A396/M396 (12716 Art Music of Black Composers
SS2 10:20A-11:50A MTWR BH 310
A&H and CSA
Instructor: Keith McCutchen
What do David Baker, Herbie Hancock, William Grant Still, and James Reese Europe have in common? Their music will be studied in the Art Music of Black Composers class, along with many more names that you may never have heard before.
Wednesday, April 30, 2008
Need Arts & Humanities distribution credit?
R133 Introduction to Religion, Levene, 29816 Maximum enrollment is 12 students.
This course begins with a single question: What is religion? This question will guide us as we explore some of the range of human behaviors and ideas that can be included in this term. Drawing on scriptures, fiction, poems, philosophies and a variety of other sources from across the globe, we will pursue our question in its three main guises. What is the object of religion (e.g., God, the gods, truth, reality, delusion, escape)? What is its role in culture and history, and connection with things such as economics, politics, the arts? And finally, what are some explanations for it (e.g., it is an expression of group identity, it is an infantile wish for authority, it is a universal human quest to realize the meaning of the cosmos)? The goal will be to become more conscious of the breadth and complexity of a term we all use, to become, then, more fluent in the possibilities it articulates, the boundaries it draws, and the presuppositions it bears.
This course carries Arts and Humanities credit.
This course begins with a single question: What is religion? This question will guide us as we explore some of the range of human behaviors and ideas that can be included in this term. Drawing on scriptures, fiction, poems, philosophies and a variety of other sources from across the globe, we will pursue our question in its three main guises. What is the object of religion (e.g., God, the gods, truth, reality, delusion, escape)? What is its role in culture and history, and connection with things such as economics, politics, the arts? And finally, what are some explanations for it (e.g., it is an expression of group identity, it is an infantile wish for authority, it is a universal human quest to realize the meaning of the cosmos)? The goal will be to become more conscious of the breadth and complexity of a term we all use, to become, then, more fluent in the possibilities it articulates, the boundaries it draws, and the presuppositions it bears.
This course carries Arts and Humanities credit.
New Fall '08 Religious Studies course!
R370 Islam in America, Jaques 29788 05:45P-08:30P T BH 209
Above course carries Social and Historical distribution.
Since the tragedy of September 11, 2001, American Muslim's have come into national focus. This focus has generated a great deal of interest in American Muslims. This course explores the history and life of Islam and Muslims in the United States. American Muslims are a very diverse and complex group. Students will have an opportunity to understand the ethnic and religious diversity within the American Muslim context. American Muslim's have unique histories and belief's even within each ethnic and religious group.
Divergent opinions on issues gender relations and women's issues, debates about Islam' s role in politics, the role of race and ethnicity and the spirituality of American Muslims. This course will also examine the development of Muslim American institutions and Muslim American civil society. Students will also examine the affect of specific events in American history like September 11, 2001 has had on the American Muslim community. Students will have the opportunity to analyze recent polls and academic surveys that have been conducted to determine the nature of the American Muslim community. Specific national organizations that students will be encouraged to explore further will include the Islamic Society of North America, Islamic Circle of North America, the Nation of Islam, the Ministry of Imam W. D. Muhammad, Council on American Islamic Relations, Muslim Public Affairs Council, Muslim Alliance of North America and the Muslim American Society. At the grassroots level students will meet and study local mosques, Islamic schools as well as other civic institutions established by Muslim Hoosiers.
Above course carries Social and Historical distribution.
Since the tragedy of September 11, 2001, American Muslim's have come into national focus. This focus has generated a great deal of interest in American Muslims. This course explores the history and life of Islam and Muslims in the United States. American Muslims are a very diverse and complex group. Students will have an opportunity to understand the ethnic and religious diversity within the American Muslim context. American Muslim's have unique histories and belief's even within each ethnic and religious group.
Divergent opinions on issues gender relations and women's issues, debates about Islam' s role in politics, the role of race and ethnicity and the spirituality of American Muslims. This course will also examine the development of Muslim American institutions and Muslim American civil society. Students will also examine the affect of specific events in American history like September 11, 2001 has had on the American Muslim community. Students will have the opportunity to analyze recent polls and academic surveys that have been conducted to determine the nature of the American Muslim community. Specific national organizations that students will be encouraged to explore further will include the Islamic Society of North America, Islamic Circle of North America, the Nation of Islam, the Ministry of Imam W. D. Muhammad, Council on American Islamic Relations, Muslim Public Affairs Council, Muslim Alliance of North America and the Muslim American Society. At the grassroots level students will meet and study local mosques, Islamic schools as well as other civic institutions established by Muslim Hoosiers.
Monday, April 28, 2008
Kaplan Test Prep
Dear Students,
Don’t miss out on the great End of the Year FREE EVENTS! Kaplan would like to invite you to the following Post Grad Preparation Seminars and events. Listed below are the events with the dates and start times. To sign up for one of these FREE events please visit us online at http://www.kaptest.com/ or call your Bloomington Center at (812)339-0084.
If you need any further information or have any questions please contact the center or email me at keely.davenport.com.
We hope you take advantage of these events and good luck in preparing for your future.
FREE KAPLAN EVENTS
May 6th – Graduate School Admissions & GRE Strategy Seminar 5-6PM
May 13th – GMAT POP Quiz 5-6PM
May 21st – DAT/OAT Pop Quiz 5-6PM
***Every Wednesday- Walk in Wednesday****
Come take any Practice Test (No appointment Necessary)
KAPLAN CLASSES STARTING SOON!
LSAT
LSBL 8004 –> 5/5 – 6/14 Class meets Every Monday and Wednesday (Great Prep class for June LSAT Takers)
LSBL 8006 -> 6/15 – 9/14 Class meets Every Sunday
(Great for those with a Busy Schedule)
LSBL 8007 -> 7/16 – 10/01 Class meets Every Wednesday
(Great for those with a Busy Schedule)
LSBL8008 -> 8/19 – 10/2 Class meets Every Tuesday and Thursday
MCAT
MCBL 8004 -> 5/12 – 8/4 Class meets Every Monday and Wednesday
MCBL 8007 -> 5/19 – 7/16 Class meets Every Monday, Wednesday, and Friday
(Only Morning Class –Starts at 10 A.M.)
MCBL 8005 -> 6/10- 8/4 Class meets Every Tuesday, Thursday and Saturday
MCBL 8006 -> 7/7 – 8/30 Class meets Every Monday, Wednesday, and Saturday
GRE
REBL8003 -> 5/11- 7/13 Class meets Every Sunday
(Great for those with a busy schedule)
REBL8004 -> 7/7 – 8/30 Class meets Every Tuesday and Thursday
DAT/OAT
DABL/OABL 8002 -> 6/2 – 7/16 Class meets Every Monday and Wednesday
DABL/OABL 8003 -> 9/16 – 11/2 Class meets Every Tuesday and Sunday
GMAT
GMBL8002 -> 5/20- 6/17 Class meets Every Tuesday and Thursday
Don’t miss out on the great End of the Year FREE EVENTS! Kaplan would like to invite you to the following Post Grad Preparation Seminars and events. Listed below are the events with the dates and start times. To sign up for one of these FREE events please visit us online at http://www.kaptest.com/ or call your Bloomington Center at (812)339-0084.
If you need any further information or have any questions please contact the center or email me at keely.davenport.com.
We hope you take advantage of these events and good luck in preparing for your future.
FREE KAPLAN EVENTS
May 6th – Graduate School Admissions & GRE Strategy Seminar 5-6PM
May 13th – GMAT POP Quiz 5-6PM
May 21st – DAT/OAT Pop Quiz 5-6PM
***Every Wednesday- Walk in Wednesday****
Come take any Practice Test (No appointment Necessary)
KAPLAN CLASSES STARTING SOON!
LSAT
LSBL 8004 –> 5/5 – 6/14 Class meets Every Monday and Wednesday (Great Prep class for June LSAT Takers)
LSBL 8006 -> 6/15 – 9/14 Class meets Every Sunday
(Great for those with a Busy Schedule)
LSBL 8007 -> 7/16 – 10/01 Class meets Every Wednesday
(Great for those with a Busy Schedule)
LSBL8008 -> 8/19 – 10/2 Class meets Every Tuesday and Thursday
MCAT
MCBL 8004 -> 5/12 – 8/4 Class meets Every Monday and Wednesday
MCBL 8007 -> 5/19 – 7/16 Class meets Every Monday, Wednesday, and Friday
(Only Morning Class –Starts at 10 A.M.)
MCBL 8005 -> 6/10- 8/4 Class meets Every Tuesday, Thursday and Saturday
MCBL 8006 -> 7/7 – 8/30 Class meets Every Monday, Wednesday, and Saturday
GRE
REBL8003 -> 5/11- 7/13 Class meets Every Sunday
(Great for those with a busy schedule)
REBL8004 -> 7/7 – 8/30 Class meets Every Tuesday and Thursday
DAT/OAT
DABL/OABL 8002 -> 6/2 – 7/16 Class meets Every Monday and Wednesday
DABL/OABL 8003 -> 9/16 – 11/2 Class meets Every Tuesday and Sunday
GMAT
GMBL8002 -> 5/20- 6/17 Class meets Every Tuesday and Thursday
Four Central Eurasian Studies Department courses for Fall 2008!
CEUS-U 320 (class #29854) VT: Hungary Through Literature and Film
3 credit hours
Instructor: Dr. Peter Nemes, pnemes@indiana.edu
TuTh 11:15AM - 12:30PM; BH 245
NOTE: Awaiting decision about COLL culture studies/distribution credit.
NOTE: The CMLT chair said this course will count toward CMLT degree requirements.
This course offers an introduction to Hungarian culture through literature (mainly novels) and cinema. The goal of "Hungary through Literature and Film" is to familiarize students with the unique culture of Hungary through a variety of readings and films. In each class the presentation of the historical context is followed either by a screening of a motion picture or a discussion and interpretation of the weekly reading. The loosely chronological sequence allows for a gradually deeper understanding of major themes and topics. The combined experience of literature and cinema builds a perspective from which history and culture can form a meaningful whole. All texts will be read in English translation, and all movies will have English subtitles, no knowledge of Hungarian is required.
--------------------------
CEUS-U 426 (class #29859) Modern Hungarian Literature
3 credit hours
Instructor: Dr. Peter Nemes
TuTh 4:00PM - 5:15PM; PV 270
This course carries COLL A&H distribution credit
NOTE: The CMLT chair said this course will count toward CMLT degree requirements.
This course introduces students to modern Hungarian literature, through a variety of readings in English. All cultures can be explored via their literary achievements; however, in the case of smaller cultures (like Hungarian) this is especially true as all the major historical, social, and cultural events and structures are reflected in the writings of the different generations. The course takes great care to introduce, analyze and evaluate the context of literature, including the language, the social structure and the historical significances, and through a comparative literary historical perspective positions the achievements of Hungarian literature into a wider European context.
The course offers an introduction to the Hungarian literature of the twentieth century. The main topics to be discussed are: 1) socio-economic modernization and literary modernity at the beginning of the twentieth century; 2) The role of Hungary in the culture of the Habsburg Monarchy; 3) Naturalism, Symbolism, Art Nouveau, Expressionism; 4) the influence of Freud and Marx; 5) the conflict between urbanization and Populism in the interwar period; 6) Socialist Realism and its opposition (religious poetry, individualist parables,
Postmodernism) in the years 1947-1996. All texts will be read in English translation. This semester we will focus on major accomplishments in prose (novels, short stories), and on the problems associated with constructing a national literary history.
--------------------------
CEUS-U 320 (class #29856) VT: The Empire and the Nation - The Hapsburgs and Hungary, 1526-1920
3 credit hours
Instructor: Dr. Agnes Fulemile
TuTh 1:00PM - 2:15PM; GB238
In 1526 in the battle of Mohacs, Suleiman the Magnificent's army crushed the Hungarian army. The young Jagiellon Louis II, brother in-law of Habsburg Ferdinand, died on the battlefield. The throne of Hungary became the subject of dynastic dispute. Hungary fell into three parts, while the Ottomans occupied central and Southern Hungary. From this time on the Habsburg Empire as a Central European Empire started to gradually emerge. From Ferdinand to Charles the IV (1916-1918), the last Habsburg king of Hungary, 16 Habsburg rulers followed each other in the throne of kingdom Hungary.
The course will discuss this long period of the history of Hungary embedded into the Habsburg dynastic history and into a larger European context. Besides basic political history there will be an emphasis on social and cultural history of the time. Alongside historic literature, archival sources, images and artwork will be used for analysis. The course is an interdisciplinary course using approaches of history, historical anthropology and art history.
