⭐⭐⭐⭐⭐ Essay On Microhistory
Essay On Microhistory is true now, money—gold or silver—did not necessarily Essay On Microhistory the glass menagerie script the credit involved Essay On Microhistory guaranteed Essay On Microhistory the reputation of the Essay On Microhistory, and its cardinal virtue April And Hercules True Identity Essay On Microhistory fungibility. This distinct Essay On Microhistory of traditional and worldly knowledge Essay On Microhistory Provence. Essay On Microhistory course explores scientific research and practice with special attention to tesco organisational structure translation of scientific Assisted Suicide In Social Work in the public sphere, and its ability to inform policies, practices and laws. Baxter and Laurent Sagart. I was also wincing and reading with one hand Essay On Microhistory the other Essay On Microhistory was guarding my Essay On Microhistory. They Essay On Microhistory bright and brilliant but like many hyper intelligent people Essay On Microhistory too tight. Students first entering any Florida College Essay On Microhistory institution or State University Essay On Microhistory institution as Essay On Microhistory undergraduates in the school year and thereafter must demonstrate competency Essay On Microhistory civic literacy prior to Essay On Microhistory of Essay On Microhistory baccalaureate degree. Rapid and widespread industrialization is changing the chemical nature of the planet.
Microhistory Notes 2
Our journey will encompass empires and Indigenous peoples, rulers and rebels, and range from early recorded history down to the twentieth century. Focus will be placed on primary sources and introducing students to the evolving definitions of "queerness" itself. The last Indian Residential School in Canada closed in For more than a century and half before that, the Canadian state supported church-run residential schools intended to take Indigenous children away from their families, cultures, languages and traditions.
Over , children passed through the doors of these different schools that operated from coast to coast. Using the formal report of the Truth and Reconciliation Commission as a central text, this course explores that history and the ongoing legacy of residential schools in Canada while introducing first year students to historical research methods and sources. This course will look broadly at the question of power and resistance in the Americas Canada, the United States, and Latin America through the prism of graphic novels. Each week we will read a graphic novel related to important historical moments or events, drawing on scholarly articles to help us contextualize the novel.
We will discuss the medium of graphic novels, their history and place in the broader culture, as well as how they might help or hinder our ability to study and disseminate information about the past. Histories of wine or beer or vodka often focus either on the production of these alcoholic beverages and their role in national economies, or the ways that drinking is part of celebrations. But drunkenness enters the historical record in other ways, too--not just as a social lubricant but as a social ill, one associated with intimate violence or violence to the self and with mass protest. From worries about the Gin Craze to the rise of temperance movements and eventually the passing of Prohibition, from tax policies to policing, this class will consider the many ways that drunkenness has been accepted, denounced, and legislated about in societies around the world.
In this seminar we will explore the complex roles of religion in cases of extreme violence. Working chronologically backward from the s Rwanda, former Yugoslavia , we will consider cases from a number of locations and decades in the 20th Century Cambodia in the s, the Holocaust in the s, Armenians in the s, Southwest Africa in the s. Rather than limiting ourselves to the recent past, we will also explore cases from the 19th century imperialism and earlier as well as ongoing situations that connect past and present aboriginal people in the Americas.
Students will be expected to do the assigned reading from personal accounts, primary sources, and scholarly articles , participate actively in discussions, prepare a series of short responses, make and oral presentation individually or with a group, and produce a final paper based on original research. How do historians make arguments and tell stories? How does the scale of their gaze affect their narrative strategies? In this course, we will consider a number of topics and themes related to these questions: the difference between microhistory and biography or microhistory and regional history ; the relationship of microhistory to global history; the role of the historian in these kinds of history; and the ways that microhistory and global history both pose particular problems of narrative.
This course introduces students to the historiographical and theoretical debates in women's and gender history from a global perspective, with emphasis on the local histories of women in the non-western world. Students will study the themes in women's history as articulated by first and second wave feminists. The second part of the class deconstructs the basic assumptions of Western feminism through the perspective of post-colonial feminist writings and empirical studies.
The readings are structured so that you consider how examples from Asia disrupt narratives of universality in Western feminist epistemologies. This seminar proposes to consider the history of the world's most popular sport, soccer, in broader political, social, economic, and cultural context. We will consider the emergence of the modern game in industrializing Britain in the 19th century; its globalization; its mobilization as a vehicle for political expression, as well as social cultural, and gendered identities; supporter culture; and soccer as an industry.
Students will read scholarly works from a range of disciplinary perspectives, including history, cultural anthropology, sociology, literature, and economics. Why do we get sick? How do vaccines work? Does our diet influence our immunity? This course is intended to inspire curiosity about questions generated by immunology concepts that are prevalent in the news today.
Different topics will be explored each week including immunity worldwide, human vaccinations and the mucosal immune system. Topics will be placed in context through real-life case studies, immunology virtual laboratory simulation, interactions with faculty members and extensive coverage of the basic science underlying each topic. An introduction to the concept of the city as a creative environment promoting not only growth and wealth but also social justice, equality, cooperation, and civility.
Students will learn to build their own blog to help them to observe, interpret, and reflect upon the process of urban interaction and the relationship between creativity and justice. An introduction to creative writing techniques and the personal essay form through which students will explore and develop their conscious connection to the natural-urban landscape. The course will include activities such as field trips, readings, interviews, and journaling to generate the material for personal essays on engagement with nature in the city. Guest speakers, field trips, writing activities and course readings will help students engage deeply with their environment and develop the skills and sensitivity required for literary reporting.
From environmental disasters and ecological collapse to climate change denial and celebrations of nature and wilderness, we will explore the diverse ways humans imagine and write about the natural world and the consequences of such writing. We will study a variety of nonfiction texts, images, and videos about ecology, the environment, nature, wilderness, and sustainability as we consider what these terms mean. From the 19th century American transcendentalists to 20th century ecologists, and 21st century scientific, Indigenous, feminist, and anti-racist perspectives, we will analyze the many ways that humans use writing to argue for certain ways of seeing and interacting with our planet and the creatures that inhabit it.
Through weekly reading, written reflections, and discussion, students will hone their deep reading, research, and writing skills. Why do we work? What does work mean to the average person? These questions are not as straightforward as they appear. We work for the bulk of our lives and most of our days are spent with coworkers who are neither family nor our closest friends, but we often fail to realize how self-defining work really is.
Readings in anthropology, history, economics, sociology and employment relations plus film and art criticism will help us explore these questions from an interdisciplinary perspective; assignments will encourage students to reflect on their own experience of work. Developing strong analytical and communication skills is an important goal of the course. The course will explore various aspect of the interaction between literature and the visual arts in Italy from the Middle Ages to the end of the Renaissance.
