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Shelly Berg walks so fast that most people have to trot to keep up. On a recent Thursday morning, the dean of the Frost School of Music at the University of Miami speeds across the palm-dotted Coral Gables campus and into a classroom filled with more than 50 classical-music students, their horns and violins gleaming against baggy shorts and T-shirts.
Berg has four of them play a short tune, and then he is off on a dizzying sequence of simultaneous improvisation and analysis, singing, gesturing, questioning and challenging the slightly dazed-looking students.
"This changes everything, doesn't it?," Berg says, seated at a grand piano and fluidly segueing between variations on the tune. "It's not really endless, but it feels like it. Who knows what I did? OK, now we're in D, not G – we're not in Kansas anymore!"
Indeed. Berg, 58, is taking this class and the music school on a fantastic journey with implications far beyond the campus: to transform the way music is taught, and, eventually, the way it is played and understood.
Since the charismatic and driven dean took charge of UM's music school in 2007, he has instituted a dizzying series of changes and programs that have put Frost at the forefront of music education. His achievements and priorities will be showcased at the 30th annual Festival Miami, which opens Tuesday with a concert of jazz standards by Gloria Estefan, whose latest album Berg arranged and co-produced.
Famed jazz trumpeter Terrence Blanchard is one of the most illustrious of the many teachers Berg has brought to the school, and serves as artistic director of the Henry Mancini Institute, a graduate program that is one of Berg's most significant efforts.
The Frost program is "very different from what everyone else is doing," Blanchard says. "It's radical in that no one else is doing it, but it's logical in terms of where music is going."
For Berg, where music education is — or should — be going is in a more creative, versatile and inclusive direction, more focused on understanding and less on the perfect rendition of centuries-old repertoire. It should produce graduates, he says, who are better versed in how to make a career in a world where traditional jobs with orchestras and opera companies are disappearing as fast as opportunities in new media and crossover genres are springing up.
"We wanted all musicians to be able to hear and understand the music they were playing," Berg says. "We wanted musicians to have creative skills — composing, arranging, improvising. We wanted them to feel that they were creators of music. We wanted musicians to understand the business of being a musician … the technology of music."
Variety of work
An accomplished pianist, Berg has played with major jazz artists, composed and arranged for film and television and released eight of his own albums. (He was at the White House on Sept. 16, rehearsing with Estefan, Alejandro Sanz and other Latin stars, when their Hispanic Heritage concert was abruptly canceled by the Navy Yard shooting. "So we're sitting there in the East Room, kind of down, and suddenly we hear this voice saying, 'Guys, I'm really sorry about what happened,' and it was the president!")
The course change Berg instituted has its detractors ("I would hope that he would give greater emphasis to the classical program," says Julian Kreeger, president of the Friends of Chamber Music of Miami). But support seems strong within the teaching staff, 40 percent of whom he has hired.
"Anyone who changes the status quo is always going to step on some toes," says jazz saxophonist Gary Keller, a UM professor for 32 years. "Shelly is a mover and a shaker. He has big ideas. And what I hear at other schools is that there's a lot of buzz and excitement about what we're doing."
Berg's most fundamental effort is an experiential-music curriculum for undergraduates that emphasizes listening skills, creativity and improvisation.
"Beethoven made his reputation as an improviser," he says. "Young pianists in Vienna would get together in a salon and try to cut each other like jazz musicians. With the advent of the recording, we have the opportunity to go back and make things perfect. Then the expectation became that live music should sound like a recording. But the cost of musical perfection was it had to be pursued at the expense of other musical skills."
The stultifying result, Berg says, was a music-education system based on reproducing what has become a sacred canon.
"There are these two worlds of music, the 'by ear' world and the 'I can only play it and understand it if it's written down in front of me,' " he says.
"At some level you end up with a lot of trained monkeys on one side who can do what they've learned but don't have any understanding of it. And on the other side you have people with these great innate skills, but nobody's given them the tools to mainstream that into the greatest music they could be playing."
Nontraditional classes
Frost students hone those skills in classes like the Thursday morning session in classical improvisation, an oxymoron in traditional music education.
"It opens up your ears," says trumpeter Sam Exline, 19. "It used to be I would just try to match what other people were doing. Now I know exactly what's going on. I can really hear that and play that."
Imaginative ability is crucial to creating the next generation of musicians, says Santiago Rodriguez, who heads the keyboard performance department.
"Shelly gives them the rules, but he gives them the latitude to stretch the rules, which is so important," Rodriguez says. "Otherwise we die, because we become replicas of ourselves."
Even in jazz, says Blanchard, young musicians have traditionally been drilled into conformity.
"There's a lot of musicians who go out and recreate the history and say, 'I'm upholding the tradition,' " he says. "But I always said the tradition of jazz is to break with tradition. That's why I'm charged with making sure kids have knowledge of that, but also empowering them."
Berg's own prodigious musical talent — and his ease with all aspects of music — was nurtured from an early age. After startling his parents by playing a jazz tune on the piano at age 4, he was enrolled in a program for gifted children at the Cleveland Institute of Music. He learned theory and Beethoven piano sonatas, but also jammed with his father, an accomplished jazz trumpeter.
Berg worked his way through the University of Houston playing six nights a week in a Mexican-American bar band, learning to play and arrange cumbias, rancheras, and salsa along with country and R&B. "That was as good as going to college," he says. "I had a nighttime and a daytime education."
By the time he finished his master's degree, at 23, he was married with two children and disenchanted with late-night gigs. He took a job at San Jacinto Community College, spending 12 years teaching, coaching Little League and going to dance recitals. He went on to head the jazz program at the University of Southern California and develop a successful performing and recording career in Los Angeles.
"I've gotten to do all the things I'd hoped to do, and yet I got love and a family," Berg says. "And generations of students who cumulatively have enriched me much more than I could ever have enriched them."
New building
The university is building a new home for Berg's groundbreaking endeavor. Designed by I.M. Pei protégé Yann Weymouth, it's slated to open in the spring of 2015, and will honor Patricia Frost, who, with her husband, Phillip, gave the music school $33 million and a new name 10 years ago.
The building will form a grand entrance to the Frost School and almost double its practice space with 85 high-tech equipped rooms. It's the first of three projects — a 200-seat recital hall is next — to be built with $20 million Berg has helped raise since 2008.
Fundraising efforts have been bolstered by the high-profile artists and events Berg has brought to the school, many through his L.A. connections. The most prominent example is the Mancini Institute, originally a summer program in Los Angeles that Berg persuaded the Mancini family to move to UM.
The institute's 65 graduate fellows, many from top conservatories, perform and record in professional settings. They form the resident orchestra for the Jazz Roots series at the Adrienne Arsht Center, where last year they did two live concert recordings for PBS. One of them, Jazz and the Philharmonic, which airs in January, features Blanchard, Bobby McFerrin, Chick Corea and legendary producer Phil Ramone. The students had to learn the challenging, multi-genre program in just three days.
"The point is that's the real world," Berg says. "The attention it takes to do that on very little rehearsal time is something most school musicians have never had to do." (The Mancini Orchestra will simultaneously close Festival Miami and open the Jazz Roots series with a Nov. 1 concert featuring Monica Mancini, Jon Secada and Nicole Henry.)
Doors opened
Those experiences are inspiring to Mancini students like Joy Adams, 24, a violinist and cellist with a bluegrass group as well as a classical string ensemble who says she felt discouraged after graduating from the prestigious Eastman School of Music.
"I love music, but it seemed like there were no careers," Adams says. "I came here and so many doors and paths are open. But you've got to create the need for what you do."
Berg has a keen eye for opportunity. A day after learning that fiddle player Mark O'Connor, renowned for his cross-genre virtuosity, still smarted about a 2007 Miami concert cancellation, the dean offered to present O'Connor at UM – accompanied by Frost students.
"Many would have said tough luck, but [he] said how can we turn this into an opportunity for our kids," says O'Connor, who performs at Festival Miami Oct. 13.
Now a resident artist at Frost, he has taught bluegrass fiddling, coached classical string players and lectured on his new method for teaching violinists that mirrors Berg's philosophy.
"We're kindred spirits," O'Connor says. "He would also really like to have musicians come out much more versatile … more equipped to handle the potential in the music industry of the 21st century that's going to include creativity."
Creatively linking the school to the music industry is the topic one recent afternoon at a session with three graduate students, three faculty members and a guest — Elizabeth Sobol, a soft-spoken classical music powerhouse who spent 30 years managing stars like Itzhak Perlman at IMG Artists and recently became CEO of Universal Music Classics, a group of top classical labels.
"We're here to brainstorm and set up a mechanism where real action can happen," Berg tells the group.
"A vision, that's what's missing," says Sobol. "If I could have anything in the world, what would it look like?"
The conversation ranges from the shrinking of classical music audiences to luring young listeners to enlisting students to market a concert series Universal Music Classics is launching with Miami's YoungArts Foundation in November.
After two hours, Berg is beaming. "This is just the tip of the iceberg," he says. "I'm really thrilled. This should affect everything we do."


text:
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For some time after its birth, it grows by gaining nourishment from the seed on its back.
Powers up Grass-type moves when the Pokémon is in trouble.