-------------------------
CEUS-U 320 (class #29853) VT: Medieval Hungary at the Crossroads of East and West
3 credit hours
Instructor: Dr. Agnes Fulemile
TuTh 11:15AM - 12:30PM; GB238
3 credit hours
Instructor: Dr. Peter Nemes, pnemes@indiana.edu
TuTh 11:15AM - 12:30PM; BH 245
NOTE: Awaiting decision about COLL culture studies/distribution credit.
NOTE: The CMLT chair said this course will count toward CMLT degree requirements.
This course offers an introduction to Hungarian culture through literature (mainly novels) and cinema. The goal of "Hungary through Literature and Film" is to familiarize students with the unique culture of Hungary through a variety of readings and films. In each class the presentation of the historical context is followed either by a screening of a motion picture or a discussion and interpretation of the weekly reading. The loosely chronological sequence allows for a gradually deeper understanding of major themes and topics. The combined experience of literature and cinema builds a perspective from which history and culture can form a meaningful whole. All texts will be read in English translation, and all movies will have English subtitles, no knowledge of Hungarian is required.
--------------------------
CEUS-U 426 (class #29859) Modern Hungarian Literature
3 credit hours
Instructor: Dr. Peter Nemes
TuTh 4:00PM - 5:15PM; PV 270
This course carries COLL A&H distribution credit
NOTE: The CMLT chair said this course will count toward CMLT degree requirements.
This course introduces students to modern Hungarian literature, through a variety of readings in English. All cultures can be explored via their literary achievements; however, in the case of smaller cultures (like Hungarian) this is especially true as all the major historical, social, and cultural events and structures are reflected in the writings of the different generations. The course takes great care to introduce, analyze and evaluate the context of literature, including the language, the social structure and the historical significances, and through a comparative literary historical perspective positions the achievements of Hungarian literature into a wider European context.
The course offers an introduction to the Hungarian literature of the twentieth century. The main topics to be discussed are: 1) socio-economic modernization and literary modernity at the beginning of the twentieth century; 2) The role of Hungary in the culture of the Habsburg Monarchy; 3) Naturalism, Symbolism, Art Nouveau, Expressionism; 4) the influence of Freud and Marx; 5) the conflict between urbanization and Populism in the interwar period; 6) Socialist Realism and its opposition (religious poetry, individualist parables,
Postmodernism) in the years 1947-1996. All texts will be read in English translation. This semester we will focus on major accomplishments in prose (novels, short stories), and on the problems associated with constructing a national literary history.
--------------------------
CEUS-U 320 (class #29856) VT: The Empire and the Nation - The Hapsburgs and Hungary, 1526-1920
3 credit hours
Instructor: Dr. Agnes Fulemile
TuTh 1:00PM - 2:15PM; GB238
In 1526 in the battle of Mohacs, Suleiman the Magnificent's army crushed the Hungarian army. The young Jagiellon Louis II, brother in-law of Habsburg Ferdinand, died on the battlefield. The throne of Hungary became the subject of dynastic dispute. Hungary fell into three parts, while the Ottomans occupied central and Southern Hungary. From this time on the Habsburg Empire as a Central European Empire started to gradually emerge. From Ferdinand to Charles the IV (1916-1918), the last Habsburg king of Hungary, 16 Habsburg rulers followed each other in the throne of kingdom Hungary.
The course will discuss this long period of the history of Hungary embedded into the Habsburg dynastic history and into a larger European context. Besides basic political history there will be an emphasis on social and cultural history of the time. Alongside historic literature, archival sources, images and artwork will be used for analysis. The course is an interdisciplinary course using approaches of history, historical anthropology and art history.
-------------------------
CEUS-U 320 (class #29853) VT: Medieval Hungary at the Crossroads of East and West
3 credit hours
Instructor: Dr. Agnes Fulemile
TuTh 11:15AM - 12:30PM; GB238
Wednesday, April 23, 2008
American Studies SUMMER SESSION 2008 courses
American Studies is offering the following courses during Summer Sessions 1 and 2. Questions? Contact 5-7718.
SUMMER SESSION 1:
AMST-A202 11538 U.S. Arts and Media TOPIC: Pregnancy and Visual
Culture: A History of Childbirth Practices and their Visual Representations 3 cr. A & H MTWRF, 1:10-2:25 Shira Segal
How is pregnancy and childbirth visually grappled with in our culture?
What do representations of pregnancy and childbirth reveal about cultural attitudes, social expectations and individual experiences of reproduction? The aim of this course is to provide an in-depth exploration of visual representations of pregnancy and childbirth as they are informed by particular childbirth practices in the United States. From pregnant and birthing images found in photography and television to those in painting, sculpture and film, this class will examine how these images reflect, reinforce or revolutionize cultural anxieties surrounding the maternal body. Situated in the context of medicalization and midwifery, childbirth and it accompanying images will be explicated by contrasting themes: birth in the hospital versus the home, medical knowledge versus bodily knowledge, fetal imagining and fragmentation of the mother versus mother-centered discourses, and technocratic versus natural or holistic models of the body. Class material and discussions will be driven by three basic questions: 1) How is pregnancy and childbirth visually grappled with in our culture?
2) What aesthetic choices, visual themes and theoretical problems arise from the visual subject of childbirth? and 3) How might these image texts reflect, reinforce or revolutionize cultural anxieties surrounding the pregnant/birthing/maternal body? The goal of this class is to offer insight into the social and medical discourses of the body that shape the treatment of women and their partners in the hospital birth setting, and to offer an alternative.
SUMMER SESSION 2:
AMST-A201 11537 U.S. Movements and Institutions TOPIC : Cultural Paranoia and the Contemporary Hollywood Misdirection Film 3 cr. A & H TWRF, 2:30-3:20 Film screenings: M, 1:25-3:20 Seth Friedman
Since the early 1990s, there has been a spate of Hollywood films such as The Sixth Sense (1999), The Usual Suspects (1995), and Fight Club (1999), which are renowned for their surprise endings. All these films possess a similar narrative structure; they each contain a revelation that encourages spectators to reinterpret retrospectively all that has come before. Although these films can be identified as belonging to other pre-existing industrially recognized genres, this class will take the approach that they are more appropriately categorized as constituents of the "misdirection" genre. This is because the narrative revelation is the most consistently referenced feature whenever people speak or write about these films, regardless of the ways that the studios package them.
This class will investigate the reasons why this long-standing narrative mode has proliferated in the U.S. over the past two decades. It is significant that some U.S. audiences have been drawn to films that demand greater interpretive work than what is typically needed to decipher the standard Hollywood fare. To address this apparent paradox, we will examine the socio-cultural and industrial conditions that have made misdirection films attractive to both Hollywood producers and some U.S. audiences over approximately the past twenty years. We will attempt to determine why an audience for these films has recently formed. Specifically, we will address why films containing narratives that suggest that the "truth" is being concealed from view have become so appealing to a significant segment of U.S. spectators. We will focus on questions such as the following: What relationship do films and other forms of media have to the culture in which they are produced and consumed? What can the popularity of contemporary misdirection films tell us about the acceptability of different modes of interpretation in the U.S. since the early 1990s? How do communities form from specific interpretive practices? What can these films tell us about contemporary racial and gender politics in the U.S.? What connection do these films have to the development of new home-viewing technologies, the rise of the Internet, and other recent changes impacting the U.S. media industries? To help us respond to these questions, we will read selections from a variety of disciplines such as Anthropology, Film and Media Studies, History, Literary Studies, and Political Science.
Films will likely include the following: Arlington Road (1999), Fight Club (1999), Jacob's Ladder (1990), Magnolia (1999), Memento (2000), Mulholland Drive (2001), Psycho (1960), The Shining (1980), The Sixth Sense (1999), Unbreakable (2000), and The Usual Suspects (1995).
SUMMER SESSION 1:
AMST-A202 11538 U.S. Arts and Media TOPIC: Pregnancy and Visual
Culture: A History of Childbirth Practices and their Visual Representations 3 cr. A & H MTWRF, 1:10-2:25 Shira Segal
How is pregnancy and childbirth visually grappled with in our culture?
What do representations of pregnancy and childbirth reveal about cultural attitudes, social expectations and individual experiences of reproduction? The aim of this course is to provide an in-depth exploration of visual representations of pregnancy and childbirth as they are informed by particular childbirth practices in the United States. From pregnant and birthing images found in photography and television to those in painting, sculpture and film, this class will examine how these images reflect, reinforce or revolutionize cultural anxieties surrounding the maternal body. Situated in the context of medicalization and midwifery, childbirth and it accompanying images will be explicated by contrasting themes: birth in the hospital versus the home, medical knowledge versus bodily knowledge, fetal imagining and fragmentation of the mother versus mother-centered discourses, and technocratic versus natural or holistic models of the body. Class material and discussions will be driven by three basic questions: 1) How is pregnancy and childbirth visually grappled with in our culture?
2) What aesthetic choices, visual themes and theoretical problems arise from the visual subject of childbirth? and 3) How might these image texts reflect, reinforce or revolutionize cultural anxieties surrounding the pregnant/birthing/maternal body? The goal of this class is to offer insight into the social and medical discourses of the body that shape the treatment of women and their partners in the hospital birth setting, and to offer an alternative.
SUMMER SESSION 2:
AMST-A201 11537 U.S. Movements and Institutions TOPIC : Cultural Paranoia and the Contemporary Hollywood Misdirection Film 3 cr. A & H TWRF, 2:30-3:20 Film screenings: M, 1:25-3:20 Seth Friedman
Since the early 1990s, there has been a spate of Hollywood films such as The Sixth Sense (1999), The Usual Suspects (1995), and Fight Club (1999), which are renowned for their surprise endings. All these films possess a similar narrative structure; they each contain a revelation that encourages spectators to reinterpret retrospectively all that has come before. Although these films can be identified as belonging to other pre-existing industrially recognized genres, this class will take the approach that they are more appropriately categorized as constituents of the "misdirection" genre. This is because the narrative revelation is the most consistently referenced feature whenever people speak or write about these films, regardless of the ways that the studios package them.
This class will investigate the reasons why this long-standing narrative mode has proliferated in the U.S. over the past two decades. It is significant that some U.S. audiences have been drawn to films that demand greater interpretive work than what is typically needed to decipher the standard Hollywood fare. To address this apparent paradox, we will examine the socio-cultural and industrial conditions that have made misdirection films attractive to both Hollywood producers and some U.S. audiences over approximately the past twenty years. We will attempt to determine why an audience for these films has recently formed. Specifically, we will address why films containing narratives that suggest that the "truth" is being concealed from view have become so appealing to a significant segment of U.S. spectators. We will focus on questions such as the following: What relationship do films and other forms of media have to the culture in which they are produced and consumed? What can the popularity of contemporary misdirection films tell us about the acceptability of different modes of interpretation in the U.S. since the early 1990s? How do communities form from specific interpretive practices? What can these films tell us about contemporary racial and gender politics in the U.S.? What connection do these films have to the development of new home-viewing technologies, the rise of the Internet, and other recent changes impacting the U.S. media industries? To help us respond to these questions, we will read selections from a variety of disciplines such as Anthropology, Film and Media Studies, History, Literary Studies, and Political Science.
Films will likely include the following: Arlington Road (1999), Fight Club (1999), Jacob's Ladder (1990), Magnolia (1999), Memento (2000), Mulholland Drive (2001), Psycho (1960), The Shining (1980), The Sixth Sense (1999), Unbreakable (2000), and The Usual Suspects (1995).
Intensive Writing course still open for Summer Session I!!!
Open to any student who gets a seat before it fills.
Criminal Justice-COLL Law and Society: Cross-Cultural Perspective P340 12470 Parnell
Law and Society is a broad field built on research and theory that addresses ways that law expresses and is a part of society and culture. Originating in the Law and Society Movement in the 1960s, the field has grown to encompass researchers from numerous disciplines, including law, sociology, anthropology, political science, history, philosophy, and psychology. Its topics range from the study of legal professionals to how communities create their own distinctive systems of law while reshaping state law to their own interests, goals, and identities. In this course we will examine many different forms of law in society as expressions of popular ways of thinking, communicating, and organizing the world. We will consider how law moves beyond officially legal institutions and processes and into our everyday lives and consciousness through merging with other popular forms of cultural expression and thought. Drawing on an interdisciplinary range of readings and research, we will reflect on how law forms a context for both expressing and shaping notions of responsibility, self, community, truth, rights, power, harmony, and control, and how the social world as we envision it can and should be held together.
