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As the morning sun found it's way into Katara's bedroom, it's blinding rays doing it's best to bring the Waterbender out of her slumber, she tried equally hard to not let it happen.
She, along with the gang, including her boyfriend, the Avatar, were in the Fire Nation, partly to enjoy the weather and atmosphere, but mostly to attend Council meetings in Fire Lord Zuko's palace.
As the morning sun found it's way into Katara's bedroom, it's blinding rays doing it's best to bring the Waterbender out of her slumber, she tried equally hard to not let it happen.
She, along with the gang, including her boyfriend, the Avatar, were in the Fire Nation, partly to enjoy the weather and atmosphere, but mostly to attend Council meetings in Fire Lord Zuko's palace.
It had been 2 months since the end of the war, and ever since his coronation, Zuko tried his best, almost daily, it seemed, to reconstruct ties with the other nations that his father and those before him so unmercifully severed.
But to the gang, mostly Katara, it was getting more drawn out and boring every day.
Even Aang was starting to get flustered about it.
But that was always part of his Airbender nature. He never wanted to be grounded on things, especially boring meetings.
That, and among many other reasons, was why she loved him.
With the dawning of this new day meant the dawning of yet another boring meeting with the councils of the other nations.
But Katara, however, wanted sleep, and so she stayed in her bed. After all, she had just helped save the world from a maniacal tyrant. She felt like she had deserved to sleep in once in a while.
But no sooner could she accomplish this, she felt someones hand gently nudging her to wake up.
It couldn't have been Toph or Sokka, they would've been too rough with her.
That could have only meant one person.
"Hi, Aang...", she sleepily mumbled.
Aang, as tired and bored as Katara was, was trying desperately to wake his girlfriend, with the fear of being late to the meeting, and getting an earful from a certain big brother of hers, in the back of his mind.
"Come on, Katara, wake up," Aang had quietly spoken.
Katara didn't respond, desperately trying to go back to sleep.
"As much as I don't want to go to this, we can't be late. Everybody's waiting for us downstairs, and I don't want to hear anything from the Council," he insisted.
"But Aang....", Katara quickly responded with a whining moan. "It's too boring and dull. Can't I just sleep in this one time?"
"I'm sorry, Katara, but that will have to wait another morning. Now, come on."
Katara, being as stubborn and sleepy as she was, decided to not pay attention to Aang, and instead pulled her cover as far as it would go over her head.
Aang sighed and was starting to give up, and was preparing to get up to leave, but when he turned his head, he could see that Katara exposed her bare feet from pulling the cover over too much.
He continued switched glances between Katara and her lovely feet for a few moments, when a devious idea formed in his mind. With a mischievous grin on his face, Aang quietly sat up, and began to carefully tip toe to the foot of the bed, with his dastardly plan already set in motion.
This was sure to wake her up.
It was also probably one of the few times he was glad that Toph had called him Twinkletoes, because Katara would certainly not expect what was going to happen next.
As he sat down, he carefully locked Katara's legs in his left arm, and had his right hand, fingers and all, wiggling, ready to do damage.
Katara had felt something grab her legs, but before she could react, Aang was on the attack, tickling her feet without mercy, and making Katara explode with laughter.
Katara screamed through her laughs, begging for Aang to stop. But he wouldn't. Aang had found out through a recent foot massage, that her feet were the most sensitive, and ticklish parts of her entire body. And today, he had found the perfect opportunity to exploit that weakness.
She again tried to plead with the Airbender, hoping to gain some empathy so that he could stop torturing her feet, but Aang wasn't listening, for part of him wanted to hear the sweet melody that was Katara's laugh. It was always musical to him, and he took towards any approach he had to hearing that beautiful, infectious sound.
As he continued to run his fingers up and down her soles faster, he couldn't help but laugh along with her.
"Maybe this will teach you to a lesson in waking up on time!", he chuckled.
But Katara was too busy laughing to hear him.
Aang, thinking Katara didn't hear him on purpose, then decided to really take it to another level.
Beginning at the heel of Katara's foot, He started to move his fingertips up her soles, raking and scratching his nails all over the tender flesh of her feet, eliciting an increased octave of laughter from the Water Tribe girl, as the Airbender's fingers went up slowly and tortuously, from the bottoms of her feet, to the arches, to the insteps, all the way to the base of her toes.
Katara knew what was coming next, and realized that she had to try at least one more time to compromise with Aang before he would be the executioner of her impending doom, and send her into near hysteria.
But before she could open her mouth to beg, it was too late.
"Tickle, tickle, tickle," he said in a higher pitched voice as he brought his fingers in between her toes.
That sent her over the deep end. The instant Aang did that, she let out an earsplitting shriek that surprisingly did not deafen him. And following that shriek was an outpour of squealing, hysterical laughter. The entire Fire Nation might have echoed with the sound of it. And just when Katara thought it couldn't get any worse, it did.
While Aang was having so much fun tormenting his beloved, another evil idea popped into his head. Remembering an old game - a song if you will - that some of the Air Nomad nuns used to play with the young benders, he grabbed Katara's left big toe with one hand, and began to sing the song, albeit with a few minor adjustments, inspired from the adventures that he and his friends have had.
"This little penguin went to the cabbage merchant, this little penguin didn't," Aang teased. "This little penguin had some roasted seal jerky, this little penguin didn't. And this little penguin cried, 'wee, wee, wee!', all the way home!"
While Aang was harmonizing the tune, he was causing even more agony for Katara. Starting with her big toe, he went to the next one, and the one after that, all the way down to the pinky toe, while lightly stroking his finger on the bottom of her foot, and punctuated the last lyrics by scraping his fingers all over Katara's feet again, making her laugh her head off constantly throughout the entire time. He repeated this process on her other foot, doubling her laughter even more. Katara was laughing so hard, she had thought she was going to soon die from lack of oxygen.
The torture continued for minutes, on end, until Aang finally relented. He had gave Katara a chance to breathe, for she had been panting ever since the tickling had subsided.
"Thank you," she spoke; but it was barely a sound, for she had been left practically breathless from his assault on her feet.
"Please don't do that again anytime soon."
"I'll try my best not to," Aang responded, and he began to laugh.
"You should have seen yourself, it was hysterical," He laughed.
Katara was trying to be mad and upset at him, but she couldn't ignore his boyish charm, and had no choice but to laugh along with him, realizing that it was pretty funny.
After their giggle fits subsided, Katara got herself ready, but before that, she gave Aang a brief kiss.
"Well, good morning to you, too," Aang said.
"It most certainly is a good morning," Katara replied, and soon, after she got dressed, the pair were off to the meeting, never forgeting the experience they had just had.
After all, it was just another morning with the Avatar.
My second story, hot and fresh for ya! Please read and review!
Disclaimer: I do not own "Avatar: The Last Airbender". It is owned by Bryke, Nickelodeon, and Viacom. And remember, read and review, please!
Disclaimer: I do not own "Avatar: The Last Airbender". It is owned by Bryke, Nickelodeon, and Viacom. And remember, read and review, please!


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Choosing the right product can be critical to mitigating damage to the hair. Most Damage is caused by overly harsh shampoos, styling agents and straightening products is most commonly due to the alkalinity of the agents. Hair is somewhat acidic with a pH of 4.4 to 5.5. The pH scale has values from 0 to 14; pH of 7 is neutral, from 7 to 14 denotes increasing alkalinity, from 7 to 0 denotes increasing acidity. When hair is bathed in an alkaline solution, the cuticle scales swell and lift away from the cortex core. The immediate effect is to give the hair a rough texture, rather dull in appearance. Lifting the cuticle away from the cortex also opens the cortex to chemical attack. While this is useful when the purpose is to change hair color, when this is done too frequently, however, there can be excessive damage to the cortex.
The effect of an alkaline solution is immediately counter-acted when the hair is bathed in a moderately weak acidic solution such as vinegar (a solution of acetic acid). The vinegar (or lemon juice) rinse was a normal procedure when soap, which is slightly alkaline, was the only cleansing agent available for shampooing hair. The acidic bath heals the swollen cuticle and restores the smooth texture and sheen of hair.
Choosing products to help maintain hair health
Understanding the product options available and evaluating them with an open mind is critical. With so many different hair care products to choose from, it is important to know your hair type or particular hair problem or concern that needs to be addressed and look at the chemical ingredient list on the product label to find the right product for your selecting your hair care product. The types of product on the market to be considered are shampoos and conditioners.


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The Golf Club at River Oaks Golf Course (formerly Rio La Paz Golf Club) is a mixed member (male and female) club. While the purpose is to promote the sport of golf and to encourage a high standard of sportsmanship and friendship among its members, our goal is to support the golf course in becoming a private golf course.