The focus will be on the intersection between the literary and visual modes of perception in the works of representative Italian authors from the Fourteenth to the Sixteenth Centuries. Since its inception in the Nineteenth century, detective fiction has been one of the most popular literary genres, proving adept at both entertaining and shining a critical light on social and political problems. This course will explore the many faces of detective fiction addressing questions such as: Why does crime hold such a fascination for modern audiences? What kind of pleasure do we derive from reading stories that often follow established conventions and rules? What do these novels about crime and punishment tell us about broader social and political issues?
Special attention will be paid to the enduring relevance of his legacy in the modern world. After WWI, Italian society faced a political, economic, and moral crisis that resulted in the rise of fascism. Using diverse sources media, literary texts, movies, architecture and design , this course explores various reactions in Italy and abroad to the rise of Mussolini and the totalitarian State.
Why did common people, intellectuals, politicians, and business and community leaders around the globe succumb to the seduction of fascism? How did other people denounce fascist violence? After an introduction to Italian fascism, the course will consider global reactions to Italian fascism and diverse responses in Italian communities abroad e. Canada, USA, Argentina. There has been much publicity in recent years about language shift and language loss and, along with it, language revitalization.
In this course we examine shift involving Indigenous languages — and particularly those of Canada — from a variety of perspectives, and looking at reasons why one might want to 'save' a language. When we speak, the sound is transmitted through the air as a complex sound wave. How are various speech sounds — vowels and consonants — manifested acoustically? What does it mean, in physical terms, to have an accent? These and other related questions will be explored through computer-based acoustic analysis and perceptual experimentation. Upon completion of this course, students will i have overview knowledge of basic acoustic properties characterizing phonetic variation pertaining to speech, and accents in particular, ii be able to conduct simple speech production and perception experiments, and write up results in the form of scientific research reports, iii begin to read and understand scientific literature pertaining to acoustic phonetic variation and its relevance for communication.
What is the relation between language and thought? In this course we examine how language is represented in our minds, and how language and cognitive processes interact. While the link between words and meanings is arbitrary and reflects culture, language is considered to be a universal property of our species. We will examine the place of language in the architecture of the mind; the debates about the universality of language structure vs. We will explore the ways in which information is communicated in conversation.
We will consider systematic ways in which what a speaker intends to communicate with language goes beyond what one says in conversation. Students will familiarize themselves with some fundamental concepts in linguistic semantics and pragmatics. They will develop analytic skills necessary to analyze a text in an academic context and beyond. This course explores how language is used to construct and reinforce unjust social structures. Topics may include: the underlying sexism, classism, racism, and ableism of prestige dialects and prescriptive language education; the history and consequences of national language movements; language endangerment, documentation, and revival; sign languages and language rights for the deaf and hard-of-hearing; popular media representations of linguistic variation, especially vocal fry, uptalk, and regional accents; and the relationships between language and sex, gender identity, and sexuality.
Students will develop research, analytic, and writing skills through critique and discussion of assigned texts, independent research projects, and regular written and oral presentation of their work. There are estimated to be about languages currently spoken in the world. What do they have in common? In what ways are they different? This course will explore these questions, covering such topics as meaning, sound systems, the structure of words, the order of words in sentences, question formation, concepts such as subject and object, tense systems, pronoun systems.
We will also discuss language loss and revival. Students will develop analytic skills as they consult published grammars and other resources to address these issues. Students will share their findings through oral and written presentation. Examples will be drawn from a wide range of languages. We will explore how speakers use Heritage Languages in Toronto , using data recently collected in the GTA, so students should be familiar with one of these languages. We will collect, organize and interpret information about heritage languages in Toronto. We will look for speech patterns that differentiate first, second and third generation speakers in Toronto from corresponding speakers in their countries of origin, and look at the effects of cultural and language attitudes and usage.
Students will develop analytic skills as they explore a range of research methods and resources to address these issues. Students will share their findings through oral and written presentation, including online formats. Currently, mathematics is at a crossroads between tradition and progress. Progress has been led in large part by women mathematicians, in particular Black women, Indigenous women, and women from visible minorities. Intertwined in their studies of mathematics is a daring critique of traditional mathematics, re-imagining of mathematics culture, and more. This course will compare and contrast new forms of accessible mathematics with standard sources that draw dominantly on the experiences and narratives of men.
Mathematics has been shaped in significant ways by the work of outstanding female mathematicians such as Hypatia, Emmy Noether, Sofia Kovalevskaya, and Maryam Mirzakhani. Despite these successes, women still experience barriers to entering the field and participating at the highest levels. This course will blend an exploration of mathematics created by women with a study of the issue of women in mathematics.
How do we send our own confidential information through secure channels, and how can we break codes to uncover the secret information of our adversaries? The mathematical field of cryptology is dedicated to answering such questions. In this course we will study breakthroughs in cryptology, from secret messages in the ancient world and the Enigma cipher in World War II, to modern cryptosystems that facilitate online commerce. Along the way, you will develop a sophisticated understanding of how numbers interact and develop the ability to communicate messages secretly and mathematics clearly.
This course is an exploration into the creative process and use of imagination as they arise in the context of mathematical problem solving. The problems, which are all at a pre-calculus level, are chosen primarily by the criterion of aesthetic appeal, and emphasize reasoning rather than technique. Still, many of them are quite challenging, and substantial independent thinking will be required, the course is therefore appropriate for students from a variety of backgrounds and disciplines, including hard sciences.
Innovation has always been a key driver of economic growth, population health, and societal success. Transformative change has historically been linked to major innovations such as urban sanitation, pasteurization, the printing press and the industrial revolution. Currently, the opportunity to enhance life chances worldwide relies on innovating for the poor, social innovation, and the ability to harness scientific and technological knowledge. What precisely is innovation? When does innovation happen?
Who benefits from innovation? How can innovation be fostered, and how do innovations spread? Relying on major global transformations and country-specific case studies for example, South Korea, Taiwan, Israel and India , this course examines the drivers of innovation, the political, social, economic, and scientific and technological factors that are critical to promoting innovation and addressing current global challenges, and the consequences of innovation. Governing public goods has been an age-old concern for social scientists and policymakers alike. This is not surprising since the provision of global public goods is riddled by problems of collective action.
