Get e-book A-Zs of Ancient Rome: A Rhyming Introduction to Roman history

Free download. Book file PDF easily for everyone and every device. You can download and read online A-Zs of Ancient Rome: A Rhyming Introduction to Roman history file PDF Book only if you are registered here. And also you can download or read online all Book PDF file that related with A-Zs of Ancient Rome: A Rhyming Introduction to Roman history book. Happy reading A-Zs of Ancient Rome: A Rhyming Introduction to Roman history Bookeveryone. Download file Free Book PDF A-Zs of Ancient Rome: A Rhyming Introduction to Roman history at Complete PDF Library. This Book have some digital formats such us :paperbook, ebook, kindle, epub, fb2 and another formats. Here is The CompletePDF Book Library. It's free to register here to get Book file PDF A-Zs of Ancient Rome: A Rhyming Introduction to Roman history Pocket Guide.

Somehow they think they can skip the in Christ part and everything will be hunky-dory. Remember when Rolling Stone tried to paint one of the Tsarnaev brothers as a rock star. Could you see Rolling Stone ever doing that to Richard Spencer? It will be informal and unscheduled. Here are some excerpts from the poem:. Look upon my work, ye Mighty and despair of the marble-whitey faces of my voters the movers and promoters of racism and misogyny.

However, it makes me wonder, where does the Enlightenment fit in with the Alt-Right? Is it disliked because it eventually gave rise to post-modernism? Took Ms. Child, please. Just goes to show you. It says that women ARE really enemies, of most White men even their brothers if they are not involved in either their kids or Kawai stuff like Japanese women.

IMHO that self-sorting into enemy status is due to a desire to compete against White men; social approval from non-White women; and resentment of the men in and around their life for being beta. Does his own sister really despise Mark Zuckerberg for being a beta male? Evidence says, yes.

After all, if the woman in question really wanted to talk about the Alt-Right and the Classics, she might mention that the Roman and Hellenistic world ruled considerable amounts of non-Europeans; that Jewish monotheism and Greek Humanism combined to create classical Christianity. That Jesus himself is a semi-Socrates in his method of teaching. That the classical world moved fairly rapidly from polytheism to monotheism Christianity. In short, argue that yes the Classical World was in fact, quite awesome and White. But was open to things from other peoples.

Instead, its just more denigrating White men. Not a little. Or talk about how indeed White men are awesome. Its all about how awful we are. The Classics are so far back in time that they can be and are used to justify all sorts of conflicting ideologies. Others have used them throughout history and in contemporary times to justify liberalism, universalism, multiethnic empire, etc. They hardly thought outside the box. They were weak of will or lacking in imagination. Therefore, much of the world failed to develop complex civilization, and even the ones who did build great civilizations, like the Persians, Hindus, and Chinese, came to be stalled in stasis or trapped in cycles of rises and falls.

What was true of most of humanity was also true of most white people. In this, most white people are very much like rest of humanity. The power of Political Correctness is proof that most white people lack vision, individuality, the power of will, and independence of mind. And it was because of such special individuals and visionary groups that the West made the leaps that eluded other races and cultures except in imitation of the West.

Today, the reigning dogma, orthodoxy, and power of the West are controlled by the GLOB that seeks to cripple and control the White Race forever. This should be obvious to any brave, honest, and intelligent white soul, but tragically, most white people are like the rest of humanity and trapped in herd-mentality. However, members of the Alt Right are different. Though threatened with loss of status, wealth, and comfort, they stand firm on principles and possess the will to envision a future in which the white race is liberated from the chain of Globalists who would have every white pair of hands serve Jews and have every white womb hatch non-white babies.

Alt Right has the honesty, courage, and the will to break free and see the truth, and it has the vision to forge a new path for the survival and victory for the white race. Also, Alt Right is different from mere conservatives who, lacking vision and creativity, stick with the tried-and-true or suck up to the Establishment in the Current Year. They too have a herd-mentality. And most Liberals are not rational free-thinkers. They are just shallow hive-minds who go with every new fad and fashion for lack of roots and vision for their race.

The entirety of their culture is Pop Culture junk food for the soul and PC poison for the mind. After all, China had many intelligent people through the ages, but its progress got stalled under thick layers of orthodoxy and stasis. No, there must be more than intelligence. There must be vision and will. There must be a spark that ignites the wood. It is lacking even among most whites. But there are more individuals with the spark among whites than among other races. And Alt Right now represents that spark that can set the world on fire.

It has the will to strike the match over the Eurosphere Wood on which Jews piss on to prevent the White Fire. And I posted while listening to countryradio. I wonder what Dr. A vision that supports her love-filled ideas no doubt. I mean a student with those views cannot possibly understand the classics in the correct way, right? Most mentally healthy people see shared interests as an opportunity to bond with people they might otherwise never have reason to talk to.

Either way—and somewhat unfortunately—all I remember from that class is that another student kept trying to convince everyone that the cyclops is meant to represent a giant penis. This past semester, I was teaching a course comparing the versions of the Polyphemus myth in Homer, Euripides, and Theocritus, and in preparing, I revisited the text. But he does get tipsy enough to find himself in an amorous mood, and eventually he drags an entirely unwilling Silenus offstage to have his way with him. The Cyclops, I realized, contains a scene of sexual assault played for laughs.

A rape joke…. The Kagans using the disastrous Athenian misadventure of pointlessly invading Sicily in the middle of its war with Sparta to justify the US invading Iraq was always a real head-scratcher. We are just reappropriating our own culture, reconstructing it after her attempts at deconstruction. We are the phoenix rising from the ashes!

Lots of liberal hand-wringing these days is inspired by the experience of getting trolled on Twitter. To the extent that the alt-right influenced the election, it may have been mostly by driving journalists into ever greater heights of hysteria in their Trump coverage. Did you know without the 88 blacks in the Rhode Island 1st Regiment, the Battle of Yorktown would have been lost? It was news to me. They also told us honorary non white Alexander Hamilton asked to lead them in the assult on Redoubt To be fair, the previous installments were better than this one.

But then Zuckerberg tries to stake out a different claim for the Classics, mainly that they should be decoupled from Western civilization and that the foundations on which the West was formed should be undone in service of modern political concerns about race, class, and gender. She proposes an action plan for Classicists that would see them actively reject those who wish to understand Western civilization through the story of Greece and Rome:.

To that end, she is starting a project to document alt-right use of the Classics and is publishing a book next year called Not All Dead White Men to explore diversity in the Classics. Here is where her argument rubs me the wrong way. Greece and Rome are the foundation of Western civilization, whether one likes that fact or not, and whether one supports that legacy or wishes to change it. Our political institutions, religious institutions, language, science, history, and culture are an outgrowth of the structures that built, sustained, and destroyed Rome. It is not much of a stretch to see the formational period of modern Western civilization in the Middle Ages as an argument between those who looked back to Rome and those who wanted to transform that inherited legacy into something new.

Every European monarch for a thousand years aped the style of the Roman emperors, and less than years ago there were still two monarchs in Europe—the Czar of Russia and the Austrian Kaiser—who traced not just their Caesarian titles but their imperial authority back to Rome, the Czar in what was allegedly a transmission of Eastern Roman authority to the Third Rome in Moscow, and the Kaiser through inheriting the power and glory of the defunct Holy Roman Empire in a transmission of the last vestiges of Roman glory.

It does not diminish the struggles of race, class, or gender to recognize the debt that the West owes to the elites who reigned in Greece and Rome, nor to acknowledge that not everyone wants to devote his or her life to social justice issues. Some people are genuinely interested in issues of power and privilege, of military campaigns and political disputes.

These should not be delegitimized in a rush to man the barricades against rightwing extremists. Indeed, it plays right into their hands. I know we whiteys are supposed to laugh at lines like these. And I think this feeling I have is spreading. He stops voting in elections he knows are a farce. He begins to say what he really thinks at political meetings.

And he even finds the strength in himself to express solidarity with those whom his conscience commands him to support. In this revolt the greengrocer steps out of living within the lie. He rejects the ritual and breaks the rules of the game. He discovers once more his suppressed identity and dignity. He gives his freedom a concrete significance. His revolt is an attempt to live within the truth. The bill is not long in coming.

He will be relieved of his post as manager of the shop and transferred to the warehouse. His pay will be reduced. His hopes for a holiday in Bulgaria will evaporate. His superiors will harass him and his fellow workers will wonder about him. Most of those who apply these sanctions, however, will not do so from any authentic inner conviction but simply under pressure from conditions, the same conditions that once pressured the greengrocer to display the official slogans. They will persecute the greengrocer either because it is expected of them, or to demonstrate their loyalty, or simply as part of the general panorama, to which belongs an awareness that this is how situations of this sort are dealt with, that this, in fact, is how things are always done, particularly if one is not to become suspect oneself.

The executors, therefore, behave essentially like everyone else, to a greater or lesser degree: as components of the post-totalitarian system, as agents of its automatism, as petty instruments of the social auto-totality. Yoga enthusiast and instructor. A couple years ago, I was in my first few years in a tenure-track position at a small, private liberal arts institution in the Midwest, and I was troubled read: terrified that I was receiving not-so-stellar teaching evaluations that occasionally questioned my competency, skill, and intelligence.

And they did not shrink from telling me as much. Here was my question: how does a person occupying a non-authoritative body teach a bunch of authoritarians living in a racist, sexist, ableist society what a responsible postmodern approach to Greco-Roman antiquity looks like? In changing my approach to the classroom, I accepted that, given the body I currently inhabit, students would likely never automatically grant me their trust in my knowledge, experience, authority, etc.