Those members in good standing with NCGA and the management of the River Oaks Golf Club (course) are encouraged to join. If you are already a member of NCGA and don't have an established handicap, don't worry. Save your scorecards and submit them with your membership application (be sure to have the cards dated) and we will enter them when we obtain your Golf Handicap Index Number (GHIN) that is assigned when you are added to The Golf Club at River Oaks Golf Course membership roster.
Those golf club members that are also dues paying members often enjoy lower tournament fees, as green fees are included in both the platinum membership as well as some of the business membership packages offered by the course. Please refer to www.riolapazgolf.com and look at the membership information. Additionally, the minimum tournament rule is waived for dues paying members.
The Golf Club at River Oaks Golf Course ("GCRO") is a Regular Club of the Northern California Golf Association for male and female golfers. While there is no minimum age for participation in most of the club tournaments, the NCGA events do have specific eligibility requirements. If you have any questions about eligibility, please contact Sean Gallagher, tournament director for GCRO.
As a member of GCRO, you receive the following benefits:
- Membership with the NCGA, which enables you to establish an NCGA index (handicap), discounts at NCGA golf courses (Poppy Hills in Monterey and Poppy Ridge in Livermore),and qualifies you to play in NCGA events all around Northern California. Membership in NCGA also includes these benefits.
- Monthly tournaments, to include NCGA Qualifiers and a 2-day Club Championship tournament. See the Tournament Schedule for more information.
- A dedicated website to keep members current on club activities.
New members are welcome! Applications are accepted all year long. To join or renew your membership, use your browser print option to obtain the membership form and join the fun today! Instructions for mailing the form and payment are included on the application.


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Fairmount Heritage Foundation Office
Located in the Fairmount Gate Lodge at the Fairmount Cemetery,
430 South Quebec Street, Denver, Colorado 80247 (see map)
If you would like to receive advance notice of Fairmount Heritage Foundation events or have a question/comment for us please fill out the form below. Ideas and suggestions are always welcome. Thank you!
Use the form below to reach us at our general mailbox. Your comments or questions are welcome.
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Our Publications
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The Evolution of Design in Los Angeles
In celebration of Minotti's 10 Year Anniversary in Los Angeles, Interiors California hosted a panel discussion titled "The Evolution of Design in Los Angeles". Moderated by Interiors California Editor-in-Chief Amanda Friedman, panelists included design greats: Kirstin Nugent, Jamie Bush, Daniel Torres and Joan Behnke. Amanda and the panelists walked guests through their design journey throughout the years, and discussed past, current and potential future trends in the Los Angeles design community. Guests enjoyed small bites from Noces Du Figaro, Champagne from Le Medaillon and beer from Peroni Nastro Azzurro.


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"When you become a parent you forfeit the right to self-destruct."
~ Dr. Robin on Oprah
Confession: I don't actually know who Dr. Robin is, other than one of those Oprah doctor people. (Cool name, though.) But I read a recent post of Heather's on The Extraordinary Ordinary and those words stuck with me.
Heather's post wasn't really about that — self-destructing, that is — though I'll bet she would have some really eloquent thoughts on the subject. I do have thoughts, though probably not eloquent, and I'm interested in hearing what you think, so that's what this post is about.
One of the reasons I haven't decided what I think about this is that I struggle with the definition of "self-destruct." I almost did, I thought. Or did I?
Is struggling with something like postpartum depression to the point where you're off work, medicated, and not really taking on any of the familial responsibilities self-destructing? It felt like that to me, although I suppose one could argue that PPD is an illness and not something I brought on myself.
But then what is self-destruction? Addiction? That can be considered an illness too. If you jump out of an airplane and your parachute fails, is that self-destruction? What about being a workaholic? A smoker? A self-centred narcissist, maybe?
Clearly I don't know.
My first, from-the-gut instinct is that yes, you do give up the right to self-destruct when you become a parent. But we're only human. Things happen, we make bad choices, we're not always as healthy as we can be.
So what obligation do we have to our children?
I know that after my experience I pay attention to my own mental health more. I know I need time to myself and I need to better balance responsibilities with my husband, so I make sure to do that, with his support.
I pay attention to my reactions, and when I get too close to that line where patience is thin and my voice is sharp, I take a deep breath.
I ask for help more.
I try to get enough sleep, because I know that makes a difference for me.
I used to think being a mother meant giving up everything for my child. Putting his needs first, always, and not acknowledging my own. But now I know that's not it, because in doing that I did almost self-destruct. And as much as I want to avoid ever feeling like that again, my main motivation now is my son. I need to be well, and I do feel that with him in my life I gave up the right to be anything but.


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I am new to Ubuntu, am using it via VirtualBox on Windows 7, and would like to potentially save an image of my VirtualBox setup and use it as my full install of the OS on the same machine. Is this doable?
There used to be p2v and v2p tools for VBox images from Redhat, but they pulled support for them and the source disappeared from the interwebs. I can't find a reference, but I assure you I found a project page with redacted/dead download areas at one point.
Evidently they decided to endorse Acronis instead.
There is also vboot referenced here which could do what you want sort of...in an easy way.
It's not a point-click process, but you can always:
Installing / reinstalling the system and software is not much of an issue. Your personal configurations are stored in general in your


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College Hockey:Potulny Keys Rally As Gophers Steal Point
Denver Lead Evaporates Into Tie
MINNEAPOLIS — Friday night at Mariucci Arena, Denver kept late-charging Minnesota from a complete reversal of fortune, but the teams settled for a 3-3 tie with home ice in the WCHA playoffs on the line.
After claiming an early 3-0 lead through two periods of play by exploiting Minnesota's defensive miscues, the Pioneers watched as the Gophers steadily rallied to close the gap.
"We stole that point from them. In my three years here, playing Denver has always been tough, non-stop games. A real rivalry has grown. Who would think teams from Minnesota and Colorado would have such a heated rivalry?" said Grant Potulny, who scored two goals, including the game-tying marker.
Third-period goals by Potulny and Andy Sertich brought the hosts within one before an apparent game-tying goal — on a soccer-style play by forward Jerrid Reinholz with three minutes left — was waved off.
The Gophers continued to swarm the net and drew a critical man advantage with 2:31 left. Weber was pulled with just over a minute left for a 6-on-4, and head coach Don Lucia's gamble paid off when his big guns came through.
Potulny tallied his second goal of the game by hitting the top shelf from the circle. Assists went to Matt Koalska and Thomas Vanek, and the game was tied. And that was how it ended.
"I kind of just camped out in front of the net until someone fed me the puck," said Potulny.
Powered by special teams, the Pioneers broke out to a commanding lead. The Denver dominance started at 5:56 in the first period after two consecutive penalties by the Gophers, giving the Pioneers a brief two-man advantage. DU had numerous opportunities in the paint, but mustered only two shots while maintaining the zone.
After the teams exchanged odd-man rushes, both ending in stellar saves by the netminders, Minnesota started to take over play late in the first when the Gophers were awarded their first power play.
But at 15:44, Minnesota's Paul Martin swung in deep up the right side to take a shot from the circle that was kicked aside by Denver goaltender Adam Berkhoel, creating a shorthanded rush for the Pioneers. Greg Keith slid the puck to an open Luke Fulghum, who zipped it past Minnesota netminder Travis Weber for the early lead.
That was one of several such opportunities for DU, which bedeviled Minnesota with odd-man chances all evening.
"I have not seen that many odd-man rushes all year. We were beat up and down the ice. We couldn't beat our way out of a paper bag." said Lucia.
Weber thwarted the next such rush with a minute left in the opening stanza.
"That's why we practice 2-on-1 so much, I guess. You know you are going to see odd-man rushes. Hopefully, not as many as tonight," said Weber.
Still, the Pioneers tallied a power play at 4:34 in the second to go up by two goals. Kevin Ulanski slid the puck a foot in front of the goal to the stick of Kevin Doell, cheating in from behind the net. Doell slid the puck home low on the far side.
At 7:09 Denver's Jeff Drummond put his team a man down with a hold. But as often has been the case this season, the Gopher power play struggled at home.
Drummond escaped the box to find himself the trailer on a 3-on-1 rush. He followed his teammates up the ice to tap in the rebound for a 3-0 Pioneer lead. Assists went to Kevin Doell and Max Bull.
"I was so disappointed how we played in the first two periods. We did not have legs. We played with no emotion," said Lucia.
The period ended with five penalties as Minnesota showed its frustration by collecting the extra minor after the whistle. But strangely, aside from the DU breaks, Minnesota played even with Denver. The shots read 19-19; the scoreboard 3-0.
Minnesota used a little transition game of its own to jumpstart a dormant offense at 7:36 in the third. Gino Guyer threw the bomb to an awaiting Tyler Hirsch at the blue line. Hirsch was joined by Potulny on the 2-on-1, and fed the puck to the Gopher captain, who one-timed it into the near corner.
