Poem: "Continuities and Changes"
Nov. 9th, 2020 01:05 am![[personal profile]](https://www.dreamwidth.org/img/silk/identity/user.png){kind=small}
ysabetwordsmithThis poem is spillover from the November 3, 2020 Poetry Fishbowl. It was inspired by prompts from It was inspired by prompts from siliconshaman, technoshaman, dialecticdreamer, and mama_kestrel. It also fills the "sense of balance" square in my 11-1-20 card for the Sense-Ability Bingo fest. This poem has been sponsored by janetmiles. It belongs to the Boss Finn thread of the Polychrome Heroics series, following the China's Mistake thread.
"Continuities and Changes"
[Tuesday, February 16, 2016]
Elisabeth had been passing the word,
discreetly but widely, about needing folks
to help keep a lid on things in Mercedes.
Her sense of balance told her that
she needed a good mix of black hats,
white hats, and gray hats for it to work.
There were already plenty of soups
in town, and some of them had already
stepped forward to help -- Loudmouth
was helping to spread the word --
but she knew they needed more.
Elisabeth was quite delighted when
a new person found her, from SPOON
but not sent directly by SPOON.
Fred Lehrer was of all things
a capybara morph, although
he still walked upright.
When he arrived at the door,
he was wearing a gray turtleneck
under a suit of blue-gray wool that
contrasted with his cinnamon fur.
"Dr. Finn, it's a pleasure to meet you,"
said Fred. "I admire your determination
to stay in Mercedes and make it work."
"Well, I'm stubborn," she said. "I won't
let the forces of barbarism win the day."
He gave a rumbling chuckle, and
his whole round body shook with it.
He smelled like baking bread.
They settled in the office, where
Fred made a very comfortable lump
in his chair. Many primal soups were
skittish, but he seemed phlegmatic.
"I hope that I can find a place in town
and help with your work," said Fred.
"I'm sure you can; we need the help.
I was fascinated by your dissertation,"
by the way. Civilization by Tens is
a masterful analysis of top-ten and
bottom-ten countries," said Elisabeth.
His ears flicked -- possibly a sign of
bashfulness, possibly just a response
to the fact that the heater kicked on.
"Thank you," said Fred. "I'm interested
in finding similarities and differences, in
hopes of building common ground and
resolving disputes. I'm wondering what
you think about the cultural shifts
happening in Mercedes now."
"I'm hopeful," said Elisabeth.
"Cultures are made of continuities
and changes, and the identity of
a society can survive through
these changes. Societies without
change aren't authentic, just dead."
"That's a wise observation," said Fred.
"And the highly unfortunate incident that
occurred at the hospital? Some people
become touchy when honor is involved."
"It is important to understand that
while honor is an entitlement to respect --
and shame comes when you lose that title --
a person of honor cares first of all not
about being respected but about being
worthy of respect," Elisabeth said.
Capybara lips weren't really designed
to smile, but that was the sense she got
when Fred dropped his jaw a little.
"Then I'm sure it will all work out
in the end," said Fred. "Meanwhile,
I'd like to offer my services in helping
the local soup community to mesh."
"Wonderful," said Elisabeth. She
picked up a koosh ball fidget and
petted the rubbery strands to keep
herself from trying to pet Fred. "We
can use all the help we can get."
Fred murbled at her. "If I
tried to hold onto that thing,
I would drop it on the floor."
"It's not fragile," Elisabeth said.
"We have all kinds of fidgets, though."
"I'd need something more solid,"
Fred said, spreading his hand.
The fingers were short and
stubby with thick nails, and
webbed like a duck's feet.
"Oh, I see what you mean,"
Elisabeth said. "How about
a neoprene gel stress ball?
They hold their shape, but
they're soft enough to grip."
"That sounds good," Fred said,
taking a blue ball from the basket
she offered him. "Charming --
almost like a capybara, even."
Elisabeth smiled. "I've heard of
their legendary animal magnetism."
"It's quite real, and in my case, also
a superpower," Fred said. "People
just like me. I can get them to sit down
at a negotiating table, even if they hate
each other, just because I asked nicely."
"Asking nicely opens more doors
than anything else," Elisabeth said.
"A woman after my own heart,
Fred said happily. "I'm sensing
the start of a great friendship."
"Excellent," said Elisabeth.
"What can I do to make
your job easier? What do
you need to spread peace
around our fractious city?"
"I need a place to work,"
Fred said. "It should have
shared spaces and private ones,
where people can work through
their issues or just hang out."
"Well, we're hoping to set up
a Triton Teen Center not far from
Soup to Nuts," said Elisabeth.
"Check there, because the area
has plenty of turnover, and if we
stake out several locations in
the same vicinity, they should
feed each other more traffic."
"Could you give me addresses,
or at least the neighborhood?"
Fred asked, taking out his phone.
Elisabeth used hers to display
a map of Mercedes, and then
zoomed in on the area. "Here
is Soup to Nuts," she said. Next
she marked several points. "These
are possibilities for the teen center."
"Is there a way to display all of
the properties for sale?" Fred said.
"Probably, but you might need
a realtor for that," said Elisabeth.
"I know some of them, though,
just because I spend so much time
in that part of town. What kind
of property are you looking for?"
"Ideally, a small office building, so
we can focus on decorating instead of
needing to build a bunch of new walls
just to get started," Fred explained,
rolling the ball between his paws.
She kept wanting to match her hands
against his to see which were bigger.
Instead, she combed her fingers
through the strands of koosh.
"There are at least three or
four, depending how flexible
your size parameters are,"
said Elisabeth. "Do you
really need a lot of space
just for yourself and clients?"
"Oh, not just myself," Fred said.
"How lonely that would be! No, I'll
find other people who want to work
on the project -- nonprofit workers,
mediators, that sort of thing."
"Try the local Sankofa Clubs,"
Elisabeth advised. "They've been
going nuts trying to quash the bigotry."
"Do you have contact information?"
Fred asked, and when she gave it,
he typed it into his smartphone.
"Ask the Esperanto Club too,"
Elisabeth added. "That's a mix
of all ages, although the high school
got the ball rolling with classes."
"Mi parolas Esperanton!"
Fred said, delighted.
I speak Esperanto.
"Unu lingvo neniam sufiĉas,"
Elisabeth agreed with a grin.
One language is never enough.
Idly she wondered whether
Captain Kelvin spoke Esperanto.
In any case, he and Fred should
balance each other nicely.
She rocked softly in her seat,
feeling out the shifts of the city
as she moved this and that around.
She had faith in continuities and changes.
* * *
Notes:
Fred Lehrer -- He is an anthropomorphic capybara with black skin, black eyes, and strawberry blond fur. His head, hands, and feet are mostly capybara although he can still walk upright. He is slow and heavy, moving with deliberation. His heritage includes American, African, Native American, and Hispanic. He speaks Arabic, Berber, English, Esperanto, French, Igbo, Italian, Mapuche, and Spanish. He is 36 years old in 2016.
Fred earned a Bachelor of Arts in Education and Social Transformation with minors in Art History and Community Engagement and Social Change at the University of California-Los Angeles. The summer after graduation, he started a Get a Life year in which he visited He visited Costa Rica, Venezuela, Brazil, Araucanía, Namibia, Nigeria, Senegal, Morocco, Spain, France, Italy, Britannia. In South America Fred met and adored capybaras, swimming with them in local ponds and rivers. After that, he began slowly developing capybara traits.
Fred went on to get a Master of Arts in World Language Education with at DePaul College of Education with certificates in Special Education: Exceptionality and Disability Studies plus Social and Cultural Foundations in Education in Chicago, Onion City, Illinois. As his capybara traits had progressed beyond the ability to hide, he was unable to find a job at a school or business. He wound up working independently as an educational assistant in Illinois for several years. He also worked with several Sankofa Clubs to teach diversity skills and help the members of eclectic groups fit together smoothly.
Frustrated by rejection, Fred stopped sending resumes and started showing up in person. When the admission staff complained that he was using superpowers on them, he said, "It's not something I do, it's sometime I am. It affects everyone around me. I can convince people from bottom-ten countries to sit together and not kill each other." They let him in. Fred earned a Conflict Analysis and Resolution Ph.D. with a Mass Atrocity and Genocide Prevention Graduate Certificate at George Mason University in Fairfax, Virginia. After that, he began working with SPOON to resolve conflicts around superpowers.
Early in 2016, Fred moves to Mercedes, California to help Boss Finn manage the local and visiting soups. He is primarily a white hat, but everybody loves capybaras, so he gets along fine with gray and black hats, even convincing them to work and play well with each other. His cosmopolitan nature comes in very handy in a town with representatives from many different super groups of varying politics. As a hobby, Fred enjoys both art and art history. He especially likes drawing or painting other soups.
Origin: During his Get a Life year, he visited South America and swam with capybaras. After that, he began manifesting Capybara Traits.
Uniform: Fred typically wears academic menswear in shades of gray, khaki, and blue. He often wears a turtleneck with a business suit, and in hot weather he likes walking suits.
Qualities: Master (+6) Peacework, Expert (+4) Chamfer, Expert (+4) Teacher, Good (+2) Activist, Good (+2) Artist, Good (+2) Cosmopolitan, Good (+2) Languages
Poor (-2) Dexterity
Powers: Expert (+4) Capybara Traits
Fred has Danger Sense and Hearing at Good (+2) level. He has Capybara Charm, Pheromones, Smell, and Swimming at Expert (+4) level. He can sense water from at least a mile away and hold his breath for up to 5 minutes.
Limitation: Fred is an obligate vegetarian and cannot digest meat.
Motivation: To bring people together.
Capybaras are gregarious animals. They are the largest rodents.
Bachelor of Arts in Education and Social Transformation
at the University of California-Los Angeles
Curriculum
Preparation for the Major
Two lower-division courses (EDUC 11 and EDUC 35) must be taken for a letter grade and passed with a grade of “C” or better. Undergraduate students may repeat a total of 16 units, and only those courses in which they receive a grade of “C-” or lower. “NP” or “U” grades may be repeated to gain unit credit. Repetition of a course more than once requires the approval of the Dean and is granted only under extraordinary circumstances.
The Major
Required: at least 9 upper-division courses distributed as follows:
(1) two courses from each of the following three areas of competency:
Histories and Philosophies of Education—Education M108, 134
Inquiry and Design for Learning—Education 188A, 188B;
(2) Education 180 Orientation to Community Engagement;
(3) Education 181 Community Engagement Practicum;
(4) at least one additional course in education, for a minimum of 40 total upper-division units.
152C. Global Citizenship Education
At least one course taken for the major must satisfy the community engagement requirement – Education 188A, 188B
Each course must be taken for a letter grade. The upper-division Education courses must be completed with a minimum overall GPA of 2.0
https://gseis.ucla.edu/education/academic-programs/education-and-social-transformation-major/curriculum/
Courses
https://www.registrar.ucla.edu/Academics/Course-Descriptions/Course-Details?SA=EDUC&funsel=3
11. Education, Equality, and Future of American Society: Problems, Prospects, and Policies
Units: 5.0
Lecture, four hours; discussion, one hour. Schools are primary institutions charged with responsibility of preparing young people for their roles as citizens so that they can participate in our democracy. Public schools also serve as key sites where two essential, and at times conflicting, functions are carried out: students are sorted based on measures (and perceptions) of their ability to fill occupations and roles that are essential to economy; and students are educated in hopes that next generation will acquire knowledge, creativity, and problem-solving skills to solve problems created by previous generations. Focus on understanding challenges, contradictions, and complexities associated with carrying out these functions. Letter grading.
35. Introduction to Inquiry and Research in Education
Units: 5.0
Lecture, two hours; discussion, two hours. Introduction to empirical and analytical educational research. Intended for undergraduates interested in learning how to find, interpret, and evaluate educational research. Overview of different methods of conceptualizing inquiry and gathering evidence, including qualitative approaches (e.g., ethnographic, semi-structured interviews, case study), quantitative approaches (e.g., survey, measurement, experimental, descriptive), mixed methods, and design-based research. Highlights multiple methods of inquiry and research, ethics of conducting research in social sciences, and norms of conducting and reporting research in field of education. Overview of selected strands of equity-oriented research in education. Letter grading.
M108. Sociology of Education
Units: 5.0
(Same as Sociology M175.) Lecture, four hours; discussion, one hour. Study of how U.S. educational system both promotes socioeconomic opportunities and maintains socioeconomic inequalities: historical and theoretical perspectives on role of education in U.S. society; trends in educational attainment; ways in which family background, class, race, and gender affect educational achievement and attainment; stratification between and within schools; effects of education on socioeconomic attainment, family, health, attitudes, and social participation; educational policies to improve school quality and address socioeconomic inequalities. Letter grading.
134. Introduction to Exceptional Learners
Units: 4.0
Lecture, two hours; discussion, one hour. Survey of characteristics and related educational needs of students (preschool through high school) who vary in mental, physical, psychological, and social characteristics. Focus on disabilities, with exploration in area of gift/talented education. Emphasis on inclusion, and legal, social, and philosophical issues associated with it. Students learn perspectives from disability studies and engage in class activities designed to challenge students to put inclusion into practice. Students develop understanding of various areas and exceptionalities of special education with emphasis on role of student special needs in context of general education settings. Letter grading.
138. Cognitive Development and Schooling
Units: 5.0
Lecture, four hours; discussion, one hour. Overview of theories, methods, and research on children's cognitive development and implications of this work for educational practice. Covers range of research from different perspectives, drawing from domains such as developmental psychology, cognitive psychology, developmental cognitive neuroscience, and education. Students learn about basic cognitive processes. Exploration of ways in which contexts--including those at home, early-care settings, and school--impact children's development. Letter grading.
C160. Theory and Practice of Intergroup Dialogue: Building Facilitation Skills
Units: 4.0
Seminar, four hours. Topics include social psychology of intergroup relations, intercultural and dialogic communication theories, methods for reconciling and bridging differences in schools and communities, research and evaluation of intergroup dialogues and other educational methods for improving intergroup relations, and core competencies for planning, delivering, and evaluating intergroup dialogues in multicultural settings. While providing foundational grounding in theory and pedagogy of intergroup dialogue, particular attention to relationships between intergroup dynamics, structural inequalities, systems of privilege and oppression, and mental health outcomes and disparities among populations. Concurrently scheduled with course C244. Letter grading.
188A. Transformative Research in Community-Based Settings
Units: 5.0
Lecture, four hours; fieldwork, one hour. Requisite: course 35. Introduction to broad tradition of transformative research in education--public scholarship that aims to disrupt long-standing educational inequities in partnership with local communities. This tradition includes Youth Participatory Action Research (YPAR), Community-Based Action Research (CBAR), and other collaborative approaches that value diverse forms of expertise and knowledge. Through variety of community-engaged learning opportunities, students are supported to develop ability to analyze education in social and political context, develop skills for effecting change, demonstrate understanding of multiple perspectives, diversity, pluralism, and social justice. Letter grading.