So I deal with this … crisis of authority by using 4 principles I gleaned from feminist pedagogical theory:. I try to be transparent about this power dynamic with my students. I decided to have the students help design their syllabus. But as far as other learning goals and assessments went, I left that up to the students. In decentralizing authority, I have learned also to share the work of the course and be honest about my limits. The thought of what America would be like If the Classics had a wide circulation. Oh well! It troubles my sleep. All we prove by that is that we were still throwing stone hatchets and crouching around open fires when Greece and Rome had already reached the highest stage of culture.

We really should do our best to keep quiet about this past. Instead Himmler makes a great fuss about it all. The present-day Romans must be having a laugh at these revelations. Whereas the Zionists revived Hebrew as a language for their nation, we could revive Latin as the language for Our Fair Republic. If nothing else, Chinese scholars will be trying to understand where we went wrong to avoid repeating our mistakes. He thirty rolling years the crown shall wear, Then from Lavinium shall the seat transfer, And, with hard labor, Alba Longa build.

To them no bounds of empire I assign, Nor term of years to their immortal line. Suppose white men are to blame for slavery etc etc. They are not. Christians are the only ones who ever abolished slavery no a large scale. They generally dislike it because it gave rise to universalism and thus modern liberalism. Though the Pope still speaks Latin. The devil will find work for idle hands to do I stole and I lied, and why? Because you asked me to! So, what difference does it make? Oh, what difference does it make?

I thought the article by Sister Facebook was pretty weak. Of course the elephant in the room when she starts talking in this way is that homosexuality was common in both Greece and Rome, which, by modern standards, must mean that Plato, Aristotle, Socrates, etc. Perhaps she wants us to read Sappho and Catullus instead of Caesar or Homer, but why not bring in the thoroughly discredited Black Athena thesis while you are at it?

Or, at least, attempt to discuss some possible or probable linkages of Ancient Greece and Rome with other civilizations, e. And she delivers nothing to demonstrate her knowledge, intellectual skill, subtlety, or other bases for authority. Altogether, a waste of time. To these no period nor appointed date, Nor bounds to their dominion I assign; An endless empire shall the race await. Nay, Juno, too, who now, in mood malign, Earth, sea and sky is harrying, shall incline To better counsels, and unite with me To cherish and uphold the imperial line, The Romans, rulers of the land and sea, Lords of the flowing gown.

So standeth my decree. Yes, exactly. Zuckerberg and her SJW ilk tear down western culture, then try to reassemble bits of its rubble into the perpetual post-Christian Tower of Babel all cultural Marxists are trying to build. The fact that they have no clear plan or ultimate purpose for this utopian delusion seems to bother them not at all. The devil can quote Scripture for his own purpose, as another dead white male wrote—in The Merchant of Venice , of all places.

Maybe they feel exposed and vulnerable because they lack whatever it is in the brain that brings calm to individuals under stress. Knowing how to make good use of the instructor is helpful in this regard: an openness about my strengths and weaknesses as an instructor, the fact that I have experience with the subject, that I will be turning in their final grades, and that I can hold them accountable for things allows them to delegate authority to me if and how they want.

In Roman Civilization, for example, the students explicitly gave me permission to give pop quizzes on the readings whenever I wanted, and as often as I wanted, in order to keep them motivated to keep doing their homework. Students are practicing precisely the de-naturalizing of norms you might want them to be doing with the course content. By which I mean: if your course uses antiquity in part in order to help students be more aware about the issues in their contemporary world, some of those issues might be power, authority, and privilege.

Finally, you have the opportunity to destabilize for your students the very system that is perhaps keeping your less-privileged colleagues from being granted the automatic respect of those same students. Reminds me of an online challenge from a while back. People were supposed to only read works written by women, or POC, or Gays for a year. My response? In all those endless paragraphs, not one reference to an actual, you know, Classic.

Is is she trying to no platform the very subjects of her putative study? As materialism is roundly rejected by the AR in favor of spiritualism, identity, and racial collectivism, we must rely upon the Classical thoughts, words, and deeds to act as a psychic and intellectual bridge to the past.

And worse yet, imploring a professional society to join in and then salt the earth with something I can from the article only describe as Cultural Marxism. That was the message to the uninitiated, those who look at the esoteric truth would see that the Kagans were really pro-Sparta, and see the US as a decadent Athens to be destroyed. So when a Kagan inflamed the tensions in Ukraine, she was really an Alcibiades that will turn traitor and defect to Sparta-Russia in the future.

Seems a tad redundant to me…. Seriously, the hyperventilating is only escalating as the coronation, ahem, inauguration draws near. I noticed Keith Olbermann recently reappeared from his filthy hole to add to the hysteria and giggles. But he quickly lost his eminence once Obama took over. Those people are stupid. Certainly a very intelligent guy, but quite a flawed character imo. Whence comes this delusion of Dr. Make Amazon stop selling us books?

Cut off our subscriptions to Eidolon? Good point, too many right wingers think we have to be a christian nation. Instead their are plenty of Pentecostals among Central Americans. This guy that was against Jews complain about Hart-Caller but has not Hart-Caller increase Catholics from Mexico and Pentecostals from Central America but the guy complain that Hart-Caller made us less of a christian nation but the biggest immigrant group Mexicans are Catholics.

Also, the right in the US has been a lot on emotionalism. The alt-right has more self-taught folks than either the skinheads all emotion or regular conservatives which the only ancient history they basically know is the bible. The first of those two quotes are not from the classics, they are from Marx. Thus, Prof. Zuckerberg reveals herself to be not a true classicist, but a postmodern Jewish Marxist. Since I have spent a fair amount of time studying philosophy, I will attempt to school her in the error of her ways:. In classical philosophy, Man himself is a product of this nature, which imposes limitations upon him that he can understand but not fully overcome.

His task is to educate himself to understand nature, and work within the limits imposed by it. The task of human society, and political society, is to be able to delineate between the different natural abilities of individual humans, and use those differences for the benefit of the entire society.

At the top of the list is the human Male; next are females, then children, then slaves, and finally animals. Thus, Aristotle sees the male as most rational, the female less so, the child less than the female, the slave less than the child, and the animal less than the slave. Each layer of society is symbiotic, and society functions most harmoniously when the superior parts rule over the inferior parts. Similarly, Plato describes a hierarchical list of types of political societies. First is his Ideal Republic ruled by the Guardian Class; then a military rule; then a business oligarchy; then a democracy; and finally, a dictatorship, which inevitably arises from too much democratic equality.

Democracy, for Plato, is a perversion of nature. The culmination of classical philosophy is Christianity, which places true justice not in the hands of the political system, but in the hands of an Almighty God, who is the author of Nature itself and the Creator of these levels of distinction. The task of the Christian is to understand the defects of his nature, and to submit to the grace of the Almighty to remedy it in the hereafter.

Now, Modern philosophy attacks the notion that man must accept the limits of his nature. In other words, Modernity seeks to create an artificial , not a natural, society. Democracy is a Modern artifact because men are not inherently equal. Feminism is a Modern artifact because males and females are inherently unequal. And racial egalitarianism is a Modern artifact because the races are inherently unequal.

Democracy, feminism, and racial egalitarianism are all artificial. The Alt-right recognizes this; consequently, it looks to the classical tradition for guidance. Karl Marx is the ultimate Modern philosopher, because he believed that science, technology, and economic prosperity would ultimately lead to the abolition of all natural differences and distinctions, resulting in a global communist Utopia of complete equality. Seems pretty racist to me. Only a real racist would try to blame it all on other evil racists. Someone should inform the diversity police! How many books written by Black published authors do not use Blackness as the main central theme of their book?

It gets boring pretty quickly because it makes Black authors look one dimensional monolithic. Be it so, since he Who now is Sovran can dispose and bid What shall be right: fardest from him is best Whom reason hath equald, force hath made supream Above his equals. What matter where, if I be still the same, And what I should be, all but less then he Whom Thunder hath made greater? On one of their podcasts, they actually started talking about how the German language is not gendered ……. Many of our peers proudly declare that the only reason to study Western Civilization is to deconstruct and subvert it.

Less than an hour after releasing his article, he was suspended from his leadership position in a low-income student advocacy group… the author, a low-income minority student himself, came to us with evidence…. Hang in there guys. The road goes on forever and the battle never ends. I wanted the discipline to know that these men, these horrible bigoted men, want to claim ownership of the material we study and twist it for their ends.

The response was overwhelmingly positive … and most of those readers seemed to share my fears and concerns. We can acknowledge that influence and celebrate it while recognizing how problematic it is. I received a great deal of abuse. As the author of this article, I deleted some comments and kept others … there could be no better proof that my fears were well-founded than the fact that so many people responded with hatred and flagrant anti-Semitism.

This seems like a wonderful endorsement of studying the classics on your own terms outside of a formal class. All this is rationalization, which is one of the psychological defense mechanisms. She needs a shrink, not some hapless students just trying to get an education. Little kids do fine with hippie teachers.

Mark Zuckerberg likes the classics. He has a Chinese wife and kid. I think he and Donna will team up to write revisionist history about how Jews and Asians developed Greek-Roman societies that produced the classics. He was annoyed by moral relativism, and thought it had come as enlightenment ideas and classical Greek ideas had been pushed out.

In fact his whole shtick is basically just Nietzsche. So it seems to me as a layperson like Ms. She seems to be thinking of things in terms of the canon wars, where the right was into the whole great books thing, and against identity politics. Calling Roosh white is really stretching the term white. Yeah I know the US govt classifies him as white but that may change soon. Nothing against Roosh but lets call a spade a spade for lack of a better term.