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subset: commoncrawl


text:
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2: Ancient Empires
At the dawn of the first millennium, nearly one half of the world's population lived within one of two extensive imperial systems, the Roman empire in the Mediterranean basin and the Han empire in East Asia (ruling roughly the territory of today's China). This course examines these two durable and far-flung empires in comparative perspective, and also considers the nature of empire as a particular type of polity in the premodern world. Structurally similar in some ways but strikingly different in others, the Roman and Han empires form an ideal subject for sustained, comparative analysis. Central themes include warfare and conquest; economics, finance, and the distribution of resources; administration, governance, and strategies of rule; relations between center and periphery; methods of acquiring and perpetuating high status and the making of social orders; imperial time and space; culture and cultural change; imperial literatures and religions; and the aftermath and legacies of these two world empires. Lectures will provide an essential historical narrative as well as interpretations of central problems, while readings in primary sources will give students an opportunity in discussion sections to grapple with some of the evidence on which such narratives and interpretations are based.
Requirements include attendance at weekly discussion section; one short paper (4-5 pp.); one midterm exam; one term paper (10-12 pp.); and a final exam.
Carlos F. Noreña, Michael Nylan
TuTh 11-1230P
4A: Origins of Western Civilization: The Ancient Mediterranean World
This course offers an introductory survey of the history of the ancient Mediterranean world, from the rise of city states in Mesopotamia circa 3000 BC to the emergence of the Byzantine Empire in the sixth century AD. The course has three main foci. The first is to survey the major events and developments in the social, economic, and political history of the ancient Near East, Egypt, Greece, and Rome. The second focus is to consider, very much along the way, the origins and development in the ancient world of ideas, practices, and institutions that have had an enduring influence on the development of western civilization. These will include the emergence of cities, kingship, organized religion, and written law in the Near East and Mesopotamia; dynastic rule and priestly power in Egypt; tyranny, democracy, citizenship, imperialism, colonization, slavery, freedom, religious persecution and martyrdom in the Greek and Roman worlds. The third focus will be the Mediterranean itself, for it was on and around its deep waters that all of these developments took place, and it left on each of them its distinctive mark.
Lectures and textbook readings will provide an essential historical narrative as well as interpretations of central problems. Primary source readings (including epic poetry, songs of labor and lamentation, political propaganda, narrative history, public documents, and biography) will give students an opportunity in discussion sections to grapple with some of the evidence on which our narratives and interpretations are based. There will be two short papers, three map quizzes, a midterm, and a cumulative final exam. Regular attendance and participation in discussion section is required.
Emily Mackil
TuTh 930-11A
5: European Civilization from the Renaissance to the Present
This course introduces students to European history from around 1500 to the present as an aspect of global history. During this period, a small, poor, and fragmented outcropping of Asia became a world civilization, whose political, cultural, and economic power touched the four corners of the world. Our course will ask how and why this happened. How, in other words, did "modernity" become "western," for better and worse? As we cover this half-millennium, we will look at major landmarks in European cultural, intellectual, social, political, and economic development as they played out on a local and on a global scale: the Renaissance, the epochal expansion of Europe into the new world, the break-up of Latin Christianity into the competing religious communities, the construction of the modern state, the formation of overseas empires and the coming of capitalism, the Scientific Revolution, the French Revolution, liberalism and the industrial revolution, socialism and the rise of labor, modern colonialism, the world wars, communism and capitalism, decolonization, and the Cold War and the European Union. Our readings will range from learned treatises in religion and classics in political theory to novels and plays and documents from the past, and perhaps a good history book or two. There will probably be no textbook. Work in sections focuses on discussions of the readings and on the improvement of writing skills. Three hours of lecture and two hours of section (required) per week.
Thomas W. Laqueur
TuTh 1230-2P
6A: History of China: Origins to the Mongol Conquest
Origins to the Mongol Conquest. The history of China from its beginnings to the destruction of the Song Dynasty by the Mongols in the 13th century. Topics to be covered include the emergence of Chinese civilization, the Chinese language, early philosophy, the creation of the first empire, Buddhism and religious Daoism, the Silk Road, ethnicity, the socioeconomic revolution of the 10th to 12th centuries, lyric poetry, and painting and calligraphy.
Nicolas Tackett
155 Donner Lab
TuTh 1230-2P
7A: The United States from Settlement to Civil War
This course introduces the history of the lands that became the United States, from antiquity through the Civil War. We will focus on interactions among Native Americans, Europeans, and Africans on the North American continent; the social, political, and environmental changes wrought by those interactions; the development of colonial societies and the formation of the United States; the spread of new ideas and cultural institutions; the clash of competing claims about power, rights, religious obligation, and the good life.
Requirements include active participation in weekly discussion sections, two in-class quizzes, two take-home essays, and a final examination.
David Henkin
TuTh 2-330P
8B: Modern Latin America
This survey of Modern Latin America introduces students to the making of the region that came to be known as "Latin America," to its diverse peoples, and to their experience of modernity during the past two centuries. The course will focus on the region as a whole, and will explain both how modern Latin American nations came to be, and how social relations operated within and across their national boundaries. This perspective will provide students with conceptual and historical tools to understand the nature of today's globalization and to see Latin America as an intrinsic part of it. It proceeds almost backwards: we will start discussing the current debates on the present and future of Latin America, and then explore how economic structures, Iberian legacies, indigenous realities, revolutions, populisms, state terrorism, music, and ethnic identities shaped today's Latin America.
Readings deal with issues as diverse as Caribbean politics and Andean cocaine, Mexican revolutionaries and Brazilian music, Argentine workers and Nicaraguan villages. Lectures will provide a main narrative and the analytical framework for the readings. Section meetings will be a space for discussing both primary sources and scholarly literature. Each student will write a paper on a historical object (for example, a historical figure, a material object, an idea, an aesthetic style, or an institution), and trace its circulation across time and space. Papers will be based on online and archival primary sources, as well as optional films and literature. Consultation in office hours is especially encouraged for designing the research plan and getting feedback during the writing process.
(The syllabus will be uploaded soon, please check back.)
8B Syllabus Palomino Fall 2014.pdf
Pablo Palomino
10: African History
In 1482 – ten years before Columbus reached America- the Portuguese captain Diogo Cåo arrived at the mouth of the Congo river, setting in motion a chain of events that fundamentally transformed Africa and made the world what it is today. This course is an introductory survey of the history of Africa from the late 15th century to the present set against the older history of Africa as wellspring of humankind and the deeply complex local histories that existed for millennia before and beyond European occupation. It seeks to provide students with an overview of the key themes, events, and personalities of the period, so as to increase their understanding of the important historical developments that have shaped modern Africa and how this in turn shaped world history. The course will reveal the intimate connection between events in Africa and the rise of Modernity, how this played out in an enduring dialectic that continues today. With one in four people expected to be African by the year 2050, understanding African history is of great importance for the 21st century.
Leopold Podlashuc is an African social historian and activist, researching the political economy of slums and social movements arising within them, with a focus upon the historical agency of the poor. Since 2003, he has partnered with Umfelandawonye Wabantu Basemjondolo (The South African Homeless Peoples Federation) and similarly positioned movements across the South, confronting issues of governance and inclusion.
Leopold Podlashuc
14: Introduction to the History of Japan
This course is a brisk but intense introduction to the nearly two millennia of recorded Japanese history. As a survey, the course gives attention to broad themes and problems in Japan's political, social and cultural/intellectual history. Topics include the interplay of national and local identities in shaping Japan's interaction with the Asian continent and the Western world, and the relation of past to present in modern times. As fas as possible readings are taken from primary sources, including religious writings, diaries, poetry, novels, political tracts, etc. These are supplemented by selected secondary treatments and occasional films.
Andrew E. Barshay
213 Wheeler
TuTh 330-5P
24: The Free Speech Movement and the 1960s
We will discuss the historical origins, development, meanings, and legacy of Berkeley's Free Speech Movement. Several key issues will guide our investigation: relevant historical notions of free speech and interrelated free speech practices; the history of key student movements at Berkeley and other colleges/universities, in the US and beyond; and, why, how, and with what consequences Berkeley's Free Speech Movement evolved as it did.
Waldo E. Martin, Jr. is the Alexander F. and May T. Morrison Professor of American History and Citizenship at Berkeley. His most recent book, co-authored with Joshua Bloom, is Black Against Empire: The History and Politics of the Black Panther Party (2013). He's also the author of "Holding One Another: Mario Savio and the Freedom Struggle in Mississippi and Berkeley," in Cohen and Zelnik, The Free Speech Movement (2002).
Waldo E. Martin
123 Dwinelle
84P: Sophomore Seminar: "American High: Years of Confidence and Anxiety, 1950-1964"
This seminar will meet the entire semester.
We will view and discuss movies made during these years in order to help us understand the era. In addition, we will make use of a reader of more conventional documents. This might help us address the question, "What are the advantages and shortcomings of using movies for an understanding of the era in which they were made? Can movies give us a sense of what it was like to be alive in such times?"
Students will be asked to write a one paragraph response to each of the movies, and they will also be called upon to submit a 10 page interpretive essay at the end of the course. This course will be linked to the "On the Same Page" program. Professor Robert Cohen, the featured speaker, will come to one of our meetings and help us discuss the topic, Mario Savio in the '50s.
This seminar is part of the On the Same Page initiative.
Samuel Haber is an Emeritus Professor of History at UC Berkeley.
