PAGE
1
HUM 220.03
Instructor: Shawn Taylor
Values and Culture
email [email protected]
W 1810p-2055p
Office HUM 219
Humanities Room# HUM 115
Office hours: W. 2100p-2200p
Schedule Number: 4220
(GE C2: Humanities)
This syllabus is not set in stone and is subject to change at any time.
Course Description: This is a discussion-based course that will interrogate: the future, technology, sports, popular culture, and media. You will be using your selves as maps through our shared culture. We will explore how speculation can be a form of creative inquiry. We will watch films, listen to music, read books (it is university, you kind of have to read), and have conversations to make the argument that one of the best ways to know the world is to imagine it.
What do you get?: In exchange for your full participation, you will develop the skills to think critically about what you receive through all of your senses and sense-making apparatus. Thinking critically means that you can call “B.S.” when you see or hear it. You will learn how to formulate and defend written and spoken arguments; along with being able to see past the surface explanation of things. This means that when you call “B.S.”, you’ll be able to explain “why” you think this, as well as offer up information to bolster your point.
Learning Objectives:
(a) Students' papers consider questions of how values intersect with/influence/diverge from culture as they are addressed in a range of literary and visual texts produced across the globe.
(b) Students' papers require close reading of written texts and close examination of images, and articulation of the student's own understanding of them, while acknowledging the possibility of multiple interpretations.
(c) Papers require in-depth analysis of works and ideas, and attention to appropriate methods of inquiry in the humanities.
(d) Papers and course discussions require comparisons between works representing various global communities past and present, which ensures that students will gain understanding of other value systems and ways of life.
(e) Papers require close engagement with the works under study, stimulating students' appreciation of literature and the arts and laying an indispensable foundation for their active cultivation.
Course Requirements: Class participation is a must. If you want a good grade, you have to participate. We only meet 150 minutes per week, but if you work hard, I’ll work even harder.
Attendance: Come to class. It isn’t algebra. Show up, you learn and earn a grade. If you don’t show up, you miss out and your grade is negatively impacted. You get three (3) absences. After that, you lose two (5) points for each subsequent absence.
3x5 index cards: A 3x5 index card with your name, date, and a question about the current material is due at the start of each class period. These cards will be used as prompts to help engineer our class discussion. They are also a secondary attendance check.
Cell .
A list of possible essay questions 1. Over the last 30 years n.docxsleeperharwell
A list of possible essay questions
1. Over the last 30 years numerous theoretical integrations of two or more theories of crime have been proposed. First, explain how theoretical falsification, theoretical competition, and theoretical integration differ from each other. Second, explain how Longshore et al. (2004) combined self-control and social bond theories into a single integrated theory. Third, how you would create a new integrated theory of crime if you use two existing crime theories and discuss its potential strengths and limitations.
2. Empirical research indicates that men are more likely than women to engage in deviant and criminal behaviors. First, discuss the applicability of the dominant crime theories (focusing on low self-control and general strain theories) to explain gender gap in crime and etiology of criminal behaviors for both males and females. Second, assess empirical findings and their support regarding traditional crime theories’ applicability in explaining gender differences in crime and etiology of female deviance.
3. Conflict theory focuses on social inequality and power relations within society and argues that criminal justice decisions and discretion (from arrest to sentence) are biased against less powerful individuals. Discuss empirical findings (especially focusing on the empirical studies by Petrocelli et al. (2003) and Steffensmeier and Demuth (2001) on the exercise of discretion in applying the law against minorities.
4. Biological and psychological trait theories assume that biological and/or psychological factors influence aggressive/deviant/criminal behaviors. First, discuss how biological and psychological trait theories explain the causation of aggressive and criminal behaviors. Second, discuss empirical research and their findings on the impacts of biological and psychological factors on aggression and deviance.
5. During the last decade, a number of empirical studies have been conducted to understand the applicability of dominant crime theories in explaining the etiology of computer crime and school bullying. First, discuss empirical findings on crime theories’ generalizability in explaining computer crime and bullying. Second, which of the crime theories is most applicable to explain computer crime or school bullying and why?
6. Discuss social disorganization theory in detail, especially focusing on 1) two main issues raised by social disorganization theory, 2) key concepts and propositions of social disorganization theory, and 3) key findings of the study by Sampson and Groves (1989).
7. Since the late 1970s, developmental/life-course criminological theories have been developed to explain offending patterns of individuals in their lifetimes. Discuss 1) the age-crime relationship, 2) concepts of stability and desistance in antisocial behaviors, 3) theoretical explanation (focusing on low self-control theory) of stability of deviance, and 4) key concepts and propositi.
PAGE
1
HUM 220.03
Instructor: Shawn Taylor
Values and Culture
email [email protected]
W 1810p-2055p
Office HUM 219
Humanities Room# HUM 115
Office hours: W. 2100p-2200p
Schedule Number: 4220
(GE C2: Humanities)
This syllabus is not set in stone and is subject to change at any time.
Course Description: This is a discussion-based course that will interrogate: the future, technology, sports, popular culture, and media. You will be using your selves as maps through our shared culture. We will explore how speculation can be a form of creative inquiry. We will watch films, listen to music, read books (it is university, you kind of have to read), and have conversations to make the argument that one of the best ways to know the world is to imagine it.
What do you get?: In exchange for your full participation, you will develop the skills to think critically about what you receive through all of your senses and sense-making apparatus. Thinking critically means that you can call “B.S.” when you see or hear it. You will learn how to formulate and defend written and spoken arguments; along with being able to see past the surface explanation of things. This means that when you call “B.S.”, you’ll be able to explain “why” you think this, as well as offer up information to bolster your point.
Learning Objectives:
(a) Students' papers consider questions of how values intersect with/influence/diverge from culture as they are addressed in a range of literary and visual texts produced across the globe.
(b) Students' papers require close reading of written texts and close examination of images, and articulation of the student's own understanding of them, while acknowledging the possibility of multiple interpretations.
(c) Papers require in-depth analysis of works and ideas, and attention to appropriate methods of inquiry in the humanities.
(d) Papers and course discussions require comparisons between works representing various global communities past and present, which ensures that students will gain understanding of other value systems and ways of life.
(e) Papers require close engagement with the works under study, stimulating students' appreciation of literature and the arts and laying an indispensable foundation for their active cultivation.
Course Requirements: Class participation is a must. If you want a good grade, you have to participate. We only meet 150 minutes per week, but if you work hard, I’ll work even harder.
Attendance: Come to class. It isn’t algebra. Show up, you learn and earn a grade. If you don’t show up, you miss out and your grade is negatively impacted. You get three (3) absences. After that, you lose two (5) points for each subsequent absence.
3x5 index cards: A 3x5 index card with your name, date, and a question about the current material is due at the start of each class period. These cards will be used as prompts to help engineer our class discussion. They are also a secondary attendance check.
Cell .
A list of possible essay questions 1. Over the last 30 years n.docxsleeperharwell
A list of possible essay questions
1. Over the last 30 years numerous theoretical integrations of two or more theories of crime have been proposed. First, explain how theoretical falsification, theoretical competition, and theoretical integration differ from each other. Second, explain how Longshore et al. (2004) combined self-control and social bond theories into a single integrated theory. Third, how you would create a new integrated theory of crime if you use two existing crime theories and discuss its potential strengths and limitations.
2. Empirical research indicates that men are more likely than women to engage in deviant and criminal behaviors. First, discuss the applicability of the dominant crime theories (focusing on low self-control and general strain theories) to explain gender gap in crime and etiology of criminal behaviors for both males and females. Second, assess empirical findings and their support regarding traditional crime theories’ applicability in explaining gender differences in crime and etiology of female deviance.
