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ysabetwordsmithThese are the miscellaneous character notes for "Build with the Mind."
Signy Landvik -- She has pale skin, light blue eyes, and long straight hair of pale golden blonde that falls past her shoulders. She is blind due to a recent car crash. Her heritage is Norwegian-American. She speaks English, German, Norwegian, and Russian. She is 20 years old in 2014.
Signy has been attending the State University of New York-Cortland. On the way home after her sophomore spring semester, a car crash caused head injuries that left her blind. Other than her lost sight, she healed quickly, so she spent the summer learning Braille and other blindskills. It's still awkward.
Prior to her injury, Signy was in the Pre-Public Service track for students who are interested in fields like police work, fire control, emergency medicine, park service, social work, etc. but who haven't picked a specific career yet. She had been working part-time to put herself through college, but no longer had time for both job and school because disability made everything take longer to do.
After her injury, a counselor from Another Door Opens offered her a scholarship and helped her examine her previous courses to consider which major might suit her current abilities and interests. Signy decided to work toward a Bachelor of Arts in Disability Studies with a Concentration in Inclusivity and Advocacy, a popular choice for T-American students with disabilities, because it featured a number of courses she had already taken and it would support a wide range of possible jobs after college. She is almost done with a minor in Peace and Conflict Studies. As part of that, she is taking a Worldbuilding course in fall of her junior year.
Signy belongs to the Goalball Team, New York Public Interest Research Group, Psychology Club, Role Playing Games, and Students for Access and Ability in College. Her physical therapist suggested goalball as a way to help learn better blindskills while keeping active. Signy also enjoys other physical activities that don't have college clubs. She has returned to biking as a stoker on a tandem bicycle. She has experience with Nordic cross-country skiing and plans to resume that as soon as enough snow falls and she can find a guide. Since the crash, Signy has become much more tactile, because it's easier to keep track of people if she can feel where they are. She enjoys cuddling with friends and family. She makes frequent use of the college's Healthy Touch program, especially after sports.
Origin: A car crash caused head injuries that left Signy blind. In the subsequent scramble to reallocate brain use for current sensory input, her proprioception has started to grow outside the human usual. She also has the slightly enhanced healing that many soups do.
Uniform: Signy prefers practical women's wear. Her base colors are black and white, accented with bright clear shades of red, blue, and purple. She simply kept the same palette as before her blindness, since she knows what looks good on her and can read both ColorADD and Feelipa symbols.
Qualities: Good (+2) Activist, Good (+2) Athletic, Good (+2) Emotional Intelligence, Good (+2) Peace Skills, Good (+2) Teamwork
Poor (-2) Newly Disabled
Powers: Poor (-2) Proprioception
Signy's proprioception is growing in after her injuries. This creates some very odd perceptions as it expands beyond the usual human level, allowing her to do more with items held in hand or attached to her body (e.g. better point control with a stylus) and eventually perceiving things beyond her body. She can touch-map things with her hands, remember where they are in space, and then manipulate them without needing to keep constant contact. In the beginning, though, her ability to understand and use her shifting senses is patchy, causing clumsiness and frustration.
Bachelor of Arts in Disability Studies with a (T-American)
at the State University of New York-Cortland
Disability Studies
with concentrations in Advocacy, Caregiving, and Inclusive Design
Major: 50 credits
Core Required Courses (9 credits)
Majors take 9 credits of core coursework.
Rethinking (dis)Ability (J F)
Types of Disabilities (J S)
AND one of
Living with Disability (J F)
Lab Required Course (4 credits)
Choose one lecture and lab pair.
Biology Lecture (F F)
Biology Lab (F F)
Advanced Required Courses (6 credits)
Anthropology of Social Movements (Se S)
Ethical Issues in Disability Studies (Se F)
There are 21 credits divided among 6 main topics, typically diversified. Students may choose a concentration by taking 12 credits in one topic and 9 credits spread across 3 other topics. Advocacy requires either an Outside Experience, Internship, or Service Learning; plus 12 credits in Legal Issues and/or Inclusivity and Advocacy. Caregiving requires the Biology Lab option plus 12 credits from Health Issues and/or Types of Disabilities. Inclusive Design requires the Adaptive Computer Science or Inclusive Design Lab option plus 12 credits from Inclusivity and Advocacy.
Cultural Dynamics (3 credits)
Choose one of:
Culture, Identity and Cognition (So F)
Humanities (3 credits)
Choose one of:
Disability in Media and Literature (J S)
Health Issues (3 credits)
Choose one of:
First Aid for Disabilities (F S)
Legal Issues (3 credits)
Choose one of:
Disability, Rights, and Culture (Se S)
Types of Disabilities (3 credits)
Choose one or more courses to total 3 credits.
Acquired Disabilities (3 hours) (J S)
Inclusivity and Advocacy (6 credits)
Choose two of:
Accommodations and Problem-Solving (So F)
Disability and Diversity in Physical Activity (J S)
Disability, Human Development, and Community Participation (Se F)
Inclusive Education (So S)
Outside Experiences
Students may earn credit through these inclusive programs.
Another Door Opens (J Su)
Electives (7 credits)
Choose from any listed courses not already taken.
Adaptive First Aid (3 credits) (J F)
Adaptive Computer Science Lecture (3 credits) (Se F)
Adaptive Computer Science Lab (1 credit) (Se F)
Capstone (3 credits)
Majors choose 3 credits of capstone coursework.
Service Learning in Disability Studies (1-3 credits) (J Su)
Another Door Opens is a Terramagne-American program for people with acquired disabilities. It offers free college or other education in professions convenient for blind, deaf, paralyzed, or otherwise disabled people. For the most physically limited, it offers a wide array of highly theoretical fields such as computer programming, ethics, linguistics, philosophy, and quantum mechanics that rely little on the body. For those with brain injuries or mental disabilities, it presents more physical options such as arts and crafts, organic gardening, and pet care. Another Door Opens also provides grants to makerspaces, business incubators, and other organizations if they uphold inclusive goals; the payouts go higher for those who include more different types of disabled consultants and/or members. By supporting people in the pursuit of a new career, this program provides emotional engagement, achievement, and independence at a time when survivors often feel hopeless.
Peace and Conflict Studies Minor
at the State University of New York-Cortland
Students who choose to minor in peace and conflict studies will:
1. Analyze the origins of violence and human conflict.
2. Identify different forms of violence and conflict.
3. Demonstrate an understanding of philosophies of non-violence.
4. Critically evaluate strategies used for peace making.
The student advisor will be the director of the Center for Ethics, Peace and Social Justice or her/his delegate.
A. Required Courses: 9 credit hours
• PHI 160 - Introduction to Peace and Conflict Studies (3 cr. hr.) (F F)
• FSA 250 - Foundations of Peace Education (3 cr. hr.) (So F)
• Choose
• PHI 330 - Philosophies of Nonviolence (3 cr. hr.) (J S) or
B. Electives: 6 credits hours:
Select 6 credit hours from the following:
• PHI 170 - Philosophical Meditations (1 cr. hr.) (F S)
• PSY 375 - Positive Psychology (3 cr. hr.) (So S)
• SOC 329 - Special Topics in Sociology: Worldbuilding (3 cr. hr.) (J F)
Total Credit Hours Required for the Minor: 15
PHI 170 - Philosophical Meditations
Theoretical exploration of the relationship of mind and body. Basic meditation techniques such as zazen, walking meditation, qigong and taiji forms. S and U grades assigned. May be repeated for up to four credit hours. (1 cr. hr.)
Frequency code B = offered at least once per year
SOC 329 - Special Topics in Sociology: Worldbuilding
Prerequisites: Designated by department as appropriate for content and academic level of credit. Notes: Selected topics. May be taken more than once as subtitle changes.(1-4 cr. hr.)
Frequency code O = offered occasionally
Clubs
Goalball Team (T-American)
Goalball is the most popular team sport for the blind and visually impaired. The sport originated in 1946 when Austrian Hanz Lorrenzen and German Sett Reindle developed the game as a way to keep blinded WWII veterans physically active. Goalball has since become the premier team sport for blind athletes and is played competitively in 112 countries.
New York Public Interest Research Group
NYPIRG WORKS ON 5 MAIN PROJECTS!
-Hunger & Homelessness Prevention
-Higher Education Affordability
-Environmental Protection
-Voter Mobilization & Political Engagement
-Consumer Rights & Consumer Protection
We have volunteer opportunities and offer for-credit internships on campus, and we meet every Tuesday at 5 p.m. in 215 Corey Union!
Psychology Club
The Psychology Club's mission is to further students' interests in psychology through lectures, meetings, movies, and field trips. Students also receive a chance to meet with professors through club activities.
Role Playing Games
The RPG club meets every Friday at 7pm in Corey Union, Room 305-306. We’re here to teach anyone interested in Table-Top Role-Playing Games or other live role-playing games how to play, the basics of communicating to tips and tricks for making your own compelling characters. We teach classics like Dungeons and Dragons, and reach out into a variety of settings from gritty cyberpunk to modern mysteries. No experience is necessary, and meetings can branch to support everyone from experienced players with advanced questions as well as people who might be picking up a set of dice for the first time
Students for Access and Ability in College
We aim to address the needs and concerns of the disability community as well as its allies on SUNY Cortland’s campus regarding all issues around disabilities.
Club members strive to be mentors by starting meaningful conversations around the various struggles students who identify as having a disability deal with on campus. We promote an inclusive environment in our community by advocating for their rights, promoting on-campus resources, and educating everyone on the wide range of disabilities.
Biking
Tandem cycling is a great way to stay active and feel part of a team. Riding a tandem bike requires good communication and trust. Tandem bikes are built for two riders, one behind the other. The blind or visually impaired rider is called a stoker and rides behind the sighted rider who is called the pilot. The stoker’s focus is to provide the horsepower while the pilot’s focus is navigation and gears in addition to powering the bike forward with the stoker.
Nordic Skiing
Make sure you also get to the Nordic Centers and give cross-country skiing a try. Again, a lesson or two will be worth the time to learn the nuances of Nordic skiing.
Signy suffered traumatic brain injury in a car crash on the way home from college after her sophomore spring semester. She lost her eyesight, and is experiencing some other odd effects as her brain reorganizes itself. The first few weeks after the accident also included headaches, memory issues, and brain fog but those faded over time. Now they are almost down to the levels of an uninjured person, and are expected to vanish completely within the year. Signy has no other significant aftereffects from the accident. While the vision loss still frustrates her, she is extremely glad that all the cognitive issues faded quickly and feels that she got off lucky.
Because of the lingering symptoms, Signy has a diagnosis for Post-TBI Syndrome as a temporary disability, scheduled for reassessment every 3 months. Her legally blind status is a permanent disability. People who still have significant symptoms one year after their injury may get a permanent diagnosis.
Blind Skills span a wide variety of techniques for living with low or no vision. Terramagne-America does much better than here at offering these to people who need them. A huge difference is that T-America aims to teach some very basic blind skills to everyone, like the ColorADD and Feelipa systems, clock plates, and at least an introduction to the Braille alphabet.
(Signy focused first on the things she would need most: basic personal care, dressing, and eating. Already knowing ColorADD and Feelipa helped with clothes and other color-coded things. She prefers a Healthy Plate to the clock system for food management. She has her wardrobe well in hand, and enough other things to get by at school. However, she didn't get as far as makeup, cooking, or housework; she plans to take further training for those next summer.)
Techniques of Daily Living
Our Techniques of Daily Living (TDL) course works to offer students an opportunity to learn and enhance the skills that are needed to become more independent. This training teaches the fundamentals of self care, cooking and household cleaning that will aid students in taking better care of themselves. But our ultimate goal is for students to overcome some of their fears and apply what they have learned so they can become more independent as they strive to reach their goals and integrate safely back into their homes and into the workforce. Because we interact with students at various stages of development and life skills, our TDL class addresses students’ needs on an individualized basis. Course length is based on where the individual is at the time of entry and their needs, skill set, abilities and motivation/drive.
(Because Signy already knew how to type, it was just a matter of adapting to purely tactile typing and to adaptive software for the blind.)
Keyboarding
In our Keyboarding course, clients will use a program called Typability, in conjunction with JAWS software, to learn the layout and proper technique for typing.
(Signy quickly learned how to use a variety of electronic aids, and showed surprising point control with a stylus early on.)
Assistive Technology
The Assistive Technology course is designed to equip students with a core set of technical skills. An initial assessment of proficiencies with computers, cell phones, Braille displays, notetakers, book readers, and GPS devices is used to develop a tailored learning experience for each student. With an individualized lesson plan and skilled instructors, clients are given the technical know-how they need to excel in the digital age.
(Signy has learned Alphabetic Braille but still reads slowly. She hopes that just the extensive practice using Braille for college will improve her speed. She plans to take a condensed course in Literary Braille over the winter break, and a longer one next summer.)
Practical Braille Skills
Our Practical Braille Skills course provides students with the tools, motivation and instruction necessary to achieve their goals in Braille literacy. Each student will learn and develop skills essential to master Braille and incorporate it into their daily life. This course increases the student’s ability to read and write Braille. Upon admission to the course, the skill level and individual learning needs of each student will be assessed. With this information, individualized goals tailored to each student will be implemented to increase the student’s level of success. Students with prior knowledge and Braille skills will be placed at the appropriate level for their needs.
(After almost three months of training, Signy can use a white cane for basic navigation, but still relies on seeing-eye humans for many things, especially in unfamiliar areas. She plans to take another three months of more advanced skills next summer.)
Orientation & Mobility
In our Orientation & Mobility training, we evaluate a person’s ability to travel safely and efficiently in various environments. We provide the necessary training and adaptive equipment enabling a person to do so. All O&M services are self-paced, flexible and individualized to assist the student to reach their short-term and long-term goals. Program time varies depending on skill retention, physical/cognitive limitations, concept development and motivation. Typically, a person with no prior O&M training and little to no useful vision will need three to six months of training to become as independent as their abilities permit. Students who have had previous training can complete the program in three to four weeks.
Brian Yellow Corn Boy -- He has light copper skin, brown eyes, and brown hair with just a little wave that falls to his waist. He is short and slim with delicate bone structure. He wears glasses. His heritage is primarily Onondaga with some Seneca and a little French. He speaks English, French, Hand Talk, Onondaga, and Seneca; he is studying Munsee and plans to pick up Oneida. He is 18 years old in 2014.
Brian is working toward a Bachelor of Arts in Linguistics: Heritage Languages with a minor in Native American Studies at the State University of New York-Cortland. His academic advisor, already familiar with him, has encouraged him to sign up for a Worldbuilding course for his freshman fall semester, even though it's usually taken later. Brian already knows enough about both linguistics and culture to do well in that course. He also belongs to the Foreign Language Club, International Club, Intertribal Alliance at SUNY, Role Playing Games, and Outdoor Pursuits Program.