Samuel Haber
100AC: Special Topics in the History of the United States
What is capitalism? And when did it come to characterize the American economy? This course will explore the economic history of the United States, from the colonial period to the present. We will analyze the dramatic changes that catapulted a chain of colonies from the fringe of the global economy to its center. As the semester progresses, we will seek out the sources of this dramatic transformation, exploring a variety of overlapping and sometimes conflicting explanations for the coming of capitalism. Is this primarily a story about ideas and economic outlook? Is it about entrepreneurship and innovation? Or about exploitation and expropriation? What role did the government play? What role the individual?
Major themes will include the rise of the factory system, slavery and emancipation, technological innovation, the development of banking and finance, and economic inequality. Rarely was the "invisible hand" colorblind or gender neutral. We will examine capitalism both from above and from below, seeking to understand the causes and consequences of economic change for different groups of Americans. We will debate the role of famous businessmen and inventors, but we will also look at the ways largely forgotten workmen, mothers, and even slaves shaped the course of American economic development.
Caitlin C. Rosenthal
TuTh 11-1230P
100AP: Special Topics in Ancient History: Augustine's City of God
This course will focus on Augustine's City of God. A classic of "Western Civilization" as well as "Christianity," this is a challenging text. We will use it as a guide-line to investigate "on the ground" how Augustine saw the transformation of the later Roman empire into a Christian empire and how he himself contributed to that transformation. We want to investigate how Christianity changes membership in the ancient city, what it meant for Augustine to be a Christian "citizen," and how he thought about Roman history. In doing all this we will address recent scholarship positing (once more) the decline of the Roman Empire.
Requirements are: one final seminar paper and one in class book review.
Susanna Elm
78 Barrows
TuTh 930-11A
100D: America Divided: Politics and Culture of the Long 1960s
The long decade of the 1960s feels both decisively over and continually present. We live still with the political and social movements it spawned, with its music, with the intractable social and political issues it raised and with the powerful nostalgia it generated even while it was still in progress. It remains a touchstone for condemnation as well as emulation. The Occupy Wall Street Movement, for example, drew on the repertoire of protest generated by the student movement of the 1960s (which itself drew on the example of the militant labor movement of the 1930s). And critics of the occupation denounced its activists as dirty hippies and '60s wannabes. The first task of the course will be to determine what, exactly, we mean by "the sixties." What was the relationship between the counterculture and the New Left? Between the civil rights movement and the antiwar movement? Between an emergent women's movement and both? Between these mass protest movements and US domestic and foreign policy? Our second task will be to figure out why the decade continues to matter and in what ways. How, for example, are we to assess the legacy of the 1960s peace movement – its long term impact – given the record of the first decade of the 21st century? Our readings will mix primary documents and latter day reflections upon them by participants and historians after the dance was over.
Robert Cohen
160 Dwinelle
TuTh 330-5P
100H: Special Topics in African History: Modern East Africa, 1880-the Present
This course will examine the recent history of East Africa from the inception of colonial rule to the present. East Africa is a cultural mosaic of hundreds of inland ethnic groups, Islamic Arab and Swahili people at the coast, and a minority of immigrant Asian and European communities. The course will start with a brief survey of pre-colonial social, political and economic organization, including the Arab/Swahili Zanzibar slave trade and its abolition; European exploration, the geopolitics of the Nile and the resultant colonization of the region. The core of the course will focus on the post 1880s period beginning with the imposition of British and German rule; African response to colonization; the advent and impact of minority Asian and European immigrant communities; Africans and the First World War; colonial economies and their dualities; race, politics and gender; interwar political mobilization and disparate post 1945 nationalist struggles including Mau Mau, monarchist politics, party and constitutional reforms. We will also examine the political trajectories of Post-colonial East Africa, especially Ujamaa-African Socialism in Tanzania; other topics will include environmental conservation and the Green Belt Movement of Nobel Peace Prize winner Wangari Maathai, and Uganda's Lord's Resistance Army. The course will conclude with an examination of key economic and political problems confronting contemporary East Africa. Readings will be drawn from primary sources, memoirs, novels and some secondary sources. We shall also use occasional films and documentaries.
Tabitha Kanogo
210 Dwinelle
TuTh 2-330P
100M: The History of Modern Israel, 1882 - Present
This course will offer an interdisciplinary introduction to the history of the modern state of Israel, beginning with the pre-state origins of Jewish nationalism in the late nineteenth century and concluding in the present. The class will consider, among other topics, the history of Zionism, proto-Zionist activity, the development of modern Hebrew culture, Jewish-Arab relationships prior and after the establishment of Israel, religion and ethnicity in Israel, and historical debates in Israeli politics, law and constitutionalism. This foundational course will also feature guest lectures by a number of Berkeley faculty from a variety of disciplines, who will provide specialist perspectives on key topics.
Yuval Ben-Bassat
109C: The Middle East From the 18th Century to the Present
The Staff
111C: Political and Cultural History of Vietnam
This course provides an introduction to Vietnamese history from the mythic origins of the Vietnamese people to the end of the Vietnam War in 1975. Special emphasis will be placed on "modern" developments from the late 18th century. Topics include Sino-Vietnamese political and cultural relations; the status of Vietnamese women; the history of Vietnamese Buddhism, Confucianism and Catholicism; the rise and fall of the Ly, Tran, Ho, and Le dynasties; the Nguyen/Trinh Wars and the origins of Southern Vietnam; the Tay Son Rebellion; the emergence of the Nguyen Dynasty, French imperialism and colonial conquest; the development of colonial capitalism; the growth of anti-colonialism, radicalism, nationalism, and communism; World War II and Japanese Occupation; the August Revolution; the first Indochina War, Dien Bien Phu and the Geneva Accords; the formation of separate post-colonial states in northern and southern Vietnam; American Intervention and the Second Indochina War. Readings will be drawn from a range of secondary scholarship and primary historical documents as well as from literature, memoirs and poetry.
Peter B. Zinoman
30 Wheeler
TuTh 930-11A
114A: Medieval and Early Modern India to the Coming of the British
In this course we will develop a panoramic view of the long sweep of Indian History until the sometime in the middle of the eighteenth century. We will supplement our understanding of the political history of the subcontinent's many empires with close attention to the literary and aesthetic artifacts that reveal the richness and diversity of their cultures over the centuries. Beginning from the earliest signs of settled civilization, we will examine the growth of empires and urban societies in the subcontinent. Studying the development of links with the Hellenic world in the aftermath of Alexander's invasion, we will focus on the development of science, religion, and philosophy in the Indo-Greek world and the empires of India which followed. We will then turn to the making of the Delhi Sultanate in North India as well as the dynasties of the South, and trace the development of new religious traditions and hybrid political formations such as the Kingdom of Vijayanagar. Next we will visit the roughly simultaneous arrival of two new groups who did much to shape the course of the subcontinent's recent past: the first of the Europeans, who arrived in the form of Vasco da Gama in 1498, and a young man of noble blood by the name of Babur, who founded the Mughal dynasty in North India after his great victory in 1526. We will follow the fortunes of both groups in South Asia until the practical dissolution of the Mughal empire and the rise of the East India Company.
Abhishek Kaicker
TuTh 330-5P
116G: Imperial China and the World
The history of China's relationship to the world from earliest times to the 20th c. Provides historical contextualization for China's recent resurgence on the world stage. Topics will include early territorial expansion, the Silk Road, the Great Wall, the Chinese diaspora, Mongol and Manchu empire building, the impact of Europeans in the 19th c, the emergence of Chinese nationalism, and China's evolving role in the global economy.
Nicolas Tackett
240 Mulford
TuTh 330-5P
118B: Japan 1800-1900
The Staff
106 Moffitt
120AC: American Environmental and Cultural History
This class examines how diverse human societies and natural environments have shaped one another throughout the history of the United States and the Americas more broadly. We will explore the consequences of the Pleistocene Extinctions, the development of agriculture, indigenous resource management, and the impacts of ecological encounters with European colonists. Our study of European colonization will emphasize the role of exotic diseases in reshaping native demography, how invasive species reconfigured ecology, and the ways that the production of staple commodities restructured relationships between labor, capital, land, race, and ecology from New England to the Caribbean. We will examine the impact of the Louisiana Purchase, the Expansion of the Cotton Kingdom, the rise of industrial manufacturing, and how agriculture contributed to the causes and outcomes of the Civil War. From the Transcendentalists and the Hudson River School to the writings of Marsh, Muir, and Leopold, the course traces the deep intellectual roots that shaped the emergence of conservationist thought. Twentieth Century topics we will explore include: environmental justice and environmental racism; water rights, water law, irrigation, and dams; the unnatural history of "natural" disasters; the role of the federal government in managing public resources and protecting public health; the rise of the environmental movement; the transition to a fossil fuel economy and its economic, environmental, and political consequences; how NGOs have shaped policy debates and pioneered conservation strategies; the changing nature of agriculture through the twentieth century; the causes and consequences of global climate change for the United States and the World.