The rally continued on a goal by Minnesota freshman Sertich. Barry Tallackson, with a defender all over him, set up the play on a wraparound feed. Sertich reached around his defender to swipe the puck into the net.
"I did not see it go in. I saw a delayed reaction from the ref before he pointed at the net," said Sertich.
Momentum had a new team, and the game new life at 3-2.
"If we get behind we turn it on," said Sertich.
After Potulny's tying goal, shots ended 36-22 after three periods of play, including 17-3 in favor of Minnesota in the third. Neither team took many chances in overtime, and the only shot on net was by Denver with 14 seconds left.
Another scrum broke out as the horn rang to end the tale of two games.
"Denver was the better team tonight. We had nothing tonight, until we got the first goal. We were fortunate. Once we got into overtime, I just did not want to lose the point," added Lucia.
On the Pioneer side, there was still disappointment. "These were two big points that we needed," said Berkhoel.
The saga continues Saturday at 7:05 p.m. at Mariucci Arena.
The following is a self-policing forum for discussing views on this story. Comments that are derogatory, make personal attacks, are abusive, or contain profanity or racism will be removed at our discretion. USCHO.com is not responsible for comments posted by users. Please report any inappropriate or offensive comments by clicking the "Flag" link next to that comment in order to alert the moderator.
Please also keep "woofing," taunting, and otherwise unsportsmanlike behavior to a minimum. Your posts will more than likely be deleted, and worse yet, you reflect badly on yourself, your favorite team and your conference.


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Department of History
William C. Jordan
Associate Chair
Molly Greene
Departmental Representative
James A. Dun
Director of Graduate Studies
John F. Haldon (History)
Michael D. Gordin (History of Science)
Jeremy I. Adelman
David A. Bell
Peter R. Brown
D. Graham Burnett
Martin C. Collcutt, also East Asian Studies
Linda J. Colley
Angela N. H. Creager
Benjamin A. Elman, also East Asian Studies
Sheldon M. Garon, also East Asian Studies
Michael D. Gordin
Anthony T. Grafton
Molly Greene, also Hellenic Studies
Jan T. Gross
John F. Haldon, also Hellenic Studies
Hendrik A. Hartog
Tera W. Hunter, also African American Studies
Harold James, also Woodrow Wilson School
William C. Jordan
Stephen M. Kotkin, also Woodrow Wilson School
Michael F. Laffan
Nancy Weiss Malkiel
Susan Naquin, also East Asian Studies
Philip G. Nord
Willard J. Peterson, also East Asian Studies
Gyan Prakash
Anson G. Rabinbach
Daniel T. Rodgers
Martha A. Sandweiss
Emily A. Thompson
Keith A. Wailoo, also Woodrow Wilson School
R. Sean Wilentz
Julian E. Zelizer, also Woodrow Wilson School
Associate Professor
Emmanuel H. Kreike
Kevin M. Kruse
Visiting Associate Professor
Katherine L. Jansen
Assistant Professor
Adam G. Beaver
Margot Canaday
Vera S. Candiani
Mariana P. Candido
Janet Y. Chen, also East Asian Studies
Katja Guenther
Joshua B. Guild, also African American Studies
Eleanor K. Hubbard
Robert A. Karl
Jonathan I. Levy
Yair Mintzker
Ekaterina Pravilova
Bhavani Raman
Helmut Reimitz
Rebecca A. Rix
Bradley R. Simpson, also Woodrow Wilson School
Wendy Warren
Max D. Weiss, also Near Eastern Studies
Lecturer with Rank of Professor
Barbara B. Oberg
Matthew W. Backes
On Barak, also Council of the Humanities
Eduardo F. Canedo, also Council of the Humanities
David N. Cannadine, also Council of the Humanities
James A. Dun
Yaacob Dweck, also Council of the Humanities
Simon Grote, also Council of the Humanities
Eran Kaplan, also Judaic Studies
Paul L. Miles
Neil J. Young
Associated Faculty
Wallace D. Best, Religion, African American Studies
Michael A. Cook, Near Eastern Studies
M. Şükrü Hanioğlu, Near Eastern Studies
Bernard A. Haykel, Near Eastern Studies
Joy S. Kim, East Asian Studies
Heath W. Lowry, Near Eastern Studies
Eileen A. Reeves, Comparative Literature
Peter Schäfer, Religion
Maurizio Viroli, Politics
Information and Departmental Plan of Study
The plan of departmental study encourages the student to gain further knowledge of the major developments in, and problems of, history; to do independent historical research and writing; and to develop an authoritative knowledge of one particular field of history. A leaflet, "Information for Majors," available in the history department undergraduate office in Dickinson Hall and on the department's website, describes the program and requirements in detail.
The department encourages students to master at least one language in addition to English. Knowledge of another language is invaluable for senior thesis research especially that on topics in the history of continental Europe or the non-Western world.
Students are required to take and pass at least two departmental courses before they enter the department. Students who wish to enter the department but who have not taken two departmental courses before their junior year must consult with the departmental representative. At least one of these two prerequisite courses must be selected from the following: HIS 201, 207, 208, 211, 212, 280, 281, 282, 290, 291, 292, or 293. Students who have not fulfilled the 200-level prerequisite must take one of the appropriate courses in the fall of their junior year. (HUM 216-17 or 218-19 may be used as a 200-level prerequisite but cannot be counted as one of the departmental requirements.)
Program of Study
On joining the history department, each student elects to concentrate in one of the following fields: Africa; Ancient Greece and Rome; East Asia since 1600; Europe since 1700; Latin America; Middle Ages; Near East; Russia; United Kingdom; United States; History of Science and Technology; Women and Gender; Intellectual and Cultural History; Modern Imperialism and Colonialism; and War, Revolution, and the State. The senior thesis will ordinarily be written in the field of concentration, and the senior departmental examination will always be written in the field of concentration. Students should select courses so as to create a coherent program in their field.
Course Advising. Before preregistration each term, each history student must consult with one of the department's designated undergraduate advisers.
Departmental Distribution Requirements. University regulations stipulate that undergraduates may not take more than 12 departmental courses. Departmental regulations stipulate that undergraduates must pass at least 10 courses, including HIS 400, in order to receive the A.B. degree. History courses taken in the freshman and sophomore years are numbered among the 10 to 12 required for graduation. Of the departmental courses, one must be a course in European history (including Russia); one a course in United States history; one a course in non-Western history; and one a course in premodern history. No one course may satisfy more than one of these distribution requirements. In addition, concentrators in the history of the U.S. are required to take at least two courses in pre-20th-century U.S. history. Courses fulfilling the non-Western, premodern, and pre-20th-century U.S. history requirements are listed on the department's website under "Distribution Requirements."
Cognates. The history department encourages students to take courses in other departments when they add depth and variety to their selected program of concentration. For example, a student concentrating in Russian history might identify an appropriate course in politics to take as a cognate; a student concentrating in intellectual history might take an appropriate course in philosophy as a cognate. Two such courses may be taken during the junior and senior years and counted as departmental courses provided they contribute significantly to the student's plan of study. Cognates cannot be used to fulfill departmental distribution requirements. Cognates can only be approved by the departmental representative during the course enrollment period and prior to attending the class. Courses may not be designated as cognates retroactively. Cross-listed courses (for example, CLA 217, also listed as HIS 217) are automatically considered departmental courses, not cognates.
History of Science. History majors wishing to concentrate in the history of science need not meet the departmental prerequisites or distribution requirements. But they must take 10 courses that satisfy the following pattern of requirements (note: an asterisk indicates a one-time-only topic or course):
1. Two courses in science, engineering, or mathematics in addition to those used to fill the University's science distribution requirement.
2. Four of the following courses:
*277 Technology and Society (see EGR 277)
290 The Scientific Worldview of Antiquity and the Middle Ages
291 The Scientific Revolution and European Order, 1500-1750
292 Science in the Modern World
293 Science in a Global Context: 15th to 20th Century
394 The Rise of Modern Biomedicine: Global Trends in Health and Healing, 1500-2000
*395 History of Medicine and the Body
396 History of Biology
*397 Translation in the History of Science
398 Technologies and Their Societies: Historical Perspectives
*399 In the Groove: Technology and Music in American History, from Edison to the iPod
*401 Latin American Studies Seminar: Health and Society in Latin America during the 20th Century (see LAS 405)
490 Perspectives on the Nature and Development of Science
491 Problems in the Development of the Physical Sciences
492 Problems in the Development of the Life Sciences
*493 Science and Religion: Historical Approaches
*494 Broken Brains, Shattered Minds: Disease and Experience in the History of Neuroscience
*495 The Soviet Science System
*496 Africa, Medical Pluralism, and the History of Health and Disease
With the permission of the departmental representative, one of these courses may be replaced by a cognate course from another department, for example, in philosophy or sociology of science.
