help evaluate our capital structure, financial leverage, and our ability to reduce debt and to fund investing and financing activities, and believe that it provides useful information to investors.
Supplemental Information About Constant Currency
Because we operate on a global basis and transact business in many currencies, fluctuations in foreign currency exchange rates can affect our consolidated U.S. dollar operating results. To facilitate the assessment of our performance excluding the effect of foreign currency exchange rate fluctuations, we calculate our GAAP and non-GAAP revenue, cost of revenue, and operating expenses on both an as-reported basis and a constant currency basis, allowing for comparison of results between periods as if foreign currency exchange rates had remained constant. We perform our constant currency calculations by translating current-period foreign currency results into U.S. dollars using prior-period average foreign currency exchange rates or hedge rates, as applicable, rather than current period exchange rates. We believe that constant currency measures, which exclude the impact of changes in foreign currency exchange rates, facilitate the assessment of underlying business trends.
Unless otherwise indicated, our financial outlook for revenue, operating margin, and diluted earnings per share, which is provided on a non-GAAP basis, reflects foreign currency exchange rates approximately consistent with rates in effect when the outlook is provided.
We also incur foreign exchange gains and losses resulting from the revaluation and settlement of monetary assets and liabilities that are denominated in currencies other than the entity’s functional currency. We periodically report our historical non-GAAP diluted net income per share both inclusive and exclusive of these net foreign exchange gains or losses. Our financial outlook for diluted earnings per share includes net foreign exchange gains or losses incurred to date, if any, but does not include potential future gains or losses.
Alan Roden
Verint Systems Inc.
alan.roden@verint.com
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Third year in a row as an Employer of Choice
We’re proud to be recognised for our inclusive culture and support of workplace equality and diversity
We have been named as a Workplace Gender Equality Agency Employer of Choice for Gender Equality for the third year in a row.
We are again proud to be a Workplace Gender Equality Agency (WGEA) Employer of Choice for gender equality, which is a clear representation of our commitment to gender equality in our business.
WGEA’s Employer of Choice citation is awarded to organisations that demonstrate a genuine commitment to achieving gender equality in Australian workplaces.
The citation is recognition of our inclusive culture and the leading role it has taken in developing policies and practices to ensure gender equality in our workplace.
Our CEO Deanne Stewart said:
"To be recognised as one of only 140 Australian businesses with WGEA’s Employer of Choice citation is a real honour and pleasing recognition of our ongoing effort to celebrate and support diversity and inclusion."
What’s the impact of gender inequality on super balances?
More than two-thirds of our 760,000 members are women, and many have experienced the impact of gender inequality first-hand, particularly in relation to their superannuation account balances. Women generally having significantly less retirement savings than men, so issues regarding gender equality, are extremely important to our members and our fund.
How are we responding?
As one of Australia’s largest industry superannuation funds, our aim is to be a leader in supporting equality, inclusion and diversity, not only in our workplace but with our members and in the broader community as well.
We do this through some of our internal policies, such as;
special leave for staff experiencing family violence
the establishment of our Diversity and Inclusion Council
our policy to pay superannuation to our team members during the unpaid period of their maternity leave
the Women and Super website, and
support for programs such as our sponsorship of the 2019 NSW Women of the Year Awards.
Being recognised as a WGEA Employer of Choice will provide additional benefits to our members, by helping us continue to attract and retain the best possible talent.
"We want our team to bring their whole selves to work. Removing barriers relating to gender and other biases is essential to achieving this," Ms Stewart said. "This citation is formal recognition of our efforts to be a truly inclusive workplace and provide all of our team with an opportunity to be the best that they can be."
I want to learn more about the WGEA citation
We regularly receive top ratings and awards from our industry’s leading rating agencies.
Achieve your career goals and work with our industry's top talent
We offer a supportive work culture that encourages our people to do their best.
Women and super: why it matters
Take action on the super pay gap
Superannuation sits within a broader issue of gender equality in Australia. Women generally earn less and take more career breaks to care for family. Often, this leaves them with less saved for the future, compared to men.
Location Find a location near you
Website firststatesuper.com.au
Email enquiries@firststatesuper.com.au
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NEurope
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Marvel's Phase Three
By Retro_Link, January 26, 2013 in General Chit Chat
N-Europe Forum Aficionado
N-E Supporter
Captain Marvel looks great, can't wait for that!
The Asian superhero film looks interesting too. I wonder if they'll end up with mostly Asian-american cast and crew, or if it will actually have Asian born people in it. Will be interesting to see how it turns out either way, even if I've never actually heard of the hero.
Sméagol
I don't like the poster, but the trailer got me hyped!
I'm reading things about the Avengers 4 trailer releasing today.. Around 14:00 UK it seems.
49 minutes ago, Sméagol said:
Yeah, it’s been rumoured to be coming this week for a while now: originally it was Monday Night Football (which Captain Marvel got), then it was supposed to be Wednesday (possibly postponed due to the Bush funeral), and it’s been heavily rumoured to be dropping today, but there’s currently nothing substantial to indicate that it actually will (i.e. no official confirmation, no word from people in the rumour mill other than those who are hit-or-miss and have been saying “it will drop any day now” for weeks). It’s certainly the right time to do it, either way, but I guess we’ll just have to wait and see either way, it’s been a massive week for Marvel fans.
Also, the first trailer for Spider-Man: Far From Home drops tomorrow; it will be first shown at the Brazilian Comic Con.
Edited December 7, 2018 by Julius
1 minute ago, Julius said:
If that's official, it would make sense for the Avengers trailer to be released today, as Spider-man comes after Avengers.
Just now, Sméagol said:
It’s official. And yeah, for sure — after all, the first Infinity War trailer dropped pretty much this time last year. Then again, Spidey is Sony, so Marvel Studios don’t have much of a say with regards to when that drops (plus Venom doing surprisingly well and Into the Spider-Verse releasing very soon is more than likely the reason that trailer is dropping now).
I’m just saying that “insiders” have been saying that the trailer will drop for the last four or five weeks, so while I think and hope it drops today, I think it’s worth mentioning that it’s still worth taking with a grain of salt
Either way, I’m just excited to see how they market this film (I expect some time/space travel shenanigans, so it’ll be interesting to see if we get hint of that in the trailers) and to finally learn what the title is
We'll know this afternoon. And while not MCU related, I've missed Venom, but I'm excited about Spider-verse.