Robert N. Chester
124A: The United States from the Late 19th Century to the Eve of World War II
There is no period in American history quite like the first half of the 20th century, when the country as a whole transformed so rapidly and so dynamically. Within just a few decades, the United States became a modern industrialized nation, emerging as a new economic empire. It became a beacon for immigrants from all over the globe and, relatedly, home to some of the most cosmopolitan and densely populated cities in the world. This period in American history marked the rise of mass entertainment, mass religion, mass migrations, and mass politics. It ushered in new conceptions of gender and sexuality, race, class, and citizenship. It brought dramatic transformations in work and leisure, significant shifts in the relationship between the American government and its people, great economic boom times, and historic depressions. And during this era, the nation fought in its first world war and stood on the threshold of its second. Throughout this course, we will explore the fabric of this –– the "modern era" of American history –– by sorting through many of its most important economic, political, cultural, and social changes along with the various ways in which people and institutions responded to them. Assignments will include two 5 - 7 page papers, a midterm, and a comprehensive final exam.
Felicia A. Viator
125B: Soul Power: African American History 1861-1980
This course will examine the history of African Americans and race relations from the Civil War and Emancipation (1861-1865) through the modern African American Freedom Struggle (1954-1980), concluding with the post-Civil Rights-Black Power era (1980-2008). Social, cultural, and Social Change; the Harlem Renaissance; Civil Rights; Black Power; and, Beyond Civil Rights-Black Power. Possible texts: W.E.B. Du Bois, The Souls of Black Folk; Booker T. Washington, Up From Slavery; Jacqueline Royster, Ida B. Wells; James Weldon Johnson, The Autobiography of an Ex-Colored Man; Assata, An Autobiography; Barack Obama, Dreams From My Father. There will be two exams -- a mid-term and a final -- and two short response papers.
Waldo E. Martin
2 Leconte
TuTh 1230-2P
131B: Creating Modern American Society: From the End of the Civil War to the Global Age
Christopher W. Shaw
10 Evans
C132B: Intellectual History of the United States since 1865
In this course we examine key developments in U.S. thought since the middle of the nineteenth century, roughly beginning with the reception of Darwin in the 1860s. Key topics to be addressed include nineteenth-century revolutions in science and religion; the emergence of pragmatism, the first original contribution to philosophy developed within the United States; early twentieth-century debates about modernity, urbanization, economic development, democracy, and pluralism; the impact of psychoanalysis, other new theories of psychological development, and existentialism on U.S. life and thought after World War II. The class concludes by examining the foundations for new technologies like information processing and biotechnology provided by earlier developments in U.S. intellectual life, particularly pragmatism and semiotics. We also look at debates at the end of the twentieth century over race and multi-culturality, national security and the military-industrial-academic complex, economic policy and growing income inequality.
Richard Cándida-Smith
219 Dwinelle
TuTh 330-5P
137AC: The Repeopling of America
The monuments of Plymouth Rock, Ellis Island, and the Statue of Liberty embody our collective historical memory of immigration in the United States. But these icons obscure as much as they reveal. Immigration history is much more than a story of the search for religious freedom, the welcoming of European immigrants to the Eastern seaboard, and the supposed magnetic pull of a nation founded on the ideals of freedom and liberty. Immigrants have been treated differently because of their race, ethnicity, and nationality. Politicians and ordinary United States citizens have supported policies that denied people of certain races and nationalities entry and/or citizenship. Exclusion is as much of a theme of U.S. immigration history as inclusion. Over the course of the semester we will explore the following central questions: Who is an immigrant?, In what ways have ideas of immigration changed over time?, How have categories of race, ethnicity, nationality and citizenship shaped and been shaped by immigration debates?, What did the transformation of the United States from a handful of struggling British colonies to a global superpower spanning a continent have to do with immigration? By the end of this course, students will gain a greater understanding of both immigration history and America's national narrative.
Course Requirements: 4 short (3 page) papers, quizzes and mini-assignments, and a final paper (10-15 pages). Attendance and participation is mandatory. This course combines lecture with extensive class and group discussion.
Sarah Keyes
B5 Hearst Annex
TuTh 2-3:30PM
138: History of Science in the U.S
The course covers the history of science in the U.S. from the colonial period up to the present. We will be focusing on the unique situation of the sciences within the changing U.S. context, emphasizing debates over the place of science in intellectual, cultural, religious, and political life. As we examine the mutual shaping of national experience and scientific developments, we will also trace the emergence of institutions for the pursuit of scientific knowledge, with special attention to the relationships between science and technology and between science and the state. We will explore a large number of local examples (California geology, Ernest Lawrence, Silicon Valley, and lots on UC Berkeley). The course is aimed at students of all majors; no scientific knowledge is presupposed. Basic familiarity with U.S. history will be helpful, as the course is as much about U.S. history as about the history of science.
Cathryn Carson
56 Barrows
138T: History of Science in the U.S. CalTeach
The course covers the history of science in the U.S. from the colonial period up to the present. We will be focusing on the unique situation of the sciences within the changing U.S. context, emphasizing debates over the place of science in intellectual, cultural, religious, and political life. As we examine the mutual shaping of national experience and scientific developments, we will also trace the emergence of institutions for the pursuit of scientific knowledge, with special attention to the relationships between science and technology and between science and the state. We will explore a large number of local examples (California geology, Ernest Lawrence, Silicon Valley, and lots on UC Berkeley). The course is aimed at students of all majors; no scientific knowledge is presupposed. Basic familiarity with U.S. history will be helpful, as the course is as much about U.S. history as about the history of science.
Students interested in teaching elementary or secondary school science and math and who plan to take this course as part of the Cal Teach program (History 138T) will be attending a supplemental section. This section will focus on the techniques, skills, and perspectives necessary to apply the history of science in the juvenile and adolescent science classroom. For more information about Cal Teach, go to http://calteach.berkeley.edu/.
Cathryn Carson
56 Barrows
146: Latin American Women
This course works on two tracks. The first track is that of "women's history." Here we will survey the experiences and impact of women in Latin America from the pre-conquest period to the present, using the tools of social and political history. Some themes that will be addressed are: how did indigenous women's lives change as a result of the conquest? What was the role of African American women in Latin American slave societies? Was the "patriarchal family" the dominant form of social organization or was patriarchy primarily important as an ideology? How did the convent offer women another life option besides marriage? Did the impact of nineteenth-century liberalism "liberate" women or limit their options? How did industrialization affect women and what role did they play as they entered the workforce in large numbers after World War II? How did Latin American feminism differ from the U.S. varieties? Why was the vote for women so late coming? The second track is "gender history." In other words, we will not just discuss women's experiences, but also the ways that gender ideologies (like patriarchy, honor-shame, machismo, marianismo) have influenced Latin American history. For example, how was sexuality central to the religious and political authority of Aztec and Inca men? How did gendered representations of indigenous America shape policy and attitudes in the post-conquest period? How did notions of motherhood change over time, and how were they deployed politically? How did ideas about masculinity shape the way agrarian reform programs in the 20th century were administered? How did military and other authoritarian regimes attempt to consolidate power by positioning themselves as "fathers" and positioning opposition forces as "immature children"? Midterm, final, two short papers, participation in two role-playing "cocktail parties."
Margaret Chowning
219 Dwinelle
TuTh 2-330P
151C: The Peculiar Modernity of Britain, 1848-2000
Amanda Behm
88 Dwinelle
TuTh 330-5P
155B: Medieval Europe from the Investiture Conflict to the 15th Century
This course will examine the profound economic, social, and spiritual changes that occurred in Western Europe during the High and Late Middle Ages. The themes to be explored include the Crusades (the 7th Crusade of Louis IX and perhaps the 4th Crusade, which ended not in the Holy Land but with the conquest of Constantinople), Christian kingship, inquisitions and heresy (the Cathars), the radicalization of the Franciscans, the quality of the papacy's religious leadership, law courts and justice, the acceleration of commercial activity, the transformation of lay piety, and gender ("gender" meaning not simply women, but women, men, and men and women). Above all, throughout the course, we will pay great attention to discovering whether or not we can discern the individuality of our authors. Readings are largely from primary sources, with a textbook and a few short readings from secondary sources. The format is mostly discussion woven into informal lectures, along with a formal weekly discussion section. Requirements are a midterm, a final, and regular reader-response exercises. One or two papers may be required; if so, then one or both exams will be shortened, the papers replacing one of the exam questions. If papers are assigned, they will require an in-depth analysis of one of the primary sources read.
Geoffrey Koziol
88 Dwinelle
TuTh 2-330P
158C: Old and New Europe, 1914 - Present
Sarah Cramsey
120 Latimer
159B: European Economic History
History 159B is a survey course about the European economy during the long nineteenth century. The focus of the course is the Industrial Revolution, its origins in Britain during the last part of the eighteenth century and its uneven spread during the nineteenth century. During the semester, the course will grapple with several big questions: What was revolutionary about industrialization? Why did industrialization take place in some regions far from Britain, like North America and Japan, apparently sooner and more successfully than in regions closer to Britain, such as Russia and the Balkans? How did industrialization contribute to the "first" era of globalization, to the creation of an international monetary system, the gold standard, and to the emergence of "underdevelopment" in European colonies? Did Britain fall behind during the so-called second industrial revolution and why did the liberal order that Britain's "gentlemanly capitalism" supposedly promulgated collapse so abruptly with the July crisis in 1914?
