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Programs by:
*Please see the detailed information available below for an important note about program dates.
We're pleased to offer semester pricing for Open Campus programs starting at $6,850. CIEE is committed to preparing global citizens for today's workforce and tackling the barriers that prevent students from studying abroad. Providing affordable programs is key to these efforts, and supports our pledge to Generation Study Abroad™.
Customize your study abroad experience. Our Open Campus program at the CIEE Global Institute – Berlin offers maximum flexibility to engage and experience Berlin in your own way. Match the academic experience with your interests, aspirations, and degree requirements: Take one, two, or three six-week blocks for your perfect amount of intensive study and cultural engagement; select your academic track from five options; then choose from a wide range of courses and subject areas.
In Berlin, no matter how you build your program, you'll surround yourself with the language, culture, and people of the vibrant, international Kreuzberg district – a hub for the arts, music, and digital technology. The campus consists of a newly renovated former factory, state-of-the-art classrooms, and opportunities to get involved in activities and interest groups designed to connect you with the local community. Plus, you'll get out and learn more about Berlin, Germany, and Europe up close during integrated excursions and study tours.
Students can also opt to combine locations across the four CIEE Open Campus locations – in Berlin, London, Paris, and Rome – to create a truly individualized study abroad experience.
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*You will be prompted to choose an optional track as part of your application; you can also select "no preference: multi-disciplinary." Regardless of selected track, you can choose your courses from among all offered courses (unless your home university has other requirements). Study Tours and Academic Projects are designed to align with track themes.
The Open Campus Program teaches full semester-length classes on a six-week academic block system, which allows for courses taught in an accelerated, intensive format. Students should be prepared for fast paced courses and to gain benefit fromfor a more focused academic experience with longer class sessions. You must take two courses per block, a full-time course load. One course can be an Academic Project (internship, service learning project, or independent research) and integrated seminar. Choose one, two or three academic blocks during either the fall or spring semester. Each block is six weeks long, and can be combined with blocks in the Open Campus program in Rome, London or Paris.
Stay in Berlin for the duration of your study abroad – or add on blocks in other CIEE Open Campus locations in London, Paris, and Rome to experience more intercultural learning in Europe with CIEE's unique Global Scholar program.
Global Scholars are students who combine sessions in the Open Campus programs in Berlin, London, Paris, or Rome. To amplify and maximize the academic benefits of multi-location learning, all Global Scholars must participate in Global Scholars Online (GSO), a virtual course. GSO will support your learning objectives at multiple CIEE Global Institutes. It will help you connect with peers, make sense of cultural differences, and transition among host cultures.
We want as many students as possible to benefit from studying abroad. That's why CIEE awards more than $5 million every year – more than any other international educational organization – to make study abroad affordable.
Applicants to this program are eligible for the following scholarships and grants:
$2,500 toward program costs. To recognize high academic achievement, CIEE offers a limited number of merit scholarships to our strongest students. These awards are based on students' academic records, and on the submission of a personal essay describing to us how their CIEE program will impact their college experience and future career plans.
The GAIN Grant helps cover airfare costs to and from CIEE program locations for students who demonstrate high financial need. GAIN Grants are available for short-term (January and summer), semester and year-long CIEE programs.
Applicants for the Benjamin A. Gilman International Scholarship can apply for the CIEE Gilman Go Global Grant, which provides both program cost support and support for airfare. Students will have to provide proof of having applied to the Benjamin A. Gilman International Scholarship, upon request.
To be considered, submit the CIEE Scholarships & Grants application within your CIEE program application. Learn more at the Scholarships & Grants section of our website.Apply now
Learn in the heart of one of Berlin's liveliest and culturally rich districts. Live with other CIEE students in a spacious residence hall featuring en-suite rooms, fully outfitted kitchens, laundry facilities, and comfortable lounges. The lower floors of the residence offer quiet study areas, a café, and other common space to do coursework and get to know your fellow students. Students in the residence hall may opt to live in the German language section that offers additional, optional language-learning activities.
Just steps away from the residential rooms are peaceful inner courtyards, modern classrooms, and the Student Life Office, where students will get advice on local events and volunteer opportunities and can borrow recreational and sports equipment.
A limited number of students may be housed in homestays or shared apartments.
Gain academic credit while working outside the classroom with an optional CIEE Academic Project and the required seminar. Choose from three options, based on your academic track/disciplinary focus, qualifications, and learning goals:
Academic partners in the past have included organizations such as the Berlin Partner, the Berlinale Film Festival, National Public Radio Berlin, the U.S. Embassy Foreign Commercial Service, and others.
Academic partners in the past have included organizations such as Berlin Partner, the Berlinale Film Festival, NPR Berlin, the U.S. Embassy Foreign Commercial Service, and others.To be eligible to participate in an Academic Project, students must be in Berlin for at least two consecutive blocks; Academic Projects are offered only in blocks 2 and 3. Additional restrictions and application requirements apply.
Each academic block features a two-night, three-day study -tour to a different region of Germany or a neighboring country. Tours are designed around the themes of the academic tracks. For example, learn how Germany keeps its edge in high-tech manufacturing at Volkswagen's factory in Dresden, explore the prison experience under Nazi Germany and Soviet occupation in the Czech Republic, or visit Europe's largest real estate development project, the HafenCity, in Hamburg. Study -tour locations and content vary by academic block.
We want to make sure you get the most out of your experience when you study abroad with CIEE, which is why we offer the most inclusions in our fees.
This breakdown has been prepared from the program budget for the purpose of calculating eligibility for financial aid. During the course of program operations, actual figures may vary. It should not, therefore, be used as a basis for calculation of refunds. CIEE reserves the right to adjust fees at any time.
Students required to study on CIEE programs through a School of Record will be charged a $500 administrative fee in addition to the Program Fees listed.
* non-refundable
** direct cost of education charged uniformly to all students
*** Students in the homestay option have two meals per day provided as part of the program fee. No meals are included in the on-campus residence hall option.
The estimated additional costs indicated are intended to assist students and parents in budgeting for those additional living and discretionary expenses not included in the program fee. Actual expenses will vary according to student interests and spending habits.
* for students in on-campus residence hall; homestay students should budget $360 per Block for meals not included in fees
** round-trip based on U.S. East Coast departure
*** academic year students who wish to stay onsite are responsible for arranging their housing and meals during the semester break
Students enroll in two courses per academic block, for 6 semester / 9 quarter credits for one block, 12 semester / 18 quarter credits for two blocks, or 18 semester / 27 quarter credits for three blocks.
Each course is 3 semester / 4.5 quarter hours, unless otherwise noted. CIEE Academic Projects are approximately 100-120 total hours of field-based work/internship, service-learning, or independent research hours, plus 15 seminar hours and meetings with CIEE faculty advisors, for 3 semester / 4.5 quarter credits.
Students participating in the Open Campus program may select an academic track during the application process and enroll in one, two, or all three six-week academic blocks per semester; students may also attend for the full academic year. Students must enroll in two courses per academic block. Due to the intensive nature of the Block system, two courses per block is a full-time academic load. All students are required to maintain full-time status.
The thriving global city of Berlin has been built over centuries around the River Spree. Home to nearly 3.5 million people, it's a place of vigorous growth and change. As the capital of Germany, business and governmental decisions made in Berlin reverberate through the European Union and the world. Berlin houses countless small start-up businesses, with growing communications, life sciences, environmental services, media and music, and digital sectors. As a result of reasonable living costs, excellent public transportation, and immediate local access to parks and playgrounds, Berlin is ranked among the top of global urban quality-of-life indices. It offers locals and visitors alike a multitude of universities, research institutes, orchestras, museums, festivals, and historical landmarks to explore.
Berlin is a city of districts and neighborhoods. The CIEE Global Institute is in the heart of Kreuzberg, known for its energy, young, international population, food, colorful shops, street festivals, and lively cultural life. Many landmarks are nearby, including Checkpoint Charlie, the Jewish Museum, and Berlin's historic "Mitte" district. It's an easy trip to central Berlin by subway: the station is right in front of the Global Institute. In addition, students are just a 10-minute bike ride from the expansive oasis of Tempelhof, the former airport of Berlin Air-Lift fame and now a giant urban park.
Marie is part of the Community and Student Life team at the Global Institute—Berlin. Marie has worked in international education for several years, most recently at the Berlin School of Creative Leadership, where she served as academic program manager. She has also worked with international students at the Freie Universität in Berlin. Marie holds an MA from the Brandenburgische Technische Universität in Cottbus, and a BA from the Royal Holloway University of London.