3. Four other history courses.
4. The independent work and comprehensive examination requirements are the same as for all other departmental majors.
Independent Work
Junior Year. In the fall term of the junior year students are required to enroll in HIS 400 Junior Seminars. Work in the junior seminars involves exercises in defining a topic for historical research and in identifying and evaluating a body of historical literature. Each student may expect to gain experience in the use of the library and bibliographical sources, to learn the correct technical form for presenting evidence clearly, and to develop a historical presentation convincingly. Students in HIS 400 will have the opportunity to choose from a number of seminars devoted to historical events or themes of wide importance, such as "Origins of World War I," "Comparative Revolutions," "The United States and Latin America," and "Marxist Social Analysis and Historical Interpretation."
In the spring term of the junior year, in consultation with his or her adviser, the student selects a topic and writes a research paper on an independent basis. Written work equivalent to that submitted in the first term is required. The two semesters of junior independent work must be focused in two different geographical fields. Students should consult their advisers about this requirement.
Senior Year. The independent work consists of writing a thesis on an approved subject of the student's choice. The thesis usually relies on research in original source materials, but it may also involve reinterpretation of familiar materials.
Senior Departmental Examination
The senior comprehensive examination is given during the University examination period (after submission of the senior thesis). The exam is a set of take-home essays in the field of concentration designated by the student.
Study Abroad
Students in the department are encouraged to participate in those programs for foreign study recognized by the University (for further information, consult the Office of International Programs, 36 University Place, Suite 350). The department has the following policies:
1. Juniors majoring in the department may receive credit for up to four courses in history taken while abroad for either a full year or semester. These courses will require the prior approval of the departmental representative, and to secure that approval, students will be expected to produce some evidence of the work load and the material covered by the courses.
2. Sophomores intending to major in history may count one history course taken abroad toward the requirement to enter the department. The course cannot be used to substitute for the 200-level prerequisite (see above).
3. Recognizing the difficulties of doing research without Princeton's many resources, the department will try to be flexible regarding the deadlines for submission of independent work conducted abroad. Students will have to make arrangements for extensions with the department representative before leaving.
4. The department's junior seminars will be open to sophomores intending to go abroad in their junior year, thus enabling them to do their first junior paper in the fall or spring of their sophomore year and preparing them to write the second while abroad or in the resident semester of their junior year (if they elect to spend only one semester abroad). Students who meet the requirements of junior independent work while at Princeton will still be expected to undertake a full course load while abroad. Moreover, to take full advantage of the international experience, study abroad should include some research work, and we urge students to take seminars that include a research component.
5. As opportunity arises, the history department will seek to identify former students and colleagues abroad willing to act as junior advisers for Princeton students studying in their region.
Interdepartmental Programs. Interdepartmental programs of particular interest to history department students are the Programs in African Studies, American Studies, Classics, East Asian Studies, European Cultural Studies, Hellenic Studies, Judaic Studies, Latin American Studies, Medieval Studies, Near Eastern Studies, and the Study of Women and Gender, as well as the Center for African American Studies. Students should consult the departmental representative and the director of the relevant program.
HIS 201 A History of the World since 1300 Spring HA
An overview of world history. Begins with Genghis Khan's Mongol Empire, which collided peoples, goods, and ideas across the Eurasian landmass, and traces the global transformations that connected or disconnected societies through time. The dynamism of Asia; environmental specificities of Africa and the Americas; slavery and other links across the Atlantic; the surprise onset of European predominance; colonialism, anti-colonialism, globalization. What is the past and future of Islam? How is China's staggering wealth up to 1750 and its recent ascent explained? Where did the U.S. come from and where is it going? Two lectures, one preceptorial. J. Adelman, S. Kotkin
HIS 207 History of East Asia to 1800 (also EAS 207) Fall HA
General introduction to major themes in the cultural, intellectual, and institutional history of China and Japan, with some attention to Korea and Southeast Asia. Two lectures, one preceptorial. M. Collcutt, W. Peterson
HIS 208 East Asia since 1800 (also EAS 208) Spring HA
The civilizations of East Asia at the beginning of the modern era; the impact of the West; the contrasting responses of China, Japan, and Korea to the confrontation; the development of the present societies. Assignments will be drawn from contemporary sources as well as from secondary accounts. Two lectures, one preceptorial. J. Chen, S. Garon
HIS 211 Europe from Antiquity to 1700 Fall HA
The course deals with four main topics: the Greek city-state, the Roman Empire and the rise of Christianity, the formation of medieval European society, and the Renaissance and Reformation. Emphasis will be laid on those social, political, intellectual, and religious developments that contributed most directly to forming modern European civilization. Two lectures, one preceptorial. A. Grafton
HIS 212 Europe in the World: Monarchies, Nations, and Empires from 1776 to the Present Day Not offered this year HA
The emergence of modern societies from the Europe of the Old Regimes. Emphasis on problems and themes, including the French and Industrial Revolutions, nationalism, science and its discontents, popular culture, the mass movements of revolution and war. Intended as an introduction to Europe for students with little background in history. Two lectures, one preceptorial. D. Cannadine
HIS 216 Archaic and Classical Greece (see CLA 216)
HIS 217 The Greek World in the Hellenistic Age (see CLA 217)
HIS 218 The Roman Republic (see CLA 218)
HIS 219 The Roman Empire, 31 B.C. to A.D. 337 (see CLA 219)
HIS 220 Jews, Muslims, and Christians in the Middle Ages (see NES 220)
HIS 223 Introduction to the Middle East (see NES 201)
HIS 240 The Perception of China and Asia in the West (see EAS 240)
HIS 245 The Islamic World from its Emergence to the Beginnings of Westernization (see NES 245)
HIS 277 Technology and Society (see EGR 277)
HIS 280 Approaches to American History Spring HA
An intensive introduction to concepts, methods, and issues in American history, especially recommended for prospective concentrators. The problems investigated in the course (the Revolution, class and cultural relations, literature and society, and others) will vary. Emphasis will be on the framing of historical questions and immersion in the actual sources of history. One lecture, two classes. J. Dun, N. Young
HIS 281 Approaches to European History Not offered this year HA
An intensive introduction to the methods and practice of history through the close reading of sources on three different topics in European history. The class introduces students to the basic vocabulary of European historiography, focusing on the interpretation and analysis of documents, the framing of historical questions, and the construction of effective arguments. Two 90-minute classes. Staff
HIS 282 A Documents-based Approach to Asian History (also EAS 282) Not offered this year HA
An intensive, documents-based introduction to methods and issues in Asian history, focusing on topics that embed Asia in the wider context of world history. Especially recommended for prospective concentrators. The problems investigated (Marco Polo in Asia, Jesuits in China, Russo-Japanese War, Japan's Greater East Asia Co-Prosperity Sphere, etc.) will vary. Emphasis will be on interpreting primary sources, framing historical questions, and constructing historical explanations. Two 90-minute classes. Staff
HIS 290 The Scientific Worldview of Antiquity and the Middle Ages Not offered this year HA
The emergence and development of natural philosophy in ancient Greece, with consideration of its Egyptian and Babylonian background and its subsequent articulation and modification in the medieval worlds of Islam and Western Europe. Emphasis is placed on the interplay of science and culture. Two lectures, one preceptorial. Staff
HIS 291 The Scientific Revolution and European Order, 1500-1750 Not offered this year HA
Beliefs about the nature of the universe, the Earth, and even the human body changed drastically during the early modern period. This course examines this transformation of natural knowledge as a process of both social and intellectual reorganization. Explores how Europeans developed a new mechanistic science for astronomy, physics, and medicine with a dynamic culture of new institutions and technologies. Two lectures, one preceptorial. Staff
HIS 292 Science in the Modern World Not offered this year HA
The evolution of science since Newton. Emphasis is placed on the major developments of scientific theory and practice since the chemical revolution of the late 18th century. Topics considered will also include: the development of science as a discipline; the connections between science and mathematics, philosophy, and technology; and the emergence of science as an integral part of modern societies. Two lectures, one preceptorial. M. Gordin
HIS 293 Science in a Global Context: 15th to 20th Century Not offered this year HA
Science and technology have literally changed the world. This course examines how, with an emphasis on understanding the place of scientific knowledge in the history of European exploration and expanding global power. How did the sciences go out into the world? How did certain disciplines and practices take shape in global interactions since 1400? How does knowledge become universal? What instruments, institutions, and activities made this possible? Two 90-minute classes. D. Burnett