Class Meeting: 11:45 - 1:00, Daily
Instructor: Professor Phil Parnell, criminal justice department
Criminal Justice-COLL Law and Society: Cross-Cultural Perspective P340 12470 Parnell
Law and Society is a broad field built on research and theory that addresses ways that law expresses and is a part of society and culture. Originating in the Law and Society Movement in the 1960s, the field has grown to encompass researchers from numerous disciplines, including law, sociology, anthropology, political science, history, philosophy, and psychology. Its topics range from the study of legal professionals to how communities create their own distinctive systems of law while reshaping state law to their own interests, goals, and identities. In this course we will examine many different forms of law in society as expressions of popular ways of thinking, communicating, and organizing the world. We will consider how law moves beyond officially legal institutions and processes and into our everyday lives and consciousness through merging with other popular forms of cultural expression and thought. Drawing on an interdisciplinary range of readings and research, we will reflect on how law forms a context for both expressing and shaping notions of responsibility, self, community, truth, rights, power, harmony, and control, and how the social world as we envision it can and should be held together.
Class Meeting: 11:45 - 1:00, Daily
Instructor: Professor Phil Parnell, criminal justice department
Tuesday, April 22, 2008
New course offered by the Management Department in the Kelley School of Business!
BUS-Z 355, "Women in Business"
BUS-Z 355, "Women in Business," examines gender issues in national and international business contexts. Topics include: status and measures of corporate gender diversity; causes, effects, and solutions for the Glass Ceiling; unique elements of women's and men's leadership and decision-making styles; mentoring and training programs; work/family balance, and visible/invisible diversity as it relates to gender. Case studies will complement readings from a variety of theoretical and practical sources. The class meets Monday and Wednesday, 1:00-2:15 PM, and is an elective for the Management major.
BUS-Z 355, "Women in Business," examines gender issues in national and international business contexts. Topics include: status and measures of corporate gender diversity; causes, effects, and solutions for the Glass Ceiling; unique elements of women's and men's leadership and decision-making styles; mentoring and training programs; work/family balance, and visible/invisible diversity as it relates to gender. Case studies will complement readings from a variety of theoretical and practical sources. The class meets Monday and Wednesday, 1:00-2:15 PM, and is an elective for the Management major.
Friday, April 18, 2008
Summer Session II Gender Studies A&H Course
Gender 104 INTO THE WILD: THE INTERSECTION OF GENDER AND NATURE
Gender is more than just a label we use to categorize people. It often goes unnoticed that the language of gender is applied to a number of other concepts as well, such as nature. The first part of this course will interrogate how and why nature has been conceptualized as female or feminine, specifically within the contexts of Western science and nation building/colonization. We will examine not only the process of gendering nature but also some of the consequences of this conceptualization. The second part of this course will focus on women's nature writing, ecofeminism, and the environmental justice movement (with particular attention paid to the ways in which these practices can make visible submerged discourses of race, class, location, and embodiment that are also embedded in Western conceptualizations of nature), as examples of the ways in which women and feminists have appropriated, revalued, and deconstructed the metaphorical conflation of woman and nature. We will also examine ecoterrorism and connections between masculinity and nature.
Course work will consist of short reading responses or quizzes and short writing assignments addressing either in class texts or popular culture such as advertisements, newspaper articles, etc.
Gender is more than just a label we use to categorize people. It often goes unnoticed that the language of gender is applied to a number of other concepts as well, such as nature. The first part of this course will interrogate how and why nature has been conceptualized as female or feminine, specifically within the contexts of Western science and nation building/colonization. We will examine not only the process of gendering nature but also some of the consequences of this conceptualization. The second part of this course will focus on women's nature writing, ecofeminism, and the environmental justice movement (with particular attention paid to the ways in which these practices can make visible submerged discourses of race, class, location, and embodiment that are also embedded in Western conceptualizations of nature), as examples of the ways in which women and feminists have appropriated, revalued, and deconstructed the metaphorical conflation of woman and nature. We will also examine ecoterrorism and connections between masculinity and nature.
Course work will consist of short reading responses or quizzes and short writing assignments addressing either in class texts or popular culture such as advertisements, newspaper articles, etc.
Thursday, April 17, 2008
Shalom Community Center Summer Volunteers!
A SUMMER WITH SHALOM
Shalom Community Center Needs Your Help!
May-August
*We need volunteers who can give 2 hours a week to help with meals and working in hospitality over the summer break!
*For descriptions of the Volunteer positions please see the attached sheet
*If interested: Contact Pam Kinnaman the Volunteer Coordinator to schedule a shift by email pam@shalomcommunitycenter.org or call 334-5734
Shalom Community Center Needs Your Help!
May-August
*We need volunteers who can give 2 hours a week to help with meals and working in hospitality over the summer break!
*For descriptions of the Volunteer positions please see the attached sheet
*If interested: Contact Pam Kinnaman the Volunteer Coordinator to schedule a shift by email pam@shalomcommunitycenter.org or call 334-5734
American Studies SUMMER SESSION 2008 courses
American Studies is offering the following courses during Summer Sessions 1 and 2. Questions? Contact 5-7718.
SUMMER SESSION 1:
AMST-A202 | 11538 | U.S. Arts and Media | TOPIC: Pregnancy and Visual
Culture: A History of Childbirth Practices and their Visual Representations |3 cr. | A & H | MTWRF, 1:10-2:25 | Shira Segal
How is pregnancy and childbirth visually grappled with in our culture?
What do representations of pregnancy and childbirth reveal about cultural attitudes, social expectations and individual experiences of reproduction? The aim of this course is to provide an in-depth exploration of visual representations of pregnancy and childbirth as they are informed by particular childbirth practices in the United States. From pregnant and birthing images found in photography and television to those in painting, sculpture and film, this class will examine how these images reflect, reinforce or revolutionize cultural anxieties surrounding the maternal body. Situated in the context of medicalization and midwifery, childbirth and it accompanying images will be explicated by contrasting themes: birth in the hospital versus the home, medical knowledge versus bodily knowledge, fetal imagining and fragmentation of the mother versus mother-centered discourses, and technocratic versus natural or holistic models of the body. Class material and discussions will be driven by three basic questions: 1) How is pregnancy and childbirth visually grappled with in our culture?
2) What aesthetic choices, visual themes and theoretical problems arise from the visual subject of childbirth? and 3) How might these image texts reflect, reinforce or revolutionize cultural anxieties surrounding the pregnant/birthing/maternal body? The goal of this class is to offer insight into the social and medical discourses of the body that shape the treatment of women and their partners in the hospital birth setting, and to offer an alternative.
SUMMER SESSION 2:
AMST-A201 | 11537 | U.S. Movements and Institutions | TOPIC : Cultural Paranoia and the Contemporary Hollywood Misdirection Film | 3 cr. | A & H | MTWRF, 2:30-3:20 | Film screenings: T, 7:00-10:00 pm | Seth Friedman
Since the early 1990s, there has been a spate of Hollywood films such as The Sixth Sense (1999), The Usual Suspects (1995), and Fight Club (1999), which are renowned for their surprise endings. All these films possess a similar narrative structure; they each contain a revelation that encourages spectators to reinterpret retrospectively all that has come before. Although these films can be identified as belonging to other pre-existing industrially recognized genres, this class will take the approach that they are more appropriately categorized as constituents of the "misdirection" genre. This is because the narrative revelation is the most consistently referenced feature whenever people speak or write about these films, regardless of the ways that the studios package them.
This class will investigate the reasons why this long-standing narrative mode has proliferated in the U.S. over the past two decades.
It is significant that some U.S. audiences have been drawn to films that demand greater interpretive work than what is typically needed to decipher the standard Hollywood fare. To address this apparent paradox, we will examine the socio-cultural and industrial conditions that have made misdirection films attractive to both Hollywood producers and some U.S. audiences over approximately the past twenty years. We will attempt to determine why an audience for these films has recently formed. Specifically, we will address why films containing narratives that suggest that the "truth" is being concealed from view have become so appealing to a significant segment of U.S. spectators. We will focus on questions such as the following: What relationship do films and other forms of media have to the culture in which they are produced and consumed? What can the popularity of contemporary misdirection films tell us about the acceptability of different modes of interpretation in the U.S. since the early 1990s? How do communities form from specific interpretive practices? What can these films tell us about contemporary racial and gender politics in the U.S.? What connection do these films have to the development of new home-viewing technologies, the rise of the Internet, and other recent changes impacting the U.S. media industries? To help us respond to these questions, we will read selections from a variety of disciplines such as Anthropology, Film and Media Studies, History, Literary Studies, and Political Science.
Films will likely include the following: Arlington Road (1999), Fight Club (1999), Jacob's Ladder (1990), Magnolia (1999), Memento (2000), Mulholland Drive (2001), Psycho (1960), The Shining (1980), The Sixth Sense (1999), Unbreakable (2000), and The Usual Suspects (1995).
SUMMER SESSION 1:
AMST-A202 | 11538 | U.S. Arts and Media | TOPIC: Pregnancy and Visual
Culture: A History of Childbirth Practices and their Visual Representations |3 cr. | A & H | MTWRF, 1:10-2:25 | Shira Segal
How is pregnancy and childbirth visually grappled with in our culture?
What do representations of pregnancy and childbirth reveal about cultural attitudes, social expectations and individual experiences of reproduction? The aim of this course is to provide an in-depth exploration of visual representations of pregnancy and childbirth as they are informed by particular childbirth practices in the United States. From pregnant and birthing images found in photography and television to those in painting, sculpture and film, this class will examine how these images reflect, reinforce or revolutionize cultural anxieties surrounding the maternal body. Situated in the context of medicalization and midwifery, childbirth and it accompanying images will be explicated by contrasting themes: birth in the hospital versus the home, medical knowledge versus bodily knowledge, fetal imagining and fragmentation of the mother versus mother-centered discourses, and technocratic versus natural or holistic models of the body. Class material and discussions will be driven by three basic questions: 1) How is pregnancy and childbirth visually grappled with in our culture?
2) What aesthetic choices, visual themes and theoretical problems arise from the visual subject of childbirth? and 3) How might these image texts reflect, reinforce or revolutionize cultural anxieties surrounding the pregnant/birthing/maternal body? The goal of this class is to offer insight into the social and medical discourses of the body that shape the treatment of women and their partners in the hospital birth setting, and to offer an alternative.
SUMMER SESSION 2:
AMST-A201 | 11537 | U.S. Movements and Institutions | TOPIC : Cultural Paranoia and the Contemporary Hollywood Misdirection Film | 3 cr. | A & H | MTWRF, 2:30-3:20 | Film screenings: T, 7:00-10:00 pm | Seth Friedman
Since the early 1990s, there has been a spate of Hollywood films such as The Sixth Sense (1999), The Usual Suspects (1995), and Fight Club (1999), which are renowned for their surprise endings. All these films possess a similar narrative structure; they each contain a revelation that encourages spectators to reinterpret retrospectively all that has come before. Although these films can be identified as belonging to other pre-existing industrially recognized genres, this class will take the approach that they are more appropriately categorized as constituents of the "misdirection" genre. This is because the narrative revelation is the most consistently referenced feature whenever people speak or write about these films, regardless of the ways that the studios package them.
This class will investigate the reasons why this long-standing narrative mode has proliferated in the U.S. over the past two decades.
It is significant that some U.S. audiences have been drawn to films that demand greater interpretive work than what is typically needed to decipher the standard Hollywood fare. To address this apparent paradox, we will examine the socio-cultural and industrial conditions that have made misdirection films attractive to both Hollywood producers and some U.S. audiences over approximately the past twenty years. We will attempt to determine why an audience for these films has recently formed. Specifically, we will address why films containing narratives that suggest that the "truth" is being concealed from view have become so appealing to a significant segment of U.S. spectators. We will focus on questions such as the following: What relationship do films and other forms of media have to the culture in which they are produced and consumed? What can the popularity of contemporary misdirection films tell us about the acceptability of different modes of interpretation in the U.S. since the early 1990s? How do communities form from specific interpretive practices? What can these films tell us about contemporary racial and gender politics in the U.S.? What connection do these films have to the development of new home-viewing technologies, the rise of the Internet, and other recent changes impacting the U.S. media industries? To help us respond to these questions, we will read selections from a variety of disciplines such as Anthropology, Film and Media Studies, History, Literary Studies, and Political Science.
Films will likely include the following: Arlington Road (1999), Fight Club (1999), Jacob's Ladder (1990), Magnolia (1999), Memento (2000), Mulholland Drive (2001), Psycho (1960), The Shining (1980), The Sixth Sense (1999), Unbreakable (2000), and The Usual Suspects (1995).
Monday, April 14, 2008
Journalism course available for Fall 2008
JOUR-J460 SCIENCE WRITING, 28797, 3 credits (Health and environmental writing included!) Fall Semester 2008 T, TH 2:30-3:45 p.m. Ernie Pyle hall, room 157. Professor Holly Stocking.
No pre-requisites. Open to any undergraduate student.
CONCERNED OR CONFUSED ABOUT GLOBAL WARMING? SEXUALLY TRANSMITTED DISEASES? THE CONTROVERSY OVER FATS IN THE DIET? You are not alone. Many people are, and writers who can help explain these and other science-related topics to the public are sorely needed in the media today.