Andrej Milivojevic
101 Barker
TuTh 11-1230P
162A: Europe and the World: Wars, Empire, Nations 1648-1914
This upper division course surveys the rise and fall of the European Powers in the period of war and revolution preceding the downfall of Napoleon to the outbreak of World War I. Major Topics: Religious Wars and the 18th century States System, (1648-1789); French Revolution (1789-1799); Napoleonic Europe (1799-1814); Congress of Vienna (1814 1815); the Vienna System (1815-48); the Revolutions of 1848; Crimean War (1853-56); War of Italian unification waged by Cavour and Garibaldi (1859-61); the Wars of German unification waged by Bismarck (1864-71); the Bismarckian System in operation, (1871-90); Imperialism (1890 1907); the crises that led to the First World War (1904-1914). The course will contrast two periods, 1648-1815, and 1815-1914. It will argue that the first period was one of violence, rapaciousness, and unparalleled lawlessness; the second, one of peace and stability. It will, with reference to the later period, therefore seek to explain peace as much as it explains war. Peace is artificial and demands more explanation. Wars sometimes just happen; peace is always caused. Moreover, understanding why the period following the destruction of Napoleon in 1815 was more peaceful than any predecessor in European history helps explain why it ended in a war greater than any before. The explanation of this remarkable record and its disastrous end is the course's overriding theme. Mid-term, final, short paper.
David Wetzel
165A: The Reformations of Christendom
Christianity as we now know it has its origins in the European Reformations of the sixteenth century. These Reformations splintered an older Christian world into competing Protestant and Catholic confessions, and fundamentally reconfigured the political and cultural landscape of Europe. This course will focus on the long history of these reformations from 1500 to 1800. It wil address the innovative theologies of the period, and their impact on people, churches, and the wider society. And it will particularly highlight the connection between the religious events of the period, and the formation of modern political society. Internal conflicts between Catholics and Protestants, attemps to supress and repress religious heresy, efforts to impose Christianity on New World peoples: these bloody battles--we will discover--were key to the development of the economic, military, and political institutions, of modern governments. By understanding them, we will seek to understand the complexities of our modern world.
Jonathan Sheehan
123 Wheeler
TuTh 11-1230P
169A: Renaissance and Baroque Italy 1350-1800
The Staff
171B: Imperial Russia: From Peter the Great to the Russian Revolution
In 1721, Peter the Great chose the title of Emperor for himself and declared that Russia would be an Empire. The empire lasted until the revolutions of 1917, but was never entirely stable. The Romanovs believed that autocracy was the key to good governance. Yet, the reigns of almost all the Romanov Emperors were marked by coups d'état, peasant rebellions, and, later, assassination attempts. Russia's expanding boundaries and growing population made it even more difficult to rule. This course will focus heavily on political history and political thought. Given the many factors that were tearing the Empire apart, it will ask, what held it together for so many years?
Victoria Frede
213 Wheeler
TuTh 1230-2P
173C: History of Eastern Europe: From 1900 to the Present
This course will examine the recent history of Eastern Europe, the band of countries and peoples stretching from the Baltics to the Balkans between Germany and Russia. Arguably this region exemplifies more about the good and the bad of the past century than any other. Liberated in 1918 from centuries of foreign rule, it was to become a showcase of democracy, of transplanting western institutions to a "backward" area. Instead, roads were opened to other experiments: authoritarianism, fascism, Nazi imperialism; and then, after World War II, Communism, both of Stalinist and reforming varieties. Each episode was portrayed as bearing ultimate answers to problems local and global: what does each teach us? Can a society based in principles of equality work? Remarkable is the persistence of ethnic nationalism, and its power to undermine every policy until its basic demands seem met. East Europe bequeathed humanity uplifting concepts such as "Living in Truth," and "We are the People!" but also sobering ideas and events like national self-determination, ethnic cleansing, genocide, and of course the Berlin Wall. One enduring achievement of East Europeans – intellectuals but also manual workers – was to make evident the meaning of human rights. Given the frequent drama of the region's recent past the course makes extensive use of cinematic and literary portrayals.
John Connelly
219 Dwinelle
178: History of the Holocaust
This course will survey the historical events and intellectual developments leading up to and surrounding the destruction of European Jewry during World War II. By reading a mixture of primary and secondary sources we will examine the Shoah (the Hebrew word for the Holocaust) against the backdrop of modern Jewish and modern German history. The course is divided into three main parts: (1) the historical background up to 1933; (2) the persecution of the Jews and the beginnings of mass murder, 1933-1941; and (3) the industrialized murder of the Jews, 1942-1945.
John M. Efron
103 Moffitt
TuTh 930-11A
185A: History of Christianity to Charlemagne
The course deals with the origins of Christianity and the first seven centuries of its expansion into a major institutional, social, and intellectual force shaping Western Europe. The central themes are the mechanisms and conditions shaping this expansion rather than a chronological account to present this process as a model of "institutionalization" (or not!) of religious movements. The emphasis will be on patterns of crisis and reform, i.e., on conflicts arising within the church itself and as a result of its dealings with the "outside" world, and how these crises were resolved. The course is based on the study of primary sources and will include problems of historical method. Requirements, beyond a basic familiarity with Roman and early Medieval history, are one midterm, one final, and a book review.
Susanna Elm
83 Dwinelle
TuTh 2-330P
C187: The History and Practice of Human Rights
What are human rights? Where did they originate and when? Who retains them, and when are we obliged to defend them? Though what kinds of institutions, practices, and frameworks have they been advocated and affirmed. And which are the human rights that we take to be self-evident? The rights to speak and worship freely? To legal process? To shelter and nourishment? Do our human rights include high-speed Internet access, as one Scandinavian country has recently proposed? Can human rights ever be global in scope? Or is the idea of universal human rights a delusion or, worse, a manifestation of cultural chauvinism?
History will not answer these questions for us, but historical understanding can help us answer them for ourselves. "The History and Practice of Human Rights," examines the historical development of human rights to the present day, focusing on, but not confined to, the nineteenth and twentieth centuries. While the idiom of human rights is frequently legalistic, we will ask how the idea of human rights might depend upon humanistic modes of comprehension and communication such as film, literature, music, and the arts: media that can stretch the horizons of elastic human empathy.
More than a history of origins, however, this course will contemplate the relationships between human rights and other crucial themes in the history of the modern era, including revolution, imperialism, racism and genocide. Why, we must ask, did an era of recurrent and catastrophic political violence produce a language of universal human rights? Looking forward, can the proponents of human rights offer a redemptive alternative to twentieth century's catastrophes, or are human rights themselves another false utopia?
As a history of international and global themes and an examination of specific practices and organizations, this course will ask students to make comparisons across space and time and to reflect upon the evolution of human rights in international thought and action.
Daniel Sargent
TuTh 1230-2P
C188A: Art and Science
Massimo Mazzotti
141 McCone
TuTh 1230-2P


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The Kourion complex of archeological sites (including the Sanctuary of Apollo) has what TV property shows would call "the wow factor". Sitting high on a hill overlooking the deep blue of the Mediterranean, its tumble of ochre columns and walls, its theatre set like a fossilized shell into the hillside, its paved roads and mosaic floors are both spectacular and well-preserved, offering a portal through which we can glimpse life as it was lived two thousand years ago. Settlement in the area goes back to Neolithic times, with the city of Kourion itself being established during the Mycenean and Dorian invasions of Cyprus from about 1200 BC. Nearly all of what you can see today, though, is of Roman origin, revealed by excavations from the 1930s onwards by a series of American teams, and from 1964 by the Cypriot Department of Antiquities.
After passing through the main entrance, visit the pavilion area which houses a relief model of the whole site as well as a small cafeteria and toilets. Immediately in front of the pavilion are two of the gems of the site. The House of Estolios, sitting under its elegant timber protective roof, gives a good idea of the sort of luxury enjoyed by a rich Roman of the fourth or fifth century AD, with its numerous rooms, courtyards, bath complex and intricate mosaic floors of fish, birds, and one of a young woman holding a measuring rod, with the word "Ktisis' ("Creation') above it. Inscriptions tell us not only the house-owner's name, but also the fact that he was a Christian. One inscription, at the entrance, charmingly welcomes the visitor: "Enter to thy good fortune and may thy coming bless this house". Next to the house sits Kourion's famous theatre, first erected in the second century BC, but rebuilt by the Romans in the second-century AD. Seating 3500 spectators, it is still used today for cultural events.
A short walk to the northwest lies the Roman Agora (marketplace) and public baths, and beyond them the House of the Gladiators, a third-century AD structure so-called because of its vivid mosaics of gladiatorial combat, and the House of Achilles, a fourth-century AD Roman villa named, again, for a mosaic showing the revealing of Achilles' true identity by Odysseus in the court of the king Lycomedes at Skyros. These are the highlights of the site, though in amongst them are subsequent remains of early Christian origin.
George H. McFadden
George H. McFadden
Something of a real-life Indiana Jones, George H. McFadden was a graduate of Princeton University (class of 1930) who became the leading light in the excavation of the Kourion archeological site. In charge of a University of Pennsylvania excavation team, he was working on the site off and on for nearly twenty years from 1933, wintering on site and returning to America for the summer. Work stopped when the US entered World War II in 1941 and resumed in 1948. Though some doubts have been cast on the rigour of his methodology, his work certainly drew attention to the importance of the site, and paved the way for further work by the Cypriot Department of Antiquities from 1964. McFadden is still revered in the area, and his death by drowning at the age of 46 in a sailing accident on April 19, 1953 is regarded as a great tragedy. As the framed eulogy in the Museum rather floridly put it, "It was fitting that he should find his end in the Greek and briny sea whence came the goddess of beauty herself to his beloved island – Cyprus".