Brian likes outdoorsy menswear. His base colors are brown and khaki, accented with bright shades of goldenrod, rust, red, green, and turquoise. He follows Haudenosaunee tribal values with consideration for how his choices will affect future generations.
Qualities: Good (+2) Agility, Good (+2) Gamer, Good (+2) Heritage Languages, Good (+2) Linguistic Intelligence, Good (+2) Seventh Generation Values
Poor (-2) Needs Glasses
ABOUT THE HAUDENOSAUNEE CONFEDERACY
Called the Iroquois Confederacy by the French, and the League of Five Nations by the English, the confederacy is properly called the Haudenosaunee Confederacy meaning People of the long house. The confederacy was founded by the prophet known as the Peacemaker with the help of Aionwatha, more commonly known as Hiawatha. The exact date of the joining of the nations is unknown and said to be time immemorial making it one of the first and longest lasting participatory democracies in the world.
The confederacy, made up of the Mohawks, Oneidas, Onondagas, Cayugas, and Senecas was intended as a way to unite the nations and create a peaceful means of decision making. Through the confederacy, each of the nations of the Haudenosaunee are united by a common goal to live in harmony. Each nation maintains it own council with Chiefs chosen by the Clan Mother and deals with its own internal affairs but allows the Grand Council to deal with issues affecting the nations within the confederacy.
Among the nations of the Haudenosaunee is a core value called the Seventh Generation. While the Haudenosaunee encompass traditional values like sharing labour and maintaining a duty to their family, clan and nation and being thankful to nature and the Creator for their sustenance, the Seventh Generation value takes into consideration those who are not yet born but who will inherit the world.
In their decision making Chiefs consider how present day decisions will impact their descendants. Nations are taught to respect the world in which they live as they are borrowing it from future generations. The Seventh Generation value is especially important in terms of culture. Keeping cultural practices, languages, and ceremonies alive is essential if those to come are to continue to practice Haudenosaunee culture.
See a map of New York tribes.
The Onondaga people (Onondaga: Onöñda’gaga’, Hill Place people) are one of the original five constituent nations of the Iroquois (Haudenosaunee) Confederacy in northeast North America. Their traditional homeland is in and around present-day Onondaga County, New York, south of Lake Ontario. They are known as Gana’dagwëni:io’geh[what language is this?] to the other Iroquois tribes. Being centrally located, they are considered the "Keepers of the Fire" (Kayečisnakwe’nì•yu’[3] in Tuscarora) in the figurative longhouse that shelters the Five Nations. The Cayuga and Seneca have territory to their west and the Oneida and Mohawk to their east. For this reason, the League of the Iroquois historically met at the Iroquois government's capital at Onondaga, as the traditional chiefs do today.
In the United States, the home of the Onondaga Nation is the Onondaga Reservation. Onondaga peoples also live near Brantford, Ontario on Six Nations territory. This reserve used to be Haudenosaunee hunting grounds, but much of the Confederacy relocated there as a result of the American Revolution. Although, the British promised the security of Haudenosaunee homelands, the 1783 treaty of Paris ceded the territory over to the United States.
Onondaga Reservation is a Native American reservation in Onondaga County, New York, United States. It is the territory of the Onondaga Nation. It lies just south of the city of Syracuse. The population was 2,244 at the 2010 census.
The Onondaga Reservation is a politically independent entity, as the nation is federally recognized by the United States government. The Onondaga Nation has reached some accommodations with New York State on jurisdictional issues.
Onondaga language (Onoñdaʼgegáʼ nigaweñoʼdeñʼ, IPA: [onũdaʔɡeɡáʔ niɡawẽnoʔdẽʔ], literally "Onondaga is our language") is the language of the Onondaga First Nation, one of the original five constituent tribes of the League of the Iroquois (Haudenosaunee).
This language is spoken in the United States and Canada, primarily on the reservation in central New York State and near Brantford, Ontario.
Long Ago Onondagas had developed their own food system to survive. The Haudenosaunee were hunters as well as gatherers. The crops that were the basis for our diet were corn, beans and squash. Corn, beans and squash are commonly referred to by the Onondaga as well as all of the Haudenosaunee as the 3 sisters. These foods were the three foods first given to us from our mother earth. The corn can be dried to then made into soup, ground into flour to make a “mush” and boiled to make a bread. The corn, beans and squash are so special to the community; they were given songs that are song to give thanks that they are still doing their duty and providing for us.
The Oneida people (autonym: Onʌyoteˀa•ká•, Onyota'a:ka, the People of the Upright Stone, or standing stone, Thwahrù•nęʼ[2] in Tuscarora) are a Native American tribe and First Nations band. They are one of the five founding nations of the Iroquois Confederacy in the area of upstate New York, particularly near the Great Lakes.
Originally the Oneida lived in what is now central New York, particularly around Oneida Lake and Oneida County. Today the Oneida have four federally recognized nations: the Oneida Indian Nation in New York, the Oneida Nation in and around Green Bay, Wisconsin, in the United States; and two in Ontario, Canada: Oneida at Six Nations of the Grand River and Oneida Nation of the Thames in Southwold.
Oneida (/oʊˈnaɪdə/,[4] autonym: /onʌjotaʔaːka/,[5] /onʌjoteʔaːkaː/,[6] /onʌjotaʔaːka/,[7] People of the Standing Stone,[6] Latilutakowa,[8] Ukwehunwi,[6] Nihatiluhta:ko[6]) is an Iroquoian language spoken primarily by the Oneida people in the U.S. states of New York and Wisconsin, and the Canadian province of Ontario. There is only a small handful of native speakers remaining today. Language revitalization efforts are in progress.
In 1994, the majority of Oneida speakers lived in Canada.
The Seneca (/ˈsɛnɪkə/)[2] (Seneca: Onödowáʼga:, "Great Hill People")[3] are a group of Indigenous Iroquoian-speaking people who historically lived south of Lake Ontario, one of the five Great Lakes in North America. Their nation was the farthest to the west within the Six Nations or Iroquois League (Haudenosaunee) in New York before the American Revolution.
In the 21st century, more than 10,000 Seneca live in the United States, which has three federally recognized Seneca tribes. Two of them are centered in New York: the Seneca Nation of Indians, with two reservations in western New York near Buffalo; and the Tonawanda Seneca Nation. The Seneca-Cayuga Nation is in Oklahoma, where their ancestors were relocated from Ohio during the Indian Removal. Approximately 1,000 Seneca live in Canada, near Brantford, Ontario, at the Six Nations of the Grand River First Nation. They are descendants of Seneca who resettled there after the American Revolution, as they had been allies of the British and forced to cede much of their lands.
Seneca (/ˈsɛnɪkə/;[2] in Seneca, Onödowáʼga꞉ or Onötowáʼka꞉) is the language of the Seneca people, one of the Six Nations of the Iroquois League; it is an Iroquoian language, spoken at the time of contact in the western portion of New York.[3] While the name Seneca, attested as early as the seventeenth century, is of obscure origins, the endonym Onödowáʼga꞉ translates to "those of the big hill."[3] About 10,000 Seneca live in the United States and Canada, primarily on reservations in western New York, with others living in Oklahoma and near Brantford, Ontario. As of 2013, an active language revitalization program is underway.
Some notes about the Seneca tribe and its holdings in T-America appear in "As Glorious Reminders."
Munsee Language (Minisink, Muncie, Minsi)
Language: Munsee is an Algonkian language closely related to American Delaware, or Lenape, but is considered by most linguists a distinct language. Only a handful of elders in Ontario still speak the Munsee language. Munsee is is a polysynthetic language with complex verb morphology and fairly free word order.
Names: In their own language, the people called themselves Minisink, which became shortened to Minsi or Munsee. Since the Munsee language was traditionally unwritten, there have been many different spellings of this tribal name in English: Muncie, Muncey, Muncee, Minnisink, and more. Early colonists also called the Munsee and several of their neighbors Delawares, after the Delaware River which ran through their lands. Today, they usually prefer the spelling "Munsee."
People: The Munsee are a northern offshoot of the Lenni Lenape, considering that tribe their elder kin. Today there are 2000 Munsee Delawares in Ontario, and another 1500 people on the Stockbridge-Munsee reservation in Wisconsin.
History: The Munsee originally lived in what is today southern New York, northeastern New Jersey, and southeastern Connecticut. Decimated by European diseases and under increasing pressure from Dutch and English colonists, most of the Munsee merged with neighboring tribes: the Stockbridge Mahicans, Lenape, and Cayugas. The safety provided by numbers was only temporary, unfortunately, and the Munsees were soon deported to Wisconsin with the Mahicans, Ontario with the Cayugas, and Ohio, Indiana, and eventually Oklahoma wi th the Lenapes.
http://www.native-languages.org/munsee.htm
(Terramagne has the New York Reservation of Delaware River Tribes. It holds descendants of the Minisink / Munsee, the Stockbridge Mahicans, Lenape, and Cayugas. Originally the reservation spanned a large area along the Delaware River. What remains are a few fragments. The two main forested areas are mapped as two Hancock Forest Preserve Detatched Parcels, one holding Jensen Hill just northwest of Long Eddy, the other a little farther northwest holding Bouchoux Hill and New York State Forest Preserve Bouchoux Trail. The small town of Long Eddy is another remnant, and the only one with significant development. A majority of its 389 residents are Native American. Some tribe members live in Long Eddy or other nearby towns, while others live in scattered homesteads that were once allotted to individual ancestors.)
Detached Forest Preserve parcels are classified as Forest Preserve but located outside the Catskill and Adirondack Park boundaries. These properties range in size from 0.5 to 739 acres. They are not managed for timber production and typically have relatively poor access with no developed trails or facilities, but do provide ample wildlife habitat and watershed protection values. These detached forest preserve parcels were owned by the state before the Adirondack and Catskill Parks were created and were in Forest Preserve counties where forested lands acquired by the state later became Forest Preserve lands. Eventually the Adirondack and Catskill Parks were established, within which state lands acquired would usually become Forest Preserve, while outside the Parks most new acquisitions would become other categories of DEC lands such as state forests or wildlife management areas. Generally, Forest Preserve rules apply to the public use of detached parcels.
Hancock Forest Preserve Detached Parcel One
Hancock Forest Preserve Detached Parcel is a nature reserve in Delaware County. Hancock Forest Preserve Detached Parcel is situated nearby to Jensen Hill, and southeast of Bouchoux Hill.
Hancock Forest Preserve Detached Parcel Two
Hancock Forest Preserve Detached Parcel is a nature reserve in Delaware County. Hancock Forest Preserve Detached Parcel is situated nearby to Bouchoux Hill, and northwest of Jensen Hill.
Long Eddy is a hamlet in Sullivan and Delaware counties, New York, United States. The community is located along New York State Route 97 and the Delaware River in the westernmost corner of the county, 10.4 miles (16.7 km) southeast of Hancock. Long Eddy has a hotel/bar with outdoor barbecue, a historical society, fire station, public free river landing on the Delaware River as well as a post office with ZIP code 12760.
POPULATION
Long Eddy (zip 12760)'s population is 389 people. Since 2020, it has had a population decline of 16.0%.
See maps of the Delaware River and New York Reservations.
6 Nations -- League of Haudenosee (Iroquois) Confederacy
1. Tonawanda Band of Senecas
2. Cattaraugus Reservation (Seneca)
3. Seneca Nation of Indians, Allegany Reservation
4. Oil Springs Reservation (Seneca)
5. Cayuga Nation
6. Onondaga Nation
7. Oneida Indian Nation of New York
8. St. Regis Mohawk Tribe (Akwesasne)
9. Tuscarora Nation
Other NY Indian Nations -- Long Island Tribes
10. Shinnecock Reservation, state (not federally) recognized
11. Poospatuck Reservation, Unkechauga Nation
Bachelor of Arts in Linguistics: Heritage Languages (T-American)
at the State University of New York-Cortland
Core 20, Foreign Language 18, Heritage Languages 12, Interpretation 3, Lower Electives 3, Upper Electives 3, Capstone 6 = 65 credits
Core Courses (20 credits)
Everyone takes these courses:
LING 101: Introduction to Linguistics (3 credits) (F F)
LING 106: Introduction to Heritage Languages (3 credits) (F S)
LING 210: Introduction to Syntax (3 credits) (So F)
LING 450: Field Methods (3 credits) (Se F)
Choose at least one of:
LING 211: Introduction to Phonology (3 credits) (So S)
Choose one of:
LING 310: Advanced Syntax (3 credits) (J F)
Foreign Language Requirement (18 credits)
Students must study at least 2 unrelated languages. Students who already speak 2+ unrelated languages may test out of this requirement and substitute other courses, or they may study new languages. If the university does not offer suitable languages for a student's planned career, outside education may be substituted.
4 semesters of a primary foreign language: Munsee (12 credits) (F F, F S, So F, So S)
2 semesters of a secondary foreign language: Oneida (6 credits) (J F, J S)
Heritage Languages
All students take at least 3 credits. For the concentration in Heritage Languages, choose 12 credits, at least 6 credits at 300-400 level.
LING 162: Heritage Languages of the Americas (3 credits) (F S)
LING 262: Creativity, Performance, and Recording in Heritage Languages (3 credits) (F S)
LING 365: Running a Language Nest (3 credits) (J F)
LING 468: Genocide, Oppression, and Language Destruction (3 credits) (Se F)
Interpretation and Translation
All students take at least 3 credits. For the concentration in Interpretation and Translation, choose 12 credits, at least 6 credits at 300-400 level.
LING 221: Basic Translation Skills (3 credits) (So F)
Lower-Level Electives
All students take at least 3 credits. Students without a concentration take 6 credits.
LING 282: Worldbuilding (1-5 credits) (F F)
Upper-Level Electives
All students take at least 3 credits. Students without a concentration take 6 credits.
LING 441: Working with Historic Sources (3 credits) (J S)
Capstone (6 credits)
LING 498: Field Research in Linguistics (3-6 credits) (Se F)
LING 499: Thesis in Linguistics (3-6 credits) (Se S)
Native American Studies Minor
at the State University of New York-Cortland
SUNY Cortland's Native American studies minor is interdisciplinary. It is designed to complement numerous academic majors. Students choosing the minor will study the history and culture of Native Americans from the perspective of several disciplines.