Nothing can do away with this ineffaceable difference; the Greek quarrel with the body and its desires is, that they hinder right thinking, the Hebrew quarrel with them is, that they hinder right acting. But, while Hebraism seizes upon certain plain, capital intimations of the universal order, and rivets itself, one may say, with unequalled grandeur of earnestness and intensity on the study and observance of them, the bent of Hellenism is to follow, with flexible activity, the whole play of the universal order, to be apprehensive of missing any part of it, of sacrificing one part to another, to slip away from resting in this or that intimation of it, however capital.

An unclouded clearness of mind, an unimpeded play of thought, is what this bent drives at. The governing idea of Hellenism is spontaneity of consciousness; that of Hebraism, strictness of conscience. So Adolf Hitler was the first person to spread the false rumor that Ancient Greece and Ancient Rome were majority blond societies. This false rumor spread like a wildfire in the White Nationalist community. Well, Greco-Roman classics are one of the few fields of study that is guaranteed to focus on a body of texts by non-Jewish writers. That probably counted for something under a regime that spent considerable effort in de-legitimizing the work of Jewish authors and anyone who used the work of Jewish authors even in fields like physics.

The conservative women I know are salt of the earth, principled and strong. But something about liberalism appeals to the worst in the worst of women. Of course Marx was arguing that communism was the inevitable result of the progression of world herstory. Pretty demented stuff, but to some degree I can understand why it attracts people. They would get the urge to rape looking at all of those pretty blonde females. They are not used to seeing so much blondeness back in their inbred desert countries.

The Japanese have some interest but in a mostly superficial way. Like, in an anime, kawaii William Shakespeare will show up and do something silly. Or all the characters will be named after ones from The Three Musketeers. I was troubled read: terrified that I was receiving not-so-stellar teaching evaluations that occasionally questioned my competency, skill, and intelligence.

Had a prof like her, and like her, after the shit evaluations came through, her excuses bled through her pedagogy. Fucking lazy is what your are, like half the associate profs on any campus. Overwhelmed with what? Having to grade two assignments the whole semester? High school English teachers do that and much more in less than a month. Talk to the guys at the Shomron Regional Council. Despite her claims to being a scholar, a classicist, etc.

I wonder what Prof. Jampridem Syrus in Tyberim defluxit Orontes et linguam et mores et cum tibicine chordas obliquas nec non gentilia tympana secum vexit et ad circum iussas prostare puellas.

A-Z Databases

Yes, no discussion of the Classics the alt-right is complete without mentioning Nazi Germany. Anyway, re the Classics, particularly The Aeneid and The Odyssey, I highly recommend the translations by Robert Fitzgerald, which I think are superb — even if he is a white man. Funny that she goes after Milo Yiannopolous and Roosh, who are more eastern by heritage.

And, having read and understood them, I woud agree with them over her every single time. I am a white man and a european-american with an interest in classical antiquity. The hijacking of the field of Classics by Donna Zuckerberg and her ilk is an act of cultural appropriation. Spencer probably understands the thinking of someone like Plato, Aristotle, or Livy better than Ms. Zuckerberg does. And in turn, they would understand Spencer. Zuckerberg they would merely view as a mad woman. I cannot abide, Quirites, a Rome of Greeks; and yet what fraction of our dregs comes from Greece? The Syrian Orontes has long since poured into the Tiber, bringing with it its lingo and its manners, its flutes and its slanting harp-strings.

Simply swap Hispanic for Greek, then note what a small fraction actually comes from Iberia, rivers of Amerind blood having long since overwhelmed the Spanish rivulet:. I cannot abide, Quirites, an America of Hispanics; and yet what fraction of our dregs comes from Iberia?

Amerind rivers have long since overwhelmed the Spanish rivulet, bringing with it its lingo and its manners, its flutes and its slanting harp-strings. Nazis did co-opt or promote antiquity to some extent. I think the issue, which Dr. Z conveniently ignores, is that virtually all scholarly disciplines were Nazified under the Nazis.

The other thing she ignores is the way Classics was a much larger part of European intellectual life in the 30s. I have been reluctant to use that one since I finally read The Aenid. In the poem it was uttered by Turnus, as he led the Italian coalition into battle against the Trojans. He lost the battle and was only saved from immediate death by being ignominiously tricked into deserting the fight by Juno who wanted to save his life.

Aeneas eventually caught up with him anyway and hacked him up. A lot of academia now believes in nothing but false and ridiculous nonsense. It was obvious from a plain reading of the novella, and from what I knew about the author, that the critics had gotten the whole thing wrong. Their interpretation was nothing but re-heated marxist anti-imperialism.

Milo has said that his mother, or maternal grandmother, is Jewish. It is not clear if that is accurate. No mention of the Japanese superficial interest in European history can be complete without mention of Paris Syndrome or Thermae Romae! Thermae Romae is a Japanese comic about a Roman who dives to the bottom of his Roman bath and exits into a Japanese hot spring, made into a live action film. There is plenty of demand for western things, like whisky, which is adversely affecting the market for the rest of us.

I think there is a lot more interest in Chinese history in the West. The problem is that Chinese composition is not very accessible to westerners. Sun Tzu has been successful not because of its topic but because of its aphoristic style. She went down this road because she had nothing but empty accusations to prop up her death cult ideology. Nemesis, Nemesis not so much. How did she get the idea of writing a book on the alt-right? Maybe it has to do with being the sister of a social media tycoon? They did the same to the Tea Party and then the Koch brothers and politicians co-opted it with money and access.

When the next election comes along, the free and creative will spawn another movement, and the MSM will forget the previous battle and thrust their myoptic spear at the next closest Hydra head. Beauty has a timeless attraction. Convincing people that the beautiful is ugly is a angry, short-lived game. Zuckerberg and what she stands for. Really, how is she any different from the anti-intellectuals she looks down on? Who, reading and understanding the Classics, would dismiss and belittle them as she does, or take away from them the unutterably stupid and trivial story she is telling about race and gender?

She is the hidden, rotten core of identity politics: the destruction of all Greatness, American or otherwise. According to Forbes, Zuckerberg is the 10th most powerful person in the world. Putin 2. Trump 3. Merkel 4. Xi Jinping 5. Pope 6. Yellen 7. Gates 8. Larry Page 9. Modi Forbes pic. You can disagree with them all day on, for instance, the issues mainstream conservatives blah-blah about all day. But not on the Sore Spots. Trump is basically a centrist liberal, I always say, except on the most important issues.

The alt-right is on his side on all these issues. These are Sore Spots. SJWs would be out of work if people were allowed to entertain alternative ideas on any of them. Or, they imagine, burned at the stake. So they notice when they Spots are poked. But no. Trump is in the mainstream.

To the right of the mainstream concerning the Sore Spots, but still mainstream overall. Ifsoever we are going to take over retake? Related to this is the resurgence of interest in Stoicism. Another example of Tom Wolfe being ahead of the curve. From Philip Broughton's FT column this weekend.

They are very evil people and probably part of the deep state. Tillerson and Mattis if confirmed would do well to fire the Kagans from their positions along with their addlepatted followers that have infested the Pentagon and State. No, I assume too much. Anyway, I often wonder what progressive classicists do all day. You can only deconstruct so much without turning into a Visigoth. You have to let some of it go, admit the value of some of it. Although, I did watch a documentary on PBS recently on Ancient Greece, and it was basically all Whig History about the glorious unfolding of egalitarianism, or whatever.

I underestimate their capacity for simple lying. Which is partly why classicism is dying. She and most of those on the Left are nothing more than Visigoths who learned to read. At heart they are still mindless savages that will do their damnest to tear down civilization. Neil Postman had this bloody lot nailed in a speech have gave before college graduation ceremony. Like the other side cares. Only insofar as bridges still have to stay built.

Scholars to them are whoever wears robes and those stupid hats and tells them what they want to hear. Or decides what they should want to hear then conditions them to want it then tells it to them. The alt-right is not a highbrow movement. The universities, think tanks, MSM, etc. But so are the clerks, the teachers, the professionals, basically everyone who makes a living off the mind.

We need a common sense movement. But it shows you what phrases have currency in their world. The worse the better, according to him. But I digress. She puts herself in the mindset of a Good Burgher, aghast at the thick-necked mass of proles demanding dinner. Yet more unintentional reaction from so-called progressives. They could go on winning for millennia and still fancy themselves the outsider rebels taking on the Man. Even if their Man is a bunch of internet trolls.

Perfect and imperfect rhymes

I find very endearing the fact that Zuckerberg Sr. Well this is it. I am afraid that the game is up gentlemen. Without the support of the classical scholars our whole attempt to reshape western society is doomed. I am afraid that this must mean being sent to the library with a bottle of decent whiskey and your service revolver. You did your best, but you should probably finish yourselves off before they feed you to the lions or crucify you. There are fits of forgetfulness or deceit which terrify; you open your ears, you rub your eyes, not knowing whether you are awake or asleep. When the imperturbable individual to whom you owe such assertions descends from the rostrum and takes his seat impassively, you follow him with your gaze, suspended as you are, between a kind of astonishment and a sort of admiration; you are unsure whether the man has not received some authority from nature giving him the power to recreate or annihilate the truth.

Or just be careful in college and make sure the class is taught by an old school professor who loves ancient Greece and Rome. Simply swap Hispanic for Greek. Juvenal was an intellectual from a modest Italian family, and he was in economic competition with Greeks, as well as Romans who were proud they had been expensively educated in Greece. Tacitus, for instance, used several paragraphs of text in his Treaty on Germanics Peoples to describe the tremendous phenotypical differences between Romans and Germans.