Herbert Genzmer was born in Krefeld and studied at the Universities of Berlin (FU), Düsseldorf, Cologne, and Berkeley, where he earned his doctorate in linguistics. He has taught at Berkeley and at Georgetown University in Texas. In addition to teaching, Herbert has published books on German grammar (Hören, Sprechen, Lesen, Schreiben – Unsere Grammatik, 2014), as well as various works of fiction and non-fiction, such as the novel Das perfekte Spiel (2012).
Having grown up in the Chicago area and completed his undergraduate degree at Macalester College, Eric went on to complete his graduate work at the University of Washington-Seattle, where he gained his first exposure to working in international education. Beside teaching at the UW, Eric has also taught at Gettysburg College, the Westfälische Wilhelms-Universität in Münster and the Universität Paderborn. He teaches a variety of courses in the Language, Literature and Culture track but the majority of his responsibilities fall under the realm of Community and Student Life, including the study tours, extracurricular activities, day-to-day assistance with various student concerns, and various other roles.
Martin oversees the coordination, quality, and planning of all courses and educational programing in Berlin. He is responsible for faculty staffing, finalization of syllabi, the course evaluation process, and program development. A native of Augsburg, Germany, Martin studied at the Universities of Augsburg, Pittsburgh and Texas, where he earned his doctorate in German studies. Martin taught German language and culture, as well as film studies, at Gettysburg College. At Gettysburg he also served as chair of the German Department.
As AIC Director, Stephanie is responsible for placing students in meaningful and productive Academic Projects in Berlin. She has lived and worked in Germany for more than 20 years. During that time, Stephanie organized and presented cultural and foreign language workshops and seminars for a variety of organizations and institutions in Berlin, Munich, and Hong Kong. Most recently, she developed and led her own online learning programs for creative business with participants from more than 50 countries. Stephanie holds MAs from the Universität der Künste in Berlin and the University of Tennessee, where she also earned her BFA.
Bettina has been an enthusiastic and passionate teacher for 25 years, looking back on a broad canon of professional experience in the academic teaching of German and English literature, and of German culture, history and language, (DaF) both in the U.S. and in Germany. Bettina studied German and English literature at the Freie Universität in Berlin and subsequently studied and taught at the University of Georgia and at the University of California at Berkeley, from which she earned a PhD in German literature. During her 12 years in the U.S., Bettina taught at UC Berkeley and various other institutions, among them the University of Santa Cruz and the San Francisco Conservatory of Music. During her time at UC Berkeley, Bettina also worked as a consultant in the Teaching & Resource Center of the University and was responsible for campus-wide TA training.
John Roper earned a bachelor's degree in history and German studies from Brown University. As an undergraduate, he studied abroad in Berlin and upon graduation worked for several years as a study abroad advisor in the Brown Office of International Programs. John earned his doctorate in history from the University of Pennsylvania, returning to Berlin to complete his dissertation research with a grant from the German Academic Exchange Service (DAAD). His dissertation focused on early debates within the nascent gay rights movement in Germany at the turn of the twentieth century. He has taught at the Europa-Universität Viadrina in Frankfurt (Oder) and Touro College Berlin. Since summer 2014, John has taught courses at CIEE focusing on German cultural history, art and architecture, as well as gender and sexuality in contemporary Germany.
Maren received her degree in German and Italian Literature and History of Art (M.A.) from the Free University of Berlin. She studied abroad in Siena, Italy, on Socrates Erasmus Scholarship. After working with students at the European Information Center Berlin, she joined the CIEE in 2011. She brings a wealth of knowledge about Berlin and Germany to CIEE students and manages student services, including course enrollment, registration, visa processing and on-site student information.
Donna Swarthout completed her M.A. and doctoral exams at the University of California Berkeley in the field of political science. Before moving to Berlin in 2010, she taught in the Political Science Department, College of Business, and Honors College at Montana State University. Besides teaching for CIEE, she has taught in the Berlin Perspectives Program at the Humboldt-Universität and at the Hochschule für Technik und Wirtschaft Berlin.
Kirsten is responsible for student experiential learning opportunities, including residential programming, events, external projects, and programs with the greater Berlin community. She also works with the Academic Director to further develop our programs and teaches regularly. Kirsten earned her PhD in American Studies and successfully passed the post-doctoral Habilitation. She studied American Studies (both literature and culture) and Theater and Drama in Erlangen, Berlin, and Bloomington, Indiana, and has worked as an assistant professor and a guest professor at several German universities before joining the staff at CIEE. Prior to her academic career she worked as a journalist for German radio stations and as head of divisions for the city marketing organization Berlin Partner.
The CIEE Global Institute – Berlin combines the best of both worlds: a U.S.-style residence life program integrated within a local German neighborhood. Located in the heart of the Kreuzberg district, one of the most vibrant and popular neighborhoods in Berlin, the campus offers students easy access to a large public market hall, restaurants and cafés, and a variety of shops.
Our cutting-edge facility combines the architectural charm of an old German factory with modern design elements. The CIEE Global Institute campus features a residence hall, large common areas, two courtyards, a café, multiple study areas and lounges, and other rooms designed to enhance the interaction between all students and staff members living in the facility. A specific section of the facility is designated as the "German language wing" to help foster a stronger commitment to language learning and cultural exchange. Wireless Internet is available throughout the facility, and access to the residence is carefully controlled through both on-site security staff and electronic keys.
The CIEE Global Institute also houses our Student Life Office, where students can get guidance and support in order to get the most out of their study abroad experience. At the SLO, students can also borrow recreational equipment, get advice from CIEE staff and local student "Buddies" on local restaurants and stores, concerts, art exhibits, and performances.
Most students live in an on-campus residence hall with a mix of CIEE students and resident assistants (RAs). Our RAs are local students who help CIEE students adjust to life in Berlin and are responsible for their safety and security.
Students live in double, triple, or quad rooms with en-suite bathrooms and shower facilities. Students can prepare their own meals in the full kitchens. CIEE provides basic cooking utensils and cleaning supplies. Students also may get coffee, tea, soft drinks, and snacks and sandwiches at the on-site café, or explore the myriad restaurants in the Kreuzberg neighborhood. Lounges and kitchens in the residence hall allow students to mix and mingle over meals, cultural activities, study groups, and special events. Lounges and kitchens are shared space, with students enjoying the benefits but also the responsibility of taking care of them. Larger common areas are on the ground floor and inner courtyards offer comfortable spaces to work and relax.
A limited number of homestays may be available for students, with preference given to those whose universities require living with a local family; this must be indicated when applying. Students who live with homestay families receive breakfast and dinner daily. Students may also be housed in shared apartments. Final housing assignments are solely at the discretion of CIEE.
Even students living in our new residence hall can experience a weekend homestay with a local German family. In this way, students experience the traditions and daily rituals of German life with local Berliners!
Students begin their study abroad experience in Berlin before they leave home with our online pre-departure orientation to help them understand more about the program and address important logistical questions about arrival and the first days on site. CIEE resident staff members meet with students online and share information about the program and site, as well as the chance to ask questions.
A multi-day, on-site orientation at the beginning of each academic block is a required element of the program and introduces students to Berlin, German society and culture, and the CIEE academic program. Participants will also get practical information on living in Germany, and Berlin in particular. Excursions in and around the city introduce students to the public transit system and showcase major points of interest, resources, and amenities.
Students should bring wireless-enabled laptops for academic writing and research. Wireless Internet is available throughout the CIEE Global Institute-Berlin.
All CIEE students, regardless of language abilities, have the opportunity to learn German. Courses at a variety of proficiency levels are available, and more advanced German speakers can take advantage of German-taught area studies courses. A specific section of the Global Institute residence is designated at the "German language wing" to help foster a stronger commitment to language learning and cultural exchange.
Living in Berlin provides you with the unique opportunity to learn about Germany by learning German in Berlin. Seize that opportunity and you will find that it will make your experience abroad so much richer and deeper.
CIEE students in all academic tracks visit numerous significant locations in Berlin each block to underscore and expand on in-class lessons. Instructors lead detailed discussions preceding the visits and debriefing sessions afterward to encourage students to synthesize and reflect on their experiences.
Students also participate in a two-night, three-day study tour to another country or region in Germany during each academic block. These are designed to further the learning goals of the academic tracks while offering students the opportunity to engage in intercultural comparative experiences.
All excursions and study tours are included in the program fee. Destinations and dates may be finalized after arrival in Berlin.
CIEE Academic Projects are designed based on each student's academic track or interest, individual learning goals, qualifications and résumé, and placement availability. Our partner organizations come from the wide range of business, non-governmental, and community enterprises in Berlin. Academic Projects provide students a unique opportunity to learn first-hand about the economic, cultural, and social structures of the German workplace and volunteer environments. Students interested in an Academic Project must submit additional materials as part of their application.