J460 will help you to help develop skills in REPORTING and WRITING ABOUT SCIENCE - including the SOCIAL SCIENCES and science related to HEALTH and the ENVIRONMENT -- for newspapers, magazines, online media, and other media outlets. (It's not has hard as you may think!)
If you take this course, you will also meet many science writers and be introduced to the many kinds of jobs there are out there for people who can write well about science for the general public. There is a strong chance we will even take a trip to Palo Alto, California, to attend the annual meeting of the National Association of Science Writers; the School of Journalism will subsidize this trip.
YOU WILL ENJOY AND BENEFIT from this course if you have an interest in or curiosity about science, and just as importantly, if you have been told by someone other than your mother or roommate that you are a clear, engaging writer. Any journalism student who fits this description can join the course (even underclassmen, though you may want to talk to me first). Students elsewhere in the university are also welcome. If you have any questions about whether or not you "fit" the course, please feel free to email the professor.
The professor, S. Holly Stocking, worked as a journalist for the Los Angeles Times, the Minneapolis Tribune, the Associated Press, and a national research center before earning her PhD in mass communications. She has done research on the public communication of science, co-authored three science-based books, and written numerous scholarly articles on communicating science to the general public. She also has consulted for numerous science organizations including the American Association for the Advancement of Science (AAAS), the Association for Psychological Science (APS), and the Aspen Global Change Institute. She is a fellow of AAAS and a member of FACET, the Faculty Colloquium for Excellence in Teaching at Indiana University.
For more information, e-mail stocking@indiana.edu
No pre-requisites. Open to any undergraduate student.
CONCERNED OR CONFUSED ABOUT GLOBAL WARMING? SEXUALLY TRANSMITTED DISEASES? THE CONTROVERSY OVER FATS IN THE DIET? You are not alone. Many people are, and writers who can help explain these and other science-related topics to the public are sorely needed in the media today.
J460 will help you to help develop skills in REPORTING and WRITING ABOUT SCIENCE - including the SOCIAL SCIENCES and science related to HEALTH and the ENVIRONMENT -- for newspapers, magazines, online media, and other media outlets. (It's not has hard as you may think!)
If you take this course, you will also meet many science writers and be introduced to the many kinds of jobs there are out there for people who can write well about science for the general public. There is a strong chance we will even take a trip to Palo Alto, California, to attend the annual meeting of the National Association of Science Writers; the School of Journalism will subsidize this trip.
YOU WILL ENJOY AND BENEFIT from this course if you have an interest in or curiosity about science, and just as importantly, if you have been told by someone other than your mother or roommate that you are a clear, engaging writer. Any journalism student who fits this description can join the course (even underclassmen, though you may want to talk to me first). Students elsewhere in the university are also welcome. If you have any questions about whether or not you "fit" the course, please feel free to email the professor.
The professor, S. Holly Stocking, worked as a journalist for the Los Angeles Times, the Minneapolis Tribune, the Associated Press, and a national research center before earning her PhD in mass communications. She has done research on the public communication of science, co-authored three science-based books, and written numerous scholarly articles on communicating science to the general public. She also has consulted for numerous science organizations including the American Association for the Advancement of Science (AAAS), the Association for Psychological Science (APS), and the Aspen Global Change Institute. She is a fellow of AAAS and a member of FACET, the Faculty Colloquium for Excellence in Teaching at Indiana University.
For more information, e-mail stocking@indiana.edu
4TH (AND FINAL) SCREENING OF FESA FILM SERIES
DOUBLE FEATURE –
"FREE SHOW TONITE" & "DESPERATE MAN BLUES"
Who: Folklore & Ethnomusicology Student Association, Jennifer Jameson (Producer/Vice Pres.), Dr. John McDowell (Folklore professor of folk medicine), & Dr. Mellonee Burnim (Ethnomusicology professor of African American music)
What: 4TH SCREENING OF FESA FILM SERIES:
DOUBLE FEATURE – "FREE SHOW TONITE" & "DESPERATE MAN BLUES"
When: April 18, 2008, (both 1 hr. features)
"Free Show Tonite" at 7pm
"Desperate Man Blues" at 8:30pm
Where: Wylie Hall room 015 (bottom floor, old crescent area of campus)
Details:
-Event is FREE & OPEN TO THE PUBLIC
-Discussion / Q&A on Medicine Shows led by Professors McDowell & Burnim -American culture: Old Time Medicine Shows – American Record Collectors – Joe Bussard -- 78rpm’s -Desperate Man Blues (2006) info: http://dust-digital.com/dmb.htm -Free Show Tonite (1983) info: http://www.folkstreams.net/film,68
-Press photos: http://dust-digital.com/multimedia.htm
-No Free Show Tonite press photos)
"FREE SHOW TONITE" & "DESPERATE MAN BLUES"
Who: Folklore & Ethnomusicology Student Association, Jennifer Jameson (Producer/Vice Pres.), Dr. John McDowell (Folklore professor of folk medicine), & Dr. Mellonee Burnim (Ethnomusicology professor of African American music)
What: 4TH SCREENING OF FESA FILM SERIES:
DOUBLE FEATURE – "FREE SHOW TONITE" & "DESPERATE MAN BLUES"
When: April 18, 2008, (both 1 hr. features)
"Free Show Tonite" at 7pm
"Desperate Man Blues" at 8:30pm
Where: Wylie Hall room 015 (bottom floor, old crescent area of campus)
Details:
-Event is FREE & OPEN TO THE PUBLIC
-Discussion / Q&A on Medicine Shows led by Professors McDowell & Burnim -American culture: Old Time Medicine Shows – American Record Collectors – Joe Bussard -- 78rpm’s -Desperate Man Blues (2006) info: http://dust-digital.com/dmb.htm -Free Show Tonite (1983) info: http://www.folkstreams.net/film,68
-Press photos: http://dust-digital.com/multimedia.htm
-No Free Show Tonite press photos)
Thursday, April 10, 2008
New AHS Sexuality Course
CAN'T GET INTO F-255? STILL WANT TO LEARN ABOUT SEX?
ENROLL IN H-317:
COURSE DESCRIPTION: This course will explore sexual interactions including societal and media messages, gender roles, and gender assigned sexual behavior as they impact physical and emotional health.
There will be a focus on gender differences and encounters within the social context that inform sexual behavior and its health consequences.
Course Number: 29444
Time: Tuesday 5:45pm-8:15pm
Who should take this course?
* Students who want to talk about sex
* Students who can't get into F255--try this course!
* HPER, Gender Studies, Sociology, Psychology students
* Students who have taken F255 and want to explore sexuality and
sexual health from another perspective
* Any student interested in learning more about sexuality: Freshmen,
Sophomores, Juniors or Seniors
* Students who are looking for a deeper understanding of the issues
and factors that impact sexuality and sexual encounters
ANY QUESTIONS: Contact Kristen Jozkowski at knjozkow@indiana.edu
ENROLL IN H-317:
COURSE DESCRIPTION: This course will explore sexual interactions including societal and media messages, gender roles, and gender assigned sexual behavior as they impact physical and emotional health.
There will be a focus on gender differences and encounters within the social context that inform sexual behavior and its health consequences.
Course Number: 29444
Time: Tuesday 5:45pm-8:15pm
Who should take this course?
* Students who want to talk about sex
* Students who can't get into F255--try this course!
* HPER, Gender Studies, Sociology, Psychology students
* Students who have taken F255 and want to explore sexuality and
sexual health from another perspective
* Any student interested in learning more about sexuality: Freshmen,
Sophomores, Juniors or Seniors
* Students who are looking for a deeper understanding of the issues
and factors that impact sexuality and sexual encounters
ANY QUESTIONS: Contact Kristen Jozkowski at knjozkow@indiana.edu
Student Academic Center Free Workshops
The following Student Academic Center free workshops are open to all students and there is no need to register ahead of time. However, students who arrive 5 minutes past the starting time will not be allowed to participate. Monday and Tuesday night workshops take place in classrooms with limited seating so arriving early is advised. If you have any questions and/or concerns please contact Sharon Chertkoff, Ph.D., Basic Skills and Outreach Coordinator, Student Academic Center,
855-7313
Monday, 4/14/08, Beating Test Anxiety, 7:00-8:00pm, Forest Academic Support Center
Tuesday, 4/15/08, Making the Most of Finals Week, 7:00-8:00pm, Teter
Academic Support Center, Teter TEF258
Wednesday, 4/16/08, Making the Most of Finals Week, 7:00-8:00pm,
Ballantine Hall 109
Monday, 4/21/08, Catching Up in a Course When All Hope Seems Gone, 7:00-8:00pm, Briscoe Academic Support Center
855-7313
Monday, 4/14/08, Beating Test Anxiety, 7:00-8:00pm, Forest Academic Support Center
Tuesday, 4/15/08, Making the Most of Finals Week, 7:00-8:00pm, Teter
Academic Support Center, Teter TEF258
Wednesday, 4/16/08, Making the Most of Finals Week, 7:00-8:00pm,
Ballantine Hall 109
Monday, 4/21/08, Catching Up in a Course When All Hope Seems Gone, 7:00-8:00pm, Briscoe Academic Support Center
The Criminal Justice Student Association presents:
Mike Fiala, IU alum & Family Case Manager with Child Services
Interested in a career with Child Protective Services? Then don’t miss this event!
Monday, April 14, 2008 at 7:00pm in Ballantine Hall 109
Interested in joining the Criminal Justice Student Association?
Email CJSA@indiana.edu or visit the facebook page for more information!
Interested in a career with Child Protective Services? Then don’t miss this event!
Monday, April 14, 2008 at 7:00pm in Ballantine Hall 109
Interested in joining the Criminal Justice Student Association?
Email CJSA@indiana.edu or visit the facebook page for more information!
Still looking for a Summer I class?
B370: Human Variation
Summer Session I (section 5195)
MTW 10:20-12:15
Instructor: Dr. Frederika Kaestle
(kaestle@indiana.edu)
Want to learn about how and why humans are different from each other and from other animals? Why does skin color vary? Why does your mother love spinach but you hate it? Are you resistant to bubonic plague? How are you related to a Neanderthal? Did his DNA make your boyfriend ogle that waitress (or waiter)? When is it good to be fat? What does your DNA sequence look like? These and many other questions will be addressed in this course.
Need Natural and Mathematic Sciences credit? This course counts!
Want a Minor in Anthropology? This course counts!
Want a peek at your own DNA sequence? We'll be sequencing DNA from volunteers in this course!
General Information: This course explores the variation within and between human populations in anatomy, genetics, and behavior. We will explore current hypotheses regarding human variation in a multitude of traits including skin color, body shape, blood type, response to stress, disease resistance, IQ, and sexual orientation. The topics of this course involve profound questions facing our society, and revolve around new and constantly evolving science and technology.
Prereq: at least sophomore standing
Major themes for this course include:
o The principles underlying human variation (genetics, evolution)
o Patterns of human variation today o The causes of these patterns
o Nature vs. nurture
o Genes and behavior
o The ethical dilemmas of this research
o A historical perspective on this research
Summer Session I (section 5195)
MTW 10:20-12:15
Instructor: Dr. Frederika Kaestle
(kaestle@indiana.edu
Want to learn about how and why humans are different from each other and from other animals? Why does skin color vary? Why does your mother love spinach but you hate it? Are you resistant to bubonic plague? How are you related to a Neanderthal? Did his DNA make your boyfriend ogle that waitress (or waiter)? When is it good to be fat? What does your DNA sequence look like? These and many other questions will be addressed in this course.
Need Natural and Mathematic Sciences credit? This course counts!
Want a Minor in Anthropology? This course counts!
Want a peek at your own DNA sequence? We'll be sequencing DNA from volunteers in this course!
General Information: This course explores the variation within and between human populations in anatomy, genetics, and behavior. We will explore current hypotheses regarding human variation in a multitude of traits including skin color, body shape, blood type, response to stress, disease resistance, IQ, and sexual orientation. The topics of this course involve profound questions facing our society, and revolve around new and constantly evolving science and technology.
Prereq: at least sophomore standing
Major themes for this course include:
o The principles underlying human variation (genetics, evolution)
o Patterns of human variation today o The causes of these patterns
o Nature vs. nurture
o Genes and behavior
o The ethical dilemmas of this research
o A historical perspective on this research
West European Career Night
West European Career Night
Tuesday, April 15, 6:30-8:30 p.m. at the Career Development Center
Let us introduce you to career paths where language skills and knowledge of Western Europe are necessary. We will have 3 alumni panelists speak to you about their West European careers, how they got started, and the resources available to you at IU. About half our time will be spent in free discussion and networking, so you can speak individually with the panelists and compare notes with your like-minded peers. Come enjoy the discussion and the West European cuisine! A representative from AISEC, the global internship organization, will speak. Our featured alum will be Char Simons, a faculty member with world-wide experience who teaches at Evergreen State College.