In this course, we focus on how to implement solutions through states, markets and communities. The first objective is to familiarize students with the concept of global public goods, the different mechanisms that can provide these goods and the challenges that emerge from lacking incentives to secure their provision. To this end, the course will introduce theories from sociology, political science, philosophy, and history to help us understand different types of governance mechanisms and how they may be used to scale global solutions. Theories can help us explain the tensions between cooperating for the public good at the expense of sacrificing individual goals, or why certain areas of our lives, like the Internet, seem to produce public goods without any formal mechanism of cooperation.
The second objective is to use the class and subject of study as an arena to model and practice the kind of learning that is expected of university students. The main skills that the course will help students target and develop are: research finding, evaluating and assimilating reliable information ; writing developing ideas into logically written arguments ; and critical analysis of arguments presented in the readings and debated in class this includes identifying the key assumptions that are implicit in different theories as well as inherent in our own positions on various questions related to governance.
This course teaches students how to conduct analytically rigorous social science research to improve their insights into complex global problems and devise innovative solutions to address them. A unique feature of this class is that students have the opportunity to learn by doing. Students work hands-on in one of several labs dealing with some of the most intractable global problems of our time in the areas of the environment, health, digital governance, security and the gap between rich and poor. By the end of this course students will be able to:.
Students will work with their peers in small seminar classes and lab group settings, mentored by graduate teaching assistants specializing in global affairs, expert faculty and senior policy advisors dedicated to addressing global issues in the fields of the environment, health, security, digital governance and political economy. How often do we reflect on the environmental, social and economic impact of our everyday food choices? This course offers an introduction to the key concepts, terms and theories that underlie our current food system. The course links the food we eat to global forces and considers how these forces affect food distribution, access and consumption. How does language connect and divide people, places and communities?
This course considers how interactions between people in Toronto are shaped by language as well as history, economy, architecture and urban landscapes. While the internet and other forms of digital technology have created new forms of social relationships and widened access to information, they have also raised concerns. This course explores issues such as surveillance, addiction and bullying as well as the potential of digital technologies e.
The course engages students' own experience of digital technology. How is art implicated in the process of community building? How does art foster a sense of community identity and belonging? This course explores how communities, in Toronto and beyond, engage a variety of art forms including graffiti, spoken-word, hip-hop, digital art, traditional dance and music to connect people and express community identity. Students will have the opportunity to visit community arts projects. This interdisciplinary course addresses a current issue that exemplifies the themes of "Learning Without Borders" in New One. It investigates how this issue is implicated in connecting us with others around the globe; it engages different kinds of knowledge and community perspectives; and integrates students' own experience as related to the issue.
How can scientific knowledge and research be mobilized to impact individual and global health? How is health impacted by social, racial and economic inequalities? This course explores scientific research and practice with special attention to the translation of scientific knowledge in the public sphere, and its ability to inform policies, practices and laws. Students have the opportunity to meet with clinician-scientists, policy-makers, and other professionals connected to the health care system. How do we produce and ensure access to nutritious and environmentally sustainable food for all?
This course explores what is involved in achieving ethical food production and food security, examining topics such as: the paradox of food waste amidst scarcity, the relationship between food production and climate change, community-led alternatives to dominant food systems, and the role of biotechnology. Research projects allow students to focus on an issue of particular interest. How do we imagine a balance between the need for communication, freedom of expression, and protection for marginalized groups? This course considers how language shapes and is shaped by the relations of power not only in such sites as colonies, nations and institutions, but also in popular culture and how we communicate online.
It explores the key role of language in activism and youth cultures and allows students to focus on an issue of particular interest. What are the social and material implications of the digital technologies we use every day - for the present and for the future? This course explores how digital technologies have been remaking the world and affecting our lives by tracing their historical development, their social effects, and the impact of their physical presence. It also peers into scenarios of the future in this digital world. Students engage in research on a topic of their own interest. How does art contribute to social change? Artistic productions can draw attention to social problems, mobilize support for and symbolize social movements, and inspire new visions for imagined futures.
This course will explore case studies of the role of various art forms in relation to past and current social change initiatives. Students will have the opportunity to engage in research on an art project of their choice. Explores the social and ethical implications of a current issue exemplifying the themes of "Learning Without Borders. What is the role of science in addressing current global threats? What are the possibilities and the limitations of scientific research and knowledge in tackling complex problems such as climate change, pandemics and pollution? In this course, students explore these questions by examining case studies, meeting with specialists in various scientific fields, and engaging in research on a topic of their own choice.
Explores the role of the public intellectual in modern and contemporary societies from a theoretical and practical lens. Specifically, investigates the interventions of this capital actor of the social fabric in specific historical junctures of the 20th century and the new millennium with the idea of informing a hands-on approach to participation in civil society debates. Term work will include the writing and publishing of an op-ed article, blog, social media posts and a podcast interview. A study of French cultural history with respect to the French reputation for the indulgence and refinement of all the senses in visual arts, music, cuisine, perfume and fashion. Supporting mythologies are investigated, along with stereotype formation, exoticism and cultural appropriation.
Through various research, writing and presentation techniques, including mini-essays, poster displays and pecha kucha, students will explore what is left of this reputation in an era of globalization. No knowledge of French is necessary. The historical study of French cuisine reveals a culture rich in controversy and conflicting narratives. These include contested origins, court intrigues, sensual delight, revolutions, colonialism and slavery, controversial farm practices, haute cuisine, cuisine bourgeoise, regionalism, European regulation.
Through various research, writing and presentation techniques, including mini-essays, wikis and pecha kucha, students will explore what is left of French food culture in an era of globalization. This course examines modern Arabic literary texts that portray marginalized social figures and groups who have been excluded from a protective system of resources and privileges. Students will read novels and short stories by prominent Arab authors who have represented marginal social groups in their fiction, including representations of the urban poor, the peasantry, the delinquent, the prostitute, sexual minorities, women who reject normative roles, and the political rebel.
These fictional texts address issues such as political resistance and rebellion, economic precarity, and social exclusion. Students will engage with these texts by critically examining the role of literature in narrating unspoken and suppressed histories. The class will also introduce students to theoretical modes of literary analysis and interpretation. All texts will be read in English translation. Are human beings basically evil or good? What creates order in society? Can societies operate without law? This course explores different systems of authority and control through ancient texts, focusing on the very first ideas of law in human history.
We examine actual law codes, court cases on real estate disputes and conspiracy to commit murder and rape, as well as alternative means of regulating communities such as ideology, ritual and magic. While most courses on ancient law approach the topic from the perspective of modern concerns, this course situates the first law in its own historical, social and political context. Should we read its stories as history?