3. Conflict theory focuses on social inequality and power relations within society and argues that criminal justice decisions and discretion (from arrest to sentence) are biased against less powerful individuals. Discuss empirical findings (especially focusing on the empirical studies by Petrocelli et al. (2003) and Steffensmeier and Demuth (2001) on the exercise of discretion in applying the law against minorities.
4. Biological and psychological trait theories assume that biological and/or psychological factors influence aggressive/deviant/criminal behaviors. First, discuss how biological and psychological trait theories explain the causation of aggressive and criminal behaviors. Second, discuss empirical research and their findings on the impacts of biological and psychological factors on aggression and deviance.
5. During the last decade, a number of empirical studies have been conducted to understand the applicability of dominant crime theories in explaining the etiology of computer crime and school bullying. First, discuss empirical findings on crime theories’ generalizability in explaining computer crime and bullying. Second, which of the crime theories is most applicable to explain computer crime or school bullying and why?
6. Discuss social disorganization theory in detail, especially focusing on 1) two main issues raised by social disorganization theory, 2) key concepts and propositions of social disorganization theory, and 3) key findings of the study by Sampson and Groves (1989).
7. Since the late 1970s, developmental/life-course criminological theories have been developed to explain offending patterns of individuals in their lifetimes. Discuss 1) the age-crime relationship, 2) concepts of stability and desistance in antisocial behaviors, 3) theoretical explanation (focusing on low self-control theory) of stability of deviance, and 4) key concepts and propositi.
DIVERSITY IN THE URBAN LANDSCAPESEMINAR ON MULTICULTURALISM IN .docxpetehbailey729071
DIVERSITY IN THE URBAN LANDSCAPE:
SEMINAR ON MULTICULTURALISM IN THE UNITED STATES
LSP 200-307
DePaul University Dr. Jesse Mumm
Geography Department email: [email protected]
Spring Quarter 2019 office: Schmitt Academic Center Room 533
Friday 8:30 – 11:30 AM office hours: Friday 4 – 5 PM
Arts & Letters Hall Room 208 office phone: 773-325-4135
How do we make sense of our city – so full of the cultures of the world, yet so divided? This Seminar on Multiculturalism in the United States takes a geographic approach to how ideas of diversity and multiculturalism are imagined, debated and lived through lenses of race, class, gender, sexuality, culture and power. We will consider examples from across the United States but focus on the urban history and present struggles of the City of Chicago. We will think through “geographies of encounter” and experiences of multiculturalism in everyday life, and practice discussion and debate on how we navigate human difference in our city today. We begin by critically questioning the reality and the debate around multiculturalism, then dive into the “City of Neighborhoods” and examine the relationships between geography and power. We devote particular attention to black, Latino and white Chicagos, and then follow the historical upheavals that have rearranged the present urban landscape, as segregation, suburbanization, Urban Renewal, gentrification, privatization, and place-making contend to remake the city. Students will read critical texts assessed through weekly quizzes, write weekly reading reviews, conduct original ethnographic fieldwork in Chicago neighborhoods, and practice writing and presenting cogent arguments and interpretations of what it means to live in a multicultural city.
OBJECTIVES
Achieve fluency in the major debates on multiculturalism in the United States.
Identify patterns, parallels and correlations in racialized urban landscapes.
Practice seminar engagement skills in listening, discussion, presentation and argumentation.
Develop analytical writing, critical thinking, and organizing evidence from multiple sources.
Find your own voice in writing interpretations of changes in multicultural Chicago.
REQUIRED COURSE TEXTS
Urban Life: Readings in the Anthropology of the City,sixth edition, George Gmelch & Petra
Kuppinger, editors, is available at our DePaul University Bookstore.
All the rest of the assigned articles and readings are posted for free online on our
Desire2Learn course site in the form of pdf or Word documents, to be printed at your expense or read in electronic form.
All readings are to be completed before Friday of the week assigned for discussion. Quizzes
are based on all the readings for that particular week only; Reading Reviews encompass two weeks at a time.
COURSE REQUIREMENTS
Reading Reviews: 20% GRADING:
Weekly Quizzes 10% A 90-100%
Presentation 10% B 80-89%
First Paper 25% C 70-79%
.
Essay #2 Proposing a SolutionIn ClassFor this essay, you.docxrusselldayna
Essay #2: Proposing a
Solution
In Class:
For this essay, your task is to propose a realistic, thoughtful solution to a problem that affects you or someone you know.
This could be a large scale problem (such as profound national frustration with our electoral system) or a smaller scale
problem (such as a general lack of exciting social life for students who live on campus). While you might need to provide
some “proof ” that your problem is really a problem, the bulk of your argument should aim to convince your reader that your solution is
a very good option for all parties involved.
As you begin drafting in class, your goal should be to produce 2-4 pages of thoughtful prose that:
• briefly introduces your chosen problem and the stakes (why the problem needs to be addressed)
• proposes a realistic and fair minded solution (it could actually work, and people would likely accept it)
• develops 1-3 supporting points for your argument (research sources optional for the first draft)
• pays close attention to the basic features as outlined in SMG
Feel free to use the following template for effective structure:
• an intro paragraph that describes your problem and solution and gives your reader a reason to care
• 1-3 body paragraphs that develop individual points of support
• a brief conclusion that wraps up your argument
First draft requirements:
• To receive full credit for this portion of essay #1, your in-class draft must be at least one full page.
• Our purpose is not to produce final draft quality writing at this phase. Just start by getting your ideas on paper, for
now.
Subsequent Drafts:
Now that you have a basic argument on paper, continue to develop and focus your argument. Feel free to bring this draft
to office hours. Be sure to improve your draft prior to the peer review workshop, to help you produce a solid final draft.
Peer Review Requirements:
Bring three copies for peer-review. This draft should preferably be a full draft, but must be at least 3-4 pages. If you’re
short of 4-5 full pages, include a well-developed outline for the rest of your argument.
Final Draft Requirements:
• 4-5 pages of cleanly written, well-organized, lucid, insightful prose
• 2-4 scholarly or credible sources, with ALL borrowed words and information appropriately cited.
• MLA format (double-spaced, 12 pt. Times New Roman font, etc.) incl. Works Cited page
• Submit via SafeAssign, and turn in all invention work and drafts with your final draft
Additional Tips:
• Most any problem you choose can provide options for effective use of research, though you might need to be
inventive in identifying relevant, useful research sources. I’m happy to provide suggestions for research, if you like.
• Remember that opposing viewpoints are not just bowling pins to knock down—your overall solution must account
for major potential objections, rather than ignoring them or hoping your reader won’t notice (for instance, if you
propose to solve climat.
In the chapter Images, Power and Politics” by Sturken and CarLizbethQuinonez813
In the chapter “Images, Power and Politics” by Sturken and Cartwright, there is a clear
distinction made by the authors in the tradition of still life painting. The paintings were either
deeply symbolic, like Henri-Horace Roland de la Porte’s “Still Life”, or a reflection of “material
objects as they appear in the world” (Sturken and Cartwright 12). When this distinction is
applied to Weegee’s photograph “The First Murder”, the practices of looking and a fascination
towards violence are revealed, making the photograph more symbolic than mimetic.
Weegee’s photograph displays the reaction of women and schoolchildren to a murder scene in
the street, calling the viewer’s attention to the act of looking at a forbidden scene. The
photographer, Weegee aka Arthur Fellig, was known for arriving at crime scenes quickly and
capturing the hard- core depictions of crime and violence in the streets of New York (Sturken
and Cartwright 10). “The First Murder” portrays a variety of expressions on the onlooker’s faces.