Sign up on IUCareers.com today!
Tuesday, April 15, 6:30-8:30 p.m. at the Career Development Center
Let us introduce you to career paths where language skills and knowledge of Western Europe are necessary. We will have 3 alumni panelists speak to you about their West European careers, how they got started, and the resources available to you at IU. About half our time will be spent in free discussion and networking, so you can speak individually with the panelists and compare notes with your like-minded peers. Come enjoy the discussion and the West European cuisine! A representative from AISEC, the global internship organization, will speak. Our featured alum will be Char Simons, a faculty member with world-wide experience who teaches at Evergreen State College.
Sign up on IUCareers.com today!
IU Spring 2008 Animal Behavior Colloquia
IU Spring 2008 Animal Behavior Colloquia
JONATHON D. CRYSTAL
University of Georgia
"Oscillator Representations of Time"
It is generally accepted that the ability to keep track of time is subserved by separate mechanisms dedicated to different ranges of time (daily: circadian timing; seconds to minutes: interval timing; milliseconds: neural timing). Multiple converging approaches are employed in rats to document that, in contrast to this widely held view, timing of targets in the range of milliseconds, seconds, minutes, hours, and days are subserved by similar mechanisms that are conserved throughout these disparate ranges. The unifying principle that emerges from this line of research is that timing abilities are based on oscillator representations.
Friday, April 11, 2008
12:15PM
Dept. of Psychological & Brain Sciences, room 128
For more information on our SPRING 2008 IU BEHAVIOR COLLOQUIA and other events sponsored by the Center for the Integrative Study of Animal Behavior visit our web site at: http://www.indiana.edu/~animal/
JONATHON D. CRYSTAL
University of Georgia
"Oscillator Representations of Time"
It is generally accepted that the ability to keep track of time is subserved by separate mechanisms dedicated to different ranges of time (daily: circadian timing; seconds to minutes: interval timing; milliseconds: neural timing). Multiple converging approaches are employed in rats to document that, in contrast to this widely held view, timing of targets in the range of milliseconds, seconds, minutes, hours, and days are subserved by similar mechanisms that are conserved throughout these disparate ranges. The unifying principle that emerges from this line of research is that timing abilities are based on oscillator representations.
Friday, April 11, 2008
12:15PM
Dept. of Psychological & Brain Sciences, room 128
For more information on our SPRING 2008 IU BEHAVIOR COLLOQUIA and other events sponsored by the Center for the Integrative Study of Animal Behavior visit our web site at: http://www.indiana.edu/~animal/
Tuesday, April 8, 2008
P398 - Adapted Physical Education
The objective of P398 is to provide students with the theoretical and practical knowledge to confidently plan and implement appropriate physical activity programs for people with disabilities in a variety of settings. Although “education” is in the course title and activity is the focus, the information applies to anyone who will work with people with disabilities in clinical, educational, and other service oriented professions.
Topics addressed include:
1. Review of the etiology, pathology, and rehabilitation/recovery/treatment of various disabling conditions and chronic diseases such as, but not limited to, the following:
Intellectual disabilities (Down syndrome, fetal alcohol syndrome, fragile X syndrome), autism spectrum disorders, severe and persistent mental illness, neuromuscular conditions (cerebral palsy, spinal cord injury, spina bifida, muscular dystrophy), musculoskeletal conditions (amputation), traumatic/anoxic/hypoxic/cerebral vascular brain injuries, Deaf/hearing impairments, visual impairments, childhood obesity, diabetes, and seizure disorders.
2. Methods/techniques for working with individuals with various disabling conditions and chronic diseases in educational, clinical and other service oriented settings.
3. Motor and fitness assessment of people with various disabling conditions and chronic diseases.
4. Behavior management and motivation.
5. Laws that affect people with disabilities and service providers.
6. Disability sport, recreation, and how to adapt physical activities to facilitate participation.
The course also has a laboratory requirement. Students are assigned to work one-on-one with a child with a disability. The student and child meet once per week, for approximately 10 weeks during the term. This provides students with invaluable hands-on experience interacting not only with children with disabilities, but also families and care providers.
This is a wonderful opportunity for students to apply theory to practice in a supportive learning environment. Previous students have applied the knowledge and practical experiences gained from the course to future careers in medicine (physicians and nurses), physical therapy, occupational therapy, school psychology, clinical psychology, special education, rehabilitation, athletic training, regular education, coaching, fitness, therapeutic recreation, professional childcare (preschool, daycare) and social services.
The course is open to anyone and has no prerequisites. For more information or questions contact Dr. Georgia Frey at gfrey@indiana.edu or 855-1262.
Topics addressed include:
1. Review of the etiology, pathology, and rehabilitation/recovery/treatment of various disabling conditions and chronic diseases such as, but not limited to, the following:
Intellectual disabilities (Down syndrome, fetal alcohol syndrome, fragile X syndrome), autism spectrum disorders, severe and persistent mental illness, neuromuscular conditions (cerebral palsy, spinal cord injury, spina bifida, muscular dystrophy), musculoskeletal conditions (amputation), traumatic/anoxic/hypoxic/cerebral vascular brain injuries, Deaf/hearing impairments, visual impairments, childhood obesity, diabetes, and seizure disorders.
2. Methods/techniques for working with individuals with various disabling conditions and chronic diseases in educational, clinical and other service oriented settings.
3. Motor and fitness assessment of people with various disabling conditions and chronic diseases.
4. Behavior management and motivation.
5. Laws that affect people with disabilities and service providers.
6. Disability sport, recreation, and how to adapt physical activities to facilitate participation.
The course also has a laboratory requirement. Students are assigned to work one-on-one with a child with a disability. The student and child meet once per week, for approximately 10 weeks during the term. This provides students with invaluable hands-on experience interacting not only with children with disabilities, but also families and care providers.
This is a wonderful opportunity for students to apply theory to practice in a supportive learning environment. Previous students have applied the knowledge and practical experiences gained from the course to future careers in medicine (physicians and nurses), physical therapy, occupational therapy, school psychology, clinical psychology, special education, rehabilitation, athletic training, regular education, coaching, fitness, therapeutic recreation, professional childcare (preschool, daycare) and social services.
The course is open to anyone and has no prerequisites. For more information or questions contact Dr. Georgia Frey at gfrey@indiana.edu or 855-1262.
Don't miss this FOLK/ETHNO event!
This Thursday, April 10, will be our last meeting of the Folklore and Ethnomusicology Student Association for the semester, at the Neal-Marshall Black Culture Center Bridgwaters Lounge (west entrance of building, facing the IU Auditorium). The meeting begins at 4 p.m., but the business portion will be short BECAUSE we have a wonderful presentation planned: Abby Byers, FOLK/ETHNO alumna 2007, will be sharing food, film and stories about her overseas study trip to Peru. She says, "Come with an appetite," which sounds promising! If you want to whet your appetite for studying abroad, don't miss this event! See you there.
American Studies Summer Courses
American Studies is offering the following courses during Summer Sessions 1 and 2. Questions? Contact 5-7718.
SUMMER SESSION 1:
AMST-A202 11538 U.S. Arts and Media TOPIC: Pregnancy and Visual
Culture: A History of Childbirth Practices and their Visual Representations 3 cr. A & H MTWRF, 1:10-2:25 Shira Segal
How is pregnancy and childbirth visually grappled with in our culture?
What do representations of pregnancy and childbirth reveal about cultural attitudes, social expectations and individual experiences of reproduction? The aim of this course is to provide an in-depth exploration of visual representations of pregnancy and childbirth as they are informed by particular childbirth practices in the United States. From pregnant and birthing images found in photography and television to those in painting, sculpture and film, this class will examine how these images reflect, reinforce or revolutionize cultural anxieties surrounding the maternal body. Situated in the context of medicalization and midwifery, childbirth and it accompanying images will be explicated by contrasting themes: birth in the hospital versus the home, medical knowledge versus bodily knowledge, fetal imagining and fragmentation of the mother versus mother-centered discourses, and technocratic versus natural or holistic models of the body. Class material and discussions will be driven by three basic questions: 1) How is pregnancy and childbirth visually grappled with in our culture?
2) What aesthetic choices, visual themes and theoretical problems arise from the visual subject of childbirth? and 3) How might these image texts reflect, reinforce or revolutionize cultural anxieties surrounding the pregnant/birthing/maternal body? The goal of this class is to offer insight into the social and medical discourses of the body that shape the treatment of women and their partners in the hospital birth setting, and to offer an alternative.
SUMMER SESSION 2:
AMST-A201 11537 U.S. Movements and Institutions TOPIC : Cultural Paranoia and the Contemporary Hollywood Misdirection Film 3 cr. A & H MTWRF, 2:30-3:20 Film screenings: T, 7:00-10:00 pm Seth Friedman
Since the early 1990s, there has been a spate of Hollywood films such as The Sixth Sense (1999), The Usual Suspects (1995), and Fight Club (1999), which are renowned for their surprise endings. All these films possess a similar narrative structure; they each contain a revelation that encourages spectators to reinterpret retrospectively all that has come before. Although these films can be identified as belonging to other pre-existing industrially recognized genres, this class will take the approach that they are more appropriately categorized as constituents of the "misdirection" genre. This is because the narrative revelation is the most consistently referenced feature whenever people speak or write about these films, regardless of the ways that the studios package them. This class will investigate the reasons why this long-standing narrative mode has proliferated in the U.S. over the past two decades. It is significant that some U.S. audiences have been drawn to films that demand greater interpretive work than what is typically needed to decipher the standard Hollywood fare. To address this apparent paradox, we will examine the socio-cultural and industrial conditions that have made misdirection films attractive to both Hollywood producers and some U.S. audiences over approximately the past twenty years. We will attempt to determine why an audience for these films has recently formed. Specifically, we will address why films containing narratives that suggest that the "truth" is being concealed from view have become so appealing to a significant segment of U.S. spectators. We will focus on questions such as the following: What relationship do films and other forms of media have to the culture in which they are produced and consumed? What can the popularity of contemporary misdirection films tell us about the acceptability of different modes of interpretation in the U.S. since the early 1990s? How do communities form from specific interpretive practices? What can these films tell us about contemporary racial and gender politics in the U.S.? What connection do these films have to the development of new home-viewing technologies, the rise of the Internet, and other recent changes impacting the U.S. media industries? To help us respond to these questions, we will read selections from a variety of disciplines such as Anthropology, Film and Media Studies, History, Literary Studies, and Political Science.
Films will likely include the following: Arlington Road (1999), Fight Club (1999), Jacob's Ladder (1990), Magnolia (1999), Memento (2000), Mulholland Drive (2001), Psycho (1960), The Shining (1980), The Sixth Sense (1999), Unbreakable (2000), and The Usual Suspects (1995).
Sean McGuire
Administrative Manager
American Studies Program
Ballantine Hall 521
Phone: (812) 855-7748
Fax: (812) 855-0001
http://www.indiana.edu/~amst/
SUMMER SESSION 1:
AMST-A202 11538 U.S. Arts and Media TOPIC: Pregnancy and Visual
Culture: A History of Childbirth Practices and their Visual Representations 3 cr. A & H MTWRF, 1:10-2:25 Shira Segal
How is pregnancy and childbirth visually grappled with in our culture?
What do representations of pregnancy and childbirth reveal about cultural attitudes, social expectations and individual experiences of reproduction? The aim of this course is to provide an in-depth exploration of visual representations of pregnancy and childbirth as they are informed by particular childbirth practices in the United States. From pregnant and birthing images found in photography and television to those in painting, sculpture and film, this class will examine how these images reflect, reinforce or revolutionize cultural anxieties surrounding the maternal body. Situated in the context of medicalization and midwifery, childbirth and it accompanying images will be explicated by contrasting themes: birth in the hospital versus the home, medical knowledge versus bodily knowledge, fetal imagining and fragmentation of the mother versus mother-centered discourses, and technocratic versus natural or holistic models of the body. Class material and discussions will be driven by three basic questions: 1) How is pregnancy and childbirth visually grappled with in our culture?
2) What aesthetic choices, visual themes and theoretical problems arise from the visual subject of childbirth? and 3) How might these image texts reflect, reinforce or revolutionize cultural anxieties surrounding the pregnant/birthing/maternal body? The goal of this class is to offer insight into the social and medical discourses of the body that shape the treatment of women and their partners in the hospital birth setting, and to offer an alternative.
