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2014 Spring Course Descriptions
2014 Spring Course Descriptions
HIS 301-1 Colonial America
Dr. Antoinette Sutto
Bishop Room 103
This course examines the history of early America from the late 1500s to 1740. It begins with the meeting in North America of three groups of people – Europeans, Native Americans and Africans. By the end of the 1600s, decades of contact, exchange, cooperation, conflict and violence had fundamentally reshaped the landscape of eastern North America. By the 1700s the people who lived there were connected to one another and to the wider world by numerous ties of culture, trade and political allegiance. There were many conflicts — this was by no means a peaceful or a simple world. Through a mixture of primary and secondary sources, this course explores a variety of topics, including migration, trade and economic development, servitude and slavery, religion, culture and politics.
HIS 304-1 U.S. History, 1877-1918: Nation Redefined
Dr. Wendy Smith
Bishop Room 112
This course will examine the social, political and cultural changes that occur from the end of Reconstruction to the end of WWI. Themes will include (but are not limited to) changes in the American West, the growth of big business and labor unions, Populism, the Spanish-American War, US imperialism, the Progressive Era and America's role in and reaction to WWI. Discussions will include aspects of race, gender and religion as the class explores the transformation of the United States during this period. Students will be expected to complete several reading and writing assignments, including essay style midterm and final exams.
HIS 305-1 The United States, World War I -1945
Ms. Telisha Dionne Bailey
Bishop Room 105
The purpose of this course is to examine United States history through a political, social, and cultural lens that traces the developments in United States history from the World War I era to the end of the World War II era. This course will examine Progressivism, World War I, the Roaring 20s, The Harlem Renaissance, the Great Depression and New Deal Era, World War II, and the Origins of both the Cold War and Civil Rights Movement. A recurring theme in the course will be the formation of the modern United States with an emphasis on the expansion of local, state, and federal governments and the importance of race in American society. The course is divided into two sections: In the first part of the course, we will examine the transformation of the United States into the world's leading industrial nation, and the new ethno cultural mix that produced the conflict over the direction of the country in the years before WWI. We will explore the effects of the war on U.S. economy politics and society, as well as explore the "new economy" and "old politics of the 1920s. In the second part of the course, we will examine the Harlem Renaissance, the causes and consequences of the depression and New Deal era, WWII, and the effects that the depression and WWII had on economy politics and society in both the U.S and globally. We will use a number of traditional and non-traditional sources to help students think critically and analytically about the course work. In addition to learning the general narrative of this period, students will also gain an understanding of why certain events took place when they did and how these events influenced modern society.
HIS 306-1 The United States Since 1945
Dr. Christopher Hickman
Hume Room 203
HIS 306 surveys the history of the United States since the completion of the Second World War. The course will include the standard coverage of the hallmarks of contemporary U.S. history, from the foundations of the cold war through the important changes in American politics, particularly those that date from the 1960s. The lectures and discussions in the classroom environment will feature a near equal split between matters involving domestic politics, foreign policy, U.S. social thought and various sources of cultural evidence that help us appreciate the unique (and some not so unique) sources of what some would have us believe is a fragmented country. The six-plus decades since August 1945 have provided ample evidence of American power throughout the rest of the world. As such, the consequences of the various roles of the United States beyond its borders will merit our particular attention in this course.
As a result of completing this course (HIS 306), students will be able:
1. To become more familiar with the manner by which historians employ primary sources in their question framing, investigations, and writing about the past.
2. To discuss, in an intelligible and knowledgeable manner, the significance of some of the more important and telling primary sources about the United States and its history since 1945.
3. To understand and be able to discuss in an intelligible and knowledgeable manner the capstone interpretations (and events) of the United States and its history since the Second World War, affording particular attention to the world of politics, law, diplomacy, social thought, education policy and popular culture. The additional secondary source texts for this course will help engender this learning outcome.
4. To learn to recognize instances, both in the past and closer to the present, when social commentators, writers, politicians and others in the public sphere draw upon the past in communicating ideas and analysis of present circumstances.
5. To think critically about evidence and interpretations provided in our sources and classroom environment with an ultimate goal of improved student communication skills.
1. H.W. Brands America Since 1945
2. J. Samuel Walker Prompt and Utter Destruction
3. David Courtwright, No Right Turn
4. Ernest May The 9-11 Commission Report with Related Documents
HIS 306-2 The United States Since 1945
Dr. John "Jack" Fiorini
Hume Room 203
This course explores the narratives of U.S. history since World War II. To do so, the class will survey many of the critical events, people, trends, and turning points that historians use to understand this time period and its significance. But, bearing in mind that history is an interpretive discipline, students will also read numerous sources that will allow them to begin exploring the complexities and nuances of these topics. The sources will expand on, complicate, or challenge each other and the lecture material. Thinking about how they do so is the essence of historical scholarship, and students will spend the semester honing their analytical skills and using them to develop a better understanding of American history since 1945 and of the process of history in general.
