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__label__wiki	0.942833	0.942833	Robert Waterston Robert H. Waterston is William Gates III Chair and Professor in the Department of Genome Sciences at the University of Washington School of Medicine in Seattle. He formerly served as chair of the Department of Genetics at Washington University School of Medicine in St. Louis, where he established and directed the school’s Genome Sequencing Center until 2002. Dr. Waterston earned an engineering degree from Princeton University in 1965, followed by M.D. and Ph.D. degrees from the University of Chicago in 1972. He interned at Children’s Hospital Medical Center in Boston and was twice a postdoctoral fellow in biology at the Medical Research Council Laboratory of Molecular Biology in Cambridge, England. One of the first disciples of Sydney Brenner in Cambridge, Dr. Waterston established an independent laboratory that helped establish the nematode Caenorhabditis elegans as a powerful experimental organism. Following his return to Cambridge to work with John Sulston in 1985, Dr. Waterston’s work has increasingly concentrated on genome mapping and sequencing. The elucidation of the nematode genome, announced in 1998, represented the first complete set of genes for any animal. Building on the techniques, tools and information developed in working with model organisms, the “working draft” of the human genome map and sequence was published in 2001. He is now pursuing methods of understanding how the information stored in the genome is interpreted to enable life. Using comparative sequence analysis, his lab will explore the ways comparative analysis can illuminate the function of the human genome, in order to use human polymorphism to aid in the assignment of likely gene function. Dr. Waterston received American Heart Association Established Investigator Awards from 1980-85 and a John Simon Guggenheim Fellowship in 1985-86. He has served as a member of several National Institutes of Health study sections and the Advisory Council of the NIH National Human Genome Research Institute. In 2000, he was elected to the National Academy of Sciences. In 2001 he received the Beadle Medal from the Genetics Society of America and the City of Medicine Award and was elected to membership in the Institute of Medicine of the NAS. In 2002, he was awarded the Dan David Prize, the Gairdner Award and the Sloan Award. He is currently serving as a member of the Council of the Institute of Medicine, liaison to the National Cancer Policy Board for the IOM Council, and member of the National Academies Committee on Intellectual Property in Genomic and Protein Research and Innovation. http://www.gs.washington.edu/faculty/waterston.htm Evolution, Genetics, Genomics 2004-03-12 Problems and Prospects in Sequencing the Whole Chimpanzee Genome Sequencing the Chimpanzee Genome: What Have We Learned?	cc/2022-05/en_head_0001.json.gz/line294
__label__wiki	0.572307	0.572307	Publié le 16 avril 2021 par axysweb While mitigation and adjustment require more climate funding, adjustment has generally received less support and has mobilized fewer private sector actions. [46] A 2014 OECD report showed that in 2014, only 16% of the world`s financial resources were devoted to adaptation to climate change. [50] The Paris Agreement called for a balance between climate finance between adaptation and mitigation, highlighting in particular the need to strengthen support for adaptation from the parties most affected by climate change, including least developed countries and small island developing states. The agreement also reminds the parties of the importance of public subsidies, as adjustment measures receive less public sector investment. [46] John Kerry, as Secretary of State, announced that the United States would double its grant-based adjustment funding by 2020. [33] The agreement recognizes the role of non-partisan stakeholders in the fight against climate change, including cities, other sub-national authorities, civil society, the private sector and others. For many countries, the power to conclude international agreements is shared between the executive (head of state, cabinet or council) and the legislative branch (parliament). For these countries, a head of state is generally authorized to negotiate and sign an international agreement, but must obtain the approval of the legislative branch (or Parliament) before formally acceding to the agreement. The Paris Agreement is considered « under » the UNFCCC. The UNFCCC is a relatively widespread framework agreement in international environmental law. Framework conventions define the general parameters of a regime, including objectives, fundamental principles, the general obligations of their parties and a general system of governance, and leave detailed rules and procedures to achieve the objectives of subsequent agreements. This will ensure that all parties to the Paris Agreement operate within the parameters defined by the UNFCCC. The Paris Agreement was open for signature from April 22, 2016 to April 21, 2017. In accordance with Article 21, paragraph 1, it came into force on 4 November 2016, the 30th day following the tabling of their instruments for ratification, acceptance, approval or accession by at least 55 parties, estimated at 55% of total greenhouse gas emissions. These rules of transparency and accountability are similar to those set out in other international agreements. Although the system does not include financial sanctions, the requirements are intended to easily monitor the progress of individual nations and promote a sense of overall group pressure, discouraging any towing of feet among countries that might consider it. Article précédentPrécédent What Is The Use Subject Verb Agreement Article suivantSuivant Adoption Retainer Agreement Women`s Soccer Collective Bargaining Agreement What Is The Difference Between A Hotel Franchise And A Management Agreement What Is A Software Licensing Agreements What Does Last Agreement Mean Washington Community Property Agreement Rcw Soutenu par : Opérateur :	cc/2022-05/en_head_0001.json.gz/line298
__label__wiki	0.909562	0.909562	COVID-19: Chagoury donates N1bn to Lagos, feeds health workers Source: www.dailytrust.com.ng A conglomerate of Chagoury group of companies have donated N1 billion to the Lagos state government to fight coronavirus pandemic as part of its corporate social responsibility. The companies have also commenced daily feeding of 300 health workers in the state daily through the Eko Hotels, Lagos, A source close to the head of Chagoury group of companies, Mr. Gilbert Chagoury said the gesture was not publicized because of the companies’ style of not publicizing their philanthropic activities. The feeding of the 300 health workers through EKO Hotels owned by the Chagourys, the source said was to appreciate the work of the health officials who serve at the frontline in the fight against the pandemic and to find succor for them while discharging their responsibilities.	cc/2022-05/en_head_0001.json.gz/line306
__label__cc	0.732994	0.267006	Books/Reading/Art, Culture, Today, Writing Do our writers owe us a happy ending? Posted by ChasingLux on May 15, 2014 The past few years brought the rise of trilogies and long series; with that came a new level of fandom that I never expected for readers and writers alike. Since these writers (example JK Rowling, Charlaine Harris and George R.R. Martin) are part of this social media / instant gratification age they’ve succumbed to all the issues that our “celebrities” face simply because they are well known and their books are spread throughout the globe. I was catching up on my random book culture news today and I came across an article on HuffPo and subsequently the Guardian (UK) that brought up the ire that these authors are facing due to fans being unhappy with decisions they made for characters in the books they wrote. It’s almost ridiculous to me. The article about Charlaine Harris was talking about the Sookie Stackhouse Series that was picked up by HBO for development; she was telling the paper that she received death threats, letters promising violence and an array of negativity as a person and author because the idea was that the series didn’t end the way that some in the fandom would have wanted it to end. The final book showed the heroine; Miss Sookie Stackhouse choosing between three love interests that persisted throughout the book series: Eric, Bill and Sam. Article This Month, Anne Rice is speaking out against the Amazon Review system that allows readers (whether they have purchased the books through Amazon or not) to spew vitriol and hate aimed at the authors for no other reason than they didn’t agree with decisions that were made in the book, characters passing etc. She signed a petition that has been signed by various authors asking for a revamping of the system. Article George R.R. Martin, renowned author of the A Song of Ice and Fire series, was recently criticized for admitting that he hasn’t really started working on the next and final book in the series. When did the readers start to dictate the outcome of the story? I’m not sure; but I’m glad that there are writers standing up to this kind of insane forcefulness from readers, who in some cases would not even know about the books in question unless the were converted to a T.V. show. This idea that books are now debased as just another form of entertainment in a world where our every day, accepted entertainment is gaudy, emotional and physically damaging portrayals of relationships and development of person-hood is really disheartening. I hope more authors step forward and own the stories that they are trying to tell. I can’t deny that with a wider audience you do get more feedback and those can most certainly influence change or make you think about your story in a different way but it should by no means feel like your hand is being forced by a writer to satisfy anyone that isn’t writing the story. AuthorsBook NewsBooksNewsReadThoughtsTodayWritingWriting Culture Previous Post What I ate today: Smoothie Next Post Going Under I’d say writers owe us a satisfying ending, by which I mean an ending that makes sense in terms of plot progression and the characters’, er, character. Ideally, the ending will be happy enough but even a grim ending can be satisfying if it ‘makes sense.’ Asiaelle says: I agree with that to some degree. I believe it’s the writer’s intent to endear us to the characters and the world they have created for them and they should be ultimately able to complete the vision they started within the rules and world that they created. That isn’t always possible for a multitude of reasons but it would be a great ideal. The issue is that the writer’s vision should be paramount to the input of the reader. Writing has become more of a product to be rapidly consumed than a celebrated artform that promotes expression and growth for the writer. The reader, is a huge part of the process; yes but as a reader we shouldn’t feel entitled to our imagining of what we read ending in a way that will make us, happy. Thank you for reading and taking the time to comment! I appreciate it. Not at all! You have started an interesting dicussion. Kudos! * grim endings can be satisfying. It all depends on the story / character and context. I agree whole heartedly! No. I have read the books of of George R. Martin. Few people had good endings in his stories. I believe readers want reality and truth. Even if it a bad ending. As have I. He really does weave an amazing tale. I would want him to not change a thing about the way be writes. Thank you for stopping by and taking the time to comment. 🙂 You are welcome and I agree.	cc/2022-05/en_head_0001.json.gz/line309
__label__cc	0.597881	0.402119	Good Golly, Miss Molly By Michael Simms I’m a seventh generation Texan, and I’d like to offer an apology to the people of the United States for all the crooks and nitwits we’ve sent to Washington. On the other hand, we also gave you Molly Ivins who famously said, “I have been attacked by Rush Limbaugh on the air, an experience somewhat akin to being gummed by a newt. It doesn’t actually hurt, but it leaves you with slimy stuff on your ankle.” So much of Molly’s wit depended on context and timing. I remember watching the Republican Convention on television twelve years ago when Molly was a commentator beside Jim Lehrer. After Pat Buchanan finished his speech attacking immigrants, minorities, unions, teachers, and intellectuals, Molly waited a beat, then said in her flat Texas twang, “It was better in the original German.” Lehrer nearly fell out of his chair trying not to laugh…. We miss you, Miss Molly. Filed under: Humor, Michael Simms, Prose Michael Simms is the founder of Autumn House Press and its editor-in-chief from 1998-2016. Currently he is the editor of Vox Populi, an online magazine of poetry, politics and nature. His most recent collections of poems are American Ash and Nightjar, both published by Ragged Sky Press. He lives in Pittsburgh. Find more at: www.michaelsimms.info	cc/2022-05/en_head_0001.json.gz/line311
__label__wiki	0.722523	0.722523	Does the Civil Rights Act Protect LGBT workers? The Supreme Court is About to Decide The Conversation November 7, 2019 A Protest of the transgender military ban, White House, Washington, DC. Date: July 26, 2017. (Photo" Ted Eytan) Three current Supreme Court cases will be among the most important workplace discrimination cases in decades and could redefine the rights of LGBT employees across the country. (By Julie Manning Magid, The Conversation) The complicated history of the Civil Rights Act in the U.S. is about to get even more so. In 1964, the act – specifically, Title VII of the act – made it illegal for employers to discriminate based on race, religion and sex, among other things. In October 2019, the U.S. Supreme Court heard three cases that raise the question whether the act prevents discrimination toward LGBT workers on the basis of sex. Two of the cases were brought by men who allegedly lost their jobs because they are gay. The third case addresses transgender discrimination in the workplace. I’m a professor of business law and I’ve done extensive research in Title VII policy and practice. I believe these cases could be some of the most important in the Civil Rights Act’s history. A Brief History of Sex discrimination Title VII’s protected class of sex was complicated from the start. The original bill didn’t include protections for sex discrimination. U.S. Rep. Howard W. Smith of Virginia added those protections with a one-word change to the bill during the debate on the House floor. Later, in 1978, Congress added the Pregnancy Discrimination Act to the Civil Right Act. The change came after the Supreme Court ruled in 1976 that pregnancy discrimination was not “because of sex” and couldn’t be found illegal under the original Title VII language. This history is important given the rise of “statutory originalism” and “textualism” in judicial interpretation. Originalism means courts should interpret laws based on their original intent or purpose. Relatedly, judges who subscribe to textualism believe they should evaluate the words of a statute enacted by Congress only and not consider evidence outside the statutory language. One of the two new justices sitting on the Supreme Court hearing the cases of LGBT workplace rights, Justice Neil Gorsuch, employs textualism and originalism in judicial interpretation. A Path to LGBT Rights LGBT rights weren’t debated as part of the original Title VII, suggesting that Gorsuch and other judges inclined to originalism would not consider them protected by the act. If the Supreme Court could find pregnancy discrimination was not “because of sex” and required an amendment to Title VII to prohibit pregnancy discrimination, it suggests that the Court could interpret the protected class of sex very narrowly. However, critics reject this “original meaning” approach to Title VII interpretation related to LGBT rights. And it is true that the court’s interpretation of the meaning of sex discrimination within Title VII – case law that has developed over more than 50 years – includes Supreme Court decisions that offer broader meaning to its language, specifically with regard to sex-stereotyping. In 1989, the court held that Title VII prohibited an employer from denying opportunities to a woman based on “stereotypical notions about women’s proper deportment” in Price Waterhouse v. Hopkins. In that case, Ann Hopkins received advice from her employer that, if she wanted to make partner at the firm, she should act more feminine. The Court’s ruling meant that negative employment actions by an employer based on employee’s gender non-conformity are prohibited under Title VII. Title VII protections expanded further with Oncale v. Sundowner Offshore in 1998 when a unanimous Supreme Court held that same-sex harassment is sex discrimination under Title VII. The case involved a man working on an oil rig being bullied by other men because he was considered effeminate. The majority opinion was written by Justice Antonin Scalia, then the avowed originalist on the Court. These precedents in sex-stereotyping and same-sex harassment offer an avenue for the Court to hold that Title VII prohibits discrimination against LGBT individuals in employment. Same-Sex Marriage and the Cakeshop Case Despite this, some lower courts have routinely held that Title VII does not bar discrimination on the basis of sexual orientation. Lower courts’ inconsistent interpretations of Title VII have resulted in varying rights for employees depending on the location of their workplace. A Supreme Court decision on this question would create the same set of rights for employees across the country. Just four years ago, the Supreme Court required all states to grant and recognize same-sex marriages in Obergefell v. Hodges. Justice Anthony Kennedy, who wrote the majority opinion in that narrow decision, has since retired and has been replaced by Trump appointee Brett Kavanaugh. Also since the same-sex marriage decision, many states have passed religious liberty statutes and the Court has considered the religious liberty claim on a national level. In Masterpiece Cakeshop v. Colorado Civil Rights Commission, the Court found that a Colorado Civil Rights Commission was hostile toward the religious objections of a cake shop owner who refused services to a couple entering a same-sex marriage. In that case, the Court was able to issue a narrow ruling that sidestepped the broader First Amendment issues of free exercise of religion and free speech. Could that happen here? I think the Court is unlikely to sidestep the central question of Title VII’s application to LGBT employees presently under consideration, both because the circuit courts have issued inconsistent rulings and because the justices’ questions during oral arguments squarely addressed the claims. If I’m right, these cases will be among the most important workplace discrimination cases in decades and will redefine the rights of LGBT employees across the country. The decision is expected in mid-2020. Julie Manning Magid, Professor of Business Law, Indiana University A nonprofit news website dedicated to democratizing knowledge. We bring the expertise of academics to the public. Leaked Audio Shows ABC Had Ton of Evidence on Epstein, But Killed the Story After Intimidation There’s a New Toad in Town for Psychedelics Fans Supreme Court Rules LGBT Employees Protected by Civil Rights Act in Defeat for Trump Administration Daniel Davis June 15, 2020 truthseeker November 8, 2019 After many years of research and clinical experience the American Psychological Association (APA) diagnosed those who are involved in homosexuality as being obsessive/compulsive narcissists with sociopathic tendencies who are mentally ill. Thru subterfuge and death threats against the APA board of directors as well as screaming and shouting at APA board meetings by radical homosexual activists, that diagnosis was ultimately overturned, the first time in APA history Of course, many of those activists are now dead having died in the AIDS epidemic. David M. Goodstein, the former publisher of the Advocate – which is the world’s largest publication that caters to those involved in the homosexual lifestyle – made the following statement, “Our lifestyle can become an elaborate suicidal ritual”. Mr. Goodstein knew whereof he spoke… he was dead at age 53 from cancer of the bowel. Don'tBelieveTheHype November 8, 2019 You are a liar. The APA, the AMA both have position papers on homosexuality saying it’s not a mental illness. The overwhelming majority of sociologists, psychologists and psychiatrists say It’s a natural normal variation in human sexuality. Any emotional illness gays have is from living in a homophobic gender-phobic society and being discriminated against constantly in every area of their life. Doctors and scientists aren’t going to change their position based on a bunch of screaming activists. They sure haven’t changed their position on global warming and we have an entire political party denying it’s cause and effect. by The Conversation, Citizen Truth <h1>Does the Civil Rights Act Protect LGBT workers? The Supreme Court is About to Decide</h1> <p class="byline">by The Conversation, Citizen Truth <br />November 7, 2019</p> <h3>Three current Supreme Court cases will be among the most important workplace discrimination cases in decades and could redefine the rights of LGBT employees across the country.</h3> <p>(By Julie Manning Magid, <a href="http://theconversation.com/does-the-civil-rights-act-protect-lgbt-workers-the-supreme-court-is-about-to-decide-125290" target="_blank" rel="noopener noreferrer">The Conversation</a>) The complicated history of <a href="https://www.history.com/topics/black-history/civil-rights-act">the Civil Rights Act</a> in the U.S. is about to get even more so.</p> <p>In 1964, the act – specifically, <a href="https://www.eeoc.gov/laws/statutes/titlevii.cfm">Title VII</a> of the act – made it illegal for employers to discriminate based on race, religion and sex, among other things.</p> <p><a href="https://www.nytimes.com/2019/10/08/us/politics/supreme-court-gay-transgender.html">In October 2019</a>, the U.S. Supreme Court <a href="https://www.scotusblog.com/case-files/cases/altitude-express-inc-v-zarda/">heard three cases</a> that raise the question whether <a href="https://www.scotusblog.com/case-files/cases/bostock-v-clayton-county-georgia/">the act prevents discrimination</a> toward <a href="https://www.scotusblog.com/case-files/cases/r-g-g-r-harris-funeral-homes-inc-v-equal-opportunity-employment-commission/">LGBT workers</a> on the basis of sex.</p> <p>Two of the cases were brought by men who allegedly lost their jobs because they are gay. The third case addresses transgender discrimination in the workplace.</p> <p>I’m a <a href="https://kelley.iu.edu/faculty-research/faculty-directory/profile.cshtml?id=JMAGID">professor of business law</a> and I’ve done extensive research in <a href="https://onlinelibrary.wiley.com/doi/full/10.1111/ablj.12082">Title VII policy and practice</a>. I believe these cases could be some of the most important in the Civil Rights Act’s history.</p> <h2>A Brief History of Sex discrimination</h2> <p>Title VII’s protected class of sex was <a href="https://www.aauw.org/what-we-do/legal-resources/know-your-rights-at-work/title-vii/">complicated from the start</a>.</p> <p>The original bill didn’t include protections for sex discrimination. U.S. Rep. Howard W. Smith of Virginia added those protections with a one-word change to the bill during the <a href="https://www.jofreeman.com/lawandpolicy/titlevii.htm">debate on the House floor</a>.</p> <p>Later, in 1978, Congress added the <a href="https://www.eeoc.gov/laws/statutes/pregnancy.cfm">Pregnancy Discrimination Act</a> to the Civil Right Act. The change came after the Supreme Court ruled in 1976 that <a href="https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1744-1714.2001.tb00908.x">pregnancy discrimination was not “because of sex”</a> and couldn’t be found illegal under the original Title VII language.</p> <p>This history is important given <a href="https://www.stanfordlawreview.org/online/spotlight-textualism-originalism/">the rise of “statutory originalism” and “textualism”</a> in judicial interpretation.</p> <p>Originalism means courts should interpret laws based on their original intent or purpose.</p> <p>Relatedly, judges who subscribe to textualism believe they should evaluate the words of a statute enacted by Congress only and not consider evidence outside the statutory language.</p> <p>One of the <a href="https://www.supremecourt.gov/about/biographies.aspx">two new justices</a> sitting on the Supreme Court hearing the cases of LGBT workplace rights, Justice <a href="https://www.britannica.com/biography/Neil-Gorsuch">Neil Gorsuch</a>, employs <a href="https://www.politico.com/magazine/story/2019/10/15/lgbt-discrimination-supreme-court-gorsuch-textualism-229850">textualism</a> and <a href="https://time.com/5670400/justice-neil-gorsuch-why-originalism-is-the-best-approach-to-the-constitution/">originalism</a> in judicial interpretation.</p> <h2>A Path to LGBT Rights</h2> <p>LGBT rights weren’t debated as part of the original Title VII, suggesting that Gorsuch and other judges inclined to originalism would not consider them protected by the act.</p> <p>If the Supreme Court could find pregnancy discrimination was not “because of sex” and required an amendment to Title VII to prohibit pregnancy discrimination, it suggests that the Court could interpret the <a href="https://www.acslaw.org/expertforum/understanding-the-role-of-textualism-and-originalism-in-the-lgbt-title-vii-cases/">protected class of sex very narrowly</a>.</p> <p>However, <a href="https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3244473">critics reject</a> this “original meaning” approach to Title VII interpretation related to LGBT rights.</p> <p>And it is true that the court’s interpretation of the meaning of sex discrimination within Title VII – case law that has developed over more than 50 years – includes Supreme Court decisions that offer broader meaning to its language, specifically with regard to sex-stereotyping.</p> <p>In 1989, the court held that Title VII prohibited an employer from denying opportunities to a woman based on “<a href="https://www.economist.com/democracy-in-america/2019/04/30/does-the-civil-rights-act-protect-gay-and-transgender-workers">stereotypical notions about women’s proper deportment</a>” in <a href="https://caselaw.findlaw.com/us-supreme-court/490/228.html">Price Waterhouse v. Hopkins</a>.</p> <p>In that case, Ann Hopkins received advice from her employer that, if she wanted to make partner at the firm, <a href="https://caselaw.findlaw.com/us-supreme-court/490/228.html">she should act more feminine</a>. The Court’s ruling meant that negative employment actions by an employer based on employee’s gender non-conformity are prohibited under Title VII.</p> <p>Title VII protections expanded further with <a href="https://caselaw.findlaw.com/us-supreme-court/523/75.html">Oncale v. Sundowner Offshore</a> in 1998 when a unanimous Supreme Court held that same-sex harassment is sex discrimination under Title VII. The case involved a man working on an oil rig being bullied by other men because he was considered effeminate.</p> <p>The majority opinion was written by Justice <a href="https://www.supremecourt.gov/about/biographyScalia.aspx">Antonin Scalia</a>, then the <a href="https://www.law.virginia.edu/news/2010_spr/scalia.htm">avowed originalist</a> on the Court.</p> <p>These precedents in sex-stereotyping and same-sex harassment offer an avenue for the Court to hold that Title VII prohibits discrimination against LGBT individuals in employment.</p> <h2>Same-Sex Marriage and the Cakeshop Case</h2> <p>Despite this, some <a href="https://onlabor.org/looking-back-at-justice-scalias-decision-in-oncale-because-of-sex/">lower courts</a> have routinely held that Title VII does not bar discrimination on the basis of sexual orientation.</p> <p>Lower courts’ inconsistent interpretations of Title VII have resulted in varying rights for employees depending on the location of their workplace. A Supreme Court decision on this question would create the same set of rights for employees across the country.</p> <p>Just four years ago, the Supreme Court required all states to grant and recognize same-sex marriages in <a href="https://www.oyez.org/cases/2014/14-556">Obergefell v. Hodges</a>. Justice <a href="https://www.law.cornell.edu/supct/justices/kennedy.bio.html">Anthony Kennedy</a>, who wrote the majority opinion in that narrow decision, <a href="https://www.washingtonpost.com/politics/courts_law/justice-kennedy-the-pivotal-swing-vote-on-the-supreme-court-announces-retirement/2018/06/27/a40a8c64-5932-11e7-a204-ad706461fa4f_story.html">has since retired</a> and has been <a href="https://www.vox.com/2018/7/11/17555974/brett-kavanaugh-anthony-kennedy-supreme-court-transform">replaced by Trump appointee Brett Kavanaugh</a>.</p> <p>Also since the same-sex marriage decision, many states have passed religious liberty statutes and the Court has considered the religious liberty claim on a national level. In <a href="https://www.americanbar.org/groups/crsj/publications/human_rights_magazine_home/the-ongoing-challenge-to-define-free-speech/not-a-masterpiece/">Masterpiece Cakeshop v. Colorado Civil Rights Commission</a>, the Court found that <a href="https://harvardcrcl.org/masterpiece-cakeshop-a-hostile-interpretation-of-the-colorado-civil-rights-commission/">a Colorado Civil Rights Commission</a> was hostile toward the religious objections of a cake shop owner who refused services to a couple entering a same-sex marriage.</p> <p>In that case, the Court was able to issue a narrow ruling that sidestepped the broader First Amendment issues of free exercise of religion and free speech.</p> <p>Could that happen here? I think the Court is unlikely to sidestep the central question of Title VII’s application to LGBT employees presently under consideration, both because the circuit courts have issued inconsistent rulings and because the justices’ questions during oral arguments squarely addressed the claims.</p> <p>If I’m right, these cases will be among the most important workplace discrimination cases in decades and will redefine the rights of LGBT employees across the country. The decision is expected in mid-2020.</p> <hr /> <p><a href="https://theconversation.com/profiles/julie-manning-magid-861208">Julie Manning Magid</a>, Professor of Business Law, <em><a href="http://theconversation.com/institutions/indiana-university-1368">Indiana University</a></em></p> <p>This article is republished from <a href="http://theconversation.com">The Conversation</a> under a Creative Commons license. Read the <a href="https://theconversation.com/does-the-civil-rights-act-protect-lgbt-workers-the-supreme-court-is-about-to-decide-125290">original article</a>.</p> This <a target="_blank" href="https://citizentruth.org/does-the-civil-rights-act-protect-lgbt-workers-the-supreme-court-is-about-to-decide/">article</a> first appeared on <a target="_blank" href="https://citizentruth.org">Citizen Truth</a> and is republished here under a Creative Commons license.<img id="republication-tracker-tool-source" src="https://citizentruth.org/?republication-pixel=true&post=66044&ga=UA-92071989-1" style="width:1px;height:1px;">	cc/2022-05/en_head_0001.json.gz/line312
__label__cc	0.677449	0.322551	Tag: nashville wedding photographers When you’re looking for a wedding photographer, here are the most common questions you might be asked By now, we’re all aware that photographers love to get their images on the web. But what exactly are they looking for? Do they want to get paid for their work? What about the type of photos they like to shoot? And if so, what type of images are they interested in? We know what it feels like to go from getting to a photo shoot to making it, but what about getting to the wedding itself? While we’ve been here before, we’ve had a chance to interview a number of photographers to find out more about what it’s like to take photos at a wedding, from the planning stages to getting to set, and all the rest of the logistics of getting your shot. Here are 10 photographers we’re excited to be interviewing.1. Natalie S.K. is a photographer based in San Francisco, California. Natalie has been shooting weddings since 2008. Natalie, who is also a photographer, told Bleacher, “I think it’s the most fun and the most challenging part of being a wedding photoshoot. It’s such a long process. It takes time, and it’s exhausting, but it’s a great way to start a new hobby.” Natalie, a member of the San Francisco Wedding Photographers Guild, says, “The hardest part of getting married is just going through the whole process of being there and meeting the people, all of the preparation, all the planning, all those little details and details that go into getting your wedding photo taken. It really takes its toll on a photographer. It can take weeks and weeks, and sometimes months. I think it takes about a year of shooting for the best image.”2. Kristi B. is the Founder and Director of Wedding Photography for the Wedding Photographer Association. Kristy started working in the industry at the age of 18, as a wedding photography assistant for her high school prom dress photographer friend. After graduation, she moved on to work as a full-time wedding photographer for weddings and events around the Bay Area. She also hosts a wedding podcast for brides and grooms. She has over 40 years of wedding photography experience, including weddings with the likes of Beyonce, Kylie Minogue, Jennifer Lopez, Christina Aguilera, and more. Krista says, “[My wedding photography] has always been a passion. I always wanted to do it. I have a lot of respect for those that do it and the people that do them. I’ve been married a long time, so I have the patience, I have experience, I know the work. So I’ve always done it, and I think I am the best in my class.”3. Rachel C. is an artist based in Minneapolis, Minnesota. Rachel is a wedding coordinator for the Daughters of the Republic and the National Association of Professional Wedding Photogs. She says, I feel like I have to put a lot more time into getting my wedding photography done than most of the other photographers that I know. It feels like a really exciting experience and I’m excited to work with my husband on this project. I am always looking for new ways to create my images that I think will be very meaningful and really impactful. Rachel says, the biggest challenge is getting your images to people, because if you don’t have a relationship with them, you don’ t know what you’re getting into. I can’t stress that enough. You need to be authentic with yourself and the person you’re shooting, and then you have to be able to work from there.4. Jennifer L. is known as a professional photographer and wedding photographer. Jennifer says, The most difficult part of making the photo shoots is getting there. I’m a professional wedding photographer and have been since 2009, so it’s kind of a constant struggle to get there. But I think that the most rewarding thing about working with a professional is when people come to see my work. And it’s really cool to see what people have come to love and what they think of my wedding photo.5. Kelly B. was the Creative Director of the Creative Photographers Association of New York. Kelly started her career in the photo industry at 17 years old when she took a photograph of a flower in a church window in Brooklyn. Kelly is now in charge of a large collection of wedding photos and is an award-winning wedding photographer with more than 35 years of experience. Kelly says, Getting your photos to people can be a bit daunting, but the best way to get to that place is to work really hard and really dedicated, and you’ll end up getting great images. She adds, It’s a beautiful experience when people look at your work and say, ‘Oh wow, this is what you did for me. This is my wedding,’ and it means so much to them.6. Jennifer P. has been in the photography business for over 30 years. Jennifer has Tags: def leppard photograph, first photograph, nashville wedding photographers A wedding photographer’s ‘freestyle’ photo supply guide Female photographers and female combat photographers in the Maui War	cc/2022-05/en_head_0001.json.gz/line313
__label__cc	0.612148	0.387852	Folkstreams If you like old documentaries about life, music and culture I can highly recommend Folkstreams, A National Preserve of Documentary Films about American Roots Cultures. There are a couple of documentaries by Alan Lomax that are pretty interesting. I love this clip, I have feeling that David Lindley have never bought a guitar himself, just borrowed other peoples guitars until they have forgotten that he has them and they become his. Levin documentary The documentary film about Levin that Andreas Brink has been working on for the last couple of years is finished now and can be bought from Anakron film. The cost, including shipping to Europe, is 22€ and I think you just send an email to info@anakronfilm.se to get a copy, he could probably ship outside Europe too if you ask. There are a few people in the film that I half know via the internet, we hang on the same Swedish acoustic guitar forum. I’m sure it will be an hour of pure Levin galore. Fender Factory Tour 1959 The Fender Fullerton Plant at 500 South Raymond Avenue in 1959 After including a tour of the K. Yairi factory yesterday I came to think of a video I saw about a year ago, a tour of the Fender Fullerton plant in 1959. Enjoy! 1959 8mm Film by Forrest White. Digital Film Restoration by CinePost http://www.posthouse.com Edited by Ross Lenenski. Read the story behind this film in “Fender: The Inside Story,” by Forrest White available at Amazon: http://www.amazon.com/Fender-Inside-S… Music by Russell Eldridge One of my favourite music documentaries is Heartworn Highways. It’s based around the whole Texas scene with Townes van Zandt, Guy Clark, Rodney Crowell, and Steve Earle, just to name a few. I thought it would be possible to find the documentary in full on Youtube but apparently not so you will have to buy it or download it. These are my two of my favourite clips from the movie. The first one because it shows how awesome session musicians were back then, check out Albert Lee on guitar playing a 335, recorded at Creative Workshop in Nashville. The second clip is because it shows how truly talented Townes van Zandt was as a songwriter. Mark Knopfler with his first guitar, a Höfner Super Solid In 1969, a 14-year-old Beatle fanatic named Jerry Levitan snuck into John Lennon’s hotel room in Toronto and convinced him to do an interview. 38 years later, Levitan, director Josh Raskin and illustrator James Braithwaite have collaborated to create an animated short film using the original interview recording as the soundtrack. A spellbinding vessel for Lennon’s boundless wit and timeless message, I Met the Walrus was nominated for the 2008 Academy Award for Animated Short. Taken from Rockheap Not really related to music, or guitars, but if you like The Wicker Man like I do, then you will love this. The Power Of The Witch is a documentary about witchcraft as it was practised in the late 60s and early 70s in the UK – apparently it was only screened once and there is practically no information about it on the web. The Power Of The Witch is worth a watch even if you are not particularly interested in the occult – rather watch it as a document of its time, capturing as it does people’s attitudes, beliefs, fashions and plummy Brit accents. It’s a curious mixture of patriarchal stiff upper lip-ism and unerring belief in both Christianity and the forces of magic, making it feel very much as if it comes from a completely different era. Not to mention, it’s a goldmine of potential witch haus footage. Taken from Dangerous Minds	cc/2022-05/en_head_0001.json.gz/line314
__label__cc	0.681441	0.318559	ARTH 6816 Modern Chinese Art China, a cultural giant of East Asia, made a passive entrance into modernity. With the advent of Western and American colonialism and imperialism, coupled with recent successes in westernization by the Japanese, Chinese artists had to redefine their roles as well as their visions. This turmoil bore witness to a vibrant beginning in modern Chinese art. Interactions between the Chinese themselves, and Chinese interactions with foreigners in the major cities of Shanghai and Beijing, fostered new directions in Chinese art and helped shape western visions of Chinese art history. Issues covered include: Chinese debates on western influence--their theoretical foundations and rationales; New visions for the future of Chinese art in the late 19th and early 20th centuries; Pluralistic approaches and arguments on "Chinese identity" in the modern era; Collecting art and the vision of history; The identity of traditional literati painters in the modern era-their roles, artworks, and deeds; Foreigners in China-the formation of major European collections of Chinese art, and the formation of "Chinese art history" in the West. Regular Academic Session. Combined with: ARTH 4816, ASIAN 4473, ASIAN 6673, SHUM 4916 7068 ARTH 6816 SEM 101 M 9:05am - 11:00am Goldwin Smith Hall G24 Pan, A	cc/2022-05/en_head_0001.json.gz/line317
__label__cc	0.686628	0.313372	ESG Investing and Retirement Plans January 4, 2021 Blog Posts By: Matthew B. Grunert As ESG (environmental, social and governance) investing recently has drawn the attention of governmental agencies that oversee the administration of qualified retirement plans and their trillions of dollars in assets. This is unsurprising given that focus and interest in ESG investing has picked steam at a rapid pace in recent years. On October 30, 2020, the Department of Labor (DOL) finalized amendments to the Employee Retirement Income Security Act’s (ERISA) “investment duties” regulation (the Final Investment Duties Rule). The Final Investment Duties Rule, which becomes effective on January 12, 2021, revises prior proposed amendments to the regulation that were published in June 2020. The Final Investment Duties Rule applies to all retirement plans subject to the fiduciary duty requirements of ERISA (e.g., tax-qualified defined benefit and defined contribution plans of private employers). The amendments to the Final Investment Duties Rule focus on the roles of the ERISA fiduciary duties of prudence and loyalty with respect to the evaluation and selection of ESG investments for plan purposes, though the Final Investment Duties Rule neither uses nor defines ESG and instead draws distinctions between “pecuniary” and “non-pecuniary” factors. The DOL implemented the Final Investment Duties Rule as a result of a perceived “lack of precision and consistency in the marketplace with respect to defining ESG investments, shortcomings in the rigor of the prudence and loyalty analysis by some participating in the ESG investment marketplace, and perceived variation in some of the [DOL’s] past guidance on the extent a fiduciary may consider non-pecuniary factors in making investment decisions.”1 ESG investing goes by many names: socially responsible investing, values-based investing, sustainable investing, responsible investing, ethical investing, impact investing, economically targeted investing. The list could go on and new terms are coined frequently. In addition to the myriad names, each of the components of ESG investing (environmental, social and governance) focuses on its own discrete areas. Environmental concerns include climate change, land use, natural resource depletion, renewable energy, pollution and emissions. Social concerns look to the people in and around a company and focus on things like workplace health and safety, diversity and inclusion, community relations and customer care. Governance concerns typically address, among other things, board of directors composition, reasonable executive compensation, and quality of shareholder communication. ESG investing focuses on such concerns in an effort to bring positive outcomes in the areas sought to be addressed in a manner intended to provide a reasonable financial return, though maximizing such return may not always be paramount. Given the breadth of application of ESG investing and its ever-evolving nature, it is not surprising that the DOL chose to avoid defining ESG in the Final Investment Duties Rule. The DOL cited two reasons for not providing a definition. First, the DOL stated that, “various other terms have been used to describe [ESG] and related investment behaviors . . . [and] the terms do not have a uniform meaning and the terminology is evolving, and the non-pecuniary goals being advocated today may not be the same as those advocated for in future years.” In addition, the DOL was concerned that combining environmental, social and governance concerns into a unified concept may result in difficulties in evaluating whether a particular environmental, social or governance facet “presents a material business risk or opportunity to a company that corporate officers and directors should manage as part of the company’s business plan and that qualified investment professionals would treat as economic considerations in evaluating investing in the company.” Fiduciary Duties Relating to Retirement Plan Investments Before delving too deeply into the details of changes made by the Final Investment Duties Rule, it is important to understand the ERISA duties of prudence and loyalty that lie at its heart. Pursuant to Section 404(a)(1)(A) of ERISA, fiduciaries of a plan must discharge their duties “solely in the interest of the participants and beneficiaries and for the exclusive purpose of providing benefits to participants and their beneficiaries and defraying reasonable expenses of administering the plan.” This is often referred to as the duty of loyalty. The Supreme Court recently held that such interests in the context of a retirement plan refer to financial rather than non-financial benefits.2 Under Section 404(a)(1)(B) of ERISA, fiduciaries of a plan must discharge their duties “with the care, skill, prudence and diligence under the circumstances then prevailing that a prudent man acting in a like capacity and familiar with such matters would use in the conduct of an enterprise of a like character and with like aims.” This is known as the duty of prudence. The Final Investment Duties Rule The amendments made by the Final Investment Duties Rule, which is found in DOL Regulation section 2550.404a-1, result in five changes to the prior rule. The Final Investment Duties Rule applies to both defined benefit plans and defined contributions, though certain portions of the rule are applicable only with respect to defined contribution plans, which often permit participants to select from a menu of investments made available by plan fiduciaries. Evaluation of investment based solely on pecuniary factors The bedrock principle of the Final Investment Duties Rule is that a fiduciary’s evaluation of plan investments must focus “solely on economic considerations that have a material effect on the risk and return of an investment based on appropriate investment horizons, consistent with the plan’s funding policy and investment policy objectives”, which forms the definition of “pecuniary factor” in the Final Investment Duties Rule. Directly related to this is the notion that fiduciaries may not sacrifice returns, take on more risk or incur higher fees in the furtherance of non-pecuniary considerations. Notably, fiduciaries must determine prudently whether or not a particular factor is pecuniary. Here, it is important to recognize that the Final Investment Duties Rule does not completely bar investments that take into account ESG factors. The DOL recognizes, and the use of “pecuniary” rather than “ESG” in the rule supports, that ESG factors may “present an economic business risk or opportunity that corporate officers, directors, and qualified investment professionals would appropriately treat as material economic considerations under generally accepted investment theories.” The DOL provides two examples in this area. First, if a company improperly disposed of hazardous waste, such disposal “would likely implicate business risks and opportunities, litigation exposure, and regulatory obligations,” all of which could impact the value of the investment. Second, the DOL points out that poor corporate governance can result in diminution of the value of an investment in a particular company. Compliance with the duty of loyalty The Final Investment Duties Rule requires that, for purposes of satisfying the duty of loyalty, fiduciaries must not subordinate the interests of participants and their beneficiaries in their retirement income or financial benefits under the plan to other objectives and may not sacrifice investment returns or take on additional investment risk to promote non-pecuniary considerations. In this context, the DOL has made clear that this is a minimum standard rather than a safe harbor. Fiduciaries must consider reasonably available alternatives Under the Final Investment Duties Rule, when fiduciaries consider a particular investment, they must also compare that investment “to the opportunity for gain (or other return) associated with reasonably available alternatives with similar risks.” The limitation of the comparison to reasonably available alternatives relieves fiduciaries of the need potentially to examine every conceivable alternative, which could consume immense time and financial resources and would not, according to the DOL, be consistent with the duty of prudence. Tie-breakers using non-pecuniary considerations In the event fiduciaries cannot distinguish between two investment alternatives based on pecuniary factors alone, the Final Investment Duties Rule permits, but does not require, fiduciaries to examine non-pecuniary factors to break the tie. The DOL believes that instances where investments cannot be distinguished solely on pecuniary factors should be rare and has stated that “fiduciaries are encouraged to make their best judgment on the basis of pecuniary factors alone, or where prudent to diversify by selecting all indistinguishable alternatives.” Should fiduciaries decide to break a tie using non-pecuniary factors, the Final Investment Duties Rule imposes a documentary requirement to attempt to minimize fiduciaries determining that pecuniary factors are indistinguishable. The fiduciaries must document (i) why pecuniary factors were not sufficient to pick between the alternatives, (ii) how the selected investment compares to (A) available alternatives with respect to diversification of the plan investment portfolio, (B) liquidity and current return of the portfolio relative to anticipated cash flow requirements of the plan, and (C) projected return of the portfolio relative to the funding objectives of the plan, and (iii) how the selected non-pecuniary factor is consistent with the interests of plan participants and beneficiaries with respect to their retirement income. Even if the above documentary requirement is satisfied, the selection of the applicable investment is still subject to analysis under the duty of loyalty and act consistently with the financial interests of plan participants and beneficiaries. For instance, the DOL points out that “responding to participant demand in order to increase retirement plan savings or investments in contribution creating jobs for current or future plan participants may be consistent with the interests of participants and beneficiaries in their retirement income or financial benefits under the plan, while selecting based on which investment would bring greater personal accolades to the chief executive officer of the sponsoring employer, or solely on the basis of a fiduciary’s personal policy preferences, would not.” Finally, if ESG factors are prudently determined by fiduciaries to be pecuniary in nature, no documentary requirement similar to the above is required, though documenting reasons for such determination is good practice for ERISA purposes. Application to Participant-Directed Accounts The Final Investment Duties Rule makes clear that the duties of prudence and loyalty apply to fiduciaries’ selection of investment alternatives in a defined contribution plan that permits participants to select from among a menu of investments (individual account plans). Selection of these investments are thus subject to the same restrictions with regard to non-pecuniary factors as discussed above. The DOL has stated that fiduciaries considering investment alternatives for such individual account plans should review prospectuses and other investment disclosures for any information on ESG or other non-pecuniary factors that impact investment policies or approaches. With respect to open-ended investment funds, fiduciaries should begin by reviewing the funds’ Form N-1A filed with the SEC. In the event investment alternatives cannot be distinguished based on pecuniary factors, fiduciaries may take into account participants preferences as a non-pecuniary factor if using the tie-breaker describe above. Notably, the Final Investment Duties Rule does not apply to pecuniary/non-pecuniary restriction to investments made by participants through brokerage windows, self-directed brokerage accounts and similar arrangements. With respect to qualified default investment alternatives (“QDIAs”), the Final Investment Duties Rule imposes special restrictions. QDIAs are investments offered under an individual account plan into which a participant’s account balance is placed in the absence of an affirmative investment selection by such participant. As such, the DOL believes these investments should be subject to extra protection and therefore an investment may not be used as a QDIA if the investment’s objectives or goals or its principle investment strategy include, consider or indicate the use of one or more non-pecuniary factors. As with non-QDIA investments offered under individual account plans, the DOL states that a fiduciary can simply look to the investment’s prospectus to determine whether impermissible non-pecuniary factors exist. The DOL also notes that fiduciaries should be aware of any “screening strategies” that investment funds may use as such strategies may move the fund toward or away from certain sectors based on non-pecuniary factors. Effective Dates and Deadlines The Final Investment Duties Rule, which was released by the DOL on October 30, 2020, will become effective on the 60th day following publication in the Federal Register. The rule was published in the Federal Register on November 13, 2020, and thus will become effective on January 12, 2021. With respect to plan investments other than QDIAs, the Final Investment Duties Rule will only apply prospectively and fiduciaries will not be required to divest plans of investments that include non-pecuniary factors, even if such factors were used in selecting the investment, though fiduciaries must continue to monitor such investments on a going-forward basis. Left unanswered in this is how the Final Investment Duties Rule applies to investments that change or add non-pecuniary factors on or after January 12, 2021. In light of this, fiduciaries should proceed cautiously with respect to retaining such investments. With respect to QDIAs, fiduciaries have until April 30, 2022, to make changes to ensure that those investments comply with the Final Investment Duties Rule. Given the ever-evolving nature of ESG investments, fiduciaries will need to be diligent in remaining knowledgeable in this area. Even if a plan’s investments do not currently include any ESG factors, it is conceivable that investments could change over time to incorporate such factors and fiduciaries will need to determine whether to retain such investments. Also, while excessive fees have been fertile ground for ERISA litigation in recent years, it is conceivable that ESG investments in qualified retirement plans could become a new litigation battleground. In all events, fiduciaries should continue to document their processes and rationales for investment selections, paying close attention to the presence of any non-pecuniary factors associated with investments. In addition, it remains to be seen what impact, if any, the Biden administration and its Secretary of Labor will have on this topic. As the new administration is almost certain to support broad environmental and social justice initiatives, the Final Investment Duties Rule could be revised to be more accepting of ESG investing. 1 Unless indicated otherwise, quoted material throughout is taken from the preamble to Financial Factors in Selecting Plan Investments, 85 Fed. Reg. 72846-72885 (Nov. 13, 2020) (revising 29 C.F.R. Parts 2509 and 2550). 2 Fifth Third Bancorp v. Dudenhoeffer, 573 U.S. 409, 421 (2014).	cc/2022-05/en_head_0001.json.gz/line319
__label__wiki	0.898562	0.898562	Stuart Dallas: The Versatile Footballer Despite being promoted to the Premier League after 16 years, Leeds United have had a wonderful season. Marcelo Bielsa’s side has played effective football at the same time, they have equally gifted spectators with amazing football. Leeds’s free-flowing football, the constant rotation of the players, the gradual attack with holding the ball possession delighted the spectators. Anyone who hasn’t followed the Premier League may suddenly see the points table and won’t realize how fantastic football Leeds actually played. Behind this beautiful football, there is the contribution of several players of the team. One key player of them is Stuart Dallas. He had been a symbol of coach Bielsa’s confidence throughout the season. He has played in different positions for the needs of the team throughout the season, but he was impeccable in all the positions. He was one of the most versatile players in the entire Premier League last season. He scored eight goals for Leeds last season, four of which came from outside the box. Leeds did not have enough backup in every position and players suffered frequent injuries due to high workloads and there was a lack of adequate players on the bench. That’s why Dallas had to play in several positions throughout the season. But his performance in every position was great and Bielsa’s confidence in him has paid off with his consistent performance throughout the season. Beginning of the last season, Dallas was seen playing as a left-back. Though he played as a left-back, his role was far different from the usual left-backs. Being a right-footed player, he played as an inverted left-back instead of the usual left-backs. As Jack Harrison acted as a touchline winger, Dallas had the freedom to occupy the half-space and got more chances to involve more in the build-up. In this image above, Dallas took his position in the central area like an inverted left-back instead of staying near the touchline. Leeds United generally builds the play from the back and constantly invites the opponents to press them. Dallas doesn’t position himself near the touchline because he needs time to pass with his weak left foot under pressure, but usually, he doesn’t get enough. Hence he stays more centrally in the build-up phase. Consequently, he can beat opponents’ pressing easily by giving passes in the left flank to enlarge the passing zone using his strong right foot. Due to the high intensive press of the Manchester City forwards, Dallas took his position in the half-space and received the ball, and quickly attempted a pass towards Hélder Costa using his right foot. Dallas usually makes overlapping runs in the counterattack. In this case, he makes an inside run towards the half-spaces, and the winger (usually Harrison) is progressing the ball forward near the touchline. Harrison received the ball from Mateusz Klich near the touchline, then Dallas grabbed the halfspace and made a forward run through the free space of Leicester’s defense line. But usually, he holds his position in the half-spaces outside the opponents’ box instead of going forward. So, if Leeds loses the ball, he acts as a shield in front of the opponents’ counterattack, recycling the ball after regaining the ball possession. When Harrison moved forward towards the left flank with the ball, instead of overlapping Dallas stayed in the halfspace outside Liverpool’s box operating as a playmaker. Being strong in the right foot, Dallas shows reluctance to cross while playing as a left-back. As he positions himself in the half-spaces in front of the opponents’ defense line, he gets some pocket of space to turn and make inswing crosses. Inswinging cross from left half-space by Dallas, although the final goal was scored directly from this cross. Inswinging cross of Dallas using the right foot from the left half-space again. If opponents hinder the passing channel in the center area, Leeds usually tries to progress the ball using the wide areas. As in the wide area, only one directional pass can be made, it is hard to progress the ball against opponents’ pressing. Hence, Leeds tries to progress the ball by generating triangles near the touchline and making quick one-two-one passes. During progressing the ball in the left-wing, left-back Dallas and left winger (usually Harrison) have occupied themselves near the touchline, and the left midfielder has occupied the half-spaces. At this time, Dallas makes a quick 1-2 pass to Harrison or left midfielder and makes a diagonal run towards the half-spaces. Harrison drags opponents’ right-back out of the position and thus Dallas gets enough free spaces to move quickly with the ball through the half-space channel. Let’s take a look at the picture above. Dallas quickly received the ball, passed to Costa on the left side with his right foot, and made a diagonal run through the half-space. City’s right-back Kyle Walker marked Costa and came high up on the pitch creating huge free space behind for Dallas to move the ball forward. There are some exceptions here. Dallas made a quick forward run after passing Harrison in the halfspace, Costa stretched the line. But the half-space was occupied by Leicester’s right-back James Justin which forced Dallas to return the ball to Harrison using his left foot. In the early part of the season, due to the injuries of Liam Cooper, Robin Koch, and Diego Llorente, Luke Ayling had to play as a center-back in several matches. That time Dallas was seen playing in the right-back position. With Dallas being naturally right-footed, he didn’t have much trouble playing in the right-back position. Dallas has made back four holding the right-back position. Leeds usually plays 4-1-4-1 formation, but usually, their formation depends upon the opponents’ formation. Bielsa generally uses one more center-back than the number of strikers in the opposing team to gain numerical superiority in defense. Therefore, when the opponent plays with two forwards, Luke Ayling drops down and plays as a right center-back. At this time, being a box-to-box midfielder, Dallas switches his position and plays in the right wing-back position. In the match against Crystal Palace, Crystal Palace played with two forwards Jordan Ayew and Jean-Philippe Mateta which made Ayling play from right back to center back position. Dallas then played as a right-wing-back at the beginning of the match. Dallas’s role was much like an inverted left-back while playing as a left-back. But when playing as a right-back, Dallas has taken overlapping runs near the touchline like normal right-backs, and most of the time he has attempted crosses from the touchline area in the offensive transition. Because Dallas stretched the line while being positioned near the touchline, Raphinha got the freedom to cut inside centrally. In the buildup phase, Dallas holds his position near the touchline area. Dallas took an overlapping run while Costa cut inside trying to attempt from inside the box. Dallas’s cross inside the box from the right-wing. In the example above, while Raphinha cut inside from the right-wing, Dallas tried to stretch the defense line making an overlapping run through the touchline. Ayling often has played as a right center-back when Dallas has played as a right-back. During the buildup, Ayling has played the role of the main ball progressor and he loves to move forward with the ball. While Ayling moves forward with the ball, it exposes huge free space in the defense line. At this time, Dallas moves centrally rather than overlapping and tries to cover the space left by Ayling. Alike the left side, Leeds usually generates a triangle on the right wing and progresses the ball forward. However, when Dallas has played in the right-back position, Leeds creates a slightly different pattern of the passing triangle. During his forward movement, Dallas moves forward with a vertical run through the touchline or half-space instead of a diagonal run and tries to shield the ball from the opponents’ pressing with his right foot. Dallas made a quick one-two-one with Jamie Shackleton and moved forward through the half-space. West Brom’s left-back Lee Peltier tracked Shackleton and pushed high up on the pitch which exposed free spaces behind West Brom’s defense. Then from Dallas’s pass towards Raphinha, Raphinha took a long-range shot which led to a goal. While playing in the right-back position, Dallas is usually seen holding his position near the touchline area, but whatever he always loves to come to the central area and be more involved in the buildup. The following picture is an example of this. Here, when Raphinha moved forward through the right-wing, Dallas made a run towards the space between West Brom’s center back and left-back and made quick one-two with Raphinha and cut inside the box. Box-to-Box Midfielder Dallas has been seen playing as a box-to-box midfielder in most of the matches last season. Four of Dallas’s 8 goals last season were out of the box. Though he played as a defender early on, Bielsa played him as a midfielder the rest of the season to give him more attacking freedom and to get the best output for Dallas’s shooting and scoring abilities. Dallas’s positioning as a midfielder. Dallas’s role as a midfielder is to participate in the buildup play by dropping deep during the buildup and receiving passes by beating the marker through continuous rotation. In the example above, Liverpool’s forward players continued to press Leeds’s defenders during the buildup from the back. At that time, Dallas dropped from midfield to the defense and received the ball from Ayling to get numerical superiority. After tracking Dallas, Georginio ‘Gini’ Wijnaldum came high up on the pitch which created a lot of free space in the midfield. Liverpool players blocked all possible passing options when Ayling moved forward receiving the ball. At that point, Dallas tried to create a passing channel by moving from his position towards Ayling. Dallas quickly switched the ball to Harrison on the left wing after regaining the ball from Ben Chilwell in the center half. Although Ayling has played as a right-back, he is confident with the ball and often tries to progress the ball forward through the center area. In this image, Dallas moved from the central area to the right side and tried to cover the space left by Ayling. Ayling passed to Dallas as two Liverpool players came to press him. In the offensive phase, Leeds’s front five players combine to form the five-man frontline. During this time, Patrick Bamford takes his position in the center area, with two wingers trying to stretch the opponent’s defensive line by taking their position on the touchline, and two number #8 trying to use the free space between the center-back and fullback in the halfspace. While Dallas plays in the No. 8 role, he usually takes a slightly lower position than the other 4 forward players, so that he can easily circulate the ball in the pocket space in front of the opponents’ frontline. In the picture above, Dallas is much behind than the other four forward players. Here Dallas took position slightly behind the rest of the forwards which created quite a bit of free space. Therefore, by receiving the pass from Harrison, he got the opportunity to give a line-breaking pass without any pressure from the opponent. Here Dallas made a bit of a late move so he got a pocket of space in front of City defenders from Bamford’s backpass so he could easily take shot attempts and scored a goal. Dallas’s one more positive aspect is his forward movement. Bamford usually drags opposing defenders out of position, creating free space behind the opponent’s defensive line. Dallas has tried to exploit that free space with a forward run. In the example above, when Bamford moved towards half-space, Leicester’s center back Wesley Fofana tracked him and moved towards half-space. With that, the center area became free. Dallas took a forward run in that free space, exploiting Leicester’s defense and scoring a goal. Diego Llorente gave a long ball targeted to Bamford. Dallas then took a diagonal run from the center-half towards the Liverpool box and tried to create a threat by making a quick one-two-one with Bamford. Dallas has mainly played as a fullback or a midfielder throughout the season, but at the latter part of the season, for Raphinha’s injury and Costa’s off form, Dallas has been seen playing as a right-winger in 2-3 matches. As a right-winger, he usually stayed near the touchline area on the right side of the opponents’ half. In the match against Brighton Dallas’s positioning as a right-winger. Dallas usually takes his position close to the touchline, but he has occasionally been seen making diagonal runs through half-spaces when the ball is not on his feet. Consequently, the opponent’s left-back tracked him and moved to the center area, so Ayling would get free space in the right-wing to make an overlapping run and push forward. Dallas took a diagonal run in the right half-space while Bamford passed the ball in midfield. Brighton’s left-back tracked Dallas and moved centrally. At that time after making a forward run, the whole wide area in front of Ayling was opened. Dallas made a run behind the defense while Llorente had the ball at his feet. Llorente then attempted a long ball aimed at him. Despite playing in the winger position, Dallas occasionally dropped down and gave Ayling a chance to push forward. Although playing as a right-winger, Dallas would occasionally switch his position to the left. Through this, we also get proof of his versatility. Throughout the 2020-21 season, Stuart Dallas’s form was great, with him playing in a variety of positions, but his form did not fall. Marcelo Bielsa has played him in a variety of roles throughout the season, but Dallas has easily adapted to those roles. Last season he played for the team as a left-back, right-back, midfielder, and sometimes even as a winger, but his performance in all the positions was great. Dallas’s performance cannot be considered with just his 8 goals. Anyone who watched Dallas’s game live last season will be able to tell you how consistent Dallas was throughout the season and how important his performance was for Leeds. By: Amartya Das Dip/ @amartyadasdip Featured Image: @GabFoligno / Michael Regan – Getty Images	cc/2022-05/en_head_0001.json.gz/line320
__label__wiki	0.546235	0.546235	An X-Y feminist ....Kale sends around 2,000 kits each month - containing one mifepristone and four misoprostol tablets - to women who live in nations where abortion is either banned or restricted.....These are two of the 1,500 compounds that Kale sells, generating an annual revenue of $4.5 million - but no profit with an option for patients to donate 90 euros....And the need is enormous. Nearly 40 percent of the world's population lives in nations where abortion is banned or restricted making it a major health concern for women.... Can men be feminists? While the long form answer can get complicated the short form is simple enough. The answer is yes, if men are interested in complete equality between men and women. Setting reproduction aside, a woman should have the same rights (and responsibilities) as a man in all other functions and aspirations (yes we know that there are other genders out there, equality for them as well). Then again if people feel that as per this definition humanism = feminism (and we agree) then it may be preferable to call ourselves (flawed) humanists. How about reproduction and the specific question related to the medical termination of pregnancy (MTP aka abortion)? Again the long form answer is complicated (see below) but the short answer is that the final call is wholly the woman's (to pull the trigger or not). Posted by sid rock at 9:39 PM No comments: Lions and (are) Christians ....USCIRF @USCIRF Hindu Nationalist Group Seeking to Cleanse Christian Presence From #India Is Not Unlike ISIS, Watchdog Group Warns......David B. Cohen @DavidBCohen1 "Watchdog" group likens BJP to ISIS, proving they've no moral compass. Moral equivalence is not moral, nor is @USCIRF...... The argument continues about the curious case that was the 2005 US VISA ban imposed on Narendra Modi as directed by the US Commission on Internal Religious Freedom (USCIRF, see tweet above). The ban was quite unique in its application (apart from Nelson Mandela* back in the day and more recently Prabowo Subianto of Indonesia, see link below for details). There have been (naturally) speculations as to how it came about, and what was the specific role of (american, expat) evangelical Christians. Interestingly enough, American colonial policy makers have chosen to segregate India (under supervision of the US Pacific Command- PACOM) and Pakistan (US Central Command- CENTCOM). Why is that? Well, we think we know. The desired impact (of the ban) was to make Modi unacceptable to (and unelectable by) Indians. But that was not how the cookie crumbled. If left alone it was quite likely that Modi would have faded away, similar to how BJP lost in Uttar Pradesh under the pincer attack of Mulayam Yadav and Mayawati. But the humiliation imposed from outside led his own people to see him as a victim. It was Gujarati asmita that helped deliver three in a row victories to the state-house. Why democracy? ....PIO (Person of Indian Origin)...will get lifelong visas...thousands of cheering Indians at Madison Square...."Happy?" he asked...chants of "Modi, Modi"....."There is even more to come," he said.... People often ask: what is the point of democracy? It is simple really, it confers legitimacy on the rulers as no other system would. Narendrabhai Damodardas Modi is Prime Minister for all of India (even if many Indians did not vote for him, they accept the system which elected him). This is why as many as 50 senators and congressmen (names?) greeted Modi in the "Garden" on a Sabbath Sunday, while just one year ago he was not even allowed to set foot on American soil. People will (rightly) complain that democracy is helping legitimize majoritarian rule (if not legitimizing crimes committed in their name). The answer is however not to abandon democracy but to fight for a country with better protection for minorities. In other words India needs to transition from an illiberal democracy to a liberal one. That is a work in progress, and it is true even for ancient regimes (for example, see Ferguson, Missouri, where a police officer was shot on Saturday night...a fallout over the race riots earlier). "Vanguards of Khorasan" .....Khorasan historical region....northeastern Iran, southern Turkmenistan, northern Afghanistan.... established by the Sasanian dynasty, the last Iranian empire before the rise of Islam, in the 3rd century...."The Land of the Sun," a reference to its eastern location..... These days people are engaged in branding exercises in order to foster some or other group identity. The trick is to build up a platform that has some basis in culture and in history and try to shoe-horn your agenda in a manner that makes it acceptable to a substantial fraction of elites and sub-alterns. As an example consider the two principal sub-continental politico-social-cultural brands: Hindutva and Islam. For the record, we are not a fan of either brand because we consider religion to be a divisive force and that in our opinion it should be banished from the public square. What is the Hindutva agenda and how is it helpful towards brand building? Take a specific example: the movement to protect cows (and as an extension promote vegetarianism). The cow occupies a special place in the Hindu pantheon, especially the association with Krishna and the Yadava clan (even in modern day Mumbai the milk supply chain management in our colony as well as many others is a Yadava monopoly). For the recent Lok Sabha polls Amit Shah deployed this save the cows strategy to weaken the Muslim-Yadava alliance in Bihar. Perhaps due to this (as well as many other factors), Lalu Yadav lost, big time (he is back on his feet again, having set up a grand alliance with Nitish Kumar and the Congress). Posted by sid rock at 11:48 AM No comments: Silk Sense ....concept of a historic Silk Road by which camel caravans wend among the mountains and deserts of Central Asia ....re-establishing maritime networks...Chinese Admiral Zheng He...naval armada across the Indian Ocean.....China’s leaders promote ancient trade routes...emphasize role as a harbinger of peace and prosperity.....minor problem....history is distorted.... Who is Professor Sen?...Prof Amartya Kumar Sen of Shanti-niketan, Delhi School of Economics, Cambridge and Harvard represents the old guard in his (sincere) attempts to bring South Asian Hindus and Muslims together. Now is the age of Hindi-Chini shadow boxing, and the man who is best informed about the thought processes of our Chinese overlords is Prof Tansen Sen of Peking University, University of Pennsylvania and Baruch College. Tansen Sen is the author of Buddhism, Diplomacy, and Trade: The Realignment of Sino-Indian Relations, 600-1400 (University of Hawai'i Press, 2003) and co-author (with Victor H. Mair) of Traditional China in Asian and World History (Association for Asian Studies, 2012). He has edited Buddhism Across Asia: Networks of Material, Cultural and Intellectual Exchange (Institute of Southeast Asian Studies, 2014) and guest-edited special issues of China Report ("Kolkata and China," December 2007; and "Studies on India-China Interactions Dedicated to Ji Xianlin," 2012). With Wang Bangwei he has co-edited India and China: Interactions through Buddhism and Diplomacy: A Collection of Essays by Professor Prabodh Chandra Bagchi (Anthem Press, 2011). While the scholarship is impressive, we confess to be charmed by the name Tansen Sen. The revolution eats her (girl) child ...Rs 66 crore disproportionate assets case against J Jayalalithaa, N Sasikalaa, J Elavarasi, VN Sudhakaran....convicted for offences punishable under Section 120(B) of the IPC (criminal conspiracy), 13(1) of the Prevention Corruption Act (criminal misconduct by public servants) and 109 (abetment)...case was registered by Tamil Nadu police in 1996, after Subramanian Swamy moved courts and obtained necessary directions..... They say that the wheels of justice turn slowly (all of 18 years) but they grind exceedingly fine- no less a fine than 100 crores and a jail term of four years. If the Supreme Court does not issue a stay order (unlikely), Jayalalithaa Jayaram, will lose her status as an Member of Legislative Assembly (MLA) and will be required to dissolve her cabinet with immediate effect. JJ famously added an "a" to her name on the advice of astrologers (we hope she gets her money back). Sad to say, she was a top-notch student who could have made an outstanding contribution to society, perhaps as a Mars rocket-woman. But she got corrupted by her mentor MG Ramachandran (MGR) and then, in her role as Puratchi Thalaivi (revolutionary leader of the Dravidas) chose to make the whole society corrupt. Her rise and fall mirrors that of Lalu Yadav: first, a sub-altern captain in the army of Jay Prakash (JP) Narayan, then, a new-age Krishna for the Yadavas, and now instrumental in his own deep-dive into ignominy. Posted by sid rock at 6:22 AM No comments: Geetu n Geeta go for (Oscar) gold Gayathri "Geetu" Mohandas is a talented actor and director from Kerala (she started acting at the tender age of 5 years opposite superstar Mohanlal). She is married to another hot-shot Malayali director (also producer, cinematographer) Rajeev Ravi. Geetanjali Thapa is an upcoming Nepali actor from Sikkim. She made her debut with Kamal K.M.’s “I.D.” and won the Best Actor award at the Los Angeles Film Festival as well as the ImagineIndia International Film Festival. After “I.D.”, she has acted in “Monsoon Shootout” that premiered at Cannes this year. Director Geetu has struck gold with her second film "Liar's Dice" in 2013. Li-Di has received two National Film Awards including, Best Actress for Geetanjali and Best Cinematography for Rajeev. It is also selected to be India's official entry for the Best Foreign Language Film for Oscars (Feb 22, 2015). Incidentally, Pakistan's Oscar entry is also a superb, women-centered film: Dukhtar, by Aafia Nathaniel. Network of Death (yes, but....) ....“No god condones this terror. No grievance justifies these actions. There can be no reasoning, no negotiation, with this brand of evil....The only language understood by killers like this is the language of force.....So the United States of America will work with a broad coalition to dismantle this network of death”.... As the USA declares total war in the Middle East (again) there are no Christians (or neo-cons) hell bent on a crusade, instead it is just the Central Command engaged in a "lawn mowing" operation against deviant Shias (led by Bashar al Assad) and Sunnis (led by Abu Bakr al-Baghdadi). A few (genuine, if non-original) critiques. The #1 coalition "ally" of the USA - the Saudis - behead just as many people as the Caliphate does. They were the prime movers behind 9/11. They keep spreading Salafist poison around the globe, to the extent that some Japanese (!!!) have now joined the islamist brigades. Why not get rid of the head of the snake- the House of Saud? Indians vs Cowboys (Madison Square Garden) ....a human rights group has obtained summons... from the US Federal Court for the Southern District of New York....open letter addressed to Miss America 2014 Nina Davuluri... one of the emcees in Madison Square Gardens.....“Modi is a lifelong member of the RSS....Hindu nationalist organization that has praised Hitler...disheartening to know that you will be speaking”... A summons from the US Federal Court for the Southern District of New York...that sure rings a bell. The US Attorney for the Southern District is Preet Bharara, the cowboy lawyer who (allegedly) ordered a top-to-bottom cavity search on Devyani Khobragade. What is the chance that he and his marshals will NOT attempt to arrest the "Hitler loving" Modi?? Then again, if Hitler-praise counts as a global standard thought crime (GSTC), Madhav Sadashiv "Guruji" Golwalkar of the RSS has nothing on Haj Mohammed Effendi Amin el-Husseini, the Grand Mufti of Jerusalem. The latter was not just a Fuhrer fan, he actually collaborated with the Third Reich (another collaborator/admirer was "Netaji" Subhas Chandra Bose, grand-uncle of Prof Sugata Bose of Harvard and a hero to millions of secular Bengalis). Great Wars: Panipat (1761) - Ferozeshah (1845) ..."Volleys of musketry were delivered by us at close quarters, and were returned just as steadily by the enemy.....In all the previous actions....one or two volleys were as much as the Sirkar's (the British state's) enemies could stand....these Sikhs gave volley for volley, and never gave way until nearly decimated ".... As yet another war gets kicked-off in the Middle East, it may be time to reflect on what is gained (and lost) through endless war-mongering. Indians have in particular, suffered from centuries of war imposed upon them both by desi elites and foreign invaders. It also needs to be stressed that without the help of the British Indian army, there would have been no sure path to victory for the allies in 1918 or in 1945. The post-independence wars have been not been on such a grand scale as Panipat and Ferozepur Ferozeshah (thanks to Athar Saeed for the correction). On the other hand, it is now possible to envisage complete annihilation of the sub-continent, so we are not sure if this counts as progress. Late afternoon on January 14, 1761, Maratha generals and soldiers fleeing the battlefield at Panipat took with them an indelible memory of Ibrahim Khan Gardi's artillery and musketeers wreaking havoc on the enemy "like a knife slicing through butter". Despite their thinning ranks, the French-trained Telangi infantry, who called themselves Gardis in the honour of their illustrious commander, fought like true professionals. Though predominantly Muslim, they stayed loyal to the Brahmin Peshwa and fought a Muslim coalition, ignoring blandishments and threats till the very end. If all Maratha generals had stuck to the original plan drawn up by Ibrahim Khan-that of forming a hollow infantry square and forcing a passage to Delhi by destroying the Afghan right flank-the result of the Third Battle of Panipat could have been different. ...“I asked my daughter to brush her teeth...no success....reminded her...not so long ago that she would have responded.....She came back....with a list that she had compiled...important events that I had missed due to work commitments”.... True story. We recently attended a meeting filled with distinguished (old) people, when one guy suddenly points to another sitting across the table: we are batch-mates from such and such elite institution. When lunch was announced shortly and we were able to mingle the opportunity was not missed to raise an inconvenient point: you guys claim you are batch-mates, yet one has pure silver hair while the other has jet-black. What gives? The explanation was thought provoking: in each case it was the daughter who insisted that (a) silver hair looks cool, and (b) hair dye is a must in order to preserve that youthful look from decades back. While greeting a family with a boy-child (as they say) we usually congratulate them by saying that the little angel looks rather calm and peaceful. Most times (99/100) we get a knowing smile and a wink, their harassed faces tell the tale very well. With new dads running around with the girl-child in the park (and the mother safely out of hearing range) we try out a different message (and a different tone): Apurba (we say), you may be able to (barely) escape punishment by not paying enough attention to your wife, but beware, never say no to your daughter (and never forget her birthday). She will remember it decades later (when she chooses your nursing home). Surprisingly enough, not one man disagreed. And now we have proof...even those evil bastards...those big shot financiers are softies...when it comes to their daughters. Heartiest congratulations to Mohamed El-Erian...he is undoubtedly the father of the month. What does it profit a man to gain the whole world and forfeit his flesh and blood? May all dads (new and old) learn from this (and not wait till they are in their 50s) and become better men....who make the world a better place to live in. Bravo!!! Aur tumhare paas kya hai? It is not just a popular put-down in India......one close family member was hit with a variation of this (by a member of the academic tenure-track progress committee in the USA as part of a seemingly casual conversation).....so, what has been your contribution so far?....what do you do all day??.....within a few months he was asked to leave.....thankfully he was fore-warned (and fore-armed with a tenured position, no less)...... China: Aaj mere paas yuan hai, bangla hai, range-rover hai, naukar hai, trillion dollar account hai....aur tumhare paas kya hai? (China: Today I have everything....what do you have?) India: Mere paas Mars hai!! (India: I have my Mars!!) A seedling (ankur) is 40 years ...the major turning points in your life? Ankur....the parallel cinema movement. Arth...the women's rights movement.......hunger strike with Anand Patwardhan...built tenements for 50,000 slum dwellers at Chandivli ......could not have a child....I was heartbroken....Zoya and Farhan...their mother was generous in letting us have access to them.....And I got the man! ..... When it comes to the best (hindi) film actors (women) there will be many deserving candidates. Going by (Filmfare) awards won (and nominated) it would be Jaya Bhaduri (Bachhan), Nutan Samarth (Behl) and Kajol Mukherjee (Devgan). We have a soft spot for Smita Patil (Babbar) and we feel that but for her untimely death she would have been the best. Then there is Comrade Sayyida Shabana Azmi, who first starred with Ankur (The Seedling), a Shyam Benegal film in 1974. We wish Shabana didi (apu) all the best as the years go by. Only one cloudy lining in an otherwise brilliant blue sky (and we think Azmi recognizes this herself- see interview below). There are (we believe) a few red lines in life. You are not a (human) man if you rape. You are not a child anymore when you pick up a gun and torture others (yes, we know that indoctrination is to blame). Likewise do not call yourself a feminist if you steal another woman's husband and continue to brag about it three decades on (yes, we know that the man is equally responsible). If feminism has a creed it should be: sisters first do no harm (to another sister). India-Southern Research Organization (ISRO) 1. K Radhakrishnan: chairman of ISRO and secretary, Department of Space....2. M Annadurai: program director Mars Orbiter Mission.....3. S Ramakrishnan: director, Vikram Sarabhai Space Centre and member Launch Authorisation Board.....4. SK Shivakumar: director, ISRO Satellite Centre....5. V Adimurthy: mission concept designer, Mars Orbiter Mission....6. P Kunhikrishnan: mission director for the launcher....7. Chandradathan: director of the Liquid Propulsion Systems Centre....8. AS Kiran Kumar: director, Satellite Application Centre....9. MYS Prasad: director, Satish Dhawan Space Centre...10. S Arunan: project director, Mangalyaan.....B Jayakumar....MS Pannirselvam....V Kesava Raju.....V Koteswara Rao Wise people (liberals) tell us that it is a sin to be parochial. We have no doubt that they mean well. The (bong) poet has said that under this (brown) skin, both Hindus and Muslims have the same red blood flowing in their veins (arteries). Personally speaking, we would be delighted to live in a world beyond parochialism but this is not what we have right now. Our policy is to tread the middle ground (as we see it). We celebrate identities but we do not approve of divisiveness. If that sounds weird, we are curious about your background but that is just because we do not know you. We have nothing to say about self-affixed labelings. If Barrack Obama counts his missing African dad to claim African-Americanship (while discounting the pale-ness of the maternal grand-parents who nurtured him) then we accept that at face value. As long as people respect the fundamental truths (but many do not) that (1) we all came from a village in East Africa (yes we know, hyperbole) and that the (2) culture in which you are raised will be a huge influence on you and that (3) discriminating against individuals solely based on their background (say caste or sect) is illogical and immoral, we can argue (non-violently) about everything else. That is a very long prelude to get to the topic at hand: we salute the South Indians who made the Mars Orbital Mission (MOM) a success. Before people get angry and accuse us of parochialism please see discussion above. There are countless groups in India which are subject to ridicule, derision, and even hate (women as a whole are probably the largest group to be so victimized) but it is the "South Indian" alone which causes maximum confusion. How does one go about defining an authentic South Indian? It is the season to be busy at work, so I am unable to write a coherent post but these scattered thoughts were itching to get out: 1. Pakistani anchor Talat has written an interesting piece in Urdu in which the conceit is to start with a long section that sounds like one of Tahir ul Qadri or Imran Khan's speeches and then reveal that it is the Urdu translation of one of Goebbel's speeches. "These days anyone has the right to speak in Germany — the Jew, the Frenchman, the Englishman, the League of Nations, the conscience of the world, and the Devil knows who else. Everyone but the German worker. He has to shut up and work. Every four years he elects a new set of torturers, and everything stays the same. That is unjust and treasonous. We need tolerate it no longer. We have the right to demand that only Germans who build this state may speak, those whose fate is bound to the fate of their fatherland. Therefore we demand the destruction of the system of exploitation! Up with the German worker’s state! Germany for the Germans!" This is actually very apt. TUQ is consciously and IK is unconsciously (lacking the smarts to understand such things and easily manipulated by clever men) using this exact line in Pakistan. Co-opting the vocabulary of "revolution", "overthrow of elites" etc created by the Left, the fascist wing of the Paknationalist movement is preparing the ground for an overthrow of democracy and the implementation of a long-held dream: the Chakwal solution. May Allah protect us all. 2. The delegitimization of the 2013 elections continues apace, aided by several media houses (especially the pro-army ARY group, long known for its close links with the hard-paknationalist faction and the intelligence agencies) and feckless mainstream politicians who had made rigging allegations as per the usual Pakistani routine and who now find themselves unable to point out that this election was actually fairer than most Pakistani elections and even if there had been NO irregularities whatsoever, PTI could not conceivably have won (a cursory looks the winning margins and candidates will confirm this fact). This of course does not mean the election was completely fair. There were many irregularities, (though maybe less than those seen in the last election), with the worst cases in KPK (ANP and PPP unable to campaign thanks to the Taliban lending a hand), interior Sindh (intimidation by local bigwigs) and Karachi (the worst case of all, led by MQM gangsterism)...none of which are a focus of Imran Khan's protest. So, the election, whose outcome would not have been very different even if most irregularities were avoided, has been delegitimized. The point is to overthrow the system, not to fix it. This is not rocket science, but it does need to be said again and again. 3. A somewhat parochial point, in that it is a peculiar obsession of mine based on my own history and the background I come from....I recognize that it may not be as important as it looms in my life.....but anyway, here goes: someday Allah may call the Pakistani Left to account for the fact that their main historical role seems to have been to prepare the narrative tropes that are now being used by every right wing force in Pakistan (not just the military-sponsored adventurers, but also the religious parties and even the Taliban); not only has the Left provided the vocabulary (and ALL of the poetry) of "revolution" and "jab taj uchaley jaen gay" (when the crowns are knocked off heads), they have also undermined the intellectual foundations of the (already weak) elite faction that could have stood up for liberal democracy in Pakistan.The middle classes are obviously not all in favor of liberal democracy. They are also a breeding ground for "national-socialism" and religious fundamentalist groups, but the fraction of them that could be expected to argue for liberal democracy is further weakened in Pakistan by the penetration of Marxist-Leninist tropes among people who do not otherwise consider themselves part of the revolutionary Left. This (mostly superficial and shallow) adoption of left-wing narratives and cliches does not imply that most of these people have stopped having servants and maids (god forbid) or have any deep interest in preserving our ancient way of life in the face of evil modernity (quite the contrary, most are looking for "progress and prosperity", just like good middle class people in other third world countries); but to a surprising extent, in Pakistan their narratives about the wold are derived (usually without any detailed knowledge of the source) from relatively small Marxist-Leninist parties and their intellectual fellow travelers. What I am saying is that this superficial and frequently muddled idle talk does seem to have a real effect on the way many educated people see the world and what patterns they impose on it. One of those patterns is a distrust of liberal democracy and a vague yearning for revolution. This leaves their representatives (and many journalists for example fall in this category) seriously handicapped when confronted with clever demagogues condemning liberal democracy and demanding revolution. (I must stress that i am not talking here about the relatively tiny band of deeply committed Marxists and/or Luddites, both groups having serious issues in my opinion, but both having some semi-rational basis for THEIR mistrust of liberal democracy and modern capitalism). Its a convoluted point, and I apologize for not being clearer. But something like this does seem to be going on...and it is handicapping the liberal democrats in the debates that are going on today in Pakistan... PS: I promised @umairjav that I would rewrite this...Now I dont think I will rewrite this point, just try to clarify it a bit: It is NOT about people who actually worked for Left wing causes or understood (to varying extents) the finer points of Marxist theology. THOSE people are NOT in PTI (for the most part). They can be found in the PPP, the ANP, various Sindhi and Baloch nationalist organizations and so on, but rarely in the PTI. I am aware of that. My dig is not meant to imply that Leftists have themselves become PTI activists (most PTI activists were probably born after the first death of Marxism-Leninism in 1991). No, my thought process went something like this: The "Left" (especially in Punjab) has very little direct impact on current Pakistani political shenanigans. The first part of the dig is a dig at the surprising irrelevance of the Left. But thanks to the prominence of the old Left in various cultural spheres and the extraordinary popularity of Leftist talking points (not the same thing as saying "domination of leftist parties or their economic policies") in postcolonial educated people (again, think of it this way: even right wing politicians in our countries absorbed many disembodied memes that had originally been birthed in Marxist or Bolshevik circles as part of a greater whole of "imperialism the last stage of capitalism" type analysis), even these kids have absorbed notions of revolution, revolutionary change and the overthrow of the elites. Its possible I am overstating the role of the Left in creating these memes. I dont think so at this point (i.e. I dont think I am overstating it), but I am open to this possibility :) I have either clarified or dug myself deeper into the hole...or both. Got to run... 4. And last but not the least, congratulations India (and particularly the Indian Space Research Organization) on achieving a historic first: a Mars mission that has worked at first attempt. An amazing accomplishment, especially consdiering that they spent less on this mission than Hollywood spends on an average blockbuster movie production. Well done.. Unfortunately (or perhaps fortunately), in Pakistan you cannot see the above videos because youtube is still banned in Pakistan. Allah works in mysterious ways... Posted by omarali50 at 9:56 PM No comments: The happy martyrs ....Hamas initially denied any link to the June attack....Last month, the group acknowledged responsibility......"Hamas praises the role martyrs Abu Aysha and Kawasme played in chasing down Israeli settlers...their assassination will not weaken the resistance".... The two Hamas lads...so happy to have helped ignite another war, even more happy that 2000 of their own (including small children) have been killed by the enemy (it all comes down to who wins the propaganda war), and now happiest ever in death (to be celebrated as martyrs for all time). It is an article of faith amongst the (western) Left that an alliance with Islamists will bring down the enemy (and in the long run this prediction may indeed come to be true). We are told that compromise is a dirty word (and the enemy believes in this creed as well). The muslim lands must be liberated at all costs. Meanwhile back in the real world, Israel is building up alliances with Egypt and Saudi Arabia (and when Kurdistan becomes an independent nation there will be one more all-weather friend). Hamas has been kicked out of Qatar and given shelter in Turkey. The flames in the Central Middle East is visible from space. North Africa is terribly troubled (except for Morocco and Tunisia). Afghanistan is likely to sink deep into mud starting next year. Pakistan is in a precarious position with everyone interested in gaining power (but none so keen on ruling). It is not that we should ignore the crimes of Israel (and for that matter India) as belonging to some lesser category. But we are not able to discern any constructive message that will make the people in the Middle East North Africa even a tiny bit hopeful (perhaps we are biased and being blinded by hatred). At this rate the world will simply learn to ignore MENA, except for periodic bouts of "lawn mowing" by the Israeli Defense Forces. Fighting thousand year wars with infidels will not bring any peace and over time even the oil fueled prosperity will look like a mirage. Israeli troops shot dead two Palestinians in the West Bank city of Hebron on Tuesday and the military said they were members of Hamas responsible for the killing of three Israeli youths in June, an attack that led to the Gaza war. Pakistani makes the largest political bet in history - It seems us Pakis are instinctively Unionist (which makes sense - God save the Queen). Describing himself as a committed unionist of Pakistani-German heritage, he said he had been partly motivated to gamble that much money – the largest political bet in British history and believed to be one of the largest worldwide – because it was good publicity for the pro-UK campaign. But he added: “The first thing I should say is: don’t try this at home. Perhaps I have a bit of a unique background given what I do given I have been involved in markets and as my daughters tell me, I’m a bit of a data geek and information nerd.” Nicknamed “Peter” by Vine after he insisted on remaining anonymous, he said he had studied more than 80 polls on the academic referendum website whatscotlandthinks.org, overseen by the Strathclyde University polling expert Professor John Curtice. http://www.theguardian.com/politics/2014/sep/22/city-trader-bet-900000-scotland-no-vote-scottish-referendum Posted by Zach at 12:35 AM No comments: Multiculturalism with Chinese Characteristics Multiculturalism with Chinese characteristics...China's war on terror becomes a war on conservative Islam. Not that I am anti-Chinese. I am also a fan of China. Actually I am a fan of everyone. Why not? In our Indian culture we never got too worked up about faraway places anyway, which I think is eminently sensible. and with the current civlizational crisis in the Islamicate world, much worse may happen in less Chinese countries. But while I can sort of let it go, I dont think the Paknationalist dream of a Chinese-Islamic partnership with Pakistan as China's Muslim enforcer will get away unscathed. I assume they will try to put all of this in the catergory of "American propaganda", but some of it does seem to be true. That could become an issue. "China’s campaign against separatism and terrorism in its mainly Muslim west has now become an all-out war on conservative Islam, residents here say. Throughout Ramadan,police intensified a campaign of house-to-house searches, looking for books or clothing that betray “conservative” religious belief among the region’s ethnic Uighurs: women wearing veils were widely detained, and many young men arrested on the slightest pretext, residents say. Students and civil servants were forced to eat instead of fasting, and work or attend classes instead of attending Friday prayers... btw, those thinking I am joking about the paknationalist dream have not met Pakistani Nationalists of the senior army officer type... See Zaid Hamid for details (paid generously for his efforts by the ISI, as reported by his own ex-accountant). Its a load of crap, but that doesnt mean it doesnt have believers.... And meanwhile, the bombs go off. At least three explosions have been reported in China's Xinjiang province, killing two people and injuring several more, Chinese state media has said. Shanghaiist reports on Project Beauty: the chinese effort to make Uighur women show their face Miss Tourism Queen Xinjiang, Finals CCTV reports on Miss Tourism Xinjiang. Xinjiang cultural troupe in Pakistan China Post reports on Beard informants. Posted by omarali50 at 8:37 AM No comments: Brand Brown Muslim ....Rahman was born into a family of struggling Bangladeshi immigrants....Putting himself through Oxford, Cambridge, Munich and Yale, he has been a mathematician, investment banker and international human rights lawyer........one is often tempted to speculate about which of the two characters derives from Rahman himself.....Is it the brilliant, Bangladeshi Zafar?....Or could it be the aristocratic Pakistani investment banker with no name?.... In a way (and we accept this with great reluctance) the founding fathers of Pakistan had it right. There is a lot to be said for the creation of a "Medina in South Asia" as the authentic voice of sub-continental Sunni muslims. We have strong reasons to believe that once the memories of the dead and afflicted have faded, the sub-surface links between erstwhile East and West Pakistan will re-assert themselves. It is a shame that the (West) Pakistanis did not really recognize the Bangali muslims as their peers and equals. The gaps are now slowly mending (even as the gap with India and Indians is rising). With the help of imaginative leadership (aided by generous Gulf dollars) a broad coalition of Sunni muslim countries across South Asia (and perhaps even beyond) is possible. If such a federation comes to life, a huge vote of thanks will be due to ...who else...the imperialist United Kingdom (and the West as an extension). The Brown Muslims of London and New York who feel alienated by Western ways and discriminated by Western elites will be the prime movers in any reconciliation, rapprochement and if it comes to that even the hard work of federation building. Already Bangla-Pak alliances are popular in the West...and why not? The BMs are defined (and constrained) by what they are and what they are not...not Indians (but browns), not Arabs (but muslims), not Westerners (but living in the West). While inter-marriage will help, the heavy lifting must be done by powerful, sublime literature that help underline the commonalities between Bangladeshis and Pakistanis and subtly (and not so subtly) highlight the differences with other people. Thus we have "In the Light of What We Know" by Zia Haider Rahman a cultural (and spiritual) sibling of "The Reluctant Fundamentalist" by Mohsin Hamid and one which adds to the growing (and unique) voice of Brown Muslims. May such a thousand flowers bloom. Lehman Sisters (India) Indian women (elites) are doing superbly, as may be judged by the 2014 Fortune top-25 list for Asia/Pacific. Worldwide, Indra Nooyi is ranked #3 right after Mary Bara (GE) and Gini Rometty (IBM). In A/P we have a total of eight Indians out of twenty five. If there is a quibble, there are too many bankers (in the left-liberal world bankers are considered evil) starting with Gail Kelly (Australia, Westpac) at #1. Then again feminists have forcefully argued that the global recession of 2008 could have been avoided if only there were a band of Lehman Sisters at the steering wheel instead of the mad, bad brother-hood. Taken in that spirit there is much to cheer about the Indian lady-brigade- the Sisters are in charge of half of the assets of the country. It is good to see a world-beating number that you can feel good about. Go team!!!! In the top ten we have the fav four of Chanda Kochhar (2) of ICICI Bank, Arundhati Bhattacharya (4) of State Bank of India, Nishi Vasudeva (5) of Hindustan Petroleum, and Shikha Sharma (10) of Axis Bank. Playing the loony tunes (non-stop) ....I still remember his analysis....how thoughtful and well-researched it was.....whenever he was on air, I used to tell my parents proudly...that’s my professor on TV....I can’t believe that a scholar like him has been shot dead.....It's like losing a father.... We are assuming (perhaps wrongly) that since Prof Auj was guest of honour at the Iranian Embassy, he must be a Shia. Ceratinly he can be accused of being a non-conformist. Mr. Auj, a recipient of a presidential medal of distinction, was known for his unorthodox views and was fighting a legal case against the originator of a widely circulated text message that called him an apostate.....The professor had issued controversial fatwas (religious decrees) — pronouncing for example that a Muslim woman could marry a non-Muslim man, and that women need not remove lipstick or nail polish before saying their prayers. Such views can cause serious offence to some conservative Muslims in Pakistan.... This much is true, as Omar has pointed out repeatedly, weapons like the blasphemy law which are shiny and useful will not be put away so easily. It will require a mass movement and a big-hearted man (who can rise above all partisanship). A Muslim scholar named Muhammad Shakil Auj who had received death threats over "blasphemy" allegations was shot to death Thursday in Karachi, Pakistan. Auj was the dean of Islamic studies at the University of Karachi, and some of the blasphemy allegations against him reportedly originated with his colleagues. "Indian Muslims live for India....die for India" Fine words...no doubt meant sincerely. It is smart politics and smart policy to divide the opposition vote-bank (as the BJP sees it) into Indian Muslims (patriots) and Muslim Indians (splittists). Our opinion remains unchanged: actions speak louder than words (and words need to be spoken with care). Above all we need to put a stop to the polarization for votes aka match-fixing (all parties do it), it is an un-reliable recipe for success (even if it was not such a despicable one to begin with). Everything considered, Toilets before Temples seems to be the best slogan for a secular nation full of young people which looks to the future and stops worrying (but still caring) about the past. Top-line Verdict: Fareed Zakaria is mostly impressed by Narendrabhai Damordas Modi and has a few reservations. FZ describes NDM as "among the sharpest" he has met and that FZ "underestimated him." Also this: "He is very smart, intelligent and focused. He is very driven and has a long term agenda. He wants to be a statesman at the world stage. He is a man who looks to the future and not into the past," the CNN journalist said. Sail the 7 seas (on iceberg rafts) ...the evolutionary history of ostriches, emus and rheas does not match the break-up of the continents....scientists believe that their common ancestor could fly.....New World monkeys rafted to South America on a clump of earth.....these three groups represent 73 percent of the land mammals living there..... It was Darwin who first suggested that wolves arrived on the Falklands Islands by floating on icebergs. For making such an extraordinary speculation the greatest biologist ever was criticized in the strongest terms. Now there is fascinating evidence of snakes swimming 120 miles across the open ocean (and many others). Forget the boring old stories of human colonization, this is the exciting new story of animal colonization of the the planet we all call home. We are reminded here of Jurassic Park (the novel) where female dinosaurs had escaped from their habitat and had found a way to breed. Nature - it was famously said - will always find a way. And nature has found a way for creatures as immobile as snails to migrate from one continent to another by clinging on to the feet of birds. In June 2000, Alan de Queiroz became curious about an enormous, ragged-looking garter snake that lived on the tip of Baja California. Like many other biologists of his generation, de Quieroz had been taught that species traveled the Earth to new habitats on slowly drifting continents. This snake had relatives on the other side of the Sea of Cortéz on Mexico’s mainland, and de Queiroz assumed that this population ended up on Baja 4 to 8 million years ago, when the peninsula split from the mainland. But using a new method based on genetic sequencing to estimate when the two populations split, he found that it had occurred in the past few hundred thousand years. In other words, one or more pioneering garter snakes had probably floated across 120 miles of open ocean. "My dad is from Jullundur" ....the President was relieved to have at least one Indian person in the receiving line.....Prime Minister looks at me, and says oh you are Indian, I said yes...the President nodding approvingly....Prime Minister Singh asks: Where are your parents from? I said...Punjab. my dad is from Jullundur.....The Prime Minister said, "Oh, his father and I are from the same place...." The Viceroy-elect to India has been declared after long months of intense deliberation: Richard Rahul Verma is a very close associate of the next-in-line-to-the-throne. In our opinion this is quite a master-stroke by our overlords. While "yellow" China and Japan are promising filthy cash, here is truly a bonding of souls, "white" and "brown." If proof was ever needed on this point, we point to Exhibit #1: US Congressman Curt "Bollywood lover" Clawson (Florida-19) who got confused by brown skinned officials representing the United States of America. Posted by sid rock at 12:16 PM No comments: "Price of every tear will be paid" ....Biswas's lawyer said.....the "honour" of Biswas, Indian diplomats and India has been "vindicated" with the court order....settlement acknowledged that Biswas was an "honor student" at the time of her "false arrest".... First off, we are very happy that Krittika Biswas has been pronounced innocent and has received civil damages that will go towards restoring her faith in the justice system. However the background story is a bit dark and it should serve as a cautionary example to others. As a stereotype this is at least half true, Indian students in the USA (and elsewhere) will be focused on grades and are expected to do well in studies, while Americans will look at high-school and college as more of a (enriching) life experience. Indians are unlikely to be familiar with US harassment laws and zero-tolerance codes and the fact that the criminal justice system will not hesitate to take action against elites (unlike in India where things can be hushed up). As a daughter of a diplomat Krittika Biswas is not a typical case. She benefited from strong support from the Indian diplomatic establishment and (we presume) did not lack in financial backing. This will not be true for middle class Indian kids in search of "US degree" who may be wholly destroyed by their own thoughtless actions or malicious behavior forthcoming from fellow (american) students. We understand the need for emotional closure (and lawyer-ly hyperbole) but we are uncomfortable about all the drum beating about violated honor being restored of Ms Biswas, Indian Foreign Service and India (it is a bit like how Dr Aafia Siddiqui is described by patriots as a daughter of Pakistan....also unfairly targeted by the Americans). It was a false case against a civilian who was not representing India officially, and the "crime" was probably upgraded due to zero-tolerance principles adopted by US schools. The (most important) question remains, why was the student who actually committed the crime not charged? Without any other exculpatory information it does lend credence to the charge that the indictment (and arrest) was driven by "ethnicity" and/or a "tragic rush to accuse." Naw beats Aye The British have always loved partition...for other people. In each case the justification was that the sub-nations are unable to co-exist side by side. This is when the British played not an insubstantial role in stoking the communal fires - the (in)famous divide and rule policy. The two nation theory which is best summarized as "our heroes are their villains" has no doubt been hugely successful....in compounding misery of all the communities involved.. The wrongs of the past should have been dealt with a truth and reconciliation commission (just like in South Africa). The irony is that separation did not reduce the rancor one iota: Pakistan-India and Israel-Palestine have fought four (official) bitter wars, things are not too much better in Northern Ireland. But when it comes to Britain herself, the answer was made clear today. Partition is never a solution to the problems, it also makes all of us poor as people. The cultural lines are never clearly drawn and purity is over-rated. Speaking of India specifically, the answer to a prosperous future is to encourage more secularism (and mixed marriages aka love jihad) not to create more ghettos and breed intolerance. The bad blood that has been created over this partition fight will not (easily) go back into the bottle. The polls are clear on this point: the English now resent the Scots just as much as the Scots look down upon the English. The dividing lines will be sharper once a vote is announced for a Brexit from the European Union. Alex Salmond and Nigel Farage are smart ambitious politicians, they are unlikely to take no for an answer. All that said we are happy for the Brits. Yes, it is certainly better together. Scottish voters have rejected independence, deciding to remain part of the United Kingdom after a historic referendum that shook the country to its core.The decision prevented a rupture of a 307-year union with England, bringing a huge sigh of relief to the British political establishment. Scots voted 55 per cent to 45 per cent against independence in a vote that saw an unprecedented turnout. An Appeal for Alan Even if we are a bit too cynical and feel that (a) the appeal for Alan Henning by British Imams and muslim organizations is an exercise in public relations (not in my name etc.) and that (b) the Caliphate folks are unlikely to listen to anyone (heck, even Al Qaeda has requested them to let the hostages go free), the important point still remains that a man is (maybe) alive now, he will certainly be dead later. If it really helped we would recommend sorcery and magic (not really). It is a terrible time for his family as they live in zero hope from day to day. Our sympathies would be meaningless, so the best we can do is watch and wait in silence. Henning, a taxi driver, was kidnapped within 30 minutes of crossing from Turkey into Syria. He had volunteered to drive an ambulance full of medical aid as part of a community-funded charity trip organised by volunteers from Bolton, England, and the UK Arab Society. The UK is Greater India God save the Queen & her United Kingdom on this momentous day. Niall Ferguson makes a wonderful point that Scotland is AfPak (Afghanistan is the highlands, Pakistan the theocratic lowlands) and England is sort of India. Who knows maybe one days we can re-confederate and Scotland staying demonstrates the precedent, Unity is the principal principle of this new age of mankind. Posted by Zach at 1:20 AM No comments: Bangladesh forgives Jamaat Delwar Hossain Sayedee is the Nayeb-e-Ameer (Vice President) of Jamaat-e-Islami of Bangladesh and has been accused of war crimes (mostly against Hindu civilians) in 1971. He was awarded the death penalty which has now been down-graded to life in prison. This, in our opinion, is a good (but not fair) ruling. Bangladesh urgently needs a working compromise between people who swear by Partition-I (freedom from Bengali Hindu oppression) and those who are loyal to Partition-II (freedom from Punjabi Muslim oppression). People (Bengali Muslims) need to forgive and forget the past, else more people are dead and broken in the present (total death count from last year's riots was in excess of 100). What about the (Bengali Hindu) minorities? To our infinite regret we have to agree here with Professor Sharmila Bose (Oxford University). These people are so irrational that they are still clinging on to their bhitey-mati (home and land). However time is not on their side- legal and extra-legal means have been used to grab an estimated 2 million acres as of date (45% of all Hindu owned land). As Professor Abul Barkat (Dhaka University) observes "when it comes to land there is no secularism." The recorded change in Hindu-Bangladeshi population: 22% (1951), 18.5% (1961), 13.5% (1974), 12.1% (1981), 10.5% (1991), 9.2% (2001) and 8.5% (2011), see below for more details and links. We have faith in history as a (persistent) teacher, the Hindus will eventually get the message and clear out. The lives of peasants The boy comes out at the sound....Nitai is quick, he has the energy and focus of an animal filled with itself and itself only.....pushes him against the mud wall and drives the curve of the blade with all the force in his combusting being...This time the blood, a thin, lukewarm jet, hits him full on his face... Earlier it was feudalism. Now it is globalization. Even the so-called elites have very little control over their lives. If you are looking for a profession where you will never run out of clients (and money) try being a psychiatrist. The ones we know have one mile long queues in front of their office- clients suffering from unbearable stress of having great expectations (from ourselves, from our near and dear ones) in an uncertain and unforgiving world. None of the above excuses the utterly horrific conditions in which peasants continue to lead their lives. If we enjoy living in a liberal democracy (however flawed) and not suffer from armed revolutions the elites will need to share. Every man, woman and child must be guaranteed dignity of life (and labor). To take just one example, all communities (and local governments) should learn from the example set forward by the Sikhs and adopt a no beggar policy. The days of dividing and misruling are mostly behind us, as the BJP has discovered in the recently held by-poll(s) shocker - losing 9-2 to Samajwadi Party in Uttar Pradesh and 3-0 in Uttarakhand and 3-1 in Rajasthan to a Congress party which is supposedly dead and buried. We live in hope for a better tomorrow, but there will be many a (non-fictional) Nitai Das who need help now and are unable to wait. A third of the way through the half-mile walk from the landlord's house to his hut, Nitai Das's feet begin to sway. Or maybe it is the head-spin again. He sits down on the lifeless field he has to cross before he can reach his hut. There isn't a thread of shade anywhere. Pakistan: Weimar Republic of Asia? More than 3 years ago I wrote a piece asking whether Pakistan is a failed state or the Weimar Republic? At that time, i was still an optimist and thought it was probably neither. But I did say at the end: (the original article is at the end of this post, to see it with hyperlinks go to http://www.3quarksdaily.com/3quarksdaily/2011/03/pakistan-failed-state-or-weimar-republic-omar-ali.html#sthash.0aDDDW0f.dpuf ). So much for the optimistic version. Since this is a post about Pakistan, it cannot end without some pessimism. The most dangerous element in Pakistan today is not the Islamist fanatics. It is the rise of China. Not because the rise of China threatens Pakistan or because Chinese hyper-capitalism or cheap Chinese products threaten our industry or our social peace or any such thing, but because it may inflate the egos of the military high command to the point that they lose contact with reality and try a high jump for which we are not yet ready (and may never be ready). It’s not that the high jump will get anywhere, but that the attempt may lead us into more trouble than we can handle. Jf 17 thunder I say this because GHQ, for all its pragmatic pretensions, has been known to overestimate their skill and underestimate their opponents. If China was not truly a rising power, and if Pakistan did not have some real assets and advantages, we might have been safer in the long run. But since there is an element of truth in the paknationalists notions about China and the changing global balance of power, they may lose their balance. All I am saying is GHQ is prone to flying off on a self-generated hot air pocket even when the situation does not encourage such optimism. When the situation actually has some positive aspects, there may be no restraining them. But, I remain an optimist. I think our own weaknesses may protect us from the fate of a much stronger and more capable country (Germany in 1940). This year, things have taken a turn for the worse. According to a report (written months ago, so not cooked up after the event), a plan was hatched in London to depose Nawaz Sharif and bring in a new government under the supervision of the army. Who knows what the real details of the plot are (it may be that the army chief, for example, was not involved, but only some generals and retired adventurers put the script together) but it hit a snag on 14th August when Imran Khan failed to deliver his promised 100,000 motorcyclists to the "Azadi March". But not to be deterred by poor crowds, he has kept up the show and the civilian institutions of the state have failed to establish their writ in spite of court orders and blatant violations of the law by Imran Khan and Qadri (including a raid on a police station by Imran Khan himself, to free PTI workers being held there). Whether this failure is due to incompetence, collusion or fear of the army (likely all three), the insistent drumbeat of speeches (and their 24-7 amplification by most news channels) in Islamabad continues and the central government looks weak and ineffectual in spite of the support of most established political parties. This is not necessarily considered a negative in Pakistan, where the government, the police, the courts and the political parties are all corrupt to varying degrees and all have their hand in robbing and insulting the citizenry on a daily basis. In fact, some leftists (and not just leftists) who are not necessarily fans of Imran Khan or Qadri cannot help but be delighted by the scenes of policemen getting beaten up and "high authorities" looking like fools. "Malik sahab, sorry...go back" "sorry....You should go back....You should apologise.... You should be ashamed...250 passengers have suffered....It is your fault, sir" ....."Malik sahab, you are not a minister any more....And even if you are, we don't care...Anymore".... A most refreshing bit of news out of Pakistan. The golden rule is that the planes must wait, the traffic must halt, the queues must give way for the elite class in South Asia. This is especially true if the man (it is usually a man) has taken a public vow to serve the public. Cheers are due when the suffering commoners take a stand against their high-handed overlords. It will be even better if this causes people to introspect. Bravo!!! Angry passengers on board a PIA flight stopped former interior minister Rehman Malik and a Hindu lawmaker of the ruling PML-N from boarding the plane, accusing them of causing over two hours of delay. The Islamabad-bound Pakistan International Airlines flight PK-370 from Karachi was delayed by two and a half hours yesterday as it kept waiting for the arrival of Pakistan People's Party (PPP) senator Malik and National Assembly member Dr Ramesh Kumar Wakwani. Made (for India) in Pakistan ....Our actors work there...our musicians have been popular there.....does that mean we have to modify our content to suit their tastes?....If only the answer was a simple binary choice.....One cannot peel away all the layers of history within a single article....money is as real today as it was in 1947..... Adi Abdurab (head screenwriter for the TV series Burka Avenger) has raised an important question which has implications on cross-border cultural exchanges (and the impact thereof). [ref. Wiki] Burka Avenger is a multi-award winning Pakistani animated television series created and directed by famous Pakistani rock star and social activist, Aaron Haroon Rashid. The show features Jiya, an "inspirational teacher" whose alter ego is a burka-wearing superheroine. Jiya uses "Takht Kabaddi", a special martial art that incorporates books and pens, to fight crime. The Urdu language series first aired on 28 July 2013. Our feeling is that Adi Sahib is unduly worried about Pakistani culture losing its way and getting merged with India, though we agree that Pakistanis have the right to be paranoid. The PTV serials which are making waves in India are doing so because of fascination with a conservative culture and old-fashioned Punjabi, which appeals to an older generation in North India (and may also appeal to youngsters looking for something different). As such these productions already meet the "something different to digest instead of the same drudgery" standard that Adi claims to be aspiring for. TCS bats for (Saudi) women Tata Consultancy Services (TCS) is making waves with their women-focused initiatives. In India it is the 200 Crore (3.27176 million dollars) Toilets for School Girls initiative announced in August (since then Bharti Airtel has also pledged 200C, many many thanks are due to all contributors). In Saudi Arabia the goal is to help women (who are presently unable to step out of the house without a male relative) to be trained in "communications, presentation skills, corporate etiquette, global culture and MS Excel skills" and encourage them to join the brave new world of back-office workers who may not be male and who are not relatives (but presumably still virtual and kosher). Indian IT bellwether TCS Sunday opened the first all-women back office centre in Riyadh, Saudi Arabia, in partnership with GE and Saudi Aramco. The 3,200-square metre business process centre will offer jobs for 3,000 Saudi women for customers like oil major Saudi Aramco and the US-based General Electric (GE) in the desert kingdom over the next three years. The "rockstar" Gandhi ......Shiva, dressed in a burgundy sari and a shawl the color of rust....“We would have no hunger in the world if the seed was in the hands of the farmers....They want to take that away”.....Shiva argues that the prevailing model of industrial agriculture....places an unacceptable burden on the Earth’s resources....Shiva has contempt for farmers who plant monocultures....“They are ruining the planet.....They are destroying this beautiful world”.... The list of power ladies from India who carry high name recognition in the West (and the rest) reads as follows: (1) Arundhati Roy, (2) Vandana Shiva, (3) Sonia Gandhi, and (4) Mother Teresa. For people keeping score we have (3) christians and (1) brahmin, also (2) are naturalized citizens. How about the others? Indira Gandhi is probably fading from memory, even as Mayawati rises as a Dalit icon (she will need to capture the Red Fort for true greatness). We are guessing that not too many westerners know about Indra Nooyi and other corporate bosses. Indian music and dance do not have (yet) a female Ravi Shankar, even though his first wife Annapurna Devi (born Roshanara Khan, daughter of Alauddin Khan) was more talented and stopped performing because of the unhappiness expressed by her husband. The Shankar progeny Geetali Norah Jones Shankar and Anoushka Shankar would (at most) be recognized as Americans with Indian influences. Education is our birth-right ....Rekha, student of Class X, resisted marriage when 10 years old......Since the time many girls came forward to oppose the practice.....a Class V textbook of the State Board has a chapter on child marriage where her and another girl's names feature........“Such stories encourage adolescents to protest against child marriage” .....Asadur Rahaman, UNICEF in West Bengal.... India is a land of the disadvantaged with a few creamy layers enjoying the fruits of a globalized economy. There are many ways to alter the status quo: Arundhati Roy favors armed revolution (because non-violence as preached by Gandhi - a humbug in her words - is a non-starter). This may still happen if Indians at the bottom of the ladder are left to rot with no helping hand from the fortunate class. The first step towards emancipation begins with the freedom to vote and to speak (and India is an imperfect example of these principles as applied to the real world). Gradually there would be an increase in awareness of rights (and responsibilities) as citizens, of which the right to education must rank first along with roti, kapda and makaan. A few, new Bhimrao Ramji Ambedkars will need to come forward to arise and awake their communities (because other communities/castes will not care if they are left behind). We sincerely hope that Rekha and her fellow sisters will take the non-violent revolution forward. We need many more voices in support of education (and against child marriage). Parents must be convinced to raise daughters as equal to sons. We want all the fundamentalists (of all colors and stripes) to back off. As women progress, we are sure that they will lead the country forward to a better place. David Cawthorne Haines ....The killer says: “This British man has to pay the price to arm the Peshmerga against the Islamic State.....he has spent a decade of his life serving under the Royal Air Force.....“Your evil alliance with America continues to strike the Muslims of Iraq .....playing the role of the obedient lapdog will only drag you into another bloody and unwinnable war”....At the end of the latest video, another hostage – apparently British – is paraded...... The Maida Vale killer strikes again. David Haines has been reportedly beheaded. DCH was a British (Scottish) aid worker who was (we presume) trying to help out the miserable people of Syria, his family must be wondering why they agreed to this labor of love in the first place. A number of critical questions will be asked (and re-asked): What was David Haines...who has a military background...really doing in Syria? Should Britain and the USA consider paying ransom to terrorists? What will happen to the Brits and Americans still being held hostage (yes, we know)? ‘Aaj rapat jaye, toh humein na uthaiyyo!’ ..In Bollywood’s rain songs....the heroine discovering herself.....The rain is a crossroads in a woman’s life where she throws caution to the monsoon winds and locks hands with a man she chooses....she defies elders...for her bit of bliss...Against this backdrop, the current drought of Bollywood’s wet saris is a matter of concern. ... Srijana Mitra Das clearly has impeccable credentials, a PhD in Social Anthropology from Cambridge. And what do you know...the (in)famous rain songs in Bollywood....the heroines and their wet sarees.....a tradition of spotlighting male lust going all the way back to Kalidasa in the 5th century.....now we have a feminist (third wave?) deconstruction...all these are but symbols of "pure romance" and women's liberation.... We are a fan of old Bollywood songs (the play-acting not so much) but the ones that Srijana talks of are indeed screen classics: Raj Kapoor and Nargis in Shree 420 (Pyar Hua Ikrar Hua) and Amitabh Bachhan and Smita Patil in Namak Halal (Aaj Rapat Jaye). And while we are not too familiar with Nargis as a free-thinker, Smita was a top-drawer feminist and her acting reflected this in full glory. Her millions of devotees were heart-broken when she died so young (see below for details). Pakistani makes the largest political bet in histo... Open doors (after 817 years) Abolishing elite-selves "Then be ready for the fire" Every tweet tells a (Arab) story The Balmikis of Pakistan No Mask, "Pure RSS" The price of (right to) protest Gandhi mukt (free) Congress "The Prophet would be anonymous" Jihadi Death Row (no end in sight) Pakistan's Contain(er)ed Revolution Pakistan following "Bangladesh model" "They have stormed the PTV office"	cc/2022-05/en_head_0001.json.gz/line324
__label__cc	0.748006	0.251994	Why do kids drop out of school in Canada? Why do kids usually drop out of school? Can you dropout of school in Canada? How many students drop out in Canada? Why do girls dropout from school? What is the reason of dropout? What age can I quit school? Can you quit school 18? Is it illegal to leave school at 16? Why do students dropout of high school Canada? Who is most likely to dropout of high school? How many kids fail high school in Canada? By 2010, 8.5% of young people aged 20 to 24 had not obtained their high school diploma (Statistics Canada, 2010). … High school students identified boredom, absenteeism, problems with teachers and peers, and lack of counseling support as main causes of their dropouts (Brigeland et al., 2006; Tas et al., 2013). Bad influence on children is the most common reason for kids dropping out of school. Early or unlimited exposure to alcohol, drugs, internet, and television can distract children from pursuing academics and initiate them into antisocial activities instead. You can leave school when you are 16. If you are between 6 and 16, you must go to school unless you have already graduated from high school or have been excused because of an illness or other cause. … If you do not, you may be suspended from school as a form of correction or discipline. In Canada, 300,000 students are at risk of dropping out of high school each year. IT\'S FUNNING: Best answer: What percentage of emissions come from cars in Canada? When parents are asked in surveys why their daughters dropped out of school, issues related to the cost of schooling (out-of-pocket and opportunity costs), early marriages and pregnancies, a lack of learning while in school, and a lack of interest in remaining in school often come up. Poverty, availability and accessibility are the three big reasons why children drop out of school. While India has made significant progress in raising enrollment rates for primary education schools have been less successful at preventing dropouts during this critical learning phase. When can I leave School? In New South Wales, you have to go to school from when you turn 6 until you finish Year 10 or turn 17. If you have finished Year 10 but you haven’t turned 17 yet, then you need to do one of the following things: do some other form of education or training (like TAFE or an apprenticeship); Thirteen states and the District of Columbia require students to stay in school until age 18. … Seven of the states (Indiana, Kansas, Louisiana, Kentucky, Maine, New Mexico, and Oklahoma) allow students to drop out of school before age 17 or 18 with their parents’ consent. In short, although it is against the law to quit education before you turn 18, there are really no legal consequences for breaking this rule. IT\'S FUNNING: Do you get a break for a 3 hour shift Ontario? Black and Hispanic youth are more likely than non-Hispanic white or Asian youth to have dropped out of high school. In 2016, 5 percent of non-Hispanic white youth ages 16 to 24 were not enrolled in school and had not completed high school, compared with 6 percent of black youth and 9 percent of Hispanic youth. Almost 40% of 16-year-olds in Canada fail to meet performance expectations for writing and for science 9. Fifty percent of the students entering high school make errors on questions requiring inference 10. Almost 25% of youth drop out of school before completing high school 11.	cc/2022-05/en_head_0001.json.gz/line331
__label__cc	0.614332	0.385668	Paul’s shipwreck: a tale of Maltese hospitality Catholic Letters July 26, 2021 Discover No Comments The Gospels describe Jesus as having “no place to rest his head.” But they also present him as providing the best wine, food for thousands, and breakfast for his disciples after his Resurrection. One of the most famous chapters of the Rule of Saint Benedict is Chapter 53. It carefully describes how monks must tend to the needs of visitors and pilgrims staying in the monastery. The text is relatively brief but, in spite of its brevity, is by far the most famous and influential part of the Rule. Inspired by Scripture, it summarizes the thousand-years-long tradition of Biblical hospitality in just a few lines. It reads as follows: Let all guests who arrive be received like Christ, for He is going to say, “I came as a guest, and you received Me.” It is not surprising that monastic communities take hospitality to be at the very core of their mission and identity. Monasteries are more often than not found in relatively inaccessible, secluded, lonely areas. Travelers wandering around these particularly remote regions could surely use all the help they could get —especially from monks, compelled by their Rule and commonsensical Christian charity to lend a helping hand. The passage from the Gospel of Matthew inspiring the Benedictine rule reads: For I was hungry and you gave me something to eat, I was thirsty and you gave me something to drink, I was a stranger and you invited me in, I needed clothes and you clothed me, I was sick and you looked after me, I was in prison and you came to visit me.’ “Then the righteous will answer him, ‘Lord, when did we see you hungry and feed you, or thirsty and give you something to drink? When did we see you a stranger and invite you in, or needing clothes and clothe you? When did we see you sick or in prison and go to visit you?’ “The King will reply, ‘Truly I tell you, whatever you did for one of the least of these brothers and sisters of mine, you did for me.’ Clearly, hospitality is not a monastic invention but rather a core biblical value. The Gospels describe Jesus as having “no place to read his head” from the very beginning. Common, traditional narratives regarding the Nativity present Mary and Joseph as being turned away by every innkeeper. Some events in the book of Acts also mirror the great hospitable gestures of the Patriarchs. Jesus himself is portrayed in the Gospels as constantly traveling throughout Galilee, almost like an itinerant preacher, thus in constant need of shelter and hospitality. Genesis 18 is the key text where the model of biblical hospitality is found. It has been read as the paradigmatic human response to the original divine hospitality. Just like in the initial lines of the same book God creates a world fit for human beings and provides them with everything they might need during their stay in it, chapter 18 flips the coin. It tells the story of Abraham and Sarah’s generous hospitality to three visitors who came to them by the oaks of Mamre. Seminomadic life would often bring people from different origins into contact with one another. Abraham’s Canaan was part of natural land bridge between Asia and Africa —a popular trade route. In the absence of a formal industry of hospitality, people had the obligation to welcome strangers. The text reads: “The Lord appeared to Abraham near the great trees of Mamre while he was sitting at the entrance to his tent in the heat of the day. Abraham looked up and saw three men standing nearby. When he saw them, he hurried from the entrance of his tent to meet them and bowed low to the ground. He said, “If I have found favor in your eyes, my lord, do not pass your servant by. Let a little water be brought, and then you may all wash your feet and rest under this tree. Let me get you something to eat, so you can be refreshed and then go on your way—now that you have come to your servant.” “Very well,” they answered, “do as you say.” So Abraham hurried into the tent to Sarah. “Quick,” he said, “get three sheaths of the finest flour and knead it and bake some bread.” Then he ran to the herd and selected a choice, tender calf and gave it to a servant, who hurried to prepare it. He then brought some curds and milk and the calf that had been prepared, and set these before them. While they ate, he stood near them under a tree. “Where is your wife Sarah?” they asked him. “There, in the tent,” he said. Then one of them said, “I will surely return to you about this time next year, and Sarah your wife will have a son.” A very simple, straightforward fact has been considered to be the core lesson found in this passage: were it not for their hospitality, Abraham and Sarah would have never had any children. It is precisely because they receive these strangers in their house that they also receive the blessing of having Isaac. Abraham and Sarah, in their own human scale, reciprocated God’s initial, divine, “cosmic” hospitable gesture. Another celebrated biblical traveler, Saint Paul, brought a similar gift elsewhere. On his way to trial in Rome in the year 60, Paul was shipwrecked off the northwestern coast of Malta and spent the unnavigable winter months there. “Of all the gifts brought to these shores in the course of your people’s history”, Pope Benedict XVI told the Maltese when he visited the country in 2010, “the gift brought by Paul was the greatest of all, and it is much to your credit that it was immediately accepted and treasured.” Benedict was referring to the famous passage in the book of Acts commonly referred to as Paul’s Shipwreck, and his meeting with Publius, the chief of the island who eventually became its first bishop: “Once safely on shore, we found out that the island was called Malta. The islanders showed us unusual kindness. They built a fire and welcomed us all because it was raining and cold. Paul gathered a pile of brushwood and, as he put it on the fire, a viper, driven out by the heat, fastened itself on his hand. When the islanders saw the snake hanging from his hand, they said to each other, “This man must be a murderer; for though he escaped from the sea, the goddess Justice has not allowed him to live.” But Paul shook the snake off into the fire and suffered no ill effects. The people expected him to swell up or suddenly fall dead; but after waiting a long time and seeing nothing unusual happen to him, they changed their minds and said he was a god. There was an estate nearby that belonged to Publius, the chief official of the island. He welcomed us to his home and showed us generous hospitality for three days. His father was sick in bed, suffering from fever and dysentery. Paul went in to see him and, after prayer, placed his hands on him and healed him. When this had happened, the rest of the sick on the island came and were cured. They honored us in many ways; and when we were ready to sail, they furnished us with the supplies we needed.” (Acts 28). Luke was Paul’s companion and scribe during his trips around the Mediterranean. On his way to trial in Rome in the year 60, Paul was shipwrecked off the northwestern coast of Malta and spent the unnavigable winter months there. As seen in the text, during his stay he converted the island’s governor, Publius, healed the sick, and preached the Gospel, establishing the very roots of Maltese Christianity. PaulFalzon75 \| CC BY-SA 4.0 Since then —and to this day— the Maltese are among the most passionate Catholics in the world, with an uninterrupted two-millennia long tradition of rich Christian heritage. Starting with Publius, the Maltese Christian community is as ancient as those of Ephesus, Jerusalem, Corinth, and Rome, thanks not only to Paul’s providential shipwreck, but to the hospitality the Maltese provided him with. In one of his homilies, John Chrysostom explains it was quite exceptional that a man like Publius —noble, rich, in a prominent leadership position— would also be kind enough to display such a charitable disposition towards Paul and the other prisoners, even allowing him to freely preach the Gospel in the island. Tradition maintains that during his three-month stay there, Paul converted Publius to Christianity and ordained him as Bishop of Malta, in charge of tending to the newly established Christian community —abundant Paleo-Christian archaeological remains are witness to this millenary tradition, the Grotto of St Paul and St Agatha and St Paul’s catacombs in particular. In fact, this grotto is believed to have been the place where the Apostle spent most of his time preaching the Gospel. Years later, Publius was sent to Athens, and became its second bishop, succeeding Saint Dionysius the Areopagite —a character also featured in the book of Acts. He was later martyred there, around the year 112, during the reign of Emperor Hadrian, being thrown to the lions. He was succeeded as bishop by St Quadratus. ALSE SEE: Every Catholic must know these Mortal Sins and AVOID A 1500-Year-Old Underground Byzantine Church Is Found in Turkey The different types of cross and its meaning 9 things that keep people away from the Church, according to a discouraged priest	cc/2022-05/en_head_0001.json.gz/line338
__label__wiki	0.935172	0.935172	An ordination of joy, laughter and gratitude By Mary Brazell, 19 December 2020 Deacon Andrew Rooney poses for a photograph with Bishop Vincent Long OFM Conv, Bishop of Parramatta, following his ordination to the diaconate at Our Lady, Queen of Peace Parish, Greystanes. Image: Diocese of Parramatta The day before one of the most joyous days of the liturgical calendar, Gaudete Sunday, seminarian Andrew Rooney had even more reason to celebrate as he was ordained to the diaconate by Bishop Vincent Long OFM Conv, Bishop of Parramatta. Surrounded by family, friends, his brother seminarians and priests from around the Diocese of Parramatta and beyond, Deacon Andrew began the penultimate stage of his vocational journey towards the priesthood during Mass at Our Lady, Queen of Peace Parish, Greystanes. Hundreds more tuned in to witness the ordination via the parish’s livestream, sharing their own prayers and well-wishes. As Bishop Vincent remarked on the joy and gratitude he felt at the occasion, he also acknowledged the challenge that Andrew had overcome in preparing for this milestone. “Andrew has shown resilience, resourcefulness, dedication and perseverance during the time of disruption and changes,” he said. Deacon Andrew Rooney is ordained by Bishop Vincent Long OFM Conv, Bishop of Parramatta, at Our Lady, Queen of Peace Parish, Greystanes. Image: Diocese of Parramatta Deacon Andrew, beaming throughout the ceremony, expressed his thanks and at times disbelief that, after eight years of preparation, the self-confessed “master-Hungry-Jacks-chef-turned-music-school-dropout” was receiving Christ’s sacrament of the diaconate. As he reflected on how God opened him to receiving “this most wonderful gift of Christ’s sacred order,” he explained his wonder at how his vocation was now becoming a reality. “It was only after the Rite of Ordination that I was convinced that the journalist and photographer from the Catholic Outlook were not contracted by MTV to spontaneously jump out to inform me that I had indeed been punk’d,” he joked. Deacon Andrew Rooney lies prostrate during the Litany of the Saints during his ordination to the diaconate at Our Lady, Queen of Peace Parish, Greystanes. Image: Diocese of Parramatta Aside from the jokes, Deacon Andrew sincerely thanked the hundreds of people who have gifted him the sign of God’s love and have impacted his formation through their prayers and support. He made special mention of his home parish of St Padre Pio in Glenmore Park, as well as the parishes he has served in his pastoral placements: St Oliver Plunkett Parish, Harris Park, St Bernadette’s Parish, Castle Hill, and Our Lady, Queen of Peace. He also thanked Bishop Vincent for entrusting him with his confidence to serve the Church of Parramatta, before explaining the important role his family has played in his life decisions with their wise council, example and support. Deacon Andrew Rooney poses for a photograph with his parents following his ordination to the diaconate at Our Lady, Queen of Peace Parish, Greystanes. Image: Diocese of Parramatta In addressing his parents, Deacon Andrew said, “You who fostered within me the greatest gift of all – faith. Who knows where I’d be without you and the sacrifices you made to ensure that I could choose such a wonderful life.” In closing, Deacon Andrew chose to model his diaconate on an unlikely character – a fictional butler from British TV drama Downton Abbey. “I offer these words as my prayer and I ask that you might pray for this for me too that I might dedicate my life and work to leading others to our Good Lord. “’To be a servant, in my view, is a noble calling. The goal of service is to smooth the paths of others.’” Deacon Andrew will serve the parish communities of Our Lady, Queen of Peace, and St John XXIII Parish Glenwood-Stanhope Gardens for a minimum of six months before being ordained a priest. The video of the livestreamed ordination can be seen via the Our Lady Queen of Peace Facebook page. View images from Deacon Andrew’s ordination here or below: Mary Brazell	cc/2022-05/en_head_0001.json.gz/line339
__label__wiki	0.92425	0.92425	'God's Not Dead: A Light in Darkness' to Bring Unity to 'Chaotic' World, David A.R. White Reveals (Exclusive) By Leah Marieann Klett ( [email protected] ) Nov 01, 2017 03:25 PM EDT Comment "God's Not Dead: A Light in Darkness" stars David A.R. White as Pastor Dave and John Corbett as his estranged brother, Pierce. The film hits theaters March 30, 2018. The Gospel Herald The third installment of "God's Not Dead," titled "A Light in Darkness," focuses on the timely themes of reconciliation, forgiveness, and unity, cast member and producer David A.R White has revealed. During a recent set visit earlier this month in Little Rock, Arkansas, The Gospel Herald learned that the forthcoming film, hitting theaters March 30, 2018, features an entirely different storyline than the first two "God's Not Dead" films. While part one and two of "God's Not Dead" took place in a classroom and courtroom, respectively, "A Light in Darkness" follows "Reverend Dave as he is released from prison to a flurry of controversy. The growing social unrest leads to Dave's church being burned down, a fire with tragic results," according to the film synopsis. "Devastated, Dave is launched on a painful spiritual journey as he fights against the university trying to keep him from rebuilding his church, and as his belief that "God is good all the time" is put to the test. Along the way, Dave enlists the help of his estranged atheist brother who will support Dave in his legal fight, but also challenges him to recognize that sometimes fighting doesn't require defeating those we disagree with, but rather finding a way to heal, and to rebuild," it continues. White explained that with every "God's Not Dead" film, Pure Flix, the Christian entertainment company behind the franchise, attempts to both address hot-button issues currently affecting society and spark necessary conversations. "[The films are] based on what's happening in our society right now," he said. "If you watch the first two, you see all these court cases that were happening at the time. That's our hope, that it's current and relevant." This film, in particular, will examine the age-old question, "Why does God let bad things happen to good people?" "To answer those question organically and from truth is hopefully what all of these movies have been about," White said. "I think by showing both sides...we're trying to bring these conversations out, and we're trying to bring them out in a real, organic truth. That's what we're seeking, is the truth." In a society riddled with division and social unrest, White hopes "God's Not Dead: A Light in Darkness" can help foster spirit of unity and compassion. "The film is about forgiveness, it's about love, it's about bringing to light healing," White said. "You look at the evening news, and there's a lot of chaos going on in society and in our country. There's so much fighting, there's so much anger, you can't watch the news and be happy -- not that you could never -- but moreso now than ever." "I think this movie is relevant for that, and hopefully...both sides of the aisle can go and watch this story about two brothers that really don't like each other -- which could really be the symbolism of America -- and [after seeing] healing, and forgiveness, and hope and love, could walk out being encouraged," he concluded. Also featured in the film are actors John Corbett ("My Big Fat Greek Wedding") who plays Pastor Dave's estranged brother, Pierce; and Jennifer Taylor, Pastor Dave's new love interest, Meg. Additionally, Ted McGinley (Thomas Ellsworth), Academy Award-winning actress Tatum O'Neal (Barbara Solomon) and Benjamin Onyango (Reverend Jude) are part of the cast. The film is being produced by Michael Scott, David A.R. White, Brittany Yost, Alysoun Wolfe and Liz Travis. Tags : God's Not Dead, God's Not Dead 3, God's Not Dead: A Light in Darkness, David A.R. White, Pure Flix	cc/2022-05/en_head_0001.json.gz/line342
__label__wiki	0.747095	0.747095	MasonGeorge Mason University MyMason PatriotWeb College of Engineering and Computing PATRIOTS BRAVE & BOLD Why Choose CEC? Undergrad Research Opportunities High-Tech Location and Spaces Volgenau School of Engineering Undergraduate Resources From Orientation Criteria to Declare Majors Multidisciplinary Programs Distance Education Programs Current Student Forms and Applications Peer Mentor Center Peer Mentor Roster Accelerated Master's Programs Certificates and Credentials Cloud Computing Professional Certificate Data Analytics Credential Digital Technology Credential Grand Challenges Scholars Program Application Requirements and Deadlines Accelerated Master's Admissions Fast-Track Admissions Corporate Fast-Track Admissions Bachelor of Applied Science (BAS) NOVA Compact for Mechanical Engineering Big Data News Big Data Research Cybersecurity Research Globalization News Globalization Research Health Care Technology News Health Care Technology Research Robotics and Autonomous Systems Robotics and Autonomous Systems Faculty Robotics in the News Signals and Communication Signals and Communication News Signals and Communication Research Sustainable Infrastructure Sustainable Infrastructure News Sustainable Infrastructure Research Research Administration and Support Faculty Research Interests Awards and Fellows Alumni Advancement and Advocacy Board Women In Computing Break Through Tech Faculty Communications and External Relations College Message Guide A Brief History of the School Alumni Recognition Explore Majors and Minors Find Financial Aid Options At the College of Engineering and Computing, our students teach robots how to move and sense their surroundings, and use teamwork to accomplish tasks. Making this happen requires knowledge of mechanical engineering, with the building of the body and movement; bioengineering, with vision and sensing; and computer engineering and computer science for processing, control, and learning. Robots will go where people can't, inspecting bridges, venturing into faltering nuclear power plants, and exploring space. Be part of a robotics and artificial intelligence team that builds the next step in human technology. See the university catalog for courses that students who are interested in robotics can take. Educational Programs Related to Robotics and Autonomous Systems Educational programs to improve robot intelligence and autonomy, especially in multi-agent systems, are one of the hallmarks of Volgenau. Students use computer science applications to program robots; electrical and computer engineering students use their skills to operate them; and mechanical engineers construct better and smarter robots. Bioengineering, BS Bioengineering, also referred to as biomedical engineering, is the application of engineering tools and approaches to solve problems in biology and medicine. It is a broad and growing field that draws upon rapid advances in technology and computation, as well as on unprecedented growth in basic biological understanding. Computer Science, BS Computer Science is the discipline concerned with the design, implementation, and maintenance of the computer software systems used in almost all other professions. Computer scientists must be well-grounded in the technologies needed for the acquisition, representation, storage, transmission, transformation, and use of information in digital form and must be capable of working closely with members of other professions associated with computing. Electrical Engineering, BS Electrical engineers design and build the equipment that most of us take for granted—computers, cell phones, televisions, rockets, satellites, communications and computer networks, mobile radios, environmental control systems, robots, weapons, and cars, to name a few. Electrical engineering is the foundation on which computer engineering and computer science rest. Students in this program learn the fundamentals of electrical engineering and then choose a focus in one of the major fields of electronics—communications, networks and signal processing, computer engineering, or controls and robots. With its emphasis on design and advanced manufacturing as well as renewable and sustainable energy, our mechanical engineering bachelor’s degree opens access to a wide array of projects for all of our engineering students. The new program is rapidly gaining support from a large number of companies and federal laboratories located in Northern Virginia including Micron Corporation, Mitre, and Technical Data Analysis. Computer Science, MS The Master of Science in computer science offers students the opportunity to combine a sound foundation in computer science with concentrated knowledge in the latest developments in particular areas. Our faculty have expertise in many areas of computer science, including algorithms and theory, artificial intelligence, computer gaming, computer networks, databases, data mining, graphics, image and video processing, information security and assurance, information systems, knowledge engineering, pattern recognition, programming languages, real- time systems, robotics, software engineering, and vision. Electrical Engineering, MS The Department of Electrical and Computer Engineering offers an MS in electrical engineering with specializations in: bioengineering, communications and networking, signal processing, control and robotics, microelectronics/nanoelectronics, and system architectures. Graduate students are offered a progressive environment with ample opportunities for the type of advanced research needed to confront the complex realities of the 21st century. Bioengineering, PhD The doctoral program in bioengineering is designed to prepare future leaders in bioengineering. Rapid advances in understanding the molecular bases of disease have opened up new opportunities to advance human health through research that integrates knowledge in modern biology, engineering, physics, and computer science. The doctoral program will prepare leaders in bioengineering in this broader, integrative sense of the discipline. A major distinguishing feature of the curriculum is that it is designed to educate leaders who understand and appreciate how biomedical technology is translated from the bench to the bedside. Computer Science, PhD The Computer Science Department offers the PhD in computer science and participates in the PhD in Information Technology. The latter has concentrations in information systems, information security and assurance, and software engineering. Students work closely with a faculty mentor, performing original research, and tackling challenging and unsolved problems. Electrical and Computer Engineering, PhD The PhD program in electrical and computer engineering educates students to do original research on ECE topics and become technical leaders in their fields. Students may choose research areas such as communications, networking, computer engineering, control and robotics, signal processing, micro/nano-electronics, and bioengineering. With a strong and growing department reputation for excellence, graduates have become professors at other universities and researchers in industrial and government research centers. Mason's Patriot Pilots take 1st place at 3rd semi-annual Defend The Republic Competition In November 2022, 6 teams arrived in Bloomington, Indiana to compete in the 3rd round of the ONR-hosted Defend The Republic competition. In this round of the competition, the robots had to play the vast majority of the game fully autonomously making it significantly more challenging than the previous competitions. After 3 days of qualification rounds, only 3 of the 6 teams managed to qualify: NRL, Penn State/ARL, and GMU. The round-robin results from the 3 qualifying teams were as follows: Penn State/ARL beat NRL 1-0, NRL beat GMU 1-0, and GMU beat Penn State/ARL 3-0. This resulted in a 3-way tie that was broken by total goals scored. The next round of the competition is in April 2022 where the competition will become even more fierce! Interested in joining the Patriot Pilots in Spring 2022? Email cnowzari@gmu.edu to get involved! Learn More About Patriot Pilots Where Teamwork Really Counts George Mason University has actively supported FIRST robotics competitive teams and leagues throughout the area. The program invites young students to engage with computer science and engineering in a fun and imaginative team environment. https://www.linkedin.com/school/george-mason-university-college-of-engineering-… https://twitter.com/Mason_CEC https://www.instagram.com/mason_cec/ https://www.facebook.com/masoncec College of Engineering and Computing at George Mason University 4511 Patriot Cir, Fairfax, VA 22030 © 2022 George Mason University Contact via Skype	cc/2022-05/en_head_0001.json.gz/line344
__label__cc	0.554164	0.445836	How to Improve Education: Use a Moneyball Approach Network Perspectives / September 20, 2016 March 23, 2021 Originally published in: Can education leaders in America use a Moneyball approach to help every school continuously improve, especially those in low-income districts? I’m referring to the statistical wizardry in Michael Lewis’ best-selling book that explained how a Major League Baseball team with less money for talent than others could compete better by analyzing data in new ways. In public education, that means, among other things, engaging a business mindset and metrics to focus local efforts on initiatives that are generating better outcomes for students. That’s not just jargon, either; it means developing strategy, cost-benefit analyses and return on investment, also called educational productivity, or A-ROI (academic ROI). How? Instead of a monetary return on spending, gauge the gains in student learning, the skills acquired, the credentials earned, and the students graduating high school well-prepared for their next step. Yes, this means some testing, which is key to understanding the gaps in performance. And it also means creating a balance that leaves room for creativity, play and relevant group projects, which are critical to the development of innovative thinking and the ability to work on teams. But, ultimately, education must set up all kids for an equal chance for success — something that’s sorely lacking in many neighborhoods. This came up as a topic of conversation recently for me with Greg Moore, the former editor of The Denver Post. He grew up in segregated Cleveland, on the poorer east side, with a father who had a second-grade education. He was the first in his family to attend college, an elite, mostly white school, no less. His voice resonates deeply, literally and figuratively, in communities black, white and brown, rich, middle-class and poor, in a way few others can match. This piece originally appeared in MarketWatch. Click here to read the entire piece. Scott Laband	cc/2022-05/en_head_0001.json.gz/line347
__label__wiki	0.913853	0.913853	LeFrak City to Host 150-Station Electric Vehicle Charging Hub The installation in Queens will be one of the largest in the Northeast to date By David M. Levitt June 3, 2021 12:00 pm The LeFrak City complex will include more than 100 charging stations. Smith Collection/Gado/Getty Images LeFrak City, that sprawling example of workforce high-rise housing in the Corona section of Queens, is to become the scene of an experiment to convert the electric car from curiosity to as common as your basic gas-powered Chevy. The 4,605-unit, 20-building complex off the Long Island Expressway is to house one of the the largest, single electric vehicle-charging installations in New York state and the entire Northeast starting before the end of the year. Blueprint Power, a Manhattan-based technology firm which tries to help landlords decarbonize their properties through data and computer analysis, today announced a $3 million state award from the New York State Energy Research and Development Authority (NYSERDA) and its high-performing grid program. Once complete, there will be more than 150 charging stations at the LeFrak City site that government and commercial users, as well as residents, can use. The first 20 stations should be up and running by the end of 2021, with the rest by 2024 or 2025, according to Blueprint. The planned LeFrak City installation is to be a “demonstration project” whose goal is to spread the utilization of progressive, renewable energy resources, said Robyn Beavers, co-founder and CEO of Blueprint Power. Such things might include “solar panels on a roof, batteries that are installed at buildings, EV chargers” or systems that moderate a building’s use of power, she said, which are together referred to as “distributed energy resources.” “They provide on-site clean energy, so it’s real decarbonization for the buildings themselves,” Beavers said. NYSERDA is the one charged with helping New Yorkers increase their energy efficiency, use renewable energy sources, and reduce their reliance on fossil fuels. It aims to put together partnerships designed to implement innovative energy solutions. Also, Gov. Andrew Cuomo has a range of initiatives aimed at having more than 10,000 charging stations across the state by the end of 2021. For an EV charging station to be efficient, it has to provide much more intense energy than one gets out of the typical plug you run your TV or computer on. This adds costs, and Blueprint aims to reduce those costs by using machine learning and automation to reduce the cost of supplying current to a charger. The chargers are not likely to reduce the immediate cost of charging up an EV, but could help the driver down the road. That would be through making the cost of building a charging station less expensive and maximizing the draw of energy from less expensive energy resources, Beavers said, so the savings are likely to be shared with the driver. If electricity costs 13 cents per kilowatt hour, it would cost about $9 to charge a fully depleted EV to a 200-mile driving range, the U.S. Department of Energy said in March. “What we will showcase is how distributed energy resources and Blueprint’s software management platform can increase the number of EV chargers, help the grid be cleaner, and showcase the future of real estate and energy infrastructure working together,” she said. As efficiency improves, more chargers can be added. The installation should raise the value proposition offered to LeFrak City tenants, Jamie LeFrak, vice chairman of the LeFrak Organization, said in a prepared statement. The initiative “will not only enhance our offerings to residents,” he said, “but also make a significant impact on creating a cleaner economy for our city.” Update: This article was corrected to reflect that the installation will be one of the largest in New York state and the wider Northeast. Keywords: Andrew Cuomo, Blueprint Power, electric vehicles, jamie lefrak, Lefrak City, Robyn Beavers	cc/2022-05/en_head_0001.json.gz/line349
__label__wiki	0.882479	0.882479	Work Business Curio Cautious optimism as France grows at fastest pace in 50... A lesson with Marketplace Morning Report From the BBC World Service: Economists see potential light at the end of the pandemic tunnel, as growth figures for the end of 2021 for much of Europe looked... Cautious optimism as France grows at fastest pace in 50 years with Marketplace Morning Report Humanities Word Curio Word of the Day: Myopic A lesson with Merriam-Webster Word of the Day : January 28, 2022 myopic \mye-OH-pik\ adjective Myopic means "not able to clearly see objects that are far away." Figurativ... with Merriam-Webster Composition Photo Curio FLASHBACK \| Picture-perfect pups A curio with View curio It's Flashback Friday! In honor of National Big Wig Day, enjoy these curios all about luscious locks. That's one dog-gone bad hair day! Decades ago, acclaimed painter and photographer William Wegman rejected the idea of getting a pooch because of his busy schedule as an artist. How ironic is it then, that he now makes a living photographing his Weimaraners? Pictured above, 2005's Ionian features one of Wegman's pets sporting a floral button-up and ratty wig. Wegman's prior stance on dogs changed when his wife persuaded him to adopt a Weimaraner. Named Man Ray after the famous visual artist, the grey pup immediately won over Wegman's heart and imagination. That first night, as Wegman snapped a photo of Man Ray snuggled with a similarly shaped and colored sock, he realized something: Man Ray had a beautiful, versatile aesthetic. Wegman began taking Man Ray to the studio and including him in shoots beside props. On days Wegman excluded his pawed partner from shoots, Man Ray would sulk elsewhere, occasionally peeping into the darkroom to give his owner a disapproving glare. After Man Ray's passing in 1982, Wegman adopted his next companion, Fay Ray, who later gave birth to more mangy models. As his lineage of pretty pups grows, one might say Wegman runs a canine modeling agency! A book of Wegman's collected Weimaraner photos, titled William Wegman: Being Human by author William A. Ewing, published this month. Below: Eyes, 2005; The Deal with the Surreal, 1994; and a matron dog cradling a pup. Image credit & copyright: William Wegman Music Appreciation Song Curio FLASHBACK \| Alice in Shelleyland It's Flashback Friday! In honor of National Big Wig Day, enjoy these curios featuring luscious locks. It's alive! At least for macabre rocker Alice Cooper, it is. His Feed My Frankenstein was a track that brought the 1818 sci-fi monster into the 1990s concert arena. Cooper co-wrote the tune alongside artist Mark Manning, the latter of whom first recorded the track with his band Zodiac Mindwarp and the Love Reaction. Needless to say, Cooper embellished Feed My Frankenstein with all of his kitschy B-movie theatrics; more surprising, however, is the ensemble of hair metal greats in attendance. Along with Mötley Crüe bassist Nikki Sixx, virtuoso guitarists Steve Vai and Joe Satriani add their crunchy riffs and spacey bleep-bloop noises to the jam's silly food references, innuendos, and surrealist "fur teacup" art by Meret Oppenheim. With horror-celebrity Elvira, Mistress of the Dark, on backup vocals, Cooper accomplishes his pastiche goal of "[wanting] this song to be a Frankenstein." We eagerly await his take on the Mummy and the Wolfman! Other streaming options Image credit & copyright: BiblioteKarin, Wikimedia Commons, image cropped for size, this image is hereby distributed under the same license linked here. World History Daily Curio FLASHBACK \| Ancient hair extensions Check out the newest old device scientists have dug up: ancient hair extensions. Archaeologists excavated the skull of a woman who lived 3,300 years ago in the Egyptian city of Amarna, and found she had 70 hair extensions still in place. It's likely they were added as part of a pre-burial ritual, but historians believe these hairstyles were used in everyday life. In the rest of the dig, 28 other female skulls with hair extensions were uncovered, some in braids, and some with Princess Leah style coils around the ears. One skull even showed evidence of having her highlights done with henna dye. So while ancient Rome may have had the power of computing, ancient Egyptians were pioneers in power hairdressing! [Image description: A bundle of ancient Egyptian hair extensions at the Brooklyn Museum] Credit & copyright: Brooklyn Museum, Wikimedia Commons, image cropped for size, no known copyright restrictions. US History PP&T Curio FLASHBACK \| Person: Madame C.J. Walker Rags to riches is an understatement. Madam C.J. Walker, the daughter of two former slaves, worked her way up the ladder of a prejudiced society to earn enormous riches as an entrepreneur. Read on for a look back at her remarkable career. As a young Black woman living in St. Louis in the 1890s, Walker didn't start out looking for the "next big idea." She was eking out a living for her and her daughter as a washerwoman. It wasn't until she found a job as a sales agent with a haircare company that things started taking off. The role was personal for her, as she suffered from scalp rashes and balding. Plus, her brothers worked in the hair business as barbers. Walker was successful selling other people's hair products, but employment was getting in the way of her dream. Literally: a man who visited her in a dream inspired her to start her own company, selling hair and beauty products geared towards Black women. The Madam C.J. Walker Manufacturing Company, of which Walker was the sole stakeholder, made its fortunes on sales of Madam Walker’s Wonderful Hair Grower. 19th-century hygiene called for only infrequent hair washing, which led to scalp infections, bacteria, lice, and—most commonly—balding. Walker's Hair Grower combatted balding and was backed by Walker's own guarantee that she used it to fix her own hair issues. A marketing strategy focused on Black women, a neglected but growing portion of consumers, was a key ingredient for success. As the business grew, Walker revealed bigger ambitions. “I am not merely satisfied in making money for myself," she said. "I am endeavoring to provide employment for hundreds of women of my race." Her company employed some 40,000 “Walker Agents” to teach women about proper hair care. Walker stepped beyond the boundaries of her business as a social activist and philanthropist. She donated thousands to the NAACP and put her voice behind causes like preserving Frederick Douglass's home and fighting for the rights of Black World War I veterans. It's often claimed that Walker was America's first Black female self-made millionaire. But when she passed away in 1919, assessors found out her estate totaled around $600,000. Not that the number matters at all, really; Walker's legacy is priceless. We're guessing the businessmen and women she inspired could more than make up the difference. Madame C.J. Walker, wearing a feathered hat, drives an early automobile. Credit & copyright: Wikimedia Commons, Public Domain Art Appreciation Art Curio FLASHBACK \| Splitting hairs Melanie Bilenker (1978-) Hair on paper, silver, stainless steel, and mineral crystal 2.25 x 1.37 in (5.7 x 3.5 cm) Sienna Patti Contemporary Gallery, Lennox, Massachusetts [Image description: An ovular, silver brooch made of brown hairs, featuring the image of a woman trimming her own bangs.] Talk about home-grown art! American artist Melanie Bilenker uses an unusual medium to create the images on her lockets and brooches—her own hair. This concept is only strange by modern standards, though. In Victorian times, "hair jewelry" was all the rage, especially as a way to remember departed loved ones. Bilenker's modernized hair portraits were recently featured in HomeWork, a solo exhibition at the Sienna Patti Contemporary Gallery, in January. In Trim, pictured above, a woman sporting a buttoned shirt and braid trims her bangs with scissors. Everything, from the bathroom tile behind the woman to her own, intricate head of hair is made from strands of real hair. According to Bilenker, she was inspired to begin creating with hair after seeing the works of impressionist painter Mary Cassatt, which feature intimate indoor scenes, and a piece by sculptor Tom Friedman, who twisted one of his own pubic hairs into a spiral, atop a bar of soap. Bilenker works by laying tissue paper over an existing sketch, then using tweezers and glue to overlay the image with strands of hair. Her painstaking attention to detail ensures that, at the end of the process, there's not a hair out of place. Below: two more works from Bilenker's HomeWork series, Cookies and Washing the Tub. EU accuses China of “illegal” trade blocks on Lithuania From the BBC World Service: The EU has accused China of “illegal” trade practices. The row was sparked when Lithuania allowed Taiwan to open a de facto embas... Word of the Day: Ziggurat ziggurat \ZIG-uh-rat\ noun A ziggurat is an ancient Mesopotamian temple that resembles a pyramid having s... Video Games Daily Curio #2381 Wordle's the word It’s not Angry Birds but calming words that are going viral these days. Created by Josh Wardle, Wordle is one of the most popular web-based games in the world at the moment, despite its lack of colorful characters or flashy graphics. It isn’t an app, but rather a simple, browser-based puzzle game in which players have six chances to correctly guess a five-letter word. Just one word appears per day. The game has gone viral thanks to the fact that players can share a green, yellow and gray grid that indicates how many guesses it took them to figure out a given word. Many peoples’ interest in the game peaked after seeing these grids shared, without context, on social media. Here’s a simple explanation: a yellow block means that the letter is in the word but in the wrong position; a green block means that the letter is both in the word and in the correct position; finally, a gray block means that the letter is not in the word at all. Wordle might never have come to be if not for the pressures of the COVID-19 pandemic. According to Wardle, he created the game to play with his partner during the pandemic, to cope with the boredom of isolation. She was a fan of word-based games, so he just took a prototype of a game he had developed in 2013 and polished it up to make it what it is today. Unlike many other browser games or apps, Wordle has no push notifications nagging you to play or in-game offers of endless play in exchange for payments. In an interview with Slate, Wardle was asked about the philosophy behind this unconventional game design. He explained, “I enjoy doing the opposite of all those things, doing all the things that you are not meant to do, which I think has bizarrely had this effect where the game feels really human and just enjoyable…I think that really resonates with people, and no ads—well, no monetization. People ask me a lot about these things, and it was like, I was literally just making a game for my partner, and I made some decisions that we would like.” Now if only we could guess more than one word per day! [Image description: A screenshot from the mobile game Wordle, showing that the winning answer is “rebus.”] Credit & copyright: Josh Wardle, Wikimedia Commons, Public Domain Science Nerdy Curio Lava-inspired lifesaver If only we could get structure fires to lava us alone. One team of Australian researchers from the University of Southern Queensland recently relayed their development of a new, fire-resistant coating inspired by lava itself. Described in the journal Matter on January 6, the coating is meant to improve upon current flame-resistant materials used in constructing homes and other buildings. Although lava is one of the hottest substances on earth, it flows like liquid rather than bursting into flame. As lava cools, it becomes a hard substance which actually prevents fire from springing up underneath it. “Inspired by this interesting phenomenon, we designed a fire retardant coating that can create a non-combustible ceramic layer which can offer fire protections for the underlying substrates, just like a fire shield,” Lead researcher Pingan Song explained in a statement. The coating that Song’s team developed is composed of metal oxide powders, boron nitride, and a fire-resistant polymer. At around 662 degrees Fahrenheit, the coating melts and solidifies into a glasslike substance, with boron nitride naturally flowing into any gaps to ensure solidity. According to Song, spraying this non-toxic coating on construction materials could help prevent devastating fires in apartment buildings, homes, and offices. It could also offer a cost-effective alternative to current fire-resistant options, which are costly and often ineffective in extreme heat. Although the coating still needs to undergo more testing, Song’s team is hopeful that it could hit the market in around three years. They are also optimistic about its use outside of construction, pointing out that it could be used to protect things like wooden furniture, and areas where fire is particularly dangerous, such as mines. Here’s to a less flammable future. [Image description: A person in a protective silver suit sprays an extinguisher near smoke.] Credit & copyright: Defence-Imagery, Pixabay Lebanon’s power crisis: What would you do with just fou... From the BBC World Service: Bankrupt Lebanon is trying to solve its power crisis, striking a deal for electricity from Jordan. But can it really fill the gap... Lebanon’s power crisis: What would you do with just four hours of power? Word of the Day: Bamboozle bamboozle \bam-BOO-zul\ verb Bamboozle means "to deceive, trick, or confuse." // The legal advisor blunt... STEM Daily Curio #2380 Young and flying free This teenager has her head in the clouds…which is appropriate, since she’s a record-breaking pilot. 19-year-old Zara Rutherford recently became the youngest woman ever to circumnavigate the world solo on a plane. As if that’s not impressive enough, she’s also the first Belgian ever and the first woman ever to do it in an ultralight aircraft. Rutherford grew up around aviation, with a private pilot for a mother and a former helicopter pilot for a father. She started learning to fly when she was just 14, and got her license in 2020, but even with her pedigree, the 41-country, 32,300-mile journey was a daunting task. Planning took several months, and the young pilot got off to a nearly catastrophic start. Not long after taking off on August 18, 2021, she realized that her canopy wasn’t completely closed. Her plane, “Sharky”, cruises at 160 miles per hour, which is more than enough to tear off the canopy if the wind catches it. Rutherford averted disaster by holding the canopy closed with her elbow until she could close it tight, but it wouldn’t be the last snag she would have to deal with during the 155-day journey. She was later trapped in Nome, Alaska, and in Ayan, a remote, coastal Russian village, due to unfavorable weather conditions. Those two groundings added a month each to what should have been a 3-month journey, but she pressed on as soon as the weather cleared. The most dangerous part of her flight was also in Russia. She said in a press conference, “The hardest part was definitely flying over Siberia–it was extremely cold…If the engine were to stall, I'd be hours away from rescue and I don't know how long I could have survived for." At the end of her trip around the world, she was greeted in Belgium by her parents and reporters, but Rutherford says she didn’t do it just for herself. She wants to be an example that inspires girls and other young women to pursue STEM and aviation. To that end, she was able to secure a sponsorship for her journey from Girls Who Code and Dreams Soar, nonprofits that help women pursue STEM education. As for Rutherford, who achieved her record-breaking feat during her gap year, she plans to go on to study computer engineering. Who knows how long she’ll keep her feet on the ground, though. [Image description: Zara Rutherford, wearing a blue parka, smiles while standing in front of an airplane.] Credit & copyright: Megan Bowden, Fly Zolo Press, Wikimedia Commons, image cropped for size. This image is hereby distributed under the same license linked here. Work Nerdy Curio Quacking useful NFTs It takes a lot to create buzz in the art world, the business world and the economic world all at the same time. Yet NFTs, (non-fungible tokens) are doing just that. Recently, they even helped one couple earn almost $120,000 in six hours, saving their home from foreclosure. To understand their story, though, one needs to understand exactly what NFTs are and how they work—a feat that can be easier said than done. To put it simply, NFTs are pieces of digital media (usually visual art) that are sold using blockchain technology. Blockchain is a way of recording digital data which is very difficult to hack or otherwise change. It’s like a “chain” of transactions, and every transaction that takes place on a blockchain is permanently recorded there, for all participants to see. As their name suggests, NFTs are non-fungible, meaning that every individual one is different. So, for example, if someone bought a piece of digital art as an NFT, they would be the only person allowed to claim ownership of that specific art piece. Since their purchase would be recorded on the blockchain, they would always be able to prove their ownership rights, even if other people copy and paste or screenshot the image. In the case of Thorne Melcher and Mandy Musselwhite, a couple living near Atlanta Georgia, NFTs served as a sort of fundraiser. When the couple began missing mortgage payments due to a lost job, they set about creating Dastardly Ducks, a collection of 10,000 duck-themed NFTs. Each duck was generated from a combination of over 100 traits, ensuring that no two ducks were the same. Thanks to a group of friends and supporters championing Dastardly Ducks, Melcher and Musselwhite’s NFTs sold out in around six hours, allowing them to raise $120,000 to save their home. Whether NFTs truly are a whole new way to collect art or just a passing internet fad, there’s no doubt they’re changing lives in the current moment! [Image description: A yellow-and-black duck crossing sign.] Credit & copyright: SeaReeds, Pixabay What drove a wild 24 hours on the markets? From the BBC World Service: Why are global markets so volatile? We dig in to some of the issues after a frantic 24 hours of trading. Also today, how Australi... Word of the Day: Quip quip \KWIP\ noun A quip is a clever remark or a witty or funny observation or response. // They traded q... Acting Daily Curio #2379 Comedian, movie star, Emmy-winner, cartoon character…there wasn’t much that Louie Anderson, who passed away on January 21 at age 68, couldn’t do. Born and raised in St. Paul, Minnesota, Anderson was the tenth of eleven children. His family struggled to pay for utilities, and he described his father as an abusive alcoholic in interviews. Before pursuing comedy, Anderson worked as a counselor for abused children, and he himself often spoke of the difficulties he faced in his childhood. Anderson got his start in comedy by signing up to do stand-up on a dare at a club in Minneapolis. He then went on to work as a writer for comedian and musician Henny Youngman after the two met in 1981 at the Midwest Comedy Competition, which Youngman was hosting. In 1984, Anderson appeared on Johnny Carson’s The Tonight Show. His now-legendary standup set catapulted him to fame. In the following years, he became a household name as he starred in several comedy specials and wrote four comedic and autobiographical books. Since Anderson enjoyed sharing stories from his childhood, he agreed to star in a cartoon show based on his life. Titled Life With Louie, the show focused on a fictionalized 8-year-old version of Anderson which he voiced himself. The show ran for three seasons starting in 1994 and earned him two daytime Emmys. From 1999 to 2002, Anderson served as the host of the revival of Family Feud, all the while making appearances on other game shows, sitcoms and even dramas. Although he never stopped working, his role as Christine Baskets on the 2016 FX show Baskets, co-starring along Zach Galifianakis, was considered a career revival. Anderson claimed he based the character on his mother, and the role earned him a Primetime Emmy Award for Outstanding Supporting Actor in a Comedy Series. Anderson started his acceptance speech by exclaiming, “Mom! We did it!” He went on to say, “I haven’t always been a very good man, but I play one hell of a woman.” Always the comedian! [Image description: A black and white photo of Louie Anderson smiling.] Credit & copyright: John Mathew Smith & www.celebrity-photos.com, Wikimedia Commons, image cropped for size. Music Song Curio He did everything for love (even that) Many a power ballad is undoubtedly being blasted as the world mourns the death of Meat Loaf. The legendary rocker, best remembered for his long power ballads, passed away on January 20. His 1993 hit, I'd Do Anything For Love (But I Won't Do That) saw him paired up with piano player and songwriter Jim Steinman for the first time since his 1977 debut album. The song is a bombastic, nearly-seven-minute-long rock ballad with driving piano and face-melting guitar throughout. Of course, it left many fans asking what, exactly, it was that Meat Loaf wouldn’t do for love. In a recently-released interview with journalist Dan Reilly, Meat Loaf actually explained, once and for all, that the lyric “but I won’t do that” is meant to reference the negative statements sung earlier in each verse, i.e., “I'll never stop dreaming of you every night of my life.” Steinman bet Meat Loaf $100 that most people would be confused by the song’s lyrics, and Meat Loaf took the bet. “I lost a hundred dollars,” he admitted to Reilly. Ah, well. He surely made the money back in royalties! [Image description: Meat Loaf performs onstage during the 2013 Last at Bat Tour. An enormous stylized bat prop stands at the back of the stage.] Credit & copyright: TubularWorld, Wikimedia Commons, Image cropped for size. Word of the Day: Intemperate intemperate \in-TEM-puh-rut\ adjective Intemperate means "having extreme conditions" or "having or showin... Should trading stocks feel like playing a game? We’ve been chronicling the trend of younger people getting into stock trading via their phones, which has led to some interesting results, such as last year’... Treasure on the mantle What could be Moore satisfying than finding treasure in your own home? One British family recently discovered that a small, lead sculpture they kept on their mantle was actually the work of famed British sculptor Henry Moore. Mother and Child, pictured above, shows two connected, abstract figures. Their faces are simple etchings, with dots for eyes. The taller figure’s mouth is open, with one arm reaching toward its chest, where the other figure’s face appears. For years, the descendants of magazine editor Hubert de Cronin Hastings displayed the sculpture in their house and even referred to it as “The Henry Moore” due to a family legend that the famed sculptor had given it as a gift to Cronin Hastings. The family wasn’t fully convinced until recently, however, when they had the art piece looked at by a specialist from Dreweatts Auctioneers in Newbury. That’s when they discovered that the sculpture was a prototype for one of Moore’s famous stringed sculptures, in which he combined elastic string with metals like bronze. Now, it’s set to fetch an estimated $40,000 to $68,000 at a March 16 auction. Not too shabby for a one-time mantleplace knickknack. Mother and Child, Henry Moore (1898-1986), 1939-1940 , Lead, Dreweatts Auctioneers, Newbury, England Below: One of Moore’s stringed sculptures, Reclining Stringed Figure. Cats Daily Curio #2378 Leashing felines Cats are on permanent lockdown in the land down under. The city of Fremantle in Western Australia recently passed a law that bans cats from being outside unless on a lead. Fremantle already banned cats from 12 public areas like beaches and parks, but the new law is much more all-encompassing. Councillor Adin Lang, who is responsible for introducing the new law to the city’s government, told Western Australia Today, “This is about protecting our wildlife and it’s also about helping to keep people's cats safe from cat fights or getting hit by cars.” While they may look cute and innocent, according to many environmentalists, domestic cats that roam outdoors are actually an ecological disaster. According to the American Bird Conservancy (ABC), tens of millions of cats in the U.S. alone are responsible for killing 2.4 billion birds a year. Free-roaming cats are such prolific and indiscriminate hunters that they have even been responsible for the extinction of 33 species of birds. Not too far from Australia, a cat named Tibbles single-pawedly exterminated the entire population of Stephens Island Wrens on their namesake island in New Zealand. Cat waste can also pose a danger to wildlife. It often contains a parasite known as Toxoplasma gondii, which can kill certain animals that are too big for cats to hunt. For example, the ABC says that Hawaiian monk seals have been dying from the parasite, even though they don’t even interact with cats, suggesting their natural habitats are contaminated. While they’re out causing all this calamity, the cats themselves are in danger too. Tom Hatton of the Western Australian Feral Cat Working Group claims that, “A domestic cat that is kept at home lives on average 13 years, a domestic cat that is allowed to roam lives on average only three years because of misadventure, cars, fights and disease.” It may seem like a big change for cat owners to confine their cats or put them on a lead just for some fresh air, but similar changes in the past have become the norm today, as Councillor Lang told Perth Now, "In the 1970s dogs would roam our streets and I expect roaming cats will also become a thing of the past.” At least felines won’t become complete purrsona non gratas! [Image description: An orange cat sits on top of a birdhouse outdoors.] Credit & copyright: Kapa65, Pixabay Word of the Day: Juggernaut juggernaut \JUG-er-nawt\ noun A juggernaut is a massive force, campaign, movement, or object that crushes... Global energy giants plan their exit from Myanmar over ... From the BBC World Service: Two of the world’s biggest energy companies, Total Energies and Chevron, are leaving Myanmar amid concerns about human rights abu... Global energy giants plan their exit from Myanmar over human rights worries Political Science PP&T Curio Person: Madeleine Albright Here’s a tale of a political trailblazer. On this day in 1997, then-President Bill Clinton appointed Madeleine Albright as the U.S. Secretary of State. She was the first woman to ever hold the position, and her appointment was not without controversy due to her gender. Albright’s political philosophy placed a strong emphasis on protecting international human rights, which makes sense given that Albright herself had to flee persecution twice during her childhood. Born in 1937 in what is now the Czech Republic, Albright’s father, Josef Korbel, was a Czech diplomat. Since Albright’s family had Jewish ancestry, they were forced to flee in 1939, when the Nazis invaded and occupied Czechoslovakia. Three of Albright’s grandparents were killed in Nazi concentration camps. Her immediate family settled in England for a time, and returned to Czechoslovakia after the war. Unfortunately, in 1948, the Communist Party of Czechoslovakia took over the government in a Soviet-backed coup. Since Albright’s father was an outspoken opponent of communism, her family was forced to flee again, this time to the United States. She was just 11 years old. Albright’s family settled in Colorado. In 1957, Albright became a naturalized U.S. citizen. In 1959, she graduated from Wellesley College in Massachusetts with a degree in political science. Over the next decade, Albright got married, held multiple journalistic jobs, moved across the country with her husband, had three children, and continued her education, earning an M.A. and then a Ph.D in Public Law and Government from Columbia University in 1976. By the time Bill Clinton was elected President, in 1992, Albright had gained a reputation as an important foreign policy advisor for the Democratic Party. Clinton appointed her to be U.S. Ambassador to the United Nations in 1993. In this post, Albright quickly gained a reputation as someone who didn’t mince words. She publicly criticized U.N. Secretary-General Boutros Boutros-Ghali, calling him “neglectful” for his failure to stop racially-motivated genocide in Rwanda. In 1996, Cuban military pilots shot down two planes flown by Brothers to the Rescue, a humanitarian group formed by Cuban-American exiles. Albright famously stated that, “This is not cojones. This is cowardice.” The quote offended many U.N. diplomats, but Clinton later described it as, “probably the most effective one-liner in the whole administration's foreign policy.” After U.S. Secretary of State Warren Christopher resigned in 1996, Clinton considered Albright as his replacement. A woman had never held the position before, which led to tension at the idea of Clinton appointing her. In an interview with USA Today, Albright said, “So, my name was mentioned as a possible secretary of state. What happened was there was somebody who said, 'Well, a woman can't be secretary of state because Arab leaders will not deal with a woman.” This notion was disproved, however, when Arab ambassadors told Clinton that they would have no problem with Albright. Albright also told USA Today that First Lady Hillary Clinton had a hand in persuading the President to appoint her. “...Hillary would come to him and say, 'Why wouldn't you name Madeleine? She's most in tune with your views, expresses them better than anybody else, and besides it would make your mother happy.'” In 1997, Clinton appointed Albright to the position, making her not only the first female Secretary of State but also the highest-ranking woman in the history of the U.S. government, up to that point. In 1999, Albright was key in persuading Clinton to support a bombing campaign by the North Atlantic Treaty Organization (NATO) against the Federal Republic of Yugoslavia during the Kosovo War. The bombings took place over Serbia, which at the time was part of Yugoslavia. Their purpose was to end the genocidal ethnic cleansing taking place in Kosovo at the hands of the Yugoslavians. Although the bombings did lead to Yugoslavian withdrawal from Kosovo, they remain controversial to this day, with some asserting that Albright harbours discriminiatory beliefs about Serbians. Albright has publicly stated that her role in NATO’s bombing campaign is one of the things she’s proudest of from her time as Secretary of State, a position she held until 2001. In 2012, Albright was awarded the Presidential Medal of Freedom. Today, she serves on the board of the Council of Foreign Relations and is chair of the Albright Stonebridge Group, a global business strategy firm. Clearly, even at age 84, there’s no rest for this tireless promoter of international relations. Talk about long-term dedication. [Image description: Madeleine Albright poses in front of an American flag.] Credit & copyright: U.S. Department of State, Wikimedia Commons, Public Domain Word of the Day: Opine opine \oh-PYNE\ verb Opine means "to express an opinion." // The writer opines that the town library sho... Are people chilling on Netflix? Its growth numbers are ... Netflix stock is down almost 20 percent in futures trading, and according to the streaming giant’s latest quarterly report, we know that subscriber growth sl... Are people chilling on Netflix? Its growth numbers are pointing in that direction. Sports Daily Curio Hockey hero Here’s an icy reception we can get behind. On January 18, the Boston Bruins held a ceremony to retire jersey number 22 in honor of William O’Ree, the first Black player in the NHL. In his speech during the ceremony, O’Ree told the packed arena, "To the Bruins fans, I am honored to have had the pleasure of playing before you. Thank you for your tremendous love and support. This is an unforgettable day. I am overwhelmed and thrilled to be a part of the Bruins, forever." His number, 22, is the 12th to be retired by the Bruins, and to add to the celebration, the city of Boston declared January 18 “Willie O’Ree Day.” Hailing from the Canadian province of New Brunswick, O’Ree broke racial barriers when he took to the ice against the Montreal Canadiens way back in January 18 of 1958, leading to the press dubbing him the “Jackie Robinson of hockey.” He went on to play 45 games with the Bruins over 2 seasons and played professionally until 1979, all while he was blind in his right eye. O’Ree has also been active off the ice, serving as the Director of Youth Development for NHL Diversity since 1998. According to the NHL, “O’Ree has helped the NHL Diversity program expose more than 40,000 boys and girls of diverse backgrounds to unique hockey experiences.” An inspiration on and off the ice. [Image description: Willie O’Ree smiles in front of an American flag after meeting with Congresswoman Yvette Clarke in 2019.] Credit & copyright: Eric Connolly, U.S. House Photographer, Wikimedia Commons, Public Domain Daily Curio Explore your curiosity with an amusing daily fact from the Curious team. Teaser Curio Challenge your wits with a weekly brain buster from the Curious team. Mindset Curio Set yourself up for success with growth mindset tips from Dr. Carol Dweck, author of Mindset. Person, Place, or Thing Plunge into fascinating subjects with our encyclopedia of the odd and awe-inspiring. Nerdy Curio Glimpse into the inner-workings of everything from the Big Bang to Big Ben. Curated by the Curio staff. Photo Curio Peruse pictures worth a thousand words. And a CQ point. Art Curio Broaden your creative horizons with a daily dose of visual culture. Song Curio Find your next musical obsession. Worldly Curio PRI brings you the world’s most interesting stories that you need to know today. Business Curio A lot happened while you slept. Marketplace brings you up to speed with the latest business news, covering money, jobs, and innovation. Word Curio Expand your vocabulary! Merriam-Webster defines namby-pamby, myrmidon, and more. Poem Curio Poetry Foundation brings you noteworthy poems read by masters of the craft. An amusing daily fact from the Curious team. Daily Curio #2342 November 22, 2021 Zapruder records history Sometimes, history happens by chance. On this day in 1963, President John F. Kennedy was assassinated, and the event was captured in the home video of Abraham Zapruder—a dressmaker and photography enthusiast. It would end up becoming one of the most important pieces of footage in U.S. history. On the day of the assassination, Zapruder was in Dealey Plaza, across the street from his office and the Texas School Book Depository. Holding his Model 414 PD Bell & Howell Zoomatic Director Series Camera, he waited for the president’s motorcade to make its way around the plaza, hoping to capture Kennedy, a man he personally admired, on film. Of course, the ensuing tragedy is now one of the best known and widely discussed events in American history. The 26-second footage Zapruder recorded is known as the Zapruder Film, and though it wasn’t the only footage taken that day, it was by far the clearest. While the entirety of the film is now available for anyone with an internet connection to view, it wasn’t seen by the public for years following Kennedy’s assassination. When Zapruder originally sold the print rights to Life in 1963, he insisted that frame 313 be left out. That is the frame which shows the moment Kennedy is struck by a bullet, a sight which gave Zapruder nightmares and which he wished to spare the public from seeing. Then in 1975, the ABC late-night show Good Night America showed the footage, including frame 313, on network television for the first time. Although the complete footage had been in circulation for several years by then, the mass viewing spurred further government investigations, including the formation of the United States House Select Committee on Assassinations. Zapruder had already passed away by then, having died in 1970 of stomach cancer in Parkland Memorial Hospital—the same place where Kennedy was pronounced dead seven years prior. Nevertheless, his film continued to push for renewed investigations and stoked public interest any time it was shown, including in Oliver Stone’s 1991 film, JFK. After the movie included the real-life footage of the assassination, the US Congress passed the President John F. Kennedy Assassination Records Collection Act of 1992, which expedited the declassification of many documents relating to the event. The assassination of President Kennedy continues to drive conspiracy theories and commands public interest today, and the Zapruder Film is nearly always at the center of discussion. All because one man just wanted to make a home video. [Image description: Abraham Zapruder’s camera against a gray background.] Credit & copyright: U.S. National Archives, Public Domain More about this Curio: Illinois News Bureau : "The Symbolic Importance of the Zapruder Film." The Sixth Floor Museum at Dealey Plaza: "Abraham Zapruder Film." Smithsonian Magazine: "What Does the Zapruder Film Really Tell Us?" Claim 1 CQ	cc/2022-05/en_head_0001.json.gz/line350
__label__wiki	0.791447	0.791447	CanSinoBIO Announces Approval for its MCV4 Product Menhycia™ in China TIANJIN, China, Jan. 9, 2022 /PRNewswire/ — CanSino Biologics Inc. (“CanSinoBIO”) (SSE: 688185, HKEX: 06185) announced that the National Medical Products Administration of China (“NMPA”) granted approval for its ACYW135 Meningococcal Conjugate Vaccine (CRM197) (“MCV4”, trade name: Menhycia™), making it the first of its kind to be authorized in China. Leveraging CanSinoBIO’s industry-leading synthetic biotechnology and formulation technology platform, Menhycia™ covalently binds common pathogenic meningococcal serogroups A, C, W135 and Y to the carrier protein CRM197. Currently, Menhycia™ is the initial vaccine product containing these four serogroups in China. In December 2019, the NMPA had granted Menhycia™ priority review status, making it the first MCV4 to be included on the priority review list in China. The approval marks an important step in accelerating the development of China’s meningococcal vaccine immunization strategy. Menhycia™ provides protection for a wide range of age groups, including for children aged 3 months to 3 years old (47 months), by inducing strong T cell immune responses and immunological memory for immunized children. Dr. Xuefeng YU, Chairman and CEO of CanSinoBIO, said, “We are committed to contributing to disease prevention and control in China through innovation. Menhycia™ provides a cutting-edge solution in the prevention of meningococcal disease, and we are pleased to contribute to the advancement of the prevention and control capabilities of meningococcal disease in China.” Currently, meningitis remains a serious challenge to global public health management. The World Health Organization’s “Defeating Meningitis by 2030” plan aims to eliminate bacterial meningitis epidemics and reduce vaccine-preventable bacterial meningitis cases by 50% and deaths by 70%1. The cause of meningococcal meningitis is Neisseria meningitides (Lta), which is transmitted through the respiratory tract and invades blood circulation from the nasopharynx, and settling in the meninges and spinal cord membranes, forming a purulent inflammation. Measuring the onset of meningitis can be difficult and initial symptoms may be similar to a cold or flu, making it difficult to diagnose. However, the disease can develop to be life-threatening within 24 hours of onset without treatment. In addition, patients may experience serious long-term complications, such as mental retardation, hearing impairment and amputation even after treatment. Vaccination is the most effective way to prevent meningitis. MCV4 was not previously available in China, and the national immunization system had historically administered a polysaccharide vaccine to prevent the diseases. Now, Menhycia™ can help provide stronger and broader protection in China. 1 Source: WHO: Defeating meningitis by 2030 About CanSinoBIO Incorporated in 2009, CanSinoBIO (SSE: 688185, HKEX: 06185) commits to research, production and commercialization of innovative vaccines for China and global public health security. It possesses five integrated platform technologies including adenovirus-based vectors, conjugation, protein design and recombination, formulation and mRNA. As of today, it has established a robust pipeline of 17 vaccines preventing 12 diseases, including the Recombinant Novel Coronavirus Vaccine (Adenovirus Type 5 Vector) conditionally approved in 2021, the Group A and Group C Meningococcal Conjugate Vaccine (CRM197) and the Group ACYW135 Meningococcal Conjugate Vaccine (CRM197) approved in the same year. Additional information can be found online at www.cansinotech.com How Automakers Can Bring Their CX to the Next Level	cc/2022-05/en_head_0001.json.gz/line351
__label__cc	0.51224	0.48776	Construction and field test activities of an innovative single-room solar driven air-conditioning system Start date 1 April 2005 Final Activity Report Summary - ISSA (Construction and field test activities of an innovative single-room solar driven air-conditioning system) Over the course of its first year, the first phase of the project was completed and the second was initiated. The work was carried out according to the times/calendar and the modalities indicated in the original proposal. The final version of the system plan was made available only after thorough analysis, as well as definitions for control and monitor systems. The actual study of the plant began after the prerequisite individualisation of the venues (where the machines will be installed) and the offices (to be air-conditioned). Numerous plant configurations were taken into consideration and analysed with the aim of determining a solution that would guarantee the maximum performance, but at the same time limited costs and simple installation. The principal circuit elements used interchangeably were: - Solar collectors ( flat plates, vacuum tubes); - Thermally driven chiller ( absorption, adsorption technologies) with or without evaporating tower; - Cold distribution terminals ( fan coils, radiative floor). In coherence with the project's objectives, the possibilities for a direct connection between the source of heat (solar collectors) and the heat pump was investigated. The analysis of the shadows and the calculation of the thermal load of the building (with the aid of dynamic simulation software TRNSYS) provided the base for the following phase of project definition and design of the plant. The principal technical of the final version of the plant data is listed as follows: - Total area of the solar collector array 19.8 square meters using vacuum tubes collectors; - 4.5 kW absorption chiller with LiBr-H2O working couple; - Possibility to use two hot water storages (1.500 litres and 100 litres for split configuration); During the same phase of the project a monitor system was studied to apply to the plant. The choice of equipment was made with particular care, as was the study of how to position the transducers. The aim was two-fold: to allow the reading of the principal operational parameters in each part of the plant, and to guarantee a correct evaluation of the energetic performance. A data logger with 340-channels multiplexers will be used to acquire data using four flow maters and 13 temperature sensors. The next step was to define a control system able to guarantee a better performance of the plant. The operation of the solar circuit is controlled by a specific controller provided by the company which constructs the solar panels. The actual working of the distribution circuit are managed by another control unit purposely constructed which is linked both to the ambient thermostats and the internal control of the absorption chiller. At the conclusion of the first phase, the second began in the 7th month with the first steps towards installation in the building already decided. This included the write up of the detailed equipment list relative to the plant and acquisition of a few parts of equipment, in particular the solar collectors and the chiller. In the second project phase, experimental activities on the different configurations of the system have been carried out. The tests proved the suitability of such concept for small residential applications.	cc/2022-05/en_head_0001.json.gz/line353
__label__cc	0.74539	0.25461	(81 - 100 of 184) A Greeting from the President On behalf of the entire college community, I welcome you to Augsburg College. It is a pleasure to introduce the College to prospective students and to use this opportunity to welcome new and returning students. Augsburg has earned a reputation as an affordable... Show more A Greeting from the President On behalf of the entire college community, I welcome you to Augsburg College. It is a pleasure to introduce the College to prospective students and to use this opportunity to welcome new and returning students. Augsburg has earned a reputation as an affordable, quality liberal arts college of the church. The mission of the College, its academic programs and its metropolitan location attract a wide variety of students, a diversity which is actively encouraged. Whether from a small town, a large city or another country, all students enjoy the sense of community here at Augsburg. The College continues to grow, building on a tradition of excellence in its programs, f a d t y , students and facilities. It is a place where community, national and world leaders meet to discuss issues and ideas. I invite you to become part of this tradition of excellence -Augsburg is an exciting and challenging place to prepare for your future. I look forward to meeting you on campus. Charles S. Anderson President - AUCSBURC LOLLECE FACTS AND FIGURES Location -Augsburg College was founded in 1869 in Marshall, Wis. The College moved to Minneapolis in 1872. Religious Affiliation - The Evangelical Lutheran Church in America (ELCA). Although a strong plurality of students are Lutheran, 18 percent represent other Protestant denominations and 21 percent represent the Roman Catholic Church. Accreditation -North Central Association of Colleges and Schools, National Council for Accreditation of Teacher Education. Approved by the American Chemical Society, Council on Social Work Education, National Association for Music Therapy, Inc., National Association of Schools of Music, and National League for Nursing. Member -Associated Colleges of the Twin Cities, Lutheran Education Council in North America, Minnesota Private College Council. Registered with the Minnesota Higher Education Coordinating Board, as described on page 11. Enrollment (1993-'94) - 2,964 students from 26 states and 26 nations. I Graduates - 11,839 undergraduates from 1870 through July 31,1993. StudentIFaculty Ratio - 13.84 to 1. Undergraduate class size averages 20-25. Campus - 16 major buildings. Major renovations in 1979-'80 with special emphasis on accessibility. Accessibility - Augsburg is now one of the most accessible campuses in the region. A skyway-tunnel-elevator system provides access to 10 major buildings without going outside. I Financial Aid -Over 90 percent of the students receive some form of financial aid from the College and many other sources. I Library -Over 175,000 items, access to over 7,000,000 through CLIC, the Twin Cities private college library consortium and Minitex, the regional library network. School Year - Semesters from September to May, 4-1-4 calendar, with January Interim. Two summer school sessions. Augsburg Weekend College -trimesters, September to June. Augsburg Graduate Program - trimesters, September to June. Majors -More than 40 majors in 22 departments. Off Campus Programs - Center for Global Education, Student Project for Amity Among Nations (SPAN), Higher Education Consortium for Urban Affairs (HECUA),International Business Program, Upper Midwest Association of Intercultural Education (UMAIE)and extensive cooperative education and internship programs. Athletic Affiliation - Minnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division 111. I Policy - Augsburg College does not discriminate on the basis of race, creed, national or ethnic origin, age, gender, sexual preference, marital status or handicap as required by Title IX of the 1972 Educational Amendments or Section 504 of the Rehabilitation Act of 1973, as amended, in its admission policies, educational programs, activities and employment practices. A ugsburg College in - is grounded traditions - the traditions of its founders, of the church and of higher education in the liberal arts. From this framework springs a dynamic, challenging and evolving institution that rises to the challenges of today's - and tomorrow's changing world. Germany, in 1530. Augsburg opened in September, 1869, in Marshall, Wisconsin, and moved to Minneapolis in 1872. The first college stude,ntswere enrolled in 1874 and the first graduation was in 1879. Augsburg is committed to educating the whole person, encouraging and respecting diversity and serving the larger community. Through education, understanding and service, Augsburg faculty, staff and students can affect the future in positive ways. Early Leaders Establish a Direction The phrase, "Think globally, act locally" rings true at Augsburg. The College's location in the heart of the Twin Cities provides rich opportunities for experiential education, volunteer service, internships and cultural enrichment. In a sense, the cities are an extended campus for Augsburg students. Mission Statement Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the College motto, "Education for service," and to the Mission of the College: To developfuture leaders of service to the world by providing high quality educational opportunities which are based in the liberal arts and shaped by the faith and values of the Christian Church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community. A College of the Church Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, August Weenaas was Augsburg's first president (1869-1876). Professor Weenaas recruited two teachers from Norway -Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide such "college" studies that would prepare students for theological study. In 1874 they proposed a three part plan: First, train ministerial candidates; second, prepare future theological students; and third, educate the farmer, worker and businessman. The statement stressed that a good education is also practical. Augsburg's next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg's theme for over one hundred years. Education for Service Keeping the vision of the "non-elitist" college, Georg Sverdrup, Augsburg's second president (1876-1907),required students to get pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg's motto, "Education for Service." In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the About Augsburg 7 Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity. This change made Augsburg the only higher educational institution of the small Lutheran body. But the college division was still important primarily as an attachment to the seminary. The Focus Changed This attitude began to change after World War I. In 1911, Georg Sverdrup, Jr., became President. He worked to develop college departments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of Gerda Mortensen, Dean of Women. She spent the next 52 years at the College as a teacher and administrator. The College's mission assumed a double character -ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (19381962). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War 11, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College was a larger part of the institution than the seminary, and received the most attention. Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modern college program based on general education requirements and elective majors. With curriculum change came a long effort to become accredited. The College reached full accreditation in 1954, although many alumni had entered graduate schools and teaching positions long before that time. A study in 1962 defined the College's mission as serving the good of society first and the interests of the Lutheran Free Church second. The Seminary moved to Luther Theological Seminary (now Luther Northwestern Seminary) in St. Paul in 1963. A College in the City President Oscar A. Anderson (19631980) continued Augsburg's emphasis on involvement with the city. He wanted to reach out to non-traditional student populations, ensuring educational opportunity for all people. During his years of leadership the College became a vital and integral part of the city. Also in these years, Augsbwg added the Music Hall,Mortensen Tower, Urness Tower, the College Center, Ice Arena and Murphy Place. Dr. Charles S. Anderson has led the College since 1980. He guides Augsburg's commitment to liberal arts education, spiritual growth and freedom, diversity in enrollment and programs and a curriculum that draws on the resources of the city as extensions of campus and classroom. Augsburg continues to grow under his leadership. Some of the accomplishments during his tenure include instituting three graduate degree programs, hosting national and international figures at College-sponsored forums and events, increased accessibility and the addition of the Foss Center for Worship, Drama and Communication. - About Augsburg Augsburg continues to reflect the commitment and dedication of the founders who believed: An Augsburg education should be preparation for service in community and church; Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative and successful citizens; The city, with all its excitement, challenges and diversity is an unequaled learning laboratory for Augsburg students. Augsburg is a quality liberal arts institution set in the heart of a great metropolitan center. There are now more than 11,800 Augsburg alumni. In a world that has changed much since those first days of the College, Augsburg still sends out graduates who make a difference where they live and work. CAMPUS LOCATION Augsburg's campus is located in the heart of the Twin Cities, surrounding Murphy Square, the first of 155 parks in Minneapolis, the "City of Lakes." The University of Minnesota West Bank campus and one of the city's largest medical centers - Riverside Medical Center - is adjacent to the campus, with the Mississippi River and the Seven Corners theater district just a few blocks away. Downtown Minneapolis and St. Paul, home to a myriad of arts, sports, entertainment and recreation opportunities, are just minutes west and east via Interstate 94, which forms the southern border of the campus. (See map in back.) Convenient bus routes run throughout the city and connect with the suburbs. Reaching the Twin Cities is easy. Most airlines provide daily service to Minneapolis-St. Paul International Airport and bus or train connections can be made from all areas of the United States. FACILITIES AND HOUSING Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/ skyway system connects the two tower dormitories, the fi;e buildings on the ~ u a d r i ~ lplus e , Music Hall, Murphy Place, and the Foss, Lobeck, Miles Center for Worship, Drama and Communication. Admissions Office -The central admissions office is located at 628 21st Avenue South and provides offices for the admissions staff and a reception area for prospective students and their parents. American Indian Support Program and Black Student Affairs Program Offices - Located at 620 21st Avenue South, these programs provide support services and information to American Indian and Black students. Anderson Hall -Named in honor of Oscar Anderson, president of Augsburg College from 1963 to 1980, this residence hall is the newest building on campus. Located at 2016 S. Eighth Street, Anderson Hall contains four types of living units and houses 192 men and women. (1993) Anderson-Nelson Athletic Field - The athletic field, located at 725 23rd Avenue South, is the playing and practice field of many of the Augsburg teams. An air supported dome covers the field during the winter months, allowing year-around use. Christensen Center - Center of nonacademic activity, with spacious lounges and recreational areas, dining areas, About Augsburg 9 bookstore and offices for student govemment and student publications. (1967) program and two admissions representatives. College Relations House - Located at 709 23rd Avenue South, provides offices for College Relations staff, who oversee public relations and publications for the College. Ice Arena -Two large skating areas for hockey, figure skating and recreational skating for Augsburg and the metropolitan community. (1974) Center for Global Education Located at 609 22nd Avenue South, provides offices for the Global Center staff and a resource room for those interested in global issues. It is also the office for the Coordinator of Academic Programs Abroad. Melby Hall -Named in honor of J. S. Melby, dean of men from 1920 to 1942, basketball coach and head of the Christianity Department. It provides facilities for the health and physical education program, intercollegiate and intramural athletics, chapel services and general auditorium purposes. (1961) East Hall -Houses the Minnesota Minority Education Partnership (MMEP) and the Center for Atmospheric Space Sciences at 2429 S. Eighth Street. Foss, Lobeck, Miles Center for Worship, Drama and Communication Establishes a new "front door" for the College on Riverside Avenue. The Foss Center is named in recognition of the gifts of Julian and June Foss and was built with the additional support of many alumni and friends of the College. The TjornhomNelson Theater, Hoversten Chapel and the Amold Atrium are also housed in this complex, which provides space for the Campus Ministry program, drama and communication offices. Augsburg's computer lab, the Karen Housh Tutor Center and the John Evans Learning Laboratory are located in the lower level of this facility. (1988) The JeroyC. Carlson Alumni Center Named in 1991to honor Jeroy C. Carlson, senior development officer and former alumni director, upon his retirement from Augsburg. Located at 2124 S. 7th Street, the center houses the offices of Alumni/Parent Relations, the Augsburg Fund, Community Relations, the Hispanic/Latino support Mortensen Tower - Named in honor of Gerda Mortensen, dean of women from 1923 to 1964, has 104 one and two-bedroom apartments that house 312 upper-class students, plus conference rooms and spacious lounge areas. (1973) Music Hall - Contains a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios and offices for the music faculty. (1978) Old Main -Home for the Modem Language and Art Departments, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. (1900) Science Hall ,- Houses classrooms, well-equipped laboratories, a mediumsized auditorium and faculty offices. In 1960 the Lisa Odland Observatory on the roof was completed. (1949) South Hall and Annex Houses -All are located in or near the campus area and provide additional housing accommodations for students, faculty and staff. Iu - About Augsburg George Sverdrup Library -Named in honor of Augsburg's fourth president, it contains reading rooms, seminar rooms, work rooms, an audio-visual center, the Augsburg archives, classrooms and faculty offices. (1955) Sverdrup-Oftedal Memorial Hall Named in honor of Augsburg's second and third presidents, it provides space for administrative and faculty offices. (1938) 2222 Murphy Place -Houses offices for Weekend College, Graduate and Special Programs, Cooperative Education and classroom space. (1964) Urness Tower -Named in honor of Mr. and Mrs. Andrew Umess, who have given several generous gifts to the College. The tower provides living quarters for 324 students. Each floor is a "floor unit," providing 36 residents, housed two to a room, with their own lounge, study and utility areas. (1967) W ASSOCIATED SUPPORT ORGANIZATIONS Augsburg College has a commitment to lifelong learning and to programs which increase both individual and group understanding and achievement. In addition to the programs listed below, the College is also home to Elderhostel and College of the Third Age programs. Inter-Race: The International Institute for Interracial Interaction- Inter-Race facilitates interracial understanding in families, schools, places of work, communities and society. The Institute provides training and consultation, research, education, resource centers, publications, public policy and legal study in five centers. Inter-Race is located at 600 21st Avenue South. Minnesota Minority Education Partnership (MMEP) -The Minnesota Minority Education Partnership, Inc., is a non-profit membership organization that works closely with students, the communities of color and representatives from education, business, government and nonprofits to develop programs that help students of color succeed academically. By drawing on the talents and resources of others concerned with the success of students of color, MMEP creates collaborative, workable approaches to complex problems. MMEP believes that concentrating on the needs of students of color helps them move from thinking to doing, from wanting to having, and from dreaming to achieving. The MMEP office is located in East Hall. Nordic Center - The Nordic Center promotes interest in contemporary Norden, encourages the pursuit of Nordic studies and nurtures intercultural relations between the United States and the five Nordic nations of Denmark, Finland, Iceland, Norway and Sweden. The Nordic Center is located at 2400 Butler Place. Augsburg Youth and Family Institute - The Institute is designed to help churches better serve the changing needs of youth and families. The Institute at 2011 South Seventh Street offers academic programs at both undergraduate and graduate levels, as well as seminar/ workshops, a resource center and counseling senices. W POLICIES It is the policy of Augsburg College not to discriminate on the basis of race, creed, national or ethnic origins, age, gender, sexual preference, marital status or handicap as required by Title IX of the 1972 About Augsburg Ir Educational Amendments or Section 504 of the Rehabilitation Act of 1973, as amended, in its admissions policies, educational programs, activities and employment practices. Inquiries regarding compliance may be directed to the coordinators listed in the directory in the back of this catalog, or to the Director of the Minnesota Department of Human Rights, Bremer Tower, Seventh Place at Minnesota Street, St. Paul, MN 55101. The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. ACCREDITATION AND MEMBERSHIPS Augsburg College is accredited by the North Central Association of Colleges and Schools and the National Council for the Accreditation of Teacher Education (Secondary and Elementary). Our programs are approved by the American Chemical Society, the Council on Social Work Education, National Association for Music Therapy, Inc., and the National League for Nursing. Augsburg College is an institutional member of the National Association of Schools of Music (NASM). We are a member of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America and Minnesota Private College Council. Augsburg College is registered with the Minnesota Higher Education Coordinating Board. Registration is not an endorsement of the institution. Registration does not mean that credits earned at the institution can be transferred to other institutions or that the quality of the educational programs will meet the standards of every student, educational institution or employer. For Freshmen - 14 Early Admission of Freshmen - 15 For Transfer Students - 15 For Former Students - 15 For Special Students - 15 International Student Services - 16 - ADMISSIONS A ugsburg College is looking for students with intelligence and character. We want people who can benefit from and contribute to their community, the College community and the community at large. Because firsthand appraisal of programs, facilities and academic atmosphere is valuable, freshman and transfer applicants are encouraged to visit the campus and meet with an Admissions Counselor. Arrangements may be made to meet with a member of the faculty and to attend classes when school is in session. Augsburg's admissions staff is ready to help students and parents with college planning. Call the Admissions Office any weekday between 8:00 a.m. and 430 p.m. - (612) 330-1001 or toll-free (800) 788-5678. We'll answer your questions and arrange a tour for you (including Saturday momings during the school year). Our office is on the northwest comer of Seventh Street and 21st Avenue South in Minneapolis. (Please call first.) Selection of students for Augsburg College is based upon careful consideration of each candidate's academic achievement, personal qualities and interests, participation in activities and employment, and potential for development as a student and as a graduate of Augsburg College. The College selects students on individual merit without regard to race, creed, disability, national or ethnic origin, sex or age. . . 1 FRESHMEN Application for Admission -Applicants should complete the application for admission and the essay and return them to the Admissions Office together with the non-refundable $20.00 application fee. Transcripts - An official transcript from the high school is required of freshman applicants. Freshman applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final transcript upon graduation. General Education Development scores (G.E.D.) may be presented instead of the high school transcript. Test Scores - Freshman applicants are required to submit results from the college entrance examination. The American College Test (ACT) is preferred. Results from SAT or PSAT are also accepted. It will suffice if test scores are recorded on the official high school transcript. Additional Information- If there is personal information that may have affected the applicant's previous academic performance, it may be included with the application or discussed personally with an Admissions Counselor. Academic recommendations may be required by the Admissions Committee before an admissions decision is made. On occasion, the Admissions Committee may also defer a decision on a candidate's admission until other information has been received. For example, more recent test scores, results of the present semester's course work, additional letters of recommendation or writing samples may be requested by the Committee. If any additional credentials are needed, the Admissions Office will inform the candidate. Notification of Admissions Decision Augsburg College uses a "rolling" admissions plan. Students are notified of the admissions decision, usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Admissions Confirmation of Admission - Accepted students who are applying for financial aid are asked to make a $loo* tuition deposit within 30 days of their financial aid notification. Extensions may be requested in writing to the Director of Financial Aid. Accepted students who are not applying for financial aid are asked to make a $loo* tuition deposit. Those students who wish to live in College housing must also submit a $100 housing deposit. Non-refundableafter May 1. Early Admission of Freshmen Students of exceptional ability who wish to accelerate their educational program may be granted admission to begin full-time work toward a degree following completion of their junior year or first semester of the senior year of high school. Applicants for early admission must complete the normal procedures for freshman applicants, submit two academic recommendations from the high school faculty and arrange a personal interview with the Director of Admissions. Students from Minnesota who are interested in the possibility of enrolling at Augsburg under the auspices of the Minnesota Post Secondary Enrollment Options Act should contact the Admissions Office for specific information. I TRANSFER STUDENTS Augsburg College welcomes students who wish to transfer after having completed work at other accredited colleges or universities. College credit is granted for liberal arts courses satisfactorily completed at accredited institutions. The College reserves the right not to grant credit for courses where it considers the work unsatisfactory, to grant provisional aedit for work taken at unaccredited institutions and to require that certain courses be taken at Augsburg. Augsburg College limits transfer course work from two-year colleges once a student has reached junior status. If all transfer work has been taken at a two-year college as a freshman or sophomore, a maximum of 17 Augsburg courses, or 96 quarter credits, will be accepted toward the number of Augsburg course credits required for the baccalaureate degree. A cumulative grade point average (GPA) of 2.0 (on a 4.0 scale) or better is required on previous college work. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with the Admissions Office and departmental section of this catalog to see if admission to the major is necessary. I FORMER STUDENTS Students who have intempted attendance at Augsburg College without requesting a leave of absence and who wish to return must apply for re-admission through the Registrar's Office. Students who have attended any other institution(s) during the absence from Augsburg must have an official transcript sent from each institution to the Registrar's Office. Returning students do not pay the application fee. I SPECIAL STUDENTS (NON-DECREE) In some circumstances, people may be admitted as special students (non-degree) and granted the privilege of enrolling in courses for credit. Usually part-time l3 - Admissions students, they may subsequently become candidates for a degree by petitioning through the Registrar's Office. Students regularly enrolled at another college may take course work at Augsburg College as a special student (non-degree). A transcript must be sent to the Admissions Office by the student's home institution. An application form for special student (non-degree) status is available from the Admissions Office. Augsburg welcomes students from countries around the world. International students from more than 50 countries have attended Augsburg since 1954. Students should contact the Admissions Officefor an International Student Application and information on the application procedure. Applications must be received two months prior to the start of the semester: July 1for Fall, November 1for Spring. , For additional information, call (612) 330-1001, or 1-800-788-5678 (toll free), or write to: International Student Admissions Augsburg College 2211 Riverside Avenue Minneapolis MN 55454 College Costs Tuition and Fees - 1 Room and Board - 1 Special Fees - 18 Deposits and Payments - 19 1 Financial Policies Refunds - 20 I Financial Aid How and When to Apply - 21 Kinds of Aid I 1 a I .I I I I Merit Scholarships - 22 Gift Assistance - 23 Loan Assistance - 23 Student Employment - 24 Sponsored Scholarships - 25 X OUR LDUCATION A 11students receive financial help indirectly, since a quality liberal arts education costs more than tuition and fees cover. The College raises that difference in gifts -from alumni, faculty, staff, parents, church, friends, foundations and endowment income. Audit Fee (for part-time students) per course However, the primary responsibility for paying for a college education rests on students and their families. Financial aid is intended to supplement those resources. Room Rent (includes telephone and basic service) The Board of Regents has approved the costs listed below for the 1994-'95 academic year. The Board reviews costs annually and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. TUITION, FEES, ROOM AND BOARD Tuition (full-time enrollment) ..................$485.00 Full-time students may audit a course without charge. Part-time students taking Lifetime Sports are charged the audit rate for that course. .......... $2,234.00 (Room rates and housing options are available through the Office of Residence Life.) Full Board (19 meals a week) ......... $2,138.00 Other board plans are available as defined in the housing contract booklet available from the Office of Residence Life. Partial board (14 meals a week) Flex 5 point plan Fees ......... $2,076.00 .......... $1,890.00 ....................... $112.00 ..... $ 11,902.00 This rate applies to all full-time students attending in September, 1994. Students are considered full-time when they take three or more courses during the semester terms. The charge includes tuition, general fees, facility fees and admission to most Collegesupported events, concerts and lectures. The amount is payable in two equal installments at the beginning of each semester. Tuition (part-time enrollment) per one-credit course ....... $1,270.00 This rate applies to students taking fewer than three courses in a semester and/or an Interim only. Part-time students taking Lifetime Sports are charged the audit rate for that course. OTHER SPECIAL FEES (NON-REFUNDABLE) Fees Billed on Student Account ACTC Bus (full-time students only) ............... $12.00 Late Registration (per day after classes begin) ...........$25.00 Registration Change after first five days (cancelladd/ change/grade option, or combination at one time) .................. $5.00 Music Therapy Internship (one-half course credit) ...... $485.00 Private Music Lessons, per semester (14 lessons) ........ $270.00 Student Teaching (per course for full-time students) ........ $50.00 Student Teaching (per course for part-time students) ....... $100.00 Financial Information Is Study Abroad (in approved non-Augsburg programs) .... $193.00 Student Activity Fee ............. $100.00 Student Activity Fee (part-time students) .......... $50.00 Fees Payable by Check/Cash Application (new and/or special students) ............. $20.00 $128.00 Nursing Credit Validation Tests Nursing Comprehensive Exam .... $16.00 Nursing Name Pins ............... $5.00 Locker Rental (commuters) ........ $26.00 Student Parking Lot Permit - car ....................... $81.00 -motorcycle ................ $41.00 Transcript Fee (per copy after first, which is free) ........ $2.00 Special Examinations, Cap & Gown Costs (Schedule on file in Registrar's Ofice) .. BOOKS AND SUPPLIES These costs are estimated to be $500.00 per year. DEPOSITS Enrollment Deposit (non-refundable) ........ $100.00 Required of all new students after acceptance. The Enrollment Deposit is credited to the student's account only when his/her enrollment is terminated. Any net credit balance (after all charges and/or fines) will be refunded upon request of the student. For more information, contact the Admissions Office. Housing Damage Deposit ..... $100.00 Required of all resident students at the time of signing a contract, to reserve a housing assignment. This deposit is retained against damages and/or fines and is returned to the student account (less all charges for damages and/or fines) at the end of the occupancy period covered by the contract. New contracts may be terminated for Fall or Spring Term by following the conditions delineated in the housing contract. The resident will be responsible for all costs incurred due to late cancellation or lack of proper notification. If the new contract is cancelled prior to July 1for Fall Semester or January 1for Spring Semester, $50 will be forfeited from the $100 deposit as a service charge. The entire deposit will be forfeited if cancellation is after these dates. I PAYMENTS Semester Fees - Prior to the start of each semester a Statement of Estimated Charges showing basic charges and financial aid credits designated by the Student Financial Services Office is sent to the student from the Business Office. Payment Options - (1)Annual payments, due August 15 as billed; (2) Semester payments, due August 15 and January 15 as billed; (3) Payment Plan upon application and after College approval, a three-month plan is available each semester. Details are included with the Estimate of Charges letter; (4) 10-month Payment Plan -upon application, College approval, and payment of a $50 administrative fee, the annual charges may be paid in 10 equal installmentsbeginning June 15 and ending March 15. No finance charge will be assessed on accounts which are current. An application will be sent upon request. - Financial Information A finance charge is applied at a simple rate of 1percent per month on any account with an open balance of 30 days or more or on a 10-month payment plan in which payment is not current. Tuition is set on an annual basis, payable in two equal installments at the beginning of each semester. Registration is permitted only if the student's account for a previous term is paid in full. Augsburg College will not release academic student transcripts until all student accounts are paid in full or, in the case of student loan funds administered by the College (Perkins Student Loan and the Nursing Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. REFUNDS Students fill out Withdrawal from College forms available in the Advising Center or Registrar's Office. They must be filled out completely, signed and turned in to the Registrar's Office. Students who properly withdraw, change to part-time, are dismissed or are released from a housing contract will have their accounts adjusted for tuition and room (except for the minimum deduction of $100.00 to cover administrative costs) according to the following schedule: 100% - through the first five days of classes (less $100 administrative fee) 90% - from the 6th through 10th day of classes 80% - from the 11th through 15th day of classes 70% - from the 16th through 20th day of classes 60% - from the 2lst through 25th day of classes 50% - from the 26th day of classes through the mid-point of the term No refund will be made after the middle class day of the term. Board refunds are made on a proportionate basis. If a student is forced to withdraw due to illness or an accident, the refund will include the normal percentage plus onehalf of the percentage adjustment, upon submission of a report from the attending doctor stating the inability or inadvisability of continued e ~ o h e n t . Students who elect to omit an Interim or to graduate in December are not entitled to a refund of Interim tuition, room and board charges. Students who participate in an approved off-campus Interim are eligible to apply for a board refund and room sublease. Details and request forms are available in the Office of Student Life. All refunds of charges will be applied to the account of the student and all adjustments for aid, loans, fines and deposits, etc. will be made before eligibility for a cash refund is determined. REFUNDS FOR NEW STUDENTS FIRST TERM AT AUCSBURC Refunds will be calculated on a pro-rata basis (using federal government guidelines) for students attending Augsburg for the first time. The refund will be a portion of tuition, fees and expenses equal to the period of enrollment up to the 60 percent point in time of the period of enrollment. The federal statute guidelines and requirements for refunds are more stringent for Financial Information 21 first-term new students. Students may appeal refund decisions through the Petition Committee. Financing higher education could be the most significant investment a person or family makes in a lifetime. So, proper planning and wise choices are important, not only in choosing a college, but also in the methods used to pay for it. Augsburg College, through its Office of Student Financial Services, will help students and their families with both monetary and advisory assistance to protect access to a quality education in spite of increasing costs. Financial assistance awarded through Augsburg is a combination of scholarships, grants, loans and part-time work opportunities. The College cooperates with federal, state, church and private agencies in providing various aid programs. For the 1993-'94 academic year, nearly 9 out of 10 students at Augsburg received scholarships, grants, loans and part-time employment. The primary responsibility for financing a college education rests upon the student and family. Financial aid is intended to supplement student and family resources. The Free Application for Federal Student Aid (FAFSA) and the Augsburg Financial Aid Application help determine the amount of assistance for which a student is eligible. This analysis estimates the amount a student and family can be expected to provide for college expenses, taking into account such family financial factors as current income, assets, number of dependents, other educational expenses, debts, retirement needs and special considerations. HOW AND WHEN TO APPLY New Students - Regular Admission 1. Apply for admission to Augsburg College. No financial aid notification is made until the student has applied and been accepted for admission. 2. Obtain the Free Application for Federal Student Aid (FAFSA)from a high school or college financial aid office. Complete the application, enter the Augsburg College Code 002334, and send the application to the processing agency after January 1but before April 15 for priority consideration. 3. Complete the Augsburg Financial Aid application and submit it to Student Financial Services. 4. After Augsburg receives the analysis and you are accepted for admission, the' Financial Aid Committee will meet and review your eligibility for all the programs available. A letter will be sent to you detailing your financial aid. 5. Acceptance of this financial aid package is required within the deadline stated. If necessary, the appropriate loan forms and/or work applications will be sent to you. 6. Transfer students must submit a financial aid transcript from each postsecondary institution previously attended before financial aid will be offered. The financial aid transcript forms are available from the Admissions or Financial Aid offices. 7. All applicants (and parents of dependent students) are required to provide a copy of their most recent federal tax form. Returning Students Eligibility for assistance must be re- :L Financial lntormation established each academic year by filing the Augsburg Application for Financial Aid and the Renewal Free Application for Federal Student Aid (FAFSA). Renewal is based on the family's financial eligibility, the student's satisfactory academic progress and fund availability. KINDS OF AID A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). The various forms of aid available are listed here for information only. In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships, grants and loans that might be available in their own communities. It could be worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs and fraternal organizations for information on aid available to students meeting their requirements. In addition to these sources, some students are eligible for aid through Vocational Rehabilitation, Education Assistance for Veterans, Educational Assistance for Veterans' Children and other sources. Merit Scholarships President's Scholarships - President's Scholarships, which assure gift assistance equal to tuition, are awarded annually to the most academically qualified full-time freshmen students. These scholarships are awarded without regard to need. The awards are renewable for three years based on academic performance at Augsburg. Because this is a unified program, full tuition is assured; that is, the College guarantees the difference between non- Augsburg grants and scholarships (such as state scholarships, Pell grants, etc.) and full tuition. Special application is due February 15. Details are available from the Admissions Office. Transfer Scholarships - Transfer Scholarships up to $5,000 are available to full-time students in the day schedule who are direct transfers to Augsburg College following two years of full-time study at a community college or other approved twoyear college. Students must have maintained at least a 3.3 GPA on a 4.0 point scale. Scholarships are awarded without regard to need and will be renewed for a second year given satisfactory academic performance. Special application is due April 1.Details are available from the Admissions Office. Regents' Merit Scholarships -The Regents' Merit Scholarships are awarded to incoming full-time freshmen of high academic achievement. Depending on high school class rank or college entrance test score, Augsburg will award scholarships of $1,000 to $4,000 each, renewable each year, regardless of financial need. Performing Arts Scholarships -These recognize student excellence in music or theater. Students with talents in music (vocal and instrumental), acting, stage design or production are qualified for this $1,000 annual award. Selection is based on individual performance auditions, good academic standing and letters of recommendation. These scholarships are renewable as students maintain involvement with a co-curricular performance group. Hoversten Peace Scholarships Recognize students who have demonstrated a commitment to peace, service and community. Examples of involvement of recent scholarship recipients include Financial Information z! Amnesty International, Habitat for Humanity, community service and church activities. Lutheran Leader Scholarships These scholarships recognize incoming freshmen of high academic achievement with a demonstrated record of leadership within their congregations. Students eligible for the $1,000 annual renewable award are those who rank in the top 30 percent of their high school class and have the recommendation of their pastor. Paired Resources in Ministry and Education (PRIME) Awards - Augsburg College will match the first $500 a year of a student's scholarship or grant from a Lutheran congregation. The scholarship or grant check from the congregation must be received at Augsburg by October 1. Gift Assistance (Need Based) Augsburg Tuition Grants - Available to students who have shown academic potential and have financial need. A student's academic performance, financial need, and high school and community involvement are taken into consideration. Minnesota State Scholarships and Grants - Awarded by the state to Mimesota residents who have financial need. For 1993-'94, these ranged from $100 to $5,889. All applicants from Minnesota are expected to apply. Federal Supplemental Educational Opportunity Grants - A federal program administered by the College. To be eligible, a person must: (1) be a U.S. citizen or permanent resident; (2) have exceptional financial need as defined by the program; (3) be capable of maintaining satisfactory academic standing at the College; and (4) be accepted for admission. Federal Pell Grants - Federal Pell grants are awarded to students attending eligible institutions of higher education and are based on financial need as defined by program guidelines. The maximum grant eligibility for each student for 1994'95 was $2,300. Application is made by filing the FAFSA. Bureau of Indian AffairsITribal and State Indian Scholarships -Bureau of Indian Affairs/Tribal and State Indian Scholarships and Augsburg American Indian Scholarships are available to Indian students (both full- and part-time) who meet specific criteria. For Bureau of Indian Affairs/Tribal and State Indian Scholarships, students must be of 1/4 degree Indian ancestry and be enrolled with a federally recognized tribe. Eligibility criteria for Augsburg American Indian Scholarships vary; contact the American Indian Support Program office. Indian grants supplement all other forms of financial aid. Questions may be directed to the American Indian Support Office or to your local BIA, Tribal or State Indian Education Office. Loan Assistance Federal Perkins Student Loan -A joint Augsburg College-federally funded program administered through the College for students who demonstrate financial eligibility. Loans are interest-free during your education. No interest accrues nor do payments have to be made on the principal at any time you are enrolled at least halftime. Simple interest of 5 percent and repayment of the principal (at the minimum of $40 a month) begin nine months after you leave school. Repayment may extend up to 10 years. The loan cames a teacher cancellation clause. The maximum which may be borrowed for undergraduate - Financial Information L4 study is $15,000 ($30,000 including graduate school). Federal Stafford Student Loans Subsidized and Unsubsidized Stafford Loan funds are obtained directly from a local lender or state agency in states which provide such programs. Subsidized Stafford Loans are need-based loans which the federal govenunent subsidizes by paying accrued interest while in school and during the grace period. Therefore, the borrower is not responsible for interest accrued while in school or during the sixmonth grace period. Interest begins accruing on the date of disbursement for the Unsubsidized Stafford Loan and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to be capitalized (added to the balance of the loan). The interest rate for new borrowers through the Subsidized and Unsubsidized Stafford Loan is variable and changes annually based on the 91-day Treasury Bill. For students with existing loans, the interest rate will match the interest rate on their existing loans (7%,8%, 9% or S%/lO%). The following borrowing limits apply to the Stafford Loan program after July 1, 1994: Freshmen: $6,625 annually (Combined Subsidized & Unsubsidized Stafford) Sophomores: $7,500 annually (Combined Subsidized & Unsubsidized Stafford) Juniors/Seniors: $10,500 annually (Combined Subsidized and Unsubsidized Stafford) Aggregate maximum: $46,000 Federal Nursing Student Loan -A federal program with provisions similar to the Perkins Student Loan program, but restricted to applicants accepted or enrolled in our program leading to the baccalaureate degree in nursing. Recipients must have financial need and be registered at least half-time. The maximum loan is $4,000 per year. Federal Parent Loan Program (PLUS) - PLUS is a loan program to help parents meet college costs of their dependent childreri. Parents may borrow up to the cost of attendance (minus other aid). Repayment begins within 60 days of check disbursement at a variable interest rate not toexceed 10 perceni and a minimum payment of $50 per month. Application forms are available at Augsburg College or the lending institutions. Applications are normally filed with the bank or thrift institution with which your family has an account. The Student Educational Loan Fund (SELF) - SELF is administered through the Minnesota Higher Education Coordinating Board. Applications are available from the Office of Student Financial Services. Undergraduates may borrow up to $6,000 per year minus any other student loan indebtedness. Maximum undergraduate borrowing is $25,000. The minimum loan amount per year is $1,000. The interest rate is variable. Interest payments begin 90 days after the loan is disbursed and continue quarterly thereafter, while the student is enrolled. Principal payments b e p the 13th month after you leave school. There are no deferments. Student Employment Augsburg College provides work opportunities for students with proven Financial Information 2s financial need who are at least one-half time students. Assignment is made on the basis of need and potential competence in performing the duties assigned. Parttime work provided by the College is considered financial aid, just like scholarships, loans and grants. A maximum of 15 hours of on-campus employment per week is recommended. All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made monthly by check to the student employee. Students should make application to both the Financial Aid and Personnel offices for work study positions. Federal College Work Study Program and Minnesota State Work Study Program - Under these programs the federal or state government supplies funds on a matching basis with the College to provide some part-time work opportunities. Augsburg College, through generous gifts from alumni, faculty, staff and friends of the College, offers more than 175 sponsored scholarships. For more detailed information about sponsored scholarships, contact the Student Financial Services Office or your admissions counselor. Sponsored scholarships are available in the following categories: general scholarships, special scholarships, minority/ international student scholarships, and departmental scholarships. Social, Cultural, Recreational- 28 Fine Arts - 29 IntercollegiateAthletics - 29 Intramurals - 29 Student Affairs - 29 Academic Skills Enrichment - 29 Program for Students with Disabilities (CLASS) - 30 Support Programs - 30 American Indian - 30 Asian American - 31 Black Students - 31 Hispanic/Latino - 32 Career Services - 32 '1 ' I 1 Center for Counseling and Health Promotion - 32 Health Service - 33 Id First Year Experience - 33 , Student Activities - 33 International Programs - 33 I Food Service - 34 ( Residence Life Program - 35 (Housing) I I , '1 L Student Standards of Behavior, Complaints, Records - 36 2g 3TUDENT LIFE I bxperiences in the classroom are an important part of college life, but learning and development also occur in formal and informal activities of the College and the metropolitan area. Whether students are residents or commuters, the climate for leaming and living at Augsburg will add dimension to their education. Christian heritage, which will be the basis for the kind and quality of life that reaches beyond their years at Augsburg. As a college of the church, we are concerned about spiritual as well as academic and social growth. Our concern for spiritual growth is evident in the opportunities we encourage and provide for students to explore their own faith. Through student government students secure a closer relationship with and better understanding of the administration and faculty, and provide input into the decisionmaking process at Augsburg. Student govemment also sponsors and directs student activities, protects student rights and provides the means for discussions and action on all issues pertaining to student life at Augsburg. Because our campus is comprised of individuals from many different religious and cultural backgrounds, our worship life is characterized by a similar diversity and richness of tradition. Bible studies, growth groups, outreach teams and community outreach opportunities, retreats, peace and justice forums, concerts and gatherings are examples of the wide variety of activities on campus. This ministry finds its most visible expression in chapel worship where students, faculty and staff gather each day to give thanks and hear the Gospel proclaimed by a number of speakers and musicians. Each Wednesday night students gather for Holy Communion. On Sundays, Trinity Lutheran worship services are held on campus, with many other churches within walking distance. We seek to develop a free and open environment where people are encouraged to use and discover the gfts and sense of call and vocation that God has given them. As a college of the church, we encourage students to form values guided by our The College Pastor and Campus Ministry staff have offices in the Foss, Lobeck, Miles Center and are available for spiritual guidance, counseling, support or information. Student govemment is organized into the executive branch, the legislative branch and the judicial branch. Elections are held in the spring for the next year. Freshmen elect their representatives in the fall of their first year. Many kinds of involvement are possible -program planning, writing, editing or service opportunities.If you want to get involved, contact the president or vice president of the Student Body in their offices in the lower level of the Christensen Center. Throughout the year, a variety of social and cultural activities take place on campus as well as in the Twin Cities. These activities include dances, films, theme events, name entertainment and visiting personalities in various fields. The Christensen Center is the focus of Student Life leisure-time activity on campus. The Gameroom and Student Lounge, popular hang-outs, are located in the lower level. Many of the clubs that unite classroom and non-classroom related interests meet here. Student offices in this area include the College newspaper, the Augsburg Echo; the yearbook, The Augsburgian; Student Government and the Augsburg Student Activities Council. KCMR, a studentoperated non-profit radio station serving the needs of Augsburg and the surrounding Cedar-Riverside community, is located in Urness Tower. Students have many opportunitiesto participate in music and drama. In addition to appearing on campus and in the city, the Augsburg Choir, Concert Band and Orchestra perform on national and intemational tours. Many other ensembles are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the Theatre Arts Deparbnent and have the opportunity to attend a series of on-campus v,&shops with visiting arts professionals. I INTRAMURALS Every student is urged to participate in some activity for recreation and relaxation. An intramural program provides competition in a variety of team sports as well as individual performance activities. Broomball has been an especially popular coed sport. Check schedules for times when there is open use of the gymnasium and ice arena. The Student Affairs Division is comprised of a variety of programs, services and activities dedicated to complementing and enhancing students' educational experience and the academic programs of Augsburg College. These programs, services and activities provide students with an enriched collegiate experience which celebrates our rich diversity of student needs and interests; attends to the social, cultural and career development of students; and enhances students' academic performance through direct intervention and environmental management. The following information provides a brief introduction to the major efforts of the Student Affairs Division. I ACADEMIC SKILLS ENRICHMENT INTERCOLLEGIATEATHLETICS Augsburg is affiliated with the Minnesota IntercollegiateAthletic Conference (MIAC) and is a member of the National Collegiate Athletic Association (NCAA) Division LII. Men annually compete in football, soccer, cross country, basketball, hockey, wrestling, baseball, tennis, track and field and golf. Women annually compete in volleyball, cross country, soccer, basketball, track and field, softball and tennis. The Academic Enrichment Program is designed to offer students study skills assistance so that they may achieve their best from their studying. The program includes four components: the Learning Center, the Tutor Center, the Learning Laboratory and the Center for Learning and Adaptive Student Services (CLASS). The Learning Center, located in Memorial Hall, Room 119 and Foss Center, Room 18, assists students in improving their skills in such areas as time management, 30 Student Life - notetaking, textbook reading and comprehension, test-taking, and concentration and memory improvement. Diagnostic testing is also available to assess skills in reading, vocabulary, spelling, study strategies and learning styles. The staff will assist students in developing effective and efficient study skills. The Karen M. Housh Tutor Center, located in Foss Center, Room 18, arranges for students to meet with tutors for content tutoring in most freshman and sophomorelevel courses. The Center also notifies students of tutoring labs available, as well as supplementary instruction sessions, in which tutors attend the classes and lead discussions after class on major concepts of the courses. The JohnEvans Learning Laboratory, located in Foss Center, Room 18, offers students the opportunity to improve skills in reading, writing and mathematics through the use of computer software. Tutors are available to demonstrate the uses of the software, and students are able to monitor their progress. W PROGRAM FOR STUDENTS WITH DISABILITIES (CLASS) The Center for Learning and Adaptive Student Services (CLASS) serves over 150 students and is recognized nationally as a leader in the field of educating students with diagnosed learning and physical disabilities. The CLASS program is a logical outgrowth of the College's commitment to provide a high quality liberal arts education for students with diverse backgrounds, experiences and preparation. Augsburg has a commitment to recruit, retain and graduate students with learning and physical disabilities who demonstrate the willingness and ability to participate in college-level learning. The staff includes three licensed learning disabilities specialists, a physical disabilities specialist, and an accommodationspecialist, who supervises work-study students and coordinates accommodation services for students. One-on-one meetings between students and specialists are the centerpiece of the program model. Accommodations include individualized academic support, advocacy with faculty and staff, special testing arrangements, taped textbooks, peer tutors, securing notetakers, access to and training on computers, and adaptive technology, such as a Braille printer, dictation and voice recognition software, and adaptive keyboard equipment. Modified and accessible dormitory rooms are available. During the 1980s Augsburg spent nearly one million dollars to make the campus accessible to persons with physical disabilities by constructing a skyway-tunnelelevator system that connects 10 major buildings. Augsburg has the oldest and most extensive learning disabilities program among the private colleges in Minnesota. For more information, please contact the CLASS office at 612/330-1053 to request a copy of the CLASS brochure and/or schedule an ~nformationalappointment with a specialist. W AMERICAN INDIAN SUPPORT PROGRAM The American Indian Support Program, located at 621 21st Avenue South, is a multifaceted office established in 1978 to recruit and retain American Indian students. It is a national model of success and continues to have one of the highest retention and graduation rates of Indian students in the state of Minnesota. Student Life Components of the program are as follows: American lndian Support Services: Assistance in admissions procedures, financial aid procedures including BIA, Tribal and Minnesota Indian State Scholarship applications, orientation and registration, course work selection, individual education plans, academic advising, career counseling, employment, community and professional referrals, internships, student housing and crisis intervention. It advises and supports the Intertribal Student Union (ITSU). Intertribal Student Union: ITSU serves as a peer support group for incoming and currently enrolled American Indian students. ITSU also organizes and cosponsors cultural events. Minnesota Indian Teacher Training Partnership:MNITTP is a cooperative effort between Augsburg College and the Minneapolis Public School District, intended to increase the number of American Indian teachers in the Minneapolis public schools. Funded by the Minnesota State Legislature in 1990, this project is designed as a special grant and loan forgiveness program. Students who are awarded state teaching licensure may then apply for loan forgiveness for each year the student teaches, one fifth of the loan will be forgiven. American lndian Studies Minor: An academic component encompassingthe range of American Indian contributions to North American culture. Courses offered include art, religion, history, literature, Ojibwe language and women's issues. For more information, contact Dr. Virginia Allery, 612/330-1385, or see course listings under Interdisciplinary Studies in the academic section of the catalog. Anishinabe Library Project: Over 1,000 books, a variety of journals and scholarly publications, research materials, American Indian magazines and newspapers and over 125VHS videos are housed in the Sverdrup Library and at the American Indian Support Program Office. The library project offers both a historical and contemporary perspective on the cultures of various tribal nations in the United States. H ASIAN AMERICAN SUPPORT PROGRAM The Asian American Support Program was created in 1992 to recruit and retain Asian American students and to enhance the quihty of their total experience while at Augsburg College. The program seeks to create opportunitieswhere Asian American students can be involved in and contribute to all aspects of academic and student life. The Program provides assistance in the admissions and financial aid application procedures, orientation, registration and course work selection, career development, academic and non-academic difficulties, and employment and placement referrals. The Asian American Association is affiliated with the Support Program. The Association carries out various activities during the acadeinic year to increase the network of friendship and support for Asian American and other students at Augsburg. BLACK STUDENT SUPPORT PROGRAM The Black Student Affairs Office (BSA) is committed to enhancing the education and personal development of students of African descent, and to promote cultural and historical awareness, academic achievement and social interaction. BSA sponsors 31 - 32 Student Life events and activities, such as celebrating Martin Luther King's birthday, Afrikana History Month, the Each One Reach One mentoring program and Augsburg Black Alumni Council gatherings. The Pan-Afrikan Student Union (PASU) provides support to students, including a schedule of social and cultural activities. The headquarters is in the BSA Office, as is the Pan-Afrikan Center. HISPANIC/LATINO SUPPORT PROGRAM The Hispanic/Latino Support Program offers students individualized attention in many areas, including academic support, counseling and advocacy. Students find assistance in: admissions and financial aid procedures, orientation and registration, academic planning, career counseling, housing, internships and employment and placement referrals. The program advises the Latino Student Association and supports academic, social, cultural events, and other activities that improve the academic and personal development of Hispanic/Latino students and provides awareness of the unique aspects of the Hispanic culture. CAREER SERVICES The Career Services Department is committed to assisting all students with their career planning. This process is an important part of a student's development while attending college. To aid students in this process, Career Services offers students the opportunity to actively participate in career seminars, career assessments, oneon-one counseling, self-paced computer career planning modules, and use of the Alumni Resource Network for informational interviews. S e ~ c eare s available to all students, but some programs are sponsored especially for seniors. Seniors are encouraged to attend one of three annual job fairs with recruiters representing business, education or nonprofit and government sectors. There is also an annual graduate and professional school fair for seniors to explore educational options after graduation. CENTER FOR COUNSELING AND HEALTH PROMOTION Counseling Counseling provides a supportive environment where students have many opportunitiesto gain self-awareness through personal exploration with the assistance of trained, experienced counselors. Counselors serve as advocates providing support and assistance with direction. Services include individual counseling, group counseling, psychological testing, assessment and referral, workshops, and consultation and outreach. Through the relationship with a skilled counselor, a student may discuss personal issues such as stress, depression, roommate problems, intimacy and sexuality, drug use, family problems, motivation, transitions, breaking away from family, self-image, difficult decisions, eating concerns, etc. Counseling is an educational process in which students learn to think objectively about themselves and learn methods of understanding themselves and others. Professional counseling can make a substantial contribution to the educational experiences of the student by providing the opportunity for increased self-understanding and personal growth. Student Life 3: Health Promotion Health Promotion offers a wide spectrum of activities and events that increase awareness of health issues and assist students in adapting new behaviors for a healthier lifestyle. Health Promotion also works with various campus agencies to foster positive change within the campus environment. Professional staff offer private consultations, individual assessments and group workshops to accommodate the needs of all students. Topics include varied health issues such as fitness, nutrition, weight management, stress reduction, alcohol and other drug use, sexuality, etc. Students interested in health issues can combine learning and practice through involvement with Health Promotion services. Academic and practicurn opportunities are also available to students from a variety of academic disciplines. HEALTH SERVICE Riverside University Family Practice Clinic serves as the Augsburg College Health Service and is a family practice residency clinic affiliated with the University of Minnesota. The clinic is located one block from campus at 2615 Franklin Avenue South. Office visits for illness and injury are free for all Augsburg students. Students must check family health insurance coverage to determine if they are included. If not, contact the Vice President for Student Affairs Office for information regarding student health insurance. FIRST YEAR EXPERIENCE PROGRAM (FYE) The FYE program assists students in their first Augsburg registration, provides orientation events before classes begin, and also includes a seminar series. FYE reflects the College's commitment to a meaningful introduction to college for our students - an enriching beginning for a college career. To provide focus for this introduction, the ME seminar is centered on a series of themes. These themes are reflected in and expanded upon in readings, discussions and other activities. Diversity, tradition, change, ways of knowing and what it means to be an educated person are all themes associated with the program. STUDENT ACTIVITIES The Student Activities program creates opportunities for students to enhance their leadership skills through active involve ment in developing events, activities and organizations which serve the student community. Hundreds of major programming effortsand targeted activities for specific student interests are generated through these efforts and make Augsburg a dynamic and enjoyable interactive environment. INTERNATIONAL PROGRAMS The International Student Services Office focuses on the needs of international students. It also serves as a resource for those interested in international events and global issues. International Students -International students receive assistance in meeting their educational objectives through advising on academic concerns, immigration and visa problems, financial matters, practical matters (taxes, insurance, housing, daycare) and personal concern. New international students participate in an orientation program before the beginning of the term which provides 14 Student Life practical information on housing, banking, using local transportatiod and course registration. Students also learn about the U.S. educational system and adjusting to life at Augsburg. Study Abroad -An increasing number of Augsburg students are taking advantage of the opportunity to gain academic credit for an overseas experience. Through study abroad students may meet with grassroots women's organizations in Mexico, work in a small business or artisan program in Kenya, examine Scandinavian perspectives on world peace in Norway, or thrill to the sounds of "The Magic Flute" at the Viennese state opera house. Study abroad provides opportmities to develop critical thinking skills, strengthen language competencies, further career paths, experience different cultures and gain knowledge about the increasingly interdependent world. Students interested in studying offcampus receive advice on selecting programs which best fit their academic, career and personal objectives. Assistance is given with program application, course registration, financing and travel arrangements. Orientation and re-entry programs are offered to assist students in integrating the experience abroad into their course work and personal lives. The deadline for application is December 15 for off-campus study the following year. All students in good academic standing at Augsburg may apply for permission to study off-campus. The cost for many programs is equivalent to full tuition, room and board for a semester on-campus. Financial aid is granted on the same basis as on-campus study. Students normally receive the same number of course credits abroad as they would if studying on-campus. Courses abroad can fulfill major, distribution/ general education and graduation requirements when approved by academic advisers and the Study Abroad Adviser before departure. Augsburg Community -The International Programs Office works to utilize the cross-culturalperspectives of its intemational students and students with experience overseas to educate the college community on world issues. This is done through faculty, staff and student development programs which include activities sponsored by the Cross-Cultural Club and the International House, forums on world issues sponsored by the Global Community and Amnesty International student groups, and seminars focusing on issues of cross-cultural communication for faculty and staff. FOOD SERVICE The Commons -Situated on the top floor of the Christensen Center, this is the main food service facility for students, faculty and staff. %s pleasant, spacious room features small table units for easy conversation and overlooks the College Quadrangle and Murphy Square. The portions are generous and modestly priced. Students on board plan who live in residence halls eat their meals in the Commons. Murphy's - Located on the ground floor of the Christensen Center, Murphy's features grill items, pizza, soups and salads, desserts and beverages. - Augsburg provides a variety of board Student Life plan options for those living in College houses or nearby apartments. RESIDENCE LIFE PROGRAM Augsburg recognizes the importance of the residence experience during the college years. Research indicates that students who live on campus will be more likely to complete their college degree successfully. Augsburg provides a diverse and dynamic residence program which fosters the development of community, and supports and enhances the academic experience. Live-in staff assist students by providing social and educational programming, facilitating conflict resolutions and assisting in emergencies. Each complex contains 24hour study rooms, computer services, laundry and vending services and access to security staff. Augsburg expects all freshmen and sophomores, not living at home, to live in college-operated housing. Housing for married students and students with families is available. Students rent a room at the beginning of the Fall term for the entire academic school year. New students receive room assignments the summer before they arrive at Augsburg. Upper-class students make housing arrangementsin the Spring. All resident students must sign room and board contracts. Freshmen and transfer students are urged to make the tuition deposit by June 1 in order to secure housing. Students who deposit after June 1will be provided housing only if space is available. All students living on campus must pay a $100 deposit when they sign the housing contract. The fee is credited to the student's account when he or she moves out. The College houses approximately 700 students in residence hall rooms, apartments, floor houses, and townhouses. A wide variety of options are available, including single rooms. Urness Tower -All new students and some upper-class students live in Urness Tower. This 11-story high-rise houses 324 students. Each floor is considered a house unit providing 36 students (two to a room), with their own lounge, study and utility areas. In Urness Tower, rooms are furnished with a bed, dresser, desk and chair. Linens are not provided. Mortensen Tower -This building is a 13-story high-rise apartment building. It contains 104 onebedroom and twobedroom apartments to accommodate 312 upper-class students. Mortensen Tower is carpeted, air conditioned and contains kitchen units. It is otherwise unfurnished. Anderson Hall - Opened in Fall 1993, this is the newest residence hall. It contains four types of living units: two-bedroom apartments, two-room suites, floor houses and townhouses. This residence houses 192 men and women. All rooms are furnished with beds, dressers and desks. It is equipped with telephones, cable TV and computer hook-ups. Special Interest Housing -Students may submit proposals in the Spring for a program which allows them to live as a group with a special educational contract. Examples of programs include Campus Ministry, healthy living options and international floors. 3! - l6 Student Life STUDENT STANDARDS OF BEHAVIOR, COMPLAINTS, RECORDS The C O 1 l e ~ a statement of standards for student behavior and has provided for due process in matters of disciplinary action, grievances and grade appeal. The College operates in compliance with the Family Rights and Privacy Act. Students have the right to inspect certain official records, files and data which pertain to them and which are maintained in the Officeof the and the Placement Office, and to challenge inaccurate or misleading information. Persons seeking additional information on these topics should contact the Vice President for Student Affairs Office. General Information - 3, Degrees Offered - 38 Academic Calendar - sa , Computer Resources - 39 Academic Advising Center - 39 I Academic Organ'mtion and Programs Divisions and Departments - 40 Majors and Minors - 40 Teaching Licensure - 42 Pre-Professional Programs - 42 Honors Program - 43 Inter-Institutional Programs - 44 Study Abroad - 45 Experiential Education - 48 Weekend College -50 Graduate Programs - . Other Programs - 51 Academic Policies and Procedures - 5 Registration- 51 Withdrawal from College - 52 Leave of Absence - 52 General Education Curriculum - 53 Quick Check Summary of Graduation Requirements - 53 Graduation Requirements - 55 Students Entering 1993 and After Students Who Entered Prior to 1993 Students Entering Under Distributio Curriculum Requirements - 64 Skills Component - 57 Liberal Arts Perspectives - 58 Rationale for Perspectives - 63 Evaluation and Grading - 66 Assessment of Previous Learning Program - 68 Academic Progress, Probation and Dismissal - 70 Four Year Assurance Program - 71 - ACADEMIC INFORMATION A ugsburg College constructs its curriculum upon the premise that students must be educated as fully human persons -intellectually, spiritually and physically. To act effectively, human beings must have a broad grasp of the of the world from which they have come as well as the world in which live. providing courses in the humanities, natural sciences and social sciences, the general education curriculum introduces students to the breadth and complexity of knowledge and culture. Required courses in religion are designed to acquaint students with the Christian tradition and encourage them to reflect upon the importance and meaning of spirituality in their lives. Recreation courses offer students the opportunity to develop skills for participation in exercise and sporting activities. Students choose from over 40 major areas of study to gain a depth of knowledge in a discipline and to prepare for a career or further study. Thus, through a balance of curricular activities supported by full programs in student life and religious life, an Augsburg College education strives to educate its students in a real world for the real world. DECREES OFFERED Augsburg offers the Bachelor of Arts, the Bachelor of Music and the Bachelor of Science undergraduate degrees. Augsburg also offers the Master of Arts in Leadership, the Master of Arts in Education-Leadership and the Master of Social Work graduate degrees. ACADEMIC CALENDAR Augsburg follows the 4-1-4 calendar, with Fall and Spring semesters of approximately 14 weeks separated by a 4-week January Interim. Full-time students normally take four course credits each semester and one course during Interim. A maximum of three course credits can be earned in the two annual summer sessions, one of four weeks and one of six weeks. fiecalendar is coordinated with of the four other colleges of the Associated CoU,ges of the Twin Cities, so students can t&e courses on another during the regular term. (SeeRegistration on page 51 and Calendars on page 269 and 270.) January Interim is~&cularly intended to be a time for both students and faculty to employ different styles of teaching and learning and to investigate questions and topics in places and ways not possible during the regular term. The Interim catalog, published in the fall of each year, is distributed to all students and is available by contacting the Interim Office. In addition to classes offered on campus, Augsburg offers a variety of travel opportunitieswithin the United States and abroad. Augsburg offers two Summer School sessions. The Summer School catalog is published in the winter of each year, is distributed to all students, and is available by contading the Summer School Office. Augsburg Weekend College and Graduate Programs follow a trimester calendar (see Augsburg Weekend College and Graduate Programs, pages 50 and 51). FACULTY The heart of any educational institution is its faculty. Augsburg College is particularly proud of the excellence and commitment of its professors. ~ o sfaculty t hold the dodorate or other terminal degree and all consider teaching to be the focus of their activity. Faculty are involved in social, professional and a variety of research activities, but see these activities as supporting their teaching. They are actively involved in an exciting faculty development program which introduces them to current thought in many fields but especially in teaching techniques and theories. Augsburg's size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. Every freshman is assigned a First Year Experience (FYE) adviser and, later, chooses a major adviser. In this close interaction, faculty act as both mentors and models for students. tapes and films, and supplies media equipment free of charge for instructional use. Audio and video tape duplication within the limits set by copyright law is available. Fees are charged for the production of transparencies and posters as well as for lamination. The Center supplies television sets, VCRs, video cameras, video editing, tape recorders, microphones, slide, overhead, filmstrip, opaque and movie projectors as well as screens and carts. Film bibliographies and advice on materials selection are available. Facilities for classes in broadcasting are located in the Center. I COMPUTER RESOURCES I LIBRARY AND AUDIO-VISUAL SERVICES A relaxed atmosphere, a helpful staff and friendly student library assistants make the library a favorite place to study and do research. The main library houses over 175,000 books, journals, records and microforms. Music, chemistry and art history slide libraries are located within departmental areas. A se~ce-orientedstaff provides students with assistance to meet diverse information needs including instruction in the use of the library, reference service and guidance in pursuing research. Students have access to a wide variety of local, regional, national and international databases. Arrangements are made for access by students with physical limitations and special needs. Students have access via a computerized online catalog and daily courier service to all the library holdings of the seven private liberal arts colleges of the Twin Cities and the James J. Hill Reference Library. The Library Audio-Visual Center houses a large collection of sound recordings, video The recent completion of a new computer classroom and lab in the Foss Center was an important addition to the growing list of computer resources accessible to Augsburg students and faculty. Computing clusters -located in the residence halls, the Foss Center computer lab, the Library and the Science Building are connected via a campus-wide network that offers a full range of network services. Students also have 24-hour access seven days a week to more than 30 computers in the Mortensen/Umess study lounge. Augsburg College, a member of the National Science Foundation's Internet since 1990, is connected to hundreds of universities and other institutions in the U.S. and around the world. Internet access and a renewed focus on educational technology is allowing Augsburg to integrate these electronic resources into many different areas of the learning process. I ACADEMIC ADVISING CENTER The Academic Advising Center advises transfer students and students with undeclared majors, provides information on - Academic lntormation matters of general education, administers and tracks all entry level skills assessments, interprets catalog and graduation skills requirements, and advises both students who have been placed on academic probation and re-entering suspended students regarding GPA requirements. The Center also coordinates summer advising for the orientation program and provides in-service training and development for f a d t y advisers. DIVISIONS AND DEPARTMENTS The College curriculum is offered by 22 departments which are grouped into four divisions for administrative and instructional purposes. Humanities -Catherine Nicholl (Chair).Art, English, Modern Languages, Philosophy, Religion, Speech, Communication, Theatre Arts, College Librarians. Natural Science and Mathematics Mark Engebretson (Chair).Biology, Chemistry, Mathematics, Computer Science, Physics. Social and Behavioral Sciences Richard Nelson (Chair).Business Administration, Accounting, Economics, History, Management Information Systems (MIS), Political Science, Psychology, Sociology. Professional Studies -Vincent Peters (Chair).Education, Health and Physical Education, Music, Nursing, Social Work. MAJORSAND MINORS Majors, or concentrations of study, may be within one department, within one division or cross academic disciplines. Some students decide on a major or majors before they enter college. Others test a variety of disciplines before deciding. Normally a major should be elected by the end of the fourth semester and earlier in some disciplines. Details of majors and minors are in the course description section. Unless otherwise indicated, majors are part of the Bachelor of Arts degree. Students may contact the Registrar about creating a unique major. Accounting General Accounting Managerial Accounting Public Accounting Art Art History Studio Art Biology Business Administration Business Administration/Economics Business Administration/Finance Business Administration/Intemational Business Business Administration/Management Business Administration/Marketing Chemistry (B.A. or B.S.) Communication General CommunicationStudies Mass Communications Organizational Communication Computer Science (B.A. or B.S.) East and Southeast Asian Studies' Economics Applied Economics Economics Economics/Business Administration Education Kindergarten-Elementary Secondary (non-major, licensure only) Engineering2 Academic lntormatlon - English Health Education History International Relations Management Information Systems Mathematics Applied Mathematics Mathematics Metro-Urban Studies Modem Languages' French German Norwegian Spanish Music Music (B.A.) Music Education (B.M.) Music Performance (B.M.) Music Therapy (B.S.) Nordic Area Studies Nursing (B.S. -Weekend College only) Philosophy Physical Education Physics (B.A. or B.S.) Space Physics (B.S.) Political Science Psychology Religion Russian, Central and East European Area Studies Social Science Social Work (B.S.) Sociology Speech Theatre Arts Transdisciplinary Women's Studies Accounting American Indian Studies Art Art History Studio Art Biology Business Administration Chemistry Communication Computer Science East and Southeast Asian Studies Economics English Health Education History International Business International Relations Linguistics Management Information Systems Mathematics Metro-Urban Studies Modern Languages ' French German Norwegian Spanish Music Nordic Area Studies Philosophy Physical Education Physics Political Science Psychology Religion Social Welfare Sociology Russian, Central and East European Area Studies' Special Education Speech Theatre Arts Theatre Arts Theatre History and Criticism Women's Studies It is possible for students to complete other majors through the Associated Colleges of the Twin Cities (ACTC). - Academic lntormation 'L Students who wish to complete a major offered at one of the other ACTC colleges must apply through the Augsburg Registrar's Office. Cooperative Program of the Associated Colleges of the Twin Cities and agreements with the University of Minnesota. It is possible for students to take beginning1 intermediate/advanced courses not available at consortium colleges in Arabic, Chinese,Hebrew, Japanese, Russian, and other infrequently taught languages. Students register directly with the ACTC ofice. Dualdegree programs with the University of Minnesota Institute of Technology, Washington University School o f Engineering and Applied Science and Michigan Technological University. W OTHER STUDY PROGRAMS Teaching Licensure Teaching Licensure programs are offered at Augsburg in KindergartenElementary Education and the following fields in Secondary Education: EnglishLanguage Arts, French, German, Health, Life Science, Mathematics, Physical Science (Chemistry or Physics), Science (grades 5-91, Social Studies, Spanish, Speech, Theatre Arts, and in the special areas of Art (K-121, Band (K-12) and Classroom Music (grades 5-12), Orchestra (K-12) and Classroom Music (grades 5-12), Vocal and Classroom Music (K-9), Vocal and Classroom Music (grades 5-12), and Physical Education (K-12). Students planning to teach on the secondary level have advisers both in the Education Department and the area of their academic major($ Pre-Professional Programs Students who plan to enter the fields of law, medicine, dentistry, the ministry, veterinary science, pharmacy or engineering can profit from a liberal arts education at Augsburg. It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of study at Augsburg planned accordingly. A faculty adviser is available in each field to assist students in their planning. Students who want to plan a pre-professional program should contact the Assistant to the Dean for Academic Advising early in their freshman year to arrange for help from the appropriate faculty adviser. Pre-Dentistry - These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the University of Minnesota: ENG, two courses; BIO 113,114; PHY 121,122; CHM 115,116 (or 105,106), 351,352; MAT 124; PSY 105. Requirements at other universities may vary. Pre-Engineering-This program provides a course of study which enables students to complete introductory core requirements in mathematics, science and the liberal arts necessary for engineering. Some students in the program choose to transfer after two years to an institution granting degrees in engineering, while others elect to participate in a dual degree program. Augsburg College has cooperative arrangements with three universities to allow the student to earn a Bachelor of Arts degree from Augsburg College and an engineering degree from either the University of Minnesota Institute of Technology, Minneapolis; Washington University School of Engineering and Applied Science, St. Louis, Missouri, or Michigan Technological University, Houghton, Michigan. The dual degree programs afford students the opportunity to combine a strong background in the liberal arts, including an elected major, with the study of engineering. Academic Information Pre-Law - Students considering a career in law should examine the handbook published by the Association of American Law Schools. Students may wish to take the course POL 170 (Law in the United States) to help determine their interest in law. Pre-law students should major in a discipline of their own choosing and will satisfy most law school entrance requirements with a record of solid achievement in the liberal arts. Pre-Medicine-Many medical schools are encouraging a liberal arts education to prepare for study in medicine. At Augsburg, the Biology and Chemistry Departments have majors which can fulfill the academic requirements for pre-medical students. Both require CHM 115,116 (or 105,106),MAT 145,146;and PHY 121,122. The chemistry major also requires CHM 353,361, one advanced course, seminar and two or more biology courses. The biology major also requires BIO 113,114,201,491 and at least one from each of five groups (BIO 367,386,471), (BIO 355,474), (BIO 351, 353,473), (BIO 361,440), (BIO476,481) with BIO 353 and 355 especially recommended for medical school. Designed to meet the University of Minnesota ( M i m e apolis) requirements, both programs also encourage courses in the behavioral sciences and humanities, including psychology and sociology. The University of Minnesota (Minneapolis)requires two years of English. Requirements at other medical schools may vary. Students are encouraged to consult with their faculty adviser early in the freshman year. Pre-Occupational Therapy, PrePhysician's Assistant and Pre-Physical Therapy - Course work in preparation for these training programs should be discussed with a faculty member in the Biology Department. Pre-Pharmacy -Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the University of Minnesota: BIO 113,114; CHM 115,116,351,352; ECO 112 or 113; ENG 111and a second course; MAT 145, 146; PHY 121,122; electives from hurnanities, literature and the arts to fulfill the semester hour requirements. Requirements at other universities may vary. Pre-Seminary -A student may enter a theological seminary with any of several different majors, such as history, philose phy, English, psychology, sociology or religion. Recommended preparation includes REL 111,221; at least two semesters of history (WesternCivilization);one or more courses in the history of philosophy and Greek in the junior and/or senior year. Pre-Veterinary Medicine -To meet minimum requirements of the College of Veterinary Medicine at the University of Minnesota, these courses are recommended: ENG, two courses; MAT 145; public speaking, one course; CHM 115,116 (or 105, 106),351,352,353; BIO 113,114; PHY 121, 122; economics, one course; two courses in art, literature, music, humanities, theatre, or Upper Division modem languages; and anthropology, economics, geography, history, political science, psychology or sociology courses to fulfill the rest of the curriculum requirements. Requirements at other universities may vary. Honors Program The Honors Program is designed to challenge and encourage the most academically distinguished students at Augsburg. The program combines academic and cultural components with social activities. Members of the program normally enter as freshmen, with opportunities for transfers - 4: 14 Academic Information and others. Students graduate from the Honors Program upon successful completion of the program, which is noted on the transcript and which provides a n advantage for both employment and graduate school application. During the freshman and sophomore years, students take a four course honors sequence that satisfies four Perspectives. They also participate in a Monday Forum program that affords an opportunity to hear outside speakers, assess films, and pursue course sequence topics in greater depth. The First-Year Experience (FYE) is also integrated into the freshman sequence. During the junior and senior years, students take four mini-seminars (one full course credit upon completion),one each semester and participate in a six week Monday Forum program each term. Seniors take a Senior Seminar during Interim, which satisfies a Perspective requirement, and are obliged to complete an approved Honors project. Some seniors satisfy this requirement by serving on the Augsburg Honors Review, a yearly journal which publishes outstanding student papers. Requirements center on full participation in the program and the maintenance of at least a 3.3 GPA the freshman year, a 3.4 the sophomore year, and a 3.5 the last two years. Please direct enquiries to Dr. Joan Griffin, Director of Freshman and Sophomore Honors, or Dr. Larry Crockett, Director of Junior and Senior Honors. INTER-INSTITUTIONAL PROGRAMS Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs. Library and Media Center -Through CLIC, the Twin Cities private colleges library consortium, and MINITEX, the regional library network, the Augsburg community has access to over 5,000,000 volumes. Associated Colleges of the Twin Cities (ACTC) -Full-time weekday students at Augsburg and the St. Paul colleges and universities of Hamline, Macalester, St. Catherine and St. Thomas may elect a course each semester at one of the other campuses. No additional fee is required for such an exchange, except for private instruction in music and some independent studies. See Independent Study for additional details. Students may elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other schools or to undertake a specific course or major not offered on the home campus. The colleges have coordinated calendars. The Interim term may also be taken on another campus. A regularly scheduled bus shuttles students between the campuses. Augsburg College also cooperates with other colleges in planning study opportunities for the January Interim. Higher Education Consortium for Urban Affairs (HECUA) -Augsburg, in cooperation with 17 other colleges and universities in Minnesota, Wisconsin, Iowa and South Dakota, develops and offers offcampus study semesters in Scandinavia, South and Central America and the Twin Cities. All HECUA programs are interdisciplinary and address the critical issues associated with social change, inequality and the human community. The consortium also facilitates innovative curricular endeavors, an interchange and sharing among faculty, cooperative research, international and experiential education and conferences on planning and metro-urban studies. Academic Information 4! Chemical Dependency Program -A cooperative effort between Augsburg College and Minneapolis Community College in downtown Minneapolis has resulted in the establishment of a four-year program in social work, sociology or psychology with a chemical dependency specialty. The program is designed to train specialists to help professional people in dealing with chemical dependency problems. Courses are taken on both campuses. Air Force ROTC -Augsburg students may participate in the Air Force ROTC program at the University of St. Thomas under the ACTC consortium agreement. Students are eligible to compete for two and three year AFROTC scholarships. For more information, contact the Office of the Registrar. Note: A maximum of one full Augsburg course credit of military science studies may apply toward the total credits required for graduation. Additional military science credits beyond the one credit allowed will be classified as non-degree credits. Naval ROTC -Augsburg students may participate in the Naval ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. For more mformation, contact the Office of the Registrar. Note: A maximum of one full Augsburg course credit of military science studies may apply toward the total credits required for graduation. Additional military science credits beyond the one credit allowed will be classified as non-degree credits. OPPORTUNITIES FOR STUDY ABROAD An increasing number of Augsburg students are taking advantage of the opportunity to gain academic credit for an overseas experience. Through study abroad, students may find themselves exploring the ancient Mayan ruins in Mexico, meeting with women's groups in Namibia, examining Scandinavianperspectives on world peace or hilling to the sounds of music at a Viennese opera house. International Study at Augsburg College is intended to motivate students to act responsibly and effectively in society by expanding their awareness of other cultures, deepening their understanding of the human condition on a global scale, and helping them to understand the connections between social justice and global interdependence. Eligibility and Application All students in good academic standing (a minimum GPA of 2.5) at Augsburg may apply for permission to study off-campus. Although foreign language skills are an asset to students studying abroad, they are not required. Sinc TUITION AND . FEES .................................................................................................. .2 Academic Calendar ................ ...... ................................ ................. ..... .... ..... .... 3 1994-1995 Tuition and Fees .......................... Show more TUITION AND . FEES .................................................................................................. .2 Academic Calendar ................ ...... ................................ ................. ..... .... ..... .... 3 1994-1995 Tuition and Fees .............................. . . ..............................................................................4 General Education Guidelines ................................................................................................... ..............5 Graduation Requirements . ........ .... .................................................................................................. 6 Class Schedule, Fall 1994-1995................... . . ......................................................................................7 Program Information Sessions . ........................... ..............................................................,....,... Class Schedule, Winter 1994-1995 12 Class Schedule, Spring 1994-1995 ........................................................................................................ 17 Note: Class schedule changes may occur afrer this schedule is published. Students should consult the course list each term for the most current schedule of classes. ,I, I Fall Trimester Winter Trimester Spring Trimester Application Deadline Aug. 26 Dec. 16 Mar. 17 Applicant File Completion Deadline Sept. 2 Dec. 22 Mar. 24 Registration Begins June 17 Nov. 11 Feb. 10 New Student Orientation Sept. 10 Jan. 3 April 1 Payment Information Sent Aug. 19 Dec. 9 Mar. 25 Classes Meet Sept.16-18 Sept. 30-Oct. 2 Jan. 6-8* April 7-9 Jan. 13-15 April 2 1-23 Oct. 14-16 Oct. 28-30 Jan. 27-29 Feb. 10-12" May 5-7 May 19-21** Nov. 11-13" Feb. 17-19 Dec. 2-4* Mar. 3-5 Mar. 17-19* June 2-4 June 16-18" June 23-25 Dec. 9-1 1 Mar. 24-26 Finals Dec. 9-1 1 Mar. 24-26 June 23-25 Last Day to Add or Drop Class Without Record Notation Sept. 18 Jan. 8 Apr. 9 Last Day to Change Grade O ~ t i o n Oct. 30 Feb. 12 May 22 Last Day to Drop a Class Nov. 14 Feb. 20 June 5 Final Grades Due Dec. 19 April 3 July 5 - - .. * ** One week between classes Classes scheduled on Sunday, May 21, will meet Monday night, May 22, from 6-10 p.nr, to allow studenfs to participate in gradualion ceremonies. The college reserves the right lo change one or more of the above dales should it be necessary. I n such cases, suflcient advance notice will be given. Adults who are interested in Augsburg Weekend College are encouraged to attend one of the information sessions that are scheduled throughout the year. These information sessions are free of charge and are approximately two hours in length. Please call the Weekend College Office (330-1782) to receive additional details on these information sessions or to sign up for one of the following dates: For Fall Trimester, 1994-1995 Tuesday, May 24 Tuesday, June 14 Tuesday, June 28 Saturday, July 16 Tuesday, August 2 Tuesday, August 16 For Winter Trimester, 1994-1995 Tuesday, October 18 Saturday, November 19 For Spring Trimester, 1994-1995 Saturday, January 21 9:00 p.m. Tuesday, February 28 5:30 p.m. For more information write or call: Augsburg Weekend College Office Augsburg College 221 1 Riverside Avenue Minneapolis, Minnesota 55454 Phone: 6 121330-1782 FAX: 6 121330- 1649 1994-1995 TUITION AND FEES Application Fee (payable once, non-refundable) Tuition (per course) ($242.50 per semester credit) Tuition (per summer course 1994) Activity Fee (per trimester) Audit a Course Lifetime Sports: Fee for Course Lifetime Sports: Fee for Assessment of Previous Learning Nursing Clinical Fee Student Teaching Fee (per course) Late Fee (per day) Registration change after first class meeting (cancel/add/change grade option, or combination at one time) Transcript Fee (first is free, per copy after first) Finance Charge: A finance charge is applied at a simple rate of I % per month on any account with an open balance of 30 days or more. Augsburg College reserves the right to adjust charges should economic conditions necessitate, Students who entered Augsburg during the 1991-1992 academic year and transferred in seven or more Augsburg course equivalents will follow the General Distribution requirements; students who transferred in less than seven Augsburg course equivalents will follow the Liberal Arts Perspectives along with the requirements for their major. Students who entered Augsburg during the 1392-1993 academic year and transferred in 16 or more Augsburg course equivalents will follow the General Distribution requirements; students who transferred in less than 16 Augsburg course equivalents will follow the Liberal Arts Perspectives along with the requirements for their major. Students who entered Augsburg during the 1993-1994 academic year and transferred in 24 or more Augsburg course equivalents will follow the General Distribution requirements; students who transferred in less than 24 Augsburg course equivalents will follow the Liberal Arts Perspectives along with the requirements for their major. A list of courses that fulfill Liberal Arts Perspectives is available with registration materials or may be obtained from the Registrar's office. Each student must apply for graduation at the time specified by the Registrar. Application forms are available in the Registrar's Office. must complete 34 courses,* meet the full Liberal Arts Perspectives requirements, Entry Level Skills Assessments, and Graduation Skills Requirements. All degree and course requirements must be completed and verified in the Registrar's Office prior to the anticipated date of graduation (there may be no incompletes or open courses on the academic record). If you matriculated at Augsburg on or after January 1, 1993, and transferred fewer than 14 Augsburg equivalent courses, you must complete 33 courses, meet the full Liberal Arts Perspectives requirements, Entry Level Skills Assessments and Graduation Skills Requirements. 1. Students under General Education Distribution requirements must complete 35 courses. 2. Students under Liberal Arts Perspectives requirements will follow the guidelines listed below: If you matriculated at Augsburg between September 1, 1991, and December 3 1, 1992, you If you matriculated at Augsburg on or after January 1, 1993, and transferred in 14 Or more courses, you must complete 33 courses,* meet the advanced-transferLiberal Arts Perspectives, Entry Level Skills Assessments, and Graduation Skills Requirements. * At least 11 course credits must be Upper Division, numbered in the 300s or 400s. Included in the number of courses required for graduation must be the completion of a major. Friday Evening 6:OO-9:30 Saturday Morning 8:30-12:OO Women and Art Principles of Management Marketing Communication International Business UNIX and C Discovery in the World of Kindergarten (9116-11111) .5 K-EL Curriculum: Art (9116- 10114) .25 K-El Curriculum: Mathematics (9116-11111) .5 K-El Curriculum: Language Arts (10128- 1219) .5 Creating Learning Environments Learning and Development in the Educational Setting Orientation to Education in an Urban Setting (9116-1 1111) .5 Media Technology (9116-1 1111) .5 European Literature: Homer to Dante American Literature to 1920 Introduction to the Liberal Arts (begins 9116) .5 Topics in World History Safety Education (911 1-1 1111) .5 Introduction to Nursing Research Contemporary Nursing 111: Families Astronomy * Self-Identity and Values History of Religions Organizational Communication Humans Developing ART BUS BUS BUS CSC EDE EDE EDE EDE EDS EDU EDU EDU ENG ENG GST HIS HPE NUR NUR PHY PSY REL SPC SWK ACC ACC BIO BUS CSC ECO 221 222 102 301 330 112 Principles of Accounting I Principles of Accounting I1 The Biological World * Business Law Theory of Computation Principles of Macroeconomics Exrra class or lab sessions required ECO EDE EDU ENG HIS MAT MAT MIS PHI POL PS Y REL REL soc SPC SPC SWK SWK Saturday Afternoon 1 :15-4:45 ACC BUS BUS BUS CSC ECO ECO EDE EDE EDE Principles of Microeconomics K-El Curriculum: Science (9117-10/15) .25 Human Relations (10129-12110) .5 Journalism 20th Century U.S. Basic Mathematics 0.0 Calculus for the Social and Behavioral Sciences * Quantitative Methods for Business and Economics Philosophy of Religion Mass Communications in Society Behavior Analysis Biblical Studies Varieties of Christian Spirituality Human Community and the Modern Metropolis Public Speaking Persuasion Exploring Human Services Community Development and Organization Accounting Theory and Practice Principles of Management Principles of Marketing Human Resources Management Data Structures Principles of Microeconomics Intermediate Macroeconomics Creating Learning Environments: K-El (9117- 11112) .5 K-El Curriculum: Social Studies, Thematic Studies (9117-1 1/12) .5 t K-El Curriculum: Music .25 (1 1/19 - 12/10) Exlra class or lab sessions required t Replaces EDE 364 and EDE 376 EDE EDU ENG ENG HPE MIS POL PSY PSY REL REL soc SPA SPC SWK Sunday Afternoon 1:15-4:45 ACC ACC ART BUS BUS ECO EDE EDE EDE EDS EDS ENG HPE INS K-El Curriculum: Children's Literature (9117-1 1112) .5 Orientation to Education in an Urban Setting (9117-1 1112) .5 Intermediate Expository Writing Introduction to Literature Health Concepts for Educators (10129- 12110) .5 Principles of Computing for Business Mass Communications in Society Social Behavior Developmental Psychology: Child American Indian Spirituality Christian Ethics Introduction to Human Society Beginning Spanish I Interpersonal Communication Social Responses to Human Needs Principles of Accounting I Managerial Cost Accounting Photography Principles of Marketing Financial Management Intermediate Microeconomics Techniques of Teaching Reading K-El Curriculum: Health (1 1120-12111) .25 K-El Curriculum: Physical Education (9118- 11113) .5 Reading in the Content Areas (9118-1 1/13) .5 Modern Language Methods (911 8- 1 1/ 13) .5 Effective Writing Chemical Dependency Education (10130- 12111 ) .5 (2 sections) Introduction to American Indian Studies Extra class or lab sessions required INS INS MAT MIS MIS PSY REL SOC SOC SPA THR African American Experience Women: A Cross-Cultural Perspective Math for the Liberal Arts Principles of Computing for Business Management Information Systems in the Organization Principles of Psychology Theology of Religion Family Systems: A Cross-Cultural Perspective Culture: Gender, Ethnicity and Race Beginning Spanish I Introduction to the Theatre Arts Weekend Schedule, Evening and other EDE EDS HPE HPE NUR SWK Clinical Experience, .5 Sat., 12-1 p.m. Clinical Experience, .5 Sat., 12-1 p.m. Racquet Sports, Tues., 530-7:30 p.m. meets weekly Coaching Theory of Sport, Thurs., 6-9 p.m. Trends and Issues in Nursing, Thurs., 6-9:30 p.m. Field Work I11 - To be announced Evening Classes BUS (Day school schedule, csc Business Ethics, Wed., 6-9 p.m. Introduction to Computing and Communications, Thurs., 6-9 p.m. Digital Communications and Computer Networks, Thurs., 6-9 p.m. International Economics, Wed., 6-9 p.m. English Methods, Thurs., 450-8 p.m. Natural Science Methods, Thurs., 450-8 p.m., .5 Writing for Business and the Professions, Wed., 6-9 p.m. Introduction to the English Language, Tues., 6-9 p.m. City Seminar: Experimental Education, .O Thurs., 5-6:30 p.m. meet weekly, September 7 through December 15) CSC ECO EDS EDS ENG ENG GST Extra class or lab sessions required REL 479 495 Intermediate Quantitative Methods, Thurs., 6-9 p.m. Seminar - To be announced EDE EDE EDE EDE EDE EDE EDE EDE EDE EDE EDE EDE EDS EDS EDS EDS 481A 48 1B 48 1C 482A 482B 482C 483A 483B 483C 484A 484B 484C 48 1 482 483 484 Student Teaching K & Seminar Student Teaching El & Seminar Student Teaching K-El & Seminar Student Teaching K & Seminar Student Teaching El & Seminar Student Teaching K-El & Seminar Student Teaching K & Seminar Student Teaching El & Seminar Student Teaching K-El & Seminar Student Teaching K & Seminar Student Teaching El & Seminar Student Teaching K-El & Seminar Student Teaching Student Teaching Student Teaching Student Teaching MIS Student Teaching (Prereq: Approval and Placement by Education Dept.) ** * Extra class or lab sessions required *Additional clinical fee required Friday Evening 6:OO - 9:30 Saturday Morning 8:30 - 12:OO BUS BUS BUS BUS BUS CSC CSC ECO ECO EDE EDE EDE EDS ENG ENG GST HPE MIS NUR PHY POL PSY PSY REL SOC SPC SPC Principles of Management Principles of Marketing Business Law Financial Management Financial Theory: Policy and Practice Introduction to Computing and Communications Advanced Networking and Communications Principles of Microeconomics Management Science K-El Curriculum: Music (313-3124 ) .25 K-El Curriculum: Children's Literature (116-2117) .5 K-El Curriculum: Health, Physical Education, First Aid School and Society Effective Writing Shakespeare Introduction to the Liberal Arts (begins 116) .5 Chemical Dependency Education (116-2117) .5 Project Management Community Health Nursing I Introductory Meteorology Social Justice in America Principles of Psychology Organizational Psychology Theology of Marriage Introduction to Human Society Argumentation Interpersonal Communication ACC ACC BUS BUS CSC ECO ECO EDE Principles of Accounting I Principles of Accounting I1 Human Resource Management Marketing Research and Analysis Principles of Computer Organization Principles of Macroeconomics Intermediate Microeconomics Techniques for Teaching Reading Extra class or lab sessions required t Replaces EDE 388 and EDE 389 t Saturday Afternoon 1 :I5 - 4:45 EDE EDE EDE EDE EDU EDU ENG HIS HPE INS MAT MIS PHI POL REL REL SPC SWK Discovery in the World of Kindergarten (117-2118) .5 K-El Curriculum: Social Studies (117-1128) .25 t K-El Curriculum: Art (314-3125) K-El Curriculum: Language Arts (117-2118) Orientation to Education in an Urban Setting (117-2118) .5 Media Technology (117-2118) .5 British Literature: Romantics to Victorians The Modern World Health Concepts for Educators (117-2118) .5 American Indian Women Applied Algebra Principles of Computing for Business Ethics of Medicine and Health Care Mass Communications in Society Religion in America Feminism and Christianity Small Group Communication Humans Developing ACC ACC ACC BI 0 BUS BUS CSC ECO ECO EDE EDE EDS EDS EDU EDU EDU HPE Principles of Accounting I1 Accounting Theory and Practice I Advanced Accounting Biology of Aging Principles of Marketing International Management Structured Programming Principles of Microeconomics Managerial Economics K-El Curriculum: Science (117-1128) .25 K-El Curriculum: Mathematics (117-2118) .5 Reading in the Content Areas (117-2118) .5 Social Studies Methods (Begins 117) .5 Orientation to Education in an Urban Setting (117-2118) .5 Classroom Management (117-2118) .5 Human Relations (117-2118) .5 Chemical Dependency Education (117-2118) .5 Extra class or lab sessions required t Last time course is offered. Students are encouraged to consult faculty adviser. MAT MIS NUR PHI REL REL SOC SPA SPA SPC Sunday Afternoon 1:15 - 4:45 ACC ACC ART BUS BUS ECO EDE EDE EDU ENG ENG GER HPE INS MIS NOR PSY REL SOC SPA SPA SPC SWK Finite Mathematics Quantitative Methods for Business and Economics Contemporary Nursing I: Communications Ethics Biblical Studies World Justice and Hunger Complex Organizations Beginning Spanish I * Beginning Spanish I1 * Public Speaking 323 Accounting Theory and Practice 326 Tax Accounting 1061306 Calligraphy 242 Principles of Management 440 Operations Management 315 Money and Banking 350 Creating Learning Environments: K-El (118-2119) .5 364 K-El Curriculum: Interdisciplinary Studies (315-3126) .25 t 282 Introduction to Special Education 225 Intermediate Expository Writing 245 Introduction to Literature 1 1 1 Beginning German I * 353 Kinesiology and Physiology of Exercise and Sport 225 Introduction to Islam 475 Systems Analysis and Design 111 Beginning Norwegian I * 230 Research Methods: Design Research and Analysis I 111 Introduction to Theology 265 Culture: Ethnicity, Gender and Race 111 Beginning Spanish I * 112 Beginning Spanish I1 * 329 Intercultural Communication 363 Methods and Skills of Social Work Extra class or lab sessions required t Last time course is offered. Students are encouraged to consult faculty adviser. Weekend Schedule ]an 6 - March 26 Evening and other K-El Clinical Experience, .5 Sat., 12-1 p.m. Clinical Experience, .5 Sat., 12-1 p.m. Aerobics, 530-7:30 p.m., Thurs., meets weekly Prevention and Care of Athletic Injuries, Mon., 6-9 p.m. Coaching Practicum - Arranged Practicum In Nursing I: Nursing of the Family * - To be announced Field Work I - To be announced Field Work IV - To be announced EDE EDS HPE HPE HPE NUR SWK SWK Evening Classes (Day school schedule, meet weekly, Jan. 31 through May 14) Student Teaching (Prereq: Approval and Placement by Education Dept.) ** ECO ENG ENG ENG ENG GST REL SOC 413 101 216 327 341 209 370 231 Labor Economics, Wed., 6-9 p.m. Developmental Writing, Tues., Thurs., 6-7:30 p.m. American Indian Literature, Wed., 6:30-9:30 p.m. Advanced Journalism: Interviewing & Editing, Wed., 6-9 p.m. Advanced Creative Writing: Poetry, Tues., 6-9 p.m. City Seminar: Experimental Education, .O Thurs., 5-6:30 p.m. American Indian Spirituality, Wed., 6:30-9:30 p.m. Family Systems: A Cross-Cultural Perspective, Wed., 6-9 p.m. EDE EDE EDE EDE EDE EDE EDE EDE EDE EDE EDE EDE EDS EDS EDS EDS 481A 481B 481C 482A 482B 482C 483A 483B 483C 484A 484B 484C 48 1 482 483 484 Student Teaching K & Seminar Student Teaching El & Seminar Student Teaching K-El & Seminar Student Teaching K & Seminar Student Teaching El & Seminar Student Teaching K-El & Seminar Student Teaching K & Seminar Student Teaching El & Seminar Student Teaching K-El & Seminar Student Teaching K & Seminar Student Teaching El & Seminar Student Teaching K-El & Seminar Student Teaching Student Teaching Student Teaching Student Teaching * Extra class or lab sessions required ** Additional clinical fee required Friday Evening 6:OO - 1O:OO BUS BUS CSC EDE EDE EDU EDU ENG ENG ENG HPE INS NUR PHI PHY PSY REL SOC SPC SPC Principles of Management International Management Database Management and Design K-El Curriculum: Science (612-6123) .5 K-El Curriculum: Mathematics (5119-6123) .5 Orientation to Education in an Urban Setting (417-5119) .5 Human Relations (417-5119) .5 European Literature: Renaissance to Modem British Literature: Seventeenth and Eighteenth Centuries Modern Fiction Safety Education (417-5119) .5 American Indians in the Cinema Contemporary Nursing 11: Paradigms in Nursing Philosophy of Love and Sex Astronomy * Personality Introduction to Theology Introduction to Human Society Public Speaking Public Relations/Promotional Communications Saturday Morning 8:OO - 12:OO ACC BUS BUS BUS CHM CSC ECO ECO ECO EDE EDE Principles of Accounting I1 Business Law Marketing Communications Responding to the Challenge of Japan Chemistry for Changing Times Advanced Topics in Computer Science Principles of Microeconomics Intermediate Microeconomics Management Science Creating Learning Environments: K-El (418-5120) .5 K-El Curriculum: Social Studies, Thematic Studies (418-5120) .5 t K-El Curriculum: Music (418-516) .25 K-El Curriculum: Children's Literature (418-5120) .5 Effective Writing EDE EDE ENG Extra class or lab sessions required t Replaces EDE 364 and EDE 376 ENG ENG HPE POL PSY REL SPC SWK SWK Saturday Afternoon 1 :OO - 5:OO ACC ACC BI 0 BUS BUS BUS CSC CSC ECO ECO ECO EDE EDE EDE EDE EDE ENG HPE INS MIS MIS POL PSY PSY REL REL 226 Introduction to Creative Writing 2821482 Topics in Literature 115 Chemical Dependency Education (418-5120) .5 342 Mass Communications in Society 105 Principles of Psychology 353 Denominations and Religious Groups 352 Persuasion 461 Advanced Methods and Skills 467 The Social Worker as a Professional Principles of Accounting I Internal and Operational Audit Human Biology Financial Management Investment Theory Marketing Management Data Structures Algorithms Principles of Macroeconomics Public Finance International Trade and Finance Techniques of Teaching Reading Discovery in the World of Kindergarten (418-5120) .5 K-El Curriculum: Art (613-6124) .25 K-El Curriculum: Health (613-6124) .25 t K-El Curriculum: Physical Education (418-5120) .5 t Introduction to Literature Health Concepts for Educators (418-5120) .5 Contemporary American Indians Principles of Computing for Business Advanced Computing for Business Political Patterns and Processes Organizational Psychology Psychology in Historical Perspective Biblical Studies Religious Imagination in Modem Literature t Last time course is offered. Students are encouraged to consult faculty adviser. SOC SPA SPC SPC SWK Social Psychology Beginning Spanish I1 Argumentation Small Group Communication Humans Developing Sunday Afternoon 1:OO - 5:OO ACC ART BUS EDE EDS EDU GER HIS MAT MIS MIS NOR PSY PSY REL SOC SPA SPA SPC SWK Auditing Drawing Principles of Management K-El Curriculum: Language Arts (419-5121) .5 Creating Learning Environments Media Technology (419-5121) .5 Beginning German I1 * History of the Twin Cities Math of Interest * Quantitative Methods for Business and Economics Information Systems Projects Beginning Norwegian 11 * Principles of Psychology Research Methods: Design, Procedure and Analysis I1 Religions of China and Japan Culture: Ethnicity, Gender and Race Beginning Spanish I1 * Intermediate Spanish I * Broadcast Production I Quantitative Methods and Program Evaluation Weekend Schedule April 7 - June2 5 Evening and other EDE EDS HPE NUR NUR Clinical Experience: K-El, .5, Sat., 12-1 p.m. Clinical Experience: Secondary, .5, Sat., 12-1 p.m. Racquet Sports, Mon., 530-7:30 p.m. Community Health Nursing 11: Practicum, Thurs., 6-10 p.m. Leadership and Management: Theory and Practice, Thurs., 6-10 p.m. Field Work 11 SWK * Extra class or lab session required Student Teaching (Prereq: Approval and Placement by Education Dept.) ** EDE EDE EDE EDE EDE EDE EDE EDE EDE EDE EDE EDE EDS EDS EDS EDS 481A 48 1B 48 1C 482A 482B 482C 483A 483B 483C 484A 484B 484C 48 1 482 483 484 Student Teaching K & Seminar Student Teaching El & Seminar Student Teaching K-El & Seminar Student Teaching K & Seminar Student Teaching El & Seminar Student Teaching K-El & Seminar Student Teaching K & Seminar Student Teaching El & Seminar Student Teaching K-El & Seminar Student Teaching K & Seminar Student Teaching El & Seminar Student Teaching K-El & Seminar Student Teaching Student Teaching Student Teaching Student Teaching * Extra class or lab sessions required *Additional clinical fee required AUGSBURG Augsburg College cloes not discriminate on t l ~ ebasis of race, creed, national or erhnic origin, age n~ariralstatus, sex or lmndicol~as required by Title IX ofthe 1972 Education Amendments or Section 504 ofll~eRel~abilitationAct of1973, as amended, in its admission policies, educational programs, acriitities and enlployment practices. AUGSBURG 2211 Riverside Avenue Minneapolis, MN 55454 Offlclal Publication of Augsburg College 2211 Riverside Avenue Minneapolis, MN 55454 6121330-1782 This catalog is a supplement to the Augsburg College Catalog and is published for the convenience of Augsburg Weekend College students. Weekend College is a program of Augsburg College and is ... Show more Offlclal Publication of Augsburg College 2211 Riverside Avenue Minneapolis, MN 55454 6121330-1782 This catalog is a supplement to the Augsburg College Catalog and is published for the convenience of Augsburg Weekend College students. Weekend College is a program of Augsburg College and is subject to the policies and provisions as stated in the Augsburg College Catalog. This catalog should answer most questions students have about Augsburg Weekend College and its curriculum. Although information was current at the time of publication, it is subject to change without notice. It is the responsibility of each student to know the requirements and academic policies in this publication. If you have questions about anything in this catalog, consult a faculty adviser, the Dean of the College or the Registrar. Key offices are listed on page 3 of this publication for correspondence or telephone inquiries. Directory ...................................... ............ ......3 A Greeting from the President .......................................................4 Educational Program ................................................................... 5 Admissions Information................................................................. 9 Tuition and Financial Aid .................... ............................... . 12 .....................................................................17 Academic Information ........................ ,.,... ... ... 27 Student Resources Academic Majors ......................................................................... 37 Course Descriptions .................................................................56 .....................................................................................96. 97 Index.........................A .......-.......................................................... 98 Maps FREQUENTLYCALLED NUMBERS Weekend College Office ......................................................................................................... 330-1782 Secretary. Rachel Anderson ....................................................................................................330- 1782 .......................................................................330- 1792 Admissions, Jeanette Wittmer ............... .... .330- 1743 Admissions Assistant, Robyn Belongie .............................................................................. . .....................................................330-1740 Program Coordinator, Nancy Schmickle ....................... ..330- 1741 Operations Supervisor, Theresa Perry ............................................................................... ............................................................. 330-1 777 Associate Program Coordinator, Deidre Middleton 330-1742 Advising, Robin Sanderson................................................................................................. Other Campus Phone Numbers: General Information ............................................................................................................... 330- 1000 Bookstore. Christensen Center ........................................................................................... 3301 122 Business Office. Science Hall: Cashier 8:30 a.m.-400 p.m. ................................................................................................ 330-1028 . ........................................330-1790 Billing. Jocelyn Palmer: 8:00 a.m.-430 p.m. ...................... ...................................................... 3 3 0 - 1130 Education Department. Library Building................ . . Financial Aid Office. Sheila Anderson. Science Hall ............................................................ 330-1046 3 3 0 1 162 Career Planning. Memorial Hall ....................................................................................... Counseling. Memorial Hall .................................................................................................. 3301 160 Library ....................... . . . ....................................................................................................330-1017 Nursing Department ............................................................................................................. -330-1209 Registrar. Science Hall ........................................................................................................ 330- 1036 Summer School ................................................................................................................... 330-1786 Weekend College Office Hours: Monday-Friday: 8:00 a.m. .4:30 p.m. (other hours by appointment) Office Hours on Class Weekends: Friday: 8:00 a.m. .6:00 p.m.? WEC Office Saturday: 8:00 a.m.-1:30 p.m., WEC Office Weekend College Office Location: The Weekend College Office is located at 2222 Murphy Place on the comer of 23rd Avenue and 7 112 Street on the Augsburg College campus (see # l 1 on map on page 97.) On behalf of the entire college community, I welcome you to Augsburg College. It is a pleasure to introduce the College to prospective students and to use this opportunity to welcome new and returning students. Augsburg has earned a reputation as an affordable, quality liberal arts college of the church. The mission of the College, its academic programs and its metropolitan location attract a wide variety of students, a diversity which is actively encouraged. Whetherfrom a small town, a large city or another country, all students enjoy the sense of community here at Augsburg. The College continues to grow, building on a tradition of excellence in its programs, faculty, students and facilities. It is a place where community, national and world leaders meet to discuss issues and ideas. I invite you to become part of this tradition of excellence Augsburg is an exciting and challenging place to prepare for your future. I look forward to meeting you on campus. Charles S. Anderson President CHARACTERISTICS 0.F- T H E EDUCATIONAL or over a century, Augsburg College has emphasized intellectual freedom in the search for knowledge. Augsburg's academic program builds on a liberal arts foundation to help students understand the past, interpret the present, and plan for the future. F As in the weekday program, Augsburg Weekend College ofSers students a unique combination of the liberal arts disciplines and professional education. Our goals are to help students develop the intellectual skills and attitudes to be lifelong learners, increase their competence in selected areas of professional work, and accomplish a higher level of personal growth. HISTORY OF WEEKEND COLLEGE In Fall of 1982 Augsburg began Weekend College under the directorship of Dr. Rick Thoni. At that time Weekend College had three majors, 69 students, and offered eight courses in the first term. Today with more than 1,100 students and 12 majors, Augsburg's Weekend College is the largest program of its kind in the state. Faculty in Weekend College are full-time Augsburg professors as well as adjunct professionals from the work world. The Weekend College student body has become involved in student government, and Weekend College students participate in academic and extracurricular activities such as the student newspaper, travel seminars, the Weekend College Student Union and the Weekend College Advisory Network (WECAN). Augsburg Weekend College continues to grow and develop to meet the changing needs of the adult and nontraditional student of today. PURPOSE Augsburg Weekend College provides an educational alternative to adults who desire college experience but who work or have other commitments during the week. It is a means by which men and women may earn a baccalaureate degree, gain skills for professional advancement, prepare for career change, or pursue a personal interest in one or more areas of the liberal arts. MISSION OF THE COLLEGE Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the College motto, "Education for Service," and to the Mission of the College: To develop future leaders of service to the world by providing high quality educational opportunities which are based in the liberal arts and shaped by the faith and values of the Christian Church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community. THEADULTAS LEARNER A COMMUNITYOF LEARNERS Augsburg Weekend College is designed to meet the needs and preferences of adult learners. The program is based on the assumption that the men and women who enroll in Weekend College will be mature, self-disciplined and well-motivated adult learners who seek a balance of classroom experience and individualized study. Each course is therefore divided into periods of concentrated on-campus study separated by time for independent study and class preparation. Essential to the goals of Augsburg's Weekend College is participation in a community of adult learners. Learning can be enhanced when the student is involved in a stable community that provides opportunity and encouragement to become involved in interaction both in and out of the classroom. This community will be enriched by the presence of both men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages Weekend College students to make use of college facilities ALTERNATE WEEKENDS such as the library and the To accommodate this format Christensen Center, to take the for learning, classes generally opportunity of having shared meet on alternate weekends meals and coffee breaks, to for three and one half hours on participate in optional luncheither Friday evening, time seminars, and to attend Saturday morning, Saturday other college activities such as afternoon or Sunday aftermusic and dramatic presentanoon. Each course selected by tions and athletic events. the student involves commitment to one of these four class FACULTY periods. Laboratory sections or additional class hours may be The heart of any educational scheduled during the week. institution is its faculty and Weekend College students Augsburg College is particumay take from one to four larly proud of the excellence different courses by attending . and commitment of its profesclass every other weekend. sors. Most faculty hold the doctorate or other terminal degree and all consider their teaching to be the focus of their activity. Faculty are involved in social, professional and a variety of research activities, but see these activities as supporting their teaching. They are actively involved in an exciting faculty development program which introduces them to current thought in many fields but especially in teaching techniques and theories. Augsburg's size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. History Augsburg College was founded in 1869 in Marshall, Wisconsin, and moved to Minneapolis in 1872. The name Augsburg College and Seminary changed in 1963 when the Lutheran Free Church merged with The American Lutheran Church. Location Augsburg's 23-acre campus is in the heart of the Twin Cities metropolitan area, only blocks from downtown Minneapolis and the intersection of Interstate Highways 94 and 35W. Adjacent to the campus are the Riverside Medical Center, the West Bank campus of the University of Minnesota and the Mississippi River parkways. Campus Augsburg's campus consists of 15 major buildings which include student housing towers, the College Center, main academic and administrative halls, the Library, Music Hall and the Foss Center for Worship, Drama and Communication. Accessibility We have made a major effort to become one of the most accessible campuses in the region. Our skyway-tunnel system lets you reach any of 10 major buildings without going outside. In addition to building changes, we have a student-run program to increase awareness and provide extra help for students with disabilities. Church Affiliation Augsburg is a college of The Evangelical Lutheran Church in America. Although a strong plurality of students are Lutheran, 18 percent represent other Protestant denominations and 2 1 percent represent the Roman Catholic Church. Several other affiliations are represented among students and faculty. POLICIES It is the policy of Augsburg College not to discriminate on the basis of race, color, creed, religion, sexual or affectional preference, national or ethnic origin, age, marital status, sex or status with regard to public assistance or disability, as required by Title IX of the 1972 Educational Amendments or Section 504 of the Rehabilitation Act of 1973, as amended, in its admissions policies, education programs, activities and employment practices. Inquiries regarding compliance may be directed to the coordinators listed on pages 249 of the 1994-1996 Augsburg catalog, or to the Director of the Minnesota Department of Human Rights, Bremer Tower, Seventh Place at Minnesota Street, St. Paul, MN 55101. The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. ACCREDITATION AND MEMBERSHIPS Augsburg College is accredited by the North Central Association of Colleges and Schools and the National Council for the Accreditation of Teacher Education (Secondary and Elementary). Our programs are approved by the American Chemical Society, the Council on Social Work Education, National Association for Music Therapy, Inc., and the National League for Nursing. Augsburg College is an institutional member of the National Association of Schools of Music (NASM). We are a member of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America and Minnesota Private College Council. Augsburg College is registered with the Minnesota Higher Education Coordinating Board. Registration is not an endorsement of the institution. Registration does not mean that credits earned at the institution can be transferred to other institutions or that the quality of the educational programs would meet the standards of every student, educational institution or employer. Y ou may apply for admission to the Weekend College Program if you have graduated from high school or have earned a General Education Developmental (G.E.D.) test certificate. Selection of students for Augsburg College is based on demonstrated academic ability with satisfactory performance in high school or in previous college work. A cumulative grade point average of 2.0 (on a 4.0 scale) or better is required for previous college work. Applicants with less than one year of transferable college work or no college work must be in the upper half of their high school graduating class. Application for Admission Complete the application form and return it along with the $20.00 nonrefundable application fee to the Augsburg Weekend College Office. Transcripts Have official transcripts from all previously attended postsecondary institutions sent directly to the Augsburg Weekend College Office. Applicants with less than one year of previous transferable college work should also have their official high school transcript sent. The G.E.D. test certificate may be presented instead of the high school transcript. Additional Information If there is personal information that may have affected the applicant's previous academic performance, it may be included with the application or discussed personally with the Admissions Coordinator. Academic recommendations may be required by the Admissions Committee before an admissions decision is made. On occasion, the Admissions Committee may also defer on a candidate's admission until other information has been received. For example, test scores, results of current course work, additional letters of recommendation or writing samples may be requested by the Committee. If any additional credentials are needed, the Admissions Office will inform the candidate. Notification of Admissions Decision Augsburg College uses a "rolling" admissions plan. Students are notified of the admissions decision, usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with the Admissions Coordinator and major sections in this catalog to see if admission to the major is necessary. Transfer Credit Transfer Credit Evaluations FORMERSTUDENTS Augsburg College welcomes students who wish to transfer after completing work at other accredited colleges or universities. College credit is granted for liberal arts courses satisfactorily completed at accredited institutions. The College reserves the right not to grant credit for courses where it considers the work unsatisfactory, to grant provisional credit for work taken at unaccredited institutions and to require that certain courses be taken at Augsburg. Following acceptance, students who are seeking a degree and transferring previous college work to Weekend College will be sent an official credit evaluation showing the number of courses and degree requirements still needed to complete a baccalaureate degree at Augsburg. Augsburg graduates and students who have not attended Weekend College for more than one academic year (three trimesters) must apply for readmission through the Registrar's Office. Students who have attended any other institution(s) during their absence from Augsburg must have an official transcript sent from each institution to the Registrar's Office. Augsburg College limits transfer of credit from twoyear colleges once a student has reached junior status. If all transfer work has been taken at a two-year college, a maximum of 17 Augsburg courses, or 96 quarter credits, will be accepted toward the minimum of 33 Augsburg course credits required for the baccalaureate degree. Academic Advising Upon acceptance, each student is given an academic adviser's name and phone number to call for major and general academic planning. STUDENTS WHOSEEKA SECOND MAJOR OR SECOND DECREE If you have earned a baccalaureate degree and would like to complete a second major or a second degree at Augsburg, you must submit the application form and application fee and have official transcripts sent to Augsburg Weekend College from your degreegranting institution along with transcripts from any subsequent colleges/institutions you have attended. l NTERNATIONAL STUDENTS Augsburg welcomes students from countries around the world. International students should contact the Admissions Office for information on the application procedure. Applications must be received two months prior to the start of the trimester. For more information on the admissions process, please call (612) 330-1743 or write to: Augsburg Weekend College 221 1 Riverside Avenue Minneapolis, MN 55454 T u i h n is set on an w n u d basis. Tuition is charged per trirndstsr course. Courses with values of .5 or -2.5 are charged one-half or one-fourth of the per course tuition. Therefore a student registering for 2.5 course credits would be charged as follows: Per course tuition x 2.5 courses. Weekend College students may register for day school program courses on a space available basis. A Weekend College student crossing over to attend one day schedule course will be charged the current part-time per course tuition for day school. A student with a combination schedule (day and weekend) carrying 3.0 or more course credits will be chargedfull day school tuition for that trimester. FEESAND PAYMENT SCHEDULE For the exact tuition and fees amounts, please refer to the Catalog Supplement covering the current academic year of enrollment. FEES Fees are also set on an annual basis and are payable in the trimester in which they are incurred. Fees are charged according to the following: Application Fee Payable once, nonrefundable Activity Fee Per trimester Late fee Charged per day, up to five working days for late completion of registration Lifetime Sports Fee Payable upon course registration or completion of Assessment of Previous Learning Nursing Clinical Fee Payable upon course registration Registration Change After first class meeting for a cancel/add/change grade option, or a combination at one time Student Teaching Fee Per student teaching course, payable upon registration Transcript Fee Per copy after first, which is free Payment Schedule Confirmation in classes is permitted only if the student's account for a previous term is paid in full as agreed. Augsburg College will not release diplomas or academic transcripts until a student's account is paid in full. This also applies to student loans administered by the College (i.e. Perkins Student Loan). They must be current according to established repayment schedules. Augsburg offers the following payment options: 1 ) Trimester payments in full. 2 ) Three Payment Plan A three-payment plan is available each trimester. Payment plans will be approved only if previous plans have been satisfactorily completed. T U I T I O NA N D FINANCIAL AID 3 ) Company Reimbursement Plan Students whose employers have tuition reimbursement plans are allowed the following payment terms: TUITION REFUND POLICY $100 per course deposit payable in order to confirm classes. Students are responsible for cancelling courses with the Registrar's Office in order to be eligible for the tuition refund. A per course tuition refund will be made on the following basis: Balance in full due within 50 days from the end of the term. Prior to the first scheduled class meeting 100% of tuition Employer reimbursement verification.form on file in Business Office for current academic year. (less a $75 administrative fee if withdrawing from current term entirely) Responsibility for payment of balance should employer not reimburse for whatever reason. Finance charge of 1% per month on unpaid balance. A non-sufficient fund check used for payment at registration will declare that registration invalid and could affect further credit extended by the College. Prior to the second scheduled class meeting 80% of tuition Prior to the third scheduled class meeting 60% of tuition No refund after the third scheduled class meeting. The refund schedule is effective whether or not a student has attended classes. All refunds of charges will be applied to the account of the student and all adjustments for aid, loans, fines, deposits, etc. will be made before eligibility for a cash refund of any resulting credit balance is determined. Please allow two weeks for a refund. Note: The refund is a percentage of the full tuition charged, not a percentage of any deposit made toward tuition (e.g. deposits made under the company reimbursement payment plan). Medical Refund Policy If a student is forced to withdraw because of accident or illness, whether a physical or mental health problem, the refund may include the normal percentage plus one-half of the percentage adjustment. Requests for this additional refund must be made to the Petition Committee and must be accompanied by a written report from the attending health professional stating the inability for, or inadvisability of, continued study. Students charged on a singlecourse fee basis who have completed payment of assessed tuition may choose between this partial tuition refund and a tuition-free course retake credit. A retake credit may be used only to repeat the same course from which the student withdrew. This choice between refund and tuition-free retake credit must be made at the time of the request to the Petition Committee, and the choice of monetary refund or retake credit may not be changed subsequently. Students should be aware that their choice of refund or retake credit may adversely affect their financial aid eligibility and that they bear full responsibility for the effects of their choices. Retake credits must be used within one academic year or the next time the course is offered if that is longer than one year. COMPANY TUITION ASSISTANCE PROGRAM Many companies, agencies and corporations offer full or partial tuition assistance to employees who participate in work-related or degreeoriented college programs. Augsburg provides a payment plan by which employees may handle tuition reimbursement. GRANTS AND SCHOLARSHIPS Pel Grant This is a federal aid program, based on need, that is available to students who are enrolled in Weekend College. Awards will range from $400 to $2,300 per year in 1994-1995. Minnesota State Scholarship and Grant Program The Minnesota State Scholarship and Grant Program is available to Minnesota residents, based on financial need. Awards ranged from $100 to $5,380 for 19931994. Bureau of Indian Affairs, Tribal and State Indian Scholarships American Indian students who meet federal and state requirements may apply for these scholarships. Indian grants generally supplement other sources of financial aid. For assistance in application please contact Augsburg's American Indian Support Program Director at 330-1 138 or your tribal agency. Augsburg Tuition Grant Augsburg College may provide grants and scholarships to Weekend College students who Show academic potential and have financial need. LOANASSISTANC~ Federal Stafford Student Loans Subsidized and Unsubsidized Stafford Loan funds are obtained directly from a local lender or state agency in states which provide such programs. Subsidized Stafford loans are need-based loans which the federal government subsidizes by paying accrued interest while in school and during the grace period. Therefore, the borrower is not responsible for interest accrued while in school or during the 6-month grace period. Interest begins accruing on the date of disbursement for the Unsubsidized Stafford Loan and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to be capitalized (added to the balance of the loan). The interest rate for new borrowers through the TUITIONAND FINANCIALAID Subsidized and Unsubsidized Stafford Loan is variable and changes annually based on the 91-Day Treasury Bill. For students with existing loans, the interest rate will match the interest rate on their existing loans (7%, 8%, 9% or 8%/10%). The following borrowing limits apply to the Stafford Loan program after July 1, 1994: Freshmen: $2,625 annually ($6,625 combined Subsidized & Unsubsidized Stafford) Sophomores: $3,500 annually ($7,500 combined Subsidized & Unsubsidized Stafford) Juniors/Seniors: $5,500 annually ($10,500 combined Subsidized & Unsubsidized Stafford) Aggregate maximum: $46,000 Note: Unsubsidized Stafford loans are available only to independent students and dependent students who do not meet the criteria for the Subsidized Stafford loan. Student Educational Loan Fund (SELF) This is a Minnesota state loan program. SELF Limits Freshmen and Sophomore students may borrow up to $4,500 per year, Juniors and Seniors up to $6,000 per year with an undergraduate maximum of $25,000 ($500 annual minimum). There is a $40,000 combined maximum for undergraduate and graduate study. Interest rates are variable, paid by the borrower quarterly while in school. Principal and interest payments begin 12 months after leaving school. Students must apply for financial aid and be enrolled at least half-time. TO APPLYFOR FINANCIAL AID 1) Complete the Application for Admission and indicate your desire to also apply for financial aid. 2) The Financial Aid Office will send you the necessary application and financial statement form (or you may pick them up at the Financial Aid Office, 152 Science Hall, or the Weekend College Office). 3) All students transferring from any post secondary institution must have a Financial Aid Transcript on file with Augsburg from each previously attended institution even if you did not receive aid. 4) Complete and return the financial aid forms and a copy of the federal tax return by the deadlines indicated. 5) Accept the financial aid offered, in whole or in part, within the deadline stated. S T U D E N T , RESOURCES S T U D E N T A ugsburg College provides a number of student services to assist adults in making educational and career plans, accomplishing the academic tasks of a college education, working on their own personal development, and participating beyond the classroom. These services include academic planning and support services, college services and student life. More detailed information on these services is provided in the .Student Guide which is available to every student. ACADEMICADVISING All Augsburg Weekend College students have access to expert academic advising services on an ongoing basis to provide for efficient, effective planning. Students enrolling in Weekend College who have had college experience will have their previous work evaluated early in the admissions process. To use their time at Augsburg most effectively, students are encouraged to see an adviser in the Weekend College Office prior to beginning their course work. Upon enrollment a student is assigned a faculty adviser in their major. ACADEMICENRICHMENT PROGRAM The Academic Enrichment Program is designed to offer students study skills assistance so they may achieve their best from studying. The Program includes four components: the Learning Center, the Tutor Center, the Learning Laboratory and the Center for Learning and Adaptive Student Services (C.L.A.S.S.). The Learning Center Located in Memorial HalI, Room 119 and Foss Center, Room 18, the Learning Center assists students in improving their skills in such areas as time management, note taking, textbook reading and comprehension, test-taking, and concentration and memory improvement. Diagnostic testing is also available to assess skills in reading, vocabulary, spelling, study strategies and learning styles. The staff will assist students in developing effective and efficient study skills. The Tutor Center Located in Foss Center, Room 18, the Tutor Center arranges for students to meet with tutors for content tutoring in most freshman and sophomore-level courses. The Learning Laboratory Located in Foss Center, Room 18, the Learning Laboratory offers students the opportunity to improve skills in reading, writing and mathematics through the use of computer software. C.L.A.S.S. - The Center for Learning and Adaptive Student Services Learning disabled students have average or above average intelligence but have difficulty achieving their full potential. Services available to such students include: educational planning, learning aids and remedial instruction. If students are concerned that difficulties in school are more than just temporary problems, they can discuss their learning style with the Coordinator of Disabled Students or the learning disabilities specialists, and arrange assessment and structure assistance to increase their potential for academic success. Physically challenged students also are served through this office. Individualized attention and services are provided for and/or coordinated to meet the mobility needs of students. For more information, please contact the C.L.A.S.S. office at 6121330-1053 to request a copy of the C.L.A.S.S. brochure and/or schedule an informational appointment with a specialist. CAREERSERVICES The Career Services Office is committed to assisting all students with their career planning. To aid students in this process, Career Services offers students the opportunity to actively participate in career seminars, career assessments, one-on-one counseling, selfpaced computer career planning modules, and use of the Alumni Resource Network for informational interviews. THECENTER FOR GLOBAL EDUCATION The Center for Global Education, founded at Augsburg in 1982, facilitates cross-cultural learning experiences which prepare people to think more critically about global issues and to work toward a more just and sustainable world. The Center's programs explore a diversity of viewpoints and are grounded in the perspectives of the poor and of others struggling for justice and human dignity. Students may participate in courses offered at the Center's program site in Mexico, Namibia, Norway, Central America, South Africa and Southeast Asia. EXPERIENTIAL EDUCATION PROGRAMS Through Internships, Cooperative Education and Community Service, Augsburg students integrate and expand their liberal arts education by embracing the worlds of work and service. These programs link employers, community organizations and the academic program in a way that enriches and expands a student's educational experience and personal development. An underlying assumption is that a liberal arts education is an effective preparation for careers and citizenship. The integration of "knowing and doing" adds breadth and depth to the liberal arts curriculum and assists students in making more informed academic, career and personal decisions. The College's metropolitan location makes possible a wide range of opportunities. Students have gained valuable learning experiences in small and mid-size companies, large corporations, non-profit organizations, schools, government agencies and communitybased organizations. S T U D E N T COOPERATIVE EDUCATION ACADEMIC INTERNSHIPS COMMUNITY SERVICE-LEARNING An internship for academic Cooperative Education is a college supported and monitored, paid, work-learning experience that is closely related to a student's major or career objective. The goal is to combine theory with practice in work or service-based settings. credit is a carefully planned work-based learning experience where a student focuses on specific academic and individual learning objectives. A learning agreement plan negotiated with a faculty supervisor and work supervisor, outlining the internship objectives, strategies and evaluation methods - is required. An academic internship is approved, supervised and evaluated by a faculty member in the department in which the student wishes to earn the Internship credit. Upper Division intemships are numbered 399 and Lower Division internships are numbered 199. Students also earn money to help defray educational costs while gaining important onthe-job experience. Job placements typically are parttime during the academic year and full-time in the summer. Cooperative Education jobs are flexible and can begin and end anytime. Cooperative Education is not credited in and of itself, but a non-credit Cooperative Education transcript entry is available during the academic terms the student is employed. Cooperative Education students are encouraged to complete at least one Internship for credit in conjunction with their Cooperative Education participation. Cooperative Education is available to Augsburg students who have completed their freshman year and are in good academic standing. Information on registering for internships may be obtained from the Internship and Cooperative Education Office. Internships are available in all majors and can be taken during a Weekend College trimester or summer session. For extension of an internship beyond one term see the section of the catalog under grading. Augsburg's Service-Learning program combines response to human needs in the community with a conscious awareness and understanding of issues, reflection and educational growth. Augsburg students learn from and about the community and society in which they live by participating in orientation sessions, direct service-learning activities and seminars or class discussions. Through direct service, such as volunteering at a homeless shelter, tutoring, building housing for low income people or working with environmental groups, students engage in a dynamic and interactive educational approach which employs reciprocal learning between the student(s) and the community. Service Learning includes courseimbedded community service, tutoring, internships, cooperative education, and a wide range of volunteer options. COMPUTER LAB Students have access to over 125 on-campus computer systems, including 50 personal computers in a main computer center, 24 personal computers in the residence halls (available 24 hours a day), plus another 25 computers located in the general department offices and the library. Faculty and staff have over 450 computers on campus. A campus-wide computer network offers a full range of network services. Augsburg College, a member of the National Science Foundation's Internet since 1990, is connected to hundreds of universities and other institutions in the U.S. and around the world. Internet access and a renewed focus on educational technology allows Augsburg to integrate these electronic resources into many different areas of the learning process. CONTINUING EDUCATION PROGRAM Augsburg College offers selected courses through Continuing Education. Inquiries should be addressed to the Office of the Associate Academic Dean. DAYPROGRAM The day program offers a wide variety of majors and courses. If Weekend College students are interested in taking courses in the day program they must follow the cross-over guidelines. ship as a process, promotes productivity within and beyond the organization and works toward progress. GRADUATE PROGRAMS The Master of Social Work at Augsburg offers two concentrations: Family Practice and Program Development, Policy and Administration. In the Family Practice concentration, students concentrate on empowering the family nurturing systems from a developmental and holistic perspective. Augsburg College offers three graduate degree programs: the Master of Arts in Leadership, the Master of Arts in Education-Leadership and the Master of Social Work. The Master of Arts in Leadership program is based on the subject matter and approaches of the traditional liberal arts. This cross-disciplinary program directs its academic content and pedagogical approaches at situations, issues and problems relevant to organizational leaders. Augsburg's program recognizes that today's leaders need broad-spectrum abilities to provide them with a more comprehensive understanding of their world. The Master of Arts in Education-Leadership program values the role that good educators play in the lives of students, and operates from the belief that educators need to exercise leadership within the workplace without relinquishing the role of teacher. The program promotes leader- LIBRARY AND AUDIOVISUALSERVICES A relaxed atmosphere, a helpful staff and friendly student library assistants make the library a favorite place to study and do research. The main library houses over 175,000 books, journals, records and microfilms. Music, chemistry and art history slide libraries are located within the departmental areas. A service-oriented staff provides students with assistance to meet diverse information needs including instruction in the use of the library, a reference service and guidance in pursuing research. Students have access to a wide variety of local, regional, national and intemational databases. Students have access via a computerized on-line catalog and daily courier service to all the library holdings of the seven private liberal arts colleges of the Twin Cities and the James J. Hill Reference Library. The Library Audio-Visual Center houses a large collection of sound recordings, video tapes and films, and supplies media equipment free of charge for instructional use. Audio and video tape duplication within the limits set by copyright law is available. Fees are charged for the production of transparencies and posters as well as for lamination. The Center supplies television sets, VCRs, video cameras, video editing, tape recorders, microphones, slide, overhead, filmstrip, opaque and movie projectors as well as screens and carts. Film bibliographies and advice on materials selection are available. Facilities for classes in broadcasting are located in the Center. 3M AUGSBURG COOPERATIVE PROGRAM Admission, advising, and coordination services for 3M cooperative Chemistry, Computer Science and Physics majors are provided through the Weekend College and the Continuing Education Offices. AMERICAN INDIAN SUPPORTPROGRAM The American Indian Support Program, located at 620 21st Avenue South, is a multifaceted office established to recruit and retain American Indian students. Components of the program are as follows: American Indian Support Services This program assists in admissions procedures, financial aid procedures (including BIA), tribal and Minnesota Indian State Scholarship applications, orientation and registration, course work selection, Individual Education Plans, academic advising, career counseling, employment, community and professional referrals, internships, student housing and crisis intervention. This program also supports the Intertribal Student Union (ITSU). Intertribal Student Union ITSU serves as a peer support group for incoming and currently enrolled American Indian Students. ITSU also organizes and co-sponsors cultural events. Minnesota Indian Teacher Training Partnership MNIlTP is a cooperative effort between Augsburg College and the Minneapolis Public School District, intended to increase the number of American Indian teachers in the Minneapolis public schools. Funded by the Minnesota State Legislature in 1990, this project is designed as a special grant and loan forgiveness program. Students who are awarded state teaching licensure may then apply for loan forgiveness. For each year the student teaches, one-fifth of the loan will be forgiven. Anishinabe Library Project The Library houses over 1,000 books, a variety of journals and scholarly publications, research materials, American Indian magazines and newspapers and over 125 VHS videos. The library project offers both a historical and contemporary perspective on the cultures of various tribal nations in the United States. ASIANAMERICAN SUPPORT PROGRAM The Asian American Support Program was created to recruit and retain Asian American students and to enhance the quality of their total experience while at Augsburg College. The program provides assistance in the admissions and financial aid application procedures, orientation, registration and course work selection, career development, academic and nonacademic difficulties, and employment and placement referrals. The Asian American Association is affiliated with the Support Program. The Association carries out various activities during the academic year to increase the network of friendship and support for Asian American and other students at Augsburg. BLACKSTUDENT SUPPORT PROGRAM The Black Student Affairs Office (BSA), located at 620 21st Avenue South, is committed to enhancing the educational and personal development of students of African descent, and to promote cultural and historical awareness, academic achievement and social interaction. BSA sponsors events and activities, such as celebrating Martin Luther King's birthday, Afrikana History Month, Each One Reach One mentoring program, and Augsburg Black Alumni Council gatherings. The Pan-Afrikan Student Union (PASU) provides support to students, including a schedule of social and cultural activities. The headquarters is in the BSA Office. HISPANIC/LATINO SUPPORTPROGRAM The HispanicILatino Support Program offers students individualized attention in many areas, including academic support, counseling and advocacy. This program assists students with admissions and financial aid procedures, orientation and registration, academic planning, career counseling, housing, internships and employment and placement referrals. The program advises the Latino Student Association and supports academic, social and cultural events, and other activities that improve the academic and personal devel- opment of HispanicILatino students and provides awareness of the unique aspects of the Hispanic culture. WEEKEND COLLEGE OFFICE The Weekend College Office provides a variety of services for current and prospective students including: admission, academic program advising, registration for Weekend College students, coordination of mail registration, orientation of new students, seminars and special events. OFF~CE OF THE REGISTRAR The Office of the Registrar maintains the primary academic record of all Augsburg students. Services provided include: processing loan deferments, enrollment verification, providing copies of the official transcripts, sending out grade reports and processing Weekend College and day school program cross-registration. S T U D E N T BUSINESS OFFICE Services provided by the Business Office are: check cashing, change of billing address, student account information, adjustments to student accounts, account payments, account history copies, credit refund requests and collection. FINANCIAL AID Student Financial Services provides the following financial assistance: processing grants, loan checks, loans, financial aid advising and scholarships. CAMPUSMINISTRY As a college of the church, Augsburg is concerned about spiritual as well as academic and social growth. The College's concern for spiritual growth is evident in the encouragement and opportunities for students to explore their own faith. Because the campus is comprised of individuals from many different religious and cultural backgrounds, worship life is characterized by a similar diversity and richness of tradition. Bible studies, growth groups, outreach teams and community outreach opportunities, retreats, peace and justice forums, concerts and gatherings are examples of the wide variety of activities on campus. The College Pastor and Campus Ministry staff have offices in the Foss, Lobeck and Miles Center and are available for spiritual guidance, counseling, support and information. Chapel services are held for Weekend College students on class Saturdays. CENTER FOR COUNSELING AND HEALTH PROMOTION Counseling/Support Croups Individual and group activities are available to students who wish to work on a personal growth interest or concern or who simply want to have the experience of being in a support group of people who share some similar characteristics and/or interests. Services include individual counseling, group counseling, psychological testing, assessment and referral, workshops, and consultation and outreach. Health Promotion Health Promotion offers a wide spectrum of activities and events that increase awareness of health issues and assist students in adapting new behaviors for a healthier lifestyle. Health Promotion also works with various campus agencies to foster positive change within the campus environment. Professional staff offer private consultations, individual assessments, and group workshops to accommodate the needs of students. Health Service Riverside University Family Practice Clinic serves as the Augsburg College Health Service and is a family practice residency clinic affiliated with the University of Minnesota. The clinic is located one block from campus at 2615 Franklin Avenue South. Office visits for illness and injury are free for all Augsburg students. Students must check family health coverage to determine if they are included; if they are not, contact the Vice President for Student Affairs office for information regarding student health insurance. The Commons Situated on the top floor of the Christensen Center, this is the main food service facility for students, faculty and staff. Murphy's Located on the ground floor of the Christensen Center, Murphy's features grill items, pizza, soups and salads, desserts and beverages, and is open weekdays and during class weekends. GRAPHICS Services for students include offset printing and copying. direction of the Theater Arts Department and have the opportunity to attend a series of on-campus workshops with visiting arts professionals. Intercollegiate Athletics Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National Collegiate Athletic Association (NCAA) Division 111. Men annually compete in football, soccer, cross country, basketball, hockey, wrestling, baseball, tennis, track and field and golf. Women annually compete in volleyball, cross country, soccer, basketball, track and field, softball, golf and tennis. Intramural Sports Fine Arts Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city, the Augsburg Choir, Concert Band and Orchestra perform on national and international tours. Many other ensembles cover the entire range of musical styles and previous musical experience. Students stage several plays on campus each year under the Students may participate in activities for recreation and relaxation. The intramural program provides competition in a variety of team sports as well as individual performance activities. Broomball has been an especially popular coed sport. Check schedules for times when there is open use of the gymnasium, fitness center, ice arena and a new air dome which offers a place to walk or run during winter months. Social, Cultural, Recreational' Throughout the year, a variety of social and cultural activities takes place on campus as well as in the Twin Cities. These activities include dances, films, theme events, name entertainment and visiting personalities in various fields. Weekend College Student Union Weekend College Student Union (WECSU) is a student organization whose primary focus is presenting social, recreational and entertainment programming relevant to the Weekend College population. Membership is open to all students. Weekend College Advisory Network Weekend College Advisory Network (WECAN) is a chartered organization open to all students which has a mission statement to help further professional and personal goals through organizing and sponsoring seminars and workshops. S T U D E N T RESOURCES Student Affairs The Student Affairs Division is comprised of a variety of programs, services and activities dedicated to complementing and enhancing students' educational experience and the academic programs of Augsburg College. Student Government Through student government students secure a closer relationship with and better understanding of the administration and faculty, and provide input into the decision-making process at Augsburg. Student government also sponsors and directs student activities, protects student rights and provides the means for discussions and action on all issues pertaining to student life at Augsburg. Student government is organized into the executive branch, the legislative branch and the judicial branch. Representatives from the Weekend College are elected each year. Eleven Weekend College representatives and one Weekend College President comprise the Weekend College delegation. Many kinds of involvement are possible - program planning, writing, editing or service opportunities. If you want to get involved, contact the President or VicePresident of the Student Body in their offices in the lower level of the Christensen Center. Student Guide Augsburg publishes its policies and procedures in the Student Guide which is available to every student. Included are the Academic Honesty Policy, Policy on Sexual Harassment and Violence, Disciplinary Policy and Procedure, and the Grievance Policy and Procedure. Students wishing to obtain a Student Guide may contact the Student Life office. Student standards of behavior, complaints, records The College has adopted a statement of standards for student behavior and has provided for due process in matters of disciplinary action, grievances and grade appeal. The College operates in compliance with the Family Rights and Privacy Act. Students have the right to inspect certain official records, files and data which pertain to them and which are maintained in the Office of the Registrar and the Placement Office, and to challenge inaccurate or misleading information. Persons seeking additional information on these topics should contact the Vice President for Student Affairs Office. A ugsburg College constructs its curriculum upon the premise that students must be educated as fully human persons - intellectually, spiritually and physically. To act effectively, human beings must have a broad grasp of the world from which they have come as well as the world in which they live. By providing courses in the humanities, natural sciences and social sciences, the liberal arts perspectives introduce students to the breadth and complexity of knowledge and culture. Required courses in religion are designed to acquaint students with the Christian tradition and encourage them to reflect upon the importance and meaning of spirituality in their lives. Recreation courses offer students the opportunity to develop skills for participation in exercise and sporting activities. Students are encouraged to consult frequently with their advisers to ensure that all requirements are met for graduation. A comprehensive explanation for the General Education Curriculum may be found in the Augsburg College general catalog. C RADUATION REQUIREMENTS The following are the requirements for a baccalaureate degree: 1) Fulfillment of entry level skill requirements in these areas: Math Placement, Critical Thinking, Writing (ENG 1 11 Effective Writing or equivalent), Reading, Word Processing 2) Completion of a major. 3) Completion of courses that fulfill the following Liberal Arts Perspective requirements: Human Identity (one course) Aesthetics (one course) Christian Faith and Values (three courses, or as adjusted for juniortsenior transfer status) The City (one course or community service1 internship experience) A single course may fulfill one perspective only. Only one course from a department may be used to fulfill a single category, except Christian Faith, language and a year long science sequence for Natural World. No more than three courses from any one department may fulfill perspectives. 4) Completion of courses that fulfill the following Graduation Skills: Social World (two courses from different departments) Writing (two courses, one within the major) Western Heritage (two courses from different departments) Critical thinking (one course) Intercultural Awareness (one course) Language Levels 1 and 2 (two courses of the same language) Natural World (two courses from different departments) Speaking (one course) Quantitative reasoning (one course) These courses must be completed with a minimum grade of 2.0 or P. These requirements may be met with courses in the major or by perspectives. Noie: A course may saiisb boih a major or minor requiremeni, a perspeciive and a gradualion skill requiremen,. 5) Demonstration of proficiency in two Lifetime Sports 6 ) Achievement of a Math Placement Group score of I11 The following requirements also must be met to graduate: 1) Completion of 33 course credits 11 of these must be Upper Division (numbered 300 and above); no more than 13 courses may be in any one department with the exception of Accounting, Nursing and Social Work. 2) Maintenance of a minimum grade point average A minimum GPA of 2.0 for most majors is necessary to graduate. A grade point average of 2.0 is required both in overall courses taken and in courses which apply toward the major. Some majors, licensure and certification require higher grades in each course or a higher grade point average. (For example, see Licensure in Education, Nursing, Social Work. See departmental section for details). 3) Residency Seven of the last nine credits must be completed at Augsburg. No less than a total of nine credits are to be taken at Augsburg College. Contact the Registrar if an offical interpretation is needed. 4) Maximums--no more than: Two courses by independent1 directed study Four courses of Internship Eight course credits with a grade of Pass (P) Nontraditional grading (P) also has these limits: two in the major, except Elementary Education and Nursing; one in the minor, if approved by the department chairperson. Students who enter an academic program with a baccaulareate or higher degree should contact the Registrar's Office about specific requirements for a second baccalaureate degree or for the equivalent of a major. The responsibility for meeting all degree requirements rests with the student. Academic advisers, department chairpersons, the Assistant to the Dean for Academic Advising and the Registrar are available for counsel and assistance in program planning. Each student must apply for graduation. Students should apply at the start of their last academic year to confirm remaining graduation requirements. Application forms are available in the Registrar's Office. All degree and course requirements must be completed and verified in the Registrar's Office prior to the anticipated date of graduation (there may be no incomplete courses or open courses on the academic record). See the separate section on Graduation With Distinction on page 34 to learn about requirements for these honors. POLICIES AND PROCEDURES REGISTRATION Registration consists of two parts: Scheduling (choosing classes) - A student reserves a space in classes for each trimester by completing a schedule form. Scheduling can be done in advance of payment. Payment (confirmation of schedule) - A student who has scheduled courses must then confirm that schedule by paying. Dates and deadlines for scheduling and payment are listed in detail in the Weekend College catalog supplement. SOME IMPORTANT ON POINTS REGISTRATION: A student must be registered for a course in order to receive course credit for it. A student in Weekend College is considered fulltime if they register for two courses per trimester (or 2.5 if receiving a Minnesota State Student Grant). Students are responsible for obtaining registration materials from the Weekend College Office. A student who has not paid or made partial payment prior to the first day of classes is not registered for their course(s). The student may register and confirm the first class weekend, but late fees will apply and their space in the course(s) will not be held. CROSSOVER POLICY It is expected that Weekend College students complete their degree requirements in the Weekend College schedule; however, students may take a course in the day schedule as a crossover. A Weekend College student wishing to attend a day schedule course, or a day student wishing to attend a course in Weekend College, must schedule at the Office of the Registrar. Students taking courses in both the day program and Weekend College program schedules which total three or more courses on any given date will be charged comprehensive day program tuition. A Weekend College student taking one day schedule course and who has fewer than three total courses will be charged the current part-time tuition for day school. Students will also follow these guidelines: Students may cross over for one full courselcredit per term. The course selected must have space availability. Weekend College students may not cross over to attend ACTC (Associated Colleges of the Twin Cities) courses, except when required by the major to do so. Courses cross-listed in the Weekend College schedule and the day schedule are not subject to cross over policy. Contact the Office of the Registrar for more information on the crossover policy. WITHDRAWING FROM COURSES Students may drop (also referred to as canceling or withdrawing) a particular course by completing a CancelIAddlChange of Registration form at the Office of the Registrar before the deadline (published in the Weekend College Catalog Supplement). Dropping a class will result in a "W" for withdrawal on an official academic record. Students are urged not to abandon courses for which they are registered because this may result in a failing grade on their official academic record. The refund schedule is listed on page 14. Note: A student may withdraw after the refund schedule has expired. WITHDRAWAL FROM COLLEGE Students who do not intend to continue at Augsburg must file a Withdrawal from College form at the Office of the Registrar. This is not necessary if the student is taking a term off; however, Weekend College students who do not attend courses for three consecutive trimesters (excluding summer) are considered inactive and must file an Application for Re-admission form with the Office of the Registrar in order to resume their academic program. Students are responsible for keeping the Office of the Registrar informed of their mailing address. SYLLABUS A syllabus is a course outline written by the instructor which may include a course description and objectives, required text@), course schedule, grading criteria and assignments. A syllabus is especially important in Weekend College because it advises the student of any assignment due the first class weekend. Students are responsible for picking up the course syllabus at the times published in The Weekender, the Weekend College informational publication. EVALUATIONAND C RADI NG Student achievement in courses is measured primarily by final examinations. Shorter tests, written papers, oral reports and other types of evaluation also are used. Most courses are offered with grading options - traditional grading on a 4.0 to 0.0 scale or the Pass/No Credit system, in which P means a grade of 2.0 or better and N means no credit and a grade of less than 2.0. Students who choose the PIN option are cautioned: In order to receive a grade of P, a student must achieve at least a grade of 2.0. Some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank each as a "C". P-graded courses do not count toward the requirement that 14 traditionally graded course credits be earned at Augsburg in order to be considered for graduation with distinction. Transfer students should be especially aware of this requirement. See PIN limitations under Graduation Requirements on page 28. Note: Certain courses are offered on one grading system only (e.g., Lifetime Sports are graded PIN only). In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the PIN grading option. Any changes in choice of grading system must be made according to dates published each term. A fee is charged for any changes made after the first five days of classes. NUMBER GRADES Number grades are used with these definitions: 4.0 Achieves highest standards of excellence 3.0 Achieves above basic course standards 2.0 Meets basic standards for the course 1.0 Performance below basic course standards 0.0 Unacceptable performance (no credit for the course) Grades of P (Pass) or N (No credit) are not computed in the grade point average. An incomplete grade (I) may be given only in the case of extreme emergency. To receive an incomplete grade, a student must receive permission of the instructor; must file a form stating the reasons for the request, the work required to complete the course, the plan and date for completing the work, and comments from the instructor; and must gain the approval of the Registrar. If permission is granted, the necessary work must be completed in enough time to allow evaluation of the work by the instructor and filing of a grade before the final day of the following trimester. If the work is not completed by that date, the grade for the course becomes a 0.0. Internships, Independent Studies and Directed Studies may sometimes last longer than one term. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A grade of X is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not longer than one year). An instructor has the option of not giving an X where satisfactory progress is not demonstrated. A course in which a grade of 0, 0.5, 1.0, 1.5, or N has been received may be repeated for credit. Courses in which higher grades have been earned may not be repeated for credit and a grade, but may be audited. All courses taken and grades earned each term remain on the academic record. Only the credits and grades earned the second time, for legitimately repeated courses, are counted toward graduation and in the grade point average. AUDITINGCOURSES Students who wish to take courses without credit or grade may do so by registering for Audit (V). The charge for auditing is listed in the current year's Weekend College Catalog Supplement. The signature of the instructor is required to register an audit. Students who audit a course should confer with the instructor two weeks prior to the beginning of the term to determine expectations, attendance and any other requirements. If expectations have been met, the course will be listed on the transcript as having been audited. If expectations have not been met, the course will be listed with a grade of W (Withdrawn). GRADEPOINTAVERAGE ACADEMIC PROGRESS, PROBATION AND The grade point average (GPA) is based on final grades DISMISSAL for all work at Augsburg. It does not include credit and grade points for work transferred from other colleges. Courses taken on the PIN grading option are recorded, but not computed in the GPA. The formula for computing the GPA is: - GPA Total grade points divided by number of credits taken. * Using traditionally graded course credits only. CLASSIFICATION Students are classified in August and at the end of the Fall Trimester. Sophomores - Seven credits completed. Juniors - 16 credits completed. Seniors - 24 credits completed. The College requires that students maintain the following cumulative grade point averages (GPA): Freshman - A student who has taken fewer than seven credits with a cumulative GPA of 1.6 or higher Sophomore - A student who has taken fewer than 16 credits with a cumulative GPA of 1.7 or higher Junior - A student who has taken fewer than 24 credits with a cumulative GPA of 1.9 or higher Senior - A student who has taken 24 or more credits with a cumulative GPA of 2.0 or higher. It should be noted that a minimum GPA of 2.0 is required for graduation with certain majors requiring a higher minimum GPA. Students whose academic achievement falls below these guidelines will either be placed on scholastic probation at the end of the term, will be continued on probation or, will be dismissed from the College. In addition, a freshman who receives two zero grades or a sophomore who receives three zero grades will be considered for probation or dismissal. However, dismissal from the College is not automatic. Each case is reviewed by the Committee on Student Standing. Evidence of the student's commitment to academic progress is the major consideration in deciding whether or not to dismiss a student. Those on probation who voluntarily withdraw from the College, as well as those who are dismissed, must have special permission to re-enroll. Students may be removed from probation when the cumulative GPA reaches the minimum level stated above. Students placed on probation as freshmen for having earned two zero grades may be removed from probation if their classification changes to sophomore, if they have not earned additional zero grades, and if their cumulative GPA reaches 1.7. Students placed on probation as sophomores for having earned three zero grades may be removed from probation if their classification changes to junior and their cumulative GPA reaches 1.9. The College reserves the right to dismiss any student who does not meet the guidelines stated above. Once a student is dismissed, he or she may appeal the decision within 10 days to the Committee on Student Standing. DEAN'S LIST The Dean's List is compiled after each trimester, listing students whose grade point average for a trimester is 3.5 or better. Students must be full-time (a minimum two full course credits for a Weekend College student), graded on the traditional grading system, with no incompletes in courses offered for credit. If permission is given by the student, an announcement is sent to the hometown newspaper of each student on the Dean's List. GRADUATION WITH DISTINCTION Graduation with Distinction is determined as follows: Summa cum laude - 3.8 to 4.0 cumulative GPA Magna cum laude - 3.6 up to but not including 3.8 cumulative GPA Cum laude - 3.3 up to but not including 3.6 cumulative GPA To qualify for graduation with distinction, transfer students must have completed two years (14 traditionally graded credits) of work at Augsburg. ASSESSMENT OF PREVIOUS LEARNING (APL) PROGRAM Augsburg College recognizes that learning can and does take place in many life situations. Some of this learning may be appropriate for credit recognition within the disciplines that compose the academic program of a liberal arts college. The Assessment of Previous Learning (APL) program at Augsburg provides a means by which a student's previous learning, other than that which is transferred from another accredited institution, may be presented for examination for possible credit toward the completion of a baccalaureate degree. Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning must meet two essential criteria: 1) it is relevant to course work in a field of study within the Augsburg liberal arts curriculum and 2) it can be objectively demonstrated either by comprehensive examination or committee evaluation. The APL program at Augsburg provides several means by which students may have their previous learning assessed for credit recognition. The following is a brief description of each of these means of assessment: The College Level Examination Program (CLEP) This is a series of standardized tests which have been developed by the College Board and are offered to students for a small fee at regional testing centers. (The regional testing center for this area is the University of Minnesota.) Students who score at or above the 65th percentile on a subject examination may receive academic credit for that subject at Augsburg College. Additional information about CLEP tests is available from the Office of the Registrar. Departmental Comprehensive Exams These are available for students to use in obtaining credit for previous learning if the following conditions are met: There is a departmental instrument available for the subject area in question. There is a faculty member designated by the department to administer the exam. The Registrar approves the student's request to take the exam. Credit for departmental exams is available on a passlno credit basis only, and there is a charge per exam of $485.00 for a full course credit. The Credit Assessment Program (CAP) This is a credit assessment alternative in which a faculty committee completes a credit evaluation of a learning portfolio submitted by the student. The faculty committee is composed of a representative from the Office of the Registrar and two faculty members from fields of study directly related to the student's previous learning. Informational meetings and consultation are provided for students who wish to prepare a portfolio of previous learning for credit assessment. This may include a personal meeting with the CAP committee. In completing the evaluation of a student's previous learning, the CAP committee applies the following criteria: There is documentable evidence of a cognitive component in the previous learning experience that involved prescribed andlor systematic study of content material found within liberal arts course work. The learning has been objectively verified by individuals in addition to the presenting student. The learning lends itself to both qualitative and quantitative measurement. The learning relates well to the student's educational goals. The learning and skills involved are current and could be used at the present time. Students may apply for the credit assessment process after completing at least four courses of academic work at Augsburg College with a cumulative Augsburg GPA of at least 2.5. It is strongly recommended that the process not be used when four or fewer courses remain for graduation. There is an application deposit to initiate the credit assessment process, and a charge for each semester credit applied to the student's transcript if credit is approved. Transcript credit will be granted on the basis of semester credits, and the total number of credits granted will be divided by four to determine the number of course credits applied to graduation. These credits will be recorded with the course number of CAP 2xx. Application of this credit toward the Liberal Arts Perspective requirements, Upper Division requirements, and academic majors and minors may be subsequently addressed by the departments involved in response to a formal request by the student. Maximum Credit Accepted for Previous Learning While Augsburg College recognizes the validity of learning that takes place outside the traditional classroom, this learning must be placed in the context of formal study in campus-based liberal arts courses. Therefore, Augsburg places a maximum of eight courses (one-fourth of a baccalaureate degree) on transcript credit that is obtained through previous experiential learning. In compiling the eight courses of credit for previous experiential learning, the student may use any combination of the three assessment processes available in the APL program: CLEP exams, departmental exams and credit granted through CAP Committee assessment. Lifetime Sports Assessment of Previous Learning (APL) Program Students in the Weekend College may complete one or both of the two required graduation skills of Lifetime Sports through the APL process. The Lifetime Sports graduation skills are non-academic courses and no credit is earned by their completion; however, fulfillment of two Lifetime Sports is necessary to graduate. There is a fee for each Lifetime Sport completed by APL. Additional information about Lifetime Sport APL is available from the Weekend College Office. A C A D E M I C - M A J O R S M A J O R S ~gsbargWeekend CaiIege s t d e n ra may deer #om 12 +?parate A majors, several with a number of career concentrations. A minor is available in several of these academic areas as well as in Sociology, American Indian Studies and Women's Studies (see page 55 for details). ACCOUNTING - ACC The major in accounting prepares students for professional careers in a wide variety of accounting-related positions. This major has two tracks: General Accounting and Professional Accounting. The General Accounting specialization is adequate for a wide variety of positions. The Professional Accounting track includes two specializations: public accounting and managerial accounting. The public accounting spccialization is recommended for positions with CPA firms. The managerial accounting specialization is recornmended for positions with large or rapidlygrowing companies. Thc two professional specializations rclate to two professional dcsignations: the CPA and the CMA. A CPA (Ccrtificd Public Accountant) focuses on cxtcrnal reporting; a CMA (Ccrtificd Management Accountant) focuscs on internal reporting. The public accounting specialization includes the materials emphasized on the CPA exam; the managerial specialization includes the materials emphasized on the CMA exam. Designations have an experi- ence requirement in addition to passing the national exam. Under the rules of the Minnesota State Board of Accountancy, Accounting majors in the public accounting specialization are qualified to sit for the CPA examination during their last semester. Accounting Core: 14 courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 175 Principles of Computing for Business BUS 242 Principles of Management BUS 252 Principles of Marketing ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 MIS 379 Quantitative Methods for Business and Economics BUS 301 Business Law BUS 331 Financial Management ACC 322 Accounting Theory and Practice I BUSINESS ADMINISTRATION BUS ACC 323 Accounting Theory and Practice I1 The major in Business Administration prepares students for professional careers in business administration or for graduate studies. The four specializations within this major share a common business core. This common core provides students with a broad foundation so they can readily adapt to internal changes in interests and goals and to external changes in circumstances and opportunities. ACC 324 Managerial Cost Accounting ACC 425 Advanced Accounting (It is recommended that students take the courses in the sequence given above.) Specialization in General Accounting: No additional courses required. Business Core 10 courses including: MIS 379 Quantitative Methods for Business and Economics BUS 301 Business Law BUS 331 Financial Management Specialization in Marketing Business core plus 3 courses: BUS 352 Marketing Research and Analysis BUS 355 Marketing Communications or BUS 357 Advertising Specialization in Public Accounting: Accounting core plus: ECO 112 Principles of Macroeconomics ACC 326 Tax Accounting ECO 113 Principles of Microeconomics ACC 423 Auditing MIS 175 Principles of Computing for Business Specialization in Managerial Accounting: Accounting core plus: ACC 221 Principles of Accounting I BUS 440 Operations Management ACC 222 Principles of Accounting I1 BUS 465 International Management BUS 242 Principles of Management MIS 376 Project Management or ECO 318 Management Science ACC 424 Internal and Operational Audit MIS 375 Management Information Systems in the Organization BUS 252 Principles of Marketing BUS 450 Marketing Management Specialization in Management Business core plus 4 courses: BUS 340 Human Resource Management Specialization in Finance Business core plus 4 courses: ACC 322 Accounting Theory and Practice I BUS 433 Financial Theory: Policy and Practice BUS 438 Investment Theory and one of the following: ECO 31 1 Public Finance ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics ECO 315 Money and Banking MIS 479 Intermediate Quantitative Methods for Business and Economics Specialization in International Business Business core plus 4 courses: BUS 362 International Business BUS 465 International Management BUS 466 International Marketing and one Upper Division course in International Business or International Economics Students must also complete three semesters of a foreign language (or equivalent). Contact the International Business Coordinator for details on language equivalents or other configurations. Minor in Business Administration Six courses including: ECO 112 or ECO 113, ACC 221 and 222, BUS 242 and 252, BUS 331 or MIS 379. The minor is automatically completed while completing a major in Accounting or Management Information Systems (MIS). COMMUNICATION SPC Our quality of life, both personally and professionally, depends in large part upon the quality of our communication. A Communication major at Augsburg is designed to enhance understanding of communication in a variety of contexts and to improve communication skills. Since careers in communication demand a broad educational background, the Department strongly encourages a second major or two minors in fields such as business, economics, English, history, international relations, political science, psychology, religion, social work or sociology. The Augsburg Communication major focuses on competency in both speech and writing, as well as effective use of media. Since the study and practice of communication is grounded in both the humanities and the social sciences, majors are encouraged to include such related subjects as aesthetics, ethics, philosophy, logic, literature, statistics and research methods in their programs. All Communication majors must complete a core group of seven required courses, supplemented by five electives in one of the following concentrations: public relations and advertising, marketing communication, human relations, or supervisory management. Prospective majors should meet with a departmental adviser as early as possible to design an approved major program, preferably by the end of the sophomore year. Majors in Communication are candidates for the Bachelor of Arts degree. Communication Core Seven courses including: SPC 111 Public Speaking SPC 351 Argumentation SPC 352 Persuasion SPC 354 Interpersonal Communication SPC 355 Small Group Communication POL 342 Mass Communication in Society and one of the following: ENG 223 Writing for Business and the Professions ENG 225 Intermediate Expository Writing ENG 226 Introduction to Creative Writing ENG 227 Journalism In addition, 5 courses must be completed within one of the following concentrations: Public Relations and Advertising Students interested in the Public Relations emphasis are strongly urged to take ENG 227 (Journalism) as part of the major. ART 132 Photography ART 224 Publication Design ART 225 Visual Communications I ART 230 Visual Communications I1 BUS 242 Principles of Management BUS 252 Principles of Marketing BUS 355 Marketing Communications MIS 379 Quantitative Methods for Business and Economics PSY 373 Organizational Psychology SOC 349 Complex Organizations SPC 343 Broadcast Production I SPC 345 Organizational Communication SPC 399 Internship SPC 480 Public Relations/Promotional Communications Marketing Communications BUS 252 Principles of Marketing BUS 352 Marketing Research and Analysis BUS 355 Marketing Communications BUS 450 Marketing Management SPC 399 Internship SPC 480 Public Relations/Promotional Communications M A J O R S Human Relations PSY 373 Organizational Psychology MIS 175 Principles of Computing for Business PSY 485 Counseling Psychology MIS 379 Quantitative Methods for Business and Economics SOC 231 Family Systems: A CrossCultural View SOC 265 Culture: Ethnicity, Gender, and Race SOC 349 Complex Organizations SOC 375 Social Psychology PSY 373 Organizational Psychology SOC 349 Complex Organizations SPC 345 Organizational Communication SPC 399 Internship SPC 399 Internship Minor in Communication Six courses including SPC 11 1, POL 342, SPC 351 or SPC 352, SPC 354, SPC 345 or SPC 355, and any one of the following: ENG 223,225,226, or 227. SPC 480 Public Relations/Promotional Communications Prospective minors must obtain prior approval from a communication faculty adviser. Supervisory Management BUS 242 Principles of Management Note: For transfer students, at least three of these six courses must be Upper Division courses offered at Augsburg. SPC 329 Intercultural Communication SPC 345 Organizational Communication BUS 340 Human Resource Management BUS 440 Operations Management COMPUTER SCIENCE CSC The Augsburg Computer Science Department strives to give students a sound theoretical and practical foundation in computer science. The computer science curriculum places emphasis on networks, communications, and the use of computers as an information access tool. The course work provides students a strong base in computer science, with emphasis on concepts rather than on applications. Some courses may need to be taken in an evening schedule. Students should meet with a faculty adviser as soon as possible to plan their course of study. Computer Science Major - Bachelor of Arts 11 courses including: CSC 160 Introduction to Computing and Communications CSC 170 Structured Programming CSC 210 Data Structures CSC 320 Algorithms CSC 330 Theory of Computation CSC 340 Introduction to Networking and Communications CSC 495 Advanced Topics in Computer Science (may be repeated once) CSC 345 Principles of Computer Organization CSC 499 Independent Study CSC 495 Advanced Topics in Computer Science (may be repeated once) MAT 122 Calculus for the Social and Behavioral Sciences And two courses, at least one of which is Upper Division, from: CSC 270 FORTRAN CSC 271 COBOL CSC 272 UNIX and C CSC 352 Data Base Management and Design CSC 399 Internship CSC 445 Operating Systems and Computer Architecture CSC 450 Principles of Programming Language Computer Science Minor Six courses including CSC 160, 170,210,345, MAT 122 and one Upper Division Computer Science course. ECONOMICS- E C O The Economics Department offers a program which stresses a strong theoretical background, quantitative analysis and an emphasis on both national and international issues. Students who graduate with a major in the Economics Department are well prepared to continue their education in a variety of fields or to work successfully in the business world and government because of the strong liberal arts emphasis within the major. ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics ECO 414 Welfare Economics MIS 175 Principles of Computing for Business MIS 379 Quantitative Methods for Business and Economics MAT 114 Elementary Functions or MAT 121 Finite Mathematics or MAT 122 Calculus for the the Social and Behavior Sciences Three additional Upper Division economics courses Combined Major in Economics/ Business Administration: Five economics courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics ACADEMIC M A J O R S One other Upper Division economics course Six Accounting, Business Administration, and MIS courses including: ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 242 Principles of Management BUS 252 Principles of Marketing BUS 331 Financial Management or MIS 379 Quantitative Methods for Business and Economics One other Upper Division business course Economics Minor ECO 112, 113,312,313 and one additional upper division economics course. Other configurations may be permitted on consultation with the department. Note: Students who plan to major in Economics are strongly encouraged to meet with a faculty advisor in the department as soon as possible in order to carefully plan their program of study. EDUCATION- EDE, EDS, EDU grade below 2.0 for an Education program course must be retaken. Kindergarten-Elementary Teaching Licensure Teaching licensure programs are offered for KindergartenElementary Education through the Weekend College Program. To be admitted to the Education Department the student will have achieved an overall 2.5 G.P.A. plus a 2.5 G.P.A. in hisher major field. All professional courses with the exception of Clinical Experience and Student Teaching are available on a weekend schedule. Clinical Experience and Student Teaching courses must be completed during regular weekday hours in a K-6 classroom setting. Introductory level courses required for Licensure: HPE 114 Safety Education (.5 course) HPE 115 Chemical Dependency (.5 course) HPE 116 Health Concepts for Educators (.5 course) SWK 260 Humans Developing EDE 263 Clinical Experience (.5 course) EDU 264 Orientation to Education in an Urban Setting (-5course) Contact an Education Department adviser for information in your field of study and for an application for admission to the Department of Education. Students wanting K6 licensure must take EDE 375. One college level mathematics course All students must apply for acceptance into the Education Department. The State of Minnesota requires that the Pre-Professional Skills Test (PPST) be taken before beginning professional education courses (those numbered in the 300-400 level). Any course EDE 350 Creating Learning Environments (.5 course) Professional level courses required for Licensure: EDU 341 Media Technology (.5 course) EDE 351 Techniques of Teaching Reading EDE 375 Discovery in the World of Kindergarten (.5 course) EDE 377 K-El Science (.25 course) Academic Minor or second major EDE 379 K-El Art (.25 course) Students must be admitted to the Education Department before they can be considered for student teaching. Applications for student teaching must be submitted to the Education Department by the published deadlines. EDE 380 K-El Music (.25 course) EDE 382 K-El Mathematics (.5 course) EDE 383 K-El Health, Physical Education, First Aid EDE 384 K-El Social Studies, Thematic Studies (.5 course) EDE 386 Children's Literature (.5 course) EDE 387 Language Arts (.5 course) EDU 388 Human Relations (.5 course) EDE 48 1 Student Teaching EDE 482 Student Teaching EDE 483 Student Teaching EDE 484 Student Teaching Secondary Education Licensure In addition to KindergartenElementary, Augsburg Weekend College grants Secondary licensure in English-Language Arts and in Social Studies (only for Economics, Psychology majors, and History majors by special arrangement with the History department, unless the student has a Bachelor's Degree). To be admitted to the Education Department the student will have achieved an overall 2.5 G.P.A. plus a 2.5 G.P.A. in histher major field. All professional courses with the exception of Clinical Experience and Student Teaching are available on a weekend schedule. Clinical Experience and Student Teaching courses must be completed during regular week day hours in a K- 12 classroom setting. All students must apply for acceptance into the Education Department. The State of Minnesota requires that the PPST test be taken before beginning professional education courses (those numbered in the 300-400 level). Any course grade below 2.0 for an Education program course must be retaken. Secondary Education Professional Courses Introductory level courses required for Licensure: HPE 114 Safety Education (.5 course) HPE 115 Chemical Dependency (-5 course) HPE 116 Health Concepts for Educators (.5 course) EDU 210 Learning and Development in an Educational Setting EDS 252 Clinical Experience (.5 course) EDU 264 Orientation to Education in an Urban Setting (.5 course) ACADEMIC M A J O R S Professional level courses required for Licensure: EDU 341 Media Technology (.5 course) Licensure in Social Studies Students preparing to teach Social Studies on the high school level must complete: HIS 222 20th Century U.S. History (available in Weekend College) EDS 350 Reading in the Content Areas (.5 course) The professional requirements within the Department of Education, and POL 158 Political Patterns and Processes (available in Weekend College) A major in one of five fields: SOC 121 Introduction to Human Society (available in Weekend College) EDS 353 Creating Learning Environments EDU 388 Human Relations (.5 course) EDS 478 School and Society EDS 481 Student Teaching EDS 482 Student Teaching EDS 483 Student Teaching EDS 484 Student Teaching Special Methods in Licensure Field Students must be admitted to the Education Department before they can be considered for student teaching. Applications for student teaching must be submitted to the Education Department by the published deadlines. Economics (available in Weekend College) History (available in day schedule or in Weekend College by special arrangement with the History department) Political Science (available in day schedule) Psychology (available in Weekend College) Sociology (available in day schedule), and The Social Science core, a competency program designed to provide a broad foundation in the social sciences (6 courses): ECO 112 Microeconomics (available in Weekend College) or ECO 113 Macroeconomics (available in Weekend College) SOC 336 Cultural Anthropology (available in day schedule) Human Geography (not available in Weekend College or day schedule) Students considering a career in Social Studies Education must consult the Augsburg Department of Education and the Social Studies Coordinator as soon as possible in order to make full use of their time at Augsburg. Transfer students with a B.A. in history or another major in the social science field from another college must take at least two courses within their disciplinary major or the social science core at Augsburg (preferably Upper Division). These courses must be taken before the Department can recommend a student for student teaching. History Major Eight courses plus one seminar. At least four of these courses must be Upper Division. A major must have at least one course (either survey or upper level) from each of these four areas: Ancient and Medieval; Modem Europe; U.S; and non-Western. HPE 489 Coaching Practicum ( . 5 ) Licensure in EnglishLanguage Arts Students preparing to teach English-Language Arts on the high school level must complete, in addition to the professional requirements to be met within the Department of Education, a competency program designed to provide a foundation in English. Specific requirements for the English-Language Arts licensure program are outlined under the English major in this catalog. 'Ihose who study English believe that an intense concern for words, ideas and images helps people understand who they are and who they can become. Writing helps us clarify and share our thoughts. Literature helps us contemplate the pains and joys of human existence. Through the study of English we see life's complexity, experience life as some others do, and understand better the world in which we live and work. Coaching Endorsement Students interested in adding a coaching endorsement must complete these courses in Physical Education: HPE 353 Kinesiology and Physiology HPE 475 Prevention and Care of Athletic Injuries (.5) HPE 482 Coaching Theory of Sport Individuals must hold a valid Minnesota Teaching License to qualify for the coaching endorsement. Prerequisite: BIO 103 Human Anatomy and Physiology ENGLISH- ENC English relates closely to other majors. With the other arts, English is concerned with the pleasure that comes from artistic creation and with the contemplation of works of art. With psychology and sociology, English is concerned with individual and group behavior. With philosophy, English is interested in ideas and the relation between meaning and language. With science, English is interested in discovering order and determining sfructures. With speech and communication, English studies the effective use of language. With history and the other social sciences and humanities, English studies the way people have acted and thought at different times and in different cultures. Students with an English major pursue careers in elementary, secondary and college education, journalism, government, law, the ministry, library science, medicine, advertising, public relations, publishing, writing and other professions and businesses. English Major: Nine courses above ENG 11 1, including: ENG 225 Intermediate Expository Writing ENG 245 Introduction to Literature One course in European literature: ENG 271 European Literature: Homer to Dante or ENG 272 European Literature: From the Renaissance to the Modern Period Two survey courses in British literature from: ENG 331 British Literature, Medieval to Elizabethan M A J O R S ENG 336 British Literature, 17th and 18th Centuries ENG 337 British Literature, the Romantics and the Victorians One Upper Division course in American literature: ENG 350 American Literature to 1920 or ENG 35 1 American Literature Since 1920 One 400-level course Two additional electives. Majors are encouraged to consult their departmental adviser regularly. A student with a double major or special program that involves considerable work in the English Department should also work closely with an adviser in the English Department. Note: Transfer students must take at least three of their English courses at Augsburg. English-Language Arts Teaching Major: . 10 courses, including those listed under the major, and: ENG 345 Introduction to the English Language ENG 399 Internship in Teaching Writing EDS 364 English Methods and one course with a component in non-Western literature (for example, ENG 361). In addition, the ACTC courses -Communications Skills in the English Classroom and Teaching Mass Media - are required. Courses in early American literature, Shakespeare, and film are recommended. Some of the required courses, including the internship, are not offered on weekends. Students in this program must work with advisers in the English Department and the Education Department in order to meet the professional requirements within the Education Department as well as requirements in the major. Transfer students with a B.A. in English from another college must take at least two of their English courses at Augsburg (preferably Upper Division). These courses must be taken before the Department can recommend a student for student teaching. Students should consult the English Department chair soon after enrolling. Minor: Five courses above ENG 111 including ENG 245; an Upper Division literature course; and an additional writing course. The English Placement Test: A writing sample is required of students to determine their placement in an appropriate writing class. Students who do not show competence in composition skills such as stating and supporting a thesis, organizing clearly, and constructing paragraphs and sentences are required to enroll in ENG 101 Developmental Writing, where they will receive more individual instruction than is possible in ENG 1I I Effective Writing. These students must pass ENG 101 Developmental Writing before enrolling in ENG 1 1 1 Effective Writing. Prerequisites ENG 1 11 Effective Writing is strongly recommended but not a prerequisite for a Lower Division literature course. Prerequisite for an Upper Division literature course is ENG 245 andlor consent of the instructor. MANAGEMENT INFORMATION SYSTEMS (MIS) The major in Management Information Systems prepares students for professional careers in information systems. MIS studies information systems as both a resource and a tool for decision-making. Students learn to analyze and evaluate existing systems and to design and program new systems. MIS is an extensive major (16 courses) and includes courses from Computer Science, Mathematics, Economics, Business and Accounting, as well as from MIS. MIS Major 16 courses including: A. Six courses in Economics, Business and Accounting ECO 113 Principles of Microeconomics BUS 242 Principles of Management BUS 252 Principles of Marketing BUS 331 Financial Management ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 B. Three courses in Mathematics and Computer Science: MIS 475 Systems Analysis and Design CSC 170 Structured Programming MIS 476 Information Systems Projects MAT 121 Finite Mathematics and one of the following: MIS 376 Project Management and one of the following: CSC 210 Data Structures CSC 270 FORTRAN CSC 271 COBOL MIS 479 Advanced Quantitative Methods for Business and Economics ECO 318 Management Science CSC 272 UNIX and C CSC 340 Introduction to Networking and Communications C. Seven courses in MIS * MIS 175 is waived (without credit) for students who do not take MIS 175 and pass MIS 370. Students who pass MIS 370 without receiving credit fo . . .. . .. . ~.,. .·~ . .,. ., .' r" • ., ·~J. :.... I' ·. ~· :. . ... f • • •• • • =u ~ 1 .,·:: 0~ :-. 1 .· ~ '·. ., ~ . . . .. ~. . ·:·z. : '. t ~ • • : • . ...... .,, . . . . en··t· .. · . \ '.· . . ... . : .... ." ·· ~ ~- · . '· "" . . ~ · · ~ "... Show more . . .. . .. . ~.,. .·~ . .,. ., .' r" • ., ·~J. :.... I' ·. ~· :. . ... f • • •• • • =u ~ 1 .,·:: 0~ :-. 1 .· ~ '·. ., ~ . . . .. ~. . ·:·z. : '. t ~ • • : • . ...... .,, . . . . en··t· .. · . \ '.· . . ... . : .... ." ·· ~ ~- · . '· "" . . ~ · · ~ "'. <..' . ' .. ·.JI..( ~ .:· ·P ·· • ·..~· .. . . . . I •• .. · ~ .. .~~b .· .oo_·:. . . • .. • . . ... • • •• 1 .. ..,. .. .. .' ..• . !• . .... .,. .... ·. .•., ~ ~ ,. .. . I • . • rationally and intuitively the people who might be ? • their followers, and the society in which they we embedded. They had better comprehend the values of our common ... culture, past and present, know how our political and j ·.. economic systems work, and understand how and why .• science has changed the world. .. Leaders need specialists :.. ~ . .. . t' • -~ 1• • . .. ~ as advisers and staff members. But leaders themselves are .... generalists . .. At higher levels of leadership they cannot achieve their full potential without considerable breadth of '• . knowledge. Only this way can they shape the contexts for decisions where expert knowledge is used. • •" • .. ' . .. - . .. • •• John Gardner , .. :. ~· .. I. . . . ,' . ... . llf I .tl-UGSBURG C•O•L•L•E•G•E Graduate Programs Office 2211 Riverside Avenue Minneapolis, MN 55454 612/330-1786 ....., .. ·."', ' I . . I .. . .. . ·1 '• .. . ... : •· .. .. .."·~ . .. ,.. '• . .. • ~ ~· .· '• ·.·-. · . : %~LE OF CONTENTS j . ~ ..... . .· : ,. ;~ : I ' ..:.. . . .. , I .... Introduction to the Master of Arts in Leadership ......................... 3 Leadership Development Model ................... ............................... 5 .•' I Curriculum Design ..................................................... ..................6 ' • Thesis/Leadership Application Project Requirement.. ................. ? Course Descriptions ...................................... ............... ................. 8 •• t I• .... .'I'.':.~ · ·:. ' ... .•••. · .. ·'· .. ' ' •. !>'•' . . . ' . . •:.: .· " ., : .~ • I .·..... "'· •\ .. •• . .. .. ~ Accreditation and Affiliations .................................................... 12 Student Support Services ....................... ........................ ............. 13 Student Rights ................................... ...... ..... ............... .. .... ... ....... 13 Admission Requirements ........... ................... .... .. ....... .... .... ......... 14 Attendance Policies ............. .... .... ............. ....... ..... ...... ................ 16 .. •· International Applicants ......................... ....... ............ ................. 15 Evaluation Standards ................... .. ............... .. ..... ....... ................. 16 ',:.." •: Library ..................................................................... .. ................. 12 Application Procedures ................................. ...... ..... ................... 14 ~ ,, Graduate Faculty ....................................... ....... .. .. .. .. ................... 12 Academic Policies ........................................................... ........... 17 ' '.; ~· Fee and Payment Information ..................................................... 18 .,., ....... .. :'· •. '; ..... . • . • •4 · ·:·. ... '. . .. ~ .··:··.... ...... .f,. : .. ·~· ; . •' .. j :::.~ ~ ' ·,. · : . .. ~ ·' . About Augsburg .......................................................................... 22 Campus Location Map ................................. ~ .............................. 23 •: '•-,. -. Financial Aid .............................................................................. 19 ' Campus Map ............................... ..... ..... .. ........... ... ................... ... 23 Faculty and Administration .............. ............... ............... ... .........24 . ·... . .... . ·- ·. •"' • ~TRODUCTION •, • • I ..:· ' ' . .. I . Developing Leaders for Organizations and the Community The Master of Arts in Leadership responds to the leadership development needs of profit and not-for-profit organizations. While different in structure and purpose, most organizations seek leaders with the following qualities: • a vision which is ethically and morally responsible, extending beyond immediate concerns; • an understanding of how change occurs and affects the immediate environment; • a sensitivity to the complex problems organizations face, and an ability to achieve solutions consistent with an organization's mission; • the ability to motivate and inspire individuals and groups to work toward a common goal; and • the ability to effectively represent the organization both internally and externally. The Master of Arts in Leadership provides a means by which individuals may discover and refine these and other abilities and awareness fundamental to effective leadership. Accommodating the Full-Time Work Schedule The Master of Arts in Leadership program is designed .. . .. .... to meet the needs and preferences of working adults. The program is based on the assumption that the men and women who enroll are employed, self-disciplined and well-motivated individuals who seek a balance of classroom experience, group interaction and individual study. Each course is, therefore, divided into periods of study, group efforts and class preparation. To accommodate this format for learning, each class meets on alternate Saturdays for three-and-one-half hours and alternate Thursday evenings for one-and-one-half hours. Leadership Development Model . • t . The Master of Arts in Leadership program promotes leadership as a process which I) inspires cooperation among people who must compete for limited resources, 2) promotes productivity within and beyond the organization, and 3) works toward progress for the individual and the organization. To accomplish this, individuals aspiring to positions of leadership must possess three key attributes: a sense of vision, the ability to persuade, and the ability to direct action. ... .. '. ...... ·:·. .. ...·· . t .. . 1· f ~· ·: · : ., •' • ; I ' -1 ' • • • I , ' .~ . .. . l., . 4 ... . :.;' . •. ·. ... . . ...,• . • .. -.• ·, . ·. ' •I ~TRODUCTION Underlying these attributes is a broad range of abilities and awareness. These abilities and awarenesses, outlined in the diagram on page 5, serve as specific outcomes for the Master of Arts in Leadership. Augsburg's model of leadership development is designed to assess, promote, enhance and refine these capabilities within the individual. Community of Learners . .. ~ ' ; ..,..•'•· , - .. ', I. ·• .. ·.. ~. .•. • .. . ' ·• ·'·" . , Essential to the goals of the Master of Arts in Leadership is participation in a community of learners gathered together on the Augsburg campus. Learning is enhanced when the student is involved in a stable community that provides opportunity and encouragement for active participation both in and out of the classroom. This community will be enriched by the presence of men and women who bring to the program a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages graduate students to make use of college facilitates such as the library, computer labs and the Christensen Center; to take the opportunity to share meals and coffee breaks; to participate in optional lunch time seminars; and to attend other college activities such as music and dramatic presentations, and athletic events. Individual Professional Development Master of Arts in Leadership students enroll in a half course called Leadership Practicum. Students are required to enroll in this professional assessment and development course for six tenns during their graduate work at Augsburg. Upon completion of the entire practicum, students receive a half course credit. In each tenn, specific activities related to the practicum are scheduled. Early in the program a major component of this practicum is a full-day professional assessment to determine students' abilities and potential relative to each of the outcomes of the Leadership Development Model (see page 5). Assessment instruments include paper and pencil exercises, and simulation and group experiences. Following the assessment, students meet individually with a trained assessor who provides guidance in personal goal-setting and in the creation of a professional development plan or "blueprint". Augsburg has contracted with Personnel Decisions, Inc. (PDI) to organize and facilitate the practicums. PDI is a professional consulting firm providing the full range of psychological and human resource services to enhance individual and organizational effectiveness. The practicums work on a rotating series of six, one per trimester. The practicums are designed to meet the needs of the students in the following areas: effective persuasion, communication techniques, identifying and defining problems, decision making, interpersonal skills required for leadership and other professional development topics. Each practicum will focus on a specific topic and use mini-lectures, small group exercises and experiential learning. Students are required to participate in the practicum workshop with PDI during the same term they participate in the professional assessment. • r • ;·, .._.,. '. ·.. ~ADERSHIP DEVELOPMENT MODEL • ' ' :\ .•.•: . . .. ·~ • ·. ... •. ' Leadership Sense of Vision Orientation Toward Action / Ethical • Social awareness • Environmental awareness • Tolerance of religious and philosophical differences • Appreciation of situational complexity .• . Facility for Persuasion / Creative Communicative + Long-term perspective + Flexibility • Adaptability • Innovativeness • • • • Effective listener Effective speaker Effective writer Diplomatic ability • Effective team member • Interpersonal sensitivity ..... Culturally Aware ' : .. , • Appreciation for cultural differences • World-view perspective • Tolerance of individual differences .. ' IJ • .,. ·. ~ .. .... .. I ' .. .. J Risk Assumptive \ l . Decisive I •.... • Curiosity + Achievement motivation • Self-esteem • Self-confidence • Analytical ability + Ability to think critically • Understanding of research • Ability to manage conflict . ". . . .;' ..... "· .. ' .. . • .. · • • •• I '· •"'•. ,, ~ ~ I ,• • .. ..·:. ··. . . ·"' .: . .... ,• .... ·. WuRRICULUM DESIGN ,• l- ·' • ~ f • .. .. ... J •• •• .. • : .~ • . l 'f • .... ... ·- • ·~ .. ....··. - ' ' .. ' '· . . ... ' .·'·. ,' -.. t . ~ ,. . .. ... . •! • • ...... . .,.• .. ' ~ The Master of Arts in Leadership program is comprised of 12 course credits made up of 10 full credit courses and four half credit courses. Unless otherwise indicated, each course is equivalent to one course credit. Elective Courses (6 - 8 course credits) The. following core courses are required of all students in the Master of Arts in Leadership program: The Master of Arts in Leadership program requires that a minimum of six of the required eight elective courses be selected from the following ML 500 Leadership Practicum (A half course which spans six trimesters.) ML 5 I 0 Foundations of Leadership (To be taken during one of the first three trimesters.) ML 514 Research Methods OR EDU 514 Evaluation and Documentation (To be taken during one of the first three trimesters, preferably after the student has taken ML 510 Foundations of Leadership.) course list: ML 51 l Creativity and the Problem-Solving Process (Student may not receive credit for both EDU 515 and ML 511.) ML 520 Self-Identity, Values, and Personal Growth ML 521 Methods of Critical Thought ML 530 Ethics in Communication ML 531 The Dynamics of ML 593 Leadership Research Seminar I (.5 course) Ml 594 Leadership Research Seminar II (.5 course) (These Change ML 540 Politics, History, and Leadership two seminars are to be taken in a student's last two consecutive terms or when the student has completed at least six electives.) ML 545 Decision Making I: ML 592 Thesis/Project Technology Consultation (.5 course) (To be taken simultaneously with ML 594 and in the term in which the thesis/project is completed.) ML 560 Developing a Multi- Qualitative Process and Application ML 550 Decision Making and Cultural Perspective (Student may not receive credit for both EDU 513 and ML 560.) ML 596 Women and Leadership ML 598 Independent Study Other courses as added . ; .'..-.. have had demonstrated success in advanced courses, develop targeted leadership abilities and understandings. Continual reinforcement occurs as students employ these capacities in multiple courses. Students are encouraged to see abilities and understandings as cross-disciplinary and to see content areas as integrated. The very form of the program reflects the view that the world in which we operate is complex and that dealing with it successfully requires well-developed integrative ability. Core Courses (4 course credits) ML 599 Special Topics .. . ·:-. The Master of Arts in Leadership students are required to complete 12 course credits and a thesis or leadership application project. Each course unites two or more liberal arts disciplines, encourages pursuit of the designated outcomes, and uses a variety of learning techniques appropriate to adult learners. Instructional techniques are varied, such as case study, debate, written and oral presentations, and group activity. These techniques, which ··.. ~ , : :··' . .. . . . .: . . ,·. Master of Arts in Education - Leadership Elective Courses (0 - 2 course credits) The Master of Arts in Leadership program will allow for the selection of up to two electives from the Master of Arts in Education - Leadership program. The electives can be selected from the following list: EDU 510 Ethics and Leadership EDU 511 Legacy of Education EDU 512 Models of Teaching and Learning EDU 513 Diversity and Education (Student may not receive credit for both EDU 513 and ML560.) EDU 515 Creativity and Problem Framing (Student may not receive credit for both EDU 515 andML511.) EDU 516 Models of Educational Process EDU 517 Politics and Public Policy of School Offerings EDU 599 Special Topics (.5 or I course) Please see the Master of Arts in Education - Leadership program bulletin for detailed descriptions of these courses. Thesis/Leadership Application Project Requirement At, or near, the completion of the course work for the Master of Arts in Leadership program, students are required to develop and carry out a study of some aspect of leadership or leadership related topic. This research based study affords the student the opportunity to "tie together" what has been learned from the study of leadership in the course work, course related activities and the practicum sessions. Students in the Master of Arts in Leadership program have the option to do either a Thesis or a Leadership Application Project for completion of the Master of Arts in Leadership degree. The decision as to which of these capstone alternatives is selected depends on the interests and orientation of the student. Some students express a theoretical interest in the study of leadership and identify topics which lend themselves to a more traditional thesis project. Other students express interest in a more applied approach to leadership and wish to pursue investigations which are not appropriate for more traditional thesis topics. Students with more practical topics in mind are likely to select the Leadership Application Project. Both the Thesis and the Leadership Application Project should be seen as the culmination of the Master of Arts in Leadership program, offering participants the opportunity to either investigate some aspect of leadership in depth or explore the application of what has been studied. The principal distinction between these two options lies in their underlying orientation. The Thesis will have a more theoretical orientation, while the Leadership Application Project will be based on a more practical applied orientation. The difference between these two options will be explored in more detail in the ML 514 Research Methods course, taken during the first year of the student's program. ·~ . ' ~· .. . ., 1 ·,. • '· ( · t '. .. I .~. ~ : ~ , . .. " .. ' > " .. - ~: •.· . ... . ·- ·. ·' .. ~t • t.' , . t. . . ... : . WouRSE DESCRIPTIONS .. •• variety of disciplines and perspectives. The role of the liberal arts, various learning styles, methods of research and inquiry, student outcomes and program expectations are examined. Must be taken during one of the student's first three trimesters. ML 511 Creativity and the Problem-Solving Process Exploration of creativity from the perspective of traditional aesthetics as well as contemporary organizational thinking. This course uses creativity as a method and it examines techniques for solving problems in organizations, for enhancing innovation and for seeking an integrative world-view. (Students cannot receive credit for both this course and EDU 5 I 5 Creativity and Problem Framing.) , .. . ·. · . ·. . .ii. ' • . • ' .. t .... ·., i.· '· • ' . .•. .· . , ': ~ ~ . . ....1 .. · : .. .......' ~ . ·. ; . ... ' ;: ' ML 500 Leadership Practicum A professional assessment and development course which spans six terms. This course includes a full-day professional assessment and six workshops in the following areas: Leader as Communicator, Leader as Problem-Solver, Leader as Diplomat, Situational Leadership, Leader as Coach/Counselor and Leader as Adaptor/ Achiever. The workshops are offered in conjunction with Personnel Decisions, Inc . Students are expected to participate in both an Assessment Center and a workshop during their first term of registration. Half credit. Graded on a P/N basis. (Students in the Master of Arts in Leadership program are required to take this course. Credit will not be granted for EDU 500 Assessment and Leadership Practicum.) ML 510 Foundations of Leadership Introduction to the concept of leadership, providing an historical and philosophical framework for the program. This course views the nature and purpose of leadership from a ML 514 Research Methods Evaluation and documentation of programs, projects and ideas as they relate to leadership theories and practice. Qualitative and quantitative tools will be discussed. Must be taken during one of the first three trimesters, preferably after the student has taken ML 5 I 0 Foundations of Leadership. (Students can not receive credit for both this course and EDU 514 Evaluation and Documentation.) .'. . .. .-· •. ; ., ,. ~ . .. ·, ·. ·, . ' .. .. ML 520 Self-Identity, Values, and Personal Growth sensitivity to ethical conflicts which arise in social and organizational settings. ML 545 Decision Making I: Qualitative Process and Application Study of the concepts of self-identity, values and personal growth ML 531 The Dynamics of Change Decision making is fundamental to all human endeavor, particu- as related to professional and personal life. This course may employ psychological, philosophical and theological perspectives to explore the role of the individual in the larger social context. Major topics include the acquisition, development and evolution of self-identity and values, the influence of sex roles and the relationship to spiritual growth. ML 521 Methods of Critical Thought Investigation of the processes of critical thinking drawing from philosophy and other disciplines. This course focuses on the relationships between ideas and the expression and application of ideas. Students apply dialectical processes in the effective formation, presentation and use of ideas in organizational structures. ML 530 Ethics in Communication Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within human communication. This course places particular attention on the use and abuse of communication in politics, advertising and interpersonal relationships. It emphasizes a This course offers an exploration of the context of social change and varying responses to diverse human needs. Ways of achieving well-being may be viewed differently by leaders in public and private domains and across cultures. The course explores these various perspectives including areas of conflict and opportunities for leadership in social and organizational change. Sociological, human development and economic theories are applied to contemporary public and private sector issues for social change. ML 540 Politics, History, and Leadership Analysis of the political aspects of nation-states and other organizations. This course focuses on the process of achieving individual, group or national goals. Drawing on a variety of cultures and nations, it examines significant historical events and the leaders who shaped them. larly in leadership. Leaders, regardless of their field, are continually held accountable for decisions in settings characterized by incomplete information and limited time. The constrained nature of the typical decision making environment necessitates the use of a systematic and objective decision making process. Drawing on various disciplines, course participants will examine the different stages of the decision making process including: analysis of the decision setting and its relevant boundaries, identification of acceptable decision outcomes, definition of the implementation of the decision and appraisal of potential contingencies. While emphasis is given to the qualitative rather than quantitative aspects of decision making, about 20 percent of the course will include the development of some basic analytical concepts: data collection, graphs and charts, measuring central tendency and dispersion, and association. .... .. .. ..., . ... . . . .. .. ...: . . ..:. .. . . . . .. ... ... ·• . ·. •' ~ ~, ....... I • . ,. : ... ·. .,. .. ... ... . .. . .· •.'• ' •I .. .. ' '•. . . . ::· ·- '• . ~,,, ... .,1 .. .· '. . .... : ' . ··.! I . •.. ... . .. .. "' . •. \ . ~. ,.,' . .....•.. ...·~ ~ ... ••.. ' ·, ~ ' f> WouRSE DESCRIPTIONS ML 550 Decision Making and Technology • .11 : Historical analysis of the decision making and problem solving process. This course focuses on the development of technology as both the cause and the solution of problems by investigating various cases. ML 560 Developing a Multi-Cultural Perspective ... . ,fl ~ . ' ..... .. . • I • ··~ . " •· ••• .: 4.. .. Investigation of inter-cultural issues. This course enhan~es the ability to lead and work more effectively with people of different cultural backgrounds through the study of diverse values, beliefs and traditions within the global community. (Students can not receive credit for this course and EDU 513 Diversity and Education.) ML 592 Thesis/Project Consultation A series of meetings with a faculty thesis/project adviser simultaneous with ML 594 Leadership Research Seminar II: Synthesis of Findings and during the trimester in which the thesis/project is being prepared for final submission. Half credit. Graded on PIN basis. Students not completing the thesis/project during the same term in which they are enrolled in ML 594 are required to pay a thesis/project continuation fee of $100 during each subsequent term until the thesis/project is completed. (Students in the Master of Arts in Leadership program must take this course . Credit will not be granted for students present their final results orally and submit a written thesis or leadership EDU 592 Thesis Consultation.) application project. Half credit. Graded on a PIN basis. (Students in the Master of Arts in Leadership program must take this course. Credit will not be granted for EDU 594 ThesisResearch Seminar II: Synthesis of Findings.) ML 593 Leadership Research Seminar I: Research in Leadership First half of a two-course "capstone" sequence for the Master of Arts in Leadership Program to be taken in a student's last two consecutive terms or after the completion of at least six electives. This course provides each individual the opportunity to develop a research topic to synthesize previous study and work experience and to demonstrate an understanding of the program's principles. Half credit. Graded on a PIN basis. (Students in the Master of Arts in Leadership program must take this course. Credit will not be granted for EDU 593 ThesisResearch Seminar I: Research in Leadership.) ML 594 Leadership Research Seminar II: Synthesis of Findings Continuation of the "capstone" seminar, taken in the term immediately following the student's registration in ML 593 Leadership Research Seminar I: Research in Leadership. This seminar focuses on the methods of inquiry and results of individual projects. At the completion of the seminar, ML 596 Women and Leadership A seminar exploring the theory and practice of women and leadership - political, entrepreneurial and social. Opportunity for research on a topic and area of interest will be provided. An interdisciplinary approach to issues of women and leadership with an emphasis on literature developed by political scientists will be taken. The course ·is intended to enhance the critical thinking skills of the students and to enhance the leadership skills of those dealing with women and of the women themselves. ML 598 Independent Study Provides directed independent study in an area of the student's choice. Open to students who have completed at least three courses with a grade of at least 3.0. Students must complete a Proposal for Independent Study and have it signed by the supervising professor. The proposal then must be approved by the Associate Dean for Graduate and Special Programs prior to final registration for the course. Study of selected topics in leadership that are not treated extensively through current course offerings. Specific topics will be published prior to registration. ' t" ' ..