Each face expresses a unique expression of pain, shock, wonder and curiosity. This image does
not just display a moment in life, it also shows the emotions and thoughts running through a
person’s mind while looking at the crime scene.
This photograph of Weegee also brings the viewer’s attention to the morbid fascination that
people have towards violence. In the image, a few children, ignoring the wailing relative of the
victim, are gawking at the crime scene in shock, wonder and fascination. “The First Murder”
illustrates the raw truth about people’s reactions without any pretense or filter. Seeing the dead
body of a gangster, the children do not appear to be afraid or disgusted by the gruesome scene.
Instead, they look on with amazement and shock at the murder, something very novel to them.
This photograph also fascinates the viewers, as it shows a rare moment in a person’s life and
their honest reaction to it.
Visual images are taken for different purposes and elicit different responses from the viewers.
“The First Murder” cannot be viewed as a mimetic form of representation due to it underlying
emotions. The photograph can be interpreted differently by the people as the subjectivity and
perception differs from individual to individual. Weegee’s photograph of people’s reaction to a
crime scene is not just a brilliant capture of fleeting human emotions, it is also a source to
understand the different practices of looking and the revelation of human fascination towards
violence.
English 101 Research Project
Proposal: 5% | Research Essay: 20% | Oral Interview: 10%
The research project centers on sustained academic analysis of a single image of your choosing. Your
job is to analyze an image (a photo, a painting, an advertisement, an Internet meme, literally any single
image) created within the last year, using the concepts from either or both of “Images, Power, and
Politics” and “Signs” as the basis for yo ...
You will read the text pages that I request. For this assignmenchandaronald
You will read the text pages that I request. For this assignment read pages 27-31 for this discussion which you will have to provide me your email so I can send you the textbook or just the specified pages you will need to complete the assignment. You will then provide a detailed outline of the material and a personal summary or impression of what was covered. The detailed outline will be a minimum of 3 pages. Be sure to include text content that is located in "call out areas" or boxes in the text. Answer must be in Microsoft Word and must be an original answer no plagiarism. There will be
no plagiarism!!!
Indicate the page numbers you've outlined in the subject line of your post.
I’ve posted an example of what the teacher expects.
You have to use this format and Quick Note: You will notice that the textbook assigned to this class uses Wikipedia as a resource. However, I want to point out that you should not use Wikipedia as a source for your coursework. Here’s an article discussing the limitations of Wikipedia.
http://www.findingdulcinea.com/news/education/2010/march/The-Top-10-Reasons-Students-Cannot-Cite-or-Rely-on-Wikipedia.html
Example: Science in the Social Sciences
The textbook begins with a quote from Albert Einstein: “Science is the attempt to make the chaotic diversity of our sense-experience correspond to a logically uniform system of thought” (p. 5).
- Truth is not created. It is discovered. Science is an organized attempt to discover truth.
The book clarifies the 3 main categories of science:
1) Natural: study of natural phenomena (cosmological, geological, chemical, biological, etc.)
2) Formal: study of math and logic that use an a priori, rather than factual, methodology (basically, a priori is knowledge that we have and can apply , rather than needing to measure something to gain knowledge about it)
3) Social: study of human behavior and sciences
Einstein was a theoretical physicist; this falls under formal sciences. He did not like things that were unpredictable an he was bothered by chaos. He tried to find ways to predict the unpredictable.
In this class:
We are interested in social sciences, and in particular how that knowledge can be applied to help systems of all sizes. Human services apply methods and findings from social science to improve the lives of people (
individuals
,
groups
– such as families, and larger social context –
communities
).
At the same time, all sciences have a lot in common. The textbook discusses the example of chaos theory. Chaos theory is a branch of mathematics (which is a science itself). Chaos theory deals with conditions where prediction is not possible.
- Chaotic diversity describes things on the quantum level and the human condition
- Chaos theory has implications when working with people; this was recently realized
- Human Services dislike chaos; we want to explain, possibly predict, and prevent human misery
* We can take another look at Einstein’s quote: “Science ...
Overview For the first part of your final project, the critical.docxaman341480
Overview:
For the first part of your final project, the
critical analysis portfolio
, you will select an issue or event in diversity and critically analyze it through the four general education lenses: history, humanities, natural and applied sciences, and social sciences. By viewing the issue/event through these lenses, you will gain insight into how the intersectional nature of diversity affects society, as well as both your own individual framework of perception and the choices, attitudes, and behaviors of others in the world around you.
For this first milestone, due in
Module Two
, you will select an issue/event to analyze through the four general education lenses. You will explain the issue/event and its relationship to diversity, as well as describe its connection to all four lenses.
Prompt:
First, review the module resources you have so far encountered, as well as your work in Module One. In addition, it is suggested that you visit the IDS 400 LibGuide for guidance on how to select a topic. Select one issue/event in diversity and write a paper that addresses how this issue/event fits into the framework of diversity, and then addresses how each lens influences perceptions and attitudes toward the issue/event, diversity, and society. The paper should outline each lens’s impact and framing of the issue/event. Be sure to provide a working thesis statement and clear definitions for your key terms.
Specifically, you must address the
critical elements
listed below.
I.
Introduction:
You will compile a series of critical analyses of a single issue/event in diversity through the four general education lenses: history, humanities, natural and applied sciences, and social sciences.
A.
Topic
: Using the four lenses, explain how an issue/event within diversity has or has not influenced modern society.
II.
Lens Connections
: In this section of your assignment, you will describe the connections between your issue/event and each of the four general education
lenses.
What is the connection of your issue/event to the lens of
history
for determining its impact on various institutions? Utilize evidence from theory
and research to support your analysis.
What is the connection of your issue/event to the lens of the
humanities
for determining its impact on various institutions? Utilize evidence from
theory and research to support your analysis.
What is the connection of your issue/event to the lens of the
natural sciences
for determining its impact on various institutions? Utilize evidence
from theory and research to support your analysis.
What is the connection of your issue/event to the lens of the
social sciences
for determining its impact on various institutions? Utilize evidence
from theory and research to support your analysis.
Be sure to begin the research process early and use evidence from your research to support your responses. Refer to course resources, the LibGuide for this class, and any other pertinent resou.
For the first part of your final project, the critical analysis por.docxdenneymargareta
For the first part of your final project, the critical analysis portfolio, you will select an issue or event in diversity and critically analyze it through the
four general education lenses: history, humanities, natural and applied sciences, and social sciences. By viewing the issue/event through these lenses, you will
gain insight into how the intersectional nature of diversity affects society, as well as both your own individual framework of perception and the choices, attitudes,
and behaviors of others in the world around you.
Prompt: First, review the module resources you have so far encountered, as well as your work in Module One. In addition, it is suggested that you visit the IDS
400 LibGuide for guidance on how to select a topic. Select one issue/event in diversity and write a paper that addresses how this issue/event fits into the
framework of diversity, and then addresses how each lens influences perceptions and attitudes toward the issue/event, diversity, and society. The paper should
outline each lens’s impact and framing of the issue/event. Be sure to provide a working thesis statement and clear definitions for your key terms.
Specifically, you must address the critical elements listed below.
I. Introduction: You will compile a series of critical analyses of a single issue/event in diversity through the four general education lenses: history,
humanities, natural and applied sciences, and social sciences.
A. Topic: Using the four lenses, explain how an issue/event within diversity has or has not influenced modern society.
II. Lens Connections: In this section of your assignment, you will describe the connections between your issue/event and each of the four general education
lenses.