HIS 303 Colonial Latin America to 1810 (also LAS 305) Fall HA
The principal themes of Iberian imperialism and colonial society from preconquest to the eve of independence. The main issues to be covered will be: Amerindian civilization, the conquest of the Americas, social and cultural change, and evolving economic relations. Two lectures, one preceptorial. V. Candiani
HIS 304 Modern Latin America since 1810 (also LAS 304) Spring HA
A survey of Latin America from the wars of independence to recent struggles for democracy. The focus will be on state formation in the 19th century, relations with the world economy, and changing patterns of social and political life in the 20th century. Two lectures, one preceptorial. R. Karl
HIS 305 History of the Modern Caribbean (also LAS 306) Not offered this year HA
This course treats major themes in Caribbean social and political history cutting across the various empires, nations, and cultures that have shaped the region. It focuses on slavery and freedom during the 19th century and imperialism, authoritarianism, revolution, migration, and transnationalism in the 20th century. Race, ethnicity, and nation are explored throughout the course. Two lectures, one preceptorial. Staff
HIS 314 Precolonial Africa Spring HA
A survey course that begins with an overview of the continent at the end of the third century A.D. and ends with the death of Moshoeshoe in the 19th century. Focuses on several great themes of African history: long-distance trade, state formation, migration, religious conversion to either Islam or Christianity, forms of domestic slavery, and the impact of the slave trade. Two lectures, one preceptorial. M. Candido
HIS 315 Colonial and Postcolonial Africa Not offered this year HA
The impact of European colonial rule on the traditional societies of Africa in the 19th and 20th centuries. One of the dominant themes will be the emergence of the intelligentsia in colonial areas as proponents of nationalism. Two lectures, one preceptorial. Staff
HIS 316 South African History, 1497 to the Present Spring HA
Beginning with a brief precolonial regional overview, the course examines European occupation following 1652; explores slavery, the frontier, intergroup relations, the growth of nationalism, the Boer War and unification, African resistance movements, the structure of politics, constitutional developments, and debates over race and class; and ends with the 1980s constitutional crisis. Two lectures, one preceptorial. E. Kreike
HIS 317 The Making of Modern India Not offered this year HA
An exploration of three major themes in the history of India's emergence as a nation-state: colonial socio-economic and cultural transformations, the growth of modern collective identities and conflicts, and nationalism. Topics covered include: trade, empire, and capitalism; class, gender, and religion; Gandhi, national independence, and partition; and postcolonial state and society. Two lectures, one preceptorial. G. Prakash
HIS 318 Early Chinese History to 221 (see EAS 335)
HIS 319 The Making and Transformation of Medieval China: 300-1200 (see EAS 336)
HIS 320 Early Japanese History (see EAS 320)
HIS 321 Early Modern Japan (see EAS 321)
HIS 322 20th-Century Japan (also EAS 324) Fall HA
An analysis of change and continuity in modern Japanese society, with emphasis on industrialization, social discontent, parliamentary democracy, war, defeat, the "economic miracle," and Japanese preoccupation with national identity in a Western-dominated world. Divided between the prewar and postwar periods. Two lectures, one preceptorial. S. Garon
HIS 324 Early Modern China (also EAS 354) Fall HA
China between the 1570s and the 1860s, from its early involvement in the new world economy to the crises of the Opium War era. Emphasis on the history and culture of the Qing empire, its success and challenges, with attention to family and society, religion, art, and literature. Two lectures, one preceptorial. S. Naquin
HIS 325 China, 1850 to the Present (also EAS 355) Not offered this year HA
China's transformations and continuities from the civil wars of the mid-19th century to the economic reforms of the 1980s. Topics include the opium crisis, the impact of natural disasters, the fall of the imperial dynasty, China's struggle with Western and Japanese imperialism, and experiments in government and society on mainland China and Taiwan since 1949. Two lectures, one preceptorial. J. Chen
HIS 326 Topics in Ancient History (see CLA 326)
HIS 327 Topics in Ancient History (see CLA 327)
HIS 328 Classical Historians and Their Philosophies of History (see CLA 324)
HIS 329 Roman Law (see CLA 325)
HIS 334 The Middle East in the 20th Century (see NES 337)
HIS 336 Modern Worlds of Islam Spring HA
An introduction to Islam in modern world history. What, and where, is "the Islamic world?" What have been the major developments in Muslims' historical experiences since the 18th century? How have Muslims themselves made, experienced, and understood modern history? How have Muslims and others shaped the world in which we live, and how are relationships between "Islamic" and other worlds to be characterized? What is the relationship between Islam and modernity? How can we better understand the place of Islam in history today? Two lectures, one preceptorial. M. Weiss
HIS 337 The Ottoman Empire, 1300-1800 (see NES 437)
HIS 340 Culture and Society in Late Imperial China: 1000-1900 (see EAS 340)
HIS 341 Between Resistance and Collaboration: The Second World War in Europe Spring HA
In the broader context of conflict between fascism, communism, and liberal democracy, the course examines various patterns and methods of occupation, collaboration, and resistance during World War II in Western and Eastern Europe. Topics to be discussed include the Holocaust of European Jewry and the technology of terror; the impact of war and occupation on elites and other social strata. Students will read historical studies as well as personal narratives by eyewitnesses and participants. Two lectures, one preceptorial. J. Gross
HIS 343 The Civilization of the Early Middle Ages (also CLA 343) Not offered this year HA
A study of the emergence of a distinctive Western European civilization out of Christian, Greco-Roman, and Germanic institutions and ideas from the decline of the Roman Empire to about A.D. 1050. Two lectures, one preceptorial. H. Reimitz
HIS 344 The Civilization of the High Middle Ages (also CLA 344) Spring HA
An analysis of typical institutions, social and economic structures, and forms of thought and expression from about 1050 to about 1350. Emphasis is placed on the elements of medieval civilization that have influenced the subsequent history of European peoples. Two lectures, one preceptorial. Staff
HIS 345 Europe at the Dawn of Modernity Not offered this year HA
A study of economic, political, intellectual, and religious developments in continental Europe from about 1300 to 1600, emphasizing the tension between old institutions and new forces, and the relation between intellectual and social change, during the transition from medieval to modern times. Two lectures, one preceptorial. Staff
HIS 346 Introduction to Byzantine Civilization (see HLS 346)
HIS 350 History of France, 1685-1800 Not offered this year HA
Beginning with the last 30 years of Louis XIV's reign, this course will trace the fate of the ancien régime through its destruction in the Revolution. The emphasis will be on social and cultural history. Two lectures, one preceptorial. Staff
HIS 351 France, 1815 to the Present Spring HA
The political and social history of France from Napoleon to the Fifth Republic. The impact of revolution, industrialization, and war on French society in the 19th and 20th centuries. Particular attention will be paid to movements of popular revolt and the efforts of elites--rural, bourgeois, and technocratic--to maintain control in the face of social ferment. Two lectures, one preceptorial. P. Nord
HIS 353 Intellectual History of Europe, 1760-1880 Not offered this year HA
An introduction to European thought during the age of revolution, industrialization, and national consolidation. Reflections on the relationship between the natural and social worlds will receive particular attention; lectures will treat both individual thinkers and larger cultural developments. Two lectures, one preceptorial. Staff
HIS 354 Intellectual History of Europe since 1880 Not offered this year HA
Major themes and figures in European thought and culture in the transition from the 19th to the 20th century. Focuses on the intellectual response to new forms of personal and social experience in the age of organized capitalism and imperialism, and the attempt to come to terms with the waning of romantic and revolutionary expectations inherited from the period before 1850. Two lectures, one preceptorial. A. Rabinbach
HIS 356 Between Swords and Stones: Jerusalem, a History (see JDS 355)
HIS 358 Greeks, Turks, and Slavs: Nationalism in the Balkans (see HLS 358)
HIS 359 Modern Jewish History: 1750-Present (also JDS 359) Fall HA
This course surveys the breadth of Jewish experience from the era of the Enlightenment to the contemporary period. Tracing the development of Jewish cultures and communities in Europe and the United States against the background of general history, the course focuses on themes such as the transformation of Jewish identity, the creation of modern Jewish politics, the impact of anti-Semitism, and the founding of the State of Israel. Two 90-minute classes. Y. Dweck
HIS 360 The Russian Empire: From Peter the Great to Nicholas II Not offered this year HA
Eighteenth-century enlightened absolutism: reforms of Peter and Catherine the Great, shaping of national identity and a modern state. Nineteenth-century tensions between reform from above and revolution from below, with a focus on the political role of social groups and special attention to the origins of revolutionary conflict in 1905 and 1917. Two lectures, one preceptorial. E. Pravilova
HIS 362 The Soviet Empire Not offered this year HA
An examination of the transformation of the Russian Empire into the Soviet Empire. Topics include: the unfolding of single-party revolutionary politics, the development of Stalin's personal despotism, the violent attempt to create a noncapitalist society, the monumental war with Nazi Germany, and the nature of everyday life. Two lectures, one preceptorial. S. Kotkin
HIS 365 Europe in the 20th Century Fall HA