HIS 308-1 African American History Since 1865
Dr. Charles Ross
Bryant Room 209
Aas 326/His 308 is an introduction to African American history from 1865 to the present, emphasizing the role of black leaders, the struggle against oppression, and the evolution of race relations. Themes treated in the course include: successes and failures of Reconstruction, rise of legal segregation and the age of lynching, black leadership at the turn of the century, black participation in World War I, the Harlem Renaissance and the 1920s, the depression and New Deal effects on African Americans, World War II and African Americans, the 1960s and the black revolution, Vietnam, the conservative thrust of the 1980s and contemporary developments of the late twentieth century.
Academic Objectives:
In this course I want you to develop the following skills and competencies:
1. To develop the ability to assess and think critically about historical issues and how people interpret those issues.
2. To gain a basic factual knowledge of this historical period.
3. To develop some skills in analyzing historical data and reaching informed conclusions about that data.
Course Requirements:
Each student is responsible for (1) class attendance and class participation, (2) weekly reading assignments, and (3) three examinations, and paper.
Method of Determining Final Course Grade:
1st Exam: 30%
2nd Exam: 30%
Paper: 10%
Final Exam: 30%
HIS 308-2 African American History Since 1865
Dr. Shennette Garrett-Scott
Bishop Room 103
When one ponders the question "What drives history?", the engine usually falls within the broad realms of either economics, ideology, or politics. Economics might be imagined as the eternal competition for resources or the drive to possess the fruits of this life. Ideology is the realm of ideas, feelings, and beliefs that animate and excite us to confront and meet challenges. Politics is the equally eternal desire to bend the wills of others to one's own or to create possibilities for others. Indeed, the most unforgettable historical moments occur when all three of these processes entwine.
In our survey of African American History since 1865 to the present, we will break down these processes to their most fundamental elements: money, sex, and power. In discussions, lectures, and readings, we will explore how these forces shaped—and were shaped by—the African American experience in the making of America and "Americanness" from the end of the Civil War to the present. In particular, we will examine the various strategies African Americans used to resist racial, sexual, and class oppression and to gain full rights as American citizens. We will also look at intraracial dynamics to explore how African Americans grappled with—and sometimes failed to meet—the challenges presented by race and identity, gender and sexuality, and class and privilege within their own communities.
The course will privilege African American's economic activities and the experiences of Afro-Mississippians.
Course Requirements
1) Personal blog (10%)
2) Chapter quizzes (15%)
3) Primary source analyses (15%)
4) Take-home mid-term exam (15%)
5) Final exam (15%)
6) 5-7 page research paper, including class presentation (30%)
Extra credit opportunities, such as attending outside lectures, will also be available.
Sample of Readings
The following list represents only a sample of readings for the course. In some instances, we will read selected essays from these books and, in a few others, read the entire work. I have not listed here shorter works such as journal articles. The list is subject to change.
Nancy Bercaw, Gendered Freedoms: Race, Rights, and the Politics of Household in the Delta, 1861-1875 (University of Florida Press, 2003)
Todd Boyd, Young, Black, Rich and Famous: The Rise of the NBA, the Hip Hop Invasion and the Transformation of American Culture (Doubleday, 2003)
Stephanie Dunn, "Baad Bitches" and Sassy Supermamas: Black Power Action Films (University of Illinois Press, 2008)
Steve Estes, I Am a Man!: Race, Manhood, and the Civil Rights Movement (University of North Carolina Press, 2005)
Tiffany Gill, Beauty Shop Politics: African American Women's Activism in the Beauty Industry (University of Illinois Press, 2010)
James Jones, Bad Blood: The Tuskegee Syphilis Experiment (Free Press, 2011)
LeeAnna Keith, The Colfax Massacre: The Untold Story of Black Power, White Terror, and the Death of Reconstruction (Oxford University Press, 2009)
HIS 311-1 History of Japan-United States Relations
Dr. Meghan Warner (Mettler)
Bishop Room 103
This course examines the relationship between Japan and the United States from the mid-19th through the 20th centuries. It will explore the complex and constantly changing relationship between the two nations, in both peace and war, by considering social and cultural issues, as well as economic and political concerns.