Throughout the block, CIEE organizes cultural activities that help students get to know their peers, as well as their host community and culture. Activities may include cooking lessons, walks to explore Berlin's vibrant arts scene, trips to local film festivals, concerts, and theater performances, museums and memorials, arts-and-crafts workshops, and board game nights. CIEE interest groups are a great way to have fun and meet other students. Interest groups are driven by student initiative and led by local student "buddies."
Nearby fields at the former Tempelhof Airport are convenient places for impromptu sports. CIEE students have the opportunity to connect with local residents for a lively pick-up game of volleyball, soccer, or football. CIEE supplies equipment for traditional U.S. sports, such as baseball and football, so students can share them with local community members.
Giving back and making a difference in the host community is important to CIEE. Community engagement opportunities abound for students willing and interested in connecting to Berlin.
Students have many opportunities to volunteer at local organizations, youth centers, schools, and more. They also can volunteer to provide English language tutoring services for children in local community centers, schools, or on the CIEE Global Institute campus.
Students must take two courses per academic block, the equivalent of a full-time course load. Students choose from a wide range of courses in five academic tracks. Most courses are taught in English by CIEE faculty; advanced speakers (at least four semesters of college-level German or the equivalent) might have the option of enrolling in CIEE courses taught in German, depending on availability.
Students will be asked to select a track as part of their application; "no preference: multi-disciplinary" is also an option. Students can select their courses from among all offered courses, regardless of selected track (unless their home universities have other requirements).
CIEE courses are designed to follow U.S. academic culture and standards. The class environment typically features a combination of traditional lecture and discussion with co-curricular excursions and activities designed to provide students fully "place-based" experience. Heavy emphasis is placed on student participation. Instruction is supported and augmented online by our learning management system, Canvas.
Courses taught at the CIEE Global Institute are typically for CIEE students only. Each course is a full semester in content, so the pace is accelerated and the work load demanding. Classes are scheduled Monday-Friday and meet either two, three, or four times per week. Required co-curricular excursions complement your coursework and immerse you in German history and culture. Depending on your courses, you might visit organizations or sites such as the German Institute for International and Security Affairs to discuss cyber security, walk along the East Side Gallery – the longest existing stretch of the Berlin Wall – with a local artist and political activist, tour Jamba!, a ring-tone creator and marketing firm that has become one of Berlin's most successful tech start-ups, and more.
All required co-curricular activities are subject to change and may be finalized after arrival in Berlin. Students should make no independent travel plans until receiving final syllabi and event schedules on site.
Students should expect an average of two hours of preparation required for each hour in class. To avoid falling behind, sStudents should not plan personal travel out of Berlin when classes are in session. Attendance at all in-class meetings and co-curricular activities is strictly enforced.
The U.S. grading scale of A-F is used. Students are graded on the basis of attendance, class participation, homework, project work, presentations, and midterm and final examinations.
The primary language of instruction is English. Language courses and a limited number of area studies courses for advanced German speakers may be offered in German.
Our faculty come from Germany, the US, and other countries, and represent a wide range of backgrounds and academic traditions. Faculty from local institutions, as well as visiting faculty from around the world, teach CIEE courses. A core group of CIEE faculty members serve as academic coordinators and assists CIEE resident staff members to set up special guest lectures, excursions, activities, and more.
Note: This course listing is for informational purposes only and does not constitute a contract between CIEE and any applicant, student, institution, or other party. The courses, as described, may be subject to change as a result of ongoing curricular revisions, assignment of lecturers and teaching staff, and program development. Courses may be canceled due to insufficient enrollment.
To view the most recent syllabi for courses taught by CIEE at our Study Centers, visit our syllabi site.
Courses (with descriptions) offered in Berlin are listed below by block and track; course list subject to change. Courses are 45 contact hours, credit: 3 semester / 4.5 quarter hours, unless otherwise noted. To compare classes offered across all Open Campus locations for each block, view the Spring 2017 course comparison tool here.
"GI" denotes courses that are offered at multiple Global Institute sites.
ARCH 3002 BRGE / URBS 3001 BRGE German Architectural History and Theory
HIST 3001 BRGE (ENG) German History 1871 to Present (in English)
HIST 3001 BRGE (GER) Deutsche Geschichte von 1871 bis zur Gegenwart/ German History 1871 to Present (in German)
GERM 1001 BRGE German Language - Beginning I
GERM 1002 BRGE German Language - Beginning II
GERM 2001 BRGE German Language - Intermediate I
GERM 2002 BRGE German Language - Intermediate II
GERM 3001 BRGE German Language - Advanced I
NONCR GERM BRGE Survival German
ECON 3003 BRGE History of Economic Thought from Marx to Hayek
(GI) BUSI 3001 BRGE International Finance
ENVI 3002 BRGE Berlin and the Politics of Building Sustainable Cities
POLI 3001 BRGE Politics of the European Union
(GI) COMM 3301 BRGE Intercultural Communication and Leadership
(GI) PUBH 3006 BRGE / INRE 3008 BRGE Contemporary Challenges in Global Health
FSCI 3001 BRGE Food, Nutrition, and Culture
(GI) INSH 3801 BRGE Internship Seminar
(GI) INDR 4901 BRGE Directed Independent Research
(GI) SVCL 3701 BRGE Service-Learning Project
HIST 3003 BRGE / GEST 3001 BRGE (ENG) Berlin: The Capital of the 20th Century (in English)
HIST 3003 BRGE / GEST 3001 BRGE (GER) Berlin, die Hauptstadt des 20. Jahrhunderts/Berlin: The Capital of the 20th Century (in German)
GEST 3003 BRGE / LITT 3006 BRGE Constructions of German Identity in Literature and Film
LITT 3003 BRGE German Fairy Tales: Grimm Brothers to the Present
HIST 3002 BRGE Holocaust Studies: Ruin and Revival of Jewish Life in Central Europe
GERM 1001 BRGE German Language - Beginning I
GERM 1002 BRGE German Language - Beginning II
GERM 2002 BRGE German Language - Intermediate II
GERM 3001 BRGE German Language - Advanced I
GERM 3002 BRGE German Language - Advanced II
NONCR GERM BRGE Survival German
(GI) BUSI 3004 BRGE Entrepreneurialism in a European Context
BUSI 3002 BRGE / INRE 3001 BRGE German Business in a European Context
(GI) BUSI 3003 BRGE International Management
(GI) INRE 4007 BRGE Contemporary Controversies in International Relations
(GI) POLI 3002 BRGE European Comparative Political Systems
COMM 3001 BRGE (ENG) Funky Berlin: Radio Production, Propaganda, and Story Telling (in English)
GI) JOUR 3002 BRGE Photojournalism
PUBH 3007 BRGE / BUSI 3005 BRGE Berlin's Emerging Biotech Industry
(GI) PUBH 3002 BRGE Community and Public Health
LITT 3002 BRGE Contemporary German Women Writers and Berlin
(GI) SOCI 3001 BRGE / GEND 3001 BRGE Gender and Sexuality
CINE 3001 BRGE / COMM 3006 BRGE (ENG) German Cinema: Berlin on Screen (in English)
CINE 3001 BRGE / COMM 3006 BRGE (GER) Berlin in der deutschen Filmgeschichte/German Cinema: Berlin on Screen (in German)
GERM 1002 BRGE German Language - Beginning II
GERM 2001 BRGE German Language - Intermediate I
GERM 2002 BRGE German Language - Intermediate II
GERM 3001 BRGE German Language - Advanced I
GERM 3003 BRGE German Language - Advanced Composition and Conversation
NONCR GERM BRGE Survival German
(GI) MGMT 3001 BRGE Business Ethics and Leadership
ECON 3001 BRGE / BUSI 3006 BRGE Reinventing Berlin's Economy after the Fall of the Wall
ECON 3002 BRGE The Euro - A Currency in Crisis
(GI) INRE 3003 BRGE European Immigration
INRE 3004 BRGE Transitions to Democracy: Fall of the Iron Curtain
(GI) COMM 3301 BRGE Intercultural Communication and Leadership
COMM 3008 BRGE The Power of Social Media
(GI) PUBH 3003 BRGE Comparative Health Care Systems
(GI) PSYC 3002 BRGE Psychology of Health and Illness
Contact hours: 60. Credit: 3 semester / 4.5 quarter hours.
Upon arrival in Berlin, students on the Language, Literature, and Culture track take a German language assessment test to determine their proficiency level. Beginners are exempt. Students then are placed in appropriate German language classes.