A. What is the connection of your issue/event to the lens of history for determining its impact on various institutions? Utilize evidence from theory
and research to support your analysis.
B. What is the connection of your issue/event to the lens of the humanities for determining its impact on various institutions? Utilize evidence from
theory and research to support your analysis.
C. What is the connection of your issue/event to the lens of the natural sciences for determining its impact on various institutions? Utilize evidence
from theory and research to support your analysis.
D. What is the connection of your issue/event to the lens of the social sciences for determining its impact on various institutions? Utilize evidence
from theory and research to support your analysis.Be sure to begin the research process early and use evidence from your research to support your responses. Refer to course resources, the LibGuide for
this class, and any other pertinent resources to support your responses. Although at least two sources are required for each lens, note that you may use
the same source for more than one lens if applicable. Relevant current news sources may be used with instructor approva.
Teaching Math and Science MulticulturallyEDF 2085Prof. Mukhe.docxdeanmtaylor1545
Teaching Math and Science Multiculturally
EDF 2085
Prof. Mukherjee
Figure It Out!
Why Teach Math/Science?
Multicultural Answers:
Use knowledge to make the world a better place
Teach basic, functional skills as well as important themes like conservation; health; wealth distribution; voting…
Research has demonstrated male dominance and cross cultural under-representation in math/ science fields (at both school and societal levels)
Why Math and Science
“Today, I want to argue, the most urgent social issue affecting poor people and people of color is economic access. In today’s world, economic access and full citizenship depend crucially on math and science literacy.”
Bob Moses, Civil Rights Activist and Found of The Algebra Project
Radical Equations: Math Literacy and Civil Rights, p. 5
Indicators of Social Inequity Related to Science & Math Education
Professions that draw highest salaries tend to emphasize math and science
These fields tend to be segregated by race and gender
Patterns of segregation by sex and race can be viewed in patterns of enrollment in math & science in K-12 system
Patterns of racial and gender homogeneity also evident in representation in illustration and content of science & math textbooks
Failure to engage all students undermine their potential and future lifestyles/chances.
What Do We Want To Achieve in Math/ Science Education?
Multicultural Answers:
Critical (reflective) math and science literacy
Access to high levels of math/ science literacy for all students
Understanding how math & science are used in daily contexts
Understanding the political context of math and science (examples: racist theories of intelligence; use of statistics to support diverse positions)
Ensure not only functional levels of science & math literacy, but also CRITICAL science & math literacy
Traditional Answers:
Mastery of selected skills and knowledge of selected “facts”
Stratification of curriculum (tracking)
Content Concerns
Multicultural Answers:
Recognizes that Math and Science are not “culture-free”
Many cultures have contributed to our knowledge of Math and Science
Current uses of mathematics/ science in society (social issues as math/ science problems)
Emphasizes process (DOING a problem), not just product (getting the CORRECT answer)
Traditional Answers:
Claims that Math/ science are “universal”, culture-free subjects
Math and science are “objective” and, therefore, bias-free
Math and science problems have one right answer
Instruction/ Activities
Multicultural Answers:
Learning through meaningful, reality based problem solving activities
Inquiry-based approaches (teaching students to ask questions)
Allowing for mistakes (science as a process of reasoned trial and error)
Multiple learning styles addressed
Interdisciplinary inquiry (link science and math with other subject areas)
Traditional Answers:
Memorization
Learning occurs through repetitive practice (“drill and kill’)
Field independent in.
Teaching Math and Science MulticulturallyEDF 2085Prof. Mukhe.docxbradburgess22840
Teaching Math and Science Multiculturally
EDF 2085
Prof. Mukherjee
Figure It Out!
Why Teach Math/Science?
Multicultural Answers:
Use knowledge to make the world a better place
Teach basic, functional skills as well as important themes like conservation; health; wealth distribution; voting…
Research has demonstrated male dominance and cross cultural under-representation in math/ science fields (at both school and societal levels)
Why Math and Science
“Today, I want to argue, the most urgent social issue affecting poor people and people of color is economic access. In today’s world, economic access and full citizenship depend crucially on math and science literacy.”
Bob Moses, Civil Rights Activist and Found of The Algebra Project
Radical Equations: Math Literacy and Civil Rights, p. 5
Indicators of Social Inequity Related to Science & Math Education
Professions that draw highest salaries tend to emphasize math and science
These fields tend to be segregated by race and gender
Patterns of segregation by sex and race can be viewed in patterns of enrollment in math & science in K-12 system
Patterns of racial and gender homogeneity also evident in representation in illustration and content of science & math textbooks
Failure to engage all students undermine their potential and future lifestyles/chances.
What Do We Want To Achieve in Math/ Science Education?
Multicultural Answers:
Critical (reflective) math and science literacy
Access to high levels of math/ science literacy for all students
Understanding how math & science are used in daily contexts
Understanding the political context of math and science (examples: racist theories of intelligence; use of statistics to support diverse positions)
Ensure not only functional levels of science & math literacy, but also CRITICAL science & math literacy
Traditional Answers:
Mastery of selected skills and knowledge of selected “facts”
Stratification of curriculum (tracking)
Content Concerns
Multicultural Answers:
Recognizes that Math and Science are not “culture-free”
Many cultures have contributed to our knowledge of Math and Science
Current uses of mathematics/ science in society (social issues as math/ science problems)
Emphasizes process (DOING a problem), not just product (getting the CORRECT answer)
Traditional Answers:
Claims that Math/ science are “universal”, culture-free subjects
Math and science are “objective” and, therefore, bias-free
Math and science problems have one right answer
Instruction/ Activities
Multicultural Answers:
Learning through meaningful, reality based problem solving activities
Inquiry-based approaches (teaching students to ask questions)
Allowing for mistakes (science as a process of reasoned trial and error)
Multiple learning styles addressed
Interdisciplinary inquiry (link science and math with other subject areas)
Traditional Answers:
Memorization
Learning occurs through repetitive practice (“drill and kill’)
Field independent in.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
DIVERSITY IN THE URBAN LANDSCAPESEMINAR ON MULTICULTURALISM IN .docxpetehbailey729071
DIVERSITY IN THE URBAN LANDSCAPE:
SEMINAR ON MULTICULTURALISM IN THE UNITED STATES
LSP 200-307
DePaul University Dr. Jesse Mumm
Geography Department email: [email protected]
Spring Quarter 2019 office: Schmitt Academic Center Room 533
Friday 8:30 – 11:30 AM office hours: Friday 4 – 5 PM
Arts & Letters Hall Room 208 office phone: 773-325-4135
How do we make sense of our city – so full of the cultures of the world, yet so divided? This Seminar on Multiculturalism in the United States takes a geographic approach to how ideas of diversity and multiculturalism are imagined, debated and lived through lenses of race, class, gender, sexuality, culture and power. We will consider examples from across the United States but focus on the urban history and present struggles of the City of Chicago. We will think through “geographies of encounter” and experiences of multiculturalism in everyday life, and practice discussion and debate on how we navigate human difference in our city today. We begin by critically questioning the reality and the debate around multiculturalism, then dive into the “City of Neighborhoods” and examine the relationships between geography and power. We devote particular attention to black, Latino and white Chicagos, and then follow the historical upheavals that have rearranged the present urban landscape, as segregation, suburbanization, Urban Renewal, gentrification, privatization, and place-making contend to remake the city. Students will read critical texts assessed through weekly quizzes, write weekly reading reviews, conduct original ethnographic fieldwork in Chicago neighborhoods, and practice writing and presenting cogent arguments and interpretations of what it means to live in a multicultural city.