A. Required Courses: 15 credit hours
• ANT 102 - Introduction to Cultural Anthropology (3 cr. hr.) (F F)
• ANT 301 - Native American Archaeology (3 cr. hr.) (J F)
• ANT 302 - Native American Cultures (3 cr. hr.) (J S)
• ENG 256 - Introduction to American Indian Literature (3 cr. hr.) (F S)
• HIS 314 - Native-American History (3 cr. hr.) (Se F)
B. Three credit hours from:
• ANT 230 - Prejudice and Discrimination (3 cr. hr.) (So F)
• HLH 201 - Health Problems of the Underserved (3 cr. hr.) (So S)
C. Electives: Three credit hours
• ANT 406 - Contact and Culture Change (3 cr. hr.) (Se S)
Total Credit Hours Required for the Minor: 21
Hand Talk and Smoke Signals is a Terramagne-American roleplaying game with a diplomatic theme. It capitalizes on historic methods of auxiliary communication used in Turtle Island including Hand Talk, smoke signals, drum signals, trail markers, and Indian trail trees. The goal is to make peace among the tribes, presenting a unified front against the foreign invaders. A later expansion introduces negotiation with the invaders as well. The game is currently available in English along with the Native American languages of Navajo, Cree, Sioux, Cherokee, and Choctaw; plans are underway to translate it into more languages as a teaching tool.
Clubs
Foreign Language Club (T-American)
This club provides a gathering place for everyone interested in foreign languages, linguistics, and related fields. It hosts academic presentations, workshops, conversation salons, games, movies, book discussions, and more across a wide range of languages.
International Club
The International Club (I-Club) welcomes international and U.S. students who would like to experience and learn new cultures from each other through various activities, such as, food, language, trips, sporting events, dances, and much more). The I-Club, promotes and enhances international awareness, cooperation, cultural diversity and dialogue among students attending SUNY Cortland. Meeting on Monday, Sept. 27 in Corey Union, Room 305.
Intertribal Alliance at SUNY (T-American)
Native American students from all tribes come together for support and socialization. Club activities include a meet-and-greet at the beginning of each semester, activism, cooking, crafts, games, conversational circles for heritage languages, spiritual events, and a mini-powwow at the end of each semester.
Role Playing Games
The RPG club meets every Friday at 7pm in Corey Union, Room 305-306. We’re here to teach anyone interested in Table-Top Role-Playing Games or other live role-playing games how to play, the basics of communicating to tips and tricks for making your own compelling characters. We teach classics like Dungeons and Dragons, and reach out into a variety of settings from gritty cyberpunk to modern mysteries. No experience is necessary, and meetings can branch to support everyone from experienced players with advanced questions as well as people who might be picking up a set of dice for the first time
Outdoor Pursuits Program
Outdoor Pursuits (OP) strives to be the vehicle for Transformational Education by bringing the outdoors to the SUNY Cortland community. We believe life was meant for good friends and great adventures.
Outdoor Pursuits consists of three main program areas:
10. Gear and Rental Center, which includes the Cortland Bike Project
11. Tripping Program, which includes Adirondack Trail Blazers
12. Rock Climbing Wall
Nas de la Fuente -- He has tinted skin, brown eyes, and wavy brown hair cut short. He is tall with wiry muscles. He has rose tattoos on his right bicep. His heritage is Hispanic-American. He speaks English, Galician, and Spanish. He is 22 years old in 2014.
Nas earned a Bachelor of Science in Biology: Concentration in Environmental Science with a minor in Healthy Touch at the State University of New York-Cortland. There he joined the Biology Club, Healthy Touch Program, New York Public Interest Research Group, Role Playing Games, and Outdoor Pursuits Program. Currently Nas is working toward a Master of Science in Community Health with a graduate certificate in Therapeutic Recreation at the same place. As part of that, he is taking a Worldbuilding course in fall of his first year of graduate school.
Given his work, Nas favors practical menswear. His base colors are khaki and white, along with lots of cheerful beach colors like aquamarine, coral, sunshine yellow, and lavender. He enjoys all kinds of outdoor activites. Nas serves as a Healthy Touch volunteer, where his rapport makes him popular. He hates being alone, though.
Qualities: Good (+2) Biologist, Good (+2) Healthy Touch, Good (+2) Naturalistic Intelligence, Good (+2) Rapport, Good (+2) Outdoor Activities
Poor (-2) Hates Being Alone
Galicians (Galician: galegos, Spanish: gallegos) are a Romance, sometimes also considered Celtic,[7] ethnic group, closely related to the Portuguese people,[8] and whose historic homeland is Galicia, in the north-west of the Iberian Peninsula.[9] Two Romance languages are widely spoken and official in Galicia: the native Galician and Spanish.[10]
[---8<---]
Galician is a Romance language belonging to the Western Ibero-Romance branch; as such, it derives from Latin. It has official status in Galicia. Galician is also spoken in the neighbouring autonomous communities of Asturias and Castile and León, near their borders with Galicia.
Bachelor of Science in Biology: Concentration in Environmental Science [BIO/ENVS]
at the State University of New York-Cortland
This major in the Biological Sciences Department provides a focused exposure to environmentally related areas of biology.
Career Potential
• Environmental consultant
• Fish and wildlife biologist
• Conservation biologist
• Ecologist
Note: It is highly recommended that students in the environmental science concentration take or become proficient in public speaking, computer applications and computer graphics.
A. Biology Courses: 36 credit hours
• BIO 201 - Biological Sciences I (4 cr. hr.) (F F)
• BIO 202 - Biological Sciences II (4 cr. hr.) (F S)
• BIO 210 - Cellular Biology (4 cr. hr.) (So F)
• BIO 310 - Field Biology (3 cr. hr.) (So S)
• BIO 312 - Genetics (4 cr. hr.) (J S)
• BIO 319 - Biological Literature (1 cr. hr.) (J F)
• BIO 412 - General Ecology (4 cr. hr.) (Se F)
Select 12 additional credit hours of biology elective courses
Biology elective course are defined as biology courses at the BIO 210 level or above open to biology majors.
• BIO 307 - Field Natural History (3 cr. hr.) (J F)
• BIO 319 - Biological Literature (3 cr. hr.) (So S)
• BIO 405 - Conservation Biology (3 cr. hr.) (J S)
• BIO 427 - Scientific Photography(4 cr. hr.) (Se S)
B. Related Science and Math Courses: 33 credit hours
• CHE 221 - General Chemistry I (4 cr. hr.) (J F)
• CHE 222 - General Chemistry II (4 cr. hr.) (J S)
• CHE 301 - Organic Chemistry I (4 cr. hr.) (Se F)
• GLY 261 - Physical Geology (4 cr. hr.) (So S)
• GLY 410 - Hydrogeology (3 cr. hr.) (Se S)
• MAT 121 - Calculus A (3 cr. hr.) (So F)
Select one physics sequence:
• PHY 105 - Elementary Mechanics and Heat (4 cr. hr.) (F F) and
• PHY 106 - Elementary Electricity, Light and Sound (4 cr. hr.) (F S)
Select One
• GLY 281 - Data Analysis in Natural Science (3 cr. hr.) (F S)
C. Environmental Courses: 12 or 13 credit hours
• ENS 486 - Seminar in Environmental Science (3 cr. hr.) (Se F)
• ENS 487 - Environmental Science Internship (3-12 cr. hr.) (Se S)
• EST 100 - Introduction to Environmental Studies (3 cr. hr.) (F F)
And one course from the following
• GRY 324 - Introduction to Cartography and Geographic Information Systems (3 cr. hr.) (J S)
D. Additional Requirements for the B.A.: 42-43 credit hours
• Composition and General Education Courses: 27 credit hours
• Foreign Language Courses: 0-12 credit hours
• Free Elective Courses as needed to complete the 124 credit hour total
Total Credit Hours Required for Graduation: 124
Biology Courses
BIO 307 - Field Natural History
Natural history of plants and animals with emphasis on ecosystems of New York state. Collections of flora and fauna required. Not open to biology majors. Lecture/Lab Hours: Two lectures, one three-hour field trip. Fulfills: LASR. (3 cr. hr.)
Frequency code F = offered in fall
BIO 319 - Biological Literature
Techniques in use of library resources resulting in a comprehensive technical bibliography and oral presentation. Recommended before second semester of junior year. Fulfills: LASR. (1 cr. hr.)
Frequency code F = offered in fall
BIO 405 - Conservation Biology
Origin and preservation of biotic diversity, including species diversity, genetic variation and ecosystem variety. Not open to students with credit for BIO 505. Prerequisite: BIO 110-111 or 201-202. Lecture/Lab Hours: Two lectures, one three-hour laboratory/field trip. Fulfills: LASR. (3 cr. hr.)
Frequency code S = offered in spring
BIO 427 - Scientific Photography
Develop technical skills and learn basic theory for producing highly resolved images with bright field, phase and differential interference compound light microscopes. Students will learn photographic darkroom techniques, image digitizing, and must prepare poster/oral presentations of projects. Prerequisites: BIO 110-111 or 201-202 and permission of instructor. Lecture/Lab Hours: One hour lecture, two hours laboratory per week. (2 cr. hr.)
Frequency code S = offered in spring; C = offered at least once every two years
Healthy Touch Minor (T-American) (24 credits)
at the State University of New York-Cortland
Core Courses
Introduction to Healthy Touch (3 credits) (F F)
Theory and Skills
Principles of Consent (3 credits) (So F)
Snuggling Lecture (1 credit) (So S)
The Cuddle Sutra Lab (2 credits) (So S)
Introduction to Bodywork (1 credit) (F S)
AND at least one lab:
Swedish Massage (1 credit) (F S)
Reflexology (1 credit) (F S)
Specialty Bodywork
Advanced Bodywork (1 credit) (Se S)
AND at least one lab:
Therapeutic Massage (1 credit) (Se S)
Body Reclamation (1 credit) (Se S)
Multiple-Person Bodywork (1 credit) (Se S)
Management
Developing a Healthy Touch Program (Se F)
Relationships
Friendship and Touch (J F)
Challenges with Touch
Skin Hunger and Touch Starvation
Electives
Biology of Fur, Hairs, and Their Nerves (J S)
Clubs
Biology Club
Biology Club is a great way to become more involved in the science community here at SUNY Cortland. Our organization hosts events such as fundraisers, community service, and academic performance.
Healthy Touch Program
The Healthy Touch Program offers contact comfort, therapeutic massage, presentations about healthy touch, a bodywork library, and other resources to everyone at SUNY-Cortland. Cuddle Parties take place every Friday evening and Saturday afternoon, and every evening during exam weeks. Students majoring or minoring in Healthy Touch may volunteer as part of their coursework.
New York Public Interest Research Group
NYPIRG WORKS ON 5 MAIN PROJECTS!
-Hunger & Homelessness Prevention
-Higher Education Affordability
-Environmental Protection
-Voter Mobilization & Political Engagement
-Consumer Rights & Consumer Protection
We have volunteer opportunities and offer for-credit internships on campus, and we meet every Tuesday at 5 p.m. in 215 Corey Union!
Role Playing Games
The RPG club meets every Friday at 7pm in Corey Union, Room 305-306. We’re here to teach anyone interested in Table-Top Role-Playing Games or other live role-playing games how to play, the basics of communicating to tips and tricks for making your own compelling characters. We teach classics like Dungeons and Dragons, and reach out into a variety of settings from gritty cyberpunk to modern mysteries. No experience is necessary, and meetings can branch to support everyone from experienced players with advanced questions as well as people who might be picking up a set of dice for the first time
Outdoor Pursuits Program
Outdoor Pursuits (OP) strives to be the vehicle for Transformational Education by bringing the outdoors to the SUNY Cortland community. We believe life was meant for good friends and great adventures.
Outdoor Pursuits consists of three main program areas:
13. Gear and Rental Center, which includes the Cortland Bike Project
14. Tripping Program, which includes Adirondack Trail Blazers
15. Rock Climbing Wall
Master of Science in Community Health [CHEA]
at the State University of New York-Cortland
Consistent with national standards, our program offers you the opportunity to learn about research methods and techniques for assessment and evaluation in health education and promotion, as well as applied epidemiology and methods and practices in community health education. You'll also explore current issues in community health and health education through seminars where you can meet new professional colleagues, collaborate with your peers and engage with SUNY Cortland's distinguished faculty.
Culminating Experience
Your culminating project in community health will provide you with an opportunity for hands-on experiences with a community agency where you will work on a special project that affords you the resources to address a health issue in depth. You might undertake a needs assessment regarding services of the local American Cancer Society office, generate an educational program about smoking avoidance for teenagers through the local American Lung Association or create a program to help residents at a local senior center learn about exercise and nutrition.
Program Requirements
A. Health Department Core: Nine credit hours
• EDU 632 - Seminar in Health Education (3 credits) (1 F)
• HLH 601 - Research Methods in Health Education (3 credits) (1 S)
• HLH 694 - Assessment and Evaluation in Health Education and Health Promotion (3 credits) (2 F)
B. Community Health Education Practice Core: 12 credit hours
• HLH 592 - Current Issues in Community Health (3 credits) (1 F)
• HLH 593 - Methods and Practices in Community Health Education (3 credits) (1 S)
• HLH 599 - Public Health Statistics (3 credits) (2 F)
• HLH 693 - Advanced Methods and Practices in Community Health Education (3 credits) (2 S)
C. Health-Related Electives: Six credit hours
Select six credit hours of advisor-approved courses (HLH, PSY, or SOC) at the 500 and 600 level.
• HLH 529 - Special Topics in Health Selected Topics: Running a Healthy Touch Program (3 credits) (1 F)
• HLH 544 - Alternative Medicine (3 credits) (1 S)
• HLH 641 - Graduate Readings in Health (3 credits) (2 F)
• HLH 629 - Special Topics in Health Selected Topics: New Releases in Healthy Touch (3 credits) (2 S)
D. Culminating Activity: Three credit hours
• HLH 650 - Community Health Culminating Project (3 credits) (2 S)
Total Credit Hours Required: 30
Health Courses
HLH 529 - Special Topics in Health Selected Topics: Running a Healthy Touch Program
May be taken more than once as subtitle changes. Prerequisites: Designated by department as appropriate for content and academic level of credit. (1-4 cr. hr.)
Frequency code O = offered occasionally
HLH 544 - Alternative Medicine
This is an introductory course in alternative or complementary medical systems. Traditional Chinese medicine, Ayurvedic philosophies and practices and Mayan medicine will be examined. Historical analysis of the homeopathic and naturopathic medical movements will also be included. (3 cr. hr.)
Frequency code O = offered occasionally
HLH 629 - Special Topics in Health Selected Topics: Teaching Healthy Touch
May be taken more than once as subtitle changes. Prerequisites: Designated by department as appropriate for content and academic level of credit. (1-4 cr. hr.)
Frequency code O = offered occasionally
HLH 641 - Graduate Readings in Health: New Releases in Healthy Touch
In-depth reading, study, discussion of one or more areas in health science content. (2 cr. hr.)
Frequency code O = offered occasionally
Therapeutic Recreation Graduate Certificate Program [CT_TR]
at the State University of New York-Cortland
Overview
Improve your knowledge and skills in the dynamic field of therapeutic recreation/recreation therapy.