The most important points he emphasized is that Germans were taller and lighter in color than Romans. And Tacitus was of noble ancestry, living during a time when the Roman elites were still unadultered and could trace their lineages back to the time of the king Ancus Marcius. And yet, he emphasized how different Germans were from himself physically. This means that white racists cannot even use the argument that Romanns and German looked similar originally, but that race-mixing made the Romans darker than they originally were.

This woman is clearly an idiot, and even though she is right that the alt. Just shilling from day one. Yes, Western Europeans created the modern world … the social, moral, religious, political, judicial, technical, medical, and economic bases for society. It created science and the concept of the nation state. It pressed the Christian concept of equality under God and the law, outlawed slavery, elevated the status of women, and introduced democracy to the world. It split the atom and took humankind to the moon while the rest of the world herded goats and continued to live in primitive family, clan, and tribal associations.

How do I know this? At their most confident, Western Europeans colonized the rest of the world, providing it a patina of modernity and westernization. Then, in the name of equality, they invited the colonized to come and live with them as brothers and sisters. Immigration to the West started as a drip, then it became a flood, and it ended as a tsunami.

Africa, the Middle East, and Latin America displaced their populations and cultures to the Western nation states, eventually making the Western Europeans political and cultural minorities in their own countries — a redux of the decline and fall of the Roman Empire. If one does not have a Western European background, however, there is a tendency to feel bad about oneself. In the extreme, this creates a feeling of self-hate for not being white and European … or, for the feminists also a European invention being white, European, and male.

You are wracked with cognitive dissonance. You hate white males and Western Civilization as you ironically try everything you can to become part of what they created. To salvage your self-esteem, you retcon history to press the illusion that the West expropriated your history, your science, and your technology. Indeed, as the ultimate projection, the white man is a vile thief who stole your civilization and now makes you feel bad about yourself. You demand affirmative action to replace the white man within his institutions one person at a time in the name of equality.


  • LIAM AND THE BAY CITY BOBCATS!
  • Hope for an Aching Heart - Uplifting Devotions for Widows.
  • Lady Light Book 3: Set Sail! (Lady Light Trilogy).
  • The Common Core 8th Science Practice Workbook: Earth in the Solar System.
  • Curves for the Teacher (BBW Erotic Romance)?
  • A Rhyming Introduction to Roman History;

As borders fold and immigration becomes a torrent, numbers favor this. This is democracy , your know! In the meantime, I will continue to enjoy the Greek and Roman classics even as the modern world is shaken to the core under the lastest barbarian attacks. There will be another Renaissance … and I know what they will be studying.

Perhaps the single greatest lesson that the ancient Greeks and Romans had for us today is one of moral fortitude and clarity of purpose. The first rule of war is to identify who your enemy is. The ancient Romans, for instance, never hesitated to identify who their enemy was, and they were not concerned if that was upsetting to anybody. They would do it even to their own. Here is Augustus ending his alliance with Anthony and declaring war on Egypt:.

As the SJW-Left seeks to protect its recently gained institutional power, the Right must respond be revisiting some to the tools the formerly disempowered Left used to gain power. Donna Zuckerberg is blatantly asserting her cultural hegemony over marginalized white men by attempting to appropriate their precious cultural inheritance passed down to them by the Great White Men of antiquity.

Can you imagine the outrage if a group of Goyim tried to monopolize the study of the Torah because Likudniks had been using it to justify oppressing Palestinians? And so indeed as time goes on the alt-Right is going to delve deeper and deeper into their cultural heritage and the Classics are going to become more and more influential as America turns alt-Right intellectually and spiritually. Red-pilled parents will be pushing their school systems to dump the Manderin immersion and to teach their children Ancient Greek instead.

Embracing the Classics will soon be an open sign of dissidence against the rot brought on by an illegitimate elite in the Western world. And so to paraphrase a yet to appear alt-Right Edward Said: the praxis of cultural imperialism reduces essentializes those Great White Men as culturally static and intellectually undeveloped; the fabrication of cultural superiority is that alt-Right culture is a thing an Other that can be studied, depicted, and reproduced. This results in the alienation of white men when confronted with the reification of SJW superiority in the form of restrictions and barriers to the study of the Great White Men.

Are they counted as white, or a has group of Iranians wing nuts started lobbying for a separate race classification? I wonder too. I know these exist, Exhibit A: Dr. Zuckerberg again. For example, I ordered a book advertised as a mystery. It soon turned out the bad guy was against immigration and was portrayed as evil.

The good guys were all helping Mexicans in. It can be hard to avoid. Mysteries set in the past are safer. It is telling that Dr. Zuckerberg cites no Classical authority throughout her entire rant supposedly defending the Classics. The authority she does cite is SJWism, which she cites a priori as though it were self evidently true. Of the two, Zuckerberg is far worse than Spencer. The alt-right proceeds from the Classics because they believe they are proceeding from the meaning of what the Classics actually say.

They may or may not be correct, but they are arguing in good faith. Zuckerberg openly admits that the Classics are just a vehicle of convenience for her true calling: being a Social Justice Xanthippe I wonder is she would even recognize the reference as she openly calls on other Classicists to warp their field of study to achieve a prejudiced and exclusionary political objective. Even encountering contrary opinions on twitter or a comment section seems to be shocking to them.

In the case of Ms. Zuck merely asserting that Western Civilization is a Civilization and that her field is important to understanding it causes her to shriek and look under the bed for Literally Hitler. A few dozen guys with complicated haircuts have a rent-free bachelor pad condo in her head. One would think that scholars would leap at the chance to educate a public curious about their academic specialty.

Nice video, but this is what Lucia will look like if the Swedes keep up with the African immigration….. The fallout of that misadventure provided and continues to provide a lot of foot soldiers for their opponents. A tactical retreat on their part would seem to be in order, but they cannot force themselves to shut up about the subject. Such greatness must be deconstructed and slighted by any means necessary. The assertion is actually more radical than that. The assertion is that Western Civilization is Civilization. All other cultures, to the extent that they reject Western Civilization, are uncivilized, barbaric.

The degree to which this is not true is demonstrated by a bizarre episode in intellectual history s s in which liberals searched for their intellectual heritage in the pre-Socratic sophists, until eventually they got too embarrassed about writing entire books analyzing the political philosophy of half-sentence fragments. To be fair to her, in her case, not teaching is almost certainly an improvement on teaching, as her students apparently noticed. He also favors Assad in Syria. Russia is going to defeat ISIS. Governor Mike Huckabee had one of the most memorable quotes of a very memorable series of Republican primary debates.

Almost every national boundary in both hemispheres has been formed as a result of a battle followed by a surrender. But no more, at least not under the current Democratic regime. The United States has the largest and most powerful military in the world. Under the Obama Doctrine, however, it is no longer in the business of fighting to win.

As a result of this nonsense, our enemies are stronger and America is no longer capable of exporting its values and influencing global safety and security. And hilariously she has grounded her defence mechanism in multicultural victimology mumbo jumbo. To be fair though, it has allowed her to find a way to be less controlling and insecure while avoiding the hard self-reflection that would normally be required. I would like to add my voice to those commentators who wonder how bright Ms.

Z actually is. That is a risibly crude rant, wholly inappropriate for a classics scholar one would have thought. Makes me wonder about Mark Z — did he merely push against a door that modern technology had enabled? Mark Zuckerberg got lucky, but he was enough of a sharp businessman to see Facebook through the early stages. A bit like Bill Gates and his crew, who benefiting from IBM PCs taking off and dominating the business computing market, but Gates gets a lot of credit for making his proprietary operating system grow on top of and evolve, for decades afterward, around the original DOS kernel that he bought cheap back in There are strong forces in action trying to destroy Lucia.

This year black boys were used as Lucia and there are other things going on. Sounds like she has gone off the deep end. Take your pills, ladies, do some meditation and deep breathing, just let it go….. I get a kick out of watching spineless jellyfish university administrators and their fellow liberal pussies going through mental and verbal contortions in trying to take these people seriously. Both are united in an honesty and clarity of purpose as well as a common enemy. Side note: I do feel that I understand the philosophy behind the traditionalist sect of the alt-Right far better than I do the atheist and neo-Paganist sects.

Another possibility is that Dr. Zuckerberg finds herself unaccountably attracted to Aryan Richard Spencer-type men, just as her brother is attracted to feminine East Asian girls. Now, if only that were true… Because feminism, PC enforcement and multiculturalism are destroying civilization. Donna Z. Actually, the Swedes would be lucky to end up with such Zulu dancing. They are much more likely to end up with this:. Roosh is half-Turkish by the way, not totally Persian. No gelatinous desserts, just starch, fat, sugar, salt, chocolate and some more starch.

Then again, the absence of jello might be a… cultural thing. In BC, Athenian general Theramenes discovered that Paros was governed by an oligarchy; he deposed the oligarchy and restored the democracy. I had to look it up … LOL. In the final three pages, Coates assumes the voice of an Old Testament prophet. He calls down a curse upon white people, for the stain of their bloodlines and their ongoing sinfulness: enslavement, the Middle Passage, redlining, escalator etiquette. Although heretofore unmentioned, Coates adds one count of Global Warming to the indictment — if catnip is at hand, might as well sprinkle it atop that dish best served cold.

Yes, if the cultural winds were blowing the right way, Rolling Stone would laud Spencer. Individuals have morals, but organizations and amorphous groups have internal politics and institutional incentives instead. This may be because Victor Davis Hanson was already on the payroll but I vaguely remember a sideshow during Vietnam was discussions with the utmost gravitas about Athens USA 1 vs Sparta Commies and how hubris goddess Nemisis lead to the destruction of not really democratic Athens. Search on [victor davis hanson war nerd ] for a spitball fight between neo con national review intellect Victor Davis Hanson and upstart internet sensation War Nerd.