OBJECTIVES
Achieve fluency in the major debates on multiculturalism in the United States.
Identify patterns, parallels and correlations in racialized urban landscapes.
Practice seminar engagement skills in listening, discussion, presentation and argumentation.
Develop analytical writing, critical thinking, and organizing evidence from multiple sources.
Find your own voice in writing interpretations of changes in multicultural Chicago.
REQUIRED COURSE TEXTS
Urban Life: Readings in the Anthropology of the City,sixth edition, George Gmelch & Petra
Kuppinger, editors, is available at our DePaul University Bookstore.
All the rest of the assigned articles and readings are posted for free online on our
Desire2Learn course site in the form of pdf or Word documents, to be printed at your expense or read in electronic form.
All readings are to be completed before Friday of the week assigned for discussion. Quizzes
are based on all the readings for that particular week only; Reading Reviews encompass two weeks at a time.
COURSE REQUIREMENTS
Reading Reviews: 20% GRADING:
Weekly Quizzes 10% A 90-100%
Presentation 10% B 80-89%
First Paper 25% C 70-79%
.
Essay #2 Proposing a SolutionIn ClassFor this essay, you.docxrusselldayna
Essay #2: Proposing a
Solution
In Class:
For this essay, your task is to propose a realistic, thoughtful solution to a problem that affects you or someone you know.
This could be a large scale problem (such as profound national frustration with our electoral system) or a smaller scale
problem (such as a general lack of exciting social life for students who live on campus). While you might need to provide
some “proof ” that your problem is really a problem, the bulk of your argument should aim to convince your reader that your solution is
a very good option for all parties involved.
As you begin drafting in class, your goal should be to produce 2-4 pages of thoughtful prose that:
• briefly introduces your chosen problem and the stakes (why the problem needs to be addressed)
• proposes a realistic and fair minded solution (it could actually work, and people would likely accept it)
• develops 1-3 supporting points for your argument (research sources optional for the first draft)
• pays close attention to the basic features as outlined in SMG
Feel free to use the following template for effective structure:
• an intro paragraph that describes your problem and solution and gives your reader a reason to care
• 1-3 body paragraphs that develop individual points of support
• a brief conclusion that wraps up your argument
First draft requirements:
• To receive full credit for this portion of essay #1, your in-class draft must be at least one full page.
• Our purpose is not to produce final draft quality writing at this phase. Just start by getting your ideas on paper, for
now.
Subsequent Drafts:
Now that you have a basic argument on paper, continue to develop and focus your argument. Feel free to bring this draft
to office hours. Be sure to improve your draft prior to the peer review workshop, to help you produce a solid final draft.
Peer Review Requirements:
Bring three copies for peer-review. This draft should preferably be a full draft, but must be at least 3-4 pages. If you’re
short of 4-5 full pages, include a well-developed outline for the rest of your argument.
Final Draft Requirements:
• 4-5 pages of cleanly written, well-organized, lucid, insightful prose
• 2-4 scholarly or credible sources, with ALL borrowed words and information appropriately cited.
• MLA format (double-spaced, 12 pt. Times New Roman font, etc.) incl. Works Cited page
• Submit via SafeAssign, and turn in all invention work and drafts with your final draft
Additional Tips:
• Most any problem you choose can provide options for effective use of research, though you might need to be
inventive in identifying relevant, useful research sources. I’m happy to provide suggestions for research, if you like.
• Remember that opposing viewpoints are not just bowling pins to knock down—your overall solution must account
for major potential objections, rather than ignoring them or hoping your reader won’t notice (for instance, if you
propose to solve climat.
In the chapter Images, Power and Politics” by Sturken and CarLizbethQuinonez813
In the chapter “Images, Power and Politics” by Sturken and Cartwright, there is a clear
distinction made by the authors in the tradition of still life painting. The paintings were either
deeply symbolic, like Henri-Horace Roland de la Porte’s “Still Life”, or a reflection of “material
objects as they appear in the world” (Sturken and Cartwright 12). When this distinction is
applied to Weegee’s photograph “The First Murder”, the practices of looking and a fascination
towards violence are revealed, making the photograph more symbolic than mimetic.
Weegee’s photograph displays the reaction of women and schoolchildren to a murder scene in
the street, calling the viewer’s attention to the act of looking at a forbidden scene. The
photographer, Weegee aka Arthur Fellig, was known for arriving at crime scenes quickly and
capturing the hard- core depictions of crime and violence in the streets of New York (Sturken
and Cartwright 10). “The First Murder” portrays a variety of expressions on the onlooker’s faces.
Each face expresses a unique expression of pain, shock, wonder and curiosity. This image does
not just display a moment in life, it also shows the emotions and thoughts running through a
person’s mind while looking at the crime scene.
This photograph of Weegee also brings the viewer’s attention to the morbid fascination that
people have towards violence. In the image, a few children, ignoring the wailing relative of the
victim, are gawking at the crime scene in shock, wonder and fascination. “The First Murder”
illustrates the raw truth about people’s reactions without any pretense or filter. Seeing the dead
body of a gangster, the children do not appear to be afraid or disgusted by the gruesome scene.
Instead, they look on with amazement and shock at the murder, something very novel to them.
This photograph also fascinates the viewers, as it shows a rare moment in a person’s life and
their honest reaction to it.
Visual images are taken for different purposes and elicit different responses from the viewers.
“The First Murder” cannot be viewed as a mimetic form of representation due to it underlying
emotions. The photograph can be interpreted differently by the people as the subjectivity and
perception differs from individual to individual. Weegee’s photograph of people’s reaction to a
crime scene is not just a brilliant capture of fleeting human emotions, it is also a source to
understand the different practices of looking and the revelation of human fascination towards
violence.
English 101 Research Project
Proposal: 5% | Research Essay: 20% | Oral Interview: 10%
The research project centers on sustained academic analysis of a single image of your choosing. Your
job is to analyze an image (a photo, a painting, an advertisement, an Internet meme, literally any single
image) created within the last year, using the concepts from either or both of “Images, Power, and
Politics” and “Signs” as the basis for yo ...
You will read the text pages that I request. For this assignmenchandaronald
You will read the text pages that I request. For this assignment read pages 27-31 for this discussion which you will have to provide me your email so I can send you the textbook or just the specified pages you will need to complete the assignment. You will then provide a detailed outline of the material and a personal summary or impression of what was covered. The detailed outline will be a minimum of 3 pages. Be sure to include text content that is located in "call out areas" or boxes in the text. Answer must be in Microsoft Word and must be an original answer no plagiarism. There will be
no plagiarism!!!
Indicate the page numbers you've outlined in the subject line of your post.
I’ve posted an example of what the teacher expects.
You have to use this format and Quick Note: You will notice that the textbook assigned to this class uses Wikipedia as a resource. However, I want to point out that you should not use Wikipedia as a source for your coursework. Here’s an article discussing the limitations of Wikipedia.
http://www.findingdulcinea.com/news/education/2010/march/The-Top-10-Reasons-Students-Cannot-Cite-or-Rely-on-Wikipedia.html
Example: Science in the Social Sciences
The textbook begins with a quote from Albert Einstein: “Science is the attempt to make the chaotic diversity of our sense-experience correspond to a logically uniform system of thought” (p. 5).
- Truth is not created. It is discovered. Science is an organized attempt to discover truth.
The book clarifies the 3 main categories of science:
1) Natural: study of natural phenomena (cosmological, geological, chemical, biological, etc.)