The history of Western and Central Europe since World War I viewed from the perspective of Europe's rapidly changing role in world history. Europe's political, social, and economic adjustment to the Russian Revolution, to the emergence of America and Russia as superpowers, and to the loss of overseas imperial possessions. Two lectures, one preceptorial. A. Rabinbach
HIS 366 Germany since 1806 Spring HA
Sets German history after the Napoleonic invasion in a context of international politics, and shows how the development of a peculiarly German idea of the nation was a response to pressures exerted by European political changes and by the European state system. Examination of how, after national unification in 1871, German domestic policy in turn affected the whole world: in German foreign policy before the First World War, in the aftermath of 1918, and during the Nazi dictatorship. Treatment of the separate courses of the two Germanies since 1945 and of their position in world politics. Two lectures, one preceptorial. H. James
HIS 367 English Constitutional History Not offered this year HA
A study of the development of the English Constitution to 1600, with special emphasis on the institutions and ideas that form the background for American constitutional history. Two lectures, one preceptorial. W. Jordan
HIS 368 England from the Mid-15th to the Mid-17th Century Fall HA
In the middle of the 15th century, England suffered a series of dynastic struggles for the crown. In the middle of the 17th another, rather different, civil war broke out. The course will trace the political, social, and cultural developments that rendered these apparently similar reactions to royal misrule so different from one another. In so doing, it will seek to describe and explain the origins and causes of the English Revolution. Two lectures, one preceptorial. E. Hubbard
HIS 369 Britain 1688-1815: From Revolution to Global Pre-eminence Not offered this year HA
Explores British society, politics, and culture between the English Revolution and the Industrial Revolution. Major themes include the emergence of Britain as an imperial power (equal attention will be given to Ireland, Scotland, and overseas expansion); aristocratic culture and commerce; the Enlightenment and religion; art and leisure; and changes in gender relations. Two lectures, one preceptorial. L. Colley
HIS 370 Britain 1815-1945: Dominance, Democracy, and Decline Not offered this year HA
Thematic survey of the social, cultural, and political transformations in the lives of women and men in Britain from the Industrial Revolution to the present. Topics include Britain's rise and fall as the first "modern" society and imperial power; national identities and civil society, gender, and class; democracy and imperialism; Irish nationalism and contemporary culture. Two lectures, one preceptorial. L. Colley
HIS 371 Colonial North America Spring HA
An overview of European colonization in North America, covering New France, New Spain, New England, the Middle Colonies, the Chesapeake area, South Carolina, and the sugar islands. Special emphasis upon social structures, labor systems, race, gender, religion, political cultures, and the problem of imperial control from Jamestown through the Great Awakening of the 1740s. Particular attention will be paid to the various and changing encounters of Africans, Native American, and Europeans, and to the importance of slavery in the colonization process. Two lectures, one preceptorial. W. Warren
HIS 372 Revolutionary America Not offered this year HA
The Old British Empire reaches its zenith, 1740-63. Crisis and disintegration, 1763-76. America's republican experiment and its difficulties, 1776-90. Two lectures, one preceptorial. Staff
HIS 373 The New Nation Not offered this year HA
A survey of society, culture, and politics in the United States from the ratification of the Constitution to the Compromise of 1850. Topics include the rise of cotton slavery, Northern capitalism and class formation, the politics of cultural change, Jeffersonianism, Jacksonian democracy, and the political economy of sectionalism. Two lectures, two preceptorials. R. Wilentz
HIS 374 History of the American West Not offered this year HA
The westward expansion of British America and of the United States, examining the de-peopling and re-peopling of successive American Wests from the 17th century to the 20th. Primary focus on the interplay of environment and culture among the different peoples vying for occupancy and opportunity in old and new Wests. Two lectures, one preceptorial. Staff
HIS 376 The American Civil War and Reconstruction Not offered this year HA
Surveys the causes, issues, and consequences of the nation's bloodiest conflict. Topics include slavery and antislavery, Manifest Destiny, the growing sectional conflict, the clash of arms, the transforming impact of the Civil War, the transition from slave to free labor in the South, and postslavery race relations. Two lectures, one preceptorial. Staff
HIS 377 Gilded Age and Progressive-Era United States, 1877-1920 Spring HA
The rise of the modern corporate state in America. Primary focus on the development of big business in the years following the Civil War, accompanying social processes such as immigration and urbanization, and the political responses to these phenomena, particularly populism and progressivism. Other topics include labor, blacks and racism, women in progressive America, and the intellectual response to modernity. Concludes with the United States' entry into World War I. Two lectures, one preceptorial. R. Rix
HIS 378 American Economic History (see ECO 370)
HIS 380 The United States and World Affairs Fall HA
The relations between the United States and other nations from the 1890s to the present, treating political, economic, and cultural aspects of American foreign policy as well as the more important diplomatic and strategic problems. Two lectures, one preceptorial. B. Simpson
HIS 381 The United States South, 1865 to the Present Not offered this year HA
A survey of the American South from the Confederate defeat and emancipation to the present. Topics will include cultural conflict and exchange, segregation and racism, class conflict within a racist society, southern women, race and class in a political setting, southern music, the civil rights movement, and the South today. Two lectures, one preceptorial. Staff
HIS 383 The United States since 1920 Not offered this year HA
The history of modern America, with particular focus on domestic political and social changes. Topics include the Great Depression and New Deal; the homefront of World War II and the Cold War; the civil rights movement; the Vietnam War; the sexual revolutions; suburban development; modern conservatism and the "culture wars." Two lectures, one preceptorial. K. Kruse
HIS 384 Gender and Sexuality in Modern America (also WOM 384) Not offered this year HA
An examination of changing patterns of manhood and womanhood, with an emphasis on women's experience. Topics include housekeeping, child rearing, birth control, sexuality, work, feminism, and the role of gender in religious and political movements and economic development. Two lectures, one preceptorial. M. Canaday
HIS 385 The Role of Law in American Society Fall HA
An analysis of selected problems in the development of public and private law in America. Lectures and class discussion, based on primary source materials, will emphasize law as a product of socioeconomic change rather than as a system of reasoning. Two lectures, one preceptorial. H. Hartog
HIS 386 African American History to 1863 (also AAS 366) Not offered this year HA
An examination of the history of African Americans from 1619 to 1863. Issues to be discussed include the African origins of African Americans, the slave trade, slavery, the construction of black culture and institutions, free blacks, resistance, the abolitionist movement, and emancipation. Two lectures, one preceptorial. Staff
HIS 387 African American History from Reconstruction to the Present (also AAS 367) Fall HA
An analysis of the social, political, legal, and cultural dimensions of the African American experience in the United States throughout critical historical moments such as Reconstruction, suffrage, the Great Migration, war, the Great Depression, the New Deal, the Civil Rights era, the black power movement, and contemporary racial politics. Two lectures, one preceptorial. J. Guild
HIS 389 American Cultural History since 1876 Not offered this year HA
Ideas, popular values, and cultural expression in the last century. The quest for certainty, freedom, and social harmony, as seen through the writings of contemporary Americans. Two lectures, one preceptorial. D. Rodgers
HIS 394 The Rise of Modern Biomedicine: Global Trends in Health and Healing, 1500-2000 Not offered this year HA
This course explores the global roots of biomedicine beginning in the period of European expansion (16th century) and ending with the 20th-century consolidation of the World Health Organization (WHO). Particular emphasis is paid to migrations and circulations of all kinds: peoples, diseases, ideas, and practices. Two lectures, one preceptorial. K. Guenther
HIS 396 History of Biology Not offered this year HA
An examination of the emergence of biology as a scientific discipline since 1750, focusing on the cultural context and social impact of changes in biological knowledge. Particular attention will be paid to changing conceptions of life, the institutionalization and financial support of biological research, and how interactions with the physical sciences have shaped life sciences. Two lectures, one preceptorial. A. Creager
HIS 398 Technologies and Their Societies: Historical Perspectives Not offered this year HA
A historical inquiry into technological systems as the nexus between technical processes and human beings employing them. Exploring topics such as medieval cathedral construction and mills, steam-powered factories of the Industrial Revolution, the assembly line, and software technology, the course moves from the technical structure, limits, and possibilities of the system to the interplay between the social needs it fills and the social demands it makes. Two lectures, one preceptorial. E. Thompson
HIS 400 Junior Seminars Fall, Spring HA
The junior seminars serve to introduce departmental majors, in the fall of their junior year, to the tools, methods, and interpretations employed in historical research and writing. Students may choose from a range of topics; assignments to specific seminars are made on the basis of these choices at the beginning of the fall term. Seminar topics tend to be cross-national and comparative. All juniors must be enrolled in one of the seminars. One three-hour seminar. Staff