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Definition of Archaean in English:
ArchaeanLine breaks: Ar|chaean
Pronunciation: /ɑːˈkiːən /
(US Archean)
1Relating to or denoting the aeon that constitutes the earlier (or middle) part of the Precambrian, in which there was no life on the earth. It precedes the Proterozoic aeon and (in some schemes) is preceded by the Priscoan aeon. Also called the Azoic.
More example sentences
- The answers to questions about early life on Earth are preserved in the oldest rocks, and Canadian earth scientists include some of the world's best Archean geologists and laboratories equipped to study Archean rocks.
- The geological history of Archaean greenstone belts is controversial and, to date, no tectonic model for their evolution has been agreed upon.
- The contacts between the complex and the Archaean metamorphic rocks are intrusive.
The Archaean extended from the origin of the earth (see Precambrian) to about 2,500 million years ago. In schemes which include the Priscoan aeon, the Archaean began about 4,000 million years ago
late 19th century: from Greek arkhaios 'ancient' + -an.
Definition of Archaean in:
- The US English dictionary
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Word of the day anomalous
Pronunciation: əˈnämələs
deviating from what is standard, normal, or expected


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Claim: The 'middle finger salute' is derived from the defiant gestures of English archers whose fingers had been severed by the French at the Battle of Agincourt.
Example: [Collected on the Internet, 1999]
Origins: The piece quoted above is silly, and so obviously a joke that shouldn't need any debunking. Nonetheless, so many have forwarded it to us accompanied by an "Is this true?" query that we feel duty-bound to provide a bit of historical and linguistic information to demonstrate why this story couldn't possibly be true.
First of all, despite the lack of motion pictures and television way back in the
Secondly, for a variety of reasons, it made no military sense whatsoever for the French to capture English archers, then mutilate them by cutting off their fingers. Medieval warriors did not take prisoners because they were observing a moral code that dictated that opponents who laid down their arms and ceased fighting must be treated humanely; they took prisoners because high-ranking captives were valuable property that could be ransomed for money. The ransoming of prisoners was the only way for medieval soldiers to make a quick fortune, and so they seized every available opportunity to capture opponents who could be exchanged for a handsome price.
Bowman were not valuable prisoners, though; they stood outside the chivalric system and were considered the social inferiors of men-at-arms. There was no monetary reward to be obtained by capturing them, nor was there any glory to be won by defeating them in battle. As Keegan wrote, "To meet a similarly equipped opponent was the occasion for which the armoured soldier trained perhaps every day of his life from the onset of manhood. To meet and beat him was a triumph, the highest form which self-expression could take in the medieval nobleman's way of life." Archers were not the "similarly equipped" opponents that armored soldiers triumphed in defeating; if the two clashed in combat, the armored soldier would either kill an archer
Moreover, if archers could be ransomed, then cutting off their middle fingers would be a senseless move. Your opponent is not going to pay you (or pay you much) for the return of mutilated soldiers, so now what do you do with them? Take on the burden and expense of caring for them? Kill them outright and violate the medieval moral code of civilized warfare?
Even if killing prisoners of war did not violate the moral code of the times, what would be the purpose of cutting off fingers and then executing these same people? Why not simply kill them outright in the first place? Do you return these prisoners to your opponents in exchange for nothing, thereby providing them with trained soldiers who can fight against you another day? (Even if archers whose middle fingers had been amputated could no longer effectively use their bows, they were still capable of wielding mallets, battleaxes, swords, lances, daggers, maces, and other weapons, as archers typically did — and as they indeed did at Agincourt — when the opponents closed ranks with them and the fighting became hand-to-hand.)
So much for history. There's not much that makes linguistic sense here, either. The claim that the "difficult consonant cluster at the beginning" of the phase 'pluck yew' has "gradually changed to a labiodental fricative 'f'" is specious. A labiodental fricative was no less "difficult" for Middle English speakers to pronounce than the aspirated bilabial stop/voiceless lateral combination of 'pl' that the fricative supposedly changed into, nor are there any other examples of such a shift occurring in English. As well, the etymology of the word 'fuck' indicates that the word originated in a completely different time, place, and manner than the absurd version presented here. And on top of all that, the insulting gesture of extending one's middle finger (digitus impudicus in Latin) dates from Roman times (at least 2,000 years ago), so it obviously was not developed in conjunction with the creation of the English word 'fuck.'"
Last but certainly not least, wouldn't these insolent archers have been bragging about plucking the bow's string, and not the wood of the bow itself?
Barbara "bowfinger" Mikkelson
Last updated: 9 July 2007
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Please view the WWU Catalog for course descriptions in Theatre and Dance.
For wait list procedures, please visit the WWU Registrar's Office. The Department of Theatre and Dance reserves the right to manage its wait lists to give priority to students who have applied to graduate that quarter and must take the course(s) to satisfy graduation requirements.


text:
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Inverts are the new back lips!
Zip up the Airblaster Javier Jacket and get ready for a day full of radically extreme funtimes.
- Mesh-lined underarm zips dump heat with ease
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I am 5' 8 1/2. shorter arms. 173 lbs. 31-32 waist. muscular shoulders. should I get medium or small?
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What's up there Bruno. For comfort's sake, I would say Medium will fit you better. It won't be tight across the shoulder blades and offer you freedom of movement that the small might not have.
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Medium for a true fit, large for the +1 fit.


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12 months full time
Fees per academic year 2014-15
UK and EU: full time £5,500
International: full time £12,075
More information is available about tuition fees and discounts.
This programme aims to prepare planners with specialised knowledge in sustainability and climate change issues. It aims to attract students primarily from science backgrounds and will provide you with the planning knowledge, understanding and viewpoints required for Royal Town Planning Institute (RTPI) accreditation, plus a specialised understanding of planning for climate change issues.
Modules within the School are complemented by tapping into key areas (law and energy) in other Schools.
Through the programme you will:
• develop a systematic understanding of town planning, enabling you to engage critically with current problems and practices in the discipline
• use an interdisciplinary approach to understand planning for sustainability, with a focus on planning responses to the issues raised by climate change
• develop critical understanding of values, ethics and professionalism in planning and skills in making sound judgements when confronted by complex issues
Newcastle's scholarship, both past and present, and its relationship to the planning profession mean that it is seen as a leading school for planning education.
This interdisciplinary programme offers a career path for those with first degrees in environment or engineering to move into town planning where there is still unmet need, particularly for planners with the knowledge and skills to act on climate change issues.
Since this is already a specialised route, all modules are compulsory and are designed to meet the professional requirements of the RTPI. Knowledge and skills are developed through a series of modules based primarily on lectures, seminars and workshops.
You will also develop research, evaluation and core planning skills and through specialised modules gain an understanding of how planners approach the legal and regulatory context and renewable energy issues. Mitigation and adaptation techniques, which are the core skills planners require in this field, will also be developed.
The dissertation will enable you to examine the application and professional practice approaches for planners. You will also be given the opportunity to demonstrate your understanding of how academic and professional aspects of planning can respond to climate change.
The approach to teaching offers a mix of theoretical, thematic and practical modules, and a strong emphasis is placed on team and individual project work. The programme has close linkages to the School, broader University research activities, and cross-European dimensions of planning practice and research. Sessions include seminars and workshops with visiting practitioners who are expert in various specialised areas. A study visit to another European country forms part of the spatial strategies project module.
Find out more detailed information about the programme modules
A lower-second-class Honours degree, or international equivalent to an upper-second-class Honours degree, in a related discipline such as agriculture, environmental sciences, engineering, or social sciences.
Applicants whose first language is not English require IELTS 6.5, TOEFL 90 (Internet-based), Pearson's PTE Academic Test 62 or equivalent.
Our INTO Newcastle University Centre can provide extra tuition to help you meet the University's English language requirements.
The UK Border Agency (UKBA) has rules for international students regarding minimum English language requirements.
See our School website for funding opportunities.
International Students, consult your own government for funding. The University offers International Scholarships, and there are funding opportunities by external organisations available.
Students should consult their employers for sponsorship opportunities.
Visit our postgraduate application site.
There is no closing date for this programme. However, international students applying for September 2014 entry should apply by Friday 11 July 2014 to ensure that they have time to put appropriate arrangements in place.
Please note: As a formal condition of the offer to study at Newcastle University, students from outside the UK/EU are required to pay a deposit of £1,500 or submit an official letter of sponsorship for their chosen programme. The deposit payment is non refundable, but will be deducted from tuition fees upon registration.
For further information, please contact:
Vicky Watson
Programme Secretary
School of Architecture, Planning and Landscape
Telephone: +44 (0) 191 208 6004
E-mail: email@example.com
This programme is within the subject area of Architecture, Planning and Landscape.


text: Stephen J. Bigelow, senior features writer, has more than 15 years of technical writing experience in the PC/technology industry. He holds a BSEE, CompTIA A+, Network+, Security+ and Server+ certifications and has written hundreds of articles and more than 15 feature books on computer troubleshooting, including Bigelow's PC Hardware Desk Reference and Bigelow's PC Hardware Annoyances. Contact him at email@example.com.


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CoTweet is the latest Twitter related startup that is starting to gain attention around the world. Recently, CoTweet was funded with more than $1 million in venture capital. The venture capital companies behind the funding include Freestyle Capital, Baseline Ventures and Maples Investments.
CoTweet is a platform that aids companies as they attempt to reach customers on Twitter.