2) Formal: study of math and logic that use an a priori, rather than factual, methodology (basically, a priori is knowledge that we have and can apply , rather than needing to measure something to gain knowledge about it)
3) Social: study of human behavior and sciences
Einstein was a theoretical physicist; this falls under formal sciences. He did not like things that were unpredictable an he was bothered by chaos. He tried to find ways to predict the unpredictable.
In this class:
We are interested in social sciences, and in particular how that knowledge can be applied to help systems of all sizes. Human services apply methods and findings from social science to improve the lives of people (
individuals
,
groups
– such as families, and larger social context –
communities
).
At the same time, all sciences have a lot in common. The textbook discusses the example of chaos theory. Chaos theory is a branch of mathematics (which is a science itself). Chaos theory deals with conditions where prediction is not possible.
- Chaotic diversity describes things on the quantum level and the human condition
- Chaos theory has implications when working with people; this was recently realized
- Human Services dislike chaos; we want to explain, possibly predict, and prevent human misery
* We can take another look at Einstein’s quote: “Science ...
Overview For the first part of your final project, the critical.docxaman341480
Overview:
For the first part of your final project, the
critical analysis portfolio
, you will select an issue or event in diversity and critically analyze it through the four general education lenses: history, humanities, natural and applied sciences, and social sciences. By viewing the issue/event through these lenses, you will gain insight into how the intersectional nature of diversity affects society, as well as both your own individual framework of perception and the choices, attitudes, and behaviors of others in the world around you.
For this first milestone, due in
Module Two
, you will select an issue/event to analyze through the four general education lenses. You will explain the issue/event and its relationship to diversity, as well as describe its connection to all four lenses.
Prompt:
First, review the module resources you have so far encountered, as well as your work in Module One. In addition, it is suggested that you visit the IDS 400 LibGuide for guidance on how to select a topic. Select one issue/event in diversity and write a paper that addresses how this issue/event fits into the framework of diversity, and then addresses how each lens influences perceptions and attitudes toward the issue/event, diversity, and society. The paper should outline each lens’s impact and framing of the issue/event. Be sure to provide a working thesis statement and clear definitions for your key terms.
Specifically, you must address the
critical elements
listed below.
I.
Introduction:
You will compile a series of critical analyses of a single issue/event in diversity through the four general education lenses: history, humanities, natural and applied sciences, and social sciences.
A.
Topic
: Using the four lenses, explain how an issue/event within diversity has or has not influenced modern society.
II.
Lens Connections
: In this section of your assignment, you will describe the connections between your issue/event and each of the four general education
lenses.
What is the connection of your issue/event to the lens of
history
for determining its impact on various institutions? Utilize evidence from theory
and research to support your analysis.
What is the connection of your issue/event to the lens of the
humanities
for determining its impact on various institutions? Utilize evidence from
theory and research to support your analysis.
What is the connection of your issue/event to the lens of the
natural sciences
for determining its impact on various institutions? Utilize evidence
from theory and research to support your analysis.
What is the connection of your issue/event to the lens of the
social sciences
for determining its impact on various institutions? Utilize evidence
from theory and research to support your analysis.
Be sure to begin the research process early and use evidence from your research to support your responses. Refer to course resources, the LibGuide for this class, and any other pertinent resou.
For the first part of your final project, the critical analysis por.docxdenneymargareta
For the first part of your final project, the critical analysis portfolio, you will select an issue or event in diversity and critically analyze it through the
four general education lenses: history, humanities, natural and applied sciences, and social sciences. By viewing the issue/event through these lenses, you will
gain insight into how the intersectional nature of diversity affects society, as well as both your own individual framework of perception and the choices, attitudes,
and behaviors of others in the world around you.
Prompt: First, review the module resources you have so far encountered, as well as your work in Module One. In addition, it is suggested that you visit the IDS
400 LibGuide for guidance on how to select a topic. Select one issue/event in diversity and write a paper that addresses how this issue/event fits into the
framework of diversity, and then addresses how each lens influences perceptions and attitudes toward the issue/event, diversity, and society. The paper should
outline each lens’s impact and framing of the issue/event. Be sure to provide a working thesis statement and clear definitions for your key terms.
Specifically, you must address the critical elements listed below.
I. Introduction: You will compile a series of critical analyses of a single issue/event in diversity through the four general education lenses: history,
humanities, natural and applied sciences, and social sciences.
A. Topic: Using the four lenses, explain how an issue/event within diversity has or has not influenced modern society.
II. Lens Connections: In this section of your assignment, you will describe the connections between your issue/event and each of the four general education
lenses.
A. What is the connection of your issue/event to the lens of history for determining its impact on various institutions? Utilize evidence from theory
and research to support your analysis.
B. What is the connection of your issue/event to the lens of the humanities for determining its impact on various institutions? Utilize evidence from
theory and research to support your analysis.
C. What is the connection of your issue/event to the lens of the natural sciences for determining its impact on various institutions? Utilize evidence
from theory and research to support your analysis.
D. What is the connection of your issue/event to the lens of the social sciences for determining its impact on various institutions? Utilize evidence
from theory and research to support your analysis.Be sure to begin the research process early and use evidence from your research to support your responses. Refer to course resources, the LibGuide for
this class, and any other pertinent resources to support your responses. Although at least two sources are required for each lens, note that you may use
the same source for more than one lens if applicable. Relevant current news sources may be used with instructor approva.
Teaching Math and Science MulticulturallyEDF 2085Prof. Mukhe.docxdeanmtaylor1545
Teaching Math and Science Multiculturally
EDF 2085
Prof. Mukherjee
Figure It Out!
Why Teach Math/Science?
Multicultural Answers:
Use knowledge to make the world a better place
Teach basic, functional skills as well as important themes like conservation; health; wealth distribution; voting…
Research has demonstrated male dominance and cross cultural under-representation in math/ science fields (at both school and societal levels)
Why Math and Science
“Today, I want to argue, the most urgent social issue affecting poor people and people of color is economic access. In today’s world, economic access and full citizenship depend crucially on math and science literacy.”
Bob Moses, Civil Rights Activist and Found of The Algebra Project
Radical Equations: Math Literacy and Civil Rights, p. 5
Indicators of Social Inequity Related to Science & Math Education
Professions that draw highest salaries tend to emphasize math and science
These fields tend to be segregated by race and gender
Patterns of segregation by sex and race can be viewed in patterns of enrollment in math & science in K-12 system
Patterns of racial and gender homogeneity also evident in representation in illustration and content of science & math textbooks
Failure to engage all students undermine their potential and future lifestyles/chances.
What Do We Want To Achieve in Math/ Science Education?
Multicultural Answers:
Critical (reflective) math and science literacy
Access to high levels of math/ science literacy for all students
Understanding how math & science are used in daily contexts
Understanding the political context of math and science (examples: racist theories of intelligence; use of statistics to support diverse positions)
Ensure not only functional levels of science & math literacy, but also CRITICAL science & math literacy
Traditional Answers:
Mastery of selected skills and knowledge of selected “facts”
Stratification of curriculum (tracking)
Content Concerns
Multicultural Answers:
Recognizes that Math and Science are not “culture-free”
Many cultures have contributed to our knowledge of Math and Science
Current uses of mathematics/ science in society (social issues as math/ science problems)
Emphasizes process (DOING a problem), not just product (getting the CORRECT answer)
Traditional Answers:
Claims that Math/ science are “universal”, culture-free subjects
Math and science are “objective” and, therefore, bias-free
Math and science problems have one right answer
Instruction/ Activities
Multicultural Answers:
Learning through meaningful, reality based problem solving activities
Inquiry-based approaches (teaching students to ask questions)
Allowing for mistakes (science as a process of reasoned trial and error)
Multiple learning styles addressed
Interdisciplinary inquiry (link science and math with other subject areas)
Traditional Answers:
Memorization
Learning occurs through repetitive practice (“drill and kill’)
Field independent in.