CIEE German courses are designed to help students rapidly improve their German whether they are beginners or nearly fluent speakers. CIEE students at all levels will learn and practice in all areas vital to successful communication in German: speaking, comprehension, reading, writing, self-correction, sociocultural competence, and self-reflection. CIEE Berlin follows the standards set forth by the Goethe Institute curricula, which are, in turn, based on the Common European Framework of Reference for Languages.
This is an introductory German course for students with no prior knowledge of the language. Based on a communicative and task-based approach, it is designed to develop proficiency in oral and written communication skills while providing students with knowledge and understanding of the societies and cultures of German-speaking countries. Students develop their listening, speaking, reading, and writing skills through a variety of stimulating activities. Vocabulary is presented in the context of culturally significant issues.
This course is taught primarily in German, using the communicative and task-based approaches, but grammar instruction may be provided in English. Students learn to read, write, listen, and speak basic German. Additionally, participants in this course gain familiarity with German-speaking cultures through exposure to various media and didactic projects. By the end of the course, they will be able to understand sentences and frequently used expressions related to areas of most immediate relevance.
This class is designed for students to practice and improve all four main language skills – speaking, listening, reading, and writing – in a highly communicative classroom setting. Students systematically review grammar by working with diverse materials designed to introduce them to German culture.
This course is designed for students to practice and improve all four skills – speaking, listening, reading, and writing – in a highly communicative classroom setting. Students will systematically review grammar by working with and through materials designed to introduce them to German culture. They will be able to understand the main ideas of complex texts on both concrete and abstract topics, including technical discussions in his/her field of specialization.
This course is designed for students who can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization. The goal of the course is to enable students to interact with a degree of fluency and spontaneity that makes regular interaction with native speakers possible without strain for either party; to produce clear, detailed text on a range of subjects and explain a viewpoint on a specific issue giving the advantages and disadvantages of various perspectives or options.
In this course, students encounter and work with a variety of German sources to refine their linguistic skills. Special emphasis is placed on practicing the subjunctive while studying and producing journalistic texts about the city of Berlin. This course also includes practical tasks, such as conducting interviews, writing a blog, and rehearsing a play.
This course is designed for students who wish to learn basic skills for communicating in German during their study program in Berlin. The aim of the course is to provide the linguistic tools necessary for students to communicate effectively and to gain a better understanding of the way of life in Berlin. Students practice using German in everyday situations through role-playing, site visits, and classroom instruction that makes use of a variety of media that illuminate daily life in Germany. Upon completion of Survival German, students will be able to introduce themselves, spell, and count in German; order food and drinks; talk about family; and express likes and dislikes. Contact hours: 15. Non-Credit.
This course examines the dynamic history of the German architectural tradition, beginning with the baroque, and then proceeding through Neoclassicism, Historicism, Modernism, and ending with the rise of the "starchitect." The influence of political, cultural, technological, and historical factors will be emphasized as influences on the process of design and construction. Throughout the course, representative architectural examples in Berlin will also be studied. As the German art critic and journalist Karl Scheffler wrote in 1910, "Berlin is a city condemned forever to becoming and never to being." As those words indicate, the city is a particularly rich site to observe how numerous competing political visions and social movements influenced the capital's architecture and urban development.
(Offered in English and German.) This course covers the eventful and tumultuous decades of German history after the founding of the federal monarchy in 1871. Students study the Prussian and German Empires, World War I, the collapse of the monarchy, and the promise and failings of the Weimar Republic accompanied by the rising political extremes of Communism and Fascism that gave way to the terror of Hitler and the Nazi Party. The course analyzes World War II, including the Holocaust and complete defeat of Germany, and the 40 years of occupation and division of the country during the Cold War. Finally, the course examines the 1989 "peaceful revolution," the fall of the Berlin Wall, and the reunification of Germany. (Taught in English and/or German.)
(Offered in English and German.) This course is designed to introduce students to the history of German cinema, with a special focus on the crucial role of Berlin as both production site and film set. Students watch important milestones in the history of German cinema, many of which are set in Berlin, and learn about their historical, political and aesthetic contexts. Special emphasis is placed on the so-called Berlin School of filmmaking, a New Wave emerging in the late 1990s, and continuing to be highly relevant today. Students have the opportunity to explore important sites, such as the DFFB film school, Babelsberg Studios, the German Film Museum, and the Berlinale International Film Festival, and engage with eminent filmmakers in a workshop environment. (Taught in English and/or German.)
Students explore issues of gender and sexuality by reading, watching, and listening to contemporary gender- and queer-inspired artistic productions in the cultural hothouse that is Berlin. Students attend a variety of art exhibitions, concerts, theater/dance performances, and film screenings, and read fiction and poetry in order to focus on (1) how each of these "texts" constructs in a specific way and thereby negotiates gender and its intersection with other axes of difference, such as ethnicity, sexual orientation, or class; (2) how these texts view the human body and its affects; and (3) how they relate multiple forms of sexuality to social categories and hierarchies. While the discourse on gender and sexuality in Germany is heavily influenced by American contributions to the field, this course looks for inflections that are specific to the German historical and cultural context, such as the connections between gender analysis and anti-Semitism, the critiques of radical leftist groups, and issues raised by the country's non-European and non-Christian ethnic minorities.
This course explores the role of historical memory in the formulation of individual and national identities in contemporary post-Holocaust and post-Communist Poland and the former East Germany. Three thematic perspectives are used to explore the construction and transmission of memory: arts, literature, and culture; institutions and education; and place and memorial. Lectures and discussions explore complex and powerful notions of memory in conjunction with relevant site visits.
BERLIN - THE CAPITAL OF THE 20th CENTURY/ BERLIN, DIE HAUPTSTADT DES 20. JAHRUNDERTS
Berlin was the stage upon which the drama of the turbulent 20th century played out. In the 1920s, Berlin defined what it meant to be modern: It was the intellectual fulcrum of a liberal republic and a glamorous café society. But that republic was unstable, and soon a Fascist government destroyed this atmosphere of tolerance and many of the great works of art and literature created by its talented freethinkers. After 1945, the bombed-out city became a frontline of the Cold War, but with the fall of the Wall in 1989, Berlin began a new era as a center of creativity. Berlin's fascinating and turbulent past make it the perfect place to study what 20th-century modernity means, and what the future of modernity might hold. This course combines seminars and site visits to take students on a cultural, literary journey through the many layers of this great metropolis. (Taught in English and/or German.)
There are two parallel lines of questioning that guide this course: What is women's writing, and how does the German context of these works matter to our reading? Following both these strands of discussion will help students better understand modern German culture and society and the gender politics that create a frame of reference for our understanding. Engaging with these texts also will help illuminate Berlin's long history as a place where gender and sexual mores are explored and questioned.
This course explores the influence of German fairy tales on the genre of fiction. Students examine the historical origins, cultural significance, and stylistic and thematic features of the German fairy tale and its influence on modern literature and pop culture in Germany today.
This course aims to take a fresh look at German (national) identity, enabling students to explore and question the concept of "identity" – not only German identity in particular but also their own sense of how they define their identity. Students will be provided with a broad understanding of major historical developments in Germany during the past century, as represented in society and reflected in film and literature. The course will concentrate on the plurality of ethnic, sexual, political, geographical, and cultural identities in modern Germany, and on their often fragmentary nature as the country struggles with the challenges of re-unification and international developments such as globalization, multiculturalism, and postmodernism.
This course provides students with an overview of the dynamics of global financial and international monetary systems. Students develop knowledge of the fundamental concepts needed to understand foreign direct investment, financial flows, international trade, and investment deals. As political risk and economic exposure to global events has become more immediate, special attention will be given to the 2007-2012 world banking crisis, the role of central banks in stabilization of national economies, the European debt crisis, and the particular role of Germany as the nation that took the lead in intra-EU negotiations.
What is the secret to the robust German economy? How does Germany manage to ride out the storm of the Euro crisis and remain a stalwart of European export power? Can Germany continue to maintain its traditions of quality and innovation in the face of increasing global competition? This course addresses these and other questions while examining the structure and dynamics of German businesses and the German economy. The course delves into the importance of government regulation, how trade unions shape economic policy, and the economic role of the German education and training system. Finally, the course explores the economic relationship of Germany within the EU and the broader global economy, with specific focus on the Euro crisis. Visits to local companies provide students with practical examples of how theories and practices play out in real-world situations.
This course examines how international and multinational companies develop international management strategies to fulfill their vision and mission. Lectures, readings, and assignments focus on operations, management, and organization of multinational business ventures. Students examine the importance of effective intercultural communication among units of internationally distributed companies, their partners, and clients. International companies in and around Berlin help students learn firsthand about the theories, issues, and practices discussed in class.