HIS 314-1 Survey of Native America since 1850
Dr. Mikaëla Adams
Bishop Room 105
This course surveys American Indian history from the 1850s to the present, focusing on how the continent's indigenous people negotiated dramatic changes in their lives. Using an ethnohistorical methodology, which considers the writings of anthropologists and archaeologists as well as historians, students will develop an understanding and appreciation for Native and non-Native cultures, federal policies and local adaptations, systems of domination, and efforts at resistance. The major objectives of this course are for students to (1) learn about the indigenous people of North America, (2) develop an understanding of ethnohistory as a methodology, (3) hone critical thinking and analytical skills, (4) learn how to read and analyze primary and secondary sources, and (5) improve writing skills.
HIS 327-1 The Rise and Fall of American Slavery
Dr. Anne Twitty
Bishop Room 112
This course will explore the rise and fall of slavery in what became the United States from its colonial origins in 1619 through the end of Reconstruction in 1877, with an eye toward placing American slavery in a broader Atlantic context. We will examine the economic, racial, religious, cultural, legal, and political underpinnings of the institution, and evaluate the profound ways in which it shaped—and continues to shape—American society. We will analyze how American slavery was understood and experienced by both blacks and whites and consider the ways in which the stories we tell ourselves about American slaves and slavery have evolved over time. This course will conclude with a look at the impact of emancipation on black life in America and slavery's enduring legacy.
HIS 330-1 The History of Mississippi
Mr. Thomas "Jack" Carey
Lamar Room 404
This course covers the history of Mississippi from first settlements to the present. Key topics include: encounters between European groups and native peoples; the fate of Chickasaws and Choctaws in the state; the "Flush Times" of the 1830s; slavery in antebellum Mississippi; the crisis of the 1850s and secession; the ordeal of the Civil War; Reconstruction and Redemption; the "Revolt of the Rednecks" and conservative responses; the origins of Jim Crow and the nature of race relations in the state; the state's literary scene; the Great Depression and the effects of federal economic policies; the impact of two world wars on the state; the migration of white and black Mississippians within and outside the state; the development of the black freedom and white resistance movements; political realignment and economic development in the late-nineteenth century; and current affairs and key contemporary debates in Mississippi.
Students will develop their analytical and writing skills by completing daily reading assignments, participating in class discussions, writing several papers, and taking mid-term and final exams.
In addition to selected documents, excepts, and articles, possible book-length readings include: Ralph Eubanks, Ever Is a Long Time; William Faulkner, Absalom, Absalom!; Walter Johnson, River of Dark Dreams; J. Todd Moye, Let the People Decide; William Alexander Percy, Lanterns on the Levee; Curtis Wilkie, Dixie; and Eudora Welty, Delta Wedding.
HIS 330-2 The History of Mississippi
Mr. Thomas "Jack" Carey
Barnard Observatory 105
This course covers the history of Mississippi from first settlements to the present. Key topics include: encounters between European groups and native peoples; the fate of Chickasaws and Choctaws in the state; the "Flush Times" of the 1830s; slavery in antebellum Mississippi; the crisis of the 1850s and secession; the ordeal of the Civil War; Reconstruction and Redemption; the "Revolt of the Rednecks" and conservative responses; the origins of Jim Crow and the nature of race relations in the state; the state's literary scene; the Great Depression and the effects of federal economic policies; the impact of two world wars on the state; the migration of white and black Mississippians within and outside the state; the development of the black freedom and white resistance movements; political realignment and economic development in the late-nineteenth century; and current affairs and key contemporary debates in Mississippi.
Students will develop their analytical and writing skills by completing daily reading assignments, participating in class discussions, writing several papers, and taking mid-term and final exams.
In addition to selected documents, excepts, and articles, possible book-length readings include: Ralph Eubanks, Ever Is a Long Time; William Faulkner, Absalom, Absalom!; Walter Johnson, River of Dark Dreams; J. Todd Moye, Let the People Decide; William Alexander Percy, Lanterns on the Levee; Curtis Wilkie, Dixie; and Eudora Welty, Delta Wedding.
HIS 332-1 The South in the 20th Century
Mr. Thomas "Jack" Carey
Bishop Room 112
This course examines the history of the American South in the twentieth century. (Certain topics will take us back into the late-nineteenth century and forward into the twenty-first century.) Key topics include: the rise of political demagoguery; the origins of segregation and the nature of race relations; the importance of family and gender roles in Southern life; the Great Depression and the effects of federal economic policies; the Southern Renaissance and the region's literary and arts scenes; the migration of white and black Southerners within and outside of the region; the impact of two world wars on the region; the development of the black freedom and white resistance movements; political realignment and economic development in the late-nineteenth century; and the meaning of regional identity in the contemporary South.
Students will develop their analytical and writing skills by completing daily reading assignments, participating in class discussions, writing several papers, and taking mid-term and final exams.