Who won? All communication from War Nerd stopped during this period and resumed after he quit, War Nerd is a man of his word. Although things worked out well for Athens for the next years after the Romans took over the world and routed all flights to the middle east through Athens Marco Polo airport. After that, the Athenians were screwed when Byzantium took over as the major airline hub city. Sparta is a nothing little provincial town now and Syracuse is a slum in upstate NY.

I write learned articles for classical philology journals, some of which get published. Their TOS is very interesting. They offer to pay money for publishing your article. So I skipped merrily to scholar. Granted that her focus on diversity in antiquity is piffle, she does her piffle on a very demanding level.

I have an unpublishable article, unpublishable because it bites off too big a subject. For a moment, I thought Prof. Zuckerberg here I come. The basic substance of her missive is that only scholars like her can interpret the classics for the masses. She may even be of the school that feels one should only read the classics in their original language.

Essentially she is arguing from a pre-Reformation clergy position on interpreting the Bible. The bible should be printed in Latin only and taught only by priests. It is only those men, the clergy, who can be a portal to God because they were taught by the sophisticated academics of their time. Something like the Dark Enlightenment, which usually includes cultural absolutism i.

Besides, of course race was seen by people before Darwin — racism is certainly possible without Darwinism or IQ studies. You can simply acknowledge that different races exist based on your lying eyes , and then start from there. And some people are loosely sympathetic to the alt-right without much thinking about genetics research or modern science. One big Leftist tell is that they are all autocratic imperialists at heart.

Yet this seems to be the Prime Directive for Lefties. Yet the Left insists that we treat whoever is in the Oval Office as if he is, whether that means slavish devotion Obama or mindless opposition Trump. Enoch Powell thought the Classics were a distillation of timeless human lives and societies, an indispensable guide for ready understanding of experiences and events going on now.

The increasingly popular musical genre and cultural phenomenon is often critiqued for being misogynist and homophobic. This class examines where this critique stems from and subverts this narrative to show the importance of women and gender to hip hop music and culture. Topics covered in this course include female rap pioneers, how discussions of masculinity and femininity have shaped rap lyrics, and the growing gender fluidity in hip hop.

Cross-listed as: GSWS The course uses documentary history, scholarly sources, and personal narratives to explore tensions between the ideals of freedom and equality and the reality of segregation and marginalization in U. Course content focuses on U. Not open to first-year students. This course is a study of race and urban life in Chicago.

From the founding of Chicago by a black man to the participation of blacks in the rebuilding of the city following the Great Chicago fire, and into an exploration of Bronzeville, 'a city within a city,' this course will highlight blacks and their contributions to this great city. Study of landmark texts, documentaries, novels, and photography, along with at least one field trip to the Chicago area, will reveal the impact of the Great Migration on the city; contributions of talented musicians, writers, and photographers involved in the Chicago Renaissance; and the origins of the famous black Chicago newspaper, the Chicago Defender, including its regular column by Langston Hughes.

AFAM History of Black Television This course connects late 20th-century African American history to the development of black television, focusing on themes of activism, family, politics, economics, standards of beauty, and culture. Critics and audiences have noted that we are in a golden era of black television, with an upsurge of shows over the last few years that display the multiplicity of black life in the United States. And yet, this is not the first time this has happened. Since the s, African Americans have been depicted on the small screen in both regressive and progressive ways. How have these images changed over time?

How do these depictions impact the way people see African Americans and how African Americans see themselves? History This course examines historical instances of policing, inequality, and protest, including mobs in the American Revolution, abolitionist direct actions, the terror of the Klu Klux Klan, sit-ins against Jim Crow, protest against military action, and the BlackLivesMatter movement. Throughout U. Despite widespread fears about disorder and crime today, Americans in the past were far more violent. In this course, we will trace how ordinary people came together to challenge authority, and how those with power built state structures that could legitimately use violence.

We will see how policing was shaped by fears of newly- arrived immigrants, the demands of a slave economy, and entrenched racism. We will study the intersecting histories of race, inequality, and state power across the American past. Students will develop a major research project on a particular historical instance of policing, inequality, and protest. Until the environmental justice movement rose to prominence over the past few decades and invited a more critical perspective on the connection between race and the environment, popular understanding of the American environmental and environmentalist tradition had effectively been whitewashed.

But why? This course will work to find answers to that question while unearthing the deeper roots of African American environmental culture in conversation with key moments in African American history--from slavery to sharecropping, from migration and urbanization to environmental justice. With a special focus on Chicago's African American environmental culture and a field study to the city's South Side, an interdisciplinary approach will examine sources as diverse as slave narratives, fiction, poetry, songs, photographs, maps, and ethnographies, and we will consider African American intellectuals, writers, visual and musical artists, and everyday citizens not always associated with environmental thought, from W.

Cross-listed as: ES A study of the literature produced by major participants in the Black Arts and Civil Rights movements, along with an examination of writings after the 60s to determine the legacy of the themes of protest and social change. Asante, Jr. Prerequisite: English or permission of the instructor. This course presents stories by immigrants of African descent from throughout the Caribbean as well as African writers, and significant writings by American authors of African descent. These works will illustrate the scope and variety of aesthetic, cultural, and political concerns that have motivated the authors.

Nozipo Maraire, Edward P. Authors will vary with different semesters. Cross-listed as: ENGL We will read slave narratives, historical accounts of slavery, and philosophical interpretations of slavery from the black radical tradition and contemporary philosophy. All three approaches will provide us with multiple angles from which to consider the institution of slavery and America? On the whole, our aim will be to wrestle with the tortured logic that is the tragic contradiction of American slavery and American freedom.

Prerequisites: AFAM , one philosophy course, or permission of the instructor. AFAM Environmental Justice Environmental justice movements contest environmental inequalities disproportionate exposure to environmental ills like pollution and inadequate access to environmental goods like nature-based recreation that manifest themselves along lines of race, ethnicity, class, and gender.

This course employs a variety of disciplinary perspectives? From climate change's rising seas that threaten developing nations to the toxic waste dumps that threaten the health of communities of color, case studies are used to explore how local struggles help shape a global consciousness about environmental injustices.

Chicago-area environmental justice movements are given special attention and are incorporated into field studies. Prerequisites: ES or permission of instructor. AFAM African American Philosophy African-American philosophy can be defined in two ways: 1 wide-ranging philosophical work done by Americans of recent black African descent and 2 philosophical work on the lived experience of Americans of recent black African descent. We will primarily read philosophers whose philosophical work emphasizes the African-American experience.

Thematically, the course will be guided by one overriding question: Given the historical reality of the Atlantic Slave Trade, the Three-Fifths Compromise, the anti-miscegenation laws, the Fugitive Slave Law, Lynch Law, and the Jim Crow laws, among many other inhumane practices, how does the experience of Africans in America constitute a unique combination of philosophical perspectives? Once we answer this question, we will understand how the African-American experience has created a new tradition in Western philosophy. Prerequisite: One philosophy course or permission of the instructor.

Particular emphasis will be given to the differences between the struggle for black equality in the south and its northern counterpart. Taught in a seminar format, the class will be both reading- and writing-intensive. Course readings and paper assignments are designed to help students develop a comparative analytical framework and to illuminate the following lines of inquiry: What caused and what sustained the civil rights movement? What changes took place within the movement over time, particularly at the level of leadership?

What underlay the radicalization of the movement and what were the consequences? To what extent did the civil rights movement succeed and how do we measure that success today? Finally, how did the black civil rights movement inspire other groups and minorities in American society to organize?

Prerequisite: History or History AFAM In this introduction to the field of American Studies, we will explore key debates about what it means to be American, specially the impact of gender, race, ethnicity, and class on definitions of American identity, whether singular or collective. We will study mainly historical, political, and literary texts, especially first-person, nonfiction texts like letters, speeches, essays, and autobiographies in verse and prose. Students will also get a taste of the multidisciplinary nature of American Studies through film, music, dance, creative research projects, and guest speakers.

AMER Introduction to American Politics Origins of the American political system, basic institutions, political parties and interest groups, and evolution of constitutional interpretation.

Publisher Description

POLS AMER Introduction to Film Studies This course addresses basic topics in cinema studies, including: cinema technique, film production style, the basic language of film criticism, genres of cinema, movements from the history of cinema, and film criticism. Many topics are addressed through careful analysis of particularly important and representative films and directors.

CINE In this course, students study the representation s of the American Revolution on television and in movies, from after World War II to Reagan's election in They analyze a number of productions and discuss how these works capture the mood and values of American society during these years, revealing the nationwide process of construction of historical knowledge and its modes of transmission. This course interrogates the demagogic, ideological, and prophetic character of the productions, including how they intend to restore unity and form a national identity in order to shape the country?

Such interpretation can involve direct connections with social and political issues, but often deals with the important subtext of dreams, desires, and displacements that the American public feels. AMER AMER Psychology of Prejudice In this course we will explore psychological approaches to understanding stereotyping, prejudice, and discrimination--the psychology of prejudice, for short.

AMER Early American Literature A survey of early American literature including Native American oral stories and trickster tales, Puritan literature, Smith and Pocahontas accounts, captivity narratives, voices of nationalism, early slave narratives, and women's letters.


  1. Best CC Cycle 1 Week 3 images in | Greek Mythology, Ancient Greece, Greek art;
  2. A New Chronology!
  3. IMAGE OF THE CITY IN ART TO THE BEGINNINGS OF MODERN ERA;
  4. The Mayan Glyph;
  5. ENGL Topics of discussion include Emerson's influence on American culture, developments in American literary form, and themes of American community and nature. Topics of discussion include American identity and the 'American dream,' developments in literary form, and the social and political values of modern literature. AMER American Environmental Lit An historically organized survey of the various rhetorics through which nature has been understood by Americans from the Puritans to contemporary writers: the Calvinist fallen landscape, the rational continent of the American Enlightenment, conservation and 'wise use,' and preservation and 'biodiversity.