Students develop a solid foundation in understanding the vital role played by entrepreneurs and entrepreneurship in the modern global economy. Entrepreneurship is an ever-more important force in job creation, competitiveness, innovation, and economic growth. This course examines the state of entrepreneurship in Europe and assesses the outlook for the European Union in its push to maintain and grow its economic and competitive strength, especially in view of emerging economic rivals. Special attention is paid to the legal, political, and economic consequences of increased entrepreneurial activity in EU countries. Company visits and guest lectures from local entrepreneurs allow students to witness and discuss entrepreneurship in action.
This course introduces students to the highly dynamic economic transformation of the city of Berlin since the fall of the Iron Curtain. As former mayor Klaus Wowereit indicated through his now famous description of his city as "poor, but sexy", Berlin has tried to turn its weakness (lack of financial capital) into a strength (wealth of cultural capital) by focusing heavily on "creative industries", tourism and its world-famous club and art scenes. This course is designed to understand this transformation in all its economic and cultural ramifications, from the vibrant start-up culture to precarious employment patterns and unemployment; from the city's rapid growth to the discontent with gentrification. Co-curricular events will include visits to Berlin Partner, Berlin's city branding agency, and to Mediaspree, one of the biggest investment projects designed to attract telecommunication and media corporations; and a discussion with the director of Mietrebellen, a documentary film about gentrification in Berlin.
The euro was introduced in 2002 as the single currency of the European Union, consolidating the largest trade bloc in the world and creating one of the world's strongest currencies. However, the accumulation of massive and unsustainable deficits and public debt in a number of peripheral economies soon threatened the Eurozone's viability, triggering a massive debt crisis. While Germany agreed to the Maastricht treaty and the Euro in the early 1990s to a large extent in order to placate worries about German hegemony after the reunification, the Euro has more recently led to the very German domination it was meant to prohibit. With this domination being not only economic, but also political in nature, the questions this course raises are located at the intersection between monetary policy and socio-political developments in the EU. Site visits include, among others, a presentation of the German position on the debt crisis at the Bundesbank (the Federal Reserve).
Mainstream economic textbooks tend to represent the field as a collection of universal laws and insights. However, economics emerged through a long historical process in which authors, in a dialogue with the works of their predecessors, tried to provide answers for pressing problems of society. The course investigates this historical process, and devotes attention to the historical context as well as the analytical contents of the theories. The study of the history of economic thought contributes to a critical understanding of economics and reinforces the insights in contemporary economics through an understanding of the underlying historical process of development. On the one hand the course provides broad overviews, but on the other hand special attention is devoted to the economic thought of several important economists from Marx to Hayek.
Students gain an understanding of the issues and processes involved in developing an international marketing and branding strategy and plan, as well as the execution of marketing and public relations operations on an international scale. Course content and practical assignments focus on real-world problems, such as identifying and evaluating opportunities in international markets, developing and adapting marketing tactics in relation to specific national sociological and cultural market needs and constraints, and coordinating marketing and branding strategies in global markets. Guest lectures by local business professionals and company visits provide firsthand context and experience for the issues explored in the course.
This course examines the philosophical foundations and basic principles of ethics as they apply to businesses and the environments in which they operate. Real-world case studies are used to provide students with insight into how businesses and organizations manage – and in some cases fail to manage – challenging ethical and moral dilemmas. Students also consider the particular responsibilities of business leaders in fostering ethical awareness and practices within the corporate context.
FUNKY BERLIN: RADIO PRODUCTION, PROPAGANDA, AND STORY TELLING (in English)
The German word for radio is "Funk." This intensive, hands-on course teaches students to use radio as the medium to explore the history, places, and people of Berlin. Students capture the sounds and stories of this vibrant, creative city at the crossroads of Europe with a dark past. Storytelling and voice, listening and communicating are our themes. Students sharpen their research and reporting skills, develop interview techniques, and learn or improve their editing and production skills. Local site visits to historically significant studios and active radio production facilities introduce students to the history of German radio innovation. We also explore the important historical uses of radio as tool of Nazi and Cold War propaganda. (Taught in English.)
The course will highlight the impact that social media has on corporations, politics and society through enhanced interaction of organizations and individuals. The inherent shift of power and dependency between corporations or governments and their customers, employees or constituents will be be documented and analyzed. Theories and models of communication will be introduced, compared against the traditional media industries, and applied to the social media context. Major challenges for organizations, such as monitoring and responding to social media activity, will be introduced and best-practice cases presented. The activities and experiences of major brand corporations with social media will be explored, using recent market research. In addition to the role of social media for customer acquisition, its influence on customer relationship management will be examined, and manifest developments such as "mass customization" in various industries will be scrutinized.
In this course, students develop skills, knowledge, and understanding that will help them more appropriately and effectively engage, communicate and lead, in Berlin and in other intercultural contexts. Students explore a variety of topics in intercultural communication in the context of students' experiences abroad and practice intercultural learning processes that can be applied when working across cultural differences. Students increase cultural self-awareness and develop critical personal leadership skills that equip them to become more-effective citizens and leaders in an increasingly interdependent world.
This course is designed to introduce the theories and techniques of journalism with an emphasis on fairness and accuracy of journalistic coverage of diverse, multiracial multiracial communities, the role of journalism in democratic societies, news values and ethics, and reporting and writing techniques. Using specific examples from contemporary Germany and Europe, students examine the influence of journalism on politics, business, and society
In this course, students will move from being media consumers to media producers. The course will teach the fundamentals of modern journalistic storytelling, with an emphasis on research, writing and photography. By using the cultural powerhouse of Berlin as their canvas, students will explore the city in ways profoundly different from what a tourist would experience. The assignments will be constructed to make the most out of where students are, while at the same time allowing them to grow in their understanding of media and their skill in creating dynamic, visually exciting stories.
People eat in order to survive. Eating patterns also tell a story of personal preferences, socioeconomic status, and cultural or ethnic background. In this class, students will gain insight into the historical background of several culinary traditions in Germany, their role in modern-day multi-ethnic German society, and contemporary issues related to food consumption and sustainability in food supply. Themes such as obesity, eating disorders, food allergies, and food regulation, the rise of the "gluten-free" trend, in Germany place the themes in a public health framework. Guest lectures and site visits enhance the learning experience.
Health psychology focuses on the relationship between behavior, health, and illness while trying to identify the predictors of health-compromising and health-enhancing factors. Through a dual focus on healthcare and psychology, students will examine illness identities in the German/European Union context. Special emphasis will be placed on cultural differences related to quality of life, self-help, religious beliefs, alternative medicine, and rituals related to dying and death. Through an examination of the relevant literature, guest lectures and site visits, the course addresses philosophical questions about the perceptions and definitions of what it means to be "healthy" or "unhealthy" within a cultural context.
This course looks at the interface of community involvement and highly effective governmental approaches to public health. By studying how actors in the public health sphere collaborate to identify public health needs, select appropriate responses, and implement large-scale projects, students will gain understanding of the different public health issues facing communities in the European Union, and the varied approaches to public health in Europe. The course pays special attention to identifying and understanding the main actors in public health systems, how public health policies and systems are influenced, and how the implementation of public health tools are affected by cultural and religious traditions. Students participate in site visits to German public health institutions at various levels (community, states, federal).
This course explores the impact of demographics, infrastructure, political and public will, global economic conditions, and geopolitical circumstances on healthcare systems. Evidence-based health policy research points to the need to carefully assess healthcare delivery systems in individual countries to identify initiatives, patterns, and mechanisms that have most likely contributed to successful reforms and sustainable financing arrangements. Comparisons will be made among the different European Union actors with special reference to the debate on health care in the United States. Different countries commonly have different goals and motivations for introducing certain health care policies and interventions. Students will learn about, assess and understand these unique interests, needs, and historical experiences that shape current health care at the national level. Visits to private and public health institutions in Berlin are included.
Students learn about the economic, cultural, ethical, and structural challenges faced by health care systems today. The course explores different approaches to healthcare system organization and financing, strategies for using limited resources, and challenges to providing universal access to health care. Students address specific approaches to these challenges, with a comparative focus on Germany, the United States, and other European countries.
This course examines the complexities of a fast-growing marketplace and the powerful economic, social, and medical implications of biomedical/biotech advancements. Students will explore how federal, state, and European-level public and private partnerships evolve in this area to affect diagnostics, research and design of new substances, regenerative medicine, and industrial biotechnologies. Highlights include how these emerging and established biotech industries interface with the development of medical devices, innovations in health care delivery, and health promotion. The course includes a variety of field visits designed to help students better understand the interface between biotech, medicine and health care, information technology, and engineering.