• . 1.-• ,·. ... ..• . ..... ... . . .:-·. . ~ADUATE FACULTY taught by bringing together faculty from different disciplines or combining a faculty member with professionals from relevant fields. In these situations, at least one member of the team has a Ph.D. and substantial teaching experience. All of the program faculty have extensive experience teaching adult learners. Graduate faculty are listed at the end of this bulletin. The Augsburg library collection includes over 175,000 books, periodicals, films, audio and video cassette tapes, and microforms. Access to the collection is provided via a computerized library catalog that includes the holdings of Augsburg and six other private liberal arts college libraries in the metropolitan area. Daily courier services among these libraries facilitates accessible through MINITEX, a regional library network, and through OCLC, an international library network. Remote, off-campus computer access to all these services is provided via a telecommunications link. Students who successfully complete Augsburg's Leadership program will receive a Master of Arts degree. Augsburg is accredited by the North Central Association of Colleges and Schools. The College is a member of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America and Minnesota Private College Council. Faculty who teach in the Master of Arts in Leadership program are predominantly full-time senior faculty with doctorates or appropriate professional degrees. Some courses are team •, ~BRARY .. r ' Ii •. . ·• • . ~ ' q ~ .. I .. ; . "· . ...,. "•·.' the sharing of these resources. Additional library resources are ': I.• ' · ~·- ' .. . .' : .. ... .... ·If; .f .. ' ! • Augsburg College is registered with the Minnesota Higher Education Coordinating Board. Registration is not an endorsement of the institution. Registration does not (neces- sarily) mean that credits earned at the institution can be transferred to other institutions or that the quality of the educational programs wou Id meet the standards of every student, educational institution or employer. .. .' . ·, ~ . . ·" ,• ~DENT SUPPORT SERVICES The Augsburg Master of Arts in Leadership Program assists students in making education and career plans, in working on their personal development and in participating in activities beyond the classroom. Some of these services are: Academic Planning In addition to the faculty who provide consultation and advice, academic planning is guided by the Leadership Practicum assessors, thesis advisors and Master of Arts in Leadership staff. Career Services Available Include: • Development of a resume and a career-search plan through the Career Services Office ' ,. •. • • I ·.. . ~ • 4l .; '· ;~· • Work experience related to a student's field of specialization through the Cooperative Education Office (330-1148) • Professional assessment through Leadership Practicum • Self/career assessment counseling through the Career Services Office (330-1162) ,, ~DENT RIGHTS The College has adopted a statement of student rights and responsibilities and has provided for due process in the matters of disciplinary action, grievances and grade appeal. Students who wish to identify appropriate procedures for complaints should contact the Vice President for Student Affairs (330-1160). •.: The College operates in compliance with the Family Rights and Privacy Act and Title IX. Students have the right to inspect all official records which pertain to them and which are maintained in the Registrar's Office and the Placement Office (except where a waiver of access has been signed) and to challenge inaccurate or misleading information. Students have a right to experience education free from discrimination based on sex, race, ethnic or cultural background, handicap, creed, marital status or age . •• .-·. .. : .... . .. J I ...... ' :• • •.• •.: '.. ... , .. · . ... . . . ·.. .. ·... .. . '# '• •.• .. • I ', .. . ·f • • I .,,. \ .. .....• .. .... .. ·~ ' • ·~ , • , t .. ". ~ . ' ..•. . •. .. nMISSON REQUIREMENTS Applicants to the program must hold a baccalaureate degree from an accredited four-year college or university. Applicants are expected to have a minimum cumulative undergraduate grade point average of 3.0 (on a scale of A- 4.0) OR a minimum cumulative grade point average of 3.0 for graduate courses completed at an accredited college or university, with a possible probationary tenn. Applicants holding a Master's or other advanced degree from an accredited college or university are academically admissible. ' . ~ A ,. Applicants to the program must have five years of experience (or equivalent) with one or more organizations in a position(s) of leadership or position(s) demonstrating leadership potential. Decisions about admission to the program will be made on an individual basis by the Master of Arts in Leadership Committee. Admission to each entering graduate class will be given to the most highly qualified individuals. Admissions are handled on a "rolling" basis, with students admitted at the beginning of the Fall, Winter and Spring terms. Selection of candidates will be . ... made on the basis of an evaluation of each applicant's: • Previous college record, • Letters of recommendation, • Experience and organizational background, • Miller Analogies Test scores, for applicants who do not meet the published admissions standards, • For applicants whose native language is not English, a minimum score of 550 on the Test of English as a Foreign Language (TOEFL), • Written statement, and • Possible interview . APPLICATION PROCEDURES • • !,. • ; . ... To apply, the following materials must be submitted to the Graduate Programs Office: • Completed application fonn; • $25.00 application fee (nonrefundable); . • A brief ( 1-3 page) statement relating the applicant's career and life goals to his or her leadership aspirations; ·.•., . .. ••• .. • Letter of recommendation from an immediate supervisor, assessing leadership potential; • Letter of recommendation from a co-worker (at the same level) describing the applicant's work style and potential as a leader; • Official transcripts from all undergraduate institutions attended listing all courses taken and any degree(s) conferred; • Official transcripts from all graduate institutions attended listing courses taken and degree(s) conferred, if any; • Official set of results on the Miller Analogies Test will be requested directly of applicants by the Graduate Programs Office, who do not meet the published admissions standards; • Official Test of English as a Foreign Language (TOEFL) score with a minimum score of 550, for applicants whose native language is not English; • Applicant may be asked to participate in an interview with graduate programs faculty and/or staff member . .. " . .. ~· ·....· . ··. .. .. . .. . . .. . :- . ' -. :, ._%TERNATIONAL APPLICANTS ·~ .~ ~ Augsburg College Graduate Programs Office encourages qualified applicants from other countries and feels that they contribute significantly to the program. International applicants should keep in mind that classes meet on alternating Thursday evenings and Saturdays. Students can take only two classes plus a practicum per trimester for a yearly total of six classes and three practicums. With this schedule students can complete the required course work in two years. Please see the section under Admission Requirements for a general description of the admission process, selection criteria and work experience requirements. Application materials required for international applicants are: • Completed application form; • $25.00 application fee (nonrefundable) payable in U.S. dollars; • A brief ( 1-3 page) statement relating the applicant's career and life goals to his or her leadership aspirations; • Completed Declaration of Finances (see below for additional information); • Letter of recommendation in English from an immediate supervisor, assessing leadership potential; • Letter of recommendation in English from a co-worker (at the same level) describing the applicant's work style and potential as a leader; • Official marksheets with certified translations from all undergraduate institutions attended listing all courses taken, marks earned, dates attended, and any degree(s) conferred (diploma(s)); • Official marksheets with certified translations from all graduate institutions attended listing courses taken, marks earned, dates attended and degree(s) or diploma(s) conferred, if any; • Official results on the Test of English as a Foreign Language (TOEFL) with a minimum score of 550; and • Applicant may be asked to participate in an interview with graduate programs faculty and/or staff member, if applicant is in the United States. As a first step toward application, all international students must arrange for their own financial sponsorship, because limited financial aid from Augsburg College may or may not be available. Students and their sponsor must complete a Declaration of Finances as part of the application for admission, along with appropriate certifications. Students will need to provide proof of availability of funds for tuition, books and living costs. For the 1993-1994 academic year, we require students to provide proof of a minimum of $10,000 in U.S. funds for living expenses and the cost of tuition must be added to this amount. Students wishing to have spouses and/or children accompany them, must plan on having additional funds available for their support. . " ..... ,, . . ··.· ... ··.., . •; . : . ... . I ,. .....: ,. :. • I I ~· I .. • NOTE: Additional information may be required, as requested by Augsburg College, to more accurately evaluate educational credentials. Furthermore, supplemental information may be needed to issue an 1-20 or J -1 for students admitted to the Master of Arts in Leadership program. Information requested for the 120 or J- 1 will not be used to make an admission decision. . .. : ... ",, .' . • . .. " ... .... .. !( • . ..• • I ', '. .. ... I I ' ~ ' .I • • . \ _.'~. l ~t • .... ·" ~ALUATION STANDARDS .. ·~ ' Evaluation of academic perfonnance in the Master of Arts in Courses not offered on the numbered grading system are Leadership will be based on number grades using a 4.0 point scale noted in the course descriptions with these definitions: in this bulletin as being graded on a P/N basis. In order to receive a .. ..... ·, ,, 4.0 Achieves highest standards of excellence. 3.5 3.0 grade of P, a student must Achieves above basic course standards. achieve at least a grade of 2.0. Achieves the minimum passing standard. No more than two courses with a grade below 3.0 will count 2.5 2.0 1.5 1.0 Performance below basic course standards. toward the degree. Students who Unacceptable performance (no credit for the course). receive an Nor 0.0 in a course must successfully petition the 0.5 0.0 P N w .. .. .. . ". ·• ~ I ~ Committee before being Does not meet minimum course standards (no credit and allowed to continue in their non-punitive - not computed in grade point average). program. If a second grade of N or 0.0 is received, the student Grade given when a student withdraws from a course after the deadline for dropping without notation on the record . .. . A ., . . '·· '., , Incomplete grade given when student is unable to complete course requirements for reasons beyond the student's control. (To receive an incomplete, a student must file a petition with the Graduate Programs Office stating reasons for the request, the plan and date for removing the incomplete grade, the signature of the instructor and any other necessary documentation.) ~ ·- ; .' M'; ..... • ' Master of Arts in Leadership ,• ... . . Achieves at or above the 2.0 level (not computed in grade point average) . may be dismissed from the program. No more than two courses with a grade of or below 2.5 can be repeated. Only the credits and grades earned the second time are counted in the grade point average. TTENDANCE POLICY Because leadership issues are presented, discussed and important and should be considered a responsibility, not only to Irregular attendance may, at the discretion of the instructor, analyzed in the classroom, regular attendance is highly one's self, but to one's class- adversely affect one's grade. mates and course instructor. ' . ..~. . .~ I i· A I ,- 'f ... cADEMIC POLICIES • Academic Probation and Dismissal Policies Students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of Nor 0.0 in a course, the student must petition successfully with the Master of Arts in Leadership Program Committee before being allowed to continue in the program. A plan for the student to follow would be outlined at that time·. If a second grade of N or 0.0 is received, the student may be dismissed from the program by the Master of Arts in Leadership Program Committee. Students may also be dismissed by the Master of Arts in Leadership Program Committee for behavior detrimental to the program, such as a gross violation of college policy (as published in the Student Guide). Dismissal would occur only after established procedures were followed. Credit for Prior Education, Training and Experience Due to the interdisciplinary nature of the courses in the Master of Arts in Leadership program, it is unlikely that courses taken elsewhere may be substituted for a particular course in the curriculum. Students may petition the Associate Dean of Graduate and Non-traditional Programs for approval of any variation in the curriculum including the transfer of credit. Transfer credits will be evaluated on an individual basis. The only courses that will be considered for transfer credit are those earned from accredited colleges and universities whose course content is comparable to those in the Master of Arts in Leadership program. No more than two courses will be accepted for transfer credit. • Credit and Contact Hours Each full credit graduate course in the Master of Arts in Leadership program is the equivalent of four semester credits or six quarter credits. Students meet in class a total of 31.5 hours and are responsible for a significant amount of individual study and preparation. '" .. ." ..:. .. .. .; ... · Enrollment Policy/Leaves of Absence Students may take either one or two courses per trimester plus a Leadership Practicum. Enrolling in two courses per trimester enables a student to complete the course work in the program "-'· . • ,, ...•··. ... . _ ... • ,!t1 • .. I . . ·:. ..• .. ' •"" . .: ":' . .. . . ' . : .~ .' ~ . A :..•·. ...... .. .·:·. , ·. ' \ • .. .. ,•, I co• cADEMIC POLICIES in two years. All students are required to complete all components of the program within five years. Extensions beyond five years will be considered on the basis of petition to the Master of Arts in Leadership Program Committee. • Students who leave the program for more than one trimester must request a leave of absence in writing from the Associate Dean of Graduate and NonTraditional Programs. A leave of absence may be granted for one calendar year. Time spent on an official leave of absence will not count toward the five year deadline for degree completion. Last Day to Withdraw from Class The last date on which students may withdraw from a class and receive a "W" on their records is published annually in the Master of Arts in Leadership Program Supplement. .. . ' .....•.. , ' . .... . ·" .. ,. ' !'"• • " '· ...... ··. ,, 'a ' ;• "'• ~E AND PAYMENT INFORMATION ; . .. If .... ..: ! A schedule of fees is published separately in the Master of Arts in Leadership Program Supplement. Tuition is set on an annual basis. ML 592, ML 593 and ML 594 are half credit courses and are charged half of the current full credit tuition. ML 500 Leadership Practicum is a separate charge. Please refer to the current supplement. Various Payment Plans are Available: * 1) Payment in Full: Due day of registration. . .. .. ··.-• .. ~ .... ,, . ··.•. I, .. .... . . I ' , 2) Payment Plan: Upon application and after college approval, a three-pay plan is available each trimester. Payment plans will be offered only if the student has adhered to previous plans . 3) Company reimbursement: Full courses or equivalent which are company reimbursed require a deposit of $100 per course reimbursed, with full payment due within 45 days after the end of the tenn. A letter from the employer, stating the company's reimbursement policy, must be annually filed with the Business Office. Registration is permitted only if the student's account for a previous term is paid in full as agreed. Augsburg College will not release diplomas or academic transcripts until all student accounts are paid in full. This also applies for students loan funds administered by the College (Federal Perkins Student Loan); they must be current according to established repayment schedules. * A non-sufficient-funds check will declare your registration invalid and could affect further credit extended by the college. Refund Schedule In order to be eligible for a refund, students are responsible for canceling courses with the Registrar's Office. A per-course tuition refund will be made on the following basis: Prior to the first scheduled class meeting - 100% Prior to the second scheduled class meeting - 90% Prior to the third scheduled class meeting - 80% Prior to the fourth scheduled class meeting - 70% Prior to the fifth scheduled class meeting - 60% Prior to the sixth scheduled class meeting - 50% . . .. ·, ·.. : SlfNANCIAL AID In a number of ways, students may receive assistance in meeting Graduate Program costs. Enrollment in two full credit courses per trimester allows the student to be classified as full-time. One course is considered half-time enrollment. The Office of Student Financial Services (330-1046) assists students in assessing financial aid eligibility and offers financial aid from available alternatives, including the following: Augsburg Tuition Grant Augsburg College may provide grants and scholarships to graduate students who show academic potential and have financial need. Sponsored Scholarships Augsburg actively pursues outside funding for special scholarships. The availability of such scholarships may enable the participation of individuals of limited financial means as well as individuals working for volunteer agencies and other organizations not likely to provide tuition reimbursement. Company Tuition Assistance Programs Many companies, agencies and corporations offer full or partial tuition assistance to employees who participate in work-related or degree-related college programs. Augsburg College offers several payment plans by which employees may handle tuition reimbursement. Bureau of Indian Affairs, Tribal and State Indian Scholarships American Indian students who meet federal, state or tribal requirements may apply for these scholarships. Indian grants generally supplement other sources of financial aid. For assistance in application, please contact Augsburg's American Indian Support Program Director at 330-1138 or your tribal agency. Federal and State Aid Programs The Office of Student Financial Service determines eligibility for any Federal or State financial aid programs available to graduate students. Determination is based on standard, nationally accepted methodology. • Federal Perkins Loan ProgramJoint Augsburg College-federally funded program administered through the College for students who demonstrate financial eligibility. No checks are issued, but the student is required to sign a promissory note at least once per term. Funds are put on the student account after the note is signed. BORROWING LIMITS: You may borrow up to $3,000 per year as an undergraduate with a $15,000 undergraduate maximum ($30,000 as a graduate student). .•.• JNIEREST AND REPAYMENT: Simple interest of 5% and repayment of principal (at a minimum of $40 per month) begins nine months after you . .: ". ~ . :. graduate or leave school. Partial or total loan cancellation privileges exist for certain types of teaching, disability and, in certain circumstances, military service. DEFERMENTS: No interest accrues nor do payments need to be made at any time you are enrolled at least half-time or for " t• I ,, t ... .. ' three years of military, Peace Corps or VISTA. Contact our student loan coordinator if you think you are eligible for a deferment. • Federal SLS (Supplemental Loans for Students) Federal SLS is a federally sponsored loan program which permits independent students to borrow to finance their cost of education. Applications are available from the Office of Student Financial Services anct must be completed and returned to Financial Services for processing. Checks are delivered co-payable to the College and the student. BORROWING LIMITS: Undergraduates may borrow up to an aggregate maximum of $23,000. Graduate students may borrow up to $10,000 per year with an aggregate maximum of $73,000 (including undergraduate). JNIEREST AND REPAYMENT: Variable interest rates are adjusted each July !st with an • Iii' .... . .. ·' ·' • 11' • • . ... 11 . •. •. . . ... .. . ' , .. ... , i' .. ···... ··. ' . .. . . . . .. . ,. .." . . SlfNANCIAL AID L• , ......• .· .. .... ." . •' ·. . .' ··'·' ..... ~ "· .. ..: l . ·~ .. .... .. ~ ... .:.t . '" N· .. • • . • ~t'! ....•. .' ·.~ ... ··· ·.... ··.-,··' .•· ••••• 4 • ..... . ... .. . 11 % cap. Interest payments begin 60 days after the loan is disbursed, but in many cases, interest can be allowed to accrue and is added to the principal. Repayment begins 60 days after you leave school or cease to be enrolled at least half time. (For 7/1/92 - 6/30/93 the rate is 7.36%.) DEFERMENTS: Deferments exist for continued education or disability. Contact your lender for details. • SELF (Student Educational Loan Fund)The SELF is administered through the Minnesota Higher Education Coordinating Board. Applications are available from the Office of Student Financial Services and should be completed by the borrower and co-signer and returned to Student Financial Services for further processing. Loan checks arrive once per term and are made co-payable to the student and Augsburg College. BORROWING LIMITS: Graduate students may borrow up to $6,000 per year minus any other student loan indebtedness. Maximum undergraduate borrowing cannot exceed $16,000 ($25,000 including graduate). The minimum loan amount per year is $1,000. INTEREST AND REPAYMENT: The interest rate is variable. Interest payments begin 90 days after the loan is disbursed and continue quarterly thereafter while the student is enrolled. Principal payments begin in the 13th month after you leave school. DEFERMENTS: There are no deferments. Contact the Minnesota Higher Education Coordinating Board regarding special circumstances and repayment. • Federal Stafford Loan Program Common Loan Provisions: BORROWING LIMITS: Effective with enrollment periods beginning after October 1, 1993, graduate students may borrow up to $8,500 per year with an aggregate of $65,500. A student may borrow from either the unsubsidized or subsidized programs or a combination of both, but cannot exceed the annual loan limits. INTEREST RA TES: The annually variable interest rate is determined by the 91-day TBills +3 .1%, capped at 9%, and changes each July I st for new borrowers (those borrowing for enrollment periods beginning after October I, 1992). The interest rate for enrollment periods beginning between October I, 1992 and June 30, I 993 is 6.94%. Repeat borrowers will continue at the same interest rate as their previous outstanding Stafford Loans (7%, 8%, 8/10%, or 9%) . REPAYMENT TERMS: Repayment begins six months after you ceased to be enrolled at least half-time in an eligible program leading to a degree or certificate. Repayment may extend up to ten years . DEFERMENTS: In most cases, deferments are granted for continued education, disability and unemployment. Contact your lender if you think you are eligible for a deferment. Program Specific Provisions: FEDERAL STAFFORD LOAN (SUBSIDIZED): The Office of Student Financial services has determined that based on the financial information that you submitted, you qualify for up to the amount listed on your Award Notice. INTEREST: No interest accrues during the time the student is enrolled at least half-time. FEES: An origination fee of 5% and a guarantee fee of up to 3% will be deducted from the loan check before you receive it. FEDERAL ST AFFORD LOANS (UNSUBSIDIZED): You may borrow up to the amount listed on your Award Notice. INTEREST: Interest accrues during the period of enrollment and may be capitalized. FEES: An origination fee of 6.5% will be deducted from the loan check before your receive it. To Apply for Financial Aid I) Complete the Application for Admission and indicate your desire to also apply for financial aid. 2) The Office of Student Financial Services will send you the necessary application and financial statement form (or you may pick them up at the Office of Student Financial Services, 152 Science Hall, or at the Graduate Programs Office, 2222 Murphy Place). 3) All students must have a Financial Aid Transcript on file with Augsburg from each previously attended institution even if they did not receive financial aid. Forms are available from the College. 4) Complete and return the financial aid forms by the deadlines indicated. 5) Accept the financial aid offered, in whole or in part, by the deadline stated. . ..• ~ I ·. I .. ·.:~ ; ' ,1/. . • ~ . . f . I 41/1ll , ' ," '· . " .. ... ·..• ' A BOUT AUGSBURG Accessibility Augsburg College has made a major effort to become one of the most accessible campuses in the region. Skyways, tunnels and elevators provide accessible connections between nine of 14 major buildings -student housing towers, the Christensen Center, main academic and administrative halls, the library and the music building. In addition, there are programs for students with learning and physical disabilities. Church Affiliation Augsburg is a college of the Evangelical Lutheran Church in America. We are a diverse community, with many strong religious traditions represented among the students, faculty and staff, including Lutheran, Protestant, Roman Catholic, American Indian Spirituality and Thought, Buddhist and Islamic faiths. .. : .. . '· .•. . . .:~·,, ' 'ii , •. I ~' ••• . .... ,., History Campus Location Augsburg was the first seminary founded by Norwegian Lutherans in America. Named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530, Augsburg opened in September, 1869, in Marshall, Wisconsin, and moved to Minneapolis in 1872. Augsburg's campus is located in the heart of the Twin Cities surrounding Murphy Square, the oldest of 155 parks in the "City of Lakes." Adjacent to the campus are Riverside Medical Center, the West Bank campus of the University of Minnesota and Mississippi River parkways. Non-Discrimination Policy Augsburg College does not discriminate on the basis of race, creed, national or ethnic origin, age, marital status, sex or handicap as required by Title IX of the 1972 Educational Amendments of Section 504 of the Rehabilitation Act of 1973 as amended in its admission policies, educational programs, activities and employment practices . • • 'I • I .; .... ·' ~MPUS LOCATION MAP N e From St. Paul Interstate 94 west to Riverside exit, right on Riverside Avenue to 21st Avenue South, left at _Augsburg sign. Parking From Minneapolis Interstate 94 east to 25th A venue exit, left to Riverside Avenue, left to 21st Avenue South, left at Augsburg sign. All posted Augsburg College parking lots, with the exception of resident parking lots in front and behind the residence halls, are free and open for student use from 4:30 p.m. Friday through I .,. ··, ' ' . .•.• .: Sunday evening and Monday through Thursday evenings after 4:30 p.m. until 8:00 a.m. Lots are located on Seventh Street between 21st and 22nd A venues and north of Eighth Street on 21st Avenue. Most street parking is four hour parking and available seven days a week, except for the parking meters on Riverside A venue. The parking meters are as posted by the City of Minneapolis. Additional parking is available in the Fairview Riverside Medical Center ramp. .. • •'! •' • .. ·,' ~MPUSMAP • '· .t I.~ , ~- • • • • . ·1 • • • . .i" /_ 2. 3. 4. 5. 6. ~ ..·.' . .. . .. 7. • - '·f ,. .. .; . ~ .. '· 19. Jeroy C. Carlson Alumni Center 20. Youth and Family Institute 21. American Indian Support and Minority Education Partnership 22. Oscar Anderson Hall 23. East Hall A. Admissions Parking B. Student Parking c. Visitor Parking D. The Quad E. Faculty/Staff Parking F. Murphy Square G. Anderson-Nelson Athletic Field H. Fairview/St. Mary's Parking Ramp I. Husby-Strommen Tennis Courts J. Resident Parking Only K. Student/Commuter Parking 6. Accessible Entrance ' 11,'. . . .. ''· 1 .. ~ . . :... :... ..1•• .~ ,. . ,.. .. .~ ... . . ... ' '· .. .. ~CULTY AND ADMINISTRATION .. : ' ' .• I ....,.. .. •.. ' . "• •' I Larry Crockett • • .. . .., .. . .. ... .• , . .: 11··... '.:· . ;,. ·-·~ ' I • tJ .. ... ! •.: •\ ' ' ':·ti ... ' ~ .·.,... .... . .. ..• .. ..· •: "'· •' ·.. . . •' . ... \ . .t ~.• . '' •' : .... . . . ··-. ... . . ,. - Norman Ferguson Instructor of Speech, Communication and Theatre. B.A., Augsburg College; M.A., University of Minnesota. •' ' Assistant Professor of Education. B.A., M.A. , University of St. Thomas; M.A., Luther Northwestern Theological Seminary; Ph.D., University of Minnesota. Dan Hanson .... ., ., Laura L. Ericksen Coordinator of Graduate Programs in Leadership. B.S., Illinois State University; M.A., University of Arkansas . Professor of Psychology. B.A., Franklin and Marshall College; M.S., Ph.D., University of Wisconsin. .. ~ Associate Professor of Computer Science. B.A., M.A., Pacific Lutheran University; M.Div ., Luther Theological Seminary; Ph.D., University of Minnesota. Joseph A. Erickson ... .; ..., ..... John Benson Professor of Religion. B.A., Augsburg College; B.S., Luther Theological Seminary; M.A., Ph.D., Columbia University. . :· '· The following faculty and administrators are currently involved in the Master of Arts in Leadership Program: . Garry Hesser Professor of Sociology, Director of Cooperative· Education Program, Director of Metro-Urban Studies. B.A., Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University of Notre Dame. Ryan LaHurd Vice President for Academic Affairs, Dean of the College. B.A., Mt. Carmel College; M.A., University of Chicago; Ph .D., University of Wisconsin . David Lapakko Larry Ragland Assistant Professor of Speech, Communication and Theatre. B.A., Macalester College; M.A., Ph.D., University of Minnesota. Associate Professor Computer Science. B.S., M.A., Central Missouri State College; Ph.D., University of Texas at Austin. Thomas Morgan Milo A. Schield Associate Professor of Business Administration/MIS. B.S., Juniata College; M.B.A., University of Denver; M.S., University of Oregon; Ph.D., University of Minnesota. Associate Professor of Business Administration/MIS. B.S., Iowa State University; M.S., University of Illinois; Ph.D., Rice University. William D. Morris William Swenson Instructor of Philosophy . A.B., Ph.D., University of Chicago. Instructor of Political Science. B.A., Oakland University; Ph.D., Carnegie-Mellon University. · Richard Nelson Professor and Department Chairperson of History. B.A., University of Nebraska; M.A., Ph.D., University of Minnesota . Beverly Nilsson Professor and Chairperson of Nursing. B.S.N., M.S., Ph.D., University of Minnesota. Norma Noonan Acting Director of Master of Arts in Leadership Program and Professor of Political Science. B.A., University of Pennsylvania; M.A., Ph.D., Indiana University . Michael O'Neal Instructor of Sociology . B.A., University of Missouri; M.A., Ph.D., University of Minnesota . Magdalena M. Paleczyny-Zapp Assistant Professor of Business Administration/MIS. B.A., M.A., Central School for Planning and Statistics, Warsaw; Ph.D., Akademia Ekonomiczna, Krakow. Alisa Potter Instructor in Sociology. B.A., Concordia College; Ph.D., University of Minnesota . Diane Pike Associate Professor and Department Chair of Sociology. A.B., Connecticut College; Ph.D., Yale University. The provisions of this document are not to be regarded as an irrevocable contract between the student and the College. The College reserves the right to change the provisions or requirements at any time within the student's term of residence . MAST.ER 0 F SOCIAL WORI( AUGSBURG COLLEGE 1993 1994 .. . .'· 11rr. .L he good we secure for ourselves is precarious and uncertain ... until it is secured for all of us and incorporated into our common life." -Jane Addams Augsburg College 731 21st A venue South Minneapolis, MN 5... Show more MAST.ER 0 F SOCIAL WORI( AUGSBURG COLLEGE 1993 1994 .. . .'· 11rr. .L he good we secure for ourselves is precarious and uncertain ... until it is secured for all of us and incorporated into our common life." -Jane Addams Augsburg College 731 21st A venue South Minneapolis, MN 55454 612/330-1307 Introduction to the Master of Social Work Program .............. .4 Curriculum Design ...................................................................... 6 Course Descriptions ..................................................................... 9 Library ......................................................................................... 15 Accreditation and Affiliations .................................................. 15 Student Rights ............................................................................ 16 Admission Requirements .......................................................... 17 Application Procedures ............................................................. 18 Evaluation Standards ................................................................. 20 Academic Policies ....................................................................... 21 Fee and Payment Schedule ....................................................... 22 Financial Aid ............................................................................... 24 About Augsburg ......................................................................... 27 Campus Guide ............................................................................ 28 Campus Location ....................................................................... 29 Faculty and Administration ...................................................... 30 .mntroduction to the Master of Social Work Program Philosophy The Master of Social Work program at Augsburg College is based on the following: ..- Understanding of and respect for diverse people and cultures ..- A tradition of excellence in its programs, faculty and students ..- Its metropolitan location which attracts students from diverse backgrounds ..- Access to many challenging and rewarding field placements I. ..- A commitment to educate the whole person ..- A solid foundation in and integration with the liberal arts ..- Responsibility and service to and with the broader community in the interests of social justice ..- Commitment to oppose oppression ..- A focus on client empowerment ..- Preparation for ethical, competent, professional practice ..- A framework for practice of problem-solving within a systems perspective. Dual concerns of the Augsburg Master of Social Work Program are the delivery of service to families in all their diverse forms and the planning, development and administration of services. Social justice is a particular focus throughout the program, while individuals are recognized as capable of adaptation, growth and change. Intellectual, physical, spiritual, emotional and psychosocial issues are addressed with clients in relation to their locus, be they within the individual, the family, the community or the larger societal systems. Client self-determination, growth and empowermen t (personal recognition of one's ability, rights and place in the social change process) are recognized and fostered through support and education. In the interests of constructive social change that promotes social justice, students are educated to address institutional oppression (e.g. , age, gender, race, disability and religion). Professional preparation at the Master of Social Work level at Augsburg is founded on the following assumptions: .., Analysis and presentation of complex social issues and solutions must be based on solid research. Augsburg MSW students will develop competencies to conduct, analyze and present practice-based research . .., The world is interdependent in all areas, including human needs and the services to address them. Students will become knowledgeable of social welfare policies and programs that address changing needs of the world community. Accommodating the Needs of Adult Learners The Master of Social Work Program is designed to meet the needs of adult students, (e.g. ,students who are employed, have family obligations and/or must travel distance to obtain graduate social work education). Augsburg College takes pride in its focus on adult learners throughout its programs. TI1e College is committed to education for experienced working people. The Weekend College now equals the size of the traditional day program. The library, student center, computer center, counseling, parking, food service and many other support services are open to accommodate students. Faculty arrange office hours to meet student needs. Inexpensive oncampus accommodations are available for students who travel to attend the program and wish to stay overnight. Classes meet during alternate weekends in four hour blocks: Friday evening, Saturday morning and Saturday afternoon. Students meet one Sunday afternoon per trimester for a program seminar that addresses specific professional issues related to ethics. The MSW Program builds on the liberal arts base of the College and supports the College's mission statement: To dt.>velop future leaders of service to the world by providing high quality educational opportunities wl11'ch are based in tlie liberal arts and shaped by tlte faith and values of the Christian Church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community. The courses of study include the Core, the Concentration, one elective and the Thesis seminar. Students must complete 18 courses (twelve, if the Foundation Core is waived). The complete program includes: nine core courses (six Foundation; three Advanced) seven Concentration-related courses; one elective and a Master's Thesis Seminar. This includes 900 hours of professionally supervised, MSW Program-approved social work field experience. The Foundation Core begins the Augsburg MSW Program. These six courses, including 420 hours of MSW Program approved field work, must be successfully completed prior to enrollment in the Advanced Core or concentration courses. These courses may be waived for persons who hold a baccalaureate degree in Social Work from a CSWE accredited program. • I The Pre-Concentration Core consists of three courses, which are required of all students. These courses are the enrry point in the program for persons with baccalaureate degrees in social work from institutions accredited by the Council on Social Work Education. Concentrations Concentrations are in two areas: Family Practice and Prognm Development, Policy and Administration. These concentrations include six courses beyond the Pre-Concentration Core, including 480 hours of college approved, professionally-supervised field work. Research II focuses on practice of the concentration. Family Practice Family, in its diverse forms, is central to society. ''Pamily,"in this context, is interpreted broadly as the nurturing system surrounding people. It is inclusive of many areas of need. As a growing number of family-related challenges face society, there is an ever-increasing need for professionals who base their professional practice on in-depth study of the broad spectrum of issues that confront the family. In the Family Practice concentration, students will concentrate on promoting empowerment of the family nurturing systems from a developmental and holistic perspective. Program Development, Policy and Administration Social change is necessary for fostering policies and service that respond to human need. Tile Program Development, Policy, and Administration concentration has been developed in response to the growing demand for creative leadership and administration. Effective services require participative development, competent practitioners, strong leadership and effective administration. Students following this concentration will develop the abilities and skills necessary to promote and achieve needed change, and develop, lead, guide and administer programs that will serve diverse people in a variety of settings. Electives Students must select a minimum of one elective in their course of study toward the MSW degree. Students are encouraged to select other electives to develop special interests. Master's Thesis and Seminar The thesis is intended to represent the capstone of the student's work. All students complete a Master's thesis based on practice in their area of concentration. A thesis seminar supports students in developing their theses. .A. SWK 589 THESIS SEMINAR I \ ELECTIVES A SWK 560 TOPICS CONCENTRATION IN PROGRAM DEVELOPMENT, PouCY & ADMINISTRATION CONCENTRATION IN FAMILY PRACTICE .A. SWK 540 FAMILY PRACI1CE I • SWK541 FAMILY PRACTICE ... SWK 550 PROCESSES OF PROGRAM PLANNING AND DEVELOPMENT II .A. SWK 551 ORGANIZATIONAL DEVELOPMENT • SWK 542 F AMJLY ThvERSITY • SWK 543 CREATNE PROBLEM SoLVING FOR SUPERVISION ... SWK 552 INTER-ORGANIZATIONAL, COMMUNITY AND POLITICAL RELATIONS .A. SWK 553 ADVANCED SocIAL POLICY III AND SWK 524 FIELD WoRK IV SWK 527 REsEARCH II A SWK 523 FIELD WORK • I \ CORE PRE-CONCENTRATION A SWK 520 INTRODUCI10N TO FAMILY PRACTICE • SWK 504 REsEARCH I A SWK 521 INTRODUCTION TO PROGRAM DEVELOPMENT, POLICY AND ADMINISTRATION FOUNDATION • SWK 500 HUMAN BEHAVIOR IN THE Soc!AL ENVIRONMENT A SWK 501 HISTORY OF SocIAL WELFARE POLICY .A. SWK 502 FIELD WoRK I AND SWK 503 FIELD WoRK II A SWK 505 METHODS AND SKILLS OF Soc!AL WORK I .&. swK 506 METHODS AND S1<1LLS OF SocIAL WoRK II .Dourse Descriptions Core Foundation SWK 500 Human Behavior In The Social Environment This course provides the knowledge basic to an understanding of human growth through the life cycle, and of the interplay of sociocultural, biological, and psychological factors which influence the growth of individuals and families in contemporary American society. Emphasized is the role of the "nurturing environment" in relation to human growth, the impact of the "sustaining environment," and other special stresses relevant to growth. Growth related to populations and groups which represent ethnic and/or life-style diversity is a focus. Students gain self-understanding through use of their own experiences. SWK 501 History of Social Welfare Policy This course emphasizes the dynamic nature of social welfare history and current social systems and social policy as they relate to all our lives and especially to the lives of clients, communities and social workers. Comparisons are made internationally, with a focus on England's influence on early U.S. "poor law''and social welfare. Special emphasis will be placed on analyzing the major assumptions, ideas and events which contributed to the rise of the welfare state and the profession of social work. The profession's values, ethics and historical development are also reviewed. Both theoretically and practically, this course enables students to assess the development of social welfare with an understanding of the influence of social work and of the development and impact of social policy. SWK 502 Field Work I Students select their own field placement from a list of Programapproved agencies. Beginning supervised professional experience in a social work setting focuses on interviewing experience and relationship building. Supportive seminars coordinate integration of theory and practice, as well as providing the supportive setting for raising social work practice issues with peers. SWK 503 Field Work II Continuing supervised professional experience in the same social work setting, consecutive to Field Work I, focuses on refining previous skills and understanding and moving into new tasks. Initiative and progressively more independent work over time is supported. - ·_. ·:-.. SWK 505 Methods and Skills of Social Work I This course identifies basic features of the helping process: theoretical foundation, principles and techniques of Social Work intervention. It provides role play and simulation experience necessary for social work practice with individuals, families and groups. Throughout the course, work with a diversity of professional, natural helping networks and client groups is stressed. SWK 506 Methods and Skills of Social Work II This course emphasizes systems and social change through a focus on community organization, social planning and social change and their connection to social policy. A focus on group work continues into the macro setting with task oriented groups. Other theories and methods appropriate to these macro approaches are studied. Skills are developed using role plays and actual work with a community group. Throughout, the focus is on work with diverse groups. Pre-Concentration SWK 504 Research I Research plays an important role in building knowledge for social work practice. This course provides an overview of methods commonly used in social science research, in addition to the ethical and applicability concerns in social work research. Research design is studied using both qualitative and quantitative approaches. Methods of program evaluation are discussed. Students have beginning hands-on experience with the use of computers to analyze data statistically. SWK 520 Introduction lo Family Practice Theories and concepts underlying holistic professional social work practice with families are explored. This course addresses concepts of families in their diverse forms and function in the context of the life cycle of their members, family systems theory, the dual perspective, and stressors which may shape or alter family development. Ethical issues of professional social work practice with families are integral to this course. SWK 521 Introduction to Program Development, Policy and Administration Social services are commonly carried out through organizations; thus social workers are usually members of organizations. Organizations and the effective functioning of social workers within them is the focus of this course. With an assumption of "organizations as communities," an overview of theories of organizational development, maintenance and communication are presented. The contributions of diversity in the agencyI community is an important focus. Social workers' important roles in agencies, as well as professional, ethical, effective functioning in organizations are explored. Concentrations SWK 523 & 524 Field Work III & IV The purposes of the Field Support Seminars are (1) to provide the student opportunities to share experiences from his/her practice in a confidential setting; (2) to give and get support, honest feedback, and valid encouragement on issues regarding field placements, in particular, and social work practice with families or in administration/program development, in general; (3) to discuss and help the student integrate theories and methods from other social work classes into the practice experience; and (4) to promote the development of students' leadership roles in organizations. These seminars accompany the 480 hours of professional supervised field work in the area of concentration. SWK 527 Research II This course offers a practice-oriented exploration of the range of research methods used in social work, a critique of the role of research in assessing effectiveness in the social service delivery, and identification with the responsibility of social workers "to expand the knowledge base" of social work. Building on the basic research skills developed in Research I, students actively adopt the researcher's role in relation to both their current agency experience and their preferred practice setting. The course will enable students to use basic statistical methods for organizing, interpreting and analyzing quantitative data, plus creative techniques for qualitative data. Family Practice SWK 540 Family Practice I This course builds on content initiated in the Introduction to Family Practice course, focusing in-depth on the "normal" developmental crises of the family across the lifespan, and in relation to the larger environment. Problem-solving methods and cross-cultural models of practice are studied as well as policies that affect families and practice. This course is a prerequisite to SWK 541 Family Practice II and must be taken prior to or concurrent with SWK 523 Field Work III. SWK 541 Family Practice II This course is a continuation of Family Practice I. It further explores the family as cause and effect in the community in benefitting from or changing social policy. Students will study issues for further discussion, culminating in development of their own service delivery models. Ethical and religious dilemmas (e.g. abortion, euthanasia) will be raised. Advanced study of family developmental issues focuses on catastrophic events and on empowering families and the profession to take leadership in developing appropriate intervention strategies and policies. SWK 542 Family Diversity This course examines the various theories underlying professional practice with families in their many diverse forms. Recognizing that the family is the basic institution through which one is socialized, this course will also examine how family membership shapes one's understanding and appreciation of ethnicity, gender roles, sociological script. The course also explores the impact of policies, discrimination and political, social, and economic disorder on diverse families. SWK 543 Creative Problem Solving for Supervision This course examines how social workers can discover their own creative abilities in relation to innovation in social work supervision and practice. The course examines the relationship of creativity and self-esteem. This course also explores ways to help others, e.g. workers, clients, agencies and communities to eliminate barriers which inhibit creative responses to problemsolving and practice. Program Development, Policy and Administration SWK 550 Processes of Program Planning and Development Building on the community organization and research foundation (including needs determination and program evaluation), the primary processes of program development study in this course are: techniques of program planning and budgeting, development of necessary community and larger public support, identification and mobilization of resources, and funding proposal preparation. SWK 551 Organizational Development and Administration The activities and skills necessary for effective program administration are studied including short- and long-range planning; leadership; program implementation and management; personnel recruitment, allocation, supervision and management; social work values and ethics in the workplace; analysis of financial statements; administrative policy, board relations and agency policy implementation. SWK 552 Interorganization, Community and Political Relations The development and maintenance of constructive relationships with external organizations in both the public and private sectors are critical to successful implementation and management of social service programs. An organization's power to influence social policy is related to such relationships. The development and maintenance of these relationships so critical to the provision of services that address community needs, and the influence of social policy to effect social change are the foci of this course. Among topics included are: interorganizational relations, public relations, public information, political activity and leadership. SWK 553 Advanced Social Policy All social workers have impact on the development and modification of social policy whether intentionally or unconsciously. This course provides an in-depth focus on the development and implementation of social policy at the various levels of the public and private sectors. The various means by which social workers can have intentional impact on policymaking and exercise leadership roles is studied. Reading, seminars and an internship in the policy area are included. Topics Topics 560 Topics such as the following are offered for students to choose as electives: SWK 560 Old Age: Identifying and addressing creatively, the physical, psychological and socioeconomic needs of elderly people, their families and the communities in which they live. A variety of racial, cultural and life-style perspectives are studied. Values and ethical considerations which accompany geriatric knowledge and its technological advances are explore together with existing and proposed public policies. Methods of developing and changing social policy related to this population to promote social justice are studied. SWK 560 Child Welfare: History Policy and Practice. An overview of child welfare services. Permanency planning and family-based services are the underlying themes through which current child welfare policies and practices are examined. The course will concentrate on ethnically sensitive practice to address the disproportion of oppressed groups and persons represented in the child welfare system. SWK 560 Dual Diagnosis: Mental Health and Substance Abuse. Focusing on individuals who suffer from both addictive behaviors and mental health disorders, a broad array of related topics are considered. The challenges involved with assessment; comparisons and contrasts; psychopathology and the outcome of psychoactive substances abuse; management approaches in the human services delivery system; the effects of and response to dual diagnosis cross-culturally; and available services are among topics explored . ..· '. . . SWK 560 Poverty, Equality and Income Support Policy: Program and policy issues around poverty, income distribution and social welfare reform are examined. Among issues explored are equality and income distribution, the changing composition of the poverty population, causes and politics of poverty, existing and proposed strategies. Current federal, state and local approaches as well as new initiatives are studied such as the social insurance program, child support policies, the Earned Income Tax Credit concept, etc. SWK 560 Contemporary Practices in Developmental Disabilities: The nature of developmental disabilities and services needed by persons with developmental disabilities and their families are studied. Current systems of services, legal perspectives, responsibilities and roles and functions of the various disciplines which provide services are explored. SWK 560 Social Work with Involuntary Clients: Clients who are required by legal mandates or other forces to have contact with social workers and the involuntary transactions therein are the foci of this course. Social work theory, ethical principles, research findings and practice skills needed to help involuntary clients are studied and applied. Thesis SWK 589 Master's Thesis and Seminar The study of research, like all of social work, comes alive in the implementation. A thesis is required of all Master of Social Work candidates so they may experience and learn the utility of research to social work practice, and so they can contribute to the knowledge of social work practice and to the building of social work theory. The thesis is based on an area of the student's practice focus. The research- selected by the student in consultation with the thesis advisor - focuses on an area of social need, practice, service and/or policy. The thesis seminar is described in the Thesis Guidelines, which all students must review. The seminar provides a forum for students to develop their thesis plans, consult with each other and the faculty leader, present research methodology and identify how they will accomplish completion of the thesis. The Augsburg library houses over 160,000 books, periodicals, records, tapes and films. Music, Chemistry and Art History libraries are located within the departmental areas. Access to over 1,000,000 volumes is available via daily interloan and courier service among seven private liberal arts colleges and the Hill Reference Library. Through Minitex, the statewide network, the additional resources of the Minnesota and Wisconsin libraries are accessible to Augsburg faculty and students. Alccreditation and Affiliations The Augsburg Master of Social Work program is in candidacy with The Council on Social Work Education (CSWE), part of accreditation by CSWE. Augsburg is accredited by the North Central Association of Colleges and Schools. The college is a member of the Associated Colleges of the Twin Cities (ACTC), the Lutheran Education Council in North America and the Minnesota Private College Council. Augsburg College is registered with the Minnesota Higher Education Coordinating Board. ~tudent Rights The College has adopted a statement of student rights and responsibilities and has provided for due process in the matters of disciplinary action, grievances and grade appeal. Any student who wishes to identify appropriate procedures for a complaint should contact the Vice President for Student Affairs (330-1160). The College operates in compliance with the Family Rights and Privacy Act and Title IX. Students have the right to inspect all official records which pertain to them and which are maintained in the Registrar's Office and the Placement Office (except where a waiver of access has been signed) and to challenge inaccurate or misleading information. Students have a right to experience education free from discrimination based on sex, race, ethnic or cultural background, handicap, creed, marital status or age. m amission Requirements The Augsburg Master of Social Work Program promotes the widest possible diversity within its student and faculty populations and across its curriculum content. Therefore, the admissions policies ensure educational opportunities that include persons from a range of abilities, backgrounds, beliefs and cultures. Because of the particular nature of the Master of Social Work Program, a strong liberal arts background in the behavior sciences is required. A course in biology, physiology or anatomy that includes studies of the human systems is required. A course that includes basic statistics is strongly recommended. Applicants who have completed majors in areas other than the behavioral sciences are encouraged to apply and will be given consideration based on their composite assets. Students who do not hold a Bachelor's degree in social Work should apply as Foundation Level students. Students who meet all of the criteria for Advanced Standing may apply for PreConcentration consideration. Applicants to the program will be assessed on an individual basis according to the following guidelines. Strengths in some areas may balance other areas for development. Foundation Core: Admissions deadline: March 1 Notification of Admission: Early May Matriculation date: Early September Requirements: Bachelor's degree from an accredited college or university; a minimum grade point average of 3.0 on a 4.0 scale (B average) for the last two years of an undergraduate program; a minimum of two years employment or volunteer experience, one of which is in the human service area; a course in human biology, physiology or anatomy; a solid foundation in the liberal arts. Pre-Concentration Core: Admissions deadline: October 1 Notification of Admission: Early December Matriculation date: Early April Requirements: Bachelor's degree in Social Work from a CSWE accredited college or university; a minimum grade point average of 3.0 on a 4.0 scale (B average) for the last two years of an undergraduate program; a course in human biology, physiology or anatomy. Alpplication Procedures To apply, students must submit the following materials to the Master of Social Work Program: 1. Completed application form with $25 (non-refundable) application fee. .·. · 2. Written personal statement, the length of which is open (typically 3-8 pages in length), that addresses: why the applicant is interested in social work as a profession; the reasons for seeking an MSW, at Augsburg, in particular; what strengths the applicant brings to the Augsburg community; and what the applicant intends to do with the MSW once the degree has been completed. 3. Three letters of reference, including checklists, that address the application evaluation criteria in relation to the applicant. 4. Official transcripts of undergraduate and graduate work, which indicate degrees conferred, from each institution attended. 5. Possible interview with admission committee members. Application Evaluation Criteria Applicants will be evaluated on the following criteria: 1. Academic strengths and potential 2. Professional, volunteer and life experience 3. Professional orientation a. Understanding of social work, including values and ethics b. Motivation for pursuits of the Masters degree in Social Work c. Relationship of past experience to decision to enter the field d. Applicant's perception of relationship of MSW to longterm career plans 4. Understanding of roles and functions of diversity in a multicultural society and global environment 5. Commitment to social action and social justice 6. Ability to cope successfully with the stress inherent in a graduate professional program. lllvaluation Standards Evaluation of academic performance for the Master of Social Work degree will be based on number grades using a 4.0 point scale with these definitions: 4.0 3.5 3.0 2.5 2.0 Achieves highest standards of excellence P Achieves at or above the 2.0 level (not computed in grade point average) N Does not meet minimum passing standard (no credit and non-punitive -not computed in grade point average) W Grade given when course is dropped I Incomplete grade given in case where student is unable to complete course requirements for reasons beyond the student's control. (To receive an incomplete, a student must file a petition with the Graduate Program staff stating reasons for the request, the plan and date for removing the incomplete grade, the signature of the instructor, and any other necessary documentation.) Achieves above basic course standards Achieves the minimum passing standard No more than two courses with a grade below 3.0 will count toward the degree. No more than two courses with a grade below 2.0 can be repeated. Only the credits and grades earned the second time are counted in the grade point average. A)cademic Policies Academic Probation and Dismissal Students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of Nin a course, the student must petition successfully with the MSW Program Committee before being permitted to continue in the program. A plan for the student to follow would be outlined at that time. If the cumulative grade point average again falls below 3.0, the student may be dismi ssed from the program by the MSW Program Committee. Students also may be dismissed by the MSW Program Committee for behavior d etrimental to the program such as a gross violation of college policy (as published in the Student Guide). Dismissal would occur only after established procedures were followed. Credit and Contact Hours Each graduate course in the Master of Social Work program is the equival ent of four semester credits or six quarter credits. Students meet in class a total of 32 hours and are responsible for a significant amount of individual study and preparation. An additional four-hour Sunday Seminar is required each trimester. Enrollment Policy/Leaves of Absence Students may take either two or three courses each trimester. All students are required to complete the program within four years. Students who leave the program for more than one term must request a leave of absence in writing from the MSW Program Committee. Residency Each student must be enrolled in the MSW program for the equivalent of the last year or nine courses. Transfer Students Up to eight courses from a C.S.W.E. accredited MSW program may be transferable if the grades are 3.0 or better. Transfer students must meet the admissions and residency criteria. Advisement The Augsburg Social Work Program Director assigns advisors whose purpose it is to promote student growth, development, and the achievement of personal goals and professional education. Faculty office hours are posted on office doors; students may meet with faculty at other times by appointment. In addition to to the academic advisor, all social work faculty are accessible to students. Social Work faculty consider advising time a high priority and work to be available. m ee and Payment Schedule Application Fee (payable once, non-refundable) ................ $25.00 Tuition (per trimester course) .............................................. $884.00 (one course= 6 quarter credits or 4 semester credits) Enrollment Reservation Deposit (non-refundable) ......... $100.00 late Fee ...................................................................................... $25.00 (charged to any student registering after the scheduled registration date.) Late registration per day includes incomplete registration as defined: a. Unsigned Registration Form or b. Unapproved Payment Plan Registration Change after First Class Meeting ..................... $5.00 (cancel/add/change grade option, or combination at one time) Transcript Fee (per copy after first, which is free) ................ $2.00 Finance Charge: A finance charge is applied at a simple rate of 1% per month on any account with an open balance of 30 days or more. Fees The application fee ($25) is due on or before the application deadline for a given term. The $100 non-refundable deposit reserves a place in the program in a given term, once a person is accepted. Tuition is due at the time of registration. Refund Schedule A per-course tuition refund will be made on the following basis: (In order to be eligible for the refund, students are responsible for cancelling courses with the Registrar's Office.) Prior to the first scheduled class meeting - 100% Prior to the second scheduled class meeting - 80% Prior to the third scheduled class meeting - 60% No refund after third scheduled class meeting. Payment Options* 1. Payment in Full: Due Day of Registration. 2. Payment Plan: Upon application and after college approval, a 3-pay plan is available each trimester. Payment plans will be offered only if previous plans have been adhered to. 3. Company Reimbursement: Full courses, or equivalent, which are company reimbursed require a deposit of $100 per course reimbursed, with full payment due within 45 days after the end of the term. A finance charge is applied at a simple rate of 1% per month on any amount with an open balance of 30 days or more. Tuition is set on an annual basis, payable in 3 equal installments at the beginning of each trimester. Registration is permitted only if the student's account for a previous term is paid in full as agreed. Augsburg College will not release diplomas or academic transcripts until all student accounts are paid in full. This also applies for student loan funds administered by the college (Perkins Student Loan); they must be current according to established repayment schedules. A non-sufficient-funds check will declare your registration invalid and could affect further credit extended by the college. m inancial Aid Students may receive assistance in meeting Graduate Program costs in a number of ways. Enrollment in three courses per trimester allows the student to be classified as full-time. Two courses is considered part-time enrollment. The Office of Student Financial Services (330-1046) will assist students in assessing financial aid eligibility and offering financial aid from available alternatives, including the following: Augsburg Tuition Grant Augsburg College may provide grants and scholarships to graduate students who show academic potential and have financial need. Funded Scholarships Augsburg actively pursues outside funding for special scholarships. The availability of such scholarships enables the participation of individuals of limited financial means as well as individuals working for volunteer agencies and other organizations not likely to provide tuition reimbursement. Company Tuition Assistance Programs Many companies, agencies and corporations offer full or partial tuition assistance to employees who participate in work-related or degree-related college programs. Bureau of Indian Affairs, Tribal and State Indian Scholarships American Indian students who meet federal, state or tribal requirements may apply for these scholarships. Indian grants generally supplement other sources of financial aid. For assistance in applying please contact Augsburg's American Indian Support Program Director at 330-1138 or your tribal agency. Federal and State Aid Programs The Office of Student Financial Services determines eligibility for any Federal or State financial aid programs available to graduate students. Determination of eligibility is based on standard nationally accepted methodology. Federal Perkins Student Loan -A joint Augsburg College-federally funded program administered through the College for students who demonstrate financial eligibility. No interest accrues nor do payments have to be made on the principal at any time you are enrolled at least half-time. Simple interest of 5 percent and repayment of the principal (at the minimum of $40 a month) begin six months after you leave school (nine months for new borrowers after 7-1-87). Repayment may extend up to 10 years. The maximum which may be borrowed for combined undergraduate and graduate study is $30,000. The Federal Family Education Loan Program 1) Federal Stafford Loan. Available to students based on a financial eligibility determination. Annual loan limits are up to: $2,625 per year for first year undergraduates $3,500 per year for second year undergraduates $5,500 per year for third year and beyond $8,500 per year for graduate students. Aggregate loan limits are $23,000 for undergraduates and $65,000 for graduates (including undergraduate borrowing). Interest rates for new borrowers with loan periods beginning 10/1/92 or later are determined annually by the 91-day T-Bill+3.1 %, with a cap of 9%. Students with outstanding balances on Stafford Loans (Guaranteed Student Loan) will continue with the interest rate on the previous loan. No interest accrues to the student borrower while enrolled at least half-time in an eligible program. The federal government subsidizes the interest during this time. 2) Federal Stafford Loan - Unsubsidized. Program characteristics (loan limits, interest rate, etc.) are the same as the above subsidized Stafford Loan, except that the interest accrues to the student borrower while enrolled. This loan is available to those who do not qualify for the subsidized Stafford Loan. A normal financial aid application is required. 3) Federal Supplemental Loan for Students (SLS). Available to independent students who are enrolled at least half-time. Variable interest rate is set annually (on July 1) with a cap of 11 %. Payment usually begins within 60 days of disbursement. Annual loan limits are $4,000 for first and second year students and $5,000 for third year and beyond. Graduate students may borrow up to $10,000 per year. Aggregate loan limits are $23,000 for undergraduates and $73,000 for graduates (including undergraduate borrowing). SELF (Student Educational Loan Fund) -A Minnesota State loan program. Students may borrow up to $4,000 per year ($16,000 cumulative) as an undergraduate and $6,000 per year for graduate students with a $25,000 aggregate maxiumum when graduate study is included ($1,000 minimum). Interest rate is variable, paid by the borrower quarterly while in school. Principal payment begins 13 months after leaving school. Students must apply for financial aid and be enrolled at least half-time. To Apply for Financial Aid 1. Complete the Application for Admission and indicate your desire to also apply for financial aid. 2. The Office of Student Financial Services will send you the necessary application and financial statement form (or you may pick them up in the Office of Student Financial Services, 152 Science Hall, or the Graduate Program Office). 3. All students must have a Financial Aid Transcript on file with Augsburg from each previously attended institution even if you did not receive aid. Forms are available from the College. 4. Complete and return the financial aid forms by the deadlines indicated. 5. Accept the financial aid offered, in whole or in part, within the deadline stated. .B)bout Augsburg College History Augsburg College was founded in 1869 in Marshall, Wisconsin, and moved to Mipneapolis in 1872. The name Augsburg College and Seminary changed in 1963 when the Lutheran Free Church merged with The American Lutheran Church. Location Augsburg's 23-acre campus is in the heart of the Twin Cities metropolitan area, only blocks from downtown Minneapolis and the intersection of Interstate Highways 94 and 35W. Adjacent to the campus are the Riverside Medical Center, the West Bank campus of the University of Minnesota and the Mississippi River parkways. Campus Skyways, tunnels and elevators provide accessible connection between 10 of the 15 major buildings - student housing towers, College Center, main academic and administrative halls, the Library, Music Hall and Foss Center for Worship, Drama and Communication. Accessibility We have made a major effort to become one of the most accessible campuses in the region. Our skyway-tunnel system lets you reach any of 10 major buildings without going outside. In addition to building changes, we have a student-run program to increase awareness and provide extra help for students with disabilities. Church Affiliation Augsburg is a college of The Evangelical Lutheran Church in America. About 51 percent of the students are Lutheran, 15percent other Protestant and 15 percent Roman Catholic. Several other affiliations are represented among students and faculty. Non-Discrimination Policy Augsburg College does not discriminate on the basis of race, creed, national or ethnic origin, age, marital status, sex or handicap as required by Title IX of the 1972 Educational Amendments or Section 504 of the Rehabilitation Act of 1973 as amended in its admission policies, educational programs, activities, and employment practices. D ampus Guide 1. 2. 3. 4. 5. 6. 7. 8. 9. Admissions House George Sverdrup Library Science Hall Old Main West Hall Mortensen Tower Urness Tower Christensen Center Sverdrup-Oftedal Memorial Hall 10. Music Hall 11. 2222 Murphy Place 12. Si Melby Hall 13. Ice Arena 14. Stage II Theatre 15. College Relations 16. Nordic Center 17. Foss, Lobeck, Miles Center for Worship, Drama and Communication 18. Center for Global Education 19. Jeroy C. Carlson Alumni Center 20. Youth and Family Institute 21. American Indian Support and Minority Education Partnership 22. Site of new residence hall A. Admissions Parking B. Student Parking C. Visitor Parking D. The Quad E. Faculty /Staff Parking F. Murphy Square G. Anderson-Nelson Athletic Field H. Fairview/St. Mary's Parking Ramp I. Husby-Strommen Tennis Courts J. Resident Parking Only K. Student/Commuter Parking 6. Accessible Entrance N I • I I I I ...... ...... DOWNTOWN MINNEAPOLIS ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... From Minneapolis Interstate 94 east to 25th Avenue exit, left to Riverside Avenue, left to 21st Avenue South, left at Augsburg sign. From St. Paul Interstate 94 west to Riverside exit, right on Riverside Avenue to 21st Avenue South, left at Augsburg sign. Parking All posted Augsburg College parking lots are free and open for student use from 4:30 p.m. Friday through Sunday evening. Lots are located on 7th Street between 21st and 22nd Avenues and on Butler Place between 24th and 25th Avenues South. Most street parking is four hour parking, seven days a week. Additional parking is available for a fee in the Riverside Medical Center ramp, or U ofM parking lots on the north side of Riverside Avenue. Aicultyand Administration Anthony Bibus, Assistant Professor of Social Work B.A., College of St. Thomas; M.A., University of Virginia; Ph.D., University of Minnesota. Vern Bloom, Assistant Professor of Sociology, MSW Fieldwork Coordinator B.A., M.S.W., University of Minnesota. Nancy Brennan, Associate Professor of Social Work B.A., M.S.W., Ph.D., University of Minnesota. Maria Brown, Assistant Professor of Social Work, BSW Program Director B.A., M.A., American University; M.S.W., University of Minnesota. '· Elizabeth Bruch, Associate Dean of Graduate and Non-traditional Programs B.A., Elmhurst College; M.S., Indiana University; Ph.D., University of Wisconsin. Francine Chakolis, Assistant Professor of Social Work, MSW Program Director B.S., Augsburg College; M.S.W., University of Minnesota. Patrick Clemens, MSW Program Coordinator B.A., Macalester College; M.T.S., Harvard University. Blanca-Rosa Egas, Associate Professor of Social Work M.D., M.Ed. and Psychiatry Residency, Universidad de Guayaquil; M.P.H and Substance Abuse Fellowship, University of Minnesota. Kathy Enger, Reference Librarian B.S.W., College of St. Catherine; M.L.I.S., University of Iowa. Edwina Hertzberg, Professor of Social Work, Director of Faculty Development A.B., Cedar Crest College; M.S.W., Ph.D., University of Minnesota. Rosemary Link, Associate Professor of Social Work, Department Chair B.A. Southhampton University; C.Q.S.W., London University (Bedford College); Ph.D., University of Minnesota. Sharon Patten, Associate Professor of Social Work B.A., St. Olaf College; M.S.W., M.A. (Public Affairs), Ph.D., University of Minnesota. Curt Paulsen, Associate Professor of Social Work B.A., St. Olaf College; M.S.W., University of Minnesota; Ph.D., The Fielding Institute. Douglas Perry, Assistant Professor of Social Work B.A., M.S.W., University of Minnesota. Vincent Peters, Assistant Professor of Social Work B.A., Loyola College; M.S.W., University of Madras. Edward Skamulis, Associate Professor of Social Work B.A., Omaha University; M.S.W., Ph.D., University of Nebraska. Mary Lou Williams, Assistant Professor of Social Work B.F.A., M.S.W., University of Pennsylvania. 12/92/5.SM Augsburg College_; 731 21ST AVENUE SOUTH MINNEAPOLIS , MN 55454 Starting April 18 you may schedule Summer School courses at the Registrar's Office on an ongoing basis during regular office hours. Each course scheduled must be accompanied by a $50.00 tuition deposit. This deposit is applied to designated course tuition and is non-refundable except when a... Show more Starting April 18 you may schedule Summer School courses at the Registrar's Office on an ongoing basis during regular office hours. Each course scheduled must be accompanied by a $50.00 tuition deposit. This deposit is applied to designated course tuition and is non-refundable except when a course is cancelled. When this happens, you may elect to receive a deposit refund or substitute another course. To avoid disappointment in course selection, schedule as soon as you can. Many courses with limited enrollment fill early. Conversely, courses with low preregistration enrollment may be cancelled before the first day of the term. Students must confirm registration in person at the Business Office or they will be dropped from the course. Term I Summer School students are required to finalize their registrations on May 31 or June 1. Term I1 registrations must be finalized on June 27 or 28. This procedure applies to all courses, including internships and independent studies. Finalizing registration will take place at the Business Office, 114 Science Hall, between the hours of 8:30 a.m. and 6:00 p.m. on May 31 or June 1, and June 27 - 28. The balance owing for tuition must be paid before registration is finalized. Augsburg students please note: (Balance due on Augsburg account from previous termls must be paid in full before you can finalize registration.)A late fee of $50.00 will be assessed for Term I registrations completed on June 2. A late fee of $50.00 will be assessed for Term I1 registrations completed on June 29. Registrations will not be accepted after these dates. To change your registration, cancel your registration, add a course, or drop a course and enroll in another course, fill out a Cancel/Add form at the Registrar's Office. There is a charge of $50.00 for changing a registration after the second day of each term. This must be done by 3:30 p.m. on June 2 for Term I courses and by 3:30 p.m. on June 29 for Term I1 courses. This procedure applies to internships and independent studies as well as scheduled courses. Any refund or adjustment of fees is determined according to the "Tuition Refund Policy." @ Printed on recycled W e r I --- '~o@mg-L -2 &edultnne &-&.* April 18 April 18 May 31 -June 1 June 27-2f (must be confirmed in person at the Business Office) Classes begin Balance of tuition due May 31 May 31-June 1 Last day to: I Change grading option Drop class without notation Register with late fee of $50 June 27 June 27-21 I . June 13 June 2 June 2 1 July 15 June 29 June 29 (noregistrations will be I accepted after this date) Holiday Last day to withdraw from class (W) Classes end Grades due in Registrar's office - May 30 June 17 June 24 July 1 -- July 4 July 22 August 5 August 12 - NONDlSCRlMINATION POLICY It is the policy of Augsburg College not to discriminate on the basis of race, color, creed, religion, sexual or affectioml preference, national or ethnic origin, age, marital status, sex or status wlth regard to pubhc assistance, or disability as required by Title IX of the 1972 Education Amendments or Section 504 of the Rehabilitation Act of 1973, as amended, in its admissions policies, education programs, activities and employment practices. The tuition charge for 1994 Summer School courses is as follows: $776.00 for full-credit courses, $390.00 for half-credit courses, and $195.00 for fourth-credit courses. Audits are charged at the tuition rates listed above. Tuition Refund Policy The $50.00 per course deposit is not refundable. Refund of all or part of the remaining fee is calculated from the date of the student's official course cancellation at the Registrar's Office. Schedule of Refunds: Prior to the second scheduled class meeting - 100%of the refundable portion of the fee. Prior to the fourth scheduled class meeting - 75% of the refundable portion of the fee. Prior to the sixth scheduled class meeting - 50% of the refundable portion of the fee. Courses with fewer than 12 scheduled class sessions will use a prorated version of the schedule of refunds. Financial Aid Financial aid is limited to the Guaranteed Student Loan. Any student taking one course is regarded as a halftime student for the summer and is eligible to apply for a Guaranteed Student Loan. Contact the Financial Aid Office to make loan arrangements (3301046).The deadline for applying for Financial Aid for Summer School is April 15,1994. You must have a complete file in the Financial Aid Office by April 15 in order to receive an award for Summer. Please pick up a Financial Aid Application from the Financial Aid Officer. I 1. Admissions House 2. George Sverdrup Library 3. Science Hall 4. Old Main 5. Quad 6. Mortensen Tower 7. Urness Tower 8. Christensen Center 9. SverdrupOftedal Memorial I3all 10. Music Hall 11. 2222 Murphy Place 12. Si Melby Hall 13. Ice Arena 14. S t m I1 Theatre - 15. College Relations 16. Nordic Center 17. Foss, Lobeck, Miles Center for Worship, Drama and Communication 18. Center for Global Education 19.. Jeroy C. Carlson Alumni Center 20. Youth and Family Institute 21. American IndianSupport and Black Student Affairs 22. Oscar Anderson Hall 23. East Hall 24. Murphy Square 25. Anderson-Nelson Athletic Field . -- - - Campus Location 26. Husby-Strommen Tennis Courts A. Admissions Parking - B. Faculty/Staff/Commuter/ Residence Parkine E. F. G. H. Parking Commuter - Sheet Parking Resident Parking Visitor Parking Fairview/%. Marv's Parkine .. rn rn 35W from the North - I rn Take Washington Avenue exit and turn left of washington (turns right onto Cedar Avenue), turn left at Riverside Avenue, right at 21st Avenue South. I 1-94 East from Minneapolis Take 25th Avenue exit, turn left at 25th Avenue, turn left at Riverside Avenue, turn left at 21st Avenue South. . 1-94 West from St. Paul Take Riverside exit, turn right at Riverside Avenue, turn left at 21st Avenue South. 1 F ' 35W from the South Follow the 1-94 St. Paul signs (move to right lane after each of two mergers). . Take 25th Avenue exit and turn left at Riverside Avenue, turn left at 21st Avenue South. I Augsburg College is a four-year, fully accredited liberal arts college affiliated with The Evangelical Lutheran Church in America and is located in the heart of Minneapolis. The small college environment, about 3,000 students during the academic year, is enriched by the many cultural, sport and recreational activities found in this vibrant metropolitan area. $n active summer combining classes and participation in metropolitan events is a delightful and broadening experience. Augsburg College provides a diverse summer curriculum including regular courses, internships and independent studies. Term I runs I . l f r o m May 31 -June 24, Term II runs from June 27 - August 5. This brochure presents the Summer School Program and was correct at the time of publication. 1 Summer students may take one course during Term I and two courses during Term 11. Unless otherwise indicated, all courses carry a value of one course credit, the equivalent of four semester credits or six quarter credits. Courses fulfilling Augsburg distribution and perspective requirements are so noted in the course descriptions. r Course levels are inaicated by tne first digit of the three digit course number: 1 or 2, lower division, primarily for freshmen and sophomores; 3 or 4, upper division, primarily for juniors and seniors; and 5, graduate level. Courses regularly taught during the academic year are more fully described n the Augsburg College Catalog. If you leed more information about a special -ummer offering, please contact the Summer School Office. Independent study and internships, in addition to those listed, may be pursued during the summer in a number of departments. Internships involve work experience related to the academic program in an agency, government or industry. Consult the Summer School Office for information. Students who need housing may obtain information from the Director of I Residence Life. Call 330-1109. .. b The College reserves the right to cancel listed courses. I. Y Information and Forms Additional information and registration forms may be obtained from: AUGSBURG COLLEGE SUMMER SCHOOL OFFICE Murphy Place 2211 Riverside Avenue Minneapolis, MN 55454 Call 61W330-1786 or call toll-free 1-8OOff88-5678 Ryan LaHurd, Director Barbara Pappenfus, Coordinator Eligibility Persons in good standing at regionally accredited colleges and universities, graduates of such institutions, and students admitted for the next Fall Term are eligible to attend Augsburg Summer School. Good standing implies that the student has been admitted and not subsequently dropped by that institution. Other persons wishing to take summer school work should contact the Coordinator of Summer School to ascertain eligibility under special circumstances. Acceptance as a summer student does not imply admission as a regular student of Augsburg College. Those wishing to begin a degree program at the College should apply for admission though the Office of Admissions or Weekend College. .. . ART ART 389-A AMERICAN ART Anderson A study of early Colonial through contemporary American art, architecture, and folk arts. Dist.: Art/Music; Persp.: Aesthetics 1:00-4:00 p.m. M,T, W,Th Foss 43 B10 101-A Mickelberg HUMAN BIOLOGY Basic biological concepts from an anthropocentric point of view. An attempt to answer such questions as: What makes a human just another member of the biotic fold? Do humans have a niche in the ecosystem? What influence do humans have on the environment? What influence does the environment, especially the urban environment, have on humans? (A student may not receive credit for both 101 and 103. Does not apply to the major or minor.) Dist.: Biology /Chemistry; Persp.: Na tural World 2 12:00-3:00 p.m. M,T, W,Th,F SC1205 ACC 221-A PRINCIPLES OF ACCOUNTING I Stoller Inkoduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle and preparation of financial statements. 8:30-10:50 a.m. M,T, W,Th,F OM 10 ACC 322-A ACCOUNTING THEORY & PRACTICE I Kader An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements and other relevant issues as applied to assets. (Prereq.: BUS 222, ECO 113) 9:30-11:50 a.m. M,T,W,Th,F OM 23 BUS 242-A PRINCIPLES OF MANAGEMENT Cerrito Development of the theory of management, organization, staffing, planning and control. The nature of authority, accountability and responsibility; analysis of the role of the professional manager. 6:00-9:00 p.m. M,T, W,Th . . OM 10 BUS 301-A BUSINESS LAW Schield An introduction to law and a survey of different areas of law as they relate to the conduct of business. Topics covered include contracts, torts, employment discrimination, and labor law. (Prereq.: BUS 221,222,252; ECO 112,113 recommended) 6:00-9:00 p.m. M,T, W,Th 0~-29 BUS 331-A FINANCIAL MANAGEMENT LaFave Theory of acquisition, allocation, and management of funds within the firm. Sources and uses of long and short term funds, cost of capital, capital budgeting, leverage, dividend policy, and related topics. (Prereq.: Bus 222, ECO 113) M,T,W,Th, F OM I1 8:30-10:50 a.m. ECO 110-A ECONOMICS OF URBAN ISSUES Sabella Study of economic implications of problems facing a metro-urban environment. By independent study. Students need signature of instructor before Term One begins (call 330-1152). P/N only. Dist.: Urban/Women's/Minority Studies or Economics/Political Science; Persp.: Social World 1 or 2, or the City Arranged ECO 112-A PRINCIPLES OF MACROECONOMICS Gupta Introduction to macroeconomics, national income analysis, monetary and fiscal policy, international trade, economic growth. Dist.: Economics/Political Science; Persp.: Western Heritage 1 or 2 M,T, W,Th,F OM 16 9:30-11:50 a.m. EDUCATION EDE 382-A KINDERGARTEN-ELEMENTARY CURRICULUM: MATHEMATICS Drewlow Examination and preparation of materials and resources for mathematics instruction at the kindergarten and elementary levels. (Prereq.: P E T ) (1/2 course) T,Th L1 6:00-9:00 p.m. EDU 388-A HUMAN RELATIONS Mueller Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. Required for all elementary and secondary education majors. Open to all. P/N only. (1/2 course) M ,W OM 18 6:00-9:00 p.m. ENG 219-A AMERICAN DIALECTS: DIFFERENCES AND ATTITUDES Schrnit This course will examine the dialeck of various English-speaking communities and attempt to describe and understand their rules of speech: their grammatical rules, phonological rules, and their rules of discourse. Dist.: Urban/Women/ Minority; Persp.: Intercultural Awareness 1 M,T,W,Th OM 27 6:00-9:00 p.m. ENG 245-A INTRODUCTION TO LITERATURE Swanson In this course students are initiated into the formal study of narrative, drama, and poetry in order to appreciate more fully the pleasures of literature. The course aims to expand students' exposure to literature and therefore draws on works from several periods, from different cultures and races, from male and female writers. As the prerequisite for all upper courses in literature, Introduction to Literature aims in particular to develop students' critical and analytical skills in reading about literature. Dist.: Literature; Persp.: Aesthetics M , T , W , Th,F OM 18 9:30-11:OO a.m. HPE 499-A INDEPENDENT STUDY Staff Independent study for Upper Division credit. Arranged. HISTORY HIS 348-A RUSSIA AND THE SOVIET UNION IN THE 20TH CENTURY Kimball The course offers an introductory historical survey of the Soviet Union. It begins with a brief examination of Russian history before turning to the Russian Revolutions of 1917, the Civil War and Lenin's consolidation of power. Later topics include: the rise of Stalin, his Great Terror, World War 11, the Cold War and the slow rejection of Stalinism culminating in an examination of recent even$ since the emergence of Gorbachev. The course will emphasize political, diploma tic, economic and cultural history by focusing on Soviet political practices and institutions. M,T, W,Th,F OM 13 9:30-11:50 a.m. INTERDISCIPLINARY INS 199-A1399-A INTERNSHIP Hesser A work-based learning experience in which a student designs a learning agreement with a faculty member which links the ideas and methods of their major to the opportunities found in the placement. Participation in a weekly seminar is expected. May fulfill the City Perspective. Consult instructor for clarification. Arranged - MODERN LANGUAGE GER Ill-A BEGINNING GERMAN I Quanbeck Classroom practice speaking, understanding and - reading basic German for students with no previous background in German. Dist.: Language Level 1; Persp.: Intercultural Awareness 2 M,T, W,Th OM 23 6:OO-9:00 p.m. SPA I l l - A (Section I) SPA I l l - P (Section 11) BEGINNING SPANISH I Kingsley Aims to develop four basic skills: understanding, speaking, reading and writing of elementary Spanish. Introduction to culture of Spanishspeaking world. Dist.: Language Level 1; Persp.: Intercultural Awareness 2 8:30-10:50 a.ni. M,T,W,Th,F (Section 1) OM 25 5:30-7:50 p.nr. M,T,W,Th,F (Section 11) OM 25 MUSIC MUS 271-A MUSIC THERAPY TECHNIQUES AND MATERIALS Metzler Study of non-symphonic instruments, OrffSchulwerk, applications of recreational music activities to clinical settings. (1/2 course) 6:OO-9:OO p.nl. T,Th Music 3 PSY 105-A PRINCIPLES OF PSYCHOLOGY Hanson An introduction to the methods and approaches used in psychology for the purpose of understanding behavior. Application of psychological concepts to everyday situations is emphasized. Dist.: Psychology/Sociology; Persp.: Human Identity REL 385-A PROCESS THEOLOGY AND CHRISTIANITY Lorenzen This course is an introduction to process theology which is based on the philosophy of A.N. Whitehead and is a critique of "Classical Christianity." Issues such as theodicy, christology, sin and salvation will be considered. An 8 to 10 page paper will be written and presented to the class. Class sessions will include video and discussion. (Prereq.: REL 111,221, or consent of instructor.) Dist.: Religion; Persp.: Christian Faith 2 or 3 6:OO-9:OO p.m. M,T, W,Th Music 23 SWK 260-A HUMANS DEVELOPING Staff This course provides the knowledge basic to an understanding of human growth through the life cycle and of the interplay of sociocultural, biological and psychological factors which influence the growth of individuals and families in contemporary American society. Emphasized is the role of the "nurturi,ng environment" in relation to human growth, the impact of "sustaining environment" and other special stresses relevant to growth. Growth related to populations and groups which represent racial, disability and sexual minorities is also a focus. Students will gain selfunderstanding through use of their own experiences. Persp.: Human Identity 9:30-11:50 n.in. M,T,W,Th,F Foss 2 l A SWK 399-A SOCIAL WORK INTERNSHIP Brown Provides field learning experience for the nonmajor and supplements the required field work of majors. (Prereq.: senior standing or consent of instructor) Arrnnged SWK 499-A SOCIAL WORK INDEPENDENT STUDY Brown Student must present a written proposal containing rationale, objectives, methodology and evaluation of the proposed study according to department guidelines. (Prereq.: SWK 257 and consent of instructor) Arranged SOC 199-Al399-A INTERNSHIP Hesser A work-based learning experience in which a student designs a learning agreement with a faculty member which links the ideas and methods of their major to the opportunities found in the placement. Participation in a weekly seminar is expected. May fulfill the City Perspective. Consult instructor for clarification. Arranged SPEECH, COMMUNICATION AND THEATRE . A D'"S SPC 352-A PERSUASION Holmquest Theory of how people are influenced to change attitudes and behavior. Topics include obstacles to persuasion; logical and psychological appeals; empirical research; persuasion in politics, sales, advertising and interpersonal contexts; mass movements and campaigns; impact of the mass media; and ethical issues. Includes speech and promotional projects. 5:OO-8:OO p.m. M,T,W,Th Music 22 (These courses are available only to graduate level students.) EDU 510 ETHICS AND LEADERSHIP: ISSUES AND VALUES FOR TODAY'S SCHOOLS Study of leadership withb thc cantext afpawnal and professional ethics and velum, Introductpt-y mrse for MEL pro$rarri. Offered a t dtscounM .ition. Available to special students and fully enrolled MEL students. 1.0 graduate course credits (equivalent to 4 semester fledits or 6 quarter credits) EDU 513 DIVERSITY AND EDUCATION World concerns and cultural diversity as they impact the field of education. Approval pending. linnesota Human Relations licensure .-.quirement. Open to special students and fully enrolled MEL students. 1.0 graduate course credits '2quivalent to 4 semester credits or 6 quarter .edits). For informa tion on dates, times, tuition, ~structors,please call the Graduate Program Iffice at 330-1786. EDU 599 SPECIAL TOPICS: DEVELOPING A MULTICULTURAL PERSPECTIVE: LEADERSHIP IN A LATIN AMERICAN CONTEXT A graduate course for educators sponsored and coordinated by the Center for Global Education, and held on site in Cucrnavaca and Medco City, Mexico, June10- 21,1994.?hts mme C daigncd to developan appkatlon hmltuml di&rek@ and to assist in broadening your world view through face-to-faceencounter with the people of the third world. 1.0 graduate course (equivalent to 4 semester or 6 quarter credits). For more informa tion, call Center for Global Education at 612/330-1159. - ! tangible and intangible fixed assets, liabilities and reserves, actuarial topics. Additional emphasis on income determination considering price level changes. (Prereq.: BUS 322) M,T,W,Th,F OM 23 10:05-11:30 a.m. BUS 340-A HUMAN RESOURCE MANAGEMENT Cerrito Personnel function in business, acquisition and utilization of human resources; desirable working relationships; effective integration of the worker with the of the firm and society. (Prereq.: BUS 242) BUS 440-A OPERATIONS MANAGEMENT Concepts and principles related to the Cerrito mimagemen! of apemlng hhcftons. b m p l m horn swim bdwrries. no-gofit orpnimtions , ART107-A DRAWING Bollman An intrahction to and d e 6 r i h of drawing methods and media. h w i n g h piwentdas a diverseartformwMchmnbeeqwknceclina wkty of wya. TradIbml and WR-tradttrml media are used. Dist.: Art/Music; Persp.: Aesthetics T,Th OM 17 5:30-9.00 p.m. I 1 I , ART 118-A PAINTING I Bollman Painting in opaque and transparent color. A variety of subjects and approaches illustra te the versatility of paint as an expressive medium. Dist.: Art/Music; Persp.: Aesthetics T,Th OM 17 5:30-9:00 p.m. ART 132-A (SECTION I) ART 132-P (SECTION 11) PHOTOGRAPHY Friederichsen The camera used as a tool for visual creativity and expression using black and white photographic processes. Students need access to a 35mm, single lens reflex camera. Estimated cost of film, etc.: $175-$200. Dist.: Art/Music; Persp.: Aesthetics M , W (Section 1) OM 4 1:30-5:00 p.m. 5:30-990 p.m. M,W (Section 11) OM 4 ADMlNlSTRATIONNIS .BUSINESS ACC 222-A PRINCIPLES OF ACCOUNTING I1 Solnick Introduction to business activities, accounting for corporations. Basic concepts and fundamentals of managerial accounting, planning and controlling processes, decision-making and behavioral considerations. (Prereq.: BUS 221) M,T, W,Th,F Music 23 10:05-11:30 a.m. ACC 323-A ACCOUNTING THEORY AND PRACTICE I1 ~~d~~ A continuation of BUS 322. An analysis of accounting theory pertaining to investments, and rnanuItlctwrhg.Taught ma managerla1 poht of v l w . Topi- indudean overview of knceptsof quality, invcntury management, prlncfplesofscfr&uling and operations1control [&anation system. ( P r e q . :BU5242 or m w n t of instrrrctor) PRINCIPLES OF COMPUTING FOR BUSINESS Schwalbe An InWducKon to mmpu!jq mnrepts and mlcrocumpucer-bsed inhmtltmsystem Study k;l$aes of W w a r e , operahg g.stems, Ianguages and m n t a p p h l W . Ltmm k,use MSDOS, Word Perfect, Lotus 123, and dBase HI+. May study other applications (M~crosoftWord, Excel). The completion of MIS 370 with a passing grade will serve as a substitute for MIS 175. (Prereq.: MPG 11 or a Pass in MAT 103, a self-paced Foss 20 gOMPUTER SCIENCE CSC 160-A INTRO T O COMPUTING AND COMMUNICATIONS Staff Basic computer applications using word processing, spreadsheets, and databases; files and disks; simple programming; use of e-mail, Internet, news, and information services. (Prereq.: MAT 114 or MAT 122 or MIS 379 or Math Placement Group IV) Foss 20 ECONOMICS - 3- -F- - -- - ECO 110-A ECONOMICS OF URBAN ISSUES Sabella Study of economic implications of problems facing a metro-urban environment. By independent / study. Students need signature of instructor before Term Two begins (call 330-1152).P/N only. Dist.: Urban/Women's/Minority Studies or Economics/Political Science; Persp.: Social World 1 or 2, or the City Arrnnged resources for language arts at the kindergarten and elementary levels. Laboratory experiences. Graduate Level Skill: Writing (Prereq.:PFST, EDU 265) (1/2 course) 6:OO-9:30p.m. T,Tli LI Dntes: June 28,30; July 5,7,12,14 ECO 113-A PRINCIPLES OF MICROECONOMICS SabeIIa Introduction to microeconomics, the theory of the household, firm, market structures and income distribution. Application of elementary economic theory to market policy. Dist.: Economics/Political Science; Persp.: Social World 1 or 2 6:OO-9:30p.m. M,W OM 29 EDS 390-A COMMUNICATION SKILLS IN THE ENGLISH CLASSROOM LaDuca This course is for English-Education majors who plan to teach high school English. It is designed to improve students' skills in public speaking, oral interpretation, listening, and small group discussion as well as to explore methodologies for teaching and incorporating these skills in the high school English curriculum. 6:OO-9:30p.m. T ,TI1 L 17 ECO 315-M (SECTION I) ECO 315-T (SECTION 11) MONEY AND BANKING Gupta Monetary and banking systems, particularly commercial banks, and the Federal Reserve System; monetary theory and policy. (Prereq.: ECO 112,113) 6:OO-9:30p.nr. M,W(Section 1) Foss 42 6:OO-9:30p.m. T,Th (Section 11) Foss 42 EDE 375-A DISCOVERY IN THE WORLD OF KINDERGARTEN Graves Kindergarten curriculum, materials, teaching approaches. Prerequisite to student teaching at kindergarten level and to obtaining a license for teaching at that level. Lab arranged. (Prereq.: Consent of instructor and PPST) (1/2 course) 6:OO-9:30 p.m. T,Th L 20 Dotes: June 28,30; July 5,7,12,14 EDE 377-A KINDERGARTEN-ELEMENTARY CURRICULUM: SCIENCE Stangl Examination and pre~aration of materials and resources for science at the kindergarten and elementary level. (Prereq.:PPST) (1/4 course) IO:05-12:OO p.m. T,Th OM 4 & July 19,21;luly 26,28; Aug~rst2,4 EDE 386-A KINDERGARTEN-ELEMENTARY CURRICULUM: CHILDREN'S LITERATURE Parker Examination and preparation of materials and resources for children's literature at the kindergarten and elementary levels. Lab experiences. (Prereq.:PFST) (1/2 course) 5:30-9:00 p.m. T EDE 387-A KINDERGARTEN-ELEMENTARY CURRICULUM: LANGUAGE ARTS Themes Examination and preparation of materials and EDS 391-A TEACHING MASS MEDIA LaDuca This course is for English-educa tion majors who plan to teach high school English. Students will explore the nature of the media as "consciousness industries," examining the whys of teaching the media, how to effectively go about it, what kind of assumptions media education has been based on in the past, and how to incorporate media education into the English curriculum. The students will become familiar with all forms of mass media and will understand the impact of media on their lives. Students will learn how to be discriminating users of mass media and how to teach others to be the same. (Prereq.:PPST) (1/2 course) 6:OO-9:30p.m. M L 17 EDU 341-A MEDIA TECHNOLOGY Hackney Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production and evaluation of effective audio-visual materials for teaching/learning situation. Computer training will be included in this course. ( Prereq.:PPST) (1/2 course) 6:OO-9:30p.m. W Foss 175 EDU 388-A HUMAN RELATIONS Clemmons Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. Required for all elementary and secondary education majors. Open to all. P/N only. (1/2 course) 10:05-11:30 a.m. M,W L 17 ENGLISH ENG I l l - A EFFECTIVE WRITING Castor Emphasis is on exposition, including learning research techniques and writing critical reviews. At least one work of literature is assigned. Attention is givcn to increasing students' effectiveness in choosing, organizing and developing topics, thinking critically, and revising for clarity and style. Minimum passing grade for credit is 2.0. Entry level skill: Writing 6:OO-9:30p.m. T,Th OM 18 ENG 241-A INTRODUCTION TO CINEMA ART Mitchell An investigation of the citl~mmticqualities, theoretical principles~lsdb t o f i c d evo!ubllm of the film medium. fi! empbals Is on film A6 an audiovisual language. The course includes the viewing and analysis of both feature length and short films illustrating the international development of film form and selected aesthetic movements such as the American studio film and its gcnres, German expressionism, Soviet montage, Italian neorealism and the French New Wave. Because of film lengths, some classes will go to 10 p.m. Persp.: Aesthetics 6:OO-9:30 p.111. M,W Foss 175 I I 1 ENG 282-Al482-A TOPICS IN LITERATURE: THE CITY: GARDEN AND WILDERNESS Griffin In the city, remarks A h h dt! T o c q u ~ v i k "humanity attains ils most mmplete development and its most brutish here dvihtion works its miracles, and civilized man is turned back almost or into a savage." The power of thP dty to &b corrupt the human d is a persistmt heme in western tradiliom milmune viu s a d y primarily Amerimn mvcls, p m s , essays and films that explorc th& theme. Tab will be supplemented by &e rnewrcesof the Twin Cities. Course work will involve discussion of texts, papers, exams, and an out-of-class experiential component. Dist.: Literature 6:OO-9:30 p.m. M,W OM 16 HIS 115-A Zehnder MODERN MIDDLE EAST This is a survey of the volatile Middle East from the rise of nationalism and the decline of the Turkish Ottoman Empire in the 19th century to the current crisis hot spots in the Persian Gulf and the Levant. The goal is a better understanding of how the Middle East reached its contemporary complexity, and its role in the wider world. 6:OO-9:30 p.nr. M ,W INS 199-Al399-A INTERNSHIP Hesser A work-based learning experience in which a student deslgns a Iearing a p m e n t with a hrutty member which links the idmsand methods of theL major to t h ~ - n p p o r found ~ L ~ in the p~amm~nr. hrtrdpation in a weHy geminsr Is ertpfftrd, May Idfill the City Pmpective. Consult instructor for clarification. Arranged INS 225A Kader INTRODUCTION TO ISLAM This course is designed by a practicing Muslim to present his perception of Islam to non-Muslims. The course will cover the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari' ah), Islamic economic and political systems, and Islamic patterns of life. There will also be a consideration of the differences between the Islamic sects (Sunnis, Shi'ites, Sufis, etc.). There will also be some effort to deal with the similarities and differences between Islam and both Christianity and Judaism, and a visit to one of the mosques in the Twin Cities. Dist.: Urban/Minority/Women's Studies; Persp.: Intercultural Awareness 1 11:40-1:25 p . ~ n . M,T, W,Th OM 16 MAT 163-A INTRODUCTORY STATISTICS Kaminsky FOR THE LIFE SCIENCES The course includes treatments of some or all of the following: descriptive statistics, elements of probability, basic probability distributions, point and interval estirna tion, test in^ of hypothesis, regression, amlysb -of-uadance, cohiingcncy tables and nonparamctric methods with appli,-atiom chosen prhdP~l~y from pmblems in-the life scknms: biology, mcdiclnr. anthropology, ecology and agriculture. Students will learn to use a statistical computer package to solve problems. (Prereq.: Math Placement Group 111) Dist.: Ma th/Physics; Grad Skill: Quanhta tive Reasoning 6:OO-9:30p.m. M,W SC1112 - - GER 112-A Quanbeck BEGINNING GERMAN I1 Classroom practice in speaking, understanding and reading basic German. Dist.: Language Level 2; Persp.: Intercultural Awareness 3 6:OO-9:00p.m. M,T,W,Th OM 27 SPA 112-A (SECTION I) SPA 112-P (SECTION 11) Kingsley BEGINNING SPANISH I1 Aims to dEvelup the four b s i c skills: undetsbnding,spmking, reading, and wr~tingof elementary Spanish. Inimductlon b culture of Spnishdspeirking world. &it.: Language Level 2; Persp.. Intercultural Awareness 3 M,T, W,Th OM 25 8.10-9.55 a.m. 5.30-735 p.m. M,T, W,Th OM 25 PHYSICS ---: - - PHY 101-A ASTRONOMY Staff A descriptive course covering our solar system, stars and galaxies. The course also traces the ,development of scientific thought from early civilization to the present day. The necessary optical instruments are explained and use is made of 12 inch reflecting telescope, an eight-inch Celestron and a three-inch Questar. Night viewing and lab sessions are important components. Additional viewing and/or lab sessions are required. (Prereq.: Mathematics Placement Group 11) Dist.: Math/Physics; Persp.: Natural World 2 6:00-9:30 p.m. M,W SC1123 REL221-A , BIBLICAL STUDIES Quanbeck 11 The origin, literary character and transmission of the biblical documents. The task of biblical interpretation. The history of Israel and the emergence of the church. Dist.: Religion; Persp.: Christian Faith 1 or 3 1:30-3:15 p.?rr. M,T, W,Th OM 10 REL 373-A RELIGIONS OF CHINA AND JAPAN Benson A study of the chief traditions of China and Japan that are usually associated with religion, including the popular religious traditions of China, Confucianism, Taoism, Buddhism, and Japanese Shintoism. (Prereq,: REL 111,221, or consent of instructor) Dist.: Religion; Persp.: Christian Faith 3 5:30-9:00 p.nr. T,Th OM 29 1 I REL 440-A VARIETIES OF CHRISTIAN SPIRITUALITY Holt A study of selected spiritualities from the Christian tradition and of contemporary developments, including 12-step spirituality, feminist, ecological, and non-Western Christian spiritualities. An introduction to the basic practices of spiritualities, especially prayer and meditation. (Prereq.: REL 111,221, or consent of instructor) Dirt.: Religion; Persp: Christian Faith 2 or 3 5:30-9:00 p.nl. M,W OM 10 SOCIOLOGY SOC 199-A1399-A INTERNSHIP Hesser A work-based learning experience in which a student designs a learning agreement with a faculty member which links the ideas and methods of their major to the opportunities found in the placement. Participation in a weekly seminar is expected. May fulfill the City Perspective. Consult instructor for clarification. Arranged SOC 356-A ISSUES IN CONTEMPORARY CORRECTIONS Bloom Analysis of adult correctional programs and processes. Lectures, discussion, and site visits to prisons, half-way houses, courts, etc. 1:30-5:00 p.m. T,Th OM I1 SWK 399-A SOCIAL WORK INTERNSHIP Brown Provides field learning experience for the nonmajor and supplements the required field work of majors. (Prereq.: senior standing or consent of instructor) Arranged SWK 499-A SOCIAL WORK INDEPENDENT STUDY Brown Student must present a written proposal containing rationale, objectives, methodology and evaluation of the proposed study according to department guidelines. (Prereq.: SWK 257 and consent of instructor) Armnged I EATRE ARTS SPC 351-A ARGUMENTATION Lapakko Application of standards for sound evidence and reasoning in public speaking, discussion and debates. Key objectives include increasing skill in analyzing argumenta tive claims, being able to distinguish between strong and weak arguments, understanding tests for evidence and fallacies in reasoning and learning to apply principles of argumenta tion to contemporary public issues. Students have the opportunity to enhance their skills in debate and discussion and also learn to analyze and critique arguments they encounter in their daily lives. Grad. Skill: Critical Thinking 5:30-9:00 p.m. T,Th Foss 42 SPC 355-A SMALL GROUP COMMUNICATION Gaetano A study of group dynamics and leadership with emphasis on factors related to decision-making, styles of leadership and conflict management. This course combines lecture with practical experience to help the student become a more effective and productive member of a small, task oriented group. (Prereq.: SPC 354) 5:30-9:00 p.m. M,W Murphy Ploce 1 SPC 414-AIINS 414-A FEMINIST RHETORIC NilssonlStratton The rhetoric of selected American feminists will be analyzed in order 1) to develop a rhetorical perspective on American feminism, and 2) to develop skill in rhetorical criticism. Dist.: Urban/Women's/Minority Studies 5:30-9:00 p.m. T,Th OM 10 Augsburg ,r -itas= .I Introduction ..................................................................... 2 Calendar .......................................................................... 3 About This Catalog ........................................................... 4 Options .................................. Show more Introduction ..................................................................... 2 Calendar .......................................................................... 3 About This Catalog ........................................................... 4 Options ........................................................................... 4 .................................. 5 Visiting Students .................... Interim Courses ................................................................ 6 UMAlE Courses............................................................... 48 Other Courses ................................................................ 49 Augsburg Lifetime Sports ................................................ 51 . . . Interim is an integral part of the school year at Augsburg College. The College follows a 41-4 calendar, with Fall and Spring semesters of approximately 14 weeks separated by a four-week January Interim. Interim is particularly intended to be a time for both students and faculty to employ styles of teaching and learning and to investigate questions and topics in places and ways not possible during the regular term. Since one Interim course equals a full-time load, students should plan to spend the same amount of time in class and preparing for class as they would for a four-course load during Fall or Spring semesters. Students can register for only one course credit during Interim. There is no tuition refund for a student who chooses not to enroll in an Interim course. Most Interim courses are graded traditionally on a 4.0 to 0.0 scale. Students generally have the option to register on a Pass/No Credit basis. A few Interim courses are graded only on the PIN system; this is indicated in the course description. Some courses are offered for either upper or lower division credit. Such Interim courses have two numbers listed and the student must select which is most appropriate for their needs. Students registering for upper division credit should anticipate additional assignments and a more rigorous grading standard. Some courses, especially courses with travel requirements, have additional fees associated with them. These fees, although intended to be accurate, may change and students should check with the instructor to verify the final costs. To graduate, an Augsburg student who is under the Distribution requirements is required to complete three Interim courses. For a student under the Liberal Arts Perspective requirements, two Interim courses are required. The number of required Interim courses is adjusted for transfer students. Transfer students should refer to their transfer credit evaluation form, or consult the Registrar. It is the policy of Augsburg College not to discriminate on the basis of race, creed, national or ethnic origin, age, marital status, sex or handicap as required by Title IX of the 1972 Educational Amendments or Section 504 of the Rehabilitation Act of 1973, as amended, in its admissions policies, educational programs, activities and employment practices. Interim Office (Memorial 230) Interim Secretary, Kay Thornsen, 33@1025 Interim Director, Dr. David Gabrielson, 330-1025 October 25 - October 29 ............................Interim Registration November 29 ....................................Late Interim Registration January 3 .................................................... First Day of Interim Time I - 900a.m. (first day only) Time I1 - 1:00p.m. January 4 Last Day for Cancel/Add January 14 ...........Last Day for Determining Grading System with Registrar January 14 ..............Last Day for Withdrawing from Courses January 26 ..............................................................Interim Ends January 31 ............................................ Spring Semester Begins February 4 ................................................Interim Grades Due The time and number and length of meetings as well as the beginning time will be arranged the first day of class. The daily schedule for Interim is divided into two blocks of time: Time I: 8:00 a.m. to noon (on the first day Time I classes will begin at 9:00 a.m.) Time 11: 1:00p.m. to 5:00 p.m. Note: Martin Luther King Day will be obserued at Augsburg with a special convocation on Monday, ]anuay 17, at 1:00 p.m. Check with your instructor for class scheduling on this day. .......................................... The catalog lists courses by departments. Departments are listed in alphabetical order. At the end of the book are listings of other courses not offered by Augsburg but recognized by the College for Interim credit. Additional descriptions and infomation about these courses are available in the Interim Office, Memorial 230. Students may also register for one of the lifetime sports listed at the end of the catalog. International Interim - Students are invited to be part of one of the 24 international Interim courses offered by the Upper Midwest Association for International Education (UMAIE). These course opportunities are listed near the end of this catalog. Internships deadline - Friday, December 10. January Interim internships must be planned in advance. Students electing an internship must meet departmental requirements and present a signed Internship Learning Agreement Plan to the Internship Office (Murphy Place, Rm. 8) no later than the last day of Fall classes (Friday, December 10). The Learning Agreement forms are available in the same office. Internships during Interim must involve full-time work placements for approximately four weeks. Assistance for planning your internship is available in the Internship and Cooperative Education Office. Independent or Directed Study -Students may elect a program of independent study (upper division 499) or directed study (lower division 299) for Interim. Faculty members are strongly discouraged from accepting responsibility for more than one independent study per Interim. Students choosing to pursue independent or directed study must: 1. Meet departmental requirements. 2. Present to the registrar a copy of the proposed study plan approved by the supervising faculty member and the directedlindependent study registration form. These forms must be submitted by November 29. Appropriate study proposal and registration forms can be obtained in the Interim Office. Interims at Other Schools - Augsburg students may enroll at any other 41-4 institution which offers a reciprocal Interim arrangement.Catalogs of these Interim programs can be consulted in the Interim Office. The Interim Secretary will help students in applying for registration at other schools. Registration for Interims at the other ACTC colleges will be at Augsburg during the regular registration period. Most courses taught during the Interim at other 41-4 schools are accepted for credit by Augsburg, but may not necessarily be accepted as meeting Augsburg's general education require ments. This qualification particularly affects courses offered in religion. Augsburg College welcomes students from other 41-4 schools for the January Interim without tuition charges provided the student's home institution agrees not to charge tuition to Augsburg students for the January term. The waiver of tuition dors not include special fees, housing or board costs. Other students will bc charged $1,050 for the Interim course. Students interested in registering for an Augsburg Interim should write to the Interim Director for application forms or use the forms provided by the Interim Office at their own school. There is an application processing fee of $10. Students are welcome to stay on campus but are not required to do so. Requests for Interim housing should be made to the Interim Office. It should be noted that both ACTC exchange students and visiting students may not register for 299 or 499 courses. Art 24 7-A Instructor: Norman Holen A study of undraped figures for art students and non-art students. The figure will be depicted in various settings with a variety of media for varying lengths of time. Grades will be based upon quality and improvement. There will be a fee of $40 to be paid on the first day of class. Distribution: Art/Music Liberal Arts Perspective: Aesthetics Maximum Enrollment: 20 Time: I Room: Old Main 17 BIO 107-A lnstructoc Ralph Sulerud The development of the concept of evolution, arguably the single most important unifying biological principle, will be traced in this course from preDarwinian times to the present. In so doing the massive body of evidence in support of evolution will be addressed as will the pathway of the evolutionary process and the proposed mechanisms of that process. Notwithstanding its acceptance by the vast majority of biologists, evolution continues to be surrounded with controversy. The antievolution movement including its newest form, "scientific creationism," will be studied as will the ongoing scientific debate concerning evolutionary mechanisms. Finally the course will focus on some of the reciprocal relationships between evolution and society. There will be a variety of readings, and classes will consist primarily of lectures and discussion. Some audieslide presentations and videotapes will be utilized. Grading will be based primarily on quizzes and tests, but participation in discussion will also be a consideration. Prerequisite: High school biology Distribution: Biology/Chemistry Liberal Arts Perspective: Natural World 2 Maximum Enrollment: 20 Time: I Room: Science 2 1 3 BIO 7 40-A BIO 340-A lnstructoc Dale Pederson The Florida Keys provide an excellent site for the study of marine organisms and marine ecology. Most of the approximately two weeks in Florida will be spent at the Newfound Harbor Marine Institute located on Big Pine Key. The Institute offers laboratory facilities and field trips in addition to housing and a dining hall. Field trips will permit the study of diverse habitats such as those of coral reefs, shallow bays, mangrove swamps, sea-grass communities, and tide pools. Organisms from these communities and others will be investigated on site and in the laboratory. A marine biologist from the Institute will be available to lead all field trips and conduct specialized classes. Upon termination of the program at the Institute, there will be a short t i p to the Florida Everglades to experience yet another interesting environment. Preparation for the excursion to the Keys will be made during the week prior to the trip. This will include an introduction to marine biology utilizing a variety of audiovisual materials. The final week will be devoted primarily to study and the completion of the course requirements. Cost is $1,350. Evaluation will be based on overall participation in the program, a detailed journal based on daily experiences, and a final examination. Upper division students will also do a special research project which will be the basis of an extensive paper. Prerequisites: Biology 1I I; 112 for upper division credit Distribution: Biology/Chemistry Liberal Arts Perspective: ' Maximum Enrollment: 10 Time: I1 Room: Science 205 610 185-A lnstructoc Robert Herforth With the aging of the baby boom generation, interest in and research on the biological basis of the aging process has taken on an air of urgency, compared with an earlier more leisurely approach. This course surveys functional changes which occur in the body with age, dysfunctions and diseases associated with aging, and studies on what causes these changes, including findings on the cellular and genetic basis of aging. Attention will also be focused on the results of attempts to slow the aging process in experimental animals. Several quizzes and exams will provide the basis for arriving at grades. Distribution: Biology/Chembry Liberal Arts Perspective: Maximum Enrollment: 20 Time: I Room: Science 205 BUS 295-A lnstructoc john Cerrito The object of this class is to provide students who are not majoring in business with entrepreneurial skills for starting and running a small business. The student will be exposed to various aspects of small business management and will be required to prepare a business plan for a "model" business. The student will be evaluated on the basis of the "model" plan, on tests, and performances on small business case studies. Business majors may not take this course for credit; course is applied toward the major. Distribution Requirement: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I1 Room: Old Main 13 BUS 302-A lnstructoc Milo Schield Examines micro-ethical issues involving individual choices in business. Reviews critical thinking skills in moral reasoning. Students will describe, analyze and evaluate business practices and policies. In addition to written papers, students will select and investigate a current topic and give a written and oral presentation. The class will visit several local businesses to discuss various perspectives on business ethics. This course is being submitted for a graduation-level critical thinking skill and for a Human Identity perspective. Check on status with the Registrar. Prerequisites: BUS 39 1 (now BUS 30 7) or PHI 120 or PHI 125 Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I1 Room: Old Main 10 BUS 368-A lnstructoc Steven LaFave An examination of current Japanese business practices using a cultural perspective. A multimedia approach will be employed involving film, television documentaries, radio speeches, and readings from current periodicals in addition to text material. A seminar model will be used, with substantial participation expected on the part of students. Students will be evaluated based on a paper, two 20-minute sessions of seminar leadership, class participation, and a mid-tern and final examination.This class should be of interest to anyone majoring or minoring in International Business or any field of Business Administration, as well as anyone with an interest in Japan. Prerequisites: junior standing or consent of Instructor Distribution: Liberal Arts Perspective: Intercultural Awareness 7 Maximum Enrollment: 20 Time: I Room: Music 22 BUS 495-A Instructor Thomas Morgan What is "quality"? Do you "know it when you see it"? How and what should organizations learn? Searching for answers to these and other questions will be the central focus of this Special Topics course. Participants will develop and refine "systems thinking" skills and learn how to apply them to real strategic situations. Altemative perspectives on "the Quality Movement" and "Continuous Process Improve ment" will be explored through reading, discussion and field trips to local organizations involved in the pursuit of quality. Working in collaborative teams, participants will develop a hands-on project based on actual organizations. Evaluation will be based on two short papers and a group presentation. Prerequisites: BUS 242 & ECO 1 13, or permission of instructor Distribution: Liberal Arts Perspective: Maximum Enrollment: 2 0 Time: I1 Room: Foss Center 43 BUS 495 lnstructoc Dr. Magdalena Paleczny-Zapp The events currently taking place in Central & Eastern Europe represent one of the most important changes of the post Cold War era. They cany major implications for world trade and certainly for U.S. bilateral interests. This course will provide an understanding of these events and will identify the most effective ways of doing business with Russia, Central & Eastern Europe. Prerequisite: ECO 1 12 Distribution: Liberal Arts Perspective: Maximum Enrollment: 15 Time: I Room: Memorial Hall 323 CHE 100-A lnstructoc Arlin Gyberg This is a non-laboratory chemistry course based on the popular book by John W. Hill of the same title. It is not a traditional chemistry course and does not assume a science background. Basic science and math are introduced early and taught as needed for understanding the various topics and implications. The course does assume the student is interested in and concerned about the relationship of chemistry to life and living. Chemistry has been intimately a part of liberal education for centuries. The early scientists were considered to be philosophers and their societies were philosophical societies. In recent decades the human seeking of personal independence has led to chemistry becoming a part of everyday life to the point of actual dependence on chemistry. We live in a world of pesticides, fertilizers, plastics, "the Pill," food additives and processed foods, vitamin supple ments, the energy crisis, chemical dependency, biocides, pollutants, drugs, searching for life on other planets, genetic manipulation, and it goes on and on. Emotions and mental disorders can often be traced to chemical imbalance. The common dragged out, grumpy feeling after an afternoon nap is a result of a chemical imbalance. The nature of a hangover is the result of a complex system of altered body chemistry. Even learning appears to be the result of chemical reaction to form a "memory molecule." Most of the problems we face are molecular in nature. What then but chemistry can better help us to understand ourselves, our society, our world, and our universe? Come join us as we take a molecular look at the human condition. This course will be offered in a lecture/discussion format. Films will supplement the lecture/discussion periods. Daily quizzes will be used for evaluation. This course does not satisfy prerequisites for Chemistry 106 or 116. Prerequisite: Math Placement 111 Distribution: Biology/Chemistry Liberal Arts Perspective: Natural World 2 Maximum Enrollment: 30 Time: 11 Room: Science 3 15 CSC 270-A Instructor Larry Ragland A study of the FORTRAN programming language for students with previous knowledge of computer programming. This course will expand a student's knowledge of programming and programming languages through presentation of the features of FORTRAN together with programming techniques for using those features. Students are expected to know how to do computer programming in some programming language (such as Pascal) before entering this course. This course will involve lectures and several programming assignments in FORTRAN. Evaluation will be based on the successful completion of assignments and examinations. Prerequisite: One course which includes programming Distribution: Liberal Arts Perspective: Maximum Enrollment: 25 Time: I1 Room: Foss Center 42 ECO 1 10-A Instructor Ed Sabella Study of economic implications of the many problems facing a metro-urban environment. Fundamental microeconomics tools introduced to facilitate discussion of various topics, e.g. health issues, discrimination, education, etc. Course does not apply toward an Economics, Business Administration, or MIS major. Does not apply toward an Economics minor. Distribution: Economics/Political Science Liberal Arts Perspective: Social World 1 or 2, or The City Maximum Enrollment: 20 Time: I1 Room: Old Main 29 ECO 1 1 3-A lnstructoc Satya Cupta An introduction to microeconomics, the theory of the household, firm, market structures and income distribution. Application of elementary economic theory to market policy. May be taken independently of 110 or 112. Distribution: Economics/Political Science Liberal Arts Perspective: Social World 7 or 2 Maximum Enrollment: 25 Time: I Room: Old Main 7 6 EDE 295-A lnstructoc Carolyn Levy This is a class for both education and theatre students. The main objective will be to introduce the use of theatre with elementary children. One particular avenue of exploration will be the use of theatre in a multicultural environment. There will be a certain amount of theoretical discussion of why to use theatre with children, but the main thrust will be experiential learning: trying out various exercises, games and programs. The last part of the month will include five days of practice teaching in a local elementary school. Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I Room: Old Main 23 EDE 375-A Instructor Mary Endorf The student will demonstrate knowledge of a developmental kindergarten philosophy though the study and utilization of a variety of techniques and resources for teaching kindergarten. Field work in a kindergarten classroom will occur during class meetings. Authentic assessment techniques will be utilized in class for student evaluation. This is a one-half credit course. Prerequisite: PPST Distribution: Liberal Arts Perspective: Maximum Enrollment: 25 Time: I1 Room: Library 17 EDU 353-A lnstructoc Rich Cermundsen This seminar-style course presents an examination and comparison of selected Western and non-Western educational systems as well as an investigation of possible careers in international education. Special attention will be directed toward Scandinavian and Central American models. There will be lectures, discussions, presentations by students, and guest speakers. Student evaluation will be based on class presentations and investigative projects. Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I Room: Library 17 EDU 388-A lnstructoc loseph Erickson Emphasis on the study of values, of communication techniques and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. Open to all. This is a onehalf credit course. Prerequisites: junior or Senior standing Distribution: Liberal Arts Perspective: Maximum Enrollment: 25 Time: I Room: Music 23 ENC 282-A ENC 482-A lnstructoc john Mitchell This course will provide an introductory survey of contemporary American poetry by poets whose work has come into prominence since World War I1 or mid-century. Emphasis will be given to the vision and sensibility of each poet and to the themes of their poems, especially those images and statements that concern philosophical, historical, psychological and cultural values. Through comparison and contrast, students will be expected to formulate reasonable interpretations of selected poets and poems and to express their discoveries in class discussion and short papers. A final examination will be given, and two interpre tive papers about three to five pages in length will be assigned. For upper division credit, the student must also read and give a written class report on a book that discusses contemporary poetry; this choice must be approved by the instructor. Prerequisite: lntro to Literature - for students enrolling for upper division credit Distribution: English/Speech Liberal Arts Perspective: Maximum ~nrollment:I5 Time: I Room: Old Main 22 ENC 24 9-A lnstructoc Douglas Green Questions of ethnicity, class, language, gender, and sexuality pervade recent drama in English. These issues are vitalizing both contemporary drama and productions of classic texts. We will examine how dramatic works of the late 70s, the 80s, and the 90s, written in English, have been shaped by and have addressed issues ranging from racial tension to sexual preference. (We sometimes survey current drama on several such topics, like class, gender and language in 1989, and sometimes concentrate solely on plays about one issue, like homosexuality in 1990 and 1991.) For comparative purposes, we will also view a few films on related topics and hy to attend at least two productions in the Twin Cities. There will be moderate fees for the local productions. Prerequisite: ENC 1 I 1 (Effective Writing) is strongly recommended Distribution: English/Speech Liberal Arts Perspective: Aesthetics Maximum Enrollment: 20 Time: I1 Room: Foss Center 2 1 FRE/CER/NOR/SPA 350-A lnstructoc Roman Soto An inboduction to the critical reading of a broad range of texts (short stories, novels, films and comic strips) through the understanding of their structural properties as well as the social contexts of communication they presuppose or create and/or transform. Selected theoretical readings (in English) prepare students to analyze representative texts (in a second language of their choice).Both the aesthetic and social-historical aspects of literary analysis will be explored, with special emphasis given to analytical approaches from outside the U.S. Workshops and discussions are key features of the course andevaluation will be based on classroom presentations, short papers, and a final examination. Lectures, class discussion and all written work in English. Students may register under their particular major/ minor language. Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I1 Room: Old Main 23 HPE 1 16-A Instructor Ed Saugestad This course is designed to prepare future teachers for their role in the School Health Program. Emphasis is placed on the prevention of childhood health problems, and the promotion of well-being. This is a onehalf credit course. Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I Room: Melby Hall 202 (MWF) HPE 232-A Instructor: Carol Enke Theory and practice in teaching and performing American heritage and international folk dances. Exposure to New Games concepts and activities. The majority of the course grade is based on participation in class activities, a teaching assignment and a written test. This is a one-half credit course. Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I Room: Melby Hall: North Court (TITH alternate Fridays - 1/4, 1/6, 1/7, 1/7 1, 1/13, 1/18, 1/20, 1/21, 1/25 - 9 meetings) HPE 250-A Instructor: Lisa Broek, Richard Borstad Designed for students who are interested in learning about contemporary health issues and applying this knowledge to their personal lives and the lives of their peers. This course provides a foundation for education, assisting and a p proaching fellow students about personal health issues. Students will apply student development models to peer education and peer helping. Topics include human develop ment theory, empowerment, communication skills, multicultural issues, referral sources and procedures, and decision-making skills. Students will examine strategies which promote a healthier campus environment. This course utilizes many interactive experiences combined with lecture and group discussion. Classroom activities allow students to practice and demonstrate skills taught during the course. Students have the opportunity to assess their own personal level of health. Evaluations will include objective tests, journal entries, and a group project. This course should be useful to students who are interested in impacting their campus environment as well as those who desire learning practical skills such as communication and negotiation, group facilitation, program development, and public speaking. Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I1 Room: Music 22 HPE 475-A lnstructoc Paul Kriegler Emphasis placed on preventing injuries. Treatment of common athletic injuries. Practical experience in taping and training room procedures. This is a onehalf credit course. Prerequisite: BIO 103 Distribution: Liberal Arts Perspective: Maximum Enrollment: 15 Time: I Room: Melby Hall 119 (M/W alternate Fridays - 1/3, 1/5, 1/10, 1/72, 1/14, 7/17, 1/19, 1/24, 1/26 - 9 meetings) HPE 478-A lnstructoc Ed Saugestad Theory, techniques, and administrative aspecls of coaching hockey. This is a onehalf credit course. Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I Room: Melby Hall 7 19 (T-R) HIS 162-A Instructoc Don Custafson This area on the other side of the world has produced the world's largest working democracy. From this people has come one of our centuqs greatest individuals (Gandhi)as well as some intriguing charlatans. It is a prime example of 20th Century colonialism and nationalism; it is a standard example for population crisis and world hunger illustrations. South Asia is all this - and much more. This course is designed for the student who has interest but little or no background in non-Western subjects. The heart of the course will be a wide assortment of readings (including at least one novel) and at least two really good movies, but there will also be lectures, time for discussion and perhaps some slides. Grades will be based on general level of participation, on some written work and a final exam. Distribution: History/Philosophy Liberal Arts Perspective: Maximum Enrollment: 25 Time: I Room: Murphy Place 4 HIS 220-A HIS 320-A Instructor Khin Khin lensen This course will focus on Asian immigration to the United States in the mid-19th century and the turn of the 20th century. The Chinese, Japanese, Korean, and Filipino experience will receive special attention. The course concludes with a component on the changes in the U.S. immigration laws in the post-World War I1 period. Students will study the pattern of Asian immigration, the areas they settled in, the contributions made by these ethnic groups to the American economic scene, and the role of new Asian immigrants since the end of the Vietnam war. The course will highlight the politics of the immigration laws and the gradual opening of the United States to some Asian immigration. Inter-active videos will be used. There will be a mid-tern and a final project (a paper, topic to be selected the first week of term in consultation with the instructor). Prerequisite: None for lower division; more for upper division (see asterisk below) Distribution: Histo~y/Philosophy Liberal Arts Perspective: Maximum Enrollment: 25 Time: I Room: Old Main 10 "Upper division students will be required to complete a longer paper than for lower division credit. They will also be expected to complete a book review on a book related to the course theme and provide an oral progress report of their paper to the class. TOPICS IN U.S. HISTORY: A HISTORY OF HIS 33 1 -A lnstructoc Chris Kimball The poet Walt Whitman once called baseball "America's game." In the century since Whitman uttered those words, baseball has occupied a prominent (and permanent) place in American life in some ways equivalent to business, politics, religion, and race. In this course, then, we will examine the relationship between the United States and its national pastime. Our focus will not be on the game between the lines, the great players and teams. Instead, we will take up several topics which can illuminate the historical evolution of this country. Some of these include: professionalization and its impact on amateur baseball, the role of ethnicity and ethnic rivalry, the color line, the emergence of the "big" leagues at the expense of the "minor" leagues, women's baseball, labor relations and the empowerment of the players, the impact of television, and the ballpark as an urban place. Special attention will be paid to baseball in the Twin Cities and students will be asked to do a short research paper on some aspect of baseball history in this region. Grading will be based on the research paper, class participation and a final exam. Prerequisite: One ( 1 ) history course or consent of instructor Distribution: History/Philosophy Liberal Arts Perspective: Maximum Enrollment: 30 Time: I Room: Murphy Place 3 TOPICS IN U.S. HISTORY: LEGALHISTORY HIS 331-A lnstructoc Bill Green This course will examine the social, economic, and intellectual factors in American history that contributed to the emergence of a modem national legal system from English and colonial antecedents. Some of the topics covered in this course are the evolution of the roles of judges, lawyers, and juries; the criminal justice system; property, contract, and tort law; legal education; family law; civil rights (for women, African Americans, Native Americans, and children); and business and labor law. Requirements: Discussions, attendance required, research paper. Distribution: Liberal Arts Perspective: Maximum Enrollment: 15 Time: I Room: Old Main 2 1 HON 407-A Instructor: Larry Crockett This course will consider radical black American writers on the left and the right, most notably exemplified by Malcolm X and Angela Davis on the left and Norma Sowell and Walter Williams on the right. Course will feature several guest speakers. Students will write two small papers and one large paper. Restricted to junior and senior honor students or permission of instructor. Distribution: Minority/Women/Urban Studies Liberal Arts Perspective: Maximum Enrollment: 25 Time: I Room: Foss Center 42 INS 120-A Instructor Ann Fleener Students will participate in a series of seminars, following the Paideia seminar format as developed by Mortimer Adler and Paideia Associates. Students will read selected readings, which will then be discussed in Paideia seminars. Students will also view selected films for seminar discussions; develop and/or hone habits of mature, intellectual talk; observe seminars conducted in a St. Paul Public School; evaluate their own behaviors during seminars and lead seminars. Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I Room: Science 3 7 9 INS 197-A Instructors: Kristin Anderson, lulie Bolton, Merilee Klemp How do we see? How do we listen? How do we respond to theater? What is the nature of art? How are ideas conveyed in art forms? What do the visual arts, music, and theater have in common? How do they reflect the society in which they were created? Is art timebound or timeless? All art forms are linked to a particular time and place. We see that the visual arts, music, and theater always reflect the spiritual and intellectual climate of their time. Using examples of music, art, and theater created in Europe in the Baroque period, the course will explore how to appreciate and understand the various art forms, examine the relationships among the arts, and consider the expression of enduring themes and ideas at different points in time. Students will participate in the course through various readings, including reading plays, studying scores and listening to recordings, and reading primary source material comected to the art pieces considered. Using the resources of the College and the city, students will also attend a special performance of the Augsburg Faculty Artist Series, visit art collections, including the Minneapolis Institute of Arts, and attend music performances, including the Minnesota Orchestra, the Minnesota Opera, or the St. Paul Chamber Orchestra. Students will be expected to attend all required performances and museum visits, write analyses of the art works or performances, and write a paper integrating the different arts and time periods studied. There will also be quizzes. Costs for tickets to performances should not be more than $20. Distribution: Art/Music Liberal Arts Perspective: Maximum Enrollment: 75 Time: I (The class will normally meet during Time I, but students will be expected to attend a limited number of offcampus events (some evenings and/or weekends) as a part of the class work.) Room: Tjornhom-Nelson Theatre/SaterenAuditorium INS21 1-A Instructoc loan Kunz Do you enjoy talking about science and technical topics, but just can't find an audience? We'd love to listen! Through a series of four oral assignments, you will have the opportunity to talk science to your fellow scientists, improve on your oral presentation skills in a variety of formats, learn to effectively organize a speech, prepare visual aids, and listen to and learn about other science topics and science policy from your fellow scientists. This course satisfies the General Education Graduation Skill in speaking. Prerequisite: One year of an introductory science course Distribution: Liberal Arts Perspective: Maximum Enrollment: 7 6 Time: I Room: Science 3 15 INS 264-A lnstructoc Virginia Allery This course will be an historical survey of Hollywood movies that created and continue to foster images of the North American Indian in American society. Movies will include: "Drums Along the Mohawk," "Shadow Catcher, Broken Arrow," "Little Big Man," and "Pow-Wow Highway." Issues to be discussed will be authenticity, misrepre sentation, stereotypes and the use of Indian and non-Indian actors. Upper-class students will be expected to do a project related to any of the issues discussed in class. Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I1 Room: Music 23 LIN 290-A lnstructoc Don Steinmetz Is our ability to use language acquired by learning, or is it present from birth? What do all languages have in common despite their obvious differences? How can learning a foreign language be so frustrating for adults, while young children learning their native language seem to be having fun? Questions such as these have fascinated people throughout history, and recent developments in linguistics have begun to provide some credible answers. The purpose of this course is to survey the most remarkable findings in this area and engage in some principled speculation as to what they mean. This course is open to all students with a healthy curiosity about language. No other prerequisite. There will be two tests and a short paper for class presentation. Distribution: Liberal Arts Perspective: Maximum Enrollment: 25 Time: I1 Room: Old Main I 1 MIS 376-A Instructor Kathy Schwalbe This course develops practical project management skills by combining theories, techniques, work-group skills, and computer tools. Students will participate in numerous inclass activities to determine projects to be done during class, estimate required resources, motivate people to successfully complete projects, use project management software to track progress and develop alternatives, etc. Evaluation will consist of individual and team presentations, participation, and a final exam. Prerequisites: BUS 227, BUS 242, and MIS 175 or MIS 370 Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I Room: Foss Center 2 7 MAT 173-A Instructor Ken Kaminsky Learn how to determine the monthly payments on a house or car. Find out how much you need to be socking away now to have a million when you retire. Learn how annuities, perpetuities and life insurance work, and more. Prerequisite: Math Placement Level 111 Distribution: Math/Physics Graduation Level Skill: Quantitative Reasoning Maximum Enrollment: 25 Time: I Room: Science 1 12 MAT 253-A lnstructoc Steve Zheng Our objectives are the exploration of this new geometry of fractals, its rules, its visuals, how it reveals the beauty of mathematics, how to create images of such complex forms and experience it as a form of artistic expression via computer graphics. The class will observe the pattern of selfsimilarity and consider the transformations used to construct fractals such as this fern and the existence of selfsimilarity regardless of the power of magnification used in examining it. The class will also consider the well known Mandelbrot set and Julia sets in color and in three dimensional rendition. Class lectures will provide introduction to the mathematics, and computer programs will provide students with the opportunity to construct their own visuals. Students will be tested on the mathematics through a midterm exam. Students will create a portfolio of visuals similar to the one above and from pieces of the Mandelbrot or Julia sets which display the mathematical character of those visuals and do a major creative project. There will also be a final project. Prerequisite: Math Placement Croup 111 or higher Distribution: Math/Physb Liberal Arts Perspective: Aesthetics Maximum Enrollment: 15 Time: I1 Room: Old Main 2 7 SOUNDSAND SIGHTS OF EUROPE (UMAIE COURSE) MU5 179-A lnstructoc Robert Karlen/Roberta Metzler Much of American history and culture is derived from that of continental Europe and the cities of Amsterdam, Paris, Munich, and Vienna. This course provides an opportunity to visit and experience important cultural centers that provided the impetus for development of cultural life in the New World. Students will gain an appreciation of the role of art and music in the history of the Netherlands, France, Austria, and Germany. Evaluation is based on full participation in all course-related group activities, a daily journal, art/music critique sheets, and exams (oral and written). No prerequisites, and no previous experience in art or music is required. Fee: $2,895 includes all air and surface travel, accomrnodations, several cultural performances, continental breakfast daily, and five group dinners. Registration for this interim must be made before October 22 at the International Programs Office, 620 2 n d Avenue South, Minneapolis, MN 55454. Phone: 331655. Offered on a P/N basis only. Distribution: Liberal Arts Perspective: Aesthetics Maximum Enrollment: 30 MUS 204-A lnstructoc 0. Nicholas Raths, An introduction to the fundamentals of music and musicology as they occur within the context of Rock's inception (1950s) and maturation (1960s)periods. This course will examine the historical background, musical content, and methods of selected artists and their work. Evaluation will be based on class participation, a compre hensive term paper, exam and a group performance project. For non-music majors. Distribution: Art/Music Liberal Arts Perspective: Aesthetics Maximum Enrollment: 30 Time: I/ Room: Music 3 MUS 295-A Instructor Stephen "Cabe" Cabrielsen The program "Finale" will be explored. This computer program makes it possible for music students to generate professional level musical scores. Daily assignments will be given with the end goal of developing proficiency at printing music at the computer. Prerequisite: Note-reading ability Distribution: Liberal Arts Perspective: Maximum Enrollment: 12 Time: I Room: Music Library ( I st floor Music Bldg) MUS 394-A lnstructoc Mark Thomsen This course combines the study and performance of opera and music theater as well as study of the techniques of singing for the stage. Student participation will include reading, discussion, performance of opera/musical theater scenes, going to performances of other artists, and visiting some of the performing organizations in the Twin Cities area to see how they are run. Exercises devoted to release of tension and acting technique for the singerlactor will also be explored. Opera! Opera! will culminate in a performance of opera/ music theater scenes at the end of Interim that will be open to the public. Prerequisite: Permission of private voice instructor Distribution: Art/Music Liberal Arts Perspective: Maximum Enrollment: 30 Time: I1 Room: Sateren Auditorium NOR 1 1 I-A lnstructoc Nancy Aarsvold This course is for students with no previous background in Norwegian. It aims to develop basic skills in speaking, listening, reading, and writing as tools for communication and for understanding Norwegian culture. Classroom practice focuses on both presentation of vocabulary and structures and the use of the language in everyday contexts. Evaluation will be based on participation, daily assignments, quizzes, and a final exam. Distribution: Modern Languages Liberal Arts Perspective: Intercultural Awareness 2 Maximum Enrollment: 25 Time: I Room: Old Main I 1 PHI 146-A lnstructoc David Apolloni Is abortion wrong? Is killing a terminally-ill person murder? Are there some crimes for which capital punishment is justified? Is there such a thing as a just war? These questions and the various answers proposed arouse deep emotions and often hostile confrontations among many groups in our society. All too often, complex moral issues get reduced down to simplistic slogans when these groups campaign to maintain or change laws on these issues. This course will utilize readings on these complex and burning moral issues as an introduction to ethics and critical moral thinking. We will consider some philosophical theories on the nature of moral obligation and personhood to help us get past emotions and slogans to a much deeper and informed understanding of the philosophical problems which lie behind the controversies surrounding abortion, euthanasia, capital punishment, and war. The course will combine lecture and class discussion on some contemporary philosophical readings on killing. Students' work will be evaluated on the basis of four (2 to 3) page papers (each on some aspect of one of the topics) and class participation. Distribution: Liberal Arts Perspective: Maximum Enrollment: 3 0 Time: I Room: old Main 29 PHY 151-A Instructor: leff lohnson Spreadsheets (e.g., Lotus 123) have been used extensively in business for years. However, it is also possible to use spreadsheets to solve physics problems without using highpowered mathematics. Spreadsheets allow the student who is not an expert in mathematics to experience physics on a more intuitive level. We will use Lotus 123 to solve prob lerns in a wide variety of physics areas including planetary and projectile motion. Some of the problems investigated might be in areas other than physics. Grading will be based on spreadsheet projects, homework, and a final exam. Prerequisite: Math Level I 1 1 Distribution: Mathematics/Physics Graduation Level Skill: Quantitative Reasoning Maximum Enrollment: 20 Time: I Room: Science 30 PHY 337-A Instructor: Stuart Anderson The quest to understand how light and matter interact is at the heart of modem physics, and lasers are probably the most ubiquitous technical product of these ideas. "Making Light of Matter" will begin with an overview of optics needed for understanding imaging, beam control and dispersion, including the nature of light, reflection, refraction and interference. This sets the stage for treating the physics of superradiant devices and lasers, and the impact of cavity design on output characteristics. The course will conclude by applying these concepts to the study of atoms and simple molecules by the emission, absorption and scattering of light. Considerable emphasis will be placed on laboratory experiences; only onethird of the class period will be used for formal lectures and discussion, with the balance spent in the laboratory. Grades will be determined on the basis of weekly evaluation of laboratory notebooks, two onehour exams, and a formal research paper. Prerequisites: PHY 121, 122, 245; MAT 145, 146, 245 (or consent of instructor) Distribution: Liberal Arts Perspective: Maximum Enrollment: 9 Time: I1 Room: Science 30 POL 140-A lnstructoc Andrew Aoki This course requires students to struggle with questions of social justice in America. Students will develop and defend their own standards of social justice, and conditions in the United States will be measured against these standards. This course will stress the exchange of ideas, and students will be expected to be very actively involved in this exchange. The goal of the course will be for students to develop their own thinking about social justice, and to have a much greater awareness of values which may conflict with the pursuit of social justice. In addition, students should be able to use their ideas to evaluate and critique conditions in America today. Evaluation will be based on participation in class discussions and structured class activities, on two short (46 page) essays, and on a final exam. Distribution: Economics/Political Science Liberal Arts Perspective: The City Maximum Enrollment: 35 Time: I1 Room: Old Main 16 WORLD POLITICS: CONFLICT AND CRISIS IN THE 90s POL 160-A Instructoc Mary Ellen Lundsten By examining current crises and patterns of negotiations in places like Bosnia, South Africa, Israel, and the former Soviet Union, this course highlights the changing political structures and processes in the world of the 90s. Students will discuss new international economic patterns, security issues such as nuclear proliferation, United Nations efforts at peacekeeping, and environmental protection. Lectures will supplement readings from two textbooks. Students will give brief oral presentations of prepared materials on world crisis topics and they will prepare a final essay. The course will offer an opportunity for students to simulate how national leaders negotiate among themselves. Distribution: Economics/Political Science Liberal Arts Perspective: Social World 1 or 2 Maximum Enrollment: 30 Time: I1 Room: Foss Center 20 POL 220-A POL 320-A Instructor William Morris This course will examine the impact of the American political system upon public policy making in the United States. Three topics of major policy importance will be selected for examination in the way they are addressed by particular political practices and/or institutions. The class will evaluate the options available to policy-makers in light of the scholarly literature and other information available on each subject. It will then assess the interplay between these choices and their handling by the political system. Close attention will be given to an exploration of the ethical situation and dilemma of decision-making in politics. As part of the course, students will submit written analyses and evaluations of the success and/or failure of the policymaking process in addressing these problems. These, plus additional articles and portions of books from the social sciences, will serve as a basis for class discussion. The papers, a test on the assigned readings outlining the policymaking process in the United States, and class participation will determine final grades. Students taking the course for lower division credit will be expected to complete papers on two of the three policy issues addressed in the course. Those taking the course for Upper Division credit must complete an additional paper on a policy issue of their choice not covered in class. Prerequisites: Students should have completed at least one lower division social science class. Distribution: Economics/Political Science General Education Perspective: Maximum Enrollment: 20 Time: I1 Room: Old Main 27 POL 250-A POL 450-A Instructor: Einar Vetvik The course objective is to give knowledge of the political systems and the most important policy issues in modem Scandinavia. This will include party systems, elections, political institutions, public administration, and the welfare state. The course will include a comparative approach linking the Scandinavian system to the development within the European Community. Reference to the situation in the U.S. will also be made. The model of teaching is based on lectures, but emphasizes student participation in discussion and group work. Assignment 250: Readings, short essay paper, and a final exam. Assignment 450: More demanding exam, additional reading, and a more extensive paper. Distribution: Economics/Political Science Liberal Arts Perspective: Maximum Enrollment: 25 Time: I1 Room: Library 1 PSY201-A lnstructoc Victoria Littlefield The methods of psychology are used to study behavioral and social influences on health, including the interaction of behaviors, thoughts, emotions, and biological systems. Consideration is given to life styles, stress management, illness prevention and treatment, and the role that proactive behaviors play in health. Evaluation is based on class participation, homework assignments, papers, and quizzes. Prerequisites: PSY 10 1, 102, or 1 05 Distribution: Liberal Arts Perspective: Maximum Enrollment: 25 Time: I Room: Science 2 12 PSY 335-A Instructor: Nancy Steblay U.S. law and the legal system will be investigated from the perspective of psychological theory and practice. A speclfic focus will be on the social psychology of courtroom procedures with consideration of such topics as jury selection, eyewitness evaluation, and jury decision-making. Class readings and discussion will also cover such broader areas as morality, justice, ethics, and victimization. Evaluation methods include tests and written work; students will also be responsible for contribution to class discussion. Prerequisites: PSY 7 02 or 1 05 Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I Room: Old Main 73 PSY 340-A lnstructor: Norm Ferguson This course will explore concepts of self from psychological, cultural, and theological perspectives. A variety of myths and symbols will be examined to gain knowledge about how they function as representations of the "self." The objective of the course is to gain a deeper understanding of one's self and of how conceptualizations of "self" are molded by a variety of social, cultural, and historical influences. The content of the course will include topics such as: the impact of science on myth; the mythologies of romantic love, war, and peace; the process of individuation; and metaphors of psychological transformation. Class time will be devoted mainly to the discussion of assigned readings. Students will be expected to be prepared for class by doing the readings and to be actively involved in the class discussions. Students will be given some of the responsibility for leading discussions. Evaluation will be based on class participation and five short (600-900 word) papers. Prerequisites: PSY 102 or 105 Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: 1 Room: Foss Center 43 PSY 370-A lnstructoc Duane lohnson Inquiry into the nature and presence of idealism in the life of the adolescent person. Theoretical bases for such idealism will be considered. Idealism directed toward other persons and society will be the main focus. +â-h This course will be conducted as a wmina&th h,+I~i!: level of student contribution and participah. i\~I&il~rI ~ ,ltF each class session is required. Ppf!kIu 1 t wi l I inr-tucic class discussion frequent s h ~ r $ ~ ~ i l ~ i < f r ~v <n oral l reports. Typewriting or quiylcfil w o ~ png~.cxv,ing l will be r e quired. ~ ' ? U R As ilrkl)rau&pl. 111%i i hrm1students are required lo read r The Mnr,rf Lifi I?t '/rilllnj~I by Robert Coles before the start of the i n l ~ ~ l ' book l t i ~(in paperback) will be available in the Augsburg Ik~okstore by November 1.An additional text may be required and Iibrary reference work will be a part of the course process. This course is offered only on PIN basis. Prerequisites: PS Y I 02 or PS Y 7 05 Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I Room: Old Main 25 REL 330-A lmtructoc Philip Quanbeck I1 This course will approach parts of the New Testament from the perspective of the social world. It will examine the world of cultural conflict, accommodation and change and determine how that shaped the New Testament message and how the church responded to the challenge. Topics will include concepts of cultural anthropology such as honor and shame, the social structures of the family and the city in the Grawo-Roman world. Social status will be addressed in the ways it affected women, men, free persons, and slaves. Special attention will be paid to the relation between early Christianity and Judaism. In the New Testament there will be particular focus on LukeActs, the Letters of Paul (Romans and I Corinthians) and First Peter. Evaluation will be by exam and a research paper. Prerequisites: REL I 1 1 or REL 22 7 Distribution: Religion (only one interim course may be used to meet religion requirements) Liberal Arts Perspective: Maximum Enrollment: 20 Time: I1 Room: Science 2 1 3 REL 343-A lnstructoc Cathy Paulsen Marriage has been described in terms of a free fall, a decision that we often make with a portion of our brain and all of our heart. This course will take nothing from the heart, whether you are married or not. It will, however, increase your certainty and the possibility for meaning and intimacy in your life with a partner. In the context of Christian teachings, many theories will be studied, with particular attention given to the work of C.G. Jung, and will be applied to the marital relationship primarily, and to the family secondarily. There will be lectures, discussions, and visiting resource persons. Evaluation will be based on class participation, one paper, and two tests. Two books will be required. Prerequisites: REL 7 7 7 or REL 221 or permission of instructor Distribution: Religion (only one interim course may be used to meet religion requirements) Liberal Arts Perspective: Maximum Enrollment: 25 Time: I Room: Music 24 REL 345-A Instructoc Eugene Skibbe The Lutheran Church is the largest Protestant church in the world. We will not only examine the Lutheran Church as it is at the present time, but also study its origin in the 16th century, its development over about 450 years, and its cultural influence. An anthology, which includes several monographs and the professor's lectures, will be used. Some important readings will be done from the reserved shelf of the library. Lecture and class discussion will deal with examples of Lutheran witness to the Gospel in art, music, philosophy, sociology, and theology. Requirements include four exams. Prerequisites: Religion 1 1 1 or 22 1 Distribution: Religion (only one interim course may be used to meet religion requirements) Liberal Arts Perspective: Christian Faith 2 or 3 Maximum Enrollment: 25 Time: I Room: Old Main 18 REL 374-A Instructors: john Benson, Mark Engebretson For some in our society, science is the driving engine of a better, more secure life and the basis for a philosophy of life. For others, science and its associated technologies, along with its invitation to become a global world view, constitute a grave threat. Some Christians particularly feel threatened by science. This course will address these matters in two ways. First, it will begin with a historical overview of the relations between science and the Christian faith, emphasizing three periods: the origins of the Christian faith, the development of "modern" science and mechanistic philosophy, and the reevaluation of science and nature in the 20th century. Second, it will study systematically the world views of science and religion to see how they compare. Class time will be divided among a variety of activities including lectures, whole class discussions, small group tutorials, and an extended simulation exercise in developing a space colony, drawing from the ideas developed in the course. Course evaluation will be based on two short exams, participation in small group tutorials based on assigned readings, a group project presentation, and a major synthe sis paper based on the group project and course materials. Prerequisites: One religion course, one science course, and junior or senior standing Distribution: Religion (only one interim course may be used to meet religion requirements) Liberal Arts Perspective: Maximum Enrollment: 60 Time: I1 Room: Old Main 7 8 REL 385-A lnstructoc Lynne Lorenzen This course is an introduction to process theology which is based on the philosophy of A.N. Whitehead and is a critique of "Classical Christianity." Issues such as theodicy, christology, sin and salvation will be considered. An 8 to 10 page paper will be written and presented to the class. Class sessions will include video and discussion. Prerequisites: REL 1 1 1 or REL 22 1 Distribution: Religion (only one interim course may be used to meet religion requirements) Liberal Arts Perspective: Maximum Enrollment: 20 Time: I1 Room: Science 3 19 SWK 257-A lnstructoc Mary Lou Williams Experiential learning occurs as stydents volunteer 80 hours (in a services agency or institution which students select). The placement must be approved by course faculty and supervised by agency staff. In the context of this volunteer experience students have opportunity to interact with human service professionals, clients, and communities of diverse culturelethnic heritage and special concerns (age, socio-economic status, lifestyles, developmental/physical abilities, gender, etc.).The course is designed to help students learn about themselves in relation to a possible major or future career in the human services. The three-hour weekly seminar is devoted to discussions which assist students in integrating agency experiences and readings which explore the historical development of social welfare as an institution and the nature and value system of social work as a profession. students will also examine and critique the manner in which social, economic, and political structures impact diverse groups in society. Students will focus on their own responsibilities in society, as well as examine their personal value system in relation to special concerns, such as poverty and the "isms." Distribution: Liberal Arts Perspective: The City Maximum Enrollment: 30 Time: I Room: Murphy Place 7 S WK 4 66-A (full course) SWK 4 6 6 4 (.5course) Instructor Vincent Peters This is a continuation of Field Work I1 -educationallyfocused field placement in a social service agency. Students will spend 15 (or 30) hours per week in field placement, plus one hour per week in a faculty-facilitated supportive seminar held on campus. Evaluations will be made in writing by the field instructor using previously developed contract and social work evaluation forms. Prerequisite: SWK 462 (Field Work 11) Distribution: Liberal Arts Perspective: Maximum Enrollment: Open enrollment for senior social work students Time: I Room: Murphy Place 2 SOC 232-A lnstructoc Rita Weisbrod In American culture, we have gone from nostalgia and romanticism regarding children in the early decades of this century to an increasingly widespread neglect of child welfare. We will examine the social status of children in Western society focusing on understanding problems in the current social relationships of children in American society. Students will develop a journal of their readings and complete an individual project selected from several options, including a child observation assignment or a libray research assignment, and give an oral report to the class followed by a written summary of their findings. Distribution: Liberal Arts Perspective: Maximum Enrollment: 25 Time: 11 Room: Old Main 25 SOC 265-A lnstructoc Jerry Cerasimo The dimensions of racial and minority group relations. Major attention is focused upon prejudice, racism, and the role of self-understanding. (P/N grading only) Distribution: Minority/Women/Urban Studies Liberal Arts Perspective: Intercultural Awareness I Maximum Enrollment: 25 Time: I Room: Foss Center 20 SPA 777-A lnstructoc Cabriela Sweet Beginning Spanish I introduces the student to basic vocabulary and grammar. The emphasis is on spoken Spanish, but secondary goals are to develop reading and writing skills as well. After Interim, students will be prepared to continue with Spanish 112 in the spring. The approach used in class will be proficiency oriented, and grammar explanations will be given as needed to clarify those in the text. Evaluation will include class participation, a test on each chapter, and a written and oral final exam. Distribution: Modern Languages Liberal Arts Perspective: Intercultural Awareness 2 Maximum Enrollment: 25 Time: I Room: Old Main 27 SPC 348-A lnstructoc Deb Bart This course is an advanced television production course which combines studio and field production with special emphasis on post-production editing. Students work in production teams to create and produce a one-hour magazine format news program. Prerequisites: Broadcast Production I or consent of instructor Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I Room: Foss Center 175 (Media classroom) Augsburg is part of a consortium called UMAIE, Upper Midwest Association for Intercultural Education, which offers overseas learning experiences during the Interim. Additional information about the following courses can be obtained from Kathleen Lutfi at the International Programs Office, 620 2 n d Avenue S. (Tel. 33@1655)or from the Interim Office (Tel. 330-1025). Registration for these Interims ends October 29,1993. These courses are offered on a P/Nbasis only and generally cany a lower division number. Ancient Greece:Myth and Monuments Art and Architecture of Ancient Egypt China and Its Artistic Heritage The Church in Brazil: Comforting the Afflicted, Afflicting the Comfortable contemporary European Business and Economic Systems Coral Reefs in The Philippines and Hawaii Cultural Conflict in Renaissance ltaly English School and Family Environmental Issues: East and West Europe and The Rise of Modern Science Hawaii: Cross Cultural Transmission and lntegration Literary Ventures by Train: England and Scotland Nairobi and Arusha: The Tale of the Church in Two Cities The Natural History of the Galapagos Islands and an Ecuadorian Rainforest Post-Colonial Namibia: A land of Liberation and Peace Making Readings of the Bible ReJections in a Clouded Mirror: The Performing Arts and Iapanese Culture Russia, Ukrania and Poland after Communism Social Work and Social Welfare in Sweden Sounds and Sights of Europe Spanish Art and Culture of the Siglo De Oro Work Life in the Information Age: Action Research in Nonoay and Sweden These courses are offered by institutions or groups not connected with Augsburg College, but have been approved for credit by the College. Most cany a tuition cost plus other expenses which are the responsibility of the student. They are offered only on a P/N basis. Fuller descriptions and details for registering are available in the Interim Office. SAILING IN THE VIRGINISLANDS (JANUARY 4 - 20, 1994) HPE 455-A Instructor: Joyce Pfaff Designed for the beginning and intermediate sailor interested in the art and practice of sailboat mising. The course will take the participant to a competent level of sailboat handling (anchoring, mooring, helming, and crewing). The student will live aboard a 43 to 46 foot fixed keel sailboat with 5 to 6 other people and will function as an active crew member. Actual on-thewater instruction will be the major part of the course. Sailing will include mises to the various islands and cays in the British and American Virgin Islands. Snorkeling and windsurfing will be available on an optional basis. Some classes will be held in December prior to leaving for the Virgin Islands in January. The course cost is $2,600, which includes airfare, for Augsburg day students and qualifying 41-4 students. Others will have to pay regular Interim tuition in order to receive academic credit. Prerequisite: Permission from loyce Pfaff of the Health and Physical Education Department (6 12) 330- 1247. Distribution: Lifetime Sports; also one course credit. Graduation Level Skill: Lifetime Sports OUTWARD BOUND HPE 212-A Check for information in thehterim Office on dog sledding and snowshoeing on the Minnesota-Canadian border or for whitewater canoeing and desert camping on the Rio Grande in the December 27 through January 26 period. There is a cost of approximately $1,275 (the Outward Bound organization has some scholarships available). POL 398-A POL 398-A POL 398-A Students are required to take the full three week program (January 3-21). Segments I and I1 meet from January 3 to January 14,1994. Segment I11 meets from January 17 to January 21,1994. Campus liaison is Professor Milda Hedblom. Applications for financial assistance from the college are available i n Memorial Hall 117A; telephone is 33B1197. The following activities are available to students during interim and students may register for these classes as well as for a regular course. These activities do not carry course credit, but do meet the lifetime sports requirement for graduation. HPE 002-A lnstructoc Wayne Niles The form, basic techniques, and practical usage of American Karate, taught by a certified Third Degree M K A Black Belt inshctor. Fee of $30. Distribution: Lifetime Sports Graduation Level Skill: Lifetime Sports Maximum Enrollment: Unlimited Time: 12:OO-1:00 p.m. Mondays, Wednesdays, and Fridays Room: Melby Gym HPE 002-A lnstructoc Brian Ammann Practice and playing of badminton. Grading: P I N only Distribution: Lifetime Sports Graduation Level Skill: Lifetime Sports Maximum Enrollment: 16 Time: I M, W/alternate Fridays (1/3, 1/Sf 1/lo, 1/12, 1 /14, 7/17, 1/19, 1/24, 1/26 - 9 meetings) Room: Melby, north court HPE 002-A lnstructoc Brian Ammann Practice and playing of racquetball. Grading: P/N only Distribution: Lifetime Sports Graduation Level Skill: Lifetime Sports Maximum Enrollment: 8 Time: I T, Th/alternate Fridays (1/4, 1/6, 1/7,1/7 1,1/13, 1/78, 1/20, 1/2 1, 1/25 - 9 meetings) Room: Melby, north court HPE 002-A lnstructoc leff Swenson Grading: P/N only Distribution: Lifetime Sports Graduation Level Skill: Lifetime Sports Maximum Enrollment: 15 Time: I M, W,F - all term Room: Melby, weight room HPE 002-A lnstructoc ]eff Swenson Grading: PIN only Distribution: Lifetime Sports Graduation Level Skill: Lifetime Sports Maximum Enrollment: 15 Time: I1 M, W,F -all term Room: Melby, weight room A ACADEMIC CALENDAR A INFORMATION SESSIONS A TUITIONAND FEES A CLASSSCHEDULES Academic Calendar.....................................................................................2 ..................................................................3 1993-1994Tuition and Fees ................ Show more A ACADEMIC CALENDAR A INFORMATION SESSIONS A TUITIONAND FEES A CLASSSCHEDULES Academic Calendar.....................................................................................2 ..................................................................3 1993-1994Tuition and Fees ........................................................................4 Program Information Sessions General Education Guidelines .................................................................. 5 Graduation Requirements ......................................................................... 6 Class Schedule, Fall 1993-1994..................................................................7 Class Schedule, Winter 1993-1994...........................................................ll Class Schedule, Spring 1993-1994.. .........................................................15 NOTE: Class schedule changes may occur after this schedule is published. Students should consult the course list each term for the most current schedule of classes. Fa12 Trimester Winter Trimester Spring Trimester Aue 27 Dec 3 Mar 14 Applicant File Completion Deadline Sept 3 Dec 17 Mar 28 New Student Orientation Sevt 11 Tan 3 Aur 4 Registration Begins Ends June 4 July 30 Oct 29 Nov 24 Jan 28 Feb 28 Payment & Registration Conhation Mail Deadline Aug 27 New StudentsIMake-up Sept 11 Dec 17 Jan 3 Mar 25 Apr 4 Classes Begin Jan 7-9 Apr 8-10 Application Deadline Sept 17-19 Last Day to Add or Drop Class Without Record Notation Sept 19 Jan 9 Apr 10 Last Day to Change Grade Option Oct 31 Feb 13 Mav 23 Last Day to Drop a Class Nov 15 Feb 21 Tune 6 Classes End Dec 10-12 Mar 25-27 Tun 24-26 Final Grades Due Dec 20 Apr 4 July 5 Classes Meet Sept 17-19 Oct 1-3 Oct 15-17 O d 29-31 Nov 12-14'' Nov 19-21 Dec 3-5, Dec 10-12 Jan 7-9* Jan 14-16 Jan 28-30 Feb 11-13* Feb 18-20 Mar 14-6 Mar 18-20* Mar 25-27 Apr 8-10 Apr 22-24 May 6-8 May 2@221Y June 3-5 June 17-1Y June 24-26 + One week between classes ** Classes scheduled on Sunday, May 22, will meet Monday night, May 23,from 6-10 p.m. to allow students to participate in graduation ceremonies. The college reserves the right to change one or more of the above dates should it be necessay. In such cases, suficient adwnce notice will be given. Program Information Sessions Adults who are interested in Augsburg Weekend College are encouraged to attend one of the information sessions that are scheduled throughout the year These information sessions are free of charge and are approximately two hours in length. Please call the Weekend College Ofice (330-1782) to receive further details on these information sessions or to sign up for one of the following dates: For Fall Trimester, 1993-1994 -- Tuesday, May 25 Saturday, June 12 Tuesday, June 29 Saturday, July 17 For Winter Trimesteq 1993-1994 Tuesday, October 12 Saturday, November 13 For Spring Trimester, 1993-1994 Tuesday, January 25 Saturday, February 26 For more information write or call: Augsburg Weekend College Office Augsburg College 731 21st Avenue South Minneapolis, Minnesota 55454 Phone: 6121330-1782 FAX. 6121330-1649 - 5:30 p.m. 9:00 a.m. 1993 - 1994 Tuition and Fees Application Fee (payable once, non-refundable) Tuition (per course) ($221.25 per semester credit) Tuition (per summer course; 1993) Activity Fee (per trimester) Audit a Course Lifetime Sports: Fee for course Fee for Assessment of Previous Learning Nursing Clinical Fee Student Teaching Fee (per course) Late Fee (per day) Registration change after first class meeting (cancel/add/change grade option, or combination at one time) Transcript Fee (first is free, per copy after first) Finance Charge: A finance charge is applied at a simple rate of 1%per month on any account with an open balance of 30 days or more. Augsburg College resmes the right to adjust charges should economic conditions necessitate. General Education Guidelines Students who entered Augsburg during the 1991-1992academic year and transferred in seven or more Augsburg course equivalents will follow the General Distribution requirements; students who transferred in less than seven Augsburg course equivalents will follow the Liberal Arts Perspectives along with the requirements for their major. Students who entered Augsburg during the 1992-1993academic year and transferred in 16 or more Augsburg course equivalents will follow the General Distribution requirements; students who transferred in less than 16 Augsburg course equivalents will follow the Liberal Arts Perspectives along with the requirements for their major. Students who entered Augsburg during the 1993-1994academic year and transferred in 25 or more Augsburg course equivalents will follow the General Distribution requirements; students who transferred in less than 25 Augsburg course equivalents will follow the Liberal Arts Perspectives along with the requirements for their major. A list of courses that fulfill Liberal Arts Perspectives is made available with registration materials or may be obtained from the Registrar's office. Graduation Requirements Each student must apply for graduation at the time specified by the Registrar. Application forms are available in the Registrar's Office. All degree and course requirements must be completed and verified in the Registrar's Office prior to the anticipated date of graduation (there may be no incompletes or open courses on the academic record). 1. Students under general education distribution requirements must complete 35 courses? 2. Students under Liberal Arts Perspectives requirements will follow the guidelines listed below: If you matriculated at Augsburg between September 1,1991, and December 31,1992, you must complete 34 courses: meet the full Liberal Arts Perspectives requirements, Entry Level Skills Assessments, and Graduation Skills Requirements. If you matriculated at Augsburg on or after January 1,1993, and transferred fewer than 14 Augsburg equivalent courses, you must complete 33 courses: meet the full Liberal Arts Perspectives requirements, Entry Level Skills Assessments and Graduation Skills Requirements. If you matriculated at Augsburg on or after January 1,1993, and transferred in 14 or more courses, you must complete 33 courses, meet the advanced-transfer Liberal Arts Perspectives, Entry Level Skills Assessments, and Graduation Skills Requirements. At least 11 course credits must be Uppe~Division, numbered in t he 300s or 400s. Included in the number of courses requiredfirgraduation must be the completion of a major. Fall Trimester 1993-1994 Friday Evening, 6:00-9:30 ART 240 BIO BUS BUS BUS BUS CSC ECO EDE 102 242 355 362 391 271 112 350 EDE 379 EDE 382 EDS EDU EDU ENG ENG GST HPE NUR NUR NUR PHI PHI PHY PSY PSY PSY REL REL SOC SOC SPC SPC S W 350 210 264 331 271 140 114 305 350 403 230 350 101 105 361 399 356 472 231 265 111 345 260 Art History Survey Biological World* Principles of Management Marketing Communications International Business Business Law Cobol Principles of Macroeconomics Creating Learning Environments:Kindergarten-Elementary (9117-11/12) 5 Kindergarten-Elementary Curriculum: Art (9117-10115) 2.5 Kindergarten-Elementary Curriculum: Mathematics (10129-12/10) .5 Reading in the Content Areas (9117-11/12) .5 Learning and Development in an Educational Setting Orientation to Education in an Urban Setting (9117-11/12) .5 British Literature: Medieval to Elizabethan European Literature: Homer to Dante Introduction to Liberal Arts (9117-11112) .5 Safety Education (9117- 11/12) .5 Contemporary Nursing I: Communication * Introduction to Nursing Research Contemporary Nursing 111: Families Logic Philosophy of Religion (same as REL 350) Astronomy * Principles of Psychology Personality Psychology Internship History of Religions Theology of Paul Family Systems: A Cross Cultural View Culture: Ethnicity, Gender and Race Public Speaking Organizational Communication Humans Developing Saturday Morning, 8:30-1200 BIO 103 Human Anatomy and Physiology * BUS 221 Principles of Accounting I BUS BUS CHM CSC ECO ECO ECO EDE EDE 331 391 100 330 112 113 313 377 387 EDE 388 EDE 389 ENG ENG ENG INS MAT MAT MIS MIS PHI POL PSY REL REL SOC SPC SWK 111 227 245 232 103 124 175 279 110 342 381 221 440 211 355 463 Financial Management Business Law Chemistry for Changing T i e s Theory of Computation Principles of Macroeconomics Principles of Microeconomics Intermediate Microeconomics Kindergarten-Elementary Curriculum: Science (9/1&10/16) -25 Kindergarten-Elementary Curriculum: Language Arts (10/30-12/11) .5 Kindergarten-Elementary Curriculum: Health (11/20-12/11) .25 Kindergarten-ElementaryCurriculum: Physical Education (9/18-11/13) .5 Effective Writing Journalism Introduction to Literature African American Experience in America Basic Mathematics (no credit toward graduation) * Calculus I Computer for Business, Economonics and MIS Quantitative Methods for Business, Economics and MIS Introduction to Philosophy Mass Communications in Society Psychology in Historical Perspective Biblical Studies Varieties of Christian Spirituality Human Community and the Modem Metropolis Small Group Communication Community Organization and Development Saturdav Afternoon, 1:15-445 BIO BUS BUS BUS BUS BUS BUS CSC ECO EDE EDS EDU EDU The Biology of Aging Principles of Accounting I Principles of Accounting I1 Principles of Management Principles of Marketing Managerial Cost Accounting Human Resource Management Structured Programming Intermediate Macroeconomics Kindergarten-ElementaryCurriculum: Music (11/20-12/11) .25 Creating Learning Environments: Secondary Orientation to Education in an Urban Setting (10/3@12/11) .5 Media Technology (9/18-11/13) .5 ENG ENG HIS HPE PHI POL POL REL REL SOC SOC SPC SWK SWK 251 350 103 116 120 160 342 111 370 121 375 354 257 466 Readings in America Literature American Literature to 1920 The Modern World Health Concepts for Educators (10/3&12/11) .5 Ethics World Politics Mass Communications in Society Introduction to Theology American Indian Spirituality and Philosophical Thought Introduction to Human Society Social Psychology Interpersonal Communication Exploring Human Services Field Work 111 Sunday Afternoon, 1:15-445 ART 132 Photography BUS 252 Principles of Marketing BUS 322 Accounting Theory & Practice ECO 313 Intermediate Microeconomics EDE 351 Techniques for Teaching Reading EDE 495 Topics: Kindergarten-ElementaryInterdisciplinary StudiesISocial Studies (9119-11114) .5 EDU 388 Human Relations (10-31-12112) .5 ENG 225 Intermediate Expository Writing HPE 115 Health and Chemical Dependency Education (10131-12/12).5 HPE 482 Coaching Theory of Sport INS 233 Women in Cross-Cultural Perspective MIS 175 Computers for Business, Economics, and MIS MIS 279 Quantitative Methods for Business, Economics and MIS MIS 375 Management Information Systems in Organizations REL 441 Feminism and Christianity SOC 265 Culture: Ethnicity, Gender, Race SPA 111 Beginning Spanish I SWE 111 Beginning Swedish I SPC 352 Persuasion SWK 361 Social Response to Human Needs To Be Arranged EDE 263 Kindergarten-ElementaryClinical Experiences .5 EDS 252 Clinical Experience .5 Evening Classes (meet weekly, September 8 through December 16) CSC CSC ECO ENG EDS EDS EDS HPE MIS PHY POL POL POL SPA 145 Computing for the Liberal Arts, Thurs 6-9 pm 340 Digital Communication and Computer Networks, Thm 6-9 pm 414 Labor Economics, Tues 6-9 pm 345 Introduction to English Language, Tues 6-9 pm 364 English Methods, Thurs 4:50-8:00 pm 366 Foreign Language Methods, Thurs 4:50-8:00 pm, .5 374 Natural Science Methods, Thurs 4:50-8:00 pm .5 002 Racquet Sports, Tues 5:30- 7:30 pm (9121, 9/28, 10/5,10/12,10/19,10/26) Intermediate Quantitative Methods for Business, Economics 479 and MIS, Thurs 6-9 pm 116 Introduction to Physics, Thurs 6-9 pm 325 Public Administration, Thurs 6:30-9:30 pm 370 Constitutional Law, Tues 630-930 pm 421 Topics in American Politics, Wed 690-9:30 pm 111 Beginning Spanish I, 6-9 pm, evenings TBA Student Teaching (Prereq: Approval and Placement by Education Dept.) * ** EDE EDE EDE EDE EDE EDE EDE EDE EDE EDE EDS EDS EDS EDS 481A K Student Teaching 481B K-El Student Teaching 481C El Student Teaching 482A K Student Teaching 482B K-El Student Teaching 482C El Student Teaching 48341 K Student Teaching 483B K-El Student Teaching 4 8 X El Student Teaching 484 El Student Teaching 481 Student Teaching 482 Student Teaching 483 Student Teaching 484 Student Teaching * Extra class or lab sessions required *Additionalclinicalfee required Winter Trimester 1993-1994 Friday Evening, 6:OO-9:30 ART BUS BUS BUS BUS BUS CSC ECO EDE 102 242 252 331 340 391 345 113 364 EDE 495 EDS EDU ENG HPE MUS NUR NUR PHI PHY POL PSY PSY REL REL SOC SOC SPC SWK SWK 477 341 226 116 130 306 310 380 106 122 105 373 263 343 121 265 354 260 363 Design Principles of Management Principles of Marketing Financial Management Human Resource Management BusinessLaw Principles of Computer Organization Principles of Microeconomics Kindergarten-Elementary Curriculum:InterdisciplinaryStudies (3143125) .25 Topics: Kindergarten-ElementaryCurriculum: Language Arts/Childrenls Literature School and Society Media Technology (117-2/18) .5 Introduction to Creative Writing Health Concepts for Educators (2111-3/25) .5 Introduction to Music in the Fine Arts Contemporary Nursing I1 Community Health Nursing Ethics of Medicine and Health Care Introductory Meteorology Metropolitan Complex Principles of Psychology Organizational Psychology World Justice and Hunger Theology of Marriage Introduction to Human Society Culture: EthnicityIGender and Race Interpersonal Communication Humans Developing Methods and Skills of Social Work Saturday Morning, 8:30-12:OO BIO BUS BUS BUS BUS BUS CSC 231 221 222 352 425 433 320 The Biology of Women Principles of Accounting I Principles of Accounting I1 Marketing Research and Analysis Advanced Accounting Financial Theory: Policy and Practice Algorithms ECO ECO ECO EDE EDE 112 313 318 351 376 EDE EDE EDU EDU ENG ENG INS MAT POL 379 382 264 388 223 438 320 104 342 B Y 105 REL 353 REL 363 SPC 111 SPC 355 SWK 465 Principles of Macroeconomics Intermediate Microeconomics Management Science Techniques of Teaching Reading Kindergarten-Elementary Curriculum: Social Studies (118-1/29) .25 Kindergarten-Elementary Curriculum: Art (118-1129) .25 Kindergarten-ElementaryCurriculum: Math (2112-3126) .5 Orientation to Education in an Urban Setting (2112-3126) .5 Human Relations (21123126) .5 Writing for Business and the Professions Shakespeare American Indian Women Intermediate Algebra (no credit toward graduation) Mass Communications in Society Principles of Psychology Denominations and Religious Groups Religion in America Public Speaking Small Group Communication Social Policy Saturday Afternoon, 1:15-4:45 BUS BUS BUS BUS CSC ECO ECO ECO EDE 222 252 323 465 210 113 312 415 350 EDE EDS EDU ENG ENG HIS HPE MAT MIS MIS PHI 377 375 370 245 351 222 115 121 175 279 120 Principles of Accounting I1 Principles of Marketing Accounting Theory & Practice I1 International Management Data Structures Principles of Microeconomics Intermediate Macroeconomics Managerial Economics Creating Learning Environments: Kindergarten-Elementary (118-2119) .5 Kindergarten-ElementaryCurriculum: Science (118-1129) .25 Social Studies Methods (2112-3126) .5 Classroom Management (118-2119) .5 Introduction to Literature American Literature since 1920 U.S. History since 1877 Chemical Dependency Education (2112-3126)-5 Finite Mathematics Computers for Business, Economics and MIS Quantitative Methods for Business, Economics and MIS Ethics PSY REL REL SPA SPC SPC SWK SWK 362 Behavior Disorders 111 Introduction to Theology XXX Upper division -to be announced 111 Beginning Spanish I * 329 Intercultural Communication 351 Argumentation 364 Field Work1 469 Field WorkIV Sunday Afternoon, 1:15-445 ART BUS BUS BUS ECO EDE EDU EDE EDE EDE ENG FRE GER HIS HPE HPE INS MIS MIS REL SOC SPA SPA SWE SWK 118 Painting 242 Principles of Management 326 Tax Accounting 440 Operations Management 315 Money and Banking 375 Discovery in the World of Kindergarten (2113-3127) .5 282 Introduction to Special Education 380 Kindergarten-Elementary Curriculum: Music (119-1130) .25 388 Kindeqarten-Elementary Curriculum: Health (316-3127) .25 389 Kindergarten-Elementary Curriculum: Physical Education (119- 2/20) .5 111 Effective Writing 111 Beginning French I * 111 Beginning German I * 102 The Shaping of Western Civilization 114 Safety Education (2113-3127) .5 353 Kinesiology & Physiology 105 Introduction to American Indian Studies 175 Computers for Business, Economics and MIS 475 Systems Analysis and Design 221 Biblical Studies 375 Social Psychology 111 Beginning Spanish I * 112 Beginning Spanish I1 * 112 Beginning Swedish I1 * 260 Humans Developing To Be Arranged EDE EDS HPE REL 263 252 489 366 Kindergarten-Elementary Clinical Experiences .5 Clinical Experience .5 Coaching Practicum .5 The Church and Social Change in Latin America Tentative trip date to Mexico: January 1522 - - - - -- - - Meets Weekly, WEC Winter Trimester, Jan 7- March 30 ENG HPE NUR SPA 337 002 423 112 British Literature: Romantic to Victorian, Tues 6-9 pm Lifetime Fitness, Thurs 5:N-7:N pm, 8 weeks Pradicum in Nursing I, Thurs 6-9 pm Beginning Spanish 11, Thurs, 6-9 pm Meets weeklapring Day Schedule Jan 31-May 19 ART ENG ENG ENG ENG ENG HIS 225 101 216 341 399 480 370 Communication Design, Tues 6-9 pm Developmental Writing, Tues 6-9 pm American Indian Literature, Wed 6:N-9:30 pm Advanced Creative Writing, Wed 6-9 pm Internship (DevelopmentalWriting), Tues 6-9 pm Criticism, Thurs 6-9 pm The Late Middle Ages to 1560, Wed 6-9 pm student Teaching W e q : Approval and Placement by Education Dept) * " EDE EDE EDE EDE EDE EDE EDE EDE EDE EDE EDS EDS EDS EDS 481A K Student Teaching 481B K-El Student Teaching 481C El Student Teaching 48241 K Student Teaching 482B K-El Student Teaching 482C El Student Teaching 483A K Student Teaching 483B K-El Student Teaching 483C El Student Teaching 484 El Student Teaching 481 Student Teaching 482 Student Teaching 483 Student Teaching 484 Student Teaching * Extra class or lab sessions required *Additionalclinical fee required Spring Trimester 1993-1994 Friday Evening, 6:OO-10:OO ART BUS BUS BUS CSC EDE 290 242 270 466 445 350 EDE 376 EDE EDS EDU ENG ENG HPE MUS 380 353 388 272 361 114 272 MUS 472 NUR NUR POL PHI PHY PSY REL REL SOC SPC SPC SWK 330 404 158 241 101 105 111 XXX 121 111 480 260 Tribal Arts and Culture Principles of Management Business Ethics International Marketing Operating Systems and Computer Architecture Creating Learning Environments: Kindergarten-Elementary (418-5120) .5 Kindergarten-Elementary Curriculum: Social Studies (613-6124) .25 Kindergarten-Elementary Curriculum: Music (418-516) .25 Creating Learning Environments Human Relations (418-5120) .5 European Literature: Renaissance to Modern Modern Fiction Safety Education (418-5120) .5 Human Identity through the Creative Arts (meets concurrently with MUS 472) Human Identity through the Creative Arts (meets concurrently with MUS 272) Trends and Issues in Nursing Contemporary Nursing IV:Leadership and Management * ** Political Patterns and Processes History of Philosophy Astronomy* Principles of Psychology Introduction to Theology Upper Division to be announced Introduction to Human Society Public Speaking Publication/ Promotional Communication Humans Developing Saturday Morning, 8:OO-1200 BIO BUS BUS BUS CHM 101 252 331 391 100 Human Biology Principles of Marketing Financial Management BusinessLaw Chemistry for Changing T i e s CSC 450 Principles of Programming Languages ECO 113 Principles of Microeconomics ECO ECO EDE EDE EDS EDU ENG ENG HIS HPE MAT MIS PHI POL PSY REL REL SOC SPC SWK SWK 313 318 351 377 350 341 111 423 104 115 114 175 125 342 485 231 339 211 351 461 467 Intermediate Microeconomics Management Science Techniques for Teaching Reading Kindergarten-Elementary Curriculum: Science (419-517) .25 Reading in the Content Areas (5121-61251 .5 Media Technology ( 419-5121) .5 Effective Writing British Novel The Modern Non-Western World Chemical Dependency Education (419-5121) .5 Elementary Functions * Computers for Business, Economics and MIS Ethics and Human Identity Mass Communication in Society Counseling Psychology Religion in African American History Television and Religion Human Community and the Modern Metropolis Argumentation Advanced Methods and Skills of Social Work Social Worker as Professional Saturday AÂ£ternoon, 1:OO-500 BIO BUS BUS BUS BUS CSC ECO ECO ECO EDE EDE EDU ENG ENG INS MIS PSY REL REL SOC SOC 105 221 222 355 438 170 112 311 360 379 386 264 223 245 260 370 493 221 345 231 349 Biology and Society Principles of Accounting I Principles of Accounting I1 Marketing Communications Investments Structured Programming Principles of Macroeconomics Public Finance International Trade and Finance Kindergarten-Elementary Curriculum: Art (614-6125) .25 Children's Literature (419-5121) 5 Orientation to Education in an Urban Setting (419-5121) .5 Writing for Business & Professions Introduction to Literature Contemporary American Indians Advanced Computing for Business, Economics and MIS Psychology Seminar Biblical Studies Lutheran Heritage Family Systems: A Cross Cultural View Complex Organizations SPA 112 Beginning Spanish I1 * SPC 352 Persuasion SWK 462 Field Work I1 Sunday Afternoon, 1:OO-500 ART 250 Ceramics BUS BUS BUS EDE 242 423 450 364 EDE 375 EDE 388 EDE 389 ENG 225 FRE 112 GER 112 HPE 116 INS 233 MAT 131 MIS 279 MIS 476 REL 221 REL 483 SOC 265 SPA 112 SPA 211 SWK 365 Principles of Management Auditing Marketing Management Kindergarten-Elementary Curriculum: Interdisciplinary Studies (4110-518) 2.5 Discovery in the World of Kindergarten (5122-6126 ) .5 Kindergarten-Elementary Curriculum: Health (4110-518) .25 Kindergarten-Elementary Curriculum: Physical Education (51224126) .5 Intermediate Expository Writing Beginning French I1 * Beginning German I1 * Health Concepts for Educators (4110-5122) .5 Introduction to Women's Studies Math for the Liberal Arts Quantitative Methods for Business, Economics and MIS Information Systems Projects Biblical Studies ChristianEthics Culture: Ethnicity, Gender and Race Beginning Spanish I1 * Intermediate Spanish * Quantitative Methods and Program Evaluation To Be Arranged EDE EDS NUR NUR 263 252 311 427 K-El Clinical Experience .5 Clinical Experience .5 Community Health Nursing I1 * ** Practicum in Nursing I1 * Meets Evenings HPE 002 Lifetime Fitness, Thurs pm, meets weekly for eight weeks HPE 475 Prevention and Care of Athletic Injuries (Thurs., 6-10 pm 4/14,4/28,5/12,5/19) .5 Student Teaching (Prereq:Approval and Placement by Education Dept) * ** EDE 481A K Student Teaching EDE 481B K-El Student Teaching EDE 481C El Student Teaching EDE 482A K Student Teaching EDE 482B K-El Student Teaching EDE 482C El Student Teaching EDE 483A K Student Teaching EDE 4838 K-El Student Teaching EDE 4 8 X El Student Teaching EDE 484 El Student Teaching EDS 481 Student Teaching EDS 482 Student Teaching EDS 483 Student Teaching EDS 484 Student Teaching * Extra class or lab sessions required *Additional clinical fee required Augsburg College does not discriminate on the basis of race, creed, national or ethnic origin, age, marital status, sex or handicap as required by Title IX of the 1972 Education Amendments or Section 504 of the Rehbilitation Act of 1973, as amended, in its admission policies, educational programs, activities and employment practices F ISupplement -- Academic Calendar Infbrmation Sessions -- Tuition and Fees Class schedules 1992 - 1 9 9 3 SUPPLEMENT - -. i Table of Contents ACADEMIC CmENDAR .................................. Page 2 PROGRAM INFORMATION SESSIONS .............. Page 3 1992 .1993 TUITION AND FEES ..... Show more F ISupplement -- Academic Calendar Infbrmation Sessions -- Tuition and Fees Class schedules 1992 - 1 9 9 3 SUPPLEMENT - -. i Table of Contents ACADEMIC CmENDAR .................................. Page 2 PROGRAM INFORMATION SESSIONS .............. Page 3 1992 .1993 TUITION AND FEES ........................ Page 4 CLASS SCHEDULE, FALL 1992-1993 .................. Page 5 CLASS SCHEDULE, WINTER 1992-1993 .............Page 8 CLASS SCHEDULE. SPRING 1992-1993 ............ Page 12 NOTE: Class schedule changes may occur afier this schedule is published . Students should consult the course list each term for the most current schedule of classes. 3/92/6M Augsburg Weekend College 1992 - 1993 Academic Calendar Fall Winter Trimester Spring Trimester Nov 30 Mar 15 Applicant File Completion Deadline Aug 24 Dec 14 Mar 30 New Student Orientation Aug 29 4 r3 Trimester Application Deadline Aug 17 Jan 2 Class Scheduling (course selection) Begins: J ~6Y Oct 23 Ends: Aug 1 Nov 24 Jan 29 Mar 1 Registration (schedule c o d m a t i o n ) Mail Deadline Aug 21 Dec 11 New Students/ Aug 29 Jan 2 Make-up Mar 25 4 r3 Classes Begin Apr 16-18 Sept 11-13 Jan 8-10 Last Day to Add or Drop Class Without Record Notation Sept 13 Jan 10 Apr 18 Last Day to Change Grade Option Oct 25 Feb 14 May 23 Last Day to Drop a Class Nov 22 Mar 14 June 6 Classes End Dec 4-6 Mar 26-28 June 18-20 Final Exams Dec 11-13 Apr 2-4 June 25-27 Apr 13 J ~5Y Jan 8-lo Jan 15-17 Jan 29-31 Feb 12-14 Feb 26-28 Mar 12-14 Mar 26-28 Apr 2-4 Apr 16-18 Apr 30-May 2 May 14-16 May 21-23 June 4-6 June 18-20 June 25-27 Final Grades Due Dec 21 Classes Meet Sept 11-13 Sept 25-27 Oct 9-11 Oct 23-25 Nov 6-8 Nov 20-22 Dec 4-6** Dec 11-13 * C1assc.s in Sping Trimester will be four hours in Iengh instead of three and one-half hour^. Seepage 13for exact timw. ** One week between clmes. Program Information Sessions Adults who are interested in Augburg Weekend College are encouraged to attend one of the information sessions that are scheduled throughout the year. These information sessions are free of charge and are approximately two hours in length. Please call the Weekend College Office (330-1652) to receive fUrther details on these information sessions or to sign up for one of the following dates: For Fall Trimester, 1992-1993 Saturday, May 16 Tuesday, June 9 Saturday, June 20 Thursday, July 9 Saturday, July 18 Saturday, August 1 For Winter Trimester, 1992-1993 Saturday, October 10 Saturday, November 7 Saturday, November 2 1 For Spring Trimester, 1992-1993 Saturday, February 6 Tuesday, February 16 Saturday, February 27 For more information write or call: Augsburg Weekend College Office Augsburg College 731 21st Avenue South Minneapolis, Minnesota 55454 Phone: 612/330-1652 FAX: 612/330-1649 1992 - 1993 Tuition and Pees $15.00 Application Fee (payable once, non-refundable) Tuition (per trimester course) $825.00 (one course is 6 quarter credits or 4 semester credits) Tuition (per summer course, 1992) $650.00 Activity Fee (per trimester) $7.00 Audit a Course $412.50 Lifetime Sports: Fee for course Fee for Assessment of Previous Learning $100.00 $50.00 Nursing Clinical Fee $150.00 Student Teaching Fee (per course) $300.00 Late Fee (per day) $50.00 Five working days after registration (schedule confirmation) are allowed to complete late registrations. Per day fee is charged to any student registering after the scheduled registration date. Late registration also includes incomplete registration as defined: a) unsigned registration form; b) unapproved payment plan. Registration change after first class meeting $5.00 (cancel/add/change grade option, or combination at one time) Transcript Fee (first is fiee, per copy afier ht) $2.00 Finance Charge: A finance charge is applied at a simple rate of 1%per month on any account with an open balance of 30 days or more. 1992-1993Class Schedule Fall Trimester Friday Evening (6:OO - 9:30) t ART 352 Women and Art t BIO 102 The Biological World* BUS BUS BUS BUS t CSC t ECO EDE EDE EDE EDE EDS t EDU t ENG t ENG t MAT MUS NUR NUR NUR t PHY t PSY PSY t REL t SOC t SOC SPC SPC t SWK 242 355 362 391 340 112 350 379 382 387 350 264 245 271 131 130 305 350 403 101 105 493 356 265 231 111 495 260 Principles of Management Marketing Communications International Business BusinessLaw Digital Communications and Computer Networks Principles of Macroeconomics Creating Learning Environments (9/11-11/6) (.5) K-El Art Methods (9/11-10/9) (.25) K-El Math Methods (10/23-12/11) (.5) K-El Language Arts (10/23-12/11) (.5) Reading in the Content Areas (9/11-11/6) (.5) Orientation to Education (9/11-11/6) (.5) Introduction to Literature European Literature: Homer to Dante Math for the Liberal Arts * Introduction to Music in the Fine Arts Contemporary Nursing I: Communication * Introduction to Nursing Research Contemporary Nursing III:Families * Astronomy * Principles of Psychology Seminar History of Religions Culture: Ethnicity, Gender and Race Family Systems: A Cross Cultural View Public Speaking Topic: Self and the Organization Humans Developing Saturday Morning (8:30 BIO BUS BUS BUS t CHM CSC t ECO t ECO ECO EDE EDE EDE EDE ENG 103 221 222 391 109 330 112 113 3 13 376 377 388 389 111 - 12:OO) Human Anatomy and Physiology * Principles of Accounting I Principles of Accounting II BusinessLaw General Organic and Biological Chemistry * Theory of Computation Principles of Macroeconomics Principles of Microeconomics Intermediate Microeconomics K-El Social Studies Methods (10/24-11/21) (.25) K-El Science Methods (9/12-10/10) (.25) K-El Health Methods (9/12-10/10) (.25) I<-El Physical Education Curriculum (10/24-11/21) (.25) Effective Writing Student Teaching (Prereq.: Approval and Placement by Ed. Dept.)* * * EDE EDE EDE EDE EDE EDE EDE EDE EDE EDE EDS EDS EDS EDS 481 481 481 482 482 482 483 483 483 484 481 482 483 484 K Student Teaching K-EL Student Teaching EL Student Teaching K Student Teaching K-EL Student Teaching EL Student Teaching KStudent Teaching K-EL Student Teaching EL Student Teaching EL Student Teaching Student Teaching Student Teaching Student Teaching Student Teaching Extraclass or hb sessions required. Additional clinicalfee required. t These coulses have been approved by the Augsburg General Education Committee as meeting the newLiberal Arts Perspectives. See the 1991-1993 Ausgburg catalog for more information about the Liberal Arts Perspectives. Students entering Augsburg in 1992-1993 and transferring less than 1 6 Augsburg course equivalents will complete Liberal Arts Perspectives along with their approved major program. Students who entered Augsburg during the 1991-1992 academic year and transferred less than seven Augsburg course equivalents are also required to complete the new Liberal Arts Perspectives. Winter Trimester Friday Evening (6:OO- 9:30) t t t t t t ART BUS BUS BUS CSC ECO EDE EDE EDE EDE EDU ENG ENG ENG INS NUR NUR PHY POL PSY PSY REL SOC SPC SWK 224 242 252 3 31 450 112 382 387 388 389 341 111 225 245 320 306 310 106 122 105 373 343 121 354 260 Publication Design Principles of Management Principles of Marketing Financial Management Principles of Programming Languages Principles of Macroeconomics K-El Math Methods (1/8-2/26) (.5) K-El Language Arts (1/8-2/26) (.5) K-El Health Methods (3/12-4/2) (.25) K-El Physical Education Methods (1/8-2/26) (.5) Media Technology (1/8-2/26) (.5) Effective Writing Intermediate Expository Writing* Introduction to Literature American Indian Women Contemporary Nursing IT:Paradigms in Nursing * Community Health Nursing I * Introductory Meteorology * Metropolitan Complex Principles of Psychology Organizational Psychology Theology of Marriage Introduction to Human Society Interpersonal Communication Humans Developing Saturday Morning (8:30 - 12:OO) BIO 101 BUS 221 BUS 222 BUS 340 BUS 352 BUS 391 BUS 433 CHM 110 CSC 272 t ECO 112 ECO 3 13 ECO 3 18 EDE 351 EDE 379 t EDU 264 EDU 388 ENG 111 ENG 282 ENG 327 MAT 104 MIS 175 Human Biology Principles of Accounting I Principles of Accounting 11 Human Resource Management Marketing Research and Analysis Business Law Financial Theory: Policy and Practice General Organic and Biological Chemistry * Unixand C Principles of Macroeconomics Intermediate Microeconomics Management Science Techniques of Teaching Reading K-El Art Methods (1/9-1/30) (.25) Orientation to Education (1/9-2/27) (.5) Human Relations (2/13-4/3) (.5) Effective Writing * Topics: Grow Old With Me Advanced Journalism: Interviewing and Editing Intermediate Algebra * (no credit) Computers for Business, Economics &MIS MIS NUR t POL/ SPC tPSY t REL t REL SPC SPC SWK SWK 279 Quantitative Methods fbr Business, Economics and MIS 404 Contemporary Nursing W * 342 Mass Communications in Society 105 363 471 222 352 363 465 Principles of Psychology Religion in America Jesus and His Interpreters Intro to Theatre A m Persuasion Basic Methods (by demand) Social Policy: Analysis and Development Saturday Afternoon (1:15 222 252 323 368 465 345 113 415 350 377 386 353 477 351 438 282/ 482 t HIS 222 HPE 115 BUS BUS BUS BUS BUS CSC ECO ECO EDE EDE EDE EDS EDS ENG ENG ENG MAT MAT MIS t PHI PSY t REL REL t SOC t SPA t SPC SPC SWK SWK 121 171 376 125 351 221 263 121 112 329 351 364 466 Principles of Accounting 11 Principles of Marketing Accounting Theory and Practice II Responding to the Challenges of Japan International Management Principles of Computer Organization Principles of Microeconomics Managerial Economics Creating Learning Environments (2/13-4/3) (.5) K-El Science Methods (1/9-1/30) (.25) Children's Literature (2/13-4/3) (.5) Creating Learning Environments School and Society American Literature Since 1920 Shakespeare Topics: Women and Fiction U.S. History Since 1877 Health and ChemicalDependency Education @ I S ) (1/30-3/27) (.5) Finite Mathematics * Discrete Mathematics * Project Management Ethics and Human Identity Developmental Psychology - Child Biblical Studies World Justice and Hunger Introduction to Human Society Beginning Spanish II * Intercultural Communication Argumentation Field Work I (by demand) Field Work III Sunday Afternoon (1:15 ART BUS BUS BUS - 445) - 445) 106/306 Calligraphy 242 Principles of Management 326 Tax Accounting 440 Operations Management t ECO 113 Principles of Microeconomics ECO 312 ECO 313 ECO 315 EDE 282 EDE 364 EDE 375 EDE 376 EDE 380 EDS 374 EDS 375 ENG 336 t FRE 111 t GER 111 HPE 114 HPE 353 INS 232 MIS 175 MIS 475 t NOR 111 t REL 111 t SOC 265 t SPA 111 t SPA 112 Intermediate Macroeconomics Intermediate Microeconomics Money and Banking Introduction to Special Education InterdisciplinaryStudies (3/14-4/4) (.25) Discovery in the World of Kindergarten (2/14-4/4) (.5) K-El Social Studies Methods (1/10-1/31) (.25) K-El Music Methods (1/10-1/31) (.25) Natural Science Methods (1/10-2/28) (.5) Social Studies Methods (1/10-2/28) ( . 5 ) British Literature: 17th & 18th Centuries Beginning French I * Beginning German I* Health and S&ty Education (E/S) (1/10-2/28) (.5) Kinesiology and Physiology of Exercise Afiican American Experience Computers for Business, Economics and MIS Information Systems Analysis and Design Beginning Norwegian 1* Introduction to Theology Culture: Gender, Ethnicity and Race Beginning Spanish I * Beginning Spanish II * Day Schedule Evening Courses ECO 413 Labor Economics (meets Feb. - May, Tuesdays 6-9) ENG 101 DevelopmentalWriting (meets Feb. - May, Tuesdays 6-9) Lifetime Sports HPE 002 Lifetime Fitness (meets weekly for 8 weeks) To be Arranged BUS EDE EDS HPE 299/399 Internship 363 Clinical Experience (.5) 352 Clinical Experience (.5) 489 Coaching Practicum (.5) Mexico Travel Seminar - Center for Global Education REL 366 The Church and Social Change in Latin America Feb. 21-28 Student Teaching (Prereq.: Approval and Placement by Ed. Dept.)* ** EDE EDE EDE EDE EDE EDE EDE 48 1 481 481 482 482 482 483 K Student Teaching K-EL Student Teaching EL Student Teaching K Student Teaching K-EL Student Teaching EL Student Teaching K Student Teaching EDE EDE EDE EDS EDS EDS EDS 483 483 484 481 482 483 484 K-EL Student Teaching EL Student Teaching EL Student Teaching Student Teaching Student Teaching Student Teaching Student Teaching Extra C h or Lab Sea-ionsRequired Additional Lab Fee Required f These courses have been approved by the Augsburg General Education Committee as meeting the new Liberal Arts Perspectives. See the 1991-1993 Ausgburg catalog for more information about the Liberal Arts Perspectives. Students entering Augsburg in 1992-1993 and transferring less than 16 Augsburg course equivalents will complete Liberal Arts Perspectives along with their approved major program. Students who entered Augsburg during the 1991-1992 academic year and transferred less than seven Augsburg course equivalents are also required to complete the new Liberal Arts Perspectives. Spring Trimester Friday Evening (6:OO - 10:OO) t t t t t t t t BUS 242 BUS 466 ECO 112 EDE 350 EDE 376 EDE 380 EDE 382 EDS 353 EDU 264 EDU 388 ENG 111 ENG 361 ENG 272 HPE 114 MAT 131 MUS 130 NUR 330 PHY 101 PSY 357 REL 111 SOC 121 SPC 111 SPC 343 SPC 480 SWK 260 Principles of Management International Marketing Principles of Macroeconomics Creating Learning Environments (5/14-6/18) (.5) K-El Social Studies Methods (4/16-5/14) (.25) K-El Music Methods (6/4-6/25) (.25) K-El Math Methods (4/30-6/4) (.5) Creating Learning Environments Orientation to Education (4/16-5/21) (.5) Human Relations (E/S) (4/16-5/21) (.5) Effective Writing Modern Fiction European Literature: Renaissance to Modern Health and Safety Education (E/S) (4/6-5/21) (.5) Math for the Liberal Arts Introduction to Music in the Fine Arts Trends and Issues in Nursing* Astronomy * Learning Introduction to Theology Introduction to Human Society Public Speaking Broadcast Production I Public Relations/Promotional Communication Humans Developing Saturday Morning (8:OO - 12:OO) Microbiology * Principles of Accounting II BusinessLaw Chemistry for Changing Times Data Structures Algorithms Principles of Microeconomics Management Science Techniques of Teaching Reading K-El Saence Methods (6/5-6/26) (.25) Reading in the Content Areas (4/17-5/22) (.5) Media Technology (4/17-5/22) (.5) Effective Writing * Introduction to Creative Writing American Literature to 1920 U.S. Topics: History of the Twin Cities H e a l t hand Chemid Dependency Education (4/14-5/22) (.5) MAT 114 Elementary Functions * MIS 175 Computers for Business, Economics and MIS BIO 108 BUS 222 BUS 391 t CHM 100 CSC 210 CSC 320 t ECO 113 ECO 318 EDE 351 EDE 377 EDS 350 EDU 341 ENG 111 t ENG 226 ENG 350 HIS 331 HPE 115 t PHI 120 Ethics t POL/342 Mass Communications in Society SPC t PSY 105 Principles of Psychology PSY REL t REL SWK SWK 353 Developmental Psychology: Middle and Older Adult (Upper Division to be Announced) 483 Christian Ethics 461 Advanced Methods (by demand) 467 Social Worker as Professional Saturday Afternoon (1:OO - 500) t BIO 105 Biology and Society BUS BUS BUS BUS BUS BUS BUS CSC t ECO ECO ECO EDE EDE ENG ENG HPE 221 252 331 355 425 438 450 445 112 311 360 379 386 223 225 475 INS 495 MIS PHI t POL PSY PSY t REL t REL SOC SPC SPC SWK SWK 370 230 158 356 3 81 221 369 349 351 355 462 469 Principles of Accounting I Principles of Marketing Financial Management Marketing Communications Advanced Accounting Invesments Marketing Management Operating Systems & Computer Architecture Principles of Macroeconomics Public Finance International Trade and Finance K-El Art Methods (6/5-6/26) (-25) Children's Literature (4/17-5/22) (.5) Writing for Business and the Professions Intermediate Expository Writing Prevention and Care of Athletic Injuries (4/17-5/16) (.50) Seminar: Research Methods in Women's Studies Advanced Computing for Business, Economics and MIS Logic Political Patterns and Processes Environmental Psychology Psychology in Historical Perspective Biblical Studies Religious Imagination in Modem Literature Complex Organizations Argumentation Small Group Communication Field Work IT (by demand) Field Work IV Sunday Afternoon (1:OO - 5:OO) t ART 107 Drawing BUS BUS t ECO ECO ECO EDE EDE 242 340 113 3 13 3 18 364 375 Principles of Management Human Resource Management Principles of Microeconomics Intermediate Microeconomics Management Science Interdisciplinary Studies (4/18-5/16) (.25) Discovery in the World ofKindergarten (4/18-5/23)(.5) t t t t t t t EDE EDE EDE ENG ENG FRE GER HPE MIS MIS NOR REL SOC SOC SPA SPA 387 388 389 245 341 112 112 482 279 476 112 265 365 112 211 K-ElLanguage Arts (5/23-6/27) (.5) K-El Health Methods (5/23-6/27) (.5) K-El Physical Education Methods (4/18-5/16) (.25) Introduction to Literature Advanced Creative Writing Beginning French II * Beginning German I1 * Coaching Theory of Sport Quantitative Methods for Business & Economics Structure Systems Analysis and Design Beginning Norwegian IT* (Upper Division-To be Announced) Culture: Ethnicity, Gender and Race Quantitative Methods and Program Evaluation Beginning Spanish II * Intermediate Spanish I Thursday Evenings HPE 002 Beginning Aerobics (meets weekly for 8 weeks) NUR 427 Practicum in Nursing II: Leadership & Management* * * Time to be Arranged BUS EDE EDS NUR 299/399 Internship 363 Clinical Experience (.5) 352 Clinical Experience (.5) 311 Community Health Ntming 11* ** Day School Evening Schedule ECO 413 Labor Economics (Tues. 6-9 p.m., Feb-May) ENG 101 DevelopmenalWriting(Tues. 6-9p.m.,Feb-May) Student Teaching (Prereq.: Approval and Placement by Ed. Dept.)* * * EDE EDE EDE EDE EDE EDE EDE EDE EDE EDE EDS EDS EDS EDS 481 481 481 482 482 482 483 483 483 484 481 482 483 484 K Student Teaching K-EL Student Teaching EL Student Teaching K Student Teaching K-EL Student Teaching EL Student Teaching K Student Teaching K-EL Student Teaching EL Student Teaching EL Student Teaching Student Teaching Student Teaching Student Teaching Student Teaching Extra clarr or lab sessiolzc required. Additional labfee charged. t These courses have been approved by the Augsburg General Education Committee as meeting the new Liberal Arts Perspectives. See the 1991-1993Ausgburg catalog for more information about the Liberal Arts Perspectives. Students entering Augsburg in 1992-1993and transferring less than 16 Augsburg course equivalents will coiiiplete Liberal AIIS Perspectives along with their approved major program. Studen@who entered Augsburg during the 1991-1992academic year and transferred less than seven Augsburg course equivalents are also required to complete the new Liberal Arts Perspectives. 7 3 1 2 1 s A~ V E N U E S O U T H M I N N E A P O L IM SN . 55454 MASTER OF ARTS IN EDUCATIONLEADERSHIP AUGSBURG COLLEGE 1992 1994 .. ·1 .. - ·····- · ": - - ~ ,.. ,~.~ ! \... ;~ • I ... f I' , .a - ' n !- i:' 'Jc Jr ~n ~ f- - ----------------------- :-.1 :.~·. • ~ ~ : ~· :·:: ' • F·o;it. . y ProP<)::ir.il i ~' ·1 ':3-: '""-:1! '... Show more MASTER OF ARTS IN EDUCATIONLEADERSHIP AUGSBURG COLLEGE 1992 1994 .. ·1 .. - ·····- · ": - - ~ ,.. ,~.~ ! \... ;~ • I ... f I' , .a - ' n !- i:' 'Jc Jr ~n ~ f- - ----------------------- :-.1 :.~·. • ~ ~ : ~· :·:: ' • F·o;it. . y ProP<)::ir.il i ~' ·1 ':3-: '""-:1! '•!.,1, ,.. 0tudsnts vvanting Continuino E.ducatiun :_;nit;:, iCi:.:.u ..:;1 i~jli·;,::, ;; 1<'.)ll ciedit fer ::··:1 C::•l!s~JE' '.':!,..:·,!_;Id rec:ists:· fc.r sn Foci:::>! (;:·zdua!e ic· •·=> i r,our.ses at fa:.ir:-1sb· 1 ..... audi\ of each course. - .. e - - - Courses taken as audit cannot be convl':-~ed to graduate Greclit 1n the futU! e. r-.1EL degree-seeki11q or non-dt::9ree Set;,:. ;ng studems can audi~ Focus I. MEL COUl'Se$. 11 ".'<. .,. '..-1 <:S:u!l\.I t'-'d ·. ~/1!'I he gr·;,int 0 d a , ) r:or11pl ..,: .- 0....... _. certificate of attendance by the Graduat.:;; Programs Offlc0 c>nd po;,i.ed on ilie rff;c·1~I b''j 4-hA . . t'""ffi ., ""S -~·.., ,·~;; 1_,\,{ 1rli~r ~1(T~ri· ... l • ;,,...", tr<>nsl"'r'Jpt c,t,. L ..,... Rr--nistr~r• ..::.;;;. "' :;-.. ,_...,..,. ..:J . 1 ~t" . . ..,... ""'\!!'"" ..... -:"- . 0C'J.llldPn"~ ·- l~ )~ \n.tant'111r1 ~ r -...1 _ CE Li's 1;1or cr..t•t <::e·~ ,! - I ~ ~, -..., .~:. ~"> • .._ r.'l ·~I,_,I r ..~,~-· . . ., -·.111-~ ~, ;;.~ i, ~:. W ..,.. v.. - ~ ;\udited courses that are not successfu!lf compioted wiil be inciic:::tted by a grade of '\f\/'. \ Hrr_ 1 he most important key to developing a collective will to overcome many of our commonplace problems is leadership. Certainly leadership is characterized by more than knowing. It is also more than acting. It is ultimately defined in coalescing others to act when they otherwise might not have. Leadership, including teacher leadership, is ultimately proven in the efforts of others to attempt to scale heights of human achievement and plunge depths of human caring not otherwise envisioned." -Ken Howey Augsburg College 731 21st A venue South Minneapolis, MN 55454 612/330-1786 Table of Contents Introduction to the Master of Arts in Education-Leadership ... 4 Leadership Development Model ................................................. 5 Curriculum Design ....................................................................... 7 Course Descriptions ..................................................................... 9 Graduate Faculty ........................................................................ 11 Library ......................................................................................... 11 Accreditation and Affiliations ................................................... 11 Student Support Services ........................................................... 12 Student Rights ............................................................................. 12 Admission Requirements ........................................................... 13 Application Procedures .............................................................. 13 Evaluation Standards ................................................................. 14 Academic Policies ....................................................................... 15 Fee and Payment Information ................................................... 16 Financial Aid ............................................................................... 17 Campus Map ............................................................................... 20 Campus Location ........................................................................ 21 About Augsburg ......................................................................... 22 Faculty and Administration ....................................................... 