188B. Transformative Research in Community-Based Settings
Units: 5.0
Lecture, four hours; fieldwork, one hour. Requisites: courses 35, 188A. Introduction to broad tradition of transformative research in education--public scholarship that aims to disrupt long-standing educational inequities in partnership with local communities. This tradition includes Youth Participatory Action Research (YPAR), Community-Based Action Research (CBAR), and other collaborative approaches that value diverse forms of expertise and knowledge. Through variety of community-engaged learning opportunities, students are supported to develop ability to analyze education in social and political context, develop skills for effecting change, demonstrate understanding of multiple perspectives, diversity, pluralism, and social justice. Letter grading.
180. Orientation to Community Engagement
Units: 4.0
Seminar, four hours. First course in three-part series to satisfy community engagement requirement for Education and Social Transformation major capstone project. Introduction to conceptions and contexts of community engagement, focusing on possibilities and complexities of critical and asset-based approaches to community engagement. In preparation for students' own community engagement experiences in community organizations, early childhood centers, or schools in Los Angeles, emphasis on reflecting on positionality, identifying forms of power and privilege, and understanding relationships between systemic issues and community engagement. Letter grading.
152C. Global Citizenship Education
Units: 4.0
Lecture, four hours. Questions regarding nature and possibility of education that can foster global citizenship necessary to understand and resolve world's most pressing issues. Focus on curriculum and instruction of global citizenship education. Using local and global research, exploration and analysis of various perspectives, curricula, and pedagogies pertaining to teaching and implementation of global citizenship education at different levels of education. Letter grading.
Community Engagement and Social Change Minor
at the University of California-Los Angeles
College of Letters and Science
Interdepartmental Program
About the Minor
The Community Engagement and Social Change minor is designed to provide students with a core analytical and theoretical framework for community building, governance, and the use of civic resources. It examines the connections between individual success and societal structures and explores traditions of service and the history of service movements. The minor can be paired with any major as an applied and active way of putting disciplinary tools to use and is intended for highly motivated students of any ideological perspective who are committed to education among a broader community of learners.
The Community Engagement and Social Change minor integrates community engagement with an academic context that enriches the valuable learning gained through meaningful work.
To enter the minor, students must have an overall grade-point average of 2.7 or better, submit a completed application, and submit a written statement describing how civic engagement relates to their academic interests or career goals. Digital applications are available.
As they move through the minor, students compile a portfolio. They start the portfolio by articulating a plan for the completion of the minor that reflects the social issues, strategies of engagement, and local communities upon which they will focus their pathway through the minor. This plan is completed as the final reflective writing assignment for Community Engagement and Social Change 50XP or 100SL (for those students declaring an intention to pursue the minor). The portfolio is a repository for the products associated with their academic and experiential work for the minor, including a copy of their capstone research paper, and a critical reflection prior to graduation detailing their pathway through the minor and its implications for their future academic study and/or community engagement.
Required Core Courses (17 to 20 units):
Community Engagement and Social Change 50XP with a grade of B or better;
two additional community-engaged courses (at least one of which must be upper division) from Community Engagement and Social Change 105SL, 163SL
and one upper-division elective course from the community-engaged options above or from M115, 145
Required Strategy of Social Change Course (4 to 5 units): One course from Community Engagement and Social Change 150
Required Capstone (8 units): Community Engagement and Social Change 191A, 191B, with grades of B or better. Students must have completed the core courses requirement, and at least one other community-engaged course prior to enrolling in the Community Engagement and Social Change 191A. Students may petition to have a capstone sequence completed for their major satisfy the minor’s capstone requirement. Petitions are reviewed on a base-by-case basis, and are assessed by how closely the major capstone requirements align with desired learning outcomes associated with the minor’s capstone requirement. Students may also petition to complete the capstone under the guidance of a faculty sponsor through independent research, Community Engagement and Social Change 199, after completing 191A. The faculty mentor approves proposed readings as well as length and scope of the final paper or project based on guidelines developed by the faculty committee.
The capstone experience for the minor requires an integrative final paper or project that incorporates the required curriculum and elective courses. It should address the intersection of a social issue, strategies employed to address that issue, and examination of those methods within specific communities of Los Angeles. The capstone project should be informed by at least one of the student’s community-engaged learning courses (e.g., the community-engaged course and/or the internship).
A minimum of 20 units applied toward the minor requirements must be in addition to units applied toward major requirements or another minor.
Each minor course must be taken for a letter grade, and students must have an overall grade-point average of 3.0 or better in the minor. Successful completion of the minor is indicated on the transcript and diploma.
Courses
105SL. Client-Based Program Evaluation and Research. (4) (Formerly numbered Civic Engagement 105SL.) Seminar, three hours; fieldwork, 10 hours. Limited to juniors/seniors. Service learning course for undergraduate students and community partners through which students learn theory and practice of program evaluation. Evaluation of nonprofit organizations in Los Angeles by research teams. Offered in summer only. Letter grading.
163SL. Civic Engagement and Public Use of Knowledge: Special Topics. (5) (Formerly numbered Civic Engagement 163SL.) Seminar, three hours; fieldwork, three hours. Limited to juniors/seniors. Service learning course that examines variable topics related to University/community partnerships and role of civic education in higher education. May be repeated for credit with topic or instructor change. Letter grading.
M115. Citizenship and Public Service. (4) (Formerly numbered Civic Engagement M115.) (Same as Political Science M115C.) Lecture, three or four hours; discussion, one hour (when scheduled). Recommended requisite: Political Science 10. Designed for juniors/seniors. Study of ways in which political thinkers have conceived of ideas of citizenship and public service, how these ideas have changed over time, and frameworks for thinking about citizenship in era of markets and globalization. P/NP or letter grading.
145. Conflict, Power, Inequality, and Change. (4) (Formerly numbered Civic Engagement 145.) Lecture, four hours. Broad historic trend of systems in conflict since beginnings of colonialism, including capitalism, urbanism, liberalism, and neoliberalism. Examination of modalities and theories of conflict and transformation, with emphasis on three primary forms of societal conflict: social movements, war, and terrorism. Study of resource scarcity through two specific dimensions: how it is leveraged to meet political ends, and how it can be harnessed for conflict intervention, resolution, transformation, and prevention. P/NP or letter grading.
150. Social Innovation Theory and Application. (4) (Formerly numbered Civic Engagement 150.) Seminar, three hours. Limited to students in UCLA Summer Social Innovation Research Program. Study of social innovation as theory of civic engagement, with particular emphasis on how social innovators have transformed way we address entrenched social issues. Study of elements of existing social innovation models and strategies for employing methods of social change on campus and in communities. Offered in summer only. Letter grading.
Art History Minor
at the University of California-Los Angeles
The Art History minor is designed for students who wish to augment their major with a series of courses that analyze the history, theory, and criticism of diverse visual traditions in world culture. On the lower-division level, the minor exposes students to overviews of these traditions in broad time periods from ancient to modern, from the regional to the global, as well as to courses that trace the historical significance of art in the context of specific thematic and media concerns. upper-division courses offer more specialized content that explores crucial episodes or areas with more intense and rigorous theoretical and methodological strategies.
To enter the minor students must be in good academic standing with an overall grade-point average of 2.0 or better, have completed 45 units, and file a petition with the student affairs officer in 206B Dodd Hall, 310-825-3992. Students are advised to declare the minor early and meet with the student affairs officer to plan a coherent program.
Required Lower-Division Courses (15 units): Three courses selected from Art History 22, 23, 27
Required Upper-Division Courses (20 units): Five art history courses as follows:
1. Two courses from at least two of the following three historical periods;
(a) ancient/medieval before 1400—Art History M111
(b) early modern, 1400 to 1700—Art History 121A
(c) modern/contemporary, 1700 to present—Art History C129C
2. Two courses from at least two of the following five geographic regions: (a) Africa—Art History C145B
(d) Latin America and Caribbean—Art History 144
3. One additional art history elective selected
Art History 197A
T-America also requires three studio art classes, but these may be graded Pass/Fail for effort or letter grade for quality as desired.
1A. Drawing. (4)
11A. Painting. (4)
11B. Photography. (4)
A minimum of 20 units applied toward the minor requirements must be in addition to units applied toward major requirements or another minor.
By petition, one upper-division course with substantial art historical content and methodology applied toward the students’ majors may also be applied toward this minor.
Each minor course must be taken for a letter grade (unless the course is graded only on a P/NP basis), and students must have an overall grade-point average of 2.0 or better in the minor. Successful completion of the minor is indicated on the transcript.
Art History Courses
22. Renaissance and Baroque Art. (5) Lecture, three hours; discussion, one hour. Survey of Renaissance and baroque art. P/NP or letter grading.
23. Modern Art. (5) Lecture, three hours; discussion, one hour; museum field trips. History of modern art from 1860s to 1960s, from Manet and impressionists to pop art and minimalism. Study of origins and social functions, as well as aesthetic innovations and philosophical dilemmas of modernism. P/NP or letter grading.
27. Art and Architecture of Ancient Americas. (5) Lecture, three hours; discussion, one hour; museum field trips. Introduction to art, architecture, and urbanism of Americas (North to South) from earliest settlement until AD 1450. Analysis of variety of media within their historical and cultural context. P/NP or letter grading.
M111. Minoan Art and Archaeology. (4) (Same as Classics M153A.) Lecture, three hours. Requisite: course 20 or Classics 10 or 51A. Study of development of art and architecture in Minoan Crete from circa 3000 to 1000 BC. P/NP or letter grading.
121A. Italian Renaissance Art of 14th Century. (4) Lecture, three hours. Art and architecture of 14th century. P/NP or letter grading.
C129C. Surrealism, 1924 to 1939. (4) Lecture, three hours; discussion, one hour (when scheduled). Study of art, literature, and film associated with surrealist movement in France, with special attention to dissident surrealism of writer and philosopher Georges Bataille, as well as to challenge to art history posed by surrealism’s engagement with lessons of psychoanalysis. Concurrently scheduled with course C229C. P/NP or letter grading.
C145B. Contemporary Arts of Africa. (4) Lecture, three hours; discussion, one hour (when scheduled). Survey of African visual practices since mid-20th century, with special emphasis on changing meaning of art object, status of African artist, global reception of contemporary African art, and very definitions of contemporary African art. Concurrently scheduled with course C245B. P/NP or letter grading.
144. Caribbean Art. (4) Lecture, three hours. Cultural history of Caribbean. P/NP or letter grading.
(Fred studied superpowered art.)
197A. Individual Studies in Art History: Super Art. (2 to 4) Tutorial, to be arranged. Preparation: 3.0 grade-point average in major. Limited to seniors. Individual intensive study for majors, with scheduled meetings to be arranged between faculty member and student. Assigned reading and tangible evidence of mastery of subject matter required. May be repeated for maximum of 8 units. Eight units may be applied toward major. Individual contract required. P/NP or letter grading.
Studio Art Courses
http://catalog.registrar.ucla.edu/ucla-catalog20-21-347.html
1A. Drawing. (4) Studio, eight hours; five hours arranged. Course in basic drawing skills intended as preparation for work in variety of media. P/NP or letter grading.
11A. Painting. (4) Studio, eight hours; five hours arranged. Basics of painting: introduction to technical procedures, tools, and materials. Discussion of fundamental conceptual and formal concerns. P/NP or letter grading.
11B. Photography. (4) Studio, eight hours; five hours arranged. Fundamentals in technique, with emphasis on individual projects. Varied approaches, processes, and applications of photographic medium within context of art, supported by studies in theory, aesthetics, and history of photography. P/NP or letter grading.
The Get a Life program assists creative youth in personal development. It offers tour guides and travel programs at two levels, one for people who want to travel between high school and college, the other for those who want to do it after college; and participants may do both if they wish. It includes many options ranging from two to three month summer sessions on up to full year sessions. About 10% of high school graduates do not immediately go into higher education or employment, and taking a travel year is a popular option. Some travelers choose a regional destination and meander within it; others cover the whole globe. In the year-long package, it's common to choose three or four different continents and move from one to another. Themed packages are available for people who wish to study particular subjects such as architecture, crafts, literature, or the environment. Another popular option is to visit multiple countries all sharing a world language, such as Spanish or French. The formal packages customarily include at least one "serendipity" stop, and travelers may choose more if they wish, up to selecting the entire itinerary at random. Get a Life also offers support for people 18+ who wish to backpack or otherwise travel on their own but still have access to the group's hostels, maps, lesson plans, and other resources.
The program attracts primarily writers, artists, and musicians but also dancers, sculptors, computer programmers, and various other creative types. It upholds the principle that in order to make great art, you need to experience life. Traveling around the world is a terrific way to cram a lot of experience into a relatively short span of time. Often participants find a culture or career they love, which shapes the rest of their life and work. College-age travelers are more likely to find a life partner. (Participants are encouraged, but not required, to use a long-term form of birth control while traveling, so that is available to everyone at no extra cost.) The program also supports travelers in finding places to live and work after returning home, with ties to a wide range of publishers, galleries, and performance art companies.
Prices vary depending on destination and length of session. However, Get a Life is heavily subsidized both by the National Foundation for the Arts and the Department of Education. Another major source of funding comes from their own graduates. Most successful graduates fund at least one new traveler; many have set up ongoing scholarships. Those who can't afford to contribute such sums can choose between a general scholarship fund supported by graduates, or one open to the public at large, both of which offer a variety of categories in which applicants can qualify.
Get a Life is so effective at improving maturity, tolerance, diversity, and excellence in its participants that many high schools recommend it to creative seniors instead of going directly to college. Conversely, most colleges -- and almost all fine arts schools -- view it more as alternative education than as a vacation in terms of accepting applicants. Often they let high school seniors apply and then defer enrollment in college until after completing their Get a Life tour. College seniors may announce plans to travel after college, and use that to gain admission to classes that will help them in that endeavor. This results in a higher level of artistic quality and cultural awareness in Terramagne.
Fred visited Costa Rica, Venezuela, Brazil, Araucanía, Namibia, Nigeria, Senegal, Morocco, Spain, France, Italy, and Britannia.
(In T-America, students can take classes in any world language that they speak, not restricted to only one.)
WORLD LANGUAGE EDUCATION (MA/MED)
at DePaul College of Education in Chicago, Onion City, Illinois
Educate with a global mindset
Find new ways to develop students and their appreciation for world languages, knowledge of intercultural understandings and desire to become global citizens. With the World Language Education (MA/MEd) degree, you’ll incorporate theory and research into hands-on, technology-rich, instructional practices that actualize language learning in real-life situations.
You have the option to pursue an initial Illinois Teaching License (PEL) with a World Language Education (K-12) endorsement. If you are already a licensed teacher, you can add a World Language Education (K-12) endorsement to your PEL. Choose one of nine specific languages:
* Arabic
* Esperanto (T-American)
* French
* Italian
* Spanish
This program can be completed in two years, and classes are offered on weekday evenings at DePaul’s Lincoln Park Campus, online or a hybrid of both.