SUMMER SESSION 2:
AMST-A201 11537 U.S. Movements and Institutions TOPIC : Cultural Paranoia and the Contemporary Hollywood Misdirection Film 3 cr. A & H MTWRF, 2:30-3:20 Film screenings: T, 7:00-10:00 pm Seth Friedman
Since the early 1990s, there has been a spate of Hollywood films such as The Sixth Sense (1999), The Usual Suspects (1995), and Fight Club (1999), which are renowned for their surprise endings. All these films possess a similar narrative structure; they each contain a revelation that encourages spectators to reinterpret retrospectively all that has come before. Although these films can be identified as belonging to other pre-existing industrially recognized genres, this class will take the approach that they are more appropriately categorized as constituents of the "misdirection" genre. This is because the narrative revelation is the most consistently referenced feature whenever people speak or write about these films, regardless of the ways that the studios package them. This class will investigate the reasons why this long-standing narrative mode has proliferated in the U.S. over the past two decades. It is significant that some U.S. audiences have been drawn to films that demand greater interpretive work than what is typically needed to decipher the standard Hollywood fare. To address this apparent paradox, we will examine the socio-cultural and industrial conditions that have made misdirection films attractive to both Hollywood producers and some U.S. audiences over approximately the past twenty years. We will attempt to determine why an audience for these films has recently formed. Specifically, we will address why films containing narratives that suggest that the "truth" is being concealed from view have become so appealing to a significant segment of U.S. spectators. We will focus on questions such as the following: What relationship do films and other forms of media have to the culture in which they are produced and consumed? What can the popularity of contemporary misdirection films tell us about the acceptability of different modes of interpretation in the U.S. since the early 1990s? How do communities form from specific interpretive practices? What can these films tell us about contemporary racial and gender politics in the U.S.? What connection do these films have to the development of new home-viewing technologies, the rise of the Internet, and other recent changes impacting the U.S. media industries? To help us respond to these questions, we will read selections from a variety of disciplines such as Anthropology, Film and Media Studies, History, Literary Studies, and Political Science.
Films will likely include the following: Arlington Road (1999), Fight Club (1999), Jacob's Ladder (1990), Magnolia (1999), Memento (2000), Mulholland Drive (2001), Psycho (1960), The Shining (1980), The Sixth Sense (1999), Unbreakable (2000), and The Usual Suspects (1995).
Sean McGuire
Administrative Manager
American Studies Program
Ballantine Hall 521
Phone: (812) 855-7748
Fax: (812) 855-0001
http://www.indiana.edu/~amst/
Journalism Summer Courses
Journalism summer courses on advertising and public relations still available
1. JOUR-J 320: 5447, 1:10-4:10 pm, T Th, Ernie Pyle Hall 214, (3 cr.) Instructor Craig Woods. Prerequisite: Sophomore standing. This course is a prerequisite for taking advanced advertising courses in the School of Journalism. Principles of Creative Advertising is an introductory survey course of the global advertising industry that explores the fundamental principles of marketing, communication and creativity in the development of effective advertising. By examining the global advertising business as a dynamic economic and social force, we will discover the opportunities and challenges of the industry influenced by media and communication technology convergence; globalization; and the emergence of new media including social networks and virtual reality.
The course will provide students with hands-on experience required to build a strategic, creative plan for launching a new advertising campaign for an organization's brand, product or service.
2. JOUR-J 321, 3980, Principles of Public Relations, (3 cr)
1:10-3:40 pm, MWF, Ernie Pyle Hall 205. Pre-requisite: Sophomore standing.
This course is a prerequisite for taking advanced public relations courses in the School of Journalism. It's the prerequisite to the PR Writing, PR Campaigns, and PR Research and Planning courses. First summer session is a good time to get a head start on your courses if you plan to concentrate in PR.
If you have students who are interested in knowing more about the public relations profession, this message may be helpful to you. In the first summer session we will offer J321 Principles of Public Relations as a three-hour course, MWF, 1:10-3:40 p.m. in Ernie Pyle Hall. Many students who take this class use it as a way to explore whether public relations is a potential career option for them. The course provides an overview of the breadth of the profession, what it takes to be successful, how to be a responsible advocate, and how practitioners apply communications and problem-solving skills to public relations challenges. The students are usually a mix of sophomores, juniors, and seniors. There are no prerequisites for the course, so students from different disciplines will find it easy to enroll. I will be teaching the course and am happy to answer any questions from you or your students.
Beth Wood
Indiana University School of Journalism
meewood@indiana.edu
phone: 812/856-1088
fax: 812/855-0901
1. JOUR-J 320: 5447, 1:10-4:10 pm, T Th, Ernie Pyle Hall 214, (3 cr.) Instructor Craig Woods. Prerequisite: Sophomore standing. This course is a prerequisite for taking advanced advertising courses in the School of Journalism. Principles of Creative Advertising is an introductory survey course of the global advertising industry that explores the fundamental principles of marketing, communication and creativity in the development of effective advertising. By examining the global advertising business as a dynamic economic and social force, we will discover the opportunities and challenges of the industry influenced by media and communication technology convergence; globalization; and the emergence of new media including social networks and virtual reality.
The course will provide students with hands-on experience required to build a strategic, creative plan for launching a new advertising campaign for an organization's brand, product or service.
2. JOUR-J 321, 3980, Principles of Public Relations, (3 cr)
1:10-3:40 pm, MWF, Ernie Pyle Hall 205. Pre-requisite: Sophomore standing.
This course is a prerequisite for taking advanced public relations courses in the School of Journalism. It's the prerequisite to the PR Writing, PR Campaigns, and PR Research and Planning courses. First summer session is a good time to get a head start on your courses if you plan to concentrate in PR.
If you have students who are interested in knowing more about the public relations profession, this message may be helpful to you. In the first summer session we will offer J321 Principles of Public Relations as a three-hour course, MWF, 1:10-3:40 p.m. in Ernie Pyle Hall. Many students who take this class use it as a way to explore whether public relations is a potential career option for them. The course provides an overview of the breadth of the profession, what it takes to be successful, how to be a responsible advocate, and how practitioners apply communications and problem-solving skills to public relations challenges. The students are usually a mix of sophomores, juniors, and seniors. There are no prerequisites for the course, so students from different disciplines will find it easy to enroll. I will be teaching the course and am happy to answer any questions from you or your students.
Beth Wood
Indiana University School of Journalism
meewood@indiana.edu
phone: 812/856-1088
fax: 812/855-0901
Monday, April 7, 2008
IU School of Optometry - Optician/Technician Program
WANTED
Students who would like to learn a marketable skill in an exciting health field in two years or less!
IU School of Optometry
Optician/Technician Program
The Optician/Technician Program at the IU School of Optometry leads to an Associate of Science degree and qualifies graduates to enter a variety of positions in the ophthalmic field. Some students combine our courses with other fields of study and earn bachelor degrees.
Recently, we have had students combining our courses with majors such as, Music and the Bachelor of General Studies through the School of Continuing Studies. Our students learn a marketable skill that is in high demand.
Many graduates work assisting eye doctors, performing a variety of functions in the eye care practice. For those who prefer a different setting, the prescription optical laboratory is an option. Some graduates establish themselves as independent opticians. Others work for the ophthalmic lens, frame, or contact lens companies that supply eye care professionals.
There are two courses in the Optician/Technician Program open to any interested students. (Students don't need to apply to the program or get permission to enroll. They just register for the course.) In the fall semester, V201 Anatomy and Physiology of the Eye is offered and in the spring semester, V153 Ophthalmic Dispensing is offered. Full course descriptions can be found in OneStart in the schedule of classes or by going directly to the URL below and selecting "OPT". http://www.indiana.edu/~deanfac/class.html (click on OPT)
Although some students who enter this program later enter a doctor of optometry degree program, this program is not a prerequisite for or guarantee of entry into the doctor of optometry program.
For more information and application visit our web page:
www.opt.indiana.edu/opttech
Interested, but still not sure? Contact Sandi Pickel to arrange a tour of the optometry clinic and optical laboratory at 812-855-3997 email:
pickels@indiana.edu
Students who would like to learn a marketable skill in an exciting health field in two years or less!
IU School of Optometry
Optician/Technician Program
The Optician/Technician Program at the IU School of Optometry leads to an Associate of Science degree and qualifies graduates to enter a variety of positions in the ophthalmic field. Some students combine our courses with other fields of study and earn bachelor degrees.
Recently, we have had students combining our courses with majors such as, Music and the Bachelor of General Studies through the School of Continuing Studies. Our students learn a marketable skill that is in high demand.
Many graduates work assisting eye doctors, performing a variety of functions in the eye care practice. For those who prefer a different setting, the prescription optical laboratory is an option. Some graduates establish themselves as independent opticians. Others work for the ophthalmic lens, frame, or contact lens companies that supply eye care professionals.
There are two courses in the Optician/Technician Program open to any interested students. (Students don't need to apply to the program or get permission to enroll. They just register for the course.) In the fall semester, V201 Anatomy and Physiology of the Eye is offered and in the spring semester, V153 Ophthalmic Dispensing is offered. Full course descriptions can be found in OneStart in the schedule of classes or by going directly to the URL below and selecting "OPT". http://www.indiana.edu/~deanfac/class.html (click on OPT)
Although some students who enter this program later enter a doctor of optometry degree program, this program is not a prerequisite for or guarantee of entry into the doctor of optometry program.
For more information and application visit our web page:
www.opt.indiana.edu/opttech
Interested, but still not sure? Contact Sandi Pickel to arrange a tour of the optometry clinic and optical laboratory at 812-855-3997 email:
pickels@indiana.edu
2008 Gill Symposium
Please join us for the 2008 Gill Symposium, May 21 at the Indiana Memorial Union on the campus of Indiana University-Bloomington.
The Linda and Jack Gill Center for Biomolecular Science at Indiana University-Bloomington is pleased to announce the 2008 Gill Award Symposium and Ceremony to be held starting at 9:00 a.m., Wednesday, May 21, 2008 in the Whittenberger Auditorium at the Indiana Memorial Union.
The annual Gill symposium is held to honor two scientists whose research has had profound impact on shaping the field and enhancing public understanding of neuroscience.
The 2008 Young Investigator Award will be presented to Karel Svoboda (Group Leader, Janelia Farms Research Campus, Howard Hughes Medical Institute). Following the award presentation by Robert de Ruyter, Dr.
Svoboda will give the keynote lecture "Imaging Synapses and Neural Circuits."
This year's 2008 Gill Award recipient is Robert Sapolsky (John A. and Cynthia Fry Gunn Professor of Biological Sciences, Professor of Neurology and Neurological Sciences, Stanford University). Following the award presentation by Linda C. Gill, Dr. Sapolsky will give the keynote lecture "Stress, Neuron Death, and Strategies for Saving the Endangered Neuron."
Along with these above speakers, there will be welcoming remarks given by College of Arts and Sciences Dean Bennett Bertenthal.
Symposium speakers include:
- Tai Min (Indiana University Department of Biology) "To Study the Genotype-Phenotype Relationships in Down Syndrome Using Drosophila."
- Cara Wellman (Indiana University Department of Psychological and Brain Sciences) "Sweating the Small Stuff: Stress Effects in Prefrontal Cortex."
- Xiao-Ming Xu (Stark Neurosciences Research Institute, Indiana University School of Medicine) "Neuroprotective and Regenerative Strategies for the Repair of Spinal Cord Injury."
The day will start with a continental breakfast for all attendees at 8:00 a.m. in the Georgian Room of the IMU. There will be a graduate student poster session in the Solarium from 12:30-2:25 p.m. You and your students are invited to present posters and enjoy the sandwich buffet lunch that will be provided in the Alumni Hall. Please register your poster through this link:
http://www.indiana.edu/~gillctr/posterform.html
The symposium will culminate with the award presentation and lecture at 3:30 p.m. A reception immediately follows the ceremony in the Solarium of the Indiana Memorial Union. A complete schedule is available at:
http://www.indiana.edu/~gillctr/2008symp.shtml
Looking forward to seeing you on May 21st!
The Linda and Jack Gill Center for Biomolecular Science at Indiana University-Bloomington is pleased to announce the 2008 Gill Award Symposium and Ceremony to be held starting at 9:00 a.m., Wednesday, May 21, 2008 in the Whittenberger Auditorium at the Indiana Memorial Union.
The annual Gill symposium is held to honor two scientists whose research has had profound impact on shaping the field and enhancing public understanding of neuroscience.
The 2008 Young Investigator Award will be presented to Karel Svoboda (Group Leader, Janelia Farms Research Campus, Howard Hughes Medical Institute). Following the award presentation by Robert de Ruyter, Dr.
Svoboda will give the keynote lecture "Imaging Synapses and Neural Circuits."
This year's 2008 Gill Award recipient is Robert Sapolsky (John A. and Cynthia Fry Gunn Professor of Biological Sciences, Professor of Neurology and Neurological Sciences, Stanford University). Following the award presentation by Linda C. Gill, Dr. Sapolsky will give the keynote lecture "Stress, Neuron Death, and Strategies for Saving the Endangered Neuron."