23 Introduction to the Master of Arts in EducationLeadership Developing Leaders for Education The Master of Arts in Education-Leadership is a program for educators who value and enjoy their direct contact with students and want to retain that focus in their careers. It is a program that at the outset promotes the importance of teaching. It is also a program that values the roles educators can play as leaders in their places of work. People who become part of this Master of Arts program will have opportunities to: • Examine what '1eadership" is and who leads; • Explore who they are as leaders, both within an educational setting and outside of it; • Gain specific knowledge of education and leadership that can support their development; and • Develop skills that can increase the effectiveness of their leadership. This program values the role that good educators play in the lives of students and operates from the belief that educators need to exercise leadership within the workplace without relinquishing the role of teacher. Accommodating the Full-Time Work Schedule The Master of Arts in Education-Leadership program is designed to meet the needs and preferences of working adults. TI1e program is based on the assumption that the men and women who enroll are employed, self-disciplined and wellmotivated individuals who seek a balance of classroom experience, group interaction and individual study. Each course is, therefore, divided into periods of study, group efforts and class preparation. To accommodate this format for learning, each class meets on alternate Saturdays for three-and-one-half hours and alternate Thursday evenings for one-and-one-half hours. Leadership Development Model The Master of Arts in Education-Leadership program promotes leadership as a process which 1) inspires cooperation among people who must compete for limited resources, 2) promotes productivity within and beyond the educational organization, and 3) works toward progress within the educational community. To accomplish this, individuals aspiring to positions of leadership must possess three key attributes: a sense of vision, the ability to persuade and the ability to direct action. Th ese abilities and awarenesses, outlined in the diagram on page 5, Leadership Development Model Leadership Sense of Vision Orientation Toward Action ~ / Ethical + Long-term perspective + Flexibility • Adaptability • Innovativeness I Risk Assumptive + Curiosity + Achievement motivation • Self-esteem / Cofflmunicative Creative + Social awareness + Environmental awareness + Tolerance of religious and philosophical differences + Appreciation of situational complexity Facility for Persuasion Effective listener Effective speaker Effective writer Diplomatic ability + Effective team member + Interpersonal sensitivity + + + + \ Decisive + Self-confidence • Analytical ability + Ability to think critically • Understanding of research • Ability to manage conflict ""' Culturally Aware + Appreciation for cultural differences • World-view perspective + Tolerance of individual differences serve as specific outcomes for the Master of Arts in EducationLeadership. Augsburg's model of leadership development is designed to assess, promote, enhance and refine these capabilities within the individual. Community of Learners Essential to the goals of the Master of Arts in EducationLeadership is participation in a community of learners. Leaming can be enhanced when the student is involved in a stable community that provides opportunity and encouragement for active participation both in and out of the classroom. This community will be enriched by the presence of men and women who bring to the program a variety of life and work experiences. -. ' ~· .. To facilitate this kind of community interaction, Augsburg encourages graduate students to make use of college facilities such as the library, meeting rooms and the Christensen Center; to take the opportunity to share meals and coffee breaks; to participate in optional lunchtime seminars; and to attend other college activities such as music and dramatic presentations and athletic events. Leadership Practicum Master of Arts in Education-Leadership students enroll in a half course called "Leadership Practicum." Students are required to enroll in this professional assessment and development course for six terms during their graduate work at Augsburg. Upon completion of the entire practicum sequence, students receive a half-course credit. Early in the program, a major component of the practicum is a full day assessment to determine students' abilities and potential relative to each of the outcomes of the Leadership Development Model. Assessment instruments include paper and p_encil exercises and simulation and group experiences. Following the assessment, students meet individually with a trained assessor who provides guidance in personal goal setting and in the creation of a professional development plan focused on dimensions of leadership. In subsequent terms, "Leadership Practicum" includes workshops designed to meet the needs of students in the following areas: communication skills, self-assessment measures, group processes and other professional development topics as identified and designed by participants. Also included is the opportunity for participants to develop and monitor a leadership project within their workplace. Curriculum Design The Master of Arts in Education-Leadership is composed of ten course credits composed of eight full credit and four half credit courses. Each course uses a variety of learning techniques appropriate to adult learners including case study, debate, written and oral seminar presentations and small group activity. These courses develop targeted leadership abilities and understandings as a boundary crossing endeavor in need of the leadership skills and visions of people from all levels of an organization. The Master of Arts in Education-Leadership will provide opportunities for students to: • • • • • • Reflect • • • • Assess • • Exercise • • Integrate • • Study conceptual frameworks of leadership issues of leadership history of education current issues in education conceptual models of teaching and learning on the various natures of leadership on themselves as leaders options and opportunities for leadership in education on ethics and values in leadership themselves as leaders situations in which they lead programs, projects and ideas creative leadership both individual and collective a variety of thought processes viewpoints on leadership with personal experiences viewpoints on education from a variety of disciplines Core Courses (4 course credits) The following core courses are required of all students in the Master of Arts in Education-Leadership program: EDU 500 Assessment and Leadership (.5 credit course) EDU 513 Diversity and Education OR ML 560 Developing a Multi-Cultural Perspective EDU 514 Evaluation and Documentation OR ML 514 Research Methods EDU 593 Thesis-Research Seminar I (.5 credit course) EDU 594 Thesis-Research Seminar II (.5 credit course)* EDU 592 Thesis Consultation (.5 credit course) Elective Courses (4-6 course credits) The Master of Arts in Education-Leadership program requires, at a minimum, that four of the six required elective courses be selected from the following list: EDU EDU EDU EDU 510 511 512 515 Ethics and Leadership Legacy of Education Models of Teaching and Leaming Creativity and Problem Framing OR ML 511 Creativity and the Problem-Solving Process EDU 516 Models of Educational Process EDU 517 Politics and Public Policy of School Offerings EDU 599 Special Topics (.5or1 credit course) Master of Arts in Leadership Elective Courses (0-2 course credits) The Master of Arts in Education-Leadership program will allow up to two electives from the Master of Arts in Leadership program to be selected from the following list: ML 510 ML 520 ML 521 ML 530 ML 531 ML 540 ML 545 Foundations of Leadership Self-Identity, Values, and Personal Growth Methods of Critical Thought Ethics in Communication The Dynamics of Change Politics, History, and Leadership Decision Making I: Qualitative Process and Applica tion ML 550 Decision Making and Technology ML 599 Special Topics Please see the Master of Arts -in Leadership program bulletin for detailed descriptions of these courses. EDU 590 and EDU 591 are now known as EDU 593 and EDU 594, respectively. During program updating, EDU 591 was listed as having a 0 course credit on student transcripts instead of 1 course credit. Course Descriptions EDU 500 Assessment and Leadership Practicum A professional assessment and practicum which spans six terms. Includes a full-day assessment, seminars designed by the participants in the practicum and opportunities to develop and monitor a leadership project within the workplace with the support of peer and faculty coaching. Half credit course. Graded on a P /Nbasis. EDU 510 Ethics and Leadership Study ofleadership within the context of personal and professional ethics, values and faith. Weighing and balancing competing values within an ethical framework will be explored as a part of experiential exercises. Leadership issues of gender, ethnic origins and culture will be explored. Leaders of past and present, recognized and unrecognized, will be studied. This course views the nature and purpose of leadership from a variety of disciplines and perspectives. EDU 511 Legacy of Education Comparative study of education through political, historical, economic and sociological perspectives. This course will provide a knowledge base for students to discharge their leadership responsibilities with wisdom gained from knowing the past. EDU 512 Models for Teaching and Learning Study of the teaching and learning processes. Recent researd1 findings about teaching and learning will be examined. Interpretation of the research findings in light of prejudgments concerning teaching and learning will be explored. Technological applications to the field of teaching and learning will be included. EDU 513 Diversity and Education An exploration of the interrelatedness of world concerns and cultural diversity as they impact on the field of education. EDU 514 Evaluation and Documentation Evaluation and documentation of programs, projects and ideas as they relate to educational policy and practice. Qualitative and quantitative tools will be discussed. Students generally take this course near the end of their graduate program, but before taking Thesis-Research Seminar I. EDU 515 Creativity and Problem Framing Study and application of the thi11king processes as they influence problem solving and decision making will be explored. 'foeories and myths of creativity will be investigated. Framing and examining challenges from a variety of perspectives will be experienced. EDU 516 Models of Educational Process Exploration of supervisory and consultative models, both within and outside the field of education. Major topics include mentoring, peer collaboration, varieties of administrative processes and procedures and observational techniques. Developing partnerships and collaborative ventures among programs and institutions within the community will be a part of this course. An underlying focus of this course is that of change: identifying where it's needed, initiating the process and adapting to the outcomes. EDU 593 Thesis-Research Seminar I: Research in Leadership This course provides each individual with the opportunity to develop a research topic and to synthesize previous study and work experience. Half credit course. Graded on a P /N basis. EDU 594 Thesis-Research Seminar Il: Synthesis of Findings This seminar focuses on the results of individual projects developed in Research Seminar I. Students will develop, write and discuss the thesis work during the class. Half credit course. Grad ed on a PIN basis. EDU 599 Special Topics Study of selected topics in educational leadership that are not treated extensively through current course offerings. Specific topics will be published prior to registration. Graduate Faculty Faculty who teach in the Master of Arts in Education-Leadership program are full-time senior faculty with doctorates or appropriate professional degrees. Some courses are team taught by bringing together faculty from different disciplines or combining a faculty member with professionals from relevant fields. In these situations, at least one member of the team has a Ph.D. and substantial teaching experience. All of the program faculty have extensive experience teaching adult learners. Library The Augsburg library houses over 160,000 books, periodicals, records, tapes and films. Music, chemistry and art history libraries are located within the departmental areas. Access to over 1 million volumes is available via daily interloan and courier service among seven private liberal arts colleges and the Hill Reference Library. Through Minitex, the statewide network, the additional resources of the Minnesota and Wisconsin libraries are accessible to Augsburg faculty and students. Accreditation and Affiliations Students who successfully complete Augsburg's Education Leadership program will receive a Master of Arts degree. Augsburg is accredited by the North Central Association of Colleges and Schools. The College is a member of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America and Minnesota Private College Council. Augsburg College is registered with the Minnesota Higher Education Coordinating Board. Registration is not an endorsement of the institution. Registration does not (necessarily) mean that credits earned at the institution can be transferred to other institutions or that the quality of the educational programs would meet the standards of every student, educational institution or employer. Student Support Services The Augsburg Master of Arts in Education-Leadership Program assists students in making education and career plans, in working on their personal development and in participating in activities beyond the classroom. Some of these services are: Academic Planning In addition to the faculty who provide consultation and advice, academic planning is guided by the Leadership Practicum assessors, thesis advisors and Master of Arts in EducationLeadership staff. Career Services Available Include: • Professional assessment through Leadership Practicum • Self/career assessment counseling through the Career Services Office (330-1162) • Development of a resume and a career-search plan through the Career Services Office • Work experience related to a student's field of specialization through the Cooperative Education Office (330-1148) Student Rights The College has adopted a statement of student rights and responsibilities and has provided for due process in the matters of disciplinary action, grievances and grade appeal. Students who wish to identify appropriate procedures for compJaints should contact the Vice President for Student Affairs (330-1160). The College operates in compliance with the Family Rights and Privacy Act and Title IX. Students have the right to inspect all official records which pertain to them and which are maintained in the Registrar's Office and the Placement Office (except when a waiver of access has been signed) and to challenge inaccurate or misleading information. Students have a right to experience education free from discrimination based on sex, race, ethnic or cultural background, handicap, creed, marital status or age. Admission Requirements Applicants to the program must hold a baccalaureate degree from an accredited four-year college or university. Applicants are expected to have a minimum cumulative undergraduate grade point average of 3.0 (on a 4.0 scale) OR a minimum cumulative grade point average of 3.0 for graduate courses completed at an accreclited college or university, with a possible probationary term. Applicants holding a master's or other advanced degree from an accredited college or univcrsi ty are academically admissible. Applicants to the program must have two years of full-time experience (or equivalent part-time experience) in a position demonstrating lead ership potential in an educational setting. Admissions are handled on a "rolling" basis, with students admitted at the beginning of the fall, winter, spring and summer terms. Selection of candidates will be made on the basis of an evaluation of each applicant's: • • • • • • previous college record letters of recommendation experience and organizational background Miller Analogies Test score written statement possible interview Application Procedures To apply, the following materials must be submitted to the Graduate Programs Office: • Completed applica.tion form • $25.00 application fee (non-refundable) • A brief (1-3 page) statement relating the applicant's career and life goals to his or her leadership aspirations • Letter of recommendation from an immediate supervisor, assessing leadership potential • Letter of recommendation from a co-worker (at the same level) describing the applicant's work style and potential as a leader • Official transcripts from all undergraduate institutions attended listing all courses taken and any degree(s) conferred • Official transcripts from all graduate institutions a ttended Listing courses taken and degree(s) a:mferred, if any • Official set of results on the Miller Analogies Test, or for students whose native language is not English, a minimum score of 550 on the Test of English as a Foreign Language (TOEFL) • Possible interview with graduate programs faculty and/ or staff member. Evaluation Standards Evaluation of academic performance in the Master of Arts in Education-Leadership will be based on number grades using a 4.0 point scale with these definitions: 4.0 Achieves highest standards of excellence 3.5 3.0 Achieves above basic course standards 2.5 2.0 Achieves the minimum passing standard " .: .·.· P Achieves at or above the 2.0 level (not computed in grade point average) N Does not meet minimum course standards (no credit and non-punitive - not computed in grade point average) W Grade given when a student withdraws from a course after the registration period . I Incomplete grade given when a student is unable to complete course requirements for reasons beyond the student's control. (To receive an incomplete, a student must file a petition with the Graduate Programs Office stating reasons for the request, the plan and date for removing the incomplete grade, the signature of the instructor and any other necessary documentation.) No more than two courses with a grade below 3.0 will count toward the degree. Students who receive an N in a course must successfully petition the Master of Arts in Education-Lead ership Committee before being allowed to continue in their program. If a second grade of N is received, the student may be dismissed from the program. No more than two courses with a grade of or below 2.5 can be repeated. Only the credits and grades earned the second time are counted in the grade point average. Attendance Policy Because leadership issues are presented, discussed and analyzed in the classroom, regular attendance is highly important and should be considered a responsibility, not only to one's self, but to one's classmates and course instructor. Irregular attendance may, at the discretion of the instructor, adversely affect one's grade. Academic Policies Academic Probation and Dismissal Policies Students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of Nin a course, the student must petition successfully with the Master of Arts in Education-Leadership Program Committee before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of N is received, the student may be dismissed from the program by the Master of Arts in Education-Leadership Program Committee. Students may also be dismissed by the Master of Arts in EducationLeadership Program Committee for behavior detrimental to the program, such as a gross violation of college policy (as published in the Student Guide). Dismissal would occur only after established procedures were followed. Credit for Prior Education Transfer credits will be evaluated on an individual basis. The only courses that will be considered for transfer credit are those whose course content is comparable to those in the Master of Arts in Education-Leadership program. No more than two courses will be accepted for transfer credit. Credit and Contact Hours Each full credit graduate course in the Master of Arts in Education-Leadership program is the equivalent of four semester credits or six quarter credits. Students meet in class a total of 31.5 hours and are responsible for a significant amount of individual study and preparation. Enrollment Policy/Leaves of Absence Students may take either one or two courses per term plus Leadership Practicum. Enrolling in two courses per term enables a student to complete the program in under two years. All students are required to complete all components of the program within five years. Extensions beyond five years will be considered on the basis of petition to the Master of Arts in Education-Leadership Program Committee. Students who leave the program for more than one term must request a leave of absence in writing from the Associate Dean of Graduate and Non-Traditional Programs. A leave of absence may be granted for up to one calendar year. Time spent on an official leave of absence will not count toward the five year deadline for degree completion. Last Day to Withdraw from Class The last date on which students may withdraw from a class and receive a "W" on their records is published annually in the Master of Arts in Education-Leadership Program Supplement. Fee and Payment Information A schedule of fees is published separately in the Master of Arts in Education- Leadership Program Supplement. Tuition is set on an annual basis. EDU 592, EDU 593 and EDU 594 are half credit courses and are charged half of the current full credit tuition. EDU 500 Assessment and Leadership Practicum is a separate charge. Please refer to the current supplement. Various Payment Plans are Available:• 1) Payment in Full: Due day of registration. Three-Pay Plan: Upon application and after college approval, a three - pay plan is available each trimester. Payment plans will be offered only if the student has adhered to previous plam. 2) 3) Company Reimbursement Full courses or equivalent, which are company reimbursed, require a deposit of $150 per course reimbursed, with full payment due within 45 days after the end of the term. A letter from the employer stating the company's reimbursement policy must be annually filed with the Business Office. Registration is permitted only if the student's account for a previous term is paid in full as agreed. Augsburg College will not release diplomas or academic transcripts until all student accounts are paid in full. This also applies for students loan funds administered by the college (Federal Perkins Student Loan); they must be current according to established repayment schedules. ,. A non-sufficient-frmds check will declare your registration invalid and could affect further credit extended by the college. Refund Schedule In order to be eligible for a refund, students are responsible for canceling courses with the Registrar's Office. A per- course tuition refund will be made on the following basis: Prior to the first scheduled class meeting- 100% Prior to the second scheduled class meeting- 90% Prior to the third scheduled class meeting - 80% Prior to the fourth scheduled class meeting - 70% Prior to the fifth scheduled class meeting- 60% Prior to the sixth scheduled class meeting - 50% Financial Aid ln a number of ways, students may receive assistance in meeting Graduate Program costs. Enrollment in two courses per trimester allows the student to be classified as full-time. One course is considered half-time enrollment The Office of Student Financial Services (330-1046) assists students in assessing financial aid eligibility and offers financial aid from available alternatives, including the following: Augsburg Tuition Grant Augsburg College may provide grants and scholarships to graduate students who show academic potential and have · financial need. Funded Scholarships Augsburg actively pursues outside funding for special scholarships. The availability of such scholarships enables the participation of individuals of li mited financial means as well as individuals who work for volunteer agencies and other organizations that are not likely to provide tuition reimbursement. Company Tuition Assistance Programs Many companies, agencies and corporations offer full or partial tuition assistance to employees who participate in work-related or degree-rela ted college programs. Augsburg College offers several payment plans by which employees may handl e tuition reimbursement. Bureau of Indian Affairs, Tribal and State Indian Scholarships American Indian students who meet federal, state or tribal requirements may apply foT these scholarships. Indian grants generally supplement other sources of financial aid. For assistance in application, please contact Augsburg's American Indian Support Program Director at 330-1138 or your tribal agency. Federal and State Aid Programs TI1e Office of Student Financial Services determines eligibility for any federal or state financial aid programs available to graduate students. Determination is based on standard nationally accepted methodology. .... • Federal Perkins Loan Program - Joint Augsburg ColJcgefederally funded program administered through the College for students who demonstrate financial eligibility. No interest accrues nor do payments have to be made on the principal at any time while you are enrolled at least half-time. Simple interest of 5% and repayment of the principal begin six months after you leave school (nine months for new borrowers after July 1, 1987). Repayment may extend up to ten years. The maximum which may be borrowed is $15,000 for undergraduate study and $15,000 for graduate, for a maximum cumulative amount of $30,000. • Federal SLS (Supplemental Loans for Students) - Independ ent students may borrow up to $5,000 per year to a maximum of $20,000 and must be enrolled at least half-time. Variable interest rate is set annually with a cap of 12% (11 % beginning October 1, 1993). Payment usually begins within 60 days after disbursement. Principal may be deferred until the student ceases half-time enrollment. Interest may, at the lender's option, accumulate until the in-school deferment ends. Students must apply for financial aid. Aggregate maximum borrowing for undergraduates is $23,000 and for graduates is $73,000. • SELF (Student Educational Loan Fund) -A Minnesota state loan program. Students may borrow up to $4,000 per year ($16,000 cumulative) as undergraduates with a $25,000 aggregate maximum when graduate study is included ($1,000 minimum). Interest rate is variable, paid by the borrower quarterly while in school. Principal payments begin 13 months after leaving school. Students must apply for financial aid and be enrolled at least half-time. • Federal Stafford loan Program - Loan funds are obtained directly from a local lender or state agency in certain states. While the student is attending at least half-time, there is no interest charge. Simple annual interest of 8% on the loan balance and repayment of the principal begin six months after leaving school. Beginning October 1, 1992, the rate for new borrowers is a variable rate of T-bill plus 3.1 % with a cap of 9%. Repayment may extend up to ten years. The maximum loan for graduate study is $7,500 per year ($8,500 after October 1, 1993). The cumulative undergraduate and graduate maximum is $65,500. To Apply for Financial Aid 1) Complete the Application for Admission and indicate your desire to also apply for financial aid. 2) The Office of Student Financial Services will send you the necessary application and financial statement form (or you may pick them up at the Office of Student Financial Services, 152 Science Hall or at the Graduate Programs Office, 2222 Murphy Place). 3) All students must have a Financial Aid Transcript on file with Augsburg from each previously attended institution even if they did not receive financial aid. Forms are available from the College. 4) Complete and return the financial aid forms by the deadlines indicated. 5) Accept the financial aid offered, in whole or in part, by the deadline stated. Campus Map L I UJ i1 ' ® J !!!/".J < D /. ,r er tlj ® ' I 8'11ZeRPLAC£ 1Nr£11smrE _ 94 A".i -' . t. - I DouglasJ Mclaulfhlin 1991 • ReYi!IKl919:? 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. Admissions House George Sverdrup Library Science Hall Old Main West Hall Mortensen Tower Urness Tower Christensen Center Sverdrup-Oftedal Memorial Hall Music Hall 2222 Murphy Place Si Melby Hall Ice Arena Stage II Theatre College Relations Nordic Center Foss, Lobeck, Miles Center for Worship, Drama and Communication Center for Global Education Jeroy C. Carlson Alumni Center 20. Youth and Family Institute 21. American Indian Support and Minority Education Partnership 22. Site of new residence hall A. Admissions Parking B. Student Parking c. Visitor Parking D. The Quad E. Faculty /Staff Parking F. Murphy Square G. Anderson-Nelson Athletic Field H . Fairview /St. Mary's Parking Ramp I. Husby-Strommen Tennis Courts J. Resident Parking Only K. Student/ Commuter Parking ~ Accessible Entrance Campus Location I I I I N -$- I ..... ..... ..... , ...... DOWNTOWN MINNEAPOLIS ...... ...... ...... ..... ...... ...... ..... ...... From Minneapolis Interstate 94 east to 25th Avenue exit, left to Riverside A venue, left to 21st A venue South, left at Augsburg sign. From Sl Paul Interstate 94 west to Riverside exit, right on Riverside A venue to 21st A venue South, left at Augsburg sign. Parking All posted Augsburg College parking lots, with the exception of resident parking lots in front and behind the residence halls, are free and open for student use from 4:30 p.m. Friday through Sunday evening and Monday through Thursday evenings after 4:30 p.m. until 8:00 a.m. Lots are located on 7th Street between 21st and 22nd Avenues, north of 8th Street on 21st Avenue and on Butler Place next door to the Nordic Center. Most street parking is four hour parking and available seven days a week, except for the parking meters on Riverside Avenue. The parking meters are as posted by the City of Minneapolis. Additional parking is available for a fee in the Riverside Medical Center ramp. About Augsburg History Augsburg was the first seminary founded by Norwegian Lutherans in America. Named after the confession of faith presented by Lutherans in 1530 in Augsburg, Germany. Augsburg opened in September, 1869, in Marshall, Wisconsin, and moved to Minneapolis in 1872. Campus Location Augsburg's campus is located in the heart of the Twin Cities surrounding Murphy Square, the oldest of 155 parks in the "City of Lakes". Adjacent to the campus are Riverside Medical Center, the West Bank campus of the University of Minnesota and Mississippi River parkways. Accessibility Augsburg College has made a major effort to become one of the most accessible campuses in the region. Skyways, tunnels and elevators provide accessible connections between nine of 14 major buildings - student housing towers, the Christensen Center, main academic and administrative halls, the library and the music building. In addition, there are programs for students with learning and physical disabilities. Church Affiliation Augsburg is a college of the Evangelical Lutheran Church in America. We are a diverse community with many strong religious traditions represented among the students, faculty and staff, including Lutheran, Protestant, Roman Catholic, American Indian Spirituality and Thought, Buddhist and Islamic faiths. Non-Discrimination Policy Augsburg College does not discriminate on the basis of race, creed, national or ethnic origin, age, marital status, sex or handicap as required by Title IX of the 1972 Educational Amendments of Section 504 of the Rehabilitation Act of 1973 as amended in its admission policies, educational programs, activities and employment practices. Faculty and Administration Elizabeth Bruch, Associate Dean of Graduate and Nontraditional Programs. B.A., Elmhurst College; M.S., Indiana University; Ph.D., University of Wisconsin. Mary G. Endorf, Assistant Professor of Education. B.A., Hamline University; M.S.A., SUNY-Cortland; Ph.D., University of Minnesota. Laura L. Ericksen, Coordinator of Graduate Programs in Leadership. B.S., Illinois State University; M.A., University of Arkansas. Joseph A. Erickson, Assistant Professor of Education. B.A., M.A., College of St. Thomas; M.A., Luther Northwestern Theological Seminary; Ph.D., University of Minnesota. Ethelind K. Garetz, Assistant Professor, part-time. B.A., University of Minnesota; M.S., University of Nebraska; Ph.D., University of Minnesota. Richard Germundsen, Assistant Professor of Education. B.S., Mankato State University; M.A., School of International Service, American University; Cand. Mag. Universitet i Bergen, Norway; Ph.D., University of Minnesota. Ryan LaHurd, Vice President for Academic Affairs and Dean of the College. B.A., Mt. Carmel College; M.A., University of Chicago; Ph.D., University of Wisconsin. Marie 0. McNeff, Professor of Education, Director of Faculty Development. B.S., M.Ed., Ed.D., University of Nebraska. Vicki B. Olson, Assistant Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Jacqueline 0. Richardson, Assistant Professor of Education. B.S., Morris Brown College; M.S., Fort Valley State College; Ph.D., University of Minnesota. Barry Sullivan, Instructor, part-time. B.A., St. Cloud State University; M.A., University of North Dakota; Ph.D., University of Minnesota. The provisions of this document are not to be regarded as an irrevocable contract between the student and the College. The College reserves the right to change any provisions or requirements at any time within the student's term of residence. Printed on recycled paper with soy-based inks I . Augsburg.College_,; 731 21ST AVENUE SOUTH MINNEAPOLIS , MN 55454 Show more Starting April 19 you may schedule Summer School courses at the Registrar's Office on an ongoing basis during regular office hours. Each course scheduled must be accompanied by a $50.00 tuition deposit. This deposit is applied to designated course tuition and is non-refundable except when a course is cancelled. When this happens, you may elect to receive a deposit refund or substitute another course. To avoid disappointment in course selection, schedule as soon as you can. Many courses with limited enrollment fill early. Conversely, courses with low preregistration enrollment may be cancelled before the first day of the term. Students must confirm registration in person at the Business Office or they will be dropped from the course. Term I Summer School students are required to finalize their registrations on June 1 or 2. Term I1 registrations must be finalized on June 28 or 29. This procedure applies to all courses, including internships and independent studies. Finalizing registration will take place at the Business Office, 114 Science Hall, between the hours of 8:30 a.m. and 6:00 p.m. on June 1 or 2, and June 28 and 29. The balance owing for tuition must be paid before registration is finalized. Augsburg students please note: (Balance due on Augsburg account from previous termls must be paid in full before you can finalize registration.) A late fee of $50.00 will be assessed for Term I registrations completed on June 3. A late fee of $50.00 will be assessed for Term I1 registrations completed on June 30. Registrations will not be accepted after these dates. To change your registration, cancel your registration, add a course, or drop a course and enroll in another course, fill out a Cancel/Add form at the Registrar's Office. There is a charge of $50.00 for changing a registration after the second day of each term. This must be done by 3:30 p.m. on June 3 for Term I courses and by 3:30 p.m. on June 30 for Term I1 courses. This procedure applies to internships and independent studies as well as scheduled courses. Any refund or adjustment of fees is determined according to the "Tuition Refund Policy." @ Printed on recycled paper Summer 1993 Term I Beginning of scheduling Registration (must be confirmed in person at the Business Office) April 19 June 1-2 April 19 June 28-29 Classes begin Balance of tuition due June 1 June 1-2 June 28 June 28 June 14 June 3 June 3 July 16 June 30 June 30 May 31 June 18 June 25 June 30 July 5 July 23 August 6 August 11 Last day to: Change grading option Drop class without notation Register with late fee of $50 (no registrations will be accepted after this date) Holiday Last day to withdraw from class (W) Classes end Grades due in Registrar's office NONDISCRIMINATION POLICY Augsburg College does not discriminate on the basis of race, creed, national or ethnic origin, age, marital status, sex or handicap as required by Title IX of the 1972 Education Amendments or Section 504 of the Rehabilitation Act of 1973, as amended, in its admission policies, educational programs, activities and employment practices The tuition charge for 1993 Summer School courses is as follows: $725.00 for full-credit courses, $362.50 for half-credit courses, and $181.25 for fourth-credit courses. Audits are charged at the tuition rates listed above. Tuition Refund Policy The $50.00 per course deposit is not refundable. Refund of all or part of the remaining fee is calculated from the date of the student's official course cancellation at the Registrar's Office. Schedule of Refunds: Prior to the second scheduled class meeting - 100%of the refundable portion of the fee. Prior to the fourth scheduled class meeting - 75% of the refundable portion of the fee. .Prior to the sixth scheduled class meeting - 50% of the refundable portion of the fee. Courses with fewer than 12 scheduled class sessions will use a prorated version of the schedule of refunds. Financial Aid Financial aid is limited to the Guaranteed Student Loan. Any student taking one course is regarded as a halftime student for the summer and is eligible to apply for a Guaranteed Student Loan. Contact the Financial Aid Office to make loan arrangements (3301046).The deadline for applying for Financial Aid for Summer School is April 15,1993. You must have a complete file in the Financial Aid Office by April 15 in order to receive an award for Summer. Please pick up a Financial Aid Application from the Financial Aid Officer. 13 Ice Arena K. Student/Cornrnuter Parking Accessible Entrance Campus Location 35W from the North Take Washington Avenue exit and turn left of Washington (turns right onto Cedar Avenue), turn left at Riverside Avenue, right at 21st Avenue South. 1-94 East from Minneapolis Take 25th Avenue exit, turn left at 25th Avenue, turn left at Riverside Avenue, turn left at 21st Avenue South. 1-94 West from St. Paul Take Riverside exit, turn right at Riverside Avenue, turn left at 21st Avenue South. 35W from the South Follow the 1-94 St. Paul signs (move to right lane after each of two mergers). Take 25th Avenue exit and turn left at Riverside Avenue, turn left at 21st Avenue South. I Augsburg College is a four-year, fully accredited liberal arts college affiliated with The Evangelical Lutheran Church in America and is located in the heart of Minneapolis. The small college environment, about 3,000 students during the academic year, is enriched by the many cultural, sport and recreational activities found in this vibrant metropolitan area. An active summer combining classes and participation in metropolitan events is a delightful and broadening experience. Augsburg in the Summer- fi Augsburg College provides a diverse summer curriculum including regular courses, internships and independent studies. Term I runs from June 1 -June 25, Term I1 runs from June 28 - August 6. This brochure presents the Summer School Program and was correct at the time of publication. L Summer students may take one course during Term I and two courses during Term 11. Unless otherwise indicated, all courses carry a value of one course credit, tlie equivalent of four semester credits or six quarter credits. Courses fulfilling Augsburg distribution and perspective requirements are so noted in the course descriptions. v Course levels are indicated by the first digit of the three digit course number: 1 or 2, lower division, primarily for freshmen and sopliomores; 3 or 4, upper division, primarily for juniors and seniors; and 5, graduate level. Courses regularly taught during the academic year are more fully described in the Augsburg College Catalog. If you need more information about a special summer offering, please contact the Summer Scl~oolOffice. Independent study and internships, i,, addition to those listed, may be pursued during the summer in a number of departments. Internships iiivolve work experience related to the academic program in an agency, government or industry. Consult the Summer School Office for information. Students who need liousing may obtain information from tlie Director of the Right to cancel listed courses. Information and For-ulzs Additional information and registration forms may be obtained from: AUGSBURG COLLEGE SUMMER SCHOOL OFFICE Murpliy Place 731 21st Avenue South Minneapolis, MN 55454 Call 6121330-1786 or call toll-free 1-8001788-5678 Elizabeth Bruch, Director Barbara Pappenfus, Secretary Eligibility Persons in good standing at regionally accredited colleges and universities. graduates of sucli institutions, anc students admitted for the next Fall Term are eligible to attend Augsburg Summer School. Good standing implies tlia t the student has been admitted and not subsequently dropped by that institution. Other persons wishing to take summer school work should contact tlie Director of Summer School to ascertain eligibility under special circumstances. , Acceptance as a summer student c' not imply admission as a regular student of Augsburg College. Tliosc wisliing to begin a degree program at the College should 'ipplv tor acl~nission tl~ouglitlie Office of Aclmissions or Weekend Collcgc. mw - ART 389-A AMERICAN ART Anderson A study of early Colonial through contemporary American art, architecture, and folk arts. M,T, W,TH Foss 43 1:OO-4:OO p.m. BIOLOGY - - BIO 101-A HUMAN BIOLOGY Mickelberg Basic biological concepts from an anthropocentric point of view. An attempt to answer such questions as: What makes a human just another member of the biotic fold? Do humans have a niche in the ecosystem? What influence d o humans have on the environment? What influence does the environment, especially the urban environment, have on humans? (Three-hour lectures. A student may not receive credit for both 101 and 103. Does not apply to the major or minor.) Persp: Natural World 1 or 2; Dist.: Biology/Chemistry M,T, W,TII,F Sci 205 8:30-11:30 a.rt1. BUSINESS ADMINISTRATION BUS 221-A PRINCIPLES OF ACCOUNTING I Stoller Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle and preparation of financial statements. Dist.: None M,T, W,TII OM 10 8:30-10:50 fl.111. BUS 242-A PRINCIPLES OF MANAGEMENT Cerrito Development of the theory of management, organization, staffing, planning and control. The nature of authority, accountability and responsibility; analysis of the role of the professional manager. Dist.: None M,T, W,TII 6:OO-9:OO p.111. MIS 279-A QUANTITATIVE METHODS Morgan An introduction to quantitative reasoning, descriptive measures, probability, samplillg distribution, inference and estimation. Emphasis on their use in applied problems in business and economics. Students will use a computer-based statistics program to analyze data as part of a required statistical analysis project. (Prereq.: MIS 175 and either Math Placement Group 111or a grade of at least 2.0 in MAT 104). 9:30-11:50 a.111. M,T, W,TII,F Foss 43 I 1 BUS 322-A ACCOUNTING THEORY Kader AND PRACTICE 1 An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements and other relevant issues as applied to assets. (Prereq.: BUS 222 and ECO 113) M,T, W,Th OM 23 6:OO-9:00 p.m. BUS 331-A FINANCIAL MANAGEMENT LaFave Theory of acquisition, allocation, and mauagcment of funds within thc firm. Sources and uses of long and short term funds, cost of capital, capital budgeting, levcrage, dividend policy, and related topics. (Prcreq.: BUS 222, ECO 113)Dist.: None 8:30-I 0:50 n.rt~. M , T ,W,TIr,F O M 11 ECONOMICS ECO 110-A ECONOMICS OF URBAN ISSUES Sabella Study of economic implications of problcms facing a metro-urban environment. This course will be taught on an arranged basis. Contact with students will be mutually arranged. By independent study. Students nccd signature of instructor beforc Term One begins (call 330-1152). P / N only. Dist.: Urban/Minority/ Women's Studies, Persp.: Social World 1 or 2, or City Arrnr~gcd ECO 112-A PRINCIPLES OF MACRO-ECONOMICS Gupta Introduction to macro-economics, national income analysis, monetary and fiscal policy, inter~iatio~lal tradc, eco~lomicgrowth. Dist.: Economics/Political Science; Persp: Western Heritage 1 or 2 6:OO-9:00 y.rn. M,T, W,Th O M 17 EDUCATION EDU 282-A INTRODUCTION TO SPECIAL EDUCATION Metcalf Introduction to the field of special education. Examines the nature, causes, and educational interventions for such exceptionalities as mcntal retardation, physical disability, hearing and vision impairment, learning disabilities, behavior disorders and giftedness. Dist.: None. 12:OO-3:OO p.rrr. M,T, W,Tlr O M 25 EDE 382-A KINDERGARTEN-ELEMENTARY Drewlow CURRICULUM: MATHEMATICS Examination and preparation of materials and rcsources for mathematics instruction at the kindergarten and clemcntary levels. Dist.: None (1/ 2 course) 6:OO-9:00 p,~rr. T,Tlr 1. 4 EDU 388-A HUMAN RELATIONS Mueller Emphasis on thc study of values, of communication techniques, and of tlie major minority groups in Minnesota for the development of interpersonal rclations skills applicable to teaching and othcr professional vocations. Required for all Elcmentary and Secondarv Education maiors. Owen to all. P / N only. Dist.: None (1/2 course) 5:30-8:30 y.rtr. M ,W O M 78 1 L ENGLISH ENG 245-A INTRODUCTION TO LITERATURE Swanson In this course students are initiated into the formal study of narrative, drama and poetry in order to appreciate more fully thc pleasures of literature. The course aims to expand students' exposure to literature and therefore draws on works from several periods, from different cultures and raccs, from male and female writers. As tlie prerequisite for all upper courscs in literature, Introduction to Literature aims in particular to devclop studcnts' critical and analytical skills in reading about literature. Dist.: Literature; Persp.: Aesthetics 9:30-71:50 o.111, M,T, W,TIr,F O M 18 ENG 282-A TOPICS IN LITERATURE: FILM ADAPTATIONS OF FICTION Schmit This course is designed to consider narrative fiction as a genre and tlic novel as a literary form. To do this we will look at what happens whcn novels arc recast in the strict thrce-act form of a scrccnplay and translated into thc medium of film. By focusing on differcnces with respect to point of view, narrative time, and modes of representatiml (linguistic vs. physical representation, for example), we will see what a novel does and llow it does it. We will read four novels as a class and view a film adapted from each. In addition, cnch studcnt will read a novel and view a film, then make a presentation to the class about tllc adaptation. In addition to thc prcsentatiou, there will be a six to cight page paper and a final exam. 6:OO-9:00 p.rrl. M,T, W,TIr MP 3 ENG 282-8 Griffin TOPICS IN LITERATURE: THE CITY In tlic city, remarks Alexis de Tocquevillc, "humanity attains its most complete development and its most brutish; herc civilization works its miracles, and civilized man is turned back almost into a savage." The powcr of the city to nourish or corrupt the human soul is a persistent theme in western tradition. This course will study primarily American novels, pocms, essays and films that explorc this theme. Texts will be supplemented by the resourccs of thc Twin Citics. Course work will i~lvolvediscussion of texts, papers, exams, and an out-of-class cxpcric~~tial component. 6:00-9:OO ~ . I I I . A4,T, W,TIr O M 29 ENG 265-A1365-A UNDERSTANDING AMERICA THROUGH LITERATURE AND FILM Palosaari Introduction to significant works of American litcraturc and film. Selections will be studied as cultural documents as wcll as works of art. Dist.: Literature (Prereq.: ENG 111) 8:30-10:50 fl.111. M,T, W,TIi O M 17 MODERN LANGUAGES GER I l l - A Quanbeck BEGINNING GERMAN I Classroom practice speaking, understanding and reading basic German for studcnts witli no previous background in German. Dist.: Language Lcvel 1; Persp.: Intercultural Awareness 2 Language Level 1 8:30-10:50 n.111. M , T , W,Tlr,F SPA I l l - A BEGINNING SPANISH I (Section I) O M 27 Kingsley SPA I l l - P BEGINNING SPANISH I (Section 11) Kingsley Aims to develop four basic skills: understanding, speaking, reading and writing of elementary Spanish. Introduction to culture of Spanishspeaking world. Dist.: Language Lcvcl 1; Persp.: Intcrcultural Awareness 2 - Language Level 1 8:30-10:50 n.11i. 5:30-750 p.111. M , T , W,Tlr,F (Sectioli 1) M,T, W,TIr,F (Sectioii 11) O M 25 INS 225-A Kader INTRODUCTION TO ISLAM This course is designcd by a practicing Muslim to present his perception of Islam to uon-Muslims. The course will cover the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Sliari'ah), Islamic economic and political systems, and Islamic patterns of life. There will also bc a consideration of tlie diffcrcnces between tlie Islamic sects (Sunnis, Shi'its, Sufis, etc.). There will also be some effort to deal with tlie similarities and differenccs between Islam and both Christianity and Judaism, and a visit to one of tlie mosques in the Twin Cities. Dist.: Urban/Minority/Women's Studies; Persp,: Intercultural Awareness 1 8:30 - 10:50 n.111. M , T , W,Th,F 1. 4 INS 264-A AMERICAN INDIANS Allery IN THE CINEMA This coursc will bc an historical survey of Hollywood movies that created and continue to foster images of the North American Indian in Amcrica~isociety. Movies will include: Dr~rlris HEALTH AND PHYSICAL EDUCATION Alorig tlle Molmruk; Shndoru Cntclier; Broke11Arrow; Little Big Mnrr; nlid Pozu-zuozu Highruny. Issues to bc HPE 499-A Staff INDEPENDENT STUDY Independent study for Upper Division credit. discussed will be authenticity, misreprcscntation, stereotypes and the usc of Indian and uon-Indian actors. Arraiiged 8:30-10:50 o.111. M , T , W,TII OM 29 HISTORY HIS 348-A RUSSIA AND THE SOVIET Kimball UNION IN THE 20TH CENTURY Tlic course offers an introductory historical survey of tlie Soviet Union. It begins with a brief examination of Russian liistory before t ~ ~ r n i ntog tlie Russian Revolutions of 1917, the Civil War and Lcnin's consolidation of power. Latcr topics include: tlie rise of Stalin, his Great Terror, World War 11, the Cold War and tlie slow rcjection of Stalinism culminating in an examination of recent events since the emergence of Gorbacllev. Tlie coursc will empliasize political, diplomatic, economic and cultural liistory by focusing on Soviet political practices and institutions. 9:30-17 :50 n.1r1. M , T , W,Tlr,F O M 23 PHI 120-A Apolloni ETHICS Ethics studies our moral beliefs and lielps students considcr the basis for making moral judgments. Tlie course explores the major philosopliical approaches to evaluating moral actions and then applies these approaches to contemporary personal and social moral issucs. This enablcs stude~itsto be aware of tlie nature of value disputcs, the different perspcctives taken and tlie reasoning used to resolve them. Throughout the course Christian ethics will inform our considerations. Students taking PHI 120 may not take PI-I1 125. Dist.: History/Pliilosopliy, Persp.: Christian Faitli 3 8:30-70:50 n.111. M , T , W,TII,F L1 INTERDISCIPLINARY PHYSICS INS 1991399-A Hesser INTERNSHIP A work-based lcarning experience in wliich a student designs a learning agreement witli a faculty member wliich links the ideas and methods of their major to the opportunitics found in the placement, Participation in a weekly seminar is expected. Persp.: City PHY 106-A INTRODUCTORY METEOROLOGY Jasperson A study of the science and wonders of the atmosphcre. The course is designed to provide a working knowledge of the basic science principles required for understanding weather and climate. Laboratory exercises arc included as an integral part of the course. The course is designed to be an elective or to satisfy the distribution/gcncral education requirement for the liberal arts student. Plcase contact Bill Jasperson for schcdulc of additional lab sessions. (Prercq.: Mathematics Placement Group 11) Dist.: Matli/Pliysics; Pcrsp.: Natural World 1 or 2 Arrnlrgcd 1.00-4:00 p.111. M , T , W,Th SC1205 PSY 325-A SOCIAL BEHAVIOR Attridge Social factors which influence individual and group bchavior in naturalistic and experimental settings. Topics include: cooperation, competition, affiliation, conformity and attitudes. (Prereq.: 102 or 105) 1:00-4:00 p.111. M,T, W,TIi,F OM 18 REL 369-A THE RELIGIOUS IMAGINATION IN MODERN LITERATURE Skibbe "Particillarities of religious discerliment, symbolism, and world view. Reading and discussion of nine novels." Students who take this course must do work of 2.0 or better to get credit. Dist,: Religion, Persp.: Christian Faith 3 8:00-10:15 n.!n. M,T, W,TIi,F MP 1 SOC 199-Al399-A INTERNSHIP Hesser A work-based learning experience in which a student designs a learning agreement (with a faculty member) wliicli links the ideas and methods of sociology to the opportunities found in the placement. Participation in a weekly scminar is expected. Persp.: City Arrnrrged SWK 260-A HUMANS DEVELOPING Brennan This course provides tlie knowledge basic to an understanding of liun~angrowth through the life cyclc and of the interplay of sociocultural, biological and psychological factors wliicli influence the growth of iiidividuals and families in contemporary American society. Emphasized is tlie role of the "nurturing environment" in relation to liuman growtli, the impact of "sustaining environment" and other special stresses rclevant to growth. Growth related to populations and groups which represent racial, disability and sexual minorities is also a focus. Students will gain selfunderstanding through usc of their own experiences. Persp.: Human Identity 9:3il-11:SO ~ . I I I , M,T, W,TIi,F L 17 SWK 399-A SOCIAL WORK INTERNSHIP Brown Provides field learning experience for the nonmajor and supplements the required field work of majors. (Prereq.: senior standing or consent of instructor) Arrn~~ged SWK 499-A SOCIAL WORK INDEPENDENT STUDY Brown Student must present a written proposal containing rationale, objectives, methodology and evaluation of the proposed study according to department guidelines. (Prereq.: 257 and consent of instructor). Arrnllged SPC 323-A EFFECTIVE BUSINESS SPEAKING Olson The course is designed to increase studcnts' understanding of communication, theory and principles, and to improve presentation skills as they pertain to an organizational setting. Format of the class will include: text reading, lecture, individual and group presentation, and class participation. (Prereq.: SPC 111) 5:30-8:00 p.111. M,T, W,TII MP 1 SPC 347-A DOCUMENTARY VIDEO Bart A video production course which integrates lecture and criticism with hands-on experience dealing with non-fiction subjects. Students will work in production teams, gaining experience in field production and editing. 9:30-11:50 n.~!!. M,T, W,TII,F Foss 170 1 JUNE 28 TO AUGUST 6 w :4 4:,a,.:-â¢ ART 107-A DRAWING Bollman An introduction to and definition of drawing methods and media. Drawing is presented as a diverse art form which can be experienced in a variety of ways. Traditional and non-traditional media are used. Dist.: Art/Music; Persp.: Aesthetics. 6:OO-9:30 p.m. T,Th OM 17 ART 118-A1355-A PAINTING Bollman Painting in opaque and transparent color. A variety of subjects and approaches illustrate the versatility of paint as an expressive medium. Dist.: Art/Music; Persp.: Aesthetics 6:OO-9:30 p.m. T,Th OM l 7 ART 132-AISPC 132-A PHOTOGRAPHY (SECTION I) Friederichsen ARTl32-PISPC 132-P PHOTOGRAPHY (SECTION11) Fciederichsen The camera used as a tool for visual creativity and expression using black and white photographic processes. Students need access to a 35mm, single iens reflex camera. Dist.: Art/Music; Persp: Aesthetics. Estimated cost of film, etc.: $175-$200. (Class size limited to 14.) 1:30-5:00 p.ln. M,W (Section I) OM 6 M,W (Section 11) OM 6 6:OO-9:30 p.m. BUSINESS MIS 175-A COMPUTERS FOR BUSINESS, ECONOMICS AND MIS Schwalbe An introduction to computing concepts and microcomputer-based information systems. Study features of hardware, operating systems, languages and current applications. Learn to use MS-DOS, Word Perfect, Lotus 123, and dBase III+. May study other applications (Microsoft Word, Excel). The completion of MIS 370 with a passing grade will serve as a substitute for MIS 175. (Prereq.: MPG I1 or else a Pass in MAT 103, a self-paced course). 530-9:OO p.ln. M ,W Foss 20 BUS 222-A PRINCIPLES or ACCOUNTING 11 Solnick Introduction to business activities, accounting for corporations. Basic concepts and fundamentals of managerial accounting, planning and controlling processes, decision-making and behavioral considerations. Dist.: None (Prereq.: BUS 221) 10:05-ll:30a.111. M,T, W,TII,F OM 10 BUS 340-A HUMAN RESOURCE MANAGEMENT Cerrito Personnel function in business, acquisition and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and society. (Prereq: BUS 242) 6:OO-9:30 p.irr. M,W OM 10 BUS 440-A OPERATIONS MANAGEMENT Cerrito Concepts and principles related to the management of operating functions. Examples from service industries, non-profit organizations and manufacturing. Taught from a managerial point of view. Topics include an overview of operations, planning operation processes, productivity measurement, standards, forecasting, concepts of quality, inventory management, principles of scheduling and operational control information systems. (Prereq.: BUS 242 or consent of instructor) 6:OO-9:30 p.111. T,TII OM 10 ECO 110-A ECONOMICS OF URBAN ISSUES Sabella Study of economic implications of problems facing a metro-urban environment. By independent study. Students need signature of instructor before Term Two begins (call 330-1152).P/N only. Dist.: Urban/ Minority/Women's Studies; Persp.: City and Social World 1 or 2 Arrflnged ECO 113-A PRINCIPLES OF MICRO-ECONOMICS Sabella Introduction to micro-economics, the theory of the household, lirm, market structures and income distribution. Application of elementary economic theory to market policy. Dist.: Economics/ Political Science; Persp.: City and Social World 1 or 2 6:OO-9:30 p.t!l. M ,W OM 29 ECO 315-A MONEY AND BANKING (SECTION I) Gupta ECO 315-P MONEY AND BANKING (SECTION 11) Gupta Monetary and banking systems, particularly commercial banks, and the Federal Reserve System; monetary theory and policy. Dist.: None (Prereq.: Eco 112,113) M , W (Sectioll I) 6:OO-9:30 p.nr. 6:OO-9:30 p.m. T,TIi (Sectio~i11) Foss 42 EDU 341-A MEDIA TECHNOLOGY Hackney Psycliological and philosopliical dimensions of com~nunicationthrough the use of instructional technology. Selection, preparation, production and evaluation of effective audio-visual materials for teacIiing/lear~~ing situation. Computer training will be included in this course. Dist.: None; Persp.: None (L2 course) 5:30-9:OO ~ . I I I . T,TIi Foss 175 EDE 364-A KINDERGARTEN-ELEMENTARY CURRICULUM: INTERDISCIPLINARY STUDIES Drewlow Examination and preparation of materials and resources for integration specific skill developments througli various subjects at tlie kindergarten and elementary levels, (V4 course) 530-7:30 ~ . I I I , M , T , W,Th MP-1 Dntes: [ I J I I C28 - / r ~ l y8 EDE 375-A DISCOVERY IN THE WORLD OF KINDERGARTEN Graves Kindergarten curriculum, materials, teaching approaches. Lab. arr. Prerequisite to student teaching at kindergarten level and to obtaining a license for teaching at that level. Dist.: None ( l / 2 course) (Prereq.: Consent of instructor) 11:30-1:30 p.111. I. 1 Dotes:/rr~le28,29,30;/11ly1 , 6, 7 , 8, 13, 14, 15 EDE 377-A KINDERGARTEN-ELEMENTARY CURRICULUM: SCIENCE Stangl Examination and .preparation of materials and rcsources for science at the kindergarten and elementary level. (1 /4 course) 1:30-3:30 p.111. M,W OM4 Dotes: 1111y7,12,14,19,21,26 EDU 388-A HUMAN RELATIONS Clemmons Emphasis on the study of values, communication tecliniques, and the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professions. Required for all elementary and secondary education majors. Ope11 to all. P / N only. Dist.: None (1/2course) 70:05-11:30 n.111. M ,W L 77 EDS 390-A COMMUNICATION SKILLS IN THE ENGLISH CLASSROOM LaDuca This course is for English-Education majors who plan to teach high scliool Englisl~.It is designed to improve students' skills in public speaking, oral interpretation, listening, and small group discussion as well as to explore methodologies for teaching and incorporating these skills in tlie high school English curriculum. 6:00-9% p.r11,, T,TII 1. 17 EDS 391-A TEACHING MASS MEDIA LaDuca This course is for English-Education majors who plan to teach lug11 school English. Students will explore tlie nature of tlie niedia as "consciousncss uid~~shies," examining the whys of teaching tlie media, how to effectively go about it, what kind of assuniptions mcdia education has been based on in the past, and liow to i~icorpratemcdia education into the English curriculum. The students will become familiar with all forms of mass media and will understand the impact of media 011 their lives. Students will learn how to be discriminating users of Inass media and liow to teach others to be the same. (1R course) 6:fJU-9:30 ~ . I I I . M L 17 A EDE 386-A KINDERGARTEN-ELEMENTARY CURRICULUM: CHILDREN'S LITERATURE Parker Examination and preparation of materials and resources for cliildren's literature at tlie kindergarten and elementary levels. Lab experiences. Dist.: None (1 /2 course) 530-9:00 p.~rl. T EDE 387-A KINDERGARTEN-ELEMENTARY CURRICULUM: LANGUAGE ARTS Therres Examination and preparation of materials and resources for language arts at the kindergarten and elementary levels. Labora torv cxoeriences. Graduate > ~ c v eSkill: l writink (P;ereq.: EDE 255 or EDS 265) (1/2 course) 17:30-1:30 P,III. 1. 4 Dntes: / I I J I ~28,29,.30; Jlrly 1,6,7,8,13,14,15 'GLISH ENG I l l - A EFFECTIVE WRITING Castor Emphasis is on exposition, including learning research techniques and writing critical reviews. At least one work of literature is assigned. Attention is givcn to increasing students' effectiveness in choosing, organizing and developing topics, thinking critically, and revising for clarity and style. Minimum passing grade for credit is 2.0. Dist.: Entry level skill: Writing (separate) 6:OO-9:00~ , I I I . T,TII O M 27 ENG 241-AISPC 241-A INTRODUCTION TO CINEMA ART Mitchell An investigation of the cinematic qualities, theoretical principles and historical evolution of tlie film medium. The cmphasis is on film as an audiovisual language. The course includes the viewing and analysis of both feature length and short films illustrating the i~lternational development of film form and selected aesthetic movements such as tlie American studio film and its genres, German cxprcssionism, Soviet ~nontagc, Italian neorealism and the French new wave. Bccausc of film lcngtlis, some classes will go to 10 p.m. Dist.: None,: Persp.: Acstlietics 6:OO-9:30y.111. T ,7h L4 ENG 361-A Miskowiec STUDIES IN MODERN FICTION Significant works of selected prose writers of the 20th century, chiefly Europcan and non-Wcstcm. (Prereq.: ENG 245 or consent of instructor) Foss 20 9:00 rr.111.-12:00y.111. M,W ODERN LANGUAGES GER 112-A Quanbeck BEGINNING GERMAN I1 Classroom practice in speaking, understanding and reading basic German. Dist.: Language Lcvel 2; Persp.: Intercultural Awareness 3, Language Level2 8:10-955 a.rlr. M,T, W,TIi Foss 42 SPA 112-A BEGINNING SPANISH I1 (Section I) Kingsley SPA 112-P BEGINNING SPANISH I1 (Section 11) Kingsley Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of Spanish-speaking world. Dist.: Language Level 2; Persp.: Intercultural Awareness 3, Language Level 2 8:10-955 n 111. M,T,W,Tli fSrctio11I ) OM 25 5:30-7:15 p.111. M,T,W,TIi (Sectior~!I) OM 25 HEALTH AND PHYSICAL EDUCATION HPE 410-A ADMINISTRATION & SUPERVISION OF THE SCHOOL HEALTH PROGRAM Borstad Historical background, legal bases, school health services and relationships to community health programs and resources. Methods and materials in health education with laboratory experience in classroom and community. (Prereq.: HPE 320) CI. ROOIII 711 530-8:30 y.~n,,, T, W,TIi HIS 115-A Zehnder MODERN MIDDLE EAST This is a survey of the volatile Middle East from the rise of ~~ationalism and the decline of the Turkish Ottoman Empire in the 19th Century to the current crisis hot spots in the Persian Gulf and the Levant. The goal is a better understanding of how the Middle East reached its contemporary complexity, its role in the wider world. M,W OM 13 6:00-9:30 ~ . I I I . MAT 173-A Kaminsky MATH OF INTEREST Ever wondered why women have been charged more than men for annuities and received lower pension benefits? Or why women pay less for life insurance? Or how life insurance premiums and installment loan payments are calculated? Or how much money to invest to accumulate a certain lump sum or annual payment at a future date? Tl~eseand other interesting and useful topics in the mathematics of financial transactions will be covered. Evaluation will be based on classroom participation and quizzes. This course is useful for students in business and economics or those students interested in careers in finance-related fields. Course will satisfies the General Education quantitative reasoning requirement. Math Placement Group 111. Dist.: Math/Physics 6:00-9:30 p.nr. M, W HILOSOPHY - PHI 175-A PHILOSOPHY OF LOVE AND SEX Apolloni What is thc nature of romantic love, sexual desire and friendship, both healthy and dysfunctional? This course, will consider the following ethical sexual issues: Is there such a thing as sexual immorality? Is promiscuity bad? What strengths and weaknesses does the institution of monogamy have? Is adultery immoral? Is sexual perversion a viable concept? Are homosexuality and 1.esbianism sexual perversions? Or are they merely alternative sexual preferences? Language intensive. Discussion and term paper required. Dist.: History/Philosophy; Persp.: Human Identity M,T,W,TIl,F L1 8:30-10:50 O.III. PHY 101-A ASTRONOMY Stenstrom A descriptive course covering our solar system, stars and galaxies. The course also traces the development of scientific thought from early civilization to the present day. The necessary optical instruments are explained and use is made of 12 inch reflecting telescope, an eight-inch Celestron and a three-inch Questar Night viewing and lab sessions are important components. Students need to contact instructor at 330-1039 to schedule additional viewing and lab sessions. (Prereq.: Mathcma tics Placement Group 11) Dist.: MatIilPhysics; Persp.: Natural World 2 6:00-9:30 y.1~. M,W SC1205 'ICAL SCIENCE INS 199-A1399-A Hesser INTERNSHIP A work-bascd learning experience in which a student designs a learning agreement (with a faculty member) which links the ideas and methods of their major to the opportunities found in the placement. Participation in a weekly seminar is expected. Persp.: City A rro~iged POL 329-A Walcott PUBLIC POLICY This coutse will introduce the student to both substantive public policy and policy analysis by simulating of a congressional committee where stude~ltswill play roles of both legislative policy makers and administrators defending their programs. Students will not only read about public policy, but will also apply their knowledge of policy issues and the governmental proccss. 6:00-9:30 p.111. T,Tlr OM 23 SOCIAL WORK PSY 373-A/ SPC 373-A ORGANIZATIONAL PSYCHOLOGY Attridge Theoretical conceptualizations of organizational behavior. Factors and practices such as management styles, evaluation and maintenance of work effectivencss, and social influences. (Prereq.: PSY 105) Persp: None 6:00-9:30 p.111. M, W Foss 43 REL 373-A Bensan RELIGIONS OF CHINA AND JAPAN A study of the chief traditions of China and Japan that are usually associated with religion, i~lcl~iding the popular religious traditions of China, Confucianism, Taoism, Buddhism, and Japanese Shintoism. Dist.: Yes 6:OO-9:30 p.111. T,TII OM 29 REL 483-A CHRISTIAN ETHICS Olson The bases of Christian social respmsibility, in terms of theological and sociological dynamics, Emphasis on developing a constructive perspective for critical reflection upon moral action. Dist.: Religion; Persp.: Christian Faith 2 or 3 11 :40-1:25 p.111, M,T, W,TIi OM 10 SOC 199-AI399-A INTERNSHIP Hesser A work-based learning experience in which a student designs a learning agreement (with a faculty member) which links the ideas and methods of sociology to the opportunities found in the placement. Participation in a weekly seminar is expected. Persp.: City Arm~lged SOC 265-A CULTURE ETHNICITY, GENDER AND RACE Bloom Some dime~lsionsof gender, race and other intergroup relations. Major attention is focused upon the role of society's values.and self-understanding. (P/N only) Dist.: Urban/Minority/Women Studies; Persp.: Intercultural Awareness I 6:OO-9:30 p.111. M,W OM 27 SOC 356-A ISSUES IN CONTEMPORARY CORRECTIONS Bloom Analysis of adult correctional programs and processes. Lectures, discussion, and site visits to prisons, half-way houses, courts, etc. Dist.: None 1:30-590 p.111. T,TIi Foss 20 - SWK 257-E/399-E1599-E EXPLORING FAMILY HEALTH & SOCIAL SERVICES IN THE '90s, U.S.A.-U.K. COMPARISONS Egas Identifies, analyzes and evaluates different approaches in the U.S.A. and U.K. through interdisciplinary dialogue, classroom and field cncounters. First week - Orientation at Augsburg (6/21-24); Second and third weeks -Work with British professionals and students at Bristol University, England (6/25-7/9). British tutors and group leaders. Cost: $3,500 (approx.) includes air fare, ground travel, accommodations, most meals. Call Blanca Rosa Egas at 330-1713 for information. Dist.: None; Persp.: City. Arrairged Foss 43 SWK 399-A SOCIAL WORK INTERNSHIP Brown Provides field learning experience for the nonmajor and supplements the required field work of majors (Prereq.: consent of instructor) Arm~rged SWK 499-A SOCIAL WORK INDEPENDENT STUDY Brown Student must present a written proposal containing rationale, objectives, methodology and evaluation of the proposed study according to Department guidelines. (Prereq.:SWK 257 and consent of instructor) Armrrged - SPEECHXMN THEATRE A nTC SPC 352-A PERSUASION Holmquest Theory of how people arc influenced to change attitudes and behavior. Topics include obstacles to persuasion; logical and psychological appeals; empirical research; persuasion in politics, sales, advertising and interpersonal contexts; mass movements and campaigns; impact of the mass media; and ethical issues. Includes speech and promotional projects. M,T, W,Th Foss 42 2:30-4:15 p 111. SPC 414-A/INS 414-A FEMINIST RHETORIC Nilsson The rhetoric of selected American feminists will be analyzed in order 1) to develop a rhetorical perspective on American feminism, and 2) to develop skill in rhetorical criticism. Dist.: Urban/Minority/Women's Studies. 5:30-9:30 p.~tr. T,Th OM 18 Augsburt College Summer School ...................................................................... 2 ..........................................................................3 ..........................................................4 .....................................................4 ............ ................. Show more ...................................................................... 2 ..........................................................................3 ..........................................................4 .....................................................4 ............ ................................................................5 ................................................................-6 ................................................................39 .................................................................40 lntroductlon Calendar About Thls Catalog optlons . . . . . . Vlsltlng Students lnterlm Courses UMAlE Courses Other Courses Augsburg Ufetlme Sports ...............................................42 Contents Interim is an integral part of the school year at Augsburg College. The College follows a 41-4 calendar, with Fall and Spring semesters of approximately 14 weeks separated by a four-week January Interim. Interim is particularly intended to be a time for both students and faculty to employ styles of teaching and learning and to investigate questions and topics in places and ways not possible during the regular term. Since one Interim course equals a full-time load, students should plan to spend the same amount of time in class and preparing for class as they would for a four-courseload during Fall and Spring semesters. Students can register for only one course credit during Interim. There is no tuition refund for a student who chooses not to enroll in an Interim course. Most Interim courses are graded traditionally on a 4.0 to 0.0 scale.Students generally have the option to register on a Pass/ No Credit basis. A few Interim courses are graded only on the PIN system; this is indicated in the course description. Some courses are offered with either upper or lower division standing. Such Interim courses have two numbers listed and the student must select. Students registering for upper division standing should anticipate additional assignments and a more rigorous grading standard. To graduate, an Augsburg student is required to complete 35 courses of which at least three must be Interim courses. The number of required Interim courses is adjusted for transfer students. Transfer students should refer to their transfer credit evaluation form, or consult the registrar. It is the policy of Augsburg College not to discriminate on the basis of race, creed, national or ethnic origin, age, marital status, sex or handicap as required by Title D( of the 1972 Educational Amendments or Section 504 of the Rehabilitation Act of 1973,as amended, in its admissions policies, educa tional programs, activities and employment practices. Interim Office (Memorial 230) - Interim Secretary, Kay Thomsen, 330-1025; Interim Director, Dr. Diane Pike, 3301025. October 26 - October 30 ............................Interim Registration November 30 ...................................Late Interim Registration t Day of Interim January 4 ............................................. Class 1990 a.m. (first day only) Class I1 1:00p.m. Last Day for CancellAdd January 5 . Last Day for Determining Grading System ........... January 15 with Registrar January 15 ..............Last Day for Withdrawing from Courses A Ends January 27 .................... February 1................... S P M Semester Begins February 5 .............................................. Interim Grades Due The time and number and length of meetings as well as the beginning time will be arranged the first day of class.The daily schedule for Interim is divided into two blocks of time: Time I: 8:00 a.m. to Noon (on the first day Time I classes will begin at 9:00 a.m.) Time 11: 1:00 p.m. to 590 p.m. Note: Martin Luther King Day will be o b d at Augsburg with a special convocation on Monday,January 18, at 1:OOp.m. Check with your instructor for class scheduling on this day. I The catalog lists courses by departments. Departments are listed in alphabetical order. At the end of the book are listings of other courses not offered by Augsburg but recognized by the College for Interim credit. Additional descriptions and information about these courses are available in the Interim Office, Memorial 230. Students may also register for one of the lifetime sports listed at the end of the catalog. International Interim -Students are invited to be part of one of the 24 international interims offered by the Upper Midwest Association for InternationalEducation(UMAlE).Thesecourse opportunitiesare listed near the end of this catalog. Internships: Deadline: Friday, December 11.January Interim internships must be planned in advance. Students electing an internship must meet departmentalrequirements and present a signed internshiplearning agreement plan to the Internship Office (Murphy Place, Rrn. 8) no later than the last day of Fall classes (Friday, December 11).The Learning Agreement forms are available in the same office. Internships during Interim must involve full-time work placements for approximately four weeks. Assistance for planning your internship is available in the Internship and Cooperative Education Office. Independent or Directed Study -Students may elect a program of independent study (upper division 499) or directed study (lower division 299) for Interim. Faculty members are strongly discouraged from accepting responsibility for more than one independent study per Interim.Studentschoosing to pursue independent or directed study must: 1. Meet departmental requirements. 2. Present to the registrar a copy of the proposed study plan approved by the supervising faculty member and the Introduction I direded/independent study registration form. These forms must be submitted by November 30. Appropriate study proposal and registration forms can be obtained in the Interim Office. Interims at Other Schools -Augsburg students may enroll at any other 4-1-4 institution which offers a reciprocal Interim arrangement. Catalogs of these Interims can be consulted in the Interim Office. The Interim Secretarywill help students in applying for registration at other schools. Registration for Interims at the other ACTC colleges will be at Augsburg during the regular registration period. Most courses taught during theInterim at other 4-1-4 schools are accepted for credit by Augsburg, but may not necessarily be accepted as meeting Augsburg's distribution requirements. This qualification particularly affects courses offered for the religion requirement. Augsburg College welcomes students from other 4-1-4 schools for the January Interim without tuition charges provided the student's home institution agrees not to charge tuition to Augsburg students for the January term. The waiver of tuition does not include special fees, housing or board costs. Other students will be charged $825 for the Interim course. Students interested in registering for an Augsburg Interim should write to the Interim Director for application forms or use the forms provided by the interim office at their own school. There is an application processing feeof $10. Students are welcome to stay on campus but are not required to do so. Requests for Interim housing should be made to the Interim Office. I Introduction 1 Alt 247-A lnstructoc Norman Holen A study of undraped figures for art students and non-art students. The figure will be depicted in various settings. The poses will extend from 3minutes toan hour.You willbe introduced to the 2B and 4B pencils, colored pencils, and the felt tip pen. Grades will be based upon quality and improvement. There will be a fee of $35 to be paid on the first day of class. Dlstrlbution:Alt/Muslc General Educatlon Perspectlve:Aesthetics Maxlmum Enrollment:25 77me: I Room: Old Maln 17 610 102-A lnst~ctocErwln Mlckelberg A discussion of the many contributions and impacts made by plants in almost every area of society. Historically, plants have influenced explorationof the planet, militarycampaigns,health care, religious beliefs, crime, and many other areas. We will look at everything from the spice trade to the Lindbergh kidnapping and the influence of plant life on each occurrence. Two multiple choice examinations will be the evaluative instruments. Dlstrlbutlon: Blology/Chernbtry General Educatlon Perspectlve: Natural World I or 2 Madmum Enrollment: 30 lime: 1 I Room: Sclence 205 BIO 105-A Instructor Esther McLaughlln This class will develop an increased understanding of the current environmental and health implications of such topics as nuclear power (fission and fusion), genetic engineering, waste disposal, biological warfare, carcinogens, agricultural fertilizers, and pesticides. Additional topics of class interest may also be discussed. Three written examinations, of equal point value, will be required. A four to six page referenced research paper on a p r e approved topic may be substituted for one examination. The papers will be evaluated on style and content, reflecting a thorough understanding of the subject. Photocopy fee of $10. Dlstrlbutlon: Blology/Chemlstry or Urban/Women/ Mlnorlty General Educatlon Perspective: Natural World-2 Madmum Enrollment:20 lime: I Room: Sclence 2 13 BUS 22GA Instructor: Stuart Sfoller Extensive use of the board game Monopoly to introduce nonbusiness students to the fundamentals of accounting and finance. The game is somewhat modified, requiring students to record Monopoly transactions on double entry accounting ledgers. Financial statements must be prepared to obtain money from the banker, and a banking committee must r e view these financial statements to approve all loans. The outcomes of this course will provide non-business majors with the basics to: record business transactions, understand and use financial statements and communicate effectively with financial institutions. Evaluation by quizzes, assignments to be handed in, and a final. Madmum Enrollment:25 Tlme:1 I Room: Old Maln 10 BUS 30 1-A Instructor Mllo Schleld An analysisof ethical arguments which uphold the morality of a market-based economy. The course has three components: a review of critical thinking (with emphasis on ethical concepts), an indepth review of two author's arguments, and a review of market failures, their causes and their remedies. Students will complete worksheets on critical thinking, prepare written analysis of each authors' arguments, take three quizzes, prepare a final report, and take a final comprehensive exam. Since class participation is necessary to demonstrate verbal fluency with this subject, attendance is a factor in grading. Students will not be judged on their individual beliefs or ideologies. Students will be judged on how well they can analyze, defend, and attack the arguments. Prerequlsltes: One course In ethlcs or upper class status or Instructor's permlsslon General Educatlon Perspectlve: Crltlcal ThlnklngSklll Madmum Enrollment:20 Tlme:1 I Room: Old Maln 23 BUS 368-A Instructor Steven LaFave An examination of current Japanese business practices using a cultural perspective. A multimedia approach will be em- ployed, involving film, television documentaries, radio speeches, and readings from current periodicals in addition to text material. A seminar model will be used, with substantial participation expected on the part of students. Students will be evaluated based on a paper, two 20 minute sessions of seminar leadership, class participation, and a midterm and final examination.This class should be of interest to anyone majoring or minoring in International Business or any field of Business Administration, as well as anyone with an interest in Japan. Prerequlsltes: BUS 242 or consent of Instructor Madmum Enrollment:20 Time: I Room: Muslc 22 INTRODUCTION TO COBOL CSC 27 1-A Instructoc Noel Petlt A study of the COBOL programming language for students with some previous knowledge of programming. This course will expand a student's knowledge of programming and programming languages through presentation of the features of COBOL together with programming techniques for using those features. This course will include lectures and programming assignments in COBOL. Evaluation will be based on the programming assignments and examinations. Prerequlslte: One course wlth a study of computer language (e.g., CSC 170) Madmum Enrollment:20 rime: I Room: Foss 42 Computer Science ECO 112-A lnstructoc Jeanne Boeh An introduction to macroeconomics, national income analy- sis, monetary and fiscal policy, international trade and economic growth. Application of elementary economic theory to current economic problems. Dlstrlbutlon: Economlcs/Polltlcal Science General Education Perspectlve: Maximum Enrollment:25 rime: I Room: Fos 43 ECO 1 13-A lnstructoc Ed Sabella An introduction to microeconomics, the theory of the house- hold, firm, market structures and income distribution. Application of elementary economic theory to market policy. Dlstrlbutlon: Economlcs/Polltlcal Sclence General Educatlon Perspectlve: Soclal Wodd Maximum Enrollment: 25 77me: 1 I Room: Old Maln 29 ECO 495-A Instructoc Magdalena Paleczny-Zapp Students will critically review the failures and successes of the Soviet Planned Economy from 1917-1985. The main focus of the coursewillbe Perestroika-restruduringtheSoviet economy - and evaluating Gorbacheds economic program in terms of economic growth, income distribution, consumer welfare, technological performance, military power and environmental quality. The historic events of August 1991and their impact on the future of the Soviet Union will be discussed in an interdisciplinary manner. Method of evaluatlon: Actlve class parflclpatlon; flnal take-home research essay. Prerequlslte: ECO 1 12 or consent of Instructor Madrnum Enrollment: 15 Tlme:I Room: Foss 43 EDE 375A Instructor: Bruce Drewlow This class prepares students for the unique experiences and responsibilities of a kindergarten classroom. The course will stress issues associated with adult/child relationships, curriculum design and development, classroom organization, research plans, and developmental instruction practices. Fieldwork is a key component of this course. Guest speakerswill be included to share their unique experiences and perspectives. Grades wlll be based on projects, dlscusslon, and examlnatlon. Thk; Is a one-half credlt course. Madmum Enrollment:20 nme: I Room: Ubrary 1 EDU 353-A lnstructoc Rlch Germundsen This seminar style course presents an examination and comparison of selected Western and non-Western educational systems as well as an investigation of possible careers in international education. Special attention will be directed toward Scandinavian and Central American models. There will be lectures, discussions, presentations by students, and guest speakers. Student evaluation will be based on class presentations and investigative projects. Madmum Enrollment: 15 Time: I Room: Ubrary 12 EDU 388-A lnstructoc M.I.K. (Mlke) Mueller This course is the study of prejudice, discrimination, and oppression as it affects persons of color, the handicapped, limited English speakers, and females. Topics include racism, sexism, homophobia, and economic issues.Emphasis is placed on preparing potential (or practicing) teachers for classrooms which will include minority students, different religious backgrounds, the less abled and students at risk. Students will be expected to summarize readings, view appropriate films, and complete a project. This coursesatisfies the Minnesota Human Relations requirement for teachers and social workers. This is a onehalf credit course. It is offered only on PIN basis. Prerequlslte:Passlng of PPST and admlttance to Education Dept. In process. Madmum Enrollment:25 lime: I1 Room: Llbrary 1 ENG 2 19-A Instructor: John Schrnlt Language plays an important role in our socialization and acculturation. The way we speak tells others who we are and tells us who others are. Our speech is a reflection of our social and economical standing and our cultural background. For this reason we should expect women to speakdifferently from men. And yet somehow we do not. We should expect anyone from a different background to have differences of language. Even more importantly, we must understand these differences in order to make sure that we understand speakers from different language communities. This course will examine the dialects of various Englishspeaking communities and attempt to describe and understand their rules of speech:their grammatical rules, phonological rules, and their rules of discourse. It will include lectures, student presentations, and student-led discussions. Besides presenting a topic, students will write a paper on the presentation topic and take a final exam. Dlstrlbutlon: Urban/Women/ Mlnoriiy General Education Perspective: Intercultural Awareness Madmum Enrollment:25 rime: 1 I Room: Old Maln 27 ENG 249-A Instructor: Douglas Green Questions of ethnicity, class, language, gender, and sexuality pervade recent drama in English. These issues are vitalizing both contemporary drama and productions of classic texts. We will examine how dramatic works of the late '70s, the '80s, and the '90s, written in English, have been shaped by and have addressed issues ranging from racial tension to sexual preference. (We sometimes survey current drama on several such topics, like class, gender and language in 1989, and sometimes concentrate solely on plays about one issue, like homosexuality in 1990 and 1991.)For comparative purposes, we will also view a few films on related topics and try to attend at least two productions in the Twin Cities.There will be moderate fees for the local productions. I Students keep a journal, write two in-class essays, and one short paper. (There may also be occasional quizzes.)A series of group projects, which include a long paper and some performance, conclude the course. Prerequlslte:Engllsh I I I (Effectlve Wrltlng)Is strongly recommended. Dlstrlbutlon: Engllsh/Speech General Education Perspective:Aesthetics Madmum Enrollment:20 Tlme:1 I Room: Old Maln I8 ENG 282-A ENG 482-A Instructor: John Mltchell This course will provide an introductory survey of contempo- rary American poetry by poets whose work has come into prominence since World War IIor mid-century. Emphasis will be given to the vision and sensibility of each poet and to the themes of their poems, especially those images and statements that concern philosophical, historical, psychological and cultural values. Through comparison and contrast, students will be expected to formulate reasonableinterpretationsof selected poets and poems and to express their discoveries in class discussion and short papers. A final examination will be given, and two interpretivepapers about three to five pages in length will be assigned. For upper division credit, the student must also read and give a written class report on a book that discusses contemporary poetry; this choice must be approved by the instructor. Prerequlsltes: lntro to Uterature - for students enrolling for upper dlvlslon credlt Dlstrlbutlon: Engllsh/Speech Madmum Enrollment: 15 Tlme: I Room: Old Maln 21 English I ENG 282-8 Instructor Joan GrlftYn An introduction to the mythology, heroic literature, and poetry of fifth to fourteenth century Ireland and Wales, this course will also be an excursion into the Celtic culture that produced works like the Tain and Mabinogion, stories that influenced later Arthurian literature and modem fantasy. We will consider how Celtic literature preserves ancient IndoEuropean traditions and how those traditions were changed by the coming of Christianity. Finally, we will consider Celtic contributions to medieval civilization. Course grades will be based on participation in class discussion (and attendance), papers, and two exams. Dlstrlbutlon: Englkh/Speech Madmum Enrollment:25 Tlme:1 I Room: Fos 42 THEATREINAND AROUND LONDON ENG 269-A InslTuctoc Ron Palosaad A study of live theatre in London. Students see at least ten performances and visit museums, galleries, historical sites, and other attractionsof London and s m u n d i n g areas including Stratford, Stonehenge, and Oxford. Evaluation will be based on attendance at required plays, participations in discussions, three short papers, and a short final exam. Cost includes travel, accomodations, breakfast daily, ten theatre performances and four group dinners. Dlstrlbutlon: Engllsh/Speech Madmum Enrollment: 30 FRE 243-A lnst~ctocRuth Aaskov What is the attraction of French literature, its human and artistic significance for the reader? With these questions in mind we will read and analyze 8-10 shorter French literary works available to us in English translation. What will we be reading? A bit of Rabelais and Montaigne, of Descartes and Pascal. We will explore the classical theater, the social critic Voltaire, and the 19th century novel. Twentieth century authors like Gide, Codeau, Sartre, and St. Exupery will reveal concerns of life that supersedenational boundaries. We will sample one piece of francophoneliterature from West Africa, reflecting the struggle between indigenous and Westem culture. At mid-point each student will choose another short work for personal study and presentation for the class. Evaluation of your work will be based upon your active participation in class, your timely reading and discussion preparations, four quizzes, your independent study project, and an endaf-the course discussion of the papers. This literature course is intended to help you in further reading, critical thinking, and communication about literature. Prerequlsltes:Sophomore standlng orpemlsslon of lnst~ctor Dlstrlbutlon: Uterature Madmum Enrollment:25 77me: I Room: Old Maln 27 GER 2 B A lnst~ctocDon Stelnmelz What do the works of Sholem Aleichem (which inspired "Fiddler on the Rool"), Isaac Singer (Nobel Prize for Literature), and several other great writers have in common? They were written in Yiddish. How did expressionslike "chuspe," "shnook," "klutz," "kitch," "schmaltz," and "shitik" get into English? Again, the answer is Yiddish. Yiddish is closely related to German and in this Interim you can learn to read Yiddish as well as you can read German. w77y 7'1 ~7ySl i t c 013 Grades wlll be based on performance and at least two tests. Prerequlsltes: One year of college German or pemlsslon of lnst~ctor Madmum Enrollment: 15 nme: I Room: Foss 2 1B HPE 232-A Instructoc Carol Enke Theory and practice in teaching and performing American heritage and international folk dances. Exposure to New Games concepts and activities. The majority of the course grade is based on participation in class activities, a teaching assignment, and a written test. This is a one-half credit course. Tlme: I Mondays, Wednesdays,and alternate Fridays Room: Melby 202 HPE 475A Instructor:Ed Saugestad The purpose of this class is to equip students with theskillsand knowledge needed to assist in the prevention and caring for trauma associated with physical activity. Content includes: the identification and care of common injuries related to various sports, procedures for preventing injuries, taping and wrap ping, therapeutic measures, medical resources and legal considerations. Ledure, discussion, demonstration, and A-V r e sources are utilized. Students will practice various training techniques. Evaluation includes both written and practical skill examinations. Small fee for taping materials. This is a one-half credit course. Prerequlslte:BIO 103 Madmum Enrollment:20 Time:I Tuesdays,Thursdays, and alternate Frldays Room: Melby 1 1 1 HPE 477-A lnstructoc Brian Ammann Theory, technique and administrative aspects of coaching basketball. Exams, on-the-floor coaching techniques, and a scouting report will be the methods of evaluation. This is a one-half credit course. Time:I Tuesdays, Thursdays, and alternate Frldays Room: Melby l l l HPE 483-A lnstructoc Marllyn Florian This course deals with the theory, technique, and administrative aspects of coaching volleyball. A small part of the grade will be based on completed assignments; the major portion of the grade will be based on tests. Thls Is a one-half credlt course. Time:1 I Mondays, Wednesdays,and alternate Fridays Room: Melby l l l neurrn urla rnysrcur taucurrorl UPâ¬48 I-A Instructor: A1 Kloppen This course will focus on learning the rules and mechanics of the game of basketball.Therewillbe practicalscperienceonthe floor. Students completing the course should be ready for certification by the MinnesotaHigh SchoolAssociation. Gradeevaluationwill be b a d upon tests, papers prepared and perbrmance on the floor. While there are no prerequisites, it is highly advisable that students have some basketball playing experience. This is a one-half credit course. rime: I1 Mondays, Wednesdays,and alternate Fridays Room: Melby 202 UPâ¬47CFA Instructor: A1 Kloppen This course will focus on developing a philosophy toward sports officiating. Students will acquire a knowledge of: proce dures in umpire certification, rules of slow pitch softball (Federation), rules of fast pitch softball (Federation), the m e chanics of pmper position in umpiring one and two umpire systems, and procedures in securing assignments. Students will apply knowledge in practical game type experiences. There will be a written evaluation and quizzes on rules and mechanics of umpiring softball. Thk Is a one-half credlt course. Madmum Enrollment:20 Time: I Tuesday, Thursdays,and alternate Fridays Room: Melby 202 UPE 487-A lnstructoc Jeff Swenson The Coaching of Wrestling course is designed for individuals who aspire to become wrestling coaches at the elementary, junior high, high school or college level. Philosophies, techniques, strategies, nutrition and weight control, weight training, mental toughness training, and complete organization of program will be covered. This is a one-half credit course. Time:1 I Tuesdays, Thursdays, and alternate Frldays Room: Melby 203 HIS 22GA HIS 32GA Instructoc Khln Khln Jensen This course will focus on Asian immigration to the United Statesin themid-19th centuryand turn of the 20th century. The Chinese, Japanese, Korean, and Filipino experience will r e ceive special attention. The course concludes with a component on the changes in the U.S.immigration laws in the postWorld War I1 period. Students will study the pattern of Asian immigration, the areas they settled in, the contributions made by these ethnic groups to the American economic scene, and the mle of "new Asian immigrants" since the end of the Vietnam war. The course will highlight the politics of the immigration laws and the gradual opening of the United States to some Asian immigration. Inter-active videos will be used. There will be a mid-term and a final project (a paper, topic to be selected the first week of the term in consultation with the instructor) due the last day of the term. Upper division students will be required to complete a longer paper than for lower division credit. They will also be expected to complete a book review on a book related to the course theme and provide an oral progress report of their paper to the class. Prerequlsltes: None for lower level; more requirements for upper level. History Dlstrlbuiion:Hlstory/Phllosophy Madmum Enrollment:25 lime: I Room: Old Maln 13 TOPICS IN U.S. HISTORY: A HISTORY OF HIS 33 I-A lnstructoc Chris Mmball Thepoet Walt Whitmanoncecalledbaseball"Americalsgame." In the century since Whitman uttered those words, baseball has occupied a pmminent (and permanent) place in American life in some ways equivalent to business, politics, religion and race. In this course, then, we will examine the relationship between the United States and its national pastime. Our focus will not be on the game between the lines, the great players and teams. Instead, we will take up several topics which can illuminate the historical evolution of this country. Some of these include: pmfessionalization and its impact on amateur baseball, the mle of ethnicity and ethnic rivalry, the color line, the emergence of the "big" leagues at the expense of the "minor" leagues, women's baseball, labor relations and the empowerment of the players, the impact of television, and the ballpark as an urban place. Special attention will be paid to baseball in the Twin Cities and students will be asked to do a short research paper on some aspect of baseball history in this region. Grading will be based on the research paper, class participation and a final exam. Prerequisites: One (I) hktory course or consent of Instructor Dlstrlbutlon: Hlsto~y/Phllosophy Madmum Enrollment: 30 lime: I Room: Old Maln 29 I History INS 12GA lnstructoc Ann neener Students will participate in a series of seminars, following the Paideia seminar format as developed by Mortimer Adler and Paideia Associates.Studentswill read selected readings, which will then be discussed in Paideia seminars. Students will also view selected films for seminar discussions; develop and/or hone habits of mature, intellectual talk; observe seminars conducted in Minneapolis and St. Paul Public Schools; study the Paideia Proposal; design their own rules and norms for effective seminars and evaluate their own behaviors during seminars and lead seminars. Method of evaluation will include interviews with students and observation of students participating in seminars, reflective writing related to seminar content, and seminar participation. Madmum Enrollment:20 lime: 1 Room: Sclence 3 19 INS 210A lnstructoc Wlllam D. Green This course introduces college students to the experiences of first year law students. We will examine the nature of American jurisprudence and legal theories that law students study in their first year, discuss the academic and emotional pressures that first year students typically face, and explore ways to cope with these pressures. Madmum Enrollment: 15 lime: I Room: Muslc 23 Interdisciplinary INS 225A I n s ~ c t o rAmln : Kader This course is designed by a practicing Muslim to present his perception of Islam to non-Muslims. The course will cover the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari'ah), Islamic economicand political systems, and Islamic patterns of life. There will also be a consideration of the differences between the Islamic sects (Sunnis, Shi'its, Sufis, etc.). There will also be some effort to deal with the similaritiesand differences between Islam and both Christianity and Judaism, and a visit to one of the mosques in the Twin Cities. Dlstrlbutlon: Mlnorlty/Urban Studles Madmum Enrollment: 30 Time:1 I Room: Foa 20 INS 245-A lnstructoc Dlane Budco Women assume multiple roles within the work and family domains in contemporary society; for example, the roles of executive, wife, and mother. Each role has related expectations for behavior, presents an opportunity for personal growth and also exerts pressure. When the roles are considered jointly, they may competefor time and energy and require conflicting types of behavior. The subject of this course is the interaction of the work and family roles of women. To investigate this topic, students will read several books related to women's roles in the work and family domains. The assessment of this component of the course is based on written responses to questions assigned for small group discussion. A second component of the course is a group project on the work and family roles of women. The assessment of this project is based on the group's presentation of their work to the class. Examples of past student projects include an historical overview of the work and family roles of women, an overview of the possible choices for the combination of the work and family roles over the life course, a summary of issues related to the work-role, a summary of issues related to the family-role, a survey of the work and family issues most important to women in different age brackets, and an indepth case study of the lives of three women. Dlstrlbutlon: Women/ Mlnorlty /Urban Madmum Enrollment: 30 Time: I Room: Old Maln 10 INS 275A Instructor: Bruce Relchenbach The conquering Spaniards discovered in the Americas highly developed and intricately structured cultures. We will study three of these ancient cultures from the viewpoint of the anthropological archaeologist, analyzing their history, religion, government military codes, agriculturaltechniques, and daily life. The course will be taught with lectures, slides, and student presentations. Evaluations will include objective tests and a paper. Madmum Enrollment: 30 Time: 11 Room: Music 22 Interdisciplinary MAT 173-A lnstructoc Ken Kamlnsky Have you ever wondered why women have been charged more than men for annuities and received lower pension benefits thanmen? Or why women have paid less than men for life insurance? Or how life insurance premiums are calculated? Or how installment loan payments are figured out? Or how much money to invest in order to accumulate a certain lump sum or annual payment at a certain date in the future? Then this course may be meant for you. These and other interesting and useful topics in the mathematics of financial transactions will be covered. Evaluation will be based on classroom participationand quizzes. This course should be usehl for students in business and economics or for any students interested in careers in financerelated fields. Prerequlslte:Math Placement Level 111 Dlstrlbutlon: Mathematlcs/Physlcs Madmum Enrollment:20 Vine: I1 Room: Old Maln 16 MAT 253-A Insfructor: Bev Durkee Our objectives are the explorationof this new geometry of fractals, its rules, its visuals, how it reveals the beauty of mathematics, how to create images of such complex forms and experience it as a form of artistic expression via computer graphics. Mathematics The class will observe the pattern of self-similarity and consider the transformationsused to construct fractals such as this fern and the existence of self-similarityregardless of the power of magnification used in examining it. The class will also consider the well known Mandelbrot set and Julia sets in color and in three dimensional rendition. Class lectures will provide introduction to the mathematics, and computer programs will provide students with the opportunity to construct their own visuals. Studentswill be tested on themathematicsthrough a midterm exam. Students will create a portfolio of visuals similar to the one above and from pieces of the Mandelbrot or Julia sets which display the mathematical character of thosevisuals and including a major creative project. Finally students will keep a journal noting their reflections on the interconnections between mathematics and the artistic creations being studied or created. Prerequislte: Math Placement Group 111 or higher Dlstrlbutlon: Mathematics/Physlcs General Education Perspectives:Aesthetics Madmum Enrollment: 15 Tlme: I Room: Science 1 12 MUS 204-A lnstructoc 0. Nlcholas Raths An introductionto the fundamentalsof music and musicology as they occw within the context of Rock's inception (1950s)and maturation (1960s) periods. This course will examine the historical background, musical content and methods of selected artists and their work. Evaluation will be based on class participation, a comprehensive term paperexam and a group performance project. For Music non-music majors. Dlstrlbutlon:Art/Muslc Mcudmum Enrollment: 30 77me: I Room: Choral Room M-2 MUS 129 Instructors: Stephen Gabrlelsen l'Improvisationin Music" meets everyday for three hours, and each student will improvise daily at class meetings, using a variety of improvisational techniques and styles. Prerequlslte:Mlnlmal ablllty on a muslcal Instrument or the Instructor's pemlsslon. Madmum Enrollment:Permlsslon of Inslructor requlred to enroll 77me: I Room: Muslc 4 MUS 394-A Instructor Cynthla Lohman "How can I use my creativity when I sing?" "How can I stop feeling tense and inhibited when I perform?" "How can I reach my full potential as a singerlactor?" These are common questions voiced by performers. To answer these questions it is necessary to acknowledgethat performing is a holistic activity, involving mind, body, and spirit. Because all people possess a creative spirit which can directly empower their performing, this course focuses on exploring each participant's unique ability for selfsxpression. Through exercises, designed to acquaint them with their own performing power, students learn and practice the basic pro- cess of singing/ading, and apply it to the study and performance of scenes from opera and musical theatre. Students will participate in the course through study and re hearsal of the assigned literature, completion of reading and listening assignments, daily inclass experience of singinglacting exercises, and participation in a final paformance of all scenes. Prerequlsltes:Pennlsslon of prlvate volce Instructor, or audlllon. Dlstrlbution: Flne Arts Madmum Enrollment:20 Tlme: I Room: Muslc 10 (Cholr Room) NOR 1 I 1-A Instructor: Frankle Shackelford This course is for students with no previous background in Norwegian. It aims to develop basic skills in speaking, listening, reading, and writing as tools for communication and for understanding Norwegian culture. Classroom practice focuses on both presentation of vocabulary and structures and the use of the language in everyday contexts. Evaluation will be based on participation, daily assignments, quizzes, a midterm, and a final exam. Dlstrlbutlon: Modern Languages General Education Perspecthe: InterculturalAwareness Madmum Enrollment:25 Tlme:I Room: Old Maln 25 PHI 175A lnstructoc Davld Apollonl We will begin by studying some common conceptions and misconceptions of romantic love, and look at some philosophers' definitions of it. We will try to decide what it is to be in love with someone, and how this differs from just being friends, liking that person, and desiring that person sexually. In the remainder of the course, we will consider the following ethical issues concerning sex: (a) Sex and morality -Is there such a thing as ethics for sex? Is there such a thing as sexual immorality? (b) Sex and marriage -Is the use of birth control moral? Is promiscuity bad? What strengths and weaknesses does the institution of monogamy have? Is adultery immoral? (c)The morality of alternative sexual preferences and lifestyles -Is sexual perversion a viable concept? Are homosexuality and lesbianism sexual perversions? Or are they merely alternative sexual preferences? Dlstrlbutlon: Hlstory/Phllosophy General Educatlon Perspective: Human ldentlty Madmum Enrollment:30 Tlme: I Room: Old Maln 16 PHI 2 W A Instructor Mark Fuehrer This course aims to provide an analysisof the natureof human sleep and dreams and relate this analysis to states of waking consciousness. We shall read philosophical texts on these topics by Aristotle, Freud and Malcolm. Evaluation shall be by final examination and reports. Student discussion will also be a factor. Prerequlslte: 1 course In Phllosophy Madmum Enrollment: 15 Tlme: 1 Room: Old Maln 22 mrrosopny PHY 151-A lnstructoc Jeff E. Johnson Spreadsheets (e.g., Lotus 123) have been used extensively in business for years. However, it is also possible to use spread sheets to solve physics problems without using "high-powered" mathematics. Spreadsheetsallow the student, who is not an expert in mathematics, to experience physics on a more intuitive level. We will use Cotus 1-2-3 to solve problems in a wide variety of physics areas including planetary and projettile motion. Some of the problems investigated might be in areasother than physics. Grading willbebased on spreadsheet projects, homework, and a final exam. Prerequlslte: Math Level 111 Dlstrlbutlon: Mathematlcs/Physlcs Maximum Enrollment:20 7ime: I Room: Sclence 30 PHY 325A Instructor Stuart Anderson From the realm of subatomic particles to molecular clusters and beyond, the study and manipulation of matter often demands the nearly total absence of the atmosphere in which we live and breathe. This is the realm of high vacuum, without which most of what we know as modern high technology would be impossible. This course will acquaint the student with the tools and techniques employed to produce, control and monitor high vacuum environments, and allow students to use these to study the behavior of gases and surfaces under these conditions. Experiments will exploit a variety of chambers, pumps and gauges as well as a quadruple mass spectrometer. Considerable emphasis will be placed on laboratory experiences;only one-third of the class period will be used for formal lectures and discussion. Grades will be determined on the basis of weekly evaluation of laboratory notebooks, two exams, and a formal research paper. Prerequlsltes:PHY 121, 122,245 (or equh~~lent), MAT 124/ 125 (or 145/ 146),224 (or 245). Madmum Enrollment: 10 lime: 1 I Room: Sclence 30 POL 359-A Instructor: Maya G. Pankratova The former Soviet Union was, among other things, a huge experiment showing the possibilities and failuresof a totalitarian government to change at will people's traditions, values, and customs. Numerous peoples living in the territory of the former Soviet Union had differing beliefs and customs which influenced women's lives. In the early stages after the revolution, the Bolshevik authorities sought to destroy all the institutions supporting the old regime, including the family and religion. Accordingly, they encouraged women's independence and denied their family obligations. In a later stage, the policy was reversed and family values positively stressed. But, objective situations contradicted the policy in both cases. Students will be expected to read several books, plus some articles. There will be discussion and some written assignments. A final paper will be assigned. Prerequlsltes:Sophomore status; one course deallng wM FSU or number of Department Dlstrlbutlon: Polltical Sclence Madmum Enrollment:20 lime: 1 I Room: Muslc 24 PSY IOSA lnstructoc Grace Dyrud An introduction to the methods and approaches used in psychology for the purpose of understanding behavior. The field of psychology, including its major sub-areas is emphasized. Lectm, lab, and discussion. Evaluation by tests, lab reports, computer exercises, and class participation. Dlstrlbution: Psychology/Soclology Madmum Enrollment:20 nine: 1 I Room: Murphy Place I PSY 20 1 -A lnsfructoc VlctortaUhYeileld The methods of Psychology are used to study behavioral and socialinfluencesonhealth,includingtheinteractionof though ts, emotions, and biological systems. Consideration will be given to life styles, health system policies, stress management, and illness prevention and treatment. Prerequlslte: PSY 105 MaAmum Enrollment:25 Tlme:I Room: Old Maln 23 REL 343-A Instructor: Cathy Paulsen Marriage has been described in terms of a free fall, a decision that we often make with a portion of our brain and all of our heart. This course will take nothing from the heart, whether you are married or not. It will, however, increase your certainty and the possibility for meaning and intimacy in your life with a partner. In the context of Christian teachings, many theories will be studied, with particular attention given to the work of C.G. Jung, and will be applied to the marital relationship primarily, and to the family secondarily. There will be lectures, discussions, and visiting resource persons. Evaluation will be based on class participation, one paper, and two tests. Two books will be required. Prerequlsltes:REL I I I or REL 22 1 or permlsslon of Instructor Dlstrlbuifon: Rellglon (only one lnterlm course may be used to meet rellglon requlremenis) Madmum Enrollment:25 77me: I Room: Muslc 24 REL 345A lnstructoc Eugene Sklbbe The Lutheran Church is the largest Protestant church in the world. We will not only examine the Lutheran Church as it is at the present time, but also study its origin in the 16thcentury, its development over about 450 years, and its cultural influence. An anthology including several monographs and the professor's lectures, together with reserve reading, will provide an overview. Ledure and class discussion will deal with examples of Lutheran witness to the Gospel in art, music, philosophy, sociology, and theology. Requirements include four exams. Prerequlsltes REL I I 1 or REL 22 1 Dlstrlbutlon: Rellglon (only one lnterlm course may be used to meet rellglon requlremenis) General Education Perspecifve: Chrlstlan Falth Maxlmum Enrollment:25 rime: I Room: Old Maln I8 REL 366-A lnstructoc Brad Holt This course will focus on two regions of Africa: the West and the South. Students will be introduced to traditional African culture and religion, the introduction of Christianity, and the present development of indigenous churches in West Africa. The new "Independent African Churches" will be studied, as well as attempts to formulate "African Christian Theology." A major &ion of the course will focus on contemporary r e sponses of churches in South Africa to the apartheid system of racial segregation. Prerequisite: REL I I I or REL 22 1 Distrlbutlon: Religion (only one lnterlm course may be used toward graduation religion requirements) Madmum Enrollment:25 Tlme:1 I Room: Music 23 REL 445 lnstructoc Phil Quanbeck A study of the use and function of language in the Bible. The importance of recognizing the varied character of language for understanding the biblical text. Grades will be based on class participation, two presentations to the class and an examination. Prerequisites: REL I 1 I or REL 22 1 Distrlbutlon: Religlon (only one Interim course may be used toward graduation rellgion requirements) Madmum Enrollment:25 Tlme: I Room: Old Main I I SWK315A Instructor: Blanca-Rosa Egas This course introduces students to a health system in a developing country.It helps to realize that people in Ecuador prefer holistic health care and facilitates students to develop awareness regarding Ecuadorians' values, attitudes and belief system. The course allows students to experience environmental and psychosocial contrasts in rural and urban settings in the coastal and highland regions of Ecuador. Students witness modem health delivery and folk practices and different health conditions. The visit to Vilcabamba, the world's well-known sanctuary of longevity, allows interaction with individuals over 100 years old. The assessment of the historic and current Ecuador's worth provides a creative perspective, a positive attitude, and abetter understanding of Latinos in the USA. The cost of $2,395 includes travel, accommodations, breakfast daily, two lunches and two group dinners. For more information contact Blanca-Rosa Egas at 330-1713. For registration contact Kathy Lutfi at 330-1655. Students are evaluated on course participation, one final examination and four reflection papers. SOC 23 1-A Instructor: Rlta Wekbrod The human family is examined as a social system within alternative contexts in American society and crosscultural variants. Students will select one crosscultural or subcultural variant for special study and analysis. Family problems are seen within their cultural and institutional contexts. Prerequlslte: SOC 121 prefened General Educatlon Perspective: Intercultural Awareness Madmum Enrollment:25 lime: 1 I Room: Old Maln 13 SOC 265-A Insiiuctoc Gordon Nelson This course examines the nature of human groups who, for reasons of birth, accident, appearance, or behavior, have been "set aside" and viewed as "different" by the larger society. Members of the class are encouraged to reflect on the extent to which suchgroups havedevelopedmeaningful cultures which have made or could make significant contributions to the selfunderstanding of persons who are part of the larger society. In addition to lectures and films presented in class, the course will include an opportunity for off-campus participant observation during which members of the class will be asked to focus on a particular cultural group other than their own. This observation will become the basis for a class presentation by each member, either individually or as part of a group. Members of the class can expect evaluation to be based on a combination of class participation, their respective class p r e sentations, and a final examination.This course is offered on a P/N basis only. Dlstrlbutlon: Mlnorlty./Women/Urban General Education Perspective: intercultural Awareness Madmum Enrollment:25 lime: I Room: Fos 20 socrorogy I BEGINNINGSPANISHI SPA I1 1-A Instructoc GabfielaSweet Beginning Spanish I introduces the student to basic vocabulary and grammar. The emphasis is on spoken Spanish, but secondary goals are to develop reading and writing skills as well. After Interim, students will be prepared to continue with Spanish 112 in the spring. The approach used in class will be proficiency oriented, and grammar explanationswill be given as needed to clarify those in the text. Evaluation will include class participation, a test on each chapter, and a written and oral final exam. Dlstrlbutlon: Modern Languages General Educaffon Perspective: Intercultural Awareness 11 Madmum Enrollment:25 nme: 1 I Room: Old Maln 25 SPC 226-A lnstiuctoc Martha Johnson This course will explore principles and styles of movement used in the art of acting. The goal will be to increase the student's ability to communicate through movement, by examining the principles of discipline, spontaneity, clarity, timing, concentration, and rhythm. Movement exercises will be based on short scenes, monologues, and poems. Some principles of Asian theatrical movement will be introduced. Course requirements will include assigned readings, exercises, a written play review of a live, professional performance students will attend, two graded movement pieces, and one final reflective paper. The class is designed for those who desire to increase their skills as actors, and also for those preparing for any field involving public presentation: teaching, law, ministry, etc. Maximum Enrollment:20 lime: I Room: ?j'ornhom-Nelson Theatre SPC 32 1-A lnstructoc James Hayes This "hands-on" course will give students the opportunity to refine their public speaking skills in a contest format.Students will be required to enter three different forensics events at three interscholastic tournaments held during the month of January. In addition, the class will prepare a videotaped program of their work as an instructional aid for future forensics contestants. Evaluation will be based on peer and instructor critiques of written and oral work, selfevaluation, and, to some degree, competitive success. Prerequlsltes:SPC 1 1 1 or consent of Instructor Madmum Enrollment:25 lime: 1 I Room: Foss 2 1a/2 1b SPC 495-A Instructor: Anne Holmquest The focus of this semintir is Conflict Resolution. The purpose is to consider conflict theories which are competing answers to the question: what causes conflict in communication and how should it be resolved? We will simulate small group conflicts in an attempt to study the application of resolution methods. e q wreading (onebook and Students will be evaluated on r articles), a paper, small group performance and occasionally Speech, Communication & Theatre I will be asked to give an oral report on research. Madmum Enrollment: 20 Tlme:I/ Room: Foss 43 UMAIE Augsburg is part of a consortium called UMAIE, Upper Midwest Association for Intercultural Education, which offers overseas learning experiences during the Interim. Additional information about the following courses can be obtained from Kathleen Lutfi at the International Programs Office,620 21st Avenue South. (330-1655) or from the Interim Office (3301025). Registration for these Interims ends October 23,1992. These courses are offered on a P/Nbasis only and generally carry a lower division number. Australia's Business Climate Brtaln: Focus on the Evolution of Ow Modern World Vlew The Caribbean:A Reglon of Cultural and Natural Diversity Communicaffon and CuRure in Japan An Ecological Study of Coral Reefs in The Philippines and Hawall Ecuadoc A Study of Hoilsffc Health Attltudes and Services Europe and The Rise of Modern Science Family In Focus: Policy and Servlces in Sweden and Denmark Field Blology In the Galapagos Islands and Mainland Ecuador Geography of the Baltic States A Greek Odyssey Hawaii: MuWCuHural Communicaffon in Organizational Settings The lndustrlal Revolution in England and Scotland International Business and Culture in a European Environment Law In London Uteraw Ireland Museums, Muslc, and Monuments In the Great Cltles of Europe In Search of the Anclent Romans South Afrlca: Cultural Plurallsm and Soclal Change Speclal Programs for Speclal Chlldren In The United Kingdom Theatre In and Around London Thls Is New Zealand 2000 Years In Trier:lntermedlate Geman Vamonos:Spanlsh Language and Culture In Venezuela These courses are offered by lnstltutlons or groups not connected wlth Augsburg College,but have been approved for credlt by the College. Most carry a tultlon cost plus other expenses whlch are the responslbllliy of the student. They are offered only on a P/N basis. Fuller descr/ptlonsand details for registering are available In the Intertm Offlce. HPE 455-A Instructor: Joyce Pfaff Designed for the beginning and intermediate sailor interested in the art and practice of sailboat cnrising. The course will take the participant to a competent level of sailboat handling (anchoring, mooring, helming, and crewing). The student will live aboard a 43-46 foot fixed keel sailboat with fivelsix other people and will function as an active crew member. Actual on the water instruction will be the major part of the course. Sailing will include cruises to the various islands and cays in the British and American Virgin Islands. Snorkeling and windsurfing will be available on an optional basis. Some classes will be held in December prior to leaving for the Virgin Islands in January. The course cost is $2,600, which includes airfare, for Augsburg day studentsand quahfymg4-1-4 students.Others will have to pay regular Interim tuition in order to receive academic credit. Total payment is due October 31,1992. Prerequlslte: Pennlsslon from Joyce Pfaff of the Health and Physlcal Education Department (6 12) 330 1247. Dlstrlbuiion: Ufeffme Sports: also one course credk HPE 2 12-A Check for information in theInterimOfficefor material on dog sledding and snowshoeing on the Minnesota-Canadian border or for white-water canoeing and desert camping on the Rio Grande in the December 26 through January 26 period. There is a cost of approximately$1,275 (the Outward Bound organization has some scholarships available). POL 398-A POL 398-A Information on either of the above programs, housing, and financial assistance is available from Dr. Milda Hedblom, Memorial 117A, 330-1197. Other Courses lrls @ Printed on recycled paper. MAsTER OF ARTS IN LEADERSHIP .,. AUGSBURG COLLEGE 1991-1993 Those who hope to lead had better understand both rationally and intuitively the people who might be their followers, and the society in which they are embedded. They had better comprehend the values of our common culture, pas... Show more MAsTER OF ARTS IN LEADERSHIP .,. AUGSBURG COLLEGE 1991-1993 Those who hope to lead had better understand both rationally and intuitively the people who might be their followers, and the society in which they are embedded. They had better comprehend the values of our common culture, past and present, know how our political and economic systems work, and understand how and why science has changed the world ... Leaders need specialists as advisers and staff members. But leaders themselves are generalists ... At higher levels of leadership they cannot achieve their full potential without considerable breadth of knowledge. Only this way can they shape the contexts for decisions where expert knowledge is used. - John Gardner Augsburg College 731 21st Avenue South Minneapolis, MN 55454 612/330-1786 • able of Contents Introduction to the Master of Arts in Leadership .................. 3 Leadership Development Model .............................................. 5 Curriculum Design ..................................................................... 6 Course Descriptions ................................................................... 7 Graduate Faculty ...................................................................... 10 Library ............. ........................................................................... 10 Accreditation and Affiliations ................................................ 10 Student Support Services ........................................................ 11 Student Rights ........................................................................... 11 Admission Requirements ....................... :................................ 12 Application Procedures ........................................................... 12 Evaluation Standards ............................................................... 13 Academic Policies ..................................................................... 14 Payment Schedule .. ................ ....................................... ..... ...... 15 Financial Aid ............................................................................. 15 About Augsburg .. ..................................................................... 18 Campus Map ............................................................................. 19 Campus Location ...................................................................... 20 Faculty and Administration .................................................... 21 Advisory Council to the Graduate Program ........................ 23 ''"':"·;·;•'.'·~:·.·:·~·:·~··:::·~, ;;, ;·"~ •nformation Sessions MAsTER OF ARTS IN LEADERSHIP Individuals interested in the Master of Arts in Leadership program at Augsburg College are encouraged to attend an information session. These free, two-hour sessions are scheduled at various times prior to the beginning of each trimester. Please call the Master of Arts in Leadership Office (330-1786) for details or to register for one of these information sessions: Thursday, May 23, 1991 Thursday, June 20, 1991 Tuesday, July 16, 1991 Saturday, October 12, 1991 Saturday,February15, 1992 Thursday, May 14, 1992 Thursday, June 18, 1992 Tuesday, July 14, 1992 6:00 - 8:00 p.m. 6:00 - 8:00 p.m. 6:00 - 8:00 p.m. 9:00 - 11:00 a.m. 9:00 - 11:00 a.m. 6:00 - 8:00 p.m. 6:00 - 8:00 p.m. 6:00 - 8:00 p.m. For more information write or call: Master of Arts in Leadership Office Augsburg College 73121st Avenue South Minneapolis, MN 55454 612133~1786 ... Augsburg College_,; 731 21 S TAVENUE50UTH MINNEAPOLIS . MN 55454 3/91 ' .... ljee and Payment Schedule '· ...'·.· Application Fee (payable once, non-refundable) Tuition (per trimester course) (one course =6 quarter credits or 4 semester credits) Enrollment Reservation Deposit (non-refundable, applicable to first semester's tuition) Leadership Practicum Fee (per term for six terms) Thesis Continuation Fee $100.00 Late Fee, per day (charged to any student registering after the scheduled registration date). Late registration includes incomplete registration as defined: a) Unsigned Registration Form or b) Unapproved Payment Plan Registration Change after First Oass Meeting (cancel/add/change grade option, or combination at one time) Transcript Fee (per copy after first, which is free) Finance Charge: A finance charge is applied at a simple rate of 1% per month on any account with an open balance of 30 days or more. $25.00 $884.00 $100.00 $125.00 $50.00 $5.00 $2.00 Fees The appUcation fee ($25) is due on or before the application deadline for a given term. The $100 non-refundable deposit (applied to first semester's tuition) reserves a place in the program in a given term, once a person is accepted. Tuition is due at the time of registration. Payment Options* 1) Payment in Full: Due day of registration. 2) Payment Plan: Upon application and after college approval, a 3pay plan is available each trimester. Payment plans will be offered only if previous plans have been adhered to. 3) Company Reimbursement: Full courses, or equivalent, which are company reimbursed require a deposit of $150 per course reimbursed, with full payment due within 50 days after the end of the term. Tuition is set on an annual basis, payable in three equal installments at the beginning of each trimester. Registration is permitted only if the student's account for a previous term is paid in full as agreed. Augsburg College will not release diplomas or academic transcripts until all student accounts are paid in full. This also applies for student loan funds administered by the college (Perkins Student Loan); they must be current according to established repayment schedules. •A non-sufficient-funds check will decliire your registriition in"Dtilid iind could iiffect further credit extended l1y the college. ntroduction Developing Leaders for Organizations and the Community The Master of Arts in Leadership responds to the leadership development needs of profit and not-for-profit organizations. While different in structure and purpose, most organizations seek leaders with the following qualities: .& a vision which is ethically and morally responsible, extending beyond immediate concerns; ... an understanding of how change occurs and affects the immediate environment; .& a sensitivity to the complex problems organizations face, and an ability to achieve solutions consistent with an organization's mission; ... the ability to motivate and inspire individuals and groups to work toward a common goal; and .& the ability to effectively represent the organization both internally and externally. The Master of Arts in Leadership provides a means by which individuals aspiring to enhance their leadership skills may discover and refine these and other abilities and awarenesses fundamental to effective leadership. Accommodating the Full-Time Work Schedule The Master of Arts in Leadership program is designed to meet the needs and preferences of working adults. The program is based on the assumption that the men and women who enroll are employed, self-disciplined and well-motivated individuals who seek a balance of classroom experience, group interaction and individual study. Each course is, therefore, divided into periods of study, group efforts and class preparation. To accommodate this format for learning, each class meets on alternate Saturdays for three-and-one-half hours and alternate Thursday evenings for one-and-one-half hours. Leadership Development Model The Master of Arts in Leadership program promotes leadership as a process which 1) inspires cooperation among people who must compete for limited resources, 2) promotes productivity within and beyond the organization, and 3) works toward progress. To accomplish this, individuals aspiring to positions of leadership must possess three key attributes: a sense of vision, the ability to persuade and the ability to direct action. Underlying these attributes is a broad range of abilities and awarenesses. These abilities and awarenesses, outlined in the diagram on page 7, serve as specific outcomes for the Master of Arts in Leadership. Augsburg's model of leadership development is designed to assess, promote, enhance and refine these capabilities within the individual. Community of Learners Essential to the goals of the Master of Arts in Leadership is participation in a community of learners. Learning can be enhanced when the student is involved in a stable community that provides opportunity and encouragement for active participation both in and out of the classroom. This community will be enriched by the presence of men and women who bring to the program a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages graduate students to make use of college facilities such as the library, meeting rooms and the Christensen Center; to take the opportunity to share meals and coffee breaks; to participate in optional lunch time seminars; and to attend other college activities such as music and dramatic presentations and athletic events. Leadership Practicum Master of Arts in Leadership students enroll in a half course called "Leadership Practicum." Students are required to enroll in this professional assessment and development course for six terms during their graduate work at Augsburg. Upon completion of the entire practicum, students receive a half course credit. In each term, specific activities related to the practicum are scheduled. Early in the program a major component of this practicum is a full-day professional assessment to determine students' abilities and potential relative to each of the outcomes of the Leadership Development Model (see page 5). Assessment instruments include paper and pencil exercises and simulation and group experiences. Following the assessment students meet individually with a trained assessor who provides guidance in personal goal-setting and in the creation of a professional development plan or "blueprint." In subsequent terms "Leadership Practicum" includes workshops designed to meet the needs of the students in the following areas: communication skills, self-assessment measures, group processes, and other professional development topics identified by graduate students and staff. Leadership Development Model Leadership Sense of Vision Orientation Toward Action FacilitlJ for Persuasion / Ethical i. i. i. i. Creative Social awareness Environmental awareness Tolerance of religious and philosophical differences Appreciation of situational complexity i. i. i. i. Long-term perspective Flexibility Adaptability Innovativeness I I Risk Assumptive Curiosity • Achievement motivation i. Self-esteem i. Decisive i. i. i. i. i. Self-confidence Analytical ability Ability to think critically Understanding of research Ability to manage conflict '· .:· '.·.. Master of Arts in Leadership students are required to complete 12 courses and a thesis. Each course unites two or more liberal arts disciplines, encourage pursuit of the de ignated outcomes, and uses a variety of learning techniques appropriate to adult learners. Instructional technique ar varied, uch as case study, debate, written and oral presentations and group activity. These techniques, which have had demon trated success in advanced courses, develop targeted leadership abilities and understandings. Continual reinforcement occurs as students employ these capacities in multiple courses. Students ar encourag d to ee abilitie and understandings as cross-disciplinary and to see content areas as integrated. The very form of the program reflects the view that the world in which we operate is complex and that dealing with it successfully requires well-developed integrative ability. Required Courses Include: ML 500 ML 510 ML 590 ML 591 ML 592 Leadership Practicum (a half course which spans six trimesters) Foundations of Leadership (to be taken during one of the first three trimesters) Thesis-Research Seminar I Thesis-Research Seminar II (These two seminars are to be taken in a student's last two consecutive terms.) Thesis Consultation (a half course to be taken simultaneously with ML 591 and in the term in which the thesis is completed) Students are required to complete eight additional courses chosen from the following courses: ML 511 Creativity and the Problem-Solving Process ML 520 Self-Identity, Values and Personal Growth ML 521 Methods of Critical Thought ML 530 Ethics in Communication ML 531 The Dynamics of Change ML 540 Politics, History and Leadership ML 545 Analytical Reasoning for Qualitative Decisions ML 550 Decision-Making Technology ML 560 Developing a Multi-Cultural Perspective ML 598 Independent Study ML 599 Special Topics Other courses as added .Dourse Descriptions ML 500 Leadership Practicum A professional assessment and development course which spans six terms. This course includes a full-day professional assessment and subsequent workshops in the following areas: communication skills, self-assessment measures, group processes. The course culminates in a final professional assessment. Half credit. Graded on a PIN basis. ML 510 Foundations of Leadership Introduction to the concept of leadership, providing an historical and philosophical framework for the program. This course views the nature and purpose of leadership from a variety of disciplines and perspectives. The role of the liberal arts, various learning styles, methods of research and inquiry, student outcomes and program expectations are examined. ML 511 Creativity and the Problem-Solving Process Exploration of creativity from the perspective of traditional aesthetics as well as contemporary organizational thinking. This course uses creativity as a method and it examines techniques for solving problems in organizations, for enhancing innovation, and for seeking an integrative world-view. ML 520 Self-Identity, Values and Personal Growth Study of the concepts of self-identity, values and personal growth as related to professional and personal life. This course may employ psychological, philosophical, and theological perspectives to explore the role of the individual in the larger social context. Major topics include the acquisition, development and evolution of self-identity and values, the influence of sex roles, and the relationship to spiritual growth. ML 521 Methods of Critical Thought Investigation of the processes of critical thinking drawing from philosophy and other disciplines. This course focuses on the relationships between ideas and the expression and application of ideas. Students apply dialectical processes in the effective formation, presentation and use of ideas in organizational structures. ML530 Ethics in Communication Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within human communication. This course places particular attention on the use and abuse of communication in politics, advertising and interpersonal relationships. It emphasizes a sensitivity to ethical conflicts which arise in social and organizational settings. ML531 The Dynamics of Change This course offers an exploration of the context of social change and varying responses to diverse human needs. Ways of achieving well-being may be viewed differently by leaders in public and private domains and across cultures. The course explores these various perspectives including areas of conflict and opportunities for leadership in social and organizational change. Sociological, human development and economic theories are applied to contemporary public and private sector issues for social change. ML540 Politics, History and Leadership Analysis of the political aspects of nation-states and other organizations. This course focuses on the process of achieving individual, group or national goals. Drawing on a variety of cultures and nations, it examines significant historical events and the leaders who shaped them. ML545 Decision Making I: Qualitiative Process and Application Decision making is fundamental to all human endeavor, particularly in leadership. Leaders, regardless of their field, are continually held accountable for decisions in settings characterized by incomplete information and limited time. The constrained nature of the typical decision making environment necessitates the use of a systematic and objective decision making process. Drawing on various disciplines, course participants will examine th different tage of th deci ion making process, including: analysis of the decision setting and its relevant boundaries, identification of acceptable decision outcomes, definition of the implementation of the decision and appraisal of potential contingencies. While emphasis is given to the qualitative rather than quantitative aspects of decision making, about 20 percent of the course will include the development of some basic analytical concepts: data collection, graphs and charts, measuring central tendency and dispersion, and association. ML550 Decision Making and Technology Hi torical analysis of th decision making and problem solving process. This cours focuses on the development of technology a both the cau e and the solution of problems by investigating various cases. ML560 Developing a Multi-Cultural Perspective Investigation of inter-cultural is ·ues. This course enhances the ability to lead and work more effectively with p ople of different cultural background through the study of di.ver e values, beliefs and traditions within the global community. ML 590 Thesis-Research Seminar I: Research in Leadership First half of a two-course "capstone" sequence for the Master of Arts in Leadership Program. This course provides each individual the opportunity to develop a research topic to synthesize previous study and work experience and to demonstrate an understanding of the program's principles. Graded on a P /N basis. ML591 Thesis-Research Seminar II: Synthesis of Findings Continuation of the "capstone" seminar. This seminar focuses on the methods of inquiry and results of individual projects. At the completion of the seminar, students present their final results orally and submit written thesis. Graded on a P /N basis. ML592 Thesis Consultation A series of meetings with a faculty thesis adviser simultaneous with ML591 and during the trimester in which the thesis is being prepared for final submission. Half credit. Graded on PI N basis. Students not completing the thesis durin,g the same term in which they are emolled in ML591 are required to pay a thesis continuation fee of $100 during each subsequent term until the thesis is completed. ML598IndependentStudy Provid s directed independent study in an area of the student's choice. Open to students who have completed at least three courses with a grade of at least 3.0. Requires consent of the Associate Dean for Graduate and Special Programs. ML599 Special Topics Study of selected topics in leadership that are not treated extensively through current course offerings. Specific topics will be published prior to registration. .... . ...·,· Faculty who t ach in the Master of Arts in Leadership program are full-time senior faculty with doctorates or appropriate professional degrees. Some course are team taught by bringing together faculty from different disciplines or combining a faculty member with professionals from relevant field . In these situations, at least one member of the team has a Ph.D. and substantial teaching experience. AU of the program faculty have exten ive experience teaching adult learners. Graduate faculty are listed at the 1d of thj bulletin. ibrary The Augsburg library houses over 160,000 books, periodicals, records, tapes and films. Music, chemistry and art history libraries are located within the departmental areas. Access to over 1,000,000 volumes is available v:ia daily interloan and courier service among seven private liberal art colleges and the Hill Reference Library. Through Minitex, the statewide network, the additional resources of the Minnesota and Wisconsin libraries are accessible to Augsburg faculty and students. :.ccreditation and Affiliations Students who successfully c mplet Augsburg's leadership program will receive a Ma ter of Arts Degree. Augsburg .is accredited by the North Central Ass ciation of Colleges and Schools. The college i a member of the Associated Colleges of tbe Twin Cities (ACTC), Lutheran Education Cow1cil in North America and Minnesota Private College Council. Augsburg College is registered with the Minnesota Higher Education Coordinating Board. Registration is not an endorsement of the institution. Registrati n do snot (necessarily) mean that credits earned at the institution can be transferred to other institutions or that the quality of the educational programs would meet the standards of every student, educational institution, or employer. • udent Support Services The Augsburg Master of Arts in Leadership Program assists students in making education and career plans, in working on their personal development, and in participating in activities beyond the classroom. Some of these services are listed below. Academic Planning In addition to the faculty who provide consultation and advice, academic planning is guided by the Leadership Practicum assessors, thesis advisers, and Master of Arts in Leadership staff. Career Services available include: • Professional assessment through the Leadership Practicum • Self/ career assessment counseling through the Career Services Office (330-1162) • Development of a resume and a career-search plan through the Career Services Office • Work experience related to a student's field of specialization through the Cooperative Education Office (330-1148) • tudent Rights The College has adopted a statement of student rights and responsibilities and has provided for due process in the matters of disciplinary action, grievances and grade appeal. Students who wish to identify appropriate procedures for complaints should contact the Vice President for Student Affairs (330-1160). The College operates in compliance with the Family Rights and Privacy Act and Title IX. Students have the right to inspect all official records which pertain to them and which are maintained in the Registrar's Office and the Placement Office (except where a waiver of access has been signed) and to challenge inaccurate or misleading information. Students have a right to experience education free from discrimination based on sex, race, ethnic or cultural background, handicap, creed, marital status or age. • dmission Requirements Applicants to the program must hold a baccalaureate degree from an accredited four-year college or university. Applicants to the program are expected to have a minimum undergraduate grade point average of 3.0 (on a scale of A=4.0). Applicants to the program must have five years of experience (or equivalent) with one or more organizations in a position(s) of leadership or position(s) demonstrating leadership potential. Decisions about admission to the program will be made on an individual basis by the Master of Arts in Leadership Committee. Admission to each entering graduate class will be given to the most highly qualified individuals. Selection of candidates will be made on the basis of an evaluation of each applicant's: • • • • Previous college record, Letters of recommendation, Experience and organizational background, Miller Analogies Test scores, or for applicants whose native language is not English, a minimum score of 600 on the Test of English as a Foreign Language (TOEFL), and • Written statement and possible interview. A)pplication Procedures To apply, students must submit the following materials to the Master of Arts in Leadership Office: • Completed application form with $25 (non-refundable) application fee. • Written statement relating the applicant's career and life goals focusing on leadership aspirations. • Letter of recommendation from an immediate supervisor, assessing leadership potential. • Letter of recommendation from a co-worker (at the same level) describing applicant's work style and potential as a leader. • Official transcripts of undergraduate and graduate work from all institutions attended. • Official set of results on the Miller Analogies Test, or for applicants whose native language is not English, a minimum score of 600 on the Test of English as a Foreign Language (TOEFL). • Possible interview with graduate program staff member. mlvaluation Standards Evaluation of academic performance for the Master of Arts in Leadership will be based on number grades using a 4.0 point scale with these definitions: 4.0 3.5 3.0 2.5 2.0 P N W I Achieves highest standards of excellence Achieves above basic course standards Achieves the minimum passing standard Achieves at or above the 2.0 level (not computed in grade point average) Does not meet minimum course standards (no credit and non-punitive-not computed in grade point average) Grade given when course is dropped Incomplete grade given when student is unable to complete course requirements for reasons beyond the student's control (to receive an incomplete, a student must file a petition with the Graduate Program staff stating reasons for the request, the plan and date for removing the incomplete grade, the signature of the instructor, and any other necessary documentation). No more than two courses with a grade below 3.0 will count toward the degree. No more than two courses with a grade below 2.0 can be repeated. Only the credits and grades earned the second time are counted in the grade point average. Alcademic Policies Academic Probation and Dismissal Students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of N in a course, the student must petition successfully with the Master of Arts in Leadership Committee before being permitted to continue in the program. A plan for the student to follow would be outlined at that time. If the cumulative grade point average again falls below 3.0, the student may be dismissed from the program by the Master of Arts in Leadership Committee. Students also may be dismissed by the Master of Arts in Leadership Committee for behavior detrimental to the program such as a gross violation of college policy (as published in the Student Guide). Di missal would occur only after established procedmes were followed. Credit for Prior Education, Training and Experience Due to the interdisciplinary nature of the courses in the Master of Arts in Leadership Program, it is unlikely that courses taken elsewhere may be substituted for a particular course in the curriculum. Students may petition the Master of Arts in Leadership Committee for approval of any variation in the curriculum including the transfer of credit or the receipt of credit for other training. Credit and Contact Hours Each graduate course in the Master of Arts in Leadership Program is the equivalent of four semester credits or six quarter credits. Students meet in class a total of 30 hours and are responsible for a significant amount of individual study and preparation. Enrollment Policy/Leaves of Absence Students may take either one or two courses each trimester. Enrolling in two courses per trimester enables a student to complete the program in two years. All students are required to complete the program within five years. Extensions beyond five years will be considered on the basis of petition to the Master of Arts in Leadership Committee. Students who leave the program for more than one term must request a leave of absence in writing from the Master of Arts in Leadership Committee. Last Date to Withdraw from Class The last date on which students may withdraw from a class and receive a "W" on their records is noted in the calendar insert. Payment Options* 1) Payment in Full: Due day ofregistration. 2) Payment Plan: Upon application and after college approval, a 3-pay plan is available each trimester. Payment plans will be offered only if previous plans have been adhered to. 3) Company Reimbursement: Full courses, or equivalent, which are company reimbursed require a deposit of $150 per course reimbursed, with full payment due within 50 days after the end of the term. Tuition is set on an annual basis, payable in 3 equal installments at the beginning of each trimester. Registration is permitted only if the student's account for a previous term is paid in full as agreed. Augsburg College will not release diplomas or academic transcripts until all student accounts are paid in full. This also applies for student loan funds administered by the college (Perkins Student Loan); they must be current according to repayment schedules. A non-sufficient-funds check will declare your registration invalid and could affect further credit extended by the college. Refund Schedule A per-course tuition refund will be made on the following basis: (In order to be eligible for the refund, students are responsible for cancelling courses with the Registrar's Office.) Prior to the first scheduled class meeting-100% Prior to the second scheduled class meeting-90% Prior to the third scheduled class meeting-80% Prior to the fourth scheduled class meeting-70% Prior to the fifth scheduled class meeting-60% Prior to the sixth scheduled class meeting-50% inancial Aid In a number of ways, students may receive assistance in meeting Graduate Program costs. Enrollment in two courses per trimester allows the student to be classified as full-time. One course is considered half-time enrollment. The Office of Student Financial Services (330-1046) assists students in assessing financial aid eligibility and offers financial aid from available alternatives, including the following: Augsburg Tuition Grant Augsburg College may provide grants and scholarships to graduate students who show academic potential and have financial need. Funded Scholarships Augsburg actively pursues outside funding for special scholarships. The availability of such scholarships enables the participation of individuals of limited financial means as well as individuals working for volunteer agencies and other organizations not likely to provide tuition reimbursement. Company Tuition Assistance Programs Many companies, agencies and corporations offer full or partial tuition assistance to employees who participate in work-related or degree-related college programs. Augsburg College provides several payment plans by which employees may handle tuition reimbursement. Bureau of Indian Affairs, Tribal and State Indian Scholarships American Indian students who meet federal, state or tribal requirements may apply for these scholarships. Indian grants generally supplement other sources of financial aid. For assistance in application please contact Augsburg's American Indian Support Program Director at 330-1138 or your tribal agency. Federal and State Aid Programs The Office of Student Financial Services determines eligibility for any Federal or State financial aid programs available to graduate students. Determination of eligibility is based on standard, nationally accepted methodology. ..6. Perkins Student Loan-Joint Augsburg College-federally funded program administered through the College for students who demonstrate financial eligibility. No interest accrues nor do payments have to be made on the principal at any time while you are enrolled at least half-time. Simple interest of 5% and repayment of the principal (at the minimum of $30 a month) begin six months after you leave school (nine months for new borrowers after 7-1-87). Repayment may extend up to 10 years. The maximum which may be borrowed for combined undergraduate and graduate study is $18,000 . ..6. SLS (Supplemental Loans for Students)-A Federal loan program. Independent students may borrow up to $4,000 per year to a maximum of $20,000 and must be enrolled at least half-time. Variable interest rate is set annually with a cap of 12%; payment usually begin within 60 days after disbursement. Principal may be def rred until the student ceases half-time enrollment. Interest may, at the lender's option, acnunu late w1til the in-school deferment ends. Students mu t apply for financial aid. • SELF (Student Educati nal Loan Fund)-A Minnesota State loan program. Stud nts may borrow up to $4,000 per year ($16,000 cumulative) as tmdergraduate with a $25,000 aggregate maximum when graduat study is included ($1,000 minimum). Interest.rate is variabl , paid by the borrower qua1terly while in d1 I. Principal payments begin 13 month after I aving d1 ol. Student must apply for financial aid and be enrolled at least half-time. • Stafford Student Loan (formerly the Guaranteed Student Loan)-Loan funds are obtained directly from a local lender or tate agency in certain states. While the student is attending at lea t half-time, there is no interest charge. Simple annual interest of 8% on the loan balance and repayment of the principal begin six months after leaving school. Repayment may extend up to 10 years. The maximum loan is $2,625 for the fir t two years and $4,000 for the remaining years of W1dergraduate study and $7,500 per year for graduate study. The cumulative Wldergraduate and graduate maximum is $54,750. To Apply for Financial Aid: 1) 2) 3) 4) 5) Complete the Application for Admission and indicate your desire to also apply for financial aid. The Office of Student Financial Service will send you necessmy application and financial statement form (or you may pick up them up in the Office of Student Financial Service , 152 Science Hall, or the Master of Arts in Leadership Program Office, 2222 Muipl1y Place.) AJJ students must have a Financial Aid Transcript on file with Augsburg from each previously attended institution even if they did not receive aid. Forms are available from the College. Complete and return the financial aid forms by the deadlines indicated. Accept the financial aid offered, in whole or in part, within the deadline stated. Albout Augsburg History . ... Augsburg was the first seminary founded by Norwegian Lutherans in America. Named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530, Augsburg opened in September, 1869, in Marshall, Wisconsin, and moved to Minneapoli in 1872. Campus Location Augsburg's campus is located in the heart of the Twin Cities smrounding Murphy Square, the oldest of 155 parks in the "City of Lakes." Adjacent to the campus ar Fairview and St. Mary's Hospitals, the West Bank campus of the University of Minnesota and Mississippi River parkways. Accessibility Augsburg College has made a major effort to become one of the most accessible campuses in the region. Skyways, tunnels and elevators provide accessible connections between nine of the 14 major buildings-student housing towers, Christensen Center, main academic and administrative halls, the library and music building. In addition, there are programs for students with learning and physical disabilities. Church Affiliation Aug burg is a college of The Evange lical Lutherru1 Church in America. About 59 p rcent of the students are Lutheran, 14 percent other Protestant a nd 19 p rcent Roman Catholic. Several other affiliations ar e represented among student and faculty . Non-Discrimination Policy Augsburg College does not discriminate on the basis of race, creed, national or ethnic origin, age, marital status, sex or handicap a required by Title IX of the 1972 Educational Amendments f Section 504 of the Rehabilita tion Act of 1 73 as amended in its admission policies, educational programs, activities, and employment practices. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. Admissions House George Sverdrup Library Science Hall Old Main West Hall Mortensen Tower Urness Tower Christensen Center Sverdrup-Oftedal Memorial Hall Music Hall 2222 Murphy Place Melby Hall Ice Arena Stage II Theatre Center for Global Education Scandinavian Center Foss, Lobeck, Miles Center for Worship, Drama and Communication Youth and Family Institute 19. Office Annex House 20. Tutor House 21. American Indian Support and Minority Education Partnership A. Admissions Parking B. Student Parking C. Visitor Parking D. The Quad E. Faculty /Staff Parking F. Murphy Square G. Anderson-Nelson Athletic Field H. Fairview /St. Mary's Parking Ramp I. Husby-Strommen Tennis Courts J. Resident Parking Only I6. I Accessible Entrance • ampus Location I N I -$- I I I ...... ...... DOWNTOWN MINNEAPOLIS ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... From Minneapolis Interstate 94 east to 25th Avenue exit, left to Riverside Avenue, left to 21st Avenue South, left at Augsburg sign. From St. Paul Interstate 94 west to Riverside exit, right on Riverside Avenue to 21st Avenue South, left at Augsburg sign. Parking All posted Augsburg College parking lots are free and open for student use from 4:30 p.m. Friday through Sunday evening. Lots are located on 7th Street between 21st and 22nd A venues and north of 8th Street on 21st Avenue. Most street parking is two hour parking, seven days a week. Additional parking is available in the Riverside Medical Center ramp, or U of M parking lots on the north side of Riverside A venue. m acultyand Administration The following faculty and administrators are currently involved in the Master of Arts in Leadership Program: Earl Alton, Professor and Department Chairperson of Chemistry. B.A., St. Olaf College; M.S., Ph.D., University of Minnesota. John Benson, Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.A., Ph.D. Columbia University. Maria Brown, Assistant Professor of Social Work. B.A., M.A., American University; M.S.W., University of Minnesota. John Cerrito, Assistant Professor of Business Administration. B.A., Rhode Island College; M.S., University of Wisconsin-Stout. Francine Chakolis, Assistant Professor of Social Work. B.S., Augsburg College; M.S.W., University of Minnesota. Lany Crockett, Assistant Professor of Ma.th m<1 tics/Computer Science. B.A., M.A., Pacific Lutheran Uni ersity; M.Div ., Luther Theological Seminary. Grace Dyrud, Professor of Psychology. B.A., M.A., Ph.D., University of Minnesota. Mark Engebretson, Associate Professor and Department Chairperson of Physics. B.A., Luther College, M.Div., Luther Theological Seminary; M.S., Ph.D., University of Minnesota. Norman Ferguson, Professor of Psychology. B.A., Franklin and Marshall College; M.S., Ph.D., University of Minnesota. Nancy Guilbeault, Director, Counseling Services. B.A., M.A., Ph.D., University of Minnesota. Satya Gupta, Professor of Economics. B.S., M.S., Agra University, India; M.S., Ph.D., Southern Illinois University. Milda Hedblom, Professor of Political Science. B.A., Macalester College; M.A., Ph.D., University of Minnesota. Edwina Hertzberg, Associate Professor Social Work, Director of Faculty Development. B.A., Cedar Crest College; M.S.W., Ph.D., University of Minnesota. Garry Hesser, Professor of Sociology, Director of Cooperative Education Program. B.A., Phillips University; M.Div., Union Theological Seminary; Ph.D. University of Notre Dame. Ryan LaHurd, Vice President for Academic Affairs, Dean of the College. B.A., Mt. Carmel College; M.A., University of Chicago; Ph.D., University of Wisconsin. David Lapakko, Assistant Professor of Speech, Communication and Theatre. B.A., Macalester College; M.A., Ph.D., University of Minnesota. Rosemary Link, Assistant Professor of Social Work B.A., Southhampton University; S.Q.S.W., London University; Ph.D., University of Minnesota. Marie McNeff, Professor of Education. B.S., M.Ed., Ed.D., University of Nebraska. Fekri Meziou, Assistant Professor of Business Administration, B.A., University of Tunis, Tunisia; M.A., Ph.D., University of Minnesota. Thomas Morgan, Assistant Professor of Business Administration. B.S., Juniata College; M.B.A., University of Denver; M.S., University of Oregon. .• i· William Morris, Adjunct Professor of Political Science. B.A., Oakland University; Ph.D., Carnegie-Mellon University. Richard Nelson, Profes on md DepartmentChairper n of History. B.A., University of N braska; M.A., Ph.D., University f Min.n sota. Beverly Nilsson, Prof ,sor and Chairperson of Nursing. B.S.N., M.S., Ph.D., University of Minne ota. Norma Noonan, Professor of Political Science. B.A., University of Pennsylvania; M.A., Ph.D., University of Indiana. Vicki B. Olson, Assistant Professor of Education, B.S., M.A., Ph.D., University of Minnesota. Diane Pike, Associate Professor of Sociology. AB., Connecticut College; Ph.D., Yale University. Larry Ragland, Associate Professor Mathematics and Computer Science. B.S., M.A., Central Missouri State College; Ph.D., University of Texas at Austin. Stuart M. Stoller, Assistant Professor of Business Administration. B.S., M.S., Long Island University. William Swenson, Adjunct Professor of Philosophy. AB., Ph.D., University of Chicago. Elizabeth Vander Schaaf, Associate Dean for Graduate and Special Programs. B.A., Swarthmore College; M.A. Ph.D., University of Iowa. Theresa Welcher, Assistant Professor of Nursing. B.S., and two M.S. degrees, South Dakota State University. #;)dvisory Council to the Master of Arts in Leadership Program Linda Geisen, Training and Development Manager, City of St. Paul. Dan Hanson, Vice President, Food Ingredients Division, Land-0-Lakes, Inc. Cynthia Marsh, Ph.D. Consulting Psychologist, Personnel Decisions, Inc. Dean Newman, Consultant. Robert Odom, Senior Vice President of U.S. Specialty Divisions, H.B. Fuller Company. Richard Ploetz, Customer Education Manager, Medtronic, Inc. Rosemarie Ramirez, Human Resources Officer, St. Paul Companies, Inc. The provisions of this document are not to be regarded as an irrevocable contract between the student and the College. The College reserves the right to change any provisions or requirements at any time within the student's term of residence. . \' Augsburg Colleg0 731 21ST AVENUE SOUTH MINN EA POLIS, MN 55454 - - - . Table of Contents ACADEMIC CALENDAR .....................................Page 2 . PROGRAM INFORMATION SESSIONS .............. Page 3 1991 .1992 TUITION AND FEES ........................Page 4 CLASS SCHEDULE. FALL 1991 ...........................Page 5 CLASS SCHEDULE. WINT'ER 1... Show more - - - . Table of Contents ACADEMIC CALENDAR .....................................Page 2 . PROGRAM INFORMATION SESSIONS .............. Page 3 1991 .1992 TUITION AND FEES ........................Page 4 CLASS SCHEDULE. FALL 1991 ...........................Page 5 CLASS SCHEDULE. WINT'ER 1992 ..................... Page 8 CLASS SCHEDULE. SPRING 1992 ....................... Page 11 Augsburg Weekend College 1991 - 1992 Academic Calendar 1991 Fall Trimester Application Deadline Aug 19 1992 Winter Trimester 1992 S p e Trimester Dec 2 Mar9 Applicant pile Completion Deadline Aug 30 Dec 16 Mar 23 New Student Orientation sept 7 Apr 4 Jan 4 Class Scheduling (course selection) Begins: June 2 Oct 25 Ends: Aug 2 Nov 22 Jan 31 Mar2 Registration (schedule confirmation) Mail Deadline Aug 23 Dec 16 New Students/ Sept 7 Jan 4 Make-up Mar 23 Apr 4 Classes Begin Apr 10-12 Sept 13-15 Jan 10-12 Last ~ a ~ t o A or d dDmp &ss Without Record Notation Sept 15 Jan 12 Apr 12 - - - ~p Last Day to Change Grade Option Oct 27 Feb 16 May 17 Last Day to Drop a Class Nov 24 Mar 15 May 31 Classes End Dec 6-8 Mar 27-29 Jun 12-14 Final Exams Dec 13-15 Apr 3-5 Jun 19-21 Dec 23 Apr 13 June 29 Sept 13-15 Sept 27-29 Oct 11-13 Oct 25-27 NOV8-10 NOV22-24 Dec 6-8* D ~ 13-15 C Jan 10-12 Jan 17-19 Jan 31-Feb 2 Feb 14-16 Feb 28-Mar 1 Mar 13-15 Mar 27-29 Apr 3-5 Apr 10-12* Apr 24-26 May 1-3 May 15-17 May 29-31 June 12-14 June 19-21 Final Grades Due Classes Meet Program Information Sessions Adults who are interested in Augsburg Weekend College are encomged to attend one of the infbrmation sessions that are scheduled throughout 5the year. These information sessions are free of charge and are approximately two hours in length. Please call the Weekend College Office (330-1652) to receive further details on these information sessions or to sign up for one of the fbllowing dates: - For Pall Trimester, 1991 Saturday, May 18 Tuesday, June 4 Saturday, June 22 Thursday, July 11 Saturday, July 27 Saturday, August 10 - For Winter Trimester, 1992 Saturday, October 12 Saturday, November 9 Saturday, November 2 3 For Spring Trimester, 1992 Saturday, February 1 Tuesday, February 18 Saturday, February 29 For more infirmation write or call: Augsburg Weekend College Office Augsburg College 731 21st Avenue South Minneapolis, Minnesota 55454 Phone: 612/330-1652 FAX: 612/330-1695 1991 - 1992 Tuition and Fees Application Fee (payable once, non-rehndable) Tuition (per trimester course) $15 .OO $768.00 (one c o r n is 6 quarter credits or 4 semester credits) Tuition (per summer course, 1991) $595.00 Activity Fee (per trimester) $7.00 Audit a Course $384.00 Lifetime Sports: Fee for course Fee for Assessment of Previous Learning $100.00 $50.00 Nursing Clinical Fee $150.00 Student Teaching Fee (per course) $300.00 Late Fee (per day) $50.00 Five working days after registration (schedule conhnation) are allowed to complete late registrations. Per day k e is charged to any student registering after the scheduled registration date. Late registration also includes incomplete registration as defined: a) unsigned registration form; b) unapproved payment plan. Registration change after first class meeting $5.00 (cancel/add/change grade option, or combination at one time) Transcript Fee (first is fiee, per copy after first) $2.00 Finance Charge: A finance charge is applied at a simple rate of 1%per month on any account with an open balance of 30 days or more. Fall Trimester, 1991 Class Schedule Friday Evening (6:OO - 9:30) BIO 185 Biology ofAging BUS 242 Principles of Management BUS 355 Marketing Communications BUS 362 International Business BUS 391 Business Law ECO 112 Principles of Macroeconomics EDE 350 Creating Learning Environments (9/13-11/8) (.5) EDE 379 K-El Art Methods (9/13-10/11) (.25) EDE 382 K-El Math Methods (10/25-12/13) (.5) EDE 387 K-El Language Arts (10/25-12/13) ( 5 ) EDS 350 Reading in the Content Areas (9/13-11/8) (.5) EDU 264 Orientation to Education (9/13-11/8) (.5) EDU 388 Human Relations (10/25-12/13) (.5) ENG 272 European Literature: Renaissance to Modem INS 233 Women: A Cross-Cultural Perspective MAT 131 Math for the Liberal Arts * NUR 305 Contemporary Nursing I: Communication NUR 350 Introduction to Nursing Research NUR 403 Contemporary Nursing 111:Families PHY 101 Astronomy PSY 105 Principles of Psychology PSY 361 Personality REL 356 History of Religions SOC 265 Culture: Ethnicity, Gender and Race SOC 231 Family Systems: A Cross Cultural View SPC 111 Public Speaking SPC 345 Organizational Communication SWK 260 Humans Developing Saturday Morning (8:30 - 12:OO) BIO 103 BUS 221 BUS 222 BUS 242 BUS 324 CHM 109 CSC 271 ECO 112 ECO 113 ECO 313 EDE 376 EDE 377 Human Anatomy and Physiology * Principles of Accounting I Principles of Accounting I1 Principles of Management Managerial Cost Accounting General Chemistry * COBOL Principles of Macroeconomics Principles of Microeconomics Intermediate Microeconomics K-El Social Studies Methods (10/26-11/23) (.25) K-El Science Methods (9/14-10/12) (.25) rnn v 200 CI U L - I ~ L I#-LL->- /n /-A q n 1x-i / -F\ PHI 110 Introduction to Philosophy POL 342 Mass Communications in Society PSY 105 Principles of Psychology REL 221 Biblical Studies REL 363 Religion in America SPC 111 Public Speaking SPC 352 Persuasion SPC 495 Topics: The Selfand the Organization SWK 463 Community Development and Organization Saturday Afternoon (1:15 - 445) ART 240 Art History Survey BUS 221 Principles ofAccounting I BUS 242 Principles of Management BUS 252 Principles of Marketing BUS 322 Accounting Theory and Practice I BUS 340 Human Resource Management BUS 391 Business Law CSC 170 Structured Programming ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics EDE 380 K-El Music Methods (11/23-12/14) (.25) EDE 386 Children's Litelature (9/14-11/9) (.5) EDS 353 Creating Leaming Environments EDU 341 Media Technology (9/14-11/9) (.5) ENG 111 EEctive Writing ENG 225 Intermediate Expository Writing * ENG 250 Readings in American Literature HIS 222 U.S. History Since 1877 HPE 114 Health and !hfkty Education (E/S) (9/14-11/9) (.5) POL 160 World Politics POL 342 Mass Communications in Society REL 345 Lutheran Heritage REL 339 Television and Religion SOC 121 Introduction to Human Society SPA 111 Beginning Spanish I SPC 354 Interpersonal Communication SWK 361 Social R c p n s e to Human Needs - Sunday Afternoon (1:15 - 445) ART 132 BUS 221 BUS 252 BUS 331 BUS 423 Photography Principles of Accounting I Principles of Marketing Financial Management Auditing E r n 21 2 T..+--~A:-+- l i ~ : ~ ~ . . ~ ~ ~ . . . . ~ : ~ ENG 111 ENG 351 HIS ~ ~ ~ MIS 175 MIS 279 MIS 375 REL 420 SOC 121 SOC 265 SPA 111 Efictive Writing * American Literature Since 1920 (To be announced) 1 1 and5 Chemical Dependency Education (10/27-12/15) (.5) Health Computers in Business, Economics and MIS Quantitative Methods h r Business, Economics and MIS Inhrmation Systems in the Organization Eastern Orthodoxy Introduction to Human Society Culture: Ethnicity, Gender and Race Beginning Spanish I * Thursday Evening CSC 330 Theory of Computation NUR 423 Practicum in Nursing I * ** Minnetonka College Center (To be announced) Lifetime Sports HPE 002 Racquet Sports (Saturday Afternoons) Time - to be Arranged EDE 363 Clinical Experience (.5) EDS 352 Clinical Experience (.5) Student Teaching (Prereq.: Approml and Placement by Ed. Dept.)* - EDE EDE EDE EDE EDE EDE EDE EDE EDE EDE EDS EDS EDS EDS 48 1 K Student Teaching 481 K-EL Student Teaching 481 EL Student Teachiig 482 K Student Teaching 482 K-EL Student Teaching 482 EL Student Teaching 483 K Student Teaching 483 K-EL Student Teaching 483 EL Student Teaching 484 EL Student Teaching 481 Student Teaching 482 Student Teaching 483 Student Teaching 484 Student Teaching Winter Trimester, 1992 Class Schedule Friday Evening (6:OO- 9:30) ART 224 Publication Design ART 352 Women's Art History BUS 242 Principles of Management BUS 252 Principles of Marketing ECO 112 Principles of Macroeconomics EDE 388 K-El Health Methods (3/13-4/3) (.25) EDE 389 K-El Physical Education Methods (1/31-2/28) (.25) EDU 341 Media Technology (1/10-2/28) (.5) ENG 111 EEctive Writing * ENG 225 Intermediate Expository Writing* ENG 245 Introduction to Literature NUR 306 Contemporary Nursing 11: Paradigms in Nursing NUR 310 Community Health Nursing I * PHY 106 Introductory Meteorology * PSY 373 Or@nizational Psychology REL 486 Psychology of Religion SOC 121 In~oductionto Human Society SOC 265 Culture: Ethnicity, Gender and Race SOC 375 Social Psychology SPC 354 Interpersonal Communication SWK 260 Humans Developing Saturday Morning (8:30- 12:OO) BIO 101 Human Biology BUS 221 Principles of Accounting I BUS 222 Principles of Accounting I1 BUS 340 Human Resource Management BUS 352 Marketing Research and Analys'i BUS 391 Business Law BUS 433 Financial Theory: Policy and Practice CHM 110 Organic and Biological Chemistry CSC 445 Operating Systems and Computer Achitecture ECO 112 Principles of Macroeconomics EDE 351 Techniques of Teaching Reading EDE 379 K-El Art Methods (1/11-2/1) (.25) EDE 382 K-El Math Methods (1/11-2/29) (.5) EDE 387 K-EL Ianguage Arts (1/11-2/29) (.5) EDU 264 Orientation to Education (1/11-2/29) ( 5 ) EDU 388 Human Relations (2/15-4/4) (.5) ENG 111 EEctive Writing n-T- --- n ..- .. 1~ I . n . . -- - - > X E ---. 2.-- PSY 485 Counseling Psychology REL 363 Religion in America REL 471 Jesus and His Interpreters SPC 111 Public Spealang SPC 355 Small Group Communication SWK 363 Basic Methods (by demand) SWK 465 Social Policy: Analysis and Development Saturday Afternoon (1:15 - 445) BUS 222 Principles of Accounting I1 BUS 252 Principles of Marketing BUS 323 Accounting Theory and Practice I1 BUS 331 Financial Management BUS 465 International Management ECO 113 Microeconomics ECO 313 Intermediate Microeconomics ECO 415 Managerial Economics EDE 350 Creating Learning Environments (2/154/4) (.5) EDE 377 K-El Saence Methods (1/11,1/18,2/1) (.25) EDE 386 Children's Literature (2/15-4/4) (.5) EDS 353 Creating Learning Environments EDS 477 School and Society ( l / l l - 2/29) (.5) ENG 216 American Indian Literature ENG 223 Writing for Business and the Professions * HIS 104 The Modem Non-Westem World HPE 115 Health and ChdDependency Education (E/S) (2b-3/28) (5) MAT 121 Finite Mathematics MAT 171 Discrete Mathematics MIS 175 Computers for Business, Economics and MIS PHI 380 Ethics of Medicine and Health Care PSY 264 Research Methods I REL 221 Biblical Studies REL 356 History of Religions SOC 121 Introduction to Human Society SPA 112 Beginning Spanish I1 * SPC 329 Intercultural Communication SPC 351 Argumentation SWK 364 Field Work I (by demand) SWK 466 Field Work I11 Sunday Afternoon (1:15 - 4:45) ART BUS BUS BUS BUS 102 222 242 326 440 Environmental Design Principles of Accounting 11 Principles of Management Tax Accounting Operations Management EDE 376 K-El Sodal Studies Methods (1/12-2/2) (.25) EDE 380 K-El Music Methods (1/12-2/2) (.25) EDS 375 Social Studies Methods (1/12-3/1) (.5) i sAge ENG 332 Milton and H FRE 111 Beginning French I GER 111 Beginning German I* HPE 114 Health and S t y Education (E/S) (1/12-3/1) (.5) HPE 353 Kinesiology and Physiology of Exercise MIS 175 Computers fix Business, Economics and MIS MIS 475 Inbnnation Systems Analysis and Design SPA 111- Beginning Spanish I SPA 112 Beginning Spanish I1 Day Schedule Evening Courses CSC 352 Database Management & Design (meets Feb. - May) ECO 414 We&e Economics (meets Feb. - May) (required b r Economics major) Minnetonka College Center - - (To be announced) Lietime Sports HPE 002 Lifetime Fitness (meets weekly fbr 8 weeks) To be Arranged EDE 363 Clinical Experience (.5) EDS 352 Clinical Experience (.5) HPE 489 Coaching Practicum (.5) Travel Seminars (To be announced) Student Teaching (Prereq.:Approval and Placement by Ed. Dept.)* * * EDE 481 K Student Teaching EDE 481 K-EL Student Teaching EDE 481 EL Student Teaching EDE 482 K Student Teaching EDE 482 K-EL Student Teaching EDE 482 EL Student Teaching EDE 483 K Student Teaching EDE 483 K-EL Student Teaching EDE 483 EL Student Teaching EnF.484 F.T.Sfiident Tearhinv Spring Trimester, 1992 Class Schedule Friday Evening (6:OO - 10:OO) BUS 242 Principles of Management BUS 252 Principles of Marketing BUS 466 International Marketing ECO 112 Principles of Macroeconomics EDE 350 Creating Learning Environments (5/15-6/19) (.5) EDE 376 K-El Social Studies Methods (4/10-5/1) (.25) EDE 380 K-El Music Methods (5/29-6/19) (.25) EDE 382 K-El Math Methods (5/1-6/12) (-5) EDS 353 Creating Learning Environments EDU 265 Orientation to Education (4/10-5/15) (.5) EDU 388 Human Relations (E/S) (4/10-5/15) (.5) ENG 111 EEctive Writing ENG 261 Modem Fiction HPE 114 Health and Safkty Education (E/S) (4/10-5/15) (.5) Women's Studies course (To be Announced) INS MAT 131 Math for the Liberal Arts MUS 130 Introduction to Music in the F i e Arts PHY 101 Astronomy PSY 105 Prinaples of Psychology REL 111 Introduction to Theology SOC 121 Introduction to Human Society SPC 111 Public Speaking SPC 480 Public Relations/PromotionalCommunication SWK 260 Humans Developing Saturday Morning (8:OO - 12:OO) BIO 108 Microbiology * BUS 222 Principles of Accounting I1 BUS 391 BusinessLaw CHM 100 Chemistry for Changing Times ECO 113 Principles of Microeconomics ECO 318 Management Science EDE 351 Techniques of Teaching Reading EDE 377 K-El Science Methods (5/30-6/20) (.25) EDS 350 Reading in the Content Areas (4/11-5/16) (.5) EDU 341 Media Technology (4/11-5/16) ( 5 ) ENG 111 EEctive Writing * ENG 226 Introduction to Creative Writing ENG 438 Shakespeare HIS (To be announced) HTE 115 Health and Chemical Dependency Education (4/11-5/16) ( 5 ) MAT 114 Elemenmy Functions * MTs 17< f ! r \ r n n ~ ~ t ~ rfor c R ~ ~ c i n ~Ernnr\m;m n c o n A MTC POL 342 PSY 105 PSY 362 REL 353 REL 483 SOC 336 SPC 352 SWK 461 SWK 467 Mass Communications Principles of Psychology Behavior Disorders Denominations and Religious Groups Christian Ethics Introduction to C u l d Anthropology Persuasion Advanced Methods (by demand) Social Worker as Professional Saturday Afternoon (1:OO BIO 231 BUS 221 BUS 252 BUS 331 BUS 425 BUS 438 BUS 450 CSC 210 ECO 112 ECO 311 ECO 360 EDE 386 EDE 388 ENG 223 ENG 345 HPE 475 MIS 370 PHI 230 POL 158 PSY 265 REL 221 REL 369 SOC 349 SPC 351 SPC 355 SPC 360 SWK 462 SWK 469 Biology of Women Principles of Accounting I Principles of Marketing Financial Management Advanced Accounting Investments Marketing Management DataStructures Principles of Macroeconomics Public Finance International Trade and Finance Children's Literature (4/11-5/30) (.5) K-El Health Methods (4/11-5/2) (.25) Writing for Business and the Professions Introduction to the English Language Prevention and Care ofAthletic Injuries (4/11-5/16) (SO) Advanced Computing for Business, Economics and MIS Logic Political Patterns and Processes Research Methods I1 Biblical Studies Religious Imagination in Modem Literature Complex Organizations Argumentation Small Group Communication Interpretive Reading Field Work I1 (by demand) Field Work IV SundayAfternoon (1:OO ART 250 BUS 242 BUS 340 ECO 113 - 5:OO) - 5:OO) Ceramics1 Principles of Management Human Resource Management Principles of Microeconomics ECT) 31 3 Intermediate Microeconomics ENG 340 FRE 112 GER 112 HPE 482 MIS 175 MIS 476 REL 263 SOC 265 SOC 365 SPA 112 Advanced Expository Writing Beginning French I1 * Beginning German I1 Coaching Theory of Sport Computers for Business, Economics and MIS Structure SystemsAnalysis and Design World Hunger and Justice Culture: Ethniaty, Gender and Race Quantitative Methods and Program Evaluation Beginning Spanish I1 Minnetonka College Center (To be announced) Lifetime Sports HPE 002 Beginning Aerobics (meets weekly for 8 weeks) T i e to be Arranged EDE 363 EDS 352 HPE 489 NUR 311 Clinical Experience (.5) Clinical Experience (.5) Coaching Practicurn (.5) Community Health Nursing 11*** -- Student Teaching (Prereq.: Approval and Placement by Ed. Dept.)* ** EDE EDE EDE EDE EDE EDE EDE EDE EDE EDE EDS EDS EDS EDS 481 481 481 482 482 482 483 483 483 484 481 482 483 484 K Student Teaching K-EL Student Teaching EL Student Teaching K Student Teaching K-EL Student Teaching EL Student Teaching K Student Teaching K-EL Student Teaching EL Student Teaching EL Student Teaching Student Teaching Student Teaching Student Teaching Student Teaching Extm class or lab sm'onsrequired. Acirlitionallabfee chaged. Au(qsbur2 Col lem Show more Starting April 22 you may schedule Summer School courses at the Registrar's Office on an ongoing basis during regular office hours. Each course scheduled must be accompanied by a $50.00 tuition deposit. This deposit is applied to designated course tuition and is non-refundable except when a course is cancelled. When this happens, you may elect to receive a deposit refund or substitute another course. To avoid disappointment in course selection, schedule as soon as you can. Many courses with limited enrollment fill early. Conversely, courses with low preregistration enrollment may be cancelled before the first day of the term. Students must confirm registration in person at the Business Office or they will be dropped from the course. Term I Summer School students are required to finalize their registrations on May 26 or 27. Term I1 registrations must be finalized on June 22 or 23. This procedure applies to all courses, including internships and independent studies. Finalizing registration will take place at the Business Office, 114 Science Hall, between the hours of 8:30 a.m. and 6:00 p.m. on May 26 and 27, and June 22 and 23. The balance owing for tuition must be paid before registration is finalized. Augsburg students please note: Balance due on Augsburg account from previous term/s must be paid in full before you can finalize registration. A late fee of $50.00 will be assessed for Term I registrations completed on May 28. A late fee of $50.00 will be assessed for Term I1 registrations completed on June 24. Registrations will not be accepted after these dates. To change your registration, cancel your registration, add a course, or drop a course and enroll in another course, fill out a Cancel/Add form at the Registrar's Office. There is a charge of $50.00 for changing a registration after the second day of each term. This must be done by 3:30 p.m. on May 28 for Term I courses and by 3:30 p.m. on June 24 for Term I1 courses. This procedure applies to internships and independent studies as well as scheduled courses. Any refund or adjustment of fees is determined according to the "Tuition Refund Policy." Summer 1992 Term I Term I1 Beginning of scheduling Registration (must be confirmed in person at the Business Office) April 22 May 26-27 April 22 June 22-23 Classes begin Balance of tuition due May 26 May 26-27 June 22 June 22 May 28 May 28 May 28 June 24 June 24 June 24 None July 4 June 12 June 19 June 24 July 17 July 31 August 5 Last day to: Change grading option Drop class without notation Register with late fee of $50 (no registrations will be accepted after this date) Holiday (Saturday) Last day to withdraw from class (W) Classes end Grades due in Registrar's office NONDISCRIMINATION POLICY Augsburg College does not discriminate on the basis of race, creed, national or ethnic origin, age, marital status, sex or handicap as required by Title IX of the 1972 Education Amendments or Section 504 of the Rehabilitation Act of 1973, a s amended, in its admission policies, educational programs, activities and employment practices. FEES The tuition charge for 1992 Summer School courses is as follows: $650.00 for full-credit courses, $350.00 for half-credit courses, and $175.00 for fourth-credit courses. Audits are charged at the tuition rates listed above. Tuition Refund Policy The $50.00 per course deposit is not refundable. Refund of all or part of the remaining fee is calculated from the date of the student's official course cancellation at the Registrar's Office. Schedule of Refunds: Prior to the second scheduled class meeting - 100%of the refundable portion of the fee. Prior to the fourth scheduled class meeting - 75% of the refundable portion of the fee. Prior to the sixth scheduled class meeting - 50% of the refundable portion of the fee. Courses with fewer than 12 scheduled class sessions will use a prorated version of the schedule of refunds. Financial A i d Financial aid is limited to the Guaranteed Student Loan. Any student taking one course is regarded as a halftime student for the summer and is eligible to apply for a Guaranteed Student Loan. Contact the Financial Aid Office to make loan arrangements (3301046).The deadline for applying for Financial Aid for Summer School is April'l5,1992. You must have a complete file in the Financial Aid Office by April 15 in order to receive an award for Summer. Please pick up a Summer School Financial Aid Application from the Financial Aid Officer or from the Summer School Office. 1 , . Admissions House 2, George Sverdrup Library 3 , . Science Hall . Mortensen Tower , Urness Tower Christensen Center 22: A. Partnership Center for Global Education Admissions Parking 35W from the North Take Washington Avenue exit and turn left of Washington (turns right onto Cedar Avenue), turn left at Riverside Avenue, right at 21st Avenue South. Campus Location 1-94 East from Minneapolis Take 25th Avenue exit, turn left at 25t Avenue, turn left at Riverside Avenue, turn left at 21st Avenue Sc " 1-94 West from St. Paul Take Riverside exit, turn right at Riverside Avenue, turn left at 21st Avenue South. 1 35W from the South Follow the 1-94 St. Paul signs (move to right lane after each of two mergers). Take 25th Avenue exit and turn left at Riverside Avenue, turn left at 21st Avenue South. II 1'' I Augsburg College is a four-year, fully accredited liberal arts college affiliated with The Evangelical Lutheran Church in America and is located in the heart of Minneapolis. The small college environment, about 3,000 students during the academic year, is enriched by the many cultural, sport and recreational activities found in this vibrant metropolitan area. An active summer combining classes and participation in metropolitan events is a delightful - and broadening experience. Augsburgin the Summer Augsburg College provides a diverse summer curriculum including regular courses, internships and independent studies. Term I runs from - June 19, Term I1 runs from June ~ay-26 22 - July 31. This brochure presents the Summer School Program and was correct at the time of publication. Summer students may take one course during Term I and two courses during Term 11. Unless otherwise indicated, all courses carry a value of one course credit, the equivalent of four semester credits or six quarter credits. Courses fulfilling Augsburg distribution and perspective requirements are so noted in the course descriptions. I 7 F l Course levels are indicated by the first digit of the three digit course number: 1 or 2, lower division, primarily for freshmen and sophomores; 3 or 4, upper division, primarily for juniors and seniors; and 5, graduate level. Courses regularly taught during the academic year are more fully described in the Augsburg College Catalog. If you need more information about a special summer offering, please contact the S u m 1 1 . School ~~ Office. Independent study and internships, in addition to those listed, may be pursued during the summer in a number of departments. Internships involve work experience related to the academic program in an agency, government or industry. Consult the Summer School Office for information. Students who need housing may obtain information from the Director of Residence Life. The College Reserves the Right to cancel listed courses ,d kformation and Forms Additional information and registration forms may be obtained from: AUGSBURG COLLEGE SUMMER SCOOL OFFICE Murphy Place 731 21st Avenue South Minneapolis, MN 55454 Call 6121330-1786 or call toll-free 1-8001788-5678 Elizabeth Bruch, Director Barbara Pappenfus, Secretary Persons in good standing at regionally accredited colleges and universities, graduates of such institutions, and students admitted for the next Fall Term are eligible to attend Augsburg Summer School. Good standing implies that the student has been admitted and not subsequently dropped by that institution. Other persons wishing to take summer school work should contact the Director of Summer School to ascertain eligibility under special circumstances. Acceptance as a summer student does not imply admission as a regular student of Augsburg College. Those m. wishing to begin a degree program at the College should apply for admission though the Office of Admissions. 1 1 4 ART ART 107-8100 DRAWING Bollman Drawing in pencil, charcoal, ink, pastels. Subjects include still-life, figures, building interiors, exteriors, experimental work. Dist.: Art/Music; Persp.: Aesthetics. M,T, W,Th OM 17 6:OO-9:00 p.m. ART 352-8101 WOMEN AND ART Anderson A study of the creative role of women in the visual arts, including the fine arts, the work of Native American women. Dist.: Art/Music, Minority Studies; Persp.: None M,T, W,Tli Foss 43 1:00-4:OO p.111. BUSINESS AUMIKISTRATIC HUS 175-8102 COMl'Uf ERS FOR BUSINESS, ECONOMICS AND MIS Schwalbe An introduction to microcompu ter-based information systems. Study features of hardware, operating systems, languages and current applications. Learn to use MSDOS, Lotus 123 (graphics, database and logical functions) dBase I I I t and Minitab. May study other applications (Microsoft Works, Word Perfect). (Prereq.: MPG I1 or else a Pass in MAT 103, a self-paced course) Dist.: None; Persp.: None M,T, W,TIi Foss 20 6:OO-9:OO p.m. BUS 221-8103 PRINCIPLES OF ACCOUNTING I Stoller Introduction to business activities, basic concepts and fundamentals of accounting, the accou~itingcycle and preparation of financial statements. Dist.: None; Persp.: None 8:30-10:50 a.rrl. M,T, W,Th OM 10 BUS 242-8104 PRINCIPLES OF MANAGEMENT Cerrito Development of the theory of management, organization, staffing, planning and control. The nature of authority, accountability and responsibility, analysis of the role of the professional manager. Dist.: None; Persp.: None M,T, W,Th OM11 6:OO-9:OO p.~tl. - . I I 5 - I w I BUS 322-8105 ACCOUNTING THEORY ANDPRACTICEI Kader An analysis of financid accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements and other relevant issues as applied to assets. (Prereq.: BUS 222 and EC0 113) M,T, W,Th MII.7?( 6:OO-9:00 p.m. BUS 331-8106 FINANCIAL MANAGEMENT LaFave Theory of acquisition, allocation, and management of funds within the firm. Sources and uses of long an short term funds, cost of capital, capital budgeting, leverage, dividend policy, and related topics. (Prereq.: BUS 222, ECO 113) Dist.: None; Persp.: None M,T, W,Th,F OM 11 8:30-10:50 n.111. ECO 110-8107 ECONOMICS OF URBAN ISSUES Sabella Study of economic implications of problclns facing a nlctro-urban environment. By ~ndepcndcntstudy. Dist : Urban Collccrns; Pcrsp : None AI ~.nrl~ed ECO 112-8108 PRINCIPLES OF MACRO ECONOMICS Gupta Introduction to macro-economics, national income analysis, monetary and fiscal policy, international trade, economic growth. Dist.: Economics/ Polttical Science; Pcrsp.: Western Heritagc 6:00-9:00 p.l!r M,T, W,TIi,F M 24 EDU 264-8109 ORIENTATION TO EDUCATION IN AN URBAN SETTING Germundsen Study and investigation of various aspects of the teaching profession Dist.: Yes, when combined with EDE 363 or ED5 352 (1 12 course); Persp : Thc City 6:OU-9:00 p.rrr M,W 1. 1 EDS 282-8110 INTRODUCTION TO SPECIAL EDUCATION Metcalf Introduction to the field of special education Examines the nature, causes, and educational intcrventiol~sfor such exceptionalitics as mental retardation, physical disability, hearing and vision impairment, learning disabilities, behavior disorders and gtftcdness. Dist.: Nonc 1:OiJ-4:00 p.111. M,T, W,TII OM 13 EDU 341-8111 MEDIA TECHNOLOGY Hackney Psychological and philosophical dimensions of communication through the ~ l s of c instructional technology. Selection, prcparation, production and evaluation of effective audio-visual materials for tcaching/leaming situation Computer training will be included in this course Dist.: None; Pcrsp.: None 9:30-11:50 n ! I ! . T,T11 I-.~JSS 175 , EDE 382-8112 KINDERGARTEN-ELEMENTARY CURRICULUM: MATHEMATICS Drelow Examination and preparation of materials and resources for mathematics instruction at the kindergarten and elementary levels. Dist.: None (112 course); Pcrsp.. None 6:00-9:00 p.trl T,TII 1. 4 EDU 388-8113 HUMAN RELATIONS Mueller Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations Open to all. Required for all Elementary and Secortdary Education majors. Dist : Nonc. (112 course) 5:30-8:30 p.111. M,W OM 13 ENG 225-8114 INTERMEDIATE EXPOSITORY WRITING Schmit The dcvclopment of essays in a variety of rhetorical modes. Particular attmtion will be given to stylistic and organizational matters through the course's workshop format. (Prcreq.: ENG 111) G:O0-9:fJO p.r!r. M,T, W,TII SC1212 ENG 245-8115 INTRODUCTION TO LITERATURE Miskowiec 111 this course studcnts arc initiated into the for~nalstudy of narrative, drama and poetry in order to appreciate morc fully the plcas~~rcs of 1iterature.Thc course alms to expand students' cxposurc to literature and thcrcforc draws on works from several periods, from different cultures and races, f m ~ nmale and fcmalc writers. As the prerequisite for all upper courses in literature, Introduction to Literature aims in particular to develop students' critical and analytical skills in reading about literature. Dist.: ILitcrature; Pcrsp.: Aesthetics 9:30-11:50 n.111. M,7', W,TII,F OM 18 GER 111-8116 BEGINNING GERMAN 1 Quanbeck Classroqm practice speaking, understanding and reading basic German for studcnts with no previous background in German. Dist.: Foreign Language; Persp.: Intcrculh~ralAwarc~,essI1 8:30-10:50 ~ . I I I . M,T, W,Tlr,F OM 27 SPA 111-8117 Kiugsley BEGINNING SPANISH 1 (Section 1) SPA 111-8118 BEGINNING SPANISH I (Section 11) Kingsley Aims to develop four basic skills: understanding, speaking, reading and writing of elelnc~itary Spanish. Introduction to cul turc of Spanishspeaking world. Dist.:.Foreign Language; Persp.: Intercultural A w a r c ~ l c s I1 s 8:30-20:50 n.lrr. M,T,W,Tlr,F (Ssctiorr 1) 5:30-7350 p.rlr. M,T, W,TIi,F fS~.ctiorr11) OM 25 H P E 320-8119 S C H O O L HEALTH C U R R I C U L U M Murphy Techniques for developing a course of s t u d y based u p o n g r o w t h a n d development for g r a d e s K-12. Special w o r k units in nulrition and diseases. (Prcreq: All courses in t h e major sequence numbered in the 100 and 200 series a n d consent of instructor) 5:30-9:30 p , ~ ! , W O M 22 HIS 348-8120 RUSSIA AND THE SOVIET Kimball UNION IN THE 20TH CENTURY Tlic coursc offers an introductory historical survey of Llic Sovict Union. It begins with a brief examination of Russian history before turning to the Russiaii Revolutions of 1917, the Civil War and Lenin's consolidation of power. Idatcr topics include: tlic rise of Stalin, his Great Terror, World War 11, the Cold War and the slow rejcctio~iof Stalinisin culminating in an examination of recent cvciits since L11c emergence of Gorbacliev. The coursc will emphasizc political, diplomatic, cconomic and cultural liistory by focusing on Sovict political practices and institutions 9:30-11:50 0 M,T, W,T/I,F 111 O M 23 INS 1991399-8121 INTERNSHIP Hesser A work-based learning experience in wliich a student designs a learning agreement (witli a faculty member) which links the ideas and methods of their major to the opportunities found in the placement. Participation in a weekly seminar is expected. Persp.: The City PHI 110-8124 INTRODUCTION T O PHILOSOPHY Apolloni This course provides tlic student with some experience in examining ideas and thereby sliarpcniiig the critical and analytical skills required to evaluate and construct a system of ideas and beliefs. Dist.: I-listory/Philosopl~y; Pcrsp.: I-[unian Identity 8:30-10:50 n.111. M,T, W,TII,F SCl712 PHYSICS PHY 101-8125 ASTRONOMY Stenstrom A descriptive course covering our solar system, stars and galaxies. In addition the coursc traces the development of scientific t h o ~ ~ g lfrom l t early civilizatioli to the present day, The necessary optical instrun~eiitsarc cxplai~lcdand use is made of 12-inch reflecting telescope, an eight-incli Cclcstron and a tlircc-inch Qucstar. Night vicwiilg and laboratory sessions are important components of the coursc. (Three one-hour lccturcs) (Prcrcq: Matliematics Placement Group 11) Dist.: MatIi/Physics; Pcrsp.: Natural World I1 5:30-8:30 / ~ . r i r . M , T , W,TIi SC1205 Arrnnged INS 225-8122 INTRODUCTION T O ISLAM Kader This coursc is designed by a practicing Muslim Lo present his perception of Islam to non-M~~slims. Thc coursc will cover the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari'ah), Islamic economic and political systems, and Islamic patterns of lifc. Tlierc will also be a consideration of the differences between tlic Islamic sects (Sunnis, Slii'its, Sufis, etc.); some effort to deal witli the similarities and differences bctwccii Islam and both Christianity and Judaism; and a visit to one of the mosques in tlic T w'~ n Cities. Dist.: Mii~ority-UrbanStudie? R:30-10:50 f l . r r r . MATHEMATIC M , T , W,Tlr,F - MATH O F INTEREST Foss Have you ever wondered why women liave been charged more than men for annuities and received lower pension benefits than men? Or why women liave paid less than men for life insurance? Or how lifc pay~neiitsare figured out? Or liow muc11 money to invest in order to accumulate a certain lump sum or annual payment at a certain date in the future? Tlicn this coursc may bc meant for you. These and otlicr interesting and useful topics in the ~iiatlicmaticsof financial transactions will be covered. This coursc should be uscf~ilfor students in business and economics or for any students interested in careers in finance-related fields. Math Placement Group I11 Dist : MatIi/Physics M,T, W,UI POL 342-8126 SPC 342-8127 MASS COMMUrJICATIONS IN SOCIETY Rueter Effects of mass cominunications on iildividual behavior; the uses and control of mass media for political and social purposes including a study of censorship, newsmaking, entertainment and public affairs programming Dist.: Urban Concerns 5:30-8:30 u.111 M,T,W,Th,F MP 3 PSYCHOLOGY M H 323 MAT 173-8123 12:OO-3:00 p.111. POLITICAL SCIENCE SC1772 PSY 325-8128 SOCIAL BEHAVIOR Attridge Social factors wliicli influei~ccindividual and group behavior in naturalistic and cxperimcntal settings, Topics include: cooperation, competition, affiliation, conformity and attitudes. (Prereq.: 102 or 1 0 ) 1:OO-4:00p.111 M,7', W,Tlr,F O M 16 RELIGION REL 472-8129 THEOLOGY O F PAUL Quanbeck A study of the Apostle Paul including his liistorical background, his relationship to the early cliurcli and some of the tl~eincsfound in his writings. Dist.: Religion; Persp.: Christian Faith 8:30-10:50 fl.111. M,T, W,Tlr,F SC1273 REL 483-8130 CHRISTIAN ETHICS Olson The bases of Cliristian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action. Uist.: Religion; Persp.: Christian Faith 2, 3 M,T, W,TIi OM 78 SOC 1991399-8131 INTERNSHIP Hesser A work-based learning cxpcriencc in wliicli a student designs a leariiiiig agrccmcnt (with a faculty member) wliicli links the ideas and methods of sociology to tlie opportunities found in tlie placcinciit. Participation in a weekly seminar is expected. Persp.: The City Arrnrrgccl SOC 265-8132 CULTURE, ETHNICITY, GENDER AND RACE Gerasimo The dimensions of racial and minority group relations. Major attention is focused upon prejudice, racism, and the role of self-understanding. (l'/N grading only) Dist.: Minority Studies; I'crsp.: lntcrcultural Awareness 1 6:OO-9:OO ~ I . I I I . M,T, W,TII,F MP 4 SOC 375-8133 SOCIAL PSYCHOLOGY Gerasimo An examination of the idea of "group," its .elationship to individual behavior and society. An 111alysisof the ideas of "self" and "identity" and what part they play in ~~iidcrstailding interpersonal relations and h u ~ n a nbehavior. A sociological view of mental health. A look at tlic major assumptions and processes underlying our everyday life-a look at the trivial, the ordinary and the taken-for-granted. "Symbolic interaction," an important orientation in social psychology, will be used as a way of dealing with the major issucs in tlic course. (Prcrccl.: 121, junior or senior students 011ly) 8:30-11:OO o.111 M,T, W,Tlr OM 29 - - COMMUNICATI~GTI~ SPEECH, THEATRE ARTS SPC 347-8134 DOCUMENTARY VIDEO Bart A video production coursc wliicli intcgra tcs lccture and criticism with hands-on experience dealing will1 non-fiction subjects. Students will work in production tcams, gainiilg cxpcricncc in field production and editing. 9:30-11:50 ~ . I I I . M,T, W,TIi,F Fuss 170 SPC 351-8135 ARGUMENTATION Hayes Application of standards for sound cvidencc and reasoning in public speaking, discussion and debates. Key objectives include increasing skill in analyzing argumentative claims, being able to distinguish between strong and weak arguments, understanding tests for evidence and fallacies in reasoning and learning to apply pri~lciplcsof argu~neiltationto contemporary public issucs. Students have tlic opportunity to enhance their skills in debate and discussion and also learn to analyze and critique argi~~nciits they encounter in their daily lives 12:00-3:00 )J.III. M,T, W,Tlr,F O M 10 SPC 352-8136 PERSUASION Lapakko Theory of how people are influenced to change attitudes and bcliavior. Tlie course deals with a broad range of topics, iiicluding obstacles to persuasion; the usc of logical and psycl~ological appeals; empirical rcscarcli in pcrsuasion; how pcrsuasion is used in politics, sales, advertising, and interpersonal contexts; the nature of mass movemcnts and campaigns; the impact of tlie mass media on persuasion, and ethical issues related to pcrsi~asion.Students analyze persuasive messages in contemporary society, with practical work in speech and promotional projects. 9:30-11:50 0.111, M,T, W,TIi,F M 22 . JUNE 22 ART 132-8200 PHOTOGRAPHY (SECTION I) Friederichsen ART 132-8201 PHOTOGRAPHY (SECTION 11) Friederichsen The camera used as a tool for visual creativity and expression using black and white photographic processes. Need access to a 35mm camera. Dist.: Art/Music; Persp.: Aesthetics. Estimated cost of film, etc.: $150.00-$175.00. (Class size limited.) M,W (Section I) 1:30-5:00 p.m. 5:30-9:00 p.m. M,W (Section 11) BUSINESS MIS 175-8202 COMPUTERS FOR BUSINESS, ECON AND MIS Schwalbe An introduction to microcomputer-based information systems. Study features of hardware, operating systems, languages and current applications. Learn to use MSDOS, Lotus 123 (graphics, database and logical functions) dBase IIIt and Minitab. May study other applications (Microsoft Works, Word Perfect). The completion of MIS 370 with a passing grade will serve as a substitute for MIS 175. (Prereq.: MPG I1 or else a Pass in MAT 103, a self-paced course). M,W Foss 20 5:30-9:00 p.m. BUS 222-8203 PRINCIPLES OF ACCOUNTING I1 Solnick Introduction to business activities, accountina for corporations. Basic concepts and fundament& of managerial accounting, planning and controlling processes, decision-making and behavioral considerations. (Prereq.: BUS 221) Dist.: None 10:05-11:30 a.m. M,T, W,Th,F OM 10 BUS 323-8204 ACCOUNTING THEORY AND PRACTICE 11 Kader A continuation of 322. An analysis of financial accounting with emphasis on accounting theory pertaining to financial sta tements, income concepts, valuation concepts, FASB statements and other relevant issues as applied to liabilities and stockholders' equity. (Prereq.: BUS 322) M, W MH 323 6:OO-9:30 p.m. BUS 340-8205 HUMAN RESOURCE MANAGEMENT Cerrito Personnel functions in business, acauisition and utilization of human resources; desirable working relationships; effective intearation of the worker with the goals o'f the firm and society. (Prereq: BUS 242) M,W OM 10 6:00-9:00 p.m. BUS 440-8206 OPERATIONS MANAGEMENT Cerrito Concepts and principles related to the management of operating functions. Examples from service industries, non-profit organizations and manufacturing. Taught from a managerial point of view. Topics include an overview of operations, planning operation processes, productivity measurement, standards, forecasting, concepts of quality, inventory management, principles of scheduling and operational control information systems. (Prereq.: BUS 242 or consent of instructor) T,Th OM I1 6:OO-9:00 p.m. ECO 110-8207 ECONOMICS OF URBAN ISSUES Sabella Study of economic implications of problems facing a metro-urban environment. By independent study only. Dist.: Urban Concerns Arrat~ged ECO 113-8208 PRINCIPLES OF MICRO-ECONOMICS Sabella Introduction to micro-economics, the theory of the household, firm, market structures and income distribution. Application of elementary economic theory to market policy. Dist.: Economics/Political Science; Persp.: Social World M,W Foss 43 6:OO-9:30 p.m. ECO 315-8209 MONEY AND BANKING (SECTION I) Gupta ECO 315-8210 MONEY AND BANKING (SECTION 11) Gupta Monetary and banking systems, particularly commercial banks, and the Federal Reserve System; monetary theory and policy. (Prereq.: Eco 112,113) Dist.: None 6:OO-9:30 p.m. M, W (Section I) 6:OO-9:30 p.m. T,Th (Section 11) Foss 42 INDIVIDUAL LEARNER Metcalf, A class for Elementarv and Secondarv students designed to address the educational needs of ;diverse studen? body. Includes strategies for teaching special education students in the regular classroom as well as teaching the student at risk. Students are encouraged to take introduction to Special Education (282) prior to . registering for this course. 10:05-11:30 a.m. M,T, W,Th EDE 375-8212 DISCOVERY IN THE WORLD OF KINDERGARTEN Graves Kindergarten curriculum, materials, teaching approaches. Lab arr. Prerequisite to student teaching at kindergarten level and to obtaining a license for teaching at that level. (Prereq.: Consent of instructor) Dist.: None. (1/ 2 course) 1:301:30 p Dntes: J I I I I23,24,25,30, ~ L1 J~rly1,2,7,8,9,10 EDU 377-8213 KINDERGARTEN-ELEMENTARY CURRICULUM: SCIENCE Stangl Examination and preparation of materials and resources for science at the cindergarten and elementary level. (114 course) 10:OO-12 p.tn. M,W Dntes: J~rly6,8,13,15,20,22 OM 4 EDE 386-8214 KINDERGARTEN-ELEMENTARY CURR1CULUM:CHILDREN'S LITERATURE Parker Examination and preparation of materials and resources for children's literature at the kindergarten and elementary levels. Lab experiences. Dist.: None. (1/2 course) L4 5:30-9:00 p.m. T EDE 387-8215 KINDERGARTEN-ELEMENTARY CURRICULUM LANGUAGE ARTS Therres Examination and preparation of materials and resources for language arts at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: EDE 255 or EDS 265) (1/2 course) 11:30-1:30 p.tn. Dotes: 1u11e23,24,25,30 OM 11 July 1,2,7,8,9,10 EDE 388-8216 HUMAN RELATIONS Clemmons Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. Required for all Elementary and Secondary Education majors. Open to all. Dist.: None. (1/2 course) OM 18 10:05-12:lO p.ti~. M, W Miskowiec Emphasis is on exposition, including learning research techniques and writing critical reviews. At least one work of literature is assigned. Attention is given to increasing students' effectiveness in choosing, organizing and developing topics, thinking critically, and revising for clarity and style. The minimum passing grade for this course 2.0. Dist.: Writing-entry level skill 10:05-11:30 ~ . I I I . M,T, W,TIi,F OM 13 ENG 2401342-8218 THE SHORT STORYELEMENTS OF FICTION Swanson In this course, students will read a variety of fictional works and learn to better understand fiction by writing their own story. The course will involve practice in ways of approaching literature and will include study of tlie basic critical terminology. Students are expected to read the assigned stories and novel, participate in class discussions, write an analysis paper on a selected short story, write an original short story, and take several quizzes and a final exam. Students taking this course for upper division credit will write an additional critical analysis essay and will read an additional novel and prepare a substantial paper/class presentation on it. All students will be asked to contribute $5 to enable printing and distribution of selected original fiction from class. (Prereq.: Completion of Effective Writing) Dist.: English/Speech; Persp.: Aesthetics T,Th OM 13 6:OO-9:30 p.111. ENG 241-8219 INTRODUCTION TO CINEMA ART Mitchell An investigation of the cinematic qualities, theoretical principles and historical evolution of the film medium. The emphasis is on film as an audiovisual language. The course includes the viewing and analysis of both features length and short films illustrating the international development of film form and selected aesthetic movements such as the American Studio Film and its Genres, German Expressionism, Soviet Montage, Italian Neorealism and the French New Wave. Dist.: None: Persp.: Aesthetics 6:00-9:30 p.111. T,TIi OM 27 ENG 282-8220 TOPICS: LATIN AMERICAN LITERATURE IN TRANSLATION Miskowiec Examining the political, religious, and geographical factors behind the literature of "magic realism," we will read short stories and novels by authors such as Carpentier, Fuentes, Garcia Marquez and Allende. We will also compare the written text with contemporary Latin American painting and sculpture. OM 13 11:40-1:25 p.m. M,T, W,Th ENG 282-8221 TOPICS: THE HEROIC JOURNEY Griffin This course will study archetypal patterns of tlie heroic journey, as well as specific examples of such journeys. It will emphasize the ideas of Joseph Campbell, but will also consider other interpretations of heroic journeys. Since Western civilization usually assumes that the hero is a man, usually a white man belonging to a warrior class, we will analyze the heroic warrior myth both as it is depicted in ancient and medieval epics and myths, but also as it appears in contemporary American popular narratives. But the heroic journey is a human journey, and thus the course will also emphasize the heroic journeys of women and men who may be neither white nor warriors as they are depicted in folktales and novels. Dist.: En~lish/Sueech GER 112-8222 BEGINNING GERMAN 11 Quanbeck Classroom practice in speaking, understanding and reading basic German. Lab. Dist.: Foreign Language; Persp.: Intercultural Awareness I11 M,T, W,TIi OM 27 8:lO-955 I 1 1 SPA 112-8223 BEGINNING SPANISH I1 (Section I) Kingsley SPA 112-8224 BEGINNING SPANISH I1 (Section 11) Kingsley Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Iiitroduction to culture of Spanish-speaking world. Dist.: Foreign Language; Persp.: I~~tercultural Awareness 111 M,T, W,TIi (Sectio~i1) M,T, W,TIi (Sectioii JJ) PHI 175-8228 PHILOSOPHY OF LOVE AND SEX Appolloni What is the nature of romantic love, sexual desire and friendship, both healthy and dysfunctional? We will consider the following ethical issues concerning sex: (a) Is there such a thing as sexual immorality? (b) Is promiscuity bad? What strengths and weaknesses does the institution of monogamy have? Is adultery immoral? (c) Is sexual perversion a viable concept? Are homosexuality and lesbianism sexual perversion? Or are they merely alternative sexual preferences? Dist.: History/Pliilosophy; Persp.: Human Identity M,W 6:OO-9:30 prrr. HPE 410-822ADMINISTRATION AND SUPERVISION OF THE SCHOOL HEALTH PROGRAM Borstad Historical background, legal bases, school health services and relationships to community health program and resources. Methods and materials in health education with laboratory experience in classroom and community. (Prereq.: 320) Arrnrlged PHY 106-8229 INTRODUCTORY METEOROLOGY Jasperson A study of the science and wonders of the atmosphere. The course is designed to provide a working knowledge of the basic science principles required for understanding weather and climate. Laboratory exercises are included as an integral part of the course. The course is designed to be an elective or to satisfy the distribution/general education requirement for the liberal arts student. (Five 1 1/2 hour lectures) (Prereq.: Mathematics Placement Group 11) Dist.: Math/Physics; Persp.: Natural World I or I1 M,T, W,TIi,F SCJ 205 10:05-11:30 n.1i1. HISTORY POLITICAL SCIENCl /- HIS115-8226 MODERN MIDDLE EAST Zehnder This is a survey of the volatile Middle East from the rise of nationalism and the decline of the Turkish Ottoman Empire in the 19th Century to the current crisis hot spots in the Persian Gulf and the Levant. The goal is a better understanding of how the Middle East reached its contemporary complexity, its role in the wider world. T,Th OM 13 6:OO-9:00 p.m. TERDISCIPLI INS 199/32;7?~ INTERNS P... -.Hesser A work-based learning experience in which a student designs a learning agreement (with a faculty member) which links the ideas and methods of their major to the opportunities found in the placement. Participation in a weekly seminar is expected. Persp.: The City Arrnnged POL 121-8230 AMERICAN GOVERNMENT AND POLITICS Rueter The politics of American government including the forms of political ideas, the pattern of participation, the dynamics of congressional, presidential and bureaucratic policy making, and current issues in American society. Dist: Economics/Political Science; Persp.: Social World I 6:OO-9:30 ~ . I I I . M ,W OM 23 POL 475-8231 THE LEGAL PROCESS Fishman The course seeks to provide the undergraduate student with an introductory understanding of the functioning of our legal system. As such, it will explore: the law's interdependence with the social environment; the law's social junctions; the social and moral limits of the law; and, the law as a system, describing the aspects and problems of each of the law's agencies (courts, legislative, administrative, and executive agencies). Dist.: Economics/Political Science; Persp.: None T,TIi Foss 2 l A 5:30-9:30 y.rrr. POL 499-8232 INDEPENDENT STUDY Noonan Topics defined through consultation between instructor and student. (Prereq.: consent of instructor) Arrniigtd PSY 362-8233 BEHAVIORAL DISORDERS Leitschuh An introduction to maladaptive human behaviors from the social, organic and psychological points of view Visitation to a variety of community service agencies will accompany classroom learning. (Prereq.: PSY 105) Dist.: None; Persp.: None 8:30-10:OO 17.111. M,T, W,TII,F Foss 42 PSY 373-8234 ORGANIZATIONAL PSYCHOLOGY Leitschuh Theoretical conceptualizations of organizational behavior. Factors and practices such as management styles, evaluation and maintenance of work effectiveness, and social influences. (Prereq.:PSY 105) Persp: None M,T, W,TII,F OM 23 10:05-11:30n.m. RELIGION REL 440-8235 VARIETIES OF CHRISTIAN SPIRITUALITY Holt A study of selected spiritualities from the Christian tradition and of contemporary developments, including 12-Step Spirituality, Feminist, Ecological, and NonWestern Christian Spiritualities. An introduction to the basic practices of spiritualities, especially prayer and meditation. (Prereq.: REL 111 or 221) Dist: Religion; Persp.: None 6:OO-9:30 p.rrr. T,Th OM 18 REL 441-8236 Holt & Stratton FEMINISM AND CHRISTIANITY This course will consider the central ideas of Christianity and feminism and how they might be compatible. Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible, and the impact of feminism on Christian theology, especially in terms of language and metaphor. "Minorities and men are especially urged to enroll." Dist.: Religion or Women's Studies; Persp.: Christian Faith I, 11, or 111 6:OO-9:30 p.111. M,W M 22 SOCIOL SWK 257-8239 EXPLORING FAMILY HEALTH & SOCIAL SERVICES IN THE 901S, US-UK COMPARISONS Link This course identifies different approaches to family health and social services in both theory and practice in the USA and UK. Through inter-disciplinary dialogue and a blend of classroom and field encounters, strategies for preventive, community-based service are analyzed and evaluated. A unique feature of this course is the opportunity to prepare with an intensive first week's orientation in the USA and to work with British professionals and students in family health and social services and debrief with USA- based faculty. All students will have a personal British tutor in addition to group leaders, to help focus on their particular interest and to facilitate connections with resources needed to achieve their objectives. Dist.: None; Persp.: The City Arrnrlgcd OM 25 SPEECH, COT THEATRE AI SPC 24-8240, INTERCULTURAL COMMUNICATION Lapakko This course explores both the problems and the potential of communication between persons of different cultural groups. Students examine Western and non-Western cultural rules, values, assumptions and stereotypes and how they affect the transmission of verbal and nonverbal messages. The course stresses both a general theoretical understanding of the dynamics of crosscultural interaction as well as specific knowledge of how these principles relate to particular cultural groups. Dist.: None; Persp.: Intercultural Awareness M,W Foss 21 B 6:OO-9:30 p.nr. SPC 414-8241 INS 414-8242 FEMINIST RHETORIC Nilsson The rhetoric of selected American feminists will be analyzed in order 1) to develop a rhetorical perspective on American feminism, and 2) to develop skill in rhetorical criticism. Dist.: Women's Studies; Persp.: None T,TII 530-9:00 p.m. INTERNSHIP Hesser A work-based learning experience in which a student designs a learning agreement (with a faculty member) which links the ideas a n d methods of sociology to the opportunities found in the placement. Participation in a weekly seminar is expected. Persp.: The City Arranged SOC 356-8238 ISSUES IN CONTEMPORARY CORRECTIONS Bloom Analysis of adult correctional programs and processes. Lectures, discussion, and site visits to correctional institutions and the government offices. Dist.: None 1:30-5:00 p.rrr. T,TIi OM 23 Augsburg, College Summer Schoo I Non-Profit Org. U.S. Postage PAID Minneapolis, MN Permit No. 2031 L I OFFICIAL PUBLICATION OF AUGSBURG COLLEGE 731 2 1 AVENUE ~ ~ SOUTH,M ~ u s MN , 55454 :I1 yI .. ' b: 612-330-1000 in. This catalog should answer most questions students have' about Augsburg College and its curriculum. Although information was current at the time of publication, it is... Show more OFFICIAL PUBLICATION OF AUGSBURG COLLEGE 731 2 1 AVENUE ~ ~ SOUTH,M ~ u s MN , 55454 :I1 yI .. ' b: 612-330-1000 in. This catalog should answer most questions students have' about Augsburg College and its curriculum. Although information was current at the time of publication, it is subject to change without notice. It is the responsibility of each student to know the requirements and academic policies in this publication. If you have questions about anything in this catalog, consult a faculty advisor, the Dean of the College or the Registrar. Key offices are listed at the back of the catalog for correspondence or telephone inquiries. ': I i , k 1 I ; Location -Augsburg College was founded in 1869in Marshall, Wisconsin. The College moved to Minneapolis, Minnesota,in 1872 increase awareness and provide assistance for students with disabilities. cal Lutheran Church in America Financial Aid -Over 80 pacent of the students receive some form of financial aid from the College and many other sources. (ELCA).Although a strong plurality of students are Lutheran, two in 10 represent other Protestant denominations while approximatelytwo in 10 are Roman Catholic. Libmy -Over 175,000 items, access to over 5,000,000 through CLIC, the Twin Cities private college library consortium, and Minitex, the regional library network Accreditation -North Central Association of Colleges and Schools, National Council for Accreditation of Teacher Education. Approved by American Chemical Society,Council on Social Work Education, National Assodation for Music Therapy, Inc., National Association of Schoolsof Music, National League for Nursing. School Year -Septemberto May, 4-14 calendar, with January Interim. Two summer school sessions. Augsburg Weekend College-trimesters, September to June. Augsburg Graduate Program -trimesters, W b e r to June. Member -Associated Colleges of the Twin Cities, Lutheran Education Council in North America, Minnesota Private College Council, registered with the Minnesota Higher Education Coordinating Eoard,as d d b e d on page 11. Off Campus Programs-Center for Global Education, Student Project for Amity Among Nations (SPAN), Higher Education Consortium for Urban Affairs (HECUA), Minnesota Studies in InternationalDevelopment (MSID), Study Abroad, International Business Program, Upper Midwest Association of Intedtural Education (UMAIE) and extensive cooperative education P'ogram. Athletic Affiliation -Minnesota Intercollegiate Athletic Conference 0, and National Collegiate Athletic Assodation (NCAA), Division III. Religious Affiliation -The Evangeli- Enrollment (1990-'91) -2,%5 from 26 states and 28 nations. Graduates -10,781 from 1870 through August 31,1990 . StudentlFaculty Ratio -15.6 to 1. Class size averages 20-30. Campus -15mapr buildings. Mapr renovation 1979-'80 with special emphasis on accessibility. Accessibility -Augsburg is now one of the most accessible campuses in the region. A skyway-tunnelelevator system provides access to 10 major buildings without going outside. In addition to building modifiaations, Augsburg has a student-run program to Majors -More than 45 in 22 departments. Policy -Augsburg College does not . . . on the basis of race, creed, e-t national or ethnic origin, age, marital status, sex or handicap as requiredby Title D( of the 1972EducationalAmendments or Section 504of the Rehabilitation Act of 1973,as amended, in its admission policies, educational pmpms, activities and employment practices. Fads and Figures ................................................................................. 2 Introducing Augsburg ........................................................................ 7 Admissions ......................................................................................... 15 .................................... 21 Financing Your Education ...................... . College Costs ................................................................................. 22 Financial Aid ................................................................................. 25 Scholarships . ................................................................................... 30 Student Life ........................................................................................ 47 Academic Information .....................................................................-59 General Information .................................................................. 6 0 Academic Organization and Programs .................................... 63 Majors and Minors ....................................................................... 63 Academic Policies and Procedures ............................................76 General Education CurriculumRequirements .........................81 Evaluation and Grading .......................................................... -89 Departments and Programs (including course descriptions) .....97 Art ................................................................................................... 99 Biology ........................................................................................104 Business Administration and Management Information Systems (MIS).............................108 Chemistry .....................................................................................116 East and Southeast Asian Studies ............................................121 Economics ............................ . . ............... 123 Education .....................................................................................127 Engineering..................................................................................136 English .........................................................................................138 First Year Experience ..................................................................144 Foreign Language Department .................................................145 General Studies .................................-........ 156 Global Education Programs ......................................................157 Health and Physical Education ...............................................161 History ..................................................................................... 165 Humanities ................................................................... 169 . . Interdisciplinary Studies............................................................170 American Indian Studies .................................................... 171 Ethnic Studies .........................................................................172 Women's Studies ................................................................... 173 International Relations .............................................................174 Mathematics and Computer Science .......................................175 Metro-Urban Studies.......................... . . . ............................... 182 Music ..... ............ .............................................................. 188 Natural Science ................................ 198 Nursing ....................... , . . ..................................................... 1 9 9 Philosophy ................................................................................... 203 Physics ..........................................................................................207 Political Science ........................................................................... 