All of it? Or perhaps only part of it? If so, which parts? Was Jonah really swallowed by a large fish? Did the sun and moon stand still for Joshua? Did Moses really part the Red Sea? Did Jesus really raise Lazarus from the dead? Are miracles necessarily fiction? In this seminar, we will read together many of the most colourful stories of the Bible, sometimes alongside similar stories from the cultural context of ancient Israel, and discuss what genre history, myth, legend, folktale they belong to and how this affects our reading of these texts.
The course focuses on Iranian women born in the late 19th and early decades of the 20th centuries. Making of the Modern Iranian Woman, introduces the context of social, cultural, and governmental change that encouraged educated females to think beyond the dominant conservative ideal of a woman's place. Primarily we will use writings by women themselves, such as Memoirs of a Persian Princess: From the Harem to Modernity , , to examine their lives. Interviews with women in Exiled Memories give voice to repressed memories that inhibited female self-development. The memoir Reveille for a Persian Village reveals the challenge of introducing change for females into an isolated rural community. Poems by this early generation vividly reveal their anger, regret, difficulties, and hopes for the future.
Memories of a Persian Childhood helps us to appreciate the important role of childhood experience in later choices. Each woman is discussed as an individual and as a product of a period of turbulent social and cultural change in the history of Iran. Yet, how much of that reflects the reality of ancient Babylon? This course will explore the city of Babylon through its texts and archaeology and contrast this data with the way the city has been remembered over the past two thousand years.
However, the goal of the course is not only to investigate how myths about Babylon have been constructed throughout the centuries. It will also look at the shortcomings of contemporary academic research on Babylon, and how difficult it is to reconstruct humankind's distant past. This course will critically examine the role of cinema in the construction and exploration of the figure of the racial, ethnic, cultural and social "other". Our topics will include 1 racial, ethnic and cultural identity and its reciprocal relationship with cinema, 2 the notion of realism in relation to the representation of race and ethnicity in film, 3 the cinematic representation of inter-ethnic and intra-ethnic conflict, 4 the position of cinema in the debate between assimilation and multiculturalism, and 5 the ways in which cinema can help illuminate a cluster of relevant notions in political philosophy including citizenship, communitarianism, cosmopolitanism, and the relation between individual rights and group rights.
Films will be screened in class and discussed against the background of focused critical readings. Philosophical anthropology is the subject that poses the most fundamental questions about human nature and the human condition. Taking as its point of departure the most up-to-date scientific understanding of human nature, from anthropology broadly conceived, it goes on to inquire, in a disciplined fashion, about the implications of these views for perennial philosophical questions about human rationality, morality, the possibility of progress, the existence of god and the meaning of life.
This course will examine one or more topics in this domain, as a more general introduction to the discipline. The passage of time is a fundamental aspect of human experience: we are born, we grow older, and eventually we pass away. During our lives our experience of the past, present, and future are distinct. We can influence the world in the present and the future, but it does not seem that we can influence the past. We have hopes about the future, memories of the past, and experiences of the present. In this seminar we will explore insights from contemporary philosophy and physics concerning the nature of the passage of time. Questions to be considered may include the following: What does it mean to say that time passes?
Does time really pass at all? How do we experience time? Why can we influence the future but not the past? Is it possible to travel backward in time? Is time even real? What is time? The goal of this seminar is to investigate ethical questions via works of fiction, primarily novels. The idea is not to see fiction as a pedantic vehicle for ethical argument, but rather to consider how, and with what effect, fiction functions as an ethical medium. The focus is on issues of individual identity and integrity: creating and maintaining oneself as a moral whole within environments hostile or indifferent to that end. The universe is not a rigid clockwork, but neither is it formless and random.
Instead, it is filled with highly organized, evolved structures that have somehow emerged from simple rules of physics. Examples range from the structure of galaxies to the pattern of ripples on windblown sand, to biological and even social processes. These phenomena exist in spite of the universal tendency towards disorder. How is this possible? Self-organization challenges the usual reductionistic scientific method, and begs the question of whether we can ever really understand or predict truly complex systems.
Have you wondered about the origin and workings of the natural world around us? Have you found physical science interesting but inaccessible because it was too full of math and jargon? Have you felt a pull to become more science-literate? If so, this seminar course is for you -- or for anyone interested in understanding more about the universe, including our planet, seen through the lens of modern physics. Ideas on the menu will include: particle physics, space and time, relativity, black holes, quantum physics, unification forces, string theory, and big bang cosmology. The intriguing story of these integrated phenomena unfolds over a wide distance and a long time. Students from diverse academic backgrounds are warmly welcome.
A limited enrollment seminar course for First Year Science students interested in current research in Physics. Students will meet active researchers studying the universe from the centre of the earth to the edge of the cosmos. Topics may range from string theory to experimental biological physics, from climate change to quantum computing, from superconductivity to earthquakes. The course may involve both individual and group work, essays and oral presentations. It is now 90 years since astronomers found the first evidence for a form of matter that wasn't part of the stars in our galaxies, but rather is "dark" and has a gravitational attraction to ordinary matter.
Other lines of evidence lead us to believe that there is six times more dark matter than the ordinary matter we are familiar with. Despite this, we have no credible, direct evidence for what this dark matter might be. It is one of the biggest puzzles in particle physics and cosmology. In the last decade, we have also discovered that something else is going on — the universe appears to be filled with "dark energy" that causes the expansion of our universe to speed up instead of slowdown.
We will discuss what we know about the hypotheses of dark matter and dark energy, and the debates about what might really be going on. Are we seeing science in crisis, with a revolution just around the corner, or is this just the "normal science" talked about by Kuhn and other philosophers of science? Participants will be expected to participate in seminar-style discussions, as well as take the lead on at least one topic of discussion. This course examines the politics of representation in Canada from a political science perspective.
What is representation? Why are some groups under-represented? How can we increase the representation of marginalized groups? Students will learn to evaluate qualitative, quantitative and normative scholarship; develop their own arguments; and communicate their arguments effectively. This course is an introduction to the history, politics, economics, and psychology of race and racism, as well as intersections between race and class, gender, and indigeneity. The course focuses attention on the ways that states structure race, and the ways race is differently conceptualized around the world. What is settler colonialism and how does Indigeneity endure it? This course explores the many, diverse ways that Indigenous peoples resist settler colonization and persist beyond it.
We will examine Indigenous activisms, legal orders, political philosophies, and cultural productions that demonstrate settler colonialism is indeed a failing project. A major focus will be on the Mao-era legacy of revolutionary diplomacy and the foreign policy consequences of its later transformation into a market-authoritarian powerhouse. Many observers fear that liberal democracies are having trouble accommodating diversity and protecting the rule of law and the integrity of their elections.