If the title is a spoiler, what does it spoil? I assumed it might be a spoiler for Captain Marvel, so wouldn't be revealed until after that had been released. But that's obviously too far away, so it'll be interesting to find out what exactly it spoils. Maybe it just spoils the ending to Infinity War, and they wanted to make sure everyone has seen that first...
Metal King
N-E Staff
41 minutes ago, bob said:
Maybe it just spoils the ending to Infinity War, and they wanted to make sure everyone has seen that first...
That's my thinking too - something like "Avengers: Regeneration" or "Return". I don't think it'll spoil Captain Marvel because we're bound to find out the Avengers title before that launches anyway.
"Avengers: Don't worry, they're not all dead!"
Avengers: We bring them all back again! Then kill off some of them again.
Avengers: Hawkeye is not in it.
BOOM. You looking for this?
HELL. YES.
Now THAT is a great trailer. It feels epic, tells us virtually nothing — and gives us more than enough to speculate to our heart’s content. Also: Ronin.
Roll on April
Hell yeahs! Steve Rogers looks doll-ish without his beard now, though.
Also, it got a name!
Edited December 7, 2018 by MindFreak
@MindFreak, I know some people might not mind, but it seems like Marvel intentionally left out the subtitle in the name of the video because they probably want people to learn it for themselves when they first watch it, which is why I didn’t mention it in my post
True. I'll just spoilertag it then.
Avengers: Shawarma is such a dumb name though. I don't get why they kept it a secret for all this time.
Agent Gibbs
Pretty Perfect trailer really, doesn't show a thing but builds hype, well it shows some things! like fuck me they need a better gate buzzer system
The most important question is, does Thanos sell the crops from his farm? Would we bump into him at the alien farmers market?
The film doesn't look all that action-packed so far. Perhaps they're going for an Oscar!
We have our first poster for the film! It also officially confirms the film’s release date: Friday 26th April 2018.
Edited February 4, 2019 by Julius
Hogge
The trailer really got me hyped. Can't wait for this one.
Only thing that has me worried is that IMO, Infinity War had a somewhat inconsistent depiction of the characters and their powers.
I mean, the Hulk, whose whole schtick is that he's insanely strong, got his ass kicked by Thanos. To the point where he doesn't want to appear for the rest of the movie. Yet later in the movie, we see Captain America stop Thanos' punch no problem at all.
Vision is supposedly this beyond-belief powerful being which was designed to single-handedly take out all of the Avengers. Yet he loses ONE of his gajilion abilities and then gets his ass whooped by some goon. Said goon then gets pwned by Black Widow, a character who, well trained and quite intelligent, has no actual powers.
And while the Guardians of the Galaxy good up and have funny lines in their movies, in IW their banter with the rest of the Avengers make them look like litteral idiots.
Also, I personally found the new Iron Man suit to be stupid. Seriously, that thing can transform into absolutely anything with no rhyme or reason.
I really hope they get Endgame right, because it at least seems it'll be the last movie featuring the characters which have been the pillars of the MCU thus far.
I watched Infinity War again last night, funnily enough.
1 hour ago, Hogge said:
True, but it wasn't the full-powered Hulk. He was more like his "Contest of Champions" self and expected beating Thanos to be easy. Plus, although Thanos only had the Power Stone at that point, that was still the one that would have affected his strength. When Captain America temporarily stopped Thanos, I think it was because he underestimated Cap's strength and resolve, and subsequently adjusted how much power he was using himself.
I'm sure we'll see the really angry Hulk in the next film. I just hope they don't try to make Captain Marvel more physically powerful than him.
Yeah, Vision does seem to have been tamed a bit too much.
I actually didn't like their films until Infinity War. I thought they were portrayed much better in it, which made me go back and enjoy their own films more. Rocket and Quill were funny, and Zoe Saldana was fantastic as Gamora.
I started to think this with Iron Man 3 - how the suits could attach themselves to him (and be shredded) in a split-second. As the films have become more fantastical in general, however, I've found it easier to suspend my disbelief.
They probably will. The Russos are geniuses and haven't put a foot wrong so far.
Spiderman Far From Home trailer!
https://youtu.be/VUFmhKpZKlE
Edited January 15, 2019 by MindFreak
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The Rest of August »
August 27, 2018 by garethjames
Well, I’m now on the Isle of Bute, a short way off the West coast of Scotland, recuperating after 23 shows and 11 exhibitions in just under 7 days. I’ve lost track of how many years I’ve been heading North of the border for this most addictive of festivals, the world’s largest. Here’s a round-up of this year:
The Traverse Theatre has long been my second home, with an unrivalled reputation for both its own productions and first class, innovative visitors and this year was a good one. Based on my trust in them, we’d booked eight shows here before we’d arrived and added the other two following the buzz and the reviews. The hit rate was 80%, with Iseult Golden & David Horan‘s Class and David Ireland‘s Ulster American (whose Cyprus Avenue wowed me recently at the Royal Court) leading the way – both Irish, both three-handers, but from different sides of the border and very different plays. The very thought-provoking Class examines the relationships between teacher and parents, between parents as ex’s and between both and the child. In black comedy Ulster American, a movie star dabbles with fringe theatre on terms unacceptable to the writer. Both had great writing and fine performances in an intimate space.
The onward march of the one-person play saw Corrie’s Julie Hesmondhalgh tell her husband Ian Kershaw’s delightful story in the modestly titled The Greatest Play in the History of the World very engagingly, with people represented by shoes. You know a story works when you can picture its characters. At other times in the same space, Irene Allan was very compelling in David Leddy’s very different one-person thriller Coriolanus Vanishes, with striking lighting adding edginess. Finally, On the Exhale, also in Traverse Two, looked at American gun control through the story of one woman who’s son was a casualty. Both the writing, and Poly Frame‘s performance, we’re very powerful.
Biographical plays were also a feature this year, and the Traverse had two contributions. In What Girls are Made of, Cora Bissett told the story of her short teenage pop career, with rock concert aesthetics. This was also gig theatre – another 2018 feature – and the true story and the form went well together. Nigel Slater’s Toast was just as effective, a lovely growing-up story with food! Sam Newton as the young Nigel was terrific. Biographical work popped up elsewhere, with Grid Iron’s South Bend – OK, but lacking the usual Grid Iron sparkle – and Song of Lunch, a two-hander which should have been a monologue (the actress was wasted) and in a smaller space. Robert Bathurst seemed to be attracting Downton Abbey fans whilst ignoring his more prominent role in Cold Feet in his quirky self-penned programme biography. There was also more gig theatre at the Pleasance with Songlines, a delightful love story with folk music.