212 Psychology ...................................................................................217 Religion ......................................................................................222 Scandinavian Area Studies........................................................ 227 Social Science .............................................. 228 Social Studies..................................................... ..... .....228 Social Work ..................................................................................229 Sociology ...................................................................................... 234 Soviet and East European Studies ............................................238 Speech/Communication and Theatre Arts .............................239 College Information ........................................................................ 247 Board of Regents ......................................................................... 248 ELCA Education Division .........................................................249 Directory ......................................................................................250 Administration ................ ........................................... 251 Faculty Emeriti ............................................................................ 253 Academic Calendar ....................................................................254 Faculty ..........................................................................................Z 6 Index .................................................................................................. 269 Maps ..................................................................................................274 ..... .................... ... ....................... . . . . ............ .. A GREETING FROM THE On behalf of the entire college community, I welcome you to Augsburg College. It is a pleasure to introduce the College to prospective students and to use thisopportunity to welcome new and returning students. Augsburg has earned a reputation as an affordable, quality liberal arts college of the church. The mission of the College, its academic programs and its metropolitanlocation attract a wide variety of students, a diversity which is actively encouraged. Whether from a small town, a large city or another country, all students enjoy the sense of community here at Augsburg. The College continues to grow at a mnarkable pace, building on a tradition of excellence in its programs, faculty, students and facilities. It is a place where community, national and world leaders meet to discuss issues and ideas. I invite you to become part of this tradition of excellence -Augsburg is an exciting and challenging place to prepare for your future. I look forward to meeting you on campus. President Augsburg College is grounded in traditions -the traditions of its founders, of the church and of higher education in the liberal arts. From this framework springs a dynamic, challenging and evolving institution that rises to the challenges of today's -and tomorrow's -changing world. Augsburg is committed to educating the whole person, encouragingand respecting diversity and serving the larger community. Through education, understanding and service, Augsburg faculty, staff and students can affect the future in positive ways. The phrase, 'Think globally, act locally, rings true at Augsburg. The College's location in the heart of the Twin Cities provides rich opportunities for experiential education, volunteer service, internships and cultural enrichment. In a sense, the cities are an extended campus for Augsburg students. Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the College motto, "Education for Service," and to the Mission of the College: To dmelopfuture ltnders of service to the world by proznding high quality educational oj?prtunifies which are based in the liberal arts and shaped by the faith and values of the Christian Church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community. Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September, 1869, in Marshall, Wisconsin, and moved to Minneapolis in 1872.The first college students were enrolled in 1874 and the first graduation was in 1879. August Weenaas was Augsburg's first president (1869-1876). Professor Weenaas recruited two teachers from Norway -Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide such "college1' studies that would prepare students for theological study. In 1874 they proposed a three part plan: First, train ministerial candidates; second, prepare future theological students; and third, educate the farmer, worker, and businessman The statement stressed that a good education is also practical. Augsburg's next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg's theme for over one hundred years. Keeping the vision of the "non-elitist" college, Georg Sverdrup, Augsburg's second president (18761907), required students to get pre-ministerial experience in city congregations.Student involvement in the community gave early expression to the concept of Augsburg's motto, "Education for Service." In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free-Church.The church was a group of independentcongregations committed to congregational autonomy and personal Christianity. This change made Augsburg the only higher educational institution of the small Lutheran body. But the college division was still important primarily as an attachment to the seminary. This attitude began to change after World War I. In 1911, George Sverdrup, Jr. became President He worked to develop college departmentswith an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922under the leadership of Gerda Mortensen, Dean of Women. She spent the next 52 years at the College as a teacher and administrator. The College's mission assumed a double character -ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bernhard Quistensen, an erudite and scholarly teacher, to be pmident (1938-1%2).His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War JI, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College was a larger part of the institution than the seminary, and received the most attention. Augsburg added departmentsessential to a liberal arts college, offering a modern college program based on general education requirements and elective majors. With curriculum change came a long effortto become accredited. The College reached full accreditation in 1954, although many alumni had entered graduate schools and teaching positions long before that time. A study in 1962 definedthe College's mission now as serving the good society as a whole first and the interests of the Lutheran Fnx Church second. The Seminary moved to Luther Theological Seminary (now Luther Northwestern Seminary)in St. Paul in 1963. President Oscar A. Anderson (19&1980) continued Augsburg'semphasis on involvement with the city. He wanted to reach out b non-traditional student populations, ensuring educational opportunity for all people. During his years of leadership the College became a vital and integral part of the city. Also in these years, Augsburg added the Music Hall, Mortensen Tower, Urness Tower, the College Center, Ice Arena and Murphy Place. Dr. Charles S. Anderson has led the College since 1980.He guides Augsburg's commitment to liberal arts education, spiritual growth and freedom, diversity in enrollment and programs and a curriculum that draws on the resources of the city as extensions of campus and classroom. Augsburg continues to grow under his leadership. Some of the accomplishments during his tenure include instituting Weekend College and three Master of Arts degree programs, hosting national and international figures at College-sponsoredforums and events, increased accessibility and the addition of the Foss Center for Worship, Drama and Communication. Augsburg continues to reflect the commitment and dedication of the founders who believed: An Augsburg education should be preparation for service in community and church; Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative and successful citizens; The city, with all its excitement, challenges and diversity is an unequaled learning laboratory for Augsburg students. Augsburg is a quality liberal arts institution set in the heart of a great metre politan center. There are now more than lO,W Augsburg alumni. In a world that has changed much since those first days of the College, Augsburg still sends out graduates who make a differencewhere they live and work. Augsburg's campus is located in the heart of the Twin Cities, surrounding Murphy Square, the first of 155parks in Minneapolis, the "City of Lakes." The University of Minnesota West Bank campus and one of the city's largest medical centers -Riverside Medical Center -are adjacent to the campus, with the Mississippi River and the Seven Comers theater district just a few blocks away. Downtown Minneapolis and St. Paul, home to a myriad of arts, sports, entertahment and recreation opportunities, are minutes west and east via Interstate 94, which forms the southern border of the campus, or on bus routes that also conned with the suburbs. (See map in back) Reaching the Twin Cities is easy. Most airlines provide daily service to Minneapolis-St. Paul Internationalm r t and bus or train connections can be made from all areas of the United States. It is the policy of Augsburg College not to discriminate on the basis of race, d, national or ethnic origins, age, marital status, sex or handicap as required by Title IX of the 1972 Educational Amendments or Section 504 of the Rehabilitation Ad of 1973, as amended, in its admissionspolicies, educational programs, activities and employment practices. Inquiries regarding compliance may be directed to the coordinatorslisted in the directory in the back of this catalog, or to the Director of the Minnesota Department of Human Rights, Bremer Tower, Seventh Place at Minnesota Street, St. Paul, MN 55101. The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. Augsburg College is accredited by the North Central Association of Colleges and Schoolsand the National Council for the Accreditation of Teacher Education (Secondary and Elementary).Our programs are approved by the American Chemical Society, the Council on Social Work Education, National Association for Music Therapy, Inc., and the National League for Nursing. Augsburg College is an institutional member of the National Association of Schoolsof Music (NASM). We are a member of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America and Minnesota Private College Council. Augsburg College is registered with the Minnesota Higher Education Coordinating Board. Registration is not an endorsementof the institution. Registration does not mean that &its earned at the institution can be transferred to other institutionsor that the quality of the educational programs would meet the standards of every student, educational institution or employer. Instruction facilities and student housing at Augsburg are conveniently located near each other.A tunnel/ramp/skyway system connects the tower dormitories, the five buildings on the Quadrangle, plus the Music Hall, Murphy Place, and the Foss, Lobeck, Miles Center for Worship, Drama and Communication Admissions Office -The central admissions office is located at 628 21st Avenue South and pmvides offices for the admissions staff and reception area for prospective students and their parents. American Indian Support Program and International Center -Located at 620 21st Avenue South, these programs provide support services and information to American Indian and international students, as well as others who wish to spend a term studying abroad. Christensen Center -Center of non-academic activity, with spacious lounges and recreational areas, dining areas, bookstore and offices for student government and student publications. (1%7) Center for Global Education -Located at 709 23rd Avenue South, provides offices for the Global Center staff and a resource room for those interested in global issues. Foss, Lobeck, Miles Center for Worship, Drama and Communication-The newest building on campus establishes a new "front doof' for the College on Riverside Avenue. The Foss Center is named in recognition of the gifts of Julian and June Foss and those from a great number of alumni and friends of the College. The Tpmhom-Nelson Theater is also housed in this complex, which contains space for the campus ministry pmgram, drama and communication. Augsburg's computer lab is located in the lower level of this facility. (1988) Ice Arena -Two large skating areas for hockey, figure skating and recreational skating for Augsburg and the metropolitan community. (1974) Melby Hall -Named in honor of J. S. Melby, Dean of Men from 1920 to 1942, basketball coach and head of the Christianity Department, provides facilities for the health and physical education program, intercollegiate and intramural athletics, chapel services and general auditorium purposes. (1961) Mortensen Tower - Named in honor of Gerda Mortensen, Dean of Women from 1923to 1964, has 104 one and two-bedroom apartments that house 312 upperclass students, plus conference rooms and spacious lounge areas. (1973) Music Hall -Contains a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios and offices for the music faculty. (1978) Old Main -Home for the Foreign Language and Art Departments, with class- rooms used by other departments. Extensively remodeled in 1980, and made accessible in 1990, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. (1900) Science Hall -Houses classrooms, wellequipped laboratories, a medium-sized auditorium and faculty offices. (1949) In 1960 the Lisa Odland Observatory on the roof was completed. South Hall and Annex Houses -All located in or near the campus area,provide additional housing accommodations for students, faculty and staff. George Sverdrup Library -Named in honor of Augsburg's fourth president, contains reading rooms, seminar rooms, work rooms, an audio-visual center, the Augsburg archives, classrooms and faculty offices. (1955) Sverdrup-Oftedal Memorial Hall -Named in honor of Augsburg's second and third presidents, provides space for administrative and faculty offices. (1938) Tutor Center -This house at 2011 South Seventh Street has rooms for individual tutoring sessions, quiet study and assistance with study skills. 2222 Murphy Place -Houses offices for Weekend College, Graduate and Special Programs, and Cooperative Education, as well as classroom space. (1964) Urness Tower -Named in honor of Mr. and Mrs. Andrew Umess, who have given several generous gifts to the College, provides living quarters for 324 students. Each floor is a "floor unit," providing 36 residents, housed two to a room, with their own lounge, study and utility areas. (1967) West Hall -Apartment housing for upperclass students. (1966) Inter-Race: The International Institute for Interracial Interaction - InterRace facilitates interracial understanding in families, schools, places of work, communities and society. The Institute provides training and consultation, research, education, resource centers, publications, public policy and legal study in five centers. Inter-Race is located at 600 21st Avenue South. Minnesota Minority Education Partnership ( M M l T ) -A program that encourages the retention and graduation of students of color. The program coordinates the existing resources of schools, families and communities and also develops new resources. Located at 2018 South Eighth Street. Scandinavian Center -Coordinates the efforts of individuals and groups interested in the five Nordic nations. Located at 2400 Butler Place. Youth and Family Institute -Designed to help churches better serve the changing needs of youth and families. The Institute at 2018 South Eighth Street offers academic programs at both undergraduate and graduate levels, as well as seminar/workshops, a resource center and counseling services. A u g s b ~ college r ~ is looking forstudents with intelligenceand characler. We want people who can ben+t from and contribute to their community -the College community and the community at large. Becausefirsthand appraisal qf programs, facilities and academica sphere is valuable,fieshman and transfer applicants are encouraged to visit the campus and me& with an Admissions Counselor. Arrangements may be made to meet with a member 4 the jkulty and to attend classes when schml is in session. Augsburg's admissions staff is ready to help students and parents with college planning. Just call the Admissions Ofice any weekday behoeen 8:00 a.m. and 4:30 p.m. -(612)330-1001, or toll-free (800)788-5678. They will answer your questions and arrange a tour@ any duy (including Saturhy mornings during the school year). The @ce is on the northwest corner qf Seventh Street and 21st Avenue South in Minneaplis. (Pleasecall first.) Selection of students for Augsburg College is based upon careful consideration of each candidate's academic achieuemmt, psonal qualities and interests,participation in activities and employment and potential for development as a student and a graduate of Augsburg College. lle Collegeselects students on individual merit without regard to race, creed,disability, national or ethnic origin, sex or age. Application for Admission -Applicants should complete the application for admission and essay and return them to the Admissions Office together with the non-refundable $15.00 application fee. Transcripts-An o f f i d transcript from the high school is required of freshman applicants. Freshman applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final transuipt upon graduation. Graduate Examination Degree scores (G.E.D.) may be presented instead of the high school tramaipt. Test Scores -Freshman applicants are required to submit results from the Preliminary Scholastic Aptitude Test (PSAT), the Scholastic Aptitude Test (SAT), or the American College Test (ACT).It will suffice if test scores are recorded on the official high school transcript. Additional Information -If there is personal information that may have affected the applicant's previous academic performance, it may be included with the application or discussed personally with an Admissions Counselor. Academic recommendationsmay be required by the Admissions Cornmittee before an admissions decision is made. On occasion, the AdmissionsCommittee may also defer a decision on a candidate's admission until other information has been received. For example, more recent test scores, results of the present semesteis coursework, additional letters of recommendation or writing samples may be requested by the Committee. If any additional credentials are needed, the Admissions Office will inform the candidate. Notification of Admissions Decision -Augsburg College uses a "rolling" admissions plan. Studentsare notified of the admissions decision, usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Confirmation of Admission -Accepted students who are applying for financial aid are asked to make a $100 non-refundable tuition deposit within 30 days of their financial aid notification. Extensions may be requested in writing to the Diredor of Financial Aid. Accepted students who are not applying for financial aid are asked to make a $100 non-refundable tuition deposit. Those students who wish to live in College housing must also submit a $100 housing deposit. Students of exceptional ability who wish to accelerate their educational program may be granted admission to begin full-time work toward a degree following completion of their junior year or first semester of the senior year of high school. Applicants for early admission must complete the normal procedures for freshman applicants, submit two academic recommendationsfrom the high school faculty and arrange a personal interview with the Director of Admissions. Students from Minnesota who are interested in the possibility of enrolling at Augsburg under the auspices of the Minnesota Post Secondary Enrollment Options Act should contact the Admissions Office for specific information. Augsburg College welcomes students who wish to transfer after having completed work at other accredited colleges or universities. College credit is granted for liberal arts courses satisfactorilycompleted at accredited institutions. The College reserves the right not to grant credit for courses where it considers the work unsatisfactory, to grant provisional credit for work taken at unaccredited institutions and to require that certain courses be taken at Augsburg. Augsburg College limits transfer from two-year colleges once a student has reached junior status. If all transfer work has been taken at a two-year college as freshman or sophomore, a maximum of 18Augsburg courses, or % quarter credits, will be accepted toward the minimum of 35 Augsburg course credits required for the baccalaureate degree. A cumulative grade point average (GPA)of 2.0 (on a 4.0 scale) or better is required on previous college work. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with the Admissions Office and departmental catalog section to see if admission to the major is necessary. Students who have interrupted attendance at Augsburg College without requesting a leave of absence and who wish to return must apply for readmission through the Registrais Office. Students who have attended any other institution(s1during the absence from Augsburg must have an official transcript sent from each one to the Registrar's Office. Returning students do not pay the application fee. In some circumstances,people may be admitted as special students (nondegree) and granted the privilege of enrolling in courses for credit. Usually part-time students, they may subsequently become candidates for a degree by petitioning through the Registrar's Office. Students regularly enrolled at another college may take course work at Augsburg College as a special student (non-degree).A transcript must be sent to the Admissions Office by the student's home institution. An application form for special student (non-degree)status is available from the Admissions Office. A u g s b e welcomes students from countriesaround the world. Intemational students from more than 47 countries have attended Augsburg since 1954. Studentsshould contact the Admissions Office for an International Student Application and informationon the application pracedm. Applications must be d v e d two months prior to the start of the semester: July 1 for Fall,November 1for Spring. For more information, call (612)33@1001or write to: InternationalStudent Admissions Augsburg College 731 21st Avenue South Minneapolis MN 55454 A l l students re~eiiw~nancial k l p iindrecttly, since a quality liberal arts education costs more than tuition and fees cover. The College r a k that difference in -fim alumni,faculty, stafi parents, church,^, foudutions and endowment income. Howeuer, the primay responsibilityfor paying@ a college education r ~ ton s students and theirfamilks.Financial aid is intended to supplement those resources. sffs The Board of Regents has approved the costs listed for the 1991-'92 academic year. The Board reviews costs annually and makes changes as required. The College reserves the right to adjust charges should economic conditionsnecessitate. Tuition (full-time enrollment) ..........................................................$10114S.00 This rate applies to all full-time students entering in September, 1991. Studentsare considered full-time when they take three or more courses during the semester terms with a total of seven or more courses in the school year. The charge includes tuition, general fees, facility fees and admission to most College-supportedevents, concerts and lectures. The amount is payable in two equal installmentsat the beginning of each semester. ,.-..-. -.-.... ..... Tuition (part-timeenrollment)per course , , . , $768.00 This rate applies to students taking fewer than three courses in a semester and/or an Interim only. Part-time students taking lifetime sports are charged the audit rate for that course. .................................... Audit Fee (for part-time students) per course $384.00 Full-time students may audit a course without charge. Part-time students taking Lifetime Sports are charged the audit rate for that course. .......................................................$2,00400 Full Board (19 meals a week)...............................................................$1,828.00 Room Rent (includes telephone) Other board plans are available as defined in the housing contract booklet available from the Office of Student Life. Partial board (14 meals a week) ...................... Flex 5 point plan -...-.l-l.ll.$l1776.00 ....................................................................................$1,616.00 Fees Billed on Student Account Fees Payable by CheddCash ACTC Bus (full-time $ 12.00 students only) Late Registration (per day after classesbegin) $ 50.00 Registration Change after first 5 days (cancel/add/change/grade option, or combiition $ 5.00 at one time) Music Therapy Internship (one half course credit) $384.00 Private Music Lessons, per semester (14 lessons) $225.00 Student Teachiig (per course $ 30.00 for full-time students) Student Teaching (per course for part-time students) $326.00 Study Abroad (in approved non-Augsburg programs) $150.00 Student Activity Fee $ 85.00 Student Activity Fee (parttime students) $ 4250 Application (new and/or special students) $ 15.00 Nursing Credit Validation Tests $110.00 Nursing Comprehensive Exam $ 10.00 Locker Rental (commuters) $ 15.00 Student Parking Lot Permit -~ar $ 55.00 -motorcycle $ 25.00 Transcript Fee (per copy after first, which is free) $ 2.00 Special Examinations, Cap & Gown Costs (Schedule on file in Registra/s BOOKS AND ~ U P P w) ~ These costs are estimated to be $500.00 per year. ................................................. $100.00 Enrollment Deposit (Non-refundable) Required of all new studentsafter acceptance. The Enrollment Deposit is credited to the student's account only when his/her enrollment is terminated.Any net credit balance (after all charges and/or fines) will be refunded upon request of the student. For more information, contact the Admissions Office. ...................................................................... $100.00 Housing Damage Deposit Required of all resident students at the time of signing a contract, to reserve a housing assignment. This deposit is retained against damages and/or fines and is returned to the student account (less all charges for damages and/or fines)at the end of the occupancy period covered by the contract. New contracts may be terminated for Fall or Spring Term by following the conditions delineated in the housing contract. The resident will be respon- sible for all costs i n c u r d due to late cancellationor lack of proper notification. If the new contrast is cancelled prior to July 1for Fall semester or January 1for Spring Semester, $50 will be forfeited from the $100 deposit as a service charge. The entire deposit will be forfeited if cancellationis after these dates. Semester Fees -Rior to the start of each semester a 'Statement of Estimated Qlarges" showingbasicchargesandfinancial aid dtsdesignatedbythe Student Financial !%rvices Office is sent to the student from the Business Office. Payment Options -(1)Annual payments, due August 15 as billed; (2) Semester Payments, due August 15and January 15as billed; (3) Payment Plan -upon application and after College approval, a three-month plan is available each semester. Details are included with the Estimate of Charges letter; (4) lGmonth Payment Plan -upon application, College approval, and payment of a $50 administrativefee, the annual charges may be paid in 10equal installmentsbegmung June 15 and ending March 15. No finance charge will be assessed on accounts which are current. An application will be sent upon request. I A finance charge is applied at a simple rate of one percent per month on any account with an open balance of 30 days or more or on a IGmonth payment plan in which payment is not current. Tuition is set on an annualbasis, payable in two equal installments at the begmmng of each semester. W t r a t i o n is permitted only if the student's account for a previous term is paid in full. Augsburg College will not release academic student transcripts until all student accounts are paid in full or, in the case of student loan funds administered by the College (Perkins Student Loan and the Nursing Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. Students fill out Withdrawal from College forms available in the Office of Student Affairs.They must be filled out completely, signed and turned in to the Reg~~trar's Office. Students who properly withdraw, change to parttime, are dismissed or ~IPreleased from a housing contract will have their accounts adjusted for tuition and room (except for the minimum deduction of $100.00 to cover administrative costs) according to the following schedule: 100%90%80%70%60%50%- through the first five days of classes (less$100 administrativefee) from the 6th through 10th day of classes from the 11th through 15th day of classes from the 16th through 20th day of classes from the 21st through 25th day of classes from the 26th day of classes through the mid-point of the term No refund will be made after the middle class day of the term. Board refunds are made on a proportionate basis. If a student is forced to .withdrawdue to illness or an accident, the refund will include the normal percentage plus one-half of the percentage adjustment, upon submission of a report from the attending doctor stating the inability or inadvisability of continued enrollment. Students who elect to omit an Interim or to graduate in December are not entitled to a refund of Interim tuition, room and board charges. Students who participate in an approved off-campus Interim are eligible to apply for a board refund and room sublease. Details and request forms are available in the Office of Student Life. All refunds of charges will be applied to the account of the student and all adjustmentsfor aid, loans, fines and deposits, etc. will be made before eligibility for a cash refund is determined. Financing higher education could be the most significant investment a person or family makes in a lifetime. So,proper planning and wise choices are important, not only in choosing a college, but also in the methods used to pay for it. Augsburg College, through its Office of Student Financial Services, will help students and their families with both monetary and advisory assistanceto protect access to a quality education in spite of i n m i n g costs. Financial assistance awarded through Augsburg is a combination of scholarships,grants, loans and part-time work opportunities. The College cooperates with federal, state, church and private agencies in pmviding various aid programs. For the 1989-'90 academic year approximately 83 percent of all students at Augsburg received xholarships, grants, loans and part-time employment totalling over $11,500,000 from all aid sources. The primary responsibility for financing a college education rests upon the student and family. Financial aid is intended to supplement student and family resources. The Family Financial Statement (FFS)of the American College Testing Program (ACT) or the Financial Aid Form (FAF) of the College Scholarship Service (CSS)helps determine the amount of assistance for which a student is eligible. This analysis estimatesthe amount a student and family can be expected to provide for college expenses, taking into account such family financial factorsas current income, assets, number of dependents, other educational expenses, debts, retirement needs and special considerations. How AND WHENTO APPLY New Students - Regular Admission 1. Apply for admission to Augsburg College. No financial aid notification is made until the student has applied and been accepted for admission. 2. Obtain the Family Financial Statement (FFS)or Financial Aid Form (FAF) from a high school or college financial aid office. Complete the application and send it to the processing agency after January 1but before April 15 for priority consideration. Minnesota residents must complete the FFS, which includes the application for the Minnesota State Scholarship/Grant Program.Augsburg's code on the FFS is 2080. For non-Minnesota residents using the FAF, Augsburg's code is 6014. 3. Within four to six weeks, Augsburg will receive the analysis. If at that time you are accepted for admission, the Financial Aid Committee will meet and review your eligibility for all the programs available. A letter will be sent to you detailing your financial aid. 4. Acceptance of this financial aid package is required within the deadline stated. If necessary, the appropriateloan forms and/or work applications will be sent to you. 5. Transfer students must submit a financial aid transcript from each college previously attended before financial aid will be offered. The financial aid transcript forms are available through the Admissions Office or Fiicial Aid. Returning Students Eligibility for assistance must be re-established each academic year by the applicationand Family Financial Statement (FFS).Renewal is based on the familfs financial eligibility, the student's satisfactory academicprogress and fund availability. A student applyingfor aid from Augsburg applies for assistance in general rather than for a s@c scholarship or grant (except as noted). The various forms of aid available are listed here for information only. In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships, grants and loans that might be available in their own communities. It could be worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs and fraternal organizationsfor information on aid available to students meeting their requirements. In addition to these sources, some students are eligible for aid through Vocational Rehabilitation, Education Assistance for Veterans, Educational Assistance for Veterans' Children and others. Gift Assistance President's Scholarships-President's Scholarships,which assuxe gft assistance equal to tuition, are awarded annually to the most academically qualified full-timefreshmen students. These scholarships are awarded without regard to need. The awards are renewable for three years based on academic performance at Augsburg. Ekcause this is a d e d programffull tuition is assured; that is, the College guarantees the differencebetween non-Augsburg grants and scholarships (such as state scholarships, Pell grants, etc.) and full tuition. Special application is due February 15. Details from the Admissions Office. Dean's Scholarships-Dean's Scholarships, which assure gift assistance equal to tuition, are awarded each fall to the most academicallyqualified full-time students who are direct transfers to Augsburg College following completion of an A.A. or AS. degree, having maintained a 35 GPA on a 4.0 scale. These scholarships are awarded without regard to need and are renewable for an additional year. Because this is a unified programffull tuition is assured; that is, the College guarantees the differencebetween non-Augsburg grants and scholarships (such as state scholarships, Pell grants, etc.) and full tuition. Special application is due April 1.Details from the Admissions Office. Paired Resources in Ministry and Education (PRIME) Awards -Augsburg College will match the first $300 a year of a student's scholarship or grant from a Lutheran congregation. The scholarship or grant check from the congregation must be received at Augsburg by October 1. Augsburg Tuition Grants -Available to students who have shown academic potential and have financialneed. A student's academic performance, financial need and high school and community involvement are taken into consideration. Minnesota State Scholarships and Grants -Awarded by the state to Minnesota residents who have financial need. For 199G91, they ranged from $100 to $ 5 3 3 . All applicants from Minnesota are expected to apply. SupplementalEducational Opportunity Grants -A federal program administered by the College. To be eligible, a person must: (1)be a U.S. citizen or permanent resident; (2) have exceptional financial need as defined by the program; (3) be capable of maintaining satisfadory academic standing at the College; and (4)be accepted for admission Pell Grants -Federal Pell grants are awarded to students attending eligible institutions of higher education and are based on financial need as defined by program guidelines. The maximum grant eligibility for each student for 1991-'92 is $2,400. Application is made by filing the FFS (or FAF) and requesting on the application form that the necessary information be sent to the Pell Grant Program. Bureau of Indian Afâ¬airs/Tribaland State Indian Scholarships-Bureau of Indian Affairs/Tribal and State Indian Scholarshipsand Augsburg American Indian Scholarshipsare available to Indian students (both full- and part-time) who meet speclfic criteria. For Bureau of Indian Affairs/Tribal and State Indian Scholarships,studentsmust be 1/4 degree American Indian ancestry and be enrolled with a federally recogruzed tribe. Eligibility criteria for Augsburg American Indian Scholarshipsvary; contact the American Indian Support Rogram office. Indian grants supplement all other forms of financial aid. Questionsmay be directed to the American Indian Support Office or to your local BIA, Tribal or State Indian Education Office. Loan Assistance Perkins Student Loan -A joint Augsburg College-federally funded program administered through the College for students who demonstrate financialeligibility. Loans are interest-free during your education. No interest accrues nor do payments have to be made on the principal at any time you are enrolled at least half-time. Simple interest of 5 percent and repayment of the principal (at the minimum of $30 a month) begn nine months after you leave school. Repayment may extend up to 10years. The loan carries a teacher cancellation clause. The maximum which may be borrowed for undergraduate study is $9,000, ($18,000 including graduate school). StaÂ£ford Student Loans -Loan funds are obtained directly from a local lender or state agency in states which provide such programs. While the student is attendingat least half-time, there is no interest charge. Simple annual interest of 8 percent (10 percent after the first four years of repayments) on the loan balance and repayment of the principal begins six months after you leave school. Repayment may extend up to 10years. The maximum loan is $2,625 for the first two years and $4,000 for the remaining years of undergraduate study with the cumulative undergraduate maximum of $17,250. Applications are available at the College, and some banks. The Student Educational Loan Fund (SELF)-SELF is administered through the Minnesota Higher Education CoordinatingBoard. Applications are available from the Office of Student Financial Services. Undergraduates may borrow up to $4,000 per year minus any other student loan indebtedness. Maximum undergraduate borrowing is $16,000. The minimum loan amount per year is $1,000. The interest rate is variable. Interest payments begn 90 days after the loan is disbursed and continue quarterly thereafter, while the student is enrolled. Principal payments begm the 13th month after you leave school. There are no deferments. Nursing Student Loan -Federal program with provisions similar to the Perkins Student Loan program, but restricted to applicants accepted or enrolled in our program leading to the baccalaureate degree in nursing. Recipients must have financial need and be registered at least half time. The maximum loan is $4,000 per year. SupplementalLoans for Students (SLS)-SLS is a federally sponsored loan program which permits independent students to borrow to finance their cost of education. Students can borrow up to $4,000 per year. Interest is variable with a 12 percent cap and interest payments begin 60 days after the loan is disbursed, but in many cases, can be allowed to accrue and add to the principal. Repayment begms 60 days after you leave school or cease to be enrolled at least half-time. Deferments exist for continued education or disability. Parent Loan Program (PLUS)-PLUS is a loan program to help parents meet college costs of their dependent children. Parents may borrow up to $4,000 per student per year with an aggregate maximum of $20,000. Repayment begm within 60 days of check disbursement at a variable interest rate not to exceed 12 percent and a minimum payment of $50 per month. Application forms are availableat Augsburg College or the lending institutions Applicationsare normally filed with the bank or thrift institutionwith which your family has an account. Student Employment Augsburg College provides work opportunities for students with proven finand need who a~ at least one-half time students. Assignment is made on the basis of need and potential competence in the duties assigned.Part-time work provided by the College is considered financial aid, just like scholarships, loans and grants. A maximum of 15hours of oncampus employment per week is recommended. All oncampus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made monthly by check to the student employee. Students should make application to both the Financial Aid and Personnel offices for work study positions. College Work Study Program and Minnesota State Work Study Program -Under theseprograms the federal or state government supplies funds on a matchingbasiswith the College to provide some part-tine work opportunities. Scholarshipwinners are selected by the Student Affairs Committee of the faculty unless otherwise specified. For departmental scholarships, winners are recommended by faculty of the department involved. Descriptions of awards are from statements of the donors' wishes. Indicates endowed scholarships. Charles and Ellora AUiss Educational Foundation Scholarships-A number of awards of varying amounts (minimum $500) are made each year on the basis of financial need and ability. Established in 1973by the foundation. The Dain BosworthlIFG Foundation Scholarship -Awarded as funds are made available, to students with demonstrated need for financial assistance. Alma Jensen Dickerson Memorial Scholarship-Awarded annually to deseming junior/senior students. Established in 1961to perpetuate her memory. Oliver M. and Alma Jensen Dickerson Memorial Scholarship-Awarded annually to two deserving junior or senior students. Established in 1%9by Alma Jensen Dickerson to honor her late husband and perpetuate their memory. Elias B. Eliason Sr. Memorial Scholarship-Awarded annually to one or more needy and deserving upper class students. Established in 1979 in memory of their husband and father by Josie Feroe Eliason, Conrad Eliason, E. Bernie Eliason, Mrs. Elizabeth Mauseth and Mrs. Clara Hoelck. M. J. Estrem Scholarship-Awarded annually to a worthy student. Established in 1965by Maybelle and Malcolm Estrem. EW. Hallet Scholarship-Awarded, as funds are available, to students with demonstrated need for financial assistance. The Tze-Lien Yao-Hsieh, Lenorah Erickson and Mildred Joel Memorial Scholarship* -Awarded annually to an Augsburg student of any class or major, based on academic performance and financial need. Established in 1987by Mr. Joseph Hsieh (6 ' 11, Andover, Ma., in loving memory of his mother, his honorable teacher and his respected advisor at Augsburg College. The Edwin C. Johnson Scholarship-Awarded annually to one or more students who demonstratepotential and financial need. Established in 1985by Edwin C. Johnson ('25), Powers Lake, N.D. Memorial ScholarshipFoundation Scholarships-Awarded annually to an able and deserving upper class student. Established in 1964by undesignated memorial gifts. Minnesota Mining and Manufacturing Company Liberal Arts ScholarshipsGiven annually to needy students who are U.S. citizens. Established in 1972. Northern States Power Company Scholarship-Awarded to deserving students in each class year on the basis of financial need and ability. The Marvin T. Nystrom Scholarship-Awarded annually to juniors or seniors who are U.S.citizens, have a B average or above and qualify for need based aid. Established in 1987by Mr. Nystrom as an expression of his belief in young people and his hope that they will become meritorious leaders. The Rev. Martin J. and Olga S. Olson Scholarship -Awarded annually to a student(s)of any class or major based primarily upon financial need and evidence of personal financial commitment. Established in 1991through a bequest in the will of Rev. Martin J. ('23 Academy; '26, College; '29, Seminary) and his late wife, Olga S. (2' 1) Olson, along with the gifts of many family and friends. John G. Quanbeck Scholarship Fund -Awarded annually to freshman students who without assistance would be unable to pursue higher education. Established in 1963by a bequest of John G. Quanbeck. The Martin and Esther Quanbeck Scholarship- Awarded annually to students of any class or major, based upon academic achievement and financial need. Establish in 1990 by Dr. Martin ('29) and Mrs. Esther Quanbeck, Minneapolis, Minn. Readers Digest Endowed Scholarship -Awarded to able and deserving students. Established by the Readers Digest Foundation in 1964. The Ernest and Vivian Tinseth Scholarship-Awarded annually to one or more students of any class, based on academic achievement and financial need. Estab lished in 1990 by Ernest and Vivian Tinseth, Edina, Minn. The Robert W. Wauyniak Memorial Scholarship-Awarded annually to a junior or senior, based upon academic achievement and financial need. Established in 1986 in memory of Robert Warzyniak, ('65) through memorials, supplemented by gifts of his wife, Sharon, and family. The Lea A. and Elsie L. Wildung Endowment Fund* -Awarded annually to one or more students of any class who have potential and financial need. Established in 1986through the gift of Elsie L. Wildung, St. Paul, Minn. A Edward Yokie Memorial Scholarship* -Awarded to an able and deserving junior or senior student. Established in 1962 to honor the memory of their beloved father by his daughters, E. Lorraine Yokie and Doris E. Yokie. Indicatesendowed schokuships. Aid Association for Lutherans -Awarded annually to able and deserving upper class students who are certificate (policy) holders with Aid Association for Lutherans Insurance Company. Established in 1966. The Charles and Catherine Anderson Diversity Scholarship-Awarded annually to students who help the College fulfill its mission of being "an intentionally diverse campus community." Awards are based upon financial need and good academic achievement (3.0 or higher G.P.A.), with preference given to students who are planning some form of Christian service. Established in 1989 by Dr. Charles S. and Mrs.Catherine G. Anderson, St. Paul, M i n . The Phyllis M. Baker Memorial Scholarship-Awarded annually to a student mapring in purnalism or social work. Awards are based upon academic performance and finanaal need. Established in 1990 by Mrs. Ruth M. Baker, Edina, Minn., in loving memory of her daughter, Phyllis M. Baker, a 1952 graduate of Augsburg College. The Jeroy C. and Lorraine M. Carlson Scholarship-Awarded annually to students of any class, based upon academic achievement, financial need and service to others. kference will be given to a student who is taking private music lessons and a student who shows teamwork in College physical recreation activities. Established in 1991by friends, alumni, faculty and staff of Augsburg College, in honor of Jeroy ('48) and Lorraine Carlson, and in appreciation for their commitment to and expression of the highest ideals of the College. The Carl C. and Kathleen A. Casperson Scholarship-Awarded annually to science students of any class, based upon academic achivement (32+ GPA), interest and ability in the field of study, and a demonstrated sense of social and spiritual community. Established in 1989by Dr. Carl C. ('59) and Mrs. Kathleen A. ('62) Casperson, Minneapolis, Minn. The Mildred Ryan Cleveland Memorial Scholarship-Awarded annually to able and deserving student(s) who have physical disabilities and have demonstrated financial need. Est?:olished in 1972by her husband, moyd Cleveland, to honor the memory of Mrs. Cleveland, Augsburg alumna, consecrated Christian leader and devoted wife. The Laura Ann Erickson Memorial Scholarship-Awarded annuallyto one or more female freshmen students of any major who belong to the Lutheran Church (ELCA) and show evidence of academic achievement and financial need. Established in 1986by Raymond D. Erickson GO), in memory of his daughter, Laura Ann Erickson. David J. Formo Memorial Scholarship-One or more scholarships are awarded annually to a junior or senior student who has successfully overcome adversity and achieved excellence in academic and extracurricular performance. Established in 1979by members of his family to honor the memory of Commander David J. Formo, 1964 alumnus. The JulianP. Foss Scholarship-Awarded to a student of any class who has financial need, shows promise, and demonstratesfaith and dedication to overcoming difficult circumstances.Established by Julian P. Foss ('30), Mesa, Ariz. The Hanwick Thanksgiving Scholarship-Awarded annually to a student at or above the sophomorelevel who demonstrateshigh academic achievement and is preparing for a career in some form of therapy, e.g, physical, occupational, speech, music, psychological. Established at Thanksgiving 1986, by Dr. TheodoreJ. and Mrs. Fern S. Hanwick, in gratitudeto the therapists who aided in the recovery of their son, Theodore T. Hanwick ('66), from a severe accident. The King Harald Scholarship -Established by authorization of the Augsburg College Board of Regents in 1965on the occasion of the visit by Crown Prince Harald, this annual scholarship provides full tuition for a freshman student from Norway. The winner is selected from competition held in Norway by the Norge Amerika Foreningen. The Rev. JohnHjelmeland Endowed Scholarship Fund-Awarded annuallyto second or third generation freshman or upper class students of any major who have attained a 3.0 grade point average or better. Established in 1986 by Sigvald ('41) and Helen Hjelmeland, and John ('70) and Lynn Hjelmeland. The Hoversten Peace Scholarship-Awarded annually to students of any class or major, based upon academic merit and financial need. Preference will be given to students who have demonstrated an interest in peace and/or whose personal outlook and career plans show promise of contributingto the cause of peace. Members of the Hoversten family and international students are encouraged to apply. The fund may also provide aid to students or faculty who undertake projects that will contribute to peace and global understanding. Established in 1989 through a bequest and trust of Dr. Lester T. Hoversten, San Jose, Calif. Catha Jones Memorial Scholarship-Awarded annually to upper class women of high moral character, with preference given to female or male students transferring from Waldorf College who are in music and/or elementary education. Established in 1975in memory of Catha Jones, 1970alumna, by her parents, Mr. and Mrs. Kenneth Jones, other family and friends, and the Augsburg College Senior Challenge Program. The Torgney and Valborg Kleven Memorial Scholarship-Awarded annually to a junior or senior who is interested in serving others, e.g. majoring in religion, education, music, social work, medicine, and based upon academic achievement and financial need. Established in 1990 through a bequest in the will of Rev. Torgney (1 ' 7 B.A. and '21 B.Div.1 and Valborg (Nydahl)Kleven, and memorial gifts by family and friends. The Harold B. and Laura M. Lanes Scholarship-Awarded annually to an upper class student of any major, based upon academic achievement (3.0 G.P.A. or higher) and financial need. Preference given to college students who have demonstrated an interest in community service by active participation and whose parents have not achieved a Bachelor's Degree. Established in 1989 by family and friends in memory of Harold Lanes ('11, Academy) and in honor of Laura Lanes. I Lutheran Brotherhood Lutheran Senior College Scholarship-Awarded on the basis of scholastic achievement, religious leadership and financial need. Minimum award $800.00, maximum $1,500. The scholarship is renewable. McVay Foundation Scholarship-Awarded annually to students with demonstrated need for financial assistance. Preference given to students majoring in education, religion or social work. Established in 1986by the McVay Foundation. The Forrest T. Monson and Thelma (Sydnes)Monson Scholarship-Awarded annually to students of any major after their first year, based upon financial need, diligence in scholastic achievement, and active membership in a Lutheran congregation. Established in 1989 by Forrest ('37) and Thelma ('37) Monson, San Diego, Calif. The Rev. Horace E. Nyhus Memorial Scholarship-Awarded annually to a senior student(s)who has successfullyovercome adversity and has achieved excellence in academic and extracurricularperformance. Established in 1977to honor the memory of the Rev. Nyhus, a 1929 graduate of Augsburg Seminarywho overcame the adversity of early years to earn his own education and who served others with humanity and wisdom. The Ole K. and Evelyn L. Olson Scholarship-Awarded annually to students with financial need. Preference given to students from Canada or transferring from a public mllege or university who indicate an interest in religion, music or Scandinavian studies. Established in 1988by Mrs. Evelyn Olson and Mr. Gordon Olson ('63), in memory of Rev. Ole K. Olson ('32) and in honor of Mrs. Olson's 80th birthday. The Rosemary J. Shafer Scholarship-Awarded annually to students of any class or major who show academic potential, financial need and a strong desire to earn a college degree, with preference given to females of high moral character. Learning disabled students are encouraged to apply. Established in 1985, and endowed in 1989by Rosemary J. Shafer, Wayzata, Minn. The John and Agnes Siverson Scholarship-Awarded annually to students of any class or major, based upon academic achievement and financial need. Preference will be given to students from Madagascar, or if none with financial need, then to students from other developing nations. Established in 1990 by Mrs. Agnes Siverson, Hendricks, Minn., thereby continuing a long tradition of generosity by Agnes and her late husband, John. I The Genevieve E. Stelberg Memorial Scholarship-Awarded annually to students of any class or major, based upon high personal motivation, rather than high academic achievement or extreme financial need. Established in 1989through a bequest in the will of Mrs. Genevieve E. Stelberg, St. Paul, Minn. * Indiuztes endowed scholarship The Ada Bakken Memorial-American Indian Scholarship-Awarded annually to American Indian students of any class or major, based upon academic performance and financial need. Established in 1988through the estate and trust of Ada Bakken, St. Charles, M i n . The Kent Anderson American Indian Scholarship-Awarded annually to American Indian students of any class or major, based upon academic performance and financial need, with preference given to students who are affiliated with a federally-recognized American Indian tribe. Established in 1990 with the proceeds of a benefit perhrmance at Augsburg College by Louie Anderson, a native of St. Paul, Minn., who resides in Los Angeles, Calif. The Asian-Pacific Student Scholarship-Awarded annually, as funds are available, to two Asian-Pacific students with demonstrated financial need and who reside in Minnesota. The Otto Bremer Foundation American Indian Scholarship-Awarded to American Indian Students. Recipients will be involved in a community service project during the year. The Grace Jewel Jensen Buster Memorial Scholarship-One or more scholarships are awarded annually to sophomore,junior or senior Chinese students who have outstanding academic records and are preparing to work among the Chinese people. Established in 1983by family and friends to honor the memory of Grace Jewel Jensen Buster, a 1922alumna. The Cargill Foundation American Indian Scholarship-Awarded to American Indian Students who either: 1) have been denied or lost tribal funds or, 2) have experienced other unusual circumstances as determined by the American Indian Program Director and the Financial Aid Director. The Hearst American Indian Scholarship-One or more scholarshipsare awarded annually to an American Indian upper class student(s)who has a cumulative grade point average of 3.0 or better at Augsburg College. Established in 1984by The Hearst Foundation. The Grace Anne Johnson Memorial Scholarship-One or more scholarships are awarded annually to upper class international students who have overcome adversity and achieved excellence in academic and extracunicular performance. Established in 1981by her parents, Dr. and Mrs. Einar Johnson, and other family members and friends in memory of Grace Anne (Gay) Johnson, a student at Augsburg 1971-1973. The KerridgelMuellerAmerican Indian Scholarship-Awarded annually to an American Indian student of any class or major who demonstrates academic potential and financialneed. Established in 1988by Dr. "Mike" Kerridge) and Dr. Van Mueller, Minneapolis, M i n . Marilyn Petersen Memorial Scholarship-One or more scholarshipsare awarded annually to upper class Oriental international students. Established in 1978by her parents, family and friends to honor the memory of Marilyn's devotion to sharing and loving people, especially her service to students. Pillsbury, Inc, Minority Scholarship-Awarded as funds are available, to minority students with demonstrated need for financial assistance. The Marlys JohnsonSimengaard Memorial Scholarship-Awarded periodically to a Black American student. Established in 1964in memory of Marlys Johnson Simengaard and her Christian concern for the problems of social injustice. The St. Paul Companies, Inc Scholarship-Awarded as funds are available, to Minnesota minority students with demonstrated need for financial assistance. The JamesR Thorpe Foundation Scholarship-Awarded as funds are available, to non-traditional and minority students with demonstrated need for financial assistance. 'Indicates endowed schoLzrships Art The Queen Sonja Art Scholarship-Established by authorization of the Augsburg College Board of Regents in 1978to honor the Crown Princess of Norway. Awarded annually to a talented art student with financial need. August Molder Memorial Art Scholarship-One or more scholarships are awarded annually to upper class students mapring in art. Established in 1982by his wife,family and friends in memory of August Molder, accomplished artist and teacher for more than 20 years at Augsburg College. Athletic Paul Dahlen Memorial Scholarship* -Awarded annually to an able and deserving student on the basis of Christian purpose, athletic and academic achievement. Established in 1966by his parents, the Rev. and Mrs. Lester Dahlen, in memory of their son, a senior student at Augsburg College. Paul DahledGerald Pryd Memorial Scholarship* -Awarded annually to an able and deserving male student on the basis of personality, character, athletic and academic achievement. Established in 1966 by friends to honor the memory of these two Augsburg College students. David Gronner Memorial Scholarship-Awarded annually to two or more students, participating in athletics or music, who have demonstrated financial need and high Christian character. The athletic scholarship is for a male candidate only, with a preference in basketball. Established in 1975by Mrs. David Gronner and children Richard, Carol, and Paul, and Mrs. Ethel Gronner to honor the memory of David Gronner, an Augsburg College alumnus. Keith Hoffman Memorial Scholarship-Awarded annually based on academic achievement, personal character and ability in athletics. Established in 1945by Mr. and Mrs. Charles S. Hoffman to honor their son who gave his life in the conquest of Okinawa. Rory JordanMemorial Scholarship-One or more scholarships are awarded annually to upper class students participating in intercollegiate sports, with preference for students in the wrestling program. Established in 1980by the William Jordan and Charles Schulz families in memory of Rory Jordan, an Augsburg graduate and nationally recognized wrestler. Magnus and Kristofa Kleven Scholarship-Awarded annually to students on the basis of achievement, personal character and promise in the field of physical education. Established in 1958by their children in memory of their parents. The Hovt Messerer Athletic Scholarshiv- Awarded annuallv to a male athlete of any class or major, upon the recommendation of the Athletic Department. Established in 1987by Hoyt C. Messerer, Cedar Falls, Ia. James P. Pederson Memorial Scholarship-Awarded annually to a student committed to Christian service, based on academic achievement and financial need. Preference given to students who are interested and participate in athletics and recreation. Established in 1990 by Ralph and Katherine Pederson, Santa Rosa, Calif., in memory of James, a 1934graduate, exceptional all-around athlete and coachathlete director at Augsburg College. The Stan Person Memorial Scholarship-Awarded annually to one or more male students of any class or academic major who participates in the College's athletic program and shows evidence of academic achievement and financial need. Established in 1986by Glen and Gerald Person, in memory and in honor of their brother, Stan Person. Biology Biology Scholarships-Established in 1972by the faculty of the Biology Department to honor outstanding students who intend to major in biology, natural science or medical technology. The Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen Biology Scholarship* -A merit scholarship awarded annually to an upper class student majoring or minoring in biology. Established in 1985by Dr. Kenneth D. ('74) and Mrs. Linda (Bailey) ('74) Holmen. Business Administration/Economics Marianne Anderson Entrepeneurial Scholarship-Awarded annually to a woman who is interested in entrepreneurshipor engaged in business, based upon academic achievement and financial need. Preference will be given to Weekend College women who are older and have family responsibilities. Established in 1990 by members of the Minnesota Women Entrepreneurs (MINN-WE), in memory of Marianne Anderson, a successful woman entrepreneur, and in honor of all Minnesota Women Entrepreneurs. Augsburg Business Alumni Scholarship Fund -Awarded annually to sophomore, junior or senior students majoring in any of the areas encompassed within the Departments of Business Administration and Economics and based on academic excellence and financial need. Established in 1984by Augsburg business alumni and other alumni and friends within the business community. The Farmers Insurance Group of Companies Scholarship-Awarded annually, as funds are available, to second, third and fourth year students in the fields of insurance, mathematics, business administration, personnel and other areas related to the insurance industry, based primarily on the basis of financial need. Recipients will be expected to have maintained at least a 2.5 G.P.A. and are expeded to conduct themselves acording to the laws of the United States and the state of Minnesota. First Bank Systems -Awarded each year, as funds are available, without regard to a speclfic mapr, but to students with demonstrated leadership ability and an interest in entrepreneurial development. The Forss-Herr Scholarship-Awarded annually to a junior or senior business student who has shown academic achievement, has been involved in extracurricular activities and has financial need. Preference will be given to students from families where two or more children are in college at the same time. Established in 1987by Mrs. Grace F. (Forss, '57) and Mr. Douglas P. Herr, Danville, L. Gamble-Skogmo Foundation Scholarship-Awarded annually to one or more upper class students interested in the field of business. Established in 1965by The GarnbleSkogmo Foundation. The Mildred and Eleanor Krohn Scholarship* -Awarded annually to working women of any class who want to improve their skills and education by attending Augsburg College part-time. The scholarship is designated for women who show potential and have financial need, with preference given to those studying business. Established in 1989 by two working sisters-in-law, Mildred Krohn, Berkeley, Calif., and Mrs. Eleanor Krohn, St. Louis Park, Minn. Gertrude S. Lund Memorial Scholarship-One or more awards are made annually to a junior or senior student(s)majoring in business administration. Established in 1980 by members of the family in memory of Gertrude S. Lund, Augsburg College alumna and dedicated teacher at the College. The Minnesota Mutual Life Scholarship-Awarded annually, as funds are available, based upon academic promise and financial need with preference given to majors in business or economics. The Norberg Business Scholarship-Awarded achievement to a student majoring in business. annually on the basis of scholastic The David L Shaver Memorial Scholarship-Awarded annually to business administration students of any class, based upon financial need and academic ' 61, through his performance. Established in 1988by the late David L. Shaver (7 participation in the Senior Challenge Program. The Joan L. Volz Business Scholarship-Awarded annually to an upper class student of any mapr who intends to pursue a graduate degree in business manage ment. The award is based upon academic performance and financial need. Established in 1987by Joan L. Volz, a 1968graduate. Chemistry Chemistry Scholarships-Awarded annually to junior and senior students whose academic record indicates promise of achievement in the field of chemistry. Established in 1968by family, friends and the Augsburg College Chemistry Department to honor: Manivald Aldre Frederick C. and Laura E. Mortensen Dr. W.M. Sandstrom Walter Gordon Schnell Walter E. Thwaite, Jr. Covey Hendrickson Carl Fosse Chemistry Scholarship-Awarded annually to a junior or senior whose academic record indicates promise of achievement in the field of chemistry. Established in 1986by Burton and Peggy Fosse, Burnsville, Minn. The Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen Chemistry ScholarshipA merit scholarship awarded annually to an upper class student mapring or minoring in chemistry. Established in 1985by Dr. Kenneth D. ('74) and Mrs. Linda Wey)('74) Holmen. Minnesota Mining and Manufacturing Chemistry Scholarship-Awarded to chemistry maprs who are citizens of the U.S. Established in 1979. Conrad Sunde Memorial Chemistry Scholarships-Awarded annually to junior/senior students mapring in chemistry who have a GPA of 3.0 or above and, prefaably, graduate or professional xhool goals. Established in 1984through the Conrad Sunde estate in memory of a 1915alumnus who was the first Augsburg College graduate to earn a J?h.D. in chemistry. His professional career as educator, researcher and consultant included many inventions, of which the development of lanolin oil was his outstanding work. Education The S. Luther Kleven Family Scholarship-Awarded annually to juniors and seniors mapring in elementary education, based upon academic achievement and financial need. Preference will be given to Weekend College students. Established in 1990 by family and friends in memory of S. Luther Kleven ('50) and in honor of the Kleven family. David Mathre Scholarship-Awarded annually to qualified full-time student(s1 in need of financial assistance during the term in which they are student teaching. The Elva B. Lovell Life Scholarship -Awarded annually to education students of any class who plan to teach. Awards are based upon academic achievement and financial need, with preference given to students who are black, older or single parents. Established in 1991by Mrs. Elva B. Lovell, Minneapolis, Minn., as an expression of her belief in diversity and literacy. The Barbara (Tjornhom) and Richard K Nelson Scholarship-Awarded annuallyto a student of any class, based upon financial need, with preference given to a person preparing for a career in elementary education. Established in 1986in honor of an alumna, Barbara (Tprnhom) Nelson and her husband, Richard K. Nelson. The St. Paul Companies, Inc., Minority Education Scholarship-Awarded to Minnesota minority students, majoring in education, who have a demonstrated need for finandal assistance. English Anne Pederson English Scholarship-Awarded annually to junior/senior students who are majoring in English, with preference given to those who plan to teach English as a career. Established in 1971by faculty members of the English Department to honor the 37 years of service of Anne Pederson as English teacher at Augsburg College. Prof. P. A. Sveeggen Memorial Scholarship-Awarded annually to an outstanding student in the field of English. Established in 1959 by Gerald Sveeggen in memory of P. A. Sveeggen, professor of English at Augsburg, 1915-1952. Foreign Language Mimi Baez Kingsley Modem Language Scholarship-Awarded annually to junior/senior students who are mapring in modem language, with preference given to those who plan to teach language. Established in 1969 by Mr. and Mrs. James Kingsley. Health-Related Augsburg Nurses Alumni Association Scholarship-Awarded annually to a registered nurse seeking a baccalaureate degree in nursing. Established in 1983by The Augsburg Nurses Alumni Association. Eleanor Christensen Edwards Memorial Scholarship-Awarded annually to upper class student(s)preparing for a career in medicine or health. Established in 1978in memory of Eleanor Christensen Edwards' devotion and service in health care by members of her family, Bernhard Christensen, Elsie Christensen Schroeder, Jessie Christensen, Nadia Christensen and Theodore Christensen. History The Rev. and Mrs. 0.J. Haukeness History Award -Awarded annually to a senior student for excellence in history. Established in 1980by Helen Ranck to honor her parents, the Rev. and Mrs. 0.J. Haukeness. H. N. Hendrickson History Scholarshipr -Awarded annually to students mapring in history, with preference given to those who plan a career in the field. Established in 1969by Dr. and Mrs. Carl H. Chrislock and augmented by other contributions to honor the memory of H. N. Hendrickson, professor of history at A u g s b q College, 1900-1952. John R. Jenswold Memorial Scholarship-Awarded annually to history students of any class, based on academic achievement and financial need. Preference will be given to minority females. Established in 1990by parents, family and friends of Dr. John R. Jenswold, Assistant Professor of History, Augsburg College. The Nydahl History Scholarship-Awarded annually to juniors or seniors who have potential and financial need, with preference given to history majors. Established in 1986through a bequest in the will of Dr. Theodore L. Nydahl. Mathematics and Computer Science Mathematics Scholarship-Awarded annually to an able and deserving student in the field of mathematics. Established in 1980 by the Mathematics Department. Minnegasco Scholarship-Awarded annually, as funds are available, to able and deserving junior/senior students majoring in mathematics or the sciences on the basis of need and academic ability. Established in 1969 by Minnegasco. Metro-Urban Studies Joel and Frances Torstenson Scholarship in Urban Affairs-One or more scholarships are awarded annually to upper class students who actively contribute toward the fulfillment of Augsburg's Mission Statement relating to the College's urban involvement. Established in 1982by colleagues, former students and friends to honor the service and leadership of the Torstensons in community development and urban affairs. Music Peggy Christensen Benson Memorial Scholarship-Awarded annually to a student of choral music. Established in 1965by Thomas I. Benson in memory of Peggy Christensen Benson, an Augsburg College alumna. Sam Coltvet Memorial Choral Music Scholarship8-Awarded annually to a student of any academic class who is a choir member not mapring in music. Established in 1985by Dr. Kenneth D. and Mrs. Linda (Bailey)Holmen, in memory of Mr. Sam Coltvet, who believed in the value of Christian higher education and choral music. The Rev. Clement A. Gisselquist Church Music Scholarship-Awarded annually to a musically-gifted student, with preference given to a student of organ and/or choral music who desires to serve, professionally or otherwise, in the ministry of music of the Lutheran Church. Established in 1986 by the family. David Gronner Memorial Scholarship-Awarded annually to two or more students participating in athletics or music, who have demonstrated financial need and are of high Christian character. Established in 1975by Mrs. David Gronner and children Richard, Carol and Paul, and Mrs. Ethel Gronner in memory of David Gronner, Augsburg College alumnus. 0.I. Hertsgaard Scholarship-Awarded annually to junior/senior students who show promise of academic success and have financial need. Reference given to those who have demonstrated proficiency in choral and/or instnniental music and intaest or potential in conducting. Established in 1966 by 0.I. Hertsgaard. The Bernice Kolden Hoversten Memorial Choral Scholarship-Awarded annually to a freshman student member of the College Choir, based upon suitable academic performance and financial need. Preference will be given to a choir member who is a minority person. Established in 1990 by Garfield Hoversten ('a), family and friends, in loving memory of Bernice Kolden Hoversten ('501, a soloist with the choir. Leonard and Sylvia Kuschel Scholarship-Awarded to upper class students seeking to acquire musical and performance skills in instrumental music with preference given to those who have shown proficiency in keyboard instruments. Established in 1975by Leonard and Sylvia Kuschel to honor the beautiful message of music. The Lucille H. Messerer Music Scholarship-Awarded annually to a music student of any class or major, upon the recommendation of the Music Department. Established in 1987by Lucille H. Messerer, Cedar Falls, Ia. - Kenneth 0.Lower Nordkap Male Chorus Music Scholarship-Awarded annually to an upper class student mapring in music, based upon academic performance and b c i a l need, with preference given to a person studying choral music. Established in 1986 in memory of Kenneth 0.Lower ('28) and in recognition of the heritage of the Nordkap Male Chorus. Edwin W. and Edith B. Norberg Scholarship-One or more scholarshipsare awarded annuallyto upper class student(s1preparing for careers in church music. Established in 1980by Edwin W. Norberg to honor his wife's lifelong career in the teaching and conducting of piano, organ and choral music. The Performing Arts Scholarship (Music) -Awarded annually to new incoming freshmen students who will participate in one of the performing arts groups. Up to 10 scholarshipswill be awarded. Faculty will base their awards upon applications and auditions. Deadline for application is February 15 of each year. St. John's Lutheran Church -John Norris Memorial Scholarship- Awarded annually in honor of St. John's Lutheran Church's faithful sexton for 35 years, Mr. John Norris. Applicants must be U.S.citizens majoring in music who are sophomores or above. The awards are based upon financial need and satisfactory academic progress, with preference given to racial minority students. Henry P. Opseth Music Scholarship-Awarded annually to a sophomore or junior student of outstanding promise in the field of music. Established in 1953by his family to honor Henry P. Opseth, chairman of the Augsburg Music Department, 1922-1951. Leland B. Sateren Choral Music Scholarship-Awarded to outstanding students who are participants in the Augsburg Choral Music program. Rev. Mark Ronning Memorial Instrumental Music Scholarship-Awarded annually to a student of any class who is a member of a College instrumental group but is not studying music. Established in 1985by Dr. Kenneth D. and Mrs. Linda (Ehiley)Holmen, in memory of Rev. Mark Ronning, who dedicated his life to helping young people. Mayo Savold Memorial Scholarship-Awarded annually to a participant in the concert band, based on talent and academic record. Marilyn Solberg Voice Scholarship-Awarded annually to an Augsburg student who has music as a major or minor and who shows outstanding promise for achievement in the art of singing. Established in 1955by her parents, Mr. and Mrs. Iver Solberg, and her brother Dorvan to honor Marilyn Yvonne Solberg, member of the Augsburg choir from 1950-'53. String Scholarships-Awarded to entering students who demonstrate ability on violin, viola, cello or bass and who intend to pursue their study through performance studies, string ensemble and orchestra. John and Vera Thut Scholarship-One or more scholarshipsare awarded annually to upper class students who have achieved excellence in performance in voice or piano. Established in 1980by John and Vera Thut, their family and friends. The Thuts cherished lifelong careers in the teaching of music, three decades of which were at Augsburg. Philosophy Kenneth C. Bailey Philosophy Scholarship-A merit scholarship awarded annually to an upper class student majoring or minoring in philosophy. Established in 1985by Dr. Kenneth D. and Mrs. Linda (Bailey)Holmen, in honor of Dr. Bailey's 20th anniversary as a member of the Augsburg College faculty. Physics Theodore J. Hanwick Physics Scholarship-Awarded annually to an upper class student majoring in physics. Established in 1976by the Augsburg College Physics Department and friends to honor Dr. Hanwick on his 20th anniversary as a member of the Augsburg faculty. Political Science The Myles Stenshoel Scholarship-One or more scholarships are awarded annually to upper class students pursuing careers in political science. Established in 1980by Professors Norma Noonan and Myles Stenshoel. The Dr. Bernhardt J. Kleven Scholarship-Awarded annually to seniors majoring in history k d political science, based upon substantial academic accomplishment and financial need. Established in 1989 by Dr. Bernhardt J. Kleven, graduate of 1922 and Professor Emeritus, History and Political Science. Psychology The Jacob and Ella Hoversten Scholarship-Awarded annually to students of any class. Preference will be given to students studying psychology, especially family understanding. Established in 1989 through a bequest and trust of Dr. Lester T. Hoversten, San Jose, Calif., in honor of his parents. Religion and Christian Service Scholarships The Norman and Louise Bockbrader Scholarship-Awarded annually to students preparing for full-time service careers in the church. Established in 1981by Rolland H. Bockbrader to honor the lifelong devotion that his parents have given to the family, congregation, Augsburg College and the community. Andrew and Constance Burgess Scholarship-Available to both North American and international students to encourage men and women to enter fulltime Christian service. Awards are based on demonstrated academic ability, moral character, and potential for Christian service. Established in 1983by the Rev.and Mrs. Andrew S. Burgess. Thorvald Olsen and Anna Constance Burntvedt Memorial ScholarshipAwarded annually to a student(s)in the senior class who is preparing for the ministry. Established in 1960 by family and a churchwide offering to honor the memory of Dr. T. 0.Burntvedt, president of the Lutheran Free Church, 19S1958. The Rev. Donald C. Carlson Memorial Scholarship Fund -Awarded annually to students of any class or major, who plan to enter the ministry, based upon aca- demic performance and financial need. Preference will be given to students who are members of the Normandale Evangelical Lutheran Church, Edina, Minn. Established in 1989by a family of the Normandale Evangelical Lutheran Church, acting through the Normandale Evangelical Lutheran Church of Edina Foundation, in memory of Rev. Donald C. Carlson ('421, founding pastor of the Normandale Evangelical Lutheran Church of Edina. Henning and Sellstine Dahlberg Memorial Scholarship-Awarded annually to an upper class student preparing for a Christian vocation. Established in 1982to honor the memory of Henning and Sellstine Dahlberg. The Luthard 0. Gjerde Scholarship-Awarded annually to juniors or seniors who are declared pre-seminary or pre-medicine students or to students mapring in social work or a related field of Christian service. Awards are based upon academic excellence and predicated upon Rev. Luthard Gjerde's commitment to the Gospel of Jesus Christ as central to the ministry of healing and wholeness. Established in 1989by Mrs. Sophia Gjerde, family and friends in memory of Rev. Luthard 0. Gjerde, Augsburg College (3 ' 3) and Augsburg Seminary ('36). The Elias P. Harbo Memorial Scholarship-Awarded annually to a student(s) in the junior or senior class who is preparing for the ministry, with preference given to those studying history, including church history. Established in 1991by the family to honor the memory of Elias P. Harbo, a graduate of Augsburg College (1886) and Augsburg Seminary (1889), the first President of the Lutheran Free Church, and later Professor of Systematic Theology at Augsburg Seminary, 1909-1927. Iver and Marie Iverson Scholarship- Awarded on the basis of need, character and interest in Christian service. Established in 1957by Iver Iverson. The Rev. Arnold J. Melom Memorial Scholarship-Awarded annually to one or more students of any class who demonstratepotential and financial need, with preference for those who are preparing for a religious service vocation. Established in 1985by Kenneth and Vera Nelson in memory of their pastor, The Rev. Arnold J. Melom, a 1947 graduate of Augsburg College. Gerda Mortensen Memorial Scholarship-One or more scholarships are awarded annually on the basis of scholarship, service and devotion to the Christian faith. Established in 1975by the family and Augsburg College in memory of Gerda Mortensen for five decades of service to Christian higher education at Augsburg College. Onesimus Scholarship-Awarded periodically to students preparing for the Christian ministry. Established in 1962by Mr. and Mrs. James Helleckson. Johan H. 0. Rodvik Memorial Scholarship-One or more scholarships are awarded annuallyto Augsburg students preparing for a professional career in Christian service. Established in 1976 by Mr. and Mrs. Luther H. Rodvik in memory of Johan J. 0.Rodvik and his deep personal dedication to his calling as a minister, as well as his scholarly research and pioneering thought concerning the Apostle Paul's traditionally misunderstood attitude toward the question of equal rights and equal status for women. The Rev. Olaf Rogne Memorial Scholarship-Awarded on the basis of need, scholarship and interest in Christian service. Established in 1958to honor the Rev. Olaf Rogne, business administrator of the College, 1940-1952. The Rev. Lawrence and Gertrude Sateren Scholarship-One or more scholarships are awarded annually to a junior or senior preparing for a full-time vocation in the church.Established in 1980 by their children, families and friends to honor the lifelong devotion that the Rev. and Mrs. Lawrence Sateren gave to the church, Augsburg College, and Augsburg Seminary over a period of 60 years. Morris G. C. and Hanna Vaagenes Missionary ScholarshipFund -Awarded annually to a junior or senior student preparing for service as a missionary through the World Mission Department of The Evangelical Lutheran Church in America. Established in 1969 by the Rev. and Mrs. Morris G. C. Vaagenes. The Johan L Weltzin Memorial Scholarship-Awarded annually to upper division Lutheran students. Awards are based upon academic performance and financial need, with preference given to students who would like to serve in foreign missions. Established in 1987 by Pastor H. Alfred Weltzin ('411, Viroqua, Wisc., and Pastor TheodoreJ. Weltzin ('37), Watford City, N.D., in memory of their brother, Johan L. Weltzin ('73). Scandinavian Studies Iver and Myrtle Olson Scholarship-Awarded annually to an upper class studenfds)with academic ability, in the pursuit of a degree with concentrationin Scandinavianlanguages, literature, history and/or culture. Established in 1983 by their children and their families and friends to honor Iver and Myrtle Olson on the occasion of their golden wedding anniversary. Social Work Stem Family Scholarship Fund for Minority Social Work Students* -Awarded annually to one or more minority social work students, based upon the student's potential and financial need, with preference given to those who are preparing for professional careers in social work Established in 1985 by Dr. Paul and Mrs. Lorene Steen, as representatives of the Steen Family. The Lisa M. Weeding Memorial Scholarship-Awarded annually to a female junior or senior social work student, based upon financial need and suitable academic accomplishment. Established in 1989 in memory of Lisa M. Weeding ('871, by her parents, Donald and Marilyn Weeding, family and friends. Sociology Adolph Paulson Memorial Prize- Awarded annually to a student in the general field of Christian sociology. Established in 1936 by members of his family to honor the memory of Professor Adolph Paulson, who taught social science at Augsburg from 193W35. SpeechlCommunicationrrheatre Arts Ailene Cole Theatre Arts Scholarship-Awarded talent, scholarship and theatre participation. to a senior student based on The Performing Arts Scholarship (Drama ) -Awarded annually to new incoming freshmen students who will participate in one of the performing arts groups. Up to seven scholarshipswill be awarded. Faculty will base their awards upon applications and auditions. Deadline for application is February 15of each year. The Esther J. Olson Memorial Theatre Arts/Religion Scholarship-Awarded annually to a junior or senior majoring in Theatre Arts, Communication or Religion, based upon academic achievement and financial need. Preference will be given to students involved in drama who are preparing for a career in religious senrice. Established in 1989by her daughter, Carolyn Canfield, family and friends in memory of Dr. Esther J. Olson, Professor of Drama at Augsburg College. 'Indicates e n d o d scholarships Experiences in the classroom are an important part college llife, but learning and development also occur in formal and infomral activities @the College and the metropolitan area. Whetherstudents are residents m commuters, the climatefor learning and living at Augsburg will add dirnensiun to their education. As a college of the church, we are concerned about spiritual as well as academic and social growth. Our concern for spiritual growth is evident in the opportunitieswe encourage and provide for students to explore their own faith. Because our campus is comprised of individuals from many different religious and cultural backgrounds, our worship life is characterized by a similar diversity and richness of tradition. Bible studies, fellowship groups, outreach teams, planning committees, retreats, peace and justice forums, concerts and plays are examples of the wide variety of activities on campus. This ministry finds its most visible expression in chapel worship where students, faculty and staff gather each day to give thank. and hear the Gospel proclaimed by a number of speakers and musicians. Each Wednesday night students gather for Holy Communion. On Sundays, Trinity Lutheran worship services are held on campus, with many other churches within walking distance. We seek to develop a free and open environment where people are encouraged to use and discover the gifts that God has given them. As a college of the church, we encourage students to form values guided by our Christian heritage, which will be the basis for the kind and quality of life that reaches beyond their years at Augsburg. The College Pastor has an office in the Foss, Lobeck, Miles Center and is available for spiritual guidance, counseling. support or information. Through student government, students secure a closer relationship with and better understanding of the administration and faculty, and provide input into the decision-making process at Augsburg. Student government also sponsors and directs student activities, protects student rights and provides the means for discussions and action on all issues pertaining to student life at Augsburg. Student government is orgaruzed into the executive branch, the legislative branch and the judicial branch. Elections are held in the spring for the next year. Freshmen elect their representatives in the fall of their first year. Many kinds of involvement are possible -program planning, writing editing or service opportunities. If you want to get involved, contact the President or Vice Fresident of the Student Body in their officesin the Christensen Center. Throughout the year, a variety of social and cultural activities takes place on campus as well as in the Twin Cities. These activities include dances, special dinners, theme events, name entertainment and visiting personalitiesin various fields. The Christensen Center is the focus of leisure-time activity on campus. Officesfor the College newspaper, the Augsburg Echo, and the yearbook, the Augsburgian, are on the lower level. Many of the clubs that unite classroom or non-classroom related interests meet in the Center. KCMR,a studentaperated non-profit radio station senring the needs of Augsburg and the surrounding Cedar-Riverside community, is located in Umess Tower. Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city, the Augsburg Choir, Concert Band and Orchestra perform on national and international tours. Man ..............................~.................................... Introduction 2 Calendar. 3 About This Catalog ................... 4 Options ..,. 4 Visiting Students 5 Interim Courses 6 UMAIE Courses 47 Other Courses 48 Augsburg Lifetlme Sports ..........-.............l...I. .....,.51 A... Show more ..............................~.................................... Introduction 2 Calendar. 3 About This Catalog ................... 4 Options ..,. 4 Visiting Students 5 Interim Courses 6 UMAIE Courses 47 Other Courses 48 Augsburg Lifetlme Sports ..........-.............l...I. .....,.51 Additional Courses 52 ...................................................................... . . . . ........................ .................................................... ............... ............................................................... .............................................................. ..............................~............................. ............................................. ..... .... ..................................................... I Contents I Interim is an integral part of the school year at Augsburg College. The College follows a 4-14 calendar, with Fall and Spring semesters of approximately 14 weeks separated by a four-weekJanuary Interim. Interim is particularly intended to be a time for both students and faculty to employ styles of teaching and learning and to investigate questions and topics in places and ways not possible during the regular term. Since one Interim course equals a full-time load, students should plan to spend the same amount of time in class and preparing for classas they would for a fourcourse load during Fall and Spring semesters. Students can register for only one course credit during Interim. There is no tuition refund for a student who chooses not to enroll in an Interim course. Most Interim courses are graded traditionally on a 4.0 to 0.0 scale. Students generally have the option to register on a Pass/ No Credit basis. A few Interim courses are graded only on the P/N system; this is indicated in the course description. Some courses are offered with either upper or lower division standing. Such Interim courses have two numbers listed and the student must select. Students registering for upper division standing should anticipate additional assignments and a more rigorous grading standard. To graduate, an A u g s b q student is required to complete 35 courses of which at least three must be Interim courses. The number of r e q w Interim courses is adjusted for transfer students. Transfer students should referto their transfer credit evaluation form, or consult the registrar. It is the policy of Augsburg College not to discriminate on the basis of race, creed, national or ethnic origin, age, marital status, sex or handicap as required by Title D( of the 1972 Educational Amendments or Section 504 of the Rehabilitation Act of 1973,as amended, in its admissions policies, educational programs, activities and employment practices. Introduction I Interim Office (Memorial 230) - Interim Secretary, Kay Thomsen, 330-1025; Interim Director, Dr.David Gabrielson, 330-1025. Interim Registration October 28 - November 1 ................................. December 2 ...................... ...............Late Interim Registration . . ..........J t Day of Interim January 6 .......................... Class I 9:00 a.m. (first day only) Class I1 1:00 p.m. . . . . . . January 7 ....................... ................Last Day for Cancel/Add January 17 ..................Last Day for Determining Grading System with Registrar January 17 .....................Last Day for Withdrawing from Courses January 29 .....................................................................Interim Ends Semester Begins February 3 Interim Grades Due February 7 ............................................ ..... The time and number and length of meetings as well as the beginning time wiIl be manged the first day of class. The daily schedule for Interim is divided into two blocks of time: Time I: 8:00 a.m. to Noon. (Onthe firstday of classes Time 1classes will begin at 9:00 a.m.) Time 11: 1:00 p.m. to 5:00 p.m. Note: Mattin Luther King Day will be OM at Augsburg with a special convocation onMondayIJanuary20,at 1.UOp.m.Check with your instructor for class scheduling this day. I Introduction I The catalog lists courses by departments. Departments are listed in alphabetical order. At the end of the book are listings of other courses not offered by Augsburg but recogruzed by the College for Interim credit. Additional descriptions and information about these courses are available in the Interim Office, Memorial 230. Studentsmay also register for one of the lifetime sports listed at the end of the Catalog. - Students are invited tobe part of one of International In the 23 international interims offered by the Upper Midwest AssociationforInternationalEducation(UMAIE).Thesecourse opportunities are listed near the end of this catalog. Internships:Deadline: Friday, December 13. January Interim internships must be planned in advance. Students electing an internship must meet departmentalrequirementsand present a signed internship learning agreement plan to the Internship Office(Murphy Place, Rm. 8) no later than the last day of Fall classes (Friday, December 13).The LearningAgreement forms are available in the same office. Internships during Interim must involve full-time work placements for approximately four weeks. Assistance for planning your internship is available in the Internship and Cooperative Education Office. Independent or Directed Study - Students may elect a p m gram of independent study (upper division 499) or directed study (lower division 299) for Interim. Faculty members are strongly discouraged from accepting responsibility for more than one independent study per Interim. Students choosingto pursue independent or directed study must: 1. Meet departmental requirements. 2. kesent to the registrar for approval a copy of the proposed study plan approved by the supervisingfaculty member. This Introduction 1 proposal must be submitted at least one week before registration and no later than December 2. Appropriate study proposal forms can be obtained in the Interim Office. Interims at Oher Schools- Augsburg studentsmay enroll at any other 414 institution which offers a reciprocal Interim arrangement. Catalogs of these Interims can be consulted in the Interim Office.The Interim Secretary will help students in applying for registration at other schools. Registration for Interims at the other ACTC colleges will be at Augsburg during the regular registration period. Most courses taught during thehterim at other 4-14 schools are accepted forcredit by Augsburg, but may not necessarilybe accepted as meeting Augsburg's distribution requirements. This qualification particularly affects courses offered for the religion requirement. Augsburg Collegewelcomes students from other 414schools for the January Interim without tuition charges provided the student's home institution agrees not to charge tuition to Augsburg studentsfor the January term. The waiver of tuition does not include special fees, housing or board costs. Other students will be charged $768for the Interim course. Students interested in registering for an Augsburg Interim should write to the Interim Director for application forms or use the forms provided by the interim office at their own school. There is an application processing fee of $10. Studentsare welcometo stay on campus but are not required to do so. Requests for Interim housing should be made to the Interim Office. 1 ART 107-42040 ART 1 18-42041 ART 35542042 Instructor:Phlllp Thompson Course options Include Drawlng, Palnting I and Palntlng 1 I 107 Drawing - Drawing projects in pencil, pen and wash surveying the fundamentals of visual theory, composition, and descriptive methods with a focus on the south Florida environment. Activities will include referenceto historical and contemporary examples of coastal landscapes. 118 Painting I - Painting projects with a focus on the south Florida environment in water or oil based media against a concern for fundamentals of visual theory, composition, and descriptive methods. Studyof the significance of coastal landscapes in the light of historical and contemporary examples. 355 Painting II - (Prerequisite: ART 118 or equivalent) Advanced study of oil and water based painting with emphasis on the south Florida environment. Each course of study will include some interdisciplinary activities with "morida Keys Marine Biology" and "Writers of the Florida Keys" classes. Evaluation will be based on the quality of work, participation, and artistic growth factors. The course fee will be about $1,200 which will include air fare, lodging, and most meals for about two weeks in south Florida. The primary residence will be at the Newfound Marine Institute on Big Pine Key. The Interim will include stays at Miami Beach and trips by van to the Everglades and Key West. DlsMbvtlon:Art/Muslc General Educaiion Perspectives:Aesthetics Maodmum Enrollment: 12 Tlme:I Room: Old Maln 4 & 17 Arf I ART 290-42043 Insfructor: Steve Chapman An overview of the visual arts of the American Indians within the United States with some attention to Canada, Central and South America. In addition to the visual arts of the Eastern Woodland, Plains, Pacific, and Southwest Indians, some content may include drama, dance, poetxy, mythology, rituals, or religion. Students will produce art work such as weaving, baskets, pottery, jewelry, sculpture, or prints. This course is pintly listed as Indian Studies or Art, and is one of the c o r n available to those interested in an American Indian Studies minor. Dlslnbutlon:Art/Muslc Maxfmum Enrollment:20 77me: 1 I Room: Old Maln 17 BIO 14042044 810 34042045 Insfructor: Ralph Sulerud The Florida Keys provide an excellent site for the study of marine organisms and marine ecology. Most of the approximately two weeks in Florida will be spent at the Newfound Harbor Marine Institute located on Big Pine Key. The Institute offers laboratory facilitiesand field trips in addition to housing and a dining hall. Field trips will permit the study of diverse habitats such as those of coral reefs, shallow bays, mangrove swamps, seagrass communities, and tide pools. Organisms from these communitiesand others willbe investigated on site and in the laboratory.A marinebiologist from the Institutewill be available to lead all field trips and conduct specialized classes. Upon termination of the program at the Institute, there will be a short trip to the Florida Evergladesto experienceyet another interesting environment. Preparation for the excursion to the Keys will be made during the week prior to the trip. This will include an introduction to marine biology utilizing a variety of audiovisual materials. The final week will be devoted primarily to study and the completion of the course requirements. The course will have an interdisciplinary component. Biology studentswillinteractwith studentsfromJohnMitchell'scourse, "Writers of the Florida Keys",and Phil Thompson's drawing and painting courses. Evaluation will be based on overall participation in the pm gram,a detailed journal based on daily experiences, and a final examination. Upper division students will also do a special research project which will be the basis of an extensive paper. Dlslrlb~on:Blology/Chemlslry Prerequlsltes:Blology 1 1 1, 1 12 for upper dMslon credlt Madmum Enrollment: 10 Tlme:I Room: ScIence 205 610 102-42046 Instructor EWn Mlckelberg A discussion of the many contributions and impacts made by plants in almost every area of society.Historically, plants have influencedexplorationoftheplanet,militarycampaigns,health care, religious beliefs, crime, and many other areas. We will look at everything from the spice trade to the Lindbergh kidnapping and the influence of plant life on each occurrence. Two multiple choice examinations will be the evaluative instruments. Dlslrlbvtlon: Blology/Chemlslry Maxlmum Enrollment:30 Tlme:1 I Room: Sclence 205 BIO 10542047 Instructor: ThomasHehst This class will develop an increased understanding of the current environmental and health implications of such topics as nuclear power (fission and fusion), genetic engineering, waste disposal, biological warfare, ccarcinogens, agricultural fertilizers, and pesticides. Additional topics of class interest may also be discussed. Three written examinations, of equal point value, will be q u i d .A fourto six page referencedresearch paper on a p r e approved topic may be substituted for one examination. The papers will be evaluated on style and content, r e f l b g a thorough understanding of the subject. Photocopy fee of $10. Dlstrlbvtlon: Blology/Chemlslryor Uhan/Women/ Mlnotify General Education Perspecfive:Ncrtural World-2 Madmum Enrollment:20 77me: I Room: Sclence 2 13 BIO 141-42048 Instructor:Esther McLaughlln This course will introduce the "fifth kingdom" of organisms: fungi. The importance of fungi in history, religion, culture, medicine, agriculture, and industry, as well as their role in the ecosystem (as decomposers and symbionts)will be explored. The course will use lectures, student premtations, field trips, audio-visual resources, and some classroom demonstrations. Evaluation will be via weekly tests and graded presentations. Dlslrlbvtlon: Blology/Chemlstry Madmum Enrollment:25 lime: 11 Room: Sclence 2 13 Biology I BUS 499-42049 (IndependentStudy) Instructoc John Cedto Congruent with the mission of Augsburg College, this course will be of service to the urban community by providing research assistance to both nonprofit and profit organizations. Students enrolled in the class will have the opportunity to conduct field-based research projects for community-based organizations requesting and requiring marketing research assistance. Students should contact the instructor to obtain an outline of the expected research methodology. Prerequlsffes: BUS 352 or SOC 363 or completion of another research course approved by the I ~ c t o r . Madmum Enrollment: 10 lime: Independent Study Room: Contact the Instructorpriorto Interim reglslraflon CHM 100-42050 Instructor: Ariln Gyberg This is a non-laboratory chemistry course based on the very popular book by John W. Hill of the same title. It is not a traditional chemistry course and does not assume a science background. Basic science and math are introduced early and are taught as needed for understanding various topics and implications.The course does assume the student is interested in and concerned about the relationship of chemistry tolifeand living. Chemistry has been intimately a part of liberal education for centuries. The early scientists were considered to be philosophers and their societies were philosophical societies.In recent decades the human seeking of personal independencehas led to chemistry becoming a part of everyday life to the point of adual dependence on chemistry. We live in a world of pesticides, pills, plastics, processed foods, pollutants, and it goes on and on. Emotional and mental disorders can often be traced to chemical imbalance and wen learning appearsto be the result of chemicalreaction to form a "memory molecule". Most of the problems we face are molecular in nature. What then but chemistry can better help us to understand ourselves, our society,our world, and our universe? Come, pin us as we take a molecular look at the human condition. This course will be o f f d in a lecture/discussion format. Article handouts and films will supplement the ledure/discussion periods. Daily quizzeswillbe used for evaluation. This course meets a distributionneed but does not satisfyprequisites for Chemistry 106,110, or 116. Dlstrlbvtlon:Blology/Chernlstry General Educdon Pmpectlve: Natural World2 Madmum Enrollment:25 Tlme:I/ Room: Sclence 3 15 CSC 27@42051 Instructo~Lamy Ragland A study of the Fortran programming language for students with previous knowledge of computer programming. This course will expand a student's knowledge of programming and programming languages through presentation of the features of Fortran together with programmingtechniques for using those features. Studentsare expected to know how to do computer programming in someprogramminglanguage(such as Pascal) before entering this course. This course will involve lectures and several programming assignments in Fortran. Evaluation will be based on the successful completion of assignments and examinations. Prerequlslte:One course which Includes programming I Com~uterScience In a programrnlng language (e.g.,CSC 170). Madmum Enrollment:25 Time: I Room: Foss 42 ECO 1 1M2052 Instructor Ed Sabella Study of economic implications of many problems facing a metmurban environment. Some of the topics to be discussed are:population "crisis", crime prevention, ecologyand income distribution, distributing free bread, mass transit systems, etc. Fundamental miroeconomic tools will be introduced to facilitate discussion of the above topics. Final grade in the course will be based on three subjective examinations. Dlsf~ibvtlon: Emer Economlcs/Pd~cal Sclence or Uban Concerns Madmum Enrollment:25 rime: 1 I Room: Sclence 2 12 ECO 1 12-42053 Instructor:Satya Gupta An introduction to macroeconomics; national income analysis, monetary and fiscal policy, international trade, and em nomic growth. Application of elementary economic theory to current economic problems. Dlstdbvtlon: Economlcs/Polltlcal Sclence Madmum Enrollment:25 Time: I Room: Muslc 22 ECO 32342054 Instructor: Jeanne Boeh An introduction to the field of health economics. Application of elementary economic theory to the m t players in our health msyjtem- hoqitals, physichs, and payas.Thedstriiutive effects of these programs will be considered. Also, comparisons will be drambetweenour health care system and those of other countries. Prerequlslte: ECO 1 12 or 1 13 or consent of the Instructor. Maximum Enrollment:25 Tlme: I Room: Muslc 23 ECO 49542055 lnstructoc Magdalena Paleczny-Zaw Students will critically review the failures and successes of the Soviet Planned Economy from 1917-1985. The main focus of the course will be Perestroika - restructuring the Soviet economy - and evaluating GorbacheVs economic program in terms of economic growth, income distribution, consumer w e k , technological performance, military power and environmental quality. The historic events of August 1991 and their impact on the future of the SovietUnion willbe discussed in intadisciplinaxy manner. Method of evaluation: Active class putidpation; finallake home research essay. Prerequlslfe:ECO 1 12 or consent of lnslructor Dlstrlb~on: Economlcs/Polltlcal Sclence Maximum Enrollment: 15 Tlme: I Room: Memorlal Hall 323 EDU 353-42056 Instructor:Rlch G m u n d m This course presents an examination and comparison of s e lected Western and non-Western educational systems as well as an investigation of possible careers in international education. Specla1 attention will be directed toward Scandinavian and Central American models. There willbe lectures, discussions, presentations by students, and guest speakers. Student evaluation will be based on class presentations and an investigative project. Prerequisite: Sophomore standlng. or permlsslon of Instructor. Madmum Enrollment: 15 rime: I Room: Ubraty4 EDU 37G42057 Instructor: Mary Ann BaV,es & Carolyn Clemmons This course will provide future teachers with insights and strategies that will enable them to create positive learning environments that will enhance achievement and build selfesteem in their students. Prerequlsltes:EDU 265, SWK250,some M d work expedence Madmum Enrollment:25 Time: 1 I Room: Ubraty 4 EDE 37542058 Instructot B ~ c Drewlow e This class prepares students for the unique experiences and Education responsibilities of a kindergarten classroom. The course will stress issues associated with adult/chiId relationships, curriculum design and development, classroom organization researchplans, and developmentalinstructionpractices. Guest speakers will be included to share their unique experiences and perspectives. Grades willbe based on projects, discussion, and examination. This is a onehalf credit course. Prerequkltes: PPST Dam and EDU 255 Madmum Enrollment:20 Tlme:I Room: Ubrary l EDU 388-42059 Instructor:Mlldred Mueller This course is the study of prejudice, discrimination, and oppression as it affects persons of color, the handicapped, the limited English speakers, and females. Topics include racism, sexism, homophobia, and economicissues.Emphasisis placed on preparing potential (or practicing) teachers for classrooms which will include minority students, different religiousbackgrounds, the less abled, and students at risk. Students will be expected to summarize readings, view appropriate films, and complete a pro@. This coursesatisfiesthe Minnesota Human Relations requirement for teachers and social workers. This is a onehalf credit course. This course is offered only on PIN basis. Prerequlsttes:Passlng of PPSl and admntance to Education program In process. Madmum Enrollment:25 Tlme:I1 Tuesdays,7hursdays and alternate Fddays Room: Ubrary l Education ENG 2 1942060 Instructor: John Schmlt Language plays an important role in our socialization and acculturation. The way we speak tells others who we are and tells us who others are. Our speech is a reflection of our social u l w background. For and economical standing and our c this reason we should expect women to speakdifferentlyfrom men. And yet somehow we do not. We should expect anyone from a different background to have differences of language. Even more importantly, we must understand these differences in order to make sure that we understand speakers from different language communities. This course will examine the dialects of various Englishspealang communities and attempt to describe and understand their rules of speech: Their grammatical rules, phone logical rules, and their rules of discourse. It will include ledures, student presentations, and student-led discussions. Besides presenting a topic, students will write a paper on the presentation topic and take a final exam. Dlstrlbvtlon: Urban Siudles, or Women's Studies, or Mlnom Siudles General Education Perspective: InterculturalAwareness Maximum Enrollment:25 Time: 11 Room: Old Maln 27 ENG 2404206 1 ENG 342-42062 Inslructor: Kaihy Swanson What is fiction? What is good fiction? What elements of fiction should be considered in making an evaluation?In this course, students will find answers to these questions by mding a variety of fictional works and by writing their own fiction. Although the course will not involve a systematic analysis of the history of the form of the short story, we will begin with tales and fables and we will read a sufficient number of classics for the student to appreciate the historical development from Poe to Beattie. The come will involve practice in ways of approachingliteratureandwill include studyof thebasic critical terminology, so it would be an appropriate course for students who have not yet studied literature at the college level. Studentsare acpected to read the storiesand novel, participate in class discussions, write an analysis paper on a selected short story, write an original short story, and take several quizzes and a final exam. Students taking this course for upper division credit will read an additional novel and prepare a substantial paperlclass presentation on it. All students will be asked to contribute $5 to enable printing and distribution of selected original fiction from class. Prerequlsltes: Completion of Effectlve WMng Dlsfrlbvtlon:Englkh/Speech General Educaiion Perspective:Aesthetics Maximum Enrollment:25 Tlme:I Room: Old Maln 27 ENG 136-42063 Inslrvctor John Mttchell This course o k r s a study in the literary use of setting, in this case an environment that will be studied aesthetically, ecologically, and culturally in concurrence with the reading of selected essays, poetry, and fiction. The study of the environment itself will involve an interdisciplinary program based at the Newfound Harbor Marine Institute on Big Pine Key about 30 miles from Key West. The main text will be The I(ey West Reader: The Best of the Key West Wrifers,1830-1990. In addition, students will read three novels: Ernest Herningwafs To Hime and ToHaw Not,Thomas McCuane's Ninety-Two in the Shade, and Thomas Sanchez's Mile Zero, which will give a historical and diversely cultural overview of the Keys'literary significance. The interdisciplinary component of this course will be coordinated with two other courses:''Drawing" or 'Tainting" taught by Phil Thompson and "Marine Biology" taught by Ralph Sulerud. Field trips during the two-week stay will involve excursions into the culturally and racially diverse Art Deco District of Miami Beach; snorkeling in the coral reefs; trips to the ,'back country" of the mangrove islands; visits to the Hemingway house and other places of literary interest; and a brief tour of the Everglades. A stimulating interplay of environment, culture, and literature will result; the student will be an informed presence rather than a mere tourist. There will be one week of introductory study on campus, about two weeks of study in southern Florida, and about a week to complete the course requirements back on campus. Studentswill be expeded to keep a journal of observations and impressions,to compose a verbal and visual sketch of a chosen writef s house, and to write a final paper of about 10 pages in length, based upon analysis and comparison of seleded writers' uses of environment as literary setting, especially in view of what has been learned first-hand. A fee of approximately$1,200 will be charged for transportation (including airfare), lodging, most meals, and the services (field trips, lab facilities, classes, etc.) of the Newfound Harbor Marine Institute. Prerequlsltes:Petmlsslon of lnsfructor Dlsiribution:Engllsh/Speech Maximum Enrollment: 10 77me: 1 Room: Sclence 205 English FRE 24342064 Insfructoc Ruth Aaskov What is the attraction of French literature, its human and artistic significance for the reader? With these questions in mind we will read and analyze 810 shorter French literary works available to us in English translation. What willwe be reading? A bit of Rabelais and Montaigne, of Dexartes and Paxal. We will explore the classical theater, the social critic Voltaire, and the 19th century novel. Twentieth century authors like Gide, Codeau, Sartre, and St.-Exupery will meal concernsof life that supercedenational boundaries. We will sample one piece of francophone literature from West Africa, reflecting the struggle between indigenous and Western culture. At mid-point each student will choose another short work for personal study and presentation for the class. Evaluation of your work will be based upon your active participation in class, your timely reading and discussion preparations, four quizzes, your independent study pmject, and an endaf-the- course discussion of the papers. This literature course is intended to help you in further reading, critical thinking, and communication about literature. Prerequisites: Sophomore standing or permission of Instructor Dlsfrlbvtlon: Uterafure Madmum Enrollment: 25 lime: I Room: Old Main 12 HPE 11542065 Instrvctoc Richard Borstad A course req& for all students majoring in education. Students will gain knowledge of various chemicals and their ) French/Health and Physical Education effectson the mind and body; acquire an awareness of school and community based resources available for assisting students with health-related problems; appreciate the teacher's role in the school health program; and examine their own attitudes and practices relative to chemicaluse. Topicsinclude: legal, cultural, and historical asp& of chemicals; p h m c o l ogy; the school health program; community health programs; epidemiology; and defining the drug problem. Lechmdiscussion format.Studentswillwrite a paper on a topic of their choice and there will be periodic quizzes on lecture and reading materials. This is a onehalf credit course. Maximum Enrollment: 20 Tlme:I1 Tuesdays, Thursdays,and akmate Fridays Room: Melby 1 1 1 HPE 232-42066 Insiructor: Carol Enke A course designed for Physical Education majors. Students will develop an appreciation for rhythmic activities within Physical Education; identify and perform various dances corresponding to a variety of musical forms; and develop and practice strategies for teaching creativity in movement. Content includes: fundamental movement patterns (hopping,skipping, and leaping), dances (folk, squaw, social), and creative movement. Students will practice fundamental movements and a variety of dance h s ; develop a dance and movement notebook; teach creative movement. Evaluation will be based on attendance, participation, and a written and practical final exam. Thisis a onehalf credit course. Maximum Enrollment:25 Tlme:I Mondays, Wednesdays,and alternate Fridays Room: Melby ZW2 Health and Physical Education HPE 47542067 Instructor: Ed Saugestad The purpose of this class is to equip students with the skills and knowledge needed to assist in the prevention and caring for trauma associated with physical activity. Contentincludes: the identification and care of common injuries related to various sports; procedures for preventing injuries; taping and wrap ping; therapeutic measures; medical resources; legal considerations. Lecture, discussion, demonstration, and A-V resources are utilized. Students will practice various training techniques. Evaluation includes both written and practical skill examinations. Small fee for taping materials. This is a onehalf credit course. Prerequlslte:610 103 Madmum Enrollment:20 Tlme:I Tuesdays, 7hursdays,and alternate Fn'days Room: Melby l l I HPE 478-42068 Instructoc Ed Saugestad This courseis designed to prepare students to become coaches of ice hockey. Includes fundamentals of skating, stick handling, shooting, passing, position play; principles of team defense and offense; motivation of players; public relations; scouting procedures; and care of equipment. Activities include ledure/discussion, demonstrations, guest spakers and A-V materials. Some on-ice activity. Evaluation includes examinations and development of a coaching notebook This is a onehalf credit course. Madmum Enrollment:25 Tlme:I Mondays, Wednesdays and alternate Fridays Room: Melby I I I I Health and Physical Education I HIS 220-42069 HIS 320-42070 Inslructor: Khln Khln Jensen This course will focus on Asian immigration to the United Statesin themid-19th centuryand turnof the 20th century. The Chinese, Japanese, Korean, and Filipino experience will receive special atkmtion. The course concludes with a component on the changes in the U.S. immigration laws in the postWorld War I1period.Studentswill study the pattern of Asian immigration, the areas they settled in, the contributions made by these ethnic groups to the American economic scene, and the role of "new Asian immigrants" since the end of the Vietnam war. The course will highlight the politics of the immigration laws and the gradual opening of the United States to some Asian immigration. There will be a mid-term and a finalproject (a paper, topic to be selected the first week of the term in consultation with the instructor) due the last day of the term. Upper division students will be m p h d to complete a longer paper than for lower division credit.They will also be expected to completea book review on a book related to the course theme and provide an oral progress report of their paper to the class. Dlsfrfbutlon: Hlsto~y/Phllosophy Mcudmum Enrollment:25 Tlme: I Room: Old Maln 13 HIS 440-4207 1 Inslructor: Don Gust&n Gandhi and King m monumental personalities of our century, individuals whose names carry an aura of saintliness and whose lives and actions are now held up as pointing to the higher levels of living that humans might reach. They are worthy of study because of their impact on our times, but also as a means of discovering what the passage of time may do to the record and image of prominent figures. In this month we will begin by looking at the contemporary popular portrayal of both Gandhi and King as shown by the films "Gandhi" and "Eyes On The Prize"and then by reading materials contemporary with these men as well as later biographies and studies which attempt to assess the real persons behind the p m t myths. Grading will be based on papers, class participation, and a h a l exam. Prerequlsltes:Sophomore sta-h.~~ or above and at least one college hlstory or polka1 sclence course. Maximum Enrollment: 15 Tlme:11 Room: Old Maln 1 1 INS 22542072 Insfructor: Amln Kader This course is designed by a practicing Muslim to p m t his perception of Islam to non-Muslims. The course will cover the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari'ah), Islamic economic and political systems, and Islamic patterns of life. There will alsobe a consideration of the differences between the Islamic sects (Sunnis, Shi'its, Sufis, etc.).Therewillalsobesomeefforttodeal withthe similaritiesand differences between Islam and both Christianity and Judaism, and a visit to one of the mosques in the Twin Cities. Dlstrlbutlon:Mlnortty-Urban Studies Maximum Enrollment:30 Tlme:1 I Room: FC 42 INS I W 2 0 7 3 Instructors: WcM O b n and Ann Reener Students will participate in a series of seminars, following the Paideia seminar format as developed by Mortimer Adler and Paideia Associates.Studentswillread selected readings, which will then be discussed in Paideia seminars. Students will also view selected films for seminar discussions; develop and/or hone habits of mature, intellectual talk; observe seminars conducted in Minneapolis and St. Paul Public Schools; study the Paideia Proposal; design their own rules and norms for effective seminars; evaluatetheir own behaviors during seminars and lead seminars. Methods of evaluation will include interviews with students and observation of students participating in seminars; reflective writing related to seminar content; and seminar participation. Maximum Enrollment:20 lime: I1 Room: Sclence 3 19 INS 299-42074 sOC299-421 I I Instructors: Gamy Hesser and Lds Olson Learnfrom and about your experiences. Discover new ways to learn by observing, collaborating, and subjectingyour acperiences to critical reflection.The course is designed to help you connect your experiences to the liberal arts. The actanship is a modified intanship designed for studmts already placed in Cooperative Education positions, for studmts Interdisciplinary working part time in jobs related to their mapr or m r interests, and for students actively engaged in community service. The assumptionis that all students will be involved in appmximately 20 hours per week of placement activity during the month of January (check with instructors if you have questions). All students will design an individual learning plan and are scpected to actively participate in a seminar that will meet twice a week at times to be determined after the participant's worklservice schedules are determined. Evaluation will be based upon the overall quality of participation in the seminar, which will include organizational analysis and critical assessment reflected in journals, seminar participation, and collaboration. The course is offered on a PIN basis. Prerequlsltes:Placements secured during or prior to the Fall semester whlch wlll contlnue during the Intefim and pemlsslon of the Instructors. Dlstribvflon:Urban Concerns Maximum Enrollment: 15 Tlrne: I1 Room: Murphy Place 2 MAT 173-421 12 See Addiional Courses,page 52. MAT 253-42075 Instructoc Bev Durkee Our o b j j v e s are the exploration of this new geometry of fractals, its rules, its visuals, how it meals the beauty of mathematics, how to create images of such complex forms and exprience them as an art form via computer graphics. I Mathematics The class will observe the pattern of self-similarity and consider the transformations used to construct fractals such as this fernand theexistence of self-similarity regardless of the power of magnification used in examining it. The class will also consider the well known Mandelbmt set and Julia sets in color and in three dimensional rendition. Students will be tested on the mathematics through a midterm and finalexam.Studentswill create a portfolio of visuals similar to the one above and from pieces of the Mandelbrot or Julia sets which display the mathematical character of those visuals. F i y , students will keep a pumal noting their reflections on the intemmedions between mathematics and the artistic creations being studied or created. Prerequlsltes:M d h Placement Group 111 or hlgher Dlsiributlon: Mathemaiics/Physlcs General Educaiion Pmpectlves: Aahetics Maximum Enrollment:20 77me: I Room: Sclence 1 12 MUS 129-42076 Instructor: Stephen Gabrlebn "Tmprovisationin Music" meets everyday for three hours, and each student will improvise daily at class meetings, using a variety of improvisational techniques and styles. Prerequlsltes: Mlnlmal abl11Yy on a muslcal Instrument or h e Instructor's pemlsslon. Maximum Enrollment: P m M o n of Instructor requlred to enroll 77me: I Room: Muslc 4 MUS 179-42077 Instructors:Robert Karien and Roberta MeMer Much of American history and culture is derived from that of continental Europe and the cities of Amsterdam, Paris, Munich, and Vienna. This course provides an opportunityto visit and experience important cultural centers that provided theimpetus for development of culturallife in the New World. Studentswill gain an appreciation of the role of art and music in the history of the Netherlands, France, Austria, and Germany. Evaluation is based on full participation in all comerelated group activities, a daily journal, artlmusic critique sheets, and exams (oral and written). No prerequisites, and no previous experience in art or music is required. Fee: $2,895 includes all air and surface travel, accomrnodations, several cultural performances, continental breakfast daily, and five group dinners. Regktmtion for this interim must be made before October 25 at the InternationalPrograms Office,620 21st Avenue S., Minne apolis, MN55954.Phone: 330-1655. O f f d onaP1Nbasis only. Maximum Enrollment: 30 MUS 204-42078 Instructor: 0. Nlck Raths An introductionto the fundamentalsof music and musicology as they occur within the context of Rock's inception (1950s)and maturation (1%0s) periods. This course will examine the musical content, methods, and historical background of s e leded artists and their work. Evaluation will be based on class participation, a comprehensive exam and a short term paper that includes a critical analysis of a chosen song. For non- music majors. Dlslrlbutlon: Art/Muslc Maximum Enrollment:30 Tlme: I Room: MUSIC5 NOR 1 1 1-42079 Instructor: Frankle Shackelford This course is for students with no previous background in Norwegian. It aims to develop basic skills in spealung, listening, reading, and writing as tools for communication and for understanding Norwegian cultwe. Classroom practice focuses on both presentation of vocabulary and structures and the use of the language in everyday contexts. Evaluation will be based on participation, daily assignments, q&, a midterm, and a final exam. Dlsfribvflon: Forelgn Language General Educaflon Petspeciive: Intercultural Awareness Madmum Enrollment: 25 77me:I Room: Old Maln 25 PHI 17542080 Instructor: Davld Apollonl We w i l l begin by studying some common conceptions and misconceptions of romantic love, and look at some philosophers' definitions of it. We will try to decide what it is to be in love with someone, and how this differs from just being friends, liking that person, and desiring that person sexually. In the remainder of the course, we will consider the following ethical issues concerning sex: (a) Sex and morality -Is there such a thing as an ethics for sex?Is there such a thing as sexual irnmox.ality? (b) Ssc and maniage -Is the use of birth control moral? Is promiscuity bad? What strengths and weaknesses does the institution of monogamy have? Is adultery immoral? (c) The morality of alternative sexual preferences and lifestyles - Is sexual perversion a viable concept? Are homosexuality and lesbianism sexual perversion? Or are they merely alternative sexual preferences? Teaching methods: ledure/discussion. Evaluation:two-thirds of total grade will derive from weekly quizzes, and one-third from a final term paper of five to ten typewritten pages. (Iwill require that students turn in a rough draft of this paper for my comments and criticisms.) DlstribuHon: Hlstory/Phllosophy General Educaflon Perspecifve: Human Idenmy M d m u m Enrollment:30 77me: I Room: Sclence 2 12 PH141W2081 Instructor:Mark Fuehrer John the Scot was a ninth century Celtic philosopher who was also a mystic. We shall study his commentary on the Prologue to St.John's Gospelto learn how he uses philosophyto develop a mystical reading of Sacred Scripture. I.&um will be combined with class discussions.Studentswillprepam dailyanalyses of the reading, prepare a term paper, and take a final exam. Prerequlslte: One course In Philosophy Dlsfrlbuiion:Hlstory/Phllosophy Madmum Enrollment:20 Tlme: I Room: Old Maln 10 PHY 10642082 instructor Noel Pelit "Introduction to Weathef' is a study of the science of meteorology to provide a working knowledge of the principles of atmospheric science. Attention will be given to four basic areas: the physics of the atmosphere, weather observing, man's interaction with the atmosphere and oceanI and under- Philosophy/Physics standingthe world's climate. Related topics to be included a: hydrology (study of the earth's water cycle), oceanography, pollution, economic effeds of the weather, and weathds impact on world events. The course consists of three weeks of lecture and laboratory sessionsin Minneapolisfollowedby a one week trip to Florida to visit major weather facilities. The trip itinerary includes: Kennedy Space Center, Cape Canaveral Air Forre Base, the National Weather Service Office in Melbome, South Florida Water Management DistrictHeadquartersinWest PalmBeach, the National Hurricane Center in Miami, and WTVT-TV in Tampa. At each site there will be a tour and explanatory program. Topics discussed in the visits include: tropical weather, upper air soundings, hurricane tracking, fresh water management in Florida, weathersatellites,agricultural weather, and broadcast weather. During the course, the student maintains a journal of weather observed and sites visited. Daily weather maps will be used at the visited sites to monitor conditions and aeate our own forecasts. Daily quizzes and ledures will be given during the travel. Grades will be based upon the journal, two examinations given during the classroom period, and an individual project completed during the trip. Cost will be approximately $750. Initial deposit of $100 due by the end of Interim registration. Contact Professor Petit for additional information. PrerequMe: H/gh SchoolAlgebra,MaitternatlaLevel I1 DlsMbvtlon: Mathematics/Physlcs General Education PerspecWe: Natural Worid Enrollment: 15 Tlme:I Room: Sclence 723 PHY 1 17-42083 Instructors: Mark Engebrelson and Bruce Relchenbach The course will focus on contemporary problems which arise from our developing technological capabilities. We will consider the causes and effects of global warming, the irnplications of developing nuclear energy, the prospects and problems of genetically engineering both our foodstuffs and humans, and the urban implications of developing a light rail system. To get a satisfactorygrasp on how to approach these problems we will first explore what science and the scientific methods are, how science (knowing) relates to technology (doing), the structures used for ethical evaluation, and the resulting interactions between the three. Grading will be based on two tests, two short papers, and group work. See the complete description for more details. Prerequlslte:Mathematla Level 111 Dlsiributlon:Mathematlcs/l7Iyslcs General Education Perspective: Natural World if2 Madmum Enrollment: 40 77me: I Room: Foss21a& b PHY 151-42084 Instructor Jeff Johnson Spreadsheets (e.g., Lotus 123) have been used extensively in business for years. However, it is alsopossible to usespreadsheets to solve physics problems without using "high-powered'' mathematics. Spreadsheetsallow the student who is not an expert in physics on a more intuitivelevel. We mathematicsto +ence will use Lotus 123to solve problems in a wide variety of physics areas including planetary and p r o w e motion. Some of the problems investigated might be in areas other than physics. Gradingwill be based on spreadsheet pro, homework, and a hal scam. Prerequlslte: Math Level 111 Dlsiributlon:Mathematlcs/~ysIcs Madmum Enrollment: 20 77me:I Room: Sclence 30 PHY 337-42085 InsIructor:StuartAnderson The quest to understand how light and matter interact is at the heart of modem physics, and l a m are probably the most ubiquitous technical product of these ideas. This course will begin with an overview of optics needed for understanding imaging,beam control and dispersion, includingthe nature of light, reflection, refraction, and interference.This setsthe stage for tmting the physics of superradiant devices and lasers, and the impact of cavity design on output characteristics. The course will conclude by applying these concepts to the study of atoms and simple molecules by the emission, absorption, and scattering of light. Considerable emphasis will be placed on laboratory experiences; only onethird of the class period will be used for formal lectures and discussion, with the balance spent in the laboratory. Grades will be determined on the basis of weekly evaluation of laboratory notebooks, two onehour exams, and a formal research paper. Prerequlsltes:PHY 12 1, 122,245 (or equhfalent), MAT 124, 125,224 Madmum Enrollment: 10 Tlme: I1 Room:Sclence 30 POL 29542086 lnstructoc Elkabeth Anderson Contrary to American popularbelief, Canada is not just a colder version of the United States. Canadian national identity is alive and well, and currently a much debated topic - in Canada. In this new course, we will examine Canadian identities (thm Ph ysics/PoliHcal Science I is at least one for every pmvince) through cultural forms produced in the last 30 years. Emphasizing the c u l t d studies approach to history, we will draw from various "texts1' (stories, poetry, non-fiction, film,music, W, newspapers, art and architecture)and events (the Quiet Revolution and the Refemdurn in Quebec, theMeech lake Accords, thestandoff at Oka,the FIR Trade Agreement between the U.S. and Canada, the arrival of new immigrants, the Persian Gulf War)in ordm to q l o r e Canada from Canadian perspectives. Our focus will mainly be &an, and centend on the cities of Monkall Toronto, and Vancouver. Our methods of analysis will be interdisciplinary and comparative (Canada-U.S. border studies). Grades will be based on active participation in class discussions, one oral presentation, and a final written project. Mcudmum Enrollment:20 77me: I Room: Old Maln 2 1 POL 37 1-42087 Instrvctor: Phll Ushman This course will examine the c m t political and legal rights and responsibilitiesof the American employee in the contemporary labor market. Various forms of employment issues, including contract rights, wrongful termination, workers compensation for pb-related injjes, safety in the work place, protection against illegal discrimination on the pb, drug and alcohol testing, and rights of the employee to "whistle-blow'' will be studied. Wherever possible, the opposite position of the employer will be presented.The role of the American labor union movement and employel's political action groups will be addressed where relevant.There will be field trips to o b m e actual court and/or administrative law proceedings. Students will also meet with employment lawyers and repre sentatives of industry. Students will prepare a specla1 mini-term paper and take a final examination. PrerequlsRes:Junlor or Senlor status; One course In Pdmcal Sclence or Economics. Dlsfrlbvtlon: Economlcs/Pollflcal Sclence Madmum Enrollment: 35 77me: Monday and Wednesday evenlngs, 6:309:30p.m. Room: Old Maln 16 POL 42 1-42088 Instructor: Wllllam Mods This course will examinethe impact of American films on U.S. citizens' perceptions of politics. Films will be selected whose principal themes deal with particular political practices and/ or institutions. The class will evaluate the accuracy of these images by considering the films in light of the scholarly literature and other information available on each subject. Close attention will be given to an exploration of the ethical situation and dilemmas of decision-making in politics. As part of the course, students will submit written analyses and evaluationsof the political context or "image" of politics in the films shown in class. These, plus additional articles and portions of books from the social sciences and other literature paralleling some of the films' themes, will serve as the basis for class discussion. The papers, two tests on assigned readings establishing the framework for the class, and class participation will determine final grades. Students will be assessed a specialfee to cover the rental of the films and viewing equipment. Prerequlsttes: POL 121, 122,or 158 Dlsfrlbvtlon: Economlcs/Pollflcal Sclence Political Science Madmum Enrollment: 20 Tlme:1I Room: Old Maln 2 1 PSY 10542089 Inslructor: Wendy VanLoy An introduction to the methods and approaches used in psychology for the purpose of understandingbehavior. Applications of psychological concepts to everyday situations are emphasized. Dlslnbvtbn: Psychology/Soclology General Educaffon Perspective: Human Identity Madmum Enrollment: 25 77me:1I Room: Old Maln 25 PSY 32 1-42090 Instructors:Nancy Stebkry and Dlane Plke The purpose of this course is to examine law from both a sociological and psychological perspective. Designed for u p per division social science students, the course explains various aspects of law and the legal system, including police, lawyers, the courtmom, deterrence,and law and corporations. Thew is a midterm and final examination plus two written assignments. Note: Students who have completed PSY 335should not enroll in this course. Prerequlsltes:SOC 12 1 or PSY 105 Madmum Enrollment:20 Tlme: I Room: Old Maln 18 PSY34CM2091 Instructor: Norm Ferguson This course will explore concepts of self from psychological, cultural, and theological perspedives. A variety of myths and symbols will be examined with the intent of gaining knowledge about how they function as representations of "the self." The objective of the course is to gain a deeper understanding of one's individual self and of how the conceptualizations of your self have been molded by a variety of social, cultural, and historical influences. The content of the course will include topics such as the impact of science on myth; the mythologies of romantic love, war, and peace; the process of individuation; and metaphors of psychological transformation. Class time will be devoted mainly to the discussion of the assigned readings. Students will be scpeded to be p r e p 4 for class by doing the readings and to be actively involved in the class discussions. Students will be given some of the responsibilityfor leadingdiscussions.Evaluationwillbe based on class participation and five short (600-800 word) papers. Prerequlslte:PSY 105 Madmum Enrollment: 16 Time: I Room: Old Maln 1 1 PSY 370-42092 Inslrvctor: Duane Johnson Inquiry into the nature and presence of idealism in the life of the adolescent person. Theoretical bases for such idealism will be considered. Idealism direded toward other persons and society will be the main focus. - Psychology This course willbe conducted as a seminar with a high level of student contribution and participation. Attendance at each class session is required. Procedures will include class discussion, fmpent shirt papers, and hequent oral reports.Each student will be required to seek out and interview persons in the adolescent-level of development. Typewriting or equivalent word processing skill will be required. Students are required to read The Moral Life of Children by Robert Coles before the start of the interim. This book will be availablein the Augsburg Bookstoreby November 1.Content of the book will be discussed in the first few class sessions and will provide a base for further learning in the course. This course is offered only on PIN basis. RerequlsRes: PSY 105 Madmum Enrollment: 15 Tlme:I Room: Old Maln 29 REL 24 1-42093 Instructor Brad HoH Off the beaten track of American tourists, this journey focuses on meeting African faith communities,observing their rituals, listening to their music, and observing their art. We encounter the three basic religious traditions of Africa: African Traditional Religions, Christianity, and Islam. Each of these faiths brings intriguing surprises as they reflect African culture in a variety of ways. Our access to the Christian communities will exceed that of the other two, but Christianity in Africa can only be understood in the context of "ATR" and Islam. Each of these has influenced the others. Both the mission-founded and the "independent' churches have developed creatively in music, theology, and spirituality.At the same time, political tensions characterizethe relations of the churches and Islam, as Nigeria prepares for a return to civilian rule in 1992.Our learning will Religion include various kinds of input: reading, lectures, interviews, visits to sites, observation of worship, and discussions. Through it all, we live simply, encountering life in a Third World country which is strugglingto find appropriateblends of African and Western culture. We will travel light, study hard, and experiencethe taste, the markets, and the worship of one of Africa's most energetic nations. The course is designed for students seriously interested in religion who are in good health. A visa is required for Nigeria. Fee: $3,495 includes travel, accommodations, breakfast daily, one group dinner in London, all dinners (22) in Nigeria. Dlsfrlbuiion:Rellgbn (Only one Interim course may be used to meet rellgon requlremenls) Madmum Enrollment: 15 REL 32842094 Instructor: John Benson There is nothing more familiar to us than parties, sports, and games. Yet most take them for granted. It may come as something of a surprise to us, then, that the festival, play, and "game theory" have been of keen interest, not only to anthropologists, sociologists, and psychologists, but also to students of religion and Christian theology. In this course we will use lectures, small group discussions, and field trips to look into some of this fascinating material. There will be two essay tests, several special preparations related to discussions, and a final project. Prerequlsltes:REL 1 1 1 or REL 22 1 Dlsfrlbuiion:Rellgbn (Only one Interim course may be used to meet rellglon requirements) Madmum Enrollment: 30 Tlme:1 I Room: Old Maln I8 Religion REL 34342095 Instructor Cathy Paulsen Marriage has been described in terms of a free fall, a decision that we often make with a portion of our brain and all of our heart. This course will take nothing from the heart, whether you m manied or not, but it will increase your certainty and the possibility for meaning/intirnacy in your life with a significant other. Within the context of Christian teachings, many theories will be studied with particular attention given to the work of C.G. Jung, and will be applied to the marital relationship primarily, and secondarily to the family. There will be lectures, discussions, and visiting resource persons. Evaluation will be based on class participation, one paper,andtwotestsTwobookswillbe~. PrerequMes: REL I I I or /?EL22 I orpemlsslon of Insiructor Dlstrbution: Rellglon (Only one Interim course may be used to meet rellgon requirements) Mdmum Enrollment:25 Tlme: I Room: Muslc 24 REL 345-42096 Inslructoc Eugene S k b b e The Lutheran Church is the largest Protestant church in the world. We will not only examine the Lutheran Church as it is at the present time, but also study its origin in the 16th century and its development, and cultural influence during 950 years of history. An anthology including two monographs and the professox's lectures, plus reserve reading will provide an overview.L.&m and class discussion will deal with examples of Lutheran witness to the Gospel in art, music, philosophy, sociology, and theology. Requirements include three exams and one short paper. Prerequlsltes:REL 1 I 1 or 221 DlsfrlbWon: Rellgbn (Only one Interim course may be used to meet rellglon requlrements) General Educatlon Perspecffve: Chrlsffan F a l h Maximum Enrollment: 30 Tlme:I Room: Old Maln 16 REL 44 1-42097 INS 49542098 Insiructoc Lynne Loremen This course will consider the central ideas of Christianity and feminism, and how they might be compatible. Attention will be given to religious influences on societal roles for women and men, feminist interpretationof the Bible, and the implications of feminism on Christian theology, especiallyin terms of language and metaphor. There will be daily reflection papers on the assigned readings which include questions for class discussion. Evaluation will be based on the papers, class participation, and a final exam. Prerequlsltes:REL 1 I 1 or REL 22 1 DlsMbWon: Rellgbn (Only one Interim course may be used to meet rellglon requlrements) General Educatlon Perspecffve: ChrlsflanFaM Mcudmum Enrollment:20 Tlme:1 I Room: Old Maln 23 SWK 25742099 Instructoc Mary Lou Wlllam Experientiallearning occurs as studentsvolunteer 80 hours of service (in a senices agency or institution which students Re/igion/Socia/ Work I select).The placementmust be approved by course faculty and supervised by agency staff. In the context of .this volunteer experience, students have the opportunity to interact with human service professionals, clients, and communities of diverse culture/ethnic heritage and special c o n m s (age, socioeconomic status, lifestyles, developmental/physical abilities, gender, etc.). The course is designed to help students learn about themselves in relation to a possible major or future career in the human services. The three hour weekly seminar is devoted to discussions which assist students in integrating agency experiences and readings which explore the historical development of social welfare as an institution and the nature and value system of social work as a profession. 9udents will also examine and critique the manner in which social, economic, and political strudures impact diverse groups in society. Students will focus on their own responsibilitiesin society, as well as examine their personal value system in relation to special concerns, such as poverty and the "isms". This course is required for the Social Work major; open to all students. General Educcrtlon Perspective: The Clty Maximum Enrollment: 30 Tlme: I Room: Muphy Place 1 SWK 3 m 2 100 (fv11COUM) SWK 3D42/09(1/2 course) Instrvctor Marla Brown Is violence really "as American as apple pie" (Stokely Carmichael)? Is family violence just a reflection of society's violent attitude? Why does family violence occur,and when, and to whom? Today, identified violence in families has Social Work reached what many professionals consider epidemic proportions.This courseis intended to be an overview of the phenomenon of family violence, including contributing factors and consequences for the family and the broader society. Students will research various forms of family violence. Classroom speakers will include professionals who are involved in curm t policy-making and program delivery in family violence. Onehalf d i t option: classroom discussions, readings and the development of an annotated bibliography on area of interest in family violence. Full credit option: q u i r e s writing and presenting of research on a m of interest in family violence, in addition to the above work Prerequlslte: Introductory coum work In soclal work, psychology or sociology Maximum Enrollment:25 Tlme: I Room: Old Maln 23 SWK 339-42 101 Instructor: Edwlna Hertzberg An historical overview of homelessness in the U.S. provides a base for understanding the current situation in the U.S.and in the Twin Cities. Ledures, films, discussions, field trips, guest lectures, a research paper, and volunteer work with homeless people in the field provide opportunities for participants to learn the &ties of the situation of homelessness - needs, resources, and causatives. Evaluation will be based on class participation, volunteer work, and a research paper. Specla1fee: $30 per person. Checkpayable to Augsburg College to be glven to lnsfructor on flrst day of class. Prerequlslte:Deslre to learn about homelessness General Education Perspective: The CHy Madmum Enrollment: 15 Tlme: I Room: Old Maln 22 Social Work SWK 4.6642 102 (lull course) SWK 4.6642 1 10 (1/2 course) Insiructor:Rosemary Unk Course content will be continuation of Field Work 11 -educationally-focused field placement in a social service agency. Students will spend 15 (or 30) hours per week in field place ment, plus one hour per week in a faculty-facilitated supportive seminar held on campus. Evaluations will be made in writing by the field instructor using previously developed contract and social work evaluation forms. Prerequlslte:SWK 462 (FleM Work II) Madmum Enrollment: 30 Tlme:I Room: To be arranged 'Note: Thls Is the depahent's new fitb for Sociology 265, which was previously Lted as Raclal and Mlnorfty Group Relations. SOC 26542 103 lnsiructoc Gordon Nelson This course examines the nature of human p u p s who, for reasons of birth, accident, appearanceIor behavior, have been "set aside" and viewed as "different" by the larger society. Members of the class are encouraged to reflect on the extent to which such groups have developed meaningful cultures which have made or could make significant contributions to the selfunderstanding of persons who m part of the larger society. In addition to lectures and films presented in class, the course will include an opportunity for off-campus participant observation during which members of the class will be asked to focus on a particular culturalp u p otherthan their own. Thisobservation will become the basis for a class pmentation by each member, either individually or as part of a group. Members of the class can scped evaluation to be based on a combination of class participation, their respective class presentations, and a final examination. The course is offered on a P/Nbasis only. Dlslrlbuiion:Mlnorfty/Uiban General Educdon Petspeciive: Intercultvral Awareness Madmum Enrollment:25 Tlme:I Room: Sclence 3 15 SOC321-42104 Inslructor:Dlane Plke and Nancy Steblay The purpose of this course is to examine law from both a sociological and psychological perspective. Designed for u p per division social science students, the course explains various aspects of law and the legal system, including: police, lawyers, the courtmom, deterrence, and law and corporations. There is a midterm and final plus two written assignments. Students who have completedPSY 335should not enroll in this course. Prerequlsffes: SOC 12 1 or PSY 105 Maximum Enrollment:20 Time: I Room: Old Maln 18 SPA 1 1 1-42105 lnslructoe Anffa nsher Beginning Spanish I introduces the student to basic vocabulary and grammar. The emphasis is on spoken Spanish, but secondary goals m to develop reading and writing skills as well. After Interim, students will be prepared to continuewith Spanish 112 in the spring. The approach used in class will be proficiency oriented, and grammar explanationswill be given as needed to clanfy those in the text.Evaluation will include class participation, a test on each chapter, and a written and oral final exam. Dlstrlbutlon: Forelgn Language General Education Perspective: InterculturalAwareness Mawlmum Enrollment:25 Tlme:1 I Room: Old Maln 29 SPC 32 1-42106 Insfructor James Hayes This "handsan" course will give students the opportunity to refine their public speaking skills in a contest format. Students will be q u i d to enter three d h t forensics events (irnpromptu speaking, a public address, and oral interpretation of an event of their choice) at three interscholastic tournaments held during the month of January. In addition, the class will prepare a videotaped program of their work as an instructional aid for future forensicscontestants. Evaluation will be based on p e r and instructor critiques of written and oral work, selfevaluation, and, to some degree, competitive success. Students should contact the instructor at the time they register to obtain an information packet that will help them get off to a "running s W in January.Those who milmust be available to participate in tournaments outside of regular class time on the following dates: January 17-18, January 2425, and January 28. Prerequlsltes:SPC I 1 1 or consent of instructor Madmum Enrollment: 15 Tlme: I1 Room: Foss 2 1a/21b Lnnnrh r m m d & m t i n n &' Thnntrn SPC 340.42107 Instructor: David Lapakko We all encounter deception and exploitation in politics, advertising, selling, and personal relations. How can one decide whether to conceal information from a customer, to use subliminal persuasion, to "blow the whistle" on one's employer, to use photographs or body language to give a misleading impression? How can one sort out and weigh the various ethical considerations? In this course we will use case studies and a variety of ethical perspectives to analyze ethical problems in such fields as advertising, public relations, sales, and politics. We will also consider issues in subliminal persuasion, nonverbal communication, and interpersonal communication. The main objective is to improve our ability to make ethical decisions. Activities will include ledures, readings, case studies, interviews, oral reports, papers, debates, and two examinations. The emphasis will be on case studies involving situations encountered in everyday life. Prerequlsltes:A course In philosophy or consent of Instructor Madmum Enrollment:20 Tlme:1 I Room: Fos 43 SPC 347-42 108 Instructor: Deborah Bart A video production course which integrates ledure and criticism with hands-on video experience. This course addresses non-fiction subject areas. Studentswill view several d m e n taries in class and will work in production teams to produce short documentaries of their own. Additional time will be S ~ e e c h .Communication. ' & Theatre I required for editing. Prerequlsltes:Junior or Senlor Madmum Enrollment: 15 77me: I Room: Foss 175 Augsburg is part of a consortium called UMAIE, Upper Midwest Association for Intercultural Education, which offers overseas learning experiences during the Interim. Further information about the following comes can be obtained from Kathleen Lutfi at the InternationalPrograms Office, 620 21st Avenue S. (330- 16.5)or from the Interim Office (330-1025). Registration for these Interims ends October 25,1991. These courses are offered on a PIN basis only and generally carry a lower division number. The Carlbbean and Its People Through Literature Chlna In Transltlon Contemporary European Buslness Contemporary Theatre & Soclety In Brltaln Cultural Confllct In Renaissance Italy Down-Under In New Zealand Egypt In Transltlon E~erlenclngIndla: Past and Present Famlly In Focus: Pollcy and Programs In Sweden, Denmark, and England Fleld Blology In Ecuador: Raln Forest and Galapagos Islands The Greek Bperlence Hapsburg Herltage: Central Europe after The Fall of the Wall Hawoll: Culture and Hlstory Hope and Glory: ChristIanHyIn England, France and G e m n y Iberla: A Fuslon of Cultures Law In London Literary Landmarks: England, Scotland, Wales The New European CommunHy: Economics and Culture In a Post- 1 992 Europe Reconqulsta to Emplre: Medleval & Early Modern Spaln Rellglon & Grassroots Movements for Soclal Change In Brazil Rellglon In Afrlca: Creatlvliy and Confllct Russian Language In Moscow Sounds and Sights of Europe Sovlet Unlon and Eastern Ewope: Gender Issues UMAIE These courses are offered by institutions or groups not connected with Augsburg College, but have been approved for credit by the College. Most cany a tuition cost plus other expenses which arethe responsibility of the student.They are offered only on a PINbasis. Fuller descriptions and detailsfor registering are available in the Interim Office. 4- SAILINGIN THE VIRGIN~SLANDS(January7-23,1992) HPE 455421 14 Insfructo~Joyce Hal7 Designed for the beginning and intermediate sailor interested in the art and practice of sailboat cruising.The course will take the participant to a competent level of sailboat handling (anchoring, mooring, helming, and crewing). The student will live aboard a 43% foot fixed-keel sailboat with fivelsix other people and will function as an active crew member. Actual onthe-water instruction will be the major part of the course. Sailing will include cruises to the various islands and cays in the British and American Virgin Islands. Snorkeling and windsurfing will be available on an optional basis. No smoking is allowed. The course cost is $2,600, which includes airfare, for Augsburg day students and qualifying4-1-4 students.Others willhave to pay regular Interim tuition in order to receive academiccredit. Total payment is due October 31,1991. Prerequisite: Pemlsslon from Joyce Pfatf of the Heah and Physlcal Education Depahent (6 1 2 / W 1247). Dlslrlbutlon:Metlme Sports: also one course cred/t. HPE 2 12-421 15 Check for informationin the Interim Office for material on dog sledding and snowshoeing on the M i ~ e s o t a b d i a nborder or for white-water canoeingand desert camping on the Rio Grande in the December 26 through January26 period.There is a cost of approximately $1,275 (the Outward Bound organization has some scholarships available). AGENDA (December 29 - January 10,1992) P O L 398-421 16 This is a two-week seminar which enables undergraduate students to explore their own leadership styles in workshops which use instructional resources such as Myers-Briggs PersonalityInventory. In addition, the students examinepersonal styles of leaders from government and politics, the media, education, and business, who address such topics as values, ethics, risk-taking, decision-making, management theories, and organizational structures.The seminaris a blend of readings and research on leadershiptheory, ampleopportunityfor question-and-answer sessions with national leaders, small group discussions, and workshops that help students practice leadershiptechniques. SitevisitscanincludetheU.S. Chamber of Commerce, the International Monetary Fund, and foreign embassies in Washington. AND THE MEDIA (December 29 - January 10.1992) A POL 398-421 17 This two-week seminar for undergraduate students features Washington's media personalities, who are readily available Other Courses I to The Washington Center. This popular topic attracts students in many fields, e.g., communications, journalism, political science, and English. Sample topics include the role of the press in a democratic society; the press, politics, and public policy; and how Washington journalists view national and world leaders and issues. Site visits include mapr network studios, the Pentagon, and foreign embassies. Guest speakers have included nationally renowned print and broadcast purnalists, political media consultants and managers, and political-govement officials, such as former Republican National Committee Chair Frank Fahrenkopf, ABC newsman David Brinkley, MacNeil/Lhrefs compondent Judy Woodruff, and Linda Edwards, Executive Director, National Association of Black Journalists. CAMPAIGN 1992: INPURSUIT OF THE PRESIDENCY (January 12-17.1992) POL 398-42 1 18 This oneweek seminar will introduce participants to the politics and mechanics of running a presidential campaign. h g r a m sessionswill be designed to familiarke studentswith the presidential election process and its impact on American politics. Topics will include the organization and procedures of the Democratic and Republican parties, the primaries and conventions, media coverage of the campaign, and current campaignissues.Sitevisitswill include the headquarters of the Democratic and Republican National Committees and the Washington offices of presidential candidates. Campaign workshops will be offered to give students hands-on skills in grass-root organizing and managing campaigns. The seminar will assist participants in developing the knowledge and making connections to become involved in the presidential campaign when they return to their campuses. Studentswho plan to attend the summer convention programs are encour- Other Courses aged to attend IT ' n Pursuit of the Presidencf' as an intmiuction to the campaign process. These Interims begln December 29 and conffnue unffl January 18, 1992,Infotmaffon on either of the above programs, houslng and flnanclal asslstance Is avallable from Dr. Wllllam Monjs In Mernorlal Hall, 1 1 1B, or Brenda Elllngboe, Memorial Hall, 1 17A. 33G 1 197. The following actMnes are avallable to students during Interim and students may reglster for these class6 as well as for a regular course. These acff W do not carry course credlt.but do meet the llfeffme spods requlre ment for gradualion. HPE 002-421 19 lnslructoc Mlke Teltelbaum The form, basic techniques, and practical usage of American Karate, taught by a certified Third Degree MKA Black Belt instructor. Fee of $25. Dlsfrlbutlon: Ufeffme Sports Maximum Enrollment: Controlled by lnsfructor Tlme: 12:W1:00p.m. Mondays, Wednesdays and Fridays Room: Melby Gym HPE 002-42120 lnslructoc Brian Ammann Practice and playing of badminton. Dlstrlbvtlon:Ufeffme Sports Madmum Enrollment: 15 Tlme:I Tuesdays.Thursdaysand alternate Fridays Room: Melby Gym I Lifetime S ~ l o r t s HPE 002-42 12 1 Instructor: Bdan Ammann Practice and playing of racquetball. Dlstrlbvtlon: Ufetlme Sports Madmum Enrollment: 10 Time: I Mondays, Wednesdays and attemate Fddays Room: Melby Gym HPE CK)2-42122 Instructor: Carol Enke Designed for students who may q u i r e special, modified physical activity.Enrollment in this class requires consultation with the instructor. PrerequlsHe: Consent of Instructor. Dlstrlbvtlon: Ufeiime Sports Madmum Enrollment: Controlled by Instructor lime:Ananged Room:Ananged EDU49542113 Instructor: Ted Welcher This course will provide you with an introduction to issues related to deafness and the modes of communication used by deaf people. We will examine the language, education, social and political aspeds, and cultural issues within the deaf com- munity. Lectures, guest lechms, viewing of videotapes, and reading assignments will include information pertaining to the following areas: anatomy and physiology of the hearing mechanism, etiology of deafness, hearing evaluation and amplification issues, the grieving/adjustrnent process associated with having a deaf child or family member, education of hearing impaired childm, oral versus manual comrnunication controversy, linguistics of American Sign Language, Pidgin Sign English and manual English communication systems, historical/political perspectives of deafness (including legislation affecting deaf people), accessibility issues, deafness and cognitive functioning and interpreting issues. General Educdim Pmpectlve:Approval pendlng for IntercuItvralA warenesf, cat ego^^ I. Madmum Enrollment:25 Tlme:I Room: Foss Center 43 INS 2 1G42 124 Insfructor BIII Green This course introduces college students to the experiences of first year law students. We will examine the nature of American jurisprudence and legal theories that law students study in their first year, discuss the academic and emotional pressures that first year students typically face, and explore ways to cope with these pressures. Madmum Enrollment: 15 rime: 1 I Room: Muslc 23 MAT 1 73-421 72 Instructor:Mathew Foss You buy a car and have monthlypayments. Would you liketo know how to figure out if your payments are fair? Or would I Additional Courses ' you liketo be ableto determinehow much to save everymonth so your kids can go to college?Or if you're paying a fair rate for life insurance? If so, Math of Interest may intemt you. This course will be of interest to students in business or economics or anyone "interested" in exploring compound interest.Evaluation will be based on quizzes and classroom work. Prerequlsttes: Math Placement Group 111 or equivalent DlsMbvtlon: Mathematlcs/Physlcs Madmum Enrollment:25 lime:// Room: Sclence 1 12 SOC 121-42123 Instructor: Rlta Webbrod This course is designed to help studentsbetter understand the social world they live in. The objectives of the course are to (1) teach sociological concepts for analyzing society, (2) develop skills in evaluating sociologicalarguments and issues, and (3) acquaint students with the state of knowledge in areas of sociological study. Students will participate in a panel discussion on a current social issue. Written assignments will include a short paper focusing on the supplementary reading. DlsMbvtlon: Psychology/Soclology General Educdon Perspecfive: Soclal Wodd Madmum Enrollment:25 lime: I1 Room: Old Maln 13 Additional Cor rrs.es 1 ble of Contents .....................2 GENERAL INFORMATION .............................. . ..................... 3 Introduction to Augsburg Weekend College ................................ 3 FREQUENTLY CALLED TELEPHONE NUMBERS Characteristics of the Educational Program ..................... Show more ble of Contents .....................2 GENERAL INFORMATION .............................. . ..................... 3 Introduction to Augsburg Weekend College ................................ 3 FREQUENTLY CALLED TELEPHONE NUMBERS Characteristics of the Educational Program ............................... 4 Student Support Services ............................................................. 5 Career Placement .................................. ...,.. .........................5 Academic Skills Center (Tutoring) ............................................. 5 Veterans of Military Service .................................................... 5 Center for Learning and Adaptive Student Services ..................... 5 ACADEMIC INFORMATION .......................,................................ 6 Degrees/Majors ..................................... .A Business Administration ..................................................1 1 Communication ..................................................................... 13 Computer Science ............................................................... 15 Economics ......................................................................... . ,..16 Education .............................................................................. 16 Teaching Licensure .............................................................. 16 Coaching Endorsement ..................................................... 18 English ......................... .................................................. 18 Management Information Systems (MIS) ...............................20 Nursing .......................... ................................................ 21 Psychology ............................................................................. 22 Religion ................................................................................ 22 Social Work ................... .................................................. 23 Minors ..................................................................................... 24 Math Placement Group Requirements .................... ............24 Dean's List ............................................................................... 25 Academic Progress, Probation and Dismissal .............................. 25 Attendance Policy ..................................................................... 26 Department Course Limits ..................................................... 26 Grading Procedures ................................................................ 26 Incomplete Grade .................................................................27 Withdrawal fi-om College ....................................................... 28 Graduation with Distinction .................................................. 28 Assessment of Previous Learning (APL) ................................... 29 . . .. . . . . COURSE DESCRIPTIONS ........................................................... 30 ADMISSIONS/FINANCIAL INFORMATION ............................. 70 Admissions Requirements and Procedures ................................ 70 Financial Aid ......................................................................... 71 Fees and Payment Schedule ....................................................... 73 Payment Options ...................................................................... 73 Refund Schedule ................................. ................................ 74 Tuition Refund Policy ............................................................... 74 . . .............................................. 75 CAMPUS GUIDE .................................... ...... ...............................76 ABOUT AUGSBURG COLLEGE CAMPUS LOCATION ................................................................ IBC Telephone Nzzmbers Frequently Called Telephone Numbers ................................................. Weekend College Office 330-1782 Director, Rick Thoni .....................................................330-1640 Operations, Nancy Schmiclde .........................................330-1740 Admissions, Jeanette Wittmer .........................................330-1792 Inquiry/Office Coordinator, Robin Sanderson ............... . 330-1652 Operations Assistant, Scott Ball ........................ .,.....,......330-1782 Enrollment, Deidre Middleton .................................... . 330-1777 Other Campus Numbers: Boolcstore, Christensen Center .......................... ...,.,... ...330-1122 Business Office, Science Hall: Cashier: 8:30 a.m.- 4:00 p.m. ......................................330-1028 Billing: 8:00 a.m.- 4:30 p.m. .......................................330-1790 Education Department, Library Building .................... .,. 330-1130 Financial Aid Office, Science Hall ................................... 330-1046 Counseling and Career Planning, Memorial Hall ............. 330-1162 Library .......................................................................... 330-1017 Nursing Department, Memorial Hall .............................330-1209 Registrar (transcripts, grades), Science Hall ..................... . 330-1036 Summer School ............................................................. 330-1786 General Information ...................................................... 330-1000 Weekend College Off~ceHours: Monday-Friday - 8:00 a.m. - 4:30 p.m. (evening hours by appointment) Office Hours on Class Weekends: Friday- 5:30 p.m. - 6:15 p.m., Old Main Lobby Saturday - 8:00 a.m.- 1:30 p.m., Old Main Lobby or WEC Office Sunday - 12:30 p.m.- 1:30 p.m., Old Main Lobby Weekend College Office hcation: The Weekend College Office is at 2222 Murphy Place, located on the comer of 23rd Avenue and 7 '/, Street on the Augsburg College Campus (see #11 on map on page 76 ). This bulletin is a supplement to the Augsburg College Catalog and is published for the convenience of Augsburg Weekend College students. Weekend College is a program of Augsburg College and is subject to the policies and provisions as stated in the Augsburg College Catalog. The Augsburg College Catalog should answer most questions students have about Augsburg College and its curriculum and programs. Although information was current at the time of publication, it is subject to change without notice. I t is the res~onsibilitvof each student to know the requirements and academic policies in this publication. If you have questions about anything in the Augsburg College Catalog, consult a faculty member or Weekend College adviser, the Dean of the College, or the Registrar. Introduction to Augsburg Weekend College Purpose Augsb~~rg Weekend College provides an educational alternative to adults who desire college experience but who worlc or have other commitments during the week. It is a means by which Inen and women may earn a bachelor's degree, gain slulls for professio~laladvancement, prepare for career change, or pursue a persolla1 interest in one or more areas of the liberal arts. The Adult as a Student The Augsburg Weelce~ldCollege program is designed to meet the needs and preferences of adult learners. The program is based on the assumpill be tion that the Inen and women who enroll in Weekend College w mature, self-dsciplined and well-motivated adult learners who seek a balance of classroom experience and i~ldividualizedstudy. Each course is therefore divided into periods of co~lce~ltrated on-campus study separated by time for independent study and class preparation. Alternate Weekends T o accommodate this format for learning, classes meet on alternate weelce~ldsfor three and a half hours on either Friday evening, Saturday morning, Saturday afternoon, or Sunday afternoon. Each class selected by the student involves commitme~ltto one of these four class periods. Weeltend College students may talce from one to four different courses by attendng class every other weekend. Community of Learners Essential to the goals of A ~ ~ g s b uWeelce~ld rg College is participation in a com~nu~lity of adult learners. Learning can be enhanced when the student is involved in a stable community that provides opportu~ityand e~lcourageme~lt to become i~lvolvedin i~lteractio~l both in and out of the classroom. This community d l be enriched by the presence of both men and women with a variety ofwork and life experiences. T o facilitate this kind of commiulity interaction, Ailgsburg encourages Weelrend College students to make use of college facilities such as the library and Christensen Center, to talce the opportunity of having shared meals and coffee brealcs, to participate in optional lu~lchtime seminars, and to attend other college activities such as music and dramatic presentations and athletic events. Laboratovy sections or additional class hours may be scheduled duY-in~the week. Characteristics of the Educational Program Educational Mission For over a century, Augsburg College has emphasized intellectual freedom in the search for knowledge. Our academic program builds on a liberal arts foundation to help students understand the past, interpret the present, and plan for the hture. As in the weekday program, Augsburg Weekend College offers students a unique combination of the liberal arts disciplines and professional education. Our goals are to help students develop the intellectual skills and attitudes to be life-long learners, increase their competence in selected areas of professional work, and accomplish a hlgher level of personal growth. Accreditation and M i a t i o n s Augsburg College is fully accredited by the North Central Association of Colleges and Secondary Schools and the National Council for the Accreditation of Teacher Education (Secondary and Elementary). Our programs are approved by the American Chemical Society, The Council on Social Work Education and the National League for Nursing. We are a member of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America, the Minnesota Private College Council, and the National Association for Music Therapy, Inc. Augsburg College is registered with the Minnesota Higher Education Coordinating Board. Registration is not an endorsement of the institution. Registration does not mean that credits earned at the institution can be transferred to other institutions or that the quality of the educational programs would meet the standards of every student, educational institution, or employer. Paculty Augsburg College prides itself on its highly qualified faculty. Members of the faculty serve as academic advisers to students who are in the premajor stage of planning as well as to students in declared major fields. Library Students and faculty use a carellly selected library of some 175,000 volumes plus audio-visual materials, with access to over 5,000,000 volumes through the Twin Cities private college consortium and Minitex. Internships Internships on and off campus are an established part of most academic programs, helping students make career choices and develop experience in their chosen fields. Student Support Services Augsburg Weekend College provides a number of student services to assist adults in making educational and career plans, accomplishingthe academic tasks of a college education, working on their own personal development, and participating in activities beyond the classroom. Some of these services are: Academic Planning All Augsburg Weekend College students will have access to expert academic advising services on an on-going basis to provide for efficient, effective planning. Students enrolling in Weekend College who have had college experience d have their previous work evaluated early in the admissions process. Career Planning Services Staff from the Career Planning and Placement Office will assist adults in assessing their career goals and personal abilities. This service, in combination with sound academic advising from faculty in a chosen major field, can result in an appropriate and manageable educational and career plan for the individual involved. Academic Skills Center (Tutoring) This center exists to help students enhance their skills in the areas of writing, reading, math, time management, and study skills. Academic tutors in specialized course areas are also available through the center, Counseling/Support Groups Individual and group activities are available to students who wish to work on a personal growth interest or concern or who simply want to have the experience of being in a support group of people who share some similar characteristics and/or interests. Veterans of Military Service Augsburg is approved by the State Approving Agency for Veterans Training. Veterans should consult with the Office of the Registrar about completion of the enrollment certificate and the forwarding of other information to the Veterans Administration. (Please refer to the Augsburg College Catalog for more detailed information.) American Indian Support Program Staff from this program are available to assist students in the areas of financial aid, admissions, academic and personal counseling. Center for Learning and Adaptive Student Services (C.L.A.S.S.) Learning disabled students have average or above average intelligence but have difficulty achieving their f d l potential. Services available to such students include: diagnostic evaluation, educational planning, learning aids and remedial instruction. If students are concerned that difficulties in school are more than just temporary problems, they can discuss their learning style with the Coordinator of Disabled Students or the learning disabilities specialists, and arrange assessment and structures assistance to increase their potential for academic success. Physically challenged students also are served through ths office. Individuahzed attention and services are provided for and/or coordinated to meet the mobility needs of students. . II ademic Information Degrees and Majors Augsburg Weekend College allows adults to begin a bachelor's degree program or to continue their education after beginning at another time or institution. It also enables adults to add a second major to an already completed college degree. The following information outlines what is involved in completing a degree or major in Augsburg Weekend College. (For more detailed information regarding graduation requirements, please refer to the Augsburg College Catalog.) Bachelor's Degree I I The bachelor's degree program in Augsburg Weekend College is essentially the same as the weekday program. A total of 35 semester courses are required to graduate and may be fdfilled through combinations of transfer of previous college credit, assessment of previous learning experience, and Weekend College courses. (Augsburg semester courses are valued at 4 semester credits and 6 quarter credits.) Included in the 35 total courses must be an approved major program, 11 upper division courses, and courses selected fiom the following liberal arts spectrum (transfer courses and courses talcen in the major may also be counted for distribution requirements). I I1 I I I Stude~~ts entering (transfining)to Augsb~rgin 1991-'92 who are classified as Sophomores,Juniors,or Seniors,those entering (transferring)in 1993-'94 dassilied as Senion should follow the general educationdistribution requirements as listed below. (F~u-therexplill~ationof classi6catio11can be fbund on page 27.) One approved course from each of seven areas: 1. Art/Music 2. History/Philosophy 3. Economics/Political Science 4. English/Speech, Communication and Theater Arts (devoted to the study of literature) 5. Psychology 105/Sociology 121 (or the equivalent transfer course) 6 . Chemistry/Biology 7. Mathematics/Physics 1 A course in writing (English 111)or demonstrated proficiency I Two courses or demonstrated competence in a second language E Three courses (or one course per year of study) in religious studies 1 One course in the area of Urban Concerns, Women's Studies or Minority StuQes In addition to the 35 total courses, a student must demonstrate proficiency in two lifetime sports. ALL other students will follow the Augsburg Curriculum adopted by the College faculty beginning in 1990. Freshman students (transferring less than seven Augsburg course equivalents) entering in 1991-'92 and Freshman and Sophomore students (transferring less than 15 Augsburg course eq~livalents)entering in 1992-'93 will complete the following skills and liberal arts perspectives along with their approved major program. The Augsburg Curriculum Rationale for the Augsburg Curriculum Components: The Augsburg faculty has designed a cohesive academic program incorporating general education, major courses, supporting courses and elective courses leading to the bachelor's degree. The core of the Augsburg curriculum is found in the liberal arts as expressed in the General Education component of the curriculum. Augsburg, in its Mission Statement, declares the College exists "To develop future leaders of service to the world by providing high quality educational opportunities which are based in the liberal arts and shaped by the faith and values of the Christian church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community." One way which the College seeks consciously to realize this Mission is through its General Education curriculum, which Augsburg has divided under two headings: liberal arts perspectives and skills. The term "perspective" assumes that not only are we engaged in the search for truth, but that this requires the searcher to consider questions from a variety of viewpoints, each of which has something valuable to contribute to the whole. These perspectives are not strictly identified with traditional disciplines, but are understood in ways which encourage multi-disciplinary reflections on the questions at issue. They combine concerns about content with those of process and approach, directed ultimately to making the student a more effective learner and participant in society. The following requirements reflect the way in which Augsburg has chosen to view the liberal arts. Two of the four features of the Mission Statement are embodied in the General Education Perspectives: "The Character and Mission of Augsburg College: The Christian Faith and the City." These Perspectives emphasize that the College's affiliation with the L~ttheranChurch, its insistence on the value of knowing the approach which derives from the Christian roots of the College, and its location in the city, deserve special consideration in Augsburg's educational program. The third feature - that Augsburg is a liberal arts institution -is embodied in the other General Education Perspectives. Certain dimensions of human life - of what it is to be human - form the core of the required liberal arts experience. These overall perspectives on what it is to be human can themselves be studied from the vantage points of the various academic disciplines. Students need to learn about themselves, about what it is to be a person. Hence, the Perspective on Human Identity. But the person exists in both a social community and a natural world. Hence, the importance of the Perspectives on the Social World and the Natural World. Because the way in which we understand ourselves derives largely fiom our Western heritage, students need to learn Perspective on the Western Heritage. At the same time, to focus on the West alone would be ethnocentric: we live in a global society. Hence this Perspective on Inter-Cultural Awareness. Finally, the College has a concern for values. Attention to moral values is found not only in the Perspective on the Character and Mission of the College: the Christian Faith, but throughout the other perspectives as well. Attention is paid to aesthetic values in the Perspective on Aesthetic Values. Finally, the Mission Statement emphasizes that we are concerned with academic excellence. This has a number of features, including the way we teach all the courses in General Education. Beyond this, academic excellence presupposes that students have the requisite skills to do college-level work. The General Education Requirements are couched in a context which pays attention to the skills of both incoming and graduating students. Entry-level skill requirements in a number of critical areas; including reading, writing, quantitative reasoning and critical thinking, will be assessed and help given to students who need it. Graduation-level skills are also emphasized, so that students not only maintain but develop their skills during their Augsburg experience. The proposed General Education Requirements provide a coherent way to address the Mission of Augsburg College. They are not the only way, neither do they guarantee that students who graduate fiom Augsburg possess the desired knowledge and character traits. What they do is provide a coherent description of the context in which we liberally educate students, a clear statement of expected outcomes, and an opportunity for students to see and understand the complexity ofwhat it is to be human and Christian in an urban setting. Skills Component: A. En Level Skills.All students who are entering Augsburg classified as Freshman (fewer than seven college credit courses) are required to take inventory assessments in the skills of reading, writing, quantitative reasoning (along with Math Placement) critical thinking, and word processing. Placement in writing courses and math courses is determined by these inventories. Students with demonstrated deficiencies in critical thinking will be enrolled in a critical thinking course, students with demonstrated deficiencies in reading, quantitative reasoning, or word processing will be given advice on how to prepare for retaking the respective tests. Students are required to have taken the assessments before registering for the second trimester and to have demonstrated removal of deficiencies by the end of their first year (three trimesters) at Augsburg. All entering students; whatever their classification, who have already received college credit for a course which has been accepted as the equivalent of Effective Writing are considered to have already completed the inventory assessment in writing. Students with a transfer mathematics course accepted for college credit by Augsburg College are exempted fiom the quantitative reasoning inventory and will be given information about taking the Math Placement test based upon previous college mathematics courses. Entering Freshman or Sophomore transfer students with demonstrated word processing skulls; e.g. recent verifiable work experience, are exempt from the word processing i~lventory.Entering Freshman or Sophomore students who have college credit for a critical thinking or logic course are exempt fiom the critical thinltiilg inventory. Entering Junior and Senior transfer students are exempt from word processing, reading, and critical thulking assessments. 13. Graduation Level Skills. Ge~leralEd~~cation includes e~lhancementof certain slds during the years in college. Skills related to writing, critical thinking, speaking, and quantitative reasoning are deliberate componellts of certain co~mes.Completion of the requisite courses with a mnhim~ungrade of 2.0 or Pis required for grad~lation.Sh~dentsare required to have two courses with writing comnpone~~ts and one course each with critical thi~ddng,spealhg and quantitative reasonu~gcomponents. These courses can simultaneo~sly satisfjr slcill requirements and graduation req~ureme~lts for the major or general education perspectives. Two comes in Lifetime Sports are also required. Liberal Arts Perspectives: The General Education Liberal Arts Perspectives have the primary goal of providing the basis for begi~lni~lg to understand what it means to be a human being at this time. The goals of the Perspectives are achieved through a variety of courses which have been approved as meeting the criteria established for each Perspective. Students will choose courses from a list of courses meeting the Liberal Arts Perspectives. These choices are controlled by the following policies: A student will choose one course from each category. No single course can fi~lfllthe requireme~ltsin two or more categories. No student will be permitted to count more than three courses from the same department in meeting perspective requirements. No student may count more than one course from the same department in meeting the requirements of any single perspective except: 1.Up to three courses in religion may be used to meet the perspective, "The Character and Mission of Augsburg College: The Christian Faith." 2. Up to two courses in a year-long sequence may be used to meet the perspective, "The Natural World." 3. Up to two courses of the same foreign language may be used to meet part of the perspective, "Intercultural Awareness." The followi~lgsummary of the Perspectives will suggest their general goals and breadth. A description of the Liberal Arts Perspectives appears in the more detailed Augsburg College Catalog. A. l%e Character and Mission of Aujsburj Colleg-e: The Christian Faith. This Perspective focuses on A~~gsburg as a College of the ELCA. Augsburg accepts as its basis for its educatio~lalprogram the doctrines of the Christian faith as revealed in Scripture and the creeds affirmed by the Lutheran Church. It consciously affirms that all students should reflect upon the Christian Scriptures, theological concepts, ethical values, their own faith and values, and religious concepts outside of the Christian faith as part of becoming educated. Three courses are required to meet this Perspective. B. The Character and Mission of Augsburg Collge: The City. Students should gain an understanding of and critically reflect upon the city with its diverse populations; cultural, governmental, and economic institutions; and opportunities and challenges which this environment presents. Students should experience the community and shodd explore opportunities for service in the community. Internships, cooperative education, field placements and other approved experiences, as well as courses which focus upon the metropolitan area are used to meet this perspective. One course or approved experience is req~dred. C. WesternHevitage:This perspective is intended to help students critically examine ideas and themes (found in, for example, literature, philosophy and the arts) and events that historically have shaped Western civilization.Attention is paid to the contributions to or critiques of Western thought by women and ethnic minorities.Two comes are required to meet this perspective. D. Human Identity: This perspective is intended to help students view themselves as persons; men and women with unique abilities, values, beliefs, experiences, and behaviors. One course is required to meet this perspective. E. Aesthetics:Aesthetic creations convey hndamental insights and values, express beauty, and enhance life: This perspective focuses on aesthetic qualities ul artistic expressions by oneself and others. One course is required. F . The Social World:This perspective is intended to help students learn to identify, examine, and critique social, economic, or political systems: to understand how and why such systems develop, to see the connections among these systems, and to use this laowledge as a participant in society. Two courses are required for this perspective. G. Intercultural Awareness: This perspective is intended to complement the Western Heritage perspective by expanding students' awareness of other cultures. One course is required in which students critically reflect upon ways their own cultural biases operate when confronting other cultures. They should become better able to communicate with persons of other cultural baclcgrounds partially by being introduced to a specific culture other than European or mainstream North American cultures. In addition, students are to gain entry into another culture by leanling to speak and read a language other than their native language. For thispart of the perspective, students are required to have demonstrated proficiency in a foreign language. The foreign language requirement wdl be based upon placement: Foreign Language Placement 111 112 211 212 311 Course Requirement 111-112 112 211 212 No course required H . The Natural World:This perspective is intended to help students understand themselves in relation to the physical world. Their active role as observers, explorers, and moral agents will be emphasized. Sufficient technical training in scientific knowledge, concepts, and methods will be provided to equip students for critical and intelligent participation in public debates on technical issues. Two courses, one of which is a laboratory course, are required. Majors Augsburg Weekend College students may select from 11 separate majors, several with a number of career concentrations. A minor also is available in several of these academic areas as well as in Sociology and Women's Studies. (See page 24 for details.) Business Administration This major prepares students in the areas of management, financial accounting, finance, marketing and international business. To provide a combination of applied skills and theoretical background, each of these majors is interdisciplinary in approach, including an average of 10 business administration courses and six courses from supporting fields such as economics, computer programming, communications, philosophy, and mathematics. Majors in Business Administration are candidates for the Bachelor of Arts degree. Core Courses All students who pursue a major in Business Administration will co~nplete the following core courses: BUS/MIS 175 Computers for Business, Economics and MIS BUS 221 Pri~lciplesof Accou~~ting I BUS 222 Principles of Accounting I1 BUS 242 Pri~lciplesof Management BUS 252 Principles of Marketing BUS/MIS 279 Quantitative Methods for Business, Eco~lomicsand MIS BUS 331 Financial Management BUS 391 Business Law ECO 112 Principles of Macroeco~lomics 113 Principles of Microeconomics ECO Public Finance ECO 3 11 or ECO 312 Intermediate Macroeconomics or ECO 3 15 Money and Ballking ECO 3 13 Intermediate Microeconomics Accounting Concentration Students who wish to pursue a Business Administration major with a co~lcentrationin accounting will co~npletethe following courses in addition to the core: BUS 322 Accounting Theory and Practice I BUS 323 Accounting Theory and Practice I1 BUS 324 Managerial Cost Accounting BUS 326 Tax Accounting or BUS 423 Auditing or BUS 425 Advanced Accounting Students in this major should seriously consider one or more courses from the following list: BUS 399 Internship ENG 223 Writing for Business and the Professions PHI 120 Ethics Those planning a career in accounting are strongly encouraged to complete the remaining courses in the 326,423 and 425 sequence. Finance Concentration Students wishing to pursue a Business Administration major with a concentration in finance will co~npletethe following courses in addition to the core: BUS 322 Accounting Theory and Practice I BUS 433 Financial Theory: Policy and Practice BUS 438 Investment Theory ECO 318 Management Science or ECO 415 Managerial Econo~nics MIS 479 Intermediate Quantitative Methods for Business, Economics and MIS Students in this major should seriously consider one or more courses from the following list: BUS 324 Managerial Cost Accounting BUS 326 Tax Accounting BUS 399 Internship ENG 223 Writing for Business and the Professions PHI 120 Ethics International Business Concentration Students wishing to pursue a Business Administration major with a concentration in international business will complete 11 of the 12 core courses (ECO 31 1 or 312 or 315 is not required) and the following: BUS 362 International Business BUS 465 International Management BUS 466 International Marketing BUS 399 Internship or BUS 499 Independent Study ECO 360 International Trade and Finance Three semesters of a foreign language Management Concentration Students wishing to pursue a Business Administration major with a concentration in rnanagemellt will co~npletethe followi~lgcourses in addition to the core: BUS 340 Human Resource Management BUS 440 Operations Management ECO 318 Management Science PSY 373 Organizational Psychology or SOC 349 Complex Organizations Students in this major should seriously consider one or more courses from the following list: BUS 399 Internship ENG 223 Writing for Business and the Professions PHI 120 Ethics PSY 371 Psychology of the Individual SOC 336 Introduction to Cultural Anthropology SOC SOC SPC SPC 375 265 111 354 Social Psychology Racial and Minority Group Relations Public Speaking Interpersonal Communication Marketing Concentration Students wishing to pursue a Business Administration major with a concentration in marketing will complete the following courses in addition to the core: BUS 352 Marketing Research and klalysis BUS 450 Marketing Management ECO 415 Managerial Economics BUS 355 Marketing Communication Students in this major should seriously consider one or more courses from the following list: BUS 399 Internship ENG 223 Writing for Business and the Professions PHI 120 Ethics SPC 351 Argumentatio~l SPC 352 Persuasion Business Minor BUS 221 Principles of Accounting I BUS 242 Principles of Management \BUS 252 Principles of Marketing Financial Management BUS 331 ECO 112 Principles of Macroeco~~omics 11 3 Principles of Microeconomics ECO Other configurations of the Business Administration minor may be permitted on consultation with the department chairperson. Cornrnunication Our quality of life, both personally and professionally, depends in large part upon the quality of our communication. The communication major at Augsburg is designed to enhance understanding of communication in a variety of contexts and to improve communicatio~lskills. All communication majors must complete a core group of eight required courses, supplemented by five electives in one of the following concentrations: public relations and advertising, marketing communication, human relations, or supervisory management. Prospective majors should meet with a departmental adviser as early as possible to design an approved major program, preferably by the end of the sophomore year. Majors in communication are candidates for the Bachelor of Arts degree. Required Communication Core SPC 111 Public Speaking SPC 342 Mass Communication in Society Argume~ltatio~l SPC 35 1 SPC 352 Persuasion SPC 354 Interpersonal Commu~lication SPC 355 Small Group Communication Any two of the following: ENG 223,225,226, or 227 Communication Electives With the help of an academic adviser, students select five elective courses in one of the following concentrations:public relations and advertising, marketing communication, human relations, or supervisory management. Listed below are some of the electives recommended for each concentration: Public Relations and Advertising Students interested in the Public Relations emphasis are strongly urged to take ENG 227 (Journalism) as part of the major. BUS 242 Principles of Management BUS 252 Principles of Marketing BUS/MIS 279 Quantitative Methods for Business, Economics and MIS BUS 35 5 Marlteting Communications ENG 226 Creative Writing ENG 227 Journalism PSY 373 Organizational Psychology SOC 349 Complex Organizatio~ls SPC/ART 132 Photography SPC/ART 224 Publicatio~lDesign SPC/ART 225/230 Visual Communications I, I1 SPC 345 Organizational Communicatio~l SPC 399 Internship SPC 480 Public Relations/Promotionalal Communications Marketing Communications BUS BUS BUS BUS SPC SPC 252 352 355 450 399 480 Principles of Marlteting Marlteting Research and Analysis Marketing Communications Marlteting Management Internship Public Relations/Promotion Communications Human Relations PSY PSY SOC SOC SOC SPC SPC SPC SPC 373 485 231 265 349 329 345 399 480 Organizational Psychology Counseling Psychology Sociology of the Family Racial and Minority Group Relations Complex Organizations Intercultural Communicatio~l Orga~lizationalCommunication Internship Public Relations/Promotional Communicatio~ls Supervisory Management BUS/MIS 175 BUS 242 BUS/MIS 279 BUS 340 BUS 355 BUS 440 PSY 373 SOC 349 SPC 345 SPC 399 SPC 480 Computers in Business, Economics and MIS Principles of Management Quantitative Methods for Business, Economics and MIS Human Resource Management Marlteting Communications Operations Management Organizational Psychology Complex Organizations Organizational Communication Internship Public Relations/Promotional Communications I I I Communication Minor \SPC 111 Public Speaking 'SPC 342 Mass Communication in Society \SPC 351 Argumentation or SPC 352 Persuasion 'SPC 354 Interpersonal Commu~lication SPC 345 Orga~lizationalCommunicatio~l or '' SPC 355 Small Group Communication Any one of the following: ENG 223,225,226, or 227 Prospective minors must obtain prior approval from a communication faculty adviser. Computer Science I I At least since Socrates, scholars have appreciated the value of mathematics in developing skills of critical thinlung, understanding abstract concepts, and analyzing and solving problems. Computer Science courses at Augsburg are intended to help develop these slulls. In addition, an increasing number of academic disciplines require a working knowledge of the tools of mathematics and computer science. This major serves students studying/working in a wide variety of fields. Some courses may need to be taken in an evening schedule. Students should meet with a faculty adviser as soon as possible to plan their course of study. Introductory Courses CSC CSC MAT MAT 170 210 171 124 Structured Programming Data Structures Discrete Mathematics Calculus I Core Courses CSC 320 Algorithms CSC 330 Theory of Computation CSC 345 Principles of Computer Organization CSC 450 Principles of Programming Language Three electives from the following, two ofwhich must be selected from courses with an asterisk: CSC 270 Fortran CSC/PHY 261 Electronics CSC 340 Digital Communicatio~lsand Computer Networlts CSC 352 Database Management and Design CSC 399 Internship CSC 445 Operating Systems and Computer Architecture CSC 495 Advanced Topics in Computer Science CSC 499 Independent Study '{ CSC 491 Computer Science Colloquium is required for all juniors and seniors. This no-credit course meets weekly. ' - Computer Science Minor Six courses including the four introductory courses and two of the core courses. Economics This major is also available in the weelte~ldschedule. However, one course (ECO 414) may need to be talten on an evening schedule. Stude~ltsare encouraged to meet with a faculty adviser as soon as possible to carefi~lly plan their program of study. BUS 221 Principles of Accou~lti~lg I BUS 222 Pri~lciplesof Accounting I1 ECO 112 Principles of Macroeconomics ECO 113 l'rinciples of Microeco~lornics Methods for Business, Eco~lornics ECO/MIS 279 Q~~antitative and MIS ECO 3 12 Intermediate Macroeconomics ECO 31 3 Intermediate Microeco~lomics ECO 414 Welfare Ecollo~nics MAT 114 Eleme~ltaryFunctions Three additional upper division economics courses Students in this major should seriously consider one or more courses from the followi~~g list: ECO/MIS 175 Co~nputersfor Business, Econo~nicsand MIS MAT 124 Calculus I MAT 125 Calculus I1 MIS 370 Advanced Co~nputingfor Business, Eco~lo~nics and MIS Economics Minor ECO 112, 113, 312, 313 and one additional upper division course. Other co~lfiguratiollsmay be permitted on collsultatio~lwith the department. Education Teaching Licensure Teaching licel~sureprograms are offered for Itindergarten-Ele~nelltaryand selected Secondary fields through Weelce~ldCollege. I~ldividualized programs are worked out with an adviser in either Ele~nentaryor Seco~dary education. T o be adnlitted to the Education Department the student will have achieved an overall 2.5 G.P.A. plus a 2.5 G.P.A. in his/her major field. All professional courses with the exception of Cli~licalExperience and Student Teaching are available o n a weelte~ldschedule. In addition to IGndergarten-Ele~nentary,Augsburg Weeltend College grants secondary licenses in English-Language Arts and Social Studies. Students may also work individually on the followi~lgmajors offered in co~lju~lctio~l with day school: French, German, Health, Life Science, Mathematics, Physical Science (Chemist~yor Physics), Science (grades 5-9), Spanish, Speech, Theater Arts, and in the special areas ofArt (I<-12), Band (I<-12), and Classroom Music (5- 12), Orchestra (I<-12) and Classroo~llMusic (5- 12), Vocal and Classroom Music (I<-9),Vocal and Classroom Music (5-12), and Physical Education (I<-12). Contact an Education Department adviser for infi~r~nation in your field of study and for an application for admission to the Department of Education. Students wanting I<-6 lice~lsuremust talte EDE 375. All students must apply for acceptance into the Education Department and take a PPST test before beginning professional education courses (those numbered in the 300-400 level). Any course grade below 2.0 must be retaken. Elementary Education EDE EDE E1)E EDE EDE ElIE EDE EDE EDE ElIE ElIE EL>E ElIE EDE ELIE EDE EDE ElIE EDU 350 351 363 364 375 376 377 379 380 382 386 387 388 389 481 482 483 484 264 Creating 1,carning Environments (.5 coursc) Techniques of Teaching l<eading Cli~licalExperiences (.5 course) Interdisciplinary Studies (.25 course) Discovery in the World of IGndergarten (.5 caul-se) IC-El Social Studies (.25 course) IC-El Science (.25 course) I<-El Art (.25 course) I<-El Music (.25 coursc) IC-El Math (.5 course) Children's Literature (.5 course) Language Arts (.5 course) IC-El Health (.25 course) I<-El Physical Education (.25 course) Studc~ltTeaching Student Teaching Student Teaching Student Teachillg Orientation to Education in an Urban Setting (.5 course)" El>U 341 Media Tecllnology (.5 course) E1)U 388 H~umanl<clations (.5 course) HPE 1 14 Safety Education (.5 course) HPE 115 Chc111ical Dependency (.5 course) SWIC 260 H~urna~ls 1)eveloping College Level Math Course Academic Minor or Second Major Field Evpe~ienceSepar'ate Tlgc.reC ~ M Y S C .r'cqui~v ~ an extra fee Students must be admitted to the Education Department bcforc they can be considered for student teaching. Applications for st~tdentteaching must be submitted to the Education 1Icpartment by the following deadlines: Application Deadline Tkimester Student Teachin8 October 30, 1991 Winter/Spring 1992 March 30, 1992 Fall 1992 October 30, 1992 Winter/Spring 1993 March 30. 1993 Fall 1993 Secondary Education EDS 350 lteading in the Content Areas (.5 course) EDS 352 Clinical Experience ( . 5 course) E1)S 353 Creating Learning E n v i r o n ~ ~ ~ e ~ ~ t s E1IS 477 School and Society Seminar (.5 course) EDS 48 1 Student Teaching* * EDS 482 Student Teaching EDS 483 Student Teachi~~g EDS 484 Student Teaching* * EDU 264 Orientation to E d u c a t i o ~in~ an Urban Setting(.5 course)* EDU 341 Media Technology (.5 course) ElIU 388 Human l<elations (.5 coursc) HPE 114 Safcty Education (.5 course) HPE 115 Chemical Dependency (.5 course) SWIC 260 H~unansDeveloping Special Methods in Licensure Field Field Expe~ienceSepalpate * n i s cozwse fequiresapz extrafee Students must be admitted to the Education Department before they can be considered for student teaching. Applications for student teaching must be submitted to the Education Department by the following deadlines: Application Deadline Trimester Student Teaching October 30, 1991 Winter/Spring 1992 March 30,1992 Fall 1992 October 30, 1992 Winter/Spring 1993 March 30,1993 Fall 1993 Major for Secondary Teaching Licensure in Social Studies Students preparing to teach social studies on the high school level must complete, in addition to the professio~lalrequirements to be met within the Department of Education, a competency program designed to provide a broad foundation in the social sciences. Students must complete a major in one of five fields - Economics, History, Political Science, Psychology or Sociology (the History major is described below) plus seven courses (ECO 112 or 113, Human Geography, HIS 222, POL 158, PSY 105, SOC 121 and 336). Students consideri~lga career in social studies education should consult, as soon as possible, the Augsburg Department of Education and the Social Studies Coordinator. History Major: Eight courses plus one seminar. At least four of these courses must be upper division. A major must have at least one course (either survey or upper level) from each of these four areas: Ancient and Medieval; Modern Europe; U.S.; and non-Western. Coaching Endorsement Students interested in adding a coaching endorsement must complete these courses in Physical Education: 353,475,482, and 489. Individuals must hold a valid Minnesota Teaching License to qualify for the coaching endorsement. Prerequisite: BIO 103: Human Anatomy and Physiology English Those who study English believe that an intense concern for words, ideas and images helps us understand who we are and who we can become. Writing helps us clarify and share our thoughts. Literature helps us contemplate the pains and joys of human existence. Through English study we see life's complexity, experience life as some others do, and understand better the world in which we live and work. English relates closely to other majors. With the other arts, English is concerned with the pleasure that comes from artistic creation and with the contemplation of works of art. With psychology and sociology, English is concerned with individual and group behavior. With philosophy, English is interested in ideas and the relation between meaning and language. With science, English is interested in discovering order and determining structures. With speech and communications, English studies the effective use of language. With history and the other social sciences and humanities, English studies the way people have acted and thought at different times and in different cultures. Major: Nine courses above 111,including 225 and 245; one upper division course in American literature; one course in Western literary tradition (271 or 272); and three courses in British literature, one on literature before 1660 (for example, 331 or 438) and one that surveys a number ofwriters (336, 337,423). Majors are encouraged to consult their departmental adviser regularly. A student with a double major or special program that i~lvolves considerable work in the English department should also work closely with an adviser in the department. Note on Prerequisites:ENG 111 is strongly recommended but not a prerequisite for a Lower Division literature course. Prerequisite for an Upper Division course is successhl completion ENG 245 or consent of the instructor. Note: Transfer students must take at least three of their English courses at Augsburg. English-LanguageArts Teaching Major: Ten courses, including those listed under the major, a course in the English language, and an internship in the teaching of writing. One course must include a component in nonWestern literature. In addition, the ACTC courses Communications Skills in the English Classroom and Teaching Mass Media are required. Courses in early American literature, Shakespeare, and film are recommended. Several of the required courses, including the internship, are not offered on weekends. Students in this program must work with advisers in the English Department and the Education Department in order to meet the professional requirements within the Education Department as well as requirements in the major. Students in this program who are transferring from other colleges should consult the English Department chair soon after enrolling. Minor: Five courses above 111,including ENG 245, an upper division literature course and an additional writing course. Management Information Systems (MIS) This MIS major prepares studelits to work in the growing field of information maiagement. The major co~nbinescourses and sltills from both the business and computer scieiice majors to help students learn about the identification, organization, analysis and processing of inhnnatio~iin a busincss setting. Students slio~ildmeet with their adviscr as soori as possible to plan their program. MIS Major BUS BUS BUS BUS BUS ECO ECO ECO ECO CSC CSC MAT MIS MIS MIS or CSC MIS MIS MIS 221 222 242 252 331 112 113 313 318 170 210 121 175 279 370 Principles ofAccounting I Pri~iciplcsof Accounting I1 Principles of Management Principles of Marlccting Financial Manage~ncnt l'rinciples of ~ i c r o c c o n o ~ l l i c s Principles of Microecono~iiics Intermediate Microecono~nics Manageme~itScience Structured Programming Data Structures Finite Mathematics Computers for Business, Econo~iiicsand MIS Quantitative Methods for Busi~iess,Economics and MIS Adva~icedConiputing fix 13usi1iess,EconomicsandMIS 352 375 475 476 lhtabasc Management and lksign Managenlent Information Systems in Organizations Systems Analysis and Design I~ifor~nation Systems I'rojccts Students in this major should seriously consider one or more of the following courses: 1'HI 130 Ix~gic MIS 479 Intermediate Qua~ititativcMethods for Business, Economics and MIS MAT 11 4 Elemental-\IF~mctions or MAT 122 Calculus for the Social and Bcha\~ioralSciences MIS Minor ~ S U S 221 CBUS 242 S ECO MIS MIS 252 113 175 370 Principles of Marltcting l'rinciplcs of Microecono~iiics Computers for Business, Eco~io~iiics and MIS Advanced Computing for R~rsincss,Economics and MIS CSC MIS /MIS 352 375 4-75 Database Management and Design Managcmcnt Information Systems in Organizations Systc~nsAnalysis and Design @ 6 l'rinciplcs of Accounting I Principles of Manage~ne~it ' Management Science OI' MIS 470 Intermediate Quantitative Methods for Business, Economics and MIS Nursing Augsburg Weekend College oEers registered nurses an upper division nursing major as a second step toward the completio~lof the Bachelor of Science degree. Fully accredited by the National League for Nursing, this major is a professional program that is accessible on weekends to nurses who are unable to attend classes during the weekdays. Classes are primarily scheduled on alternate weekends, but all courses in the major may have additional class or lab hours beyond the weekend schedule. Preparation for school nurse licensure is available. Admissions Procedures Admission to the ~lursingprogram includes first being accepted into Augsburg Weekend College through the procedures described on page 70. As candidates for the nursing major, RNs must demonstrate evidence of completion of an associate degree or diploma program, current nursing practice, and Minnesota licensure. While an RN may take general education courses and prerequisite courses for the nursing major, fi~rtherprogress in the major is co~ltingentupon: 1. Satisfactory completion at a college or university of the prerequisite courses: Anatomy and Physiology, Microbiology, Inorganic Chemistry, Organic or Biochemistry, English Composition, Introductory Sociology and Introductory Psychology. 2. A cumulative grade point average of at least 2.5. 