Along with these above speakers, there will be welcoming remarks given by College of Arts and Sciences Dean Bennett Bertenthal.
Symposium speakers include:
- Tai Min (Indiana University Department of Biology) "To Study the Genotype-Phenotype Relationships in Down Syndrome Using Drosophila."
- Cara Wellman (Indiana University Department of Psychological and Brain Sciences) "Sweating the Small Stuff: Stress Effects in Prefrontal Cortex."
- Xiao-Ming Xu (Stark Neurosciences Research Institute, Indiana University School of Medicine) "Neuroprotective and Regenerative Strategies for the Repair of Spinal Cord Injury."
The day will start with a continental breakfast for all attendees at 8:00 a.m. in the Georgian Room of the IMU. There will be a graduate student poster session in the Solarium from 12:30-2:25 p.m. You and your students are invited to present posters and enjoy the sandwich buffet lunch that will be provided in the Alumni Hall. Please register your poster through this link:
http://www.indiana.edu/~gillctr/posterform.html
The symposium will culminate with the award presentation and lecture at 3:30 p.m. A reception immediately follows the ceremony in the Solarium of the Indiana Memorial Union. A complete schedule is available at:
http://www.indiana.edu/~gillctr/2008symp.shtml
Looking forward to seeing you on May 21st!
Principles of Public Relations Course
JOUR-J 321, 3980, Principles of Public Relations, (3 cr) 1:10-3:40 pm, MWF, Ernie Pyle Hall 205
Pre-requisite: Sophomore standing
Interested in knowing more about the public relations profession? In the first summer session, the Department of Jornalism will offer J321 Principles of Public Relations as a three-hour course, MWF, 1:10-3:40 p.m. in Ernie Pyle Hall. Many students who take this class use it as a way to explore whether public relations is a potential career option for them. The course provides an overview of the breadth of the profession, what it takes to be successful, how to be a responsible advocate, and how practitioners apply communications and problem-solving skills to public relations challenges. The students are usually a mix of sophomores, juniors, and seniors. There are no prerequisites for the course, so students from different disciplines will find it easy to enroll. If you have any questions about the course, contact Beth Wood, meewood@indiana.edu, 812/856-1088.
Pre-requisite: Sophomore standing
Interested in knowing more about the public relations profession? In the first summer session, the Department of Jornalism will offer J321 Principles of Public Relations as a three-hour course, MWF, 1:10-3:40 p.m. in Ernie Pyle Hall. Many students who take this class use it as a way to explore whether public relations is a potential career option for them. The course provides an overview of the breadth of the profession, what it takes to be successful, how to be a responsible advocate, and how practitioners apply communications and problem-solving skills to public relations challenges. The students are usually a mix of sophomores, juniors, and seniors. There are no prerequisites for the course, so students from different disciplines will find it easy to enroll. If you have any questions about the course, contact Beth Wood, meewood@indiana.edu, 812/856-1088.
MCAT INFO
In the era of computer-based testing, the Verbal Reasoning section is an area that MCAT students continually feel is the most difficult. While Kaplan's classroom, online and tutoring options teach students the strategies and techniques required for success on the Verbal section, many science-minded students want to dig even further into this particular section. This month Kaplan will provide free access to the MCAT Verbal Edge program (a $499 value) to any student who enrolls in a Kaplan MCAT Online, Classroom or Tutoring program.
**Kaplan is extending an exclusive offer to any IU student who wants to enroll in a MCAT course but needs more flexibility. Many students will be traveling to other cities and can not commit to a specific course schedule. By signing up for our NEWEST MCAT course (MCBL8004A) you are able to take your first diagnostic test and complete section one of the course here in Bloomington, but continue your course work at another center. With a multitude of centers nationwide, Kaplan can help develop a flexible course schedule for you!
By signing up now, you will receive another added bonus. You will be able to access your online resources and receive your text books early. To speak with a representative or to sign up for this course or any course please visit us in the Bloomington Center, located at 421 E. 3rd St. or visit us online at www.KAPTEST.COM
For more than 40 years, Kaplan's MCAT program has helped students reach their educational goals and gain acceptance to their top-choice medical schools. The Kaplan MCAT program provides the best preparation for MCAT test takers. It includes unlimited access to all 8 AAMC practice tests, 11 additional Kaplan full-length exams in the MCAT computer interface and over 11,000 questions on computer.
Thank you for your time. I look forward to speaking with you.
Sincerely,
Keely Davenport
Marketing Manager
Kaplan Test Prep and Admissions
(812)339-0084
Keely.davenport@kaplan.com
Higher Scores Guaranteed!! Register at 1-800-KAP-TEST or KAPTEST.com
**Kaplan is extending an exclusive offer to any IU student who wants to enroll in a MCAT course but needs more flexibility. Many students will be traveling to other cities and can not commit to a specific course schedule. By signing up for our NEWEST MCAT course (MCBL8004A) you are able to take your first diagnostic test and complete section one of the course here in Bloomington, but continue your course work at another center. With a multitude of centers nationwide, Kaplan can help develop a flexible course schedule for you!
By signing up now, you will receive another added bonus. You will be able to access your online resources and receive your text books early. To speak with a representative or to sign up for this course or any course please visit us in the Bloomington Center, located at 421 E. 3rd St. or visit us online at www.KAPTEST.COM
For more than 40 years, Kaplan's MCAT program has helped students reach their educational goals and gain acceptance to their top-choice medical schools. The Kaplan MCAT program provides the best preparation for MCAT test takers. It includes unlimited access to all 8 AAMC practice tests, 11 additional Kaplan full-length exams in the MCAT computer interface and over 11,000 questions on computer.
Thank you for your time. I look forward to speaking with you.
Sincerely,
Keely Davenport
Marketing Manager
Kaplan Test Prep and Admissions
(812)339-0084
Keely.davenport@kaplan.com
Higher Scores Guaranteed!! Register at 1-800-KAP-TEST or KAPTEST.com
Wednesday, April 2, 2008
American Studies SUMMER SESSION 2008 courses
American Studies is offering the following courses during Summer Sessions 1 and 2. Questions? Contact 5-7718.
SUMMER SESSION 1:
AMST-A202 | 11538 | U.S. Arts and Media | TOPIC: Pregnancy and Visual
Culture: A History of Childbirth Practices and their Visual Representations |3 cr. | A & H | MTWRF, 1:10-2:25 | Shira Segal
How is pregnancy and childbirth visually grappled with in our culture?
What do representations of pregnancy and childbirth reveal about cultural attitudes, social expectations and individual experiences of reproduction? The aim of this course is to provide an in-depth exploration of visual representations of pregnancy and childbirth as they are informed by particular childbirth practices in the United States. From pregnant and birthing images found in photography and television to those in painting, sculpture and film, this class will examine how these images reflect, reinforce or revolutionize cultural anxieties surrounding the maternal body. Situated in the context of medicalization and midwifery, childbirth and it accompanying images will be explicated by contrasting themes: birth in the hospital versus the home, medical knowledge versus bodily knowledge, fetal imagining and fragmentation of the mother versus mother-centered discourses, and technocratic versus natural or holistic models of the body. Class material and discussions will be driven by three basic questions: 1) How is pregnancy and childbirth visually grappled with in our culture?
2) What aesthetic choices, visual themes and theoretical problems arise from the visual subject of childbirth? and 3) How might these image texts reflect, reinforce or revolutionize cultural anxieties surrounding the pregnant/birthing/maternal body? The goal of this class is to offer insight into the social and medical discourses of the body that shape the treatment of women and their partners in the hospital birth setting, and to offer an alternative.
SUMMER SESSION 2:
AMST-A201 | 11537 | U.S. Movements and Institutions | TOPIC : Cultural Paranoia and the Contemporary Hollywood Misdirection Film | 3 cr. | A & H | MTWRF, 2:30-3:20 | Film screenings: T, 7:00-10:00 pm | Seth Friedman
Since the early 1990s, there has been a spate of Hollywood films such as The Sixth Sense (1999), The Usual Suspects (1995), and Fight Club (1999), which are renowned for their surprise endings. All these films possess a similar narrative structure; they each contain a revelation that encourages spectators to reinterpret retrospectively all that has come before. Although these films can be identified as belonging to other pre-existing industrially recognized genres, this class will take the approach that they are more appropriately categorized as constituents of the "misdirection" genre. This is because the narrative revelation is the most consistently referenced feature whenever people speak or write about these films, regardless of the ways that the studios package them.
This class will investigate the reasons why this long-standing narrative mode has proliferated in the U.S. over the past two decades.
It is significant that some U.S. audiences have been drawn to films that demand greater interpretive work than what is typically needed to decipher the standard Hollywood fare. To address this apparent paradox, we will examine the socio-cultural and industrial conditions that have made misdirection films attractive to both Hollywood producers and some U.S. audiences over approximately the past twenty years. We will attempt to determine why an audience for these films has recently formed. Specifically, we will address why films containing narratives that suggest that the "truth" is being concealed from view have become so appealing to a significant segment of U.S. spectators. We will focus on questions such as the following: What relationship do films and other forms of media have to the culture in which they are produced and consumed? What can the popularity of contemporary misdirection films tell us about the acceptability of different modes of interpretation in the U.S. since the early 1990s? How do communities form from specific interpretive practices? What can these films tell us about contemporary racial and gender politics in the U.S.? What connection do these films have to the development of new home-viewing technologies, the rise of the Internet, and other recent changes impacting the U.S. media industries? To help us respond to these questions, we will read selections from a variety of disciplines such as Anthropology, Film and Media Studies, History, Literary Studies, and Political Science.
Films will likely include the following: Arlington Road (1999), Fight Club (1999), Jacob's Ladder (1990), Magnolia (1999), Memento (2000), Mulholland Drive (2001), Psycho (1960), The Shining (1980), The Sixth Sense (1999), Unbreakable (2000), and The Usual Suspects (1995).
Sean McGuire
Administrative Manager
American Studies Program
Ballantine Hall 521
Phone: (812) 855-7748
Fax: (812) 855-0001
http://www.indiana.edu/~amst/
SUMMER SESSION 1:
AMST-A202 | 11538 | U.S. Arts and Media | TOPIC: Pregnancy and Visual
Culture: A History of Childbirth Practices and their Visual Representations |3 cr. | A & H | MTWRF, 1:10-2:25 | Shira Segal
How is pregnancy and childbirth visually grappled with in our culture?
What do representations of pregnancy and childbirth reveal about cultural attitudes, social expectations and individual experiences of reproduction? The aim of this course is to provide an in-depth exploration of visual representations of pregnancy and childbirth as they are informed by particular childbirth practices in the United States. From pregnant and birthing images found in photography and television to those in painting, sculpture and film, this class will examine how these images reflect, reinforce or revolutionize cultural anxieties surrounding the maternal body. Situated in the context of medicalization and midwifery, childbirth and it accompanying images will be explicated by contrasting themes: birth in the hospital versus the home, medical knowledge versus bodily knowledge, fetal imagining and fragmentation of the mother versus mother-centered discourses, and technocratic versus natural or holistic models of the body. Class material and discussions will be driven by three basic questions: 1) How is pregnancy and childbirth visually grappled with in our culture?
2) What aesthetic choices, visual themes and theoretical problems arise from the visual subject of childbirth? and 3) How might these image texts reflect, reinforce or revolutionize cultural anxieties surrounding the pregnant/birthing/maternal body? The goal of this class is to offer insight into the social and medical discourses of the body that shape the treatment of women and their partners in the hospital birth setting, and to offer an alternative.
SUMMER SESSION 2:
AMST-A201 | 11537 | U.S. Movements and Institutions | TOPIC : Cultural Paranoia and the Contemporary Hollywood Misdirection Film | 3 cr. | A & H | MTWRF, 2:30-3:20 | Film screenings: T, 7:00-10:00 pm | Seth Friedman
Since the early 1990s, there has been a spate of Hollywood films such as The Sixth Sense (1999), The Usual Suspects (1995), and Fight Club (1999), which are renowned for their surprise endings. All these films possess a similar narrative structure; they each contain a revelation that encourages spectators to reinterpret retrospectively all that has come before. Although these films can be identified as belonging to other pre-existing industrially recognized genres, this class will take the approach that they are more appropriately categorized as constituents of the "misdirection" genre. This is because the narrative revelation is the most consistently referenced feature whenever people speak or write about these films, regardless of the ways that the studios package them.
This class will investigate the reasons why this long-standing narrative mode has proliferated in the U.S. over the past two decades.