Teaching Math and Science MulticulturallyEDF 2085Prof. Mukhe.docxbradburgess22840
Teaching Math and Science Multiculturally
EDF 2085
Prof. Mukherjee
Figure It Out!
Why Teach Math/Science?
Multicultural Answers:
Use knowledge to make the world a better place
Teach basic, functional skills as well as important themes like conservation; health; wealth distribution; voting…
Research has demonstrated male dominance and cross cultural under-representation in math/ science fields (at both school and societal levels)
Why Math and Science
“Today, I want to argue, the most urgent social issue affecting poor people and people of color is economic access. In today’s world, economic access and full citizenship depend crucially on math and science literacy.”
Bob Moses, Civil Rights Activist and Found of The Algebra Project
Radical Equations: Math Literacy and Civil Rights, p. 5
Indicators of Social Inequity Related to Science & Math Education
Professions that draw highest salaries tend to emphasize math and science
These fields tend to be segregated by race and gender
Patterns of segregation by sex and race can be viewed in patterns of enrollment in math & science in K-12 system
Patterns of racial and gender homogeneity also evident in representation in illustration and content of science & math textbooks
Failure to engage all students undermine their potential and future lifestyles/chances.
What Do We Want To Achieve in Math/ Science Education?
Multicultural Answers:
Critical (reflective) math and science literacy
Access to high levels of math/ science literacy for all students
Understanding how math & science are used in daily contexts
Understanding the political context of math and science (examples: racist theories of intelligence; use of statistics to support diverse positions)
Ensure not only functional levels of science & math literacy, but also CRITICAL science & math literacy
Traditional Answers:
Mastery of selected skills and knowledge of selected “facts”
Stratification of curriculum (tracking)
Content Concerns
Multicultural Answers:
Recognizes that Math and Science are not “culture-free”
Many cultures have contributed to our knowledge of Math and Science
Current uses of mathematics/ science in society (social issues as math/ science problems)
Emphasizes process (DOING a problem), not just product (getting the CORRECT answer)
Traditional Answers:
Claims that Math/ science are “universal”, culture-free subjects
Math and science are “objective” and, therefore, bias-free
Math and science problems have one right answer
Instruction/ Activities
Multicultural Answers:
Learning through meaningful, reality based problem solving activities
Inquiry-based approaches (teaching students to ask questions)
Allowing for mistakes (science as a process of reasoned trial and error)
Multiple learning styles addressed
Interdisciplinary inquiry (link science and math with other subject areas)
Traditional Answers:
Memorization
Learning occurs through repetitive practice (“drill and kill’)
Field independent in.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2. Description
In this course we will do two things: We will practice the creative and crit-
ical use of media technologies, and we will examine the use (and theory)
of digital media in light of two converging trends: arts-based research in
the humanities, and a related documentary/research turn in contempo-
rary art. To do so, we will engage in a mixed “practice-theory” with digital
media, that undermines the long shaky distinction between the terms
“theory” and “practice.”
Approaching “media theory and practice” this way will allow us to exam-
ine a variety of uses for media technologies in our various creative and
scholarly efforts. Rather than just reading a lot of theory about media
(though we will read a good deal), we will connect conceptual questions
about media with actually enacted practices, while looking at and creat-
ing examples of media-in-use.
To accomplish this, we will study a variety of examples of contemporary
media art practices (especially bio-art, tactical media, and electronically
mediated performance), and documentary aesthetics broadly conceived,
and ask what they teach us about the limits and possibilities there are in
using digital media as modes of expression and investigation.
Dr. Anthony Staglianò
staglian@nmsu.edu • 575-646-2468
OFFICE HOURS: 1-2:30 M EN 105
Course
ENGL 543/643 FALL 2017
Media Theory and Practice:
Creative Research with Digital Media
M 5:30-8:00 CREATIVE RESEARCH CENTER
1
3. As a seminar, we will learn the most
through discussion, debate, and some-
times through struggling together with
counter-intuitive and challenging ideas.
Thus, we all need to be in class and have
read the materials and be ready to
discuss them.
Assignments
Participation (5%)
Each week you will post a 250-300 word
response to/summary of that week’s
readings, concluding with a question or
two it raises in your mind for class dis-
cussion. These will be posted 24 hours
before our class meeting for the week. I
will draw these together, and use them to
start our class discussions.
These posts serve several purposes.
First, in having to articulate your under-
standing of the readings, and the ques-
tions they raise for you, you deepen and
sharpen that understanding. Second,
in having these posted before class,
we have already before us a map of the
class’s possible discussion terrain (while
always knowing that travels into unchart-
ed or barely charted territory are often
most valuable). Third is an element of
social knowledge. If there are texts which
you have struggled with, or doubt your
understanding of, a quick survey of what
your classmates have made of these
might help dissolve difficult problems.
At least one, but no more than three, of
your weekly responses will be created in
a medium other than academic prose.
I want you to grapple with the questions
raised by these texts as they push at the
boundaries of common understandings
of conceptual thinking. This requirement
is meant to get you thinking about ways
of responding to textual media with/in
other media. This exercise is one in open
invention; I am agnostic about which
medium you choose. Follow your own
tendencies, affinities, media habits.
Weekly Posts (25%)
Presentation of Seminar Research (5%)
In the last week of class, you will present
your work in progress on your seminar
paper. This will be 5-7 minutes, rela-
tively informal, and serves mainly as an
opportunity for you (collectively) to hear
what each other is working on, and to get
feedback from each other on possible
directions for the future of that work.
2
4. Assignments
The seminar paper will be between 5000
and 9000 words, and reflect
graduate-level argument, writing skill,
and engagement with other scholarship.
The paper will engage the course theme
in some way. It does not, however, need
to cite the readings we discussed this
semester. You are free to mobilize other
perspectives, conversations, controver-
sies, and so on.
I take a pragmatic view of the function of
the seminar paper. It should be a space
for you to do the work you need to do in
graduate school, and you are free to use
the seminar paper as an opportunity to
draft an initial version of an argument
important to your research, influenced by
the concepts and materials encountered
in this course.
You are welcome and encouraged to do
some or all of your seminar research in a
medium that is not (only) prose, if you are
inclined to do so. You will, however, still
need to produce work that reflects rigor-
ous engagement with complex questions,
and itself advances some novel interven-
tion. Many of the media objects we will
analyze in the class will be “art” projects
of one sort or another that indeed do
conceptual work in forms other than
academic prose. If these inspire you to
follow such a path, let me know, and I will
discuss with you the form you work will
take (including the prospectus, final
presentation, and submitted project).
Seminar Research/Paper (50%)
In the 10th week of class, you will submit
a brief (3-4 pages, including short bib-
liography) prospectus for the paper. In
this, you will articulate the importance of
your intervention, preview the movement
of the argument you expect to make, and
relate the theories/texts/objects/technol-
ogies you will engage in that argument.
Research Proposal (15%)
3
5. Policies
Your written assignments will follow
normal academic standards of reference
and citation.
With respect to non-textual production,
it’s increasingly hard in the multimediat-
ed production and circulation of ideas to
understand fully where the line is
between acceptable and unacceptable
recirculations of texts, thoughts, ideas
and so on. When in doubt, overcite, or
contact me (or both).