3. Successfid completion of testing to validate lower division ~lursingIu~owledge. Graduatesof the program are eligible t o apply to the Minnesota Department of Healthfir certzfication as a public health nurse. Please see the Augsburg College Catalog for complete information about the nursing major including additional special fees for entrance and exit testing. Required Courses in the Nursing Major NUR NUR NUR NUR NUR NUR NUR NUR 305 306 310 31 1 330 350 403 404 Contemporary Nursing I: Comn~unication Contemporary Nursing 11: Paradigms in Nursing* Community Health Nursing I* Community Health Nursing 11: Practic~un** Trends and Issues in Nursing* Introduction to Nursing Research* Contemporary Nursing 111: Families* Contemporary Nursing IV: Ixadership and Management* NUR 423 l'racticum in Nursing I: Nursing of the Family** N U R 427 Practicum in Nursing 11: Leadership and Management* * Thesecourses may require extra class or lab sessions. Thesecourses require extra time and costfor clinical work Required Supporting Courses PHI or 1aL I'SY 380 Ethics of Medicine and Health Care 483 353 Christian Ethics, or an approved ethics course Brain and Behavior Psychology Psychology, with its emphasis on behavioral observation and data, provides a perspective on human activities which is an integral part of liberal education. The goal of the Psychology program is the improved understanding of human behavior by studying how people cope with their environment and interact with each other. Psychologists use a variety of methods to study behavior, including experimentation, observation and clinical case analysis. Faculty members in the Department of Psychology at Augsburg have varied professional specializations which include areas such as counseling, physiological psychology, human development, personality and computer applications. All psychology majors MUST have an adviser in the Psychology Department. The following courses in the Psychology core will be offered when a sufficient number of students are ready for that portion of their program: PSY 264,265,381, 493. This may delay an individual student's ability to complete the major in the Weekend schedule. Required courses will be available regularly in the Weekday schedule. Core Courses PSY 105 GeneralPsychology PSY 264 Research Methods: Design, Procedure and Analysis I PSY 265 Research Methods: Design, Procedure and Analysis I1 PSY 381 Psychology in Historical Perspective PSY 399 Internship PSY 493 Seminar: Contemporary Issues Four additional upper division courses such as PSY 351 Developmental Psychology: Child, PSY 373 Organizatio~lalPsychology or PSY 485 Counseling Psychology. Students should consult with their adviser regarding these major electives. Minor Five courses including PSY 105, with a minimum of two courses at Augsburg. Not more than one course from PSY 299,399 and 499 may be counted toward the minor. Religion Augsburg College uriderstands itself as a college of the church and it is persuaded that the Christian faith provides an appropriate perspective from which to undertake its educational task. The biblical faith and tradition of the Christian church have influenced the Western world to a degree much greater than is sometimes recognized. The student encounters this influence in studying language, literature, history, values and political structures. The study of religion and theology is intended to malce such encounters more meaningfi~lthrough a better knowledge of biblical history and that of the Christian church, and by a larger acquaintance with theological thought. Large segrnents of the earth's population live by religious concepts and ideas which are different from those prominent in the West. The Department of Religion also seeks to introduce students to some of these major religious traditions. Core Courses REL REL REL 111 221 356 I~ltroductionto Theology Biblical Studies History of Religions REL REL 481 495 Contemporary Theology Seminar Major Electives Three additional Religion courses approved by the department chairperson. Religion Minor Five courses approved by the department chairperson. Note: It is important for Religion majors to consult with the department chairperson during their first year at Augsburg College. Religion 111 or 22 1is prerequisite to all other courses. Department approval is necessary before courses taken at other colleges can be accepted for Religion Department and/or general education course credit. Completion of this major may require enrollment in one or more courses offered in an evening schedule. Social Work Accredited by the Council on Social Work Education, the Bachelor of Science in Social Work degree program at Augsburg College is built on a solid liberal arts foundation, on theory-based training, and on professio~lallydirected field experiences. As important, social work education at Augsburg is built on an appreciation for the needs, concerns, and values of the individuals and groups who constitute today's multi-cultural society. The Social Work major in Augsburg Weekend College includes seven courses from the Departments of Psychology, Biology, and Sociology. Concentrations are possible in the areas of aging, chemical dependency, corrections, social ministries, and youth work. Field work is an important component of the program. Social Work Core Courses SOC SWIZ SWK SWI< SWK SWIZ SWK SWIZ SWIZ SWIZ SWIZ SWIZ SWI( 365 257 260 361 363 364 461 462 463 465 466 467 469 Quantitative Analysis and Program Evaluation Exploring Human Services Humans Developing Social Response to Human Needs Methods and Skills of Social Work Field Work I Advanced Methods and Skills in Social Work Field Work I1 Community Development and Organization Social Policy: Analysis and Development Field Work I11 The Social Worker as Professional Field Work IV Required Supporting Courses * BIO PSY SOC SOC SOC SOC 101 105 121 231 265 375 HumanBiology General Psychology Principles of Sociology Sociology of the Family Racial and Minority Group Relations Social Psychology *Students interested in Social Work should begin their program with the required supporting courses. The professional sequence will be offered when a sufficient number of students are ready for that portion of the program. Social Welfare Minor Six courses incl~~ding SWIC 257 or department approved alternative internship, SWIC 361,463; PSY 351 or SOC 375; SOC 265; and POI, 121 or 158 or 325, or SWIC 465. Minors In addition to minors offered in Business, Communication, Econo~nics, English, MIS, l'sychologp, lteligion and Social Welfare (listed under each respective major), Weeltend College students are able to complete minors in the followi~lgareas: American Indian Studies Minor This minor offers nine courses which encompass the range of A~nerican Indian contributio~lsto North American culture. A minimum of five courses, including an i~ltroductorycourse and one upper division course, are required. All students are encouraged to ellroll in these courses. These courses will be offered in the Weeltend College schedule on a 2-3 year cycle. I I ENG 216 American Indian L,iterature HIS 360 American Indian History Introduction to American Indian Studies INS 105 Women: A Cross-Cultural Perspective INS 233 INS 260 Contemporary American I~ldia~ls INS 320 A~nericanIndian Women OJB 111 Beginning Oji bwe OJB 112 Beginning Ojibwe Tribal Arts and Culture AltT 290 These courses will be added in the near future: American Indian spiritual it)^ and l'hilosopl~ical ' T h o ~ ~ g h t Indians in the Cinema Indian Law Sociology Minor Five courses including SOC 121 and two upper division courses (n~unbered 300 and above). Women's Studies Minor Five courses which must include INS 201, three electives (one of which ~ u u s be t upper division) and INS 495 or 499. A student's program IIILIS~ have the written approval of the Women's Studies Coordinator. Approved electives from other academic depart~nents: AltT 352 Women's Art History ENG 282 Topics in Literature: Women and Fiction Mathematics Placement Group Requirements MIS 175,279,479; C:SC 170,2 10; and all 100-level MAT courses l~avc Math l'lacemcnt Group rccl~~ire~nents. Since all majors in Business, Econonlics or Ma~iagemcntInfornlation Syste~nsm ~ ~take s t MIS 279, all students in thcsc areas nu st have at least MPG 111. Other specific courses such as SOC 365 and PHY 103 also have MI'G recl~~irements, Please refer to the course description for any given course to determine if there is an MPG required by thc department. Some instructors require MPGs in courses they ccach. This s h o ~ ~ bc l d noted in tlie s)lllabi for their coursc(s). The Math Placclnent Requirerncnt call be met by transfer courses, Augsburg coursework or the Math Placement Assessment. This Assessment is given at NCMJSt~ldentOrientation each trimester, or by appointment during the academic calendar year. (The Math Department may disregard math courses talren Inore than five years ago, or may choose to lapse an MPG given more than five years ago.) Dean's List The llcan's List is compiled after each semester, listing students whose grade point average for a semester is 3.5 or better, based on a minimum of two fill1 courses, or equivalent, graded on the traditional grading system, with n o incompletes in courses offered for credit. Academic Progress, Probation and Disnlissal The College rccluires that students maintain the following cumulative grade point averages (GPA): Freshman - a student who has talren fcwer than 7 courses cu~uulativcG1'A of 1.6 or liighcr Sophomore - a studelit who has talren fcwer than 16 courses cumulative Gl'A of 1.7 or higher Junior a student who has talrcn fewer than 25 courses cu~nulativcGl'A of 1.9 or liigher Senior a student who has talten 25 or more courses cunlulati\/c Gl'A of 2.0 or liighcr. It should be noted that a ~ i i i n i ~ n uGl'A ~ n of 2.0 is requircd for graduation with certain majors rccluiring a higlicr mini~n~uii GPA. Students whose acadc~nicacllieve~iientfdls below these guidelines will either be placed 011scholastic probation at the end of the term, or will be continued on probation, or will be dis~iiisscdfro111 the College. In addition, a freshman who receives two zero grades or a sopho~norewho receives three zero grades will be considered for probation or dismissal. However, dismissal fi-0111the College is not automatic. Each case is reviewed by the Committee on Student Standing. Evidence of the student's commitment to academic progress is the major consideration in deciding whether or not to dismiss a student. Students who have a poor acadc~nicrecord may be strongly adviscd to withdraw before the end of a term. Those on probation who voluntarily withdraw fi.0111the College, as well as those who are dismissed, IIILIS~have special permission to re-enroll. Stude~ltsnay be removed fi.om probation when the cu~nulativeGPA reaches the minimu~nlcvcls stated above. Students placed on probation as fieshmcn h r Ila\~ingcarned two zero grades may be removed from probation if tlieir classification changes to sophomore, if they have not earlied additio~ialzero grades, and if their cu~nulativeGPA reaches 1.7. Students placed on probation as sopho~noresfor having carned three zero grades Inay be removed from probation if tlleir classification changes to junior and their cumulative Gl'A reaches 1.9. The College reserves the right to dismiss any student who does not meet the guidelines stated above. Once a student is dismissed, he or slle may appeal the decision within 10 days to the Cornmittce on	cc/2022-05/en_head_0001.json.gz/line360
__label__wiki	0.563797	0.563797	James Baldwin and Race in America Part of the Series: Kino Lorber Essential Collection An Oscar-nominated documentary narrated by Samuel L. Jackson, I AM NOT YOUR NEGRO explores the continued peril America faces from institutionalized racism. In 1979, James Baldwin wrote a letter to his literary agent describing... In 1979, James Baldwin wrote a letter to his literary agent describing his next project, Remember This House. The book was to be a revolutionary, personal account of the lives and successive assassinations of three of his close friends--Medgar Evers, Malcolm X and Martin Luther King, Jr. At the time of Baldwin's death in 1987, he left behind only thirty completed pages of his manuscript. Now, in his incendiary new documentary, master filmmaker Raoul Peck envisions the book James Baldwin never finished. The result is a radical, up-to-the-minute examination of race in America, using Baldwin's original words and flood of rich archival material. I AM NOT YOUR NEGRO is a journey into black history that connects the past of the Civil Rights movement to the present of #BlackLivesMatter. It is a film that questions black representation in Hollywood and beyond. And, ultimately, by confronting the deeper connections between the lives and assassination of these three leaders, Baldwin and Peck have produced a work that challenges the very definition of what America stands for. "You would be hard-pressed to find a movie that speaks to the present moment with greater clarity and force, insisting on uncomfortable truths and drawing stark lessons from the shadows of history." - A.O. Scott, The New York Times "This Oscar-nominated portrait of James Baldwin uses the author's words to bridge the civil-rights past with our racially incendiary present. It's unmissable and unforgettable." - Peter Travers, The Rolling Stone James Baldwin, Malcolm X, Martin Luther King Jr, Medgar Evers I Am Not Your Negro Trailer	cc/2022-05/en_head_0001.json.gz/line363
__label__cc	0.694089	0.305911	The Aorta. Part 2 In front of the arch the right lung and pleura cover it slightly, but the left more so; the remains of the thymus gland is between them. The left superior intercostal vein crosses its upper portion to empty into the left innominate vein. The left phrenic and vagus nerves also cross it, the phrenic being the farther forward and the vagus crossing almost in front of the point of origin of the left subclavian artery. Behind lie the trachea, oesophagus, and thoracic duct, also the left recurrent laryngeal nerve. The bifurcation of the trachea is directly behind and below the lower portion of the arch and the left bronchus passes beneath it. The oesophagus lies compressed between the trachea and vertebrae with the thoracic duct immediately to the left. The left recurrent laryngeal leaves the pneumogastric on the front of the arch, then winds around it and ascends between the trachea and oesophagus to reach the larynx above. Above, from the upper surface of the aorta, are given off the innominate, left carotid, and left subclavian arteries. The left innominate vein crosses above its upper edge to unite with the right innominate to form the superior cava. Below is the left bronchus coming off from the bifurcation of the trachea, and winding around the arch is the left recurrent laryngeal nerve. Beneath the arch and in front of the bronchi are the right and left pulmonary arteries. From the latter the ductus arteriosus goes to the arch. The cardiac branches of the pneumogastric and sympathetic nerves lie on the anterior, inferior, and posterior sides of the arch. Fig. 222. - Heart and great blood-vessels. The ductus arteriosus at birth is about 1 cm. long and runs from the pulmonary artery to the arch of the aorta below the left subclavian artery. It serves in the foetus to carry the blood from the trunk of the pulmonary artery direct to the aorta instead of passing into the lungs. When, after birth, the lungs are used the ductus arteriosus becomes obliterated and is found later in life as a cord running to the under side of the arch of the aorta. Congenital defects in the heart are a frequent cause of death at birth and in infancy and childhood. They cause an undue mixture of the venous and arterial blood and give the surface a dusky, bluish hue, hence the term " blue baby " as applied to this condition. It is due to an absence of a part 14 or the whole of the septa between the atria and ventricles; to a patulous condition of the foramen ovale of the right atrium; and also to a persistent patulous condition of the ductus arteriosus. Children so affected, if they outlive infancy, usually die before reaching adult age. Aneurism This portion of the aorta is also a favorite seat of aneurism. The symptoms produced will depend of course on the direction which the tumor takes. If it tends anteriorly it would involve the lungs and pleurae and the phrenic and vagus nerves, also the sympathetic. The displacement of the left lung would be the more marked. Involvement of the recurrent laryngeal nerve might make a change in the voice, or there might be disturbances of the pupil of the eye due to implication of the sympathetic. Should the tumor enlarge posteriorly the pressure on the trachea would interfere with the breathing. If the tumor is large this pressure would involve the oesophagus and there might be difficulty in swallowing. Compression of the thoracic duct is said to have led to rapid wasting. If the aneurism bulges downward it impinges on the left bronchus, which may lead to its dilation and cause bronchorrhcea. A large tumor could also interfere with the flow of blood through the pulmonary arteries and so give rise to congestion and dyspnoea. An enlargement upward would involve the innominate and left carotid and subclavian arteries and also the left innominate vein. Interference with the arteries and veins of the neck and upper extremity frequently gives rise to changes in the pulse on the affected side and also to venous congestion or even oedema. Changes in the voice or even its loss also occur. The sac as it passes upward may show itself in the suprasternal notch. In all aneurisms of the arch cough is apt to be a prominent symptom. It is often paroxysmal. It is to be accounted for by pressure on the trachea or laryngeal nerves. Difficulty in breathing and swallowing may arise in deep-seated small tumors growing backward and downward. This may be somewhat relieved by sitting up or leaning forward, while reclining or lying on the back may be unendurable. The great amount of distress which these aneurisms of the arch of the aorta may give rise to is readily appreciated when one recalls that there is only a distance of 5 or 6 cm. (2 1/4 in.) between the upper edge of the sternum and the anterior surface of the vertebral column, a space already filled with important structures. prev: The Aorta next: The Aorta. Part 3	cc/2022-05/en_head_0001.json.gz/line370
__label__wiki	0.79321	0.79321	Tag Archives: Nursultan Nazarbayev by hecksinductionhour \| April 25, 2013 · 2:49 am Kazakhstan: Hands Off Roza Tuletaeva! (solidarity appeal) campaignkazakhstan.org Roza Tuletaeva starts hunger strike as prison regime refuses medical aid On 22nd April, Roza Tuletaeva, one of the activists from the Zhanaozen oil workers’ strike, started a hunger strike. She has taken this extreme step because she has been refused essential medical aid at the women’s prison colony in Atyrau, where she is currently serving a lengthy jail sentence. She was arrested after the notorious massacre of Zhanaozen oil workers’ by government forces in December 2011 and sentenced to seven years in prison (later reduced to five, on appeal), on the charge of “organising mass disorder.” According to friends and relatives of Roza, she is suffering from chronic liver disease. The refusal to provide suitable treatment appears to be intentional revenge by the authorities. It is a form of torture against this political prisoner, who refused to accept that she was guilty as charged. During her court trial, Roza experienced torture and sexual harassment at the hands of the state security police (KNB), and the lives of her children were threatened. Nevertheless, she refused to give evidence against herself and her co-strikers, refused to give evidence against Vladimir Kozlov, leader of the Party Alga (who was later sentenced to a prison sentence), and exposed the methods of the investigators during her trial. Local human rights organisations have demanded the immediate provision of medical assistance to Roza Tuletaeva and have also demanded the right to visit her to make a proper assessment of her health. Clearly she is in danger, her health is already undermined and now her life is at risk. The hunger strike is eroding her health even further. Campaign Kazakhstan calls for protest messages against these further attempts at torture, which are organized by government forces with the aim of breaking the will of Roza and her comrades and of anyone else prepared to resist the authorities. By attempting to physically annihilate Roza Tuletaeva, they are trying to scare all oil workers, and those who live in the Mangystau region, from further protest actions. Hands off Roza Tuletaeva! Freedom to the arrested oil-workers and political prisoners in Kazakhstan! Please send urgent protests to the Embassy of Kazakhstan in your country (a list can be found here) and copies to kazakhstansolidarity@gmail.com and campaignkazakhstan@gmail.com. Filed under open letters, manifestos, appeals, political repression, trade unions Tagged as Campaign Kazakhstan, hunger strike, Kazakhstan, KNB, Nursultan Nazarbayev, oil workers, Party Alga, political prisoners, Roza Tuletaeva, strike, torture, Vladimir Kozlov, Zhanaozen, Zhanaozen massacre by hecksinductionhour \| December 16, 2012 · 12:17 pm Campaign Kazakhstan Takes Protest to Tony Blair (London, December 17, 1 p.m.) Free all political prisoners! Kazakhstan is a one man dictatorship. Workers across the country are paid starvation wages whilst a tiny minority become fabulously wealthy. When people stand up for their social, human, workers rights, they face vicious repression. Kazakhstan is constantly ranked amongst the lowest in the world for press freedom, human rights, but amongst the highest for corruption and embezzlement. Tony Blair has acted as an apologist for this regime, speaking on its behalf many times. But this has not stopped people fighting back. The repression is met with a heroic fighback by many in Kazakhstan. Kazakh president Nazarbayev is preparing the way to become the next Mubarrak or Ben Ali. Aron Atabek Aron Atabek, a poet and dissident, has been imprisoned for 5 years now for supporting the struggle of residents of Shanrak. They were evicted with no offer of alternative accommodation. For the ‘crime’ of helping in negotiations with the authorities and the residents, Aron was sentenced to 18 years. He has been in solitary confinement for 2 years, denied access to his family. This is illegal under international law. We demand his immediate release, along with all those imprisoned as a result of the Shanrak struggle. Vadim Kuramshin Human rights activist and lawyer Vadim Kuramshin has recently been sentenced for 12 years in a retrial, after a jury threw out the charges a few months earlier. Getting rid of all pretense of a fair trial, neither Vadim nor his representatives were not allowed to attend. Vadim is in prison simply because he is a throrn in the side of the regime, highlighting the many human rights abuses that occur throughout Kazakhstan. For more details on the campaign for Vadim, see our website below. Who are Campaign Kazakhstan? Campaign Kazakhstan fights for democratic, social and workers’ rights in Kazakhstan. Through its campaigning material and its web-site, it highlights the conditions facing workers there and organises international solidarity. Many trade union branches and human rights groups have supported Campaign Kazakhstan internationally. Paul Murphy MEP has raised the campaign’s demands in the European Parliament. Jeremy Corbyn MP, Alan Meale MP and Billy Bragg have all supported the campaign. Campaign Kazakhstan appeals to human rights and press freedom organisations, trade unionists and all those who support democratic, social, worker and political rights in Kazakhstan to: a) Add their names to the list of sponsors and supporters of the campaign b) Send letters of protest about the denial of democratic rights in Kazakhstan c) Spread the word about the situation in Kazakhstan d) Join protests, lobbies and other campaigns e) Make a donation through the website and ask your colleagues, family and friends to do the same The World Bank Brings Nazarbayev University to Kazakhstan by Allen Ruff and Steve Horn A year ago, on Dec. 15, 2011, Kazakhstan state security forces opened fire with U.S.-supplied weapons on oil workers on strike since the preceding May for increased wages and better conditions in the Caspian Sea company town of Zhanaozen. According to the official count, 15 workers died and upwards of 70 were wounded. Unofficial accounts reported much higher number of casualties. Several hundred miles to the east in the capital, Astana, business went on as usual that day for the Western faculty members and administrators at the recently built multi-billion dollar Nazarbayev University, a joint venture involving the country’s authoritarian regime, the World Bank, and a number of major, primarily US “partnering” universities. This is the first of a three-part series, stimulated by news of the “Zhanaozen Massacre” and initial word of “global university” dealings in Kazakhstan. A number of prestigious, primarily U.S.-based universities are quietly working with the authoritarian regime in Kazakhstan under the dictatorial rule of the country’s “Leader for Life,” Nursultan Nazarbayev. In a project largely shaped and brokered by the World Bank in 2009 and 2010, the regime sealed deals with some ten major U.S. and British universities and scientific research institutes. They’ve been tasked to design and guide the specialized colleges at the country’s newly constructed showcase university. As a result, scores of academics have flocked to the resource rich, strategically located country four times the size of Texas. They remain there despite the fact that every major international human rights monitor has cited the Nazarbayev regime for its continuing abuse of civil liberties and basic freedoms. Kazakhstan now serves as a key hub for the application of the World Bank’s “knowledge bank” agenda, a vivid case study of the far-reaching nature of a corporate – and by extension, imperial – higher education agenda. . . . Read the rest of the article here. Filed under activism, international affairs, open letters, manifestos, appeals, political repression, protests, trade unions Tagged as Aron Atabek, Campaign Kazakhstan, Kazakhstan, Nursultan Nazarbayev, Tony Blair, Vadim Kuramshin, western support for dictatorships, World Bank, Zhanaozen massacre by hecksinductionhour \| August 9, 2012 · 9:47 am Support Pussy Riot by all means. But support the Kazakh oil workers too peopleandnature.wordpress.com A court in Mangistau, western Kazakhstan, has rejected appeals by 12 oil workers against prison sentences ranging from two to six years, imposed for their part in last year’s strikes. One activist, Roza Tuletaeva, had her sentence cut from seven years to five – but her family fear this is part of a campaign to force her to give evidence against political oppositionists in an upcoming trial. Threats against Tuletaeva’s children by the KNB security service have made her suicidal, they warn. The appeals were heard, and almost all rejected, by judge Maksat Beisembaev in the Mangistau district court on 2 August. The prisoners were not permitted to attend the hearing. Lawyers appealed against the sentences on the grounds that the defendants had admitted their part in last year’s protests; that they had no previous convictions; that in some cases guilt had not been proved; and that most of the prisoners had underage children and were in many cases the household breadwinner. The appeal verdicts were another blow to the community of Zhanaozen, the oil town where on 16 December police fired on demonstrators demanding improved wages and conditions, killing at least 16 and wounding at least 64. Prisoners’ families and other oil workers who crowded the court room told journalists that they were “shocked”. They angrily compared the appeal verdicts with those pronounced on two former akims (mayors) of Zhanaozen, Orak Sarbopeev and Zhalgas Babakhanov, who have both been convicted of large-scale corruption and handed two-year conditional sentences. Human rights activists fear that the pressure on Tuletaeva by the security forces bodes ill for the trial of political oppositionists Vladimir Kozlov, Serik Sapargali and Akzhanat Aminov. They have been charged with “inciting social conflict”, because they supported last year’s strikes by oil workers. Tuletaeva’s daughter, Aliya, told opposition newspapers that her mother had telephoned her from detention and said that KNB officers had threatened to “do something” to her children. Aliya believes that Roza Tuletaeva was threatened by the same KNB officer who was tortured her in pre-trial detention. She also thinks that KNB officers forced her mother to sign a declaration against the opposition politician Vladimir Kozlov, but that they are worried she will renounce it in court. Thousands of kilometres to the north west, in Moscow, three members of the Pussy Riot feminist punk band, who allegedly sang songs against Russian president Vladimir Putin in a cathedral, are on trial for “hooliganism motivated by religious hatred”. They face a possible three-year sentence. Young people all over Europe have demonstrated in support of Pussy Riot, and a good thing too. The band has received support from Madonna and other pop celebrities. I hope we can build the same level of support for Roza Tuletaeva and the other activists in Zhanaozen – on whom the Kazakh authorities, having already perpetrated the dreadful massacre of 16 December, are exacting vengeance. The contrast between the huge media coverage of Pussy Riot in western Europe, and the near-total silence about Zhanaozen, is stark. Pussy Riot are cool and photogenic; the oil workers are not. The Pussy Riot trial is easy to access for the western journalists based in Moscow, some of whom can feel smugly superior that – for all of the last forty years or so! – supposedly blasphemous artists are no longer so crudely targeted in western Europe. Not only the liberal newspapers (Guardian, Independent, etc), but even the right-wing Daily Telegraph and Daily Mail, have sympathised. And there is a political discourse. In the two-dimensional world inhabited by foreign policy “experts”, denouncing Putin is a priority . . . but attacking the Nazarbayev regime in Kazakhstan is more complicated. Putin is against “western interests”, has mistreated “our” oil companies, and has worried Russian private property by jailing oligarch Mikhail Khodorkovsky. Nazarbayev has opened Kazakhstan’s doors to foreign investment, and “our” oil companies – British Gas, Agip, ExxonMobil and others – have invested billions in the very western Kazakhstan oil field where the massacre took place. So I say: support Pussy Riot, by all means. Dance however you want, in a cathedral of your choice. Use irony, blasphemy, conspiracy. . . . But do something about Roza Tuletaeva and the oil workers too. For example, you can: • Support the on-line protest, demanding a review of unjust sentences, launched by the Confederation of Labour of Russia, the Confederation of Free Trade Unions of Kazakhstan and the LabourStart web site. • Write to the Kazakh government, demanding the release of the jailed oil workers and investigation of the allegations of torture, and send copies to the Open Dialog Foundation which is monitoring events in Zhanaozen and urging international support; • Especially if you are in the UK, demand that the British government takes action too, as it has close links with Kazakhstan and supports the activity of British oil companies there. For more information, visit the “Zhanaozen oil workers” site (Russian and some English) Information for this article from OD Foundation (here) and Respublika (here and here). Read why People & Nature, a site about socialism and the natural environment, thinks this is important, here. Filed under international affairs, open letters, manifestos, appeals, political repression, trade unions Tagged as Agip, Akzhanat Aminov, British Gas, ExxonMobil, Kazakh labor movement, Kazakh oil workers, Kazakh trade union movement, Kazakhstan, KNB, Mangistau, Nursultan Nazarbayev, Pussy Riot, Roza Tuletaeva, Serik Sapargali, Vladimir Kozlov, Vladimir Putin, Zhanaozen, Zhanaozen massacre by hecksinductionhour \| June 30, 2012 · 6:34 am Kazakhstan: Justice for Oil Workers! (LabourStart) www.labourstartcampaigns.net Kazakhstan: Justice for Oil Workers! In partnership with the Confederation of Free Trade Unions of Kazakhstan, the Confederation of Labour of Russia, and supported by the International Trade Union Confederation Over a period of several months, court trials related to the tragic events in Zhanaozen of 16 December 2011 have taken place. Many months of dispute between oil workers and the management of oil companies, with the connivance of the authorities, resulted in disorders, violence and the uncontrolled use of force by police, which caused the death of 17 and injuries to dozens of people. Not only oil workers were killed and injured, but also citizens of Kazakhstan who had no involvement with the labour conflict. Dozens of people, whose involvement is contestable, were subsequently charged. Many of them were sentenced to different terms in prison. During the process, international observers, representatives of Amnesty International, Human Rights Watch and OSCE, human rights defenders and journalists recorded numerous violations in the trial processes. Almost all defendants and some of witnesses stated that they were tortured in the course of the investigation, but the trials were not suspended. The trials were conducted in an environment of extreme tensions and close to a state of emergency measures in the region. The international trade union movement demands that the sentences be reconsidered, that all cases of torture and provocation be thoroughly investigated, and that national legislation that envisages criminal responsibility for “calling for social strife” and that is used selectively to put pressure on trade unionists, human rights activists and public figures, be changed. Go here to sign a petition to the Kazakhstan authorities. Filed under activism, open letters, manifestos, appeals, political repression, trade unions Tagged as Kazakhstan, LabourStart, Nursultan Nazarbayev, oil workers, police state, Zhanozen massacre by hecksinductionhour \| June 11, 2012 · 8:59 pm Esenbek Ukteshbayev on the Trade Union Struggle in Kazakhstan (video) (Via socialismkz.info) Last Saturday, Esenbek Ukteshbayev, president of the fighting independent trade union in Kazakhstan, Zhanartu, spoke in London. He brought home to an audience of more than 500 UK workers’ representatives and activists the atrocities carried out by the Nazarbayev regime against striking workers and their representatives. His address brought the sixth National Shop Stewards’ Network conference to its feet out of respect for the tremendous struggle being waged against the murderous dictatorship in his country. (Campaign Kazakhstan) All but four Zhanaozen defendants found ‘guilty’ Zhanaozen city is reportedly surrounded by Internal Ministry troops in advance of the sentencing of the thirty seven oil workers and their supporters on Monday. Supporters of those on trial are planning further protests in Zhanaozen and Aktau. Only 3 of the 37 have been cleared of all charges. Twenty one of those on trial were sentenced to either 2 or 3 years in prison, with the sentence suspended or, in a couple of cases, subject to amnesty. Thirteen activists, however, received real prison sentences ranging from three years to, in the case of Roza Tuletaeva, seven years. Roza, a mother of three children, was one of the leading activists in the oil strike. During the trial she related how she nearly suffocated when bags were put over her head during interrogation and she was beaten with iron rods. She suffered other indignities, which she was too embarrassed to tell the court openly as her friends and relatives were present. It is widely reported in the international press that the events of 16th December resulted from riots caused by the oil workers after seven months on strike. This is an attempt to shift the blame from the Kazakhstan state. The oil workers had planned a peaceful demonstration on 16th December. Yet according to his court testimony given during this trial, a senior police officer was dispatched with police troops to Zhanaozen on 14 December. Instead of tear gas, rubber bullets or water cannons, weapons and live rounds were issued. Video footage from the conflict shows police firing into unarmed and peaceful protesters, often shooting people in the back. The government admits 15 people were killed, yet no charges have been lodged against the interior minister, who said he had given the order to open fire. To avoid blame being directed at the regime itself, the General Prosecutor picked out a number of scapegoats from the local authorities and police to put on trial. Undoubtedly guilty of the crimes for which they were charged, they, nevertheless, have served the role of letting higher up figures off the hook. Five police officers, charged with “exceeding their authority” by shooting live weapons into the crowd, received sentences of between 5 and 7 years. The Head of the Police prison, where a prisoner was so badly beaten that he later died, received 5 years for “not calling an ambulance on time”! A former mayor and three managers of the KazMunaiGaz company also received sentences of seven years for stealing from the city’s funds and from money that should have been paid by KazMunaiGaz to local welfare funds. More arrests and torture Even though these sentences appear strict, they are for crimes that resulted in the death of up to 70 people, the torture and death of protesters while in police custody and the theft of literally billions of tenge from state funds. That similar sentences have been handed out to the oil workers and their supporters indicates that the regime has just been taking its revenge on the workers. None of the workers were carrying arms or can be deemed responsible for violent acts, but on the contrary conducted themselves in a peaceful and disciplined way and ended up as the victims of the police massacre and subsequent regime of terror. It is now reported that another wave of arrests and torture is taking place. Up to 15 more activists from the oil strike, along with leaders of the opposition political party Alga, are expected to be put on trial for “inciting social discontent” with a possible sentence of up to 12 years. Large numbers of trade union activists from the OzenMunaiGaz company are being called in for questioning, in an attempt to intimidate them from organizing a new strike. Following questioning, one 51 year old activist committed suicide. However, local trade union activists report that the workers are still determined to protest, whether outside the City mayor’s office or by preparing new strikes in the region. According to one of the local leaders, the next trial is being prepared, not to take revenge for the last strike, but to try and prevent the next one. Filed under film and video, international affairs, political repression, trade unions Tagged as Campaign Kazakhstan, Esenbek Ukteshbayev, Kazakh trade union movement, Kazakhstan, KazMunaiGaz, Nursultan Nazarbayev, oil workers, OzenMunaiGaz, Roza Tuletaeva, Zhanaozen, Zhanaozen massacre, Zhanartu by hecksinductionhour \| May 29, 2012 · 8:56 pm Kazakh Massacre Cover-Up By Robert Jones Six people were convicted last week for instigating riots on Dec. 16 in the Kazakh city of Zhanaozen. Kazakh leaders and prosecutors claimed all along that the massacre was organized by “a group of former oil workers aided by a number of young people,” but this is patently untrue. Even the European Parliament in early March “strongly condemned the violent crackdown by the police forces.” The workers of Ozenmunaigaz and a neighboring oil company had been on a peaceful seven-month strike over wages and trade union recognition. Even before Dec. 16 they were attacked by riot police. In August, one of their leaders, Zhaksylyk Turbayev, was killed on his way to a union meeting, and a few weeks later the daughter of another activist was killed. Natalya Sokolova, their lawyer, was sentenced to six years in prison. In the absence of meaningful negotiations either by the employer or the government, the oil workers called for a peaceful demonstration on Dec. 16. They appealed for the resignation of Kazakh President Nursultan Nazarbayev and his government. The authority’s response was decided in advance. According to his court testimony, a senior police officer was dispatched with police troops to Zhanaozen on Dec. 14. Instead of tear gas, rubber bullets or water cannons, weapons and live rounds were issued. Video footage from the conflict shows police firing into unarmed and peaceful protesters, often shooting people in the back. The government admits that 15 people were killed, while eyewitnesses say the number of victims is much higher — about 70. Nonetheless, no charges have been lodged against the interior minister, who said he had given the order to open fire. Notably, not one policeman was seriously wounded in the conflict. This undermines the outrageous government claim that “oil workers attacked police officers and innocent bystanders.” It is clear that no attempt was made to use ordinary crowd-control methods, such as tear gas and water cannons. Instead, riot police using automatic weapons opened fire without warning on the unarmed crowd. Sentences of three to seven years are now being handed down for the 49 oil workers on trial, several of whom had friends and family members killed in the massacre. Yet an incredible picture has emerged during the trials, during which defendants testified about how security forces imposed a curfew and reign of terror, arresting all they thought were linked to the strike. One defendant, Kairat Edilov, testified that he was offered protection by the police if he agreed to give evidence against 15 others. After refusing, he said the police beat him, covering his head with a bag and nearly suffocating him. He claimed his investigator, Bakyt Mendybayev, put a pistol to his head several times. Other prisoners testified how they had been stripped naked, thrown outside and periodically doused with cold water when temperatures were minus 15 degrees Celsius. One prosecution witness testified that he had helped one defendant to loot an ATM. But a day later, he returned to testify under his real name and retracted his earlier statement. Explaining his false testimony, he said he was beaten by the police after his arrest on Dec. 27. “I shook all night from fear and cold,” he said. “I couldn’t get hold of myself. I asked the investigator where I should go because the city was under curfew. On my way home, I was again arrested by soldiers. They were in masks and started beating me again.” The police, he said, had threatened to suffocate him with a plastic bag if he did not follow their instructions. In April, Human Rights Watch issued the following statement: “Kazakhstan needs to show that it has a zero-tolerance policy toward torture by suspending the trial and conducting an immediate, impartial and effective investigation.” Yet on May 11, the Prosecutor General’s Office demanded long prison sentences for those currently on trial. The Kazakh prosecutor general recently said it is important that “our international partners are able to see that justice is being done.” Yet the government recently refused visas to a delegation led by Paul Murphy, member of the European Parliament, to visit Aktau. The attempt to blame the Zhanaozen massacre on the strikers without bringing the law enforcement officials who were responsible for the killings and subsequent beatings and torture to justice shows how far Kazakhstan’s authoritarian regime is willing to brutalize its citizens. Robert Jones is the coordinator in Russia for CampaignKazakhstan.org. Filed under international affairs, political repression, trade unions Tagged as cover-up, Kazakhstan, massacre, Natalya Sokolova, Nursultan Nazarbayev, OzenMunaiGaz, repression of trade unionists, Robert Jones, Zhaksylyk Turbayev, Zhanaozen	cc/2022-05/en_head_0001.json.gz/line376
__label__cc	0.747976	0.252024	Home > Faculty > Scholarship > 18 Initiating a New Constitutional Dialogue: The Increased Importance Under AEDPA of Seeking Certiorari From Judgments of State Courts Giovanna Shay, Western New England University School of LawFollow Christopher Lasch, Yale Law School The Antiterrorism and Effective Death Penalty Act (AEDPA) contains a provision restricting federal courts from considering any authority other than holdings of the Supreme Court in determining whether to grant a state prisoner’s petition for habeas corpus. Through an empirical study of cert filings and cases decided by the Supreme Court, the Authors assess this provision’s impact on the development of federal constitutional criminal doctrine. Before AEDPA and other restrictions on federal habeas corpus, lower federal courts and state courts contributed to doctrinal development by engaging in a dialogue. This dialogue served to articulate the broad constitutional principles set forth in Supreme Court precedent. AEDPA has effectively ended the conversation, because under AEDPA federal courts lack the power to resolve emerging constitutional issues in the context of state prisoners’ federal habeas petitions. Now that only Supreme Court precedent can provide the basis for federal habeas relief under AEDPA, it is more important for open questions to be presented to the Supreme Court. Unless cert is sought and granted in cases arising out of state criminal proceedings, constitutional criminal doctrine may be frozen. Current certiorari practice is out of step with this reality. The Authors' analysis of the procedural posture of criminal cases in which certiorari was granted by the Supreme Court over the past twelve years demonstrates that, since 1995, the Supreme Court’s certiorari grants in criminal cases have been tilting away from federal prisoners’ direct appeals and towards state prisoners’ federal habeas and (to a lesser degree) state court direct appeals. Because the Court is not, as a general matter, using certiorari grants in state prisoners’ federal habeas cases to develop doctrine, it appears that certiorari from state court direct appeals is poised to become the primary vehicle for such development. Yet an empirical analysis of certiorari petitions filed in the October 2006 Supreme Court term reveals a gap between this opportunity for doctrinal development and practitioners’ current certiorari-seeking behavior. The Authors coded 347 “paid” certiorari petitions and a sample of 300 in forma pauperis petitions, categorizing cases by procedural posture. Although certiorari grants in federal prisoners’ direct appeals are declining dramatically, the leading category of cert filings remains federal prisoners’ direct appeals. Given that there are far more state criminal proceedings each year than federal prosecutions, the Authors argue that these trends demonstrate an opportunity to file more and better certiorari petitions. The Authors urge the criminal defense community to close this “cert gap,” both to ensure a better standard of review for individual clients and to promote continued development of the law. 50 Wm. & Mary L. Rev. 211 (2008) Constitutional Law Commons, Criminal Law Commons	cc/2022-05/en_head_0001.json.gz/line379
__label__wiki	0.855605	0.855605	Maryland2[remove] Recorder2[remove] City2[remove] Republican1 You searched for: Jurisdiction City Remove constraint Jurisdiction: City Office Recorder Remove constraint Office: Recorder State Maryland Remove constraint State: Maryland 1. Maryland 1819 Recorder, Annapolis On April 28, 1788, the Maryland Legislature, by a vote of 63 to 11, became the seventh state to ratify the new proposed national Constitution. With the creation of Allegany on December 25, 1789, the number of counties in Maryland increased to nineteen, a number that stayed constant until 1837. In addition, Baltimore and Annapolis were classified as cities. Maryland had three Legislative bodies. The House of Delegates, which was elected annually in October, had eighty members; four were chosen at large from each county and two from both Baltimore City and Annapolis. A State Senate of fifteen members was chosen every five years in early September and by an unusual method. An Electoral College of forty members was chosen, consisting of two members from the counties and one each from Baltimore City and Annapolis. The Electoral College then voted to elect nine Senators to represent the Western Counties and six for what was termed the Eastern Shore. There was not much interest in these elections until 1801, when for the first time; they became a political contest between the Federalist and Republican parties. In addition to the above, a Governor’s Council of five members was elected annually by a joint session of the House of Delegates and State Senate. They assisted the Governor who was also chosen yearly by the Legislature. Since the House of Delegates and State Senate voted together in electing the Governor, United States Senators and Governor’s Council, a potentially difficult situation could arise, if control of these two bodies was split between both parties. This played out in the election of 1800, when for the first time, Republicans won control of the House of Delegates, but Federalists still controlled the State Senate. As a result, the Federalists were able to elect their Governor, United States Senator and the entire Governor’s Council, even though Republicans had clearly won the state election. Popular elections were held in Maryland for Congress, Presidential Electors, House of Delegates, State Senator Electors and County Sheriff. After the elections of 1788 and 1792, all Congressmen and Presidential Electors were chosen by districts. In addition, popular elections for city officers were held in Baltimore and Annapolis. Except for the overwhelming Republican vote from Baltimore City, the parties were over all fairly evenly matched. After losing control of the state in 1801, the Federalists stayed relatively competitive and were able to rebound and capture the House of Delegates in 1808, and again from 1812–1817. Their greatest victory came in 1816 when they elected five out of nine congressmen, all fifteen State Senators, and had a 56 to 24 edge in the House of Delegates. With their large majorities in the House of Delegates after 1812 and then by winning the State Senate in 1816, the Federalists were able to elect their Governors and Council members from 1812–1818 along with two United States Senators, one in 1813 and another in 1816. For several years they were in complete control of the Maryland Government. By 1819 the Federalists lost their majority in the House of Delegates and two years later the entire State Senate. Only fourteen Federalists were elected to the House of Delegates in 1823. However, the following year in an unexpected turn of events, Federalists ran candidates in seven of the eight congressional contests, electing three members and losing another by running two candidates, splitting their votes, thus allowing a Republican to win. Voter turnout for this election was the highest ever cast in Maryland. It was perhaps a precursor to the changing political scene that was about to engulf the nation. "State History", Maryland, Things to do.com, (2006)Software Solutions Archives of Maryland Historical List Maryland Government Recorder: Formerly, a certain magistrate or judge having criminal and civil jurisdiction in a city or borough. 1812 - 1822: Indiana, Louisiana, Maryland Office Scope: County / City Role Scope: County / City	cc/2022-05/en_head_0001.json.gz/line386
__label__cc	0.737899	0.262101	Domo Activos opts for build to rent with an investment of 9,8 million euros Domo Activos has purchased 50% of Valdemoro Living Developments, which owns ten plots to develop 688 rental homes in the Madrid town of Valdemoro. Build-to-rent in Spain Domo Activos, a company listed on the BME Growth, today filed a Material Fact outlining its commitment to build-to-rent developments, a business model that is gaining popularity in the Spanish real estate market in response to the need for affordable housing in the Community of Madrid. “With the demand for rental housing on the rise – due to cultural factors, problems facing young buyers, job mobility and the growth in telework – there isn’t enough affordable, new and low-energy housing to satisfy aspiring tenants. We at Domo Activos are committed to designing and building this product”, says Enrique Guerra, CEO of Grupo Domo, management agency of publicly-traded Domo Activos. Jardines del Portillo, the garden city for rent in Madrid Jardines del Portillo will have a residential area specifically designed by the HCP architecture studio, featuring 688 rental homes, with an open block design and 1-to-3-bedroom units. The advantage of being connected to the Bolitas del Airón natural setting, the cycling and sports facilities already laid out in the master plan, the spacious common landscaped areas and the terraces will allow future tenants to enjoy outdoor spaces in contact with nature that are in such demand. It is located in the municipality of Valdemoro and directly linked to the commuter rail station, line C-3 of which connects the town to the city of Madrid in 25 minutes. On top of this residential rental property is a commercial property, with a building with over 3,000 m2 of surface area, where the Domo Group is planning to offer food services, restaurants, co-working, gym, health services, a bank branch and a tenant relations office. Negotiations are also underway with technology companies to move into this building and create local jobs. “Jardines del Portillo is a smart, shared project for the future that seeks to blend economic development with access to affordable housing for our young people. Its construction, planned over a single phase, is estimated to create more than 1,000 new jobs, and reflects our commitment to responsible environmental sustainability, since the entire area will have an A Energy Certification. Our garden city will also join in the digital revolution thanks to our innovative technological hub”, concluded Enrique Guerra from the Domo Group.	cc/2022-05/en_head_0001.json.gz/line390
__label__cc	0.695266	0.304734	Helicobacter pylori virulence factors in duodenal ulceration: A primary cause or a secondary infection causing chronicity Tovey, FI; Hobsley, M; Holton, J; (2006) Helicobacter pylori virulence factors in duodenal ulceration: A primary cause or a secondary infection causing chronicity. World journal of gastroenterology , 12 (1) pp. 6-9. Reports from countries with a high prevalence of Helicobacter pylori. (H pylori) infection do not show a proportionately high prevalence of duodenal ulceration, suggesting the possibility that H pylori cannot be a primary cause of duodenal ulceration. It has been mooted that this discrepancy might be explained by variations in the prevalence of virulence factors in different populations. The aim of this paper is to determine whether the published literature gives support to this possibility. The relevant literature was reviewed and analyzed separately for countries with a high and low prevalence of H pylori infection and virulence factors. Although virulent strains of H pylori were significantly more often present in patients with duodenal ulcer than without the disease in countries with a low prevalence of H pylori infection in the population, there was no difference in the prevalence of virulence factors between duodenal ulcer, non - ulcer dyspepsia or normal subjects in many countries, where the prevalence of both H pylori infection and of virulence factors was high. In these countries, the presence of virulence factors was not predictive the clinical outcome. To explain the association between virulence factors and duodenal ulcer in countries where H pylori prevalence is low, only two papers were found that give little support to the usual model proposed, namely that organisms with the virulence factors are more likely than those without them to initiate a duodenal ulcer. We offer an alternative hypothesis that suggests virulence factors are more likely to interfere with the healing of a previously produced ulcer. The presence of virulence factors only correlates with the prevalence of duodenal ulcer in countries where the prevalence of H pylori is low. There is very little evidence that virulence factors initiate duodenal ulceration, but they may be related to failure of the ulcer to heal. http://www.wjgnet.com/1007-9327/12/6.asp © 1995-2013 Baishideng Publishing Group Co., Limited. Articles published by the World Journal of Gastroenterology are distributed under the terms of the Creative Commons Attribution Non-commercial License (CC BY-NC), which permits use, distribution, and reproduction in any medium, provided the original work is properly cited, the use is non commercial and is otherwise in compliance with the license. Duodenal ulceration, Helicobacter pylori virulence factors, Cag pathogenicity island, Peptic-ulcer, Gastric-cancer, Gastroduodenal diseases, Nonulcer dyspepsia, High prevalence, Anti-caga, Asymptomatic subjects, Clinical-relevance, Developing-country UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Medical Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Medical Sciences > Div of Surgery and Interventional Sci UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Medical Sciences > Div of Surgery and Interventional Sci > Department of Surgical Biotechnology https://discovery.ucl.ac.uk/id/eprint/38999	cc/2022-05/en_head_0001.json.gz/line391
__label__cc	0.702496	0.297504	The Importance of Praying for Vocations to the Priesthood by Fr. John Harris I had the wonderful privilege a number of years ago of going on pilgrimage to the Holy Land. It was indeed a trip of a lifetime. It was a great spiritual joy to walk where our Blessed Lord walked, to see the country He saw and to be in the sacred sites where He saved the world. Having been to the Holy Land, one reads the Gospels in a different way; for you have been in the places that you read about; you have sat in the places where the mysteries took place. On the first morning, just a few hours after arriving, I celebrated Holy Mass in the tomb of the Lord, and then walked to Calvary. I remember sitting in the ruins of the synagogue of Capernaum, and reading there the words spoken by Jesus in the sixth chapter of St. John’s Gospel on the “Bread of Life” in that very same synagogue. It was a great experience to sit overlooking the Lake of Galilee on the mountain and read the Sermon on the Mount. But the place that left the deepest impression on me is the Upper Room. In this room, Jesus gathered with His disciples on the first Holy Thursday. It was to this room that the disciples returned after the terrible events of Calvary. It was in this room that Jesus appeared to the disciples after the Resurrection, and here the Apostles prayed with Mary until the descent of the Holy Spirit. It was from this room that St. Peter led the Apostles out to preach the Gospel and the Church began her mission. The deepest impression left to me concerning the room was that of being gathered with the Lord and His disciples as they sat around a table on that first Holy Thursday. The night He took some bread, said the blessing, broke the bread and said “This is my Body given for you” and then He took some wine, again He offered blessing and gave it to them saying, “This is my Blood, the Blood of the new and everlasting covenant which will be shed for you and for many. Do this in memory of me”. “Do this in memory of me”: here is the Priesthood. Everything we priests do and say is always done in memory of the Lord. The use of the word “memory” in this context is not simply a matter of thinking back to what was said and done on those three days over 2000 years ago which saved the world, but to make it present now in the world of today. The love that was in the heart of Jesus in that Upper Room, in the garden at prayer, on the Cross on Good Friday and now gloriously loving us in Heaven is made present sacramentally today to our world by the actions of the priest. Pope Benedict XVI said to priests on Holy Thursday 2006, “The mystery of the priesthood of the Church lies in the fact that we, miserable human beings, by virtue of the sacrament of Holy Orders can speak His ‘I’ ”. By the sacramental activity of the priest, Christ, the High Priest, is present for the Church of today. It is truly Jesus, the son of Mary and Second Person of the Most Blessed Trinity, who says “your sins are forgiven you” in the sacrament of confession; who touches us with his healing touch in the sacrament of the sick; who unites us with Himself in His offering of Himself to His Father at the Holy Mass. In and through the sacred ordained priesthood Divine Mercy Himself continues to touch our world. The Lord who was born in Bethlehem was not just born for that time but He was born for all time. What began in the womb of the Blessed Virgin Mary at the moment of His conception, His offering of Himself to the Father continues now in the Church. Christ, who comes into our world to bring it renewal, forgiveness, healing and true reconciliation with God, continues this ministry in the ministry of the priesthood. In the late nineteenth century, Cardinal John Henry Newman of England was asked what he thought about the position of the laity in the Church. He said that the Church would look a very strange place without them. This is absolutely true but it is even truer of priests. Without priests there would be no Church for there would be no Eucharist and as Pope John Paul II reminded us in his last encyclical, “The Church draws her life from the Eucharist. This truth does not simply express a daily experience of faith, but recapitulates the heart of the mystery of the Church”. Some people are now saying that we do not need priests that we must be planning for priest-less parishes. Such statements amaze me. There is the practical reality of the shortage of priests in the western world, but for some to be looking forward or indeed actively working for such a day when priests are no longer part of our Catholic experience is an outrage. Rather than practically planning for no priests we should be storming Heaven for good and holy priests in our midst. Our Blessed Lord told us that the labourers would be few and the harvest would be great. But then He went on to teach us to pray the Lord of the harvest to send labourers into the harvest. Each time you pray the fifth mystery of light, ‘The Institution of the Eucharist and the Establishment of the Priesthood’, let your heart-felt prayer be for good and holy priests. I am convinced that there are plenty of good young men in the Ireland of today who are willing to give their lives to Christ, but who need encouragement to take the leap of faith. When you pray the Chaplet of Divine Mercy pray that God will show us His great mercy by sending us holy priests to be his ministers of mercy. We must be renewed in our prayer and in our support of the holy priesthood. Christ did not leave Ireland without good and holy priests, many of whom became martyrs, during the penal days, so he will not do so now. But the secret is prayer. Both praying for vocations and also our young men must be people of prayer. It is only in prayer that we hear the voice of the call of the Lord asking us to gather round him in the Upper Room and to “do this in memory of me.”	cc/2022-05/en_head_0001.json.gz/line393
__label__cc	0.66411	0.33589	EAMT supports TeTra5: Technologies for Translation (ForlÃ, Italy, 14â€“15… EAMT is one of the organizations supporting the fifth edition of the “Technologies for Translation” (TeTra) international conference, organized and hosted by the University of Bologna on the ForlÃ¬ campus, in Italy, on 14-15 March 2019. This year’s edition of this biennial event has the thought-provoking title “Is translation dead? Machine translation, post-editing and the challenges that lie ahead”, and will focus on the technology that has gained more ground than any others in the world of language services: machine translation and its associated activities, such as post-editing and revision. Key questions such as the following will be addressed during the two days of the conference: How and how much have modern machine translation systems improved? How can (or should) these systems be exploited, and which skills are most valuable to be successful in today’s translation marketplace? And above all: is it so plausible that artificial intelligence will replace human intelligence in the near future? Talks on these stimulating topics will be given by high-profile international invited speakers who have close ties with the translation and language services industry, including Jost Zetzsche (International Writers’ Group), Lieve Macken (Ghent University), Sharon O’Brien (Dublin City University), Maarit Koponen (University of Turku), Bert Wylin (KU Leuven), Giovanna Scocchera (University of Bologna), Antonio Toral (University of Groningen), and Federico Gaspari (University for Foreigners “Dante Alighieri” of Reggio Calabria and Dublin City University). The second day of the conference will offer practical hands-on workshops concerning the use of machine translation and translation technologies as productivity tools for translators and interpreters; these workshops will be run by Luisa Bentivogli (Fondazione Bruno Kessler), Claudia Lecci (University of Bologna), and Nicoletta Spinolo (University of Bologna). In addition, following on from the success of past TeTra conferences, a “lunch and demo” session will feature software demonstrations and provide valuable networking opportunities with like-minded colleagues in the translation business; software products demonstrated during this session will include MateCat, MemoQ, SDL Trados Studio, Raw Output Evaluator/IntelliWebSearch, and TranslationQ. A final round table will encourage interaction between the conference organizers, the invited speakers and the audience. Around 150 delegates from Italy and beyond are expected to attend the conference, consisting of an exciting mix of forward-looking and innovation-oriented in-house and freelance translators and interpreters, managers of translation/interpretation companies, localisers, technical writers and editors, project managers, linguists, academics, lecturers, researchers, trainers and students in translation and interpreting. In addition to EAMT’s support, the conference is organized in collaboration with leading professional associations of translators and interpreters in Italy, namely AIIC, AITI, ANITI, ASSOINTERPRETI and TradInFo. Further information is available from the official conference website ( https://events.unibo.it/tetra-technologies-for-translation ) and Facebook page (www.facebook.com/events/2175866905998036/ ).	cc/2022-05/en_head_0001.json.gz/line396
__label__wiki	0.963716	0.963716	Sri Lanka to extend controversial Press Council law to electronic, new media Tuesday January 5, 2021 11:31 am ECONOMYNEXT – Sri Lanka will extend a controversial Press Council law enacted in 1973 to electronic and media, according to a decision by the Cabinet of Ministers. The cabinet of ministers has approved a decision to “structurally reform and reorganise” the Press Council to cover electronic and new media, the statement said, though it did not specify what is considered new media. Media Minister Keheliya Rambukwella could not be reached for comment. “The Sri Lanka Press Council has been established by the Sri Lanka Press Council Law No 05 of 1973 with the objective of preventing any prejudice to the public through press coverage and to establish a cordial relationship between journalists and the public. The provisions of that Act are restricted to the newspaper only. It has been identified that the Press Council should be structurally reformed and reorganised covering electronic, print and new media as a tribunal for journalists and media institutions and as a centre that promotes media education,” the announcement said. The Ministry plans to set up a Committee of Experts to make recommendations. Views of the public and civil society organizations would also be sought, the state information office said. Attorney-at-law Jagath Liyanarachchi speaking to EconomyNext said the move could pose a threat to media freedom, as websites would have to be registered once “new media” is incorporated into the Press Council. “They have yet to define what exactly they mean by new media. Also, only those websites that fall within the parameters of what the Press Council decides a proper news website is will be eligible for registration, which could stifle their right to free expression,” he said. (Colombo/Jan05/2021) citizen journalismKeheliya Rambukwellamediapress councilpress freedomSri Lanka Sri Lanka CEB to pay Rs36 a unit for self-generated power	cc/2022-05/en_head_0001.json.gz/line399
__label__wiki	0.82319	0.82319	News / Drugs Brazilian woman arrested for attempting to smuggle 18.8 kg of cocaine released 02 December 2021, MVT 14:17 (FILE) Criminal Court: Criminal Court released a Brazilian woman that was arrested in November with 18.8kg of cocaine in their luggage -- Photo: Mihaaru Criminal Court ordered the release of a Brazilian woman arrested for attempting to smuggle 18.8kg of cocaine to Maldives. In the hearing held on Wednesday, Criminal Court ordered the release of Nauru Nunez D'Souza, 37, who was arrested earlier in November along with Cristiano Silva, 28, for attempting to smuggle cocaine to Maldives. The drugs were found in Silva's luggage. Despite D'Souza claiming she was unaware of the drugs in Silva's luggage and Silva backing them up, Criminal Court has extended her arrest on multiple occasion previously. Police stated in yesterday's hearing that D'Souza was aware and had consented to carrying the drugs in Silva's luggage. This claim was made because the two of them had travelled together and their luggage showed that it was shared between the two companions, as it had both of their clothes in them. D'Souza's legal representative claims that she was unaware of the drugs in Silva's luggage. Shared clothes between them does not indicate awareness and consent and it is not a reason to arrest her, her representative said. Furthermore, they said the luggage was searched in their absence, and as such the drugs found cannot be claimed as legitimate evidence. However Maldives Customs Service has said their officers searched the luggage in the presence of the two women. In Criminal Court's ruling, they said while the shared luggage between the traveling companions does raise suspicion, police had failed to prove that D'Souza was aware and had consented to smuggle the drugs to Maldives. The order said that even after completing the investigation and the currently pending work, it is unlikely that evidence for D'Souza's consent or knowledge will be obtained. The court ruled that there was no reason for D'Souza to be responsible for the drugs as the luggage was not searched in their presence. Customs has previously stated that the drug seized in this case will reach MVR 94 million in the drug market. There has been an increase with South American nationals attempting to smuggle drugs into Maldives. According to the police, this increase is due to smugglers using Maldives as a transit point in their drug routes. Crime Brazil Police Criminal Court Drugs Customs	cc/2022-05/en_head_0001.json.gz/line400
__label__cc	0.614301	0.385699	Against Pure Pragmatism in Statutory Interpretation III: A Way Forward and Walsh (ONCA) About a month ago, I wrote two posts attacking the concept of “pragmatism” in Canadian statutory interpretation. So my argument goes, the seminal Rizzo case, while commonly said to herald a “purposive” approach to interpretation, is actually methodologically pragmatic This is because the famous paragraph from Rizzo, which contains a list of things an interpret must take into account, does not assign ex ante weights to these factors. That is, it is up the interpreter to choose, in the circumstances of particular cases, which factors will be most relevant. In short, while everyone in theory agrees on what the goal of interpretation is, that agreement rapidly breaks down in the context of particular cases. In these circumstances, methodological pragmatism is attractive because it permits interpreters to use an entire array of tools as they see fit. So the story goes, this freedom leads to “flexibility.” But it can also lead to a number of pathologies in interpretation that should be avoided. In this final post of the series, I outline these pathologies, sketch a path forward, and then highlight a recent example case (Walsh) from the Ontario Court of Appeal that demonstrates why methodological pragmatism unleashes judges to an unacceptable degree. The point here is that interpretation is designed to determine what the legislature meant when it enacted words. Purpose is important in ascertaining that meaning, but ascertaining purpose is not the point of interpretation. This leads to an approach that prefers some ordering among the relevant interpretive tools (for want of a better phrase), rather than a flexible doctrinal standard motivated by methodological pragmatism. The Pathologies of Pragmatism By now, and as I have outlined above and in my previous posts, Canada’s approach to statutory interpretation is oddly enigmatic. On one hand, everyone (seems) to agree on the goal of the enterprise: when courts interpret statutes, they are seeking to discover what Parliament intended when it enacted a particular provision or provisions. Putting aside thorny issues of what “legislative intent” might mean (and see here Richard Ekins’ important work), in practical terms, we are seeking to discover the legal meaning and effect of language enacted by Parliament; we are, put differently, seeking to discover what change has been effected in the law (either common law or existing statute law) by Parliament’s intervention (see Justice Miller’s opinion in Walsh, at para 134). When a law is adopted, one can speak of ends and means, and it’s this framework that guides the discussion to follow. It would be strangely anodyne to claim that Parliament speaks for no reason when it legislates. We presume, in fact, that every word enacted by Parliament means something (represented in canons like the presumption against surplusage, see also Sullivan at 187). And so it only makes sense to take account of a particular provision’s purpose when considering interpretation. Those are the ends for which Parliament strove when adopting the legislation. Selecting the proper ends of interpretation—at the proper level of abstraction, bearing on the actual text under consideration—is an integral part of interpretation. To avoid a strictly literal approach, text must be read in this context. But, importantly, this is not the end. What about means? In some ways, and as I will show through the example case, means are the real subject of debate in statutory interpretation. Parliament can achieve an objective in many different ways. In general, Parliament can enact broad, sweeping, mandatory language that covers off a whole host of conduct (within constitutional limits). It could leave it at that. Or it could enact permissive exceptions to general mandatory language. It can enact hard-and-fast rules or flexible standards. Administrative schemes can delegate power to “independent” actors to promulgate its own rules. The point here is that Parliament can decide to pursue a particular, limited purpose, through limited or broad means. This is Parliament’s choice, not the court’s. While free-wheeling pragmatism can lead to all sorts of pathologies, I want to focus here on the relationship between ends and means, between purpose and text. Pragmatism can distort the proper ascertainment of ends and means. In some cases, the problem will be that the court, without any doctrinal guidance, chooses a purpose at an unacceptably high level of abstraction (see, for example, the debate in Telus v Wellman, and Hillier), perhaps even to achieve some pre-ordained result. The courts can do so because, if one simply follows Rizzo, there is no requirement that a judge seek textual evidence for the establishment of a purpose. Yet we know that, as a descriptive matter, it is most common that purpose is sourced in text (see Sullivan, at 193): an interpreter can usually glean the purpose of the legislation, not from legislative history, subsequent legislative enactments, or even the judge’s own imagination, but from the text itself. This descriptive state of affairs is normatively desirable for two reasons. First, the point of interpretation is not to establish the purpose or mischief the legislature was intending to solve when it legislated (despite Heydon’s Case). The point is to discover the intent of the legislature as represented in the meaning of the words it used. The words are the law. Purpose assists us in determining the meaning of those words, but it cannot be permitted to dominate the actual goal of the enterprise. A pragmatist approach permits, at least in some cases, for that domination to exist: if purpose is better evidence of intention than text, in some cases, then it can be permitted to override text. But this undermines the point of interpretation. Secondly, for all we might say about legislative intentions, the best practical evidence of intention is what has been reduced to paper, read reasonably, fairly, and in context. Since statutory interpretation is not a theoretical exercise but a problem solving-one, the practicality of doctrine is central. For this reason, purpose can best assist us when it is related and grounded in text; when the text can bear the meaning that the purpose suggests the words should carry. To the extent pragmatism suggests something else, it is undesirable. Sometimes, however, the problem will lie in the means; while the relevant purpose may be common ground between the parties, there may be a dispute over the meaning of language used to achieve those ends. Such disputes tend to focus on, for example, the choice between ordinary and technical meanings, the role of particular canons of interpretation, and (importantly for our purposes) the relationship between the properly-scoped purpose and the language under interpretation. It is the job of the interpreter to work among these tools synthetically, while not replacing the means Parliament chose to accomplish whatever purpose it set out to accomplish. But with pragmatism, no matter the means chosen by Parliament, there is always the chance that the court can dream up different means (read: words) to accomplish an agreed-upon purpose. Often, these dreams begin with a seemingly benign observation: for example, a court might simply conclude that it cannot be the case that a posited interpretation is the meaning of the words, because it would ineffectually achieve some purpose. These pathologies can work together in interesting ways. For example, an expansive purpose can cause distortions as the means selection stage of the analysis; a court entranced by a highly abstract purpose could similarly expand the means chosen by the legislature to achieve those means. But even in absence of a mistake at the sourcing stage, courts can simply think that Parliament messed up; that it failed to achieve the purpose it set out to achieve because the means it chose are insufficient, in the court’s eyes. When constructing doctrine, at least two considerations to keep in mind pertain to flexibility and formality, for want of better words. Flexibility is not an inherently good or bad thing. Being flexible can permit a court to use a host of different tools to resolve disputes before it, disputes that sometimes cannot be reduced to a formula. Too much flexibility, however, and the judicial reasoning process can be hidden by five-part factorial tests and general bromides. Ideally, one wants to strike a balance between formal limits on how courts must reason, with some built-in flexibility to permit courts some room to react to different interpretive challenges. The point I have made throughout this series is that Rizzo—to the extent it is followed for what is says—is pragmatic, methodologically. Whatever the benefits of pragmatism, such a model fails to establish any real sequencing of interpretive tools; it does not describe the relationship between the interpretive tools; and leaves to the judge’s discretion the proper tools to choose. While subsequent Supreme Court cases might have hemmed in this pragmatic free-wheeling, they have not gone far enough to clarify the interpretive task. The starting point for a way forward might begin with the argument that there must be some reasons, ex ante, why we should prefer certain interpretive tools to others. This starting point is informed by a great article written by Justice David Stratas, and his Law Clerk, David Williams. As I wrote here: The piece offers an interesting and well-reasoned way of ordering tools of interpretation. For Stratas & Williams, there are certain “green light” “yellow light” and “red light” tools in statutory interpretation. Green light tools include text and context, as well as purpose when it is sourced in text. Yellow light tools are ones that must be used with caution—for example, legislative history and social science evidence. Red light tools are ones that should never be used—for example, personal policy preferences. In my view, this sort of approach balances formalism and flexibility in interpretation. For the reasons I stated above, the legislative text is really the anchor for interpretation (this is distinct from another argument, often made, that we “start with the text” in interpretation). That is, the text is the best evidence we have of intention, often because it contains within it the relevant purpose that should guide us in discovering the meaning of the text. For this reason, legislative text is a green light consideration. Purpose is also a green-light consideration, but this is because it is sourced in text; if it was not, purpose would be misused in a way that might only be recognizable to a methodological pragmatist. Other tools of interpretation, such as legislative history and social science evidence, can be probative in limited circumstances. The key innovation here is the Stratas & Williams approach does not rule out so-called “external sources” of meaning, but it does structure the use of various tools for interpretation. For example, the approach does not raise a categorical bar to the consideration of legislative history. But it does make some ex ante prediction about the value of various tools, reasoning for example that purpose is most relevant when it is sourced in text. This is an immediate improvement over the pragmatist methodology, at least when it comes to my core area of concern, the relationship between purpose and text. In the pragmatist model, purpose can be erroneously sourced and then used to expand the means chosen by the legislature; in other words, it can be used to override the language chosen by the legislature. Under the Stratas & Williams model, such a situation is impossible. Any purpose that is helpful and relevant to the interpretive task will be contained within the language Parliament chose, even if that language is limited, imperfect, or unclear. An Example Case: Walsh Much of this can be explained by a recent case, Walsh, at the Ontario Court of Appeal. While Walsh is a very interesting case for many reasons, I want to focus here on a key difference between the majority decision of Gillese JA and the dissent of Miller JA. Gillese JA seems to implicitly adopt a pragmatic approach, arguably making purpose rather than text the anchor of interpretation—presumably because the case called for it. Miller JA, instead, makes text the anchor of interpretation. The difference is subtle, but immensely important, because each opinion takes a different view of the “means” chosen by Parliament. At issue in Walsh was s.162.1(1) and (2) of the Criminal Code. Section 162.1(1), in short, “makes it an offence for a person to knowingly disseminate an ‘intimate image’ of a person without their consent” [61]. An “intimate image” is defined by s.162.1(2), and relates to a “visual recording of a person made by any means including a photographic, film or video recording.” Stripping the dispute down to brass tacks, the issue in this case was whether a FaceTime call that displays certain explicit content could constitute a recording. The problem, of course, is that FaceTime video calls cannot be conventionally saved and reproduced, like a photo (putting aside, for a moment, the possibility of recording a FaceTime video call). The Crown, at trial, argued that the language of the provisions are written broadly, and must be read “in the context of the harm that s.162.1 was enacted to address: sexual exploitation committed through technology, including cyberbullying and revenge porn” [23, 55]. For the Crown, the answer was found by reasoning from this general “mischief” that the statute was designed to address: the harm would still exist even despite “the recipient’s inability to further share or preserve the moment…” [23]. The defense, on the other hand reasoned from the ordinary meaning of the word “recording,” concluding that “recording” alludes to the “creation of an image that can be stored, viewed later, and reproduced” [57]. Gillese JA for the majority agreed with the Crown’s argument. She listed five reasons for her agreement, but one is particularly relevant on the issue of the relationship between text and purpose. Gillese JA writes, at paras 68 and 70: [68] Fourth, restricting the meaning of “recording” to outdated technology—by requiring that it be capable of reproduction—would fail to respond to the ways in which modern technology permits sexual exploitation through the non-consensual sharing of intimate images. In so doing, it would undermine the objects of s.162.1 and the intention of Parliament in enacting it. [70] …Giving “visual recording” a broad and inclusive interpretation best accords with the objects of s.162.1 and Parliament’s intention in enacting it. As we will see, this is precisely backwards. Miller JA’s dissent should be read in whole. It is a masterclass in statutory interpretation, and it is particularly representative of the approach I favour. But most importantly, Miller JA outlines why the majority’s approach demonstrates a means problem, as described above. For Miller JA, there is no purpose-sourcing problem here, since, as he says, there is common ground about the mischief that these provisions were designed to address [179]. However, for Miller JA, a proper application of the various tools of interpretation counselled an approach that did not rewrite the terms of the statute; the means chosen by the legislature. This approach is supported by a number of considerations. First, as Miller JA says, the term “recording” must be given its ordinary meaning. This is the going-in presumption, absent good reasons otherwise. But for Miller JA, the Crown offered no objective support for its assumption that the term “recording” must encompass the FaceTime video at issue. While dictionary meaning and ordinary meaning are two different things, dictionary meaning can shed light on ordinary meaning, and Miller JA noted that there was no instance of the term “recording” being used to describe a “visual display created by any means” [159]. This might have been enough, but the Crown offered another argument: that the term “recording” must be understood as encompassing new forms of technology [162]. Of course, because of the original meaning canon, it could not be said that any linguistic drift in the term “recording” is legally relevant in this case [166]. However, it is a common application of the original meaning rule that where words are written in a broad and dynamic manner, they could capture phenomena not known to drafters at the time of enactment. For Miller JA, however, this argument failed when it comes to the word “recording.” For him, FaceTime was clearly a phenomenon that existed at the time these provisions were drafted, and in fact, the context of the provisions indicated that Parliament had actually distinguished, in other places, recordings versus “visually observing a person…” [174-176]. The term “recording,” then must rely on the concept of reproducibility, as distinguished from other sorts of displays that cannot be saved and reproduced. This latter category of displays was known by Parliament when it crafted these provisions, but it is conspicuously absent from the provisions themselves. Miller JA, having disposed of these arguments, then clearly contrasts his approach to Gillese JA’s: [171] What the Crown is left with is the proposition that a reauthoring of the provision would better achieve s.162.1’s purpose….But where Parliament chooses specific means to achieve its ends, the court is not permitted to choose different means any more than it would be permitted to choose different ends. The interpretive question is not what best promotes the section’s purpose, such that courts can modify the text to best bring about that result, but rather how Parliament chose to promote its purpose [172] …Although the Crown’s argument is framed in ascertaining the conventional, ordinary meaning of language, it is actually an argument about what meaning ought to be imposed on s.162.1, so as to best achieve the purposes of this section. These paragraphs are remarkable because they clearly set up the difference between Gillese JA’s approach and Miller JA’s approach; the difference between a methodologically pragmatic approach, and an approach that roots ends in means, purpose in text. For Gillese JA, one of her five reasons for accepting the Crown argument pertained to the fact that the defense’s offered interpretation would fail to achieve the agreed-upon purpose of the provisions. This sort of reasoning is only possible under a pragmatic approach, which permits courts to prioritize different interpretive tools as they see fit. The result is a Holy Trinity abomination: where purpose is the anchor for interpretation, and the text is massaged to achieve that purpose, in the court’s view. Miller JA’s approach is better, if one follows the argument in this post. His approach clearly sees text as an interpretive “tool” that is prior to all the others, in the sense that it is (1) what the legislature enacted to achieve some goal (2) it, practically, is the best evidence we have of what the purpose of the legislation is. Under this formulation, it is not up to the courts to decide whether better means exist to achieve the purpose of the legislation. If this were the case, the point of interpretation would be to identify the meaning of purpose, rather than the meaning of language as evidence of intention. Miller JA explicitly assigns more weight to the text in cabining the purposive analysis. The Walsh case illustrates the problem that pragmatism has created. While all agree on the point of interpretation, that agreement tends to break down when we begin to apply the tools we have to determine the meaning of the text. Methodological pragmatism offers no hope for solving this problem, because it fails to take a stand on which tools are best. The Stratas & Williams approach, and the approach offered by Miller JA in Walsh, envisions some ranking of the interpretive tools, with text playing a notable role. This approach is better. It moves us away from the endless flexibility of pragmatism, while still leaving the judge as the interpreter of the law. Author Mark ManciniPosted on February 23, 2021 Categories statutory interpretation, The Justice SystemTags formalism, pragmatism, purposive, statutory interpretation, textualism 5 thoughts on “Against Pure Pragmatism in Statutory Interpretation III: A Way Forward and Walsh (ONCA)” I think this is a little over the top, and an unfair reading of what Gillese actually said. A large part of her decision is based in ordinary meaning, too. They just disagreed about what the ordinary meaning was. I personally think Gillese is right and Miller is wrong about ordinary meaning. Of course a FaceTime is a recording! How else do you transmit video to someone, but by recording it first? So what if it can’t be stored? The video has still been “recorded”. This is what Gillese says: [63] My plain reading of these provisions begins with the observation that with traditional technology, such as a camera, the capture and display of the visual image are separate acts. But, with a livestream application such as FaceTime, the two are simultaneous. Livestream transmissions enable a caller to capture visuals (i.e. record intimate images) and share them simultaneously. Thus, a FaceTime call in which the caller’s iPhone is pointed at a person is a visual recording of that person, within the meaning of s. 162.1(2), because that person’s image is captured on the caller’s phone and transmitted to the recipient’s screen where it is displayed. How could the recipient observe the person if that person’s image had not been recorded and transmitted to them? It matters not whether the recipient reproduces the person’s image or could reproduce it; the recipient has seen the person’s image because the caller recorded it and sent it to them. Thus, the FaceTime call is the visual recording of the person. Disagree with the analysis, fine, but calling it an “abomination” which disregards text and rewrites the statute to serve her subjective understanding of the law’s purpose is just …. wrong, and not what she did at all. The purposive analysis Gillese then undertakes only reinforces why her ordinary meaning analysis is to be preferred. It’s just common sense that dissemination of an intimate FaceTime recording is exactly the kind of harm this provision exists to prevent. If reliance on any “common sense” is too much of a subjective, amorphous interpretation, well, then, I don’t know what to tell you. I doubt we will agree on this. If this is simply a dispute over ordinary meaning (“plain” as Gillese JA calls it) that is fine. And to be clear, I certainly don’t think it is a matter of Gillese JA imposing her own “subjective understanding” of the purpose itself. As I say, there is common ground on what the purpose is. Instead, as I say, this is a dispute over what the language means. The difference is in the acknowledgment is that, sometimes, means (language) will imperfectly capture–or only track to some extent–the purpose(s) of the statute. Your assertion of common sense might be common or sensible to you, but Parliament evidently made different choices (if you look at Miller JA’s analysis of the context). I wouldn’t worry too much about the abomination language. I just don’t like Holy Trinity. As much as the Crown wanted to make this about the meaning of the words, the result was a reasoning from purpose to fill gaps in the text. Thanks for your reply. I don’t think you are addressing the main thrust of my comment though. My point is that your article is based in a straw man. Its primary thesis is that Gillese and Miller use two distinct methodological approaches, and one is better. I’m not arguing with you about which approach is better, I’m saying that your basic premise is incorrect because Gillese doesn’t actually use the method you say she does – they both used the ordinary meaning method, which is the one you advocate for, and she just arrives at a different result. Her result did not also require any application of “pragmatism” to get to her conclusion, even if she did also apply some purposivism to reach the same result. And it just so happens that I think Miller is dead wrong in his application of the ordinary meaning method, but that’s a secondary matter. I don’t agree. First some terminological issues: I am not sure what you mean when you say I prefer the “ordinary meaning method.” If you mean to say that I prefer an approach that uses the ordinary meaning of words as opposed to some technical meaning, then that is correct. But this isn’t a “method” as much as it is the going-in presumption that most interpreters use, always rebuttable based on the context and the text to-be-interpreted. In other words, and as I will point out, agreeing on the use of ordinary meaning does not clarify very much in today’s law of interpretation in Canada. Secondly, as I said, I acknowledge this is a dispute about the language. Simply saying that Gillese and Miller used the “ordinary meaning method” (again, some terminological confusion here, but that aside) is really not the point you think it is, because agreeing that one must adopt the “ordinary meaning” is the tip of the iceberg. As most lawyers will tell you, the real confusion comes when we determine what the relationship between text and purpose(s) is in a particular case. I think it is fairly evident that both judges used the purpose differently in relation to the text. As I mentioned, it is in the Crown’s benefit to spin this as a dispute over ordinary meaning rather than a dispute about the use of purpose. Finally, my argument is not that pragmatism requires anything. Actually, it’s the exact opposite. It doesn’t require anything, and that’s the problem. A judgment based on methodological pragmatism might sometimes be well-justified with reference to the tools of interpretation. But it need not be, and that’s my worry–it permits uses of purpose that, for the reasons I’ve raised, could be troublesome. I hope you are working these posts into a paper. It would be a useful contribution. I don’t find the red light-yellow light-green light thing very helpful. There is an unexamined liberal (in the classical sense) assumption that substantive “policy” values are “preferences.” That is just what the people you disagree with are denying. They are saying substantive values are just as objective (or just as subjective) as the communicative meaning of the text. Of course, if the policy “preference” is truly “personal”, then it is not legitimate as a basis for a decision, but the policy that criminal laws that are unclear should go to the accused is not obviously of a different status than the policy that sexual privacy should be protected from abuse. I don’t think either of these are “personal” or absent from the legal order. There is something about the rhetoric of “personal policy preference” that is unnecessarily polarizing, since it seems to suggest that the judge who uses that language has a more direct access to the truth than the one who disagrees. I think they both have to acknowledge that they are constrained, as interpreters, by what the legislature decided to do and to good faith readings of what that was. 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__label__cc	0.569852	0.430148	Biography Briefs: The ELS of 1918 We continue with a series of biographies of the pastors who attended the reorganization convention of the Evangelical Lutheran Synod in 1918. There is evidence for the presence of at least thirteen pastors along with two hundred guests at this convention. In 1918, J. E. Thoen was farming near Oklee, Minnesota, having served several Norwegian Synod parishes and as the principal of the Norwegian Synod’s Albert Lea Academy, 1903-14. Following the synod’s reorganization in 1918, Pastor Thoen served Our Savior’s Lutheran Church near Amherst Junction, Wisconsin. He is remembered as a proliﬁc author who clearly expounded the Biblical teaching of salvation through Christ alone in the face of the unbiblical teaching of Opgjør. From 1930-39 he was the editor of the synod’s newspapers: the Evangelisk Luthersk Tidende and the Lutheran Sentinel. Having married Caja Wulfsberg, he was a brother-in-law to the Rev. Christian Anderson. He died in 1947. In 1918, G. P. Nesseth was a pioneer pastor who helped to organize many congregations in a newly opened mission ﬁeld in northern Minnesota. In 1918, he quietly and faithfully was serving ﬁve congregations. Among these was Gran Lutheran Church where the log church is listed on the National Registry of Historic Places and St. Paul’s Lutheran Church in Lengby. He married Bertha Moen. He died in 1937.	cc/2022-05/en_head_0001.json.gz/line407
__label__wiki	0.719366	0.719366	Emmaus Glasgow supports people to work their way out of homelessness About Emmaus Emmaus in the UK Emmaus International Find out more about community life You can make a difference by donating, volunteering or visiting one of our shops. About us/Emmaus in the UK It was one man's chance encounter at a night shelter in Cambridge that brought Emmaus to the UK in the early 1990s. In 1989, Cambridge businessman, Selwyn Image was volunteering at a soup and sandwich shelter in the city. He was keen to find out what he could do to help from the people who were using the shelter. In one particular conversation, a homeless man shot down every idea that Selwyn had. Increasingly frustrated, he asked: “Well, what do you want?” The man responded: “I would have thought that would have been obvious to an intelligent man like you. I want somewhere where I can work, where I feel I belong, and where I can recover my self-respect.” Then, in a sentence that would change Selwyn’s life forever, the man said: “And what are you going to do about it?” Selwyn remembered some work experience he had done 30 years previously in Paris when trying to brush up his French for a language exam. It was at a social enterprise that provided a home and work to people who had experienced homelessness, and it seemed to provide just what this man was asking for. Not knowing if Emmaus even still existed, the next day Selwyn went to the library and picked up a Paris phone book. He managed to reach Abbé Pierre, told him he would like to open an Emmaus community in Cambridge, and Emmaus UK was born. Since the first community opened in the UK in 1991, Emmaus has grown quickly. There are now 29 communities spread across the UK, with a further five groups currently working to establish new communities. The UK is now the largest Emmaus movement outside of France. There are now more than 850 Emmaus companions living at communities stretching from Glasgow to Dover. Each one has at least one shop or social enterprise, with many running successful cafés, shops, gardening projects and removal companies. No two Emmaus communities are the same – each has its own individual personality, providing a set of services that meet the needs of its local area. For many, Emmaus offers a welcoming place to visit, to speak with companions, volunteers and staff. Emmaus House, 101 Ellesmere Street, Glasgow G22 5QT Charity Number: SC029354 Company Number: SC199214	cc/2022-05/en_head_0001.json.gz/line409
__label__cc	0.749064	0.250936	Equality League Queers ahead! Justice EU Hate Crime Reporting Platform Together against descrimination Healthy, Brave, and Proud National LGBTI Legal Program Rainbow Over Hate Rainbow Hub SEE WHAT'S NEXT Development of tools for civic participation in the formulation, implementation and monitoring of anti-discrimination policies in Bulgaria The Courage to Be books Brink It On ЛидерЛандия Rainbow Rays Rainbow Rays is a youth-led project that aims to empower young LGBTI people to achieve quality change in their local communities by strengthening their skills and understanding of solidarity, active citizenship and social inclusion. Two LGBTI youth groups were established – one in Sofia and one in another city in the country. The project participants participated in the organization of events in solidarity with the local community.Networking meetings between the youth and activists working in the fields of youth work, community organizing and LGBTI rights took place. The group shared best practices in a handbook about establishing LGBTI youth group within the local context. The project is financed by the European Solidarity Corpus of the European Union. Youth for Social Change The project aims to raise awareness about the worrying results on the acceptance of LGBTI people and its consequences, including 95% of LGBTI students reporting experiencing and/or witnessing homophobic and transphobic attacks and remarks and increase the sensitivity of the general public, support the LGBTI community as a whole and more specifically LGBTI youth. General awareness was raised through public actions in Sofia and through media coverage of the following actions: Engaging a group of LGBTI activists in the decision-making process and providing them with the necessary skills to come up with their own creative solutions by organizing a workshop led by Svetla Baeva- an established activist, who has been working in the field of Creative activism for years. The group developed their own attractive visuals for brochures and Tshirts. The brochures had a part where people could write a message in support of an LGBTI students. The T-shirts said “ Gay, Bi, Trans - you can talk to me” and were used as a way to indicate allies that LGBTI people looking for support could approach. The group engaged with 5 public actions through which they reached over 500 people by handing out brochures and engaged in conversation with them over the rights of LGBTI citizens and specifically LGBTI youth. The project was funded under the Black Sea Trust for Regional Cooperation A study of the current Bulgarian legislation at the level of legal normative acts regarding the rights granted to married couples and to couples of different sex living in actual cohabitation in comparison with the rights of couples of the same sex This study was prepared by the team of Popov, Arnaudov & Partners Law Firm on behalf of the Youth LGBT Organization Deystvie. It reflects the state of the law in force at 30 April 2018. The study does not address any case law on the implementation of the relevant identified provisions, but where appropriate, conflicting interpretation by the courts exists or the law is unclear, this is stated. This study identifies the rights and obligations assigned to individuals, part of married or cohabiting couples (or, respectively, of one of the married / cohabiting persons) on the basis of the legal consequences associated with some basic definitions that are associated with marriage and family relationships. Such are, for example, "marriage", "family", "household", "husband / wife / spouses", "Actual spouse cohabitation" and its derivatives. The following study does not commit itself to exhaustiveness regarding the possible unequal position of same-sex cohabiting couples in relation to same-sex cohabiting couples, insofar as it is limited to legal regulation at the legal level, and the unequal position may also be introduced by regulations. On the other hand, inequality may not stem directly from the legal consequences of the main family relations institutions, but from the overall application of the various institutions, which are rather indirectly related to the issue under consideration. LoveMoves Bulgaria is one of the few countries in the European Union that has no legal protection for the families of same-sex partners? Same-sex couples don’t have various state and private benefits, tax benefits, inheritance rights, adoption rights, etc. Such rights are also excluded from the legal sphere of unmarried couples of different sex because their relationship is also not regulated by law. This is a consequence of the lack of regulation of the legal institute of “factual cohabitation” that does not exist in the country. And while different-sex couples have access to marriage, same-sex couples don’t have that and there is no way for their relationship to be legally recognized and for them to settle their rights because the Constitution limits marriage as a union concluded only between one man and one woman. Read more about our project at lovemovesbg.eu Together for LGBTI rights in Bulgaria The Together for LGBTI Rights in Bulgaria project has raised awareness to the many forms of discrimination and prejudice faced by LGBTI people in Bulgaria among teachers, politicians, business leaders, civil society leaders and parents of LGBTI youth. Through the project, we reached 300 non-governmental organizations, 600 teachers, and dozens of politicians, business leaders and civil society leaders. The project's communication campaign reached over 1 million people nationwide. The project is being implemented by a consortium of: Workshop for Civic Initiatives Foundation, Bulgarian Donor Forum, Bulgarian School of Politics D. Panitsa, Education Union at the Podkrepa Laboratory, Voice Bulgaria Foundation and Deystvie. The project partners working in various fields are coming together for the realisation of a broad awareness raising campaign among their target groups in support of the equality of LGBTI people in Bulgaria. The project is funded by the European Commission Law, Equality and Citizenship Program (2014-2020). Bilateral cooperation with Norway in the field of HIV At the end of 2017, Deystvie exchanged experiences, good practices and know-how with Norway with regards to HIV prevention and treatment policies in the following three main areas: HIV prevention policies and practices focusing on testing initiatives as well as the use of PrEP and PEP; Policies and practices to ensure quality treatment and decent living for people with HIV; Initiatives and practices for organizing and empowering people living with the HIV virus. The project was funded by the BG07 Bilateral Cooperation Fund for Public Health Initiatives Program of the Ministry of Health. Monitoring the implementation of the Committee of Ministers' Recommendation CM / REC (2010) 5 on measures to combat discrimination based on sexual orientation and gender identity In 2018, the Council of Europe undertook a review of the implementation of the Recommendation in the Member States, examining the changes resulting from its implementation in each country. Non-governmental organizations were invited by the Council of Europe to carry out a parallel study and to produce a follow-up report. In Bulgaria, the report was prepared by Deystvie's team. Rainbow Over Hate with American Bar Association The project is funded by the Justice Works program of the American Bar Association. Within the framework of the project, we conducted the first of its kind training of Ministry of the Interior officers on how to responding to hate crimes based on homophobic and transphobic motives. 54 police officers took part in the training and there were representatives from 27 Ministry of the Interior units in the country. Our speakers included representatives of the Anti-Discrimination Commission, the Ministry of the Interior Academy, Krasimir Kanev of the Bulgarian Helsinki Committee, Marja Lust and Yanitsa Bakalova of the Pink Police of the Netherlands, Goran Staton of the Swedish Police Hate Crime Unit Forces, Borislav Dimitrov - human rights defender. The training was facilitated by Maria Alkalai. The three-day seminar, held at the Aquatonik Hotel in Velingrad, was sponsored by the American Works Association's Justice Works program with the support of the US Embassy and the Ministry of the Interior. Collection of hate crime data This report is based on the data collected by Deystvie on hate crimes targeted at LGBTI people in Bulgaria. The data was collected from May to October 2017 through an online victim and witness questionnaire distributed through the organization's online communication channels. In addition to the questionnaires, representatives of Deystvie held a number of meetings with individual victims and witnesses of crime, with the LGBTI community itself, with representatives of the non-governmental sector, police, prosecutors, judges and citizens. The project was implemented with the financial and methodological support of ILGA-Europe. It allowed for the documentation of new incidents and the future monitoring of hate crimes against LGBTI people on a national level. Comparative analysis of hate crime legislation The project is a comparative analysis of the legislation of 3 different countries regarding hate crime. The analysis covers the USA, Hungary and Albania. The project is a joint action of Youth LGBT Organization Deystvie and was prepared for the work program of the American Bar Association in the Justice sector by Covington & Burling, LLP. The opinions expressed in this document are not endorsed by the House of Delegates or the Governing Board of the American Bar Association and should therefore not be construed as representing the policies of the American Bar Association. The project is aimed at uniting LGBTI activists from the 6 largest cities in Bulgaria - Sofia, Blagoevgrad, Varna, Bourgas, Veliko Turnovo and Plovdiv. The project provided several consecutive trainings of LGBTI people on how to get involved in the movement, how to organize events in cities outside Sofia. 20 young people took part in the training. As a result of the project, events were organized in Blagoevgrad (attended by over 70 people), Varna, Burgas and Veliko Turnovo. Тhe event planned for Plovdiv could not take place for security reasons. The book The Courage to be Yourself The book is a series of short stories of LBT women who are out and established in the Bulgarian society. It raises questions about what it is like to be an LGBTI person in Bulgaria? What is it like to be an LBT woman in Bulgaria? And what is it like being an LBT woman in Bulgaria? And what is success? How much does it cost? "The questions are many ... The answers are sometimes frightening, often harsh, but always sincere and ultimately hopeful. In this little book we have collected the stories of several LBT women in Bulgaria. In this little book, we talk about their greatest success .... courage. The courage to stand. The courage to show your face ... The courage to be and to love! ” The book presents the stories of 10 successful LBT women and has been printed in 1000 pieces that have been sold out within months, with orders from all over the country.	cc/2022-05/en_head_0001.json.gz/line418
__label__wiki	0.734771	0.734771	Leo Borchard Lew Ljewitsch "Leo" Borchard (31 March 1899 – 23 August 1945) was a German-Russian conductor and briefly musical director of the Berlin Philharmonic. 2 Memorials 3 Recordings BiographyEdit Borchard was born in Moscow to German parents, and grew up in Saint Petersburg where he received a solid musical education, as well being a regular visitor to the Stanislavsky Theatre. In 1920, after the Russian Revolution, he emigrated to Germany. Otto Klemperer engaged him as his assistant at the Kroll Opera in Berlin (Klemperer, lacking confidence in his own abilities, expected Borchard to critique his conducting technique).[1] He conducted the Berlin Philharmonic for the first time in January 1933. In 1935, he was banned by the Nazi regime as politically unreliable. He continued teaching at his apartment and received his friends, including Boris Blacher and Gottfried von Einem.[2] During World War II he remained in Berlin as a Resistance activist under the name Andrik Krassnow, during which time his duties included contact with Ludwig Lichtwitz, a specialist in false identity papers. Memorial, Berlin-Steglitz, Germany On 26 May 1945, two and a half weeks after Germany's unconditional surrender, he conducted the Berlin Philharmonic at the Titania Palast cinema, in a concert featuring the Overture to Mendelssohn's A Midsummer Night's Dream, Mozart's Violin Concerto in A major and Tchaikovsky's Symphony No. 4, to great public acclaim.[3] One week later he was appointed musical director of the orchestra by the Soviet official Nikolai Berzarin, replacing Wilhelm Furtwängler, who was in exile in Switzerland. His anti-Nazi credentials and command of the Russian language enabled him to enjoy a close relationship with the occupiers.[4] He gave 22 concerts in total as chief conductor of the BPO. After a concert on 23 August 1945 Borchard and his partner Ruth Andreas-Friedrich were invited to dinner by a British colonel. The pair had a wonderful evening especially as it gave them the chance to eat real meat and white sandwiches. Afterwards there was whiskey to enjoy as they discussed music and other subjects with their host. There was a curfew at 10.45pm, but the colonel assured them there was no need to hurry home as he would drive them home in his official car.[5] Unfortunately there had been a gunfight between some drunk Americans and Russians the previous night which meant the checkpoints were on edge in Berlin. Their British driver misinterpreted an American sentry's hand signal to stop at the checkpoint on the border between the British and American sectors at Kaiserplatz (today called Bundesplatz [de], in Wilmersdorf, a borough of Berlin) and drove through. This caused the sentries to open fire on the car killing Borchard instantly.[6] The British driver and Borchard's partner Ruth Andreas-Friedrich survived. As a result of this incident, it was decided to mark military checkpoints more prominently so that hand signals were not required.[6] MemorialsEdit In 1943 Gottfried von Einem dedicated his Capriccio for Orchestra, op. 2 to him. Borchard also conducted the world premiere with the Berlin Philharmonic on 11 March 1943. In October 1988, a Berlin memorial plaque was unveiled on former the home of Andreas-Friedrich and Borchard. In April 1990, the music school in the Berlin district of Steglitz was named the Leo-Borchard-Musikschule (Leo Borchard Music School). Today it is considered the largest music school in Germany. On 5 and 6 September 1995 Claudio Abbado and the Berlin Philharmonic marked the anniversary of Borchard's death with performances of Mahler's 6th Symphony.[2] RecordingsEdit Boccherini – Minuet Delibes – Mazurka & Valse Lente from Coppelia Françaix – Piano Concertino Glazounov – Stenka Razin* Puccini – orchestral selection from Tosca Rebikov – Berceuse Suppé – Overture to Banditenstreiche Tchaikovsky – Fantasy Overture, Romeo and Juliet; Excerpts from The Nutcracker Wagner – Wotan's Farewell Weber – Overture Oberon (*broadcasts from June 1945)[7] ^ Heyworth, Peter (1983). Otto Klemperer, His Life and Times: Volume 1, 1885-1933. Cambridge University Press. p. 385. ISBN 0-521-24488-9. ^ a b Friedrich, Ruth-Andreas. Der Schattenmann – Tagebuch Aufzeichnungen 1938-1945. Surhrkamp Verlag, 1947; as quoted in notes by Myriam Scherchen and René Trémine for CD Tahra 520. ^ Patmore D. Review of Tahra CD 520. Classic Record Collector, August 2004. ^ Monod, David (2005). Settling Scores: German Music, Denazification, & the Americans, 1945-1953. University of North Carolina Press. p. 75. ISBN 0-8078-2944-7. ^ Jähner, Harald (2019). Aftermath: Life in the Fallout of the Third Reich 1945-1955 (Paperback). London: W H Allen. p. 269. ISBN 9780753557877. ^ a b Stivers, William (2004). "Victors and Vanquished: Americans as Occupiers in Berlin. 1945-1949". In Combat Studies Institute (ed.). Armed Diplomacy: Two Centuries of American Campaigning. Fort Leavenworth, KS: Combat Studies Institute Press. p. 161. ISBN 1-4289-1650-4. ^ Discographical details from Darrell R D. The Gramophone Shop Encyclopedia of Recorded Music. The Gramophone Shop Inc, New York, 1936, and the Classic Record Collector review. Gary Lemco (March 2005). "Leo Borchard conducts Berlin Philharmonic". Audiophile Audition. Retrieved 2007-08-17. Retrieved from "https://en.wikipedia.org/w/index.php?title=Leo_Borchard&oldid=1059808165"	cc/2022-05/en_head_0001.json.gz/line421
__label__cc	0.670166	0.329834	Pallium 1 byte removed, 04:20, July 3, 2006 The '''pallium''' (or '''pall''') is an ecclesiastical vestment used in the [[Church of Rome]] and originally worn only by the [[Bishop]] of Rome. However, it has been bestowed by him for centuries on [[metropolitan]]s and [[primate]]s in the Western Church as a symbol of the jurisdiction delegated to them by the Holy See. In its present form the pallium is a narrow band of clothecloth, "three fingers broad," woven of white lamb's wool from sheep raised in Valencia, Spain, with a loop in the centre resting on the shoulders over the chasuble, and two dependent lappets, before and behind. Thus, when seen from front or back the vestment resembles the letter Y. It is decorated with six black crosses, one on each tail and four on the loop, is doubled on the left shoulder, and is garnished, back and front, with three jeweled gold pins. In origin the pallium and the [[omophorion]], used in the Orthodox Church, are the same vestment. The omophorion is a wide band of cloth, much larger than the modern pallium, worn by all Eastern Orthodox bishops and Catholic bishops of the [[Byzantine Rite]]. Retrieved from "https://en.orthodoxwiki.org/Special:MobileDiff/34981"	cc/2022-05/en_head_0001.json.gz/line422
__label__wiki	0.746716	0.746716	Cemeteries and Memorials Entries - Entry Category: Cemeteries and Memorials Arkadelphia Confederate Monument The Arkadelphia Confederate Monument is a commemorative sculpture erected in 1911 on the grounds of the Clark County Courthouse in Arkadelphia by the Harris Flanagin Chapter of the United Daughters of the Confederacy (UDC) to commemorate local men who had served in the Confederate army during the Civil War. In 1911, the Harris Flanagin Chapter of the UDC borrowed $1,500 to purchase a Confederate monument. It was dedicated in an elaborate ceremony on May 27, 1911, which began at 10:00 a.m. and lasted into the afternoon. According to newspaper reports, speakers included historian, politician, and author Farrar Newberry, who “delivered a stirring and patriotic oration in which he eulogized the soldiers of the Confederacy in the highest terms, and praised … Arkansas Post National Memorial Arkansas Post National Memorial is a unit of the National Park Service located in southern Arkansas County near Gillett. It preserves and interprets the remains of the original European and Native American settlements on the Arkansas River, as well as the Civil War battle fought at the post and the countless people who once resided in the area. Arkansas Post was settled by French traders in 1686 and was the first permanent European colony in the Mississippi River Valley. A Quapaw Indian village called Osotouy was located nearby. The actual post was moved several times over the years due to flooding but remained in the same general area. The only battle of the American Revolution that was fought in Arkansas … Batesville Confederate Monument The Batesville Confederate Monument is a commemorative sculpture erected in 1907 by the Sidney Johnson Camp No. 863 of the United Confederate Veterans (UCV) and Sidney Johnson Chapter No. 135 of the United Daughters of the Confederacy (UDC) to commemorate local men who had served in the Confederate army during the Civil War, as well as the women who supported them. Independence County fielded ten companies of cavalry and thirteen of infantry for the Confederate army during the Civil War. In 1906, the Sidney Johnson Camp No. 863 of the UCV and Sidney Johnson Chapter No. 135 of the UDC, based in Batesville (Independence County), decided to do what several other Arkansas organizations had done and erect a monument in their … Belmont Missionary Baptist Church and Cemetery The Belmont Missionary Baptist Church and Cemetery are located in a rural area in the southeastern corner of Jefferson County, roughly half a mile to the west of the intersection of Highway 199 and Belmont Road. Established in 1901, the site is the oldest extant resource in the Moscow (Jefferson County) vicinity representing the African-American post-bellum settlement of southeastern Jefferson County. The property is representative of small, rural African-American churches and cemeteries in the South, and covers roughly two acres. It was listed on the Arkansas Register of Historic Properties on December 4, 2019. The original 1901 church building was lost to a fire around 1945; all of the church records and history were also lost to the blaze, which … Benton County Poor Farm Cemetery The Benton County Poor Farm Cemetery, which contains an unknown number of burials, is located approximately one mile northeast of downtown Bentonville (Benton County) in the Allencroft Subdivision on the west side of Northeast Young Avenue and north of Northeast Carnahan Court. It is the most important physical onsite reminder of the Benton County Poor Farm, established in the mid-nineteenth century for the care of the poor. It was added to the National Register of Historic Places on May 20, 2008. During the early history of the United States, the ever-growing population of poor citizens was regarded as a danger by many but was seen as a call to service by others. Many citizens and charitable organizations provided services to … Bentonville Confederate Monument The Bentonville Confederate Monument is a commemorative sculpture erected in 1908 in the Bentonville (Benton County) town square by the James H. Berry Chapter of the United Daughters of the Confederacy (UDC) to honor local men who had served in the Confederate army during the Civil War. Eleven companies of infantry and cavalry were raised for Confederate service from Benton County during the Civil War, and in the early twentieth century, the James H. Berry Chapter of the United Daughters of the Confederacy decided to sponsor a monument in their honor in the Bentonville town square. A. J. Bates, a Bentonville banker, donated $1,000 of the $2,500 monument cost, and James H. Berry—a former Confederate soldier, Arkansas governor, and U.S. senator, … Bethel Cemetery aka: Old Bethel Cemetery Bethel Cemetery, named after the nearby extinct Bethel Church, is located in the west-central area of Lawrence County, in the vicinity of the former rural town of Denton (Lawrence County). The cemetery is listed in the National Register of Historic Places under Criterion A with local significance for its association with the early exploration and settlement of that community. Denton, a now-defunct town located six miles west of Powhatan (Lawrence County) on State Highway 117, is one of several communities that experienced a slow decline after railroad companies built tracks through eastern Lawrence County. Situated in the Flat Creek valley, Denton sprang up at the crossroads of the Military Road and the Powhatan-Smithville Road. Settlers began arriving about 1850. Some would … Buckville Cemetery The community of Buckville (Garland County) was inundated by the waters of Lake Ouachita in the 1950s; the remains lie under the lake’s surface. The Buckville Cemetery is the only reminder of the town that occupies its original location. The cemetery, which is located in northern Garland County off Buckville Road about two miles south of Avant (Garland County), was added to the National Register of Historic Places on September 27, 2007. The town of Buckville developed in the years following the Civil War. A post office was established in 1884, and a thriving community existed by the 1900s. A decline began by the 1920s when Arkansas Power and Light (AP&L) embarked on the construction of three dams on the … Caddo Indian Memorial The Caddo Indian Memorial is located on the site of a Native-American burial ground on the outskirts of Norman (Montgomery County) on Arkansas Highway 8 East. Open year round and free to the public, it contains the Elmo Clark Honor Path, which runs a quarter of a mile along the perimeter. This allows visitors easy access to the twenty-one signs that explain the culture and history of the Caddo Indians. The path runs parallel to the Caddo River and its tributary, Huddleston Creek, which form the southwestern and northwestern boundaries. In October 1988, the city of Norman had begun excavation at this site for construction of a sewage treatment plant, but digging was stopped abruptly when bones and artifacts were … Camden Confederate Monument The Camden Confederate Monument is a commemorative sculpture erected in 1915 on the grounds of the Ouachita County Courthouse in Camden (Ouachita County) through the efforts of the Hugh McCollum Camp 778 of the United Confederate Veterans (UCV), aided by the Hiram L. Grinstead Chapter of the United Daughters of the Confederacy (UDC), to honor women who had supported the Confederacy during the Civil War. The Camden Confederate Monument is one of two Arkansas memorials that honor the women who supported the Confederate cause, and as with the Monument to Confederate Women on the Arkansas State Capitol grounds, it was raised through the efforts of the United Confederate Veterans. Sufficient money was raised by the McCollum Camp, with help from … Camp Nelson Confederate Cemetery Camp Nelson Confederate Cemetery, located approximately four miles southeast of Cabot (Lonoke County), is the site of a mass grave with as many as 1,500 soldiers who died of various diseases. It is one of a small number of all-Confederate cemeteries in Arkansas. In 1862, thousands of Confederate soldiers from Texas and Arkansas began to gather near the settlement of Austin (Lonoke County), about thirty miles northeast of Little Rock (Pulaski County). Perhaps as many as 20,000 soldiers camped in the area named Camp Hope. Life in camp was routine, with the exception of a mutiny in the summer of 1862 by a number of soldiers whose enlistment had expired. After the initial group deserted—disgruntled about the lack of pay—nine … Camp White Sulphur Springs Confederate Cemetery Camp White Sulphur Springs, located in the community of Sulphur Springs (Jefferson County) two miles southwest of present-day Pine Bluff (Jefferson County), served as a staging and training facility for the Confederate army during the early parts of the Civil War. Later in the war, the camp and surrounding area functioned as a Confederate military hospital following a smallpox outbreak. In the early stages of the war, Camp White Sulphur Springs served as a recruiting and staging area for volunteers who came from Pine Bluff and the surrounding towns to organize and assign troops to various units. Early in the war, the Ninth Arkansas Volunteer Infantry Regiment and Fagan’s Guard, which later became B Company of the Second Arkansas Infantry … Campbell Cemetery The Campbell Cemetery is located in Randolph County on the north side of the Spring River near Imboden (Lawrence County). It is the only surviving historic resource that is associated with Lawrence County’s first county judge, James Campbell. While it is not known exactly when the cemetery was established, it is believed to have existed by around 1835. Lawrence County, the second of five counties created out of land that would become the Arkansas Territory in 1819, was established in 1815. At the time, the area was part of the Missouri Territory. While the offices of clerk, sheriff, and coroner were created in 1819, the office of county judge was not created until 1829. By that time, the county government … Cedar Grove Cemetery (Johnson County) aka: Mason Cemetery aka: Darnell Cemetery The Cedar Grove Cemetery near Clarksville (Johnson County), not to be confused with cemeteries of the same name in Boone and Scott counties, was used by the initial settlers of the area and is located between the Interior Highlands of the Boston Mountains and the Arkansas River Valley of Arkansas. The cemetery is currently covered with overgrowth of vegetation. The graves have recessed, and many of the headstones have been toppled. Also, there are small trees and shrubs growing throughout the area both near and over marked gravesites. According to tradition, early white settlers founded the cemetery. Unevenly cut headstones carved from local sandstone were used as grave markers, although some no longer have readable markings. It is unknown what … Civil War Markers and Memorials Across the state of Arkansas, many markers and memorials commemorate the events of the Civil War. Some are located at or near the locations of significant events of the war, while others are located near county courthouses or in cemeteries. Some markers and monuments remain well-maintained, while others have disintegrated due to neglect and vandalism. In some cases, damaged markers and memorials have been replaced, and some monuments have been removed or relocated. Most of the earliest memorials were established in cemeteries where Civil War soldiers are buried. These cemetery markers can be found in Fayetteville (Washington County), Little Rock (Pulaski County), and Camden (Ouachita County), as well as other places. Other early markers of Civil War events were placed … Cleburne County Farm Cemetery The Cleburne County Farm Cemetery, which contains seventeen graves, is located approximately three miles south of Heber Springs (Cleburne County) at the southwestern corner of Plantation Drive East and Deer Run Cove. It is the only remaining physical on-site reminder of the Cleburne County Farm, established in the final years of the nineteenth century for the care of the poor. It was added to the National Register of Historic Places on September 28, 2005. During the early history of the United States, the ever-growing population of poor citizens was regarded as a danger by many but was seen as a call to service by others. Many citizens and charitable organizations provided services to the poor, as did many local municipalities. … Confederate Soldiers Monument aka: "Defending the Flag," Arkansas Sons of the Confederacy Memorial The Confederate Soldiers Monument is a commemorative sculpture erected in 1905 on the grounds of the Arkansas State Capitol in Little Rock (Pulaski County) to honor the Arkansas men who served in the Confederate army during the Civil War. It took nearly twenty years for the Confederate Soldiers Monument to go from concept to reality. The Ladies Memorial Association in Little Rock began the effort in 1886 and continued it ten years later when the association became the Memorial Chapter of the United Daughters of the Confederacy (UDC). Fundraising got a big boost in 1897 when Arkansas Gazette president J. N. Smithee, a Confederate veteran, became involved and brought the newspaper’s resources to bear on the project. The Arkansas General … Dardanelle Confederate Monument The Dardanelle Confederate Monument is a commemorative sculpture erected in 1921 by the Joe Wheeler Chapter of the United Daughters of the Confederacy (UDC) to commemorate local men who had served in the Confederate army during the Civil War. The Joe Wheeler Chapter of the United Daughters of the Confederacy’s effort to raise a Confederate monument was one of the last in the state, but by 1921 its members had raised $1,760 to purchase a statue to honor Yell County’s Confederates. A local newspaper reported on it as follows: “The site for the monument being the street-end between the Dardanelle and Farmers banks. We understand this street-end, which extends only from Front Street, will be permanently closed and sodded with … David O. Dodd Memorial The David O. Dodd Memorial is a monument erected at the Old State House in Little Rock (Pulaski County) in 1923 to honor a young Confederate spy executed by Union authorities in 1864. David Owen Dodd was a seventeen-year-old boy who was captured by Union pickets near the Ten Mile House south of Little Rock in late 1863 with coded papers outlining Union forces in and defenses of the capital city. Dodd was tried, convicted, and hanged on the grounds of St. Johns’ College in Little Rock on January 8, 1864. In the years following the war, as monuments were erected around the state in memory of the Arkansas men who had fought for the South in the Civil War … De Ann Cemetery Historic Section The De Ann Cemetery Historic Section is part of the Prescott City Cemetery located in Prescott (Nevada County). The original cemetery, the De Ann section, was created in the 1870s and officially opened in 1880. It was added to the National Register of Historic Places on June 1, 2005. The cemetery is located on U.S. Highway 371/Greenlawn Street to the west of downtown Prescott. The original section is located south of the highway, and an addition is located to the north. Only the original section was added to the National Register. It is named for Prairie D’Ane (or De Ann), on which it rests. The earliest dated grave in the cemetery is for an infant who died on December 18, … Ebenezer Monument The Ebenezer Monument is located at the corner of 9th and Church streets in Mena (Polk County). It was constructed in 1936 by citizens of Mena during their fight against the perceived evils of Commonwealth College, located in rural Polk County. The monument was added to the National Register of Historic Places on January 30, 1992. Commonwealth College began operating in Polk County in late 1924. The college traced its beginnings to the Newllano Cooperative Colony in Louisiana. Many of the members of the colony moved to Polk County. After operating briefly in Mena, the college purchased land thirteen miles outside of town and moved there in April 1925. The college educated students while operating as a commune where all … El Dorado Confederate Monument The El Dorado Confederate Monument is a sculpture erected in 1910 by the Henry G. Bunn Chapter of the United Daughters of the Confederacy (UDC) to commemorate local men who had served in the Confederate army during the Civil War. Ten Confederate infantry companies were raised in Union County during the Civil War, and other men from the county served in various cavalry and artillery units. In late 1908 or early 1909, the Henry G. Bunn Chapter of the United Daughters of the Confederacy, which had formed in 1907 and named itself for the colonel of the Fourth Arkansas Infantry Regiment, decided to raise a monument to the local men who had fought for the South. “Without a cent of … Elm Springs Cemetery, Historic Section The Elm Springs Cemetery, Historic Section, is located in the community of Elm Springs (Washington and Benton counties). The date of the first marked burial is 1852. The site was listed on the National Register of Historic Places on November 5, 2020. A Methodist church was founded in Elm Springs in 1832, and many of the founding church members are buried in the Historic Section. The first Methodist church building was built in 1850, adjacent to the cemetery’s location. Therefore, many unmarked burials or burials simply marked with fieldstones may be earlier than 1852. The Elm Springs Cemetery, Historic Section, is approximately 3.75 acres. The entrance of the cemetery is marked with a large sign with the name of the … Elmwood Poor Farm Cemetery The Elmwood Poor Farm Cemetery, located in Fort Smith (Sebastian County) at the intersection of South 24th Street and Zero Street, is the only remaining physical on-site reminder of the Sebastian County Poor Farm. It was added to the National Register of Historic Places on January 26, 2018. During the early history of the United States, the ever-growing population of poor citizens was regarded as a danger by many but was seen as a call to service by others. Many citizens and charitable organizations provided services to the poor, as did many local municipalities. By the second half of the nineteenth century, the poorhouse system, first established in England, took root in the United States. Under this system, local governments … Ephesus Cemetery The Ephesus Cemetery is located north of Emmet (Nevada and Hempstead counties). The cemetery is next to the original location of the Ephesus Primitive Baptist Church, established in 1860. The oldest dated burial is from November 1876, and the cemetery was added to the National Register of Historic Places on January 22, 2009. Early settlers to the area began arriving in the 1850s. A post office in the Emmet area was established in 1871, and the town was platted in 1873. The Ephesus Primitive Baptist Church was one of the earliest churches in the area. A school also operated at the site at the time of the founding of the church, according to the deed dated January 3, 1860. The … Evergreen Cemetery Burials in the historic Evergreen Cemetery in Fayetteville (Washington County) form a “who’s who” of state and local history, including one early governor, four members of Congress, a state Supreme Court judge, several former presidents of the University of Arkansas (UA) in Fayetteville, and a famous architect. This cemetery also contains the graves of town founders, private citizens, and those whose names are unknown. Evergreen is located at the corner of West Center Street and North University Avenue, near UA. It began in the 1840s as the private burial ground of the John Thomas family, on what was then their farm. In the twenty-first century, it comprises more than ten acres and holds an estimated 3,000 burials. In 1870, Washington … Fairview Cemetery—Confederate Section The Confederate Section of Fairview Cemetery, near the junction of 10th and McKibben streets in Van Buren (Crawford County), is the burial site of Confederate soldiers who died in the area during the Civil War. It was listed on the National Register of Historic Places on December 6, 1996. After the Civil War began in 1861, the City of Van Buren donated a plot of land in the ten-acre city cemetery that John Drennen had donated as a burial ground in 1846. At least 100 Confederate soldiers, most of whom died of disease, were buried at the site during the war, and the remains of others were moved there from battlefield graves after the war ended. Ultimately, around 460 soldiers … Fayetteville Confederate Cemetery The Fayetteville Confederate Cemetery in Fayetteville (Washington County) is the final resting place of Confederate soldiers who died throughout northwestern Arkansas. Closely associated with the activities of the Southern Memorial Association (SMA) and its efforts to commemorate Southern war casualties, it was listed on the National Register of Historic Places on June 3, 1993. The SMA of Washington County was established on June 10, 1872, when several women met in answer to a notice in the June 6 Fayetteville Democrat calling for establishment of a “Confederate burying ground.” SMA president Lizzie Pollard noted twenty-five years later, “Out of the many who answered this call, there were but thirty-eight enthusiastic enough to undertake the task to which we that day pledged … Fayetteville National Cemetery In 1867, the Fayetteville National Cemetery in Fayetteville (Washington County) was established by the federal government to be used for proper burial of Union soldiers of the Civil War who died in the Arkansas campaigns. The first five acres, about one mile southwest of the old courthouse, were purchased from local residents David Walker and Steven K. Stone. The original burial layout resembled a compass rose. Graves were placed in a circular pattern around the flagpole with the headstones facing the flag and pathways between sections forming a six-pointed star. Smaller sections shaped as diamonds were located between the points of the star, for a total of eighteen sections. The first burials were disinterred from local battlefields and reinterred in … Files Cemetery The Files Cemetery in Hot Springs (Garland County) is located on a quarter-acre lot off Arkansas Highway 7 South, on Files Road. It has been the resting place of Ruth Coker Burks’s family since the late 1880s. The oldest headstone dates back to the mid-1880s and the most recent was from 2019. Aside from the Burks family, the cemetery is also the burial place for more than three dozen men who died from AIDS in the 1980s. While most of the headstones in the cemetery are simple rectangles with name, birthdate, and death date, and occasionally a cross or flower engraved, some are marked with symbols and iconography. One such headstone is that of Emma L. Files Burrough, which shows … Fort Smith Confederate Monument The Fort Smith Confederate Monument is a sculpture erected in 1903 at the Sebastian County Courthouse in Fort Smith (Sebastian County) by the Varina Jefferson Davis Chapter of the United Daughters of the Confederacy (UDC) to commemorate local men who served in the Confederate army during the Civil War and to honor the Confederates buried in Fort Smith National Cemetery. Sebastian County supplied troops for both sides during the Civil War. In the initial months of the war, four infantry companies, a cavalry company, and an artillery battery joined the Arkansas State Troops, and at least five infantry companies and two companies of independent scouts were later raised for Confederate service. Sebastian County residents also enlisted in other Confederate units. U.S. troops … Fort Smith National Cemetery The Fort Smith National Cemetery is the oldest original cemetery of the state’s three national cemeteries. The other two are in Fayetteville (Washington County) and Little Rock (Pulaski County). At the end of fiscal year 2005, there were 13,127 interments. The first recorded burial was that of surgeon Thomas Russell. He was a War of 1812 veteran who was with the original company of riflemen who landed on December 25, 1817, at Fort Smith (Sebastian County). He died there on August 24, 1819. The cemetery originally served as the post cemetery for the first Fort Smith. While the first recorded burial took place in 1819, by 1823, roughly twenty-five percent of the men at Fort Smith had died. This was … Fowler Cemetery The Fowler Cemetery is located approximately two miles east of Damascus, along the southeastern border of Van Buren County. The property is just over an acre and is representative of small, rural family cemeteries found throughout Arkansas. There are eighty-nine marked burials on the grounds. While the cemetery mostly contains members of the Fowler family, there are also individuals from other local families who were related to the Fowlers by marriage. It was listed on the Arkansas Register of Historic Places on August 5, 2020. The Fowlers were one of the many families attracted to the Damascus area in the late nineteenth century, during the cotton farming boom. The family initially settled in the Muddy Bayou area, along the White … Frenchman’s Mountain Methodist Episcopal Church and Cemetery aka: Cato United Methodist Church and Cemetery Frenchman’s Mountain Methodist Episcopal Church, South, located at 13915 Frenchman Mountain Road in the Cato community on the Pulaski–Faulkner County line, is an 1880 wood-frame building altered to its current appearance in 1945. The church and its associated cemetery were listed on the National Register of Historic Places on October 22, 1976. The Frenchman Mountain Methodist Episcopal Church, South, was organized in 1872, with the Reverend R. L. Kirkman ministering to the congregation’s needs, in addition to those of another dozen churches. A log structure was erected in the winter of 1872–1873 to serve as a church, with Kirkman preaching in it for the first time that spring. The Little Rock and Fort Smith Railroad company donated the land on … General Robert E. Lee Monument The General Robert E. Lee Monument in Marianna (Lee County) is a commemorative sculpture erected in 1910 by the D. C. Govan Chapter of the United Daughters of the Confederacy to remember local men who had served in the Confederate army during the Civil War and to honor the man for whom Lee County was named. The Arkansas General Assembly created Lee County in April 1873 from parts of Phillips, Monroe, St. Francis, and Crittenden counties at the behest of William Furbush, an African-American Republican legislator representing part of Phillips County. It is likely that he chose to name the county after the Confederate leader of the Army of Northern Virginia to gain favor with the politically powerful Democrats in … Grand Army of the Republic Monument (Gentry) The Gentry Grand Army of the Republic Memorial is located in the northeast section of Gentry Cemetery in Gentry (Benton County) and was erected in 1918 by the Charles Harker Post of the Grand Army of the Republic (GAR). Along with monuments in Judsonia (White County) and Siloam Springs (Benton County), it is one of only three known GAR memorials in Arkansas. The Grand Army of the Republic was a national organization of Union Civil War veterans initially formed to help the widows and orphans of fallen Union servicemen and to support the Republican Party. It later focused on promoting patriotic activities and decorating the graves of the war dead. The first GAR camp was established in Decatur, Illinois, in … Green Cemetery (Ouachita County) The Green Cemetery, located about two miles northwest of Stephens (Ouachita County), is a family cemetery holding eighteen known graves, with the earliest dating to 1853. Holding the remains of members of one of the early prominent families in the southern part of the state, the cemetery was added to the National Register of Historic Places on May 5, 2017. The Green family, led by Simon and Esther Green, moved to Ouachita County around 1845 and settled near the community of Seminary (Ouachita County). Located about eighteen miles southwest of the county seat at Camden (Ouachita County), Seminary was a small farming village. The name of the settlement comes from an early school for female students that operated in the … Hardy Cemetery Historic Section The Hardy Cemetery Historic Section, which is located near the northern edge of Hardy (Sharp County), was added to the National Register of Historic Places on March 2, 2006. It was included in part due to its connection to the founders of the town and its funerary architecture. Though the area that became Hardy was settled by the 1880s, the town was not incorporated until July 12, 1894. Walter Clayton, a town founder, had donated the land for the town in 1883. He also donated the land for the cemetery, though it is not clear if this donation was made at the same time. There are a total of 322 burials in the cemetery. The oldest with a dated headstone … Helena Confederate Cemetery The Helena Confederate Cemetery is located in the southwestern corner of Maple Hill Cemetery in Helena-West Helena (Phillips County). The cemetery contains the graves of Confederate soldiers, two memorials, and the grave of Major General Patrick Cleburne. The cemetery lies on Crowley’s Ridge overlooking the downtown area of the city. The cemetery was created in 1869 by the Phillips County Memorial Association when the bodies of seventy-three known and twenty-nine unnamed Confederate soldiers were moved into a one-acre portion of Maple Hill Cemetery. Most of these men died at the Battle of Helena on July 4, 1863, or from wounds shortly after. The body of Cleburne was moved to the cemetery and re-interred in 1870. A prewar resident of Helena, he … Hollywood Cemetery—Confederate Section aka: Hollywood Cemetery Confederate Section The Confederate Section of Hollywood Cemetery in Hot Springs (Garland County) is a 60′ x 54′ cemetery plot surrounded by a low concrete wall with ornamental concrete posts at all four corners and an opening on the western side inscribed “Confederate Veterans.” The plot contains thirty-four marked burials, a fieldstone monument, and four concrete benches. David Stone Ryan, who served as a lieutenant in a North Carolina unit during the Civil War and later made a home in Hot Springs, purchased the Confederate Section in Hollywood Cemetery in 1900, on behalf of the Albert Pike Camp of the United Confederate Veterans (UCV), to ensure a final resting place for his fellow aging Confederates. The Albert Pike Camp was disbanded in … Hot Springs Confederate Monument The Hot Springs Confederate Monument is a commemorative sculpture erected in 1934 at Landmark Plaza by the Hot Springs Chapter No. 80 of the United Daughters of the Confederacy (UDC) to commemorate men who had served in the Confederate army during the Civil War. The Hot Springs Chapter of the UDC, like its sister chapters around the state, sought to commemorate Confederate soldiers and veterans, and much of its early work focused on the Confederate Section at Hollywood Cemetery, which the chapter took over from the Albert Pike Camp of United Confederate Veterans (UCV) in 1906. That project was completed in 1919 when a granite monument inscribed “Our Confederate Dead” was placed in the southern end of the plot. The effort … Hughes Cemetery aka: Potter's Field aka: County Cemetery Hughes Cemetery, located at the end of South Richards Street in Benton (Saline County), is the final resting place of former state representative, and co-founder of Benton, Green B. Hughes. The cemetery is located between Depot Creek, which is a tributary of the Saline River, and the Union Pacific tracks near the Christy Acres neighborhood in Benton. Left largely ignored by the City of Benton, the area continued to become overgrown until 2004, when the Hughes Cemetery Association was founded to help take care of cemetery. Hughes Cemetery was added to the Arkansas Register of Historic Places in 2019. Hughes Cemetery takes its name from former merchant, judge, and state representative–turned-farmer Green B. Hughes, who died on June 24, 1858. … Jeffery Cemetery The Jeffery Cemetery is located about seventeen miles southwest of Melbourne (Izard County), one mile off Mount Olive Road, near the unincorporated community of Mount Olive (Izard County). It is the most noteworthy remaining site associated with Izard County’s earliest permanent settlers, Jehoiada Jeffery and his family. It was added to the National Register of Historic Places on November 5, 1999. The Jefferys, who moved to the area about 1816, are believed to be the first permanent settlers in Izard County. Jehoiada Jeffery—a surveyor, War of 1812 veteran, territorial legislator, and local politician—developed a prosperous farm that supported several of his family members. The family’s farm structures, including a two-story dog trot cabin, disappeared long ago. All that remains of … Kirkpatrick Cemetery (Saline County) The tiny Kirkpatrick Cemetery in Bryant (Saline County) is located on the Old Stagecoach Road (Arkansas State Highway 5). It is the burial ground for the family of Saline County pioneers Paisley Kirkpatrick and Elizabeth Allen Kirkpatrick Medlock. The oldest marked burials, those of Hannah E. Kirkpatrick Thompson and Elizabeth C. Kirkpatrick, date back to July 1860. In 2002, the cemetery was rediscovered by local resident Ben Holder during the construction of a commercial building nearby. He built a brick wall around the southern and western sides to help protect it from development. The Bryant Historical Society added an iron fence and large plaque noting its establishment in 1850. Although the original markers in Kirkpatrick Cemetery have been damaged over … Lake Village Confederate Monument The Lake Village Confederate Monument is a commemorative sculpture erected in 1910 by the Jacob McConnell Chapter of the United Daughters of the Confederacy (UDC) of Lake Village (Chicot County) and the George K. Cracraft UDC Chapter from Eudora (Chicot County) in honor of local men who had served in the Confederate army during the Civil War. Chicot County provided three companies for Confederate service during the Civil War. Among the soldiers who served in them were Captain Jacob McConnell, who fought with the Chicot Rangers (Company A, First Arkansas Mounted Rifles) and was killed in action in the fighting at Chickamauga, Georgia, on September 20, 1863, and Captain George K. Cracraft of Company G, Twenty-Third Arkansas Infantry, who was … Little Rock Confederate Memorial The Little Rock Confederate Memorial at Oakland-Fraternal Cemetery is a memorial shaft erected in 1914 on the burial site of 900 Confederate soldiers who died of disease while stationed in Little Rock (Pulaski County). Five months after the dedication of the Monument to Confederate Women at the Arkansas State Capitol, the Memorial Chapter of the United Daughters of the Confederacy (UDC) announced plans to mark the burial site of hundreds of Confederate soldiers adjacent to the Little Rock National Cemetery. The Arkansas Gazette reported on October 26, 1913, that the UDC chapter “is erecting a monument…in the southeast portion of Oakland cemetery….A stone coping encloses the plot of ground, where are buried 900 soldiers, most of whom died in St. … Little Rock National Cemetery Little Rock National Cemetery is the largest national cemetery in Arkansas and the only one closed to new interments. It is unknown when the first interment took place, or who it was, because the cemetery was part of the city cemetery at the time. The last active-duty burial was a man from Pine Bluff (Jefferson County) killed at the Pentagon on September 11, 2001. The cemetery was added to the National Register of Historic Places on December 20, 1996. In 1866, the land that is now the cemetery was outside the city limits of Little Rock (Pulaski County) and served as a Union encampment for the troops who continued to occupy the city. In September 1866, the first 9.1 acres were … Memorial to Company A, Capital Guards aka: Lest We Forget The Memorial to Company A, Capital Guards is a Civil War commemorative monument created by sculptor Rudolf Schwarz. It was dedicated in City Park in Little Rock (Pulaski County) during the 1911 United Confederate Veterans Reunion. The monument was listed on the National Register of Historic Places on April 26, 1996. The base of the monument was vandalized in June 2020, and the sculpture of the soldier was moved to storage. Little Rock was selected to host the twenty-first annual United Confederate Veterans Reunion (May 16–18, 1911), and the Robert C. Newton Camp of the Sons of Confederate Veterans (SCV) chose to use that occasion to dedicate a monument to the Little Rock men who had served in the Capital … Mike Meyer Disfarmer Gravesite Mike Disfarmer was a Heber Springs (Cleburne County) mid-twentieth-century portrait photographer whose work gained fame and popularity some years after his death. His Cleburne County gravesite was added to the National Register of Historic Places on January 21, 2009. Disfarmer is believed to have been born in Indiana in the early 1880s and to have moved to Stuttgart (Arkansas County) at an early age. After his father’s death, he and his mother then moved to Heber Springs. By 1926, he had built his own photography studio, where he lived and worked, earning a simple living for over forty years by photographing rural people for a few cents a sitting. Many believe that he changed his fame from Mike Meyer to … Minnesota Monument The Minnesota Monument, located in Little Rock (Pulaski County) and dedicated to the Civil War soldiers of Minnesota who died in Arkansas, was the first monument erected in Arkansas whose commissioning came from a government outside the state of Arkansas. The monument, also known as “Taps,” is located in the Little Rock National Cemetery at 2523 Springer Boulevard. During the Civil War, several Minnesota regiments saw service in Arkansas, the Third Minnesota Infantry being one of the first regiments to enter the fallen capital city of Little Rock in 1863. Approximately 162 of those Minnesota soldiers died while serving in Arkansas. Of those, thirty-six are buried in the Little Rock National Cemetery. In 1913, the Minnesota state legislature established the …	cc/2022-05/en_head_0001.json.gz/line423
__label__cc	0.742857	0.257143	Moving in the Right Direction on Anti-Trafficking Appropriations April 22, 2016 • 9:34 am • ATEST • Array Good news on the Senate’s commitment funding the fight against human trafficking! While the appropriations process is far from over, ATEST is pleased that the Senate Appropriations Committee has reported increased funding and strengthened report language on two appropriations bills that are very important to our work. Easier Pathway to Services for Runaway and Homeless Youth Teenagers and young adults who are living on the streets are among the most vulnerable to human trafficking. We know that most youth experiencing homelessness do not become homeless because they receive an eviction notice from a landlord or lose their home to foreclosure. The vast majority of youth experience homelessness because they are fleeing domestic violence or sexual abuse; exit foster care with nowhere to go; or are pushed out of their home due to family rejection or poverty. But current regulations require arduous third-party verification to “prove” homelessness in order to access shelter and other services. This has been a high barrier for too many youth. The Senate Appropriations Subcommittee on Transportation, Housing and Urban Development (T-HUD) approved language ATEST had requested, to eliminate the third party documentation requirement that has kept too many youth and adults ages 18 to 24 from receiving housing and other critical services. The subcommittee also recommended $40 million to continue implementation of comprehensive approaches to serving homeless youth, which exceeded ATEST’s request by $7 million! Increased Funding for Critical Assistance to Human Trafficking Survivors As we know too well, trafficking victims are subjected to physical, mental, and sexual abuse. The need and deserve support and services to begin healing and recovery, including counseling, housing, medical care, support groups, and legal assistance. We are pleased that the Commerce, Justice, Science and Related Agencies Subcommittee (CJS) approved a recommendation for $47,649,000 for services and task force activities for U.S. citizens, permanent residents, and foreign nationals who are victims of trafficking. This amount represents a slight increase over ATEST’s $45 million request. We continue to work for increased funding and stronger report language across eight appropriations subcommittees. Our Appropriations Guide provides all of these requests and more information about why it is so important to increase the federal government’s investment in the fight to end modern slavery. The Alliance to End Slavery and Trafficking (ATEST) is a U.S. based coalition that advocates for solutions to prevent and end all forms of human trafficking and modern slavery around the world. See more posts by ATEST ATEST is Hiring a Director Thanks to a generous grant from United Way Worldwide, ATEST is now hiring a... 2021 TIP Report: U.S. Tier One Ranking Questioned WASHINGTON -- While releasing the 2021 Trafficking in Persons Report last... Recommendations to Congress for Reauthorization of the Trafficking Victims Protection Act Human trafficking continues to be one of the most important challenges of our... ATEST Briefs Congress on Opportunities for Action Members of the Alliance to End Slavery and Trafficking and leaders from the... ATEST Coalition Provides FY22 Funding Recommendations to Congress 22/4/21 • Emma Ecker The Alliance to End Slavery and Trafficking has pressed Congress to increase... ATEST 2020 Advocacy Report A Summary of ATEST’s 2020... ATEST Calls for Catalytic Investment to Fight Human Trafficking in Recommendations to Biden Transition Team WASHINGTON – ATEST stressed the need for a whole-of-government approach to... ATEST Joins “Freedom Needs Truth” Open Letter about QAnon 22/10/20 • ATEST An open letter to Candidates, the Media, Political Parties, and... ATEST Recommends Federal Funding Increases for FY22 ATEST is recommending increases in many federal programs for Fiscal Year 2022...	cc/2022-05/en_head_0001.json.gz/line425
__label__wiki	0.900531	0.900531	River to return to work powering Minneapolis industrial lofts by Frank Jossi August 7, 2015 August 7, 2015 As a historic Minneapolis mill is converted to housing, tunnels beneath the structure will return to service providing hydropower. Credit: Dominium When residents turn on the lights in the A-Mill Artist Lofts overlooking the Mississippi River in Minneapolis next year, some of their electricity could be generated just a few floors below them. This month, construction workers plan to begin installing a 600 kilowatt (kW) turbine generator in a basement of the former Pillsbury A-Mill, which at one time was the largest flour mill in the world. “We expect the system to provide a substantial amount of power to our building, probably 70 percent of our energy needs,” said Neal Route, associate with developer Dominium. The A-Mill project is a short walk from St. Anthony Falls, which once generated power for saw, textile and flour mills that fueled Minneapolis’ economy for many decades. Industrial operations diverted the river to underground channels on both sides to power their milling operations. The A-Mill Artists Loft will reuse one of those tunnels. A new pipe will be placed in the concrete and masonry tunnel – an arched corridor, 24 feet tall and 18 feet wide – to transport water to a drop shaft in the A-Mill. From there, the water will descend 40 feet down to power a turbine, which spins 600 times a minute to create electricity. “You can capture a lot of energy from that drop,” Route said. The $156 million A-Mill project opens 251 artist housing units next year. Built in 1881 and operated by Pillsbury for many years, the sprawling mill in Southeast Minneapolis stands today next to renovated historic buildings on the city’s lively Main Street and adjacent to new apartment buildings that have sprung up during the city’s long-standing construction boom. The hydropower project, being overseen by Weis Builders, will not immediately yield great savings for the apartment building. “It’s a break-even operation for us,” said Route, who declined to reveal the price but suggested it was a substantial investment. “At the end of the day we’re not making money on the hydro but we are creating an environmental benefit by producing clean energy for use by our residents.” Dominium is hoping its sensitive redevelopment and focus on renewable energy and efficiency will help the building to be certified LEED (Leadership in Energy and Environmental Design) gold or platinum by the U.S. Green Building Council. ‘I love the project because it brings together historic preservation, conservation, clean energy and the city’s goal for growth.’ Minneapolis council member Jacob Frey, who represents the area, wrote a letter supporting the project and says it’s a perfect fit for what the city is focusing on for the future. “I love the project because it brings together historic preservation, conservation, clean energy and the city’s goal for growth,” Frey said. “With this kind of very old and historic building its often very difficult to make it energy efficient and to have it use green energy.” The A-Mill project sits on a stretch of river long known as the heart of hydropower in Minneapolis. Xcel Energy still marshals the waterpower of the only falls on the Mississippi, operating a 13.9 megawatt hydro plant installed in a nearby stretch of the river. In front of the A-Mill the University of Minnesota runs an internationally known research facility that often studies hydro projects. Hydro still attracts investors to downtown Minneapolis. A-Mill is just the farthest along of three proposals that use the city’s central waterfront district to divert water from the Mississippi for hydropower. Pillsbury A-Mill is a National Historic Landmark, one of only two dozen in Minnesota. By being in a location so rich in history and near several parks the project underwent an extensive examination by a large number of governmental bodies. No major issues or complaints came forward, said Route, except for concerns about bats which hibernate in the A-Mill and in a nearby cave under Main Street. While the DNR ruled against requiring an environmental impact statement, it raised the bat issue in comments. During construction of the plant points of access will be created for bats to continue flying into and out. “They will be able to come and go as they please,” Route said. Friends of the Mississippi River (FMR) offered the project “conditional support,” according to policy advocate Alicia Uzarek. The river advocacy organization would like to see a “public benefit from using a public resource,” she said. An example is a nearby park supported by Xcel Energy, Uzarek said. Although the site is too dangerous and deep to allow for tours, there are plans for viewing areas where visitors can peer into the inner workings for the hydro plant, Route said. The nearby Mill City Museum is collaborating with Dominium on creation of a potential interpretative area, he added. The other issue raised by FMR involved maintaining optimal water levels at St. Anthony Falls, Uzarek said. The A-Mill could be asked of reduce its operations if the amount of water going over the falls substantially decreases. Xcel has been conducting a study of optimal levels at the falls for several years, Uzarek added. In a letter FMR praised the project for providing a “non‐polluting, climate-friendly energy technology that could be actively promoted and interpreted in this popular, active part of the city.” The A-Mill project has come much closer to fruition than a proposal by Crown Hydro, which has drawn much more ire from environmentalists, river advocates and historic preservationists in a more than decade-long debate over the project. With FERC threatening to pull Crown Hydro’s license, the company offered a slight modification to its proposal to construct a more than 900 foot long underground tunnel through a fragile, historic area of the river. Symphony Hydro, meanwhile, proposes a novel hydropower facility located in the St. Anthony Lock, which was closed earlier this summer to thwart the spread of Asian carp. Both proposals require 1,000 cubic feet of flow per second, or several times the flow of the A-Mill project. The A-Mill has an advantage in having had a hydro operation for decades. During the hydro turbine’s heyday it produced electricity for two other mills. Now it awaits one more approval from FERC, an action made a bit more imperative by a deadline to qualify the project for tax credits. “We’re not quite there yet but we’re close,” said Route. “We have guys on standby waiting for final regulatory approval. We need to be done with construction by the end of the year.” [newsletter_signup] Tagged: hydropower, Minnesota <h1>River to return to work powering Minneapolis industrial lofts</h1> <p class="byline">by Frank Jossi, Energy News Network <br />August 7, 2015</p> <p>When residents turn on the lights in the <a href="http://www.a-millartistlofts.com/">A-Mill Artist Lofts</a> overlooking the Mississippi River in Minneapolis next year, some of their electricity could be generated just a few floors below them.</p> <p>This month, construction workers plan to begin installing a 600 kilowatt (kW) turbine generator in a basement of the former Pillsbury A-Mill, which at one time was the largest flour mill in the world.</p> <p>“We expect the system to provide a substantial amount of power to our building, probably 70 percent of our energy needs,” said Neal Route, associate with developer <a href="http://www.dominiumapartments.com/">Dominium</a>.</p> <p>The A-Mill project is a short walk from St. Anthony Falls, which once generated power for saw, textile and flour mills that fueled Minneapolis’ economy for many decades. Industrial operations diverted the river to underground channels on both sides to power their milling operations.</p> <p>The A-Mill Artists Loft will reuse one of those tunnels. A new pipe will be placed in the concrete and masonry tunnel – an arched corridor, 24 feet tall and 18 feet wide – to transport water to a drop shaft in the A-Mill.</p> <p>From there, the water will descend 40 feet down to power a turbine, which spins 600 times a minute to create electricity.</p> <p>“You can capture a lot of energy from that drop,” Route said.</p> <p>The $156 million A-Mill project opens 251 artist housing units next year. Built in 1881 and operated by Pillsbury for many years, the sprawling mill in Southeast Minneapolis stands today next to renovated historic buildings on the city’s lively Main Street and adjacent to new apartment buildings that have sprung up during the city’s long-standing construction boom.</p> <p>The hydropower project, being overseen by <a href="http://www.weisbuilders.com/">Weis Builders</a>, will not immediately yield great savings for the apartment building.</p> <p>“It’s a break-even operation for us,” said Route, who declined to reveal the price but suggested it was a substantial investment. “At the end of the day we’re not making money on the hydro but we are creating an environmental benefit by producing clean energy for use by our residents.”</p> <p>Dominium is hoping its sensitive redevelopment and focus on renewable energy and efficiency will help the building to be certified LEED (Leadership in Energy and Environmental Design) gold or platinum by the U.S. Green Building Council.</p> <aside class="module align-right half type-pull-quote">‘I love the project because it brings together historic preservation, conservation, clean energy and the city’s goal for growth.’</aside> <p>Minneapolis council member <a href="http://www.ci.minneapolis.mn.us/ward3/">Jacob Frey</a>, who represents the area, wrote a letter supporting the project and says it’s a perfect fit for what the city is focusing on for the future.</p> <p>“I love the project because it brings together historic preservation, conservation, clean energy and the city’s goal for growth,” Frey said. “With this kind of very old and historic building its often very difficult to make it energy efficient and to have it use green energy.”</p> <p>The A-Mill project sits on a stretch of river long known as the heart of hydropower in Minneapolis. Xcel Energy still marshals the waterpower of the only falls on the Mississippi, operating a 13.9 megawatt hydro <a href="http://www.xcelenergy.com/Company/Operations/Hennepin_Island_Hydro_Generating_Station">plant</a> installed in a nearby stretch of the river. In front of the A-Mill the University of Minnesota runs an internationally known research facility that often studies hydro projects.</p> <p>Hydro still attracts investors to downtown Minneapolis. A-Mill is just the farthest along of three proposals that use the city’s central waterfront district to divert water from the Mississippi for hydropower.</p> <p>Pillsbury A-Mill is a National Historic Landmark, one of only two dozen in Minnesota. By being in a location so rich in history and near several parks the project underwent an extensive examination by a large number of governmental bodies.</p> <p>No major issues or complaints came forward, said Route, except for concerns about bats which hibernate in the A-Mill and in a nearby cave under Main Street.</p> <p>While the DNR ruled against requiring an environmental impact statement, it raised the bat issue in comments. During construction of the plant points of access will be created for bats to continue flying into and out. “They will be able to come and go as they please,” Route said.</p> <p><a href="http://www.fmr.org/">Friends of the Mississippi River</a> (FMR) offered the project “conditional support,” according to policy advocate Alicia Uzarek. The river advocacy organization would like to see a “public benefit from using a public resource,” she said.</p> <p>An example is a nearby park supported by Xcel Energy, Uzarek said. Although the site is too dangerous and deep to allow for tours, there are plans for viewing areas where visitors can peer into the inner workings for the hydro plant, Route said.</p> <p>The nearby Mill City Museum is collaborating with Dominium on creation of a potential interpretative area, he added.</p> <p>The other issue raised by FMR involved maintaining optimal water levels at St. Anthony Falls, Uzarek said. The A-Mill could be asked of reduce its operations if the amount of water going over the falls substantially decreases.</p> <p>Xcel has been conducting a study of optimal levels at the falls for several years, Uzarek added. In a letter FMR praised the project for providing a “non‐polluting, climate-friendly energy technology that could be actively promoted and interpreted in this popular, active part of the city.”</p> <p>The A-Mill project has come much closer to fruition than a proposal by <a href="http://www.journalmpls.com/news-feed/crown-hydro-faces-tough-crowd-at-public-meeting">Crown Hydro</a>, which has drawn much more ire from environmentalists, river advocates and historic preservationists in a more than decade-long debate over the project.</p> <p>With FERC threatening to pull Crown Hydro’s license, the company offered a slight modification to its proposal to construct a more than 900 foot long underground tunnel through a fragile, historic area of the river.</p> <p>Symphony Hydro, meanwhile, proposes a novel hydropower facility located in the St. Anthony Lock, which was closed earlier this summer to thwart the spread of Asian carp.</p> <p>Both proposals require 1,000 cubic feet of flow per second, or several times the flow of the A-Mill project.</p> <p>The A-Mill has an advantage in having had a hydro operation for decades. During the hydro turbine’s heyday it produced electricity for two other mills.</p> <p>Now it awaits one more approval from FERC, an action made a bit more imperative by a deadline to qualify the project for tax credits.</p> <p>“We’re not quite there yet but we’re close,” said Route. “We have guys on standby waiting for final regulatory approval. We need to be done with construction by the end of the year.”</p> <p>[newsletter_signup]</p> This <a target="_blank" href="https://energynews.us/2015/08/07/river-to-return-to-work-powering-minneapolis-industrial-lofts/">article</a> first appeared on <a target="_blank" href="https://energynews.us">Energy News Network</a> and is republished here under a Creative Commons license.<img src="https://i0.wp.com/energynews.us/wp-content/uploads/2021/03/cropped-favicon-large-1.jpg?fit=150%2C150&ssl=1" style="width:1em;height:1em;margin-left:10px;"><img id="republication-tracker-tool-source" src="https://energynews.us/?republication-pixel=true&post=626604&ga=UA-112740137-1" style="width:1px;height:1px;">	cc/2022-05/en_head_0001.json.gz/line426
__label__wiki	0.744684	0.744684	Q&A: The case for turnkey, commercial microgrids with Go Electric’s Steve Lichtin by Kevin Stark May 14, 2018 May 14, 2018 A Go Electric microgrid demo unit at a site in Hawaii. Credit: Submitted / Go Electric Indiana startup Go Electric has been focused on developing microgrids for the U.S. military and now is betting on mass producing microgrids for private companies. The cost of designing a custom microgrid is beyond the budgets of many companies, which is why an Indiana company sees an opportunity selling a standardized, plug-and-play microgrid that could soon be installed in a single day. Go Electric has been around since 2011, and it is perhaps best known for installing secure microgrids for the U.S. military bases. The company is now adding commercial storage and private business contracts centered around resilience. Part of the pitch: power outages cost businesses money. Steve Lichtin “There’s some real traction recently on the private sector microgrid,” Steve Lichtin, Go Electric’s director of business development, said. “Whether that be large industrial campuses or maybe something else, there is real interest in it now. I think the market is really moving in that direction.” Go Electric recently won a spot in a Wells Fargo startup incubator that focuses on developing new energy technologies and bringing them to market with funding and commercial opportunities. “From their end, Wells Fargo, especially at the critical banking centers or centralized operations, they’re looking for a resiliency solution,” Lichtin said. Lichtin sat for an interview with Midwest Energy News to discuss how the business model works and how plug-and-play microgrids can help a broader smart grid. The interview has been lightly edited and condensed for this space. Q: Can you tell me more about the business model? There’s obviously the on-site generation piece, versus whatever a company would pay from the utility. Also, there’s incentives from installation of those assets – any sort of green credits a company would receive. Beyond that there’s this big line item that is valuing resiliency. Companies have a need for it whether or not they’re able to put a dollar amount on it. There are off-grid microgrids in Alaska where they’re paying over two dollars per kilowatt, so the business case is made quite easily. But in the more mainstream, the continental U.S., we’re seeing more interest in not wanting to rely on the grid all the time for business operations. Q: What sort of companies are you targeting? Facilities that stand to gain the most from our resiliency solution are those that require immediate operational readiness when the grid goes down — such as hospitals, data centers or defense installations — as well as businesses that risk losses from a power outage — such as grocery stores, gas stations, retail and indoor agriculture. Additionally, because Go Electric’s system helps integrate renewables and empowers them to serve as on-site resiliency assets, our microgrid is also ideal for businesses that have clean energy goals. Q: How big of an investment is it? How long is the rate of return? The economics depend on whether the customer buys the system or gets it for free. For a free system, the investment is $0 and the return is immediate and throughout the life of the equipment. For a purchased system, the investment varies depending on the size of the system and the equipment incentives available from the utility, and the return is in the 15-30 percent range depending on the cost of electricity in the customer’s utility area. Q: How can the turnkey approach be a benefit to the broader smart grid? Demand response — taking whole load off the burden of the grid — is the top line for how these things will help the broader grid. But then depending kind of where this microgrid is located on the circuit, there may be other benefits. Like let’s say there’s a bunch of utility scale solar on that circuit. Maybe you are able to also use those assets to help balance the fluctuations. A lot of that is tied up in regulation and policy. Right now, all the utility is asking you to do is use less power. Instead of trying to coordinate any sort of frequency and voltage deviation on the other side of the customer’s meter. But I do think it is kind of heading in that direction. Q: What are the policies and regulations you see a need to change? A lot of tariffs don’t allow backflow of power, so you are kind of limited in what you can do when you’re helping the broader grid. I think that’s a big part it. And then also who owns the microgrid who has control of it contractually. What does that mean for the owner of the microgrid, who has first right of dispatch? To kind of balance that with the local needs with the revenue streams. So that balancing act isn’t quite figured out. Tagged: Indiana, microgrids, smart grid Kevin has written for Midwest Energy News since May of 2017. His work has appeared in Pacific Standard, Chicago Reporter, Chicago Reader, and on NPR’s Latino USA, among other outlets. More by Kevin Stark by Kevin Stark, Energy News Network <h1>Q&A: The case for turnkey, commercial microgrids with Go Electric’s Steve Lichtin</h1> <p class="byline">by Kevin Stark, Energy News Network <br />May 14, 2018</p> <h4><i><span style="font-weight: 400">Indiana startup Go Electric has been focused on developing microgrids for the U.S. military and now is betting on mass producing microgrids for private companies.</span></i></h4> <p><span style="font-weight: 400">The cost of designing a custom microgrid is beyond the budgets of many companies, which is why an Indiana company sees an opportunity selling a standardized, plug-and-play microgrid that could soon be installed in a single day.</span></p> <p><span style="font-weight: 400">Go Electric has been around since 2011, and it is perhaps best known for installing secure microgrids for the U.S. military bases. The company is now adding commercial storage and private business contracts </span><a href="https://www.greentechmedia.com/articles/read/military-microgrid-startup-go-electric-wants-to-bring-energy-resilience-to#gs.9ionZe4"><span style="font-weight: 400">centered around resilience.</span></a><span style="font-weight: 400"> Part of the pitch: </span><a href="http://www.agcs.allianz.com/insights/expert-risk-articles/energy-risks/"><span style="font-weight: 400">power outages cost businesses money</span></a><span style="font-weight: 400">.</span></p> <p><span style="font-weight: 400">“There’s some real traction recently on the private sector microgrid,” </span><span style="font-weight: 400">Steve Lichtin, Go Electric's director of business development, said. “Whether that be large industrial campuses or maybe something else, there is real interest in it now. I think the market is really moving in that direction.” </span></p> <p><span style="font-weight: 400">Go Electric recently won a spot in a Wells Fargo </span><a href="http://in2.wf.com/"><span style="font-weight: 400">startup incubator</span></a><span style="font-weight: 400"> that focuses on developing new energy technologies and bringing them to market with funding and commercial opportunities. “From their end, Wells Fargo, especially at the critical banking centers or centralized operations, they’re looking for a resiliency solution,” Lichtin said. </span></p> <p><span style="font-weight: 400">Lichtin sat for an interview with Midwest Energy News to discuss how the business model works and how plug-and-play microgrids can help a broader smart grid. The interview has been lightly edited and condensed for this space. </span></p> <p><b>Q: Can you tell me more about the business model? </b></p> <p><span style="font-weight: 400">There's obviously the on-site generation piece, versus whatever a company would pay from the utility. Also, there's incentives from installation of those assets – any sort of green credits a company would receive. Beyond that there's this big line item that is valuing resiliency. Companies have a need for it whether or not they're able to put a dollar amount on it. There are off-grid microgrids in Alaska where they're paying over two dollars per kilowatt, so the business case is made quite easily. But in the more mainstream, the continental U.S., we're seeing more interest in not wanting to rely on the grid all the time for business operations.</span></p> <p><b>Q: What sort of companies are you targeting? </b></p> <p><span style="font-weight: 400">Facilities that stand to gain the most from our resiliency solution are those that require immediate operational readiness when the grid goes down — such as hospitals, data centers or defense installations — as well as businesses that risk losses from a power outage — such as grocery stores, gas stations, retail and indoor agriculture. Additionally, because Go Electric's system helps integrate renewables and empowers them to serve as on-site resiliency assets, our microgrid is also ideal for businesses that have clean energy goals.</span></p> <p><b>Q: How big of an investment is it? How long is the rate of return?</b><span style="font-weight: 400"> </span></p> <p><span style="font-weight: 400">The economics depend on whether the customer buys the system or gets it for free. For a free system, the investment is $0 and the return is immediate and throughout the life of the equipment. For a purchased system, the investment varies depending on the size of the system and the equipment incentives available from the utility, and the return is in the 15-30 percent range depending on the cost of electricity in the customer’s utility area.</span></p> <p><b>Q: How can the turnkey approach be a benefit to the broader smart grid? </b></p> <p><span style="font-weight: 400">Demand response — taking whole load off the burden of the grid — is the top line for how these things will help the broader grid. But then depending kind of where this microgrid is located on the circuit, there may be other benefits. Like let's say there's a bunch of utility scale solar on that circuit. Maybe you are able to also use those assets to help balance the fluctuations. A lot of that is tied up in regulation and policy. Right now, all the utility is asking you to do is use less power. Instead of trying to coordinate any sort of frequency and voltage deviation on the other side of the customer's meter. But I do think it is kind of heading in that direction. </span></p> <p><b>Q: What are the policies and regulations you see a need to change? </b></p> <p><span style="font-weight: 400">A lot of tariffs don't allow backflow of power, so you are kind of limited in what you can do when you're helping the broader grid. I think that's a big part it. And then also who owns the microgrid who has control of it contractually. What does that mean for the owner of the microgrid, who has first right of dispatch? To kind of balance that with the local needs with the revenue streams. So that balancing act isn't quite figured out. </span></p> This <a target="_blank" href="https://energynews.us/2018/05/14/qa-the-case-for-turnkey-commercial-microgrids-with-go-electrics-steve-lichtin/">article</a> first appeared on <a target="_blank" href="https://energynews.us">Energy News Network</a> and is republished here under a Creative Commons license.<img src="https://i0.wp.com/energynews.us/wp-content/uploads/2021/03/cropped-favicon-large-1.jpg?fit=150%2C150&ssl=1" style="width:1em;height:1em;margin-left:10px;"><img id="republication-tracker-tool-source" src="https://energynews.us/?republication-pixel=true&post=1125454&ga=UA-112740137-1" style="width:1px;height:1px;">	cc/2022-05/en_head_0001.json.gz/line427
__label__wiki	0.877833	0.877833	West Bank court acquits Nizar Banat death protesters Sudanese pro-democracy activists protest for third day Arabic oud icon seeks to 'change soul' of Iraq with music In the Negev, Israel disguises land theft as a legal dispute Virtual museum retraces the lost art of Arab puppetry UN agency for Palestinian refugees faces funding crisis UN Palestinian refugee agency unable to pay 28,000 staffers: UNRWA chief UNRWA head Philippe Lazzarini said the agency raised enough donations at a recent conference in Brussels to cover up to 48% of its budget in 2022 and 2023. UNRWA runs schools, clinics and food distribution programs for millions of registered Palestinian refugees across the Middle East [Getty] The head of the UN agency for Palestinian refugees said Tuesday it was unable to pay its 28,000 employees on time this month because of a major funding crisis, warning of potential cuts in vital services to millions of people amid a global pandemic. UNRWA runs schools, clinics and food distribution programmes for millions of registered Palestinian refugees across the Middle East, mainly the descendants of Palestinians who fled or were driven out of what is now Israel during the 1948 war surrounding its creation. The 5.7 million refugees mostly live in camps that have been transformed into built-up but often impoverished residential areas in the Israeli-occupied West Bank, east Jerusalem and Gaza, as well as Jordan, Syria and Lebanon. UNRWA head Philippe Lazzarini told reporters in Jordan that the resumption of U.S. support for the agency this year — which had been halted by the Trump administration — was offset by a reduction in funding by other donors. The agency also went through a management crisis in 2019, when its previous head resigned amid allegations of sexual misconduct, nepotism and other abuses of authority at the agency. Staff went on strike Monday after being informed last week that salaries would be delayed, but halted the action following mediation, Lazzarini said. “If UNRWA health services are compromised in the middle of a global pandemic, COVID-19 vaccination rollout will come to an end. Maternal and childcare will stop, half a million girls and boys not knowing if they can continue learning, and over two million of the poorest Palestinian refugees will not get cash and food assistance,” he said. “The humanitarian needs of Palestinian refugees keep increasing while funding to the agency has stagnated since 2013.” Lazzarini said the agency raised enough donations at a recent conference in Brussels to cover up to 48% of its budget in 2022 and 2023. It also generated $60 million toward a $100 million shortfall until the end of the year to keep services running. “I’m still not yet in a position to say when the November salaries will be paid,” he said. The Palestinians say the refugees and their descendants have a right of return to their homes in what is now Israel, a position supported by host countries. Israel rejects that, noting that if such a right were fully implemented it would leave the country with a Palestinian majority.	cc/2022-05/en_head_0001.json.gz/line429
__label__wiki	0.966572	0.966572	Homechevron_rightIndiachevron_rightCongress to hold... Congress to hold all-India flag marches to 'Save Constitution' New Delhi: The Congress will undertake flag marches named "Save Constitution - Save India" across the country on its foundation day on December 28, the party announced on Friday. The All India Congress Committee (AICC) General Secretary K.C. Venugopal told mediapersons that the Indian National Congress will celebrate its foundation day by hoisting its flag at the AICC headquarters here on Saturday morning. "In addition to the customary flag hoisting in the respective state capitals, the Presidents of Pradesh Congress Committees will thereafter undertake flag marches carrying the message of 'Save Constitution-Save India'. They will also read the preamble of the Constitution in their respective languages at public meetings organized for this purpose", he said. "Former Congress President Rahul Gandhi will join the program in Guwahati, Assam, tomorrow (Saturday), with other senior leaders participating in their respective states," he added. Venugopal accused the Prime Minister and the Home Minister of being contradictory while giving statements on the National Register of Citizens (NRC), the Citizenship (Amendment) Act (CAA) and on the National Population Register (NPR). "The government has put itself in a bind on these issues with the PM (Prime Minister), Home Minister and Raksha Mantri (RM) making contradictory statements on different occasions. The CAA proposes to flout the guarantees of Article 14, in contravention of the Constitution of India," he said. Venugopal also said that the government's move to announce the NPR updation amid protests over CAA and NRC and to divert public attention from unemployment and economic gloom, have raised suspicions about their motives. "Amidst massive public outrage, the government decided to take a step further and announced the updation of NPR exercise, on December 24. This has again raised hackles and suspicion because of RSS-BJP's long hidden agenda to implement NRC following completion of NPR exercise amid historic unemployment and the pall of economic gloom," he said. He said that his party is committed to save the Constitution. According to Venugopal, the "Congress Party will rise to every occasion when there is a challenge to the Constitution of India and any effort to derail the country from its path of progress." News Summary - Congress to hold all-India flag marches to 'Save Constitution'	cc/2022-05/en_head_0001.json.gz/line430
__label__wiki	0.603868	0.603868	File:Kafka.jpg It is not only the two antagonists who are there, but he himself as well. ... His dream, though, is that ... he will jump out of the fighting line and be promoted, on account of his experience in fighting, to the position of umpire over his antagonists in their fight with each other. ~ Franz Kafka File:Protein synthesis.svg Diagram of protein synthesis. In general, the noun synthesis (from the ancient Greek σύνθεσις, σύν "with" and θέσις "placing") refers to a combination of two or more entities that together form something new; alternately, it refers to the creating of something by artificial means. CONTENT : A - F , G - L , M - R , S - Z , See also , External links Quotes[edit] Quotes are arranged alphabetically by author A - F[edit] File:Niagara Mohawk Bldg (Syracuse, NY).jpg Building art is a synthesis of life in materialised form. We should try to bring in under the same hat not a splintered way of thinking, but all in harmony together. - Alvar Aalto. Building art is a synthesis of life in materialised form. We should try to bring in under the same hat not a splintered way of thinking, but all in harmony together. Alvar Aalto, quoted in: Bruce Newlands The Art of Building, cicstart.org Either one or the other [analysis or synthesis] may be direct or indirect. The direct procedure is when the point of departure is known-direct synthesis in the elements of geometry. By combining at random simple truths with each other, more complicated ones are deduced from them. This is the method of discovery, the special method of inventions, contrary to popular opinion. André-Marie Ampère, in André-Marie Ampère: Enlightenment and Electrodynamics, Cambridge University Press, 1996, p. 159 There is synthesis when, in combining therein judgments that are made known to us from simpler relations, one deduces judgments from them relative to more complicated relations. There is analysis when from a complicated truth one deduces more simple truths. André-Marie Ampère in: André-Marie Ampère: Enlightenment and Electrodynamics, Cambridge University Press, 1996, p. 158 The synthesis of pure, calming food is breathing pure air, listening to good sounds, looking at good sights, and touching pure objects. Sri Sathya Sai Baba in: Steve Barnett Calm, Andrews McMeel Publishing, 1 April 2006, p. 92 The world is not dialectical -- it is sworn to extremes, not to equilibrium, sworn to radical antagonism, not to reconciliation or synthesis. This is also the principle of evil. Jean Baudrillard in: Eldon Taylor What Does That Mean?: Exploring Mind, Meaning, and Mysteries, Hay House, Inc, 15 January 2010, p. 171 File:Maldivesfish2.jpg An example of such emergent phenomena is the origin of life from non-living chemical compounds in the oldest, lifeless oceans of the earth...Reinout Willem van Bemmelen. An example of such emergent phenomena is the origin of life from non-living chemical compounds in the oldest, lifeless oceans of the earth. Here, aided by the radiation energy received from the sun, countless chemical materials were synthesized and accumulated in such a way that they constituted, as it were, a primeval “soup.” In this primeval soup, by infinite variations of lifeless growth and decay of substances during some billions of years, the way of life was ultimately reached, with its metabolism characterized by selective assimilation and dissimulation as end stations of a sluiced and canalized flow of free chemical energy. Reinout Willem van Bemmelen in: "The Scientific Character of Geology," The Journal of Geology, (July 1961), Vol 69, No. 4, p. 458 The terms synthesis and analysis are used in mathematics in a more special sense than in logic. In ancient mathematics they had a different meaning from what they now have. The oldest definition of mathematical analysis as opposed to synthesis is that given in Euclid, XIII. 5, which in all probability was framed by Eudoxus: "Analysis is the obtaining of the thing sought by assuming it and so reasoning up to an admitted truth; synthesis is the obtaining of the thing sought by reasoning up to the inference and proof of it." Florian Cajori, A History of Mathematics (1893). p. 30 There is neither spirit nor matter in the world; the stuff of the universe is spirit-matter. No other substance but this could produce the human molecule. I know very well that this idea of spirit-matter is regarded as a hybrid monster, a verbal exorcism of a duality which remains unresolved in its terms. But I remain convinced that the objections made to it arise from the mere fact that few people can make up their minds to abandon an old point of view and take the risk of a new idea. … Biologists or philosophers cannot conceive a biosphere or noosphere because they are unwilling to abandon a certain narrow conception of individuality. Nevertheless, the step must be taken. For in fact, pure spirituality is as unconceivable as pure materiality. Just as, in a sense, there is no geometrical point, but as many structurally different points as there are methods of deriving them from different figures, so every spirit derives its reality and nature from a particular type of universal synthesis. Pierre Teilhard de Chardin A Sketch of a Personalistic Universe. File:Gothaer Liebespaar.jpg Love is the affinity which links and draws together the elements of the world... Love, in fact, is the agent of universal synthesis. - Teilhard de Chardin. Love is the affinity which links and draws together the elements of the world... Love, in fact, is the agent of universal synthesis. Teilhard de Chardin in: James Twyman The Proof, Hay House, Inc, 15 October 2009, p. 24 Life is not found in atoms or molecules or genes as such, but in organization; not in symbiosis but in synthesis. Edwin Grant Conklin in: Evolution by Association : A History of Symbiosis: A History of Symbiosis, Oxford University Press, 22 August 1994 Mathematics as an expression of the human mind reflects the active will, the contemplative reason, and the desire for aesthetic perfection. Its basic elements are logic and intuition, analysis and construction, generality and individuality. Though different traditions may emphasize different aspects, it is only the interplay of these antithetic forces and the struggle for their synthesis that constitute the life, usefulness, and supreme value of mathematical science. Richard Courant in: The Australian Mathematics Teacher, Volumes 39-40, Australian Association of Mathematics Teachers, 1983, p. 3 The most dramatic moments in the development of physics are those in which great syntheses take place, where phenomena which previously had appeared to be different are suddenly discovered to be but different aspects of the same thing. The history of physics is the history of such syntheses, and the basis of the success of physical science is mainly that we are able to synthesize. Richard Feynman: (1963). 28–1. Electromagnetism in Chapter 28. Electromagnetic Radiation, The Feynman Lectures on Physics, Volume I, Mainly Mechanics, Radiation, and Heat Every truth has relation to some other. And we should try to write the facts of our knowledge so as to see them in their several bearings. This we do when we frame them into a system. To do so legitimately, we must begin by analysis and end with synthesis. William Fleming, reported in Austin Allibone ed. Prose Quotations from Socrates to Macaulay. (1903), p. 676 File:Cuckoo clock by Pascal Tarabay.jpg Designer is defined as an emerging synthesis of artist, inventor, mechanic, objective economist and evolutionary strategist. - R. Buckminster Fuller. Designer is defined as an emerging synthesis of artist, inventor, mechanic, objective economist and evolutionary strategist. R. Buckminster Fuller, in: Your Private Sky: Discourse, Springer Science & Business Media, 2001, p. 301 G - L[edit] I have no fault to find with those who teach geometry. That science is the only one which has not produced sects; it is founded on analysis and on synthesis and on the calculus; it does not occupy itself with the probable truth; moreover it has the same method in every country. Frederick the Great in: G.E. Martin The Foundations of Geometry and the Non-Euclidean Plane, Springer Science & Business Media, 1975, p. 19 Our movement took a grip on cowardly Marxism and from it extracted the meaning of socialism. It also took from the cowardly middle-class parties their nationalism. Throwing both into the cauldron of our way of life there emerged, as clear as a crystal, the synthesis -- German National Socialism. Nazism as cocktail of Marxism and bourgeois nationalism: a toxic brew indeed. Hermann Goering in: Ben Dupré 50 Big Ideas You Really Need to Know, Quercus, 3 September 2009, p. 250 Analysis and synthesis, though commonly treated as two different methods, are, if properly understood, only the two necessary parts of the same method. Each is the relative and correlative of the other. Analysis, without a subsequent synthesis, is incomplete ; it is a mean cut of from its end. Synthesis, without a previous analysis, is baseless ; for synthesis receives from analysis the elements which it recomposes. Sir W. Hamilton, Metaphysics, p. 69, ed. 1871, Boston; Partly reported in Austin Allibone ed. Prose Quotations from Socrates to Macaulay. (1903), p. 34 A man ... has two antagonists: the first presses him from behind, from the origin. The second blocks the road ahead. He gives battle to both. To be sure, the first supports him in his fight with the second, for he wants to push him forward, and in the same way the second supports him in his fight with the first, since he drives him back. But it is only theoretically so. For it is not only the two antagonists who are there, but he himself as well, and who really knows his intentions? His dream, though, is that some time in an unguarded moment and this would require a night darker than any night has ever been yet he will jump out of the fighting line and be promoted, on account of his experience in fighting, to the position of umpire over his antagonists in their fight with each other. Franz Kafka, Parable translated by Hanna Arendt, in Between Past and Future: Eight Exercises in Political Thought (1954), p. 7 To play chess on a truly high level requires a constant stream of exact, informed decisions, made in real time and under pressure from your opponent. What’s more, it requires a synthesis of some very different virtues, all of which are necessary to good decisions: calculation, creativity and a desire for results. If you ask a Grandmaster, an artist and a computer scientist what makes a good chess player, you’ll get a glimpse of these different strengths in action. Garry Kasparov in: Kasparov’s book sees chess as...Way to success, The Trinidad Guardian, 26 March 2008 Man is a synthesis of psyche and body, but he is also a synthesis of the temporal and the eternal. In the former, the two factors are psyche and body, and spirit is the third, yet in such a way that one can speak of a synthesis only when the spirit is posited. The latter synthesis has only two factors, the temporal and the eternal. Where is the third factor? And if there is no third factor, there really is no synthesis, for a synthesis that is a contradiction cannot be completed as a synthesis without a third factor, because the fact that the synthesis is a contradiction asserts that it is not. What, then, is the temporal? Søren Kierkegaard. The Concept of Anxiety (1844) p. 85 Science is spectral analysis. Art is light synthesis. Karl Kraus in:Quotes about Science and Scientists, Quotations Book, p. 18 M - R[edit] There are many reasons for carrying out the laboratory synthesis of an organic compound. In the pharmaceutical industry, new molecules are designed and synthesized in the hope that some might be useful new drugs. In the chemical industry, syntheses are done to devise more economical routes to known compounds. In academic laboratories, the synthesis of extremely complex molecules is sometimes done just for the intellectual challenge involved in mastering so difficult a subject. The successful synthesis route is a highly creative work that is sometimes described by such subjective terms as elegant or beautiful. John McMurry, Organic Chemistry 8th ed. (2012), Ch. 9. Alkynes: An Introduction to Organic Synthesis The artist does not illustrate science; … [but] he frequently responds to the same interests that a scientist does, and expresses by a visual synthesis what the scientist converts into analytical formulae or experimental demonstrations. Lewis Mumford in: Oliver Martin Sayler Revolt in the Arts: A Survey of the Creation, Distribution and Appreciation of Art in America, Sn., 1930, p. 117 By this way of Analysis we may proceed from Compounds to Ingredients, and from Motions to the Forces producing them; and in general, from Effects to their Causes, and from particular Causes to more general ones, till the Argument end in the most general. This is the Method of Analysis: and the Synthesis consists in assuming the Causes discover'd, and establish'd as Principles, and by them explaining the Phænomena proceeding from them, and proving the Explanations. Isaac Newton, Opticks (1704) {pp. 380-381 in 4th edition (1730)} synthesis portion also reported in Prose Quotations from Socrates to Macaulay (1876) Austin Allibone ed., p. 691 Enhance and intensify one's vision of that synthesis of truth and beauty which is the highest and deepest reality. J.C.Powys, in Robert Corfe Egalitarianism of the Free Society: And the End of Class Conflict, Arena books, 2008, p. 36 Chemical synthesis is one of the key technologies that form the basis of modern drug discovery and development. For the rapid preparation of new test compounds and the development of candidates with often highly complex chemical structures, it is essential to use state-of-theart chemical synthesis technologies. Manfred T. Reetz, et al. "Preface" in Organocatalysis (2008) edited by M.T. Reetz, B. List, S. Jaroch, H. Weinmann S - Z[edit] Poetry is the synthesis of hyacinths and biscuits. Carl Sandburg in: Paula Steichen Carl Sandburg Home, Government Printing Office, 1 June 1983 We are approaching a new age of synthesis. Knowledge cannot be merely a degree or a skill... it demands a broader vision, capabilities in critical thinking and logical deduction without which we cannot have constructive progress. Li Ka-shing quoted In: Bradley J. Preber Financial Expert Witness Communication: A Practical Guide to Reporting and Testimony, John Wiley & Sons, 9 May 2014, p. 81 Analysis and synthesis ordinarily clarify matters for us about as much as taking a Swiss watch apart and dumping its wheels, springs, hands, threads, pivots, screws and gears into a layman's hands for reassembling, clarifies a watch to a layman. Unknown, in Accelerated Testing and Validation, Elsevier, 01-Jul-2004, p. 191 Synthetic method is that which begins with the parts, and leads onward to the knowledge of the whole : it begins with the most simple principles and general truths, and proceeds by degrees to that which is drawn from them, or compounded of them ; and therefore it is called the method of composition. Isaac Watts, reported in Austin Allibone ed. Prose Quotations from Socrates to Macaulay. (1903), p. 691 Get the habit of analysis- analysis will in time enable synthesis to become your habit of mind. Frank Lloyd Wright in: Toward Center: The Art of Being for Musicians, Actors, Dancers, and Teachers, GIA Publications, 2010, p. 35 The overall yield in a multistep step synthesis is the product of the yields for each separate step. In a linear synthetic scheme, the hypothetical TM is assembled in a stepwise manner. … Since the overall yield of the TM decreases as the number of individual steps increases, a convergent synthesis should be considered in which two or more fragments of the TM are prepared separately and then joined at the latest-possible stage of the synthesis. It should be noted, however, that the simple overall yield calculation is some- what misleading since it is computed on one starting material, whereas several are used and the number of reactions is the same! Nevertheless, the increased efficiency of a convergent synthesis compared to the linear approach is derived from the fact that the preparation of a certain amount of a product can be carried out on a smaller scale. George S. Zweifel and Michael H. Nantz Modern Organic Synthesis (2006), Ch. 1. Synthetic Design Wikipedia has related information at Synthesis Look up synthesis in Wiktionary, the free dictionary. This page was moved from wikiquote:en:Synthesis. Its edit history can be viewed at Synthesis/edithistory Retrieved from "https://everything.wiki/index.php?title=Synthesis&oldid=931724"	cc/2022-05/en_head_0001.json.gz/line431
__label__cc	0.603215	0.396785	Pioneering male-dominant sex toy industry: Young female CEO An Jin-yeong Yoon Chae-won An Jin-yeong, the CEO of Euphoria, a femalefriendly sex toy shop, shares her thoughts onthe adult industry based on her experience.Photo provided by An Jin-yeong The adult industry has been growing in denial, contempt, and exclusion of female existence. In the sex toy industry, women are consumed and marketed as toys and trophies. Products sexually objectifying females and their body parts, which have been produced and sold by males, are used solely to satisfy men’s sexual desires. Generally, women have been seen as products while men were just consumers. However, every injustice sees those who begin the change and spark action. An Jin-Yeong, the CEO of Euphoria, a female-friendly sex toy shop, is a businesswoman in her 20s who strives to establish a safe and pleasant sex toy market for women. The female-friendly sex toy shop Euphoriaendeavors to provide a safe, pleasant sex toymarket to women.Photo provided by An Jin-yeong “Women’s sexuality is often sexually objectified in the sex toy industry. Sex toys modeled after women’s genitals and named after female individuals overflow in the market. Images of women who certainly exist somewhere, such as high school girls, younger sisters, and female trainers, are constantly sexually consumed,” reads a paragraph from An’s newly published book, “Adventures of the Little Sex Toy.” After An’s internship in the United States in 2015, she realized how large a problem the Korean sex toy industry faced. She started her own business by contacting world-famous sex wellness brands. Now almost six years old, the company is generating annual sales of approximately 1.5 billion won, with the main consumers being women in their 20s and 30s. In her book, An further explores gender issues in the sex toy industry based on her own experience of establishing and running the business in a male-dominated industry as a woman in her 20s. Moreover, by sharing her personal experiences, An also explores important issues related to sex life for many women in Korea. Looking up sex toys or adult products online, An felt uneasy about how contents on search results stimulate voyeurism originating from the male gaze based on sexual myths that are rampant on the Internet. This led her to start writing the book on women’s sexuality and the natural, healthy ways of exploring pleasure. “As a woman who has been in the industry for a long time, I felt the need to tell the story of women’s masturbation,” An said. “Also, I thought that introducing my journey as a female entrepreneur would help others who dream of starting their own business.” An revealed that to end gender discrimination and repression in the industry, she is looking forward to seeing sex toys enter the mainstream market. For instance, there are all kinds of sex aid products like simple vibrators in convenience stores in China, Taiwan, Hong Kong, and the United States. “It is absolutely not to say that products like sex dolls and real dolls should be brought out on the surface. I am against all kinds of sex toys that objectify sexuality,” An said. “However, if general vibrators that do not resemble human bodies can be easily accessed, we can expect the safety and standardization of sex toys along with the decline of the general public’s sense of refusal. Furthermore, I believe the sex toy industry can be self-purified faster if women move beyond the position of consumers and get actively involved in producing and selling the products.” An hopes to make women feel the joy of sexuality by selling safe, quality products at a reasonable price. The most rewarding feeling for An is when women who were not even aware of the location of their vagina and clitoris have their first orgasm and find pleasure in sexuality. Running the business in such strong faith in individual’s healthy sex life, An puts her most efforts into the safety of the product. An mentioned that since there is no safety regulation for adult products in Korea, importers and sellers should pay more attention to inspecting the product. An concluded the interview revealing her ultimate dream of becoming a happy CEO with her employees together to run a happy company and, eventually be happy with fellow women in the society. “Writing the book, I thought a lot about how women’s genitals are like extraterritoriality,” An said. “My sexuality is my territory in my body, but its jurisdiction feels like a colony in another country. I was not happy that the sexuality of myself and fellow women was controlled by the media and the male power. Long live the vagina independence!” Yoon Chae-won 다른기사 보기	cc/2022-05/en_head_0001.json.gz/line432
__label__wiki	0.977425	0.977425	Kevin Spacey due in court over sex assault claims The "House of Cards" star had asked that his lawyers represent him at the hearing, but Judge Thomas Barrett declined, forcing Spacey to appear before him at 11:00 am. FILE: Kevin Spacey at the 2017 AMD British Academy Britannia Awards on 27 October 2017. Picture: AFP Me too movement Kevin Spacey sexual assault allegations AFP \| 1118 days ago LOS ANGELES – Actor Kevin Spacey was due in court Monday to appear before a judge on the island of Nantucket, Massachusetts over accusations he sexually assaulted a teenager in 2016. The House of Cards star had asked that his lawyers represent him at the hearing, but Judge Thomas Barrett declined, forcing Spacey to appear before him at 11:00 am. The formal charges come more than 13 months after the complaint was filed, and is part of the latest chapter in the #MeToo movement after the sentencing of actor Bill Cosby and the indictment against Hollywood producer Harvey Weinstein. The case marks the first time Spacey has faced charges, although there are dozens of claims against him. The actor faces five years in prison if charged for repeatedly reaching down into the pants of a man identified as William Little, who was 18 at the time of the alleged assault in July 2016 at a Nantucket restaurant. The young man had been working as a busboy for the summer at the restaurant. He had remained in the bar after his shift had finished to see Spacey, of whom he was a fan. After meeting the actor and telling him he was 23-years-old - the legal drinking age is 21 in Massachusetts - he said he started drinking first beer and then whiskey with Spacey at his urging. Spacey then allegedly invited him back to his place, along with some other friends. The young man declined, suspecting the actor was trying to seduce him. But he stayed in the bar in the hopes of getting a picture with Spacey. It was then Spacey began sexually molesting the young man, according to court filings. The two-time Oscar winner - for his supporting role in Usual Suspects in 1996 and his lead role in American Beauty in 2000 - told the judge in a letter that he intends to plead not guilty. 