The course focuses on Berlin as a case study of urban governance for sustainability. It will compare local policy challenges in national and international contexts, developing a more nuanced view on the top down and bottom up strategies of building sustainable cities. The course combines a comparative policy analysis approach with concepts of international relations studies. The objective is to unravel the concept of sustainability and study its translation into politics and policies in multi-level governance structures.
Immigration has always been a defining feature of European history. This course focuses on the challenges and successes of European immigration, internally and internationally. Students study the historical background of immigration and its role in the transformation of European societies. Immigration from Asia, Africa, and the Middle East generally is understood in cultural and religious terms, highlighting the concern of many in preserving Europe's cultural and national identities. The course examines the challenges immigration poses and solutions that have been proposed and used by EU countries to support the successful integration of immigrant communities. German immigration policy is analyzed with an emphasis on the Kreuzberg neighborhood. The course includes a visit with officials from The Center for Refugee and Migration Services in Berlin.
Merging historical analysis and political science, this course looks at two transitions to democracy that took place in Germany after the Second World War. The first: how Western Allies established a Parliamentary democracy in West Germany while the Soviets built a Communist regime in East Germany – the front line of Cold War politics for nearly 50 years. The second: the collapse of Communism in 1989, and the reunification of Germany. Today, Germany is a vibrant and strong democracy with a dominant market economy. Berlin is the most-prominent geographical legacy of the Iron Curtain, with obvious scars of the division of Germany on display today. The examination of these historic turning points is enhanced by visits to relevant museums and memorial sites, such as the Berlin Wall Memorial; the Tränenpalast (Palace of Tears); and the Stasimuseum, the former headquarters of the East German State Security Service.
Why do nation-states so commonly enter into conflict, and how can we promote more mutually beneficial cooperation? This course provides a systematic study of the most important issues in international relations. Special attention is given to how European actors, Germany in particular, react to important contemporary issues concerning power, motivation, and choice. The course includes in-class discussions, case studies, and several site visits to the relevant German ministries and think tanks (i.e., German Federal Environmental Ministry, Federal Ministry for Economic Affairs and Energy; German Ministry of Foreign Affairs; Federal Ministry of Family Affairs, Senior Citizens, Women and Youth; OECD office in Berlin; Max Planck Institute for the Study of Societies), where students meet with experts on these issues.
This course provides an overview of the process of European integration from the post-World War II era to the present. Students study the functions and power distributions of the EU legislative, executive, and judicial branches of government. Students also analyze the politics of policymaking in different areas, such as the single market, the Euro, and external trade policy. Current dissensions and dysfunctions within the EU are examined and debated from the perspectives of democratic theory and collective action theory. Noneconomic policy areas, such as foreign and security policies, also are addressed. Classroom content is supplemented and enhanced by visits to EU-related organizations in Berlin, and EU officials are invited to the class to discuss and debate key issues.
This course examines the political systems of various European nation-states, including Germany, France, and other central European nations, such as Hungary. Focus is placed on the main political cleavages in each, such as class, ideology, ethnicity, and religion, and how these divisions have influenced the political playing field. Additional topics include nationalism, citizenship, party structures, corporatism, the welfare state, and electoral politics. The course includes a meeting and discussion with members of the empirical research project on the "crisis of democracy" at the WZB Rule of Law Center; a meeting with representatives of Campact, a German civil society organization; and a visit to the Bundestag, where students meet and discuss course topics with members of Parliament
Each Academic Project placement will be designed based on the student's academic track, project learning goals, qualifications, resume, and availability of placements. The process is highly individualized and goal oriented. Students enrolled in an Academic Project will receive additional academic support that informs and enhances the placement experience.
Students may participate in up to two Academic Projects per semester, in blocks II and/or III. To qualify for participation, students must be in the location for at least one block in advance of the Academic Project in order to prepare for and plan the placement.
Participation in an Academic Project does not count as toward the track course requirement.
The CIEE Academic Internship provides immersion in the local work environment and helps build both practical skills and intercultural competence. Students will learn how to apply academic knowledge in a business setting, interact with co-workers, and compare teamwork and interpersonal interactions in different cultures. Students will work in local companies and organizations for a total of 100-120 contact hours. On-site experience is reinforced by a solid academic component with weekly seminar meetings and individual academic advising meetings, for a total of 15 contact hours. Total contact hours: 115-135. Credit: 3 semester/4.5 quarter hours.
CIEE supports qualified students who wish to pursue an academically rigorous independent research project while abroad. In order to enroll, students must submit a research proposal including a clearly defined research topic, explanation of research plans, description of preparation in the planned area of study, list of resources, tentative outline of a final paper, and suggested schedule of progress. Students complete a total of 100-120 hours of research and meet regularly with an advisor to complete an academically rigorous, ethically sound, and culturally appropriate research project and final research paper. Approval for participation in Directed Independent Research must be obtained from CIEE and the student's home institution prior to arrival on the program. Total contact hours: 115-135. Credit: 3 semester/4.5 quarter hours.
The Service-Learning Project combines a practical community-based project with a CIEE Seminar and is designed to challenge students to combine their course-based learning with practical experiences in relevant community-based projects. The project consists of a new project (or an extension of an existing project) that meets the demonstrated need of a local community organization. Students are required to develop a diagnostic plan and to produce a full project proposal that will be reviewed for approval by a service-learning committee by the end of the previous academic block of study. The project will include a community needs-assessment, data collection, and final presentation. Students will work in local organizations for a total of 100-120 contact hours. The service-learning seminar covers the core service-learning principles of engagement, reflection, reciprocity, and public dissemination. Total contact hours: 115-135. Credit: 3 semester/4.5 quarter hours.
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To make reservations by phone, call 1-800-228-9290 in the USA and Canada (or any of our worldwide reservation telephone numbers).
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At first my heart belonged to another,
but that didnt bother
you stuck to my side like butter.
No matter how hard my tummy fluttered
i struggled to admit that my heart had started to stutter...
'cause hurt and pain was all i came to know
from past time spent and heartache gained
from leaving behind a heart that ceised to love
yet you took me carefully with hands of glove
and so let me know that i could be loved
I felt compelled to give my heart to you
but a fear in me refused to
i had solemly promised myself on one knee
that i truely would not flee
'cause maybe you'd be it, the one to make it al alright.
Indeed i was correct
you were the one to prove my heart incorrect
and so placed a mark to perfect what once was a broken wreck...
I now bleed for you and only you!
Unexpectantly you'vestolen my Eve
I now can believe that we were made in pairs of 2
to be relieved when recieved,
YOU and Me...
© Copyright 2017 LilLoCksea. All rights reserved.
Status: Finished
Genre: Romance
Very Emotional. There was one spelling mistake i saw.
"so placed a mark to perfect what once was a brocken wreck.." Brocken is spelled Broken. Sorry Im a little bit of a grammar freak. But i did enjoy it!!
Very emotional and descriptive poem. Favourite line was "my heart had started to stutter" This a great poem. love it x
Awe.....I thought it was gonna be about still not getting over thee other, but It changed? Well, I liked it. Makes me believe I can actually get some girl over her ex and onto me.....kinda. I guess I'll have to wait 'til I'm in that situation.....
Not bad, not bad at all :) Few minor typos :P Like "ceased" not ceised. "broken" not brocken :) also...not to sure how I feel about the "Hands of glove" I know its for the rhyme scheme but it made me say hmmm :) All in all, nice work though
This was heartfelt! I was just talking about this topic the other day and you hit every point. My favorite line was "i struggled to admit that my heart had started to stutter" meaningful and descriptive line. great piece! :)
Was this about giving your heart to Father? if it was then I can totally relate. all the pain and mistrust, then the falling in love :) I loved it!
Book / Romance
Book / Fantasy
Poem / Romance
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text: Honda Insight Hybrid Best-Selling Car In JapanMatt Hardigree5/11/09 10:00amFiled to: Hybrid Car Wars2010 Honda Insighthonda insightHondaInsight2010 InsightBest-SellingJapanHybrid70EditPromoteShare to KinjaToggle Conversation toolsGo to permalink For the first time ever, a hybrid vehicle is the best-selling car in Japan. But the champ is not the new Prius, but rather the newcomer 2010 Honda Insight. Green is big in Japan. Excluding Kei cars, the Honda Insight and Honda Jazz (Fit) took the top two spots with 10,841 units and 9,443 units, respectively. The Insight is just starting to show up on dealer lots here in the U.S., so we'll soon see if the cheap and modern-looking ecorider does as well on this side of the Pacific. [AP]Reply70 repliesLeave a reply


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More Videos...