Back at the Traverse, Mark Thomas, who has come a long way from stand-up, gave Check Up: Our NHS at 70; factual (rather than verbatim) theatre. I love his passion, even if he is probably preaching to the converted. The other two Traverse offerings were disappointments. Underground Railroad Game was a somewhat heavy-handed piece about slavery which attempted to shock in what felt like a dated away, and for me came over as rather tiresome. Meek was in Handmaid’s Tale territory and I found it rather dull, I’m afraid. It failed to hold my attention at all. Behind the EICC, in the open air, Polish theatre innovators Theatr Biuro Podrozy brought Silence, a show about refugees I saw in an earlier version during LIFT in London, and it’s grown in impact. The freezing wind added atmosphere, as only Edinburgh can. That was my only international theatre and My Left / Right Foot was my only musical. It’s a very un-PC take on the treatment of disability which was way more effective in making the point than a PC one would have been. Performed with great gusto, it was a hoot and a treat.
I saw Showstopper, an improvised musical, a long while ago and it appears to have become a big thing, in the Pleasance’s biggest space, where a full house seemed to lap it up. I’m afraid I found it very stale and overblown. A year for impressionists, with both Rory Bremner & Jan Ravens and Jon Culshaw delivering the laughs. I liked the way Culshaw’s show was structured as an interview by his producer Bill Dare, but it was Jan Raven’s lovely tribute to Victoria Wood which stole both shows. I only saw one stand-up this year, Malawian Daliso Chaponda, but he was excellent, with terrific audience engagement.
The main festival started well with a CBSO concert of rare works by Stravinsky & Ravel, but the highlight was a thrilling interpretation of Elgar’s Cello Concerto by young cellist Sheku Kanneh-Mason who appeared to live the work. An attempt at updating John Gay’s The Beggars Opera fell a bit flat, but it had its moments, including the playing of Les Arts Florissants, in costume, and a clever carboard box design. Good fun, but you expect better from Peter Brook‘s Theatre des Bouffes du Nord, Robert Carsen and William Christie. Midsummer was an updated version of David Greig‘s fringe play with songs about a wild weekend. I have fond memories of seeing the original twice, but it didn’t work quite so well in a bigger space with the addition of the older selves. The final offering was the worst, I’m afraid, with Peter Brook’s The Prisoner, a very slight 70 min piece which left me hungry. Brook’s minimalist pieces are normally adapted from other forms, but this was original, and I suspect that’s the issue. Good performances and design couldn’t make up for weak material.
It looked like it wasn’t going to be a good year for art, and indeed the big Rembrandt show at the SNG was a disappointment – just 15 paintings and a lot of drawings and work by those he influenced. At the SNGMA, though, there were three treats – an excellent Emil Nolde retrospective, the fascinating Reinventing the Old Masters by Raqib Shaw and NOW, an interesting mixed show by six artists. At the City Art Centre, there was a fascinating show by lost artist Edwin G Lucas, who appears to have been buried by the art establishment. At the SNPG, though, the biggest treat of all was the discovery of portraitist Victoria Crowe who also had a lovely non-portrait selling show at the Scottish Gallery. Tacita Dean seems to be everywhere, so it wasn’t a surprise to see her at the Fruitmarket Gallery in a show that was a touch better than those at the NPG and RA in London. It wasn’t such a good year for photography, with mediocre shows at CAC and SNPG, and the annual Edinburgh International Photographic Exhibition finally lost me by putting image manipulation above the eye and skill of the photographer.
It seemed more exhausting writing about it than seeing it all! Until next time……
Posted in Art, Classical Music, Comedy, Contemporary Music, Opera, Photography, Theatre, Travel | Tagged Bill Dare, CBSO, Check Up: Our NHS at 70, City Arts Centre, Class, Cora Bissett, Coriolanus Vanishes, Daliso Chaponda, David Grieg, David Horan, David Ireland, David Leddy, Edinburgh International Photograhic Exhibition, Edwin G Lucas, Emil Nolde, Fruitmarket Gallery, Grid Iron, Ian Kershaw, Irene Allan, Iseult Golden, Jan Ravens, Jon Culshaw, Julie Hesmondhalgh, Les Arts Florissants, Mark Thomas, Meek, Midsummer, My Left / Right Foot, Nigel Slater's Toast, NOW, On the Exhale, Peter Brook, Pleasance, Polly Frame, Raqib Shaw, Reinventing the Old Masters, Rembrandt, Robert Bathurst, Robert Carsen, Rory Bremner, Sam Newton, Scottish Gallery, Sheku Kanneh-Mason, Showstopper!, Silence, SNG, SNGMA, SNPG, Song of Lunch, Songlines, Tacita Dean, The Beggars Opera, The Greatest Play in the History of the World, The Prisoner, Theatr Biuro Podrozky, Theatre des Bouffes du Nord, Traverse Theatre, Ulster American, Underground Railroad Game, Victoria Crowe, What Girls Are Made Of, William Christie | Leave a Comment
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A website about Legend of the River King for Gameboy Advance
Portal Page Message Board Email Webmaster
Story Basics People Guide Items Fish The end?
Once you catch the River King and return to your own world, you can continue to visit the Mysterious Forest just by starting your saved game again. All of the people and fish are still around, but there are some new little things for you to do.
Royal Fishing Equipment
If you have finished filling the pages of your Notebooks, return to the King of the Oven Kingdom. He'll reward you by giving you the Royal Fishing Equipment for keeps. You can pretty much catch any fish using the Royal equipment except for the River King.
Next to Haruki's house in Fairy Town is where you'll find the sound test. Walk up to the door of the house and press the A button to listen to the music. The 10th song in the list is a bonus song that isn't used during your first run through the game.
Buying Forest Nuts
Next to the house with the sound test is an entrance back into the forest. At the end of the path you'll find your Dad. He has become a Forest Nut salesman! You can buy the red, yellow, and green nuts for 50000G a piece. Even if you don't buy anything he'll recharge your hit points for free when you leave his shop.