'WITHOUT EVIDENCE' Spacey, who was forced out of public life by accusations of sexual misconduct in 2017, posted a video online in December of himself speaking about allegations of sexual abuse in the character of Frank Underwood, the scheming politician he played in House of Cards before the show dropped him. The message has several levels of interpretation, evoking both the destiny of Underwood, the lead character written off the show, and the claims against Spacey. "You wouldn't believe the worst without evidence, would you? You wouldn't rush to judgments without facts, would you? Did you? No, not you. You're smarter than that," Spacey said in the video. "Of course, some believed everything and have been just waiting with bated breath to hear me confess it all. They're just dying to have me declare that everything said is true and that I got what I deserved. "Only you and I both know it's never that simple, not in politics and not in life." Spacey was considered one of the finest actors of his generation, but his career nosedived following allegations of sexual misconduct by more than a dozen men in the United States and Britain. In addition to the Nantucket case, two other investigations are underway in Los Angeles and London, where Spacey served as artistic director of the prestigious Old Vic theatre from 2004 to 2015. Mexican actor Roberto Cavazos, who performed in several Old Vic productions, said "it seems that it only took a male under 30 to make Mr Spacey feel free to touch us." The first public report of alleged abuse by him came from actor Anthony Rapp, who claimed that Spacey sexually abused him when Rapp was 14, in 1986. Spacey has not appeared on the screen or on stage since Rapp came forward. Director Ridley Scott even removed Spacey from his film All the Money in the World (2017) by shooting all scenes in which the actor appeared again with another star, Christopher Plummer. Unions march to Israeli offices in Sandton over Clover's restructuring	cc/2022-05/en_head_0001.json.gz/line433
__label__cc	0.737639	0.262361	The Erosion Of Transparency At The Delaware DOE Even though I’ve done my fair share of beating up on the Delaware Department of Education, I felt they were transparent in a few ways. Most specifically on their website. But now I am finding that transparency is evaporating fast. There are three examples of this, most of which would not be caught by most people. For a blogger like myself, those three areas contained a lot of information. The first is their special education section. For years I would look at their Due Process Hearing and Administrative Complaint decisions. Each report would name the specific school district or charter school. Since last Spring, they stopped doing that. Now it just says “______ school district” or _____ charter school”. What is the big deal? Don’t parents of students with disabilities have a right to know what kind of special education complaints are happening at certain schools? In looking at the above two screenshots from the DOE website, a pattern begins to form. Last school year, there were three administrative complaints against charter schools in Delaware. None of them are named. I don’t need to be a forensic scientist to figure this one out. The second area involves Department of Education personnel. As long as I can remember, the Delaware State Board of Education would list changes to DOE personnel on their website as part of their agenda for each meeting. That stopped a few months ago. I did reach out to Donna Johnson, Executive Director of the State Board of Education. She said the State Board does not control personnel at the DOE and they were the only state agency that listed personnel changes. So it was a matter of consistency. I get that, but it was also what made the DOE stand out above those other state agencies. Not to belittle other state agencies, but the DOE is an important one and citizens have a right to know who is leaving or who is hired there. The third area, which absolutely no one in their right mind would find is a bit tricky. It involves their search engine. I learned a few years ago that if you type “PDF” in their search bar it will bring up all PDF documents. You can even tweak it so the results come up with the most recent documents. I relied on this to see what was going on at the DOE. The last PDF document that comes up on the search of most recent is from 5/2/2017. I highly doubt the DOE is not creating PDF documents anymore. I know that is the case because I’ve seen them. But they somehow found a way to eliminate it from their search bar. Maybe they figured out some crazed blogger from a specific IP address was always using it and disabled it. It doesn’t shock me that these transparency issues coincide with the new Carney administration. I, as well as others, have written about a continual lack of transparency coming from the state since Governor John Carney took office. I guess the people no longer have a right to know. Posted on October 26, 2017 Categories Delaware DOETags Administrative Complaints, DE Secretary of Education Dr. Susan Bunting, Delaware Charter Schools, Delaware DOE, Delaware School Districts, DOE Personnel, DOE Website, Due Process Hearing Decisions, Governor Carney, PDF, Search Bar, Special Education, TransparencyLeave a comment on The Erosion Of Transparency At The Delaware DOE For The Love Of Special Education Yesterday morning, I read a Facebook post on a friend’s feed. She didn’t write it. It is one of those “copy and paste” things on Facebook. I usually tend to ignore them, but this one tugged at my heartstrings. I felt obligated to put it down here, on this blog. Because this teacher reminded anyone who read this what is truly special about special education. I don’t remember the exact moment my life was changed by someone with a disability. The memories seem far away, blurry, as if they don’t belong to me. But this is what happens after you’ve been working with people with disabilities for years. You change. They don’t tell you that when you’re filling out your application. Instead, they tell you about the hours, the health benefits, the 401(k) plan, the programs and the strategies. But they don’t tell you about the fact if you do it right, you’ll never be the same. They don’t tell you it will be the most amazing job you’ve ever had. On other days, it can be the worst. They can’t describe on paper the emotional toll it will take on you. They can’t tell you there may come a time where you find you’re more comfortable surrounded by people with developmental disabilities than you are with the general population. They don’t tell you you’ll come to love them, and there will be days when you feel more at home when you’re at work than when you’re at home, sitting on your couch. But it happens. They don’t tell you about the negative reactions you may face when you’re out in the community with someone with a disability. That there are people on this earth who still think it’s OK to say the R-word. That people stare. Adults will stare. You will want to say something, anything, to these people to make them see. But at the end of the day, your hands will be tied because some things, as you learn quickly, can’t be explained with something as simple as words. They can only be felt. And most of the time, until someone has had their own experience with someone with a developmental disability, they just won’t understand. They train you in CPR and first aid, but they can’t tell you what it feels like to have to use it. They don’t tell you what it is like to learn someone is sick and nothing can be done. They can’t explain the way it feels when you work with someone for years and then one day they die. They can’t explain the bond direct service personnel develop with the people they are supporting. I know what it’s like to have a conversation with someone who has been labeled non-verbal or low-functioning. After working with someone for awhile, you develop a bond so strong they can just give you a look and you know exactly what it means, what they want and what they’re feeling. And most of the time, all it boils down to is they want to be heard, listened to and included. Loved. When you apply for this job, they do tell you you’ll be working to teach life skills. But what they don’t tell you is while you’re teaching someone, they’ll also be teaching you. They have taught me it’s OK to forgive myself when I have a bad day. There’s always tomorrow and a mess-up here and there doesn’t mean it’s the end of the world. They have taught me to slow down, to ponder, to take the time to just look around and take in this beautiful world and all of the simple joys we are blessed to encounter every day. So when did I change? I realize now there wasn’t one pivotal moment. Instead, it was a million little moments, each important in their own way, that when added together changed me. And I’m grateful for each one. I would love to know who the original author is. I would shake their hand in a heartbeat! Posted on October 26, 2017 Categories Special EducationTags Facebook, Special Education, Special Education Teachers, Students With Disabilities, Teachers1 Comment on For The Love Of Special Education Exclusive: Kathleen Davies Files To Run For State Auditor Delaware’s next General Election is still over a year away, but a surprise filing with the Department of Elections today made it very interesting. Kathleen Davies, the former Chief Administrative Auditor for State Auditor Thomas Wagner, is running for the elected position in 2018 as an Independent. To say this isn’t huge news would be an understatement. While Davies cannot publicly talk about why she was run out of the office in the Spring of 2016, the fact she is running for the State Auditor title shows there was definitely some funny business with her ouster. I wrote extensively about the situations around her removal last year. I always knew there was more to it. The News Journal wrote a story involving Ann Visali and travel expenses that never made a lick of sense. Tom Wagner, who has held the position of State Auditor for the last three decades, has not announced his intention to run again. A couple of weeks ago, former State Rep. Dennis Williams announced he would run but nothing has been heard about that since. I know, without a moment of hesitation, that Kathleen Davies will get my vote on Election Day in 2018. Without a doubt in my mind. She is easily the most qualified and her resume involving work with state audit agencies goes beyond Delaware, to Pennsylvania and New Jersey. I firmly believe Davies will one day be vindicated for the horrible treatment she received in the Spring of 2016. But even better, it is my fervent hope she will see that vindication while holding the office of State Auditor. Change is needed in the Auditor’s office. That change was there when Davies held the title of Senior Audit Manager. She was the first to conduct audit investigations against Delaware charter schools. From Delaware Military Academy, to Academy of Dover, Family Foundations Academy, and Providence Creek Academy. The last big audit she had a major role in was a September 30th Count audit inspection which found some pretty glaring errors with a few charters. That report was pulled from the State Auditor website the same time Davies was placed on administrative leave. Wagner released a new report a few months later but the actual procedures from the first audit were not used in the second report. I can imagine some in the Delaware education world will begin rolling up their sleeves when they hear this news. My suggestion to the people of Delaware: ignore them. If you want an auditor who will serve that office above and beyond and believes in their work 100%, that person is Davies. Kathleen Davies for Delaware State Auditor 2018!!!!! Posted on October 23, 2017 October 23, 2017 Categories Kathleen DaviesTags DE Auditor of Accounts, DE State Auditor Tom Wagner, Delaware Charter Schools, Delaware Election 2018, Election Day 2018, Kathleen Davies, Senior Audit Manager, Shady Business1 Comment on Exclusive: Kathleen Davies Files To Run For State Auditor Caesar Rodney School District Drops The Ball 19 days ago, a student was beaten in the cafeteria of Caesar Rodney High School. Tomorrow, the student’s parents and advocate will be holding a press conference in front of the Caesar Rodney District Office. Update on CR High Student Beaten 10-3-17 Press Conference 10-23-17 -10am in front of Caesar Rodney Central Office. District failing to keep agreement upon student return. Advocate filed a complaint with DPS Internal Affairs Division. District condemning media outlets who report on unsafe conditions in the school. Robert & Rose Boyles, in addition to advocate Diane Eastburn will be on hand with statements – evidenced – and audio proof for all in attendance. Sounds like the district underestimated parents and how far they will go to protect their children. I did find out a few things since my last article on this. As per their teachers union contract with Caesar Rodney School District, teachers may intervene in fights. Note the use of the word may, not shall. Some students can be bigger than some teachers so I can understand a fear of harm from a student. Our schools and districts haven’t wised up to the fact that parents do have the means in today’s social media world to make some noise. Most schools just want parents to shut the hell up when things go south with their kid but parents don’t have to do that. Never sign a non-disclosure agreement without having an attorney look at it first! Posted on October 22, 2017 Categories Caesar Rodney School DistrictTags Audio Proof, Caesar Rodney High School, Caesar Rodney School District, Diane Eastburn, Evidenced, Fights, Non-Disclosure Agreement, Press Conference, Press Release, Robert & Rose Boyles, Statements, Teacher Union ContractsLeave a comment on Caesar Rodney School District Drops The Ball There is so much going on tonight. First up is the first Town Hall meeting (which I filed a FOIA complaint against the Governor’s Office and Christina School District for a violation of the seven day notice) for the Governor Carney let’s screw with Christina School District one more time. Second is the Red Clay Consolidated School District Board of Education meeting in which they pick up a new board member and tackle the resolution similar to the Christina resolution on sanctuary schools and all that. Finally, it is the Capital School District Board of Education meeting. My son goes to school there again so I have a vested interest in what goes on in their district. I can’t possibly attend all of them. So which one am I going to? Who gets the honor? Continue reading Tonight Posted on October 18, 2017 October 18, 2017 Categories TonightTags Capital School District, Christina School District, DE 149th General Assembly, DE School District Consolidation Task Force, DE Senator David Sokola, Delaware Charters, Delaware DOE, Exceptional Delaware, FOIA Complaint, Governor Carney, Public Education, Red Clay Consolidated, Rodel, Springfield Gambit, Transparency, YankeesLeave a comment on Tonight State Rep. Rich Collins Is Not Digging Gender Expression Regulations It looks like State Rep. Rich Collins is taking aim at proposed regulations dealing with gender discrimination according to the weekly newsletter from the Republican Caucus of the Delaware House of Representatives. I felt the need to redline this because there are some points I agree with and some I don’t. State Lawmaker Says Proposed Education Regulations Could Violate Parental Rights, Spark Lawsuits A proposed anti-discrimination policy and regulations that could soon be applied to Delaware public schools are raising questions and concerns. I’m sorry, but how often does Rep. Collins take an active role on education issues in the General Assembly? How much education legislation has he put forth? I think this has more to do with transgender issues than potential legality of the Governor’s actions. Cause if Collins wants to poke holes at legality in state code, I can think of a few dozen issues that need the spotlight more than this. “It opens Pandora’s Box,” said State Rep. Rich Collins, R-Millsboro. “It has the potential to twist schools up in knots.” A little overdramatic there. The process began in mid-July with the issuance of a brief memorandum from Gov. John Carney to Sec. of Education Susan Bunting. In the memo, the governor directed the agency to promulgate regulations providing clear guidance to schools “to prohibit unlawful discrimination in educational programs, and activities for students, on the basis of any legally protected characteristic.” This is Executive Overreach. Something Carney does very well. He has been doing this a lot lately. The memo set a deadline of November 1st for the proposed rules to be posted in the Delaware Register of Regulations, a needed step preceding implementation. If you ask me, any regulation should be based on a bill passed by the General Assembly and signed by the Governor. No questions asked. Four “community conversations” were held — one in each county, and one in the City of Wilmington — to gather public input. These community conversations are usually poorly attended. The results of these meetings are predetermined as usual. State Rep. Ruth Briggs King, R-Georgetown, attended the Sussex County event last week. She said the meetings – which all took place between 6:30 p.m. and 8 p.m. over a period of just ten days – were, perhaps intentionally, inconveniently staged for parents to participate. “They were held when families are collecting students from school activities, having dinner and assisting with homework,” she said. I like Rep. Briggs King. But my question would be when is an opportune time? When parents are at work? Is after 8pm better when parents are trying to get kids to bed? I would say sufficient notice and having schools send out robo-calls paid for by the state would work better. Or hell, have the state send out robo-calls. Rep. Collins noted that the forums appeared to have been deliberately engineered to thwart public criticism, with participants broken into small discussion groups, limiting interaction and open debate. Welcome to DOE 101 Rep. Collins! This is how they roll. I’ve been dealing with this kind of nonsense for years. He added that an online survey form for public feedback on the proposed policy and regulations posed questions that specifically called for participants to provide three things they liked about each but avoided any such pointed solicitation of negative comments. Once again, we go back to the predetermined thing. The Delaware DOE will never put “This sucks” as an option! The draft regulations include “gender identity or expression” among its protected characteristics. Among the more controversial aspects of the proposed rules are the following: All students enrolled in a Delaware public school would be able to self-identify gender or race. (Rule 7.4) I watch the show Shameless. In an episode from last year, a character named Carl wanted to get a DNA test to prove he had African-American ancestry so he could get into a military academy. The white teenager couldn’t get in but the school did have openings for different minorities for 20% of their population. Even though he did not have any African-American ancestry, he did find out he was 3% Apache so he got in. Not sure where I’m going with this, but I thought it was kind of funny. In these episodes dealing with Carl’s situation, another brother named Ian is dating a transgender. The writers did a great job of conveying some of the issues transgender people go through. But I digress. A student would have the opportunity to participate on the sports team that is consistent with the student’s gender identity, regardless of the student’s assigned sex at birth. (6.4) I really don’t know how to comment on this one. I have no issues with gender identity whatsoever. But calling it “assigned sex”? Is that a legal term? I don’t know. A student would have the opportunity to participate in the program of instruction dealing with human sexuality that is consistent with the student’s gender identity, regardless of the student’s assigned sex at birth. (3.4) I would think this is appropriate. Regarding physical education programs – goals, objectives and skill development standards could not be designated on the basis of gender. (5.2) Why does everything have to be a “standard”? What happened to the days when kids went to gym to release energy and play basketball or floor hockey? School districts and charter schools would be required to work with students and families on providing access to locker rooms and bathrooms that correspond to students’ “gender identity or expression.” (8.1) What does “work with” mean? This is a good point. I’ve seen how schools are “required” to work with parents, but sometimes you can lead a horse to water but you can’t make it drink. Even if a student does not legally change his or her name, he or she can select a “preferred name” based on a “protected characteristic” that school officials would be obligated to use except on official records. (7.3) I don’t mind this. My son’s name is Jacob. He likes his name. He doesn’t like to be called “Jake”. If he wanted to be called “Bob” in school, I would respect that, as long as he is consistent with it and not changing his “preferred name” every other week. The proposed regulations direct school districts to establish antidiscrimination policies within 90 days of the rules’ implementation or the start of the next academic year, whichever is earlier. The policies would be required to contain informal and formal complaint procedures. A procedure isn’t the same thing as reality. Just gonna throw that one out there. “The regulations and policy contain no mention of a student’s age, so I question the wisdom of allowing very young students to make some of these decisions,” Rep. Collins said. “These proposals also seem to undercut parental authority; giving parents less say in some of these processes then I think is appropriate.” Then and than mean two different things. Just saying. But I kind of agree with Rep. Collin’s point here. A five-year old making these decisions, without parental consent, could be a slippery slope. A thirteen-year old, who is more aware of their body and their wants… that could be a different thing. State Reps. Collins and Briggs King say the proposed regulations are invalid, noting that “gender identity or expression” is not a legally protected classification under the Delaware Code covering public education. Then perhaps Reps. Collins and Briggs King should write legislation which would put it as a legally protected classification. Delaware’s Gender Identity Nondiscrimination Act of 2013 — which forbids discrimination on the basis of gender identity in housing, employment, public works contracting, public accommodations, and insurance – added new language to seven titles of the state code. However, those changes were not applied to Title 14, which covers public education. “Neither the proposed regulation nor the model policy document, are legitimate because they are not based on any legal authority granted by the General Assembly,” Rep. Collins said. That’s because Carney wants to circumvent the General Assembly whenever possible. He is becoming very proficient at that. But the House Republicans had a Carneypalooza in their newsletter this week with pictures of him all over the place. Rep. Briggs King points to language in House Joint Resolution 6 – which is still pending action in the Senate – as further proof. The measure contains a provision explicitly stating that Delaware’s laws on public education do not “prohibit discrimination based on gender identity or expression.” Carney likes to flex his gubernatorial muscle. If he wanted this so bad, he should have done his posturing on June 30th (and July 1st, July 2nd) and gotten the General Assembly to pass a simple Joint Resolution. Rep. Collins said there has been a rapid push to implement the anti-discrimination regulations, outside the authority of law and escaping the attention of most parents and elected officials. He said the new rules would produce confusion and likely create additional disputes and lawsuits. John is all about the rapid push. Patience is not his strong suit. The only authority he seems to recognize is his own authority. In a recent communication to the Department of Education, Rep. Collins urged the agency to delay action to address the growing concerns about the proposals. How much you want to bet the response will be as empty as Legislative Hall between July and early January? I am really torn on this one. Collins offers up some valid points. The biggest is that Governor Carney once again operated under the guise of Executive Power to do whatever the hell he wants. He is the most non-transparent Governor in Delaware history. He is flaunting this power a lot lately. Much more than Jack Markell did. It does not bode well for Carney. I’m sure the DOE, Rodel, and the Delaware Business Roundtable love it though! I dig into a great deal of education happenings. I don’t mind any rights of students being clarified. But there are some parental no-nos in the below draft of the proposed regulations. I don’t think any educational setting should determine what is best to tell a parent or NOT tell a parent. Parents have rights when it comes to their children and I can understand the concerns by some parents in feeling those rights are being stripped away. I don’t see it as a “left-wing liberal snowflake” agenda though. I see it as an overall concern I have with education policymakers who pretend they want parental engagement but operate behind the scenes and make decisions which ALL parents should know about. They should also be a part of those conversations and no back-door meetings should take place. https://www.scribd.com/document/361607742/Prohibition-of-Discrimination-Regulation-Community-Conversation-Draft9-20-17 The reason I’m so torn on this issue is because for me it is relatively new. I’m not in schools enough and I don’t know many transgender folks. While this isn’t a brand-new issue, it has gotten the spotlight the past few years. I’m against any kind of discrimination, period. Equal rights for all. But many Republicans are against transgender folks, as well as homosexuals, because of what the Bible says. I’m sure I won’t win any friends here, but the Bible was rewritten in the Council of Nicea some 1,500 years ago. By a group of men. It wasn’t rewritten by God. And while the Bible doesn’t address gender identity or expression, I’m pretty sure it wasn’t a big debate in the Council of Nicea. I’ve heard some say the Bible is “God-breathed”, meaning it is infallible. But I’ve seen one message in the Bible taken in so many different ways that it seems folks forget the basic message of the good book: love your neighbor. Be nice. Be kind. To me, that is the message I take from the Bible. Did you learn to forgive others? Do you give more than you take? Do you do your best to set an example for your children? To me, those are the important things. I believe in the Ten Commandments. I do my best to obey them. I don’t covet my neighbor’s wife. I know the couple next to me are moving out and I haven’t met my other neighbor yet. I haven’t killed anyone. And so on. I will never understand hating someone for what they are or the choices they make. If they get all the stuff I take from the Bible, I’m pretty sure their passage to Heaven (or whatever afterlife you choose to believe in) is assured. If Delaware Republicans and Democrats want to make some real headway, how about they band together to get rid of the rot in our state government? We did a pretty good job on opt out a couple years ago. Imagine what we could do together if we REALLY got organized? Posted on October 14, 2017 Categories Gender Identity DiscriminationTags Assigned Sex, Carl, DE 149th General Assembly, DE Secretary of Education Dr. Susan Bunting, Delaware DOE, Democrats, Discrimination, Executive Overreach, Gender Expression, Gender Identity, Governor Carney, House Joint Resolution #6, Locker Rooms, Physical Education, Proposed Rules, Regulations, Republicans, Shameless, State Rep Ruth Briggs-King, State Rep. Rich Collins, The Bible3 Comments on State Rep. Rich Collins Is Not Digging Gender Expression Regulations Mike Matthews Speaks! Finally! After weeks of Delaware Governor John Carney’s posturing about his plans for the Christina School District Wilmington schools, Delaware State Education Association President Mike Matthews gave a shout-out to his fellow DSEA members about the rapidly developing situation. Being at the table doesn’t mean you are in full collaboration with the rest of the table. But it is a slippery slope. Cause sometimes they will serve you on the table. Carney’s Springfield gambit has more holes than a donut shop. The Springfield teachers union was not on board with this at all despite any mainstream articles you read about it. I fully expect DSEA and the Christina local to speak out 100% against this when the time comes. In looking at the demographics between Christina and Springfield, I noticed the student populations are vastly different. While Springfield’s largest minority is Hispanic students, Christina’s Wilmington students are mostly African-American. This represents different needs and approaches right off the bat. For those who see this is a softer approach to Christina, I don’t. I see it as a forced coercion on the part of the Governor and the Delaware Dept. of Education. And it appears they have the usual suspects pimping for them. Posted on October 14, 2017 Categories Mike MatthewsTags Christina Education Association, Christina School District, Delaware DOE, DSEA, Governor Carney, Mike Matthews, Priority Schools, Springfield Gambit, Springfield Public Schools4 Comments on Mike Matthews Speaks! Seaford Mother Outraged Over Potential Abuse From Seaford Teacher Towards Her Child With Autism Tonight, Rob Petree with 105.9 wrote an article about a Seaford School District parent who is claiming a teacher took unnecessary physical measures against her child with Asperger’s Syndrome, which is on the Autism spectrum. The mother explained what happened. When the student was told he could not go to the office when he became upset over not finding his writing journal, the mother claims the teacher took things a bit too far: “My son said the teacher went so far as to stand in front of the door and block the door and not let him out. The teacher told him to get back in his seat, and he said ‘no I want to go to the office,’ and the teacher told him ‘no get in your seat or I’m going to put you in your seat,’ and Landon once again said no he wanted to go to the office, so the teacher grabbed him by his arm, picked him up, carried him across the room and slammed him down in his chair. Landon said he then got back up out of his chair and tried to go out the door again and the teacher wouldn’t let him out of the door. So he went over and sat down in the chair at the round table near the door, and the teacher again was telling him to get up and go get back in his seat and Landon refused. The teacher went over to try to grab ahold of Landon and Landon got upset, jumped up out of the chair, and grabbed the back of the chair and slammed the chair into the floor, trying to get around the teacher to get out the door. He said at that point the teacher said ‘I’ve had enough of this,’ and grabbed him up by his arm and physically carried him out of the door of the classroom, banging his forehead into the metal door facing in the process, and Landon said at that point as soon as the teacher sat him down in the hallway he ran straight to the office, and that’s when he called me.” Even more alarming is the Seaford Middle School Principal’s response to her when she asked to see the video of the incident: Today, I had a meeting with the Middle School Principal and basically what they told me today was that the teacher said that he asked Landon to leave several times and Landon wouldn’t leave the room, and that Landon was throwing pens, pencils, chairs and desks, and that they seen this on video; however, no one was able to produce any video to me showing my son behaving the way they said he behaved. I honestly, truly believe my son, and I believe this teacher is doing nothing but trying to protect himself and the school the same way. I cleaned my son’s locker out today, and he’s not going back to that school as long as that teacher is there. This is unacceptable. I found out today the same thing happened to the parents of the child who was assaulted last week at Caesar Rodney High School. The district refused to release surveillance footage that captured the incident (and I will have more to say on that whole thing that hasn’t been made public yet). I tagged tons of our state legislators on my Facebook page with a link to the 105.9 article asking for legislation that would demand schools release video to parents whenever their child is harmed in any possible way. The district will not respond to any of this. They will shut up unless they have to fire the teacher. People ask me why I write so much about bad stuff happening in our schools instead of the good. Sorry, this kind of crap outrages me. You can have many great things happening in schools, but this is what folks remember and talk about. This is a travesty. Even if this teacher used proper restraint and seclusion practices as dictated by state law, the district should still release the video to the parent. Instead, they are covering their asses. A former board member for a district did tell me that video like this is released to the police department. They will review it and eventually it would be shared with the parent(s). I explained that the video could help a parent understand what happened. It could be necessary for them to see it so the parent can seek sufficient medical or counseling treatment for their child. I wrote an article last year on the Delaware Dept. of Education’s annual Restraint & Seclusion report. Seaford Middle School had 13 incidents of restraint in the 2015-2016 school year. Compared to Milford’s middle school which had 1. In Seaford, they had 38 incidents of restraint affecting 21 students. But if this situation played out anywhere close to what the mother is claiming, this was no ordinary restraint. If it went down how she said it did, this teacher should face criminal charges for assault. Dealing with special education students can be challenging for teachers and parents. But if you don’t have the proper training required to take action like this, you should do nothing and contact someone who can help. Sadly, for this student, it will be a day he will never forget. I don’t care where a video is: cafeteria, classroom, bus, hallway or anywhere on school property. If a parent asks to see it, you show it to them, no questions asked. The act of withholding something like that immediately sends red flags up with parents. Or saying you have it but then you don’t. You reap what you sow with that kind of logic. In the case of the Family Educational Records Protection Act (FERPA), that applies to educational records. If a parent requests records on their child, the school is obligated to produce it. But is surveillance video considered an educational record? That will be the argument here. But I don’t care. If a kid gets hurt, you do the right thing and show the parent. Cause it could mean the difference between a parent deciding whether or not to sue the district. This should NOT happen in our schools. Tonight, I am very pissed off. At this. At Caesar Rodney. At other districts where I am trying to help parents navigate through special education issues with schools. So much of what I help parents with are things every school should know by now. Districts and charters complain all the time about getting sued so much and the “predatory” law firms. Guess what? The very act of protecting yourself is usually what gets you sued. How does that work out for you? Updated, 9:50pm: A big thank you to special education advocate Devon Hynson for providing a link to what FERPA says about surveillance videos- Schools are increasingly using security cameras as a tool to monitor and improve student safety. Images of students captured on security videotapes that are maintained by the school’s law enforcement unit are not considered education records under FERPA. Accordingly, these videotapes may be shared with parents of students whose images are on the video and with outside law enforcement authorities, as appropriate. Schools that do not have a designated law enforcement unit might consider designating an employee to serve as the “law enforcement unit” in order to maintain the security camera and determine the appropriate circumstances in which the school would disclose recorded images. Posted on October 12, 2017 October 12, 2017 Categories Seaford School DistrictTags 105.9, Asperger's Syndrome, Assault, Autism, Caesar Rodney School District, DE 149th General Assembly, Delaware DOE, FERPA, Legislation, Restraint & Seclusion, Rob Petree, Seaford Middle School, Seaford Police, Seaford School District, Special Education, Special Education Lawsuits, Students With Disabilities, Surveillance Footage, Teacher, Video4 Comments on Seaford Mother Outraged Over Potential Abuse From Seaford Teacher Towards Her Child With Autism Christina Falls For The Trap Set By Governor Carney, Secretary Bunting, and the Delaware DOE It was just announced on the State of Delaware website that the Christina School District in conjunction with the Christina Education Association plan on working with Governor Carney’s Office and the Delaware Dept. of Education on a Memorandum of Understanding to improve the educational “success” for Christina’s Wilmington students. In other words, they swallowed the bait and Carney is reeling them in. There is no Christina Board of Education seal of approval on this letter of intent, but it does state the Christina board would vote on this MOU. It appears Carney is rushing into this without a care in the world and he is bringing all the key players with him. But let’s not forget, this is just another way to corporatize education at students’ expense. This is priority schools under a new spin. There is inherent danger here folks. You play with the devil, you get burnt, plain and simple. Notice this is only the Christina Wilmington students. Nothing about the Red Clay or the many charter school students whatsoever. This is not a Wilmington Schools Partnership. This is a trap. Jack Markell must be proud of this development. Mark Murphy is probably going “Why didn’t I think of that?” WILMINGTON, Del. – Governor John Carney, Christina School District Superintendent Richard Gregg, and Christina Education Association President Darren Tyson announced on Thursday that they have signed a joint letter of intent to work together and develop a partnership with the goal of improving educational opportunities in the City of Wilmington. The partnership will address the long-term success for the 1,640 Christina students in preschool through grade 8 who reside in Wilmington and attend the district’s four city elementary schools and one middle school. These schools are Bancroft Elementary School, Elbert-Palmer Elementary School, Pulaski Elementary School, Stubbs Elementary School, and Bayard Middle School. Christina School District will work with staff from the Governor’s office, the Delaware Department of Education’s Office of Innovation and Improvement, and the Christina Education Association to develop a Memorandum of Understanding (MOU) this calendar year and submit the MOU for approval by the Christina Board of Education. The MOU will define the roles and commitments of each party in crafting a system designed to create great public schools for every Christina student in the City of Wilmington. Dr. Susan Bunting, Secretary of the Delaware Department of Education, and Dorrell Green, Director of the Office of Innovation and Improvement, also signed the joint letter of intent. “It’s always been clear to me that as goes the City of Wilmington, so goes our state. And improving our city starts with improving our schools,” said Governor Carney. “We are committed to working in partnership with the Christina School District, the Christina Board of Education, the Christina Education Association, families, educators, and community members, to improve outcomes for students in Christina’s city schools. We have a responsibility to do better by these students, and I look forward to getting to work.” “The Christina School District is committed to exploring every option available to improving achievement for its students,” said Richard Gregg, Superintendent of the Christina School District. “We are willing to enter into this partnership to explore the development of an MOU that clearly outlines the commitments that will be made by all involved. The Christina Board has been clear that any agreement that is developed must focus on what is best for our students, and we will work with the Department of Education and the Governor’s Office toward this goal in good faith.” “We welcome the Governor’s initiative to partner in service to our Wilmington students,” said George Evans, President of the Christina School District Board of Education. “We need to create and maximize new pathways to excellence and equity within our Wilmington schools.” “CEA and its members look forward to entering into this partnership and working together to create an MOU that best serves and supports the Christina students in Wilmington,” said Darren Tyson, President of the Christina Education Association. Read the full letter of intent here. (or you can read it below without even leaving this blog!) Governor Carney will join Superintendent Richard Gregg and CEA President Darren Tyson at two Wilmington town hall meetings to discuss the partnership between the State of Delaware and the Christina School District: Town Hall Meeting on Wilmington Schools Partnership This event is open to the press. WHAT: Governor John Carney will join Christina Superintendent Richard Gregg, Office of Innovation and Improvement Director Dorrell Green, the Christina Education Association, members of the Christina School Board, and community organizations to discuss the partnership, and ideas for improving Wilmington schools, with families and educators in Wilmington. Governor Carney, Superintendent Gregg and others will take questions. WHO: Governor John Carney Richard Gregg, Superintendent, Christina School District Members of the Christina School Board of Education Darren Tyson, President, Christina Education Association Dr. Susan Bunting, Secretary, Delaware Department of Education Dorrell Green, Director, Office of Innovation and Improvement, Delaware Department of Education WHEN: Wednesday, October 18, 2017 WHERE: Bancroft Elementary School 700 N. Lombard Street, Wilmington, DE 19801 WHERE: Bayard Middle School 200 S. DuPont Street, Wilmington, DE 19805 Posted on October 12, 2017 Categories Christina School DistrictTags Christina Board of Education, Christina Education Association, City of Wilmington, Collaboration, Darren Tyson, DE Secretary of Education Dr. Susan Bunting, Delaware DOE, Governor Carney, Letter of Intent, Memorandum of Understanding, Office of Innovation and Improvement, Richard Gregg2 Comments on Christina Falls For The Trap Set By Governor Carney, Secretary Bunting, and the Delaware DOE Major FOIA Violations Found By Delaware DOJ At DelTech Community College Regarding Open Meetings & Transparency I filed a Freedom of Information Act complaint against DelTech Community College on May 10th, 2017. The Delaware Department of Justice issued their legal opinion on the FOIA complaint today. They found that DelTech violated open meeting law with their College Educational Foundation and The Collegewide Criminal Justice Advisory Board. First, the Attorney General had to determine if these two entities are public bodies. They found both are. Especially noteworthy is their Foundation. Because their Foundation consists of seven members from the college’s Board of Trustees, and four board members represents a quorum, they are a public body that must make their meetings public and produce minutes from each meeting. …any gathering of the Foundation that includes a quorum of the Board of Trustees, and during which public business is discussed, is considered a meeting of the Board of Trustees to which FOIA’s open meeting requirements are applicable. I did name other groups at the school, specifically their Collegewide Safety/Security Committee, Ad Hoc President’s Council, President’s Council, and Learning Community Collegewide Steering Committee. Because those groups are made up of staff members, they are not considered a public body thus they are immune to open meeting law. It’s hard sometimes to win these things. There are ambiguities in state code that can turn a predicted victory into a moment of defeat. But I was very pleased with the outcome of this one and what it means for other such entities floating around Delaware. Time to do some reaching out to other various foundations in the state. For those who think this might apply to Delaware State University or University of Delaware, think again. They are exempt from FOIA law in Delaware. To read the full legal opinion issued by Deputy Attorney General Carla Jarosz, please read below: Posted on October 9, 2017 Categories DelTech Community CollegeTags Board of Trustees, Criminal Justice Advisory Board, Delaware DOJ, DelTech Board of Trustees, DelTech Community College, Dep. Attorney General Carla Jarosz, FOIA, FOIA Complaint, FOIA Violation, Meeting Minutes, Open Meeting Law, Public Body, Public Interest, Quorum of the BoardLeave a comment on Major FOIA Violations Found By Delaware DOJ At DelTech Community College Regarding Open Meetings & Transparency Hysterical Providence Creek Email Surfaces. Sad Part Is She Was Serious… You gotta keep ’em separated. -The Offspring I received the following email today. This concerns the “solution” that Providence Creek Academy, a charter school in Clayton, DE, implemented when students weren’t getting along. Yes, let’s punish whole grades of classes because of the actions of a few. That is always a smart thing to do! Especially on the playground. Weird. Just weird… From: Messick Joan Sent: Tuesday, September 6, 2016 1:15 PM Subject: Lunch/Recess – Seventh and Eight Grade Students Good Morning Upper School Team First, I apologize for not getting this out sooner. On Thursday, there were several students reporting issues between the seventh and eighth grade students. The issues, in my opinion, seem to be brought on by some students intentionally starting arguments between other student and there seem to be issues about who should be where during recess time. Since seventh and eighth grade students must follow a similar schedule, there isn’t much we can do to separate them during lunch and recess. This morning I went to all special classes and stem so that I could have the opportunity to talk to all students. The conversation was pretty one sided and I asked them to listen. I did ask that if they had any questions, comments, suggestions, complaints or just want to share, they should write it down and ask that a staff member put it in my mail box. Side bar, we did have students, a parent, staff members concerned that if we don’t try and do something to be proactive the issues would escalate and change the climate in the upper school for the worse. At this point it is fair to say that the issues are disrupting recess/lunch, disrupting the educational environment AND students are using social media to make comments that could be considered threatening in nature and there are implications that they might harm another student at school. We are going to try some things to see if we can calm the issues. Starting today, we painted a line on the upper school playground. Please have the seventh grade on one side of the line and eighth grade on the other side of the line. We put a path on one side so that when those students are entering the building they don’t have to cross path with the other grade level. I would have one grade level go in and wait two minutes and have the other grade level go in allowing enough time for the first group to enter their classrooms. I am in the process in meeting with staff to keep them informed about what is happening and I would appreciate your feedback and suggestions since we will probably meet to discuss what is working, what is not and see if we need to make any additional changes. Recess is a privilege, not a right. Please reply to me, not “reply all”. Seventh and Eighth Grade students can take turns using each side. I understand there is a upper school team meeting today after school, please decide as a team how you would like to rotate the grades by day or by week and please let me know. We think that day on day off would be better because some students might have basketball withdrawalJ. Honestly, I feel sad that we have to do this since SO MANY of our students love recess and are using that time to get some energy out and relax with friends…. Thank you for your consideration and help. Please keep me informed if there is anything you need and I would really appreciate it if you would send me an e-mail so that I have something that I can use as a resource with names, times and some basic information; And it will help to keep track in case I need to. I am required to report documented reports of bullying and your e-mails help me with that. More to follow….Take care. Lastly, I have already gotten feedback from students and those that have responded think that this is a good solution. While I salute Ms. Messick for attempting a solution, does she understand that sometimes kids will be kids? I understand schools sometimes have to think of creative solutions to problems, but what if some of these 7th and 8th graders actually enjoyed each other and had friendships? If some students are causing issues, deal with those students. With that being said, I do think it’s great 7th and 8th graders get to enjoy recess. This email is over a year old so hopefully it all got straightened out. Any PCA associated people know if this playground line is still in existence? In other PCA news, many have reached out to me privately to find out how the We’re Worried group is doing. I have not heard a peep since their Labor Day email when they announced their intent to join DSEA (the state teacher association). All in good time! Posted on October 8, 2017 Categories Providence Creek AcademyTags Bullying, DSEA, Email, Joan Messick, Line Of No Return, Playground, Providence Creek Academy, Punishment, Recess, Teachers, We're Worried2 Comments on Hysterical Providence Creek Email Surfaces. Sad Part Is She Was Serious… Governor Carney’s Slimy Obsession With Public-Private Partnerships & The Erosion Of Public Trust With His Springfield Trip Delaware Governor John Carney is throwing Delaware’s public school system under the bus and he will begin this transition with the Christina School District. Yesterday, he sent an unannounced delegation to Springfield, Massachusetts that included far more than those on his public schedule. This group included Assistant Superintendent Noreen LaSorsa, Wilmington Education Improvement Commission Chair Tony Allen (who received his invite on September 23rd), Christina Education Association President Darren Tyson, and an unnamed member of the Delaware State Education Association (which was their legislative liason, Kristin Dwyer). I’m sure Carney’s Education Policy Advisor Jon Sheehan attended as well. The News Journal covered the trip in an article by Jessica Bies: Despite school board members asking to be equal partners in the effort, there were no members of that group on the trip. Carney apparently seems to think Tony Allen is a better choice to bring on trips about Christina than the actual board members: Tony Allen, chair of the Wilmington Education Improvement Commission, on the other hand, has known about the trip since at least Sept. 23, he confirmed Friday. He said he was invited sometime before that. In the article, it said Board President George Evans received an invite “very recently” but was unable to attend. Board Vice President Fred Polaski said he didn’t even know about it until a reporter called him. Christina Board member John Young had plenty to say about this trip on his Facebook account this evening: Delaware officials touring a Massachusetts effort run by an unelected governing board under a 501(c)-3, just like DE charters for possible use in Christina. On its face it certainly appears that Governor John Carney does not intend to partner with Christina, but deploy untested, unproven ideas on us. I honestly took him at his word Tuesday, now it seems like I may have been wrong to do so. Google Springfield Empowerment Zone if you want the 411 on this ed reform trainwreck that’s seemingly on the way. I am disappointed that mere days after agreeing to engage us within the rules that govern public meetings and board actions, a delegation was sent out of state to “research” a model to insert into CSD and usurp local control, possibly placing millions and millions of dollars into the hands of an appointed board without any elected representation from Christina. Carney is playing the exact same kind of education games Jack Markell played. I’m not sure which is worse at this point, but at the rate Carney is going I have to go with our latest corporate education reform Governor. What makes Carney so dangerous is his throw it in your face backdoor dealings. He doesn’t care who he pisses off. As long as he has his select cabal to go along with his plans. Transparency is a thing of the past with this Governor. He is initiating very scumbag moves. There can never be public trust with John Carney. Never. He has proven that multiple times. He is getting our legislators to think his hocus-pocus public-private partnership scams are perfectly okay. There is no collaboration with Carney. If you don’t go along with his vision, he will go ahead and do it anyway. The very fact that Carney wants to emulate a flash-in-the-pan scam like this where the “partnership” creates a board to oversee these schools separate from the local education agency board of education where the state picks the four board members and the district the other three shows an immediate state control of Christina’s Wilmington schools. But his contempt for local authority was not missed by Young in the News Journal article: It has become clear the trip was planned in advance of that meeting, school board member John Young said, which concerns him because if the Springfield model ends up being the basis for the Christina partnership, it would suggest the outcome was predetermined and the school board didn’t actually have any say in the matter. That’s right Mr. Young. Carney doesn’t want the Christina board to have any say because he knows they would say no. This is priority schools all over again except this time Carney is very upfront about selling these schools off to a corporate entity. Call it a non-profit all you want. I’m sure the overlords of this non-profit would exact their pound of flesh from the district in the form of certain salaries and operating expenses. Where is DSEA President Mike Matthew on this? He has been very quiet about all this since it came out in the past week. I would think, given his resistance to the priority schools fiasco, he would oppose this. But he has been silent and I would like to know why. Especially given what Bies said in the article: Legislators in Massachusetts say the program is “compelling” and has made it possible for the state to effect educational change without seizing local control from school districts. Yet, teachers unions have complained that it removes control of schools from local officials and puts it more in the hands of the state. What is to stop this from spreading out from Christina? I have no doubt Carney will push this on other districts as well. Especially when their Smarter Balanced Assessment scores don’t meet his fake standards. Once again, the Christina Board of Education will have to stand up against the evil empire (the state) to prevent further erosion in local control even though Carney’s crappy vision ridiculously suggests it would give more local control. I have no doubt Carney will sell more of his public-private partnership encyclopedia salesman malarkey throughout his term as Governor (a one-term Governor I hope and pray). But what he is really doing is selling his state away. He is evaporating transparency with his Family Services Cabinet Council and the non-public board meetings of his public-private partnership board at a state level. The Delaware Department of Education seems to be okay with this and I have never been more annoyed with Secretary of Education Dr. Susan Bunting for going along with this dog and pony show. But I suppose that’s why Carney picked her for this post. She has become Carney’s yes woman. But what should I expect from the Rodel-Vision circle of followers? This is not the change promised by Carney in terms of the Delaware DOE. They aren’t a support network for schools. He has found a way for them to micro-manage our schools more than ever with this nonsense. But he wraps it in his public-private partnership bow. As for Tony Allen, he is being used in a big way for the second time by a Delaware Governor. Markell used him and threw him out with the whole WEIC plan. Now Carney is sucking him in with his big vision for Christina. I would think Allen would be too busy with his new Del State job, but I guess not. Not listed in the article is another attendee, Nnamdi Chukwuocha. This Wilmington City Councilman actually thought it was a good idea for corporations to take over public schools in the infamous Christina priority schools board meeting when he gave his public comment back in September, 2014. More of Carney surrounding himself with those who will suck up to him, allow themselves to be used, or whatever empty promise or vapor he whispered in their ears. The Delaware DOE, State Board of Education, and our past two Governors have had a consistent hard-on for the Christina School District. Once they get their hooks into them it is only a matter of time until the infection spreads. Delaware is a small state so it would not come as a shock to me that we are a model state to completely destroy the word public in public education. This whole thing stinks like hell and I hope Delawareans who do care about public education wise up and stand up fast to this fake Governor and his shallow followers. If Mike Matthews is the man I believe him to be, he will fight this tooth and nail. If he even entertains this notion, I will publicly shame him and my support for DSEA will be done. If he does not publicly go against this, it will prove he ran for President of DSEA for the power. The Springfield model is a fake. It is just another way for Carney and other corporate education reform politicians to erode local control away and give power to states who in turn give out taxpayer money to idiotic companies who have taken more money away from the classroom than anything else since public education was first invented. I am beginning to doubt any sincerity from John Carney. This whole district consolidation task force seems to be the big distraction. “Look here and pay attention to that while I spin my web of lies somewhere else in places you would never think to look.” The problem with Carney is his ego. He really is as transparent as Saran Wrap. I don’t look at him and think, “what a great politician I can trust”. I think, “That guy can’t be trusted at all. He’s up to something.” We all know the type. But that seems to be okay for over half of Delaware who put the guy in power with an empty campaign that essentially had no platform we hadn’t heard before. This is what happens when you reward a false sense of entitlement Delaware voters. Posted on October 8, 2017 Categories The Christina-Springfield ScamTags Christina School District, Darren Tyson, DE Secretary of Education Dr. Susan Bunting, DSEA, Empowerment Zones, Fred Polaski, George Evans, Governor Carney, Jack Markell, Jessica Bies, John Young, Jon Sheehan, Kristin Dwyer, Mike Matthews, Mockery, News Journal, Nnamdi Chukwuocha, Noreen LaSorsa, Priority Schools, Public-Private Partnerships, Scores, Smarter Balanced Assessment, Springfield Public Schools, Tony Allen, Transparency4 Comments on Governor Carney’s Slimy Obsession With Public-Private Partnerships & The Erosion Of Public Trust With His Springfield Trip What Does Disability Mean? And Why Are We Arguing All The Time? In light of the recent video showing a student attacking another student in Caesar Rodney High School, many folks seem very confused about what the word disability means. Many think a disability has to be visual, such as a person in a wheelchair. That is hardly the case with the legal definition of the word. The Americans with Disabilities Act is very clear about what the word means: An individual with a disability is defined by the ADA as a person who has a physical or mental impairment that substantially limits one or more major life activities, a person who has a history or record of such an impairment, or a person who is perceived by others as having such an impairment. In the case of special education, disability is just the umbrella word for any number of medical disabilities. A student could have ADHD, be blind, have Autism, or any number of different classifications. To qualify for special education, whether it is an IEP or a 504 plan, the school will want to see a medical diagnosis by a certified physician. To be crystal clear, the child who was punched in the head in the video taken in the Caesar Rodney High School cafeteria, has a disability. Just because you can’t physically see that disability doesn’t mean he doesn’t have one. Some took offense to WDEL, this blog, and other media using the word disabled in the title. Some have gone so far to say this child is not disabled. He is. Some have said words said caused the other student to attack him. No, what caused the other student to attack him was a choice. A choice to take it to the next level. A level he got arrested for. On social media, someone asked me what I would do if they verbally attacked me repeatedly at my job. I proudly said I would not physically attack him. I would report it and would even record him in areas where I could. It isn’t worth the consequence, no matter how upset I might be by words, to ruin my life. That is something most grown adults should understand. But for teenagers in a high school cafeteria, among their peers, it is a different world. Did the student who attacked the other student have the necessary ability to understand that if he followed through with the thought to resort to violence that there would be very real consequences? Is it defending yourself if you go from words to that level? I don’t believe it is. Because the next defense after that could very well take place in a court of law. We can talk about the failure of adults all day long, but the heart of this issue is making choices. I’ve made choices in my life that have had consequences. We all have. It’s what makes us grow, learn, and hopefully, evolve. I choose not to let words said by others put me in a position where I have more to lose than gain. It’s that simple. I would urge people not to toss the word disability around like it is a visual thing. Most disabilities are neurological. Those that come from the mind. They can’t be seen by others unless it manifests physically. We can’t see anger in someone’s heart. We can’t see depression. We can’t see an obsessive need to want something. These are very real afflictions affecting the disabled across the world. I advocate as much as I humanly can for the disabled because very often, they don’t have a voice of their own. Many parents of the disabled sacrifice so much of their lives advocating for their disabled child. What has made this situation very controversial are issues of race. Some have alleged online that the other student used discriminatory words to the student that attacked him. The school, according to the student’s advocate Diane Eastburn, did not find that to be the case based on first-hand witnesses present before and during the attack. I’ve heard many parents say their child was in the cafeteria. If any of those words were said, I certainly don’t condone them. But I don’t believe they were. What we have here are circumstances that led to a very difficult week for Caesar Rodney School District. Parents wrestled with wanting their child to even attend the school. The district played damage control by only allowing comments of support on their Facebook page and deleting the rest. People across Delaware saw an employee arrested for sexting a student, a picture of the high school mascot holding a sign with the worst possible racial language, and then the video of this fight came out on WDEL. What kind of message are we sending to our children that if someone uses words against you it is okay to physically attack them? Are we really preparing them for the day when we can’t protect them and they get thrown in jail? As parents or guardians, we want our children to be safe in our schools. We don’t want them to be bullied and we certainly don’t want them to be attacked. We expect the adults in the school to be able to take control of a situation as soon as possible because we put our trust in them to do the job when we can’t be there. We don’t care about official training that has to take place. We expect that training to happen before our kid is seen in a video getting punched repeatedly in the back of the head. We also expect that if our child goes to an adult about any type of bullying issue, that they aren’t made out to be a victim all over again with doubting words by the school investigator. I’ve heard many in Delaware suggest that many of the climate problems in our schools actually come from the home, from what parents teach their children. Based on comments I’ve seen in the past couple of days, I am inclined to believe that. The ends do not justify the means. Once you make that choice to use violence, you become the aggressor. The crime (and yes, punching someone repeatedly in the back of the head is a crime) becomes worse than any words said and the consequences are much greater. This is something I tell my own son. Sometimes I don’t know what to make of the world we live in these days. Everyone seems so polarized and wants to attack others if they don’t agree. I find myself in this position often. It is as if we have been conditioned, over time, to be like this. We defend certain actions, even if they are wrong, to be able to make a point. I can’t help but think we need to be better than this. Somewhere along the way, many have equated race issues with politics. The two don’t mix. I hate hearing anyone say something to the effect of “if it was a white person doing this it would be a hate crime”. How can we ever effectively deal with the issues that divide us if we are always at each others throats? How can we help our children one day lead us if we don’t know how to do it ourselves? These are the thoughts I’m wrestling with more than I would like in 2017. I meandered a bit from the original purpose of this article, and that’s okay. We need to celebrate our differences, not use them as points in an argument. No matter what color we are, what disability we may or may not have, no matter what God we choose to believe in or not, no matter how we choose to love others. We are all in this together, this human race. We are more than Democrat. We are more than Republican. This is our world. We can get along. And we should all try to help those who can’t help themselves. Posted on October 7, 2017 Categories DisabilityTags Americans With Disabilities Act, Attack, Caesar Rodney School District, Choices, Disability, Legal Consquences, Legal Definition, Moral Dilemna, Special Education, Students With Disabilities, The World We Live In3 Comments on What Does Disability Mean? And Why Are We Arguing All The Time? Caesar Rodney District Staff & Admins Watched Disabled Child Get Beat Up And Did Nothing I’ve heard from several sources that the fight in the cafeteria where a disabled student was pummeled could have been prevented had district staff or administration intervened. These same sources revealed that district staff come over to the high school to eat in the very nice cafeteria. On Tuesday, district staff were present during the fight, including Superintendent Dr. Kevin Fitzgerald. The reason no one tries to break up a fight? Because they are not allowed to if they have not received restraint training. It would be one thing if this were indeed a “rare” situation, as described by Fitzgerald in his announcement about the fight today. But I’m hearing there have been several fights. Another recent one had the same scenario- a girl gets beaten up, no one breaks it up, and the school calls the parent to tell them to pick their child up and she may need medical attention. I’m sorry, but if the school or district refuses to get the training needed to properly break up a fight, then they should incur the medical expenses for a student when they fail to prevent it or act once it starts. In terms of the beating the disabled child took, some have gone online suggesting the disabled child used the “n” word against the other student. But Diane Eastburn, the child’s advocate, said there were allegations tossed around but the school found through their investigations those allegations were false. Those comments appeared on the WDEL article that broke this story. Many have asked why the student who beat the child wasn’t expelled. Any school expulsion has to go through a school board. A school may suspend a student until the school board convenes to vote on that action item, but the school cannot expel a student. The student was arrested as per Fitzgerald’s statement today. I have serious concerns with Fitzgerald putting in words that “The District will continue to work hard to insure the safety of our students.” How is it working hard if staff and administration don’t have the means to break up a fight? That cafeteria was filled with adults according to several sources. But in the video not one of them came over to the scene in the 30 seconds the fight took place. The high school does have a School Resource Officer, but the school cannot and should not rely on one person to break up a fight. It is a logistical nightmare. What comfort does this give to the parents of the beaten child? If I were them, I would see that as a slap in the face. Because their child needed medical attention while the adults watched. This district has been in the spotlight this week, and not in a good way. I’ve written about Caesar Rodney School District more this week than I have my entire time blogging. And I’ve done this for well over three years now. One source, who wished to remain anonymous for fear of retaliation, said “This isn’t anything new. It is just boiling to the surface now.” Once you let the genie out of the bottle… Delaware’s legislators have to find a way to make discipline issues more uniform throughout the state. They have to make sure there are proper methods for interventions before events like this erupt all over the news. It was a year and a half ago that Amy Joyner Francis was brutally murdered in a high school bathroom. We don’t need a repeat of that again. Fights will happen but I can’t help but think this district and our state could be doing a hell of a lot more to prevent them or act when they do. In a week where Caesar Rodney has been inundated with bad news, from the custodian at Charlton sending explicit texts to a minor, to the Rider Mascot racial slur, and this fight, it is clear this district needs to think very carefully about what kind of message they are sending to parents. Their Board of Education needs to take a very clear look at these situations and not just brush them off. They need to come up with strategies and policies to tackle this in the best interests of students. Many parents are wondering what is happening to students. Fights are getting more vicious. Racial tensions are building up in our state. But we have far too many adults in charge who seem oblivious to the realities on the ground. People are very sensitive today and our schools and leaders have to recognize this. They must come up with better ways to help students deal with our world. We can no longer let local control dictate what happens with school climate. We must have uniform policies, training, and resources in every single public school in this state. Parents or guardians must also help their children understand and cope with these issues as well. For those who say “it was like this when I was a kid”, maybe it was, but we have more resources and knowledge on how to deal with these situations now. We can’t live in bubbles. If we want to live in this world, we have to share it. And that means accepting others differences and helping others. The hate has to stop before it becomes an uncontrollable beast. Posted on October 6, 2017 October 6, 2017 Categories Caesar Rodney School DistrictTags Amy Joyner-Francis, Caesar Rodney Board of Education, Caesar Rodney High School, Caesar Rodney School District, DE Legislators, Dr. Kevin Fitzgerald, Fights, Interventions, Resources, Restraint Training, School Resource Officers, Students With Disabilities, Training4 Comments on Caesar Rodney District Staff & Admins Watched Disabled Child Get Beat Up And Did Nothing State Rep. Trey Paradee Announces Run For Brian Bushweller’s Senate Seat In 17th District Today, State Rep. Trey Paradee filed with the Department of Elections to run for State Senator Brian Bushweller’s seat in the 17th District. The 17th District covers Dover, Camden and Wyoming. Since Paradee is running for State Senate, he will not be able to run for his State Representative seat in the 29th District in 2018. Paradee issued the following statement on his Facebook account today: Paradee was my State Rep. in the 29th District but I recently moved to another area of Dover. But that doesn’t mean I will rid myself of Paradee! Should he win, he would become my State Senator. In all seriousness though, I did endorse Paradee in his last two elections and voted for him. I don’t agree with him on every single bill or political viewpoint, but we agree more than we disagree. In education, he votes how I would for most bills. No other individuals have filed for this race, but the deadline is next year. In terms of Paradee’s seat, I’ve heard some very interesting names from both sides of the aisle. I will post those names once I know more as long as I get the okay from those individuals. Until then, thanks for being my State Rep. Trey Paradee! It’s been an adventure! Posted on October 6, 2017 Categories DE State Rep Trey ParadeeTags 17th Senate District, 29th Rep District, DE Election 2018, DE Senator Brian Bushweller, DE State Rep Trey Paradee, Dover-Camden-WyomingLeave a comment on State Rep. Trey Paradee Announces Run For Brian Bushweller’s Senate Seat In 17th District Video Of Disabled Student Getting Beat Up In Caesar Rodney High School Adds To C.R.’s Very Bad Week On Tuesday, a student with disabilities was beat up very badly in the Caesar Rodney High School cafeteria. According to WDEL’s Amy Cherry, this was not related to the racial slur associated with the high school mascot that shook the Caesar Rodney community this week. The boy’s parents contacted their advocate, Diane Eastburn, because of the punishment meted out to their son who was massively beat up. He was charged by the school with “offensive touching” even though he is not seen on the video punching the other student. The word “bitch” was thrown around prior to the fight. The disabled student received two days of in-school suspension but his parents do not feel the punishment should have been given to their child since he wasn’t fighting. The parents and Eastburn contacted WDEL yesterday. In fairness, I sent Eastburn to WDEL because I was uncomfortable posting the video with minors on it. The video is very graphic as described by Cherry: The student was repeatedly being punched in the back of the head as he used his hands to cover his head. The victim student suffered bumps and bruises to his head and face in the assault. This has Eastburn wondering what is going on at Caesar Rodney High School since these two unrelated incidents happened in the same week: “There seems to be an underlying hostility in that building,” alleged Eastburn. “And if they’re having problems they need to address it quickly. To be quite honest, they can’t afford not to. If they start having fights like this, someone’s going to get hurt or worse. These are lawsuits waiting to happen if they don’t start dealing with the undercurrent in that building.” These are questions the district are going to have to look at. I sincerely hope the disabled child does not have a concussion or any lasting damage done in this brutal assault. I don’t think any student who is attacked should get a punishment like that, whether they are disabled or not. If words are said, let the punishment fit that category. But using a poor choice of words is not the same thing as offensive touching in any world. Updated, 3:15pm: Caesar Rodney School District Superintendent Dr. Kevin Fitzgerald issued the following statement regarding this incident on the district website- STATEMENT FROM DR. FITZGERALD REGARDING CRHS CAFETERIA INCIDENT “Recently a fight that previously took place in the Caesar Rodney High School cafeteria has been posted to the internet. This situation in no way is related to the recent mascot post. After an investigation by the school administration and the Delaware State Police, disciplinary action was taken and an arrest was made. Fights of this nature, while rare are unacceptable and are not tolerated in Caesar Rodney. The District will continue to work hard to insure the safety of our students.” Posted on October 6, 2017 October 6, 2017 Categories Caesar Rodney School DistrictTags Amy Cherry, Caesar Rodney High School, Caesar Rodney School District, Diane Eastburn, Fight, In-School Suspension, Offensive Touching, Student With Disabilities, Video, WDEL3 Comments on Video Of Disabled Student Getting Beat Up In Caesar Rodney High School Adds To C.R.’s Very Bad Week Poll On Caesar Rodney High School Rider Mascot Posted on October 5, 2017 Categories Caesar Rodney School DistrictTags Caesar Rodney High School, Caesar Rodney School District, Racial Slurs, Racism, Rider Mascot1 Comment on Poll On Caesar Rodney High School Rider Mascot Christina Superintendent Gregg’s Reaction To Carney Comes To Christina Christina Superintendent Richard Gregg issued a statement today on the Christina School District website in response to Delaware Governor John Carney’s visit to a special Christina Board of Education meeting the other night. I wouldn’t expect an unfavorable response to the visit but it did a great job showing the Board’s concern with Carney’s “partnership” idea. Message from Christina Superintendent Richard L. Gregg – October 5, 2017 Dear Christina Community: On October 3, the Christina Board of Education held a Study Session that was attended by Delaware Governor John Carney, Secretary of Education Susan Bunting, and several other state officials and legislators. The Governor addressed Board members directly to personally request that they consider entering into a partnership between the Governor’s Office, the Delaware Department of Education, and the Christina School District to improve five of Christina’s schools in Wilmington: Bancroft Elementary School, Elbert-Palmer Elementary School, Pulaski Elementary School, Stubbs Elementary School, and Bayard Middle School. Governor Carney stated that together, Christina and the state need to focus on making changes that will raise the achievement levels of Wilmington students. The first step in this process will be for Christina to work together with the Governor’s Office and the Delaware Department of Education, with the goal of developing a Memorandum of Understanding (MOU). This MOU, subject to Board approval, would outline the details of an agreement to be implemented in the 2018-2019 school year. Governor Carney communicated to board members that the state’s focus is on five main issues: Giving school principals more control over decision-making Empowering teachers to have more input on how resources are used Addressing student achievement rates, including how current facilities can be used and improved Creating “trauma-informed classrooms” that ensure safe, supportive schools Establishing systems that can create meaningful, sustained change These issues could be addressed in a variety of ways, including implementing new governance models, exploring additional learning time, providing trauma-informed supports, implementing programs for infants through adults, creating a pipeline of teachers and leaders, and addressing the root causes of poverty. Christina Board members asked the governor important questions about the proposal. Their concerns included: the level of specifics being offered about the partnership the state’s commitment to acting as a true partner in the venture the importance of making changes in the best interests of children rather than adults the level of input Christina leaders and staff would have in developing the MOU how this proposal is different from past interventions by the state Governor Carney, Secretary Bunting, and Dorrell Green of the Department of Education’s Office of Innovation and Improvement provided input on these concerns. Governor Carney stated, “It’s clear to me that the most important thing we should do now is focus on making changes that will raise achievement levels for city children. That’s part of my responsibility as governor, Dr. Bunting’s job as secretary of education and your jobs as school leaders and Christina board members. We’re in this together.” As our discussions with the state continue on this important topic, we will keep the Christina School District community informed of any opportunities that parents, students, staff, and the public will have to share input. We will also provide updates on any decisions made by the Christina Board of Education. We are committed to staying focused on being “One District” and doing what is best for our students. As Governor Carney said, “We’re in this together.” Richard L. Gregg, Superintendent Christina School District Posted on October 5, 2017 Categories Christina School DistrictTags Christina Board of Education, Christina School District, DE Secretary of Education Dr. Susan Bunting, Dorrell Green, Empowerment Zones, Governor Carney, Local Control, Memorandum of Understanding, Partnership, Principals, Richard Gregg, Trauma-Informed Schools21 Comments on Christina Superintendent Gregg’s Reaction To Carney Comes To Christina Caesar Rodney Community In Shock Over Racial Situation Caesar Rodney School District Superintendent Dr. Kevin Fitzgerald sent out an email and robo-call to parents and staff last evening about a racial epithet in connection with the Caesar Rodney mascot. It appears, based on Facebook comments on their Facebook page, that someone photo-shopped the racial slur on a sign the mascot was holding in a picture. Many parents thanked the district for taking such swift action on the issue. The message sent out by Fitzgerald said the following: STATEMENT FROM DR. FITZGERALD The Caesar Rodney School District has been made aware of a picture that is being distributed through social media in which the Rider Mascot is holding a piece of paper with a racial slur. The Caesar Rodney School District is distressed that our mascot would be used in such a manner and we strongly disavow the statement. The Caesar Rodney School District and Caesar Rodney High School consider racial slurs reprehensible and are deeply disturbed by the content of this message. We have zero tolerance for this behavior. This matter is being investigated by the high school administration with the assistance of the Delaware State Police. While I am a Dover High Senators fan, I do not condone this at all. As I wrote on CR’s Facebook page, if this was a joke it isn’t funny. If it was meant to be a hate symbol, may God have mercy on your soul. Bottom line, people need to wake up. It’s the 21st Century now. We aren’t supposed to be this backwards. But apparently some have not woken up from our country’s own dark history and think it is okay to call African-Americans by disparaging names. Frankly, I’ve had enough of hate and the talk that accompanies it. We saw the worst in hate last Sunday with the Las Vegas shootings. This is the kind of news I hate to write about. One commenter suggested getting rid of the Rider Mascot for a while until feelings calm down. That is the absolute worst thing to do in my opinion. That lets whoever did this win. It’s like the old saying, “you don’t negotiate with terrorists”. You certainly don’t give in to hate! Posted on October 5, 2017 Categories UncategorizedTags Caesar Rodney High School, Caesar Rodney School District, Delaware State Police, Dr. Kevin Fitzgerald, Facebook, Hate, Racial Slurs, RacismLeave a comment on Caesar Rodney Community In Shock Over Racial Situation Delaware Education Roundup, Early October 2017 Edition The school year is in full swing and there is lots going on! For starters, a Charlton School special needs teacher was arrested for sexual texts to a 17-year-old student according to WDEL. Sources have said several board members at Thomas Edison Charter School resigned last week in response to the actions of Board President Ronald Pinkett. I was not given names or an exact number. Central Middle School in the Capital School District are in the process of hiring two constables for the school. Dover High School started this program last year with success. Capital got the idea from Indian River School District who has, I believe, 16 constables throughout their schools. Last night, the school held a parent q & a for interested parents and will be holding another one when they have hired the two constables. The September 30th Unit Count took place last Friday. The results should be released at some point in November. Expect numbers and data crunching here at Exceptional Delaware. According to the Cape Gazette, several students from Cape Henlopen High School participated in public service announcements for safe driving: On October 4, 2017 several of our Cape Henlopen High School juniors were selected by the Driver’s Education Department, to participate in recording radio PSA’s promoting teen safety while driving. iHeart Radio stations will be playing the PSA’s throughout Sussex county on the radio and online. Students who were selected were also part of a team who competed at the Delaware Drivers Ed Competition. The competition took place at Dover International Speedway at the end of last school year. Three Delaware schools won the Blue Ribbon Award this year. No charters. Olive B. Loss Elementary School, Seaford Central Elementary School (Seaford), and East Millsboro Elementary School (Indian River) all won the federal designation this year. This is the first time since I’ve been blogging that a Delaware charter or private school was not in the list of the winners. The Delaware Department of Education is holding “community conversations” to tweak their school report cards. Five meetings have been scheduled: Monday October 9th from 6-8pm at Beacon Middle School in the cafeteria (Cape Henlopen School District), Thursday October 12th from 6-8pm at Warner Elementary School in the library (Red Clay Consolidated School District), Wednesday October 18th from 6-8pm at Dover High School in the cafeteria (Capital School District), Monday October 23rd from 6pm-8pm at MOT Charter High School in the cafeteria, and Tuesday October 24th from 6pm-8pm at the Laurel Middle School in the cafeteria (Laurel School District). The Delaware DOE is asking for participants to RSVP here. Another committee, The Anti-Discrimination Guidance Team will hold their last Community Conversation tomorrow night (October 5th) at Sussex Central High School from 6:30-8:00pm. I have been in the midst of a move recently so I haven’t been able to fully delve into this committee. But you can find information on the Draft Policy, Draft Regulations, and a survey from the DOE here. I hadn’t looked at the membership of this Guidance Team until just now. How ironic that Greg Meece from Newark Charter School is on this. Capital School District will be holding their Super Senator Day at Dover High School from 10am-2pm. The month of October is Disability History and Awareness Month in Delaware. As per the Indian River Facebook page, October is Disability History and Awareness Month in Delaware. This official observance began in 2009 when members and staff of the Governor’s Advisory Council for Exceptional Citizens encouraged Rep. Quinton Johnson and Sen. Bethany Hall-Long to sponsor House Concurrent Resolution 19. The purpose was to encourage schools to include information in their lessons and sponsor activities to promote the accomplishments of individuals with disabilities throughout history. The goal is to increase awareness and the acceptance of students with various disabilities. On Colonial School District’s Facebook page, they announced the following: Staff and students were recognized today by DuPont for the amazing agricultural work being done at William Penn High School. Representatives from DuPont, members from State Legislature and Senate, USDA and members from the community celebrated the efforts of WPHS agriculture and science students and teachers in their work with pollination. Several staff and students were also awarded with grants to help further their education to continue the success at William Penn. In honor of her tireless efforts in making William Penn the great school that it is, a wildflower meadow was named in honor of Ag Teacher Kate Pickard. Thanks to DuPont and our community for helping our kids and give them opportunities to grow. Appoquinimink is providing dinner for interested parents of students with special needs at the Marion Proffitt Training Center. I would RSVP fast though! Other events through their Parent Council is included in the below picture! State Senator Margaret Rose-Henry from the 2nd Senate District in Wilmington announced she will not be seeking reelection in 2018. This follows State Senator Brian Bushweller’s similar announcement in August. Campus Community School in Dover had a cool announcement yesterday: Campus Community School is in the news again!!! This year, we have partnered with Northnode Counseling and Jennifer August, a board certified Art Therapist, to provide this service to our students. Art therapy provides students with an outlet and allows them to express themselves through their artwork. Shields Elementary School students in the Cape Henlopen School District performed a worthy cause for hurricane victims as per the district’s Facebook page from September 22nd: This week Shields Elementary School teamed up with Lewes Fire Company, and collected items to send to Florida and Texas to help families affected by Hurricane Harvey and Irma. The students spent part of their morning “stuffing the bus” full of the donations. Thank you to the students, staff, parents, and community members who donated and made our “Stuff the Bus” event a success! Way to go Shields students! A friendly reminder that all Delaware public schools are closed on Friday due to an in-service professional development day. While the children play, the teachers pay! Just kidding (I hope)! Academia Antonia Alonso will be holding their Fall Festival on October 22nd. Glasgow High School in the Christina School District will hold their 8th Annual College Fair on October 26th. Red Clay Consolidated School District will be holding their 11th Annual Family Resource Fair on November 4th at John Dickinson High School from 10am-1pm. Next week is National School Lunch Week, from October 9th-13th. I’m not sure what that means. How do you celebrate school lunches? Free Chik-Fil-A or Panera? That would be something to celebrate! (No disrespect to the thousands of school cafeteria workers in our fine state) This week, Positive Outcomes Charter School is holding their Spirit Week. I don’t think Governor Carney likes me too much today. If you have any school or district events you would like to share, please email me at kevino3670@yahoo.com with details. Or if you want to share something controversial, feel free to do the same. Charters are welcome to share as well despite my writing stuff about them all the time. I write about district stuff too but that gets lost in the noise sometimes. Trying to make this blog less bad and actually share some of the good stuff going on in our schools. Once again, if you want to promote any type of standardized test score enjoyment, please don’t. I will opt right out of writing about that kind of nonsense! Posted on October 4, 2017 Categories Delaware EducationTags Controversy, Delaware Charter Schools, Delaware Politics, Delaware School Districts, Education Roundup, Events1 Comment on Delaware Education Roundup, Early October 2017 Edition	cc/2022-05/en_head_0001.json.gz/line434
__label__wiki	0.515012	0.515012	Facts after which you will want to visit the Philippines The Philippine Islands are one of the most beautiful places on earth. Such a nature as here is dreamed of in the brightest dreams and presented in the wildest dreams. There is everything here: snow-white beaches from the rating of the best in the world, picturesque tropical forests and national parks, stunning sights from the UNESCO World Heritage List, a unique animal and underwater world, friendly locals, an abundance of inexpensive exotic fruits and delicious food, a huge selection of hotels for every taste and budget. You should definitely come here to see everything yourself and make your own personal list of amazing facts about the beautiful Philippine islands. The Philippines is one of the world’s best destinations for beach holidays The beaches of Palawan Island or the famous White Beach on the Philippine island of Boracay are constantly included in the ratings of the best beaches on the planet. The sand on the beach is so snow-white that it remains cold in the hot tropical sun. Excellent Philippine sand is even exported to other world resorts, for example, to the Arab Emirates. The Philippines is the only Christian country in Asia More than 80 % of Filipinos are Catholic. This is due to the fact that the state was a colony of Spain for a long time, until the 18th century. The Philippine islands were named after the Spanish King Philip II. Unique sights, animals and plants in the Philippines The islands in the Philippines are famous for their unique natural attractions, exotic flora and fauna. 800 out of 1000 known species of orchids grow here. In the Philippines, the smallest hoofed mammal is found-the mouse deer (40 cm). at the withers). Only here you will be able not only to see, but even to stroke an amazing, miniature primate (tarsier) – the most eye-catching creature on Earth. Almost all Filipinos speak English The lack of a language barrier in the Philippines also attracts tourists. English is the second official language of the country, mandatory in schools and is spoken fluently by almost all local residents, even in the provinces. The Philippines is the third largest English-speaking country in the world after the United States and Great Britain. The underwater world in the Philippines is one of the most beautiful in the world The beautiful underwater world of the Philippine Islands is a paradise for diving and snorkeling lovers. Here you will see fish of all colors of the rainbow, sea turtles, unique coral gardens. The famous Tubbataha Reef is included in the UNESCO World Heritage List. The Philippines has almost all known coral species in the world (488 out of 500). The largest pearl in the world (7 kg.) was also found in the Philippines. The Philippines is famous for its abundance of tropical fruits The Philippine Islands are the largest exporter of coconuts, bananas and pineapples. The first bananas in Europe also appeared thanks to Magellan’s trip to the Philippines. Yellow mango from the island of Cebu is considered the best in the world, the most delicious and sweet. There are even monuments to such fruits as durian and pineapple on the Philippine islands. Filipinos have an unlimited respect for family values Divorce and abortion are prohibited in the country, so most families have many children. It is believed that the more children the parents have, the richer they will be in old age. Every Filipino considers it his duty to constantly help his elderly parents and younger siblings with money. On the island of Luzon there are the oldest rice terraces in the world They were created by man more than 2 thousand years ago and are located at an altitude of more than 1500 meters! These unique structures are called the eighth wonder of the world and they are included in the UNESCO World Heritage List. A ladder of rice fields rises up the mountain slopes directly to the clouds. Their total length is about 22 km, and the area is 10,000 square meters. The longest underground river in the world flows on the Philippine island of Palawan This river is called Puerto Princesa and is located 50 km from the city of the same name. Its channel passes through a cave, in which there are several beautiful grottoes with amazing influx of stalactites and stalagmites. The length of the river is 8 km, but tourists are not allowed to swim more than 1.2 km into the depth of the cave, because there is already a lack of oxygen further on. The unique river is one of the seven new world wonders of nature, and in 1999 it was included in the UNESCO World Heritage List. Filipinos love to organize holidays Festivals, carnivals, fiestas are held here all the time. Most holidays have religious roots, for example, they are associated with the veneration of some Catholic saint, and every city and every island has its own. Hence the holidays every day. Chocolate Hills is one of the world’s most famous attractions One of the business cards of the Philippines is the famous Chocolate Hills of the island of Bohol. Their shape and color are so reminiscent of chocolates in a box that you just want to eat them. There are many legends about them, but even scientists can not come to a consensus on how these unique hills appeared. According to some versions, these are the remains of ancient volcanoes, and according to others, the remains of coral reefs from the bottom of the disappeared ancient sea. The Chocolate Hills are on the UNESCO World Heritage List and are an object of national pride in the Philippines. Browse for hotels in the Philipines here https://hotelhunter.com/en/philippines	cc/2022-05/en_head_0001.json.gz/line435
__label__wiki	0.680568	0.680568	Kathy Ortiz and Chris Holmes Inverness, Florida Agogi Academy of Combatives Learn about Florida Entrepreneur Kathy Ortiz and Chris Holmes: Kathy Ortiz and Chris Holmes, Owners of Agogi Academy of Combatives, were originally Jiu Jitsu training partners while living in Washington D.C. When Holmes moved to Citrus County to be closer to family, he noticed a lack of training options. When he shared his observation with Kathy, who works in the D.C. area as a high school librarian, the two of them brainstormed on a way to do something about it. Kathy shared the story behind their entrepreneurial journey and how Jiu Jitsu and other martial arts can be an extremely positive and empowering aspect of one’s life. You get in better physical shape but it also gives you confidence in yourself and your social life. “When Chris moved down, he was developing his career in corrections,” Kathy said. “After noticing something was missing, he initially talked about teaching people in his garage. The more we looked at it, the more we thought it made sense to jump in and find a space.” The focus for Kathy and Chris was and continues to be more focused on lifestyle and less on sports and competition. “We’ve built a space for everyone to feel comfortable,” she said. “We’re not training a stable of athletes to fight in a cage. We’re focused on lifestyle and the health benefits of Jiu Jitsu and martial arts. We do have students who compete for their own personal enrichment and do very well, but that’s not our main focus. ” Ortiz continued, “Because nothing like this existed in the community before August 2015, we wanted to support the community in its different needs. We’re an extremely family friendly and positive place to train. However, we still provide top notch instruction. Chris and I were trained under Master Pedro Sauer, who received his training directly from the Gracie family. In terms of linage, this means our style of training is very close to the source.” After opening their doors, Kathy and Chris worked through a handful of challenges including, getting to know everyone in the community, getting the word out and educating their customers on what Jiu Jitsu is and what it isn’t. “A lot of people think Jiu Jitsu and other martial arts are only for an elite few,” Kathy said. “That’s not the case. Our students come from many different backgrounds and they all have different abilities. Our school is like a big family. We’re a very inclusive group.” Kathy shared that what sets them apart from other academies is their family atmosphere, orientation towards self-defense and healthy lifestyles and the fact that they take the time to get to know their students. “I love our students,” Kathy said. “It’s all about helping each other grow and learn. What’s great about Jiu Jitsu is that it’s a self-defense system that’s geared towards those that are weaker. You learn how to move strategically to accomplish your goals. It’s more about how to be intelligent and how to protect yourself. It’s very leverage oriented. It’s cool to have someone much smaller prevail over a stronger opponent by utilizing strategy and techniques. Whether it’s a kid with learning issues, a mom who wants to learn self-defense to empower herself or a teen figuring out who she is, we’re building confidence and self-esteem. We work to support each student’s individual goals and ensure that they achieve them.” Kathy also shared some kind words about Chris, her business and training partner. “He was super helpful for me because Jiu Jitsu did not always come easily,” she said. “I had a lot of questions about how it worked in the beginning. He would always take his time and work with me. He’s an amazing teacher and he’s very good at adapting techniques for different people. A lot of this has to do with him having to adapt his own training and techniques because of a bad motorcycle accident in the early 2000s. He does a lot of adapting for our students.” Looking ahead, Kathy and Chris want to continue to grow their academy. They’re expanding their training programs to include wrestling and Judo. Above all, Kathy stresses the importance of growing to be able to reach people that never thought they could do something like this. She and Chris want to serve the community and offer their training to all. What advice does Kathy have for aspiring entrepreneurs? “We all have something we are so passionate about but you need more than that to succeed,” she said. “Figure out where you want to be. Identify your clients, your mission and who you want to reach out to. Write that down. Don’t just throw stuff against a wall and see what sticks. Figure out what makes your voice and service unique.” AgogiCombatives AgogiAcademyofCombatives17	cc/2022-05/en_head_0001.json.gz/line449
__label__wiki	0.756117	0.756117	The Obstacle Is The Way PDF Free Download The Obstacle Is The Way Pdf Free Download For Windows 7 The Obstacle Is The Way Pdf Download Free The Obstacle Is the Way Author : Ryan Holiday Format : PDF, Docs Download : 632 Read : 835 #1 Wall Street Journal Bestseller The Obstacle is the Way has become a cult classic, beloved by men and women around the world who apply its wisdom to become more successful at whatever they do. Its many fans include a former governor and movie star (Arnold Schwarzenegger), a hip hop icon (LL Cool J), an Irish tennis pro (James McGee), an NBC sportscaster (Michele Tafoya), and the coaches and players of winning teams like the New England Patriots, Seattle Seahawks, Chicago Cubs, and University of Texas men’s basketball team. The book draws its inspiration from stoicism, the ancient Greek philosophy of enduring pain or adversity with perseverance and resilience. Stoics focus on the things they can control, let go of everything else, and turn every new obstacle into an opportunity to get better, stronger, tougher. As Marcus Aurelius put it nearly 2000 years ago: “The impediment to action advances action. What stands in the way becomes the way.” Ryan Holiday shows us how some of the most successful people in history—from John D. Rockefeller to Amelia Earhart to Ulysses S. Grant to Steve Jobs—have applied stoicism to overcome difficult or even impossible situations. Their embrace of these principles ultimately mattered more than their natural intelligence, talents, or luck. If you’re feeling frustrated, demoralized, or stuck in a rut, this book can help you turn your problems into your biggest advantages. And along the way it will inspire you with dozens of true stories of the greats from every age and era. Free download or read online The Obstacle is the Way pdf (ePUB) book. The first edition of the novel was published in May 1st 2014, and was written by Ryan Holiday. The book was published in multiple languages including English, consists of 201 pages and is available in Paperback format. The main characters of this philosophy, non fiction story. The Obstacle is the Way (PDF Download).About Ryan Holiday. Ryan Holiday is a media strategist for notorious clients like Tucker Max and Dov Charney, and worked on the publicity campaign for Tim Ferriss’s The 4-Hour Work Week. The obstacle is the way. Download or Read online The Obstacle Is The Way full HQ books. Available in PDF, ePub and Kindle. We cannot guarantee that The Obstacle Is The Way book is available. Click Get Book button to download or read books, you can choose FREE Trial service. What stands in the way becomes the way.” Marcus was a Stoic. His thoughts encapsulate the words of other illustrious Stoics: “Chrysippus, Zeno, Cleanthes, Ariston, Apollonius, Junius Rusticus, Epictetus, Seneca” and “Musonius Rufus.” An ancient Zen parable features an almost identical line of thinking, stating: “The obstacle. Free download or read online The Obstacle Is the Way: The Timeless Art of Turning Trials into Triumph pdf (ePUB) book. The first edition of the novel was published in May 1st 2014, and was written by Ryan Holiday. The book was published in multiple languages including English, consists of 201 pages and is available in Hardcover format. The Coaching Habit PDF Free Download Words That Work (Summary) PDF Free Download The E-Myth Revisited PDF Free Download Business Adventures PDF Free Download Women Who Work PDF Free Download Negotiation Genius PDF Free Download	cc/2022-05/en_head_0001.json.gz/line450
__label__cc	0.725712	0.274288	Nairobi, Kenya, September 8, 2021 – The International Crops Research Institute for the Semi-Arid Tropics (ICRISAT) has been awarded the 2021 Africa Food Prize, for work that has improved food security across 13 countries in sub-Saharan Africa. ICRISAT, a CGIAR Research… Science, research and innovation are essential to accelerate the transformation to healthier, more sustainable, more equitable and more resilient food systems. What scientific innovations are needed and how they can inform related policies will be put on the front burner… High-yieldng, downy mildew-resistant and suitable for food and fodder. Developed by ICRISAT and evaluated by INERA Burkina Faso recently approved the commercial use of its first pearl millet hybrid called Nafagnon. With the approval, the single-cross hybrid also became the first of… The demand for good quality parboiled rice is high in parts of Africa, from east to west, north to south. As at 2015, rice consumption in countries was estimated to be approximately 26 million (MT) of which 13 million MT… Djam Wilfred Chiatoh, is a fish farmer from the central region of Cameroon. He is also an animal production specialist but after 12 years of poultry, pig and rabbit farming, coupled with a loss of over 2,000 pigs to African…	cc/2022-05/en_head_0001.json.gz/line451
__label__cc	0.601935	0.398065	Paid Beat Licences As all licences are unlimited they will follow the same terms minus the file types provided in the delivery of beat section. This Non-Exclusive Unlimited License License Agreement (the “Agreement”), having been made on and effective as of today’s date (the “Effective Date”) by and between Niyo Ltd trading as Epithet Music (the “Producer” or “Licensor”); and Your Name (“You” or “Licensee”), sets forth the terms and conditions of the Licensee’s use, and the rights granted in, the Producer’s instrumental music file entitled Beat Name (the “Beat”) in consideration for Licensee’s payment of Price (the “License Fee”), on a so-called “Unlimited License” basis. This Agreement is issued solely in connection with and for Licensee’s use of the Beat pursuant and subject to all terms and conditions set forth herein. License Fee: The Licensee to shall make payment of the License Fee to Licensor on the date of this Agreement. All rights granted to Licensee by Producer in the Beat are conditional upon Licensee’s timely payment of the License Fee. The License Fee is a one-time payment for the rights granted to Licensee and this Agreement is not valid until the License Fee has been paid. Delivery of the Beat: Licensor agrees to deliver the Beat as a high-quality MP3, WAV & TRACKSTEMS, as such terms are understood in the music industry. Licensor shall use commercially reasonable efforts to deliver the Beat to Licensee immediately after payment of the License Fee is made. Licensee will receive the Beat via email, to the email address Licensee provided to Licensor. Term: The Term of this Agreement shall be ten (10) years and this license shall expire on the ten (10) year anniversary of the Effective Date. Use of the Beat: In consideration for Licensee’s payment of the License Fee, the Producer hereby grants Licensee a limited non-exclusive, nontransferable license and the right to incorporate, include and/or use the Beat in the preparation of one (1) new song created by the Licensee. Licensee may create the new song by recording his/her written lyrics over the Beat and/or by incorporating portions/samples of the Beat into pre-existing instrumental music written, produced and/or owned by Licensee. The new song created by the Licensee which incorporates some or all of the Beat shall be referred to as the “New Song”. Permission is granted to Licensee to modify the arrangement, length, tempo, or pitch of the Beat in preparation of the New Song for public release. This License grants Licensee a worldwide, non-exclusive license to use the Beat as incorporated in the New Song in the manners and for the purposes expressly provided for herein, subject to the sale restrictions, limitations and prohibited uses stated in this Agreement. Licensee acknowledges and agrees that any and all rights granted to Licensee in the Beat pursuant to this Agreement are on a NON-EXCLUSIVE basis and Producer shall continue to license the Beat upon the same or similar terms and conditions as this Agreement to other potential third-party licensees. The New Song may be used for any promotional purposes, including but not limited to, a release in a single format, for inclusion in a mixtape or free compilation of music bundled together (EP or album), and/or promotional, non-monetized digital streaming; Licensee may perform the song publicly for-profit performances and for an Unlimited non-profit performances, including but not limited to, at a live performance (i.e. concert, festival, nightclub etc.), on terrestrial or satellite radio, and/or on the internet via third-party streaming services (Spotify, YouTube, iTunes Radio etc.). The New Song may be played on Unlimited terrestrial or satellite radio stations; The Licensee may use the New Song in synchronization with Unlimited (Unlimited) audiovisual work no longer than five (5) minutes in length (a “Video”). In the event that the New Song itself is longer than five (5) minutes in length, the Video may not play for longer than the length of the New Song. The Video may be broadcast on any television network and/or uploaded to the internet for digital streaming and/or free download by the public including but not limited to on YouTube and/or Vevo. Producer grants no other synchronization rights to Licensee; The Licensee may make the New Song available for sale in physical and/or digital form and sell Unlimited downloads/physical music products and are allowed Unlimited monetized audio streams, Unlimited monetized video streams, Unlimited non-monetized video streams and are allowed Unlimited free downloads. The New Song may be available for sale as a single and/or included in a compilation of other songs bundled together by Licensee as an EP or a full-length Album. The New Song may be sold via digital retailers for permanent digital download in mp3 format and/or physical format, including compact disc and vinyl records. For clarity and avoidance of doubt, the Licensee does NOT have the right to sell the Beat in the form that it was delivered to Licensee. The Licensee must create a New Song (or instrumental as detailed above) for its rights under this provision to a vest. Any sale of the Beat in its original form by Licensee shall be a material breach of this Agreement and the Licensee shall be liable to the Licensor for damages as provided hereunder. Subject to the Licensee’s compliance with the terms and conditions of this Agreement, Licensee shall not be required to account or pay to Producer any royalties, fees, or monies paid to or collected by the Licensee (expressly excluding mechanical royalties), or which would otherwise be payable to Producer in connection with the use/exploitation of the New Song as set forth in this Agreement. Restrictions on the Use of the Beat: Licensee hereby agrees and acknowledges that it is expressly prohibited from taking any action(s) and from engaging in any use of the Beat or New Song in the manners, or for the purposes, set forth below: The rights granted to Licensee are NON-TRANSFERABLE and that Licensee may not transfer or assign any of its rights hereunder to any third-party; The Licensee shall not synchronize, or permit third parties to synchronize, the Beat or New Song with any audiovisual works EXCEPT as expressly provided for and pursuant to Paragraph 4(b)(iii) of this Agreement for use in one (1) Video. This restriction includes, but is not limited to, use of the Beat and/or New Song in television, commercials, film/movies, theatrical works, video games, and in any other form on the Internet which is not expressly permitted herein. The Licensee shall not have the right to license or sublicense any use of the Beat or of the New Song, in whole or in part, for any so-called “samples”. Licensee shall not engage in any unlawful copying, streaming, duplicating, selling, lending, renting, hiring, broadcasting, uploading, or downloading to any database, servers, computers, peer to peer sharing, or other file-sharing services, posting on websites, or distribution of the Beat in the form, or a substantially similar form, as delivered to Licensee. Licensee may send the Beat file to any individual musician, engineer, studio manager or other people who are working on the New Song. THE LICENSEE IS EXPRESSLY PROHIBITED FROM REGISTERING THE BEAT AND/OR NEW SONG WITH ANY CONTENT IDENTIFICATION SYSTEM, SERVICE PROVIDER, MUSIC DISTRIBUTOR, RECORD LABEL OR DIGITAL AGGREGATOR (for example TuneCore or CDBaby, and any other provider of user-generated content identification services). The purpose of this restriction is to prevent you from receiving a copyright infringement takedown notice from a third party who also received a non-exclusive license to use the Beat in a New Song. The Beat has already been tagged for Content Identification (as that term is used in the music industry) by Producer as a pre-emptive measure to protect all interested parties in the New Song. If you do not adhere to this policy, you are in violation of the terms of this License and your license to use the Beat and/or New Song may be revoked without notice or compensation to you. As applicable to both the underlying composition in the Beat and to the master recording of the Beat: The parties acknowledge and agree that the New Song is a “derivative work”, as that term is used in the United States Copyright Act; As applicable to the Beat and/or the New Song, there is no intention by the parties to create a joint work; and There is no intention by the Licensor to grant any rights in and/or to any other derivative works that may have been created by other third-party licensees. The Producer is and shall remain the sole owner and holder of all rights, title, and interest in the Beat, including all copyrights to and in the sound recording and the underlying musical compositions written and composed by Producer. Nothing contained herein shall constitute an assignment by Producer to Licensee of any of the foregoing rights. Licensee may not, under any circumstances, register or attempt to register the New Song and/or the Beat with the U.S. Copyright Office. The aforementioned right to register the New Song and/or the Beat shall be strictly limited to Producer. Licensee will, upon request, execute, acknowledge and deliver to Producer such additional documents as Producer may deem necessary to evidence and effectuate Producer’s rights hereunder, and Licensee hereby grants to Producer the right as attorney-in-fact to execute, acknowledge, deliver and record in the U.S. Copyright Office or elsewhere any and all such documents if Licensee shall fail to execute same within five (5) days after so requested by Producer. For the avoidance of doubt, you do not own the master or the sound recording rights in the New Song. You have been licensed the right to use the Beat in the New Song and to commercially exploit the New Song based on the terms and conditions of this Agreement. Notwithstanding the above, you do own the lyrics or other original musical components of the New Song that were written or composed solely by you. With respect to the publishing rights and ownership of the underlying composition embodied in the New Song, the Licensee, and the Producer hereby acknowledge and agree that the underlying composition shall be owned/split between them as follows: – Licensee, owns 50% of the writers share. – Epithet Music (IPI/CAE: 1003776682), owns 50% of the writers share. Producer shall own, control, and administer One Hundred Percent (100%) of the so-called “Publisher’s Share” of the underlying composition. In the event that Licensee wishes to register his/her interests and rights to the underlying composition of the New Song with their Performing Rights Organization (“PRO”), Licensee must simultaneously identify and register the Producer’s share and ownership interest in the composition to indicate that Producer wrote and owns 50% of the composition in the New Song and as the owner of 100% of the Publisher’s share of the New Song. You can register this interest using the name Epithet Music and the IPI 1003776682. The licensee shall be deemed to have signed, affirmed and ratified its acceptance of the terms of this Agreement by virtue of its payment of the License Fee to Licensor and its electronic acceptance of its terms and conditions at the time Licensee made payment of the License Fee. Mechanical License: If any selection or musical composition, or any portion thereof, recorded in the New Song hereunder is written or composed by Producer, in whole or in part, alone or in collaboration with others, or is owned or controlled, in whole or in part, directly or indirectly, by Producer or any person, firm, or corporation in which Producer has a direct or indirect interest, then such selection and/or musical composition shall be hereinafter referred to as a “Controlled Composition”. Producer hereby agrees to issue or cause to be issued, as applicable, to Licensee, mechanical licenses in respect of each Controlled Composition, which are embodied on the New Song. For that license, on the United States and Canada sales, Licensee will pay mechanical royalties at one hundred percent (100%) of the minimum statutory rate, subject to no cap of that rate for albums and/or EPs. For license outside the United States and Canada, the mechanical royalty rate will be the rate prevailing on an industry-wide basis in the country concerned on the date that this agreement has been entered into. Credit: Licensee shall have the right to use and permit others to use Producer’s approved name, approved likeness, and other approved identification and approved biographical material concerning the Producer solely for purposes of trade and otherwise without restriction solely in connection with the New Song recorded hereunder. Licensee shall use best efforts to have Producer credited as a “producer” and shall give Producer appropriate production and songwriting credit on all compact discs, record, music video, and digital labels or any other record configuration manufactured which is now known or created in the future that embodies the New Song created hereunder and on all cover liner notes, any records containing the New Song and on the front and/or back cover of any album listing the New Song and other musician credits. The licensee shall use its best efforts to ensure that Producer is properly credited and Licensee shall check all proofs for the accuracy of credits, and shall use its best efforts to cure any mistakes regarding Producer’s credit. In the event of any failure by Licensee to issue the credit to Producer, Licensee must use reasonable efforts to correct any such failure immediately and on a prospective basis. Such credit shall be in the substantial form: “Produced by Epithet Music”. Licensor’s Option: Licensor shall have the option, at Licensor’s sole discretion, to terminate this License at any time within three (3) years of the date of this Agreement upon written notice to Licensee. In the event that Licensor exercises this option, Licensor shall pay to Licensee a sum equal to Two Hundred Percent (200%) of the License Fee paid by Licensee. Upon Licensor’s exercise of the option, Licensee must immediately remove the New Song from any and all digital and physical distribution channels and must immediately cease access to any streams and/or downloads of the New Song by the general public. Breach by Licensee: The licensee shall have five (5) business days from its receipt of written notice by Producer and/or Producer’s authorized representative to cure any alleged breach of this Agreement by Licensee. Licensee’s failure to cure the alleged breach within five (5) business days shall result in Licensee’s default of its obligations, its breach of this Agreement, and at Producer’s sole discretion, the termination of Licensee’s rights hereunder. If Licensee engages in the commercial exploitation and/or sale of the Beat or New Song outside of the manner and amount expressly provided for in this Agreement, Licensee shall be liable to Producer for monetary damages in an amount equal to any and all monies paid, collected by, or received by Licensee, or any third party on its behalf, in connection with such unauthorized commercial exploitation of the Beat and/or New Song. Licensee recognizes and agrees that a breach or threatened breach of this Agreement by Licensee give rise to irreparable injury to Producer, which may not be adequately compensated by damages. Accordingly, in the event of a breach or threatened breach by the Licensee of the provisions of this Agreement, Producer may seek and shall be entitled to a temporary restraining order and a preliminary injunction restraining the Licensee from violating the provisions of this Agreement. Nothing herein shall prohibit Producer from pursuing any other available legal or equitable remedy from such breach or threatened breach, including but not limited to the recovery of damages from the Licensee. The Licensee shall be responsible for all costs, expenses or damages that Producer incurs as a result of any violation by the Licensee of any provision of this Agreement. Licensee’ obligation shall include court costs, litigation expenses, and reasonable attorneys’ fees. Warranties, Representations, and Indemnification: Licensee hereby agrees that Licensor has not made any guarantees or promises that the Beat fits the particular creative use or musical purpose intended or desired by the Licensee. The Beat, its sound recording, and the underlying musical composition embodied therein are licensed to the Licensee “as is” without warranties of any kind or fitness for a particular purpose. Producer warrants and represents that he has the full right and ability to enter into this agreement, and is not under any disability, restriction, or prohibition with respect to the grant of rights hereunder. Producer warrants that the manufacture, sale, distribution, or other exploitation of the New Song hereunder will not infringe upon or violate any common law or statutory right of any person, firm, or corporation; including, without limitation, contractual rights, copyrights, and right(s) of privacy and publicity and will not constitute libel and/or slander. Licensee warrants that the manufacture, sale, distribution, or other exploitation of the New Song hereunder will not infringe upon or violate any common law or statutory right of any person, firm, or corporation; including, without limitation, contractual rights, copyrights, and right(s) of privacy and publicity and will not constitute libel and/or slander. The foregoing notwithstanding, Producer undertakes no responsibility whatsoever as to any elements added to the New Song by Licensee, and Licensee indemnifies and holds Producer harmless for any such elements. Producer warrants that he did not “sample” (as that term is commonly understood in the recording industry) any copyrighted material or sound recordings belonging to any other person, firm, or corporation (hereinafter referred to as “Owner”) without first having notified Licensee. The licensee shall have no obligation to approve the use of any sample thereof; however, if approved, any payment in connection therewith, including any associated legal clearance costs, shall be borne by Licensee. Knowledge by Licensee that “samples” were used by Producer which was not affirmatively disclosed by Producer to Licensee shall shift, in whole or in part, the liability for infringement or violation of the rights of any third party arising from the use of any such “sample” from Producer to Licensee. 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No failure by Licensor hereto to perform any of its obligations hereunder shall be deemed a material breach of this agreement until the Licensee gives Licensor written notice of its failure to perform, and such failure has not been corrected within thirty (30) days from and after the service of such notice, or, if such breach is not reasonably capable of being cured within such thirty (30) day period, Licensor does not commence to cure such breach within said time period, and proceed with reasonable diligence to complete the curing of such breach thereafter. This agreement shall be governed by and interpreted in accordance with the laws of the United Kingdom applicable to agreements entered into and wholly performed in said State, without regard to any conflict of laws principles. You hereby agree that the exclusive jurisdiction and venue for any action, suit or proceeding based upon any matter, claim or controversy arising hereunder or relating hereto shall be in the state or federal courts located in the United Kingdom. You shall not be entitled to any monies in connection with the Master(s) other than as specifically set forth herein. All notices pursuant to this agreement shall be in writing and shall be given by registered or certified mail, return receipt requested (prepaid) at the respective addresses hereinabove set forth or such other address or addresses as may be designated by either party. Such notices shall be deemed given when received. Any notice mailed will be deemed to have been received five (5) business days after it is mailed; any notice dispatched by expedited delivery service will be deemed to be received two (2) business days after it is dispatched. YOU ACKNOWLEDGE AND AGREE THAT YOU HAVE READ THIS AGREEMENT AND HAVE BEEN ADVISED BY US OF THE SIGNIFICANT IMPORTANCE OF RETAINING AN INDEPENDENT ATTORNEY OF YOUR CHOICE TO REVIEW THIS AGREEMENT ON YOUR BEHALF. YOU ACKNOWLEDGE AND AGREE THAT YOU HAVE HAD THE UNRESTRICTED OPPORTUNITY TO BE REPRESENTED BY AN INDEPENDENT ATTORNEY. IN THE EVENT OF YOUR FAILURE TO OBTAIN AN INDEPENDENT ATTORNEY OR WAIVER THEREOF, YOU HEREBY WARRANT AND REPRESENT THAT YOU WILL NOT ATTEMPT TO USE SUCH FAILURE AND/OR WAIVER as a basis to avoid any obligations under this agreement, or to invalidate this agreement or To render this agreement or any part thereof unenforceable. This agreement may be executed in counterparts, each of which shall be deemed an original, and said counterparts shall constitute one and the same instrument. In addition, a signed copy of this agreement transmitted by facsimile or scanned into an image file and transmitted via email shall, for all purposes, be treated as if it was delivered containing an original manual signature of the party whose signature appears thereon and shall be binding upon such party as though an originally signed document had been delivered. Notwithstanding the foregoing, in the event that you do not sign this Agreement, your acknowledgment that you have reviewed the terms and conditions of this Agreement and your payment of the License Fee shall serve as your signature and acceptance of the terms and conditions of this Agreement. Niyo Ltd is a company incorporated in England and Wales with registered number 07751179 whose registered address is Suite 2a, Blackthorn House, St Pauls Square, Birmingham, England, B3 1RL.	cc/2022-05/en_head_0001.json.gz/line452
__label__cc	0.718695	0.281305	Germany 1919-1945 Hurst, Mark (2016) Germany 1919-1945. AudioPi, Online. The significance of what occurred in Germany during our period of study needs no exaggeration. This GCSE series on Germany 1919-1945 really brings alive all the main themes that are required for your History GCSE course, giving you an in-depth knowledge of all the main points, including the establishment of the Weimar Republic, the problems faced by the Weimar Republic from 1919-1923, its recovery from those problems and, finally, the Third Reich. The final eight chapters deal with how to answer exam questions across the different exam boards. Bringing together Dr Mark Hurst, Lecturer in the History of Human Rights at Lancaster University, and Mr George Harrison, a history teacher with over 10 years' experience who has previously taught at Manchester Grammar School but now teaches at Kings Canterbury, our series has been designed to provide insights which will be invaluable for those studying and teaching this fascinating period by people who really understand the subject and how it should be taught. Faculty of Arts & Social Sciences > History	cc/2022-05/en_head_0001.json.gz/line453
__label__cc	0.630121	0.369879	By Members' Research Service / November 20, 2017 20 November is an important date for children’s rights – the day on which the United Nations (UN) General Assembly adopted two cornerstone documents regarding children, the Declaration of the Rights of the Child in 1959, and the Convention on the Rights of the Child (CRC) in 1989. Written by Kristina Grosek, 20 November is also the day recognised as Universal Children’s Day and celebrated annually to promote understanding among children and their welfare worldwide. The UN General Assembly established the Universal Day in 1954, recommending all countries to observe it as the day of worldwide fraternity and understanding between children. Universal Children’s Day is an opportunity to promote and celebrate children’s rights, but also to take a brief look at the regulatory framework put in place to ensure children’s wellbeing in Europe. The CRC, adopted in 1989, and swiftly ratified by 196 countries, including all the EU Member States, represents a crucial international instrument stipulating civil, social, economic, and political standards for safeguarding children’s rights. It requires governments to ensure that the best interest of the child is their primary consideration in all actions concerning children. Although the EU is not a party to the Convention, and there is no legal obligation binding EU institutions to apply its provisions, the CRC nevertheless plays an important role in developing EU legislation on children’s rights. At EU level, protecting children’s rights became legally enforceable through two instruments: the Treaty on European Union (TEU) and the Charter of Fundamental Rights of the European Union (Charter). With the entry into force of the Lisbon Treaty, protecting the rights of the child was officially recognised (Article 3 TEU) as one of the European Union’s goals, both internally and externally, and the Charter became legally binding. Article 24 of the Charter makes children independent holders of their rights and recognises the necessity for their protection. Although concrete measures to protect children’s rights are in the hands of individual Member States, the EU provides the policy framework and an Agenda for the Rights of the Child with 11 specific actions contributing to children’s well-being and safety. Recent EU action Child poverty and social exclusion. In 2013, the European Commission published the recommendation ‘Investing in children: breaking the cycle of disadvantage‘, calling on Member States to address child poverty, strengthen children’s rights and improve their wellbeing. In 2017, the Commission took stock of its implementation, and concluded that the recession that began with the financial crisis in 2008 has led to a marked deterioration in child poverty and well-being indicators in many EU Member States. The main policy challenges ahead will therefore include maintaining the focus on supporting parents, to ensure that they have access to decent paid work, child benefits and high quality services. Another focus must be on ensuring that particularly disadvantaged children (i.e., children with disabilities, children in alternative care, children with a migration background and Roma children) also benefit equally from the investments in children’s futures. These measures to improve children’s rights are included as priorities in the Commission’s proposal for the European Pillar of Social Rights. Violence against children. Violence against children can take numerous forms (physical, sexual or emotional abuse, or neglect) and the EU has addressed different forms of violence in legislation (sexual abuse and exploitation, human trafficking, protection in criminal proceedings) and initiatives (better internet for children) and has supported its eradication through EU funding. Children in migration and armed conflict. In its communication of April 2017, the Commission outlines the urgent action to be taken to ensure a comprehensive approach to the protection of children in migration. The communication follows up on the European Agenda on Migration and Action Plan on Unaccompanied Minors (2010-2014). The 11th European Forum on the rights of the child held on 6-7 November 2017 focused on children deprived of their liberty and alternatives to detention. Children make up one third of migrant arrivals since 2015, according to the latest FRA study. As various Member States are attempting to make returns of unsuccessful asylum applicants and irregular migrants more efficient, the use of detention, including detaining children, is likely to increase. Although there are no comparable and complete data on the number of children detained for immigration related purposes, reports state that, on 1 September 2016, 821 children were detained in 21 Member States, while no data were available for the remaining 7 Member States. The European Parliament, as a co-legislator, plays a crucial role in the adoption of legislation concerning protection of children’s rights. It has also voiced its concerns and called for action on numerous occasions on issues including child poverty, detention for children, ending child marriage, education of children in emergency situations and online sexual abuse. Parliament has also strongly emphasised the need to protect child migrants and unaccompanied minors. Although Parliament does not have a committee dedicated entirely to children’s rights, it has formed a cross-party and cross-national Intergroup of Members of Parliament aiming to promote children’s rights. More than 100 members have pledged to become child rights champions in the Parliament through signing the Child Rights Manifesto. To mark Universal Children’s Day this year, the European Parliament is hosting a high level event – The Europe we want – on 20 November 2017, at which Members of the European Parliament will listen and respond to children’s questions regarding their vision of Europe. Recent EPRS publications on children’s rights EPRS at a glance (2017) United Nations Universal Children’s Day and the protection of children’s rights by the EU, Joanna Apap EPRS study (2017) Combating sexual abuse of children Directive 2011/93/EU, Amandine Scherrer, Wouter van Ballegooij EPRS briefing (2016) Arbitrary detention of women and children for immigration purposes, Joanna Apap EPRS briefing (2016) Vulnerability of unaccompanied and separated child migrants, Joanna Apap EPRS keysource (2016) Unaccompanied children in the EU, Anna Dimitrova Stull, Irene Penas Dendariena and Ulla Jurviste EPRS keysource (2016) Child-friendly justice in the EU, Anna Dimitrova Stull, Irene Penas Dendariena and Ulla Jurviste EPRS briefing (2016) Child poverty in the European Union: The crisis and its aftermath, Marie Lecerf EPRS study (2014) Violence towards children in the EU : current situation, Anna Dimitrova Stull Categories: BLOG Tags: children's rights, Kristina Grosek, Universal Children's Day	cc/2022-05/en_head_0001.json.gz/line455
__label__cc	0.747099	0.252901	Trump casts eye on FBI HQ in Washington Flamboyant New York property developer and reality TV star Donald Trump is casting his eye on what some Washingtonians consider an architectural eyesore in the US capital - FBI headquarters. He told The Washington Post in an interview posted online on Wednesday that he might take an opportunity to acquire the Brutalist-style premises on Pennsylvania Avenue in return for erecting a new and bigger home for the storied federal law enforcement agency. "We'll be watching the FBI as to what's going to happen," the Post quoted Trump as saying. "Whether or not we will bid on it, we may, we may not." Inaugurated in the mid-1970s, the 11-floor J. Edgar Hoover Building houses more than half of the 10,000 employees of the Federal Bureau of Investigation in the greater Washington area. But while it sits on a prime chunk of real estate, halfway between the Capitol and the White House, it is suffering from structural decay and overcrowding. Critics insist it won't be missed, contending its blockhouse style is a blemish on an otherwise grand boulevard, although others argue it should be preserved as a historic site. Trump's interest is piqued by the 60-year lease he's taken out across Pennsylvania Avenue on the stately Old Post Office, built in 1899, which he plans to turn into a 271-room luxury hotel with the biggest ballroom in town. That project, which Trump is putting together with his daughter Ivanka, is expected to cost more than $US200 million ($A215.53 million), the Post reported. "Friends of mine, they spend these ridiculous amounts of money on paintings. I'd rather do jobs like this," said Trump, host of his own reality TV series The Apprentice. The General Services Administration, which oversees federal buildings, has yet to decide where a new FBI headquarters should go up, but it favours a "building swap" whereby the developer of the new premises - possibly in the Washington suburbs - would get the old one in payment. US Trump Bathurst seeks more cash from shareholders Coal miner New Hope names new CEO	cc/2022-05/en_head_0001.json.gz/line459
__label__wiki	0.853006	0.853006	Home/Sports/5 best playmakers in the Premier League this season 5 best playmakers in the Premier League this season The Premier League is home to some of the best playmakers in the game The Premier League’s high-octane pace requires players to think quickly and react quickly. Midfield clashes are as heated as ever, and having technically gifted players in the middle of the field is half war won. Holding midfielders are typically responsible for breaking up play and turning over possession. These largely defensive-minded midfielders will, however, be charged with producing chances from deep in some systems. They’re known as deep-lying playmakers, and in addition to their game-reading skills and defensive awareness, they’ll be super ball distributors. Let’s take a look at five of the top deep-lying playmakers in the Premier League this season. 5. Declan Rice (West Ham United) Declan Rice is one of the Premier League’s best young midfielders. The 22-year-old has been instrumental in West Ham United’s early-season success. In the first half of the season, the Hammers have beaten the likes of Liverpool, Chelsea, and Leicester City. Rice’s passing accuracy is exceptional, and it goes a long way toward helping the Hammers maintain possession around midfield. After 17 Premier League games, the Englishman has a pass success percentage of 90.4 percent. This season, he has already scored a goal and supplied three assists. 4. Jordan Henderson (Liverpool) Jordan Henderson has been considered as a utility player for far too long. He is a persistent presence in the middle of the pitch, and his continuous pressing can be a pain in the opposition’s neck. Henderson, on the other hand, has demonstrated over the last few seasons that his game is much more than just being disruptive. The 31-year-old has always been a smart footballer, with exceptional game-reading skills that enable him to make crucial interceptions and recoveries. This season, he has also demonstrated his playmaking abilities and has performed admirably in midfield for Liverpool. Henderson has shown off his whole passing repertoire, including trivelas and well-weighted through balls for his forwards, while also picking up three assists. 3. Youri Tielemans (Leicester City) This summer, Youri Tielemans was heavily connected with a departure. For quite some time, the Belgian international has been considering the prospect of signing a new deal. But one thing is certain: Tielemans is thoroughly enjoying his time in the Premier League. He’s also always looking to get the ball higher up the field and acts as a terrific link between the offense and defense for Leicester City. Tielemans also enjoys arriving late in and around the box, which explains why he has five Premier League goals in 12 appearances. He has two assists as well. 2. Jorginho (Chelsea) Jorginho has had a fantastic 2021 season. Jorginho has continued in the same vein after winning the Champions League with Chelsea and Euro 2020 with Italy in the summer. Chelsea’s early-season form helped them stay at the top of the Premier League standings for a long time this season, thanks to the deep-lying playmaker. When it comes to deploying their wing-backs, his presence and technical talents are crucial to Chelsea. When it comes to integrating his front line and defense, Jorginho is one of the greatest in Europe. In 15 Premier League appearances thus far this season, he has four goals and one assist. 1. Rodri (Manchester City) This season, Manchester City has been at their most dominating. Pep Guardiola’s team is full of technically gifted players, and Rodri is the epitome of it. For the Cityzens, the Spaniard is a calming influence in midfield, and it’s tough to find players who can perform the job better than him. Rodri is a footballer who is both tactically and intellectually smart. Manchester City can play with just one holding midfielder because to his midfield prowess. That is also why the Cityzens are so effective at attacking. When it comes to influencing play from deep, Rodri is without a doubt the finest in the Premier League. He’s put in a number of performances that are textbook examples of what a deep-lying midfielder should do. This season, he has also scored two goals and added an assist in the league. Top 5 Most Dangerous Football Strikers In The World The best players in the Premier League this season	cc/2022-05/en_head_0001.json.gz/line464
__label__cc	0.528855	0.471145	Ashley Moss Who is Ashley Moss? Ashley Moss: Birthday, Age, Siblings, parents, Early Life Career and skilled Life Ashley Moss husband’s career Ashley Moss: Net Worth, Income, Salary, Earning Ashley Moss: Married, Husband, Boyfriend, Dating, Relationship Status Ashley Moss: Height, Weight, Body Measurement Ashley Moss: Instagram, Facebook, Social Media Ashley Moss sherman came into the limelight when being the wife or life partner of the known yankee athlete, Richard Sherman. Richard Sherman may be a soccer football player who as of now’s a free agent and is one among the best cornerbacks in NFL history. Ashley Moss sherman birthdate is 22nd April 1988 and her birthplace is Washington, the United States. As of 2021, Ashley moss sherman age should be thirty-three years old and her horoscope sign is Taurus. Ashley is from a celeb family and also the name of her folks are Stephanie Moss and Raymond Moss. Moss conjointly incorporates a relation whose name is Haley Mariah Moss. nonetheless this, there’s no a lot of info regarding Ashely moss sherman parents, childhood, and sibling since she has been terribly closelipped about them. concerning Moss’s academic background, she appears to be a learned personality. Ashley Moss with her father (Source: Instagram) Ashley Moss sure has worked antecedently in many places and companies. However, there is no precise information about Ashley Moss’s profession and career. in keeping with some resources, it’s found that she was once an worker of the Seattle space as a cosmetologist. Also, according to Moss’s Instagram bio, it will be seen that she is that the owner of a Nail Salon named “US Nails”. Likewise, Ashley is additionally the chief Director of “The Richard Sherman Foundation” that may be a charity foundation of her husband. at the side of her professions, Ashely bryophyte is also taking care of her family. Next, Ashely Moss’s husband, Richard Sherman is a former yankee football cornerback. He was recruited by the Seattle Seahawks in the 5th spherical of the NFL Draft of the year 2011. Richard helped his team to the NFL in interceptions of the year 2013 and also took the Seahawks to be the winner of their 1st Super Bowl. He also compete in college football from the Stanford Cardinal, beginning his career from the position of a wide receiver. Then, Richard was recruited by the Seahawks within the 5th spherical of the NFL Draft of 2011. After going in the league, Ashley has the best interceptions and defended permits of any dynamic player. At the time once he was a district of the Seahawks, he conjointly was a member of the “Legion of Boom”, the Seahawks’ beginning secondary that given to Seattle taking the highest pass defense in the NFL in the year 2013. This promoted the Seahawks to be the winner of the Super Bowl XLVIII. The Seahawks were ready to attend Super Bowl XLIX in ensuing season, obtaining defeated in an exceedingly near game with the New European country Patriots. At his time with the Seahawks, they took the league in grading defense for four consecutive years between the years 2012 and 2015. They even were creating themselves the 1st team to try and do a similar from the Fifties Cleveland Browns. His outspoken character, the tendency for making Brobdingnagian plays, and his various trash-talk have to be compelled to lead him to be one among the NFL’s hottest players. Moreover, Richard’s trash-talking character has contributed the foremost to form her recognizable. Ashley Moss sherman with her husband at an event (Source: Instagram) Also Read Bio, Age, Wiki, Career, Relationship, net worth, earning, salary Giorgia Andriani, Kristoffer Zachariassen, Kristoffer Ajer and Cherie Chan In January 2014, Richard Sherman gathered national thought with a post-game oral communication ready directly when his tipped pass confirmed the Seahawks successful against the San Francisco 49ers within the NFC Championship game of the year 2013. Also, there Richard thought-about himself because the “best corner in the game” and named San Francisco wide receiver Michael Crabtree a “sorry” receiver. when then, Sherman was bestowed on the Madden NFL 15’s cover. In fact, he energetically writes for “The Players’ Tribune”. Other than Sherman’s skilled career, he owns a charity, named, “Blanket Coverage – The Richard Sherman Family Foundation”. within the year 2013, he began his charity so as to assist kids of low-income communities by giving them college materials associated clothing. Likewise, Richard also has some interests in cryptocurrency and school stocks. So, he’s an envoy for the trifle app “FleetWit”. Richard Sherman is additionally a co-owner of the “Glacier Boyz” for the Fan Controlled Football league whose 1st match was on 13th Gregorian calendar month 2021. Ashley Moss belongs to 1 of the richest family members, born in Washington, the United States. Currently, Ashley Moss incorporates a smart net worth of around $1.5 million. the first supply of Ashley Moss’s financial gain is from her profession as an government Director, the owner of her nail salon, and as a social media temperament too. Ashley should have gained some cash from her earlier professions as well. On the opposite side, net worth value of Ashley Moss’s husband, Richard Sherman is around $19.2 Million bucks as of four August 2017. Richard owns over 20,000 units of Winnebago Industries stock which are worth more than $16,458,865 and thru the last 10 years Sherman oversubscribed WGO stock worth more than $2,598,657. Additionally, Richard earns $180,005 being the freelance Director of Winnebago Industries. Currently, Richard Sherman has some homes in Yorba Linda, California, and also in Maple Valley, Washington. As mentioned earlier, Ashley has been in a happy married life and also the name of her husband is Richard Sherman. Richard and Ashley Moss started dating analysis one another from the year 2013. Their initial child, Rayden Sherman was born on 5th Gregorian calendar month 2015. when a while they did their engagement in Gregorian calendar month of a similar year as well. On 16th April 2016, the couple once more gave birth to their second child, Avery who may be a daughter. The couple then finally tied a knot to every other after on 28th March 2018, in Punta Cana, Mexico. It was a destination wedding at onerous Rock building & Casino Punta Canta, within the Dominican Republic. a number of the Seahawks teammates adding Kam Chancellor and Earl Thomas were conjointly attending Ashley’s and Richard’s wedding. As of now, Ashley resides at the side of her husband and youngsters in the United States. nonetheless this, Moss has never been in an exceedinglyny rumors and unwanted moot matters to the present day. Ashley Moss and richard sherman dancing at their wedding (Source: Instagram) Regarding the body measurement of Ashley sherman , she is alive and is in a smart and healthy condition. Ashley incorporates a appropriate weight with a median height, Likewise, Ashley Moss has a dark complexion with a combine of black eyes and black long hair. nonetheless this, there are not any any details regarding Ashely moss’s body measurements, height, dress size, and shoe size. In fact, she has been therefore closelipped that there’s little info about herself. Talking about the presence of Ashley on social media platforms, she has been quite active there. Moss has an Instagram and a Twitter account with over 4 thousands of followers following her account. On Instagram, Ashley sherman has managed to realize over 29 thousand followers as of july month 2021. Likewise, Ashley Moss has gained over 3 thousand followers on her Twitter account. However, Ashley isn’t active on Facebook as of now. Also Read Bio, Age, Wiki, Career, Relationship, net worth, earning, salary Conor Murray, Candace Parker, Richard Sherman and Catt Sadler More Facts of Ashley Moss Celebrity Wife	cc/2022-05/en_head_0001.json.gz/line467
__label__wiki	0.564501	0.564501	Katherine Stump \| Posted on July 26, 2010 \| Cyclists stop in Macon as part of effort to eradicate impoverished housing By TIFFANY STEVENS Macon.com/The Macon Telegraph Cyclists from across the country rode into downtown Macon on Friday afternoon after completing another stretch of a biking marathon that began in Niagara Falls, N.Y. The eight bikers are some of this year’s Fuller Center Bike Adventurers, a group of cyclists traveling 2,500 miles to help promote the Fuller Center for Housing’s mission of eradicating impoverished housing conditions. This year’s marathon marks the third such effort, said Dianne Fuller, a representative of the Fuller Center for Housing. Biking enthusiast Ryan Iafigliola came up with the idea, she said. “He loved biking and wanted to start a bike ride that would do two things — raise awareness about poverty and how to eliminate it, and that would raise funds,” she said. “Each (group of cyclists) can designate where they want the money to go. In general, it goes to places like Haiti, El Salvador, communities in the U.S., Nigeria and the Congo.” Members of the group started their trip June 20, and they plan to arrive in New Orleans by Aug. 7. “It’s been awesome. We call it the Bike Adventure, and it’s been a very fitting name because every day is a new adventure,” said Iafigliola. “Most of the people have been here for the entire ride. But we’ve had so many people who have joined for a few hours or days or even weeks. It’s been really cool.”	cc/2022-05/en_head_0001.json.gz/line468
__label__wiki	0.690939	0.690939	Safeguarding and Verifying Leaked Data Smart Appliance Screens While many people seem eager to find and share information—not everyone agrees on what should be published, and by whom. Many social movements worldwide have encouraged the leaking of sensitive information to the press, to hackers and to other governments. While many people seem eager to find and share information—not everyone agrees on what should be published, and by whom. In January 2020, a massive leak involving more than 700,000 documents implicated one of Africa’s wealthiest people, Isabel dos Santos, in a massive scheme of fraud and money laundering. Before publishing it, the International Consortium of Investigative Journalists (ICIJ) launched a sweeping investigation into dos Santos, the billionaire former first daughter of Angola. Some 370 journalists from 76 countries collaborated on the investigation. She has since been accused of embezzlement, influence peddling, harmful management, forgery of documents and other so-called “economic crimes” by Angola’s top prosecutor. Previously, the ICIJ spent a year reporting on a massive cache of 11.5 million leaked records they had received from a little-known law firm in Panama. These “Panama Papers” showed the offshore holdings of 140 politicians from around the world, 12 current and former world leaders, and more. In the summer of 2017, the Senate Committee on Homeland Security and Governmental Affairs issued a report titled “State Secrets: How an Avalanche of Media Leaks Is Harming National Security” and cited 125 stories with leaked information that the committee considered damaging to national security. Media organizations like the New York Times and the Guardian have secure sections on their websites where people can safely upload sensitive documents to journalists, and now political action groups and activists are seeking confidential document leaks, too. You can expect to see more coordinated efforts to leak—and to securely receive leaked data—in 2020 and beyond. This trend is part of our section on Privacy. Other trends in this section include: The End of Biological Privacy Public Entities Selling Private Data Connected Device Security Loopholes Tech Workers Fighting for Privacy Encrypted Messaging Networks Vanishing Messages Digital Eavesdropping Rights Digital Self-Incrimination Differential Privacy Defining Online Harassment Promoting Anonymity Data Retention Policies Compliance Challenges and Unrealistic Budgets Revenge Porn Drone Surveillance Influencing Future Privacy Laws Accountants, Advertising and Public Relations, Aerospace, Agriculture, Airlines, Alternative Energy Production & Services, Architectural Services, Auto Manufacturers, Banking, Bars & Restaurants, Beauty, Beer, Wine and Liquor, Book Publishers, Broadcasters, Radio and TV, Builders/General Contractors, Cable & Satellite TV Production & Distribution, Casinos/Gambling, Chemical & Related Manufacturing, Civil Servants/Public Officials, Clergy & Religious Organizations, Clothing Manufacturing, Commercial TV & Radio Stations, Construction, Corporate Boards & Directors, Covid-19/ coronavirus, CPG, Cruise Ships & Lines, Defense, Diplomacy, Doctors & Other Health Professionals, Drug Manufacturers, Education Colleges & Universities, Education K-12, Education Online, Education Trades, Electric Utilities, Entertainment Industry, Environment, Finance, Foreign & Defense Policy, Gas & Oil, Government - International, Government - National, Government - State and Local, Health Professionals, Heavy Industry, Hedge Funds, Hospitality, Hotels/Motels/Tourism, Human Resources, Information Technology, Infrastructure, Insurance, Law Enforcement, Lawyers/Law Firms/Legal Industry, Lobbyists, Luxury Retail, Magazines, Manufacturing, National Security, News Media, Non-profits/Foundations/Philanthropists, Online Media, Pharmaceuticals/Health Products, Private Equity, Professional Services, Professional Sports, Radio/TV Stations, Real Estate, Retail, Technology Company, Telecommunications, Trade Associations, Transportation, Travel Industry, TV Production, TV/Movies/Music, Urban Planning, Utilities, Venture Capital, Waste Management, Work (Future of)	cc/2022-05/en_head_0001.json.gz/line469
__label__wiki	0.712164	0.712164	Omicron cases fuelling the surge in India’s third COVID-19 wave T.K. Rajalakshmi Dr V.K. Paul, NITI Aayog member and head of the COVID Task Force, and Balram Bhargava, Director General of the ICMR, at a press briefing in New Delhi on January 5. Bhargava told reporters that there was an upsurge of infections in cities and Omicron was the predominant circulating virus. Photo: PTI A health worker collects details of passengers waiting to take a COVID-19 test at the KSR railway station in Bengaluru on January 5. Photo: Shailendra Bhojak/PTI Women from various districts of Uttar Pradesh at a rally in Allahabad on December 21, 2021, that Modi held as part of his “Vision of Prime Minister to empower the women” campaign. Television channels have every day shown Modi addressing gathering after gathering as part of the BJP’s campaign for the upcoming election in the State even as the third wave was creeping up. Photo: Ritesh Shukla/Getty Images A teacher working at a government school taking an online class in an empty classroom in Dharavi, Mumbai, on January 4. Even as mass political rallies have been allowed to take place and cinema halls are opened or allowed to function at half capacity, the education sector has faced a prolonged disruption, with institutions remaining closed for most of the time since March 2020, but little has been done to address the massive consequences of this. Photo: Rafiq Maqbool/AP However reluctant the government may be to admit to the fact, it is clear from the data that not only is India in the midst of the third wave but that it had begun in significant parts of the country in the first half of December. The latest surge suggests that this may not be the last one unless the government shapes policies accordingly. IN the second week of December, the top scientific establishment of the country and officials of the Union Ministry of Health and Family Welfare tried hard to convince people through the media that the Delta variant of the coronavirus accounted for the bulk of infections in India. Within a week, that perception changed. At the press briefing on January 5, Balram Bhargava, Director General of the Indian Council of Medical Research (ICMR), told reporters that there was an upsurge of infections in cities and Omicron was the predominant circulating virus. The Health Ministry’s daily COVID-19 update, issued on December 28, 2021, as usual included several numbers in addition to the fact that 6,358 new cases had been reported in the past 24 hours. In continuation of the pattern that has been followed for several days, these numbers were also sought to be put into “perspective” to suggest that that the situation was improving steadily. It said that the number of active cases countrywide stood at 75,456 and that these were just 0.22 per cent of all cases, the lowest since March 2020. Further, the recovery rate, at 98.40 per cent, was said to be the highest since then. The daily positivity rate (the percentage of all coronavirus tests that are positive) of 0.61 per cent was said to have been lower than 2 per cent for the previous 85 days while the weekly positivity rate of 0.64 per cent was said to be below 1 per cent for the past 44 days. No such comparable perspective was, however, to be found in the updates issued just a couple of days later. As had been the case in the previous week, on January 6, only the bare numbers were reported in the update: 90,928 cases in the previous 24 hours, 2,85,401 active cases, a recovery rate of 97.81 per cent, a daily positivity rate of 6.43 per cent and a weekly positivity rate of 3.47 per cent. The Ministry’s press briefing of January 5, however, acknowledged that there had been a surge of cases in urban centres, but officials were reluctant to admit to the onset of a third wave. Also read: Omicron concerns rise in India as virus rages in other parts of the world That India’s third COVID-19 wave has arrived is, however, hard to dispute. Despite the warnings indicated by the patterns observed in several other countries after the Omicron variant came into prominence, the steepness of the rise in numbers in India seems to have caught the government by surprise. The week ending December 26 saw a total of 46,495 confirmed COVID-19 cases being reported nationwide, fewer than the 49,978 reported in the previous week. It seemed, therefore, that the declining trend in COVID cases, which has more or less held since the second wave peaked in early May 2021, was continuing. However, the subsequent week, ending January 2, saw the number of confirmed cases jump to 1,29,549, or 2.79 times that of the previous week. In just the three days since then, that is from January 3 to 5, another 1,86,404 cases were reported, 44 per cent higher than the previous seven-day total. The distribution Moreover, it would be wrong to conclude that the surge began right at the end of December. At least two weeks prior to that, there were signs of the onset of a rising trend. Much was made for several months about the large contribution of Kerala to the nationwide total of cases. What escaped attention in December was the fact that cases started rising in several States while the numbers in Kerala and a few other States were declining, thereby keeping in check the total nationwide increase in the number of cases. In the week ending December 6, Kerala accounted for well over half the confirmed cases in the country. In the week ending January 2, its share had dropped to just over 13 per cent. Table 1 presents data based on a division of all 36 States/Union Territories (U.Ts) into four groups. The first group (A) of only four are the ones where cases reported in the week ending January 2 were not higher than in the previous week. The second group of 15 States and U.Ts includes those where the jump in weekly total numbers happened only in the week ending January 2 and not before that date. A third group of 10 is of those where the increasing trend was first seen in the week ending December 26. In the final group of 7 States/U.Ts, the numbers started rising even earlier, typically through most of December. Also read: What we know about the omicron variant Table 2 lists the States/U.Ts in each group. As it shows, Kerala is the only major State in the first group of four, and even there the number of cases has subsequently started going up again. Group D has several major States of northern and western India, and there are many more of them in Group C, including Karnataka, Puducherry and the Andaman and Nicobar Islands. The eastern and north-eastern States are typically in group B, along with the remaining southern States with Himachal Pradesh and Jammu and Kashmir. The surge, even if concentrated in urban centres, had therefore begun in significant parts of India in the first half of December itself and enveloped most States by the end of the month. The regional patterns through which such an all-India trend eventually emerged are also not dissimilar to those seen in earlier phases of the pandemic. Seen against this background, it would seem that the government was rather late in catching the signs, which must create a sense of deja vu given that this is a repeat of what happened at the time of the second wave. Relatively speaking, however, the second wave took some time to produce very large absolute numbers of COVID-19 cases, though it was faster than in the first wave in 2020. The third wave seems to be offering an even shorter time to react. As Figure 1 shows, the second wave took 55 days to climb from less than 10,000 confirmed cases in a 24-hour period to over 90,000. In the third wave, this same journey has been traversed in 10 days flat. It is also notable that the surge in numbers did not reflect an increase in testing across the country. The number of COVID-19 tests being conducted weekly showed no trend of increase before the surge showed up, and in fact in the week ending January 2, fewer tests were conducted than in three of the previous four weeks (Table 3). The sharp rise in the number of COVID cases in the space of a few days has put paid to any hopes that the combination of a high seropositivity among Indians because of exposure to infection and vaccination placed them in a particularly special zone of comfort. The fourth all-India sero-survey, conducted in June-July 2021, estimated that 67 per cent of Indians had COVID-19 antibodies and the proportion of people with these antibodies even among those who had not received a single dose of the vaccine was as high as 62 per cent. Also read: Pandemic second wave deepens into unprecedented crisis The second wave had, therefore, led to a large spread of the infection in the Indian population, far beyond the reported numbers, which were only of the test-confirmed cases. Almost every expert accepted this and also the fact that the number of deaths due to COVID exceeded the official count several times over. It was, however, hoped that the country would gain some benefit from that failure through the population developing natural immunity. Back then, the vaccination drive was still struggling to take off, but by the beginning of 2021, more than 90 per cent of the adult population had received at least one dose of the vaccine and almost 66 per cent had also got their second shots. In several parts of the country, according to official records, the first dose coverage among the adult population is nearing 100 per cent while over 80 per cent of adults have received their second dose. Even such States are experiencing a surge. If immunity acquired through past infection and vaccination is not going to prevent the fast growth of infections, concerns will arise of the preparedness of the health system of the country and the price that must now be paid for the failure to anticipate this possibility. Memories of the catastrophic second wave are still fresh, and fears about a repetition of it have some real basis. Health Ministry officials have themselves cautioned against complacency on the ground that the Omicron variant is mild. At a media briefing, V.K. Paul, NITI Aayog member and head of the COVID Task Force, cautioned that the current R naught factor (the rate of transmission) was 2.69 as against the 1.69 recorded in the second wave. In response to a question on the number of health workers infected in the present wave, the Ministry pleaded ignorance, stating that it did not keep records of disaggregated data. Booster doses Administering of precautionary doses or booster doses was to start for health care workers and people over 60 with comorbidities from January 10, but placing hopes on vaccination booster doses to check the current surge may be futile. Quite apart from the lack of evidence about the effectiveness of such doses among the options viably available to India, the time required for that to reach a sufficiently large number of people is simply too long. Comfort, however, is still being derived from the fact that notwithstanding the surge, there is some evidence to indicate that it might not get so bad this time. Also read: Why COVID vaccines are partially effective against omicron The first source of such comfort is that though the Omicron variant is more transmissible and capable of bypassing immunity, it supposedly has a milder impact on the infected person’s health. Therefore, a smaller proportion of the people infected will require hospital care than was the case with the Delta variant. Even assuming, however, that the Omicron variant alone is at work and will run its course without any more dangerous mutations emerging, it is still possible for the number of serious cases to become unmanageably large if the total number of infected people increases rapidly and for long enough. Then there is the betting on the possibility of the rapidly transmitting variant resulting in a steeper but shorter period of rise. This was hinted at during the press briefing. This would mean that the peak in the number of active cases at any point of time would not be too high even though this figure tends to multiply rapidly during a surge because every new infected person takes several days to recover and exit the active cases list, more so where the cases are severe. However, how many people will need to be infected before the rate of transmission of a more transmissible virus naturally brings the number of new infections down is not clear. The number of active cases has already grown exponentially and reached levels not seen since the end of September. If the number does not stop rising sometime in the next 10 days or so, or if the rate of increase does not slow down drastically, it is not beyond the realm of possibility that the number of active cases could hit or cross the peak levels seen in May 2021. Even if this does not happen across in the country, it could certainly overwhelm the health system in some parts of it. The risk is that much greater because health workers are also more at risk this time given the immune escape properties of the Omicron variant. However, it is also being hoped that even if immunity acquired through infection or vaccination is less effective in preventing infection by the Omicron variant, it will still work to reduce the numbers of those infected and the proportion among them who have severe infection. This is the third factor that might keep the third wave and its effects in check. However, even if it works, the health system might still be put under strain in a different way. As some experts pointed out, even if many people did not develop severe infection requiring hospitalisation, they would still need medical attention to monitor their condition and to decide whether they need hospitalisation or not. Another factor is that unlike the first and second waves, the current one is taking place in the middle of winter when higher levels of pollution and lower levels of ventilation in several regions can play a big role in influencing the transmission of the virus. Also read: Protein-based vaccines give hope At the end of the day, the nation’s hopes as it faces the challenge of the new phase of the pandemic do not rest on increasing the public health system’s capacity to respond to the pandemic but on the following three factors: the variant may be mild, the wave may be short and the effects of hybrid immunity might afford protection. Political rallies amid the surge Official statements, of course, keep warning of the need to take preventive measures such as masking, physical distancing and avoiding large congregations. As a result, some restrictions are have been imposed on ordinary citizens, including those on their ability to exercise their democratic rights. However, television channels have every day shown Prime Minister Narendra Modi addressing gathering after gathering as part of the Bharatiya Janata Party’s (BJP) campaign for the upcoming election in Uttar Pradesh even as the third wave was creeping up. This is an exact repeat of what happened at the time of the second wave and the West Bengal election and local body elections in Uttar Pradesh. The Allahabad High Court appealed to the Prime Minister and the Election Commission of India to consider stopping the rallies in Uttar Pradesh and postponing the election. Also read: When is the infection risk high? As the ones controlling the levers of administration and power, and thus creating and enforcing the restrictions on ordinary citizens, the BJP and the Prime Minister have a greater responsibility to avoid transgressions than the other political parties. Instead of discharging that responsibility and setting an example, government functions and resources have been rampantly used to further the BJP’s propaganda and to mock all the opposition parties. When Health Ministry representatives were asked at a press conference about the risks posed by the continuing run of rallies, they evaded the question by saying this was a matter for the Election Commission to decide. It was on January 5 that the Director General of the ICMR said categorically that “mass gatherings should be avoided”. Transferring the burden on to people The Uttar Pradesh election-related gatherings, and the communal polarisation promoted through them, only partly reflect the Modi government’s severe limitations in creating the conditions for a unified response to the COVID-19 pandemic. From the nationwide lockdown to the present, the Modi government has transferred most of the burden of controlling the pandemic on to the people of the country, without providing them the necessary support. The lockdown and the subsequent economic disruption destroyed livelihoods and incomes even as the cost of living increased, but those affected the most have hardly received any compensation for their losses. Instead, they are forced to continue taking avoidable risks in the struggle to just survive or stay afloat. And restrictions on movement and even weekend lockdowns affect the working classes the most. Even as mass political rallies have been allowed to take place and cinema halls are opened or allowed to function at half capacity, the education sector has faced a prolonged disruption, with institutions remaining closed for most of the time since March 2020, but little has been done to address the massive consequences of this. Also read: How dangerous is the omicron variant? More generally, the government has been so stingy with regard to spending that virtually no investment has been made in two years to create the conditions for the continuation of social, economic and political activities in a way that is consistent with the objective of controlling the pandemic. While a relatively small sum was committed to the vaccination campaign, which was delayed beyond what was necessary, little has been done to improve the public health system on the scale required. The short-term measures are based on the assumption that it will soon be over or that the reality of “living with the virus” is going to last for a very long time. This problem has a global character, but this only magnifies the dangers of any country’s individual failure to formulate an adequate long-term response. For a country in India’s situation, the consequences may be much greater. The latest COVID surge, no matter what its eventual trajectory, serves to also tell us that this may not be the last one unless we assume so and shape policies accordingly. Latest Covid-19 Cover story: COVID-19 Omicron-fuelled third wave of pandemic COVID: Omicron concerns rise in India as virus rages in other parts of the world The trajectory of scientific progress in the time of pandemic No data, little relief: Panel report exposes government inadequacies Will India be able to avert a third wave of the coronavirus pandemic? Interview: Dr Chandrakant Lahariya Dr Chandrakant Lahariya: ‘India’s Covid vaccination drive has been underwhelming’ COVID-19Omicron cases fuelling the surge in India’s third COVID-19 wave COVID-19No data, little relief: Panel report exposes government inadequacies COVID-19The trajectory of scientific progress in the time of pandemic Interview: Dr Chandrakant LahariyaDr Chandrakant Lahariya: ‘India’s Covid vaccination drive has been underwhelming’ COVID-19Why counting the dead matters COVID-19The fall and rise of COVID numbers COVID-19India impossibly short of vaccinating its entire adult population against COVID-19 by the end of 2021 COVID-19A simple prescription to contain COVID-19 in rural Karnataka COVID-19 OriginsThe controversy being created about the origins of the virus that causes COVID-19 COVID-19 Update: GoaFailure of leadership in Goa is leading to the second wave of the pandemic not being handled well COVID-19Hindu right-wing organisations in the U.S avail themselves of low-interest loans offered by the Small Business Administration ReportsHow the poor live in the time of pandemic and lockdown Modi, Yogi under RSS microscopeRSS top brass unhappy with Modi, Yogi handling of second wave COVID-19 Update: KarnatakaKarnataka: Pandemic situation out of control	cc/2022-05/en_head_0001.json.gz/line472
__label__wiki	0.761923	0.761923	9 Movies That Warn You to Steer Clear of Zuckerberg’s Metaverse Do you really want to awaken a monstrous digital deity or pledge fealty to the new flesh? Facebook founder Mark Zuckerberg, seen here alongside Peruvian President Pedro Pablo Kuczynski trying on an Oculus headset at Facebook’s booth at the Asia-Pacific Economic Corporation Summit in Lima in November 2016. Photo: Pablo Porciuncula / AFP (Getty Images) Mark Zuckerberg is all about the metaverse these days. By metaverse we mean a hypothetical future version of the internet that functions as a persistent, three-dimensional virtual world enabled by technology like VR and AR headsets. The metaverse, sort of, already exists in forms ranging from video gaming and virtual chat apps and the internet already functions as a bizarre parallel reality, but Zuckerberg is so convinced this is the future that Facebook Inc. renamed itself to Meta and has plans to start pushing hardware in retail stores. Zuckerberg obviously didn’t come up with this concept, but rather ripped it off from decades of sci-fi. The name was first coined by Neal Stephenson’s 1992 novel Snow Crash, which built on tropes introduced by movies like Tron and William Gibson’s 1984 novel Neuromancer such as hackers walking around in virtual worlds generated by computers and heavy influences from the punk subculture. Both before and after Snow Crash, though, one may notice that virtually all fictional versions of the metaverse are kind of dystopian—either imagining it as a form of escape from a crumbling physical reality ravaged by unchecked capitalism or an entry to a dangerous new one, privy to manipulation and new forms of control by powerful mega-corporations, malicious hackers, and demonic artificial intelligence. Or, you know, sometimes it’s just taken over by a serial killer. These nine old movies (we’re defining “old” as released prior to the turn of the millennium) are a flashing warning sign to steer clear of Facebook’s forthcoming Metaverse. Otherwise, you might make out with a TV, get melted by a microwave, kill your spouse in VR, or awaken a monstrous digital god who will consume us all. Videodrome (1983) Screenshot: Videodrome / YouTube (Other) David Cronenberg’s Videodrome explored metaverse-like concepts all the way back in 1983, except instead of computers, the technological invention that blurs the boundaries of physical reality and consciousness beyond recognition is plain old broadcast TV. Max Renn (James Woods) is a sleazy Toronto-based executive of a UHF station that focuses on extreme programs; by sheer chance, the station’s satellite dish picks up Videodrome, a show broadcast from Malaysia that shows anonymous victims being brutally tortured and murdered in a cell. The Canadian equivalent of Federal Communications Commission regulations apparently not existing in this universe, Max decides to rebroadcast the show to his audience without a license. Things could be euphemistically said to go downhill from there as Max discovers there is a lot more going on with Videodrome than murder for profit. Nightmarish imagery in the film includes horrific amalgamations of machine and body, like a phallic gun merged into raw flesh, a video cassette being shoved into a man’s torso, and television screens made out of human skin. So to put it another way, Max might as well have applied for a job at Facebook as a metaverse moderator. You blew my cover! Screenshot: Total Recall / Cinemablend (Other) Based on a 1966 short story by Philip K. Dick, Total Recall’s Douglas Quaid (Arnold Schwarzenegger) is a run of the mill construction worker who, bored of his mundane life, decides to purchase a memory implant from a company called Rekall that will allow him to experience a tailored fantasy of being an elite secret agent. This is apparently a common substitute for a vacation in the year 2084. In the middle of the procedure—or is it???—Quaid realizes that he really is a secret agent. He discovers his best friend and wife are actually operatives of a Martian regime that runs a mining colony with a totalitarian fist before deciding to go to Mars and team up with the rebellion to fight for worker’s rights. It is only at the end of the movie that Quaid pauses to ponder whether he’s actually just living out his prepaid virtual vacation. He decides he’s better off ignoring the question and just living in the meta-moment. That’s probably for the best because the alternative explanation brings a lot of uncomfortable questions, such as what kind of status updates Rekall scraped to determine his ideal virtual vacation involves violently murdering his simulated wife. The Lawnmower Man (1992) Meet humanity’s new god: a serial killer that rings phones. Screenshot: The Lawnmower Man / New Line Cinema The 1992 science fiction horror film The Lawnmower Man is perhaps best known for having absolutely nothing to do with Stephen King’s 1975 short story, The Lawnmower Man. In the original King story, a man hires a new grounds-keeping company to mow his lawn; he promptly discovers that his new gardener is a cultist to the trickster god Pan (who also happens to mow the lawn buck naked with a sentient lawnmower). Our erstwhile protagonist refuses to abide by these new terms of service, and the cultist promptly murders him by ordering the lawnmower to chop him into pieces. If anything, the movie version is... weirder, and is closer to Of Mice and Men. A scientist with ties to the military-industrial complex gives a simple-minded gardener intelligence-enhancing treatments; this makes the subject so smart he somehow develops psychic powers, goes on a murder spree, and eventually declares his intention to become a god made of pure energy. He’ll accomplish this by escaping into the computer, of course. Humanity’s sick new deity then announces his birth by making all the phones on the planet ring at once, which is kind of like Facebook notifications if you squint your eyes and think about it. Ghost in the Machine (1993) Don’t leave the microwave door open (this is not how a microwave works). Screenshot: Ghost in the Machine / Hulu Coming right on the heels of The Lawnmower Man, the 1993 film Ghost in the Machine ponders what happens when a notorious serial killer—who steals address books from potential victims and is called the Address Book Killer—gets in a car crash and happens to be put into an MRI machine at the exact same time as a lightning strike. The obvious outcome is that he dies but his brain scan is uploaded into the power grid, giving him the power to kill people with appliances. He’s also in the computer. This movie is notable for three things. One, it has an absolutely spectacular, and utterly disgusting, kill scene involving a microwave oven and bubbling/bursting flesh. Two, it has a scene involving a babysitter’s breasts, a $20 bribe, and children that has somehow aged more poorly than the rest of the movie. Three, at the end of the movie, the Address Book Killer mutates into a being made of pure voxels or whatever. French chef kiss. Johnny Mnemonic (1995) Haha, dork. Screenshot: Johnny Mnemonic / YouTube (Other) This 1995 cyberpunk film, based on a story by William Gibson, depicts a society ravaged by a digital plague caused by a virtual internet, dubbed “nerve attenuation syndrome.” It stars Keanu Reeves as Johnny, a “mnemonic courier” who has replaced his childhood memories with a digital storage box he uses to transport encrypted, sensitive data for mega-corporations; driven by the desire to have this implant removed, he accepts a job involving a risky amount of data. But, of course, it goes wrong, and our intrepid hero is pursued by both Yakuza gangsters and mercenaries from the villainous Pharmakom corporation. Johnny eventually discovers the data is the cure to the plague and allies with a punk gang called the Lo-Teks to release it, having to hack his own mind in the process. This is a stark warning to the public that if they connect their minds to Zuckerberg’s metaverse, Keanu Reeves may be nominated for another Golden Raspberry Award for Worst Actor. This is what the future looked like in 1995. Screenshot: Ghost in the Shell / YouTube (Other) Also released in 1995 is the anime movie Ghost in the Shell, an adaptation of the manga of the same name which focuses on Public Security Section 9, the information security and intelligence department of a police department in a dystopian future Japan. Its key operative is cyborg commando Major Motoko Kusanagi, who heads its assault team. Cybernetic brain implants are ubiquitous in this future, and the plot centers around the Puppet Master, a hacker who “ghost hacks” individuals via phone calls to assume control of their minds and force them to do their bidding. Eventually, a conspiracy is unveiled, and—without getting into too many spoilers—the film delves deep into questions surrounding the nature of consciousness, the value of artificial vs. human life, and what exactly constitutes a soul. Facebook is interested in none of these questions, but it would eventually really like to be able to beam ads into your brain, so. Virtuosity (1995) This is how the computer works, yes. Screenshot: Virtuosity / YouTube (Other) 1995 was sort of a banner year for weird movies about cyberspace. We’ll leave it to io9 colleague Cheryl Eddy to summarize the pitch of Virtuosity, yet another movie released that year involving metaverse-like concepts and starring both Denzel Washington and Russell Crowe: So, the LAPD is developing a VR program to train its officers, with convicts serving as guinea pigs. Washington plays Parker, an ex-cop who’s doing time for killing the terrorist who murdered his wife and daughter, who becomes one of the test subjects. There are already some obvious flaws with this plan; it seems a wee bit impractical, not to mention majorly cost-prohibitive. But the worst part is that the “game” was designed by a mad scientist who modeled its constantly evolving antagonist after history’s worst criminals, including Hitler, Manson, and (of course) the dude who killed Parker’s family. This villain (played by Crowe) is named SID 6.7, which stands for “Sadistic, Intelligent, Dangerous.” It takes, oh, 30 minutes into Virtuosity for SID 6.7 to emerge buck naked from VR-land and begin terrorizing the real world. Just like in the game, Parker is dispatched to bring him in, only this time he has a Snake Plissken-style “do or die” implant under his skin. This movie raises the chilling concept of Mark Zuckerberg eventually abusing the metaverse to transfer his consciousness into a body, any body at all. eXistenZ (1999) In the future, you’ll log onto Facebook via a slimy little implant in your spine. Maybe. Screenshot: eXistenZ / YouTube (Other) 1999's eXistenZ is another Cronenberg film, though this time we’ve jumped from the TV-based, pseudo-metaverse of Videodrome into full-on virtual reality powered by biotechnological implants (“UmbyCords,” which connect via “bio-ports” directly into a player’s spine). Antenna Research game designer Allegra Geller (Jennifer Jason Leigh) is shot and wounded by a pro-reality extremist, damaging her bio-port; her publicist Ted Pikul (Jude Law) agrees to get his own bio-port to help her test the safety of her latest game, the eponymous eXisteZ. Eventually, they encounter a plot to destroy the game with diseased game pods, but as they dive deeper into layers of virtual reality Inception-style they lose the ability to distinguish what’s part of the game and what exists in reality. In other words, this is basically about what will happen when QAnon gets Oculus headsets. Yeah, as the future of humanity, this just about tracks. Screenshot: The Matrix (Other) We’ll wrap up this list with the king of metaverse films, 1999's The Matrix. You know what this is about: Neo (Keanu Reeves) is a hacker who discovers that the entire world is actually a simulation run to distract the human captives of a world-spanning supercomputer, which uses human bodies as bio-batteries or something (this is never really explained). He joins a resistance movement of Matrix escapees who live in the real world, which is revealed to be a ravaged hell created by geoengineering gone wrong. Neo finds himself to be a chosen one with fantastical superpowers within the Matrix, leading to a lot of kung-fu fight scenes and slow-motion gun battles as he’s chased down by nefarious programs called Agents that enforce human subservience to the Matrix’s will. Anyhow, this is Facebook’s metaverse with extra steps.	cc/2022-05/en_head_0001.json.gz/line475
__label__wiki	0.848897	0.848897	Foreword by Armistead Maupin Hollywood is the highly anticipated monograph of celebrated portrait artist Don Bachardy. With more than three hundred original paintings and drawings, this stunning collection features the most famous actors and influential figures in Hollywood, including directors, screenwriters, cinematographers, costumers, producers, and agents. A lifelong Hollywood native, Bachardy has been capturing stars for over five decades, always working with live sitters and never from photographs. Bachardy captures his sitter's essence as he focuses on elements such as personality, physique, mood, and color. Curated by the artist himself, most of the portraits have never-before been seen and will captivate art and film aficionados alike. About the Authors: Don Bachardy was born in Los Angeles in 1934. He studied art at the Chouinard Art Institute in Los Angeles and the Slade School of Art in London. Bachardy's drawings and paintings are in the collections of many major museums, including the Metropolitan Museum of Art, New York; the de Young, San Francisco; the Fogg Museum, Cambridge, Massachusetts; the Smithsonian, Washington DC; and the National Portrait Gallery, London. He has published nine books of drawings, including two collaborations with Christopher Isherwood. Bachardy resides in Santa Monica, California, in the home he shared with the late English novelist Christopher Isherwood for over three decades. Armistead Maupin is an American writer, born in 1944 who, famously, in 1976, launched his groundbreaking Tales of the City serial in the San Francisco Chronicle. Maupin is the author of nine novels with HarperCollins, including the six-volume Tales of the City series and, most recently, Michael Tolliver Lives. Three miniseries were made from the first three Tales novels, and his novel The Night Listener became a feature film starring Robin Williams and Toni Collette. Maupin lives in San Francisco with his husband, Christopher Turner. 368 pages; 9 x 12"; cloth hardcover w/ acetate jacket; 336 4/c artworks Tags: Armistead Maupin contemporary fine art Don Bachardy geditions Hollywood Painting photography Pop Culture	cc/2022-05/en_head_0001.json.gz/line479
__label__cc	0.70241	0.29759	Unison League Unison League Review Social RPG games are quite exciting. They not only make it possible for you to interact with different people around the world but also make gaming more interesting because you are not in it alone. The challenge is in finding a great RPG game that is not only engaging but includes a number of activities. Union League TH is one of the few social... Social RPG games are quite exciting. They not only make it possible for you to interact with different people around the world but also make gaming more interesting because you are not in it alone. The challenge is in finding a great RPG game that is not only engaging but includes a number of activities. Union League TH is one of the few social RPG games that will have you and your friends entertained and spoilt for choice. In this review, I cover the different features of the game and some of the aspects that make it stand out from the rest. Create Your Own Characters One of the best things about this app is that you get to choose which character you play. There are five classes to choose from which include supportive cleric, glass cannon mage, all-rounded archer, powerful yet fragile lacer and the tanky soldier. The choice you make is very important because these different characters play different roles in the game. The different classes have their own set of skills and weapons. You will also get to collect skills and obtain two job changes to advance to higher levels. Once you have chosen a class, you can customize your character by changing their hair and different facial appearances to make it easy to differentiate them from the rest. Join in on the Fun This iOS and Android app features a real-time party system which allows you to connect with other players that are also in the same stage. In case there isn’t any other player in your stage, the system will automatically connect you to AI teammates. In each stage, there can only be five players. These players can talk manually via messages or through the built-in macros. It is imperative to master the art of communicating with your teammates in the initial stages. It becomes a necessity later on where you need to be very careful about which skills, summons and abilities you decide to use. If you are not up for the idea of playing from one stage to another, you have the option of choosing ‘Recommended Quests’ which takes you to quests that are already in progress, or you can choose ‘Friend Quests’ to join your friends on their quests. This App Store and Google Play app for social interaction and quests is basically divided into various stages. Players travel through the game one stage at a time. In each of them, there is a boss battle and three enemy waves. For every wave, the players get to choose from a number of actions including class skills, cheer, defend and attack. The game features a cooldown for each action so that the team can decide which one to perform next. After completing a stage, you get premium currency and gems. Amazing Graphics Union League TH also stands out because it has great 2D graphics. The animated characters are charming and well-designed, and the surroundings have a great battle feel to them. The controls are also top-notch. They are good for beginners thanks to the barebones approach, and I have never had any issue while playing because they have fantastic response. I also like that the app is frequently updated with additional improvements and features. Although this iOS and Google Android app is free to download, it contains several in-app purchases, mainly gear chests known as spawns. These gears are bought using gems. For instance, you can get ‘rare gear’ comprising armor, weapons and a summon for 3 gems. These gems range from ฿35.00 to ฿1,120.00. I have found these in-app items to be very restrictive because it is impossible to move faster through the later stages without upgrading your gear. However, if you don’t mind staying on one stage for a while, you can get through the game without spending any money. I play this iPad, iPod touch, iPhone, and Android game with my friends every single day and we’ve never had enough of it. Therefore, I would recommend it to anyone looking for a good game they can play with friends. Bring in loads of them to make things even more fun. The latest version of this leading social RPG game is available on Google Play Store and App Store.	cc/2022-05/en_head_0001.json.gz/line481
__label__wiki	0.506778	0.506778	The free trade agreement a comprehensive guide by Jon Ragnar Johnson Publisher: Canada Law Book Published: 1988 Downloads: 58 Statement by J. R. Johnson and Joll S. Schachter. Contributions Schachter, Joll S. . Trade agreement template is an international agreement which is prepared on conditions of trade either in goods or services and resulting from collective bargaining. Generally this is a legal document which states the position of agreeing on some point related to trade between two parties. In both cases, the agreements would seem to meet all of the criteria that economists believe make trade agreements more likely to be building blocks than stumbling blocks to multilateral free trade. A Trade Deal Without Trade Benefits But when it comes to deals like these, including NAFTA, another trade deal also on Trump's chopping block, "It just hasn't worked. That's the problem," said Velshi. Adam Smith wrote in his book The Wealth of Nations that free trade was beneficial to trading partners. Smith noted that when the countries in a free trade agreement made products and provided. Free trade means that countries can import and export goods without any tariff barriers or other non-tariff barriers to trade. Essentially, free trade enables lower prices for consumers, increased exports, benefits from economies of scale and a greater choice of goods. In more detail, the benefits of free trade include: 1. The below list is a curated (by me) selection from List of books and articles about Free Trade. Though all of these books are at least 8 years old and some specialize in specific areas of the world, any combination of two or three should provide y. The second U.S. free trade agreement, signed in January with Canada, was superceded in by the complex and controversial North American Free Trade Agreement (NAFTA) with Canada and Mexico, signed with much fanfare by President Bill Clinton on Septem Learn more in: Implications of the African Continental Free Trade Agreement (AfCFTA) on the Economy of African States 4. Treaty between two or more countries to establish a free trade area where commerce in goods and services takes place across their common borders. Exploring the contentious relationship between trade and labour, this book looks at the impact of the EU’s ‘new generation’ free trade agreements on workers. Drawing upon extensive original research, including over interviews with key actors across the EU and its trading partners, it considers the effectiveness of the trade-labour. In this week’s feature length interview, the last of the season, Hellyer talks about how the Free Trade agreements with the United States have undermined Canadian sovereignty, the re-direction of Canadian military and foreign policy, the economic consequences of borrowing from private banks versus the publicly owned Bank of Canada. Walter Goode, Dictionary of Trade Policy Terms, 5th edition, WTO/Cambridge University Press, This and many other publications on the WTO and trade are available from: WTO Publications, World Trade Organization, Centre William Rappard, Rue de Lausanne , CH– Geneva, Switzerland. Utopia is an island Israeli Security Planning in the 1980s The Query economic transformation of America Feminist research methods Max Miller: the cheeky chappie The Servant Of God, Mary Theresa Countess Ledochowska Popular romances of the Middle Ages Hand wording The free trade agreement by Jon Ragnar Johnson Download PDF EPUB FB2 The book examines the manifestation of the concept of free trade in agreements, such as the Trans-Pacific Partnership (TPP), Regional Comprehensive Economic Partnership (RCEP), and China-Australia Free Trade Agreement (ChAFTA). It asks whether such agreements are entered into for the purposes of enhancing trading relationships between partner. Free Trade Agreements. US Strategies and Priorities. Edited by Jeffrey J. Schott. Peterson Institute for International Economics. Share. Pub Date: May ISBN: Pages This book is a must read for trade policy analysts and negotiators in Asia, since it provides important insights into US foreign trade policy The free trade agreement book poses. In this conference volume, distinguished economists and trade policymakers address the US initiatives to enter into free trade negotiations with a broad range of countries in the Asia-Pacific region, the Western Hemisphere, and Africa. The sheer number of these initiatives is unprecedented and has provoked major policy questions concerning US interests in the negotiations, the setting of. This book examines the concept of free trade in agreements such as the Trans-Pacific Partnership (TPP), Regional Comprehensive Economic Partnership (RCEP), and China-Australia Free Trade Agreement (ChAFTA), and is relevant for lawyers, policymakers, and international actors and businesses. Free Trade Agreement. Aurora, Ontario: Canada Law Book, (OCoLC) Online version: Johnson, Jon Ragnar, Free Trade Agreement. Aurora, Ontario: Canada Law Book, (OCoLC) Document Type: Book: All Authors / Contributors: Jon Ragnar Johnson; Joel Samuel Schachter; Goodman & Goodman (Firm). Get this from a library. Understanding the Free Trade Agreement. [D M McRae; Debra P Steger; Institute for Research on Public Policy.;] -- From the back cover: The Canada-U.S. Free Trade Agreement signed on January 2, remains the subject of intense public debate among Canadians. This volume presents the proceedings of a. ‎Free Trade Agreements (FTAs) have proliferated in East Asia as regional economies rush to catch up with the rest of the world — but what difference do they make. This book answers that question by providing an up-to-date assessment of the quality and impact of FTAs in the region. Featuring a collect. A Free trade Agreement (FTA) is an The free trade agreement book between two or more countries where the countries agree on certain obligations that affect trade in goods and services, and protections for investors and intellectual property rights, among other topics. For the United States, the main goal of trade agreements is to reduce barriers to U.S. exports. The effectiveness of the agreement was unclear, given that the several regional African free trade agreements have generally not succeeded in promoting greater and freer trade. In the European Union signed a free-trade agreement with the South American nations in Mercosur. See also reciprocal trade agreement reciprocal trade agreement. The United States currently has 14 Free Trade Agreements (FTAs) with 20 countries in force; the links below will take you to their full texts. Please note that FTA countries periodically update their rules of origin, which affects tariff schedules. For the latest rules of origin for each FTA and to. This book provides readers with a unique opportunity to learn about one of the new regional trade agreements (RTAs), the China–Australia Free Trade Agreement (ChAFTA), that has been operational since December and is now at the forefront of the field. This new agreement reflects many of the modern and up-to-date approaches within the international economic legal order. This book brings together international perspectives on free trade issues that affect civil society from the general populace to the governments of nations, and is relevant not only for lawyers, but also policymakers, international actors and businesses, as well as those with a general interest in free trade agreements. “Duty-free trade will underpin the success of the agreement,” leaders of the U.S.' Business Roundtable, Business Council of Canada and Consejo Mexicano de Negocios said in. The opposite of free trade is protectionism—a highly-restrictive trade policy intended to eliminate competition from other countries. Today, most industrialized nations take part in hybrid free trade agreements (FTAs), negotiated multinational pacts which allow for, but regulate tariffs, quotas, and other trade restrictions. This book analyses the fast spread of free trade agreements (FTAs) across the globe, their content and their economic impact. In the wake of Brexit and the new protectionism of President Trump, Melchior offers a timely assessment of key issues relating to FTAs. This book provides readers with a unique opportunity to learn about one of the new regional trade agreements (RTAs), the China–Australia Free Trade Agreement (ChAFTA), which has been operational since December and is now at the forefront of the field. This new agreement reflects many of the modern and up-to-date approaches within the international economic legal order that must now. The Purpose of Trade Agreements Gene M. Grossman Princeton University March Abstract This paper reviews the literature on governments™motivations for negotiating and joining international trade agreements. I discuss both normative explanations for trade agreements and explanations based on political-economy concerns. The seven contributions in this book examine the potential impact of a North American Free Trade Agreement (NAFTA) with Mexico on the U.S. economy. They cover such key aspects as the general sources of comparative advantage between Mexico and the U.S., regional and local effects on production and employment, and the effect on production in Author: Peter M. Garber. FREE TRADE AGREEMENTS: BOON OR BANE?7 Table Regional trade agreements in effect or under negotiation (as of May ) Notified Concluded but Under Share Country/region to WTO a not notified negotiationb Total (percent) Agreements involving 83 46 United States 3 2 6 11 4 Canada 4 0 5 9 3 European Union or EFTA 59 6 6 71 25 Japan. Librarian's tip: Chap. 4 "The EU-Mexico Free Trade Agreement: Assessing the EU Approach to Regulatory Issues," Chap. 6 "The North American Free Trade Agreement," and Chap. 7 "The Chile-Canada Free Trade Agreement". Exploring the contentious relationship between trade and labour, this book looks at the impact of the EU’s ‘new generation’ free trade agreements on workers. Drawing upon extensive original research, including over interviews with key actors across the EU and its trading partners, it considers the effectiveness of the trade-labour. A revised and updated edition of the provocative book from the man Studs Terkel calls "one of the hippest members of Congress." The subject of widespread attention when first released, including the pages of the "New York Times Book Review, Myths of Free Trade" provides a front-row seat to the Washington spectacle of corporate lobbying and political intimidation that keeps/5. This book studies the main causes, consequences and nature of the Asia-Pacific's new free trade agreement (FTA) trend, and its implications for the global economy. It explores the FTA policies of the region's trade powers and offers conceptual and theoretical perspectives on the relationship between economic bilateralism and regionalism. Deep trade agreements (DTAs) cover not just trade but additional policy areas, such as the international flows of investment and labor, and the protection of intellectual property rights and the environment. Their goal is integration beyond trade, or deep integration. DTA rules influence how countries transact, invest, work, and, ultimately. ‎Efforts to use existing trade agreements to build a larger regional agreement face many challenges. This book considers this problem with reference to ASEAN’s current agreements with key partners and the interest to build the Regional Comprehensive Economic Partnership (RCEP). The analysis of the op. Free trade agreements reduce or eliminate barriers to trade across international borders. Free trade is the opposite of trade protectionism. In the U.S. and the E.U., free trade agreements. The United States is party to 14 Free Trade Agreements (FTAs) with 20 countries. Information on each FTA can be found ation for U.S. A free trader agreement is, in basic terms, a document prepared for the purposes of waiving each party’s rights of inheritance (and all other marital rights referring to a separation agreement in most cases) as to real estate and creating a right to obtain real estate independent of. [citation needed] Since the s, United States governments have negotiated managed-trade agreements, such as the North American Free Trade Agreement in the s, the Dominican Republic-Central America Free Trade Agreement in and a number of bilateral agreements. The largest multilateral agreement is the United States-Mexico-Canada Agreement (USMCA, formerly the North American Free Trade Agreement or NAFTA) between the United States, Canada, and Mexico. Over the agreement's first two decades, regional trade increased from roughly $ billion in to more than $ trillion by. Using detailed data on trade and tariffs fromthe authors examine how the ASEAN Free Trade Agreement has affected trade with nonmembers and external tariffs facing nonmembers. First, the paper examines the effect of preferential and external tariff reduction on import growth from ASEAN insiders and outsiders across HS 6-digit industries.+ Agreement Templates in Apple Pages Agreement Templates in Google Docs; In line with this, we have a variety of printable agreement templates that you can refer to. Bear in mind that agreement forms define and guide the relationship between parties. By using the provided templates, you can enrich both the content and structure of your contracts.This agreement was created to replace the North American Free Trade Agreement (NAFTA), which was established in The Association of Southeast Asian Nations (ASEAN), shown in Figure 1, provides for the free exchange of trade, service, labor, and capital across ten independent member nations to provide a balance of power to China and Japan.	cc/2022-05/en_head_0001.json.gz/line484
__label__wiki	0.89807	0.89807	2-6-0 (Mogul) Front of locomotive at left Canadian National E-10-a class no. 89 Equivalent classifications UIC class Turkish class Swiss class Russian class First known tank engine version Garstang and Knot-End Railway First known tender engine version Philadelphia and Reading Rail Road Baldwin Locomotive Works Norris Locomotive Works First known "True type" version Louisville and Nashville Railroad Under the Whyte notation for the classification of steam locomotives, 2-6-0 represents the wheel arrangement of two leading wheels on one axle, usually in a leading truck, six powered and coupled driving wheels on three axles and no trailing wheels. This arrangement is commonly called a Mogul.[1] In the United States of America (USA) and Europe, the 2-6-0 wheel arrangement was principally used on tender locomotives. This type of locomotive was widely built in the USA from the early 1860s to the 1920s. Although examples were built as early as 1852–53 by two Philadelphia manufacturers, Baldwin Locomotive Works and Norris Locomotive Works, these first examples had their leading axles mounted directly and rigidly on the frame of the locomotive rather than on a separate truck or bogie.[2] On these early 2-6-0 locomotives, the leading axle was merely used to distribute the weight of the locomotive over a larger number of wheels. It was therefore essentially an 0-8-0 with an unpowered leading axle and the leading wheels did not serve the same purpose as, for example, the leading trucks of the 4-4-0 American or 4-6-0 Ten-Wheeler types which, at the time, had been in use for at least a decade. The first American 2-6-0 with a rigidly mounted leading axle was the Pawnee, built for heavy freight service on the Philadelphia and Reading Rail Road. In total, about thirty locomotives of this type were built for various American railroads. While they were generally successful in slow, heavy freight service, the railroads that used these first 2-6-0 locomotives didn't see any great advantages in them over the 0-6-0 or 0-8-0 designs of the time. The railroads noted their increased pulling power, but also found that their rather rigid suspension made them more prone to derailments than the 4-4-0 locomotives of the day. Many railroad mechanics attributed these derailments to having too little weight on the leading truck. The first true 2-6-0s were built in the early 1860s, the first few being built in 1860 for the Louisville and Nashville Railroad. The new design required the utilisation of a single-axle swivelling truck. Such a truck was first patented in the United Kingdom by Levi Bissell in May 1857.[2] In 1864, William S. Hudson, then the superintendent of Rogers Locomotive and Machine Works, patented an equalized leading truck that was able to move independently of the driving axles. This equalized suspension worked much better over the uneven tracks of the day. The first locomotive built with such a leading truck was likely completed in 1865 for the New Jersey Railroad and Transportation Company as their number 39. It is likely that the locomotive class name derives from a locomotive named Mogul, built by Taunton Locomotive Manufacturing Company in 1866 for the Central Railroad of New Jersey. However, it has also been suggested that, in England, it derived from the engine of that name built by Neilson and Company for the Great Eastern Railway in 1879. Beyer, Peacock and Company provided large numbers of standard design 3 ft 6 in (1,067 mm) narrow gauge Mogul locomotives to several Australian Railways. Users of the Mogul type include the South Australian Railways with its Y Class, the Tasmanian Government Railways with its C Class, the Western Australian Government Railways with its G Class (in a 4-6-0 configuration as well) and numerous private users. Twenty 2-6-0 locomotives were built by Les Ateliers de Tubize locomotive works in Belgium for the 1,000 mm (3 ft 3 3⁄8 in) CF du Congo Superieur aux Grands Lacs Africains (CFL) between 1913 and 1924. The first eight, numbered 27 to 34, were built in 1913, followed by six more in 1921, numbered 35 to 40. Six more of a slightly larger version followed in 1924, numbered 41 to 46. They had 360 by 460 millimetres (14 by 18 inches) cylinders and 1,050 millimetres (41 inches) diameter driving wheels, with the smaller versions having a working order mass of 28.8 tonnes (28.3 long tons; 31.7 short tons) and the larger versions 33.4 tonnes (32.9 long tons; 36.8 short tons). Most of the CFL was regauged to 3 ft 6 in (1,067 mm) gauge in 1955, as were all of the serving Moguls. Most of them still survived in 1973.[3][4] A large number of 2-6-0 locomotives were used in Canada, where they were considered more usable in restricted spaces, being shorter than the more common 4-6-0 Ten-Wheelers. The Canadian National Railway (CN) had several.[5] One of them, the CN no. 89, an E-10-a class locomotive built by Canadian Locomotive Company in 1910, has been owned and operated since 1972 by the Strasburg Rail Road in Pennsylvania in the USA, in conjunction with the Railroad Museum of Pennsylvania.[6] A good preserved version, the White Pass and Yukon Railroad no. 51, can be found at the MacBride Museum of Yukon History in Whitehorse, Yukon. Finnish class Sk1 No 124, built 1885 by SLM, at the Finnish Railway Museum Finland’s 2-6-0 locomotives were the Classes Sk1, Sk2, Sk3, Sk4, Sk5 and Sk6. Finnish Steam Locomotive Class Sk1s were built from 1885 by Swiss Locomotive and Machine Works. They carried numbers 117 to 131, 134 to 149, 152 to 172 and 183 to 190. These locomotives were nicknamed Little Brown. Class Sk2 locomotives were numbered 196 to 213, 314 to 321 and 360 to 372. They were built by Tampella. No. 315 is preserved at Tampere in Tampella. Finnish Steam Locomotive Class Sk3s were built from 1903 by Tammerfors Linne & Jern Manufakt. A.B. They were numbered 173 to 177, 191 to 195, 214 to 221, 334 to 359, 373 to 406 and 427 to 436. These locomotives were nicknamed Grandmothers. The Staatsspoorwegen (SS) in Indonesia operated 83 2-6-0 tank locomotives of the C12 series, built by Sächsische Maschinenfabrik of Chemnitz, Germany in 1896. They were wood-burning locomotives which consumed two cubic meters of wood and 3,500 litres (770 imperial gallons; 920 US gallons) of water for 4½ hours of steam production. Of these locomotives, 43 survived the invasion by Japan during the Second World War and were still being operated following independence from the Netherlands. They were based in Cepu in Indonesia and were used on the Cepu-Blora-Purwodadi-Semarang-Bojonegoro-Jatirogo route, now closed. By the early 1980s, the survivors of the class were in poor condition. One example, C1218 no. 457, was revived in 2002 after twenty-five years, in Dipo in Ambarawa. By mid-2006 it was operational, and since 2009 it was moved to Solo in Central Java to haul a chartered steam train across the main street of the town. The Ferrovie dello Stato Italiane came to operate more than 500 2-6-0 locomotives of the Class 625 for mixed traffic and the Class 640 for light passenger trains. These locomotives, nicknamed Little Ladies (Signorine), were very successful and several were preserved after the end of regular steam services, with some still operational for heritage trains. The Class J of the New Zealand Railways Department (NZR) was its pioneering tender freight locomotive, introduced in 1877 for use in the re-gauged Canterbury region of the South Island. Built by the Avonside Engine Company and other locomotive works in the United Kingdom, they were shipped to New Zealand in kit form. They eventually served all over New Zealand's fledgling rail network on both islands. In time, they were replaced on mainline running as larger power arrived. Many survived into the 1920s as yard shunters and some were converted to tank locomotives.[7] Cape gauge In 1876 and 1877, the Cape Government Railways (CGR) placed eighteen Mogul locomotives in freight service on the Cape Western system, built by Beyer, Peacock and the Avonside Engine Company. They were designated 1st Class when a classification system was adopted. By 1912, three of them survived to be considered obsolete by the South African Railways (SAR), designated Class 01 and renumbered by having the numeral 0 prefixed to their existing numbers. All were withdrawn from service by 1916.[8][9][10][11] 1876 ex back-to-back, T rebuilt to ST Also in 1876, the CGR placed a pair of Stephenson's Patent back-to-back Mogul type side-tank locomotives in service on the Cape Midland system, built by Kitson. They were later separated and rebuilt to saddle-tank locomotives for use as shunting engines. When a classification system was introduced, they were designated 1st Class.[11][12] In 1876 and 1877, the CGR placed eight Mogul tender locomotives in service on the Cape Midland system, also built by Kitson and Company. They were all eventually rebuilt to saddle-tank locomotives for use as shunting engines. When a classification system was adopted, they were also designated 1st Class.[8][11][12] The engine Pietermaritzburg, c. 1878 In 1877, Whythes & Jackson Limited, contracted by the Natal government for the construction of the line from Durban to Pietermaritzburg, took delivery of two 2-6-0 tank locomotives from Kitson and Company for use during construction. The locomotives were not numbered, but were appropriately named Durban and Pietermaritzburg after the two towns which were to be connected by the new railway. Upon completion of the construction contract at the end of 1880, the locomotives were taken over by the Natal Government Railways (NGR) and in 1893 they were sold to the Selati Railway.[8] NGR no. 4 after modification, c. 1884 In 1877 and 1878, seven Mogul tank locomotives were also delivered to the NGR by BP, built to the same design as the two contractor's locomotives. Later classified as NGR Class K, they were the first locomotives to be ordered for use on the then newly laid Cape gauge Natal mainline into the interior. One was sold to the East Rand Proprietary Mines and two came into SAR stock in 1912, but remained unclassified as "NGR 2-6-0T Beyer Peacock Sidetank". Although they were considered obsolete, they remained in service as late as 1931.[10][13] CGR 1st Class of 1879 In 1879 and 1880, the CGR placed ten Moguls, built by Beyer, Peacock and Company, in freight service on the Cape Western system. While similar to the locomotives of 1876, their cylinders were mounted at a downward inclination towards the driving wheelset. They were also designated 1st Class when a classification system was adopted on the CGR.[8][11] In 1879, the NGR placed seven 2-6-0T locomotives in service. They were subsequently modified to a 4-6-0T wheel arrangement and were designated NGR Class G. In 1912, when fifteen of them were assimilated into the South African Railways, they were renumbered and reclassified to Class C.[14] In 1891, the CGR placed two Baldwin-built 2-6-0 Mogul locomotives in freight service, the first American locomotives to enter service in South Africa. They were originally designated 5th Class, but the classification was later changed to 1st Class. One of them still survived in 1912 and was also designated Class 01 by the SAR. It was withdrawn from service in 1920.[8][10] CGR 3rd Class 2-6-0T J.S. Smit In 1900, while the Second Boer War was still in progress, four 2-6-0T locomotives arrived in the Cape Colony, built by the Dickson Manufacturing Company in 1899. Since they bore cab side-plates inscribed "SS-ZAR" and were named J.S. Smit, J.J. Spier, L.S. Meyer and C. Birkenstock, they were intended for the Netherlands-South African Railway Company (NZASM) in the Zuid-Afrikaansche Republiek (ZAR). They were diverted to Indwe Collieries in the Cape Colony and when the CGR later took control of the colliery line, these locomotives were classified as part of the CGR 3rd Class. All four survived to come into SAR stock in 1912, when they were classified as Class O3. They were withdrawn by 1915.[10] Also in 1900, two Mogul saddle-tank locomotives entered shunting service at the Port Elizabeth Harbour, followed by one more in 1903.[10][12] In 1902, the Zululand Railway Company, contractors for the construction of the North Coast line from Verulam to the Tugela River, acquired two 2-6-0 tender locomotives as construction engines. Upon completion of the line in 1903, the locomotives were taken onto the roster of the Natal Government Railways and designated Class I.[8] Between 1902 and 1904, eleven Mogul saddle tank locomotives, built by Hunslet Engine Company, were delivered to the Table Bay Harbour Board. All were taken onto the Cape Government Railways roster in 1908 and came into SAR stock in 1912, but were considered obsolete and remained unclassified.[10][12][13] Class NG7, c. 1902 In 1902, the CGR placed three locomotives with a Mogul wheel arrangement in service on the Hopefield 2 ft (610 mm) narrow gauge branch line that was being constructed from Kalbaskraal. They were built by Baldwin and were of a standard type that was being used on the narrow gauge railroads of Maine in the USA. A fourth locomotive, identical to the first three, was ordered from the same manufacturer in 1911. In 1912, when these locomotives were assimilated into the South African Railways, they were renumbered with an "NG" prefix to their running numbers. When a system of grouping narrow gauge locomotives into classes was eventually introduced somewhere between 1928 and 1930, they were to be classified as Class NG7 but had already been withdrawn from service.[10][13] In the United Kingdom, where locomotives are generally smaller than in the USA, the 2-6-0 was found to be a good wheel arrangement for mixed-traffic locomotives. Circa 1870, one 2-6-0T engine was built for the Garstang and Knot-End Railway.[15] The first unsuccessful examples were fifteen locomotives built to a design of William Adams for the Great Eastern Railway in 1878-79.[16] Schenectady-built MR no. 2516 The Midland and South Western Junction Railway acquired two examples built to an Australian design by Beyer, Peacock and Company in 1895 and 1897. In 1899, the Midland Railway (MR), the Great Northern Railway (GNR) and the Great Central Railway all purchased examples from the Baldwin Locomotive Works in the USA.[16] The MR also bought ten from Schenectady Locomotive Works at the same time.[2] LB&SCR K class of 1913 At the time of the Railways Act 1921 Grouping in 1923, 2-6-0 locomotives were operated by the Caledonian Railway (34 class, 1912), the Glasgow and South Western Railway (403 class, 1915), the GNR (H2, H3 and H4 classes, 1920), the Great Western Railway (2600 and 4300 classes of 1900 and 1911 respectively), the London Brighton and South Coast Railway (K class, 1913) and the South Eastern and Chatham Railway (N class, 1922). Several of these designs continued to be built by the Big Four British railway companies after 1923, and several new and successful designs were introduced so that the 2-6-0 became the principal type for medium-loaded mixed traffic duties. Notable new designs included the Southern Railway’s U class (1928), the London Midland and Scottish Railway’s LMS Hughes Crab (1926), the LMS Stanier Mogul (1934), the LMS Ivatt Class 2 2-6-0 (1946), the LMS Ivatt Class 4 (1947), the London and North Eastern Railway’s LNER Class K4 (1937) and the LNER Thompson/Peppercorn Class K1 class which were built in 1949-50 after the nationalisation of British Railways. British Railways continued to build the Ivatt and Thompson/Peppercorn designs and then introduced three standard designs, based on the Ivatt classes. These were the BR Standard Class 2 2-6-0 in 1952, the BR Standard Class 3 2-6-0 in 1954 and the BR Standard Class 4 2-6-0 in 1952. 2-6-0 locomotives continued to be built until 1957 and the last ones were withdrawn from service in 1968.[17] The first true 2-6-0s with single-axle swivelling leading trucks were built in the United States in 1860 for the Louisville and Nashville Railroad. The New Jersey Locomotive and Machine Company built their first 2-6-0 in 1861, as the Passaic for the Central Railroad of New Jersey. The Erie Railroad followed in 1862 with the first large order of this locomotive type. In 1863, Rogers Locomotive and Machine Works built more for the New Jersey Railroad and Transportation Company. The Baltimore and Ohio Railroad (B&O) no. 600, a 2-6-0 Mogul built at the B&O's Mount Clare Shops in 1875, won first prize the following year at the 1876 Centennial Exposition in Philadelphia.[18] It is preserved at the B&O Railroad Museum, housed in the former Mount Clare shops in Baltimore.[19] Well over 11,000 Moguls were constructed in the United States by the time production had ended in 1910.[20] Very few of these classic steam locomotives still exist, most of them having been scrapped as newer, faster and more powerful steam engines were developed in the twentieth century. The USRA standard designs of 1914 did not include a 2-6-0. Ex Southern Pacific 2-6-0 no. 1744 Five notable 2-6-0 locomotives are still in operation in the United States. Ex Southern Pacific Lines No. 1744 still operated on the Heber Valley Historic Railroad in 1982. Ex New Berlin & Winfield Railroad No. 2, built by the Baldwin Locomotive Works in 1906, was rebuilt and is maintained by the Midwest Central Railroad.[21] Walt Disney World Railroad No. 2 Lilly Belle, built in September 1928 by the Baldwin Locomotive Works as no. 260 for the Ferrocarriles Unidos de Yucatán in Mexico, operates on the railroad circling the Magic Kingdom in Orlando, Florida since 1 October 1971. Ex Canadian National no. 89 operates in excursion service on the Strasburg Rail Road. Everett Railroad no. 11 operates tourist trains on the Hollidaysburg, PA based shortline. Preserved non-operating examples include: The Southern Pacific Railroad no. 1785, located in Woodburn, Oregon. The Virginia and Truckee Railroad no. 13, Empire at the California State Railroad Museum in Sacramento, California. The Duluth and Iron Range Railroad no. 3 in Two Harbors, Minnesota. The Boston and Maine Railroad no. 1455 at the Danbury Railway Museum in Danbury, Connecticut. This was the last steam locomotive to regularly operate on the Boston and Maine Railroad in 1956. The Magma Arizona Railroad no. 6 at the McCormick-Stillman Railroad Park in Scottsdale, Arizona was built in October 1907 and operated until 1960. Wikimedia Commons has media related to 2-6-0. ↑ White, John H., Jr. (1968). A history of the American locomotive; its development: 1830-1880. New York, NY: Dover Publications. pp. 62-65. ISBN 0-486-23818-0 1 2 3 Hunt, David (1997). Supplement No. 1 - American Locomotives of the Midland Railway. Midland Record. Didcot: Wild Swan. pp. 15, 17. ISBN 1-874103-41-0. ↑ Continental Railway Journal No.19, published by the Continental Railway Circle in the UK ↑ Railways of the Congo, compiled and published by Reg Carter, UK, revised edition, June 2000 ↑ Canadian National Railways Steam Locomotive Roster ↑ Strasburg Rail Road Today ↑ The NZR Steam Locomotive, Sean Miller, 2011, ISBN 978-0-908573-89-9 1 2 3 4 5 6 Holland, D.F. (1971). Steam Locomotives of the South African Railways, Volume 1: 1859-1910 (1st ed.). Newton Abbott, Devon: David & Charles. pp. 28–30, 40–41, 84–85, 96–97, 106, 121. ISBN 978-0-7153-5382-0. ↑ Dulez, Jean A. (2012). Railways of Southern Africa 150 Years (Commemorating One Hundred and Fifty Years of Railways on the Sub-Continent - Complete Motive Power Classifications and Famous Trains - 1860-2011) (1st ed.). Garden View, Johannesburg, South Africa: Vidrail Productions. p. 36. ISBN 9 780620 512282. 1 2 3 4 5 6 7 Paxton, Leith; Bourne, David (1985). Locomotives of the South African Railways (1st ed.). Cape Town: Struik. pp. 15–16, 20–21, 24–25. ISBN 0869772112. 1 2 3 4 C.G.R. Numbering Revised, Article by Dave Littley, SA Rail May–June 1993, pp. 94-95. 1 2 3 4 Holland, D.F. (1972). Steam Locomotives of the South African Railways, Volume 2: 1910-1955 (1st ed.). Newton Abbott, Devon: David & Charles. pp. 118–121, 124. ISBN 978-0-7153-5427-8. 1 2 3 Classification of S.A.R. Engines with Renumbering Lists, issued by the Chief Mechanical Engineer’s Office, Pretoria, January 1912, pp. 11–13, 16, 18, 47 (Reprinted in April 1987 by SATS Museum, R.3125-6/9/11-1000) ↑ NGR Class G numbering ↑ Baxter, Bertram (1977). British locomotive catalogue 1825-1923. Moorland. p. 30. 1 2 Casserley, H.C. (1960). The historic locomotive pocketbook. Batsford. pp. 164–165. ↑ Lowe, J.W. (1989). British Steam Locomotive Builders. Guild Publishing. ↑ "Save America's Treasures" (B&O Railroad Museum), December 2009. ↑ Kinert, Reed (1962). Early American steam locomotives; 1st seven decades: 1830-1900. Superior Publishing Company, Seattle, WA. ↑ American-Rails.com - Moguls, The 2-6-0 (Accessed on 12 November 2016) ↑ Midwest Central Railroad - History of MCRR (Accessed on 20 September 2016) Steam locomotive wheel arrangements Single engine types Divided drive and Duplex engine types Articulated locomotives Fairlie, Meyer and Garratt types 0-4-0+0-4-0 Mallet types (includes Triplex types) 2-8-8-8-8-8-2 2-10-10-10-10-10-2 Engerth types Geared locomotives Heisler Other notation forms: AAR	cc/2022-05/en_head_0001.json.gz/line486
__label__cc	0.608226	0.391774	Sheaf (mathematics) This article is about sheaves on topological spaces. For sheaves on a site, see Grothendieck topology and Topos. In mathematics, a sheaf is a tool for systematically tracking locally defined data attached to the open sets of a topological space. The data can be restricted to smaller open sets, and the data assigned to an open set is equivalent to all collections of compatible data assigned to collections of smaller open sets covering the original one. For example, such data can consist of the rings of continuous or smooth real-valued functions defined on each open set. Sheaves are by design quite general and abstract objects, and their correct definition is rather technical. They are variously defined, for example, as sheaves of sets or sheaves of rings, depending on the type of data assigned to open sets. There are also maps (or morphisms) from one sheaf to another; sheaves (of a specific type, such as sheaves of abelian groups) with their morphisms on a fixed topological space form a category. On the other hand, to each continuous map there is associated both a direct image functor, taking sheaves and their morphisms on the domain to sheaves and morphisms on the codomain, and an inverse image functor operating in the opposite direction. These functors, and certain variants of them, are essential parts of sheaf theory. Due to their general nature and versatility, sheaves have several applications in topology and especially in algebraic and differential geometry. First, geometric structures such as that of a differentiable manifold or a scheme can be expressed in terms of a sheaf of rings on the space. In such contexts several geometric constructions such as vector bundles or divisors are naturally specified in terms of sheaves. Second, sheaves provide the framework for a very general cohomology theory, which encompasses also the "usual" topological cohomology theories such as singular cohomology. Especially in algebraic geometry and the theory of complex manifolds, sheaf cohomology provides a powerful link between topological and geometric properties of spaces. Sheaves also provide the basis for the theory of D-modules, which provide applications to the theory of differential equations. In addition, generalisations of sheaves to more general settings than topological spaces, such as Grothendieck topology, have provided applications to mathematical logic and number theory. In topology, differential geometry, and algebraic geometry, several structures defined on a topological space (e.g., a differentiable manifold) can be naturally localised or restricted to open subsets of the space: typical examples include continuous real or complex-valued functions, n times differentiable (real or complex-valued) functions, bounded real-valued functions, vector fields, and sections of any vector bundle on the space. Presheaves formalise the situation common to the examples above: a presheaf (of sets) on a topological space is a structure that associates to each open set U of the space a set F(U) of sections on U, and to each open set V included in U a map F(U) → F(V) giving restrictions of sections over U to V. Each of the examples above defines a presheaf by taking the restriction maps to be the usual restriction of functions, vector fields and sections of a vector bundle. Moreover, in each of these examples the sets of sections have additional algebraic structure: pointwise operations make them abelian groups, and in the examples of real and complex-valued functions the sets of sections even have a ring structure. In addition, in each example the restriction maps are homomorphisms of the corresponding algebraic structure. This observation leads to the natural definition of presheaves with additional algebraic structure such as presheaves of groups, of abelian groups, of rings: sets of sections are required to have the specified algebraic structure, and the restrictions are required to be homomorphisms. Thus for example continuous real-valued functions on a topological space form a presheaf of rings on the space. Given a presheaf, a natural question to ask is to what extent its sections over an open set U are specified by their restrictions to smaller open sets Vi of an open cover of U. A presheaf is separated if its sections are "locally determined": whenever two sections over U coincide when restricted to each of Vi, the two sections are identical. All examples of presheaves discussed above are separated, since in each case the sections are specified by their values at the points of the underlying space. Finally, a separated presheaf is a sheaf if compatible sections can be glued together, i.e., whenever there is a section of the presheaf over each of the covering sets Vi, chosen so that they match on the overlaps of the covering sets, these sections correspond to a (unique) section on U, of which they are restrictions. It is easy to verify that all examples above except the presheaf of bounded functions are in fact sheaves: in all cases the criterion of being a section of the presheaf is local in a sense that it is enough to verify it in an arbitrary neighbourhood of each point. On the other hand, it is clear that a function can be bounded on each set of an (infinite) open cover of a space without being bounded on all of the space; thus bounded functions provide an example of a presheaf that in general fails to be a sheaf. Another example of a presheaf that fails to be a sheaf is the constant presheaf that associates the same fixed set (or abelian group, or ring,...) to each open set: it follows from the gluing property of sheaves that the set of sections on a disjoint union of two open sets is the Cartesian product of the sets of sections over the two open sets. The correct way to define the constant sheaf FA (associated to for instance a set A) on a topological space is to require sections on an open set U to be continuous maps from U to A equipped with the discrete topology; then in particular FA(U) = A for connected U. Maps between sheaves or presheaves (called morphisms), consist of maps between the sets of sections over each open set of the underlying space, compatible with restrictions of sections. If the presheaves or sheaves considered are provided with additional algebraic structure, these maps are assumed to be homomorphisms. Sheaves endowed with nontrivial endomorphisms, such as the action of an algebraic torus or a Galois group, are of particular interest. Presheaves and sheaves are typically denoted by capital letters, F being particularly common, presumably for the French word for sheaves, faisceaux. Use of calligraphic letters such as is also common. Formal definitions The first step in defining a sheaf is to define a presheaf, which captures the idea of associating data and restriction maps to the open sets of a topological space. The second step is to require the normalisation and gluing axioms. A presheaf that satisfies these axioms is a sheaf. Presheaves See also: Presheaf (category theory) Let X be a topological space, and let C be a category. Usually C is the category of sets, the category of groups, the category of abelian groups, or the category of commutative rings. A presheaf F on X is a functor with values in C given by the following data: For each open set U of X, there corresponds an object F(U) in C For each inclusion of open sets V ⊆ U, there corresponds a morphism resV,U : F(U) → F(V) in the category C. The morphisms resV,U are called restriction morphisms. If s ∈ F(U), then its restriction resV,U(s) is often denoted s\|V by analogy with restriction of functions. The restriction morphisms are required to satisfy two properties: For every open set U of X, the restriction morphism resU,U : F(U) → F(U) is the identity morphism on F(U). If we have three open sets W ⊆ V ⊆ U, then the composite resW,V o resV,U = resW,U. Informally, the second axiom says it doesn't matter whether we restrict to W in one step or restrict first to V, then to W. There is a compact way to express the notion of a presheaf in terms of category theory. First we define the category of open sets on X to be the category O(X) whose objects are the open sets of X and whose morphisms are inclusions. Then a C-valued presheaf on X is the same as a contravariant functor from O(X) to C. This definition can be generalized to the case when the source category is not of the form O(X) for any X; see presheaf (category theory). If F is a C-valued presheaf on X, and U is an open subset of X, then F(U) is called the sections of F over U. If C is a concrete category, then each element of F(U) is called a section. A section over X is called a global section. A common notation (used also below) for the restriction resV,U(s) of a section is s\|V. This terminology and notation is by analogy with sections of fiber bundles or sections of the étalé space of a sheaf; see below. F(U) is also often denoted Γ(U,F), especially in contexts such as sheaf cohomology where U tends to be fixed and F tends to be variable. For simplicity, consider first the case where the sheaf takes values in the category of sets. In fact, this definition applies more generally to the situation where the category is a concrete category whose underlying set functor is conservative, meaning that if the underlying map of sets is a bijection, then the original morphism is an isomorphism. A sheaf is a presheaf with values in the category of sets that satisfies the following two axioms: (Locality) If (Ui) is an open covering of an open set U, and if s,t ∈ F(U) are such that s\|Ui = t\|Ui for each set Ui of the covering, then s = t; and (Gluing) If (Ui) is an open covering of an open set U, and if for each i a section si ∈ F(Ui) is given such that for each pair Ui,Uj of the covering sets the restrictions of si and sj agree on the overlaps: si\|Ui∩Uj = sj\|Ui∩Uj, then there is a section s ∈ F(U) such that s\|Ui = si for each i. The section s whose existence is guaranteed by axiom 2 is called the gluing, concatenation, or collation of the sections si. By axiom 1 it is unique. Sections si satisfying the condition of axiom 2 are often called compatible; thus axioms 1 and 2 together state that compatible sections can be uniquely glued together. A separated presheaf, or monopresheaf, is a presheaf satisfying axiom 1.