    Students will serve as the field crew on an archaeological dig in Chicago, with lectures, readings, workshops, and field trips providing the theoretical and historical context for the archaeological methods. Students will learn excavation, recording, laboratory and analytical techniques via some traditional coursework, but most significantly, through participation. Students will have the opportunity to experiment with these techniques, discuss the implications of their findings, and compare them with the research and ideas of professional archaeologists.

    SOAN From the infamous "Black Sox" Scandal to Wrigley Field's recent renovations, this is a sport that inspires lifelong loyalties and city-wide rivalries. This course will use a methodological framework to cover everything from from graft to greatness, as we achieve a longitudinal appreciation of baseball's cultural import. Through the lens of baseball we will view Chicago's past and possible future, and we will inquire as to how a variety of academic disciplines, including history, sociology, anthropology, economics, politics, and religion help to illuminate our understanding of America's national and Chicago's local pastime.

    This course follows the transformation of North America and the emergence of the United States as an independent republic from the seventeenth century to the greatest crisis of the new nation, the Civil War and Reconstruction. Connecting primary sources to major works of historical interpretation, it examines the foundations of the United States by tracing the political, economic, and social underpinnings of historical change.

    Our exploration of this history will revolve around three key themes: land, labor, and territorial conquest and empire. HIST Emphasis on the techniques of research and paper writing. AMER Ritual in Contemporary America This course examines how ceremonies, festivals and other performative events enrich and define community. This study of ritual may include street fairs, parades, weddings, funerals, feasts and fasts as well as other public and private behaviors that comprise the diversity of American ritual life. Our course shall explore ritual as it occurs in many of the ethnic, racial, subcultural and countercultural communities in Chicago.

    We will investigate and attempt to understand both the invention and re-invention of community and personal identity through ritual action. Students should anticipate frequent field trips. Students will serve as the field crew on an archaeological dig in Lake Forest, with lectures, readings, workshops, and field trips providing the theoretical and historical context for the archaeological methods. Prerequisite: SOAN or equivalent. Corequisite: This course has an additional weekly lab session 2 hrs.

    Not open to students who have taken SOAN AMER American Art The visual arts in North America, covering painting, sculpture, architecture, and the applied domestic arts, from the Colonial period to the present.

    Calaméo - The History of the Decline and Fall of the Roman Empire, Volume 9

    ART Polls indicate that America is, by far, the most religious of industrial democracies and that our contentious political debates are, in large part, due to the religious dimensions of morally evocative issues like abortion and gay marriage, and the firm positions of such constituencies as the Christian Right and new Religious Left. Historically, public debates concerning abolition, suffrage and temperance drew on scholarly and legal interpretations of the Constitutional promise of both religious freedom and the separation of church and state.

    We will examine the role of religion in the founding of the American republic, and in contemporary political movements such as Black Lives Matter, the Federation for Immigration Reform, 21st century civil rights organizations with concerns ranging from prison reform to the environment, and the U. Presidential election. Constitution intended the executive to be the weaker branch of the national government. This course examines the growth and accumulation of presidential power and the implications of a strong executive for domestic politics and America's foreign relations.

    It also considers relations between the institution of the presidency and the courts, the media, and the people. Constitution suggests Congress is the strongest of the three branches of the national government. Yet the power of Congress is divided between two chambers, and the vast majority of legislation proposed in either chamber never becomes law. Congress is supposed to represent the interests of the people of the various states - and yet its public standing is nowadays at an historic low.

    This course examines the basic operations, structure, power dynamics, and politics of the U. House of Representatives and the Senate. It also considers the rivalry and relationship between Congress and the President. Topics include First Amendment issues, political campaigns, political movements, public opinion, advertising, and entertainment. On the one hand, the city is involved in manufacturing, trade, and services on a worldwide basis. On the other hand, Chicago is a city of neighborhoods, often based on strong ethnic and racial identities.

    The course examines the city's dual quality by studying the interconnections between the world economy and the daily life of Chicagoans. The course will take both an historical and contemporary approach, as we analyze how the city developed economically, politically, and culturally since the late 19th century, as well as how the city is adjusting today in an age of globalization.

    AMER History of Jazz Principal styles of representative jazz musicians; the roots including blues and ragtime ; jazz in New Orleans and Chicago; and big band, swing, bop, and fusion. Cross-listed as American Studies AMER Women Writing Women This course surveys selected women writers, in diverse genres past and present, with a focus on American women writers in the 20th and 21st centuries. As we read selected literary texts, we explore how they "write women," in other words, how they deconstruct and reinvent the meanings of "woman" in their work. This hands-on course introduces archaeological laboratory methods and accompanying archival and research-based techniques for interpreting these "artifacts of modernity": excavated materials from ongoing archaeological projects of historic-period sites in the Chicago area.

    Students will be exposed to various stages of artifact processing on a collection from a recently excavated site, including: washing, sorting, identification, data entry, analysis, report preparation, and curation. Sociologist Max Weber, one of the founders of the field of religious studies, linked Protestant Christianity and the rise of the "spirit of capitalism.

    Topics include Islamic banking, American Protestantism and the Gospel of Wealth, Christian socialism, religion and business ethics, the commodification of mindfulness, and capitalism-as-religion. RELG We study topics such as the contact between Native Americans and European settlers, religion and the founding of the Republic, religious revivals and awakenings, immigration and religion, the rise of new forms of religion in the United States, responses to scientific and technological developments, and the entangling of religion and politics.

    The course covers religion from the colonial period to the dawn of the twentieth century. AMER Racism and Ethnic Relations This course surveys of the development of the theories of race and ethnic relations at the individual, group, and cultural levels. We will read philosophical works, social theory, popular and literary fiction, and occasional pieces of various sorts speeches, journalism, etc. PHIL AMER Religion and Place in Chicago Religion, Space, and Architecture in Chicago This course looks to the way that religious communities have created and used different spaces in the greater Chicago area, paying attention to Chicago as a specifically urban place.

    We focus on both neighborhoods and sacred spaces themselves, including the architectural forms of these spaces. We examine the effects of immigration and urban change on neighborhoods and congregations. This course covers a diverse range of historical and living communities, drawing from the tools of religious studies, history, urban studies, and architectural studies. It also includes numerous field site visits, with much of the instruction taking place on location in Chicago's sacred spaces.

    Under the new GEC, this course meets the Technology requirement. Public historians record and preserve evidence of the past in many formats, analyzing and interpreting their findings to general and specialized audiences beyond the traditional classroom setting. This course will survey the theory and practice of various professional historical specialties - ranging from archival administration to historic site management, museum exhibitions, and historical reenactment.

    Institutional constraints, audience development, and conflicts between history and public memory will be major thematic issues. Field trips to institutions and sites in the Chicago metropolitan area. AMER American Foreign Policy This course explores the important historical events and ideologies that have shaped American foreign policy since the founding of the Republic. We study the models of foreign policy making in the area of national security, the world economy, international law and human rights, and the global environment.

    Special emphasis is placed on the strategic choices facing President Obama. AMER Influence and Interest Groups Organized interests shape American campaigns and candidates, citizen attitudes, and policy at every level of government; the power of these groups lies in their numbers, their dollars and their organization. This course introduces the intellectual traditions and debates that have characterized the study of interest groups and their influence on public policy, political opinion, and political actors, and will compare theory to practice in the American political experience.

    AMER American Civil War The origins of the war in the antagonistic development of the free North and slave South; Lincoln and the Republican Party; Black activity in the North and South; the war; the transforming and gendered aspects of fighting the war; Reconstruction; the impact of the war on American development. A historical survey of rhetorical artifacts focusing on how interested parties use discourse to establish, maintain or revive power. COMM We explore the growing estrangement of American colonies from Great Britain and the culmination of this process in the Declaration of Independence.

    Then we look at the process and controversies involved in creating a new nation, and the United States government. AMER American Constitutional Law This course examines the major constitutional themes of judicial review, federalism, separation of powers, the commerce power, due process rights, and equal protection under the law. Students read U. Supreme Court cases in order to analyze and understand the allocation of government power. Topics to be covered include: revolutionary ideas and their historical antecedents, the framing of the Constitution, 19th century responses to slavery and industrialism, the Progressive Era, and the philosophical underpinnings of contemporary conservatism and liberalism.

    There are no prerequisites, but either POLS or a previous course in political theory is encouraged. Examination of the ways that 'natural' forces helped shape American history; the ways human beings have altered and interacted with nature over time; and the ways cultural, philosophical, scientific, and political attitudes towards the environment have changed in the course of American history, pre-history to the present.

    How do underrepresented racial groups and women attain legislative success? What role does identity politics play in influencing voter decisions? We will examine how race and gender affect political behavior, public policy, American political culture, and the overall political landscape. AMER American Cities This course is an introduction to the political, economic, and social forces that have shaped American cities from the colonial era to the present, with a focus on the city of Chicago.

    We explore the patterns of migration and immigration that have shaped the populations who live in cities, the growth of urban economies, the forms of work, school, and urban activities that structure everyday life, and the struggle over power and resources that make up urban politics. We also pay particular attention to the relationship between cities and rural or suburban areas, as well as how U.

    AMER History of Rock and Roll This course covers the history of rock music from its origins in the blues and American country music to the diverse rock styles heard today. Analysis of performances and compositional styles of several familiar rock stars is included. Social and political influences will be addressed, but the focus will be on the music itself. MUSC Topics to be covered include natural law versus legal positivism; the relationships among law, politics, economics, and society; and debates over constitutional and statutory interpretation, the proper role of judges in a democracy, and the relationship between domestic and international law.