Therapeutic recreation focuses on leisure and recreation as integral components of optimal health and well-being for individuals with illnesses and disabling conditions. The Therapeutic Recreation Graduate Certificate Program will help you develop your proficiency and achieve a higher level of competence and professionalism in an exciting and growing field.
Program Requirements
A minimum of 21 credit hours of approved graduate work as described below is required for the Graduate Certificate in Therapeutic Recreation.
The courses can be completed in one academic year — nine credit hours each during fall and spring semesters plus three credit hours in winter session — or spread out over time.
Professionals could take just one or a few courses to maintain national certification or the entire graduate certificate program.
Courses
• REC 603 - Historical, Philosophical and Theoretical Perspectives of Recreation and Leisure (3 cr. hr.) (1 F)
• REC 604 - Foundations of Therapeutic Recreation (3 cr. hr.) (1 S)
NCTRC Exam content covered:
- Theories and concepts
- Practice guidelines
- Diagnostic groupings
• REC 530 - Therapeutic Recreation Process I: Assessment (3 cr. hr.) (1 F)
• REC 533 - Therapeutic Recreation Process II: Planning, Implementation and Evaluation (3 cr. hr.) (1 S)
• REC 535 - Therapeutic Recreation Interventions I (3 cr. hr.) (2 F)
• REC 536 - Therapeutic Recreation Interventions II (3 cr. hr.) (2 S)
NCTRC Exam content covered:
- Assessment selection and implementation
- Assessment domains
- Documentation
- Implementation
- Facilitation
• REC 538 - Design and Administration of Therapeutic Recreation Services (3 cr. hr.) (2 F)
NCTRC Exam content covered:
- TR service delivery
- Administrative tasks
- Advancement of TR/RT
- Professionalism
Total Credit Hours Required: 21
Leonardo "Len" Ellison -- He has fair skin, brown eyes, and long curly brown hair with a mustache and beard. The hair on his lower chin is white, and his temples show the first threads of silver. His heritage is American. He speaks English, Esperanto, French, and Spanish. He is 44 years old in 2014.
Len is married with a son and a daughter. He earned a Bachelor of Fine Arts with a double major in Creative Writing and Generalist at the University of Nebraska-Omaha. There he joined Big Red Readers, Creative Writing Club, Generalist Salon, Outdoor Adventure Club, and War Gamers Club. He went on to get a Master of Education: Adult Education and Training Specialization with a graduate certificate in Positive Psychology at Colorado State University in Fort Collins.
Currently Len serves as a professor at the State University of New York-Cortland. There he teaches literature, writing, worldbuilding, and some generalist classes. His positive approach and inspiration make him popular. Len likes to mix casual and business menswear, like jeans with a button-up shirt or a sportcoat over a T-shirt, often in colors that don't usually go together like brown and blue. He makes it look good anyway.
Qualities: Master (+6) Inspiring People, Expert (+4) College Professor, Expert (+4) Positive Psychology, Good (+2) Creative Writing, Good (+2) Energetic, Good (+2) Generalist
Poor (-2)
Bachelor of Fine Arts in Creative Writing
at the University of Nebraska-Omaha
Requirements
Bachelor of Fine Arts
The Writer’s Workshop offers a major leading to the Bachelor of Fine Arts (BFA) degree, with concentrations in Poetry, Fiction, Creative Nonfiction, and Screenwriting
Writer's Workshop Core Requirements
Code Title Credits
Literature and Theory Core 9
WRWS 3010 LITERARY MAGAZINE (APPLIED) (J F)
& WRWS 4000 FORM AND THEORY 5 (J S)
Foreign Language 8-10
Select 8-10 hours 2
Esperanto (F S, F F, So F, So S)
Lower Level Literature 9
Select three (3) 2000-level literature courses from any discipline offering a course in a primary source of literature; WRWS Special Topics courses (2000) included. Of the 3 courses, at least 1 must be from the following: 3
ENGL 2360 AFRICAN AMERICAN LITERATURE 1940-PRESENT (F F)
ENGL 2470 SURVEY OF NATIVE AMERICAN LITERATURE (F S)
WRWS 2000 SPECIAL STUDIES IN WRITING: Speculative Fiction (Se F)
Upper Level Literature
SHAKESPEARE (Se S) 3
Select five (5) additional 3000- or 4000-level literature classes from any language or discipline (in consultation with faculty adviser) offering a course in a primary source of literature. 4
ENGL 3130 AMERICAN NONFICTION (S S)
ENGL 3500 JUNIOR TOPICS IN GLOBAL LITERATURE: Refugee Writing (J F)
ENGL 4020 AMERICAN POETRY TO 1900 (J S)
ENGL 4230 LATINO LITERATURE (Se F)
ENGL 4250 WOMEN'S STUDIES IN LITERATURE (Se S) 15
Total Credits 44-46
Writing Courses
WRWS 2000 SPECIAL STUDIES IN WRITING: Speculative Fiction (3 credits)
Offers varying subjects in writing and reading for the basic study of special forms, structures and techniques of imaginative literature. Consult the current class schedule for the semester's subject. May be repeated for credit with change of subject.
English Courses
ENGL 3130 AMERICAN NONFICTION (3 credits)
This is an intermediate literature course intended to give students broad exposure to American nonfiction. Students will study and analyze a variety of literary forms, including the personal essay, memoir, and literary journalism, from a wide range of historical periods.
Prerequisite(s)/Corequisite(s): ENGL 1160 or equivalent. Not open to non-degree graduate students.
Distribution: Humanities and Fine Arts General Education course
ENGL 3500 JUNIOR TOPICS IN GLOBAL LITERATURE: Refugee Writing (3 credits)
Topics in world literature, to include trans-national and trans-continental literature written in English or read in translation. Readings will vary according to the topic specified.
Prerequisite(s)/Corequisite(s): ENGL 2410 or ENGL 2420. Not open to non-degree graduate students.
ENGL 4020 AMERICAN POETRY TO 1900 (3 credits)
A comprehensive survey of the American poetic tradition from the 17th to the end of the 19th century. (Cross-listed with ENGL 8026).
Prerequisite(s)/Corequisite(s): ENGL 2410 or ENGL 2420, or another writing in the major course recommended.
ENGL 4230 LATINO LITERATURE (3 credits)
A study of representative works of Mexican-American, Spanish-American, and American writers, along with their cultural and historical antecedents. Formerly ENGL 4180/8186 Chicano Literature and Culture. (Cross-listed with ENGL 8236).
Prerequisite(s)/Corequisite(s): ENGL 2410 or ENGL 2420
ENGL 4250 WOMEN'S STUDIES IN LITERATURE (3 credits)
A critical study of literature by and/or about women in which students learn about contributions of women to literature, ask what literature reveals about the identity and roles of women in various contexts, and evaluates standard interpretations from the perspectives of current research and individual experience. (Cross-listed with ENGL 8256, WGST 4250).
Prerequisite(s)/Corequisite(s): ENGL 1160; ENGL 2410 or ENGL 2420
recommended.
Concentration in Fiction
Code Title Credits
Requirements:
Writing Core chosen in consultation with advisor 18
WRWS 2050 FUNDAMENTALS OF FICTION WRITING (F F)
Select the relevant Basic Studio plus 2 additional Basic Studios
WRWS 2100 BASIC FICTION STUDIO (F S)
WRWS 2200 BASIC POETRY STUDIO (So F)
WRWS 2300 BASIC CREATIVE NONFICTION STUDIO (So S)
Concentration Area
Select either the Fiction Studio sequence or the Poetry Studio sequence 12
Sequence 1:
WRWS 3100 INTERMEDIATE FICTION STUDIO (J F)
WRWS 4100 ADVANCED FICTION STUDIO I (Se F)
WRWS 4110 ADVANCED FICTION STUDIO II (Se S)
Total Credits 30
Generalist Major (T-American)
at the University of Nebraska-Omaha
Majors: Core 9, Knowledge 9, Content 27, Electives 3, Capstone 3 (total 60)
Generalist Core
Majors take all 3 courses (9 credits). Minors take either GS 101 or 102 and GS 201 (6 credits). Certificate students take GS 1010 (3 credits).
GS 101 - Introduction to General Studies (F F)
GS 102 - The Importance of Generalists (F Sp)
GS 201 - Interdisciplinary Thinking (So F)
Knowledge Series
General Studies offers a series of classes for research and a series for memorization, because those are two primary ways of putting together different concepts. Majors choose one series of 3 classes (9 credits). Minors take 1 class from each series (6 credits). Certificate students choose 1 class (3 credits).
GS 111 College Research (F Su)
GS 211 Professional Research (F Su)
GS 311 Archives, Databases, and Libraries (F Su)
Choose Topical Studies or 9 Intelligences plus an extra 9 credits of electives for majors, 6 for minors, or 3 for certificate students; or three focus for majors (subtotal 27 credits) or two for minors (subtotal 18 credits) areas from Polymathematics, General Confluence, Thought Processes, Cultural Awareness, and Language Arts.
Topical Studies
Majors take 1 class (3 credits) in Polymathematics, General Confluence, Thought Processes, Cultural Awareness, Language Arts, and General Electives (total 18 credits). Minors take 1 class (3 credits) in any three categories (total 9 credits). Certificate students take 1 class (3 credits) in any category.
Polymathematics
Majors take GS 250, any class from 260-264, and GS 330 (9 credits). Minors take GS 250 and any other class in this category (6 credits). Certificate students take GS 250 (3 credits).
GS 250 Introduction to Polymathematics (F F)
GS 263 In the Footsteps of Leonardo da Vinci (F Sp)
GS 330 Specialization Is for Insects (So F)
General Confluence
These classes combine different fields to teach Generalist skills. Choose any three classes.
Art for Observation (So Sp)
History for Futurists (So Sp)
Physics and Philosophy (J F)
Thought Processes (9 credits)
These classes deal in mental tools and techniques. Choose two of:
Connect the Dots (So Su)
Critical Analysis (So Su)
Choose one of:
Logical Fallacies (So Su)
Cultural Awareness (9 credits)
These classes prepare students to deal with diverse cultures.
The Cosmopolitan Traveler (J Su)
Multicultural Skills (J Su)
Choose one of:
Comparative Cultures: Major Modern Cultures (J Su)
Language Arts (9 credits)
These classes deal in reading, writing, and speaking. Choose one of:
Read Everything in Sight (J Sp)
Choose one of:
Xenolinguistics (J F)
Choose one of:
Worldbuilding (J Sp)
General Electives
All other classes in General Studies may be counted as electives. Everyone gets 3 credits; some options add more.
Compilation and Correlation (Se F)
Learning from Failure (Se F)
Sensory Perceptions (Se Sp)
(Len did his independent study on how to combine different subjects in a class and show students how to make connections.)
Capstone
Majors take 3 credits. Minors take 2 credits.
Independent Study (1-6 credits) (Se Sp)
Clubs
Big Red Readers
We'll meet once a month to discuss a group-selected book, exploring our overall thoughts and opinions of it over snacks.
Creative Writing Club
Welcome to the team! The UNL Creative Writing Club is a fun and encouraging environment for young writers to grow their skills and find a welcoming and inclusive community. Whether hoping to achieve a professional career in writing or just looking for a creative outlet to let out some steam, all are welcome to join in weekly meetings, an edit-and-feedback space, book talks, and so much more!
Generalist Salon (T-American)
This group features a discussion salon for Generalist majors and minors, along with other folks who enjoy exploring anything and everything. Includes a wide variety of guest speakers, workshops, competitions, games, field trips, and other exciting activities.
Outdoor Adventure Club
The purpose of this organization is to 1) engage individuals in adventure experiences for enjoyment, escape, and education 2) to create opportunities for members to meet and further develop outdoor skills.
War Gamers Club
This club focuses on gaming, mainly RPG board games. These include Dungeons and Dragons, Boot Hill, Gamma world, and more. We will also have games such as Betrayal at the house on the hill, Axis and Allies, and Cards against humanity. Members and guests are free to bring their own games to play.
Master of Education: Adult Education and Training Specialization
at Colorado State University in Fort Collins
Plan B, Adult Education and Training Specialization
The Plan B option results in a professional portfolio. Your portfolio will be a comprehensive expression of you, and your knowledge and expertise in adult education and training.
Effective Summer 2021
Course List
Code Title Credits
Required Courses
EDAE 520 Adult Education (1 F) 3
EDAE 521 Introduction to Adult Education and Training (1 F) 1
EDAE 620 Processes and Methods (2 F) 3
EDAE 624 Adult Teaching and Learning I (2 F) 3
EDAE 639 Instructional Design (2 Sp) 3
EDRM 600 Introduction to Research Methods (1 Sp) 3
EDUC 651 Multicultural and Special Populations (2 Sp) 3
Electives 1
EDAE 590 Workshop (1 Su)
EDAE 629 Program Development (1 Sp)
EDAE 668 Cognitive Theory and Learning Transfer (1 Su) 9
Research
EDAE 698 Research (2 Sp) 2
Program Total Credits: 30
A minimum of 30 credits are required to complete this program.
1 Select a minimum of 9 credits from department list in consultation with graduate advisor.
Education Courses
EDAE 590 Workshop Credits: Var[1-18] (0-0-0)
Course Description: Specially designed learning situations to provide opportunities for concentrated problem-solving experiences.
Prerequisite: None.
Registration Information: Sections may be offered: Online.
Terms Offered: Fall, Spring, Summer.
Grade Mode: Instructor Option.
Special Course Fee: No.
EDAE 629 Program Development Credits: 3 (0-0-3)
Course Description: Models for planning, implementing, and evaluating programs for adult learners.
Prerequisite: None.
Restriction: Must be a: Graduate, Professional.
Registration Information: Sections may be offered: Online.
Term Offered: Spring.
Grade Mode: Traditional.
Special Course Fee: No.
EDAE 668 Cognitive Theory and Learning Transfer Credits: 3 (1-0-2)
Course Description: Investigation of learning processes and training strategies that lead to application of learning outside of the classroom.
Prerequisite: EDAE 620 and EDAE 624.
Restriction: Must be a: Graduate, Professional.
Registration Information: Sections may be offered: Online.
Terms Offered: Fall, Spring, Summer.
Grade Mode: Traditional.
Special Course Fee: No.
GRADUATE CERTIFICATE IN APPLIED POSITIVE PSYCHOLOGY
at Colorado State University in Fort Collins
Code Title Credits
PSY 500 Advanced Introduction to Positive Psychology (1 F) 3
Select three courses from the following: 9
PSY 621 Psychology of Calling and Meaningful Work (1 S)
PSY 623 Positive Education (2 F)
PSY 625 Positive Organizations and Leadership (2 S)
Program Total Credits: 12
Signy Landvik -- She has pale skin, light blue eyes, and long straight hair of pale golden blonde that falls past her shoulders. She is blind due to a recent car crash. Her heritage is Norwegian-American. She speaks English, German, Norwegian, and Russian. She is 20 years old in 2014.