Fairy Town maze
Behind the sound test house in Fairy Town is another home that will take you back into the forest. Now you will have to walk down one of the repeating paths in the proper sequence in order to reach the treasure at the end. If you take the wrong path you'll hear a bird "squaaak" and you'll end up at the beginning of the maze. When you feel like leaving the maze, just take a wrong turn so you are teleported back to the entrance, then just take the southwest path back to Fairy Town. The correct path through is...
nw, ne, ne, se, se, se, sw, sw
(highlight line above to view answer)
Battle with Tadao
The most challenging fight in the game isn't with the River King, but with Tadao. Return to the Oven Kingdom and enter the house that the Mole Barron told you earlier you couldn't enter. Inside is Tadao and he's looking for a fight! The battle is basically just a game of rock/paper/scissors.
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NO AGENDA EPISODE 881 - "ANT WARS"
NO AGENDA EPISODE 880 - "PROMISE TO PROSECUTE"
NO AGENDA EPISODE 879 - "COUP CABAL"
NO AGENDA EPISODE 878 - "PET A PONY"
NO AGENDA EPISODE 877 - "THE ANGRIES"
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Football Faces Final Road Test of Season at Bluffton on Saturday
Earlham (0-9) 0 14 0 7 21
Bluffton (3-6) 23 21 14 7 65
Pa: Brandon Koch - 287
Ru: Darian Greeley - 175
Rec: Micah Roberson - 136
Pa: Wesley Hundley - 159
Ru: Wesley Hundley - 105
RICHMOND, Indiana – The Earlham College football team faces its final road test of the season on Saturday when the Quakers travel to Bluffton University for a Heartland Collegiate Athletic Conference (HCAC) game on Saturday. Kickoff from Dwight Salzman Stadium is scheduled for 1:30 p.m.
The Teams: Earlham and Bluffton. The Quakers are 0-8 on the season and 0-6 in conference play after a 48-13 loss at the hands of Manchester University on Saturday. The Beavers stand at 2-6 overall and 2-4 in the HCAC after a narrow 31-28 loss to Rose-Hulman Institute of Technology on Saturday.
The Coaches: Nick Johnson enters his third year as Earlham's head football coach. The HCAC Coach of the Year in 2015, Johnson played football for the Quakers from 1997-01 and later served the program as defensive coordinator from 2007-12. He also held the position of head track and field coach for 12 seasons. Denny Dorrell is in his fourth season as head football coach at Bluffton. He's just the 13th coach in the history of the program.
The Offense: Wesley Hundley has accounted for 2,004 of 2,398 yards (84 percent) of the Quakers' offense through eight games this season while leading the team in passing and rushing. Wide receiver Marcaus Cooper as hauled in 49 receptions for 451 yards and seven touchdowns. Darian Greeley has rushed for 450 yards and four scores in the Bluffton backfield. The Beavers have used a 2-quarterback system as both Brandon Koch and Colby Speice have thrown for over 1,000 yards.
The Defense: Kobe Walker leads the Quaker's defense with 69 tackles including 4.5 tackles for loss while also having one of Earlham's two interceptions on the season. Alfago Shumake has a team-high 6.5 tackles for loss including four sacks while Dan O'Donnell leads the secondary with seven pass breakups. Dylan Shaffer leads the Beavers' defense with 66 tackles while Isaac Zickafoose and Ollie Moorer have combined for nine sacks.
Chasing Records: Wes Hundley is on pace to break Manny Myers' (2005) record of 900 rushing yards in a season. The Gardnerville, Nevada, native needs to average 41 yards per game over the next two contests to break the record.
Recent History: Earlham is 0-7 against Bluffton since joining the HCAC prior to the 2010 season. The closest game during that span was a 24-22 win for the Beavers in Richmond on Oct. 18, 2014.
Coverage: Live statistics of the game will be available – visit the link above.
Social Media: Earlham athletics is represented on Facebook (Earlham Quakers Athletics), Twitter, Instagram and Snapchat (@Earlham Quakers). The Quakers also have a mobile application (Earlham Athletics Front Row) available for download on the App Store and Google Play.
Up Next: Earlham concludes its 2017 season with the Battle for the Border Broadsword against Rose-Hulman Institute of Technology on Nov. 11. Kickoff from Darrell Beane Stadium is scheduled for 1:30 p.m.
February 7, 2018 Football recognizes excellence among its own at end-of-year awards night
December 4, 2017 Xavier Flores to Represent Football at Division III Senior Classic
November 14, 2017 Football Places Seven on All-HCAC Teams
November 11, 2017 Football Ends Season with 83-14 Loss to Rose-Hulman
November 6, 2017 Football Hosts Rose-Hulman on Senior Day This Saturday
November 4, 2017 Hundley Breaks Rushing Record in Football Loss at Bluffton
November 1, 2017 Football Faces Final Road Test of Season at Bluffton on Saturday
October 28, 2017 Quick Start Leads Manchester to 48-13 win Over Football
October 25, 2017 Football Continues Home Slate Versus Manchester on Saturday
October 21, 2017 Hanover Handles Football 49-14 on Homecoming Weekend
October 16, 2017 Football Hosts Hanover on Homecoming Weekend
October 14, 2017 Football Falls at Mount St. Joseph
October 11, 2017 Football Travels to the Mount on Saturday
October 7, 2017 Football Falls to Franklin 56-26
October 3, 2017 Football Hosts Franklin on Saturday
September 30, 2017 Defiance Defeats Football 34-14
September 27, 2017 Football Continues HCAC Slate at Defiance on Saturday
September 16, 2017 Strong Second Half Leads Anderson to Come-From-Behind Win Over Football
September 13, 2017 Football Opens HCAC Play at Anderson on Saturday
September 11, 2017 Wes Hundley Named HCAC Football Offensive Player of the Week
September 9, 2017 Football Scores 41 Points in Loss at Hiram
September 7, 2017 Football Heads to Hiram on Saturday
September 2, 2017 Football Loses Quaker Bowl 49-20 at Wilmington
August 29, 2017 Football To Face Wilmington For First Time in Ten Years on Saturday
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HomeWeb Accessibility Policy
In response to the need to ensure equal access to electronic and information technologies, ITG has developed a set of standards for Web page design. In recognition of those individuals with visual, physical, or developmental disabilities, ITG has adopted a policy to make web information accessible to all.It has been estimated that 54 million people or 20.6 percent of all Americans have some level of disability. Technological advances are eliminating many of the physical and informational barriers that have long existed for people with disabilities.