    AMER Music in Film Music has played an important part of the movie-going experience since the beginnings of the film industry in the 's, and the blending of music and drama has deeper roots still. This course charts the development of music and sound in film, from these deep roots through the mis-named silent-movie era and on to the great film composers of the twentieth century and today.

    Students will learn the fundamental elements of a film score, investigate how a film composer works, and develop a vocabulary for describing and assessing film music. No prior knowledge of music or film history is necessary. Students will study the constitutional beginnings of the federal judicial branch and its position vis a vis the two other branches of government. We will examine the history of the United States Supreme Court, the politics of presidential appointment of judges, selected case law over the course of the Court's history and its impact, personalities on the Court and the Court's decision-making process.

    With the sometimes conflicting commitments to principles and pragmatism as a focus, the course will investigate topics such as 1 early debates over American political institutions: human rights and democracy versus aristocratic leanings to ensure good government; 2 eighteenth-century idealism e. Two hundred years ago, the vast majority of men and women in the United States only attended a formal school for a few years at most. Many of the functions we associate with schooling - the transmission of knowledge, socialization, and job preparation - took place in the home, community, or workplace.

    The story of the 19th and 20th century is the story of the expansion of education into a central experience in the lives of Americans, delivered in a vast network of educational institutions. By moving thematically through the roles of both K and higher education, this course will examine the processes through which a wide array of social functions moved into the school system, and the modern U. A central course theme will be how established forms of social inequality and exclusion were incorporated into and then reproduced by an expanding system of education.

    During this time, Americans gradually came to see themselves as part of a unified nation with its own distinctive culture and ideals, though this outcome was far from certain. Beginning with the Constitution and the uncertain legacies of the American Revolution, the course considers the fundamental political, social, and cultural problems that could easily have torn the young Republic apart. Topics and themes include the problems of democracy and popular politics, the limits of citizenship, the formation of a distinctive American culture, the place of America on the world stage, the transition to capitalism and the 'market revolution,' and the figure of Andrew Jackson.

    Prerequisites: No prerequisites. Corequisites: No corequisites. Disney films, music, propaganda, media, business practices, and merchandise have been imbedded into popular culture. Disney, Music, and Culture is an introduction to the history and content of the Disney Corporation, the films and soundtracks, and a critical look at them through the lenses of race, ethnicity, gender, sexuality, and disability, among others. A major element of this course will involve viewing Disney films and analyzing critically based on the lenses mentioned above.

    The evolution of how Disney utilized music will also be examined at length. The course includes art music, folk music, religious music, and jazz. Prerequisite: Any music class or consent of the instructor. AMER Race and Criminal Justice This course will examine the systemic racial injustices inherent in American criminal jurisprudence from police interaction to trial and sentencing, incarceration, and supervised release.

    AMER Introduction to Film Studies Cinema technique, production, language, style, genres, movements, and criticism, through the analysis of particularly important and representative films and directors. AMER Inequality and Reform: US This course offers an introduction to the political, social, and cultural history of the United States between Reconstruction and World War I, as the country rebuilt and reimagined itself in the wake of the Civil War and the end of slavery.

    We will pay special attention to new patterns of inequality in the contexts of industrialization, urbanization, and immigration. We will also examine the complexities and contradictions of progressive reform movements, including efforts to improve housing, sanitation, and labor conditions. We will look at how those transformations affected people's everyday lives and conceptions of American citizenship, and we will explore the emergence of popular mass culture through photography, art, architecture, advertising, and films.

    It explores the range of policy issues affecting today's immigrants and nonimmigrants. The course examines the fundamental principles of immigration law in the context of competing interests among Congress, the President, and the Judiciary that shape this nation's current immigration policy and affect reform efforts. Additionally, the course focuses on the human rights aspect of immigration, including issues related to the treatment of undocumented immigrants, human trafficking, and the system's response to the recent influx of refugees and asylum seekers.

    The serial visual narrative, also known as the graphic novel or comic book, has had a formative influence on American literary and popular culture. Not all comics and graphic novels are written about superheroes; the form has proven flexible enough to encompass such genres as the memoir, historical narrative, and journalism.

    Students will read and discuss these graphic narratives with an emphasis on how they make difficult or marginal content accessible to readers, and will have the opportunity to try their own hands at writing comics or a short graphic novel. AMER Sport and Spectacle Modern America This course considers the history of sport as mass entertainment from the mid-nineteenth century to the present. More than an escape from everyday life, the games Americans have played and watched have been thick with social, cultural, and political meanings.

    Athletes and spectators alike have defined and challenged ideas of gender, race, and the body; they have worked out class antagonisms, expressed national identities, and promoted social change. Topics include: the construction of race; definitions of manhood and womanhood; industrialization, urbanization, and the rise of modern spectator sport; media and mass spectacle; fitness and athletic reform movements; collegiate athletics; sports figures and social change.

    Prerequisite: History or , or permission of the instructor. This course examines how succeeding immigrant groups have practiced and lived their Catholic faith in different times and places. Religion cannot be separated from the larger social and economic context in which it is embedded, so the course will also pay attention to the ways in which the social and economic conditions that greeted the immigrants on their arrival shaped how they went about praying and working.

    Finally, the changing leadership of the Catholic Church will be taken into account, since it provided the ecclesiastical framework for the new Catholic arrivals. We also study the role and development of political parties with a particular emphasis on emerging third parties, from a historical and contemporary perspective. The influences of interest groups, race, gender, voting behavior, and the media on our electoral process are also considered. Prerequisite: POLS or the consent of instructor.

    AMER History and the Moving Image This course explores the role of moving images film, television, internet in understanding history as both collective process and contested interpretation. The course will integrate a discussion of recent historical methodologies concerning moving images, with examples from a variety of forms, including historical epics, documentaries, propaganda, television series, literary adaptations, and biographies.

    Special emphasis will be placed upon the ambiguities of historical context, including the time of production, the period depicted, and changing audiences over time. Topics vary from year to year. Students in this class will learn the communication tools necessary to produce an engaging and intellectually sound exhibit, including the techniques of oral history. The class will develop a concept, research in local archives, write label copy, and design and install an exhibit. We may use audio, video, photography, and the web to tell our story.

    The exhibition will be presented in the Sonnenschein Gallery or a local history museum, such as the Lake County Museum. The course will include field studies to Chicago-area history museums. Prerequisite: Junior or senior standing, or permission of the instructor. His films, from early transgressive works such as Pink Flamingos through the commercial success of Hairspray and its follow-up Broadway musical, explore the American experience of trash culture through the lens of his hometown, Baltimore, MD.

    More broadly, this class will address how Waters' work may best be interpreted through queer theory, a perspective that examines the dualities of identity and performance, the natural, neutral and social constructions of gender, and how normative standards of sexuality and gender change over time. History The United States has had exceptionally high levels of immigration and internal geographic mobility from the colonial period to the present.

    Placing the geographic area that would become the United States into a global frame, this course explores patterns of European, Asian, and Latin American migration into a land already inhabited by mobile indigenous populations, the forced migration of enslaved Africans to the U. We learn about the politics of migration, including the long history of anti-immigrant nativism and xenophobia in the United States, as well as the role of migrants in shaping major U.

    We also examine how ethnic, racial, and national identities - including "American"-are not fixed categories, but rather constructed and reconstructed over time. This course explores the many ways Americans understood and shaped their diverse local environments during the crisis of the Great Depression. Although the Dust Bowl is perhaps the most iconic of these environmental upheavals during the s, this course examines diverse geographical regions: from the Appalachian mountains to the de forested Upper Midwest, from the agricultural South to the Dust Bowl plains and the water-starved West.

    In each region, we use interdisciplinary approaches including literary, historical, sociological, and visual media studies methods to trace the impacts of economic turmoil on the environment and the people who depended on it for their livelihoods, as well as the way economic disaster paved the way for the government's unprecedented intervention in environmental matters. This course fosters critical examination of American subcultures during the Great Depression, including African-Americans, the Southern poor, the Range culture of the American West, and the immigrant experience.

    Prerequisite: Any level ES course or permission of instructor. ES Supreme Court's interpretation of freedoms of speech including obscenity and libel , assembly and association, the press, and the exercise and establishment of religion. We will also examine First Amendment issues raised by regulation of the Internet and other new media. Prerequisite: POLS or consent of instructor. Not open to First-Year Students. AMER Love in a Time of Capitalism Most of us are familiar with the idea that romantic love plays a different role in the contemporary world than it did at other times and the idea that love manifests in different ways across cultures.

    Rather than attempt a survey of all the possible manifestations of romantic love, this course aims to explore how 'love' features into our understandings of human interaction in the 21st century, particularly in the United States. We will be particularly focusing on the contemporary American notion that love and money are opposing forces.

    Our first goal will be to identify at least some of the tropes of love that are in current circulation. We will then explore the potential social consequences of those tropes, including the ways in which such tropes are passed on and reproduced across generations and the possibility of commodifying and 'selling' certain tropes as the 'right' way to be in love. Throughout the course, we will collect love stories, and our final task of the semester will be to compare our theoretical and media derived understandings of romantic love to its manifestations in people's lives.

    Prerequisites: SOAN and or consent of instructor. AMER The Fourteenth Amendment The Fourteenth Amendment: Civil Rights and Equality Students in this course examine the rulings of the United States Supreme Court in order to learn how the Fourteenth Amendment guides the government's treatment of people based on race, creed, national origin, gender, economic status and sexual orientation. State action, strict scrutiny analysis, affirmative action and voting rights are also covered. Using United States Supreme Court cases, we examine the protection of our individual liberties - the meaning of equal protection and the antidiscrimination principle, expressive freedom and the First Amendment, religious liberty and church-state relations, rights of personal autonomy and privacy, criminal justice, voting rights, property rights and economic freedom.