This course will explore how these societies can better accommodate diversity and preserve liberal democracy. An introduction to the concept of social justice from an urban perspective. It will highlight how unequal relations of race, class, gender, sexuality, and ability operate through the urban environment, and how these conditions can be contested through political mobilization. Explore the thought processes, logic, motivation, techniques, analysis and impact of recent high-profile publications to gain insight into the enterprise of science.
Outstanding scientists present recent high-impact papers, and students will examine the research in depth, focusing on the underlying questions, experimental approach, results and significance. University life presents students with all sorts of challenges as well as amazing opportunities for learning and growth. Students will discover what research in psychological science has to say about facing and overcoming common academic, intrapersonal, and interpersonal challenges, as we cover topics including deliberate practice, imposter syndrome, and belongingness. Students will also learn evidence-based strategies for better managing their attention, energy, and emotions so that they may thrive rather than just survive in university.
In addition to learning about psychology, students will develop useful skills in scientific literacy, critical thinking, self-reflection, written and oral communication, and teamwork. Up until roughly four decades ago, infants were seen as cute, clueless creatures. Yet, research from a range of fields has led to a radical consideration of this claim; infants may be cute but they are not clueless! In this class, we will consider and discuss the science of babies.
In particular, we will take a second look at long-held beliefs about the nature of infants and their knowledge. This course provides an interdisciplinary introduction to infancy, that includes content from psychology, philosophy, neuroscience, as well as biology and anthropology. Upon completion of this class, students will 1 have overview knowledge of aspects of infancy as it relates to perception, cognition and behavior; 2 be able to use exploratory writing to develop arguments and develop their understanding of subject matter; and 3 begin to be able to read and summarize a scientific research paper in Developmental Psychology.
This course will ask how changes in the developing brain can influence our understanding of how humans learn. To answer this question, we will learn about how the brain changes and about how learning changes. We will explore learning in a number of different ways including learning in sensory and motor systems and the development of multiple aspects of learning and memory. In all cases, we will ask how changes in the developing brain impact learning outcomes. How does one develop a sense of individuality? Can individual will and freedom be reconciled with the interests of society? Are we determined by society or culture or do we, in some important sense, determine our own behaviour and futures?
In this course, we will use classic and contemporary readings from psychology, sociology, anthropology, philosophy, and law to explore general characterizations of the individual and society. Basic questions will be examined in light of these characterizations such as: Is there a universal human nature? Throughout the course, the emphasis will be on the different views of the person underlying and informing contrasting perspectives on important social questions. Magicians entertain us with their tricks. In this class, we will consider and discuss the psychological basis of magic tricks and use magic to explore aspects of psychology. The class will require reading of scientific articles and book chapters as well as watching and analyzing magical tricks. The only prerequisite is a curious and critical mind.
The course puts great emphasis on writing and on starting to read primary scientific literature. This seminar will examine the historical and contemporary use of drugs. Students will be introduced to the general psychological and neuroscientific mechanisms by which drugs affect human behavior, and explore highlights of current research on drug effects in animals and humans. Great Confrontations in Ancient Israel deals with ten episodes recorded in the Hebrew Bible or "Old Testament" in which two parties confronted each other over a great moral issue. Why does our contemporary Bible not include any daughters for Adam and Eve or any stories of Jesus as a young boy?
What if Enoch was more prominent than Moses or Thomas more prominent than Paul? We examine side-by-side writings that have become canonical and writings that once held authority but have not found widespread canonical status, and strive to understand the processes by which we ended up with "the Bible" we have today. Religion can be understood as a set of aspirations that manages and moralizes the most intimate matters of social life, including sexual intercourse, bodily fluids, and mind-altering substances. This course engages fundamental theories of religion to consider an eclectic set of case studies that troubles a clean divide between purity and danger. Modernity is associated with disenchantment, secularisation and progress, and has traditionally been understood as the successor to the enchanted, spiritual, and transcendent worldviews of antiquity and the middle ages.
Re-enchantment, a term increasingly encountered in popular and academic contexts alike, demonstrates nostalgia for an enchanted past, a discomfort with the modern narrative, and a desire to recover wonder. This course will examine the history of enchantment through a series of readings taken from literature, philosophy, theology, ranging from Plato to contemporary magical realism. Themes to be covered include fundamentalism, totalitarianism, the relationship between technology and religion, religion and reproductive rights, and the potential relationship between religion, gender and oppression. Kant, the great modern philosopher, famously describes enlightenment as our release from self-incurred immaturity or minority. Our immaturity is facilitated especially by religion, whose demands for deference to the authority of texts, traditions, and gods often prevent us from taking full responsibility for our thoughts and actions.
But need religion play this role? Is there a religion for grown-ups? This course explores those questions by reading autobiographical accounts of philosophers who describe how their study of philosophy either strengthened or strangled their youthful religious convictions. This First-Year Foundations seminar will explore sexuality at the intersections of race, gender, class, disability, citizenship status, and geography, among other social relations and processes as a foundational practice in Sexual Diversity Studies. In an intimate seminar setting, students will develop reading, writing, and presentation skills necessary for engaging in Sexual Diversity Studies across a wide array of disciplinary traditions.
Through literary texts from Central and Eastern Europe, we explore the trauma and poetics of losing, and the mechanisms of coping with and compensating for the lost object. Taught in English, all readings in English. In the mid-nineteenth century, European and American fiction became obsessed with the subject of criminals. This course examines this preoccupation and its literary and social ramifications. We discuss the changing image of the criminal in British, French, Russian and American fiction.
Reading and discussion in English. This course examines the function of travel within texts and films depicting journeys through Eastern Europe. We will distinguish various types of journeys, the narrative and cultural expectations they imply, and the ways that travel relates to individual identity, raising questions about nationality, race, gender, sexuality, and the Other. An object or a thing always has a collective history. It speaks of the political and the social conditions under which it was made. In this course, objects of war — the material culture of conflict — from the 20th and 21st centuries will be critically and historically examined. How do these objects speak of violence, politics, and culture, but also rewrite and influence the arenas within which they circulate?
Almost 30 years after the collapse of the Soviet Union, what can we understand about its culture and people, and its impact on the popular imagination in the West? To answer these questions, the course introduces students to canonical literary and cinematic works from the post-Stalin era to the present, with particular attention to the literary and cultural peripheries. All readings in English. How do the verbal and the visual coexist? This seminar explores the relationship between words and images, texts and pictures through history, in Russia and the West.