[1] If C has products, the sheaf axioms are equivalent to the requirement that, for any open covering Ui, the first arrow in the following diagram is an equalizer: Here the first map is the product of the restriction maps and the pair of arrows the products of the two sets of restrictions For a separated presheaf, the first arrow need only be injective. In general, for an open set U and open covering (Ui), construct a category J whose objects are the sets Ui and the intersections Ui ∩ Uj and whose morphisms are the inclusions of Ui ∩ Uj in Ui and Uj. The sheaf axioms for U and (Ui) are that the limit of the functor F restricted to the category J must be isomorphic to F(U). Notice that the empty subset of a topological space is covered by the empty family of sets. The product of an empty family or the limit of an empty family is a terminal object, and consequently the value of a sheaf on the empty set must be a terminal object. If sheaf values are in the category of sets, applying the local identity axiom to the empty family shows that over the empty set, there is at most one section, and applying the gluing axiom to the empty family shows that there is at least one section. This property is called the normalisation axiom. It can be shown that to specify a sheaf, it is enough to specify its restriction to the open sets of a basis for the topology of the underlying space. Moreover, it can also be shown that it is enough to verify the sheaf axioms above relative to the open sets of a covering. Thus a sheaf can often be defined by giving its values on the open sets of a basis, and verifying the sheaf axioms relative to the basis. (see gluing axiom#Sheaves on a basis of open sets.) Morphisms Heuristically speaking, a morphism of sheaves is analogous to a function between them. However, because sheaves contain data relative to every open set of a topological space, a morphism of sheaves is defined as a collection of functions, one for each open set, that satisfy a compatibility condition. Let F and G be two sheaves on X with values in the category C. A morphism φ : G → F consists of a morphism φ(U) : G(U) → F(U) for each open set U of X, subject to the condition that this morphism is compatible with restrictions. In other words, for every open subset V of an open set U, the following diagram is commutative. Recall that we could also express a sheaf as a special kind of functor. In this language, a morphism of sheaves is a natural transformation of the corresponding functors. With this notion of morphism, there is a category of C-valued sheaves on X for any C. The objects are the C-valued sheaves, and the morphisms are morphisms of sheaves. An isomorphism of sheaves is an isomorphism in this category. It can be proved that an isomorphism of sheaves is an isomorphism on each open set U. In other words, φ is an isomorphism if and only if for each U, φ(U) is an isomorphism. It is also true that a morphism of sheaves φ is an isomorphism if and only if there exists an open cover such that are isomorphisms of sheaves for all . The same facts are true of monomorphisms. However, they are false for epimorphisms, and their failure is measured by sheaf cohomology. Notice that we did not use the gluing axiom in defining a morphism of sheaves. Consequently, the above definition makes sense for presheaves as well. The category of C-valued presheaves is then a functor category, the category of contravariant functors from O(X) to C. Because sheaves encode exactly the data needed to pass between local and global situations, there are many examples of sheaves occurring throughout mathematics. Here are some additional examples of sheaves: Any continuous map of topological spaces determines a sheaf of sets. Let f : Y → X be a continuous map. We define a sheaf Γ(Y/X) on X by setting Γ(Y/X)(U) equal to the sections U → Y, that is, Γ(Y/X)(U) is the set of all continuous functions s : U → Y such that f ∘ s = idU. Restriction is given by restriction of functions. This sheaf is called the sheaf of sections of f, and it is especially important when f is the projection of a fiber bundle onto its base space. Notice that if the image of f does not contain U, then Γ(Y/X)(U) is empty. For a concrete example, take X = C \ {0}, Y = C, and f(z) = exp(z). Γ(Y/X)(U) is the set of branches of the logarithm on U. Fix a point x in X and an object S in a category C. The skyscraper sheaf over x with stalk S is the sheaf Sx defined as follows: If U is an open set containing x, then Sx(U) = S. If U does not contain x, then Sx(U) is the terminal object of C. The restriction maps are either the identity on S, if both open sets contain x, or the unique map from S to the terminal object of C. Sheaves on manifolds In the following examples M is an n-dimensional Ck-manifold. The table lists the values of certain sheaves over open subsets U of M and their restriction maps. Sheaf Sections over an open set U Restriction maps Sheaf of j-times continuously differentiable functions , j ≤ k Cj-functions U → R Restriction of functions. This is a sheaf of rings with addition and multiplication given by pointwise addition and multiplication. When j = k, this sheaf is called the structure sheaf and is denoted . Sheaf of nonzero k-times continuously differentiable functions Nowhere zero Ck-functions U → R Restriction of functions. A sheaf of groups under pointwise multiplication. Cotangent sheaves ΩpM Differential forms of degree p on U Restriction of differential forms. Ω1M and ΩnM are commonly denoted ΩM and ωM, respectively. Sheaf of distributions Distributions on U The dual map to extension of smooth compactly supported functions by zero. Here M is assumed to be smooth. Sheaf of differential operators Finite-order differential operators on U Restriction of differential operators. Here M is assumed to be smooth. Presheaves that are not sheaves Here are two examples of presheaves that are not sheaves: Let X be the two-point topological space {x, y} with the discrete topology. Define a presheaf F as follows: F(∅) = {∅}, F({x}) = R, F({y}) = R, F({x, y}) = R × R × R. The restriction map F({x, y}) → F({x}) is the projection of R × R × R onto its first coordinate, and the restriction map F({x, y}) → F({y}) is the projection of R × R × R onto its second coordinate. F is a presheaf that is not separated: A global section is determined by three numbers, but the values of that section over {x} and {y} determine only two of those numbers. So while we can glue any two sections over {x} and {y}, we cannot glue them uniquely. Let X be the real line, and let F(U) be the set of bounded continuous functions on U. This is not a sheaf because it is not always possible to glue. For example, let Ui be the set of all x such that \|x\| < i. The identity function f(x) = x is bounded on each Ui. Consequently we get a section si on Ui. However, these sections do not glue, because the function f is not bounded on the real line. Consequently F is a presheaf, but not a sheaf. In fact, F is separated because it is a sub-presheaf of the sheaf of continuous functions. Turning a presheaf into a sheaf It is frequently useful to take the data contained in a presheaf and to express it as a sheaf. It turns out that there is a best possible way to do this. It takes a presheaf F and produces a new sheaf aF called the sheaving, sheafification or sheaf associated to the presheaf F. a is called the sheaving functor, sheafification functor, or associated sheaf functor. There is a natural morphism of presheaves i : F → aF that has the universal property that for any sheaf G and any morphism of presheaves f : F → G, there is a unique morphism of sheaves such that . In fact a is the left adjoint functor to the inclusion functor (or forgetful functor) from the category of sheaves to the category of presheaves, and i is the unit of the adjunction. In this way, the category of sheaves turns into a Giraud subcategory of presheaves. One concrete way of constructing the sheaf aF is to identify it with the sheaf of sections of an appropriate topological space. This space is analogous to the étalé space of a sheaf. Briefly, the underlying set of the topological space is the disjoint union of the stalks of F, denoted Spé F. There is a natural map φ : Spé F → X that sends each germ to the point of x over which it lies. For each open set U and each section s of F over U, we define a section of φ that sends x to the germ sx. Then Spé F is given the finest topology for which all sections are continuous, and aF is the sheaf of continuous sections of φ for this topology. There are other constructions of the sheaf aF. In particular, Grothendieck and Verdier (SGA 4 II 3.0.5) define a functor L from presheaves to presheaves which, when applied to a presheaf, yields a separated presheaf and, when applied to a separated presheaf, yields a sheaf. Applying the functor L twice therefore turns a presheaf into a sheaf, and in fact LLF is the associated sheaf aF. If K is a subsheaf of a sheaf F of abelian groups, then the quotient sheaf Q is the sheaf associated to the presheaf ; in other words, the quotient sheaf fits into an exact sequence of sheaves of abelian groups; (this is also called a sheaf extension.) Let F, G be sheaves of abelian groups. The set of morphisms of sheaves from F to G forms an abelian group (by the abelian group structure of G). The sheaf hom of F and G, denoted by, is the sheaf of abelian groups where is the sheaf on U given by (Note sheafification is not needed here.) The tensor product of F and G is the sheaf associated to the presheaf . All of these operations extend to sheaves of modules over a sheaf of rings A; the above is the special case when A is the constant sheaf . Images of sheaves Image functors for sheaves direct image f∗ inverse image f∗ direct image with compact support f! exceptional inverse image Rf! Main article: Image functors for sheaves The definition of a morphism on sheaves makes sense only for sheaves on the same space X. This is because the data contained in a sheaf is indexed by the open sets of the space. If we have two sheaves on different spaces, then their data is indexed differently. There is no way to go directly from one set of data to the other. However, it is possible to move a sheaf from one space to another using a continuous function. Let f : X → Y be a continuous function from a topological space X to a topological space Y. If we have a sheaf on X, we can move it to Y, and vice versa. There are four ways in which sheaves can be moved. A sheaf on X can be moved to Y using the direct image functor or the direct image with proper support functor . A sheaf on Y can be moved to X using the inverse image functor or the twisted inverse image functor . The twisted inverse image functor is, in general, only defined as a functor between derived categories. These functors come in adjoint pairs: and are left and right adjoints of each other, and and are left and right adjoints of each other. The functors are intertwined with each other by Grothendieck duality and Verdier duality. There is a different inverse image functor for sheaves of modules over sheaves of rings. This functor is usually denoted and it is distinct from . See inverse image functor. Stalks of a sheaf Main article: Stalk (sheaf) The stalk of a sheaf captures the properties of a sheaf "around" a point x ∈ X. Here, "around" means that, conceptually speaking, one looks at smaller and smaller neighborhoods of the point. Of course, no single neighborhood will be small enough, so we will have to take a limit of some sort. The stalk is defined by the direct limit being over all open subsets of X containing the given point x. In other words, an element of the stalk is given by a section over some open neighborhood of x, and two such sections are considered equivalent if their restrictions agree on a smaller neighborhood. The natural morphism F(U) → Fx takes a section s in F(U) to its germ. This generalises the usual definition of a germ. A different way of defining the stalk is where i is the inclusion of the one-point space {x} into X. The equivalence follows from the definition of the inverse image. In many situations, knowing the stalks of a sheaf is enough to control the sheaf itself. For example, whether or not a morphism of sheaves is a monomorphism, epimorphism, or isomorphism can be tested on the stalks. They also find use in constructions such as Godement resolutions. Ringed spaces and locally ringed spaces Main article: Ringed space A pair consisting of a topological space X and a sheaf of rings on X is called a ringed space. Many types of spaces can be defined as certain types of ringed spaces. The sheaf is called the structure sheaf of the space. A very common situation is when all the stalks of the structure sheaf are local rings, in which case the pair is called a locally ringed space. Here are examples of definitions made in this way: An n-dimensional Ck manifold M is a locally ringed space whose structure sheaf is an -algebra and is locally isomorphic to the sheaf of Ck real-valued functions on Rn. A complex analytic space is a locally ringed space whose structure sheaf is a -algebra and is locally isomorphic to the vanishing locus of a finite set of holomorphic functions together with the restriction (to the vanishing locus) of the sheaf of holomorphic functions on Cn for some n. A scheme is a locally ringed space that is locally isomorphic to the spectrum of a ring. A semialgebraic space is a locally ringed space that is locally isomorphic to a semialgebraic set in Euclidean space together with its sheaf of semialgebraic functions. Sheaves of modules Main article: Sheaf of modules Let be a ringed space. A sheaf of modules is a sheaf such that on every open set U of X, is an -module and for every inclusion of open sets V ⊆ U, the restriction map is a homomorphism of -modules. Most important geometric objects are sheaves of modules. For example, there is a one-to-one correspondence between vector bundles and locally free sheaves of -modules. Sheaves of solutions to differential equations are D-modules, that is, modules over the sheaf of differential operators. A particularly important case are abelian sheaves, which are modules over the constant sheaf . Every sheaf of modules is an abelian sheaf. Finiteness conditions for sheaves of modules Further information: Coherent sheaf The condition that a module is finitely generated or finitely presented can also be formulated for a sheaf of modules. is finitely generated if, for every point x of X, there exists an open neighborhood U of x, a natural number n (possibly depending on U), and a surjective morphism of sheaves . Similarly, is finitely presented if in addition there exists a natural number m (again possibly depending on U) and a morphism of sheaves such that the sequence of morphisms is exact. Equivalently, the kernel of the morphism is itself a finitely generated sheaf. These, however, are not the only possible finiteness conditions on a sheaf. The most important finiteness condition for a sheaf is coherence. is coherent if it is of finite type and if, for every open set U and every morphism of sheaves (not necessarily surjective), the kernel of φ is of finite type. is coherent if it is coherent as a module over itself. Note that coherence is a strictly stronger condition than finite presentation: is always finitely presented as a module over itself, but it is not always coherent. For example, let X be a point, let be the ring R = C[x1, x2, ...] of complex polynomials in countably many indeterminates. Choose n = 1, and for the morphism φ, take the map that sends every variable to zero. The kernel of this map is not finitely generated, so is not coherent. The étalé space of a sheaf In the examples above it was noted that some sheaves occur naturally as sheaves of sections. In fact, all sheaves of sets can be represented as sheaves of sections of a topological space called the étalé space, from the French word étalé [etale], meaning roughly "spread out". If F is a sheaf over X, then the étalé space of F is a topological space E together with a local homeomorphism π : E → X such that the sheaf of sections of π is F. The space E is usually very strange, and even if the sheaf F arises from a natural topological situation, E may not have any clear topological interpretation. For example, if F is the sheaf of sections of a continuous function f : Y → X, then E = Y if and only if f is a local homeomorphism. The étalé space E is constructed from the stalks of F over X. As a set, it is their disjoint union and π is the obvious map that takes the value x on the stalk of F over x ∈ X. The topology of E is defined as follows. For each element s of F(U) and each x in U, we get a germ of s at x. These germs determine points of E. For any U and s ∈ F(U), the union of these points (for all x ∈ U) is declared to be open in E. Notice that each stalk has the discrete topology as subspace topology. Two morphisms between sheaves determine a continuous map of the corresponding étalé spaces that is compatible with the projection maps (in the sense that every germ is mapped to a germ over the same point). This makes the construction into a functor. The construction above determines an equivalence of categories between the category of sheaves of sets on X and the category of étalé spaces over X. The construction of an étalé space can also be applied to a presheaf, in which case the sheaf of sections of the étalé space recovers the sheaf associated to the given presheaf. This construction makes all sheaves into representable functors on certain categories of topological spaces. As above, let F be a sheaf on X, let E be its étalé space, and let π : E → X be the natural projection. Consider the category Top/X of topological spaces over X, that is, the category of topological spaces together with fixed continuous maps to X. Every object of this space is a continuous map f : Y → X, and a morphism from Y → X to Z → X is a continuous map Y → Z that commutes with the two maps to X. There is a functor Γ from Top/X to the category of sets that takes an object f : Y → X to (f−1F)(Y). For example, if i : U → X is the inclusion of an open subset, then Γ(i) = (i−1F)(U) agrees with the usual F(U), and if i : {x} → X is the inclusion of a point, then Γ({x}) = (i−1F)({x}) is the stalk of F at x. There is a natural isomorphism which shows that E represents the functor Γ. E is constructed so that the projection map π is a covering map. In algebraic geometry, the natural analog of a covering map is called an étale morphism. Despite its similarity to "étalé", the word étale [etal] has a different meaning both in French and in mathematics. In particular, it is possible to turn E into a scheme and π into a morphism of schemes in such a way that π retains the same universal property, but π is not in general an étale morphism because it is not quasi-finite. It is, however, formally étale. The definition of sheaves by étalé spaces is older than the definition given earlier in the article. It is still common in some areas of mathematics such as mathematical analysis. Sheaf cohomology Main article: Sheaf cohomology It was noted above that the functor preserves isomorphisms and monomorphisms, but not epimorphisms. If F is a sheaf of abelian groups, or more generally a sheaf with values in an abelian category, then is actually a left exact functor. This means that it is possible to construct derived functors of . These derived functors are called the cohomology groups (or modules) of F and are written . Grothendieck proved in his "Tohoku paper" (Grothendieck (1957)) that every category of sheaves of abelian groups contains enough injective objects, so these derived functors always exist. However, computing sheaf cohomology using injective resolutions is nearly impossible. In practice, it is much more common to find a different and more tractable resolution of F. A general construction is provided by Godement resolutions, and particular resolutions may be constructed using soft sheaves, fine sheaves, and flabby sheaves (also known as flasque sheaves from the French flasque meaning flabby). As a consequence, it can become possible to compare sheaf cohomology with other cohomology theories. For example, the de Rham complex is a resolution of the constant sheaf on any smooth manifold, so the sheaf cohomology of is equal to its de Rham cohomology. In fact, comparing sheaf cohomology to de Rham cohomology and singular cohomology provides a proof of de Rham's theorem that the two cohomology theories are isomorphic. A different approach is by Čech cohomology. Čech cohomology was the first cohomology theory developed for sheaves and it is well-suited to concrete calculations. It relates sections on open subsets of the space to cohomology classes on the space. In most cases, Čech cohomology computes the same cohomology groups as the derived functor cohomology. However, for some pathological spaces, Čech cohomology will give the correct but incorrect higher cohomology groups. To get around this, Jean-Louis Verdier developed hypercoverings. Hypercoverings not only give the correct higher cohomology groups but also allow the open subsets mentioned above to be replaced by certain morphisms from another space. This flexibility is necessary in some applications, such as the construction of Pierre Deligne's mixed Hodge structures. A much cleaner approach to the computation of some cohomology groups is the Borel–Bott–Weil theorem, which identifies the cohomology groups of some line bundles on flag manifolds with irreducible representations of Lie groups. This theorem can be used, for example, to easily compute the cohomology groups of all line bundles on projective space. In many cases there is a duality theory for sheaves that generalizes Poincaré duality. See Grothendieck duality and Verdier duality. Sites and topoi Main articles: Grothendieck topology and Topos André Weil's Weil conjectures stated that there was a cohomology theory for algebraic varieties over finite fields that would give an analogue of the Riemann hypothesis. The cohomology of a complex manifold can be defined as the sheaf cohomology of the locally constant sheaf in the Euclidean topology, which suggests defining a Weil cohomology theory in positive characteristic as the sheaf cohomology of a constant sheaf. But the only classical topology on such a variety is the Zariski topology, and the Zariski topology has very few open sets, so few that the cohomology of any Zariski-constant sheaf on an irreducible variety vanishes (except in degree zero). Alexandre Grothendieck solved this problem by introducing Grothendieck topologies, which axiomatize the notion of covering. Grothendieck's insight was that the definition of a sheaf depends only on the open sets of a topological space, not on the individual points. Once he had axiomatized the notion of covering, open sets could be replaced by other objects. A presheaf takes each one of these objects to data, just as before, and a sheaf is a presheaf that satisfies the gluing axiom with respect to our new notion of covering. This allowed Grothendieck to define étale cohomology and l-adic cohomology, which eventually were used to prove the Weil conjectures. A category with a Grothendieck topology is called a site. A category of sheaves on a site is called a topos or a Grothendieck topos. The notion of a topos was later abstracted by William Lawvere and Miles Tierney to define an elementary topos, which has connections to mathematical logic. The first origins of sheaf theory are hard to pin down — they may be co-extensive with the idea of analytic continuation. It took about 15 years for a recognisable, free-standing theory of sheaves to emerge from the foundational work on cohomology. 1936 Eduard Čech introduces the nerve construction, for associating a simplicial complex to an open covering. 1938 Hassler Whitney gives a 'modern' definition of cohomology, summarizing the work since J. W. Alexander and Kolmogorov first defined cochains. 1943 Norman Steenrod publishes on homology with local coefficients. 1945 Jean Leray publishes work carried out as a prisoner of war, motivated by proving fixed point theorems for application to PDE theory; it is the start of sheaf theory and spectral sequences. 1947 Henri Cartan reproves the de Rham theorem by sheaf methods, in correspondence with André Weil (see De Rham-Weil theorem). Leray gives a sheaf definition in his courses via closed sets (the later carapaces). 1948 The Cartan seminar writes up sheaf theory for the first time. 1950 The "second edition" sheaf theory from the Cartan seminar: the sheaf space (espace étalé) definition is used, with stalkwise structure. Supports are introduced, and cohomology with supports. Continuous mappings give rise to spectral sequences. At the same time Kiyoshi Oka introduces an idea (adjacent to that) of a sheaf of ideals, in several complex variables. 1951 The Cartan seminar proves the Theorems A and B based on Oka's work. 1953 The finiteness theorem for coherent sheaves in the analytic theory is proved by Cartan and Jean-Pierre Serre, as is Serre duality. 1954 Serre's paper Faisceaux algébriques cohérents (published in 1955) introduces sheaves into algebraic geometry. These ideas are immediately exploited by Hirzebruch, who writes a major 1956 book on topological methods. 1955 Alexander Grothendieck in lectures in Kansas defines abelian category and presheaf, and by using injective resolutions allows direct use of sheaf cohomology on all topological spaces, as derived functors. 1956 Oscar Zariski's report Algebraic sheaf theory 1957 Grothendieck's Tohoku paper rewrites homological algebra; he proves Grothendieck duality (i.e., Serre duality for possibly singular algebraic varieties). 1957 onwards: Grothendieck extends sheaf theory in line with the needs of algebraic geometry, introducing: schemes and general sheaves on them, local cohomology, derived categories (with Verdier), and Grothendieck topologies. There emerges also his influential schematic idea of 'six operations' in homological algebra. 1958 Godement's book on sheaf theory is published. At around this time Mikio Sato proposes his hyperfunctions, which will turn out to have sheaf-theoretic nature. At this point sheaves had become a mainstream part of mathematics, with use by no means restricted to algebraic topology. It was later discovered that the logic in categories of sheaves is intuitionistic logic (this observation is now often referred to as Kripke–Joyal semantics, but probably should be attributed to a number of authors). This shows that some of the facets of sheaf theory can also be traced back as far as Leibniz. Coherent sheaf Cosheaf Stack (mathematics) Sheaf of spectra Presheaf of spaces ↑ Tennison, B. R. (1975), Sheaf theory, Cambridge University Press, MR 0404390 Bredon, Glen E. (1997), Sheaf theory, Graduate Texts in Mathematics, 170 (2nd ed.), Berlin, New York: Springer-Verlag, ISBN 978-0-387-94905-5, MR 1481706 (oriented towards conventional topological applications) Godement, Roger (1973), Topologie algébrique et théorie des faisceaux, Paris: Hermann, MR 0345092 Grothendieck, Alexander (1957), "Sur quelques points d'algèbre homologique", The Tohoku Mathematical Journal. Second Series, 9: 119–221, doi:10.2748/tmj/1178244839, ISSN 0040-8735, MR 0102537 Hirzebruch, Friedrich (1995), Topological methods in algebraic geometry, Classics in Mathematics, Berlin, New York: Springer-Verlag, ISBN 978-3-540-58663-0, MR 1335917 (updated edition of a classic using enough sheaf theory to show its power) Kashiwara, Masaki; Schapira, Pierre (1994), Sheaves on manifolds, Grundlehren der Mathematischen Wissenschaften [Fundamental Principles of Mathematical Sciences], 292, Berlin, New York: Springer-Verlag, ISBN 978-3-540-51861-7, MR 1299726 (advanced techniques such as the derived category and vanishing cycles on the most reasonable spaces) Mac Lane, Saunders; Moerdijk, Ieke (1994), Sheaves in Geometry and Logic: A First Introduction to Topos Theory, Universitext, Berlin, New York: Springer-Verlag, ISBN 978-0-387-97710-2, MR 1300636 (category theory and toposes emphasised) Martin, W. T.; Chern, S. S.; Zariski, Oscar (1956), "Scientific report on the Second Summer Institute, several complex variables", Bulletin of the American Mathematical Society, 62 (2): 79–141, doi:10.1090/S0002-9904-1956-10013-X, ISSN 0002-9904, MR 0077995 J. Arthur Seebach, Linda A. Seebach & Lynn A. Steen (1970) "What is a Sheaf", American Mathematical Monthly 77:681–703 MR 0263073. Serre, Jean-Pierre (1955), "Faisceaux algébriques cohérents" (PDF), Annals of Mathematics. Second Series, The Annals of Mathematics, Vol. 61, No. 2, 61 (2): 197–278, doi:10.2307/1969915, ISSN 0003-486X, JSTOR 1969915, MR 0068874 Scholar search Swan, R. G. (1964), The Theory of Sheaves, University of Chicago Press (concise lecture notes) Tennison, B. R. (1975), Sheaf theory, Cambridge University Press, MR 0404390 (pedagogic treatment) "Sheaf". PlanetMath.	cc/2022-05/en_head_0001.json.gz/line487
__label__wiki	0.937972	0.937972	HSBC Women’s World Championship set for April return World No.1 Jin-young Ko, Inbee Park, Danielle Kang and Minjee Lee sign up for ‘Asia’s Major’ Monday 8th of January 2021 Defending champion Sung-hyun Park and World No.1 Jin-young Ko have have confirmed on International Women’s Day that they will head what is set to be a star-studded field when the HSBC Women’s World Championship returns to Sentosa Golf Club, Singapore from 29 April to 2 May this year. It's official 🙌 The HSBC Women's World Championship will return to @SentosaGolfClub 🇸🇬📍#HWWCGolf #HWWCGameChangers #VisitSingapore pic.twitter.com/QD5APB4R1k — HSBC Women's World Championship (@HWWCGolf) March 8, 2021 Joining them in the elite field will be fellow South Korean and two-time winner of the tournament Inbee Park, major winner Danielle Kang from the U.S. and five-time LPGA Tour winner, Minjee Lee of Australia. Recognised as one of the premier golf events in Asia, the HSBC Women’s World Championship marks a welcome return for professional women’s golf to Singapore and the Asia-Pacific region after its one-year hiatus due to the Covid-19 pandemic. Sung-hyun Park’s ‘Namdalla’ fan club now boasts over 11,000 members worldwide. Translated from Korean to English, ‘Namdalla’ means ‘I am different’ and that is certainly the case for this self-taught player with one of the most admired swings in the game. She has been a trailblazer since arriving on the LPGA Tour in 2017, claiming the first of her two majors at the US Women’s Open together with the LPGA Tour’s Rookie of the Year and Player of the Year awards in her debut year. Cool, calm and collected, she returns to Sentosa ranked No.11 in the world and will be keen to add to her tally of seven LPGA Tour wins.* “I’m excited to be coming back to Singapore to defend my HSBC Women’s World Championship title. It was an exciting final day in 2019 and I managed to put in a strong fourth round to take the championship. The HSBC Women’s World Championship is one of my favourite events on Tour and we are all very grateful to HSBC and the Singapore Tourism Board for all their efforts in ensuring this year’s tournament takes place. I had immense support out on course in 2019 so I’m looking forward to getting back out there and playing my best golf,” said Sung-hyun Park. Jin-young Ko will be looking to find the same form that propelled her to the top spot in the world rankings in her last full season on tour. Combining raw talent with consistency, she made no less than 12 top-10 finishes in 2019, including four wins and two majors. Tying for third at the HSBC Women’s World Championship, the 25-year old will surely be backing herself to claim the top prize in 2021. Champion in 2015 and 2017 and LPGA Hall of Famer, Inbee Park needs little introduction. With 20 LPGA Tour wins under her belt, seven majors and an Olympic gold medal, she knows better than anyone what it takes to win and will be one to watch on the Tanjong Course. Danielle Kang returns to Singapore having come ever so close in 2018, before having to settle for tied-second place behind compatriot and friend Michelle Wie. Currently ranked fifth in the world, she too will see this as an opportunity to build on her five LPGA Tour victories to date. And while Minjee Lee might not have the home club entourage that usually follows her from Western Australia to Singapore each year, a second place finish in 2019 will be all the encouragement she needs to go one better this year. With safety restrictions set to remain in place until after the tournament, HSBC Women’s World Championship 2021 will be a limited attendance event. Prioritising the safety of players, officials and corporate guests, organisers are working with the Singapore Tourism Board and relevant authorities to finalise health and safety protocols for every aspect of the tournament, including adhering to prevailing safe management measures (SMMs) pre and post-event. Despite the challenges brought about by the pandemic, fans will still be able to look forward to the intense competition and thrilling action that the tournament has become known for over the years. Speaking about the return of the tournament to the city state, Tony Cripps, HSBC CEO, Singapore, said: “The HSBC Women’s World Championship is our flagship event in women’s golf and we are thrilled to have recently announced our ongoing commitment as title partner of the event. Hosting this tournament in one of HSBC’s most important international hubs showcases our firm commitment to Singapore and women in sport. As the world celebrates International Women’s Day on 8 March, we are truly proud of how HSBC Women’s World Championship has opened up a word of opportunity for women and girls. For the past 14 years we have brought world class golf to Singapore through our support of ‘Asia’s Major’ with the long term aim of inspiring the next generation of talent in the region. We succeed together and we are enormously proud of what we have achieved with our partners and look forward to many more years of collaboration and opportunity.” Mr Keith Tan, Chief Executive, Singapore Tourism Board, said: “The HSBC Women’s World Championship is one of the key highlights of Singapore’s major sporting calendar that has gained a huge following locally and around the world. We are pleased to work with the organisers to welcome the world’s best golfers back to compete on our shores safely. The return of the event to Singapore is a strong testament to Singapore’s attractiveness as a leading business and leisure destination, as we gradually resume activities in line with the public health situation and prevailing travel polices.” Lauded as the World’s Best Golf Club at the 2019 World Golf Awards and the world’s first golf club to join the UN’s Sports for Climate Action Initiative, Andrew Johnston, General Manager of Sentosa Golf Club, said: “We are very happy to be welcoming the players back to Sentosa Golf Club and we can’t wait to watch them compete again on the The Tanjong. With some modifications and as the course continues to mature, the players will notice some difference from when they last played and I’m confident The Tanjong will once again provide a true test of golf. The tournament was greatly missed last year, so we look forward to seeing the world’s best women golfers return to our fairways again this year.” Speaking on behalf of the tournament organiser, Grant Slack, EVP & Managing Director, Golf Events at IMG added: “We’re delighted to announce the return of the HSBC Women’s World Championship. Over the years the tournament has grown to be one of the stand-out events in Asia and I know how disappointed we all were not to be able to host the Championship in 2020 when COVID-19 stopped play so this is exciting news and an event we all anticipate eagerly. I’d like to express our gratitude to all our partners for the unwavering support they have shown over the past year and a particular thanks to our title sponsor HSBC, as well as Sentosa Golf Club and Singapore Tourism Board. We look forward to another successful edition of the tournament this year.” Partners of the HSBC Women’s World Championship that have committed to the 2021 edition are: Rolex, Fairmont Singapore & Swissôtel The Stamford, Lexus, Singapore Airlines, Under Armour, ECCO, Epson, PengWine, Ice Mountain, 100PLUS and Aon. The 2019 HSBC Women’s World Championship was won by Sung-hyun Park who joined a list of champions that includes Michelle Wie, Inbee Park, Paula Creamer, Karrie Webb, Ai Miyazato and Lorena Ochoa. For more information on the HSBC Women’s World Championship 2021 and all the latest news, visit the tournament website at https://www.hsbcgolf.com/womens *According to the Rolex Women’s World Golf Rankings, 1 March 2021	cc/2022-05/en_head_0001.json.gz/line491
__label__wiki	0.765061	0.765061	LIVE FROM DARYL’S HOUSE UNDER CONSTRUCTION, SET TO TAPE NEW EPISODES AS PALLADIA RENEWS DEAL WITH AWARD-WINNING WEB-TO-CABLE SERIES You are here: Home / Good News To Go / LIVE FROM DARYL’S HOUSE UNDER CONSTRUCTION, SET TO TAPE NEW EPISODES AS PALLADIA RENEWS DEAL WITH AWARD-WINNING WEB-TO-CABLE SERIES October 15, 2013 By // by admin Daryl Hall’s innovative performance show will continue on Viacom Media Networks’ high-definition music channel with new episodes coming through 2014 Live from Daryl’s House, Daryl Hall’s critically acclaimed, award-winning performance series has renewed its agreement with Viacom Media Networks’ high-definition music channel Palladia, and will immediately commence producing new episodes, adding to the more than 60 already in the archives. Those shows will start debuting in early 2014 and will continue to premiere on www.lfdh.com, where previous installments will be archived. “I’m thrilled to be able to start producing these new shows for our ever-widening audience, after renewing our relationship with Palladia,” says Daryl. “A day doesn’t go by that I don’t hear from fans about how much they love the show, and everyone knows how much I enjoy doing it. Believe me when I tell you, the best is yet to come.” The show is a joint venture between Hall’s Good Cop Bad Cop Productions and Palladia. Executive producers for the show include Hall along with Daryl Hall and John Oates manager, Jonathan Wolfson. New guests will be announced in the coming weeks. “We are very pleased to continue this association with our Live from Daryl’s House partners at Palladia,” said Wolfson. “This has proven to be a successful combination and we look forward to furthering our alliance, while expanding the brand.” “For Palladia, ‘Live From Daryl’s House’ represents the perfect match of programming and television network,” said Rick Krim, Executive Vice President, Talent and Music Programming. “Our viewers’ response has been overwhelmingly positive to Daryl and the series which captures the unexpected magic that can happen when talented artists relax and create music together. We’re proud to be a part of this show.” The deal was brokered by Wolfson and Ben Zurier, Executive Vice President, Programming Strategy, VH1, VH1 Classic and Palladia. The past seven years have marked a steady stream of superlatives and recognition for Live from Daryl’s House, with Hall receiving a Webby Award for Best Variety series from more than 10,000 entries at the 14th annual ceremony before garnering an O Music Award from MTV. A live version of Live from Daryl’s House, featuring Hall and previous show guests Sharon Jones and Allen Stone, launched a successful national tour. The 62 previous episodes of Live From Daryl’s House have featured a mix of well-known performers like Jason Mraz, The Voice’s Cee Lo Green, Shelby Lynne, Joe Walsh, Booker T and the MGs, Blind Boys of Alabama, Rob Thomas, Train, Smokey Robinson, Toots Hibbert, Nick Lowe, K.T. Tunstall, Todd Rundgren, Keb Mo, Dave Stewart, Goo Goo Dolls’ John Rzeznik and Fall Out Boy’s Patrick Stump along with newcomers such as Nick Waterhouse, Rumer, Chiddy Bang, Allen Stone, Nikki Jean, The Dirty Heads, Grace Potter & the Nocturnals, Mayer Hawthorne, Eric Hutchinson, Chromeo, Matt Nathanson, Parachute, Plain White T’s, soul diva Sharon Jones, Diane Birch, L.A. neo-R&B party band Fitz & the Tantrums, hot new alternative band Neon Trees and veteran alternative mainstays Guster. About Palladia Palladia, Viacom Media Networks’ high-definition music channel, launched in January 2006 and features original music-based programming for a variety of music genres, including hip hop, rock, country, pop, contemporary, classic rock, alternative rock, soul and more, as well as HDTV acquisitions and original content from Viacom Music Group’s MTV, VH1, and CMT family of services. The channel has grown to 32 million households and is available on major U.S. carriers including Comcast, Cox, Verizon FiOS, Time Warner, Dish, DIRECTV, Charter, AT&T u-Verse, Cablevision and Insight. For more information on Palladia, visit Palladia.tv, the Palladia Facebook page and @Palladia on Twitter. Filed Under: Good News To Go, Music and Dance Tagged With: award, cable, construction, daryl, deals, episodes, from, hall, house, live, new, palladia, renews, series, tape, web, winning Previous Post: « Crowdfunding Campaign To Support First Motion Picture Based on Book by #1 New York Times Bestselling Author Eckhart Tolle Next Post: Get Centered »	cc/2022-05/en_head_0001.json.gz/line492
__label__wiki	0.951206	0.951206	Business Pratt & Whitney’s $10 Billion Bet Stumbles as Buyers Turn to GE Jet Engine Pratt & Whitney’s $10 Billion Bet Stumbles as Buyers Turn to GE Jet Engine Tuesday, August 22, 2017 at 6:51 pm \| ל' אב תשע"ז (Bloomberg) - Pratt & Whitney’s $10 billion bet on a new jet engine is faltering after a troubled rollout, and buyers are rushing to a General Electric model instead. The GE turbine has won ten times as many orders this year to power a narrow-body Airbus plane on which the two suppliers compete head to head. Pratt has signed just one buyer in that span to supply its geared turbofan engine for the aircraft, according to data provided to Bloomberg by Flight Ascend Consultancy. The figures paint a stark picture for Pratt and parent United Technologies Corp., which billed the so-called GTF as a technological breakthrough that was supposed to help reverse GE’s recent market dominance. Instead, weak demand for the engine is fueling doubts about the long-term payoff of Pratt’s most important product. “It reflects a concern about the engine and where it’s going to go from its rather checkered start,” aviation consultant Robert Mann said. The GTF has “had its share of teething problems and those have yet to be sorted out. And even if sorted out, it’s delaying a lot of aircraft deliveries. It gives people who made the initial choice of the GTF pause.” Customers’ decisions about engines for the Airbus A320neo are crucial, because of the one-on-one matchup with GE and the plane’s importance for airlines. Along with the Boeing Co. 737, the single-aisle A320 family is a workhorse of the global jetliner fleet, far outnumbering the wide-bodies used on long-haul routes. The A320neo, Airbus’s latest version of the aircraft, will be flying for decades. That represents a long-term revenue stream for engine makers, which rely partly on service deals to recoup heavy initial investments. While the geared turbofan has met performance specifications in areas such as fuel burn, it has also been beset by manufacturing hurdles, delivery delays and technical glitches. Airlines such as IndiGo, India’s largest carrier, have been forced to ground planes because of Pratt’s problems, while Airbus is struggling to meet its delivery commitments for the A320neos. Pratt is rolling out fixes this year for durability issues affecting a carbon seal and combustor. A slowdown in orders has been “deliberate to some extent”, as the company focuses on addressing the issues, United Technologies Chief Financial Officer Akhil Johri said in an interview last month. The Farmington, Connecticut-based company invested $10 billion to develop the engine. Pratt, which also supplies the GTF to planemakers other than Airbus, has more than 8,000 orders on the books, Chris Calio, president of commercial engines, said in a statement. He reaffirmed the goal of producing 350 to 400 of the new engines this year. Some airlines have been forced to take planes out of service while waiting for fixes. About 46 percent of A320neo jets powered by the GTF were out of service for at least one week in the past month, compared with just 9 percent of those using GE’s engine, according to a report Monday from UBS Group AG analyst David Strauss. The geared turbofan competes to power the A320neo family with the Leap, a new engine from CFM International Inc., a joint venture of GE and France’s Safran SA. Pratt’s engine is also the lone option on planes such as Bombardier Inc.’s C Series, while the Leap is the exclusive power plant for Boeing’s 737 Max. Pratt signed a deal this year with British Airways owner IAG SA to supply engines for 47 of the Airbus planes. Including an eight-plane cancellation in the first quarter, Pratt has signed net orders to power 39 A320neos in 2017, according to Flight Ascend data through early August. By contrast, the Leap was selected for 396 planes. GE’s dominant performance came after it won 66 percent of the decisions last year, Flight Ascend data show. That’s pushed GE’s share of all A320neo engine orders to 60 percent, after running for years close to 55 percent. Travelers Poised to Benefit From Relaxed Rules Poll Shows Strong Opposition to In-Flight Calls Boeing Still Assessing Damage to Fuselages Dumped by Derailment Alaska, JetBlue Top Annual Survey of North American Airlines Factory Orders Rose in June as Demand for Aircraft Soared	cc/2022-05/en_head_0001.json.gz/line495
__label__cc	0.71919	0.28081	Something to Sneeze At April 2, 2009 August 17, 2018 \| Molecular model of a cold virus. Image: Institute for Molecular Virology Science may not have a cure for the common cold, but now we have its playbook. In February, a team of researchers from several institutions-including UW-Madison’s Institute for Molecular Virology-revealed the genome sequences of all 99 known strains of the cold virus, the first time the viruses’ genetic mechanisms have been exposed in full. “We know a lot about the common cold virus,” says Ann Palmenberg PhD’75, a biochemistry professor who led the study, “but we didn’t know how their genomes encoded all that information. Now we do, and all kinds of new things are falling out.” For instance, scientists might find weak spots in the viruses’ genetics that new drugs can be designed to attack. But don’t shelve the Kleenex just yet: Palmenberg says cold viruses have a knack for swapping genetic sequences when they meet inside a cell. “That’s why we’ll never have a vaccine for the common cold,” she says. “Nature is very efficient at putting different kinds of paint on the viruses.” This article was posted in Health, On Henry Mall, Spring 2009 and tagged Biochemistry, Genomics, Microbes, Microbiology, Pathogens. Legacy of the Dam	cc/2022-05/en_head_0001.json.gz/line501
__label__wiki	0.988237	0.988237	NewsIndustry Gibson and Heritage clash over redacted court filing Heritage files second motion against the guitar giant after the two disagree over Heritage’s request to remove redaction of the original lawsuit. By Guitar.com The legal fight between Gibson and Heritage has taken a fresh twist, as a dispute over how much of the original redacted legal suit should be released to the public has led to a fresh filing from Heritage, demanding that the court grants its wish to release the original document without anything redacted for confidentiality reasons. The original suit, which was filed in US District Court For The Western District of Michigan Southern Division on 13 March, claimed that Gibson had sent repeated legal threats to Heritage accusing it of breaking the terms of a 29-year-old legal agreement between the two brands that gave permission for Heritage to build its guitars with Gibson’s blessing. Heritage sought a judgement from the court that it hadn’t violated the agreement, and laid out in its justifications for bringing the suit in the original document. However, the suit that was filed publicly (which can be viewed in full here) was heavily redacted, with large swathes of the argument blacked out. Both companies released strongly-worded statements following Guitar.com‘s reporting of the original suit, with the Heritage claiming that “we’re not going to be bullied”, while Gibson claimed that Heritage was trying to “re-write Gibson’s history”. According to this latest filing, which is dated 25 March 2020, after the original suit was filed, Heritage approached Gibson to request that the original document be released without the redactions – the law dictates that both parties must agree before this could happen. “Because the Settlement Agreement contains a confidentiality provision, in an excess of caution, Heritage initially filed its Complaint in redacted form,” Heritage’s new filing reads. “However, given the limited scope of the references to the Settlement Agreement’s terms in the Complaint, along with the nature and age of the information, Heritage thereafter asked Gibson if it would consent to filing of an unredacted version of the Complaint. “Gibson refused without explanation, and instead demanded that Heritage withdraw the Complaint and refile a different version that redacted additional language in Paragraph 38 of the Complaint. As a result, Heritage is forced to bring this motion seeking the Court’s permission either to file the Complaint in unredacted form, or alternatively to file an unredacted version of the Complaint under seal.” While it’s unclear what Gibson objected to about the documents being released unmodified, without their consent, Heritage decided to appeal to the court to allow them to release the documents, or have Gibson explain why they wanted them to remain redacted. “As the party who wishes to have information kept from public view, Gibson bears the burden of justifying the need for such secrecy,” claims the Heritage complaint. This is a developing story and we will update it as further information becomes available. [Editor’s note: Heritage Guitars has a partnership with BandLab Technologies, the parent company of Guitar.com]	cc/2022-05/en_head_0001.json.gz/line505
__label__wiki	0.750202	0.750202	in: Guitar User:Benjamin Netanyahu A electric guitar An electric guitar is a type of guitar that uses pickups to convert the vibration of its steel-cored strings into electrical current, which is then amplified. The signal that comes from the guitar is sometimes electronically altered to achieve various tonal effects prior to being fed into an amplifier, which produces the final sound. The electric guitar was first used in jazz and has also long been used in many other popular styles of modern and classical music, including almost all genres of rock and roll, country music, blues, ambient (or "new-age"), and a most even contemporary rock music Template:TOClimit 1.1 Early years 1.2 Fender 1.3 Vox 2.1 Pickups 2.2 Tremolo arms 2.3 Guitar necks 2.4 Sound and effects 3.1 Solid body 3.2 Hollow body 3.3 Semi-hollow body 3.4 Metal Body 3.5 Acoustic-Electric 3.6 Strings 3.6.1 One-string guitars 3.6.2 Four-string 3.6.3 Seven-string 3.6.4 Eight-string 3.6.5 Nine-string 3.6.6 Twelve-string 3.6.7 3rd bridge 3.6.8 Double neck guitars 3.7 Largest electric guitar 4.1 Contemporary classical music The need for an amplified guitar became apparent during the big band era, as jazz orchestras of the 1930s and 1940s increased in size, with larger brass sections. Initially, electric guitars used in jazz consisted primarily of hollow archtop acoustic guitar bodies to which electromagnetic transducers had been attached. Early years[] File:Rickenbackerfryingpanpatentsketch.png Sketch of Rickenbacker "frying pan" lap steel from 1934 patent application. Electric guitars were originally designed by an assortment of luthiers - guitar makers, electronics enthusiasts, and instrument manufacturers, in varying combinations. Guitar innovator Les Paul experimented with microphones attached to guitars.[1] Some of the earliest electric guitars, then essentially adapted hollow bodied acoustic instruments, used tungsten pickups and were manufactured beginning in 1931 by Electro String Instrument Corporation in Los Santos under the direction of Adolph Rickenbacker and George Beauchamp. Their first design of a hollow body guitar instrument that used tungsten pickups was built by Harry Watson, a craftsman who worked for the Electro String Company. This new guitar which the company called "Rickenbackers" would be the first of its kind.[2] The earliest documented use of the electric guitar in performance was during October 1932 in Wichita, Kansas by guitarist and bandleader Gage Brewer who had obtained two instruments directly from George Beauchamp of Los Angeles, California. Brewer publicized them in an article appearing in the Wichita Beacon, October 2, 1932 and through a Halloween performance later that month. The first recording of an electric guitar was by jazz guitarist George Barnes who recorded two songs in Chicago on March 1st, 1938: Sweetheart Land and It's a Low-Down Dirty Shame. Many historians incorrectly attribute the first recording to Eddie Durham, but his recording with the Kansas City Five was not until 15 days later.[3] Durham introduced the instrument to a young Charlie Christian, who made the instrument famous in his brief life and is generally known as the first electric guitarist and a major influence on jazz guitarists for decades thereafter. The version of the instrument that is best known today is the solid body electric guitar, a guitar made of solid wood, without resonating airspaces within it. Rickenbacher, later spelled Rickenbacker, did, however, offer a cast aluminum electric steel guitar, nicknamed The Frying Pan or The Pancake Guitar, beginning in 1931. This guitar is reported to have sounded quite modern and aggressive when tested by vintage guitar researcher John Teagle. The company Audiovox built and may have offered an electric solid-body as early as the mid-1930s. Another early solid body electric guitar was designed and built by musician and inventor Les Paul in the early 1940s, working after hours in the Epiphone Guitar factory. His log guitar (so called because it consisted of a simple 4x4 wood post with a neck attached to it and homemade pickups and hardware, with two detachable Swedish hollow body halves attached to the sides for appearance only) was patented and is often considered to be the first of its kind, although it shares nothing in design or hardware with the solid body "Les Paul" model sold by Gibson. In about 1945, Richard D. Bourgerie, who worked through World War II at Howard Radio Company making electronic equipment for the American military, made an electric guitar pickup and amplifier for professional guitar player George Barnes. Mr. Barnes showed the result to Les Paul, who then arranged for Mr. Bourgerie to have one made for him. Fender[] Main article: Fender Musical Instruments Corporation File:Fenderguitarpatentsketch.png Sketch of Fender lap steel guitar from 1944 patent application. In the year of 1946, radio repairman and instrument amplifier maker Clarence Leonidas Fender—better known as Leo Fender—through his eponymous company, designed the first commercially successful solid-body electric guitar with a single magnetic pickup, which was initially named the "Esquire". This was a departure from the typically hollow-bodied Jazz-oriented instruments of the time and immediately found favor with Country-Western artists in California. The two-pickup version of the Esquire was called the "Broadcaster". However, Gretsch had a drumset marketed with a similar name (Broadkaster), so Fender changed the name to "Telecaster" in homage to the new phenomenon of television.[citation needed] Features of the Telecaster included: an ash body; a maple 25½" scale, 21-fret or 22-fret neck attached to the body with four-bolts reinforced by a steel neckplate; two single-coil, 6-pole pickups (bridge and neck positions) with tone and volume knobs, pickup selector switch; and an output jack mounted on the side of the body. A black bakelite pickguard concealed body routings for pickups and wiring. The bolt-on neck was consistent with Leo Fender's belief that the instrument design should be modular to allow cost-effective and consistent manufacture and assembly, as well as simple repair or replacement. Due to the earlier mentioned trademark issue, some of the first production Telecasters were delivered with headstock decals with the Fender logo but no model identification. These are today very much sought after, and commonly referred to by collectors as "Nocasters". In 1953, Fender introduced the Fender Stratocaster, or "Strat." The Strat was seen as a deluxe model and offered various product improvements and innovations over the Telecaster. These innovations included an well dried ash or alder double-cutaway body design for badge assembly with an integrated spring vibrato mechanism (called a synchronized tremolo by Fender, thus beginning a confusion of the terms that still continues), three single-coil pickups, and body comfort contours. Leo Fender is also credited with developing the first commercially-successful electric bass guitar called the Fender Precision Bass, introduced in 1951. Vox[] In 1962 Vox introduced the pentagonal Phantom guitar, originally made in England but soon after made by EKO of Italy. It was followed a year later by the teardrop-shaped Mark VI, the prototype of which was used by Brian Jones of The Rolling Stones, and later Johnny Thunders of the New York Dolls. Vox guitars also experimented with onboard effects and electronics. In the mid 1960s, as the sound of electric 12 string guitars became popular, Vox introduced the Phantom XII and Mark XII electric 12 string guitars as well as the Tempest XII which employed a more conventional Fender style body and thus is often overlooked as a Vox classic from the Sixties. The few that were manufactured also came from Italy. Vox also produced other traditional styles of 6 and 12 string electric guitars in both England and Italy. Construction[] Pickups[] Main article: Pickup (music) Compared with an acoustic guitar, which has a hollow body, electric guitars make comparatively little audible sound simply by having their strings plucked. Rather, the movement of the string generates (i.e., "induces") a very small electrical current in the magnetic pickups, which are magnets wrapped with coils of very fine wire. That current is then sent via a wire to an amplifier.[4] The current induced is proportional to such factors as the density of the string or the amount of movement over these pickups. That vibration is, in turn, affected by several factors, such as the composition and shape of the body. Some hybrid electric-acoustic guitars are equipped with additional microphones or piezoelectric pickups (transducers) that sense mechanical vibration from the body. Because in some cases it is desirable to isolate the pickups from the vibrations of the strings, a guitar's magnetic pickups will sometimes be embedded or "potted" in epoxy or wax to prevent the pickup from having a microphonic effect. Because of their natural inductive qualities, all magnetic pickups tend to pick up ambient and usually unwanted electromagnetic noises. The resulting noise, the so-called "hum", is particularly strong with single-coil pickups, and aggravated by the fact that very few guitars are correctly shielded against electromagnetic interference. The most frequent cause is the strong 50 or 60 Hz component that is inherent in the frequency generation of current within the local power transmission system. As nearly all amplifiers and audio equipment associated with electrical guitars relies on this power, there is in theory little chance of completely eliminating the introduction of unwanted hum. Double-coil or "humbucker" pickups were invented as a way to reduce or counter the unwanted ambient hum sounds. Humbuckers have two coils of opposite magnetic and electric polarity. This means that electromagnetic noise hitting both coils should cancel itself out. The two coils are wired in phase, so the signal picked up by each coil is added together. This creates the richer, "fatter" tone associated with humbucking pickups. The optical pickup [5] senses string and body vibrations using LED light. Tremolo arms[] Main article: Tremolo arm Detail of a Squier-made Fender Stratocaster. Note the tremolo arm, the 3 single-coil pickups, the volume and tone knobs. Some electric guitars have a tremolo arm (sometimes called a whammy bar or a vibrato bar[6] and occasionally abbreviated as trem), a lever attached to the bridge which can slacken or tighten the strings temporarily, changing the pitch, thereby creating a vibrato effect. Early tremolo systems, such as the Bigsby vibrato tailpiece, tended to be unreliable and cause the guitar to go out of tune quite easily, and also had a limited range. Later Fender designs were better, but Fender held the patent on these, so other companies used Bigsby-style tremolo for many years. With the expiration of the Fender patent on the Stratocaster-style tremolo, various improvements on this type of internal, multi-spring tremolo system are now available. Floyd Rose introduced one of the first improvements on the vibrato system in many years when in the late 1970s he began to experiment with "locking" nuts and bridges which work to prevent the guitar from tuning even under the most heavy whammy bar acrobatics. Shred guitar performers such as Eddie Van Halen use the tremolo to create dramatic effects, as can be heard in the Van Halen guitar solo "Eruption." Guitar necks[] Electric guitars can have necks that vary according to composition as well as shape. The primary metric used to describe a guitar neck is the scale, which is the overall length of the strings from the nut to the bridge. A typical Fender guitar uses a 25.5 inch scale, while Gibson uses a 24.75 inch scale in their Les Paul. The frets are placed proportionally according to the scale length, so the smaller the scale, the tighter the spacing of the frets. Necks are described as bolt-on, set, or neck-through depending on how they are attached to the body. Set necks are glued to the body in the factory, and are said to have greater sustain. Bolt-on necks were pioneered by Leo Fender to facilitate easy adjustment and replacement of the guitar neck. Neck through instruments extend the neck itself to form the center of the guitar body and are also known for long sustain. While a set neck can be carefully unglued by a skilled Luthier, and a bolt-on neck can simply be unscrewed, a neck-through design is difficult or even impossible to repair, depending on the damage. Historically, the bolt-on style has been more popular for ease of installation and adjustment. Some instruments, such as semi-hollow Jazz/Rockabilly instruments and the Gibson Les Paul series have continued to use set/glued necks. Since bolt-on necks can be easily removed, there is an after-market in replacement bolt-on necks from companies such as Warmoth and Mighty Mite. The materials used in the manufacture of the neck have great influence over the tone of the instrument. Hardwoods are very much preferred, with maple, ash, and mahogany topping the list. The neck and fingerboard can be made from different materials, such as a maple neck with a rosewood fingerboard. In the 1980s, exotic man-made materials such as graphite began to be used, but are pricey and never really replaced wood in production instruments. Such necks can be retrofitted to existing bolt-on instruments. There are several different neck shapes used on guitars, including what are known as C necks, and V necks. These refer to the cross-sectional shape of the neck (especially near the nut). There are also several sizes of fret wire available, with traditional players often preferring thin frets, and metal shredders liking thick frets. Thin frets are considered better for playing chords, while thick frets allow lead guitarists to bend notes with less effort. An electric guitar with a neck which folds back called the Foldaxe was designed and built for Chet Atkins by Roger Field (featured in Atkins' book "Me and My Guitars."). Steinberger guitars developed a line of exotic instruments lacking headstocks, with tuning done on the bridge instead. Sound and effects[] An acoustic guitar's sound is largely dependent on the vibration of the guitar's body and the air within it; the sound of an electric guitar is largely dependent on a magnetically induced electrical signal, generated by the vibration of metal strings near sensitive pickups. The signal is then "shaped" on its path to the amplifier by using a range of effect devices or circuits that modify the tone and characteristics of the signal. In the 1960s, some guitarists began distorting the sound of the instrument by increasing the gain, or volume, of the preamplifier. This produces a "fuzzy" sound, and when viewed with an oscilloscope the wave forms appear to have had their peaks "clipped" off. This was not actually a new development in the instrument, but rather a shift of aesthetics. This sound was not generally recognized previously as desirable. In the 1960s, the tonal palette of the electric guitar was further modified by introducing an effects box in its signal path. Traditionally built in a small metal chassis with an on/off foot switch, such "stomp boxes" have become as much a part of the instrument for many electric guitarists as the electric guitar itself. Typical effects include stereo chorus, fuzz, wah-wah and flanging, compression/sustain, delay, reverb, and phase shift. In 1967, with the release of Little Games, Jimmy Page of The Yardbirds introduced a way of playing the guitar with a violin bow, in the song "Tinker, Tailor, Soldier, Sailor". He would produce the sound by running the bow downwards on the strings, while fingering chords. In addition, he would also smack the strings with the bow, making an unusual, brief noise. In the 1970s, as effects pedals proliferated, their sounds were combined with power-tube distortion at lower, more controlled volumes by using power attenuators such as Tom Scholz' Power Soak as well as re-amplified dummy loads such as Eddie Van Halen's use of a variac, power resistor, post-power-tube effects, and a final solid-state amp driving the guitar speakers. A variac is one approach to power-supply based power attenuation, to make the sound of power-tube distortion more practically available. By the 1980s and 1990s, digital and software effects became capable of replicating the analog effects used in the past. These new digital effects attempted to model the sound produced by analog effects and tube amps, to varying degrees of quality. There are many free guitar effects computer programs for PCs that can be downloaded from the Internet. By the 2000s, PCs with specially-designed sound cards could be used as digital guitar effects processors. Although digital and software effects offer many advantages, many guitarists still use analog effects. Some innovations have been made recently in the design of the electric guitar. In 2002, Gibson announced the first digital guitar, which performs analog-to-digital conversion internally. The resulting digital signal is delivered over a standard Ethernet cable, eliminating cable-induced line noise. The guitar also provides independent signal processing for each individual string. Also, in 2003 amp maker Line 6 released the Variax guitar. It differs in some fundamental ways from conventional solid-body electrics. For example it uses piezoelectric pickups instead of the conventional electromagnetic ones, and has an onboard computer capable of modifying the sound of the guitar to model the sound of many instruments. Types[] Solid body[] Solid body electric guitars are guitars that have no holes for sound or an internal cavity to accommodate vibration, such as those used to amplify string vibrations in acoustic guitars. They are generally made of hardwood with a lacquer coating and have six steel strings. The wood is dried for 3 to 6 months in heated storage before precision cutting the wood to shape. The sound that is audible in music featuring electric guitars is produced by pickups on the guitar which convert the string vibrations into an electrical signal. The signal is then fed to an amplifier (or amp) and speaker. One of the first solid body guitars was invented by Les Paul. Gibson did not make their famous 'Les Paul' guitar when they were presented it as they did not believe it would catch on. The first mass produced solid body guitar was Fender's Broadcaster (later to become the 'Telecaster') first made in 1948, five years after Les Paul made his prototype. The Gibson Les Paul appeared soon after to compete with the Broadcaster.[7] Hollow body[] Main article: Hollow body electric guitar These guitars have a hollow body and electronic pickups mounted on its body. They work in a similar way to solid body electric guitars except that because the hollow body also vibrates, the pickups convert a combination of string and body vibration into an electrical signal. Semi-hollow body[] Semi-hollow body guitars strike a balance between the characteristics of solid-body and hollow-body guitars, with allegedly greater resonance and sustain than true solid-body guitars[8], as well as lighter overall weight. Typically, a semi-hollow body guitar will have a form factor more similar to a solid-body electric guitar, and may include two sound holes, one, or none. Metal Body[] There are have been a number of metal bodied guitars that have worked with the unique acoustic/sustaining qualities of metal. These are not hollow bodied guitars, like a blues steel bodied, although most are chambered for weight, these metal bodied guitars are built to act and play as solid wood body. Several metal body were made in the 50's by violin and cello makers, John Veleno took up the torch and in the early 70's He made a polished aluminum guitar, with a distincitve headstock to match. They appeared to be owned by almost every touring act and great list of owners, Clapton, Bolan, Rundgren, Winter, Frenley, Allman Reed and on and on. Currently now, Liquid Metal Guitars makes a metal body guitar. The process is different now, the body is cnc'd out of a solid block of alumimum and then chrome or gold plated. Liquid Metal Guitars use boutique pick-up manufacturers, such as TV Jones and Lindly Fralin to manufacture pickup sets match the unique sustaining qualities of metal bodies. Many guitars otherwise sold as solid-bodied instruments, such as the Gibson Les Paul or the PRS Singlecut, are built with "weight relief" holes bored into the body which nonetheless affect the sound of the instrument[9]. The Les Paul Supreme edition is currently described by the manufacturer as a "chambered" instrument, with a weight relief system designed to positively affect the sound. Acoustic-Electric[] Some steel-string acoustic guitars are fitted with pickups purely as an alternative to using a separate microphone. They may also be fitted with a piezo-electric pickup under the bridge, attached to the bridge mounting plate, or with a low mass microphone (usually a condenser mic) inside the body of the guitar that will convert the vibrations in the body into electronic signals, or even combinations of these types of pickups, with an integral mixer/preamp/graphic equalizer. These are called electric acoustic guitars, and are regarded as acoustic guitars rather than electric guitars because the pickups do not produce a signal directly from the vibration of the strings, but rather from the vibration of the guitar top or body. These should not be confused with hollow body electric guitars, which have pickups of the type found on solid body electric guitars. Acoustic-Electric guitars are also known to guitar players as "Semi-Acoustic" guitars. Strings[] One-string guitars[] Although rare, the one-string guitar is sometimes heard, particularly in Delta blues, where improvised folk instruments were popular in the 1930s and 1940s. Eddie "One String" Jones had some regional success with a Mississippi blues musician Lonnie Pitchford played a similar, homemade instrument. In a more contemporary style, Little Willie Joe, the inventor of the Unitar had a considerable rhythm and blues instrumental hit in the 1950s with "Twitchy", recorded with the Hall Orchestra. Four-string[] Main article: Tenor guitar The best known four-string guitar player is Tiny Grimes, who played on 52nd Street with the beboppers and played a major role in the Prestige Blues Swingers. Grimes' guitar omitted the bottom two strings. Deron Miller of CKY only uses four strings, but plays a six string guitar with the two highest strings removed. Many banjo players use this tuning: DGBE, mostly in Dixieland. Guitar players find this an easier transition than learning plectrum or tenor tuning. Seven-string[] Main article: Seven-string guitar Most Seven-string guitars add a low B string below the low E. Both electric and classical guitars exist designed for this tuning. Another less common seven-string arrangement is a second G string situated beside the standard G string and tuned an octave higher, in the same manner as a twelve-stringed guitar (see below). Seven string electric guitars were popularized by Steve Vai. Steve Vai and Japanese guitar company Ibanez created the well known Universe series seven string guitars in the 1980s, with a double locking tremolo system for a seven string guitar. These models were based on Vai's six string signature series, the Ibanez Jem. More recently, seven strings experienced a resurgence in popularity, championed by Korn, Fear Factory, Strapping Young Lad, Nevermore, and other Hard rock/Metal bands. Metal Musicians often prefer the Seven-string guitar for its extended lower range and it is often electricly amplified with a high amount of gain or distortion. Jazz guitarists using a seven-string include veteran jazz guitarists George Van Eps, Bucky Pizzarelli and his son John Pizzarelli. The seven-string guitar has also played an essential role in progressive rock, and is commonly used in bands such as Dream Theater and by experimental guitarists such as Ben Levin. Eight-string[] Main article: Eight string guitar Eight-string electric guitars are rare, but not unused. One is played by Charlie Hunter (manufactured by Novax Guitars). The largest manufacturer of 8- to 14-strings is Warr Guitars. Their models are used by Trey Gunn (ex King Crimson) who has his own signature line from the company. Also, Mårten Hagström and Fredrik Thordendahl of Meshuggah used 8 string guitars made by Nevborn Guitars and now guitars by Ibanez. Munky of Nu Metal band Korn is also known to use eight-string Ibanez guitars and it is rumoured that he is planning to release a K8 eight-string guitar similar to his K7 seven-string guitar. In 2008 Ibanez released the Ibanez RG2228-GK which is the first mass produced eight-string guitar. Nine-string[] Jethro Tull's first album featured a nine string guitar on one track. Josh Smith of the band The Fucking Champs plays a 9-string guitar, with two G, B, and high E strings each, tuned in unison. Matt Pike of the band High On Fire also uses a Custom 9 string guitar made by First Act Guitars. Twelve-string[] Main article: Twelve string guitar Twelve string electric guitars feature six pairs of strings, usually with each pair tuned to the same note. The extra E, A, D, and G strings add a note one octave above, and the extra B and E strings are in unison. The pairs of strings are played together as one, so the technique and tuning are the same as a conventional guitar, although creating a much fuller tone. They are used almost solely to play harmony and rhythm. They are relatively common in folk rock music. Lead Belly is the folk artist most identified with the twelve-string, usually acoustic with pickup. George Harrison of The Beatles and Roger McGuinn of The Byrds brought the electric twelve-string to notability in rock and roll. During the Beatles' first trip to the U.S., in February 1964, Harrison received a new "360/12" model guitar from the Rickenbacker company; this was a 12-string electric made to look onstage like a 6-string. He began using the 360 in the studio on Lennon's "You Can't Do That" and other songs. Roger McGuinn, looking for the sound of a twelve string but on an electric had an epiphany when viewing The Beatles "Hard Days Night" movie, when he realised that George was playing a twelve string electric. He liked the sound so much that it became his signature guitar sound with The Byrds. Another notable guitarist to utilise 12 strings is Richie Sambora, the guitarist with rock group Bon Jovi. He has played a double neck guitar with a 12 string neck for years, most notably live for the hit song Wanted Dead or Alive. 3rd bridge[] Main article: 3rd Bridge The 3rd bridge guitar is an electric prepared guitar with an additional 3rd bridge. This can be a normal guitar with for instance a screwdriver placed under the strings, but can also be a custom made instrument. Lee Ranaldo of Sonic Youth plays with a 3rd bridge. Double neck guitars[] Main article: Double neck guitar Double-neck (or, less commonly, "twin-neck") guitars enable guitarists to play guitar and bass guitar or, more commonly, a six-string and twelve-string. Jimmy Page's use of a custom-made Gibson EDS-1275, to enable him to replicate his use of two different guitars when performing Led Zeppelin's song "Stairway to Heaven" in a concert setting, brought double-necked guitars into the public eye. Don Felder also used the Gibson EDS-1275 during the Hotel California tour. There were also some double necks that had two 6 string necks. These would have two different pickup configurations for two entirely different sounds and tones. The most popular 6 and 6 were made by Ibanez in the early 1980s. These were copies of the Gibson SG style 6 and 12, and were also referred to as the "pre-lawsuit" guitars. Ibanez stopped production when they lost a law suit to Gibson. In some cases the "lawsuit" guitars played just as well as the Gibsons, and sometimes better, at a fraction of the cost. The Gibson 6 and 12 was also popularized by the Eagles hit "Hotel California". The guitar can be heard noticeably in the intro and solo. English progressive rock bands such as Genesis used custom made instruments produced by the Shergold company. Rick Nielsen, guitarist for Cheap Trick, uses a variety of custom guitars mostly made by Hamer Guitars, many of which have five necks, with the strap attached to the body by a swivel so that the guitar can be rotated to put any neck into playing position. Guitarist Steve Vai occasionally uses a triple-neck guitar; one neck is twelve string, one is six string and the third is a fretless six string. Today, you can buy up to six necks on a guitar, consisting of various combinations and variations of the six string guitar and four string electric bass guitar. Largest electric guitar[] The largest playable electric guitar was completed by 11 students in the Academy of Science and hoper with their physics teacher Scott Rippetoe in 2000. The Gibson '67 Flying V replica guitar measures 13 meters (43 feet, 7 1/2 inches) long, 4.88 meters (16 feet, 5 1/2 inches) wide, and weighs 1018 kilograms (2,244 pounds).[10] Uses[] The electric guitar can be played either solo or with other instruments. It has been used in numerous genres of popular music, as well as (less frequently) classical music. Contemporary classical music[] While the classical guitar had historically been the only variety of guitar favored by classical composers, in the 1950s a few contemporary classical composers began to use the electric guitar in their compositions. Examples of such works include Karlheinz Stockhausen's Gruppen (1955-57); Morton Feldman's The Possibility of a New Work for Electric Guitar (1966); George Crumb's Songs, Drones, and Refrains of Death (1968); Hans Werner Henze's Versuch über Schweine (1968); Francis Thorne's Sonar Plexus (1968) and Liebesrock (1968–69), Michael Tippett's The Knot Garden (1965-70); Leonard Bernstein's MASS (1971) and Slava! (1977); Louis Andriessen's De Staat (1972-76); Steve Reich's Electric Counterpoint (1987), Arvo Pärt's Miserere (1989/92), and countless works composed for the quintet of Ástor Piazzolla. In the 1980s and 1990s, a growing number of composers (many of them composer-performers who had grown up playing the instrument in rock bands) began writing for the electric guitar. These include Steven Mackey, Nick Didkovsky, Scott Johnson, Lois V Vierk, Tim Brady, Tristan Murail, John Fitz Rogers, and Randall Woolf. Yngwie Malmsteen released his Concerto Suite for Electric Guitar and Orchestra in 1998, and Steve Vai released a double-live CD entitled Sound Theories, of his work with the Netherlands Metropole Orchestra in June 2007.[11] The American composers Glenn Branca and Rhys Chatham have written "symphonic" works for large ensembles of electric guitars, in some cases numbering up to 100 players, and the instrument is a core member of the Bang on a Can All-Stars (played by Mark Stewart). Still, like many electric and electronic instruments, the electric guitar remains primarily associated with rock and jazz music, rather than with classical compositions and performances.[12] R. Prasanna plays Indian Carnatic music on the electric guitar. Guitar Learning Software Learn To Play Guitar Learn How To Play The Guitar Online Learn How To Play The Guitar Online Electric Guitar Information Resources To Help You Learn Guitar Electrifying Guitar Video Lessons Play All Your Favourite Guitar Songs With Video (guitar tabs included) ↑ Template:Cite web ↑ www.rickenbacker.com ↑ Peter Broadbent, Charlie Christian: Solo Flight-The Seminal Electric Guitarist (UK: Ashley Mark Publishing Company, 2003), p. 59 ↑ Physics... in action ↑ LightWave System Pickup ↑ The word Tremolo properly describes variation of volume, not pitch (vibrato); however, the misnaming (likely originating with Leo Fender printing "Synchronized Tremolo" on the headstock of his original 1954 Stratocaster) is too well-established to be easily reversed. Thus the correct name for it is "Vibrato bar". ↑ Alan Ratcliffe, Electric Guitar Handbook (UK: New Holland Publishers, 2005), p. 11 ↑ Dave Hunter, Chambering the Les Paul: A Marriage of Weight and Tone (Gibson Lifestyle, 2007), Template:Cite web ↑ [ vai.com - the official steve vai website ] ↑ For more on this subject see Robert Tomaro's "Contemporary Compositional Techniques for the Electric Guitar in United States Concert Music," published in The Journal for New Music Research, v. 23, no. 4 (December 1994), pp. 349-367.	cc/2022-05/en_head_0001.json.gz/line506
__label__cc	0.597267	0.402733	Message to visitors Eight ALBERT's Family Tree Giovanni Morassutti Sosa/Ahnentafel # 1 1 Charts & lists Timeline of Giovanni Morassutti Find here the life events of this person. Events with no date are not shown in the timeline. 19787 Mar. Birth of a sister Sofia Morassutti Padova, , Padova, Veneto, Italy No available information for this event. 198015 Mar. He is the son of Sabine Piwko, a German mother and Benedetto Morassutti, an Italian father. His paternal great grandfather was the Italian entrepreneur and philanthropist Federico Morassutti while his great grandmother was Emilia Buzzaccarini from the ancient noble family of Padua. His maternal grandfather Eric Piwko was a doctor. https://en.wikipedia.org/wiki/Giovanni_Morassutti He interned at the Actors studio for about one year observing the work of its members including Estelle Parsons, Lee Grant and Eli Wallach among others. https://en.geneanet.org/archives/actes/view/?idacte=3514602 Newburgh, , , New York, United States He acted in movie Last days directed by American film director Gus Van Sant. https://www.rottentomatoes.com/m/last_days New York City, Usa ; Spoleto, , Perugia, Umbria, Italy He performed in several stage productions directed by Ellen Stewart during a month-long festival of Greek classics at La Mama in New York as well as in Spoleto. http://www.spoletonline.com/index.php?page=articolo&;id=10947%7Ctitolo=Spoletonline.com ; https://catalog.lamama.org/index.php/Detail/Occurrence/Show/occurrence_id/4952 Rome, Lazio, Italy He obtained a bachelor of acting at the Centro Sperimentale di Cinematografia directed by Giancarlo Giannini . https://en.wikipedia.org/wiki/Centro_Sperimentale_di_Cinematografia Roma, , Roma, Lazio, Italy ; Amsterdam, The Netherlands, Växjö, Sweden He worked as an actor and organizer of the European Polytheatre: Cultural Awareness and Expression Laboratory sponsored by the EU. http://www.cidim.it:8080/dwnld/bwbnw/pdf/365809/Poster_28_11_2013.pdf Sesto al Reghena, , Pordenone, Friuli-Venezia Giulia, Italy He founded Art Aia - Creatives / In / Residence which is an international art residency for artistic production and research that focuses on the development of the creative process and facilitates cultural exchange across borders. https://www.ilgazzettino.it/home/art_aia_antica_stalla_diventa_centro_creativo_le_mappe_fluide-606448.html ;https://en.wikipedia.org/wiki/Art_Aia-Creatives/In/Residence He wrote the foreword of "Per scelta, per caso. Oltre l´Actors studio" written by his mentor John Strasberg. https://fondazionecsc.academia.edu/GiovanniMorassutti ; He co-founded Art Aia - La Dolce Berlin which is a project space, in the field of contemporary art that hosts artists from all over the world and give them an opportunity to showcase their work in the city of Berlin. https://artaialadolceberlin.com/imprint/ Cannes, 06029, Provence-Alpes-Côte d'Azur, France He attended the 71st edition of the Cannes Film Festival as a cast member of "For the time being" directed by Daniela Lucato tha has been presented at the film market. Family Tree owner : Eight ALBERT (abarin)	cc/2022-05/en_head_0001.json.gz/line508
__label__cc	0.656939	0.343061	L-Arginine - Sustained + Immediate Release, 500mg What is Doctor's Best Sustained Plus Immediate Release Arginine?Doctor's Best Sustained Plus Immediate Release Arginine promotes a healthy cardiovascular system, enhances healthy circulation and supports heart function. L-arginine has been shown to support the cardiovascular system, through its conversion to nitric oxide. Research suggests L-arginine supplementation may also have positive benefits on athletic performance. Two tablets of Doctor's Best Sustained Plus Immediate Release Arginine delivers 1000mg L-arginine in a bilayer tablet, with two tablets providing 500 mg of sustained release and 500 mg of immediate release L-arginine. This technology allows for enhanced blood levels of L-Arginine for a continuous period of up to 8 hours. How does it work?Oral L-arginine supplementation has been shown in clinical studies to support various aspects of cardiovascular health. A randomized double-blind placebo-controlled trial found that six weeks of L-arginine supplementation enhanced circulation and supported healthy heart function compared to placebo. The L-arginine effect was due to its role in NO production. Other clinical trials have shown that oral L-arginine supplementation contributes to enhanced exercise tolerance because of its ability to enhance cardiac circulation and vasodilation of blood vessels. L-arginine enrichment of the diet in healthy individuals was shown to support blood pressure already in the normal range. The overall results of these and other clinical trials showed that long-term administration of this amino acid significantly enhanced endothelial function. Why take Sustained and Immediate Release Arginine?The normal aging process in humans has been found to be associated with progressive changes in endothelial function (cells that line the inner surfaces of blood vessels). Research suggests that a major reason for these common changes associated with aging is reduced production or bioavailability of nitric oxide (NO) in vessels and tissues. L-arginine is a substrate for the enzyme nitric oxide synthase, required for the production of nitric oxide in the body. Nitric oxide is a substance critical for the maintenance of normal vascular function. NO mediates a number of physiological effects on the cardiovascular system, including supporting healthy endothelial function, enhancing cardiovascular health and displaying potent antioxidant properties against free radicals.	cc/2022-05/en_head_0001.json.gz/line509
__label__wiki	0.883314	0.883314	solar power tower Crescent Dunes Concentrated Solar Power Tower Will Power Up in March Crescent Dunes Concentrated Solar Power will begin commercial operation before the end of March, and SolarReserve’s south-central Nevada solar project won’t stumble out of the gate the way power-tower forerunner Ivanpah David Llamas2016-12-27T14:58:03+00:0001-03-2015\|Categorías: NEWS\|Etiquetas: Concentrated Solar Power, Concentrated Solar Thermal Power, Concentrating Solar Power, Crescent Dunes, CSP, DOE, DOE Loan Program, Energy Storage, Energy Tax Incentives, Investment Tax Credit, itc, Ivanpah, Nevada, photovoltaic, Power Generation, renewable energy, Renewables, solar energy, solar power, solar power tower, SolarReserve, Tax Incentives, termosolar, U.S.\| Concentrated Solar Power Tower In Seville, Spain: The Future Of Electricity? (VIDEO) Seville, Spain hosts the first commercial operation of solar tower technology in the world. According to the report, it features over 1,000 freestanding heliostat mirrors that follow the arc of the sun. David Llamas2015-08-28T09:09:43+00:0019-02-2011\|Categorías: NEWS\|Etiquetas: Concentrated Solar Power, CSP, Green Energy, Seville Solar Power, Solar Power Seville, solar power tower, Solar Tower, Spain\| SolarReserve Receives Final Licensing Decision for 150-Megawatt Rice CSP in California Key state permit approved for construction of California’s first commercial-scale molten salt solar power tower; thermal energy storage technology will provide firm, reliable power. David Llamas2015-08-28T09:10:58+00:0017-12-2010\|Categorías: NEWS\|Etiquetas: California, Concentrating Solar Power, solar energy, solar power, solar power tower, solar thermal, SolarReserve, U.S.\|	cc/2022-05/en_head_0001.json.gz/line515
__label__wiki	0.846745	0.846745	Digging Deep for Free Speech Olivia Cohen, Berit Hansen, and Mason Arneson \|January 29, 2020 Abdulla Eisa, senior, started his daily routine of walking from class to class, but he noticed something that stopped him in his tracks. Among the colorful posters promoting the Trans Youth club and school trip to Belize, stood a poster for a club with a pro-Israel agenda. Eisa, who supports the pro-Palestine cause, is okay with having a club supporting pro-Israeli beliefs, he thought that having a visual poster for the club hanging in the hallways of HHS crossed the line. “I have had about 60 of my family members either killed or imprisoned by the Israeli Defense Forces (IDF),” Eisa said. “My mother gets a daily call informing us about yet another family member of ours who has been killed.” Eisa, along with many other pro-Palestine supporters, took action into their own hands and lodged a complaint against the posters hanging on the wall. These complaints had been viewed by Doug Bullinger, principal, in which was later passed on to higher administration consisting of Dr. Rhoda Mhiripiri-Reed, superintendent, and Alex Fisher, Director of Community Education. While the principles of the First Amendment such as freedom of speech, religion, assembly, press, and petition of government are fundamental to maintaining American democracy, the fine line between right and wrong is ambiguous and up for interpretation. When it comes to student voice in particular, the fine line becomes even finer. Universally, U.S. courts allow schools to regulate specific types of student expression, resulting in the prohibition of rhetoric or acts that disrupt the school environment, or invades the rights of others. The 1969 Supreme Court case Tinker v. Des Moines set a precedent for students to possess the rights to the First Amendment in schools. The court decision was that students “do not shed their constitutional rights to freedom of speech or expression at the schoolhouse gate.” Despite the landmark case, the Freedom Forum Institute says that there are fundamental differences between the freedom of speech students hold in and out of school, in addition to the freedoms that are upheld in private versus public schools. “I believe that the First Amendment shouldn’t cover any forms of racism, religious intolerances, sexism, or homophobia,” said the student who wishes to remain anonymous. “Unfortunately, more often than not, all the First Amendment does is protect the people who are saying hateful things.” As the First Amendment is open to interpretation, problems have occurred with HHS dealing with religious tensions. “People say and do whatever they want because they are safe behind policy 505,” Eisa said. “What these people don’t realize is that what they are saying are deeply traumatizing.” In response to Eisa’s issue, administration school sanctioned listening sessions and a fishbowl discussion, which occurred on Monday, Nov. 25 and Tuesday, Nov. 26. Over the past three years, the administration has attempted to integrate more student voices into the Hopkins community. In the spring of 2018, HHS sanctioned a school walk out, in protest of gun violence. Additionally, come winter 2018, the administration supported a school-wide sit in, as a way to spread awareness of sexual assault. During the sit-in, in addition to speeches made by sexual assault survirors, Mr. Bullinger was present and expressed support of the event. Although retrograde cases of students utilizing the First Amendment have been socially driven, the recent turbulence have risen out of student’s religious and moral standards. Hezzy Segal, junior, is co-president of the HHS chapter of Students Supporting Israel (SSI) club, which was brought up during the fishbowl. “The posters were initially approved by the administration, yet there is a cycle of putting them up, just to have them torn down and us putting them back up,” Segal said. “They have been reviewed by our advisor [Mr. Michael Babine-Dinnen, social studies], by Mr. Bullinger, as well as the district attorney, who still approved the posters to be acceptable to be hung up in the halls.” Issues have been passed on to a higher level above HHS administration, yet there is no clear result coming from either level. “I have filed reports to the principal who just told me that the issue was above him,” Eisa said. “They were later sent to the superintendent, who has yet to do anything about it.” With this situation in mind, it shows the complexity in which the First Amendment stands in schools. “It’s not about the club’s existence, it is about disrespecting the other side and the trauma others may feel because of it,” said Eisa. “It is the importance of the lack of empathy and being ignorant.” The social media age has ushered in an entirely new and even more complex layer to the First Amendment argument. The content posted on social media by students can be controversial and can be tough for administration to get involved with or disciplined due to their First Amendment rights “It acts as a release for their personal frustration,” the student who wishes to remain anonymous said. “It tends to spark a reaction from administration, although it tends with administration asking to take the posts down.” Policy #505 is the foremost document regarding the district’s handling of the First Amendment, which means that judgment of what is right and wrong under freedom of speech guidelines is not up to the administration. “I don’t draw the line on the First Amendment. School law and past precedent, however, do. Our policy, #505, is based on that law. In short, it really isn’t a ‘First Amendment according to Mr. Bullinger’ sort of thing,” said Bullinger. Although no member of the HHS administration could be reached for questions, there is language within Hopkins Vision 2031 that gives some direction for where the district hopes that freedom of speech will be in 2031. One of the listed traits for a 2031 graduate is that they will be confident in their own voice, and upholding the First Amendment rights both inside and outside of school grounds is a centerpiece for achieving that confidence. The only issue with upholding those rights is finding where the borders of right and wrong are, and it is a lot easier said than done trying to figure out what is acceptable in a high school environment. Relating to Policy #505, “The purpose of this policy is to protect the exercise of students’ and employees’ free speech rights, taking into consideration the educational objectives and responsibilities of the School District. It is recognized that the right of free speech and freedom of the press are the rights of every citizen and that the reasonable and responsible exercise of these rights on school premises is a valuable part of the educational experience of students. It is also recognized that these rights are not absolute.” People interpret what people say in different ways, so what one person might think that something said is completely okay, while another person might believe that it is offensive and derogatory. Due to peoples different viewpoints, it makes it very hard to pigeonhole the rights of the First Amendment. C-Spread: Sexual Assault Awareness month Proper Pronouns Whatever your pronouns may be, it’s important to get them correct. On Dec. 1, Elliot Page came out as transgender. You might’ve seen him star... Unrest at the Capitol undermines democracy, impacts HHS students Elliot Page and the importance of accepting pronouns	cc/2022-05/en_head_0001.json.gz/line518
__label__wiki	0.77294	0.77294	Photo Courtesy: Guardian Media Group/Sam Frost By Ashley Coates. Published: 24/07/2013 “I always felt they had to be in pairs so Walter the Rat had a pet worm which was the victim really when it came to fishing”. Today Nick’s feature films have multi-million pound budgets backed by some of the biggest names in Hollywood but his first characters were made of a product called Fuzzy Felt and inhabited a world based in his parents’ backgarden. He began making films aged 13, mostly short sketches involving comedy duos such as Walter the Rat and a friendly worm, or Murphy and Bongo, a caveman and a dinosaur. Many filmmakers have had their first experiments in film at a young age but with Nick’s work there is a noticeable continuity between some of the thinking behind the films he made in his teens and what became Wallace & Gromit. His father was the first to note the trademark humour in his short films and encouraged him to go to film school. A real lightbulb moment happened at a film festival where Nick had the idea of combining the kind of humour found in Looney Tunes, Tom & Jerry and Disney cartoons with plasticine animation. Working with plasticine is a notoriously painstaking process. At Aardman Animations, the Bristol-based animation studio for Wallace & Gromit, the production teams rolled out roughly two minutes of footage every week, even when using 25-30 units of animators all working simultaneously. It’s a process that Nick himself has found testing, the first Wallace & Gromit film, A Grand Day Out, which started as his graduation project, took seven years to complete. As well as having the stamina needed to work with clay, Nick is an obsessive character who never stops dreaming up new sketches, endlessly doodling on a notepad. Rarely in animation, or film in general, does so much of the creative work originate from one individual. As well as directing, writing and producing the Wallace & Gromit, Chicken Run and Creature Comforts films, much of the set design, “costume”, accents, even the colour of the socks are mostly determined by Nick. He would be the first to say that animation is a collaborative effort, with ideas coming from many sections of the team at Aardman, but most of the core ideas come from Nick. He was born and raised in Preston, Lancashire, where he attended Cuthbert Mayne High School. He is a graduate of Sheffield Polytechnic, now Sheffield Hallam University, and the National Film and Television School in Buckinghamshire. He is the recipient of four Academy Awards and five BAFTA Awards and until 2010 he had the rare accolade of winning an Academy Award in every year he was nominated. He is also a recipient of the coveted gold Blue Peter badge. This is an abridged version of a series of 30 interviews made for a book. All net proceeds go to The Prince’s Trust. BUY NOW: Amazon.co.uk BUY NOW: Amazon.com The Prince’s Trust helps the UK’s most disadvantaged young people change their lives by getting them back into education, training or employment. All net proceeds from this book will be donated to The Prince’s Trust. The total donation is estimated to be £5,000. The Prince’s Trust is a charity registered in England & Wales (1079675) and Scotland (SC041198). You first picked up a camera at the age of 13, what were your first films about and how did you approach putting them together? I was about 13 and my parents had this home movie camera that could do single frames. Art was the only thing that I was good at really and I could draw cartoons. I didn’t know much about how to make animated cartoons and I found it quite hard to find out but my dad was a photographer and he told me some of the basic principles of how animation works and I turned some of my early cartoons into animations. I didn’t have the technology to do cel animation like they do at Disney, so I went very low-tech. My first film used something called Fuzzy Felt. My mother is a dressmaker and she always had scraps of felt so I made my characters into felt cutouts and moved them on a board which was the background. I made up a story for a character called Walter the Rat and created The Rat and the Beanstalk. It took me a day to shoot. Which reminds me, I was quite obsessed with this Walter the Rat and I tried to do a drawn animation version which never came back from Kodak. So there’s a lost film somewhere! We’ll have to get the BFI to chase it. Yes we will! Because it didn’t come back I tried something a bit quicker, using Fuzzy Felt. Then I tried something with puppets called Walter Goes Fishing. So I made half a dozen films just like that at home really. I know the storylines weren’t particularly deep at this stage but is there any noticeable continuity between the themes that we now see in the Aardman films, such as the humour, or the setting? There probably is, I don’t know in what way but the beginnings of what I did with plasticine did exist and I remember my dad picking up on the humour. That’s what gave me a lot of confidence in the storytelling and the characters, that I could make people feel sad or make them laugh. I didn’t realise this at the time but a lot of the characters I created were duos, like Wallace and Gromit. It comes from watching things like Laurel & Hardy and Tom & Jerry. I always felt they had to be in pairs so Walter the Rat had a pet worm which was the victim really when it came to fishing. I had another set of characters which no one has ever really seen called Murphy and Bongo, which was a caveman and a dinosaur character. It’s interesting how that has carried through. After school you studied Communication Arts at Sheffield Polytechnic before going to the NFTS, a very elite film school, and then to Aardman Animations in Bristol who were mostly working on commercials. How did your career develop during those years to the point where you got involved with Aardman? That’s quite a long patch really but I’ll try to sum it up. I always thought this would be a hobby really, forever, because coming from Preston in Lancashire, I had never heard of anyone going into the film business or TV so it wasn’t on my radar as something I could do. I did a foundation art course at A-Level standard in Preston and there it was suggested by my dad that I should do a degree course in filmmaking. I went to Sheffield and made a couple of short films and with that applied to the National Film and Television School It was while I was there that I created Wallace & Gromit, which was my final year project. As it turned out it wasn’t my final year project as it took me seven years in total to complete! I met Peter Lord and David Sproxton from Aardman during the course. They came and did a NFTS lecture one day and saw what I was doing and said, “why don’t you come and help us on Morph over the summer?” Then they asked me to stay full-time but I kept telling them that I had this film to finish so they eventually said, “why don’t you bring the film and we will negotiate with the film school and Aardman will help you finish it?” That’s an amazing opportunity. Yes, it was, I was working on Aardman projects part-time so it was taking ages but it was great the way it worked out and I have stayed here ever since. Where did the characters of Wallace and Gromit, particularly Wallace, come from? It must be connected with the duos you were working on in your early films? Yes there were many inspirations. One of the reasons why I have gone for model animation, because I tried all sorts of techniques at college, was I just liked the way it was like a real film in that you use a camera, lighting and there’s a physical set. I also loved comedy and cartoons so you get the best of both worlds. I tend to refer to my childhood a lot and things I remember from my parents’ house or my granny’s house. I often refer to things I saw, like the tea tray or the wallpaper, or the gnomes in my granny’s garden and the shapes I remember as a kid which were attractive and interesting. The shape of the rocket in A Grand Day Out is influenced by cartoons like Tintin and films like H.G. Wells’ First Men in the Moon. Wallace is said to be based on my dad but I discovered that in retrospect. I didn’t consciously do it, it was after I made A Grand Day Out that I remembered how my parents had made a caravan from scratch one year. My dad built it and seven of us went on holiday in it and my mum did the interior, with a cooker, a sink and wallpaper. So it was only after I made A Grand Day Out that I thought, “oh gosh I have made a film about my dad!” One of the other interviewees for this series is Catherine Johnson, the writer of Mamma Mia!, who is also based in Bristol. She was telling me that she has lived a lifelong process of observing things, soaking stuff up from her friends or wondering around in public and it translates into a story later almost without realising. She’s always thinking about stories and jotting ideas down, is that a similar scenario for you? Definitely, always, you never switch off. I’ve always got a sketchbook handy and even if I’m watching TV or on the phone, I’m still doodling. My mum has always said that while I was a kid I was the quiet one, always observing, and I would love to go off drawing on my own, they were my happiest moments. She said I would stay on the phone and observe people, like Gromit, she would say. Turning to A Grand Day Out again, you said some of that was inspired by your family both in terms of the characters and the setting, which is clearly Preston, the humour is in there as well. Did you just collect up all your ideas and go, “right I am just going to do what makes sense to me and like-it-or-lump-it as to whether anyone else will enjoy it”? Did you think about whether it would have wide appeal, because the risk would have been that it could have turned out quite narrow and eccentric? It turned out, of course, to be very popular. It was partly the beauty of being at college really, that I was free from commercial pressures. I was always aware of audiences but to be honest from the beginning I have just wanted to make films that I would personally find entertaining and draw from all the things I loved when I was growing up. It was things like animations in kids’ TV, Disney, Laurel & Hardy, Indiana Jones, European films, all mixed up. I’ve always wanted to make my own mark and when I started A Grand Day Out, I hadn’t seen anything like it in that I hadn’t seen a movie made with puppet animation or cartoon rules in a 3D world. I remember being at an animation festival and there were so many quiet, serious and obscure art films on but part of the festival was showing Chuck Jones’ [Looney Tunes creator] films like Daffy Duck and Bugs Bunny which I really enjoyed and I came out thinking, “no one has ever done that kind of humour in clay animation, so that’s what I am going to do”. I do like audience reaction but it’s hard to keep a perspective on what you are doing. If you’ re working on a feature that takes four or five years to complete and you think up some joke at the beginning, you then have to stick with it for the duration and you only see a reaction four or five years later, you can start loosing confidence in the jokes. I suppose if you are spending so long on one project you can over-think it. You start to question everything. The only people watching it while it’s being made are the edit team and people working on the sound and they have all seen it a million times and half way through production no one is laughing any more. In the final mix you have seen the film about 300 times and everyone has stopped laughing, you start to think it may not be funny. I remember thinking that about The Wrong Trousers, thinking I wasn’t sure what I had made. I wasn’t sure if anyone would like it, quite honestly. I was quite bowled over when I went to the premiere and had the first reaction. Thinking about the length of time it takes to produce these films, what are the mental effects of working with plasticine for so long. In the 1996 Australian current affairs programme, 60 Minutes, you said working with plasticine might be compared to giving birth in terms of the pain of the process, is it just that 25 frames-per-second is tedious or are there other aspects to it that are tough? The slowness is all part of it but it’s also about being a bit of a perfectionist and finding it hard to let things go. I have worked with a wonderful team that understands this area really well so a lot of things are happening automatically now but I still like to be involved in every frame and every process from the storyboarding, to the design of the characters, I feel I know what colour the socks of every character should be. The bits I don’t really know enough about are the music and sound effects, although obviously I am looking at them and approving them all the time. For a feature film, to get it done on schedule you are shooting a lot of scenes at the same time so it’s all got to be storyboarded so you know where you are at any one time. It’s quite a massive undertaking to keep an eye on it all. When you do have a vision for what you want it to look like, as you’ve described, but you are working with a huge team of technicians, animators, and also pressure from finance and potentially America on some of your feature films, how do you keep creative control in that environment? Especially as you are on the quieter side personally and film is traditionally thought of as quite an aggressive industry. I have done two feature films now, Chicken Run and The Curse of the Were-rabbit, there were massive learning curves both in terms of making full-length feature films and working with other studios, with Dreamworks. Jeffrey Katzenburg, from Dreamworks, had a huge appreciation for what we do here, I felt I was treated very well, I am not a person who naturally cracks the whip and refuses to come out of my trailer, though some of the plasticine models do. It was a learning curve but it was a case of learning where your real battles are, which battles to fight and which to leave. It was also important to know which areas they know a lot about, like the marketing and the music that will make it a big success in the cinema world. It was give and take really, with Wallace & Gromit it was easier because I had already made three shorts and I could say “Wallace would not do that”. With those films we were trying to stay true to our own culture and sometimes the Americans wouldn’t understand the accent or a turn of phrase so sometimes we had to compromise a little, but we pretty much dug our heals in. Jim Henson said one of his main motivations was making as many people as possible happy. What would you say are your main motivations? I think I would say I do like making people laugh but I also want to move them as well. I know it’s comedy but I do want to make something meaningful, but I do see comedy as meaningful actually and being a great tonic. I think I want to tell a good story that makes people laugh and moves them. The reaction that a lot of people have towards your films, particularly Creature Comforts and Wallace & Gromit is “oh, I wonder how they came up with that?”. What is the development process like for one of your productions because I am guessing it is less formulaic than the approach you might take within a television production company or an ad agency in terms of how you go about creating new ideas? At Aardman we pride ourselves on being original and not being formulaic, we do have to have a stamp of originality in it. We have a development team now and a number of different creatives and directors that are eager to make films. I personally feel kind of spoilt because I can mention an idea and everyone listens, I don’t know how long it will last! Everything goes through some kind of evaluation and there are lots of ideas here that don’t get taken up. If we are genuinely finding it funny then we hope other people will too. If you make it for yourself then that is how it will appeal to others but if you try hard to fit a perceived market you might miss badly. One thought on “Interview: Nick Park CBE: Wallace & Gromit” Pingback: Wallace & Gromit creator, Nick Park, on how he made it in film \| How Did They Do It?	cc/2022-05/en_head_0001.json.gz/line521
__label__cc	0.656948	0.343052	Home Editor's Pick Trust is the Key to a Stronger Financial Sector Trust is the Key to a Stronger Financial Sector by internationaldirector September 27, 2018 By David Swanson, Head of Lending, ArchOver Traditional lenders such as high street banks are seeing parts of their business model change following the rise of alternative finance. As well as shaking up the finance space, alternative finance companies like peer-to-peer (P2P) lenders and fintechs are also injecting a growing consumer trust into the financial industry – which has long struggled to prove its trustworthiness to customers. Our research found that over a third (36%) of UK investors have a deep distrust in the financial sector, and are generally unsure who to trust with their money – or where to invest it. As P2P matures, it must maintain its leadership on consumer trust, increasing lender confidence and delivering attractive returns. The growing sector doesn’t have the scale or the intention to pose a major risk to the big players, but a shake-up of the ways people access finance can only be a good thing for a financial industry that has remained largely unchanged for the past 400 years. While too radical a change in too short a time leads to the type of risk that threatens us all, the P2P sector’s considered approach thus far and its core tenets of lender control and transparency are inspiring trust in users. And trust, as we know, is fast becoming the currency of the future. Looking ahead boldly This is just the start for P2P. As it matures, it will be in a great position to work in tandem with the banks to expand their services. There is still an obvious space in the investment market for P2P to fill. On top of that, P2P platforms attract borrowers with a vastly different profile to the banks, meaning P2P will remain outside of the banking fold, complementing the existing financial landscape rather than melting into it. Banks are not the only source of significant cash. There are many past innovations that are now commonplace. Company treasures, family offices, funds, pension funds, individuals and charities are all investment vehicles that have, at one point or another, stirred things up. When we consider them today, however, we do not view them as grave threats, but rather as necessary options that have helped us to grow the size of the pie overall. Technology has played a major part in this – and in increasing consumer trust in finance. Over a third (37%) of those we surveyed would hand over trust to technology when they need financial direction. This has opened up a huge market for fintechs and financial robo-advice services in a marketplace in search of trustworthy financial advice. Working with, not against, the big banks On the other hand, until significant scale is achieved in P2P lending, with further products on offer for borrowers and a deeper sense of opportunity for lenders, the banking system is unlikely to invest seriously in the sector. In the US, which is a few years ahead of the UK in respect of funding, P2P has already begun to form a part of the smaller banks’ strategies – which suggests the course the UK market will take. In this scenario, P2P will remain a bothersome, if small, source of competition rather than a partner asset. That competition will help keep the banks honest: that’s a large part of the true value of P2P. With all this in mind, the question of whether banks and P2P platforms should collaborate or compete is an important one. For the time being, the fact that P2P and the banks do things very differently is leading to more value being created for both. Co-existence is working well in place of symbiosis. Pushing P2P forward One of the greatest strengths of P2P is that its business model is based on lenders’ own balance sheet and not that of the P2P company, or any other institution. It is therefore in P2P’s best interest to work at maintaining and growing trust among lenders and borrowers. Competition is always healthy but if it gets in the way of stability and thorough processes, both lenders and borrowers will be negatively impacted. There will always be pain points when looking at P2P as a possible source of funding. This is a necessary price for the benefits of alternative finance, but more than this, they are also the trademark of a sector that is truly democratising access to finance. The biggest challenge faced by borrowers is one of trust. A large portion of the businesses that seek P2P funding are owner-managed businesses in which there is a direct relationship between the performance of the businesses and the financial wellbeing of its owners. For a P2P lender to raise funds for that business takes time and effort, as well as a thorough view of their track record and shared values in terms of trust and honesty. Personalisation is taking over the modern world, from retail to manufacturing, and this is plain to see in the world of finance too. A personal touch is an obvious tenet of peer-to-peer – the clue is in the name. But in order to deliver the best returns for investors, who distrust the system based on experience, and support businesses seeking funding to grow, treating businesses as individuals is crucial. For too long the finance industry has been simply a numbers game – alternative finance, and particularly P2P, is changing this for good. It’s time to focus on the people behind the numbers. Simply put, there can be no shortcuts on the road to building trust. In the long-run, taking the time out to focus on building trust will not only strengthen a business – no matter the industry – but also provide security to the lender. This combination keeps P2P, and the financial industry as a whole, the honest and trustworthy service it should be. In turn, this brings stability – a decade after the crash, could anything else be a better sign of a brighter future? ArchOverDavid SwansonFinanceP2PP2P LendingTechnology Can Excessive Reliance on Statistics Undermine Managerial Decision-making and Policy Formation? Silicon Valley under Pressure: Will Technology Remain the Leading Sector over the Long-Term? The Boris Bounce – Just ‘Hype’ or A... Looming Tech War and Factors that Will Determine... Middle Eastern Heat	cc/2022-05/en_head_0001.json.gz/line524
__label__wiki	0.580054	0.580054	Photo: Circuit of the Americas Track Day: 10 Best Race Tracks In The USA Whether you are a driver or just a spectator in the crowd, racing is an experience unlike any other. Besides the adrenaline-triggering, heart-pumping action and the variety of racing styles, the sport isn’t bogged down by venue standardization. Go to any football, soccer, hockey, or basketball stadium and you’ll be looking down at what is – for all intents and purposes – the exact same field, rink, or court. And while that’s great for keeping competition fair, it doesn’t offer much in the way of variety. Not the case with racetracks. Each one is distinct and unique in its own way. Even NASCAR tracks come in different shapes and lengths. Furthermore, since racing is a primarily outdoor sport, there’s also the added benefit of getting to enjoy the environment that surrounds the tracks. It gives them character outside of just their shape and length. Travel across the United States and you’ll find beautiful tracks in every locale, from the sun-drenched California wine country to the wooded hills of the northeast. So, if you’re looking to hop on your bike, get in your car, or you just want to see some folks go really fast, the following courses are the best race tracks in America. Just outside of downtown Austin, Texas, this 3.41-mile track is situated on 1,500 acres of rolling hills. And, although it is home to what is now the only USA-based F1 race – the United States Grand Prix – this facility offers far more than just open-wheel racing. In fact, people travel here from far and wide to watch the X Games, MotoGP, the FIA World Endurance Championship, sports car championships, and more. It even hosts a number of non-racing events, including large scale concerts in its Austin350 Amphitheater – which is fitting, considering the city is the world’s live music capital. Whether you want to watch some fast pace motor vehicle racing, catch your favorite bands, or even take to the track on your bicycle (an experience offered every Tuesday night), you can do it all at the Circuit of the Americas. Location: Elroy, Texas Length: 3.427 Miles Racing Type: F1, Endurance, Motorcycle/Superbike, EV Learn More: Circuit of the Americas Florida is home to a lot of racetracks. So it’s saying a lot that this is – by far – the state’s most famous. Not only is it home to the Daytona 500, but it has consistently been hosting championship-level races for more than half a century. For reference, Dale Earnheardt Sr. – arguably the greatest NASCAR driver of all time – won a total of 34 races at this Daytona Beach track across his career. Needless to say, this speedway might just be the most historically significant stock car track in the United States, with Indianapolis its only true competitor. Daytona International Speedway also appeared in the 80s movie Days of Thunder (starring Tom Cruise), is one of the locations to host the Richard Petty Driving Experience, and offers private track rentals for events on non-race days. Location: Daytona Beach, Florida Length: 2.5 Mile Tri-Oval, 3.56 Mile Sports Car Track, 2.95 Mile Motorcycle Course, 1,320 Foot Flat Track Race Type: NASCAR, Sports Car, Motorcycle, Kart, Powerboat Learn More: Daytona Speedway Indianapolis Motor Speedway Famous for housing the Indy 500, this Indiana raceway is heralded as the “Racing Capital of the World.” And while you could argue either for or against that moniker, there’s no denying the significance of this track to the racing industry. Not only has there been racing events hosted there going as far back as 1909 (with their first event, believe it or not, being a balloon race), but the venue has been home to everything from motorcycle championships, to NASCAR, to Formula 1, and plenty of stuff in-between. In fact, Indianapolis now also hosts one of the coolest racing spectacles to behold currently: the Red Bull Air Race. If you happen to be in the Indianapolis, Indiana area the next time the Red Bull Air Race is in town and you’ve never seen plane racing, you should absolutely try to check it out. Trust us – it’s incredible. Location: Indianapolis, Indiana Length: 2.5 Mile Rectangular Oval, 2.605 Mile Infield Road Course Race Type: NASCAR, F1, Open-Wheel, Motorcycle, Vintage Learn More: Indianapolis Speedway Lime Rock Park Nestled in the woodlands of Litchfield County, Connecticut, Lime Rock Park has been in continuous operation since 1957 – making it the longest-operating road racing circuit in America with the exact same track as when it originally opened. It’s also the venue out of which the Skip Barber Racing School (one of our picks for the best driving experiences) is offered. While it is relatively short – measuring at just 1.5 miles of track – it’s also a deceptively difficult course to drive well that traverses both hills and dales throughout its length. And while it played host to a number of big-name professional drivers (including Mario Andretti, Dan Gurney, and Skip Barber), it was also one of Paul Newman’s favorite tracks to drive after he fell in love with the sport following some leading rolls in some car movies. Location: Lakeville, Connecticut Length: 1.5 Miles Race Type: Varying Automotive & Motorcycle Learn More: Lime Rock Park Mazda Raceway Laguna Seca Just over 20 miles from the nearest beach and less than two miles off the Monterey Salinas Highway in California sits the over 2.2 miles of beautiful paved track known as Raceway Laguna Seca. Famous for a blind crest leading into a 3-story drop turn – called The Corkscrew – this racetrack plays host to everything from F1 racing events, to the Superbike World Championship, to individual driving experiences, and plenty of other offerings both professional and amateur. And while its name was recently changed to reflect its primary sponsor, this historical track has been in operation since 1957 – making it one of the longest continually-operating tracks in the United States. If you’re visiting the west coast and you either want to watch some racing or perhaps get out on the pavement yourself, there are few places as superb as Laguna Seca at which to do it. Location: Salinas, California Learn More: Laguna Seca Road America Established in 1955 – making it older than both Raceway Laguna Seca and Lime Rock Park – this racetrack is about halfway between Milwaukee and Green Bay in a town called Elkhart Lake in Wisconsin. The 640-acre grounds feature a legendary 14-turn road circuit, a Motorplex for both karting and super moto, and the Road America Motorcycle and Advanced Driving Schools. On top of that, this track also plays host to a number of different driving experiences, an off-road track, zip-lining, a disc golf course, and both foot and cycle courses. But don’t worry if being a spectator is more your speed, because there’s an ever-rotating host of professional racing events which you can attend throughout all 12 months of the year. In fact, you can even buy a season pass that will get you onto the grounds year-round regardless of the event. Location: Elkhart Lake, Wisconsin Race Type: NASCAR, Sports Car, Superbike, Off-Road, Varying Automotive & Motorcycle Learn More: Road America Sonoma Raceway Second only on the west coast to Laguna Seca, Sonoma raceway is a brilliantly designed 2.52-mile 12-turn road course built into the hills of California’s wine country. It also features a 1/4-mile drag strip; has hosted racing’s biggest and brightest including Mario Andretti, Dale Earnhardt, Jeff Gordon, Dan Gurney, and more; and features an average of 340 days worth of track activity every year – making it one of North America’s busiest racing facilities. The track also offers a whopping 160 feet of elevation change from its highest point to its lowest, while the greater facility is also used as a recycling drop-off, houses 4,000 sheep used to maintain the grounds, and has been in operation for over 47 years. Location: Sonoma, California Length: 2.52 Mile Main Circuit, 1.95 Mile Chute Circuit, 440 Yard Drag Strip, 2.22 Mile Motorcycle Circuit, Learn More: Sonoma Raceway Utah Motorsports Campus There are few facilities in the world as comprehensive as the ones at the Utah Motorsports Campus. Not only does UMC have a full host of road tracks, but it’s got a series of off-road courses, a kart center, serves as festival grounds, and even offers up some on-foot obstacle course events. Not to mention it is out of UMC that Ford runs their Performance Racing School – a comprehensive series of courses for new Ford vehicle owners and fanatics where you can drive Mustangs, the brand’s BOSS 302 race car, and their F-150 Raptor. And it helps that this series of tracks and driving experiences is nestled within sight of the Rocky Mountains, because the only thing that makes driving on an excellent course is getting to do so with beautiful vistas all around you. Location: Tooele, Utah Length: 4.486 Mile Main Circuit, 3.048 Mile Outer Circuit, Two 2.2 Half-Circuits, Off-Road Course Learn More: UMC Virginia International Raceway At the Virginia International Raceway, 3.27 miles of pristine track runs through the lush green countryside on 1,300 acres of land at the Virginia-North Carolina border. Although it started off as a humble local paved racetrack, the space has since transformed into one of the largest and best motor vehicle facilities in the nation. In fact, VIR plays host to an industrial park that houses the SoVa Motion Vehicle Lab, operated by the Virginia Tech Transportation Institute. Even better, this series of courses is also a popular testing location for everyone from NASCAR to the Sports Car Club of America. As if that wasn’t enough, there’s even an on-site shooting range, a spa, and a few full restaurants (in conjunction with normal concessions). Location: Alton, Virginia Length: 3.27 Mile “Full Course,” 1.1 Mile “Patriot Course,” 2.25 Mile “North Course,” 1.65 Mile “South Course” Learn More: VIR Watkins Glen International Raceway Located at the southern tip of Seneca Lake in upstate New York in a town with which it shares a name, Watkins Glen International Raceway has hosted races as far back as 1948 – back when races had to take place along public roads. It wouldn’t even get its own fully-paved permanent track until 1956. But, since then, it has been one of the all-time most popular American racing courses for professionals, amateurs, and spectators alike. In fact, this facility is widely known as the Mecca of North American road racing. It features a number of different configurations of varying length, which can be changed in accordance with race requirements and vehicles used, and – as is the case with many of these large-scale driving facilities – it has also served to host a number of different events, including concerts featuring the likes of The Allman Brothers Band, the Grateful Dead, The Band, and more. Location: Watkins Glen, New York Length: 3.4 Mile Grand Prix Course, 3.40 Grand Prix Course With Inner Loop, 2.454 Short Course, Learn More: Watkins Glen The 8 Best Hypercars On Earth If you’re looking for the ultimate vehicle to take to any one of these tracks, you can find it on our list of the best hypercars. The 20 Most-Anticipated TV Shows of 2022 The small screen has some big offerings this year. Nostalgia-Inducing Footage of Kanye Arises in Trailer for Netflix’s ‘jeen-yuhs’ The revered, self-proclaimed genius is getting his own docuseries. The 30 Most Anticipated Video Games of 2022 The new year is chock-full of new choices for each console owner. The 30 Most Anticipated Movies of 2022 Movies are back, and 2022 is shaping up to be a big year at the cinema. Lightsaber Battles Kick into High Gear in Trailer for ‘Star Wars Eclipse’ Game The long-awaited reveal went down at The Game Awards and garnered a great reception.	cc/2022-05/en_head_0001.json.gz/line532
__label__wiki	0.891936	0.891936	FLAME University launches International Research Seminar Series The first series will start from July 28, 2021 FLAME University, the pioneer of liberal education in India, brings to you a speaker series in the area of Communications Management from the School of Communication. Aimed at providing access and opportunities to collaborate with top scholars and practitioners in the field, this seminar series is based on three themes which include Methods in Communication Studies, Contemporary Issues in Communications Studies and Industry-led Research in Communication Studies. The inaugural session is on ‘Developing and Impactful Research: Ideas and Strategies’ and will feature speakers like Raj Sethuraman, Editor-in-Chief, Journal of Retailing, Justin Paul, Editor-in-Chief, International Journal of Consumer Studies, and, Professor, Universidad de Puerto Rico, USA and Vivek Balaraman, Chief Scientist & Head, Behavioural, Business and Social Science Research, TCS Research, Tata Consultancy Services, India. The session will also include speakers like Aparna Labroo, Co-Editor, Marketing Letters, and, Professor, Kellogg School of Management, Northwestern University, USA, Rajat Roy, Associate Professor, Bond Business School, Bond University, Australia, Russel Belk, Professor, Kraft Foods Canada Chair in Marketing, Schulich School of Business, York University, Canada, and, Stefano Puntoni, Associate Editor, Journal of Consumer Research & Journal of Marketing, and, Professor, Rotterdam School of Management, Erasmus University, Netherlands. The role of research in academia has come of age, with endorsements and incentives from national bodies like the UGC and AICTE. In addition, University rating and ranking bodies like NAAC, NIRF and QS also reward institutions and universities with a strong research program and output. In light of these developments, it is imperative for scholars in academia to not only develop new knowledge through robust research methods, but to also disseminate this knowledge through academic papers, thought pieces and industry collaborations. Dr. Dishan Kamdar, Vice Chancellor, FLAME University says, “I believe this session will be quite insightful and learnings derived from it will form as building blocks for students to showcase and dig deeper into research methods and idea dissemination, which is essential for the community at large.” The Department of Media and Journalism of FLAME University will host the seminar series for 6 months, beginning from July right up to December 2021. Each session in the series will be held for a duration of 90-120 minutes, including a Q&A session as well. Cumulatively, about 12-15 speakers will deliver interactive talk sessions in the entire series based on the themes above, averaging at 2 -3 speakers a month. The International Research Seminar Series will be open to all students, academicians and practitioners who may wish to attend these enlightening sessions. Tags: FLAME UniversitySeminar Series Marwadi University signs MoU with The Institute of Chartered Accountants of India for knowledge sharing In a step ahead in its endeavor to become a world-class center of learning, Marwadi University (MU), has signed an... IIHMR University, Jaipur selected globally for second phase of TDR Postgraduate Training Scheme IMS Noida groomed the students for ‘Campus to Corporate’ Fateh Education in partnership with The University of Manchester invites applications for LLB and LLM Law – 2022 Gurucool To Launch 15 New Centers In Six Different Cities By April 2022 SP Jain alumnus returns to campus to hire MBA talent Highereducationplus	cc/2022-05/en_head_0001.json.gz/line533
__label__wiki	0.970021	0.970021	JHU's Cheryl Holcomb-McCoy to lead American's School of Education Professor of counseling and human development, vice provost for faculty affairs at Johns Hopkins will assume new role July 1 / Published March 30, 2016 Cheryl Holcomb-McCoy, Johns Hopkins University's vice provost for faculty affairs who has been recognized for both her excellence in teaching and her efforts to increase diversity and inclusion in higher education, will be the next dean of American University's School of Education, the school announced last week. Image caption: Cheryl Holcomb-McCoy Holcomb-McCoy, who joined Johns Hopkins in 2009 as a professor of counseling and human development at the School of Education, will assume her new role July 1. "I am honored to be the next dean of the School of Education at American University during this transformative and innovative period in urban education," Holcomb-McCoy said via email. "I look forward to being the leader of a school with the vision of collaborating with local school districts and education partners to create the next generation of highly effective K-16 educators and leaders for our most vulnerable communities." American's School of Education—previously part of the School of Education, Teaching, and Health—was elevated to an autonomous unit earlier this academic year. It is home to five programs—Bilingual Education, International Training and Education, Teacher Education, Special Education: Learning Disabilities, and the newly redesigned Education Policy and Leadership program—as well as the Institute for Innovation in Education. "We are thrilled that Dr. Holcomb-McCoy will be joining the American University community in such a strong position of leadership," said Stacey Snelling, who has led AU's School of Education as dean over the past year. "She has had an exemplary career in service to the idea that education is a human right, one that we have an absolute obligation to ensure." At Johns Hopkins, Holcomb-McCoy works closely with faculty across the university to support and promote their work. Most recently, she has helped lead key university efforts aimed at implementing new mentoring approaches for junior faculty and at increasing faculty diversity. Previously she served as vice dean of academic affairs and chair of the Department of Counseling and Human Services at the School of Education. Her scholarly research focuses on the measurement of multicultural self-efficacy and cultural competence in counseling, the evaluation of urban school counselor preparation and training, and school counselors' influence on low-income students' college readiness. She has authored four books and journal special issues, 16 chapters in edited books, and more than 40 articles in peer-reviewed journals, and she currently serves as an associate editor of the Journal for Counseling and Development. Holcomb-McCoy served as a consultant to the Obama administration's Reach Higher Initiative and was among the speakers at the White House's 2014 Summit on Higher Education at Harvard University. Holcomb-McCoy earned bachelor's and master's degrees from the University of Virginia and a PhD from the University of North Carolina at Greensboro. "Cheryl has played an instrumental role in several important university initiatives that have made us stronger and will continue to shape Johns Hopkins for years to come," JHU Provost Robert C. Lieberman wrote in an email announcing Holcomb-McCoy's departure. "I am especially grateful to Cheryl for her steadfast and determined leadership on faculty diversity, mentoring, and satisfaction." Added Holcomb-McCoy: "I am incredibly grateful to my colleagues at Johns Hopkins University for giving me the opportunity to be an academic administrator and also for the support and mentoring along the way. I extend my sincere appreciation to the university administration for the opportunity to co-lead the faculty diversity and mentoring initiatives over the past two years. While these initiatives were recently launched, I'm positive that they will be successful because of the administration's deep commitment to them. For this I'm grateful." Tagged university administration	cc/2022-05/en_head_0001.json.gz/line535
__label__cc	0.676883	0.323117	Hyderabad: Radha Smelters launches new technology TMT bars Hyderabad: Radha Smelters, a leading brand in South India in TMT bars on Monday launched the first of its kind 550 D LRF (Ladle Refining Furnace) Thermo Mechanically Treated (TMT) Bars produced through the LRF route. The product was launched by the company’s brand ambassador and famous Telegu actor Rana Daggubati along with the company’s leadership at an event held at HICC. According to Sunil Saraf, company chairman, the new range bars are considered ideal for critical infrastructure projects and high-rise buildings. There are many grades in steel bars, 550D is a superior grade steel bar with high ductility and has been introduced for the first time in Telangana, he said. “It is a special grade bar that only a handful of companies in India are able to manufacture. This grade is used for high rises and for bridges, dams, ports, flyovers, bridges, wind turbine foundation and other structures that require a high load-bearing capacity,” he added. Radha Smelters also plans to expand its capacity at its Chinna Shankarmpet unit in Medak district of Telangana. It is aiming to achieve sales of Rs 1500 crores in the financial year 2022-23. Salman Khan’s Shera is now Katrina Kaif’s bodyguard? List of expensive things owned by Katrina Kaif, Vicky Kaushal	cc/2022-05/en_head_0001.json.gz/line539
__label__cc	0.583176	0.416824	By Jun Asahina, Executive Officer, Director of Japan Surveillance Business Unit Started with the rise of IP network cameras Q. Please tell us about your career to date in the security camera business. I began my career in the security field in 2005, after securing a position in product planning at a Panasonic sales company in Japan. The Security Solutions Business Division was planning to develop a new IP camera, and at the time, 90% of security cameras were still analog. (An IP camera is a digital video camera that receives and sends data via an Internet Protocol network.) Sensing that the future lay in IP cameras, I asked my boss to let me give a presentation on his behalf to the company president. I wanted to propose the full-scale launch of an IP network camera business in Japan. I ended up heading a company-wide project to promote this proposal. That was the year when i-PRO got its start. I was one of the flag bearers, but we couldn't sell the idea. It was a miserable period (laughs). Not only the competition of IP, but also the lineup, function, and usability of each company's analog camera system were really good. However, IP cameras offered overwhelmingly better image quality due to the fully digital technology. This meant that suspects captured by the camera could be clearly identified. Connect more freely. All we could do was hold onto the belief that the market would one day switch to IP technology. Q. When did you feel that the IP network camera business was finally becoming a reality? This was triggered by the business integration in 2010. At that time, the business divisions of the i-PRO Series and BB Camera Series were in separate companies within the group, and I was involved in a joint project between the two companies. By combining the strengths of both sides, we had found that we can achieve superior manufacturing at a much lower cost. In addition, the BB Camera division, which grew out of Kyushu Matsushita Electric, has strong cost power and manufacturing know-how accumulated in the telephone business. I was convinced that Panasonic could launch a lineup of IP cameras with costs equal to or less than those of analog cameras, but with features that were just as good or better. Then, with a focus on image quality and usability, the i-PRO smart HD lineup was released in 2010. Thanks to the hard work of the distribution department and sales partners, we were able to far surpass our sales targets. Three strengths of i-PRO Q. What are the strengths of i-PRO in the Japanese market? There are three core strengths. The first is excellent imaging technology, based on a history and an accumulation of expertise found at no other company. In 1957, Panasonic created the industry's first commercial surveillance camera. In 1997, we launched the world's first backlighting correction camera with wide dynamic range function for practical use. Our history of game-changing technological innovation has led to imaging technology that captures subjects clearly, even in challenging environments. Security cameras must operate properly 24 hours a day, 365 days a year, under all kinds of conditions. To achieve this, a number of technical barriers have to be overcome. For example, raindrops on the camera surface can obscure security images, so a hydrophilic coating is applied to the lens causing droplets to dissipate, thereby resulting in clear image quality. To get a blur-free image, the shutter speed needs to be continually optimized by monitoring the movement of people and cars. In cold regions, ice can also form on the clear protective dome of the camera, so the ice has to be melted to maintain image quality. I think our primary core strength is the ability to continually realize these kinds of unique technological innovations. Q. So constant technological innovation is the first core strength behind i-PRO's top market share in Japan. What are the other two strengths? Our second strength is the usability of i-PRO equipment. We have developed our technology based on customer feedback over many years. For example, we ensure that the cameras are easy to install. There are also features that greatly simplify the complicated settings usually needed for connecting the video recorder and cameras. Feedback from sales partners and customers can sometimes be harsh, but we believe that this is one of the driving forces behind strong product development. The third one is quality. Our products are used by professionals on the frontlines of business. In order to deliver reliable products that work continuously in all environments, 24 hours a day, 365 days a year, we apply a host of strict quality standards that exceed general requirements. Many of our customers have complete faith in the i-PRO and its long-term benefits. Visual data utilization key to the future Q. How do you think the Japanese market will change in the future? The role of security cameras has expanded to become data-gathering devices, and the market will continue to grow significantly. The key to the future will be not just crime prevention, but also how a wide range of captured images can be utilized. All kinds of information can be extracted from video. For example, an in-store camera can be used for analyzing customer behavior patterns to improve retail space layout, as well as for gauging the effectiveness of promotions, and making management decisions accordingly. Cameras will also become useful tools for various kinds of automation needed to make up for labor shortages. As such, the necessary camera functions will likely change in the future, and it will be important develop products that will be even more useful for obtaining data. Q. What kind of challenges are there for better utilizing video? Going forward, IP cameras will need to provide highly useful information. We will continue to hone our technologies to better realize the "The Power of Truth," which is also our brand tagline. Our aim is to take on the challenge of creating imaging technology that can capture information in even more difficult environments, that is exceptionally weather resistant, and that can obtain data that goes beyond 2D video. Various services for utilizing visual data are appearing on the scene. This means that AI processing will need to be carried out by each IP camera device, so that only the necessary data is uploaded to the cloud. We also want to remain a leader in AI cameras capable of this edge processing. However, when it comes to utilizing video, the things that customers want to do and the data they want to analyze will differ depending on the application. Given this situation, we cannot provide solution packages only on our own. Therefore, we are focusing on building relationships with various professionals such as AI and software developers. I want to expand our network of experts who can work together to create value, and I would like the network to be open and cooperative. By collaborating with partner companies like these, we expect mutually beneficial business expansion and steady resolution of customer issues. A program has been launched for our AI camera application development partners called the i-PRO Camera Application Platform. By providing software development kits, partners can develop and sell their applications in an open environment. We promote this program through online activities, and it is another new challenge we are taking on. Q. Finally, please tell us your aspirations for the future. Thanks to our customers, we are the top manufacturer in the Japan market for security camera systems. However, looking at it from the perspective of crime prevention, our goal is still far from realized. Through technological innovation, we would like to prevent unfortunate incidents and accidents, while ensuring quick resolutions whenever they do occur. We will continue to take on the challenge of creating safe and secure spaces for society. When I was a very young kid, my friends and I would head out to distant parks on our own, guided only by our adventurous spirit. Today, many people say that such outings are too dangerous for children without an adult to watch over them. Is this situation ideal? The world is not really that safe and secure, even in Japan. I think there is more we can do to help realize communities with greater livability. Interviewd by Kazuyoshi Hasegawa Jun Asahina Jun Asahina joined Matsushita Electric Industrial after graduating from Otaru University of Commerce. He has worked at Panasonic System Networks, and in other Panasonic divisions. In October 2019, he became an Executive Officer after the creation of Panasonic i-PRO Sensing Solutions. In April 2020, he also became Director of the Japan Intelligent Surveillance Division.	cc/2022-05/en_head_0001.json.gz/line541
__label__cc	0.582465	0.417535	"Tax-planning in line with the business strategy and operational model of our clients" "Giving priority to quality over quantity and privileging a relationship based on trust with our clients" "Permanently adapting to the new challenges of the era within the EU and the globalized economy" Welcome to the Law Firm Costas Indianos & Co, Advocates & Legal Consultants, est.1924, is a ’boutique’ type of law firm, which gives priority to quality over quantity, and privileges a relationship based on trust with its clients. It provides a wide range of legal services and is also permanently adapting to the new challenges of the era within the EU and the globalized economy, including all compliance-related issues. Get Your Legal Advice Experience, Professionalism & Integrity Work With Expert Lawyers Review Your Case Documents The Litigation process is governed by the Civil Procedure Rules (Cap. 12)… Our law firm provides legal assistance for the acquisition of the following… Corporate & Business Law is one of the main areas of…  Our law firm provides for tax-planning advice for clients… Corporate & Business Law is one of the main areas of practice… to a Century of Legal Services Anthony Indianos Andreas Papasiantis Rena David Shipping & Business Consultant Doxa Pericleous Accounting & Corporate Consultant "Law is the strongest of all encounters" A.C. Indianos "Justice, like democracy, cannot be taken for granted" Costas Indianos "We focus on quality over quantity, and privilege a relationship based on trust with our clients" CYPRUS-JORDAN DTT On 17 December 2021 Cyprus and the Hashemite Kingdom of Jordan signed a Double Tax treaty for the avoidance of double taxation, published in the Official Gazette of the Republic on 31 December 2021. The Double Tax treaty secures the standards of the Base Erosion... ITL & SCD LAWS AMENDED On December 21rst 2021, two provisions amending the Special Contribution for Defense Law (SCDL) and the Income Tax law (ITL) were published in the Official Gazette to be effective as from 31 December 2022, with the purpose to enhance the legal prevention towards tax... DAC 6 CLARIFICATIONS ON DAC 6 ADMINISTRATIVE FINES Nicosia, November 29th, 2021 The interpretative Circular 55, the purpose of which is to set out various clarifications on the administrative fines imposed for non-compliance with the DAC 6 reporting obligations, has been issued by the Cyprus Tax Department following...	cc/2022-05/en_head_0001.json.gz/line542
__label__cc	0.622662	0.377338	Thermal Ceramics Thermal Ceramics provides integrated solutions to businesses with heat management issues, using its state-of-the-art technology and technical expertise to make sure companies' employees, clients and equipment are protected from extremely high temperatures, Jeffrey Matthews reports. Companies need thermal insulation and other protective materials for many reasons, whether to prevent damage to steel production equipment, to permit employees to work near high-temperature processes without injury, or to prevent fires from spreading from a car’s engine compartment to its passenger compartment. Thermal Ceramics, a division of the Morgan Crucible Company Plc., provides solutions to those heat management problems, and to many others. Auto-makers, aerospace companies, chemical plants, shipyards and a host of other manufacturers turn to Thermal Ceramics for more than just insulating materials; they also seek out its years of experience with heat management issues. “We don’t see ourselves as a manufacturer; production is just one part of our value offer,” said Antonio Carlos Resende, the general manager of Morgan Crucible’s Thermal Ceramics division in Brazil. “We have an outside-in approach. We go to the market with our products and heat management expertise and we develop solutions to solve costumers’ problems. We can supply a total package involving engineering design, installation, products and certification. That’s a different approach from a simple manufacturer that dumps bags of products through the door of the plant.” Thermal Ceramics produces insulation and refractory materials in several different forms, including fiber that can be spun into blankets and other forms, or sold in bulk; insulating firebricks that can be made in straight or slab form, and customized as needed, and monolithics, which can be cast, poured, pumped or plastered into place, depending on the location and use of the insulation. The fiber, known as Superwool Plus, offers users low thermal conductivity, low linear shrinkage and low bio-persistence, meaning that if the fibers are inhaled, they’re eliminated from the body within days. The low bio-persistence fiber was developed to minimize any hazard to workers and to the environment and can be turned into boards, custom-made special shapes and even textiles in the form of gloves and other protective clothing. The company’s insulating firebricks are used to contain the heat produced by industrial processes ranging from ceramics to aluminum production. The bricks are high-strength even at extremely elevated temperatures, are lightweight, cool quickly and can be ground to precise dimensions and custom-shaped as required. Thermal Ceramics’ line of monolithic products can be used in a wide variety of situations, and are available in different formulations and densities, depending on the use. They provide high thermal shock resistance, good strength as well as resistance to mechanical impact and molten metals, making them ideal for applications in many different industries. THE LATEST TECHNOLOGY Thermal Ceramics has always been in the vanguard of technology in the sector, around the world and in Brazil. It was the first company to make ceramic fibers in Brazil, the first to make spun fiber in Brazil and the first to make low bio-persistence fiber in the country. Right now the company is introducing a new product in Brazil, called E=Superwool Plus, that can reduce lost energy in some applications by 20 percent. Using new technology, the company has maximized the number of fibers available in an insulation layer, making E=Superwool Plus more efficient and helping reduce costs for its users. That technology is expanding to Thermal Ceramics’ production facilities around the world, and the material is finding its way into more and more of the company’s products. “The product has more fibers than in previous products, which means we’re selling more insulation for the same amount of product,” Resende explained. “So far we’re the only company in the world that has this technology. We’re right on the edge of technology for fiber products.” Developing the latest, most efficient technology is just part of Thermal Ceramics’ competitive advantage. The company prides itself on its ability to provide its clients with custom-designed solutions for their needs, with more than 3,000 employees in more than 30 countries, all working together to develop the best package of products and services available. “A problem in Brazil can easily be shared with teams around the world and solutions usually are designed by many people in different countries,” said Resende. “We go, we analyze the situation and we develop a solution to manage the heat, reduce heat loss, stop heat from propagating, insulate your gas tank or whatever, because these are all typical situations with heat in a process. Our application engineering team develops the solution combining different products and using the most appropriate lining or product for that problem.” GROWTH IN BRAZIL The company started its operations in Brazil in 1958, marking its 50th anniversary in the country last year. The business began as an importer of crucibles from its British parent company before starting its own crucible manufacturing in the country. In 1976 Thermal Ceramics opened a fiber plant in Rio de Janeiro which made refractories and castable products, and in 2005 and 2006 opened new production lines in the plant producing spun fiber and low bio-persistence fiber. The new production lines were built with a considerable investment and boosted output at the plant significantly. The plant’s 14,000 square meters (151,000 square feet) of production facilities and storage areas are built on a 30,000-square-meter property close to several steel mills within the city limits of Rio and can produce 18,000 to 20,000 tons of ceramic fibers and refractories per year. The entire Thermal Ceramics division in Brazil employs only 88 people, including administrative and sales personnel, as well as the plant’s workers, a strong indication of how automated production is at the factory. Raw materials, which come mainly from mines and mineral deposits around Brazil, are blended in an automatic mixer, then are moved by a conveyor into a furnace, where the mixture is melted at temperatures as high as 3000 degrees Celsius (5400 degrees Fahrenheit). To make fibers, the resulting liquid is then either blown or spun and then turned into whichever form is being produced on that day. Once the products are finished they are then sold to clients such as the Arcelor Mittal steel group, Embraer, PetroBras, petrochemical maker Braschem and Mercedes Benz. Embraer uses insulating blankets throughout its airplanes. The company makes sure it stays ahead of the pack by offering clients the latest technology and everything else they need to manage their heat issues as part of their all-around service package. “Customers are asking for more and more from their suppliers, they want more than just products and that’s key to our strategy,” said Resende. “Whatever the process of the clients involving heat, they need to manage it. We talk about a washing machine, an airplane, a car, a blast furnace, anywhere you want to protect something – a ship, a fast ferry, a tanker, from a fire – all these involve heat, and our goal is to be an advanced insulation company providing solutions for those situations and more.” www.morganitebrasil.com.br Previous articleGeared Up Next articleCementing Businesses	cc/2022-05/en_head_0001.json.gz/line543
__label__wiki	0.712348	0.712348	Washington to keep supplying arms to Taiwan April 30, 2008 by Infinite Washington will continue to back Taiwan militarily while it pushes for peace talks with China, the de facto US envoy here assured incoming president Ma Ying-jeou Tuesday. Stephen Young, director of the American Institute in Taiwan (AIT), said the United States would continue to supply weapons to Taipei. “We also expect our traditional close security cooperation to continue, as we are convinced American support for Taiwan’s defence gives its democratic leaders the confidence to explore closer ties with its big neighbour without fear of pressure or coercion,” he said in an address to the American Chamber of Commerce (Amcham) here. Taiwan has been governed separately since the end of a 1949 civil war, but Beijing has repeatedly threatened to invade should the island declare formal independence, and has targeted it with more than 1,000 ballistic missiles. Washington has been the island’s leading arms supplier, despite switching diplomatic recognition from Taipei to Beijing in 1979. But Taipei-Washington ties were frustrated by cross-strait tensions under the outgoing pro-independence government and Ma, of the Beijing-friendly Kuomintang, has vowed to improve relations. Young also hailed the unprecedented contacts between the island and China earlier this month. “We applaud both sides of the Strait for facilitating vice president-elect Vincent Siew’s recent participation in the Boao Forum, during which he held a highly symbolic meeting with People’s Republic of China President Hu Jintao,” Young said. Categories Politics Tags Arms, Beijing, China, Missiles, Taipei, Taiwan, U.S., Washington, weapon Leave a comment Russia and China rethink arms deals March 21, 2008 March 6, 2008 by Infinite Bejing: For almost two decades, it was close to the perfect match of buyer and seller. Denied weapons and defense technology from the West, China was almost totally reliant on Russia for the hardware it needed to jump-start an ambitious military buildup. And while the Russian economy teetered in the aftermath of the Soviet Union’s collapse, huge orders from China helped keep a once-mighty defense industry afloat. But powerful new forces, including a fear in Moscow of renewed rivalry with its neighbor and a desire in Beijing to become more self-reliant, have led both sides to re-evaluate this trade. After orders peaked at more than $2 billion a year early in this decade, Chinese arms deals with Russia shrank to almost nothing in 2006, and no major new contracts are in the pipeline, according to Russian, Chinese and U.S. defense experts. Read moreRussia and China rethink arms deals Categories Economy, Politics Tags Arms, China, Economy, Russia Leave a comment	cc/2022-05/en_head_0001.json.gz/line544
__label__cc	0.714355	0.285645	New! Foundations Matter White Paper A Key Role for Foundational Literacy Skills & Evidence-Based Instruction Early literacy instruction faces a problem: 65% of U.S. elementary students are not proficient readers by fourth grade. Literacy achievement levels can improve if reading instruction is based on the Science of Reading and the developmental science of learning to read. Learn the critical components of evidence-based reading instruction, phonemic awareness & phonics, and why they are critical to help students succeed. Recently, the National Assessment of Educational Progress revealed that 65% of U.S. elementary students failed to achieve proficient levels of reading by the fourth grade. This is a decade-old problem which tends to disproportionately affect students from low-income families. This sobering reality stands in sharp contrast to what researchers today believe. Students’ literacy achievement levels could exceed current performance levels if their reading instruction was based on the Science of Reading and the converging evidence on how students can successfully learn to read, why they may fail, and how to intervene if they fail or continue to struggle. To understand this dichotomy and sketch a path forward, this white paper reviews the neurocognitive development involved in learning to read, specifically during the years of pre-K through third grade. It furthermore examines the recommendations for evidence-based, early reading instruction. Among the five essential components of reading, a particular emphasis is placed on the roles of phonemic awareness and phonics, collectively known as alphabetics. While not sufficient on their own, these skills build the foundation for strong word decoding skills, which in turn correlate with reading comprehension skills in upper elementary grades. Many of these insights have limited impact in practice unless there are clear guidelines on how to translate research findings into educational or classroom practice. Hence, we review the general practices that promote success in literacy, including the need to provide explicit, systematic, and sequential instruction. In addition, scaffolded practice and giving learners immediate feedback on their performance, engaging students and a sensitivity to a student’s individual learning needs are important factors for increasing student success. Finally, we provide examples of how one supplemental reading program, the Square Panda Literacy System, aligns with elements of evidence-based instruction and how it can be applied in classroom practice. Download this White Paper to learn about: The challenges facing early literacy instruction today and the key role of evidence-based instruction to help solve them Insights from the developmental science of learning to read and how literacy changes a student’s abilities and the functional organization of their brains The critical components of evidence-based reading instruction, phonemic awareness and phonics, and why these components are critical to help students succeed How to enhance classroom instruction by using evidence-based tools, including the supplementary Square Panda Literacy System Fill out this form to download the research white paper! Questions? Contact us here! U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 1990–2019 Mathematics and Reading Assessments. https://www.nationsreportcard.gov/mathematics/supportive_files/2019_infographic.pdf © 2021 Square Panda	cc/2022-05/en_head_0001.json.gz/line545
__label__cc	0.67749	0.32251	Perrigo Company plc Announces Quarterly Dividend DUBLIN, Aug. 12, 2015 /PRNewswire/ -- Perrigo Company plc (NYSE: PRGO;TASE) today announced that its Board of Directors declared a quarterly dividend of $0.125 per share, payable on September 15, 2015 to shareholders of record on August 28, 2015. Perrigo Company plc is a top five global over-the-counter ("OTC") consumer goods and leading specialty pharmaceutical company, offering patients and customers high- quality products at affordable prices. From the Company's beginning in 1887 as a packager of home remedies, it has grown to become the world's largest manufacturer of OTC healthcare products and supplier of infant formulas for the store brand market. The Company is also a leading provider of generic extended topical prescription products, and it receives royalties from sales of the multiple sclerosis drug Tysabri®. The Company provides "Quality Affordable Healthcare Products®" across a wide variety of product categories and geographies, primarily in North America, Europe and Australia, as well as in other markets, including Israel and China. Visit Perrigo online at (http://www.perrigo.com). Certain statements in this press release are forward-looking statements within the meaning of Section 27A of the Securities Act of 1933 and Section 21E of the Securities Exchange Act of 1934, as amended, and are subject to the safe harbor created thereby. These statements relate to future events or the Company's future financial performance and involve known and unknown risks, uncertainties and other factors that may cause the actual results, levels of activity, performance or achievements of the Company or its industry to be materially different from those expressed or implied by any forward-looking statements. In some cases, forward-looking statements can be identified by terminology such as "may," "will," "could," "would," "should," "expect," "plan," "anticipate," "intend," "believe," "estimate," "predict," "potential" or other comparable terminology. The Company has based these forward-looking statements on its current expectations, assumptions, estimates and projections. While the Company believes these expectations, assumptions, estimates and projections are reasonable, such forward-looking statements are only predictions and involve known and unknown risks and uncertainties, including but not limited to, the successful integration of the Omega Pharma Invest NV business and future actions that may be taken by Mylan N.V. in furtherance of its unsolicited proposal to acquire control of the Company. These and other important factors, including those discussed under "Risk Factors" in the Company's Form 10-K for the year ended June 28, 2014, as well as the Company's subsequent filings with the Securities and Exchange Commission, may cause actual results, performance or achievements to differ materially from those expressed or implied by these forward-looking statements. The forward-looking statements in this press release are made only as of the date hereof, and unless otherwise required by applicable securities laws, the Company disclaims any intention or obligation to update or revise any forward-looking statements, whether as a result of new information, future events or otherwise. For further information: For further information: Arthur J. Shannon, Vice President, Investor Relations and Global Communications, (269) 686-1709, ajshannon@perrigo.com, or Bradley Joseph, Director, Investor Relations and Global Communications, (269) 686-3373, bradley.joseph@perrigo.com	cc/2022-05/en_head_0001.json.gz/line553
__label__cc	0.51478	0.48522	Reviews by RadioactiveCrow View this member's profile Show ratings only \| both reviews and ratings View this member's reviews by tag: 1-2 hours 10+ hours 15-30 minutes 2-3 hours 2-4 hours 8-10 hours About 1 hour About 15 minutes About 30 minutes Less than 1 hour Less than 15 minutes Less than 30 minutes ...or see all reviews by this member Newest FirstOldest FirstMost Helpful FirstLeast Helpful FirstHighest Ratings FirstLowest Ratings FirstSort by Game TitleSort by Game Author 1-10 of 13 \| Next \| Show All AardVarK Versus the Hype, by Truthcraze Funny misadventure while under the influence of a psychedelic soda, October 3, 2021 by RadioactiveCrow (Irving, TX) Related reviews: 1-2 hours This is a weird game. Not so much in that the gameplay itself is weird, more just that everything that happens is weird. These leads to a lot of laughs, but also some frustrations with the puzzles/parser. I would recommend a liberal use of the walkthrough for this game, as the enjoyment is more the story and dialogue, and less the puzzles. That said even the walkthrough itself (at least the one I used) got nonsensical towards the end, that or the author was playing one last joke on us, which is probably the case in retrospect. Throughout the game you get to play the four members of the garage band AardVarK, sometimes forced to play one of the characters, but often being given the option to switch in between them at will. It begins with Jenni, the guitarist of the band, being exposed to a mind-altering soda being shilled at her high school campus, that seemingly turns all over her classmates into zombies. She must escape and, with the help of her bandmates, save the world! Thus the hijinks ensue. As you can imagine this situation leads to all kind of weird encounters and interactions, many of them laugh-out-loud funny, as the band careens through this crisis on their way to saving the world with the power of rock'n'roll! The author does some fun things with the parser ((Spoiler - click to show)like replacing what you typed with a more zombie-like response at opportune moments), and some clever tricks with the interface ((Spoiler - click to show)like turning some text upside down - how was that programmed?! - with comedic timing). Also, the status bar at the top of the window was put to good use, making sure that you remember who you were playing and what your current task was, which was helpful during some confusing moments. I can't say that I was a big fan of the puzzles though. Some of them involved kind of off-the-wall solutions that didn't make a ton of sense or follow a logical path. Some solutions were adjacent to the ones I came up with on my own, those kind you frequently find in parser games where you had the right idea, you were just typing the wrong words. Some solutions were hinted at very subtly and I missed the clues (though usually because I was enjoying the story at the point and not in detective mode), other puzzles it seemed like the solution was (Spoiler - click to show)just to wait long enough, literally typing "z" over and over again would do it, for the game to tell you exactly what to do. There were also a few minor implementation problems. All in all, the puzzle portion of the game I feel took me out of the rhythm of the story a bit, so again, use the walkthrough any time you feel yourself getting frustrated and enjoy the game more for the humor than anything else. Certainly worth your time. Was this review helpful to you? Yes No Remove vote Promote this user Demote this user Plonk this user Flag spoilers View my user filters Explain these options \| Add a comment Turandot, by Victor Gijsbers Linear story, great writing, September 30, 2021 In this story you play Calaf, a rougish young man with rich parents whose primary leisure activity is spending time in brothels. But with a single glimpse of the legendarily beautiful and mysterious princess Turnadot (based loosely on the play/opera of the same name), he falls deeply in love with her (or does he?) and becomes willing to do anything to get her to marry him. This is an interesting piece of IF. It is written in ChoiceScript, but does not make use of the stats features (instead replacing the stats page with a funny message), and I'm not sure any of the choices you make cause the story to branch much. But it illustrates well a different way to put interactivity into a work of IF. Each bit of writing in between choices is very small, you basically get to decide on 90% of the dialogue of Calaf. In this way I felt I embodied the character more than in many other pieces of choice-based IF, because he basically didn't do anything without my permission, I put all the words in his mouth. Now, between the subject matter and the necessarily limited choices I was given in most instances to choose the dialogue, I still didn't really connect with the character, as my personality does not fall any where near the range you allowed to pick from for Calaf's personality. Still, the quick pace of choices made me feel like I was playing the character almost as much as I would in a parser-based game. The writing in this game is excellent as well. It is mostly dialogue between two characters and has a fun cat-and-mouse rhythm to it. It reminded me of the best scenes of dialogue from a Kevin Smith or Quentin Tarantino movie, and I enjoyed it very much. In the end, I think mostly due to the subject matter, and a bit of plot dissonance towards the end ((Spoiler - click to show)I felt like the story went too quickly from Calaf discovering his friend murdered to the "happy" ending), this one didn't really grab me the way some lesser games with more agreeable plots have. Still, I think this is an important game for the quality of the writing and the lessons it can teach about the different kinds of interactivity. Certainly worth your time for that. Stuff of Legend, by Lance Campbell Funny game with clever puzzles and only a few frustrations, December 4, 2020 This is a parser-based game featuring several puzzles, but also some funny scenes and dialogue. You play as Ichabod Stuff, the recently fired village-idiot of Swineford, headed back to the farm where you rent a barn stall, to figure out your next career move. You have to talk to the family you live with, and their animals, get some minor "quests" to start your career as a knight, and then complete them. The game features the typical parser interface, but with a menu-based dialogue system, which I appreciated. The game is relatively short and features a fairly small map. Early on, before I was sure just how big the map was I did feel the need, for the first time in years, to draw my own map. This was primarily because the game used ordinal directions, which I have trouble keeping straight in my head. There wasn't really a pressing need for it and if the map had been rearranged to only use cardinal directions I think it would have made the game a little better. I think the game starts really strong, particularly in its non-puzzle parts. The first descriptions you encounter, and especially the first dialogue you have with the NPCs, can be laugh-out-loud funny. I also appreciated that early in the game as you are going through the typical examine everything routine, that the game will just go ahead and make you take the objects that will be useful later, while not letting you get anything that won't be useful. The puzzles in this game were plenty fun and challenging (more on that later) without red herrings, so I appreciate that the author didn't include any. Before I go into what I didn't like about the puzzles, let me talk about the stuff that I really did like. The animals. Any puzzle involving direct interaction with an animal was delightful. Some of them were (Spoiler - click to show)guess-the-verb puzzles, but in the best way possible, with plenty of clues given to figure them out without too much hand holding. Any time I feel impressed with myself for figuring out a non-standard puzzle without too much frustration I enjoy it very much, and in those situations the credit really goes to the author for excellent puzzle design. I also really liked how those puzzles figured into the story arc and ending of the game, they were integrated into the whole, not just one-off puzzles. Finally, the game has a really good hint system accessible via the help menu, it is split into different sections so you don't get hints you don't want, and doled out Invisiclues-style, so if you just need a nudge you can get just that. Regarding what I didn't like about the game: (Spoiler - click to show)the nest puzzle. Two aspects of it frustrated me greatly. The first was getting straw. Annabelle makes it very clear that you need straw and you only see it mentioned in one place, in your stall. But when you try to "get straw" or reference it in any way the games tells you that you can't see that here. I banged my head against this one for awhile. The description of your mattress and the "gaping hole" made me think the straw was spilling out, but I had to read the clues to understand that you have to "examine hole" in order to get the straw. So this was an example of an object clearly listed in the text that wasn't implemented in a way I was expecting. On the flip side, another aspect of this puzzle, the mud, was something that was implemented the way I expected, but wasn't clearly described in a way I was expecting. You can't find a mention of it in that room's description, nor when you "examine stream". Of course it is obvious that a stream is the place you would find mud, but in the midst of my frustration regarding the straw, I was wondering if the stall and stream were red herrings and I should be looking elsewhere for my straw and mud. After reading the hints and just typing in blindly "get mud" I was able to complete the puzzle. Later I realized that if you "examine bank" the mud is mentioned. I feel like here the mud should probably be in the room description, but at the very least examining either the stream or the bank should mention mud (or they could just be implemented as the same object). One other small problem with a puzzle I had, but got past quickly, was finding the cat after you get it out of the tree. After you fall from the tree there is no indication which way the cat went, but given the small map only two directions make sense. However, when you head NW to the clearing, the game seems to indicate that you hear the cat from that direction before you reach the location. It took me a second to realize I had to go NW again from the clearing. Unlisted exit puzzles are tricky, I think this could have easily been avoided by 1) put the text indicating that you heard the cat in the room description after you reach the clearing rather than on the way there and 2) making the direction you have to take out of the clearing not the same direction that you took to get to the clearing, as that makes it more confusing. The issues with these puzzles and the frustration they caused is pretty much the only reason I gave this game three stars. If they are fixed in a post-IFComp release I will happily bump my rating up to four stars. Overall, a fun game with some clever puzzles that is well worth your time. The Impossible Bottle, by Linus Åkesson A most unique puzzle design and a heart-warming ending, December 1, 2020 This game is a parser-based puzzlefest and it has one of the most clever and unique mechanics I've seen in a game. You play as a six-year-old girl, trying to help her father get ready for dinner, while her mom is on the phone and her brother is hiding in his bedroom. At the beginning it seems like a normal (even somewhat boring) situation, with you doing a couple fetch quests in what is an extremely normal environment. But early on you figure out that all is not what it seems and your options are a lot more open than you realize. To say much more would be be spoiling it, so the rest of my review will be hidden behind spoiler tags below. But I will say this, even as the environment and puzzles aren't what they seem at first, neither is the story. The author's ending to the game really ties everything together nicely and brings some warmth to it. It is a fun story/game, especially for this time in the world. Mid-Game: (Spoiler - click to show)The mechanic of being able to change things in the dollhouse and see them change in the normal house is great and I'm very curious what kind of coding it took to implement that. I did not figure that mechanic out by myself, but rather asked for a hint for another puzzle and got a hint that clued me in to being able to not just rearrange things in the house via the dollhouse, but to filter things through the dollhouse. I think it is a fair puzzle though, it is obvious looking at the dollhouse that it is a recreation of the actual house so I think it is only a matter of time and experimenting before you realize you can grow things. As delightful of a turn as it was to have a dinosaur suddenly appear in the house (I loved the dialogue between father and daughter when that occurred), I wasn't as big a fan of the stegosaurus and hamster puzzles. Those steps didn't really follow upon one another and I had to rely heavily on the walkthrough. Also, for me the stegosaurus appeared before I'd gotten the brother out of his room, so I had to figure that puzzle out while this crushing sense of urgency to deal with the dinosaur is hanging over my head and it threw me off. Late-Game: (Spoiler - click to show)So I figured out that you could take a page out of Inception and walk south from the dining room and into a much larger version of your room by accident. I was trying to navigate quickly and accidently typed south when I meant north. The next time I was in the dining room the description showing that you could go south was there and I wondered if I just missed it earlier. But the walkthrough talks about an exit that isn't listed (this must be the one time the instructions say you will have to type something in, rather than point and click). That said, if I hadn't discovered it on accident I think I would have become extremely frustrated by my inability to make progress shortly thereafter. And I think the problem is compounded by the point-and-click interface the author implemented (which I loved) that clearly let you know what was possible in most circumstances so that you wouldn't really consider stepping out of the house in that way. Though, now I see that perhaps that might have been the author's intention, to get you to think outside of the bottle, so to speak. Still, I think a better solution would be to have that exit appear when you'd progressed to a certain point in the game. I thought adding this extra layer to the puzzles, being able to filter yourself through the dollhouse in addition to objects, was genius and was a lot of fun to use to solve the last puzzles, which I thought were clever and fair. The one thing I didn't like however, was climbing out of the house and down the ladder and realizing I'd messed something up and having to navigate my way all the way back to my room in the normal house to fix it. Ending: (Spoiler - click to show)When it finally dawned on me that there was no one coming over to dinner a big grin spread across my face. I had noted the date on the calendar earlier and thought about the implications of having another family over to dinner during a pandemic, but then put them out of my head because games don't have to match reality. I wonder when the author conceived this game, if it was since the pandemic struck then that is a truly amazing amount of work to put in to a game of this complexity in about six months or less. The ending scenes and speeches were great and just what I needed to hear at the end of this year. Bravo! Tavern Crawler, by Josh Labelle The most RPG like text adventure I've had the pleasure to play, November 30, 2020 This game has the feel and structure of a parser game, but in an extremely user-friendly choice-based, hyperlink format. A marvelous fusion between the two styles and something I hope to see more of in the future. In this game you play as a member of a three-person team of mercenaries, given a quest to slay a dragon in exchange for more money than you know what to do with. As the game progresses you have to manage a few different aspects of the game including your personal stats, your loot and your relationship with your companions. Along the way to your ultimate goal, you will have the opportunity to explore the town you find yourself in, talk to many different people and even take on side quests to help boost your stats or acquire some loot. The interface for this game is incredibly smooth and polished. The game gives you very clear directions, both on the instructions screen and weaved in to the text throughout. If I understand correctly this game was written in Twine and I think it really showcases just what Twine is capable of (and it is capable of a lot more than I thought before playing this game). Even though every choice you make might not have a huge impact on the game they all have a subtle impact that can be seen and appreciated in meaningful ways. You really do feel like you are living the story and that you have much more agency then is actually possible in a choice-based game. It really does feel like an old-school RPG or a D&D session, in the best way possible. There are a plethora of choices, the characters feel well-developed and the atmosphere is great. My only complaint is that it seemed some of the tasks you can attempt to complete have very high stat thresholds for success. While all the major or necessary tasks seemed to have a reasonable bars to get over, some I felt like I would truly have to grind through the story, finding all the hidden ways that I could increase my stats, to be able to succeed at them. That was slightly disappointing. Also, I think there was at least one time that a certain choice was locked to me because I didn't have a certain relationship status with one of my companions, but looking at my stats page I did have that relationship. It might be a minor bug. Neither of these issues really got in the way of my enjoyment of the piece though. Finally, I thought the epilogue was great. The author did a great job of making all those little side quests mean something in the end and I really appreciated that. Well worth your time. Limerick Quest, by Pace Smith Amazing commitment to the limerick, fun puzzles, October 17, 2020 First off, kudos to Nomad for writing his review as a limerick. I wrote a quick tweet in limerick form about this game during IFComp 2020 and that drained all the poetry I had in me for quite some time. So this game is written entirely in limericks, and I mean entirely. The options menu, the credits screen, your inventory, all of it. And while that is cool by itself, the game would still fall a little flat if writing the limericks took all of the author's efforts and the story/gameplay itself was shallow. But that is not the case in this game. The story isn't particularly deep, but it is about the level of story you would expect in a short, parser/puzzle game of this length. However, the puzzles themselves are very interesting and easily on par with parser games of similar scope. And what really makes this game great is that, once again, the limericks aren't just a gimmick but are actively worked into the puzzles in very clever ways. Think of this game as the limerick equivalent of Counterfeit Monkey. Saying too much more would spoil it and I want you to discover the treasures this game has to offer on your own. Trusting My Mortal Enemy?! What a Disaster!, by Storysinger Presents Heartwarming story about two adversaries learning to view each other differently, October 6, 2020 This one is right on the edge of being a 4-star game for me. So very close, but I just couldn't quite pull the trigger on it. Consider it the best of all the 3-star games that I've played as of IFComp 2020. This story seems very linear, though I've only played it once, with choice really only allowed at the most pivotal moments. It would work really well as a visual novel as it seems to fit that genre: comic book-style hero vs. villain. You get to see the story play out from both of their perspectives as they stop fighting and start trusting each other. The writing is above average, but could use a little more polish. The presentation of the text I think also needs so work, as several times during rapid-fire dialogue I would get confused as to which character was speaking. Perhaps more indentation and a few "said" tags at times would alleviate this. Also, despite not having much choice, there was a lot of clicking involved. You don't get much of the story before you have to click some of the text to flip the page. I started to replay it right after finishing it, but all the clicking to just get to the first choice made me decide to save a second playthrough for another time. Perhaps the text is kept short so as to not obscure the backgrounds (what appear to be stock images used to represent the various locations). While I did appreciate the backgrounds to help aid in establishing the setting, perhaps after the opening line of a scene the text could then be displayed in larger chunks. I also think it would be wonderful if the studio was able to get custom art of each of the settings, though I realize that is expensive. I think the story was just a bit too long, it probably could have had one less (Spoiler - click to show)coffee shop -> house -> lair -> battle cycle and still had the same impact. Also, the ending I got, one of the "good" ones, I think just barely didn't stick the landing. It was satisfying, but I had the feeling it could have been a bit more. Sorry if this review seems overly negative, I don't mean it to be. Most of my criticisms are small and perhaps picking at nits too much. I really liked this story and the characters especially. I felt the mood change between them (especially from Promethium's perspective) and my heart warmed with theirs. I also felt the tension at the moments it felt like it all might unravel. The lesson to be learned from the characters is also an important one for this day and age. Well done! I look forward to playing this again one day and to the next project to come out of the Storysinger studio. Photopia, by Adam Cadre A must-play for anyone into IF, October 5, 2020 First off, is this the greatest piece of IF of all time as it was ranked so a few years ago? I don't know about that. Currently I'm only giving it 4 stars (though that may change with another play-through), and since I have at least one other game already rated as 5 stars I guess I don't consider it the best of all time. That said this is a truly great work and something that everyone should play-through at least once. There really aren't any game aspects to it, you are just walking yourself through a story. But the story is so immersive and the way the interactivity is used really draws you in. And there are a few magical moments that just wouldn't have been the same without the interactive part, that wouldn't have felt the same just reading it. It really did open up new possibilities in IF and really lives out its own classic line: "Let's tell a story together." I'd recommend playing the Glulx version to allow the author's use of color to enhance the story. Eat Me, by Chandler Groover Truly bizarre, but strangely beautiful, October 5, 2020 When I first started plaything this game I didn't really like it. It seemed confusing and I wasn't sure what my purpose was. The writing seemed thick and I had trouble getting going. There was also a shade of the grotesque to it all that I wasn't into at first. But as I stuck with it I eventually came to appreciate it more and more until I was hooked. Groover's writing is wonderful, even operatic at times. The puzzle components were kind of hard to pick out from the flowery prose, but the solutions made sense in the internal logic of the game and every time you completed a "course" the reward was great. I'll definitely play through it again sometime to see how my opinion of it has grown. ADDENDUM: I did indeed play this game again more than a year after my initial playthrough and my appreciation for it has grown. I imagine it will be on my ballot for the Top 50 IF Games Of All Time for a very long time. Will Not Let Me Go, by Stephen Granade Great story, clever use of the mechanics, October 5, 2020 This isn't really a game, but a short story (or medium-length story, I think it might have taken me 2 hours to play through) that is very engaging and makes clever use of the mechanics of Twine to make you feel what the main character is feeling (like when (Spoiler - click to show)you click on a word to choose your path and the word changes in the updated text). The ending was both great and heart-breaking. ADDENDUM: The more I get into IF and also away from the idea that all IF should have "gameplay" elements the more I appreciate this piece. It is primarily a linear story, but one that makes use of the interactive aspects of IF very well. Will be on my Top 50 ballot for a long time.	cc/2022-05/en_head_0001.json.gz/line564
__label__cc	0.678055	0.321945	SIMON THE LEPER part 8 A Bible Short Story by Johann Quisumbing Simon was standing on a high plateau many miles from the closest village. Looking east, he could see the salten sea. The north, west and south, as far as his eyes can see is a reddish brown mountainous wasteland devoid of any greenery. Of course, Simon knew the secret of the wilderness. From the high ridges it may look like a desert but greenery can be found in a number of deep crevices and canyons. And below him was such a one. A hidden gem, known only to few. It was a deep canyon carved out by an ancient water flow. A well hidden track was the only way down to the canyon floor. He walked along the edge of the canyon until he found the marker he was looking for. That marker was an old petrified stump which he finally found and almost missed because it was overgrown with several thorny bushes. After he cleared away some of the bushes, he first peered over the stump to find that the path was still there and had not eroded away. The path was natural against the canyon wall and went down a gentle slope for about a third of a mile before it hit the sandy bottom. Because the path was narrow, he had to unload the packs off the donkeys and lead them down one by one. But before he did that though, he took out the ropes and lowered the packs down to the canyon floor. Then he started to guide the animals down. When that was done, he led them to where he lowered the packs. After securing the packs back on the animals, He continued on and followed the narrow canyon on an easterly route for a mile or so. The rocky walls rose some twenty feet up and there was no sign of vegetation except for dry brush. The canyon was mostly narrow, about the width of three men standing abreast of each other, until it opened up. He paused and took a long look around. Simon was pleased to find that the oasis in the bottom of the canyon was still as green as he remembered it. Originally, it was an oasis in a box canyon about an acre in size. Fruit bearing trees mostly grew on the sunniest side of the canyon. The grass was greener and taller from what he remembered. This is good because the stream is still flowing from the rocks out unto the basin floor just inches under the topsoil. He led the animals to the far end of the canyon where he found the old hunting camp that his father’s father’s father built even before the Romans came. Simon gave a sigh of relief to find the camp still had the rock walls for both his shelter and animal pens. Leaving the animals in the pen, he went farther up the canyon and found the stream that flowed out from a crack in the rock wall into a pool. Then it flowed and disappeared back into the rocks. He knew that the water came from frost and snowfall on the high ridges of the wilderness during the short winter months. His father once told him that when it melts, the water would flow into what he believes were cavernous reservoirs in the mountains. Simon’s mind was working as he looked at the shallow pool. He had an idea of tilling the soil in the grassy area into plots of vegetable and grain. Those plots will need a regular stream for irrigation. He’ll have to damn up the pool a little higher and then guide the overflow to the plots. He smiled to himself about keeping busy. Deep down, he hopes it will help him forget that he is a leper. Three months later, Simon was awoken by a distant shout. He got up from his sleeping palette feeling a little bit sore. He walked towards the edge of the trees to see who was there. The sun had not risen fully yet. The canyon was still pretty much deep in shadows. Then he saw movement at the canyon’s entrance. It was a single man leading a train of animals. He still couldn’t tell who it was, until… “Simon!” He recognized the voice. It was Tahan. Simon walked out into the opening calling out, “You are one month late.” He jumped over a flowing irrigation canal then came to a stop about fifteen feet from his brother. “Can’t be helped. There was so much people at the festival this year, we were kept busy filling out new orders. By the way, that upper room you renovated brought in a lot of revenue. Joral knew you’d want to see the books, so he packed a copy in one of the packs.” The sky brightened a little bit more and Tahan was looking around. He was especially inspecting the tilled plots “You have been busy. I almost didn’t recognize this place. How did you plow these plots?” Simon laughed, “It was not easy? Those donkeys were not cooperative, but after a week… Mmmmm.” “Well, I will leave you one of the mules and I also brought two more goats. Have you had any problems?” “Just some jackals who tried to get my goats last week. Fortunately, I got their pack leader and built up the walls of the pen…” “I meant… how are you doing?” “Ah, yes. The whiteness is spreading gradually on my arms, legs and chest. And I also seem to lose some feeling on my fingertips. I mean, I can feel pressure but sharp points, not so much. But I can still work this farm.” “So, what is your plan, Simon?” “I work… I pray… I wait…” “Wait? Are you hoping that the Lord will heal you like the way Miriam, the sister of Moses was healed of Leprosy? Do you recall why she had leprosy?” “Yes. Miriam angered the Lord by criticizing Moses for marrying a Cushite.” “Yes! And she knew her sin.” “Brother, what is your point?” Simon asked. “In the Torah, she is the only one healed of leprosy. No where else is written or heard that anyone was ever healed of this dreadful disease. Her healing was specific and it was after seven days, so that the lesson would be learned. Do you know why you were stricken?” “I still don’t know why.” “I think Nadab is wrong. I think what happened to you is the result of what happened in the garden of Eden. I’m sorry to say this, brother, but what happened was just bad luck.” “That may be true. But I have to believe. For the meantime, I stay busy.” Though my story is basically fiction, the character of Simon the Leper is an actual Bible personality who actually lived in Bethany, a village in Judaea on the southeastern slope of the Mount of Olives. He is only mentioned in two verses in the Gospels according to Matthew and Mark. There is no other reference of him in the Bible. So, I asked myself, ‘what was his story? How did he catch leprosy? And how was he cured?’ There are many such characters in the Bible, many of them had no names at all, but yet there are worthy stories to tell about them. With the help of some sanctified imagination and some artistic license, I felt their stories should be told especially of their faithful encounters with Jesus Christ. Author johannquisPosted on January 6, 2022 Categories Creative Bible StoryTags Bible, Biblical, Christian, fiction, God, Jesus Christ, Simon the Leper One thought on “SIMON THE LEPER part 8” Pingback: SIMON THE LEPER part 9 – Johann Quisumbing Previous Previous post: SIMON THE LEPER part 7 Next Next post: SIMON THE LEPER part 9 SIMON THE LEPER part 11 January 28, 2022 SIMON THE LEPER part 9 January 14, 2022 SIMON THE LEPER part 8 January 6, 2022 SIMON THE LEPER part 7 December 28, 2021	cc/2022-05/en_head_0001.json.gz/line568
__label__wiki	0.601713	0.601713	Bon Voyage: Polynesian Voyaging Society’s Journey Continues Simplicio Paragas They’ve sailed the treacherous Indian Ocean. They’ve encountered rough seas. And since departing Hawaiian waters in May 2014, Hōkūle‘a has sailed more than 21,000 nautical miles and made stops in 12 countries and 55 ports, weaving a “Lei of Hope” around the world. So far, crewmembers have connected with more than 45,000 people in communities across the South Pacific, Tasman Sea and Indian Ocean including Samoa, Aotearoa (New Zealand), Australia, Indonesia, Mauritius and South Africa. Now in its third year of a historic four-year journey, Hōkūle‘a is expected to reach ports along the eastern seaboard of the U.S. and Canada in 2016, and Panama, Costa Rica, Galapagos, Rapa Nui, Pitcairn and French Polynesia in 2017. Meanwhile, sister ship Hikianalia will sail to the U.S. west coast and Panama in 2016, and will join Hōkūle‘a for the remaining circumnavigational journey. During the ’70s, a Hawaiian cultural renaissance began to flourish, thanks partly to the building of Hōkūle‘a — a replica of the Polynesian voyaging canoe built to test ancient methods of navigation. Since its inaugural voyage to Tahiti in 1976, Hōkūle‘a has sailed more than 160,000 miles, but crew members agree this journey has been her most ambitious undertaking to date. “Malama Honua” (“Care for the Earth) defines this worldwide voyage’s mission, with a goal of charting a new course toward sustainable practices for food, energy and global environment. “Since we set out on our own global expansion, one of our primary goals was to be authentic ambassadors of aloha in every country we’re located in,” said Bitsy Kelley, vice president of corporate communications at Outrigger Enterprises Group, which is a key sponsor of this voyage. “We’re proud to be able to share the story of Hōkūle‘a and the Polynesian Voyaging Society’s mission of navigating toward a healthy and sustainable future with our guests and the community.” The voyage’s goal of educating the world’s community about preserving our natural resources also coincides with Outrigger Resorts’ global coral health and conservation program, OZONE (Outrigger’s zone). In a nod to their seafaring ancestors, crew members have forgone modern navigational equipment — no compass, sextant or GPS devices, not even an iPhone — in favor of wayfinding, a traditional navigational technique that relies on gauging the position of the sun, moon and stars, taking into account variations in ocean currents and wave patterns and even the behavior of fish and birds. “When we sail, we are surrounded by the world’s large ocean, but Earth itself is also a kind of island, surrounded by an ocean of space, Thompson added. “In the end, every single one of us—no matter what our ethnic background or nationality— is native to this planet. As the native community of Earth we should all ensure that the next century is the century of pono—of balance— between all people, all living things and the resources of our planet.” Reprinted from the Outrigger Journey 2016-2017 in-room book.	cc/2022-05/en_head_0001.json.gz/line570
__label__cc	0.500294	0.499706	Karl Snyder Third Quarter Review 2021 My Top Albums and EPs released in July, August, and September Albums (i.e. collections more than 25 mins long) 1. Bad Bad Hats — Walkman 2. Snoh Aalegra — Temporary Highs in the Violet Skies 3. Lakeyah — My Time 4. Lil Nas X — Montero 5. Chvrches — Screen Violence 6. Big Red Machine — How Long Do You Think It’s Gonna Last? Second Quarter Review 2021 My Top Albums and EPs released in April, May, and June 1. Topaz Jones — Don’t Go Tellin’ Your Mama 2. Squirrel Flower — Planet (i) 3. Faye Webster — I Know I’m Funny haha 4. Tyler, The Creator — Call Me If You Get Lost First Quarter Review 2021 My Top Albums and EPs released in January, February, and March These 25 albums and 7 EPs are my favorites from the first three months of the year. For the first time in this series, I’ve actually embedded tracks—one of my favorites from each collection. This not only makes it easier for you to listen to a snippet right away and… The Top Albums of 2020 106 Albums That Got Me Through This Uniquely Challenging Year In 2020, I listened to over 300 newly released albums, and actually I lost track —hmm, I must have been tired this year—and the final count was almost certainly closer to 400. That means that I listened to even more new music than last year, which is to say: far… Final Quarter Review 2020 My Top 25 Albums released in October, November, and December In the music world, the last few months of every year are traditionally reserved for diving back into the past nine months. It can be incredibly rewarding to return to all your favorite albums from January through September, and remembering what they’ve meant to you and mean to you is… My Top 25 Albums released in July, August, and September It’s 2021 now, and during the last five months of 2020 I have been diving with my full heart and mind (and schedule) into deeper involvement at The Wild Honey Pie. But a year wouldn’t feel complete without finishing up my own personal music lists for 2020. So, while I… My Top 25 Albums released in April, May, and June 1. Phoebe Bridgers — Punisher Punisher is an album about searching for things—in the sky, in your past and your future, in your own behavioral patterns—and not finding them. So one of its most obvious benefits is that it gives the listener a lot more space than usual for… My Top 25 Albums released in January, February, and March 1. Waxahatchee — Saint Cloud Katie Crutchfield’s idiosyncratic voice shines more beautifully than ever over dustier, more confidently and proudly Southern songwriting. Every song is a precious gem. 2. Grimes — Miss Anthropocene The Top Albums of the 2010's A retrospective list of my favorite collections from the last decade The 2010’s lined up almost exactly with the first decade of my adulthood, and my understanding is that this portion of life ends up being a very impressionable time. So the list that lies below is intensely personal and spiritually significant to me. It is pretty overwhelming to realize that… 81 Albums That Moved Me and Defined My Year In 2019, I listened to a whopping 303 newly released albums, which is, without a doubt, the most I’ve ever listened to in a year. (I counted a “listen” as meaning at least 75% of the tracks in full, and in the vast majority of cases it was truly 100%… Music moves us through our lives in productive and spiritually significant ways. I write about that. More writing on The Wild Honey Pie, FRONTRUNNER, & Patreon.	cc/2022-05/en_head_0001.json.gz/line575
__label__cc	0.554476	0.445524	Iowa Baseball Team Owner Shares $600,000 His Employees James Rabe Published: January 5, 2022 Canva/Rabe They need the money more than we do. Michael Gartner used to own the Iowa Cubs minor league baseball team. They closed on the sale of the team a few days after Christmas and he had a big surprise for the employees of the team. According to a story in the New York Times, 83-year-old Michael Gartner called the employees together the same day the sale closed and told everyone he had their new business cards. He gave them envelopes and inside was NOT a set of new business cards. He was a liar? Technically, maybe. But it was in service of a great thing... ...inside were checks worth $2,000 for every year each employee had worked for the team — $600,000 in total for the 23 full-time workers." (NYT) Again, from the NYT - A lot of those people have worked for us for over 20 years, and they’ve helped us build a successful team...They’re just fantastic people (and) They need the money more than we do. A lot of them still have mortgages and car payments and college payments. Stack of 00 bills Tomislav Forgo "They need the money more than we do." That's the second time in the last couple of years the Cub's owner has said that. When Covid shut down the 2020 season, the staff was not furloughed... “We kept everybody on full pay and benefits the whole time. We lost $4 million, but they needed the money more than I did,” Gartner told the Des Moines Register. “To get ready for (Opening Day), I didn’t really have to do anything. I’ve got all these great people who work here.” (complex.com) The Iowa Cubs has only had 3 owners since they became a team in 1969. For 53 years the team has been locally owned. It sounds like their last owner was their most caring owner. Read the letter the owner wrote to the fans after the sale. Here's How To Get a Free Mailbox! Warning...the first part, getting a plow to destroy your old box, is not the easiest thing to make happen. Rochester Minnesota's Rules About Snow Plows and Your Mailbox The City of Rochester, MN, has a set of rules for just about everything, and you betchya there's a set for when one of the city snowplows hit your mailbox. Scroll slowly, take in all the rules, then good luck with winter! Source: Iowa Baseball Team Owner Shares $600,000 His Employees Filed Under: baseball, Good News, iowa	cc/2022-05/en_head_0001.json.gz/line578
__label__wiki	0.978692	0.978692	Ranking the Mainline Resident Evil Games As the 25th anniversary of this venerable survival horror series, 2021 is a big year for Resident Evil. From the release of new games to new multimedia ventures on Netflix and the big screen, Capcom has gone all out to celebrate the occasion. With all this attention on Resident Evil — especially with the recent release of Resident Evil: Village — what better time than the present to rank the 11 mainline Resident Evil games from worst to best. Resident Evil Capcom Survival Horror Games Resident Evil 4 With 7.7 million units sold, Resident Evil 6 ranks among Capcom’s best-selling games of all-time. However, commercial success doesn’t always equate to a good game. When first announced, Resident Evil 6 felt like the culmination of every game leading up to it. It looked to tie up story beats introduced way back in the first entry, bridge the gap between the series’ survival horror roots and the action focus of later titles, and address long-standing criticism with the series — namely the inability to shoot while moving. Unfortunately, what players got was a mess. While Leon’s campaign had some survival horror elements sprinkled throughout, Resident Evil 6’s multiple campaigns all focused on comical levels of action. Despite focusing on different types of action, Capcom’s attempt to appease everybody just left each campaign feeling undercooked. Moreover, this doubling down on action and de-emphasis of horror alienated series fans. To be honest, Resident Evil: Revelations 2 is your run-of-the-mill Resident Evil game. While that is certainly welcomed when coming after the much-maligned Resident Evil 6, the game does little to stand out from the pack. Revelation 2’s defining feature is its episodic story structure. Taking a page from Telltale adventure games popular at the time, the game initially released as four weekly episodes. This episodic structure makes it the most digestible entry in the series. However, Revelations 2 stumbles in trying to inject some horror into its action-focused gameplay. At certain points in the game, you will take control of characters that can’t defend themselves. While this injects some tension into the proceedings, it is superficial at best. Resident Evil Zero Resident Evil Zero falls in a peculiar place in the series history. After four games and a remake, many were tiring of the series’ core gameplay — mainly, the tank controls and methodical pacing. Unfortunately, Capcom wasn’t ready to make major changes to series conventions. As a result, Zero is a perfectly competent Resident Evil yet completely forgettable. Despite this, Resident Evil Zero did pioneer the dual character system that would become the crux of many future games in the series. This system gave a new dimension to puzzles as each character came with a unique set of skills. On the flip side, this new system, combined with the lack of boxes to store extra items in, made inventory management a nightmare. Resident Evil — CODE: Veronica Back in 2000, Resident Evil — CODE: Veronica was the peak of classic Resident Evil. Although it was missing some gameplay improvements from Resident Evil 3, CODE: Veronica upped the presentation tenfold. From the bombastic cinematics to fully 3D environments, the game was a sight to behold. Due to the 3D environments, the camera was able to transition between angles more seamlessly — a first for the series. Unfortunately, by today’s standards, CODE: Veronica is dated. While some may be able to look past these shortcomings as a product of their time, just be aware that one’s enjoyment with this game may vary due to them. Let’s immediately get this out of the way: Resident Evil 5 is a good game. The gameplay builds on the superb third person shooting of its predecessor. The graphics stand with the best of its generation. Better yet, you can play the entire game with a friend. In fact, many people herald Resident Evil 5 as one of the best co-op games ever made. However, Resident Evil 5 serves as the game where the series emphasized action over horror. To be honest, it’s hard to build tension and dread when the game pushes players from one Michael Bay-esque action set piece to the next. On top of the much-maligned shift to action, the story is an absolute mess. Although Resident Evil’s narrative was never a masterful work of video game writing, Resident Evil 5 takes it to the point of self-parody. From making series antagonist Albert Wesker into just another mutated monster to Chris Redfield infamously punching a boulder, it’s safe to say that this game is when the series jumped the shark. Release: 1999 (Original), 2020 (Remake) Originally intended as a lower budget spinoff, Resident Evil 3: Nemesis is a stunning achievement in ingenuity. While the re-use of assets and mechanics may make it seem derivative of its predecessors, Resident Evil 3 iterates in other areas. For instance, movement is much more responsive thanks to the addition of a dodge and 180-degree turn. Resident Evil 3’s biggest feature is its titular enemy, Nemesis. Unlike other enemies in the game, the near-invincible Nemesis will pursue players between rooms and can kill them instantly if caught. It’s a combination that haunts many a fan of the game to this very day. In trying to modernize Resident Evil 3, the 2020 remake, unfortunately, replaces the original’s methodical pacing and constant threat of Nemesis for linear level design and scripted action movie-like segments. While the remake is still a solid game, its less faithful take on the story and gameplay is a sticking point for many. Resident Evil: Revelations Considering it first released on the 3DS, Resident Evil: Revelations might not seem as impressive as its predecessors. For instance, the graphics and controls, while great on a portable device, seem blown up and restrictive when played on console or PC. However, to focus on these problems is selling Revelations short. Revelations is the best of both worlds. It has the improvements to gameplay and camera placement that came with the series’ move to action, while putting a greater focus on survival horror through its dark, decrepit environments and ammo scarcity. Plus, the shorter episodic chapters — with full TV-like recaps at the beginning of each — makes Revelations one of the most approachable entries in the series. There’s a reason that the original Resident Evil went on to spawn an entire franchise. Not many games were able to capture the intense atmosphere and suffocating tension of a horror movie before this PS1 classic. Add in the grotesque monster designs and realistic graphics — by 1996 standards — and Capcom had a certified hit. However, time has not been kind to the original Resident Evil. By today’s standards, the muddy visuals look rudimentary, and the tank controls are just frustrating. Fortunately, Capcom remade this classic in 2002 for the Nintendo GameCube. The Resident Evil remake is lauded for its additions to the original game. The graphics see a much-needed improvement, new areas are added to the Spencer Mansion, and there’s a brand-new side story to experience. Moreover, later ports would even update the controls to be more in line with modern third-person shooters. Despite a greater focus on horror, Resident Evil 7: Biohazard was quite the gamble. Outside of some much-maligned spinoffs, Resident Evil avoided using first-person. As such, the change from its traditional third-person camera to a first-person camera was seen as a major departure. Fortunately, the gamble paid off. In fact, Resident Evil 7 received much praise for its bold new direction. On top of the change in perspective, this new direction included ousting the series’ grander plot and conventional design for a smaller narrative, slower pacing, and an intimate setting. Plus, the game made excellent use of VR — something you rarely see in AAA games. Resident Evil 2 is what every sequel strives to do: expand on the original in new and creative ways. Instead of the claustrophobic corridors of the Spencer Mansion, players could explore the varied locations of Racoon City. Rather than one set story with the actors changing based on which protagonist that player chooses, each protagonist has their own campaign that directly affects the other. While Resident Evil 2 does a better job of standing up to the test of time than its predecessor, the PS1 original still gets overshadowed by its modern remake. From the graphical overhaul to the addition of a third-person over-the-shoulder camera to making Mr. X a constant threat throughout the game, the 2019 remake is certainly the best way to play this highly rated entry in the series. There’s no surprise that Resident Evil 4 would be at top of this or any other ranking. The fourth numbered entry in Capcom’s flagship horror franchise is a certified classic. However, if you take a look at the game’s long and troubled development, it’s a miracle that we got one of the greatest games of all-time at all. Resident Evil 4 single-handedly revitalized the series by moving the camera from fixed angles to over-the-shoulder of protagonist Leon S. Kennedy. Moreover, the injection of action set pieces — before Capcom would run them into the ground in subsequent sequels — introduction of smarter enemies in the Los Ganados, and tighter third person shooting all came together to make a perfectly paced horror experience. ← How Can PPP Loans Help Small Business Owners? Your Guide to Removing Asbestos: Abatement vs. Remediation → The Final Round: Rundown of Super Smash Bros. Ultimate Fighter Pass Vol. 2 Billed as the ultimate crossover fighting game ever made, Super Smash Bros. Ultimate for the... What is Sonic the Hedgehog? It’s easy to forget how prominent Sonic the Hedgehog once was in popular culture. Everybody’s... Coolest Uses of the Konami Code On February 25, 2020, the video game industry lost Kazuhisa Hashimoto. While many aren’t familiar... Take Your Time: Exploring the Persona Games In terms of popularity and sales, Final Fantasy and Pokémon sit atop the RPG genre... New Challengers Approaching: Rundown of Super Smash Bros. Ultimate Fighters Pass Coming once in a console generation, Super Smash Bros. is a crossover fighting game like...	cc/2022-05/en_head_0001.json.gz/line579
__label__cc	0.623628	0.376372	Hanne Darboven (1941–2009) is one of the most influential artists of the past decades. Her outstanding work is based on writing but ‘writing without describing’. Transcribing literary works like Homer’s Odyssey in manuscript form was a large part of her practice and various of her artworks incorporate a vast collection of different kinds of texts. In addition to handwriting or typewriting, Darboven made use of other techniques, like the collage or object assemblage, adding visual material representing the history of the 19th and 20th centuries. Her writing – mostly displayed on A4 pages or in books – resulted in several thousands of sheets of paper, revealing their space-encompassing dimension only when displayed in installations. They become a symbol and physical evidence of the lifetime and the energy expended in the act of writing. In some of Darboven’s works the time spent creating the work even equals the representative time span. Darboven was reflective about current political affairs and started taking short notes of the most important daily events – political or personal – when leaving Hamburg for New York in 1966, which were then later included in her work. Oftentimes, Darboven intertwined political or cultural history with personal references, such as photographs and other personal notes, like ‘in ruhe ein brötchen mit butter und marmelade essen’ (eat a roll with butter and jam in peace) or inscriptions like ‘biographie, hanne darboven 1949->1983’ referring to her lifetime, and in the work ‘Ost-West-Demokratie’ (1983), while other works, such as ‘Hommage an meinen Vater’ (1988), are even dominated by personal content. Living in New York for two years, Darboven came into contact with the leading artists of the then-emerging Conceptual and Minimal Art movements, especially Sol LeWitt and Carl Andre. It was also during this time that she began her series of ‘Constructions’, the basic, systematic structure that would set the tone for her entire oeuvre. The most significant structural element in Darboven’s works is the chronological succession of written content, as if ‘writing along a timeline’, and, more specifically, the use of dates. This is also the case in ‘Schreibzeit’ (1975–99), a vast collection of texts ranging from magazine articles or entries from encyclopaedias to poems. It includes relevant dates of political events and the names authors listed on their dates of birth or death. A cross-sum system developed by Darboven in the early 1970s was employed by her to make the phenomenon of time visually tangible. Being universal and non-referential, numbers were used by Darboven as a means of marking out time and space; numbers were use not with calculation, but rather for counting. In other key works, such as her first historical work ‘Bismarckzeit’ (1978), or ‘Kulturgeschichte’ (1980–83), Darboven gathered visual material like photographs, posters or postcards as well as objects like musical instruments, to follow the course of time both in calendric terms and in content. This allowed her to be oriented to the events of a certain period of time and to focus on issues of contemporary history. Darboven had a great musical talent and in the 1980s she started to transfer her binary system into scores, thus composing mathematical music that she had recorded by professional musicians. The artist’s estate is executed by the Hanne Darboven Foundation, Hamburg, which she established herself in 2000. BiographyHanne Darboven Foundation Der Sand Kosmos >85< Weltreise – In Gedanken an Humboldt: Kosmos Ein Jahrhundert und das Jahr 1990 28 Sep 1997 - 20 Dec 1997 Der Regenmacher, MKM Museum Küppersmühle für Moderne Kunst, Duisburg Korrespondenzen, Hamburger Bahnhof, Museum für Gegenwart, Berlin Kulturgeschichte, 1890-1983, Dia Art Foundation, New York Aufklärung, Haus der Kunst, Munich Zeitgeschichten, Bundeskunsthalle, Bonn El tiempo y las cosas. La casa estudio de Hanne Darboven, Museo Nacional Centrode Arte Reina Sofía, Madrid Camden Arts Centre, London Hommage à Picasso, Deutsche Guggenheim, Berlin Ein Jahrhundert-ABC, Kestnergesellschaft, Hannover Ein Jahrhundert, Kunstmuseum Bonn Ost-West-Demokratie (1983) Hanne Darboven at Museum Küppersmühle, Duisburg, Germany Der Regenmacher, on view online 18 Apr 2012 - 16 Jun 2012 James Lee Byars	cc/2022-05/en_head_0001.json.gz/line583
__label__wiki	0.770384	0.770384	How to Talk to and Support Transgender and Gender Diverse Teens (Source:Getty Images) This article is republished from The Conversation. Thalia Plata, The Conversation Transgender youth have been around long before the word transgender has. Yet today, transgender teens are increasingly visible in society. For parents and caregivers, knowing how to talk to their children about gender can present a steep learning curve. The Conversation U.S. on Oct. 21, 2021, hosted contributors Jules Gill-Peterson, an associate professor of history at Johns Hopkins University, and Dr. Kacie Kidd, medical director of the pediatric Gender and Sexual Development Clinic at West Virginia University Medicine Children's Hospital, in a webinar titled "Transgender and gender-diverse teens more visible than ever: Who they are, what they need and how to talk about sensitive issues." The speakers, who have both written articles for The Conversation, shared their expertise on gender diversity in teens and answered commonly asked questions. Below are some highlights from the discussion. Please note that answers have been edited for brevity and clarity. Transgender and gender diverse youth have become more visible than ever. How does transgender history inform us about where society is at in the United States? Jules Gill-Peterson: A lot of the rhetoric around [trans] kids frames them as totally new — most people are getting to know that there are trans youth for the first time. The visibility that we're dealing with today is pretty unprecedented. But that doesn't mean [transgender] people themselves haven't existed before. One of the challenges that anyone who's trans faces is coming to an understanding of yourself in a culture that fundamentally doesn't recognize that you exist. One of the most remarkable things about trans youth is that they're able to stand up in this world that we've created, that gives them no reason to know who they are, and say, "Hey, actually, I know something about myself that none of the adults in my life know." I think history can be a really powerful grounding force to give young people a sense of lineage. It's not like you look back in time and you see yourself reflected, by any means. But I think it can be profoundly reassuring, in a moment of not just political backlash but the general isolation that trans people face in a cis-normative society, to be able to [see] that you're not the first person to ever go through this. [I think] that is just kind of a powerful message and one that I certainly subscribe to as an adult too, but I can imagine it's especially important for young people. What does "cis" mean and where does it come from? Jules Gill-Peterson: This is actually a term from chemistry. It's a prefix that you can put in front of words. So is the word "trans." Trans as a prefix means across — it's the spatial metaphor moving across something. Cis means on the same side of. At some point on the internet, people started using that word; they were looking for a word to distinguish between people who are trans and people who are not. Cisgendered came to mean that your gender identity matches what was assigned at birth. That being said, it's not a totally kind of innocent or uncomplicated term. I'm not sure how helpful it is to think of cisgender as something that people need to own up to, for example, in a pronoun circle (when people introduce themselves by name and by the pronouns they prefer). I think often the pressure for people to [identify] as cis doesn't make any sense, either. It's like, well, what makes you cisgender? Did you really go through that long process of deciding if your gender matched what's on your birth certificate, like trans people have to deal with? I tend to use the word cis in my work to describe large historical structures that created that very obligation in the first place. Kacie Kidd: To build off that, we as a people have a tendency to put people in boxes. And I'm sure that many of us have had the experience of not neatly fitting into a box that society ascribed to us. And I think that's something that we all can connect to, and relate to, and understand that our job of putting people in boxes is not helpful, right? And there is no binary for most things, if not all things, and I think our realization of that helps to understand the broader [situation]. What are binders and gender-affirming procedures, and is there a right age for them? Kacie Kidd: A binder is a garment that constricts chest tissue and has a variety of uses; elite athletes often use similar kinds of products. But [binders] can help make someone feel more in line with who they are and can help them kind of navigate the world. But the answer to your question is no, there isn't a perfect age. But these are long, thoughtful conversations and considerations. Jules Gill-Peterson: As a historian of medicine, one of the really interesting stories that I pulled in my book, Histories of the Transgender Child, for example, is that gender affirming medicine originated long before it was seen as gender affirming. The medical techniques used now came out of studying trans and intersex people and under really horrific, barbaric, torturous conditions. But the goal of that research was actually not to help intersex and trans people — it was to force them to appear more "normal," but actually developed means to medically intervene into human sex and gender. One of the interesting truths here is that there really isn't that much of a meaningful difference. The only difference between trans medicine and non-trans medicine is who gets stigmatized for it. Who has to go get a psychiatric letter of evaluation, who has trouble getting insurance compensation? [For example,] who uses the most hormones in this country? Cisgender women and cisgender men. They just don't have to ask for it as much. Other kinds of surgeries that are exactly the same as gender affirming surgeries are called cosmetic surgeries. I worry about my trans daughter having regrets in the future, when going back won't be an option. Jules Gill-Peterson: I understand the anxiety, but I want to make the case that [regret] is a red herring that's been planted in our mind. I think the concept of regret is often tied to this idea of "de-transitioning," the idea that you can transition and then un-transition, which is not a very good way of thinking about it. When people do choose to de-transition, especially trans women, it is due to overwhelming social pressure, discrimination and loss of social support people. People de-transition when they lose their jobs, when their partners abandon them, when their families won't speak to them, when they're in dire financial straits, when they're experiencing street harassment and criminalization, and when they don't have the material resources they need to live. Those are the most concerning regrets. Our children's genders aren't something that belong to us, right? And so our job is to support them in life and try to avoid those regrets, or to avoid the regret of going through puberty you didn't want to go through, or having to, you know, spend years pretending to be someone you [are not]. I think those are things we should feel regretful for in society. Read The Conversation's in-depth series on issues facing transgender children and their families. You can also sign up for a four-email newsletter "course" with stories delivered over a week to learn about the latest research on trans youth. Thalia Plata, Editorial Intern, The Conversation Consumer Group Backtracks on Tinder LGBTQ+ Discrimination Accusation New Auto Sales Up in 2021, but Long Way Before Full Recovery	cc/2022-05/en_head_0001.json.gz/line585
__label__wiki	0.951478	0.951478	Cristiano Ronaldo’s absence will not halt our winning momentum– Sergio Ramos Neelav Chakravarti The Los Blancos begin their campaign with a UEFA Super Cup fixture against their city rivals. Sergio Ramos has stated that the departure of talisman Cristiano Ronaldo to Juventus will not put an end to the club’s winning momentum. The Portuguese star moved to Italy in a deal valued at £105m after a nine-year spell at Real Madrid, which also consisted a trio of consecutive UEFA Champions League titles. The Santiago Bernabeu outfit have not signed any replacement for their former star player yet, with new manager Julen Lopetegui hinting that Gareth Bale will play an important role in the upcoming season. The five-time Ballon d’Or winner recently stated that the Turin-based outfit felt like a “family” after he scored on his first appearance for the club, in a game against its youth team. However, the Los Blancos skipper expressed the view that his club would maintain their European dominance with an expected win against Atletico Madrid in the continental curtain-raiser. Could Atletico Madrid’s resurgence make them serious title contenders in La Liga this season? Gareth Bale can replace Cristiano Ronaldo and is happy at Real Madrid- Julen Lopetegui Facebook set to stream La Liga games in the absence of television coverage Top 10 footballers who have never won The Best FIFA Men's Player Award Top 10 footballers with most La Liga titles in history Top 10 most expensive January Deadline Day transfers The Spain captain said during a news conference, “You had to dig a little deeper. Here we have always felt a family. The key to success has been that we have always been [a family], and we have felt part of that family. The loss of such an important player is negative, but that is not why we are going to stop winning. Throughout history, we have gone through cracks and have continued to win. We will have to leave this to us and Real Madrid will carry on, no matter what happens Madrid will not stop winning. He has decided to change stage and hopefully, he will do well.” The former Manchester United player won a host of trophies with the La Liga outfit. He won two La Liga titles, two Copa del Reys, two Supercoppa de Espana, four UEFA Champions League titles, two UEFA Super Cups and three FIFA Club World Cups. During his stay at Real Madrid, he even won the Ballon d’Or four times prior to winning it once during his tenure at Manchester United. Ronaldo will be hoping to win a lot of titles in Italy with the club’s main aim being the prestigious UEFA Champions League crown. Atlético de MadridCristiano RonaldoJuventus FCLa LigaReal Madrid CFSergio RamosUEFA Champions League	cc/2022-05/en_head_0001.json.gz/line586

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