Signy has been attending the State University of New York-Cortland. On the way home after her sophomore spring semester, a car crash caused head injuries that left her blind. Other than her lost sight, she healed quickly, so she spent the summer learning Braille and other blindskills. It's still awkward.
Prior to her injury, Signy was in the Pre-Public Service track for students who are interested in fields like police work, fire control, emergency medicine, park service, social work, etc. but who haven't picked a specific career yet. She had been working part-time to put herself through college, but no longer had time for both job and school because disability made everything take longer to do.
After her injury, a counselor from Another Door Opens offered her a scholarship and helped her examine her previous courses to consider which major might suit her current abilities and interests. Signy decided to work toward a Bachelor of Arts in Disability Studies with a Concentration in Inclusivity and Advocacy, a popular choice for T-American students with disabilities, because it featured a number of courses she had already taken and it would support a wide range of possible jobs after college. She is almost done with a minor in Peace and Conflict Studies. As part of that, she is taking a Worldbuilding course in fall of her junior year.
Signy belongs to the Goalball Team, New York Public Interest Research Group, Psychology Club, Role Playing Games, and Students for Access and Ability in College. Her physical therapist suggested goalball as a way to help learn better blindskills while keeping active. Signy also enjoys other physical activities that don't have college clubs. She has returned to biking as a stoker on a tandem bicycle. She has experience with Nordic cross-country skiing and plans to resume that as soon as enough snow falls and she can find a guide. Since the crash, Signy has become much more tactile, because it's easier to keep track of people if she can feel where they are. She enjoys cuddling with friends and family. She makes frequent use of the college's Healthy Touch program, especially after sports.
Origin: A car crash caused head injuries that left Signy blind. In the subsequent scramble to reallocate brain use for current sensory input, her proprioception has started to grow outside the human usual. She also has the slightly enhanced healing that many soups do.
Uniform: Signy prefers practical women's wear. Her base colors are black and white, accented with bright clear shades of red, blue, and purple. She simply kept the same palette as before her blindness, since she knows what looks good on her and can read both ColorADD and Feelipa symbols.
Qualities: Good (+2) Activist, Good (+2) Athletic, Good (+2) Emotional Intelligence, Good (+2) Peace Skills, Good (+2) Teamwork
Poor (-2) Newly Disabled
Powers: Poor (-2) Proprioception
Signy's proprioception is growing in after her injuries. This creates some very odd perceptions as it expands beyond the usual human level, allowing her to do more with items held in hand or attached to her body (e.g. better point control with a stylus) and eventually perceiving things beyond her body. She can touch-map things with her hands, remember where they are in space, and then manipulate them without needing to keep constant contact. In the beginning, though, her ability to understand and use her shifting senses is patchy, causing clumsiness and frustration.
Bachelor of Arts in Disability Studies with a (T-American)
at the State University of New York-Cortland
Disability Studies
with concentrations in Advocacy, Caregiving, and Inclusive Design
Major: 50 credits
Core Required Courses (9 credits)
Majors take 9 credits of core coursework.
Rethinking (dis)Ability (J F)
Types of Disabilities (J S)
AND one of
Living with Disability (J F)
Lab Required Course (4 credits)
Choose one lecture and lab pair.
Biology Lecture (F F)
Biology Lab (F F)
Advanced Required Courses (6 credits)
Anthropology of Social Movements (Se S)
Ethical Issues in Disability Studies (Se F)
There are 21 credits divided among 6 main topics, typically diversified. Students may choose a concentration by taking 12 credits in one topic and 9 credits spread across 3 other topics. Advocacy requires either an Outside Experience, Internship, or Service Learning; plus 12 credits in Legal Issues and/or Inclusivity and Advocacy. Caregiving requires the Biology Lab option plus 12 credits from Health Issues and/or Types of Disabilities. Inclusive Design requires the Adaptive Computer Science or Inclusive Design Lab option plus 12 credits from Inclusivity and Advocacy.
Cultural Dynamics (3 credits)
Choose one of:
Culture, Identity and Cognition (So F)
Humanities (3 credits)
Choose one of:
Disability in Media and Literature (J S)
Health Issues (3 credits)
Choose one of:
First Aid for Disabilities (F S)
Legal Issues (3 credits)
Choose one of:
Disability, Rights, and Culture (Se S)
Types of Disabilities (3 credits)
Choose one or more courses to total 3 credits.
Acquired Disabilities (3 hours) (J S)
Inclusivity and Advocacy (6 credits)
Choose two of:
Accommodations and Problem-Solving (So F)
Disability and Diversity in Physical Activity (J S)
Disability, Human Development, and Community Participation (Se F)
Inclusive Education (So S)
Outside Experiences
Students may earn credit through these inclusive programs.
Another Door Opens (J Su)
Electives (7 credits)
Choose from any listed courses not already taken.
Adaptive First Aid (3 credits) (J F)
Adaptive Computer Science Lecture (3 credits) (Se F)
Adaptive Computer Science Lab (1 credit) (Se F)
Capstone (3 credits)
Majors choose 3 credits of capstone coursework.
Service Learning in Disability Studies (1-3 credits) (J Su)
Another Door Opens is a Terramagne-American program for people with acquired disabilities. It offers free college or other education in professions convenient for blind, deaf, paralyzed, or otherwise disabled people. For the most physically limited, it offers a wide array of highly theoretical fields such as computer programming, ethics, linguistics, philosophy, and quantum mechanics that rely little on the body. For those with brain injuries or mental disabilities, it presents more physical options such as arts and crafts, organic gardening, and pet care. Another Door Opens also provides grants to makerspaces, business incubators, and other organizations if they uphold inclusive goals; the payouts go higher for those who include more different types of disabled consultants and/or members. By supporting people in the pursuit of a new career, this program provides emotional engagement, achievement, and independence at a time when survivors often feel hopeless.
Peace and Conflict Studies Minor
at the State University of New York-Cortland
Students who choose to minor in peace and conflict studies will:
1. Analyze the origins of violence and human conflict.
2. Identify different forms of violence and conflict.
3. Demonstrate an understanding of philosophies of non-violence.
4. Critically evaluate strategies used for peace making.
The student advisor will be the director of the Center for Ethics, Peace and Social Justice or her/his delegate.
A. Required Courses: 9 credit hours
• PHI 160 - Introduction to Peace and Conflict Studies (3 cr. hr.) (F F)
• FSA 250 - Foundations of Peace Education (3 cr. hr.) (So F)
• Choose
• PHI 330 - Philosophies of Nonviolence (3 cr. hr.) (J S) or
B. Electives: 6 credits hours:
Select 6 credit hours from the following:
• PHI 170 - Philosophical Meditations (1 cr. hr.) (F S)
• PSY 375 - Positive Psychology (3 cr. hr.) (So S)
• SOC 329 - Special Topics in Sociology: Worldbuilding (3 cr. hr.) (J F)
Total Credit Hours Required for the Minor: 15
PHI 170 - Philosophical Meditations
Theoretical exploration of the relationship of mind and body. Basic meditation techniques such as zazen, walking meditation, qigong and taiji forms. S and U grades assigned. May be repeated for up to four credit hours. (1 cr. hr.)
Frequency code B = offered at least once per year
SOC 329 - Special Topics in Sociology: Worldbuilding
Prerequisites: Designated by department as appropriate for content and academic level of credit. Notes: Selected topics. May be taken more than once as subtitle changes.(1-4 cr. hr.)
Frequency code O = offered occasionally
Clubs
Goalball Team (T-American)
Goalball is the most popular team sport for the blind and visually impaired. The sport originated in 1946 when Austrian Hanz Lorrenzen and German Sett Reindle developed the game as a way to keep blinded WWII veterans physically active. Goalball has since become the premier team sport for blind athletes and is played competitively in 112 countries.
New York Public Interest Research Group
NYPIRG WORKS ON 5 MAIN PROJECTS!
-Hunger & Homelessness Prevention
-Higher Education Affordability
-Environmental Protection
-Voter Mobilization & Political Engagement
-Consumer Rights & Consumer Protection
We have volunteer opportunities and offer for-credit internships on campus, and we meet every Tuesday at 5 p.m. in 215 Corey Union!
Psychology Club
The Psychology Club's mission is to further students' interests in psychology through lectures, meetings, movies, and field trips. Students also receive a chance to meet with professors through club activities.
Role Playing Games
The RPG club meets every Friday at 7pm in Corey Union, Room 305-306. We’re here to teach anyone interested in Table-Top Role-Playing Games or other live role-playing games how to play, the basics of communicating to tips and tricks for making your own compelling characters. We teach classics like Dungeons and Dragons, and reach out into a variety of settings from gritty cyberpunk to modern mysteries. No experience is necessary, and meetings can branch to support everyone from experienced players with advanced questions as well as people who might be picking up a set of dice for the first time
Students for Access and Ability in College
We aim to address the needs and concerns of the disability community as well as its allies on SUNY Cortland’s campus regarding all issues around disabilities.
Club members strive to be mentors by starting meaningful conversations around the various struggles students who identify as having a disability deal with on campus. We promote an inclusive environment in our community by advocating for their rights, promoting on-campus resources, and educating everyone on the wide range of disabilities.
Biking
Tandem cycling is a great way to stay active and feel part of a team. Riding a tandem bike requires good communication and trust. Tandem bikes are built for two riders, one behind the other. The blind or visually impaired rider is called a stoker and rides behind the sighted rider who is called the pilot. The stoker’s focus is to provide the horsepower while the pilot’s focus is navigation and gears in addition to powering the bike forward with the stoker.
Nordic Skiing
Make sure you also get to the Nordic Centers and give cross-country skiing a try. Again, a lesson or two will be worth the time to learn the nuances of Nordic skiing.
Signy suffered traumatic brain injury in a car crash on the way home from college after her sophomore spring semester. She lost her eyesight, and is experiencing some other odd effects as her brain reorganizes itself. The first few weeks after the accident also included headaches, memory issues, and brain fog but those faded over time. Now they are almost down to the levels of an uninjured person, and are expected to vanish completely within the year. Signy has no other significant aftereffects from the accident. While the vision loss still frustrates her, she is extremely glad that all the cognitive issues faded quickly and feels that she got off lucky.
Because of the lingering symptoms, Signy has a diagnosis for Post-TBI Syndrome as a temporary disability, scheduled for reassessment every 3 months. Her legally blind status is a permanent disability. People who still have significant symptoms one year after their injury may get a permanent diagnosis.
Blind Skills span a wide variety of techniques for living with low or no vision. Terramagne-America does much better than here at offering these to people who need them. A huge difference is that T-America aims to teach some very basic blind skills to everyone, like the ColorADD and Feelipa systems, clock plates, and at least an introduction to the Braille alphabet.
(Signy focused first on the things she would need most: basic personal care, dressing, and eating. Already knowing ColorADD and Feelipa helped with clothes and other color-coded things. She prefers a Healthy Plate to the clock system for food management. She has her wardrobe well in hand, and enough other things to get by at school. However, she didn't get as far as makeup, cooking, or housework; she plans to take further training for those next summer.)
Techniques of Daily Living
Our Techniques of Daily Living (TDL) course works to offer students an opportunity to learn and enhance the skills that are needed to become more independent. This training teaches the fundamentals of self care, cooking and household cleaning that will aid students in taking better care of themselves. But our ultimate goal is for students to overcome some of their fears and apply what they have learned so they can become more independent as they strive to reach their goals and integrate safely back into their homes and into the workforce. Because we interact with students at various stages of development and life skills, our TDL class addresses students’ needs on an individualized basis. Course length is based on where the individual is at the time of entry and their needs, skill set, abilities and motivation/drive.
(Because Signy already knew how to type, it was just a matter of adapting to purely tactile typing and to adaptive software for the blind.)
Keyboarding
In our Keyboarding course, clients will use a program called Typability, in conjunction with JAWS software, to learn the layout and proper technique for typing.
(Signy quickly learned how to use a variety of electronic aids, and showed surprising point control with a stylus early on.)
Assistive Technology
The Assistive Technology course is designed to equip students with a core set of technical skills. An initial assessment of proficiencies with computers, cell phones, Braille displays, notetakers, book readers, and GPS devices is used to develop a tailored learning experience for each student. With an individualized lesson plan and skilled instructors, clients are given the technical know-how they need to excel in the digital age.
(Signy has learned Alphabetic Braille but still reads slowly. She hopes that just the extensive practice using Braille for college will improve her speed. She plans to take a condensed course in Literary Braille over the winter break, and a longer one next summer.)
Practical Braille Skills
Our Practical Braille Skills course provides students with the tools, motivation and instruction necessary to achieve their goals in Braille literacy. Each student will learn and develop skills essential to master Braille and incorporate it into their daily life. This course increases the student’s ability to read and write Braille. Upon admission to the course, the skill level and individual learning needs of each student will be assessed. With this information, individualized goals tailored to each student will be implemented to increase the student’s level of success. Students with prior knowledge and Braille skills will be placed at the appropriate level for their needs.
(After almost three months of training, Signy can use a white cane for basic navigation, but still relies on seeing-eye humans for many things, especially in unfamiliar areas. She plans to take another three months of more advanced skills next summer.)
Orientation & Mobility
In our Orientation & Mobility training, we evaluate a person’s ability to travel safely and efficiently in various environments. We provide the necessary training and adaptive equipment enabling a person to do so. All O&M services are self-paced, flexible and individualized to assist the student to reach their short-term and long-term goals. Program time varies depending on skill retention, physical/cognitive limitations, concept development and motivation. Typically, a person with no prior O&M training and little to no useful vision will need three to six months of training to become as independent as their abilities permit. Students who have had previous training can complete the program in three to four weeks.
Brian Yellow Corn Boy -- He has light copper skin, brown eyes, and brown hair with just a little wave that falls to his waist. He is short and slim with delicate bone structure. He wears glasses. His heritage is primarily Onondaga with some Seneca and a little French. He speaks English, French, Hand Talk, Onondaga, and Seneca; he is studying Munsee and plans to pick up Oneida. He is 18 years old in 2014.
Brian is working toward a Bachelor of Arts in Linguistics: Heritage Languages with a minor in Native American Studies at the State University of New York-Cortland. His academic advisor, already familiar with him, has encouraged him to sign up for a Worldbuilding course for his freshman fall semester, even though it's usually taken later. Brian already knows enough about both linguistics and culture to do well in that course. He also belongs to the Foreign Language Club, International Club, Intertribal Alliance at SUNY, Role Playing Games, and Outdoor Pursuits Program.