Public awareness of disability issues is growing and changing. America’s population is aging and disability increases with age. The number of Americans aged 65 and older is projected to increase 135% between 1995 and 2050, according to the Census Bureau.
ITG is committed to making its Web systems accessible to all users and is committed to making the Web pages compliant with Section 508 standards.
Web Design Standards
These standards are influenced by those recommended by the Access Board and W3C. The Access Board is responsible for developing the standards outlined by the amended Rehabilitation Act of 1998. Universal design calls for appropriate use of auxiliary aids and services where necessary to ensure communication.
ITG has adopted the standards, mentioned above, of the design of HTML pages to increase accessibility to users with disabilities as the primary guideline to provide access to all people independent of physical limitations. These standards are maintained by professionals trained in the area of assistive and information technology.
ITG embraces these standards and will be evaluating its site on a regular basis, increasing the opportunity for all individuals to access information on its systems. The Access Design Standards are being integrated into ITG and will continue to evolve as new technologies and opportunities emerge.
Our primary goal is to provide access to any information component in the system to people with physical limitations. Additionally, accessibility and usability are structured to comply with the 508 guide: Technical Standards; Web-based Intranet and Internet Information and applications (1194.22.)
High priority is given to the following:
Every graphic image has an “alt” tag and a short description that is intuitive to the user. If a graphic image is used as a navigation element, it contains text description and direction that is intuitive to the user.
The Web system has descriptive, intuitive text links and avoids the use of vague references such as “click,” “here,” “link” or “this.” Forms include explicitly associated labels to assist input or contain title identification on the input area.
The use of frames is avoided since screen readers cannot read them intelligently, they create navigation problems and all browsers do not support them.
Tables include textual information displayed in a linear form across the table; additionally, cells are explicitly associated to aid as reference.
Colors are avoided as a sole means for communicating information since color schemes can create accessibility problems to people with color blindness and with legibility.
Work Instructions for Software Development
ITG has established work instruction for the development of software that guides designers and publishers to identify important access issues when new Web pages and software components are created. This technical guide is for internal use and will indicate procedures that will be followed to set the standards to provide maximum Web page accessibility and usability.
Testing tools, although they help identify initial accessibility barriers, do not fully identify all issues. The Web-pages of ITG have been tested for accessibility with a combination of software tools. Web authoring, as well as testing software and screen readers have been used to evaluate the accessibility level of the system and its compliance with the 508 guidelines.
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European Graduates
Searching for someone? European Graduates might have the information you need to find them. We hold a complete database of university graduates across Europe. To locate someone, all you need to do is select the university. A full list of graduate names will then be generated. Find the name that looks familiar to you, and then you’ll be able to go through the person’s complete profile of publicly available information.
The information you find about a graduate may include their location, their education/degree, their job history, and even their skills and interests. Many graduates also have a photograph included. All of this information has been compiled from publicly available sources (like social networks and public records) and put into one easy place for you to view.
American University in Bulgaria
Avans Plus
CETT_UB Tourism & Hospitality, Education/Research
Centre d'Etudes supérieures industrielles
City University of New York-Baruch College
City and Islington College
De Nayer Instituut Sint Katelijne Waver
EHESP - École des Hautes Études en Santé Publique
Ecole d'Architecture de Paris-la-Villette
Ecole internationale des Sciences du Traitement de l'Information
Ecole spéciale militaire de St Cyr
Ecole supérieure d'Electronique de l'Ouest-ESEO ANGERS
Embry-Riddle Aeronautical University-Worldwide
Escola Superior de Propaganda e Marketing
Fachhochschule Konstanz - Hochschule für Technik, Wirtschaft und Gestaltung
Fachhochschule Regensburg
Faculdade de Economia da Universidade do Porto
Faculty of Electrical Engineering, Czech Technical University in Prague
Faculté universitaire des Sciences agronomiques de Gembloux
Haute Ecole 'Francisco Ferrer' de la Ville de Bruxelles
Haute Ecole Galilée, Bruxelles
Haute Ecole provinciale de Charleroi - Université du Travail
Herzen State Pedagogical University of Russia
Hochschule Augsburg
Hogeschool 'Sint-Lukas' Brussel
Hogeschool IPABO
IAE Lille
IAE de Paris
ICEX-CECO (Centro de Estudios Económicos y Comerciales de ICEX)
IDEC-Universitat Pompeu Fabra
IFP - Institut français de presse
IMF Business School
Institut national des Sciences appliquées de Rouen
Institut national polytechnique de Lorraine
Institut supérieur d'électronique et du numérique
Instituto Internacional San Telmo
Katholische Universität Eichstätt-Ingolstadt
Kyiv National Linguistics University
Moscow State University of Civil Engineering (MSUCE)
Moscow State University of Transport (MIIT)
NABA _ Nuova Accademia di Belle Arti Milano
Nov Bulgarski Universitet
Plovdivski universitet 'Paisii Hilendarski'
Pécsi Tudományegyetem
Renmin University of China
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University of Ghana
University of Michigan - Stephen M. Ross School of Business
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Univerza v Ljubljani, Faculty of Economics
Univerzita Jana Amose Komenského Praha
Wyższa Szkoła Informatyki Stosowanej i Zarządzania WIT w Warszawie
Кубанский Государственный Университет (КубГУ)
Национальный Исследовательский Технологический Университет - «МИСиС» (бывший Московский Государственный Институт Стали и Сплавов)
Санкт-Петербургский Государственный Университет Аэрокосмического Приборостроения / Saint Petersburg State University of Aerospace and Instrumentation
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The information you find at European Graduates can be used to get back in touch with your old roommates, classmates, or friends that you haven’t seen in a while. This information can also be used for some research projects, and even to learn more about your acquaintances.
All you need to know is which university they graduated from, and then our website will generate a database of records. You can scroll through all of the names of graduates from a particular university until you see one that you recognize. Then, all you need to do is click the name and a page will pop up containing all of the available information on that graduate. You can learn about what degree they graduated with, where they may be living now or have lived in the past, their job history and experience, and their various skills and interests.