How To Remove Ford Fuel Line Fittings Without Fancy Tools! Quick Disconnect DIY
This is a video of me replacing the fuel filter on my 1999 Ford Ranger. I was able to make a tool to overcome the quick disconnect fitting couplers out of an old felt pen. This method should work on many Ford vehicles from 1995 - 2012
Ranger Fuel Filter Replacement
The truck is a 2000 Ford Ranger 3.0 V6
2004 Explorer Fuel Filter
2004 Ford Explorer 4.6L Fuel Filter Replacement.
How To Clean a Mass Airflow Sensor (In-depth, detailed version)
How to clean a Mass Airflow Sensor. Mass Airflow Sensor cleaning can increase fuel economy, stop hesitation and stalling, and shut off your check engine light. This is a simple procedure and in this video I go in-depth about cleaning the sensor and I take readings from an OBDII scanner to show before and after cleaning the sensor. A mass airflow sensor gets dirty because of oiled filters such as a KNN air filter, air filters that are not replaced often enough, and dusty roads (salt, sand, pollen, etc). Symptoms of a dirty MAF sensor are hesitation, poor idle, bad fuel economy, and stalling. You can also get a check engine light with codes P0100, P0102, P0103, P0104, and P0105. Bluedriver Scanner I used: http://amzn.to/1GSXTo8 Average Fuel Economy for the month before I cleaned the sensor: 17.5mpg 1 fill-up later: 18.97mpg 2 fill-ups later: 20.86mpg 3 fill-ups later: 19.10mpg 4 fill-ups later: 20.1mpg 5 fill-ups later: 19.13mpg Cleaning a MAF to stop Hesitation and Stalling: COMING SOON How to Fix a Car that Idles Poorly: https://www.youtube.com/watch?v=vFhoNykgQtc How to Replace Oxygen Sensors: https://www.youtube.com/watch?v=_Kr-c8eBl5E **If the video was helpful, remember to give it a "thumbs up" and consider subscribing. New videos every Thursday** -Website: https://www.ChrisFixed.com -Facebook: https://www.facebook.com/chrisfix8 -Twitter: https://twitter.com/ChrisFixed -Instagram: https://instagram.com/chrisfixit -Subscribe Here: http://www.youtube.com/subscription_center?add_user=paintballoo7 -YouTube Channel: https://www.youtube.com/ChrisFix Disclaimer: Due to factors beyond the control of ChrisFix, I cannot guarantee against improper use or unauthorized modifications of this information. ChrisFix assumes no liability for property damage or injury incurred as a result of any of the information contained in this video. Use this information at your own risk. ChrisFix recommends safe practices when working on vehicles and or with tools seen or implied in this video. Due to factors beyond the control of ChrisFix, no information contained in this video shall create any expressed or implied warranty or guarantee of any particular result. Any injury, damage, or loss that may result from improper use of these tools, equipment, or from the information contained in this video is the sole responsibility of the user and not ChrisFix.


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Comedy Central thinks global
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Product Description
JMI DRO Encoder for JMI Focusers
The encoder assembly is attached to an NGF or EV focuser (specify complete model number). A DRO hand unit or Smart Focus system (see below) is also necessary.
This is the portion of a DRO system that attaches to the JMI EV or NGF focuser. (Specify the focuser model.) A DRO Hand Unit or Smart Focus is also necessary for proper operation.
Due to the modular design of the JMI EV focusers, they can be very easily upgraded after purchase to include DRO. If you do not have a motorized version, see our EV Focuser Individual Parts for a motor upgrade. For a visual description of the system see Motor Control Diagrams where you can compare DRO, PCFC and Smart Focus.
- EV-1 / -2 / -3 / -B focusers, Part Number DROEV
- NGF-XTcM / -XTnM focusers, Part Number DRONGFXT
- NGF-CM / -55DM / -DX1M / -DX2M focusers, Part Number DRONGFC
- Newer than 1997 NGF-S focuser, Part Number DRONGFS
- NGF-1M / -2M / -3M / -4M / -55SM, older than 1998 NGF-S focusers, Part Number DRONGFO
- NGF-DX3M / -DX4M / -miniCM / -miniS / -mini1M / -mini2M / -mini3M / -mini4M focusers, Part Number DRONGF
*For some NGF models, you will need to return the focuser to the factory for modifications. Additional charges may apply for parts and/or labor. (For more specific information, please review the notes below.)
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Jude Gerard D. Verzosa, M.D., is an internist whose medical interests and specialties include diabetes care and management, geriatrics, critical and ICU care, pain intervention, and cardiology. Inspired by his mother, a retired Ob/Gyn, Dr. Verzosa strives to provide a high level of comfort and healing to his patients. He sees them as partners, not just receivers, in their health care. Dr. Verzosa is certified in pain intervention and injection techniques, and performs Holter Tests. Dr. Verzosa moved to the Pacific Northwest with the express wish to practice medicine in a small community. He enjoys mixed martial arts, Tae Kwon Do, scuba diving, climbing and fishing in his spare time. Dr. Verzosa also speaks Filipino, Tagalog and medical Spanish.Read more
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This article will guide you through how to add to or edit your Facebook shop advert carousel that appears on your facebook shop home page.
Create a Facebook ad group
Go to:
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*The picture shown is an example of a site type category and may not be the actual site reserved.


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Sun, Fujitsu Update SPARC Server Line
Sun Microsystems and Fujitsu are updating their jointly developed line of servers with the SPARC64 VII, a new version of the SPARC processor that offers four processing cores, a larger L2 cache and a total of eight instructional threads, and looks to compete against IBM's Power processors and Intel's Itanium chip.Sun Microsystems and Fujitsu are updating their jointly developed line of midrange and high-end servers with a quad-core version of the SPARC64 microprocessors. The two companies will launch four new systems Jul. 14 that are built on the SPARC64 VII processors, which have four processing cores, better clock speed-2.4GHz or 2.5GHz-and 6MB of Level 2 cache. The updated SPARC chip also has a total of eight instructional threads, two with each core, which allow multiple threads to work at the same time in parallel to support database applications.
It's the first significant update to the SPARC line since 2007, when Sun and Fujitsu announced systems built around the previous generation of SPARC64 chips. However, the SPARC64 VI and VII use the same sockets on the board, which allows uses to mix and match chips with a single system or within a larger chassis.
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Skip to comments.W. Va. dad makes son cannon to fulfill birthday wish
Posted on 08/31/2009 12:09:21 PM PDT by anymouse
Mike Daugherty asked his 11-year-old son Logan what he wanted for his birthday.
The boy said, "I want a cannon."
Dad didn't scoff at Logan's request by saying, "How about a hippopotamus instead," as a Christmas song from another era lamented.
No, Daugherty is not that kind of guy. He granted his son's wish and built him a Civil War-era cannon not a model, the real deal. The howitzer fires and rivals anything seen at Civil War reenactments across the country. He said it took him about two weeks to build and is worth about $6,000.
"It looks like something right out of the battle at Gettysburg," Daugherty said. The cast iron and steel 4-inch gun barrel is 36 inches long. It is mounted on a wooden gun carriage with two 36- inch diameter wheels. The cannon weighs about 700 pounds, so it is not something Logan will be able to carry to school in his backpack.
"I've always been interested in the Civil War and cannons, so I thought it would be a good gift," the boy said.
Daugherty said his son is very mature and would be able to handle the responsibility of owning a piece of artillery.
"He's a good kid. One thing about my son he has a great respect for guns and weapons, so he will not be firing this anytime soon without an adult present."
Daugherty said he is not worried about the federal government coming to get his son's cannon because he has spoken to the federal Bureau of Alcohol, Tobacco, Firearms and Explosives as well as the National Security Agency. Though Daugherty said he is still stunned that he had to get clearance from the NSA for the archaic artillery piece, it is legal to own such a cannon because it does not use a firing pin or is breach loaded. He said the government does not consider the weapon a threat.
Two days after the family celebrated Logan's 11th birthday, father and son offered a field demonstration of the new cannon to the Times West Virginian on Tuesday. The cannon had never been fired. While Daugherty is an accomplished machinist, there was an element of danger involved in packing a virgin gun barrel full of gunpowder and lighting the fuse. Sometimes cannons blew up during the Civil War, sending shrapnel flying every which way.
And then there is the boom. Anyone who has been to a Civil War reenactment knows that sound shakes the ground and rattles the rib cage.