Brian likes outdoorsy menswear. His base colors are brown and khaki, accented with bright shades of goldenrod, rust, red, green, and turquoise. He follows Haudenosaunee tribal values with consideration for how his choices will affect future generations.
Qualities: Good (+2) Agility, Good (+2) Gamer, Good (+2) Heritage Languages, Good (+2) Linguistic Intelligence, Good (+2) Seventh Generation Values
Poor (-2) Needs Glasses
ABOUT THE HAUDENOSAUNEE CONFEDERACY
Called the Iroquois Confederacy by the French, and the League of Five Nations by the English, the confederacy is properly called the Haudenosaunee Confederacy meaning People of the long house. The confederacy was founded by the prophet known as the Peacemaker with the help of Aionwatha, more commonly known as Hiawatha. The exact date of the joining of the nations is unknown and said to be time immemorial making it one of the first and longest lasting participatory democracies in the world.
The confederacy, made up of the Mohawks, Oneidas, Onondagas, Cayugas, and Senecas was intended as a way to unite the nations and create a peaceful means of decision making. Through the confederacy, each of the nations of the Haudenosaunee are united by a common goal to live in harmony. Each nation maintains it own council with Chiefs chosen by the Clan Mother and deals with its own internal affairs but allows the Grand Council to deal with issues affecting the nations within the confederacy.
Among the nations of the Haudenosaunee is a core value called the Seventh Generation. While the Haudenosaunee encompass traditional values like sharing labour and maintaining a duty to their family, clan and nation and being thankful to nature and the Creator for their sustenance, the Seventh Generation value takes into consideration those who are not yet born but who will inherit the world.
In their decision making Chiefs consider how present day decisions will impact their descendants. Nations are taught to respect the world in which they live as they are borrowing it from future generations. The Seventh Generation value is especially important in terms of culture. Keeping cultural practices, languages, and ceremonies alive is essential if those to come are to continue to practice Haudenosaunee culture.
See a map of New York tribes.
The Onondaga people (Onondaga: Onöñda’gaga’, Hill Place people) are one of the original five constituent nations of the Iroquois (Haudenosaunee) Confederacy in northeast North America. Their traditional homeland is in and around present-day Onondaga County, New York, south of Lake Ontario. They are known as Gana’dagwëni:io’geh[what language is this?] to the other Iroquois tribes. Being centrally located, they are considered the "Keepers of the Fire" (Kayečisnakwe’nì•yu’[3] in Tuscarora) in the figurative longhouse that shelters the Five Nations. The Cayuga and Seneca have territory to their west and the Oneida and Mohawk to their east. For this reason, the League of the Iroquois historically met at the Iroquois government's capital at Onondaga, as the traditional chiefs do today.
In the United States, the home of the Onondaga Nation is the Onondaga Reservation. Onondaga peoples also live near Brantford, Ontario on Six Nations territory. This reserve used to be Haudenosaunee hunting grounds, but much of the Confederacy relocated there as a result of the American Revolution. Although, the British promised the security of Haudenosaunee homelands, the 1783 treaty of Paris ceded the territory over to the United States.
Onondaga Reservation is a Native American reservation in Onondaga County, New York, United States. It is the territory of the Onondaga Nation. It lies just south of the city of Syracuse. The population was 2,244 at the 2010 census.
The Onondaga Reservation is a politically independent entity, as the nation is federally recognized by the United States government. The Onondaga Nation has reached some accommodations with New York State on jurisdictional issues.
Onondaga language (Onoñdaʼgegáʼ nigaweñoʼdeñʼ, IPA: [onũdaʔɡeɡáʔ niɡawẽnoʔdẽʔ], literally "Onondaga is our language") is the language of the Onondaga First Nation, one of the original five constituent tribes of the League of the Iroquois (Haudenosaunee).
This language is spoken in the United States and Canada, primarily on the reservation in central New York State and near Brantford, Ontario.
Long Ago Onondagas had developed their own food system to survive. The Haudenosaunee were hunters as well as gatherers. The crops that were the basis for our diet were corn, beans and squash. Corn, beans and squash are commonly referred to by the Onondaga as well as all of the Haudenosaunee as the 3 sisters. These foods were the three foods first given to us from our mother earth. The corn can be dried to then made into soup, ground into flour to make a “mush” and boiled to make a bread. The corn, beans and squash are so special to the community; they were given songs that are song to give thanks that they are still doing their duty and providing for us.
The Oneida people (autonym: Onʌyoteˀa•ká•, Onyota'a:ka, the People of the Upright Stone, or standing stone, Thwahrù•nęʼ[2] in Tuscarora) are a Native American tribe and First Nations band. They are one of the five founding nations of the Iroquois Confederacy in the area of upstate New York, particularly near the Great Lakes.
Originally the Oneida lived in what is now central New York, particularly around Oneida Lake and Oneida County. Today the Oneida have four federally recognized nations: the Oneida Indian Nation in New York, the Oneida Nation in and around Green Bay, Wisconsin, in the United States; and two in Ontario, Canada: Oneida at Six Nations of the Grand River and Oneida Nation of the Thames in Southwold.
Oneida (/oʊˈnaɪdə/,[4] autonym: /onʌjotaʔaːka/,[5] /onʌjoteʔaːkaː/,[6] /onʌjotaʔaːka/,[7] People of the Standing Stone,[6] Latilutakowa,[8] Ukwehunwi,[6] Nihatiluhta:ko[6]) is an Iroquoian language spoken primarily by the Oneida people in the U.S. states of New York and Wisconsin, and the Canadian province of Ontario. There is only a small handful of native speakers remaining today. Language revitalization efforts are in progress.
In 1994, the majority of Oneida speakers lived in Canada.
The Seneca (/ˈsɛnɪkə/)[2] (Seneca: Onödowáʼga:, "Great Hill People")[3] are a group of Indigenous Iroquoian-speaking people who historically lived south of Lake Ontario, one of the five Great Lakes in North America. Their nation was the farthest to the west within the Six Nations or Iroquois League (Haudenosaunee) in New York before the American Revolution.
In the 21st century, more than 10,000 Seneca live in the United States, which has three federally recognized Seneca tribes. Two of them are centered in New York: the Seneca Nation of Indians, with two reservations in western New York near Buffalo; and the Tonawanda Seneca Nation. The Seneca-Cayuga Nation is in Oklahoma, where their ancestors were relocated from Ohio during the Indian Removal. Approximately 1,000 Seneca live in Canada, near Brantford, Ontario, at the Six Nations of the Grand River First Nation. They are descendants of Seneca who resettled there after the American Revolution, as they had been allies of the British and forced to cede much of their lands.
Seneca (/ˈsɛnɪkə/;[2] in Seneca, Onödowáʼga꞉ or Onötowáʼka꞉) is the language of the Seneca people, one of the Six Nations of the Iroquois League; it is an Iroquoian language, spoken at the time of contact in the western portion of New York.[3] While the name Seneca, attested as early as the seventeenth century, is of obscure origins, the endonym Onödowáʼga꞉ translates to "those of the big hill."[3] About 10,000 Seneca live in the United States and Canada, primarily on reservations in western New York, with others living in Oklahoma and near Brantford, Ontario. As of 2013, an active language revitalization program is underway.
Some notes about the Seneca tribe and its holdings in T-America appear in "As Glorious Reminders."
Munsee Language (Minisink, Muncie, Minsi)
Language: Munsee is an Algonkian language closely related to American Delaware, or Lenape, but is considered by most linguists a distinct language. Only a handful of elders in Ontario still speak the Munsee language. Munsee is is a polysynthetic language with complex verb morphology and fairly free word order.
Names: In their own language, the people called themselves Minisink, which became shortened to Minsi or Munsee. Since the Munsee language was traditionally unwritten, there have been many different spellings of this tribal name in English: Muncie, Muncey, Muncee, Minnisink, and more. Early colonists also called the Munsee and several of their neighbors Delawares, after the Delaware River which ran through their lands. Today, they usually prefer the spelling "Munsee."
People: The Munsee are a northern offshoot of the Lenni Lenape, considering that tribe their elder kin. Today there are 2000 Munsee Delawares in Ontario, and another 1500 people on the Stockbridge-Munsee reservation in Wisconsin.
History: The Munsee originally lived in what is today southern New York, northeastern New Jersey, and southeastern Connecticut. Decimated by European diseases and under increasing pressure from Dutch and English colonists, most of the Munsee merged with neighboring tribes: the Stockbridge Mahicans, Lenape, and Cayugas. The safety provided by numbers was only temporary, unfortunately, and the Munsees were soon deported to Wisconsin with the Mahicans, Ontario with the Cayugas, and Ohio, Indiana, and eventually Oklahoma wi th the Lenapes.
http://www.native-languages.org/munsee.htm
(Terramagne has the New York Reservation of Delaware River Tribes. It holds descendants of the Minisink / Munsee, the Stockbridge Mahicans, Lenape, and Cayugas. Originally the reservation spanned a large area along the Delaware River. What remains are a few fragments. The two main forested areas are mapped as two Hancock Forest Preserve Detatched Parcels, one holding Jensen Hill just northwest of Long Eddy, the other a little farther northwest holding Bouchoux Hill and New York State Forest Preserve Bouchoux Trail. The small town of Long Eddy is another remnant, and the only one with significant development. A majority of its 389 residents are Native American. Some tribe members live in Long Eddy or other nearby towns, while others live in scattered homesteads that were once allotted to individual ancestors.)
Detached Forest Preserve parcels are classified as Forest Preserve but located outside the Catskill and Adirondack Park boundaries. These properties range in size from 0.5 to 739 acres. They are not managed for timber production and typically have relatively poor access with no developed trails or facilities, but do provide ample wildlife habitat and watershed protection values. These detached forest preserve parcels were owned by the state before the Adirondack and Catskill Parks were created and were in Forest Preserve counties where forested lands acquired by the state later became Forest Preserve lands. Eventually the Adirondack and Catskill Parks were established, within which state lands acquired would usually become Forest Preserve, while outside the Parks most new acquisitions would become other categories of DEC lands such as state forests or wildlife management areas. Generally, Forest Preserve rules apply to the public use of detached parcels.
Hancock Forest Preserve Detached Parcel One
Hancock Forest Preserve Detached Parcel is a nature reserve in Delaware County. Hancock Forest Preserve Detached Parcel is situated nearby to Jensen Hill, and southeast of Bouchoux Hill.
Hancock Forest Preserve Detached Parcel Two
Hancock Forest Preserve Detached Parcel is a nature reserve in Delaware County. Hancock Forest Preserve Detached Parcel is situated nearby to Bouchoux Hill, and northwest of Jensen Hill.
Long Eddy is a hamlet in Sullivan and Delaware counties, New York, United States. The community is located along New York State Route 97 and the Delaware River in the westernmost corner of the county, 10.4 miles (16.7 km) southeast of Hancock. Long Eddy has a hotel/bar with outdoor barbecue, a historical society, fire station, public free river landing on the Delaware River as well as a post office with ZIP code 12760.
POPULATION
Long Eddy (zip 12760)'s population is 389 people. Since 2020, it has had a population decline of 16.0%.
See maps of the Delaware River and New York Reservations.
6 Nations -- League of Haudenosee (Iroquois) Confederacy
1. Tonawanda Band of Senecas
2. Cattaraugus Reservation (Seneca)
3. Seneca Nation of Indians, Allegany Reservation
4. Oil Springs Reservation (Seneca)
5. Cayuga Nation
6. Onondaga Nation
7. Oneida Indian Nation of New York
8. St. Regis Mohawk Tribe (Akwesasne)
9. Tuscarora Nation
Other NY Indian Nations -- Long Island Tribes
10. Shinnecock Reservation, state (not federally) recognized
11. Poospatuck Reservation, Unkechauga Nation
Bachelor of Arts in Linguistics: Heritage Languages (T-American)
at the State University of New York-Cortland
Core 20, Foreign Language 18, Heritage Languages 12, Interpretation 3, Lower Electives 3, Upper Electives 3, Capstone 6 = 65 credits
Core Courses (20 credits)
Everyone takes these courses:
LING 101: Introduction to Linguistics (3 credits) (F F)
LING 106: Introduction to Heritage Languages (3 credits) (F S)
LING 210: Introduction to Syntax (3 credits) (So F)
LING 450: Field Methods (3 credits) (Se F)
Choose at least one of:
LING 211: Introduction to Phonology (3 credits) (So S)
Choose one of:
LING 310: Advanced Syntax (3 credits) (J F)
Foreign Language Requirement (18 credits)
Students must study at least 2 unrelated languages. Students who already speak 2+ unrelated languages may test out of this requirement and substitute other courses, or they may study new languages. If the university does not offer suitable languages for a student's planned career, outside education may be substituted.
4 semesters of a primary foreign language: Munsee (12 credits) (F F, F S, So F, So S)
2 semesters of a secondary foreign language: Oneida (6 credits) (J F, J S)
Heritage Languages
All students take at least 3 credits. For the concentration in Heritage Languages, choose 12 credits, at least 6 credits at 300-400 level.
LING 162: Heritage Languages of the Americas (3 credits) (F S)
LING 262: Creativity, Performance, and Recording in Heritage Languages (3 credits) (F S)
LING 365: Running a Language Nest (3 credits) (J F)
LING 468: Genocide, Oppression, and Language Destruction (3 credits) (Se F)
Interpretation and Translation
All students take at least 3 credits. For the concentration in Interpretation and Translation, choose 12 credits, at least 6 credits at 300-400 level.
LING 221: Basic Translation Skills (3 credits) (So F)
Lower-Level Electives
All students take at least 3 credits. Students without a concentration take 6 credits.
LING 282: Worldbuilding (1-5 credits) (F F)
Upper-Level Electives
All students take at least 3 credits. Students without a concentration take 6 credits.
LING 441: Working with Historic Sources (3 credits) (J S)
Capstone (6 credits)
LING 498: Field Research in Linguistics (3-6 credits) (Se F)
LING 499: Thesis in Linguistics (3-6 credits) (Se S)
Native American Studies Minor
at the State University of New York-Cortland
SUNY Cortland's Native American studies minor is interdisciplinary. It is designed to complement numerous academic majors. Students choosing the minor will study the history and culture of Native Americans from the perspective of several disciplines.