ARB 450 - ARABIC LITERATURE
This course introduces the students to Modern Arabic Literature in form, language, and content. It will focus on various genres including poetry, drama, the novel, and short stories. Work by major Arab writers and poets representing various regions and content will be examined and analyzed to develop an appreciation for Arab literature and a deeper understanding of their portrayal of Arab culture.
ESP 500 - ESPERANTO IN PEACEWORK (T-American)
In this course, students explore the history of Esperanto as a world language designed to promote peace and unity. It includes a survey of organizations using Esperanto as an official language such as Sennacieca Asocio Tutmonda and the International Academy of Sciences San Marino.
FCH 321 - TRANSLATION
Fundamental principles of translation. The main objective of this course is to introduce students to the fundamental principles of translation and to help them acquire the techniques for translating a range of texts from French into English, and to a lesser extent, from English into French, thus equipping them with proficiency in translating at an advanced level. Through a variety of translation assignments, students will be able to review French grammar, work within different registers and learn appropriate vocabulary, expand their reading and writing abilities in French and develop a sense of responsibility for the text translated. This course presents a survey of the latest technologies such as web-based dictionaries, and provides an introduction to translating technical documents in medicine, law, sports, travel, and business. FCH 106 or equivalent, including placement test or permission of instructor, is recommended.
ITA 405 - TOWARDS UNIFICATION: ROMANTICS, REVOLUTIONARIES AND REALISTS
This course presents an overview of Nineteenth Century Italian prose and poetry. In Italian 405, students will explore themes and cultural realities in the literary works we read. Students will also hone our skills at interpreting works of literature and read some of the great masterpieces of Italian literature. In class, in-depth analisi testuali will be emphasized. By the end of the quarter, students should have a firm understanding of the different natures of poetry and prose as forms of expressions, know the major writers of the nineteenth century, and be able to explain the texts read in class not only as works of literature but as cultural "artifacts" of a particular period of Italian history.
SPN 474 - LITERATURE OF THE CONQUEST
This advanced course in Latin American literature explores the early encounters between Europe and the Americas. Students will analyze letters, reports, histories, and political tracts from European, Amerindian, and Mestizo sources. Students will also consider some visual documents, such as images from the Lienzo de Tlaxcala and early maps. Typical areas of focus include the initial contact (Columbus), Mexico (Cortes, Diaz del Castillo, the Florentine Codex), Peru (Xerez, "El Inca" Garcilaso, Guaman Poma de Ayala), and the sixteenth-century debates over the wars of conquest (Las Casas, Sepulveda). Topics include the role of these texts as instruments of empire, strategies of representation, strategies of resistance to imperialism, the role of women in the conquest, debates over what constitutes a "just" war, and the relevance of these texts for modern Latin American identities.
Degree Requirements
Students entering the program must be able and willing to devote themselves to a program requiring a minimum of 100-110 hours of daytime field experiences in schools. These school-based clinical hours are completed in conjunction with methodology courses that require students to spend daytime hours in schools. In addition, the student must spend a minimum of 10 weeks in full-time student teaching.
The program includes five distinctive features:
1. Becoming a teacher is viewed as a developmental process continuing at least through the first year of teaching
2. Multiculturalism is infused throughout the curriculum
3. Field experiences are an integral part of the curriculum
4. Students are exposed to a variety of educational theories
5. The program includes a research component as a basis for further professional development.
Course Requirements
Education Courses: 40 quarter hours required, grade of C or better required.
Course Title Quarter Hours
SCG 406 HUMAN DEVELOPMENT AND LEARNING:SECONDARY 4
T&L 425 CURRICULUM AND INSTRUCTION IN SECONDARY EDUCATION 4
Select one of the following: 4
BBE 560 SECOND, WORLD AND HERITAGE LANGUAGE ACQUISITION 4
Education Elective Course: 4 quarter hours are required, grade of C or better required. 4
SER 446 PSYCHOLOGY AND EDUCATION OF THE EXCEPTIONAL CHILD 4
Graduate Level Content Area Courses: 4 quarter hours required, grade of C or better required. 4
BBE 526 THEORETICAL FOUNDATIONS OF TEACHING ESL AND WLE 4
Student Teaching: 8 quarter hours required
Registration in student teaching requires completion of all requirements and procedures listed in the college core section. EDU 95 indicates to the Illinois State Board of Education that all field experience hours are complete.
Course Title Quarter Hours
T&L 592 WORLD LANGUAGES STUDENT TEACHING (grade of B- or better required) 6
T&L 593 WORLD LANGUAGES SEMINAR (grade of C or better required) 2
EDU 95 CLINICAL EXPERIENCE WITH CHILDREN AND YOUTH (non-tuition, PA grade required) 0
Fred did his dissertation on Multilingualism and Tolerance: A Virtuous Circle.
Master of Arts (MA) Option Degree Requirements: 4 quarter hours required
This is a Master of Arts degree requirement only. A master’s thesis is written to fulfill the requirements of this course. An oral examination on the thesis is required.
Course Title Quarter Hours
T&L 589 THESIS RESEARCH IN TEACHING AND LEARNING 4
Field Experiences
Each student seeking licensure from the College of Education/Professional Education Unit must complete supervised field experiences in appropriate settings in conjunction with education courses. The field experiences must include a variety of grade levels, multicultural experiences, and a minimum of 15 hours in special education settings. All field experiences must be completed prior to final approval for student teaching. Field experience hours should be entered by the student into the FEDS system when completing courses with field experience requirements. For details on requirements, expectations, documentation, & courses in your program that require hours, visit the College of Education website.
(T-American adds a class for gifted and superpowered students.)
Certificate in Special Education: Exceptionality and Disability Studies
at DePaul College of Education in Chicago, Onion City, Illinois
Decades after the first federal legislation addressing the education of students with special needs, the Individuals with Disabilities Education Act (IDEA), critical shortages of special education teachers are reported in most states. Internationally, the need for bringing awareness and education in exceptionality and special education is even more pronounced, with a worldwide challenge to ensure that individuals with disabilities have equal access to education.
The fully-online, four-course Certificate in Exceptionality and Disability Studies will provide a foundation in special education to those interested in expanding their understanding of various types of disabilities and ways to address the needs of those students. Candidates should expect to complete the course sequence in one academic year.
Course Requirements
The curriculum for the Online Certificate in Exceptionality consists of four online courses.
Course Title Quarter Hours
SER 440 SURVEY OF EXCEPTIONAL LEARNERS: PSYCHOLOGY AND EDUCATION 4
SER 402 INSTRUCTION AND DIFFERENTIATION IN SPECIAL EDUCATION 4
SER 421 FORMAL ASSESSMENT IN SPECIAL EDUCATION 4
SER 409 TEACHING STUDENTS WITH SIGNIFICANT DISABILITIES 4
SER 449 TEACHING STUDENTS WITH SUPERLATIVE ABILITIES 4
Social and Cultural Foundations in Education Certificate
at DePaul College of Education in Chicago, Onion City, Illinois
The Social Cultural Foundations in Education Certificate is for students in any field who want to complement their primary degree through interdisciplinary study of the foundations of education and educational policy from a critical perspective.
Why is DePaul's certificate special?
The Graduate Certificate in Social and Cultural Foundations in Education is designed for students in any field who want to complement their primary degree through interdisciplinary study of the foundations of education and educational policy from critical perspectives as they impact both school and non-school settings. For students in Teacher, Administrator or Counselor licensure programs within the College of Education, this certificate will enhance their competitiveness in the workplace, setting them apart from educators without this background. Others with a broad interest in educational issues who are not professional educators will find this certificate to be a valuable supplement to their work in other fields or in their professional practice.
Faculty who teach courses in the certificate program come from a variety of disciplines and fields within educational thought and policy studies. Their research interests are wide-ranging, including globalization, social theory, social construction of knowledge, and the relationship between social dynamics and social relations of inequality that play out in educational contexts.
The certificate is for students in any field who want to complement their primary degree through interdisciplinary study of the foundations of education and educational policy from a critical perspective.
Course Requirements
The certificate Program requirements include completion of four graduate-level courses from among the following:
Course Title Quarter Hours
SCG 603 CULTURE AND EDUCATION SEMINAR 4
SCG 604 IDENTITY: CONSTRUCTIONS AND NEGOTIATIONS SEMINAR 4
SCG 608 IDEOLOGY, POWER AND POLITICS SEMINAR 4
SCG 611 PHILOSOPHICAL STUDIES IN EDUCATION, CULTURE AND ETHICS SEMINAR 4
SCG 527 GLOBAL ISSUES IN EDUCATION SEMINAR 4
Ph.D.
at the Carter School for Peace and Conflict Resolution
at George Mason University in Fairfax, Virginia
At the Carter School, we encourage you to teach and publish, establishing yourself as a key voice in your area of specialization. Leverage the PhD program and your networks of colleagues as you establish an academic career path for yourself or build your own business or career by developing your skills and applying them in a multitude of careers as a holistic analyst and conflict resolution practitioner. Utilize the Carter School to network with current and future leaders in the field among your faculty, classmates, and beyond, to establish a stronger more peaceful world.
Scholarly and Academic Opportunities
PhD students leave our program prepared to contribute as scholars, teachers, and practitioners. Opportunities abound during your program for engaged research and meaningful practice.
Publish and Present
Tailor your work in your classes and the dissertation itself for publication. Undertake your research, attend or organize your own conferences and presentations and explore and discuss the discipline's latest issues.
Fred published his dissertation, Civilization by Tens: A Comparison-Contrast of Top-Ten and Bottom-Ten Countries.
Develop a Research Portfolio
Partner with and support faculty, your PhD colleagues and Center staff members on specific projects or long term research agendas or develop your own grants and projects with faculty, utilizing their years of experience and knowledge.
During his time at Carter, Fred participated in several research projects:
* A Statistical Analysis of the Effects of Cape Fights on Municipal Economies
* Best Practice Testing of Peacework Techniques
* Dominance Theory in Leadership and Followship: An Analysis of Traits
Build Your Teaching Portfolio
The Carter School provides a tiered teaching preparation for our PhD students to support the development of skilled teachers. Teaching opportunities include:
Serving as a discussion section leader for a small section of a faculty led course
Working with faculty or program directors on curriculum development
Instructor for a section with faculty mentoring
Individual teaching of a course section
Further information about teaching can be found on here, on the graduate student funding page.
Fred worked on curriculum development and taught several courses:
* CULT 320: Globalization and Culture. 3 credits.
* GOVT 430: Comparative Political Leadership. 3 credits.
* PHIL 151: Introduction to Ethics. 3 credits.
* SOCI 208: Introduction to Race and Ethnicity. 3 credits.
Distinguished Grants and Fellowships
George Mason and the Carter School support students as they apply for prestigious awards. Apply through the University for Fulbright, Boren, and many other grants, scholarships and fellowships. More information can be found on the Provost Office's Graduate Fellowships site.
Develop your skills
Take your education to the Field
The Carter School offers a robust assortment of opportunities to get out and do research and intervention in the field. Our travel courses take you to areas impacted by conflict in the US and globally. Active trips include to Colombia, the Balkans, Indonesia, Jordan, Israel-Palestine, N. Ireland, West Virginia and many more.
Fred took a summer trip to Guyana where he studied peace and conflict in the local culture and also observed capybaras in the wild.
We also offer CONF 625 courses called Engaging Conflicts. These are semester long opportunities to engage around a particular issue in either research and practice. Recent courses have traveled to Malta to look at migration issues and fostered dialogue across political divides here in the U.S.
Fred took CONF 625 Engaging Conflicts: Central African Republic
Enhance your PhD with a Certificate Program
Students may elect to complete a Carter School graduate certificate in addition to the PhD program. Graduate certificates are opportunities for students to further tailor their academic program and specialize in a specific area of Conflict Resolution practice. Certain graduate certificate courses can be used to fulfill PhD program requirements. Students should consult with the Certificate Program Director and Doctoral Program Director for policies on counting certificate courses toward the PhD degree.
Networking and Career Development
Our vibrant community brings distinguished guests and speakers to campus and provides opportunities to network with professionals, both within the academic community and in other sectors. These events along with student events (dissertation defenses, research presentations, etc.) are moments to connect and forge connections for the future.
The Carter School 's dedicated Career Services office is available to help with resume and CV preparation as well as job search strategies.
Fred participated in a variety of events including:
* Peacemaking Techniques Among Bonobos - lecture by Isabel Behncke Izquierdo
* Participatory Decision-Making - summer intensive course
* Acts of Genocide Against People with Superpowers - art exhibit
Conflict Analysis and Resolution, PhD
at the Carter School for Peace and Conflict Resolution
at George Mason University in Fairfax, Virginia
The Conflict Analysis and Resolution doctoral program, the first of its kind in the United States, provides advanced study for students in the field of conflict analysis and conflict resolution. Students are prepared for careers as researchers, theoreticians, and teachers in higher education, and as policy administrators, analysts, and consultants in the public and private sectors.
The program stresses a close link between knowledge of theory and process in the resolution of conflict. For this, training in the methods of research and analysis is emphasized. In addition, students are expected to obtain a background in a substantive area of conflict, usually related to the topic of the dissertation.
Degree Requirements
Total credits: 72
Required Course
Code Title Credits
CONF 801 Introduction to Conflict Analysis and Resolution (Should be taken in the first semester of coursework) 3
Total Credits 3
Course List
Foundation Courses
Students complete 12 credits of foundation courses distributed as follows:
Code Title Credits
Theoretical Foundations
Select two courses (6 credits) from the following: 6
CONF 802 Theories of the Person
CONF 803 Structural Theories
Research Foundations
Select two courses (6 credits) from the following: 6
CONF 812 Qualitative Foundations: Social Sciences
CONF 813 Qualitative Foundations: Humanities
Total Credits 12
Course List
Specialization Courses
Code Title Credits
Students will take four courses (12 credits) of specialization courses. Three credits each in the areas of theory and research, and six credits of practice specialization. 1
12
Total Credits 12
1 The Doctoral Program Director must approve courses.
Course List
CONF 605: Foundations of Peacebuilding. 6 credits.
This foundational course, building on initiatives of the United Nations and other multilateral organizations, explores dynamics of post-conflict peace building and prepares students to play innovative roles in peacebuilding and reconstruction of civil societies. The course introduces the theory, research and practice of peacebuilding programming with a focus on ethical, conflict-sensitive and inclusive process design and implementation. The course investigates the historical arc of peacebuilding practice and current implementation strategies; and examines peacebuilding theories, models and modes of practice that function as the grounding to subsequent courses in the curriculum, and explores of some of the key contemporary debates in the field. The course includes opportunities for linking theory to practice with experimental learning activities. Offered by Conflict Analysis & Resolution. May not be repeated for credit.
Registration Restrictions:
Enrollment limited to students with a class of Advanced to Candidacy, Graduate, Non-Degree or Senior Plus.