It is significant that some U.S. audiences have been drawn to films that demand greater interpretive work than what is typically needed to decipher the standard Hollywood fare. To address this apparent paradox, we will examine the socio-cultural and industrial conditions that have made misdirection films attractive to both Hollywood producers and some U.S. audiences over approximately the past twenty years. We will attempt to determine why an audience for these films has recently formed. Specifically, we will address why films containing narratives that suggest that the "truth" is being concealed from view have become so appealing to a significant segment of U.S. spectators. We will focus on questions such as the following: What relationship do films and other forms of media have to the culture in which they are produced and consumed? What can the popularity of contemporary misdirection films tell us about the acceptability of different modes of interpretation in the U.S. since the early 1990s? How do communities form from specific interpretive practices? What can these films tell us about contemporary racial and gender politics in the U.S.? What connection do these films have to the development of new home-viewing technologies, the rise of the Internet, and other recent changes impacting the U.S. media industries? To help us respond to these questions, we will read selections from a variety of disciplines such as Anthropology, Film and Media Studies, History, Literary Studies, and Political Science.
Films will likely include the following: Arlington Road (1999), Fight Club (1999), Jacob's Ladder (1990), Magnolia (1999), Memento (2000), Mulholland Drive (2001), Psycho (1960), The Shining (1980), The Sixth Sense (1999), Unbreakable (2000), and The Usual Suspects (1995).
Sean McGuire
Administrative Manager
American Studies Program
Ballantine Hall 521
Phone: (812) 855-7748
Fax: (812) 855-0001
http://www.indiana.edu/~amst/
Special Events on Campus
Please attend the Neighbors in Action Benefit dinner on Thursday, April 10th 2008. On behalf of Outreach Kenya and the INPIRG Student Campaign Against Hunger and Homelessness. It is to be held at 8:00 p.m. at the Neal-Marshall Black Culture Center Grand Hall.
The Neighbors in Action Benefit Dinner will feature a lecture by Ron Pettigrew, the program manager of the Nobel Peace Prize-nominated IU-Kenya Partnership, entitled “Helping Kenya Rebuild: Poverty, Hunger and the IU-Kenya Partnership.” Local businesses will also be donating items for a silent auction, with all proceeds going to Neighbors in Action.
If you are interested in attending this exciting event, please send an email to okdv@indiana.edu or call (812)856-4128 to reserve your tickets. Please note that dress is to be semi-formal. Tickets will cost $25 for students and $30 for the general public.
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Outreach Kenya is a student organization at Indiana University that is partnered with Neighbors in Action, an organization based in Burnt, Kenya. Neighbors in Action provides a variety of services for their community: home-based care for people living with HIV/AIDS, support for over 1,000 orphans and vulnerable children in the care of extended family members through food and uniform distribution, the guarantee of food security for at-risk families through distribution and agricultural training, and education of the local community about HIV/AIDS through peer education and economic empowerment initiatives. All proceeds from the Neighbors in Action Benefit Dinner will be sent directly to Neighbors in Action.
The majority of this violence has occurred in the western part of Kenya, the region in which Neighbors in Action is located. As a result, the mission of Neighbors in Action has been compromised by the need to rebuild infrastructures after buildings have been razed and people have fled. It is more important than ever that Neighbors in Action receive funding so that they may continue in their mission to lessen the impact and burden of HIV/AIDS in their community.
The Neighbors in Action Benefit Dinner will feature a lecture by Ron Pettigrew, the program manager of the Nobel Peace Prize-nominated IU-Kenya Partnership, entitled “Helping Kenya Rebuild: Poverty, Hunger and the IU-Kenya Partnership.” Local businesses will also be donating items for a silent auction, with all proceeds going to Neighbors in Action.
If you are interested in attending this exciting event, please send an email to okdv@indiana.edu or call (812)856-4128 to reserve your tickets. Please note that dress is to be semi-formal. Tickets will cost $25 for students and $30 for the general public.
-----
Outreach Kenya is a student organization at Indiana University that is partnered with Neighbors in Action, an organization based in Burnt, Kenya. Neighbors in Action provides a variety of services for their community: home-based care for people living with HIV/AIDS, support for over 1,000 orphans and vulnerable children in the care of extended family members through food and uniform distribution, the guarantee of food security for at-risk families through distribution and agricultural training, and education of the local community about HIV/AIDS through peer education and economic empowerment initiatives. All proceeds from the Neighbors in Action Benefit Dinner will be sent directly to Neighbors in Action.
The majority of this violence has occurred in the western part of Kenya, the region in which Neighbors in Action is located. As a result, the mission of Neighbors in Action has been compromised by the need to rebuild infrastructures after buildings have been razed and people have fled. It is more important than ever that Neighbors in Action receive funding so that they may continue in their mission to lessen the impact and burden of HIV/AIDS in their community.
Get Your 30 Minutes of Fame!
The Career Development Center is looking for experienced juniors and seniors to share their advice with freshmen and sophomores in our Q294 (Basic Career Development) course. If you've had experience with student organizations, volunteer work, internships, and/or study abroad programs, this is a great chance to inspire other students! The dates and times of the Q294 student panel sessions are:
SECTION # DATE TIME LOCATION
12254 Tues. April 8 11:15a Career Development Center
12253 Wed. April 9 11:15a Career Development Center
12259 Wed. April 9 2:30p Career Development Center
12256 Wed. April 9 4:00p Career Development Center
If you would like to participate in a 30-minute panel session, please choose a class section(s) that will work for you and contact Doug Hanvey at dhanvey@indiana.edu. A confirmation email will follow.
******************************
Beth Kreitl, M.S., NCC
Associate Director, Employer Relations
Indiana University
Career Development Center
Arts & Sciences Career Services
625 North Jordan Ave.
Bloomington, IN 47405-3100
kbethany@indiana.edu
Ph: 812.855.9888
Fax: 812.855.2121
SECTION # DATE TIME LOCATION
12254 Tues. April 8 11:15a Career Development Center
12253 Wed. April 9 11:15a Career Development Center
12259 Wed. April 9 2:30p Career Development Center
12256 Wed. April 9 4:00p Career Development Center
If you would like to participate in a 30-minute panel session, please choose a class section(s) that will work for you and contact Doug Hanvey at dhanvey@indiana.edu.
******************************
Beth Kreitl, M.S., NCC
Associate Director, Employer Relations
Indiana University
Career Development Center
Arts & Sciences Career Services
625 North Jordan Ave.
Bloomington, IN 47405-3100
kbethany@indiana.edu
Ph: 812.855.9888
Fax: 812.855.2121
Patten Lecture: Dame Gillian Beer
The last speaker in the 2007-08 Patten Lecture Series is Dame Gillian Beer, King Edward VII Professor of English Literature and President of Clare Hall (ret.), University of Cambridge. Both lectures will be at 7:30 p.m. in Rawles Hall 100 and are free and open to the public.
"Darwin and the Consciousness of Others" (Tuesday, April 8) Beer will discuss Darwin's fascination throughout his life with consciousness across a whole variety of life forms. Beer will examine his early private notebooks where he explored the relations between sentience and reason, emotion and reflection, instinct and intent, as well as in his later works, such as The Descent of Man and The Expression of the Emotions in Man and Animals, where he works with observations and anecdotes as much as with abstractions-a way of going about things that may often seem odd now. The lecture will investigate Darwin's imaginative capacities and will explore the ways in which his skepticism and his empathy combine to produce particularly fruitful methods of enquiry.
"Darwin's 'filthy heraldries': Why Did Darwin's Theories Cause Scandal?" (Thursday, April 10) Her second lecture will address a number of questions in light of the perspective that even though Darwin was the most pacific of men, his theories caused scandal. Many of his contemporaries experienced profound disturbance, and sometimes disgust, in the face of his theories. What was particularly repellent to those who resisted? And what can those debates tell us about responses now? How did Darwin's emphasis on kinship across species impact the idea of the family? What happens when memory loses its significance for natural history? This lecture will draw on reviews, letters, Punch cartoons, and poetry to explore the reactions of diverse nineteenth century peoples to the changed world that Darwin's ideas proposed. In particular, Beer shall explore the response of some women writers, Constance Naden, Mathilde Blind, May Kendall, and Emily Pfeiffer, who invoked satire and tragedy as means of questioning the human position in the wake of Darwin.
For more information, contact dof@indiana.edu or see http://patten.indiana.edu.
NOTE: Mark your calendar for the 2008-2009 Patten Lectures. See below.
[cid:3289884193_34830]
Thomas Schelling
Distinguished University Professor Emeritus of Economics and Public Affairs, University of Maryland
2005 Nobel Prize Laureate in Economics
Lectures: Tuesday, September 23 & Thursday, September 25.
James O'Donnell
Professor of Classics and Provost, Georgetown University, and Past Vice Provost for Information Systems and Computing, University of Pennsylvania
Lectures: Tuesday, October 28 & Thursday, October 30.
Werner Sollors
Henry B. and Anne M. Cabot Professor of English and Professor of African and African American Studies, Harvard University
Lectures: Tuesday, January 20 & Thursday, January 22.
[cid:3289884193_11847]
Best regards,
Nancy
N E Webber | Communications
| Office of the Vice Provost for Academic Affairs and Dean of the
Faculties | Franklin Hall M002 | Indiana University | Bloomington IN
47405 | 812-855-1283 | fax 812-855-8404 | nwebber@indiana.edu P Please consider the environment before printing this email.
"Darwin and the Consciousness of Others" (Tuesday, April 8) Beer will discuss Darwin's fascination throughout his life with consciousness across a whole variety of life forms. Beer will examine his early private notebooks where he explored the relations between sentience and reason, emotion and reflection, instinct and intent, as well as in his later works, such as The Descent of Man and The Expression of the Emotions in Man and Animals, where he works with observations and anecdotes as much as with abstractions-a way of going about things that may often seem odd now. The lecture will investigate Darwin's imaginative capacities and will explore the ways in which his skepticism and his empathy combine to produce particularly fruitful methods of enquiry.
"Darwin's 'filthy heraldries': Why Did Darwin's Theories Cause Scandal?" (Thursday, April 10) Her second lecture will address a number of questions in light of the perspective that even though Darwin was the most pacific of men, his theories caused scandal. Many of his contemporaries experienced profound disturbance, and sometimes disgust, in the face of his theories. What was particularly repellent to those who resisted? And what can those debates tell us about responses now? How did Darwin's emphasis on kinship across species impact the idea of the family? What happens when memory loses its significance for natural history? This lecture will draw on reviews, letters, Punch cartoons, and poetry to explore the reactions of diverse nineteenth century peoples to the changed world that Darwin's ideas proposed. In particular, Beer shall explore the response of some women writers, Constance Naden, Mathilde Blind, May Kendall, and Emily Pfeiffer, who invoked satire and tragedy as means of questioning the human position in the wake of Darwin.
For more information, contact dof@indiana.edu or see http://patten.indiana.edu.
NOTE: Mark your calendar for the 2008-2009 Patten Lectures. See below.
[cid:3289884193_34830]
Thomas Schelling
Distinguished University Professor Emeritus of Economics and Public Affairs, University of Maryland
2005 Nobel Prize Laureate in Economics
Lectures: Tuesday, September 23 & Thursday, September 25.
James O'Donnell
Professor of Classics and Provost, Georgetown University, and Past Vice Provost for Information Systems and Computing, University of Pennsylvania
Lectures: Tuesday, October 28 & Thursday, October 30.
Werner Sollors
Henry B. and Anne M. Cabot Professor of English and Professor of African and African American Studies, Harvard University
Lectures: Tuesday, January 20 & Thursday, January 22.
[cid:3289884193_11847]
Best regards,
Nancy
N E Webber | Communications
| Office of the Vice Provost for Academic Affairs and Dean of the
Faculties | Franklin Hall M002 | Indiana University | Bloomington IN
47405 | 812-855-1283 | fax 812-855-8404 | nwebber@indiana.edu P Please consider the environment before printing this email.
April 8th Nonprofit Career Fair
You are invited to the 2nd Annual Idealist Nonprofit Career Fair on April 8, 2008 from 11am - 3pm at Primo Banquet & Conference Center (2615 E. National Ave. Indianapolis, IN).
This event is designed for candidates who are interested in employers in the nonprofit sector across the nation, along with those that work with these sectors.
This is a cooperative career fair between the School of Public and Environmental Affairs and College Career Center Consortium of Indiana.
There will be a diverse array of employers seeking full-time, internship and volunteer opportunities.
If you would like to participate in this wonderful event, please go to www.idealist.org/careerfairs click on Indianapolis for details.
Thank you,
Amanda J. Shettlesworth, IU SPEA
This event is designed for candidates who are interested in employers in the nonprofit sector across the nation, along with those that work with these sectors.
This is a cooperative career fair between the School of Public and Environmental Affairs and College Career Center Consortium of Indiana.
There will be a diverse array of employers seeking full-time, internship and volunteer opportunities.
If you would like to participate in this wonderful event, please go to www.idealist.org/careerfairs click on Indianapolis for details.
Thank you,
Amanda J. Shettlesworth, IU SPEA
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