Said Baseline Ventures founder Steve Anderson: "Social media properties like Twitter give consumers incredible power to
shape public perceptions of brands. CoTweet gives companies and their brands a set of tools to directly engage consumers and forge stronger bonds with them on the social networks they belong to, starting with Twitter."
The most exciting feature of CoTweet is the ability to manage multiple Twitter accounts in one dashboard. Other features include the ability to support multiple users for one Twitter account, the ability to define tasks and the ability to monitor conversions.
Companies that are already using Twitter include Coca-Cola, Pepsi, Sprint, Ford, Starbucks, JetBlue and Whole Foods.


text:
Blue Book® Suggested Retail Value
Fuel Economy (city/hwy)
Flash Drive: 2009 Toyota RAV4
This 2009 review is representative of model years 2006 to 2012.
By MSN Autos of MSN Autos
Seems that Toyota has an SUV for every need, but the company's original small SUV, the RAV4, may be all most buyers will actually ever need. Considerably larger than the original 1996 RAV4, the current model features a spacious interior with a roomy back seat and a surprisingly large cargo area. Rear seats can be folded down for additional space, but they are heavy and require some muscle to move. Large items are easy to load with the RAV4's large, right-hinged cargo door — that is, as long as you've got lots of space around your vehicle. In a tight parking lot, the door is almost unusable, and when parked on a busy street, access to the cargo requires loading from the street side — a possibly dangerous proposition. The RAV4 drives like a car: Handling is good and the ride is smooth. And while our V6-equipped test car had excellent power and strong acceleration, its fuel economy was somewhat disappointing. – Perry Stern
The RAV4 has increased in size, which makes it a really nice for a 4-passenger SUV — there is an optional third-row seat, but it's still not big enough to carry seven people on a regular basis. The strong, 269-horsepower 3.5-liter V6 engine has an aggressive throttle, making the RAV4 feel quick. The chassis has a good overall balance, even though the steering feels somewhat isolated, as you would expect. Even so, the steering is quick and the overall tradeoff between a smooth ride and control is good. Toyota does make perfect steering wheels, and the RAV4's is no exception, which adds to the sporty feel. The Limited has nice leather seats that are supportive with an upscale feel. Interior ergonomics are good, but some of the plastic pieces for the HVAC controls seem a little lower-end. I like the RAV4 more than I expected to and, frankly, more than I wanted. – Mike Meredith
The Toyota RAV4 is a top-notch performer in the compact SUV category. The car tested came equipped with a 269-horspower V6, which provides best-in-class performance for this segment. If you want sports car acceleration, you need to get this engine. Even with the V6, I achieved 24 mpg in mixed driving. The small ute confidently trekked up dirt and gravel roads with ease, and the suspension was not overly stiff. The interior is comfortable, and controls are easy to use and understand. A great option to consider is the integrated backup camera embedded in the left part of the rearview mirror. That backup camera is a lifesaver when the window visibility is obscured by groceries or luggage. The RAV4 is easy to drive and confident on- and off-road, and it delivers great fuel efficiency. If you are in the market for a compact SUV, you need to consider the RAV4 against the Honda CR-V and the Subaru Forester. – Joe Chulick
The Toyota RAV4 was the first mini-SUV offered in the United States. Now, as then, it offers some of the utility and confidence of a sport utility vehicle, but in a compact and more affordable package. Today's model comes with a surprising amount of "sport," too. The V6 engine is surprisingly peppy, and the suspension amazes by really offering sure-footed and sporty handling, instead of the boatlike wallowing I expected. Inside, the RAV4 feels almost as large as a full-size SUV, with supportive seats and plenty of room for four. By doing everything so well, the Toyota RAV4 continues to stand out as the leader in the mini-SUV category. – Paul Hagger
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Fluigent and Micronit Microfluidics have entered into a co-promotion agreement, enabling to promote each others products.
Fluigent has already integrated Micronit chips and chip holder in its demonstration package at customer sites and conferences.
Micronit has set-up a Fluigent fluid handling system at its site, for chip characterization and for demonstration purposes. The Parties aim at leveraging on each other technical expertise and market experience, to offer products that can be easily integrated into any microfluidics experiments for R&D laboratories and industrial applications.
Micronit Microfluidics has extensive experience in micromachining and microfluidics and is a key supplier of microfluidic devices to life sciences and chemistry markets. Micronit is providing high quality lab-on-a-chip components for analytical instrumentation and is also a dedicated research and development partner for both science and industry.
Since 2006, Fluigent has developed, manufactured and commercialized innovative microfluidic flow control and fluid handling solutions for laboratories, research units and industrial all around the world. Enabling full control of microfluidic systems (pressure, flow rate and voltage), Fluigent technologies provide innovating solutions for all microfluidic and lab-on-a-chip applications.
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Upcoming RMOUG Events
- October 6, 2014
- October 7, 2014
- ODTUG Free WebinarODTUG Free Webinar
Time: 10:00 am
Calc Manager Rules with an ASO Cube: Yes, It Works! Ludovic De Paz and Paul Hoch, TopDown Consulting You might have noticed that ASO applications are listed in Calc Manager, and this begs a number of questions: 1. What can Calc Manager do for your ASO application? 2. What can't Calc Manager do for your ASO application? 3. What are the benefits of Calc Manager for an ASO database? 4. What are the best practices for using Calc Manager with an Essbase cube? In this webinar, Paul Hoch, principal architect for TopDown Consulting, and Ludovic De Paz, senior consultant for TopDown Consulting, will answer these questions and more. The session will include real-life examples and case studies of successful implementations, as well as limits, gotchas, and workarounds. at 10:00 am
- IOUG Free WebinarsIOUG Free Webinars
Time: 11:00 am
How to Fire Up Your Oracle Database with Flash Storage At the Price of Spinning Disk Tuesday, October 7, 2014 12:00 p.m. - 1:00 p.m. CDT By addressing the database performance issues that are commonly caused by poorly performing storage, flash storage is poised to rapidly replace traditional hard drives in the enterprise data center for applications such as Oracle databases. In this presentation we will use examples to demonstrate how radically the database performance can be improved when using a Kaminario K2 All-Flash Array versus a traditional HDD-based or a hybrid storage array. We will review the effects of flash on running mixed workloads that require consistently low latencies, high IOPS and high throughput. Join us to learn how different Kaminario's K2 is from other All-Flash arrays on the market based on its: - Highly efficient, scalable architecture which allows to deploy flash at $2/GB of usable storage - 3D performance consistency that delivers high I/O and throughput with low latencies - Enterprise resiliency and reliability with no single point of failure - Streamlined, intelligent management Featured Speakers: Dustin Harris, Kaminairo at 11:00 am
- ODTUG Free WebinarODTUG Free Webinar
- October 8, 2014
- ODTUG Free WebinarODTUG Free Webinar
Time: 10:00 am
Next Generation Essbase Outline Extractor Tips and Tricks Tim Tow, Applied OLAP The Next Generation Outline Extractor is the follow-up to the classic OlapUnderground Essbase Outline Extractor used by thousands of Essbase customers. This session, which was the highest-rated session at Kscope15 in Seattle, explores some of the new capabilities of the Next Generation Outline Extractor, including command line operations exported directly to a relational database. Attend this session to learn how to leverage this free utility in your company. at 10:00 am
- TD2015 Abstract Selection MtgTD2015 Abstract Selection Mtg
Time: 6:00 pm
This is the meeting to select the agenda for TD2015. It will be held at location TBD from 6:00pm - 9:00pm MDT. at 6:00 pm
- ODTUG Free WebinarODTUG Free Webinar
- October 9, 2014
- IOUG Free WebinarsIOUG Free Webinars
Time: 11:00 am
Big Data Analytics for Internet of Things (IoT) Thursday, October 9, 2014 12:00 p.m. - 1:00 p.m. CDT The general topic of this presentation is the Industry Landscape of the Internet of Things. In his presentation, the speaker will compare and contrast the Consumer Internet with the Commercial and Industrial Internet as well as introduce the paradigm shift as computing technologies are geared towards the Industrial Internet. From this webinar, attendees will be able to: 1. Explain how IoT generates Big Data 2. Utilize the machine or sensor data to obtain objectives 3. Apply Big Data Analytics to gain business insights Flow of presentation: a) De-Mystifying IoT b) Big Data from IoT c) Applying Analytics for Business Insights Featured Speaker: Shyam Nath, Architect, GE at 11:00 am
- IOUG Free WebinarsIOUG Free Webinars
- October 14, 2014
- DataStax: free Cassandra eventDataStax: free Cassandra event
Time: 9:30 am
Cassandra is a popular open source NoSQL (big data) database used by thousands of companies, including 25%+ of the Fortune 100. It is known for its high availability (peer-to-peer + simple active-active multi-datacenter), ease of operations, performance, and scalability. We are holding a free two-track event on 10/14 to get you dangerous on Cassandra: one track will focus on an intro to Cassandra as well as a hands-on getting started, while the other track will focus on things like use cases from the University of Colorado Boulder, Pearson Education, and more! See why so many companies are using Cassandra alongside MySQL and Oracle (right tool for the right job!). And, as we said, FREEEEEEE. Hurry to grab your ticket now as space is limited. at 9:30 am