Students in a Non-Degree Undergraduate degree may not enroll.
Enrollment limited to students in the Conflict Analysis Resolution college.
Schedule Type: Seminar
Grading: This course is graded on the Graduate Regular scale.
CONF 620: Reflective Practice in Interpersonal-Multiparty Conflicts. 3 credits.
Introductory skill-building course integrating conflict theory and practice using reflective practitioner model. Students learn necessary skills for third-party facilitation and mediation, including active listening, empathy, paraphrasing, reframing, and negotiation, in addition to analytical skills of problem solving and creation of transformational processes. Cases for practice focus on interpersonal and intergroup conflict. Offered by Conflict Analysis & Resolution. May not be repeated for credit.
Recommended Prerequisite: CONF 501, 600, or 801
Registration Restrictions:
Enrollment limited to students with a class of Advanced to Candidacy, Graduate, Non-Degree or Senior Plus.
Enrollment is limited to Graduate, Non-Degree or Undergraduate level students.
Students in a Non-Degree Undergraduate degree may not enroll.
Enrollment limited to students in the Conflict Analysis Resolution or Health and Human Services colleges.
Schedule Type: Laboratory
Grading: This course is graded on the Graduate Regular scale.
CONF 728: Human Rights Theory and Practice in Comparative Perspective. 3 credits.
Introduces major controversies and debates surrounding use of human rights theory and practice cross-culturally. After basic study of human rights philosophy, uses case studies from around the world to examine problems and potential of human rights in today's globalized world. Offered by Conflict Analysis & Resolution. May not be repeated for credit.
Recommended Prerequisite: CONF 501, CONF 600, or CONF 801.
Registration Restrictions:
Enrollment is limited to Graduate or Non-Degree level students.
Students in a Non-Degree Undergraduate degree may not enroll.
Enrollment limited to students in the Coll Nursing Health Science, Conflict Analysis Resolution or Health and Human Services colleges.
Schedule Type: Seminar
Grading: This course is graded on the Graduate Regular scale.
CONF 747: Reconciliation. 3 credits.
Explores processes of acknowledgment, reconciliation, forgiveness, and restitution. Reviews literature, case studies, and other research to assess applicability and impact of these efforts. Offered by Conflict Analysis & Resolution. May not be repeated for credit.
Recommended Prerequisite: CONF 501, CONF 600, or CONF 801.
Registration Restrictions:
Enrollment is limited to Graduate or Non-Degree level students.
Students in a Non-Degree Undergraduate degree may not enroll.
Enrollment limited to students in the Coll Nursing Health Science, Conflict Analysis Resolution or Health and Human Services colleges.
Schedule Type: Seminar
Grading: This course is graded on the Graduate Regular scale.
Electives
Code Title Credits
Select 18 credits from electives that are any 500-, 600-, and 700-level CONF courses that are not required 18
Total Credits 18
Course List
CONF 500: Frameworks for Ethical Dispute Resolution Practice. 3 credits.
Prepares Dispute Resolution students to play innovative and creative roles where dispute resolution is required. This foundational course looks at dispute resolution in the context of larger systems and structures and promotes a practice of dispute resolution with a lens toward increasing social justice. Students will encounter different tools and theories to support effective conflict assessment and work with intervention design principles used in the range of dispute resolution modalities. Building skills as reflective practitioners, students will develop a balance between process and ethical considerations. Offered by Conflict Analysis & Resolution. May not be repeated for credit.
Registration Restrictions:
Enrollment limited to students with a class of Advanced to Candidacy, Graduate, Non-Degree or Senior Plus.
Students in a Non-Degree Undergraduate degree may not enroll.
Enrollment limited to students in the Conflict Analysis Resolution or Health and Human Services colleges.
Schedule Type: Seminar
Grading: This course is graded on the Graduate Regular scale.
CONF 640: Practicum in Contemporary Dispute Resolution. 3 credits.
Capstone course facilitating integration of learning in the graduate certificate in dispute resolution and appropriate mentored application and experiential learning. Offered by Conflict Analysis & Resolution. May not be repeated for credit.
Recommended Prerequisite: CONF 500
Registration Restrictions:
Enrollment limited to students with a class of Advanced to Candidacy, Graduate, Non-Degree or Senior Plus.
Enrollment is limited to Graduate, Non-Degree or Undergraduate level students.
Students in a Non-Degree Undergraduate degree may not enroll.
Enrollment limited to students in the Conflict Analysis Resolution college.
Schedule Type: Seminar
Grading: This course is graded on the Graduate Regular scale.
CONF 657: Facilitation Skills. 3 credits.
Covers range of skills in group facilitation processes, with emphasis on conflict analysis and resolution approaches to improve group communication. Includes skill-building exercises. Offered by Conflict Analysis & Resolution. May not be repeated for credit.
Recommended Prerequisite: CONF 501, CONF 600, or CONF 801
Registration Restrictions:
Enrollment limited to students with a class of Advanced to Candidacy, Graduate, Non-Degree or Senior Plus.
Enrollment is limited to Graduate, Non-Degree or Undergraduate level students.
Students in a Non-Degree Undergraduate degree may not enroll.
Enrollment limited to students in the Coll Nursing Health Science or Conflict Analysis Resolution colleges.
Schedule Type: Seminar
Grading: This course is graded on the Graduate Regular scale.
CONF 659: Leadership in Conflict Analysis and Resolution. 3 credits.
Covers roles and styles of leadership in interpersonal, organizational, community, group, and international conflicts. Considers cultural roles of leaders as insider-partials, negotiators, facilitators, and mediators. Offered by Conflict Analysis & Resolution. May not be repeated for credit.
Recommended Prerequisite: CONF 501, CONF 600, or CONF 801
Registration Restrictions:
Enrollment limited to students with a class of Advanced to Candidacy, Graduate, Non-Degree or Senior Plus.
Enrollment is limited to Graduate, Non-Degree or Undergraduate level students.
Students in a Non-Degree Undergraduate degree may not enroll.
Enrollment limited to students in the Conflict Analysis Resolution or Health and Human Services colleges.
Schedule Type: Seminar
Grading: This course is graded on the Graduate Regular scale.
CONF 755: Transforming Conflict through Insight. 3 credits.
The Insight approach is best understood as an applied human science. Like other applied sciences, it requires students to master an explanatory framework that enables them to frame their questions, formulate their hypotheses, verify their findings, and plan their actions. Thus, the course is designed follow an activity-based, problem-solving approach to learning and using the Insight approach. The objective is to enable students to master the Insight approach by putting it to work, with course meetings build around analytical exercises and activities designed to illuminate assigned readings. Offered by Conflict Analysis & Resolution. May not be repeated for credit.
Recommended Prerequisite: CONF 501, CONF 600, or CONF 801.
Registration Restrictions:
Enrollment is limited to Graduate or Non-Degree level students.
Students in a Non-Degree Undergraduate degree may not enroll.
Enrollment limited to students in the Conflict Analysis Resolution or Health and Human Services colleges.
Schedule Type: Seminar
Grading: This course is graded on the Graduate Regular scale.
CONF 759: Building Peace in Divided Societies. 3 credits.
Explores the roots of peacebuilding as a conflict resolution strategy in terms of changes over time, basic assumptions underpinning the emergence and continuance of conflict, building peace, and challenges to community participation as well as varied reactions to the building peace enterprise. The tensions theoretically and practically between building peace and continuity of the conflictual status quo will be explored in detail throughout the course. The focus on communities intersects and often conflicts with the more prominent global peacebuilding frame, often considered an elite endeavor as well as the political economy of the status quo as evidenced in the United States. Why, for example, does the term peacebuilding not appear regularly when considering domestic US conflict and its effects? There are, of course, more questions than answers. However, the focus of the course is to expand our thinking, conceptualizing, and theorizing regarding the current state of peacebuilding. Offered by Conflict Analysis & Resolution. May not be repeated for credit.
Recommended Prerequisite: CONF 501, CONF 600, or CONF 801.
Registration Restrictions:
Enrollment is limited to students with a major in Conf Analysis Resolution.
Enrollment is limited to Graduate level students.
Schedule Type: Seminar
Grading: This course is graded on the Graduate Regular scale.
With the advisor’s approval, each student may include a maximum of 6 credits of electives from outside the S-CAR Program, including courses in other Mason departments, consortium courses, and transfer courses from other universities. The intent is to allow students to have maximum flexibility in selecting courses to build skills and knowledge needed in dissertation work. CONF 897 Directed Reading may be taken to meet the requirement. Only two directed readings classes (6 credits) can be applied toward doctoral elective requirements.
Foreign Language Requirement
At the point of application to fulfill the comprehensive paper, students will indicate to the Director of the Doctoral Program the membership of their dissertation committee. This committee will determine, based on the scope and nature of the student's research, the specific language requirement a student must meet. This will be conveyed to the Graduate Program Director. This language requirement must be completed prior to graduation.
Comprehensive Paper
Students are eligible to complete the comprehensive paper when they have completed all the requirements of coursework in the doctoral program with the exception of CONF 998 Doctoral Dissertation Proposal and CONF 999 Doctoral Dissertation Research and the language requirement. A student is advanced to candidacy upon successful completion of the comprehensive paper. Papers can be submitted for evaluation twice each year, once in the winter and once in the summer. Students who do not pass initially should form a plan of study with the chair of their dissertation committee and the Graduate Program Director that will prepare them to resubmit. The comprehensive paper may be resubmitted two times for a total of three attempts. After three unsuccessful attempts, the student should consult with the Graduate Program Director about the possibility of transferring to a Master's degree program.
Dissertation Research
Students are required to complete 12 combined credits of CONF 998 Doctoral Dissertation Proposal and CONF 999 Doctoral Dissertation Research, including at least 3 credits of CONF 999 Doctoral Dissertation Research. Students must have a signed dissertation proposal in order to register for CONF 999 Doctoral Dissertation Research.
Code Title Credits
Select 12 credits from the following: 12
CONF 998 Doctoral Dissertation Proposal 1
CONF 999 Doctoral Dissertation Research 2
Total Credits 12
His dissertation, Civilization by Tens: A Comparison-Contrast of Top-Ten and Bottom-Ten Countries, examined the ways in which countries that respect soups also tend to respect other citizens, while those that discriminate against superpowers also tend to discriminate against other traits.
Mass Atrocity and Genocide Prevention Graduate Certificate
at George Mason University in Fairfax, Virginia
This 15-credit program is tailored to provide students with practical knowledge of conflict analysis and resolution relevant to Mass Atrocity Prevention, including genocide and mass violence prevention. Designed for mid-career professionals studying in a cohort environment, or graduate students seeking specialized, practical knowledge, the certificate program integrates conflict analysis and resolution theory, research, and practical techniques of preventing mass atrocities. Certificate courses include intensive sessions, lectures, seminars, and applied-mentored learning in real and simulated situations. Students consider strategies to prevent mass atrocities through policy planning, diplomacy, civil society building, democratization, development, education, and “up-streaming” prevention efforts that apply peace-building, dialogue, and conflict resolution approaches designed specifically for highly-escalated conflict contexts where mass atrocities seem likely to appear.
Certificate Requirements
Total credits: 15
This certificate may be pursued on a full-or part-time basis.
Required Courses
Code Title Credits
CONF 501 Introduction to Conflict Analysis and Resolution 3
CONF 625 Engaging Conflict 3
CONF 654 Mass Atrocity: Early Warning and Prevention 3
Select two courses from the following: 6
CONF 706 Ethics and Conflict
CONF 708 Identity and Conflict
CONF 721 Conflict and Race
Total Credits 15
Course List
* * *
"Cultures are made of continuities and changes, and the identity of a society can survive through these changes. Societies without change aren't authentic; they're just dead."
-- Kwame Anthony Appiah
"It's important to understand that while honor is an entitlement to respect--and shame comes when you lose that title -- a person of honor cares first of all not about being respected but about being worthy of respect."
-- Kwame Anthony Appiah
Balance can be physical or metaphysical. The goal in Mercedes is actually dynamic balance. Learn how to balance your body and your life.
All cultures change over time, and lagging can cause problems. There are ways to promote cultural change.
Honor relies on trustworthy traits. Become a more honorable person.
Fidget toys have many benefits and come in all kinds of styles. A box of fidgets is very useful in stressful situations. You can buy these things by the bucket. Check dollar stores or party stores for cheap ones. Koosh balls and neoprene gel stress balls are two popular types of fidget. Tastes vary considerably based on factors like dexterity and dominant senses; what really matters is choosing a fidget that delights the user. The difference between the right fidget and almost the right fidget is the difference between lightning and a lightning bug.
Learn how to create a safe space.
Placemaking is the craft of creating community by designing locations that facilitate socialization. Learn what makes a place great and follow the steps to put community in place. The Power of Ten is actually a fractal plan for ten major destinations in a city, ten individual places at each destination, and ten things to do in each of those places. There are strategies for transforming cities through their public places.
Here Boss Finn is thinking about how a variety of nearby facilities can support each other. That proximity attracts more people to the area, and more eyes on the street make it safer. Start with Soup to Nuts as the center; they're adding a Triton Teen Center and the Mercedes Meeting Hall. Imagine that the area already has a fitness center, a thrift store, and a coffee shop. They could add a used book store (for parents while their kids are at Triton), a bike shop with bike parking (for transit connection), a sit-down restaurant (real food, not just snacks), and a makerspace (fun for all ages). If they also add bus shelters, seating, and more bike racks then that further enhances travel. Turning a vacant lot into a pocket park would simultaneously remove an eyesore, promote health, and support wildlife.
Esperanto is an auxiliary language designed to promote tolerance. Find out how to learn it.
I speak Esperanto.
Mi parolas Esperanton.
One language is never enough.
Unu lingvo neniam sufiĉas.
siliconshaman, technoshaman, dialecticdreamer, and mama_kestrel. It also fills the "sense of balance" square in my 11-1-20 card for the Sense-Ability Bingo fest. This poem has been sponsored by janetmiles. It belongs to the Boss Finn thread of the Polychrome Heroics series, following the China's Mistake thread."Continuities and Changes"
[Tuesday, February 16, 2016]
Elisabeth had been passing the word,
discreetly but widely, about needing folks
to help keep a lid on things in Mercedes.
Her sense of balance told her that
she needed a good mix of black hats,
white hats, and gray hats for it to work.
There were already plenty of soups
in town, and some of them had already
stepped forward to help -- Loudmouth
was helping to spread the word --
but she knew they needed more.
Elisabeth was quite delighted when
a new person found her, from SPOON
but not sent directly by SPOON.
Fred Lehrer was of all things
a capybara morph, although
he still walked upright.
When he arrived at the door,
he was wearing a gray turtleneck
under a suit of blue-gray wool that
contrasted with his cinnamon fur.
"Dr. Finn, it's a pleasure to meet you,"
said Fred. "I admire your determination
to stay in Mercedes and make it work."
"Well, I'm stubborn," she said. "I won't
let the forces of barbarism win the day."