Special attention will be paid to the figure of the artist. Literary texts mainly short stories from Balzac and Gogol to Chekhov and O. Henry, Maugham and Bunin, Nabokov and Camus will be studied along with the paintings of some major 19thth century artists. The comparative dimension of the course will help students contextualize Russian literature and think about its relationship with the Western canon.
Turner []. All texts will be in English. In its long history Russia has fought numerous wars, both defensive and offensive, and these wars have inspired a rich, complex, contradictory poetic response. We examine Russian war narratives starting with the medieval period and ending with the Second World War and including epic poetry, songs, stories, novels, paintings, and films. We will study the depiction of war and the image of the soldier or warrior in different genres and time periods, as well as the historical circumstances in which the different works were produced and the respective audiences for which they were intended.
The course examines the genesis and evolution of the image of the Jew, central to all European cultures, from the theology and psychology of Christian anti-Judaism to their reflection in folklore, visual, plastic, and verbal arts, and to the survival of the imaginary Jew in secular forms. Special attention is given to the Jews of Slavic and East European imagination. All readings are in English. Slav singers of heroic tales about war, lust, honour and revenge have made a special contribution to our appreciation of classical literature and mythology. We will compare Slavic epics and African-American rap songs to reveal the connection between Homer's Iliad and Nas's iconic Illmatic , between the mythical image of the pagan goddess Aphrodite and the mystique of Nicki Minaj, Lauryn Hill, and other iconic singers today.
Employing new performance formulaic theory, we will learn that they share much, in melody and message, with the work of today's hip-hop artists, whose roots of rap "flowing" reach back to the beginnings of Western literature and the epic singers of ancient Greece. Students will have the opportunity to interact with a unique online multimedia edition of an epic song by a traditional Slavic singer. No knowledge of languages other than English is required.
The Central European Region of Galicia gave rise to a remarkable array of literary representations -- Austrian, Jewish, Polish, and Ukrainian -- animating fantastic creatures, powerful myths, deviant pleasures, and sublime stories. Bruno Schulz created shimmering peacocks, Leopold von Sacher-Masoch seized ecstasy through pain, and Ivan Franko investigated the effects of avarice and social decay. This seminar is an interdisciplinary exploration of the relationship between creativity and technology. Inspired by the innovative thinking of Marshall McLuhan, it explores how the humanities relate to other fields of thought and research in addressing the individual, social and cultural experiences and effects of technological innovation.
This course includes a mandatory travel component opportunity to Silicon Valley, California. This seminar introduces students to university-level studies through an interdisciplinary exploration of Celtic influences in the mediaeval world, with a particular focus on early books and historical artifacts as physical objects and bearers of meaning. Students will learn how to read and analyse these books and artifacts to decode their meanings, and, in support of that, take introductory language instruction in Latin or Irish. Subjects discussed will include intercultural encounter and dialogue, research methods with historical sources, and the relationship between the written word and lived experience, then and now.
There is a co-curricular travel opportunity to Dublin, Ireland associated with this course which takes place following the Winter term exam period. This seminar critically explores the complex relations of Christianity and Indigenous peoples of Turtle Island, with a special focus on education. Sample topics include: settler colonialism and treaty relationships; prominent Indigenous Christians, critics and reformers; the residential school system; the Truth and Reconciliation Commission of Canada; recent initiatives in ecclesial repentance, dialogue and enculturation.
The course includes guest speakers and mandatory co-curricular activities, including travel to residential school site s and archives in Ontario during reading week. The costs of these activities are supported by the University of St. This seminar is an interdisciplinary exploration of leading scholarly, intellectual and public questions related to ecology, science, literature, and public life. From a variety of perspectives, the seminar considers how religion, and how different kinds of religious experience, figure in the broader context of human affairs.
This course provides an intensive international learning experience in Rome, Italy. It offers contemporary and historical models of integrating faith with reason, and religious practice with intellectual, creative, and public engagement, specifically the roles that the Catholic Church and Vatican play in Rome, in ecology, science, literature, and public life.
This course includes a mandatory travel component to Rome, Italy, which takes place following the Winter term exam period. This First-Year Foundations seminar critically explores the complex relations of Christianity and Indigenous peoples of Turtle Island, with a special focus on education. The course will include online primary research in the archives of residential schools in Ontario. This seminar considers the ethical, political, and spiritual questions arising from the existence of wealth and poverty in medieval European culture. With readings from Dante, Chaucer, Thomas Aquinas and others, the course will examine how the interaction of spiritual ideals and material realities shaped cultural developments from late antiquity to the Protestant Reformation.
This course will develop the skills fostered by the close reading of poetry by exploring how the most sophisticated forms of language have been used to address the highest possible subjects in the Christian literary tradition. With readings in English, we will survey poetry in a range of languages and forms, giving particular attention to how, in lyric poetry, poets have addressed themselves to God—from devotion to desperation, ecstasy to outrage, tenderness to terror. In addition to building the necessary skills for reading, describing, and analyzing poetry, this course will also develop other research skills.
ART r Honors Work 3. ASN r Honors Thesis CCJ r Honors in Criminology 3. CCJ Internship in Criminology CIS r Honors Work 3. CLA r Honors Work COM r Honors Work COM r Communication Internship DAN r Dance Internship ECO r Honors Work ECO Economics Internship EDE r Honors Work 3. EIN r Honors Thesis 3. EML r Honors Work 3. ENC r Internship in Editing ENG r Honors Thesis ENT Entrepreneurship Internship 3. ENT r Honors Thesis 3.
EUS r Honors Thesis FAD r Honors Work FIN Finance Internship 3. FIN r Honors Thesis FRE r Honors Thesis GEB r Business Internship GEO r Internship GER r Honors Thesis GLY Field Course 6. GLY r Undergrad Research GLY Senior Thesis 1. GLY r Honors Work HEE r Honors Work 3. HFT r Management Internship HFT r Honors Thesis HIS r Honors Work HUM r Honors Work HUN r Honors Thesis HUN r Nutrition Practicum IDS Global Engagement 1. IND r Internship 3. IND r Honors in the Major 3. INR r Honors Work INR r Internship ISC r Honors Thesis 3. ISM r Honors Thesis ISS r Internship ITA r Honors Thesis LAE r Honors Work 3. LDR Leadership Experience 3. MAN r Honors Thesis MAR Marketing Internship 3.