HIS 402 Latin American Studies Seminar (see LAS 402)
HIS 408 Selected Topics in 20th-Century Latin America (also LAS 408) Not offered this year HA
Research and reading on topics related to economic development and political change with attention to specific national contexts, such as authoritarian state and society in Argentina and Brazil; revolution and social change in Mexico, Cuba, and Chile; problems in Latin American foreign relations. One three-hour seminar. R. Karl
HIS 409 Topics in Hispanic Culture (Europe and America) (see SPA 401)
HIS 411 War and Society in the Modern World Spring HA
The interrelationship of war and society from the 18th century to the nuclear age. Emphasis on the causes, conduct, and consequences of war. Particular attention is given to the American Revolution, the French Revolutionary and Napoleonic Wars, the American Civil War, and World Wars I and II. One three-hour seminar. P. Miles
HIS 415 Intellectual History of China to the Fifth Century (see EAS 415)
HIS 416 Intellectual History of China from the Ninth to the 19th Century (see EAS 416)
HIS 417 Gandhi: The Making of the Mahatma Spring HA
This seminar examines Gandhi's political life extending from his campaign for the rights of Indians in South Africa to his role in the struggle for Indian independence from British rule. Focus on those historical processes that turned M. K. Gandhi into a major 20th-century figure--the Mahatma. Issues relating to imperialism and nationalism form the context in which the seminar looks at Gandhi's life and seeks to understand Gandhian ideology and its different--often conflicting--historical appropriations. One three-hour seminar. G. Prakash
HIS 433 Imperialism and Reform in the Middle East and the Balkans (see NES 433)
HIS 434 Nation, State, and Empire: The Ottoman, Romanov, and Hapsburg Experiences (see NES 416)
HIS 448 History: An Introduction to the Discipline Fall HA
An introduction to the discipline of history aimed at, but not limited to, history majors. Through case studies, students will learn how historians of the last few generations have framed problems, found and interpreted evidence, and built arguments. Participants will both study the major recent movements in the discipline of history and reflect on and improve their own historical techniques. The course will culminate with an examination of history and memory in the early 21st century. Prerequisites: successful completion of the department's junior requirements or comparable work in another department. One three-hour seminar. A. Grafton
HIS 458 Zionism: From Ideology to Practice (see JDS 458)
HIS 460 Topics in American Legal History Not offered this year HA
An in-depth exploration of a topic in American legal history. In some years the course will investigate an event, such as a famous or infamous trial or case. In other years the course will explore historical dimensions of a particular legal concept, such as "rights," "coercion," "dependency," the "family," or "property." One three-hour seminar. Staff
HIS 466 The History of Financial Crises (see WWS 340)
HIS 477 The Civil Rights Movement (see AAS 477)
HIS 478 The United States and the Vietnam Wars Fall HA
The American experience in Vietnam. The chronological scope extends from the outbreak of the Second World War to the collapse of the South Vietnamese government in 1975. Topics include the U.S. involvement in the French Indochina War, the commitment of military forces in defense of South Vietnam, the character of the anti-war movement, the consequences of the Tet Offensive, and the impact of war upon American society. Although the American experience receives primary emphasis, we also consider the background and role of Vietnamese nationalist and revolutionary movements. One three-hour seminar. P. Miles
HIS 481 African American Intellectual History (see AAS 390)
HIS 482 Race and Sport (see AAS 422)
HIS 483 Black Protest in 20th-Century America (see AAS 352)
HIS 490 Perspectives on the Nature and Development of Science (also PHI 490) Not offered this year HA
An overview of science studies, including approaches drawn from history, philosophy, sociology, anthropology, and political science, with these analytic frameworks applied to specific historical and contemporary case studies. Normally taken junior year. Open to other students with instructor's permission. One three-hour seminar. R. DiSalle
HIS 491 Problems in the Development of the Physical Sciences Not offered this year HA
A seminar emphasizing close reading of primary sources. Topics vary from year to year and may include the development of mechanics from Galileo to Newton, electrical theory from Franklin to Maxwell, the chemical revolution and its atomic aftermath, conservation and degradation of energy, and the origins of quantum theory. Open to upperclass students with instructor's permission. Seminar. Staff
HIS 492 Problems in the Development of the Life Sciences Not offered this year HA
A seminar emphasizing close reading of primary sources. Topics vary from year to year and may include: reductionism in physiology, evolution theory, the foundation of genetics, the history of bacteriology, and topics in disease and culture. One three-hour seminar. Staff


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Everyone is still searching the information, news and updates in the Vhong Navarro case this evening, May 12, 2014, almost three and a half months after the mauling incident that almost paralyzed Vhong Navarro. This coming May 16, Judge Paz Esperanza Cortez of the Taguig Regional Trial Court Branch 271 will issue and order if Cedric and Zimmer will be permanently detained at the NBI detention cell of they will be transferred to Taguig City Jail.
Deniece Cornejo update: As of this evening, she is still detained at the ATCU in Camp Crame, aside from Cedric and Zimmer, Deniece also filed a motion to stay at the ATCU, but like what the reports said, Judge Paz Esperanza Cortez is still not issuing an order regarding their motion. According to some observers, she is scheduled to visit the Taguig City Jail to determine whether the accused are safe or not before she release an order.
Meanwhile, in his continued support to the actor-TV host, Tony Calvento, one of the brave Filipino journalists, updated his official Facebook page awhile ago. Tony does it almost everyday, but these past few days, he took a day off and left his Facebook followers puzzled.
In his updated post, Tony Calvento confirmed that Judge Paz Cortez will resolve the motion filed by Cedric Lee and Zimmer Raz this coming May 16, aside from that, he also revealed the real name of a man holding Vhong Navarro at the elevator. It can be recalled that Vhong was allegedly beaten up, extorted and mauled by Cedric Lee and his men, but despite the CCTV footage, the authorities failed to identify the last person involved in the incident.
The good news is, an emissary of Jed Fernandez who contacted Tony Calvento several weeks ago, revealed that Edgardo Sampana is the real name of an unidentified accused. Based on his latest post, the NBI is now looking and verifying the information given by Manuel Jojo Tan, an emissary of Jed Fernandez.


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Please join One Iowa and PFLAG in congratulating these couples by signing One Iowa's "virtual marriage guest book." Share the link with your friends and family so that we can gather messages from all who support marriage equality. Your well-wishes will be provided to the couples applying for marriage licenses this week.
To send a message, just click here.


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The Phoenix Desert Dogs edged the Scottsdale Scorpions in a seven-inning contest* by a count of 2-1. Three Nats bats saw game action…
- Steve Lombardozzi led off and played SS, turning a double play, and going 2-for-4 with a strikeout to raise his average to .308
- Derek Norris caught and batted cleanup but went o-for-3. There were no steal attempts against him.
- Michael Burgess was the DH and batted 7th, but was hitless in three at-bats. He did not strike out.
The loss drops the Scorpions to 19-11 and with yesterday's win by Peoria, the Javelinas will be Scottsdale's opponent. I have been unable to confirm whether or not Sammy Solis will indeed get the starting nod, but will update in this space if/when I can. As mentioned yesterday, Frank Piliere was present for Solis's start on Monday and filed this story about what he saw. My only quibble: If Solis was indeed tipping his pitches with a head tilt, that's rather significant.
* Thursday's games will also be seven innings in an effort to reduce workloads in the final week of the AFL
3 Responses to "AFL Update: November 17, 2010"
Thanks, Sue, good link. Solis seems more and more like the real deal. This gives him 5 months to stop tipping his pitches, so a little more on his to-do list.
Interesting 2013 line-up ventured by USA Today Baseball release this week.
Somehow cathcart, henley and co. will sort out the talent pool from Rizzos Big 12 draft haul the last two years especially the OF bats.
Moldenauer seems like a good chance @ Hagerstown for 1b with a good spring.
Even though a CF to lead off seems like the ideal object in future drafting- taking Dickerson from Indiana if Purke is off the board this next June does not seem out of bounds.
POTNats outfield? Hood, the speedy latin in CF and BH in RF? Higley on bench?
Hagerstown? Mozinga, CC from Texas, Obudar, Nunez, the other LH bat from 10 draft.
two arms in free agency? Javey and Jorge DealerRosa….
carlos pena…Miguel Cairo ( because he will make a great teacher in future, too).
Happy Thanksgiving, one and all.
James Keithley ( texas) RF Hagerstown.


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You can't expect to find nuanced discussion of the role of religion in the lefty Nation, but occasionally you will find facts that'll help you understand the big religion stories of the day. One of the biggest in recent years — mostly overlooked by the secular press — has been the mobilization of Christian evangelicals who now see fighting AIDS as an important corollary to the Great Commission. There's nothing cynical about saying that the Bush administration's commitment to the cause is a direct result of pressure applied by his evangelical base — indeed, some evangelical activists boast of their accomplishment in elevating AIDS onto the president's priority list. But there's been some trouble on the follow through, as Esther Kaplan reports: "Though Bush trumpets his commitment to the global AIDS fight, the delegation he sent to [the International AIDS Conference in Bangkok] was rather anemic… Read more.