Note on Plagiarism
Section 504 of the Rehabilitation Act of
1973 and the Americans with Disabilities
Act Amendments Act (ADAAA) covers
issues relating to disability and accom-
modations. If a student has questions or
needs an accommodation in the class-
room (all medical information is treated
confidentially), contact:
Trudy Luken, Director Student Acces-
sibility Services (SAS) - Corbett Center,
Rm. 244
Phone: (575) 646-6840
E-mail: sas@nmsu.edu
Website: http://sas.nmsu.edu/
NMSU policy prohibits discrimination on
the basis of age, ancestry, color, disabil-
ity, gender identity, genetic information,
national origin, race, religion, retaliation,
serious medical condition, sex, sexual ori-
entation, spousal affiliation and protected
veterans status.
Furthermore, Title IX prohibits sex dis-
crimination to include sexual misconduct:
sexual violence (sexual assault, rape),
sexual harassment and retaliation.
For more information on discrimination
issues, Title IX, Campus SaVE Act, NMSU
Policy Chapter 3.25, NMSU’s complaint
process, or to file a complaint contact:
Gerard Nevarez, Title IX Coordinator
Agustin Diaz, Title IX Deputy Coordinator
Office of Institutional Equity (OIE) -
O’Loughlin House, 1130 University
Avenue
Phone: (575) 646-3635 E-mail: equity@
nmsu.edu
Website: http://www.nmsu.edu/~eeo/
Other NMSU Resources:
NMSU Police Department: (575) 646-3311
www.nmsupolice.com
NMSU Police Victim Services: (575) 646-3424
NMSU Counseling Center: (575) 646-2731
NMSU Dean of Students: (575) 646-1722
For Any On-campus Emergencies: 911
Class Syllabus Notice
A (94-100%)
A- (90-93%)
B+ (88-90%)
B (84-87%)
B- (80-83%)
C+ (78-80%)
C (74-77%)
C- (70-73%)
D+ (68-70%)
D (64-67%)
F (0- 63%)
Grade Scale
I typically do not accept late work or grant
incompletes, except in circumstances
where it is clearly necessary. Should such
a situation arise, get in touch with me as
soon as you can and we will sort out what
arrangements are fair.
Late Work and Incompletes
4
6. Schedule
Week 1 (M 8/21): Course Intro/Syllabus
Week 2 (M 8/28): What are (New) Media? What are (Multi)media?
Readings: McLuhan, Selections from Understanding Media and the Gutenberg Galaxy
Manovich, Language of New Media, ch. 1, “What Is New Media?”;
Flusser, “Line and Surface”
Screening/Sounding: Wexler, Medium Cool ;
Albert Ayler, “New York Eye and Ear Control”
Doing: In-Class Media Lab
Week 3 (M 9/11 NB: 9/4 IS LABOR DAY; NO CLASS ): Art/Vision/Knowledge 1
Readings: Halpern, Beautiful Data, Introduction; Heidegger, “Age of the World Picture”
Screening/Sounding:
Doing: In-Class Media Lab
Week 4 (M 9/18): Art/Vision/Knowledge 2
Readings: Benjamin, “The Work of Art in the Age of Its Mechanical Reproducibility”;
Mitchell, “What Is an Image?”; Nam June Paik, “Expanded Education for the Paperless
Society.”
Screening/Sounding: Farocki, Images of the World and the Inscription of War
Doing: In-Class Media Lab
Week 5 (M 9/25): On Presence
Readings: Gumbrecht, The Production of Presence
Screening/Sounding:
Doing: In-Class Media Lab
Week 6 (M 10/2): Creative Research and Being/Becoming
Readings: Deleuze and Guattari, “Percept, Affect, and Concept”; Heidegger, “Origin of
the Work of Art”
Doing: In-Class Media Lab
Week 7 (M 10/9): Information and the Document in Creative Research
Readings: Trinh, “Documentary Is/Not A Name”; Daniel, “Database Aesthetics”;
Cramerotti, Aesthetic Journalism
Screenings/Sounding: Trihn, Reassemblage Curtis, All Watched over by Machines of
Loving Grace
Bridle “New Aesthetic” (Tumblr)
Doing: In-Class Media Lab
Note on “Screenings and Soundings”: These items are listed as ‘suggested’ media adjuvants to the
readings on theory and practice we will encounter in the given week—things I think nicely complement the
ideas and themes of the week. In all cases, I will attempt to make these materials available and accessible.
In our seminar discussions, I will occasionally relate these to the readings. I do not wish for these to take
the form of a requirement, however. Given the demands of life in graduate school, your time is short, and
when choosing what to devote your energies to, prioritize the readings above these materials (unless oth-
erwise indicated). You will notice several blanks too. I leave these open for our own invention and discovery
as a class.
5
7. Schedule
Week 8 (M 10/16): Networks as Media (of Control)
Readings: Galloway, Protocol, introduction; Chun, Control and Freedom, introduction
and chapter 1, “Why Cyberspace?”; Deleuze “Post-Script on Control Society”
Screening/Sounding: Cronenberg, Videodrome; The Fly
Doing: In-Class Media Lab
Week 9 (M 10/23): The Archive and/as Creative Research Medium
Readings: Sekula, “The Body and the Archive”; Derrida, Archive Fever; Parikka, What is
Media Archaeology?
Screening/Sounding: Marker, Sans Soleil; Morrison, Decasia; DJ Spooky, Girl Talk
Doing: In-Class Media Lab
Week 10 (M 10/30): Creating Identity, Gender, Race, and Self after the Internet
Readings: Nakamura, Cybertypes; Chun, “Race and/as Technology, or How to Do Things
to Race”; Dewey-Hagborg, “Sci Fi Crime Drama with a Strong Black Lead”
Screening/Sounding: 8-Bit Philosophy, “Why Do We Take Selfies?”; Ulman, “Excellences
& Perfections” (Instagram performance art project); Trecartin, “K-CoreaINC.K (section
a)”;Mykki Blanco, “Cosmic Angel: The Illuminati Princess”
Doing: In-Class Media Lab
Week 11 (M 11/6): Sound Media in Creative Research
Readings: Gitelman, “The Phonograph’s New Media Publics”; Barthes, “The Grain of the
Voice”; Dolar, “Che Bella Voce!” and “The Linguistics of Voice”; Hosokawa, “The Walkman
Effect”
Screenings/Soundings: “Serial” Podcast; John Cage, 4’33”
Doing: In-Class Media Lab
Week 12 (M 11/13):Mediating Tactics and #Activism
Readings: Dean, Blog Theory; Wark, “A Hacker Manifesto”; Garcia and Lovink, “ABC of
Tactical Media”; CAE, Electronic Civil Disobedience; Black Lives Matter
documents/tweets
Screening/Sounding: Citizenfour; Monáe/Wondaland Records, “Hell You Talmbout”
Doing: In-Class Media Lab
Week 13 (M 11/27): In/Human Media and Mediating Humanness
Readings: Parikka, Insect Media; Brown “The Machine that (therefore) I Am”
Boyle, “The (Rhetorical) Question Concerning Glitch”
Screening/Sounding:
Doing: In-Class Media Lab
Week 14 (M 12/4): Wearable Media and Biological Media
Readings: Thacker, “What Is Biomedia?”; Kac, “Life Transformation—Art Mutation”
Peterson, “Big Mother Is Watching You”
Screening/Sounding: Harvey, “CV Dazzle” and “Stealth Wear” projects.
Doing: In-Class Media Lab
Week 15 (M 12/11): Presentations and Course Wrap-Up
6