Daugherty and Logan placed the cannon on top of a grassy hill overlooking Fairmont.
"Any rebels charging up this hill would be in trouble with a cannon like this at the top," Logan said.
Daugherty packed the gunpowder into the barrel and used a blow torch to light a long, spindly fuse reminiscent of a firecracker. As soon as the grey smoke started chasing the spark, everyone covered their ears and stepped away far away and possibly even prayed.
Nothing happened.
The spark went into the chamber, but there was no boom. Anyone with muzzle loader or firecracker experience knows that just because there isn't smoke doesn't mean the thing isn't about to explode.
After a few tense moments, Daugherty cautiously approached the cannon. He took a deep breath and packed the gun powder tighter. He lit another fuse and everyone backed away again, though not as far.
"This time for sure," Daugherty said.
More smoke, but nothing. At this point there were two options: the cannon was going to go boom or not. Sounds simple, but the bigger question was if Daugherty wanted to tempt fate one more time. He steeled his resolve and said, "What's the point of building a cannon if it doesn't fire."
Clever and lucky man that Daugherty is, he discovered that the thick paper was not the best padding needed for igniting the gun powder. The problem was solved when he used scraps of the Times WV.
Seconds after he lit the fuse the third time, everyone backed away.
The blank inside the barrel went boom and a canon was born.
Dad and son were happy the cannon fired, but wanted to kick it up a notch. Instead of a cannon ball, they popped in an unsuspecting golf ball into the gun barrel.
"I wonder how far it will go," Dad said.
A moment or two after the fuse was lit, there was a loud boom just before the golf ball split the sky and landed about 600 yards away. The nauseating smell of sulfur invaded the nose as the fog of war cleared the field.
Father and son smiled. The cannon was a hit.
"Thanks," Logan said.
Daugherty said he is not worried about the federal government coming to get his son's cannon because he has spoken to the federal Bureau of Alcohol, Tobacco, Firearms and Explosives as well as the National Security Agency. Though Daugherty said he is still stunned that he had to get clearance from the NSA for the archaic artillery piece, it is legal to own such a cannon because it does not use a firing pin or is breach loaded. He said the government does not consider the weapon a threat.
Modern day "come and take it" story.
Is ten minutes taken yet? I want in. LOL
Ah, 11-year-old boys and their cannons. The good old days. Why, I remember when we would bring our cannons to school for some dinosaur hunting after.
What a COOL dad!
Next to the sweet scent of new mowed alfalfa and the honest one of a clean stable the 'nauseating' smell of black powder is one of my favorites.
Blackpowder, bowling balls and sewer pipe! (Fire in the hole!!!)
Some kids have ALL the luck!
Looking at the photo and working the slide-rule, 4" x 36" is a very small gun by any man's standard.
What sort of payload would such a weapon have delivered during the Civil War? Presumably grapeshot or somesuch anti-personnel load?
Anyone who finds the smell of burnt gunpowder "nauseating" is a red communist; a prissy, effeete, whinging faggot; and worst of all ... a democRat.
700 pounds of iron and a load of gunpowder to send a golf ball 600 yards? Come on Tiger does that every sunday with two wacks from a thin metal stick.
No really. Cool cool story. Very cool.
"Well, son, I think you can handle this."
I wonder if he rifled the barrel for a more modern artillery shell that may be on the drawing board, something that goes boom where it lands?
That all sounds well and good, but I hope he had the presence of mind to get those BATF and NSA "okays" in writing...
You used to be able to buy plans for a .22 cal small scale replica of a Gatling gun which any reasonably competent machinist could build.
Fasten said Gatling to solid base, add simple chain drive in place of crank, connect chain to starter motor w/12 volt battery and, viola!, a minigun.
Remember, when you test fire, black helicopters will show up and follow you home.
it would take me 3 solid whacks with a freakin 3 wood IF I nailed the ball each time..
Civil War field cannons delivered three basic loads. Solid shot for defensive breastworks, canister or grapeshot for masses of men and exploading ball shot with a fuse cut to a certain length to detonate overhead. Naval artillery or 'guns' as they were called used various designed loads for ripping up rigging and masts.
The large wheels allow for easy transportation. The gun is relatively light and relatively easily maneuvered, to (sort of) keep pace with infantry.
If I understand the law correctly, this device could (without legal repercussions) be loaded with shot or canister. Shell, however, would constitute a "Destructive Device" and be subject to all manner of NFA nonsense.
Perfect for DC Tea Party!
Pray for the T Party Express
I'm a former CW reenactor, and what this untrained moron has built is very dangerous to both him and his son, as well as to anyone else in its general vicinity when fired.
BTW, the National Security Agency could care less about CW repro cannons. It's concern is communications and cryptology. This guy's lying.
Awesome Dad, very cool.
My Dad took me to see a cannon fired when I was a kid at Mackinaw Island and some Civil War reenactments here is SE MI, battle of Raisn river IIRC.
Building a cannon would have been fun.
Coolest Dad EVER ping.
Daugherty said his son is very mature and would be able to handle the responsibility of owning a piece of artillery
Now son, put away your cannon and wash up for dinner....
...or you don't get the car keys to go pick up your teacher.
He's dangerous and just an accident waiting to happen. He should contact a Civil War reenactment group and get some expert advice before he loses an arm. The use of paper and trying to pack the powder almost crippled him.
The cannon is a half scale if anything. He could have easily bought one and it wouldn't have cost 6,000 dollars.
Chicago light Artillery First Illinois Regiment - Check my profile page.
I posted before I read your's. Absolutely an educated moron who will be lucky he doesn't kill/cripple his kid or his self.
My first muzzle loading cannon was a huge carbide cannon I made from a washing machine transmission case and a piece of 2" pipe. Could shoot an apple 100 yards. Moved up to a 2-1/2" bore blackpowder cannon in college - made it on the shop lathe. Next was a replica 2 pounder from Dixie Gun Works. Lovely things but Mrs NHD really doesn't like me firing them in the backyard.
Fasten said Gatling to solid base, add simple chain drive in place of crank, connect chain to starter motor w/12 volt battery and, viola!, a minigun.
Post #5 ROFL
what this untrained moron has built is very dangerous to both him and his son, as well as to anyone else in its general vicinity when fired.
Cannon Accidents Reported or Recapped from 1996-2003
Moreover, very specific procedures need to be followed by a well-trained, qualified artillery crew in order to safely fire a piece:
He used paper for his powder bag. That's insane. Modern reenactors use aluminum foil. He also should have poured water into the barrel after the misfire and started over. He probably didn't pierce the bag before he lit the fuse.
The fuse is also a no-no because it leaves residue. He should have used a small amount of powder at the touchhole and used a linstock which is a fuse at the end of a staff.
From the photograph, I don't see his water bucket for cleaning and swabbing the barrel after each shot.
He's an accident waiting to happen. I hope it's not his kid.
Sounds like his problems are in process and materials, not the cannon itself.
I cringed a little when he ramrodded it after it failed to discharge. Good way to lose some fingers.
Obviously not how one is supposed to treat a hangfire!
Tamping it again is a good way to lose your arms.
Sure sound like he didn't know what he was doing.
My Civil War club has the original home movie from the 1970's where the limber box blew up. The line didn't have a dead zone and the limber box didn't have a short enough chain so it couldn't be left open like it was. Either a spectator threw in a cigarette or a nearby cannon threw a spark.
I saw the movie and the dead victim laying on the ground. It took a long time for the ambulance to come out for the others. It was nothing more than a station wagon.
Stupid and sad.
He had better find a VERY good hiding place. Hussein's boys will not like this birthday present!
Maybe his hand or his arm. Possibly his life.
Upper right is grapeshot ... the forerunner to canister, which was a more efficient way of packing the balls.
The bar and chain shot were used in age-of-sail naval warfare to destroy the opponent's rigging. Bring down his sails (and masts, if you're good) and the enemy is a sitting duck.
Two words. Spud cannon!
Sweet !
Mrs. L said "NO ******* WAY!" before I could even ask the question.
Used to be a bunch of Old Farts near me that turned old railroad car axles on a lathe to produce some pretty good civil war era light artillery replicas.
Back then F or FF black powder was fairly cheap. Probably cost you $150.00 per shot now.
cannon ping
cannon ping
"Daugherty said his son is very mature and would be able to handle the responsibility of owning a piece of artillery."
We shall see...
An NC man was injured July 4th when a homemade cannon misfired.
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Topics of Kiteboarding course:
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* Body dragging (practicing, controlling the kite in the water)
* Relaunching, taking the kite out of the water
- Using the board:
* Exercises on the sand
* Practice using the board in the water.
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