Meanwhile, Tracy Quan, author of Diary of a Manhattan Call Girl, notes the negative impact of evangelical anti-AIDS activism — a disinclination to deploy the full range of scientific responses — and its mirror image on the Left: "this tendency to demonize medical technology — i.e., the use of medicine to protect the body from the consequences of human behavior — is hardly a preserve of Bible-thumping conservatives. Authoritarian attitudes about the body — especially the female body — can also stem from ardent, well-meaning worship of Nature…" Read more.
"'I'm alarmed by any suggestion of providing the names of church members to any particular political group,'" writes Bishop Leo Frade, head of 82 Episcopalian churches in south Florida."'I saw this request made by Fidel Castro at the beginning of his regime, and his persecution of churches that refused.'" Alexandra Alter, of The Miami Herald, reports on some of the fallout from the Bush campaign's 22-point strategy to win the support of church-goers.
God may not play dice after all: celebrated cosmologist Dr. Stephen Hawking has recanted on his theory that information can never be retrieved from black holes, an argument that violates quantum theory–the foundation of all modern physics–which says that information is preserved. Read more of Dennis Overbye's report in The New York Times.
Dozens of dissident Orthodox Christian priests were evicted from their churches in Bulgaria yesterday, the BBC reports, in a move which a local human rights group, the Helsinki Committee, calls church "'unification by government decree.'" The priests had illegally occupied the churches since 2001, when the property was ruled to belong to the traditional church. The dissidents had broken away from the mainstream church after the fall of communism, accusing the Patriarch Maxim of Bulgaria's Orthodox Church of having been illegitimately appointed by the country's late dictator. Read more
S.A. Miller in The Washington Times reports on a new twist to the church v. state debate–one neither about removing existing references to God in state language, nor about installing new references, such as the display of biblical comandments in public buildings. Rather it's one religious group's contention that the absence of religious references on the new WWII memorial was a "'reprehensible'" example of the "'ongoing movement to secularize American culture.'" Rev. Patrick Mahoney, director of the Christian Defense Coalition, argues that the designers of the monument deliberately left out quotes that mention God, religion, faith or Old Testament scripture. Betsy Glick, spokeswoman for the memorial, maintained that the exclusion of religious language was never an issue, and all inscriptions were chosen for the quality of their content alone.


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According to federal laws and regulations, all United States Antarctic Program (USAP) participants who have access to USAP information resources must do the following:
All USAP participants are required to complete information security awareness training on an annual basis. USAP Information Security Awareness Training must be completed one of the following ways:
Online Learning Center Information Security Awareness Course
Most USAP participants must meet training requirements by completing the Security Awareness Course through the USAP Online Learning Center (OLC), as instructed in your deployment packet.
If for some reason you cannot take the training via the OLC, you must send an email to
Offline Information Security and Privacy Awareness Course
If USAP participants are en route or do not have access to the Online Learning Center (for example, people deployed on the vessels), they must read the offline Information Security and Privacy Awareness Course Materials. A facilitator notifies you if it is appropriate for you to complete training via this option. If so, the facilitator also provides you with paper or electronic forms to sign for acknowledgement of your training.
Users of USAP information resources should understand what their responsibilities are regarding use and behavior on USAP network and systems. This includes system operators, maintainers, and general users of USAP information systems. Most notable of the Information Security Policies is the Enterprise Rules of Behavior .
Users should read, print, and sign the Acknowledgement of Information Security Policies form , and return it to the ASC following the instructions in your deployment packet.


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da Vinci gallbladder surgery
If you have severe gallbladder symptoms, your doctor may recommend a surgery to remove your gallbladder, called cholecystectomy. Unless there are other complications, gallblader removal surgery is performed in a minimally invasive way. Two minimally-invasive options include the use of the da Vinci robotic surgical system to perform the surgery with a single incision, or several very small incisions.
robotic single-site cholecystectomy
With this revolutionary procedure, your surgeon can make only one small incision in your navel to remove your gallbladder. The da Vinci system features a magnified 3D high-definition vision system coupled with flexible instruments. As a result, your doctor can operate with enhanced vision and precision.
This procedure is performed on an outpatient basis with only a few days of recovery time. After recovery, the scar will be hidden in the navel, making it invisible.
Learn more about da Vinci single-site gallbladder surgery >>
robotic cholecystectomy
Using the da Vinci surgical system, your surgeon makes just a few small incisions - similar to traditional laparoscopy. Your surgeon is 100% in control of the da Vinci System, which translates his or her hand movements into smaller, more precise movements of tiny instruments inside your body.
robotic-trained general surgeons
The following physicians are trained to use the da Vinci surgical system for gallbladder surgery:
- Dr. David Anderson, Carolina Surgical Associates
- Dr. Thomas Mann, Jr., Carolina Surgical Associates
- Dr. Joseph Millican, Carolina Surgical Associates


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Many people faced with the task of how to learn to speak the Chinese language go into an absolute panic. The characters look so strange to the Western eye, and the words sound nothing like English. But there are shortcuts to learning Chinese that will have even the most panic-stricken student speaking this unique language in no time.
You can accomplish the first issue - those strange but beautiful characters by separating the act of speaking Mandarin from the act of reading it. Unfortunately Mandarin doesn't use the Western world's normal alphabet, or technically, any alphabet at all. Those symbols are called characters, and there are a lot of them. But fortunately, many Foreign speakers learn to speak beginner Chinese without learning Chinese characters, because Chinese can be written in a Roman alphabet called Pinyin. This greatly helps people like you not speaking Chinese with how to learn Chinese!
The second problem - the sound of Mandarin words themselves can be explained by realizing that Chinese is very dependent on pitch and tone. For example, the sound "ma" said in a high-pitched tone could mean "mother" in a different tone, it could mean "horse." Thus, it's important that students concerned with how to learn Chinese approach the language in a way that allows them to hear the words and phrases pronounced. Rocket Mandarin is a excellent language course for this reason; it helps you learn the Chinese language in the quickest and most effective way starting within the next 30 minutes.
Concluding how to study Chinese, you must know what kind of Chinese you need to learn. There are quite a few variations of the Chinese language; whether these are dialects of a single language, or related but separate languages like Japanese and Arabic, for instance, is difficult to say. Two of the most commonly used variants of Chinese are Mandarin (the standard language of both the People's Republic of China and Taiwan), and Cantonese (more commonly spoken in Hong Kong). But each variant is completely different from the others, and a Cantonese-speaking person cannot be understood by a someone who speaks only Mandarin.
In addition to studying with a good audio language learning program such as Rocket Chinese, it helps greatly to befriend a native speaker to chat with. This is true when learning any new language, but it's a very important factor in how to learn Chinese. Have you ever heard someone pronounce an unfamiliar name on the telephone, and you fail to understand what they were saying? This is because you can't see the movements of their mouth as they produce the sounds. With so many Chinese words dependent upon tone and the slightest variation of pronunciation, it helps so much to have a Chinese friend to practice with.
You say you don't know any Chinese people? I'll bet you do! Is there a Chinese restaurant nearby? If employees speak the variant of Chinese you want to learn, make them your new friends, because they'll absolutely will help you on how to learn Chinese! Is there a Chinese community in your area? In all likelihood, there will be Chinese people there. Look on the Internet for social sites and meeting places featuring Chinese language and culture. And as a last plan, you can learn a great deal from viewing Mandarin films.
Finally, practice a lot! You'll never sound like a native Chinese speaker, but before you know it, you'll be able to speak conversational Chinese with ease. And your friends will never believe that only a 8 weeks ago, you had no idea how to converse Chinese!
For more tips and resources how to learn Chinese, visit Gerrit's Rocket Chinese review page today...
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USGP New Belgium Cup Preview
For the first time this season the Rapha FOCUS Cyclocross Team feature all three of its male riders this weekend at rounds 3 and 4 of the US Gran Prix of Cyclocross Series at the New Belgium Cup in Fort Collins, CO. The USICX's number one ranked cyclocross rider, Jeremy Powers, is looking to continue his winning ways from last weekend in Gloucester, MA and one-up his 2nd place finish last year, while Zach McDonald is set to defend his overall lead in the U23 competition in the USGP of Cyclocross Series as well as his number 1 position in the USICX U23 ranking. Chris Jones will be returning to cyclocross competition for the first time this season after sustaining an injuring while racing the Tour of Britian.
If the weather predictions hold true for snow and rain, Fort Collins, CO will be the scene of some memorable racing. The Elite Mens' race is scheduled to start at 3:30pm both days. Team Rapha Focus will also be representing in the Mens' Masters 35+ race with Slate Olson!
For those that can't make it to the Drake Centre in Fort Collins, CO; follow along live online with streaming video at cyclingdirt!