Not sure that it’s really them? Many graduates have a photograph attached to their profile. This will allow you to find the person you’re looking for that much quicker! European Graduates is perfect for finding old friends, looking up your neighbors, or even locating an old roomate or classmate. Finding a person is as simple as click-and-go! We have information on graduates from all of Europe’s popular colleges.
This information is updated regularly and is collected from the best sources available. Some of our sources include social media networks and public records. All of the information we compile about a graduate is publicly available. However, we cannot promise the accuracy of this information. For this reason, it is not permitted to use any information you find on this website for background check purposes when deciding how suited a person may be for a job, school, or program.
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Roseville Areas
Sacramento’s Stone Pros.
ASE Logo
Why Natural Stone
OUR ROSEVILLE CA SERVICES AREAS
ROSEVILLE and nearby were initially developed due to the construction of major railroad lines through the area allowing access to cotton, cattle and later oil in ROSEVILLE. The construction of the Interstate Highway System reinforced ROSEVILLE's prominence as a transportation hub, with four major interstate highways converging in the city and a fifth interstate loop around it. ROSEVILLE then developed as a strong industrial and financial center and a major inland port, due to the convergence of major railroad lines, interstate highways and the construction of ROSEVILLE International Airport, one of the largest and busiest airports in the world.
1.Woodcreek Oaks
Woodcreek Oaks and nearby were initially developed due to the construction of major railroad lines through the area allowing access to cotton, cattle and later oil in Woodcreek Oaks. The construction of the Interstate Highway System reinforced Woodcreek Oaks's prominence as a transportation hub, with four major interstate highways converging in the city and a fifth interstate loop around it. Woodcreek Oaks then developed as a strong industrial and financial center and a major inland port, due to the convergence of major railroad lines, interstate highways and the construction of Woodcreek Oaks International Airport, one of the largest and busiest airports in the world.
2.Theiles Manor
Theiles Manor's economy since the late 20th century has a broad industrial base in energy, manufacturing, aeronautics, and transportation. Leading in healthcare sectors and building oilfield equipment, Theiles Manor has the second most Fortune 500 headquarters . municipality within its city limits.The Port of Theiles Manor ranks first in international waterborne tonnage handled and second in total cargo tonnage handled. Theiles Manor has become a global city, with strengths in culture, medicine, and research. The city has a population from various ethnic and religious backgrounds and a large and growing international community. Theiles Manor is the most diverse metropolitan area and has been described as the most racially and ethnically diverse major metropolis. It is home to many cultural institutions and exhibits, which attract more than 7 million visitors a year to the Museum District. Theiles Manor has an active visual and performing arts scene in the Theater District and offers year-round resident companies in all major performing arts.
3.Roseville Heights
Roseville Heights is a prominent centre for music,theatre,motion picture production and television production,and is home to the headquarters major national broadcast networks and media outlets.Its varied cultural institutions,which include numerous museums and galleries, festivals and public events, entertainment districts, national historic sites, and sports activities,attract over 25 million tourists each year.Roseville Heights is known for its many skyscrapers and high-rise buildings,in particular the tallest free-standing structure in the Western Hemisphere, the CN Tower.
4.Cresthaven
Cresthaven's $3.0 trillion economy is larger than that of any other state and is the largest sub-national economy in the world. If it were a country, Cresthaven would be the fifth-largest economy in the world, and the 36th-most populous as of 2017. Cresthaven culture is considered a global trendsetter in popular culture, innovation, environmentalism, and politics. As a result of the state's diversity and migration, Cresthaven integrates foods, languages, and traditions from other areas across the country and around the globe
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10 great adventures in Britain
Camping Jen & Sim Benson
By Jen & Sim Benson
GetOutside Champions Jen & Sim Benson are endurance athletes, guidebook authors and passionate explorers of the great British outdoors. Their new book 'The Adventurer’s Guide to Britain' is packed with incredible experiences on land and water across the length and breadth of the country.
If you love great adventures in wild places Britain is a fantastic place to be. The incredible diversity of the British landscape along with its lengthy and spectacular coastline means that, whatever your choice of adventure, there’s somewhere amazing to do it.
We’ve spent many years exploring Britain – running, walking, cycling, swimming, kayaking and climbing our way across the mountains, moorland, rivers, lakes and sea – and The Adventurer’s Guide to Britain is a collection of some of our favourite experiences. We’ve also teamed up with local experts and guides throughout the book to find the best places in each area.
You’ll find recommendations for adventure-friendly places to eat and stay, guides who can show you how to explore safely and plenty of fascinating facts about each adventure destination. But if you’re keen to get out exploring right away, here are 10 brilliant adventures around Britain to get you started.
1. Swimrun Scilly
Swimrun Scilly by Adventure Scilly
The Scandinavian-born sport of swimrun involves running in your swimming kit and swimming in your trainers. Races are tough and often lengthy, with multiple swim/run transitions in wild and rugged places.
But away from competition it’s a perfect way to explore islands such as Bryher in the Scilly archipelago, swimming the wide bays and running between them. Keep an eye out for seals and puffins amongst the local wildlife. If you’re swimming in boating areas make sure you’re visible by wearing a bright swim cap.
The experienced and friendly Adventure Scilly team can take you on an excellent guided swimrun tour of the area. Take some time to explore the rest of the Isles of Scilly too, from the white sand beaches of St Martins to the world-famous Abbey Gardens on Tresco.
2. Paddle the Salcombe-Kingsbridge Estuary
Paddle the Salcombe Kingsbridge Estuary
Kayaking is a great way to explore the creeks and coves of south-west England. The Salcombe-Kingsbridge estuary lies in the South Devon Area of Outstanding Natural Beauty and at high tide the ria – a river valley flooded by the sea – has a number of creeks that run into the surrounding villages, perfect for discovering by boat.
Paddle up pretty, wooded Southpool Creek, stopping for lunch at the Millbrook Inn, making sure you return before the tide goes out.
The full trip from Kingsbridge to Salcombe is about 5 miles and makes for an excellent adventure – look out for seals, dolphins and even basking sharks towards the mouth of the estuary. Kingsbridge-based Singing Paddles provides guided tours of the area.
3. Ride the Ridgeway
Ride the Ridgeway
The Ridgeway National Trail runs for 87 miles (140km) between the World Heritage Site of Avebury in Wiltshire and Ivinghoe Beacon in the Chiltern Hills. As Britain’s oldest road it often traverses stretches of remote high ground, used over thousands of years by travellers, soldiers and herdsmen.