A. Required Courses: 15 credit hours
• ANT 102 - Introduction to Cultural Anthropology (3 cr. hr.) (F F)
• ANT 301 - Native American Archaeology (3 cr. hr.) (J F)
• ANT 302 - Native American Cultures (3 cr. hr.) (J S)
• ENG 256 - Introduction to American Indian Literature (3 cr. hr.) (F S)
• HIS 314 - Native-American History (3 cr. hr.) (Se F)
B. Three credit hours from:
• ANT 230 - Prejudice and Discrimination (3 cr. hr.) (So F)
• HLH 201 - Health Problems of the Underserved (3 cr. hr.) (So S)
C. Electives: Three credit hours
• ANT 406 - Contact and Culture Change (3 cr. hr.) (Se S)
Total Credit Hours Required for the Minor: 21
Hand Talk and Smoke Signals is a Terramagne-American roleplaying game with a diplomatic theme. It capitalizes on historic methods of auxiliary communication used in Turtle Island including Hand Talk, smoke signals, drum signals, trail markers, and Indian trail trees. The goal is to make peace among the tribes, presenting a unified front against the foreign invaders. A later expansion introduces negotiation with the invaders as well. The game is currently available in English along with the Native American languages of Navajo, Cree, Sioux, Cherokee, and Choctaw; plans are underway to translate it into more languages as a teaching tool.
Clubs
Foreign Language Club (T-American)
This club provides a gathering place for everyone interested in foreign languages, linguistics, and related fields. It hosts academic presentations, workshops, conversation salons, games, movies, book discussions, and more across a wide range of languages.
International Club
The International Club (I-Club) welcomes international and U.S. students who would like to experience and learn new cultures from each other through various activities, such as, food, language, trips, sporting events, dances, and much more). The I-Club, promotes and enhances international awareness, cooperation, cultural diversity and dialogue among students attending SUNY Cortland. Meeting on Monday, Sept. 27 in Corey Union, Room 305.
Intertribal Alliance at SUNY (T-American)
Native American students from all tribes come together for support and socialization. Club activities include a meet-and-greet at the beginning of each semester, activism, cooking, crafts, games, conversational circles for heritage languages, spiritual events, and a mini-powwow at the end of each semester.
Role Playing Games
The RPG club meets every Friday at 7pm in Corey Union, Room 305-306. We’re here to teach anyone interested in Table-Top Role-Playing Games or other live role-playing games how to play, the basics of communicating to tips and tricks for making your own compelling characters. We teach classics like Dungeons and Dragons, and reach out into a variety of settings from gritty cyberpunk to modern mysteries. No experience is necessary, and meetings can branch to support everyone from experienced players with advanced questions as well as people who might be picking up a set of dice for the first time
Outdoor Pursuits Program
Outdoor Pursuits (OP) strives to be the vehicle for Transformational Education by bringing the outdoors to the SUNY Cortland community. We believe life was meant for good friends and great adventures.
Outdoor Pursuits consists of three main program areas:
10. Gear and Rental Center, which includes the Cortland Bike Project
11. Tripping Program, which includes Adirondack Trail Blazers
12. Rock Climbing Wall
Nas de la Fuente -- He has tinted skin, brown eyes, and wavy brown hair cut short. He is tall with wiry muscles. He has rose tattoos on his right bicep. His heritage is Hispanic-American. He speaks English, Galician, and Spanish. He is 22 years old in 2014.
Nas earned a Bachelor of Science in Biology: Concentration in Environmental Science with a minor in Healthy Touch at the State University of New York-Cortland. There he joined the Biology Club, Healthy Touch Program, New York Public Interest Research Group, Role Playing Games, and Outdoor Pursuits Program. Currently Nas is working toward a Master of Science in Community Health with a graduate certificate in Therapeutic Recreation at the same place. As part of that, he is taking a Worldbuilding course in fall of his first year of graduate school.
Given his work, Nas favors practical menswear. His base colors are khaki and white, along with lots of cheerful beach colors like aquamarine, coral, sunshine yellow, and lavender. He enjoys all kinds of outdoor activites. Nas serves as a Healthy Touch volunteer, where his rapport makes him popular. He hates being alone, though.
Qualities: Good (+2) Biologist, Good (+2) Healthy Touch, Good (+2) Naturalistic Intelligence, Good (+2) Rapport, Good (+2) Outdoor Activities
Poor (-2) Hates Being Alone
Galicians (Galician: galegos, Spanish: gallegos) are a Romance, sometimes also considered Celtic,[7] ethnic group, closely related to the Portuguese people,[8] and whose historic homeland is Galicia, in the north-west of the Iberian Peninsula.[9] Two Romance languages are widely spoken and official in Galicia: the native Galician and Spanish.[10]
[---8<---]
Galician is a Romance language belonging to the Western Ibero-Romance branch; as such, it derives from Latin. It has official status in Galicia. Galician is also spoken in the neighbouring autonomous communities of Asturias and Castile and León, near their borders with Galicia.
Bachelor of Science in Biology: Concentration in Environmental Science [BIO/ENVS]
at the State University of New York-Cortland
This major in the Biological Sciences Department provides a focused exposure to environmentally related areas of biology.
Career Potential
• Environmental consultant
• Fish and wildlife biologist
• Conservation biologist
• Ecologist
Note: It is highly recommended that students in the environmental science concentration take or become proficient in public speaking, computer applications and computer graphics.
A. Biology Courses: 36 credit hours
• BIO 201 - Biological Sciences I (4 cr. hr.) (F F)
• BIO 202 - Biological Sciences II (4 cr. hr.) (F S)
• BIO 210 - Cellular Biology (4 cr. hr.) (So F)
• BIO 310 - Field Biology (3 cr. hr.) (So S)
• BIO 312 - Genetics (4 cr. hr.) (J S)
• BIO 319 - Biological Literature (1 cr. hr.) (J F)
• BIO 412 - General Ecology (4 cr. hr.) (Se F)
Select 12 additional credit hours of biology elective courses
Biology elective course are defined as biology courses at the BIO 210 level or above open to biology majors.
• BIO 307 - Field Natural History (3 cr. hr.) (J F)
• BIO 319 - Biological Literature (3 cr. hr.) (So S)
• BIO 405 - Conservation Biology (3 cr. hr.) (J S)
• BIO 427 - Scientific Photography(4 cr. hr.) (Se S)
B. Related Science and Math Courses: 33 credit hours
• CHE 221 - General Chemistry I (4 cr. hr.) (J F)
• CHE 222 - General Chemistry II (4 cr. hr.) (J S)
• CHE 301 - Organic Chemistry I (4 cr. hr.) (Se F)
• GLY 261 - Physical Geology (4 cr. hr.) (So S)
• GLY 410 - Hydrogeology (3 cr. hr.) (Se S)
• MAT 121 - Calculus A (3 cr. hr.) (So F)
Select one physics sequence:
• PHY 105 - Elementary Mechanics and Heat (4 cr. hr.) (F F) and
• PHY 106 - Elementary Electricity, Light and Sound (4 cr. hr.) (F S)
Select One
• GLY 281 - Data Analysis in Natural Science (3 cr. hr.) (F S)
C. Environmental Courses: 12 or 13 credit hours
• ENS 486 - Seminar in Environmental Science (3 cr. hr.) (Se F)
• ENS 487 - Environmental Science Internship (3-12 cr. hr.) (Se S)
• EST 100 - Introduction to Environmental Studies (3 cr. hr.) (F F)
And one course from the following
• GRY 324 - Introduction to Cartography and Geographic Information Systems (3 cr. hr.) (J S)
D. Additional Requirements for the B.A.: 42-43 credit hours
• Composition and General Education Courses: 27 credit hours
• Foreign Language Courses: 0-12 credit hours
• Free Elective Courses as needed to complete the 124 credit hour total
Total Credit Hours Required for Graduation: 124
Biology Courses
BIO 307 - Field Natural History
Natural history of plants and animals with emphasis on ecosystems of New York state. Collections of flora and fauna required. Not open to biology majors. Lecture/Lab Hours: Two lectures, one three-hour field trip. Fulfills: LASR. (3 cr. hr.)
Frequency code F = offered in fall
BIO 319 - Biological Literature
Techniques in use of library resources resulting in a comprehensive technical bibliography and oral presentation. Recommended before second semester of junior year. Fulfills: LASR. (1 cr. hr.)
Frequency code F = offered in fall
BIO 405 - Conservation Biology
Origin and preservation of biotic diversity, including species diversity, genetic variation and ecosystem variety. Not open to students with credit for BIO 505. Prerequisite: BIO 110-111 or 201-202. Lecture/Lab Hours: Two lectures, one three-hour laboratory/field trip. Fulfills: LASR. (3 cr. hr.)
Frequency code S = offered in spring
BIO 427 - Scientific Photography
Develop technical skills and learn basic theory for producing highly resolved images with bright field, phase and differential interference compound light microscopes. Students will learn photographic darkroom techniques, image digitizing, and must prepare poster/oral presentations of projects. Prerequisites: BIO 110-111 or 201-202 and permission of instructor. Lecture/Lab Hours: One hour lecture, two hours laboratory per week. (2 cr. hr.)
Frequency code S = offered in spring; C = offered at least once every two years
Healthy Touch Minor (T-American) (24 credits)
at the State University of New York-Cortland
Core Courses
Introduction to Healthy Touch (3 credits) (F F)
Theory and Skills
Principles of Consent (3 credits) (So F)
Snuggling Lecture (1 credit) (So S)
The Cuddle Sutra Lab (2 credits) (So S)
Introduction to Bodywork (1 credit) (F S)
AND at least one lab:
Swedish Massage (1 credit) (F S)
Reflexology (1 credit) (F S)
Specialty Bodywork
Advanced Bodywork (1 credit) (Se S)
AND at least one lab:
Therapeutic Massage (1 credit) (Se S)
Body Reclamation (1 credit) (Se S)
Multiple-Person Bodywork (1 credit) (Se S)
Management
Developing a Healthy Touch Program (Se F)
Relationships
Friendship and Touch (J F)
Challenges with Touch
Skin Hunger and Touch Starvation
Electives
Biology of Fur, Hairs, and Their Nerves (J S)
Clubs
Biology Club
Biology Club is a great way to become more involved in the science community here at SUNY Cortland. Our organization hosts events such as fundraisers, community service, and academic performance.
Healthy Touch Program
The Healthy Touch Program offers contact comfort, therapeutic massage, presentations about healthy touch, a bodywork library, and other resources to everyone at SUNY-Cortland. Cuddle Parties take place every Friday evening and Saturday afternoon, and every evening during exam weeks. Students majoring or minoring in Healthy Touch may volunteer as part of their coursework.
New York Public Interest Research Group
NYPIRG WORKS ON 5 MAIN PROJECTS!
-Hunger & Homelessness Prevention
-Higher Education Affordability
-Environmental Protection
-Voter Mobilization & Political Engagement
-Consumer Rights & Consumer Protection
We have volunteer opportunities and offer for-credit internships on campus, and we meet every Tuesday at 5 p.m. in 215 Corey Union!
Role Playing Games
The RPG club meets every Friday at 7pm in Corey Union, Room 305-306. We’re here to teach anyone interested in Table-Top Role-Playing Games or other live role-playing games how to play, the basics of communicating to tips and tricks for making your own compelling characters. We teach classics like Dungeons and Dragons, and reach out into a variety of settings from gritty cyberpunk to modern mysteries. No experience is necessary, and meetings can branch to support everyone from experienced players with advanced questions as well as people who might be picking up a set of dice for the first time
Outdoor Pursuits Program
Outdoor Pursuits (OP) strives to be the vehicle for Transformational Education by bringing the outdoors to the SUNY Cortland community. We believe life was meant for good friends and great adventures.
Outdoor Pursuits consists of three main program areas:
13. Gear and Rental Center, which includes the Cortland Bike Project
14. Tripping Program, which includes Adirondack Trail Blazers
15. Rock Climbing Wall
Master of Science in Community Health [CHEA]
at the State University of New York-Cortland
Consistent with national standards, our program offers you the opportunity to learn about research methods and techniques for assessment and evaluation in health education and promotion, as well as applied epidemiology and methods and practices in community health education. You'll also explore current issues in community health and health education through seminars where you can meet new professional colleagues, collaborate with your peers and engage with SUNY Cortland's distinguished faculty.
Culminating Experience
Your culminating project in community health will provide you with an opportunity for hands-on experiences with a community agency where you will work on a special project that affords you the resources to address a health issue in depth. You might undertake a needs assessment regarding services of the local American Cancer Society office, generate an educational program about smoking avoidance for teenagers through the local American Lung Association or create a program to help residents at a local senior center learn about exercise and nutrition.
Program Requirements
A. Health Department Core: Nine credit hours
• EDU 632 - Seminar in Health Education (3 credits) (1 F)
• HLH 601 - Research Methods in Health Education (3 credits) (1 S)
• HLH 694 - Assessment and Evaluation in Health Education and Health Promotion (3 credits) (2 F)
B. Community Health Education Practice Core: 12 credit hours
• HLH 592 - Current Issues in Community Health (3 credits) (1 F)
• HLH 593 - Methods and Practices in Community Health Education (3 credits) (1 S)
• HLH 599 - Public Health Statistics (3 credits) (2 F)
• HLH 693 - Advanced Methods and Practices in Community Health Education (3 credits) (2 S)
C. Health-Related Electives: Six credit hours
Select six credit hours of advisor-approved courses (HLH, PSY, or SOC) at the 500 and 600 level.
• HLH 529 - Special Topics in Health Selected Topics: Running a Healthy Touch Program (3 credits) (1 F)
• HLH 544 - Alternative Medicine (3 credits) (1 S)
• HLH 641 - Graduate Readings in Health (3 credits) (2 F)
• HLH 629 - Special Topics in Health Selected Topics: New Releases in Healthy Touch (3 credits) (2 S)
D. Culminating Activity: Three credit hours
• HLH 650 - Community Health Culminating Project (3 credits) (2 S)
Total Credit Hours Required: 30
Health Courses
HLH 529 - Special Topics in Health Selected Topics: Running a Healthy Touch Program
May be taken more than once as subtitle changes. Prerequisites: Designated by department as appropriate for content and academic level of credit. (1-4 cr. hr.)
Frequency code O = offered occasionally
HLH 544 - Alternative Medicine
This is an introductory course in alternative or complementary medical systems. Traditional Chinese medicine, Ayurvedic philosophies and practices and Mayan medicine will be examined. Historical analysis of the homeopathic and naturopathic medical movements will also be included. (3 cr. hr.)
Frequency code O = offered occasionally
HLH 629 - Special Topics in Health Selected Topics: Teaching Healthy Touch
May be taken more than once as subtitle changes. Prerequisites: Designated by department as appropriate for content and academic level of credit. (1-4 cr. hr.)
Frequency code O = offered occasionally
HLH 641 - Graduate Readings in Health: New Releases in Healthy Touch
In-depth reading, study, discussion of one or more areas in health science content. (2 cr. hr.)
Frequency code O = offered occasionally
Therapeutic Recreation Graduate Certificate Program [CT_TR]
at the State University of New York-Cortland
Overview
Improve your knowledge and skills in the dynamic field of therapeutic recreation/recreation therapy.