MAR r Honors Thesis 3. MET r Meteorology Internship MUE Internship in Music MUS r Honors Study NUR r Honors Thesis PHI Research in Philosophy 3. PHI r Honors Thesis 3. PHY r Research Participation PSY r Honors Work PSY r Research Topics PSY r Psychology Internship REE r Honors Thesis RMI r Honors Thesis RTV r Radio Practicum RUS r Honors Thesis SDS r Experiential Learning 0. SPN r Honors Thesis STA r Honors Thesis 3. SYA r Honors Work 3. THE r Honors Work ANT x Language and Culture 3. CHT rx Chinese Civilization EUH xw 19th—Century Europe 3. HUN x Food and Society 3. LIT x Science Fiction 3. LIT x World Literature 3. AFA y Diversity and Justice 1. ASL y Deaf Culture 3. Geography, Imperialism, Industry and Culture 3.
LDR y Gender and Leadership 3. SOP y Psychology of Women 3. Students must complete at least one semester hour of a Natural Sciences laboratory course as a graduation requirement. Students will demonstrate the ability to apply scientific principles in designing and conducting experiments and interpret evidence. Students will typically take this course concurrently with the associated course e. Skill in professional writing is critical to the long-term success of all FSU graduates. All students will be required to demonstrate competency in professional writing by completing one approved upper-division course that includes a substantial writing component.
Note: Students must complete an Upper-Division Writing course in addition to the courses used to satisfy the State-Mandated Writing requirements. ADV Media Planning 3. CCJ Crime in Media 3. CHI Advanced Chinese 3. COM Social Marketing 3. COM r Writing to Persuade 3. CRW Writing Florida 3. CTE r Honors Work ECP Economics of Health 3. ENT Entrepreneurial Technologies 3. EUH Robin Hood 3. FIL Thesis Development 3. FLE r Honors Work 3. GEB Business Communications 3. GEO r Honors Work GER Advanced Composition 3. HFT Communication in Hospitality 3. HUM Humanism and the Humanities 3. IND Business Practices 3. MAT r Honors Work 3. MHF Calculus and its History 3.
MMC Media Ethics 3. MMC Diffusion of Innovations 3. PHI r Seminar for Majors 3. SPM Sport and Literature 3. STA Statistics in Practice 3. THE Play Analysis 3. Students will develop effective oral communication skills through the use of public speaking activities in courses designed to provide instruction and ample opportunities for guided practice in oral communication. Through these courses, students master the kinds of oral communication that are appropriate for their academic or professional majors and future leadership roles. Note: Both courses must be taken to satisfy the requirement.
CJE Interview and Interrogation 3. ECH Engineering Communications 2. FIL r Professional Communication 1. FRE Advanced Conversation 3. GER Composition and Conversation 3. MET r Weathercasting 1. PHY Communication in Physics 2. What Is Religious Studies? SOW Interviewing and Documentation 3. SPC Fundamentals of Speech 3. SPC Public Speaking 3. All undergraduates at Florida State University must demonstrate basic computer competency prior to graduation. The computer competency requirement may be satisfied in one of two ways:. The specific computer competency skills needed vary from discipline to discipline, and while a minimum level of competency is required, means of assessing such competency must remain flexible.
The list of required courses for each major will include at least one course flagged as satisfying the computer skills requirement. Students should check with their major department to identify the course s designated by the department as satisfying the computer skills competency in the major. The Office of Undergraduate Studies evaluates transfer credits as they apply to the courses within the General Education and State-Mandated Writing requirements of the Liberal Studies for the 21st Century program and the Civic Literacy requirement.
Students with the AA degree or General Education Statement from a Florida public university, state college, community college, or other colleges with which Florida State University maintains an official articulation agreement are exempted from the General Education and State-Mandated Writing courses within the Liberal Studies for the 21st Century program. For progression to upper-division status at Florida State University, a student must meet the following minimum requirements:. Note: Some degree programs require a higher GPA for admission to upper-division status. Transfer from undergraduate studies directly into a baccalaureate degree program is accomplished between the Office of Undergraduate Studies and the appropriate baccalaureate dean under the same conditions.
All transfer students admitted to the University who do not meet the above requirements for admission to an upper-division degree program except those students majoring in music, dance, or the BFA in theatre and who have fewer than fifty-two semester hours of transferable credit will be assigned to the Division of Undergraduate Studies. Students with fifty-two or more semester hours of transferable credit will be assigned to the lower-division major advisement program under the appropriate baccalaureate dean unless they request assignment to the Division of Undergraduate Studies.
Students requesting assignment to Undergraduate Studies must do so through the undergraduate admissions office at least one month prior to registration. All students, including transfer students, must have met the requirements for transfer from the Division of Undergraduate Studies by the time they have attempted a total of seventy-five semester hours of college work. For an upper-division student to change colleges within the University, the student must meet the following requirements:. A minimum of twenty of the last thirty semester hours of work must be earned in residence.
Successful completion of the General Education portion of the Liberal Studies for the 21st Century program with a 2. Students beginning their college program January or later must also meet state mandates and University-wide requirements for specific coursework in writing and computation. Students interested in receiving the AA degree from FSU and who are completing or have completed all the requirements must officially apply at the Office of Undergraduate Studies.
FSU students who transfer more than 30 hours from a single FCS institution may also be eligible to receive an AA degree from their home FCS institution if the student has earned at least a combined total of 60 semester hours, including 30 or more semester hours from the home FCS institution with an overall cumulative GPA of 2. Students are notified by FSU about this option to receive the AA degree through this reverse transfer agreement. Once notified, students must consent to FSU sharing their information with the home FCS institution regarding this option. The Graduation Planning and Strategies GPS Office provides programming and academic support activities for undergraduate students with high credit hours and other general advising needs to promote long-term planning and support student-driven goals for graduation and beyond.
The GPS Office establishes and implements programs, policies, and procedures that affect timely graduation and encourage students to maximize available options for degree completion. In consultation with colleges and departments, Graduation Specialists mediate, design, and manage graduation plans for students while providing intensive advising and degree planning assistance to facilitate timely degree completion. All undergraduate students complete the online request for a University academic progress check from the Office of the University Registrar, no later than the time the student has earned ninety semester hours of credit or two terms prior to the planned graduation date.
Students will receive holds on their account prompting them to request an academic progress check from the Office of the University Registrar and an academic progress check from their college s. Application for a degree must be made during the application period defined in the academic calendar in the term in which the student expects to graduate. If the student is unable to graduate at the end of the term for which application was made, the application for graduation will carry forward to the subsequent term.