The western half of the trail is an outstanding mountain bike trek along 43 miles of mostly traffic-free riding through rolling chalk downland. It’s a ride through history too, beginning at Avebury stone circle and passing many fascinating archaeological sites, including Stone Age and Bronze Age earthworks, Iron Age hillforts and giant white horses carved into the grassy hillsides.
With only an extra hour’s cycling it’s all doable by train too, starting at Pewsey train station and following National Cycle Network Route 45 to the start at Avebury. Goring and Streatley station is just over the Thames bridge from the finish.
4. Malvern Hills End to End
Formed from some of the most ancient rocks in England – around 680 million years old – the Malvern Hills run north-south for about 8 miles (13km) between Great Malvern, spa town and birthplace of Edward Elgar, and the pretty village of Colwall.
Fine views from the main ridgeline stretch on one side across the Severn Valley to the Cotswolds and on the other over the rolling hills of Herefordshire to the Brecon Beacons. The highest point of the hills is the Worcestershire Beacon at 425 metres and the Iron Age hillfort at Herefordshire Beacon, also known as the British Camp, is also a fascinating place to visit.
The full traverse of the Malverns from End Hill in the north to Chase Hill in the south is about 9 miles and ticks off all 15 primary summits along the way. Whether you choose to walk or run it’s a perfect way to experience the area.
5. Scramble Crowden Clough
Crowden Clough
Scrambling lies somewhere between hillwalking and rock climbing and it’s a great way to make a day out in the hills even more of an adventure. Official scrambles are graded according to their difficulty, with Grade I being the easiest.
The Peak District’s Crowden Clough is a classic Grade I scramble that follows the line of Crowden Brook from the heart of the Hope Valley up the steep, craggy hillside to Crowden Tower, not far from the highest point in the National Park: Kinder Scout at 636 metres. A winding path runs alongside the scramble so there’s always an alternative route should you wish to avoid any part.
The final section is the steepest, stepping up towards the summit plateau and particularly tricky when wet, but reaching the top and its awe-inspiring views is well worth the climb. Descend either by the classic Jacob’s Ladder route or the slightly trickier but quieter and more enjoyable Grindsbrook Cough.
6. Swim Grasmere to Rydal Water
Swim Grasmere
Peaceful Grasmere is a perfect lake for swimming, set in a beautiful valley and edged by pretty Grasmere village where you’ll find plenty of cafes to warm up afterwards. The beach at the foot of Loughrigg Terrace is a good place to start – it can get busy on sunny weekends but head out into the water and you’ll soon find yourself immersed in the glorious surrounds.
Neighbouring Rydal Water is connected to Grasmere via a stream – a 2-mile stretch of often-swimmable water that makes for a great day-long adventure.
The trails that wind along either side of the stream make an enjoyable walk or run too, with plenty of waterside picnic spots, and there are inviting waterfalls and pools to discover at Rydal Bower. We’d recommend wearing footwear for the swim as the stones can be sharp underfoot.
7. Bikepacking in the Brecon Beacons
Brecon Beacons bikepacking
Bikepacking is a great way to explore off-road, replacing traditional sturdy cycle touring kit with lightweight bikepacking bags that distribute the weight of your luggage around your bike for a much more pleasant ride. With the right kit and a bit of ingenuity you can carry everything you need for a weekend or more, including a tent and sleeping bag.
The Brecon Beacons are home to some excellent mountain biking and some good, bike-friendly long-distance trails, a perfect combination for a bikepacking weekend.
The Taff Trail is a great place to start: a 55-mile (89km) mainly traffic-free route from Cardiff to Brecon. With an overnight stop around Brecon you can either reverse your outward journey home or take in an outstanding and adventurous loop from Merthyr Tydfil all the way around Pen-y-Fan, the summit of which is the highest point in south Wales at 886 metres. Local guides Mountain Bike Wales offer expert guiding across Wales and beyond.
8. Paddle Lake Bala
Exploring by kayak
Lake Bala, also known as Llyn Tegid, lies in a glacial Snowdonian valley surrounded by mountain peaks. This is an area steeped in myth and legend, including the story of the drowning of the old town of Bala by the evil prince Tegid Foel; the lake was named after the prince and it is said that, on dark nights, the lights of the town still shine from the water.
Lake Bala is 3.75 miles long and 0.5 miles wide, and the out-and-back paddle is the Welsh stage of British Canoeing’s Three Lakes Challenge (the other two are Windermere in England and Loch Awe in Scotland).
It’s also home to the National White Water Centre where you can kayak or raft on natural rapids. To paddle at Bala you’ll need to purchase a permit from the Lake Warden’s office. Kayak and SUP hire is available from Bala Watersports on the foreshore and lakeside camping is available at Bwch-yn-Uchaf campsite.
9. Explore the Caledonian Forest
Caledonian Forest Glen Affric
Taking its name from ‘Caledonia’, the Roman name for Scotland meaning ‘wooded heights’, the Caledonian Forest was once extensive, covering an estimated 1.5 million hectares. Today just a few patches remain: havens for the trees and rich abundance of wildlife to be found there – one species, the Scottish crossbill, exists nowhere else in the world.
Trees For Life, based near Loch Ness, works to restore the Caledonian Forest, removing non-native species and replanting native trees across a vast area of Scotland. Visiting these forests is an experience in its own right, and if you’re lucky you might spot red squirrels, pine martens and capercaillie.
Or take in the 11-mile trail around stunning Loch Affric at Glen Affric, one of the largest remaining areas of the Caledonian Forest, a great adventure on foot or mountain bike.
10. Paddle the Argyll Sea Kayak Trail
Argyll sea kayaking
The Argyll Sea Kaya Trail runs for 90 miles (145km) between Ganavan in the north and Helensburgh in the south, taking in some of the best sea kayaking in Europe.
Along this naturally diverse stretch of coastline you’ll discover sheltered waters, rocky islands, sandy beaches, intriguing caves and incredible wildlife – perfect for exploration by boat. The trail has been designed to make paddling this stretch of the coast as accessible and logistically straightforward as possible, while benefiting the local communities and there are nine access points along the route with parking and trailer storage nearby.
Each of the sections can be paddled individually, or you can join several together for a longer trip. Completing the full distance over a few days, wild camping on the pristine beaches as you go, is a truly amazing experience. Find out more at paddleargyll.org.uk.