- ODTUG Free WebinarODTUG Free Webinar
Time: 10:00 am
Self-Service BI for Super Users Kevin McGinley, Red Pill Analytics This session focuses on how to use the combined powers of Oracle Business Intelligence Enterprise Edition and Oracle Endeca Information Discovery to create a formidable platform on which super users can analyze data quickly, flexibly, and with minimal IT intervention. The presentation uses live environments to demonstrate how and when to use each environment and how the two can work together harmoniously, just like Excel and PowerPoint. at 10:00 am
- DataStax: free Cassandra eventDataStax: free Cassandra event
- October 15, 2014
- CTA - Health IT ForumCTA - Health IT Forum
Time: 7:30 am
Industry Briefing: The Health IT economy and outlook in Colorado When: Wednesday, October 15th, 7:30-9:00am Where: The Warwick Hotel, 1776 Grant St., Denver,CO 80204 Industry Briefing Forum is a collaboration between Colorado Technology Association, the Governor's Office of Information Technology, and the Colorado Office of Economic Development & Int'l Trade. The topic will be the Health IT economy and outlook in Colorado and speakers will include: Christian Dwyer, SVP, Healthgrades, Patrick Leonard, CTO, iTriageMike Biselli, Rocky Mountain Innosphere. at 7:30 am
- CTA - Health IT ForumCTA - Health IT Forum
- October 16, 2014
- ODTUG Free WebinarODTUG Free Webinar
Time: 9:00 am
All About the Function Result Cache Steven Feuerstein, Oracle Corporation The function result cache, added in Oracle Database 11g, offers developers a way to dramatically reduce the amount of time it takes to retrieve data requested repeatedly by database sessions (specifically, when the same rows of a table are fetched much more frequently than they are changed). This cache is stored in the SGA, shared across all sessions in the instance, and automatically purged of "dirty data" by the Oracle Database. Every application running on 11.1 or higher should be taking advantage of this feature. Best of all, there is minimal impact on your code to start using this feature. Features: - When to use the result cache - RESULT_CACHE clause in function header - Result cache dependencies and granularity at 9:00 am
- CTA - Women In Tech SeriesCTA - Women In Tech Series
Time: 5:00 pm
Women in Tech Series: How to Swim in the Emotional Undercurrents of Your Workplace When: Thursday, October 16th 5-7pm Where: The Warwick Hotel, 1776 Grant St., Denver,CO 80204 Kris Boesch will provide specific, tangible ways to both understand as well as apply the critical dynamics of emotional intelligence mastery. After Kris' presentation, she will interview the new Women in Tech chair, Kim Brown Wilmsen, VP of IT at ARCADIS, about how emotional intelligence principles translate into a real life IT department. The event is open to women and men interested in bridging the gender divide in this industry. at 5:00 pm
- ODTUG Free WebinarODTUG Free Webinar
- October 28, 2014
- ODTUG Free WebinarODTUG Free Webinar
Time: 1:00 pm
Drillbridge: The Easy (and Free) Way to Implement Hyperion Drill-Through Jason Jones, Saxifrage Systems Oracle Essbase has long been recognized for its power to slice and dice data. The data that is loaded to Essbase is often summarized somehow – consolidated by time period, business unit, product, or more. Drill-through enables users to drill from the consolidated data in Essbase back to the detailed records in a relational database. This is where Drillbridge comes in. Drillbridge is a free component that finally makes it easy to implement drill-through from an Essbase cube to any relational data – even if that relational database isn't directly used to load the cube in the first place. Drillbridge's incremental and evolutionary approach to implementing drill-through lets users enhance the capabilities of their existing cubes and infrastructure without having to migrate, redevelop, or upgrade any of their existing software and infrastructure. at 1:00 pm
- ODTUG Free WebinarODTUG Free Webinar
- November 2, 2014
- November 3, 2014
- November 4, 2014
- November 5, 2014
- CTA - APEX Awards DinnerCTA - APEX Awards Dinner
Time: 6:00 pm
APEX Awards Dinner When: Wednesday, November 5th, 6-9pm Where: Hyatt Regency Denver at Colorado Convention Center 650 14th St., Denver,CO 80202 The APEX Awards recognize Colorado's technology excellence, highlighting remarkable leaders and innovators. Since 2001, the Colorado Technology Association has hosted this prestigious event bringing together the community and celebrating the exceptional people, companies and accomplishments of the year. We encourage you to take time to celebrate your wins – it's important! Nine awards will be awarded during the APEX Awards Dinner on Wednesday, November 5, 2014. Individuals will be recognized as CIO of the Year, Technology Teacher of the Year, Technology Entrepreneur of the Year, Technology Advocate of the Year, Woman in Tech of the Year and an outstanding individual is recognized with the Bob Newman Lifetime Achievement Award. Companies will be recognized through the Technology Project of the Year, Technology Startup Company of the Year and Technology Company of the Year. View the APEX website for more details (http://apexcolorado.com/awards/). at 6:00 pm
- CTA - APEX Awards DinnerCTA - APEX Awards Dinner
- November 12, 2014
- IOUG Free WebinarsIOUG Free Webinars
Time: 11:00 am
In Search of Plan Stability (Part 2) Wednesday, November 12, 2014 12:00 p.m. - 1:00 p.m. CDT Part 1 of this webinar set discussed the performance challenges caused by plan instability. Using SQL profiles and SQL patches are mechanisms that can provide targeted relief to individual SQL statements that have plan regressions. However, Oracle provides SQL Plan Management features that are intended to prevent plan regressions from creating challenges in the first place. In this webinar, attendees will learn: - how SQL Plan Management (SPM) works - how SQL Plan Baselines are created - how SQL Plan Baselines are evolved/enabled for use Featured speaker: Karen Morton, Enkitec at 11:00 am
- IOUG Free WebinarsIOUG Free Webinars
- November 13, 2014
- ODTUG Free WebinarODTUG Free Webinar
Time: 9:00 am
Turbocharge Your PL/SQL Code with Bulk Processing Steven Feuerstein, Oracle Corporation This session focuses on how to turbocharge the performance of multi-row SQL statements executed from within a PL/SQL using FORALL and BULK COLLECT. These features have been around since Oracle 8i, but many developers still don't use them or only scratch the surface of what is possible. The bulk-processing webinar will focus on why these features were needed and how they work. Steven will start with simple examples and syntax, and drill down into all nuances, including the LIMIT clause for BULK COLLECT and the SAVE EXCEPTIONS, INDICES OF, and VALUES OF clauses for FORALL. After attending this webinar, you will be able to both create new programs built around these features and also redesign existing programs safely to improve performance. Features: - BULK COLLECT - FORALL - SAVE EXCEPTIONS - INDICES OF and VALUES OF at 9:00 am
- ODTUG Free WebinarODTUG Free Webinar
- November 19, 2014
- November 20, 2014
- CTA APEX Conference 2014CTA APEX Conference 2014
Time: 7:30 am
As the Colorado Technology Association (CTA) celebrates its 20th anniversary, the APEX Conference is your opportunity to engage in the conversation driving innovation and technology throughout Colorado. Attendees are individuals and companies who are leading change locally, nationally and around the globe. The conference is being held at the Sheraton Downtown Denver, 1550 Court Pl, Denver, CO. at 7:30 am
- CTA APEX Conference 2014CTA APEX Conference 2014
- November 21, 2014
- December 8, 2014
- December 9, 2014
- UKOUG Tech14UKOUG Tech14
The annual technical conference of the UK Oracle Users Group, at the ACC in Liverpool, UK all day
- UKOUG Apps14UKOUG Apps14
The annual functional applications conference of the UK Oracle Users Group, held in the ACC at Liverpool, UK. all day
- ODTUG Free WebinarODTUG Free Webinar
Time: 10:00 am
Applications Design: The Dashboard of the Company Marcelo Burgos, Architects Express Why is the control board of the company the ideal mobile application? 1. Significant user intervention is not required. 2. The application must show us what we are looking for, regardless of our location or time. 3. Ideally, the dashboard works on the basis of Business Intelligence data, independent of transactional systems. 4. It requires special security conditions. More than any other application, the dashboard is a beautiful piece of software that displays the state of the indicators requested by the end user. Don't miss this webinar, where you will discover the tips for what to do in the time that elapses until the indicators are ready to show the application data in a fashionable way. As we work with APEX, we will focus on improving the interface through subtle changes in the templates, and especially in the design and use of the images. In the midst of the transition between APEX 4 and APEX 5, we will analyze the graphic possibilities and alternatives available. at 10:00 am
- UKOUG Tech14UKOUG Tech14
- December 10, 2014
- December 11, 2014
- ODTUG Free WebinarODTUG Free Webinar
Time: 9:00 am
Ten (Other) Top Tips for Improving PL/SQL Performance Steven Feuerstein, Oracle Corporation Bulk processing (FORALL and BULK COLLECT), along with the function result cache, are the "big ticket" items when it comes to performance optimization with PL/SQL. But there's still more we can do to tweak our code for even better response times for our users. This third webast in the series starts with the automatic compiler optimization, showcases the extraordinary speediness of PGA data manipulation (a.k.a., package variables), and demonstrates the effect of the simple NOCOPY hint. We finish up with an introduction to pipelined table functions and some thoughts on optimizing your algorithms. Features: - PL/SQL optimizer - Package caching - NOCOPY hint - Pipelined table functions at 9:00 am
- ODTUG Free WebinarODTUG Free Webinar
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