He gave a rumbling chuckle, and
his whole round body shook with it.
He smelled like baking bread.
They settled in the office, where
Fred made a very comfortable lump
in his chair. Many primal soups were
skittish, but he seemed phlegmatic.
"I hope that I can find a place in town
and help with your work," said Fred.
"I'm sure you can; we need the help.
I was fascinated by your dissertation,"
by the way. Civilization by Tens is
a masterful analysis of top-ten and
bottom-ten countries," said Elisabeth.
His ears flicked -- possibly a sign of
bashfulness, possibly just a response
to the fact that the heater kicked on.
"Thank you," said Fred. "I'm interested
in finding similarities and differences, in
hopes of building common ground and
resolving disputes. I'm wondering what
you think about the cultural shifts
happening in Mercedes now."
"I'm hopeful," said Elisabeth.
"Cultures are made of continuities
and changes, and the identity of
a society can survive through
these changes. Societies without
change aren't authentic, just dead."
"That's a wise observation," said Fred.
"And the highly unfortunate incident that
occurred at the hospital? Some people
become touchy when honor is involved."
"It is important to understand that
while honor is an entitlement to respect --
and shame comes when you lose that title --
a person of honor cares first of all not
about being respected but about being
worthy of respect," Elisabeth said.
Capybara lips weren't really designed
to smile, but that was the sense she got
when Fred dropped his jaw a little.
"Then I'm sure it will all work out
in the end," said Fred. "Meanwhile,
I'd like to offer my services in helping
the local soup community to mesh."
"Wonderful," said Elisabeth. She
picked up a koosh ball fidget and
petted the rubbery strands to keep
herself from trying to pet Fred. "We
can use all the help we can get."
Fred murbled at her. "If I
tried to hold onto that thing,
I would drop it on the floor."
"It's not fragile," Elisabeth said.
"We have all kinds of fidgets, though."
"I'd need something more solid,"
Fred said, spreading his hand.
The fingers were short and
stubby with thick nails, and
webbed like a duck's feet.
"Oh, I see what you mean,"
Elisabeth said. "How about
a neoprene gel stress ball?
They hold their shape, but
they're soft enough to grip."
"That sounds good," Fred said,
taking a blue ball from the basket
she offered him. "Charming --
almost like a capybara, even."
Elisabeth smiled. "I've heard of
their legendary animal magnetism."
"It's quite real, and in my case, also
a superpower," Fred said. "People
just like me. I can get them to sit down
at a negotiating table, even if they hate
each other, just because I asked nicely."
"Asking nicely opens more doors
than anything else," Elisabeth said.
"A woman after my own heart,
Fred said happily. "I'm sensing
the start of a great friendship."
"Excellent," said Elisabeth.
"What can I do to make
your job easier? What do
you need to spread peace
around our fractious city?"
"I need a place to work,"
Fred said. "It should have
shared spaces and private ones,
where people can work through
their issues or just hang out."
"Well, we're hoping to set up
a Triton Teen Center not far from
Soup to Nuts," said Elisabeth.
"Check there, because the area
has plenty of turnover, and if we
stake out several locations in
the same vicinity, they should
feed each other more traffic."
"Could you give me addresses,
or at least the neighborhood?"
Fred asked, taking out his phone.
Elisabeth used hers to display
a map of Mercedes, and then
zoomed in on the area. "Here
is Soup to Nuts," she said. Next
she marked several points. "These
are possibilities for the teen center."
"Is there a way to display all of
the properties for sale?" Fred said.
"Probably, but you might need
a realtor for that," said Elisabeth.
"I know some of them, though,
just because I spend so much time
in that part of town. What kind
of property are you looking for?"
"Ideally, a small office building, so
we can focus on decorating instead of
needing to build a bunch of new walls
just to get started," Fred explained,
rolling the ball between his paws.
She kept wanting to match her hands
against his to see which were bigger.
Instead, she combed her fingers
through the strands of koosh.
"There are at least three or
four, depending how flexible
your size parameters are,"
said Elisabeth. "Do you
really need a lot of space
just for yourself and clients?"
"Oh, not just myself," Fred said.
"How lonely that would be! No, I'll
find other people who want to work
on the project -- nonprofit workers,
mediators, that sort of thing."
"Try the local Sankofa Clubs,"
Elisabeth advised. "They've been
going nuts trying to quash the bigotry."
"Do you have contact information?"
Fred asked, and when she gave it,
he typed it into his smartphone.
"Ask the Esperanto Club too,"
Elisabeth added. "That's a mix
of all ages, although the high school
got the ball rolling with classes."
"Mi parolas Esperanton!"
Fred said, delighted.
I speak Esperanto.
"Unu lingvo neniam sufiĉas,"
Elisabeth agreed with a grin.
One language is never enough.
Idly she wondered whether
Captain Kelvin spoke Esperanto.
In any case, he and Fred should
balance each other nicely.
She rocked softly in her seat,
feeling out the shifts of the city
as she moved this and that around.
She had faith in continuities and changes.
* * *
Notes:
Fred Lehrer -- He is an anthropomorphic capybara with black skin, black eyes, and strawberry blond fur. His head, hands, and feet are mostly capybara although he can still walk upright. He is slow and heavy, moving with deliberation. His heritage includes American, African, Native American, and Hispanic. He speaks Arabic, Berber, English, Esperanto, French, Igbo, Italian, Mapuche, and Spanish. He is 36 years old in 2016.
Fred earned a Bachelor of Arts in Education and Social Transformation with minors in Art History and Community Engagement and Social Change at the University of California-Los Angeles. The summer after graduation, he started a Get a Life year in which he visited He visited Costa Rica, Venezuela, Brazil, Araucanía, Namibia, Nigeria, Senegal, Morocco, Spain, France, Italy, Britannia. In South America Fred met and adored capybaras, swimming with them in local ponds and rivers. After that, he began slowly developing capybara traits.
Fred went on to get a Master of Arts in World Language Education with at DePaul College of Education with certificates in Special Education: Exceptionality and Disability Studies plus Social and Cultural Foundations in Education in Chicago, Onion City, Illinois. As his capybara traits had progressed beyond the ability to hide, he was unable to find a job at a school or business. He wound up working independently as an educational assistant in Illinois for several years. He also worked with several Sankofa Clubs to teach diversity skills and help the members of eclectic groups fit together smoothly.
Frustrated by rejection, Fred stopped sending resumes and started showing up in person. When the admission staff complained that he was using superpowers on them, he said, "It's not something I do, it's sometime I am. It affects everyone around me. I can convince people from bottom-ten countries to sit together and not kill each other." They let him in. Fred earned a Conflict Analysis and Resolution Ph.D. with a Mass Atrocity and Genocide Prevention Graduate Certificate at George Mason University in Fairfax, Virginia. After that, he began working with SPOON to resolve conflicts around superpowers.
Early in 2016, Fred moves to Mercedes, California to help Boss Finn manage the local and visiting soups. He is primarily a white hat, but everybody loves capybaras, so he gets along fine with gray and black hats, even convincing them to work and play well with each other. His cosmopolitan nature comes in very handy in a town with representatives from many different super groups of varying politics. As a hobby, Fred enjoys both art and art history. He especially likes drawing or painting other soups.
Origin: During his Get a Life year, he visited South America and swam with capybaras. After that, he began manifesting Capybara Traits.
Uniform: Fred typically wears academic menswear in shades of gray, khaki, and blue. He often wears a turtleneck with a business suit, and in hot weather he likes walking suits.
Qualities: Master (+6) Peacework, Expert (+4) Chamfer, Expert (+4) Teacher, Good (+2) Activist, Good (+2) Artist, Good (+2) Cosmopolitan, Good (+2) Languages
Poor (-2) Dexterity
Powers: Expert (+4) Capybara Traits
Fred has Danger Sense and Hearing at Good (+2) level. He has Capybara Charm, Pheromones, Smell, and Swimming at Expert (+4) level. He can sense water from at least a mile away and hold his breath for up to 5 minutes.
Limitation: Fred is an obligate vegetarian and cannot digest meat.
Motivation: To bring people together.
Capybaras are gregarious animals. They are the largest rodents.
Bachelor of Arts in Education and Social Transformation
at the University of California-Los Angeles
Curriculum
Preparation for the Major
Two lower-division courses (EDUC 11 and EDUC 35) must be taken for a letter grade and passed with a grade of “C” or better. Undergraduate students may repeat a total of 16 units, and only those courses in which they receive a grade of “C-” or lower. “NP” or “U” grades may be repeated to gain unit credit. Repetition of a course more than once requires the approval of the Dean and is granted only under extraordinary circumstances.
The Major
Required: at least 9 upper-division courses distributed as follows:
(1) two courses from each of the following three areas of competency:
Histories and Philosophies of Education—Education M108, 134
Inquiry and Design for Learning—Education 188A, 188B;
(2) Education 180 Orientation to Community Engagement;
(3) Education 181 Community Engagement Practicum;
(4) at least one additional course in education, for a minimum of 40 total upper-division units.
152C. Global Citizenship Education
At least one course taken for the major must satisfy the community engagement requirement – Education 188A, 188B
Each course must be taken for a letter grade. The upper-division Education courses must be completed with a minimum overall GPA of 2.0
https://gseis.ucla.edu/education/academic-programs/education-and-social-transformation-major/curriculum/
Courses
https://www.registrar.ucla.edu/Academics/Course-Descriptions/Course-Details?SA=EDUC&funsel=3
11. Education, Equality, and Future of American Society: Problems, Prospects, and Policies
Units: 5.0
Lecture, four hours; discussion, one hour. Schools are primary institutions charged with responsibility of preparing young people for their roles as citizens so that they can participate in our democracy. Public schools also serve as key sites where two essential, and at times conflicting, functions are carried out: students are sorted based on measures (and perceptions) of their ability to fill occupations and roles that are essential to economy; and students are educated in hopes that next generation will acquire knowledge, creativity, and problem-solving skills to solve problems created by previous generations. Focus on understanding challenges, contradictions, and complexities associated with carrying out these functions. Letter grading.
35. Introduction to Inquiry and Research in Education
Units: 5.0
Lecture, two hours; discussion, two hours. Introduction to empirical and analytical educational research. Intended for undergraduates interested in learning how to find, interpret, and evaluate educational research. Overview of different methods of conceptualizing inquiry and gathering evidence, including qualitative approaches (e.g., ethnographic, semi-structured interviews, case study), quantitative approaches (e.g., survey, measurement, experimental, descriptive), mixed methods, and design-based research. Highlights multiple methods of inquiry and research, ethics of conducting research in social sciences, and norms of conducting and reporting research in field of education. Overview of selected strands of equity-oriented research in education. Letter grading.
M108. Sociology of Education
Units: 5.0
(Same as Sociology M175.) Lecture, four hours; discussion, one hour. Study of how U.S. educational system both promotes socioeconomic opportunities and maintains socioeconomic inequalities: historical and theoretical perspectives on role of education in U.S. society; trends in educational attainment; ways in which family background, class, race, and gender affect educational achievement and attainment; stratification between and within schools; effects of education on socioeconomic attainment, family, health, attitudes, and social participation; educational policies to improve school quality and address socioeconomic inequalities. Letter grading.
134. Introduction to Exceptional Learners
Units: 4.0
Lecture, two hours; discussion, one hour. Survey of characteristics and related educational needs of students (preschool through high school) who vary in mental, physical, psychological, and social characteristics. Focus on disabilities, with exploration in area of gift/talented education. Emphasis on inclusion, and legal, social, and philosophical issues associated with it. Students learn perspectives from disability studies and engage in class activities designed to challenge students to put inclusion into practice. Students develop understanding of various areas and exceptionalities of special education with emphasis on role of student special needs in context of general education settings. Letter grading.
138. Cognitive Development and Schooling
Units: 5.0
Lecture, four hours; discussion, one hour. Overview of theories, methods, and research on children's cognitive development and implications of this work for educational practice. Covers range of research from different perspectives, drawing from domains such as developmental psychology, cognitive psychology, developmental cognitive neuroscience, and education. Students learn about basic cognitive processes. Exploration of ways in which contexts--including those at home, early-care settings, and school--impact children's development. Letter grading.
C160. Theory and Practice of Intergroup Dialogue: Building Facilitation Skills
Units: 4.0
Seminar, four hours. Topics include social psychology of intergroup relations, intercultural and dialogic communication theories, methods for reconciling and bridging differences in schools and communities, research and evaluation of intergroup dialogues and other educational methods for improving intergroup relations, and core competencies for planning, delivering, and evaluating intergroup dialogues in multicultural settings. While providing foundational grounding in theory and pedagogy of intergroup dialogue, particular attention to relationships between intergroup dynamics, structural inequalities, systems of privilege and oppression, and mental health outcomes and disparities among populations. Concurrently scheduled with course C244. Letter grading.
188A. Transformative Research in Community-Based Settings
Units: 5.0
Lecture, four hours; fieldwork, one hour. Requisite: course 35. Introduction to broad tradition of transformative research in education--public scholarship that aims to disrupt long-standing educational inequities in partnership with local communities. This tradition includes Youth Participatory Action Research (YPAR), Community-Based Action Research (CBAR), and other collaborative approaches that value diverse forms of expertise and knowledge. Through variety of community-engaged learning opportunities, students are supported to develop ability to analyze education in social and political context, develop skills for effecting change, demonstrate understanding of multiple perspectives, diversity, pluralism, and social justice. Letter grading.
188B. Transformative Research in Community-Based Settings
Units: 5.0
Lecture, four hours; fieldwork, one hour. Requisites: courses 35, 188A. Introduction to broad tradition of transformative research in education--public scholarship that aims to disrupt long-standing educational inequities in partnership with local communities. This tradition includes Youth Participatory Action Research (YPAR), Community-Based Action Research (CBAR), and other collaborative approaches that value diverse forms of expertise and knowledge. Through variety of community-engaged learning opportunities, students are supported to develop ability to analyze education in social and political context, develop skills for effecting change, demonstrate understanding of multiple perspectives, diversity, pluralism, and social justice. Letter grading.
180. Orientation to Community Engagement
Units: 4.0
Seminar, four hours. First course in three-part series to satisfy community engagement requirement for Education and Social Transformation major capstone project. Introduction to conceptions and contexts of community engagement, focusing on possibilities and complexities of critical and asset-based approaches to community engagement. In preparation for students' own community engagement experiences in community organizations, early childhood centers, or schools in Los Angeles, emphasis on reflecting on positionality, identifying forms of power and privilege, and understanding relationships between systemic issues and community engagement. Letter grading.
152C. Global Citizenship Education
Units: 4.0
Lecture, four hours. Questions regarding nature and possibility of education that can foster global citizenship necessary to understand and resolve world's most pressing issues. Focus on curriculum and instruction of global citizenship education. Using local and global research, exploration and analysis of various perspectives, curricula, and pedagogies pertaining to teaching and implementation of global citizenship education at different levels of education. Letter grading.