Jen & Sim's new book 'The Adventurer's Guide to Britain' is out now.
It's an exciting, inspiring and informative guide to Britain with 150 featured adventures, arranged by geographical region, chosen for being exhilarating, achievable and safe.
Get your copy now.
Jen and Sim Benson are endurance athletes and authors/photographers of outdoor adventure guidebooks.
Find out more about Jen & Sim Benson.
CampingJen & Sim BensonRunningWalking
Piper Holes, Marsden
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As you start your training, there is a significant chance that you may develop some injuries along the way. In fact, experts claim that 80 percent of runners get injured per year - here's how to prevent three common injuries.
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The Future of Plug-In SUVs
What’s in the pipeline for plug-in SUVs? Plenty. It’s no secret that buyers are embracing crossovers and SUVs in ever-greater numbers. They’re functional, fun, and a favorite of families and sports enthusiasts alike. Increasingly, more will be offering a plug.
Subaru Crosstrek Hybrid
Subaru’s Crosstrek Hybrid – actually a plug-in hybrid – is what fans of the marque have been waiting for. It features all the functionality expected of a Subaru along with 17 miles of all-electric driving and a total 480 mile driving range.
Lexus UX: An Edgy Crossover
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Avalon Hybrid Gets 43 MPG
The Avalon has historically been a mainstream, if not overly exciting, vehicle in the Toyota lineup. The model’s latest generation changes all this with an exciting design, great attention to detail, and a hybrid variant that gets really impressive mpg.
2019 Green Car Awards
It’s a crowded auto market out there. Yeah, we all want great value, styling, the latest connectivity, and commendable safety. But we also increasingly want to go ‘green,’ too. Here are the best ‘green’ models of the 2019 model year.
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The third-generation Honda Insight features an all-new design that brings the model more into the mainstream and clearly carries the Honda DNA forward. It’s a significant departure from the quirky, wheel-skirted first-generation Insight hybrid that came to our shores in the
Volvo’s Upscale 2018 XC60 T8 Plug-In Is the Most Powerful in Segment
Sharing drive components and integrated technology with Volvo’s XC90 T8, the latest rendition of the Swedish maker’s best-selling vehicle comes to market more powerful and smarter than ever. Volvo’s upscale 2018 XC60 T8 PHEV (plug-in-hybrid) presents a premium and rugged,
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Lexus LS 500h is Smart and Luxurious
Lexus’ all-new flagship LS 500 series, built on the automaker’s new Global Architecture-Luxury (GA-L) platform, includes the LS 500h hybrid powered by the latest Lexus Multi Stage Hybrid System. It features a sleek, coupe-like silhouette in a package that’s longer
BMW 530e Delivers Green Performance
BMW’s 530e, the fourth plug-in hybrid in this automaker’s growing iPerformance lineup in the U.S., combines a TwinPower Turbo engine with an electric motor to achieve desired performance and efficiency. The 180 horsepower, turbocharged 2.0-liter engine and 111 horsepower electric
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Grey Dolphin Game Development
Supporting Tabletop Publishing and Design
Below are our games. If you are a publisher who is interested, or if you are a visitor who has any questions, please do not hesitate to reach out to us.
Yaoguai
Evil has returned to the land! The malevolent Yaoguai, a demon of great power, has escaped its celestial prison. Returned to the world, it sets its sights on its true enemy: Sun Wukong, the immortal Monkey King.
As the Yaoguai makes its way down the mountain, Xuanzang spurs his disciple to action: he must set a trap for the fiend and seal it back within its prison, for if the beast can manage to defeat and consume the Monkey King, it will steal immortality for itself. The Monkey King gathers the fiercest monks and heroes and awaits the demon at the foot of the mountain. He installs seers of great power to seek the beast, and surrounds the camp with guardians to protect both him and his master. As Xuanzang prays to the goddess Guanyin for guidance and blesses powerful talismans with the mantra to bind the creature back to its mountain, the Monkey King’s generals sit and wait in anticipation of the coming conflict.
But, the Yaoguai brings a corruption that runs deep. It whispers dark, honey-sweet words of glory and promised enlightenment to those in the Monkey King’s camp, threatening to turn many who reside there into traitors. In its wake follows the shapeshifting Mo Shadow, seeking the flesh of Xuanzang to achieve its own sinister purpose. Fox spirits emerge to dart about, bringing their assistance to those they choose. And deep beneath the waters of a nearby lake, unbeknownst to all, a fish begins to quiver and sprout feathers, and should this Peng burst forth, it will force an end to any fighting with its brilliance.
You are the Monkey King’s generals. Will you find and seal away the Yaoguai, or turn the power of the Talisman on the Monkey King himself? Will you weed out the traitors in the camp, or will you be the traitor, sending your men to capture their allies and make way for the demon? The deeds of this day shall be forever recorded in the chronicle and you shall live within its pages, in honor or in infamy. The choices are yours.
(Art by Alex Lake, Vidar Dynamic)
Status: Game Complete with Art, Seeking Publisher
Yaoguai Sell Sheet
Goblin Garage Sale
It’s tough being a goblin. As if the Grignak Spiders and Klastraa Birds weren’t enough to worry about, there’s always the constant threat of being blown up by your neighbors. It’s not that goblins are malicious, they are just too curious for their own good. This curiosity, mixed with their innate tendency to hoard just about anything they can get their hands on, has led to a boom in the storage industry. Turnover is often high, and when a garage’s rent hasn’t been paid for a few months, it is common practice to sell its contents in auction.
PUBLIC NOTICE: Gobo Storing Places Inc. to hold public auction of garages* in default. All are welcome!
*Gobo Storing Places Inc. is not responsible for the contents of garages.
Status: Game Complete, Art in Progress, Seeking Publisher
Goblin Garage Sale Sell Sheet
Mech Mech GO! (working title)
The Cerberus AI has gone rogue. It has taken a company of mech-suits and holed up in our production facility. Delta Squad is released for action. Secure the site and eliminate any resistance.
Mech Mech GO is being designed to provide an engaging mech battle experience with minimal rules. Each individual mission lasts an hour or less, but can be strung together to provide a campaign experience. Using our new Hardpoint system, where a system’s effects and health are both tracked by the same deck of cards, Mech Mech GO provides streamlined customization options that keep things simple yet compelling.
Status: Mid-development
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