    Second year standing is also required. One dominant strain of the post-World War II American environmental imagination has been fear of imminent environmental apocalypse, which manifests itself on a spectrum from diffuse anxiety to paralyzing terror. This course explores this culture of fear through a variety of topics in postwar American environmental consciousness, including the specter of atomic annihilation, the anti-eco-toxics and environmental justice movements, food security, and climate change.

    Texts and methodological approaches are literary, historical, anthropological, and sociological. Prerequisite: Any level ES or Hist course. AMER Read Popular Culture:TV Criticism Focusing on how culturally we are both producers and products of our popular culture we will try to answer the question: 'are we, as a culture, using the potential of television wisely'? Though it will remain the dominant world power for some time to come, most scholars agree that American global preeminence is waning. Yet scholars disagree about the effect of this shift on world order. Some see an effort by the United States and its closest allies to prop-up the current American liberal world order of global economic integration and cooperative security.

    Others envision either a 'post-American' world in which the United States and rising great powers re-negotiate the ground rules of a new liberal order, or a world in which the United States is one of a small number of great powers competing for power and influence in an illiberal world.

    Each of these possibilities raises compelling questions about war and peace, and cooperation and discord in twenty-first century international politics. Will this power shift jeopardize the liberal world order? Can this world order persist in the absence of American preeminence? How might the United States and its allies extend the current American world order?

    IREL Foreign Policy. In this course, students study the representation -s of the American Revolution on television and in movies, from after World War II to Reagan's election in ARBC Beginning Arabic I Students will learn to read, write and understand Modern Standard Literary Arabic, and to use the language in basic conversation, including exchanging courtesies, meeting people, asking questions and providing information.

    ISLM Prerequisite: ARBC or equivalent. ARBC Intermediate Arabic Students will advance their knowledge of reading, writing and speaking basic Modern Literary Arabic as well as their understanding of the use of language in cultural context. ARBC Advanced Intermediate Arabic Students will continue to advance their knowledge of reading, writing and speaking basic Modern Literary Arabic as well as their understanding of the use of language in cultural context. ARBC Introduction to Arab Cultures This course introduces students to the wealth of literary, artistic and musical cultures in the Arabic- speaking world.

    Students will learn to describe, contextualize, and analyze representative cultural texts from literature e. Taught in English. ART Elements of Design Introduction to basic design problems in various two- and three-dimensional techniques and media.

    The Hume-Gibbon Attack on Christianity

    A prerequisite for most other courses in studio art. ART Studio Art: Drawing This introductory course exposes the student to a variety of drawing tools and techniques. The emphasis is on the development of observational skill and on hand-eye coordination. Students learn the basics of value, line, and composition.

    The stress is on the development of a visual vocabulary and critical skills to express ideas in extended drawings. Emphasis will be on developing a drawing using preliminary studies and compositional ideas. Students will participate in group critiques, and will be exposed to ideas and techniques historical and contemporary through slide lectures. ART 3-D Design Foundations This course offers students an introduction to three dimensional art and design materials and methods.

    Inspired by Bauhaus course topics, the curriculum approaches additive and subtractive processes in material and conceptual explorations of form. Students will make studio projects and study important texts in 3D design and sculpture theory in building a vocabulary to deal with spatial design issues including figuration, abstraction, structure, surface, form and function.

    The curriculum decodes digital tools and culture while explaining fundamental visual design principles within a historical context. Students develop an understanding of the basic principles of design in order to implement them using current software. There are no prerequisites for this course. ART Painting This course is designed for the beginning student in oil painting. The emphasis in this course is on the description and analysis of the world around us. Students will learn the basics of color theory, color mixing, how to prepare and stretch a canvas, how to use and mix paint, and different techniques for various effects using brushes, rags, and palette knives.

    Emphasis will be on value and depth and their relationship to color. Students must have experience in drawing with value. Students will participate in group critiques and will be exposed to ideas and techniques through slide lectures. Prerequisite: Art ART Figure Drawing This course is designed to give advanced students an opportunity to develop their ability to draw and interpret the human form. Working from the model, students will explore a variety of techniques including gesture drawing, studies of volume and mass, and contour and cross-contour drawing.

    ART Photography Intended for majors and students with background in design, this course introduces the aesthetics and techniques specific to photography, including fundamentals of camera and darkroom procedure and the study of the expressive possibilities of the medium. Prerequisite: ART ART Sculpture This course will familiarize students with the basic language and art-historical background of sculpture as both a narrative medium and a contemplative objectification of some of humankind's deepest desires. Reading key texts in the theory and history of modern and contemporary sculpture along with the creation of sketches, models and 3-dimensional artworks students will explore how sculpture functions in various contexts to convey meaning and to pose questions of reality and perception, identity, originality, psychology, society and space.

    This course is a primarily outdoor experience that explores the nature of "landscape" in a heavily mediated era. What is the place of drawing and landscape painting in an age where landscapes are routinely shared via smartphones, and when panorama photography, degree videos, and virtual reality imaging are becoming as commonplace as cameras?

    This course involves the student in the careful observation of nature, transcribed through perceptual data, and resulting in painting and drawing. ART Ceramics This course offers an introduction to ceramic art, including wheel-work, hand-building, and glazing, on a college level. In addition to developing practical skills in ceramics, students will explore the history of the medium and the relationship of concept to visual form. Because this course is sited near the campus, students scheduling their courses must allow time between classes for transport. Cost of materials is not included in tuition; it will be billed upon enrollment and is not refundable.

    ART Performance Art This course will provide students with an understanding of performance art as a constantly evolving and flexible medium. The class will trace the emergence and development of performance art as a form of expression both distinct from and yet dependent upon traditional and experimental forms of theater and other contemporary manifestations of theatricality. Students will negotiate, through reading, research, discussion and planning and practical application, the blurred boundaries between performing and living, entertainment and art.

    Students will use drawing media, paint, and transfer processes? The emphasis will be on experimentation to not only familiarize students with relevant techniques but also to produce unexpected outcomes toward the production of innovative works of art that will kick start student practice for the future. ART Applied 3D Design and Fabrication An introduction to the fundamentals of design thinking, problem solving, and construction in three-dimensional space.

    Design is an increasingly common activity that helps address a wide range of needs and emerging issues in our world. From scientific research to social and political messaging, the emergence of design thinking has become an important analytical tool. This course is an introduction to the use of various tools, techniques and materials to design and fabricate, to think critically while engaging in problem solving and to learn how to collaborate in a wide array of settings and professional fields.

    Students use processes ranging from traditional wire, foam, wood, and cardboard fabrication to new digital CNC routing, 3D printing, and virtual three-dimensional sculpting. This course includes at least one interdisciplinary project in collaboration with another department of the College. ART Video, Sound, and Electronic Art Time-Based Media: Video, Sound and Electronic Art This is an introductory course to time-based media and electronics that help students develop skills and techniques in professional video, sound, and electronic production software and hardware.

    By putting technology and new media to use in such forms as experimental documentary, video projection, sound installation, and electronic interactivity, we explore the potential of contemporary art practices within and beyond galleries and museums. Once equipped with the professional and creative practices learned in this course, students will have important and highly sought-after skills in a variety of fields including art and technology. Exposure to contemporary work in two-dimensional digital media, contemporary art theory and criticism will assist the students to develop their own artistic voice in the context of ongoing contemporary conversations in art.

    Students explore complex image manipulation and generation options and refine technical skills in preparation for advanced artwork. Projects are designed to combine student's conceptual abilities with technical expertise. Emphasis is on integration of digital images, scanned images and drawing into high-resolution images for output and use in large-scale projects, image-sequencing possibilities, and integration of multi-media installations.

    ART Printmaking This studio course introduces students to a range of printmaking techniques. Students will generate several quality editions of printed artwork on paper and fabric as they explore the potential of printmaking processes to approach important topics in art and design. ART Graphic Design Graphic Design focuses on developing graphic communication skills through a series of exercises and assignments that help students to successfully integrate image and text with an emphasis on commercial design practices.

    Students will explore visual design concepts, and use the communicative power of design elements in order to create effective solutions to real-world visual problems. Students learn the principles and techniques of publication design and photo editing techniques, using Mac platforms with Adobe InDesign, Adobe Photoshop and Adobe Illustrator. Emphasis is on topics related to commercial graphics, advertising and publications.

    Topics include: letter design and typeface, layout, logo and letterhead, computer-generated images, illustration, and print media techniques. Prerequisites: Art and either Art or Art ART Interactive Web Design This course integrates art and design fundamentals into a web-based, interactive format. The course covers web design conventions and considerations including color and typography for the web, grid design and wire-framing. Animation fundamentals are also covered. Art is strongly recommended. ART Art of Social Change Artists have a long history as agents of social change, using "traditional" art forms such as painting, drawing, printmaking and sculpture, and a bit more recently photography, performance and video to critique various aspects of society and to propose alternatives for the future.

    The consideration of social engagement as an artistic medium in and of itself has become an important current in contemporary art since at least the s. This course will begin with a consideration of some of the ways artists in the past approached social and political concerns. Students will address various important historical, theoretical and practical texts; conduct discussions and presentations; and collaborate to design and enact original works of socially engaged art. ETHC ART Creative Arts Entrepreneurship Creative Arts Entrepreneurship will offer an overview of the processes, practices, and decision-making activities that lead to the realization of our creative ideas.