Community Engagement and Social Change Minor
at the University of California-Los Angeles
College of Letters and Science
Interdepartmental Program
About the Minor
The Community Engagement and Social Change minor is designed to provide students with a core analytical and theoretical framework for community building, governance, and the use of civic resources. It examines the connections between individual success and societal structures and explores traditions of service and the history of service movements. The minor can be paired with any major as an applied and active way of putting disciplinary tools to use and is intended for highly motivated students of any ideological perspective who are committed to education among a broader community of learners.
The Community Engagement and Social Change minor integrates community engagement with an academic context that enriches the valuable learning gained through meaningful work.
To enter the minor, students must have an overall grade-point average of 2.7 or better, submit a completed application, and submit a written statement describing how civic engagement relates to their academic interests or career goals. Digital applications are available.
As they move through the minor, students compile a portfolio. They start the portfolio by articulating a plan for the completion of the minor that reflects the social issues, strategies of engagement, and local communities upon which they will focus their pathway through the minor. This plan is completed as the final reflective writing assignment for Community Engagement and Social Change 50XP or 100SL (for those students declaring an intention to pursue the minor). The portfolio is a repository for the products associated with their academic and experiential work for the minor, including a copy of their capstone research paper, and a critical reflection prior to graduation detailing their pathway through the minor and its implications for their future academic study and/or community engagement.
Required Core Courses (17 to 20 units):
Community Engagement and Social Change 50XP with a grade of B or better;
two additional community-engaged courses (at least one of which must be upper division) from Community Engagement and Social Change 105SL, 163SL
and one upper-division elective course from the community-engaged options above or from M115, 145
Required Strategy of Social Change Course (4 to 5 units): One course from Community Engagement and Social Change 150
Required Capstone (8 units): Community Engagement and Social Change 191A, 191B, with grades of B or better. Students must have completed the core courses requirement, and at least one other community-engaged course prior to enrolling in the Community Engagement and Social Change 191A. Students may petition to have a capstone sequence completed for their major satisfy the minor’s capstone requirement. Petitions are reviewed on a base-by-case basis, and are assessed by how closely the major capstone requirements align with desired learning outcomes associated with the minor’s capstone requirement. Students may also petition to complete the capstone under the guidance of a faculty sponsor through independent research, Community Engagement and Social Change 199, after completing 191A. The faculty mentor approves proposed readings as well as length and scope of the final paper or project based on guidelines developed by the faculty committee.
The capstone experience for the minor requires an integrative final paper or project that incorporates the required curriculum and elective courses. It should address the intersection of a social issue, strategies employed to address that issue, and examination of those methods within specific communities of Los Angeles. The capstone project should be informed by at least one of the student’s community-engaged learning courses (e.g., the community-engaged course and/or the internship).
A minimum of 20 units applied toward the minor requirements must be in addition to units applied toward major requirements or another minor.
Each minor course must be taken for a letter grade, and students must have an overall grade-point average of 3.0 or better in the minor. Successful completion of the minor is indicated on the transcript and diploma.
Courses
105SL. Client-Based Program Evaluation and Research. (4) (Formerly numbered Civic Engagement 105SL.) Seminar, three hours; fieldwork, 10 hours. Limited to juniors/seniors. Service learning course for undergraduate students and community partners through which students learn theory and practice of program evaluation. Evaluation of nonprofit organizations in Los Angeles by research teams. Offered in summer only. Letter grading.
163SL. Civic Engagement and Public Use of Knowledge: Special Topics. (5) (Formerly numbered Civic Engagement 163SL.) Seminar, three hours; fieldwork, three hours. Limited to juniors/seniors. Service learning course that examines variable topics related to University/community partnerships and role of civic education in higher education. May be repeated for credit with topic or instructor change. Letter grading.
M115. Citizenship and Public Service. (4) (Formerly numbered Civic Engagement M115.) (Same as Political Science M115C.) Lecture, three or four hours; discussion, one hour (when scheduled). Recommended requisite: Political Science 10. Designed for juniors/seniors. Study of ways in which political thinkers have conceived of ideas of citizenship and public service, how these ideas have changed over time, and frameworks for thinking about citizenship in era of markets and globalization. P/NP or letter grading.
145. Conflict, Power, Inequality, and Change. (4) (Formerly numbered Civic Engagement 145.) Lecture, four hours. Broad historic trend of systems in conflict since beginnings of colonialism, including capitalism, urbanism, liberalism, and neoliberalism. Examination of modalities and theories of conflict and transformation, with emphasis on three primary forms of societal conflict: social movements, war, and terrorism. Study of resource scarcity through two specific dimensions: how it is leveraged to meet political ends, and how it can be harnessed for conflict intervention, resolution, transformation, and prevention. P/NP or letter grading.
150. Social Innovation Theory and Application. (4) (Formerly numbered Civic Engagement 150.) Seminar, three hours. Limited to students in UCLA Summer Social Innovation Research Program. Study of social innovation as theory of civic engagement, with particular emphasis on how social innovators have transformed way we address entrenched social issues. Study of elements of existing social innovation models and strategies for employing methods of social change on campus and in communities. Offered in summer only. Letter grading.
Art History Minor
at the University of California-Los Angeles
The Art History minor is designed for students who wish to augment their major with a series of courses that analyze the history, theory, and criticism of diverse visual traditions in world culture. On the lower-division level, the minor exposes students to overviews of these traditions in broad time periods from ancient to modern, from the regional to the global, as well as to courses that trace the historical significance of art in the context of specific thematic and media concerns. upper-division courses offer more specialized content that explores crucial episodes or areas with more intense and rigorous theoretical and methodological strategies.
To enter the minor students must be in good academic standing with an overall grade-point average of 2.0 or better, have completed 45 units, and file a petition with the student affairs officer in 206B Dodd Hall, 310-825-3992. Students are advised to declare the minor early and meet with the student affairs officer to plan a coherent program.
Required Lower-Division Courses (15 units): Three courses selected from Art History 22, 23, 27
Required Upper-Division Courses (20 units): Five art history courses as follows:
1. Two courses from at least two of the following three historical periods;
(a) ancient/medieval before 1400—Art History M111
(b) early modern, 1400 to 1700—Art History 121A
(c) modern/contemporary, 1700 to present—Art History C129C
2. Two courses from at least two of the following five geographic regions: (a) Africa—Art History C145B
(d) Latin America and Caribbean—Art History 144
3. One additional art history elective selected
Art History 197A
T-America also requires three studio art classes, but these may be graded Pass/Fail for effort or letter grade for quality as desired.
1A. Drawing. (4)
11A. Painting. (4)
11B. Photography. (4)
A minimum of 20 units applied toward the minor requirements must be in addition to units applied toward major requirements or another minor.
By petition, one upper-division course with substantial art historical content and methodology applied toward the students’ majors may also be applied toward this minor.
Each minor course must be taken for a letter grade (unless the course is graded only on a P/NP basis), and students must have an overall grade-point average of 2.0 or better in the minor. Successful completion of the minor is indicated on the transcript.
Art History Courses
22. Renaissance and Baroque Art. (5) Lecture, three hours; discussion, one hour. Survey of Renaissance and baroque art. P/NP or letter grading.
23. Modern Art. (5) Lecture, three hours; discussion, one hour; museum field trips. History of modern art from 1860s to 1960s, from Manet and impressionists to pop art and minimalism. Study of origins and social functions, as well as aesthetic innovations and philosophical dilemmas of modernism. P/NP or letter grading.
27. Art and Architecture of Ancient Americas. (5) Lecture, three hours; discussion, one hour; museum field trips. Introduction to art, architecture, and urbanism of Americas (North to South) from earliest settlement until AD 1450. Analysis of variety of media within their historical and cultural context. P/NP or letter grading.
M111. Minoan Art and Archaeology. (4) (Same as Classics M153A.) Lecture, three hours. Requisite: course 20 or Classics 10 or 51A. Study of development of art and architecture in Minoan Crete from circa 3000 to 1000 BC. P/NP or letter grading.
121A. Italian Renaissance Art of 14th Century. (4) Lecture, three hours. Art and architecture of 14th century. P/NP or letter grading.
C129C. Surrealism, 1924 to 1939. (4) Lecture, three hours; discussion, one hour (when scheduled). Study of art, literature, and film associated with surrealist movement in France, with special attention to dissident surrealism of writer and philosopher Georges Bataille, as well as to challenge to art history posed by surrealism’s engagement with lessons of psychoanalysis. Concurrently scheduled with course C229C. P/NP or letter grading.
C145B. Contemporary Arts of Africa. (4) Lecture, three hours; discussion, one hour (when scheduled). Survey of African visual practices since mid-20th century, with special emphasis on changing meaning of art object, status of African artist, global reception of contemporary African art, and very definitions of contemporary African art. Concurrently scheduled with course C245B. P/NP or letter grading.
144. Caribbean Art. (4) Lecture, three hours. Cultural history of Caribbean. P/NP or letter grading.
(Fred studied superpowered art.)
197A. Individual Studies in Art History: Super Art. (2 to 4) Tutorial, to be arranged. Preparation: 3.0 grade-point average in major. Limited to seniors. Individual intensive study for majors, with scheduled meetings to be arranged between faculty member and student. Assigned reading and tangible evidence of mastery of subject matter required. May be repeated for maximum of 8 units. Eight units may be applied toward major. Individual contract required. P/NP or letter grading.
Studio Art Courses
http://catalog.registrar.ucla.edu/ucla-catalog20-21-347.html
1A. Drawing. (4) Studio, eight hours; five hours arranged. Course in basic drawing skills intended as preparation for work in variety of media. P/NP or letter grading.
11A. Painting. (4) Studio, eight hours; five hours arranged. Basics of painting: introduction to technical procedures, tools, and materials. Discussion of fundamental conceptual and formal concerns. P/NP or letter grading.
11B. Photography. (4) Studio, eight hours; five hours arranged. Fundamentals in technique, with emphasis on individual projects. Varied approaches, processes, and applications of photographic medium within context of art, supported by studies in theory, aesthetics, and history of photography. P/NP or letter grading.
The Get a Life program assists creative youth in personal development. It offers tour guides and travel programs at two levels, one for people who want to travel between high school and college, the other for those who want to do it after college; and participants may do both if they wish. It includes many options ranging from two to three month summer sessions on up to full year sessions. About 10% of high school graduates do not immediately go into higher education or employment, and taking a travel year is a popular option. Some travelers choose a regional destination and meander within it; others cover the whole globe. In the year-long package, it's common to choose three or four different continents and move from one to another. Themed packages are available for people who wish to study particular subjects such as architecture, crafts, literature, or the environment. Another popular option is to visit multiple countries all sharing a world language, such as Spanish or French. The formal packages customarily include at least one "serendipity" stop, and travelers may choose more if they wish, up to selecting the entire itinerary at random. Get a Life also offers support for people 18+ who wish to backpack or otherwise travel on their own but still have access to the group's hostels, maps, lesson plans, and other resources.
The program attracts primarily writers, artists, and musicians but also dancers, sculptors, computer programmers, and various other creative types. It upholds the principle that in order to make great art, you need to experience life. Traveling around the world is a terrific way to cram a lot of experience into a relatively short span of time. Often participants find a culture or career they love, which shapes the rest of their life and work. College-age travelers are more likely to find a life partner. (Participants are encouraged, but not required, to use a long-term form of birth control while traveling, so that is available to everyone at no extra cost.) The program also supports travelers in finding places to live and work after returning home, with ties to a wide range of publishers, galleries, and performance art companies.
Prices vary depending on destination and length of session. However, Get a Life is heavily subsidized both by the National Foundation for the Arts and the Department of Education. Another major source of funding comes from their own graduates. Most successful graduates fund at least one new traveler; many have set up ongoing scholarships. Those who can't afford to contribute such sums can choose between a general scholarship fund supported by graduates, or one open to the public at large, both of which offer a variety of categories in which applicants can qualify.
Get a Life is so effective at improving maturity, tolerance, diversity, and excellence in its participants that many high schools recommend it to creative seniors instead of going directly to college. Conversely, most colleges -- and almost all fine arts schools -- view it more as alternative education than as a vacation in terms of accepting applicants. Often they let high school seniors apply and then defer enrollment in college until after completing their Get a Life tour. College seniors may announce plans to travel after college, and use that to gain admission to classes that will help them in that endeavor. This results in a higher level of artistic quality and cultural awareness in Terramagne.
Fred visited Costa Rica, Venezuela, Brazil, Araucanía, Namibia, Nigeria, Senegal, Morocco, Spain, France, Italy, and Britannia.
(In T-America, students can take classes in any world language that they speak, not restricted to only one.)
WORLD LANGUAGE EDUCATION (MA/MED)
at DePaul College of Education in Chicago, Onion City, Illinois
Educate with a global mindset
Find new ways to develop students and their appreciation for world languages, knowledge of intercultural understandings and desire to become global citizens. With the World Language Education (MA/MEd) degree, you’ll incorporate theory and research into hands-on, technology-rich, instructional practices that actualize language learning in real-life situations.
You have the option to pursue an initial Illinois Teaching License (PEL) with a World Language Education (K-12) endorsement. If you are already a licensed teacher, you can add a World Language Education (K-12) endorsement to your PEL. Choose one of nine specific languages:
* Arabic
* Esperanto (T-American)
* French
* Italian
* Spanish
This program can be completed in two years, and classes are offered on weekday evenings at DePaul’s Lincoln Park Campus, online or a hybrid of both.
ARB 450 - ARABIC LITERATURE
This course introduces the students to Modern Arabic Literature in form, language, and content. It will focus on various genres including poetry, drama, the novel, and short stories. Work by major Arab writers and poets representing various regions and content will be examined and analyzed to develop an appreciation for Arab literature and a deeper understanding of their portrayal of Arab culture.
ESP 500 - ESPERANTO IN PEACEWORK (T-American)
In this course, students explore the history of Esperanto as a world language designed to promote peace and unity. It includes a survey of organizations using Esperanto as an official language such as Sennacieca Asocio Tutmonda and the International Academy of Sciences San Marino.
FCH 321 - TRANSLATION
Fundamental principles of translation. The main objective of this course is to introduce students to the fundamental principles of translation and to help them acquire the techniques for translating a range of texts from French into English, and to a lesser extent, from English into French, thus equipping them with proficiency in translating at an advanced level. Through a variety of translation assignments, students will be able to review French grammar, work within different registers and learn appropriate vocabulary, expand their reading and writing abilities in French and develop a sense of responsibility for the text translated. This course presents a survey of the latest technologies such as web-based dictionaries, and provides an introduction to translating technical documents in medicine, law, sports, travel, and business. FCH 106 or equivalent, including placement test or permission of instructor, is recommended.