Therapeutic recreation focuses on leisure and recreation as integral components of optimal health and well-being for individuals with illnesses and disabling conditions. The Therapeutic Recreation Graduate Certificate Program will help you develop your proficiency and achieve a higher level of competence and professionalism in an exciting and growing field.
Program Requirements
A minimum of 21 credit hours of approved graduate work as described below is required for the Graduate Certificate in Therapeutic Recreation.
The courses can be completed in one academic year — nine credit hours each during fall and spring semesters plus three credit hours in winter session — or spread out over time.
Professionals could take just one or a few courses to maintain national certification or the entire graduate certificate program.
Courses
• REC 603 - Historical, Philosophical and Theoretical Perspectives of Recreation and Leisure (3 cr. hr.) (1 F)
• REC 604 - Foundations of Therapeutic Recreation (3 cr. hr.) (1 S)
NCTRC Exam content covered:
- Theories and concepts
- Practice guidelines
- Diagnostic groupings
• REC 530 - Therapeutic Recreation Process I: Assessment (3 cr. hr.) (1 F)
• REC 533 - Therapeutic Recreation Process II: Planning, Implementation and Evaluation (3 cr. hr.) (1 S)
• REC 535 - Therapeutic Recreation Interventions I (3 cr. hr.) (2 F)
• REC 536 - Therapeutic Recreation Interventions II (3 cr. hr.) (2 S)
NCTRC Exam content covered:
- Assessment selection and implementation
- Assessment domains
- Documentation
- Implementation
- Facilitation
• REC 538 - Design and Administration of Therapeutic Recreation Services (3 cr. hr.) (2 F)
NCTRC Exam content covered:
- TR service delivery
- Administrative tasks
- Advancement of TR/RT
- Professionalism
Total Credit Hours Required: 21
Leonardo "Len" Ellison -- He has fair skin, brown eyes, and long curly brown hair with a mustache and beard. The hair on his lower chin is white, and his temples show the first threads of silver. His heritage is American. He speaks English, Esperanto, French, and Spanish. He is 44 years old in 2014.
Len is married with a son and a daughter. He earned a Bachelor of Fine Arts with a double major in Creative Writing and Generalist at the University of Nebraska-Omaha. There he joined Big Red Readers, Creative Writing Club, Generalist Salon, Outdoor Adventure Club, and War Gamers Club. He went on to get a Master of Education: Adult Education and Training Specialization with a graduate certificate in Positive Psychology at Colorado State University in Fort Collins.
Currently Len serves as a professor at the State University of New York-Cortland. There he teaches literature, writing, worldbuilding, and some generalist classes. His positive approach and inspiration make him popular. Len likes to mix casual and business menswear, like jeans with a button-up shirt or a sportcoat over a T-shirt, often in colors that don't usually go together like brown and blue. He makes it look good anyway.
Qualities: Master (+6) Inspiring People, Expert (+4) College Professor, Expert (+4) Positive Psychology, Good (+2) Creative Writing, Good (+2) Energetic, Good (+2) Generalist
Poor (-2)
Bachelor of Fine Arts in Creative Writing
at the University of Nebraska-Omaha
Requirements
Bachelor of Fine Arts
The Writer’s Workshop offers a major leading to the Bachelor of Fine Arts (BFA) degree, with concentrations in Poetry, Fiction, Creative Nonfiction, and Screenwriting
Writer's Workshop Core Requirements
Code Title Credits
Literature and Theory Core 9
WRWS 3010 LITERARY MAGAZINE (APPLIED) (J F)
& WRWS 4000 FORM AND THEORY 5 (J S)
Foreign Language 8-10
Select 8-10 hours 2
Esperanto (F S, F F, So F, So S)
Lower Level Literature 9
Select three (3) 2000-level literature courses from any discipline offering a course in a primary source of literature; WRWS Special Topics courses (2000) included. Of the 3 courses, at least 1 must be from the following: 3
ENGL 2360 AFRICAN AMERICAN LITERATURE 1940-PRESENT (F F)
ENGL 2470 SURVEY OF NATIVE AMERICAN LITERATURE (F S)
WRWS 2000 SPECIAL STUDIES IN WRITING: Speculative Fiction (Se F)
Upper Level Literature
SHAKESPEARE (Se S) 3
Select five (5) additional 3000- or 4000-level literature classes from any language or discipline (in consultation with faculty adviser) offering a course in a primary source of literature. 4
ENGL 3130 AMERICAN NONFICTION (S S)
ENGL 3500 JUNIOR TOPICS IN GLOBAL LITERATURE: Refugee Writing (J F)
ENGL 4020 AMERICAN POETRY TO 1900 (J S)
ENGL 4230 LATINO LITERATURE (Se F)
ENGL 4250 WOMEN'S STUDIES IN LITERATURE (Se S) 15
Total Credits 44-46
Writing Courses
WRWS 2000 SPECIAL STUDIES IN WRITING: Speculative Fiction (3 credits)
Offers varying subjects in writing and reading for the basic study of special forms, structures and techniques of imaginative literature. Consult the current class schedule for the semester's subject. May be repeated for credit with change of subject.
English Courses
ENGL 3130 AMERICAN NONFICTION (3 credits)
This is an intermediate literature course intended to give students broad exposure to American nonfiction. Students will study and analyze a variety of literary forms, including the personal essay, memoir, and literary journalism, from a wide range of historical periods.
Prerequisite(s)/Corequisite(s): ENGL 1160 or equivalent. Not open to non-degree graduate students.
Distribution: Humanities and Fine Arts General Education course
ENGL 3500 JUNIOR TOPICS IN GLOBAL LITERATURE: Refugee Writing (3 credits)
Topics in world literature, to include trans-national and trans-continental literature written in English or read in translation. Readings will vary according to the topic specified.
Prerequisite(s)/Corequisite(s): ENGL 2410 or ENGL 2420. Not open to non-degree graduate students.
ENGL 4020 AMERICAN POETRY TO 1900 (3 credits)
A comprehensive survey of the American poetic tradition from the 17th to the end of the 19th century. (Cross-listed with ENGL 8026).
Prerequisite(s)/Corequisite(s): ENGL 2410 or ENGL 2420, or another writing in the major course recommended.
ENGL 4230 LATINO LITERATURE (3 credits)
A study of representative works of Mexican-American, Spanish-American, and American writers, along with their cultural and historical antecedents. Formerly ENGL 4180/8186 Chicano Literature and Culture. (Cross-listed with ENGL 8236).
Prerequisite(s)/Corequisite(s): ENGL 2410 or ENGL 2420
ENGL 4250 WOMEN'S STUDIES IN LITERATURE (3 credits)
A critical study of literature by and/or about women in which students learn about contributions of women to literature, ask what literature reveals about the identity and roles of women in various contexts, and evaluates standard interpretations from the perspectives of current research and individual experience. (Cross-listed with ENGL 8256, WGST 4250).
Prerequisite(s)/Corequisite(s): ENGL 1160; ENGL 2410 or ENGL 2420
recommended.
Concentration in Fiction
Code Title Credits
Requirements:
Writing Core chosen in consultation with advisor 18
WRWS 2050 FUNDAMENTALS OF FICTION WRITING (F F)
Select the relevant Basic Studio plus 2 additional Basic Studios
WRWS 2100 BASIC FICTION STUDIO (F S)
WRWS 2200 BASIC POETRY STUDIO (So F)
WRWS 2300 BASIC CREATIVE NONFICTION STUDIO (So S)
Concentration Area
Select either the Fiction Studio sequence or the Poetry Studio sequence 12
Sequence 1:
WRWS 3100 INTERMEDIATE FICTION STUDIO (J F)
WRWS 4100 ADVANCED FICTION STUDIO I (Se F)
WRWS 4110 ADVANCED FICTION STUDIO II (Se S)
Total Credits 30
Generalist Major (T-American)
at the University of Nebraska-Omaha
Majors: Core 9, Knowledge 9, Content 27, Electives 3, Capstone 3 (total 60)
Generalist Core
Majors take all 3 courses (9 credits). Minors take either GS 101 or 102 and GS 201 (6 credits). Certificate students take GS 1010 (3 credits).
GS 101 - Introduction to General Studies (F F)
GS 102 - The Importance of Generalists (F Sp)
GS 201 - Interdisciplinary Thinking (So F)
Knowledge Series
General Studies offers a series of classes for research and a series for memorization, because those are two primary ways of putting together different concepts. Majors choose one series of 3 classes (9 credits). Minors take 1 class from each series (6 credits). Certificate students choose 1 class (3 credits).
GS 111 College Research (F Su)
GS 211 Professional Research (F Su)
GS 311 Archives, Databases, and Libraries (F Su)
Choose Topical Studies or 9 Intelligences plus an extra 9 credits of electives for majors, 6 for minors, or 3 for certificate students; or three focus for majors (subtotal 27 credits) or two for minors (subtotal 18 credits) areas from Polymathematics, General Confluence, Thought Processes, Cultural Awareness, and Language Arts.
Topical Studies
Majors take 1 class (3 credits) in Polymathematics, General Confluence, Thought Processes, Cultural Awareness, Language Arts, and General Electives (total 18 credits). Minors take 1 class (3 credits) in any three categories (total 9 credits). Certificate students take 1 class (3 credits) in any category.
Polymathematics
Majors take GS 250, any class from 260-264, and GS 330 (9 credits). Minors take GS 250 and any other class in this category (6 credits). Certificate students take GS 250 (3 credits).
GS 250 Introduction to Polymathematics (F F)
GS 263 In the Footsteps of Leonardo da Vinci (F Sp)
GS 330 Specialization Is for Insects (So F)
General Confluence
These classes combine different fields to teach Generalist skills. Choose any three classes.
Art for Observation (So Sp)
History for Futurists (So Sp)
Physics and Philosophy (J F)
Thought Processes (9 credits)
These classes deal in mental tools and techniques. Choose two of:
Connect the Dots (So Su)
Critical Analysis (So Su)
Choose one of:
Logical Fallacies (So Su)
Cultural Awareness (9 credits)
These classes prepare students to deal with diverse cultures.
The Cosmopolitan Traveler (J Su)
Multicultural Skills (J Su)
Choose one of:
Comparative Cultures: Major Modern Cultures (J Su)
Language Arts (9 credits)
These classes deal in reading, writing, and speaking. Choose one of:
Read Everything in Sight (J Sp)
Choose one of:
Xenolinguistics (J F)
Choose one of:
Worldbuilding (J Sp)
General Electives
All other classes in General Studies may be counted as electives. Everyone gets 3 credits; some options add more.
Compilation and Correlation (Se F)
Learning from Failure (Se F)
Sensory Perceptions (Se Sp)
(Len did his independent study on how to combine different subjects in a class and show students how to make connections.)
Capstone
Majors take 3 credits. Minors take 2 credits.
Independent Study (1-6 credits) (Se Sp)
Clubs
Big Red Readers
We'll meet once a month to discuss a group-selected book, exploring our overall thoughts and opinions of it over snacks.
Creative Writing Club
Welcome to the team! The UNL Creative Writing Club is a fun and encouraging environment for young writers to grow their skills and find a welcoming and inclusive community. Whether hoping to achieve a professional career in writing or just looking for a creative outlet to let out some steam, all are welcome to join in weekly meetings, an edit-and-feedback space, book talks, and so much more!
Generalist Salon (T-American)
This group features a discussion salon for Generalist majors and minors, along with other folks who enjoy exploring anything and everything. Includes a wide variety of guest speakers, workshops, competitions, games, field trips, and other exciting activities.
Outdoor Adventure Club
The purpose of this organization is to 1) engage individuals in adventure experiences for enjoyment, escape, and education 2) to create opportunities for members to meet and further develop outdoor skills.
War Gamers Club
This club focuses on gaming, mainly RPG board games. These include Dungeons and Dragons, Boot Hill, Gamma world, and more. We will also have games such as Betrayal at the house on the hill, Axis and Allies, and Cards against humanity. Members and guests are free to bring their own games to play.
Master of Education: Adult Education and Training Specialization
at Colorado State University in Fort Collins
Plan B, Adult Education and Training Specialization
The Plan B option results in a professional portfolio. Your portfolio will be a comprehensive expression of you, and your knowledge and expertise in adult education and training.
Effective Summer 2021
Course List
Code Title Credits
Required Courses
EDAE 520 Adult Education (1 F) 3
EDAE 521 Introduction to Adult Education and Training (1 F) 1
EDAE 620 Processes and Methods (2 F) 3
EDAE 624 Adult Teaching and Learning I (2 F) 3
EDAE 639 Instructional Design (2 Sp) 3
EDRM 600 Introduction to Research Methods (1 Sp) 3
EDUC 651 Multicultural and Special Populations (2 Sp) 3
Electives 1
EDAE 590 Workshop (1 Su)
EDAE 629 Program Development (1 Sp)
EDAE 668 Cognitive Theory and Learning Transfer (1 Su) 9
Research
EDAE 698 Research (2 Sp) 2
Program Total Credits: 30
A minimum of 30 credits are required to complete this program.
1 Select a minimum of 9 credits from department list in consultation with graduate advisor.
Education Courses
EDAE 590 Workshop Credits: Var[1-18] (0-0-0)
Course Description: Specially designed learning situations to provide opportunities for concentrated problem-solving experiences.
Prerequisite: None.
Registration Information: Sections may be offered: Online.
Terms Offered: Fall, Spring, Summer.
Grade Mode: Instructor Option.
Special Course Fee: No.
EDAE 629 Program Development Credits: 3 (0-0-3)
Course Description: Models for planning, implementing, and evaluating programs for adult learners.
Prerequisite: None.
Restriction: Must be a: Graduate, Professional.
Registration Information: Sections may be offered: Online.
Term Offered: Spring.
Grade Mode: Traditional.
Special Course Fee: No.
EDAE 668 Cognitive Theory and Learning Transfer Credits: 3 (1-0-2)
Course Description: Investigation of learning processes and training strategies that lead to application of learning outside of the classroom.
Prerequisite: EDAE 620 and EDAE 624.
Restriction: Must be a: Graduate, Professional.
Registration Information: Sections may be offered: Online.
Terms Offered: Fall, Spring, Summer.
Grade Mode: Traditional.
Special Course Fee: No.
GRADUATE CERTIFICATE IN APPLIED POSITIVE PSYCHOLOGY
at Colorado State University in Fort Collins
Code Title Credits
PSY 500 Advanced Introduction to Positive Psychology (1 F) 3
Select three courses from the following: 9
PSY 621 Psychology of Calling and Meaningful Work (1 S)
PSY 623 Positive Education (2 F)
PSY 625 Positive Organizations and Leadership (2 S)
Program Total Credits: 12