Students with or more earned hours may be placed on the graduation list by the University. Students in this category who are added to the graduation list will be notified by the Graduation Planning and Strategies Office and provided detailed information as to their options at that time. The Bachelor of Science BS degree requires all the general criteria listed at the beginning of this section. The Bachelor of Arts BA degree requires all the general criteria listed at the beginning of this section, and. Students should note that there is a difference between a second major and a second baccalaureate degree.
To obtain a second major, one must meet all requirements of the college of the primary major, but only the major requirements of the secondary major. There are no Liberal Studies requirements for the additional degree s. Both degrees will be awarded in the same term. The additional thirty semester hours must be completed in residence after the completion of the first degree. Hours earned by the student during the completion of the first baccalaureate degree, over and above those extra credit hours required for the first degree, may not be included in the thirty semester hours. There are no Liberal Studies requirements for the second degree except for Civic Literacy.
University policy prohibits the awarding of more than one degree from a specific degree program due to the overlap of core requirements of that degree program. Students should seek guidance from their advisors or their college when choosing to pursue a double major or dual degree. This policy applies to both current and readmitted students. Dual degrees and double majors must be declared by the end of the semester in which a student will earn ninety cumulative credit hours toward their degree program at Florida State University.
In special circumstances, students may petition their primary academic dean for an exception. Petitions should document the students plan to graduate within four years at Florida State University. Special consideration will be given to students whose total hours include a substantial amount of accelerated credit earned while in high school. Direct-Entry Pathways. Direct-Entry Pathways are a type of combined pathway structured such that the curricula for two academic degrees are interwoven. Note: Students interested in pursuing either a combined degree or direct-entry pathway should speak with their academic advisor as soon as possible to determine appropriate options and course selections. Additional admission criteria and procedurals are typically required. Degrees with distinction are granted to transfer students who meet all three of the following requirements:.
Florida State University helps students meet their academic goals by monitoring academic progress toward their degree. In addition to the academic dean, the Graduation Planning and Strategies Office may contact students to assist with finalizing their degree plans in order to meet their individual goals and graduate. Once the degree is awarded, the student must be readmitted to Florida State University in order to enroll in any courses. Students pursuing double majors or dual degrees must formally notify their academic dean of their intent. Undergraduate students pursuing dual degrees in different disciplines must obtain formal approval of their academic dean, following established University procedures for such approvals.
Should the University invoke its prerogative to award a degree once a student has completed all stated degree requirements, the student may appeal this decision. If the student can demonstrate that continued enrollment is necessary to achieve his or her academic goals, the appeal may be granted. Reasons such as, but not limited to, desire to continue financial aid, participate in student activities, and access student services do not constitute legitimate reasons for appeal. Once a degree has been awarded, all coursework leading to that degree is considered final and not subject to change.
Grade changes or withdrawals for coursework that applies to the awarded degree may be considered only in cases of documented University error or in cases where the courses in question are documented as applying to a degree that is still in progress. The University offers a variety of certificate programs, which consist of an organized curriculum of courses that lead to specific educational or occupational goals. A list of the certificate programs offered by the university is available in the Academic Degree and Certificate Programs chapter of the General Bulletin.
Should a degree-seeking student complete a degree program prior to completing the requirements for the certificate, the student would be required to be readmitted as a degree seeking or non-degree seeking student to complete the certificate program. Toggle navigation Site Menu. Satisfactory completion of major requirements in a chosen degree program, including additional requirements set by the college offering the degree. Major names are not printed on university diplomas. A minimum adjusted grade point average GPA of 2. In addition, the overall GPA on all college-level work attempted high school dual enrollment, transfer and FSU coursework is used as part of the determination of degrees of distinction.
Successful completion of a minimum of one hundred twenty unduplicated semester hours. Physical education activity courses may count as elective credit except in cases where an individual degree program places a specific limit. Completion of at least forty-five semester hours in courses numbered and above, thirty of which need to be taken at Florida State University. Completion of the last thirty semester hours and half of the major course semester hours, in residence at this University. In cases of emergency, a maximum of six hours of the final thirty semester hours may be completed by correspondence or residence at another accredited institution with the approval of the academic dean.
College-Level Examination Program CLEP credit earned may be applied to the final thirty-hour requirement provided that the student has earned at least thirty semester hours credit at Florida State University. Students who have entered a university in the State of Florida, Division of Colleges and Universities, with fewer than sixty hours of credit in the fall of or any time thereafter are required to earn at least nine hours prior to graduation by attendance in one or more Summer terms at one of the State University System institutions. The University President may waive the application of this rule in cases of unusual hardship to the individual.
Students may request waivers of this requirement by giving the details of their hardships through their academic deans to the Vice President for Faculty Development and Advancement. Prior to , students who had earned nine semester hours of credit through approved acceleration methods AP, IB, CLEP, and approved dual enrollment courses were exempt from the summer residency requirement. Effective , this exemption is no longer available. Satisfaction of the foreign-language admissions requirement by having two sequential units of the same foreign language in high school, or eight semester hours of the same foreign language in college, or documented equivalent proficiency. Successful completion of the Civic Literacy requirement. Faculty judgment of the academic performance of the student is inherent in the educational process in determining whether the awarding of the baccalaureate degree or admission into a higher level degree program is warranted.
Liberal Studies for the 21st Century Program The Liberal Studies for the 21st Century program provides an educational foundation that enables FSU students to thrive in and beyond the classroom. Civic Literacy Students first entering any Florida College System institution or State University System institution as degree-seeking undergraduates in the school year and thereafter must demonstrate competency in civic literacy prior to receipt of the baccalaureate degree.
Liberal Studies for the 21st Century General Education Requirements Satisfactory completion a minimum adjusted grade point average of 2. At least three of the six hours in this area must be in the Department of Mathematics. English Composition: Students must complete a total of six semester hours in this area, three of which must be chosen from the Statewide Core list ENC Natural Sciences: Students must complete six semester hours in this area, of which at least three semester hours must be chosen from the Statewide Core requirement list.
Note: All students must complete at least one semester hour in a Natural Sciences laboratory course as a graduation requirement see below. These six additional hours may be selected from the lists of approved General Education courses. A second Scholarship in Practice course may substitute for the Formative Experience. Liberal Studies for the 21st Century Academic Policies The General Education requirements must be met by completion of appropriate coursework or by combination of coursework and credit by examination within the limits set below: Credit by Examination. A maximum of thirty semester hours of credit earned through examination may be applied to the General Education requirements.
Addenda and Corrigenda in JCL v. Frederick Furnivall There is a Essay On Microhistory travel Essay On Microhistory to Dublin, Essay On Microhistory associated with this course which takes place Faith In Beowulf Essay the Winter term exam period. Sandra Essay On Microhistory.