ITA 405 - TOWARDS UNIFICATION: ROMANTICS, REVOLUTIONARIES AND REALISTS
This course presents an overview of Nineteenth Century Italian prose and poetry. In Italian 405, students will explore themes and cultural realities in the literary works we read. Students will also hone our skills at interpreting works of literature and read some of the great masterpieces of Italian literature. In class, in-depth analisi testuali will be emphasized. By the end of the quarter, students should have a firm understanding of the different natures of poetry and prose as forms of expressions, know the major writers of the nineteenth century, and be able to explain the texts read in class not only as works of literature but as cultural "artifacts" of a particular period of Italian history.
SPN 474 - LITERATURE OF THE CONQUEST
This advanced course in Latin American literature explores the early encounters between Europe and the Americas. Students will analyze letters, reports, histories, and political tracts from European, Amerindian, and Mestizo sources. Students will also consider some visual documents, such as images from the Lienzo de Tlaxcala and early maps. Typical areas of focus include the initial contact (Columbus), Mexico (Cortes, Diaz del Castillo, the Florentine Codex), Peru (Xerez, "El Inca" Garcilaso, Guaman Poma de Ayala), and the sixteenth-century debates over the wars of conquest (Las Casas, Sepulveda). Topics include the role of these texts as instruments of empire, strategies of representation, strategies of resistance to imperialism, the role of women in the conquest, debates over what constitutes a "just" war, and the relevance of these texts for modern Latin American identities.
Degree Requirements
Students entering the program must be able and willing to devote themselves to a program requiring a minimum of 100-110 hours of daytime field experiences in schools. These school-based clinical hours are completed in conjunction with methodology courses that require students to spend daytime hours in schools. In addition, the student must spend a minimum of 10 weeks in full-time student teaching.
The program includes five distinctive features:
1. Becoming a teacher is viewed as a developmental process continuing at least through the first year of teaching
2. Multiculturalism is infused throughout the curriculum
3. Field experiences are an integral part of the curriculum
4. Students are exposed to a variety of educational theories
5. The program includes a research component as a basis for further professional development.
Course Requirements
Education Courses: 40 quarter hours required, grade of C or better required.
Course Title Quarter Hours
SCG 406 HUMAN DEVELOPMENT AND LEARNING:SECONDARY 4
T&L 425 CURRICULUM AND INSTRUCTION IN SECONDARY EDUCATION 4
Select one of the following: 4
BBE 560 SECOND, WORLD AND HERITAGE LANGUAGE ACQUISITION 4
Education Elective Course: 4 quarter hours are required, grade of C or better required. 4
SER 446 PSYCHOLOGY AND EDUCATION OF THE EXCEPTIONAL CHILD 4
Graduate Level Content Area Courses: 4 quarter hours required, grade of C or better required. 4
BBE 526 THEORETICAL FOUNDATIONS OF TEACHING ESL AND WLE 4
Student Teaching: 8 quarter hours required
Registration in student teaching requires completion of all requirements and procedures listed in the college core section. EDU 95 indicates to the Illinois State Board of Education that all field experience hours are complete.
Course Title Quarter Hours
T&L 592 WORLD LANGUAGES STUDENT TEACHING (grade of B- or better required) 6
T&L 593 WORLD LANGUAGES SEMINAR (grade of C or better required) 2
EDU 95 CLINICAL EXPERIENCE WITH CHILDREN AND YOUTH (non-tuition, PA grade required) 0
Fred did his dissertation on Multilingualism and Tolerance: A Virtuous Circle.
Master of Arts (MA) Option Degree Requirements: 4 quarter hours required
This is a Master of Arts degree requirement only. A master’s thesis is written to fulfill the requirements of this course. An oral examination on the thesis is required.
Course Title Quarter Hours
T&L 589 THESIS RESEARCH IN TEACHING AND LEARNING 4
Field Experiences
Each student seeking licensure from the College of Education/Professional Education Unit must complete supervised field experiences in appropriate settings in conjunction with education courses. The field experiences must include a variety of grade levels, multicultural experiences, and a minimum of 15 hours in special education settings. All field experiences must be completed prior to final approval for student teaching. Field experience hours should be entered by the student into the FEDS system when completing courses with field experience requirements. For details on requirements, expectations, documentation, & courses in your program that require hours, visit the College of Education website.
(T-American adds a class for gifted and superpowered students.)
Certificate in Special Education: Exceptionality and Disability Studies
at DePaul College of Education in Chicago, Onion City, Illinois
Decades after the first federal legislation addressing the education of students with special needs, the Individuals with Disabilities Education Act (IDEA), critical shortages of special education teachers are reported in most states. Internationally, the need for bringing awareness and education in exceptionality and special education is even more pronounced, with a worldwide challenge to ensure that individuals with disabilities have equal access to education.
The fully-online, four-course Certificate in Exceptionality and Disability Studies will provide a foundation in special education to those interested in expanding their understanding of various types of disabilities and ways to address the needs of those students. Candidates should expect to complete the course sequence in one academic year.
Course Requirements
The curriculum for the Online Certificate in Exceptionality consists of four online courses.
Course Title Quarter Hours
SER 440 SURVEY OF EXCEPTIONAL LEARNERS: PSYCHOLOGY AND EDUCATION 4
SER 402 INSTRUCTION AND DIFFERENTIATION IN SPECIAL EDUCATION 4
SER 421 FORMAL ASSESSMENT IN SPECIAL EDUCATION 4
SER 409 TEACHING STUDENTS WITH SIGNIFICANT DISABILITIES 4
SER 449 TEACHING STUDENTS WITH SUPERLATIVE ABILITIES 4
Social and Cultural Foundations in Education Certificate
at DePaul College of Education in Chicago, Onion City, Illinois
The Social Cultural Foundations in Education Certificate is for students in any field who want to complement their primary degree through interdisciplinary study of the foundations of education and educational policy from a critical perspective.
Why is DePaul's certificate special?
The Graduate Certificate in Social and Cultural Foundations in Education is designed for students in any field who want to complement their primary degree through interdisciplinary study of the foundations of education and educational policy from critical perspectives as they impact both school and non-school settings. For students in Teacher, Administrator or Counselor licensure programs within the College of Education, this certificate will enhance their competitiveness in the workplace, setting them apart from educators without this background. Others with a broad interest in educational issues who are not professional educators will find this certificate to be a valuable supplement to their work in other fields or in their professional practice.
Faculty who teach courses in the certificate program come from a variety of disciplines and fields within educational thought and policy studies. Their research interests are wide-ranging, including globalization, social theory, social construction of knowledge, and the relationship between social dynamics and social relations of inequality that play out in educational contexts.
The certificate is for students in any field who want to complement their primary degree through interdisciplinary study of the foundations of education and educational policy from a critical perspective.
Course Requirements
The certificate Program requirements include completion of four graduate-level courses from among the following:
Course Title Quarter Hours
SCG 603 CULTURE AND EDUCATION SEMINAR 4
SCG 604 IDENTITY: CONSTRUCTIONS AND NEGOTIATIONS SEMINAR 4
SCG 608 IDEOLOGY, POWER AND POLITICS SEMINAR 4
SCG 611 PHILOSOPHICAL STUDIES IN EDUCATION, CULTURE AND ETHICS SEMINAR 4
SCG 527 GLOBAL ISSUES IN EDUCATION SEMINAR 4
Ph.D.
at the Carter School for Peace and Conflict Resolution
at George Mason University in Fairfax, Virginia
At the Carter School, we encourage you to teach and publish, establishing yourself as a key voice in your area of specialization. Leverage the PhD program and your networks of colleagues as you establish an academic career path for yourself or build your own business or career by developing your skills and applying them in a multitude of careers as a holistic analyst and conflict resolution practitioner. Utilize the Carter School to network with current and future leaders in the field among your faculty, classmates, and beyond, to establish a stronger more peaceful world.
Scholarly and Academic Opportunities
PhD students leave our program prepared to contribute as scholars, teachers, and practitioners. Opportunities abound during your program for engaged research and meaningful practice.
Publish and Present
Tailor your work in your classes and the dissertation itself for publication. Undertake your research, attend or organize your own conferences and presentations and explore and discuss the discipline's latest issues.
Fred published his dissertation, Civilization by Tens: A Comparison-Contrast of Top-Ten and Bottom-Ten Countries.
Develop a Research Portfolio
Partner with and support faculty, your PhD colleagues and Center staff members on specific projects or long term research agendas or develop your own grants and projects with faculty, utilizing their years of experience and knowledge.
During his time at Carter, Fred participated in several research projects:
* A Statistical Analysis of the Effects of Cape Fights on Municipal Economies
* Best Practice Testing of Peacework Techniques
* Dominance Theory in Leadership and Followship: An Analysis of Traits
Build Your Teaching Portfolio
The Carter School provides a tiered teaching preparation for our PhD students to support the development of skilled teachers. Teaching opportunities include:
Serving as a discussion section leader for a small section of a faculty led course
Working with faculty or program directors on curriculum development
Instructor for a section with faculty mentoring
Individual teaching of a course section
Further information about teaching can be found on here, on the graduate student funding page.
Fred worked on curriculum development and taught several courses:
* CULT 320: Globalization and Culture. 3 credits.
* GOVT 430: Comparative Political Leadership. 3 credits.
* PHIL 151: Introduction to Ethics. 3 credits.
* SOCI 208: Introduction to Race and Ethnicity. 3 credits.
Distinguished Grants and Fellowships
George Mason and the Carter School support students as they apply for prestigious awards. Apply through the University for Fulbright, Boren, and many other grants, scholarships and fellowships. More information can be found on the Provost Office's Graduate Fellowships site.
Develop your skills
Take your education to the Field
The Carter School offers a robust assortment of opportunities to get out and do research and intervention in the field. Our travel courses take you to areas impacted by conflict in the US and globally. Active trips include to Colombia, the Balkans, Indonesia, Jordan, Israel-Palestine, N. Ireland, West Virginia and many more.
Fred took a summer trip to Guyana where he studied peace and conflict in the local culture and also observed capybaras in the wild.
We also offer CONF 625 courses called Engaging Conflicts. These are semester long opportunities to engage around a particular issue in either research and practice. Recent courses have traveled to Malta to look at migration issues and fostered dialogue across political divides here in the U.S.
Fred took CONF 625 Engaging Conflicts: Central African Republic
Enhance your PhD with a Certificate Program
Students may elect to complete a Carter School graduate certificate in addition to the PhD program. Graduate certificates are opportunities for students to further tailor their academic program and specialize in a specific area of Conflict Resolution practice. Certain graduate certificate courses can be used to fulfill PhD program requirements. Students should consult with the Certificate Program Director and Doctoral Program Director for policies on counting certificate courses toward the PhD degree.
Networking and Career Development
Our vibrant community brings distinguished guests and speakers to campus and provides opportunities to network with professionals, both within the academic community and in other sectors. These events along with student events (dissertation defenses, research presentations, etc.) are moments to connect and forge connections for the future.
The Carter School 's dedicated Career Services office is available to help with resume and CV preparation as well as job search strategies.
Fred participated in a variety of events including:
* Peacemaking Techniques Among Bonobos - lecture by Isabel Behncke Izquierdo
* Participatory Decision-Making - summer intensive course
* Acts of Genocide Against People with Superpowers - art exhibit
Conflict Analysis and Resolution, PhD
at the Carter School for Peace and Conflict Resolution
at George Mason University in Fairfax, Virginia
The Conflict Analysis and Resolution doctoral program, the first of its kind in the United States, provides advanced study for students in the field of conflict analysis and conflict resolution. Students are prepared for careers as researchers, theoreticians, and teachers in higher education, and as policy administrators, analysts, and consultants in the public and private sectors.
The program stresses a close link between knowledge of theory and process in the resolution of conflict. For this, training in the methods of research and analysis is emphasized. In addition, students are expected to obtain a background in a substantive area of conflict, usually related to the topic of the dissertation.
Degree Requirements
Total credits: 72
Required Course
Code Title Credits
CONF 801 Introduction to Conflict Analysis and Resolution (Should be taken in the first semester of coursework) 3
Total Credits 3
Course List
Foundation Courses
Students complete 12 credits of foundation courses distributed as follows:
Code Title Credits
Theoretical Foundations
Select two courses (6 credits) from the following: 6
CONF 802 Theories of the Person
CONF 803 Structural Theories
Research Foundations
Select two courses (6 credits) from the following: 6
CONF 812 Qualitative Foundations: Social Sciences
CONF 813 Qualitative Foundations: Humanities
Total Credits 12
Course List
Specialization Courses
Code Title Credits
Students will take four courses (12 credits) of specialization courses. Three credits each in the areas of theory and research, and six credits of practice specialization. 1
12
Total Credits 12
1 The Doctoral Program Director must approve courses.
Course List
CONF 605: Foundations of Peacebuilding. 6 credits.
This foundational course, building on initiatives of the United Nations and other multilateral organizations, explores dynamics of post-conflict peace building and prepares students to play innovative roles in peacebuilding and reconstruction of civil societies. The course introduces the theory, research and practice of peacebuilding programming with a focus on ethical, conflict-sensitive and inclusive process design and implementation. The course investigates the historical arc of peacebuilding practice and current implementation strategies; and examines peacebuilding theories, models and modes of practice that function as the grounding to subsequent courses in the curriculum, and explores of some of the key contemporary debates in the field. The course includes opportunities for linking theory to practice with experimental learning activities. Offered by Conflict Analysis & Resolution. May not be repeated for credit.
Registration Restrictions:
Enrollment limited to students with a class of Advanced to Candidacy, Graduate, Non-Degree or Senior Plus.
Students in a Non-Degree Undergraduate degree may not enroll.
Enrollment limited to students in the Conflict Analysis Resolution college.
Schedule Type: Seminar
Grading: This course is graded on the Graduate Regular scale.
CONF 620: Reflective Practice in Interpersonal-Multiparty Conflicts. 3 credits.
Introductory skill-building course integrating conflict theory and practice using reflective practitioner model. Students learn necessary skills for third-party facilitation and mediation, including active listening, empathy, paraphrasing, reframing, and negotiation, in addition to analytical skills of problem solving and creation of transformational processes. Cases for practice focus on interpersonal and intergroup conflict. Offered by Conflict Analysis & Resolution. May not be repeated for credit.
Recommended Prerequisite: CONF 501, 600, or 801
Registration Restrictions:
Enrollment limited to students with a class of Advanced to Candidacy, Graduate, Non-Degree or Senior Plus.
Enrollment is limited to Graduate, Non-Degree or Undergraduate level students.
Students in a Non-Degree Undergraduate degree may not enroll.
Enrollment limited to students in the Conflict Analysis Resolution or Health and Human Services colleges.
Schedule Type: Laboratory
Grading: This course is graded on the Graduate Regular scale.
CONF 728: Human Rights Theory and Practice in Comparative Perspective. 3 credits.
Introduces major controversies and debates surrounding use of human rights theory and practice cross-culturally. After basic study of human rights philosophy, uses case studies from around the world to examine problems and potential of human rights in today's globalized world. Offered by Conflict Analysis & Resolution. May not be repeated for credit.
Recommended Prerequisite: CONF 501, CONF 600, or CONF 801.
Registration Restrictions:
Enrollment is limited to Graduate or Non-Degree level students.
Students in a Non-Degree Undergraduate degree may not enroll.
Enrollment limited to students in the Coll Nursing Health Science, Conflict Analysis Resolution or Health and Human Services colleges.
Schedule Type: Seminar
Grading: This course is graded on the Graduate Regular scale.
CONF 747: Reconciliation. 3 credits.
Explores processes of acknowledgment, reconciliation, forgiveness, and restitution. Reviews literature, case studies, and other research to assess applicability and impact of these efforts. Offered by Conflict Analysis & Resolution. May not be repeated for credit.
Recommended Prerequisite: CONF 501, CONF 600, or CONF 801.
Registration Restrictions:
Enrollment is limited to Graduate or Non-Degree level students.
Students in a Non-Degree Undergraduate degree may not enroll.
Enrollment limited to students in the Coll Nursing Health Science, Conflict Analysis Resolution or Health and Human Services colleges.
Schedule Type: Seminar
Grading: This course is graded on the Graduate Regular scale.
Electives
Code Title Credits
Select 18 credits from electives that are any 500-, 600-, and 700-level CONF courses that are not required 18
Total Credits 18
Course List
CONF 500: Frameworks for Ethical Dispute Resolution Practice. 3 credits.
Prepares Dispute Resolution students to play innovative and creative roles where dispute resolution is required. This foundational course looks at dispute resolution in the context of larger systems and structures and promotes a practice of dispute resolution with a lens toward increasing social justice. Students will encounter different tools and theories to support effective conflict assessment and work with intervention design principles used in the range of dispute resolution modalities. Building skills as reflective practitioners, students will develop a balance between process and ethical considerations. Offered by Conflict Analysis & Resolution. May not be repeated for credit.
Registration Restrictions:
Enrollment limited to students with a class of Advanced to Candidacy, Graduate, Non-Degree or Senior Plus.
Students in a Non-Degree Undergraduate degree may not enroll.
Enrollment limited to students in the Conflict Analysis Resolution or Health and Human Services colleges.
Schedule Type: Seminar
Grading: This course is graded on the Graduate Regular scale.
CONF 640: Practicum in Contemporary Dispute Resolution. 3 credits.
Capstone course facilitating integration of learning in the graduate certificate in dispute resolution and appropriate mentored application and experiential learning. Offered by Conflict Analysis & Resolution. May not be repeated for credit.
Recommended Prerequisite: CONF 500
Registration Restrictions:
Enrollment limited to students with a class of Advanced to Candidacy, Graduate, Non-Degree or Senior Plus.
Enrollment is limited to Graduate, Non-Degree or Undergraduate level students.
Students in a Non-Degree Undergraduate degree may not enroll.
Enrollment limited to students in the Conflict Analysis Resolution college.
Schedule Type: Seminar
Grading: This course is graded on the Graduate Regular scale.
CONF 657: Facilitation Skills. 3 credits.
Covers range of skills in group facilitation processes, with emphasis on conflict analysis and resolution approaches to improve group communication. Includes skill-building exercises. Offered by Conflict Analysis & Resolution. May not be repeated for credit.
Recommended Prerequisite: CONF 501, CONF 600, or CONF 801
Registration Restrictions:
Enrollment limited to students with a class of Advanced to Candidacy, Graduate, Non-Degree or Senior Plus.
Enrollment is limited to Graduate, Non-Degree or Undergraduate level students.
Students in a Non-Degree Undergraduate degree may not enroll.
Enrollment limited to students in the Coll Nursing Health Science or Conflict Analysis Resolution colleges.
Schedule Type: Seminar
Grading: This course is graded on the Graduate Regular scale.
CONF 659: Leadership in Conflict Analysis and Resolution. 3 credits.
Covers roles and styles of leadership in interpersonal, organizational, community, group, and international conflicts. Considers cultural roles of leaders as insider-partials, negotiators, facilitators, and mediators. Offered by Conflict Analysis & Resolution. May not be repeated for credit.
Recommended Prerequisite: CONF 501, CONF 600, or CONF 801
Registration Restrictions:
Enrollment limited to students with a class of Advanced to Candidacy, Graduate, Non-Degree or Senior Plus.
Enrollment is limited to Graduate, Non-Degree or Undergraduate level students.
Students in a Non-Degree Undergraduate degree may not enroll.
Enrollment limited to students in the Conflict Analysis Resolution or Health and Human Services colleges.
Schedule Type: Seminar
Grading: This course is graded on the Graduate Regular scale.
CONF 755: Transforming Conflict through Insight. 3 credits.
The Insight approach is best understood as an applied human science. Like other applied sciences, it requires students to master an explanatory framework that enables them to frame their questions, formulate their hypotheses, verify their findings, and plan their actions. Thus, the course is designed follow an activity-based, problem-solving approach to learning and using the Insight approach. The objective is to enable students to master the Insight approach by putting it to work, with course meetings build around analytical exercises and activities designed to illuminate assigned readings. Offered by Conflict Analysis & Resolution. May not be repeated for credit.
Recommended Prerequisite: CONF 501, CONF 600, or CONF 801.
Registration Restrictions:
Enrollment is limited to Graduate or Non-Degree level students.
Students in a Non-Degree Undergraduate degree may not enroll.
Enrollment limited to students in the Conflict Analysis Resolution or Health and Human Services colleges.
Schedule Type: Seminar
Grading: This course is graded on the Graduate Regular scale.
CONF 759: Building Peace in Divided Societies. 3 credits.
Explores the roots of peacebuilding as a conflict resolution strategy in terms of changes over time, basic assumptions underpinning the emergence and continuance of conflict, building peace, and challenges to community participation as well as varied reactions to the building peace enterprise. The tensions theoretically and practically between building peace and continuity of the conflictual status quo will be explored in detail throughout the course. The focus on communities intersects and often conflicts with the more prominent global peacebuilding frame, often considered an elite endeavor as well as the political economy of the status quo as evidenced in the United States. Why, for example, does the term peacebuilding not appear regularly when considering domestic US conflict and its effects? There are, of course, more questions than answers. However, the focus of the course is to expand our thinking, conceptualizing, and theorizing regarding the current state of peacebuilding. Offered by Conflict Analysis & Resolution. May not be repeated for credit.
Recommended Prerequisite: CONF 501, CONF 600, or CONF 801.
Registration Restrictions:
Enrollment is limited to students with a major in Conf Analysis Resolution.
Enrollment is limited to Graduate level students.
Schedule Type: Seminar
Grading: This course is graded on the Graduate Regular scale.
With the advisor’s approval, each student may include a maximum of 6 credits of electives from outside the S-CAR Program, including courses in other Mason departments, consortium courses, and transfer courses from other universities. The intent is to allow students to have maximum flexibility in selecting courses to build skills and knowledge needed in dissertation work. CONF 897 Directed Reading may be taken to meet the requirement. Only two directed readings classes (6 credits) can be applied toward doctoral elective requirements.
Foreign Language Requirement
At the point of application to fulfill the comprehensive paper, students will indicate to the Director of the Doctoral Program the membership of their dissertation committee. This committee will determine, based on the scope and nature of the student's research, the specific language requirement a student must meet. This will be conveyed to the Graduate Program Director. This language requirement must be completed prior to graduation.
Comprehensive Paper
Students are eligible to complete the comprehensive paper when they have completed all the requirements of coursework in the doctoral program with the exception of CONF 998 Doctoral Dissertation Proposal and CONF 999 Doctoral Dissertation Research and the language requirement. A student is advanced to candidacy upon successful completion of the comprehensive paper. Papers can be submitted for evaluation twice each year, once in the winter and once in the summer. Students who do not pass initially should form a plan of study with the chair of their dissertation committee and the Graduate Program Director that will prepare them to resubmit. The comprehensive paper may be resubmitted two times for a total of three attempts. After three unsuccessful attempts, the student should consult with the Graduate Program Director about the possibility of transferring to a Master's degree program.
Dissertation Research
Students are required to complete 12 combined credits of CONF 998 Doctoral Dissertation Proposal and CONF 999 Doctoral Dissertation Research, including at least 3 credits of CONF 999 Doctoral Dissertation Research. Students must have a signed dissertation proposal in order to register for CONF 999 Doctoral Dissertation Research.
Code Title Credits
Select 12 credits from the following: 12
CONF 998 Doctoral Dissertation Proposal 1
CONF 999 Doctoral Dissertation Research 2
Total Credits 12
His dissertation, Civilization by Tens: A Comparison-Contrast of Top-Ten and Bottom-Ten Countries, examined the ways in which countries that respect soups also tend to respect other citizens, while those that discriminate against superpowers also tend to discriminate against other traits.
Mass Atrocity and Genocide Prevention Graduate Certificate
at George Mason University in Fairfax, Virginia
This 15-credit program is tailored to provide students with practical knowledge of conflict analysis and resolution relevant to Mass Atrocity Prevention, including genocide and mass violence prevention. Designed for mid-career professionals studying in a cohort environment, or graduate students seeking specialized, practical knowledge, the certificate program integrates conflict analysis and resolution theory, research, and practical techniques of preventing mass atrocities. Certificate courses include intensive sessions, lectures, seminars, and applied-mentored learning in real and simulated situations. Students consider strategies to prevent mass atrocities through policy planning, diplomacy, civil society building, democratization, development, education, and “up-streaming” prevention efforts that apply peace-building, dialogue, and conflict resolution approaches designed specifically for highly-escalated conflict contexts where mass atrocities seem likely to appear.
Certificate Requirements
Total credits: 15
This certificate may be pursued on a full-or part-time basis.
Required Courses
Code Title Credits
CONF 501 Introduction to Conflict Analysis and Resolution 3
CONF 625 Engaging Conflict 3
CONF 654 Mass Atrocity: Early Warning and Prevention 3
Select two courses from the following: 6
CONF 706 Ethics and Conflict
CONF 708 Identity and Conflict
CONF 721 Conflict and Race
Total Credits 15
Course List
* * *
"Cultures are made of continuities and changes, and the identity of a society can survive through these changes. Societies without change aren't authentic; they're just dead."
-- Kwame Anthony Appiah
"It's important to understand that while honor is an entitlement to respect--and shame comes when you lose that title -- a person of honor cares first of all not about being respected but about being worthy of respect."
-- Kwame Anthony Appiah
Balance can be physical or metaphysical. The goal in Mercedes is actually dynamic balance. Learn how to balance your body and your life.
All cultures change over time, and lagging can cause problems. There are ways to promote cultural change.
Honor relies on trustworthy traits. Become a more honorable person.
Fidget toys have many benefits and come in all kinds of styles. A box of fidgets is very useful in stressful situations. You can buy these things by the bucket. Check dollar stores or party stores for cheap ones. Koosh balls and neoprene gel stress balls are two popular types of fidget. Tastes vary considerably based on factors like dexterity and dominant senses; what really matters is choosing a fidget that delights the user. The difference between the right fidget and almost the right fidget is the difference between lightning and a lightning bug.
Learn how to create a safe space.
Placemaking is the craft of creating community by designing locations that facilitate socialization. Learn what makes a place great and follow the steps to put community in place. The Power of Ten is actually a fractal plan for ten major destinations in a city, ten individual places at each destination, and ten things to do in each of those places. There are strategies for transforming cities through their public places.
Here Boss Finn is thinking about how a variety of nearby facilities can support each other. That proximity attracts more people to the area, and more eyes on the street make it safer. Start with Soup to Nuts as the center; they're adding a Triton Teen Center and the Mercedes Meeting Hall. Imagine that the area already has a fitness center, a thrift store, and a coffee shop. They could add a used book store (for parents while their kids are at Triton), a bike shop with bike parking (for transit connection), a sit-down restaurant (real food, not just snacks), and a makerspace (fun for all ages). If they also add bus shelters, seating, and more bike racks then that further enhances travel. Turning a vacant lot into a pocket park would simultaneously remove an eyesore, promote health, and support wildlife.
Esperanto is an auxiliary language designed to promote tolerance. Find out how to learn it.
I speak Esperanto.
Mi parolas Esperanton.
One language is never enough.
Unu lingvo neniam sufiĉas.
(no subject)
Date: 2020-11-09 05:52 pm (UTC)(no subject)
Date: 2020-11-10 04:19 am (UTC)Thoughts
Date: 2020-11-10 04:27 am (UTC)*chuckle* Wait until you see Fred with Shiv, who is differently civilized. Shiv is perfectly happy to treat him as a couch, and Fred makes a great couch.
Re: Thoughts
Date: 2020-11-11 03:05 am (UTC)Re: Thoughts
Date: 2020-11-11 03:58 am (UTC)Re: Thoughts
Date: 2020-11-11 04:02 am (UTC)Re: Thoughts
Date: 2020-11-12 01:32 am (UTC)Re: Thoughts
Date: 2020-11-12 02:16 am (UTC)Re: Thoughts
Date: 2020-11-14 02:42 am (UTC)Re: Thoughts
Date: 2020-11-14 03:16 am (UTC)(no subject)
Date: 2020-11-12 01:34 am (UTC)about being respected but about being
worthy of respect <<
SO MUCH THIS!! It seems blindingly obvious to me, yet I know it isn't, so seeing it articulated is very satisfying.
Yes ...
Date: 2020-11-12 02:24 am (UTC)“Reputation is what other people know about you. Honor is what you know about yourself... Guard your honor. Let your reputation fall where it will. And outlive the bastards.”
― Lois McMaster Bujold, A Civil Campaign
Basically, it's the difference between self and others, between reality and perception. A country that openly promotes "sell the sizzle, not the steak" will naturally have widespread problems.
In healthcare, I find that medics are almost always offended or intimidated by facts and knowledge. This tells me that most of them are playing Wizard of Oz games and actually have little or no idea what they're doing. Conversely, on the rare occasions when I find a fellow nerd who will discuss facts, probabilities, pros and cons, that tells me he knows what he's talking about.
Oh my
Date: 2020-11-18 12:32 am (UTC)"Mr. Lehrer, I kinda want to pet you and keeping my hands to myself is very difficult right now. I am controlling this by looking another direction. I promise I am paying attention."
Re: Oh my
Date: 2020-11-18 02:28 am (UTC)That seems to be the consensus. :D Apparently Capybara Charm is one of those rare superpowers that works across dimensions.
>> "Mr. Lehrer, I kinda want to pet you and keeping my hands to myself is very difficult right now. I am controlling this by looking another direction. I promise I am paying attention." <<
Oh, that's quite all right, I have that effect on most people. Shall we build a nest and snuggle?"
20 minutes later, there is a people pile filling most of the living room ...
"Would whoever is closest to the door kick a chair across it so nobody steps on us?"
Re: Oh my
Date: 2020-11-21 05:37 pm (UTC)I'm gonna go get Sam, my stuffed moose, and nap in the recliner now.