In addition to selected documents, excepts, and articles, possible book-length readings include: W. E. B. Du Bois, The Souls of Black Folk; William Falk, Rooted in Place; William Faulkner, As I Lay Dying; Katharine Du Pre Lumpkin, The Making of a Southerner; Jennifer Ritterhouse, Growing Up Jim Crow; and C. Vann Woodward, The Burden of Southern History.
HIS 332-2 The South in the 20th Century
Dr. Ryan Fletcher
Barnard Observatory 105
This course examines the economic, cultural, and political history of the South from the late nineteenth century to the conclusion of the twentieth century. Lectures and assigned readings will concentrate our discussions on what C. Vann Woodward branded "the search for southern identity" in the twentieth century. History 332 will accentuate how regional constructions of class, race, and gender defined the pursuit of southern identity. Emphasized themes will include: the legacies of the Civil War, sharecropping, modifications to cotton-based agriculture, segregation, disenfranchisement, the violence of racism, Populism, the plight of laborers, the persistence of poverty, the implications of the New Deal for the region, the civil rights movement, immigration, Sun Belt economics, urban growth, the emergence of environmental concerns, the conservative politics practiced in the final decades of the twentieth century, and the ongoing struggles for equality in the contemporary South. In addition, History 332 will investigate how the ferment of the twentieth century invited southerners with diverse identities to create distinctive cultural expressions in their music, literature, religion, symbols, and sports.
Students enrolled in History 332 should anticipate: a rigorous schedule of weekly readings, quizzes on the assigned readings, engaging class discussions, a midterm exam, two research papers, and a final exam.
HIS 334-1 The Blue and the Gray
Dr. John Neff
Bishop Room 101
This course offers an exploration of the military experience of the American Civil War, from the secession winter of 1860-61 to the war's last days in June 1865. Our primary focus will be combat; we will investigate the experience of individual soldiers, the campaigns of armies, and the societies which ordered and supported that military expression of the political will, but always with the goal of understanding how the individual and national experience of war proved to be a powerful agent of change. Additionally, in order to better understand the persistence of the Civil War in American society and culture, we will conclude the semester with an examination of how commemoration has shaped our public and private memories of the war and its soldier dead.
HIS 337-1 History of Religion in the South
Dr. Charles R. Wilson
Bishop Room 112
This class will trace the development of religion in the American South. It will begin with the colonial era, examine the rise of evangelicalism and how that tradition became the dominant one in the South, trace the emergence of the sectional conflict between North and South and the role of religion in it, discuss the religious meanings of the Civil War and its aftermath, examine the expansion of evangelical churches after the war, consider the role of Catholics and Jews in the South, study developments in the early twentieth century, and conclude with religion's role in the civil rights movement and the rise of the Religious Right. The course will also look at religion's role in such creative expressions as music, literature, and films.
Four books are required reading. We will discuss each book in class and there will be a short quiz on each. There will be a midterm exam and a final exam. The other requirement is an oral history project, based around religion and culture.
Texts: Christine Heyrman, Southern Cross
Paul Harvey, Redeeming the South
Edward Larson, Summer for the Gods
Will Campbell, Brother to a Dragonfly
HIS 341-1 The Darwinian Revolution
Dr. Theresa Levitt
Bishop Room 107
History 341 examines the origins and consequences of the idea of evolution. Going from the 17th century to the present, it traces the idea from the formation of the field of natural history to recent controversies over the teaching of evolution in school. It focuses on the work of Charles Darwin, as well as the related issues of materialism, eugenics, and the relation between science and religion.
HIS 353-1 Roman Empire
Dr. John Lobur
Hume Room 107
A survey course in the history of the Roman Empire from the reign of Augustus beginning in 31 B.C. through the fall of the Western Roman Empire in 476 A.D. (Same as Clc 314)
HIS 355-1 Europe-Late Middle Ages and Renaissance
Dr. Frances Courtney Kneupper
Bishop Room 107
In this course, we will study the important political, cultural, religious, and intellectual developments of late medieval/Renaissance Europe. This is among the most dynamic periods in European history, which encompasses the Black Death, the Hundred Years War, Joan of Arc, the Papal Schism, the Hussite Revolution, the invention of print, the fall of Constantinople to the Turks, the Italian Renaissance, the Age of Exploration, and the Reformation.
Required Readings
Rosemary Horrox, The Black Death
Zachary S. Schiffman, Humanism and the Renaissance
Gene Brucker, Giovanni and Lusanna
Stephen Greenblatt, The Swerve
Niccolò Machiavelli, The Prince
Additionally, there will be a required course reader.
HIS 355-2 Europe-Late Middle Ages and Renaissance
Dr. Frances Courtney Kneupper
Bishop Room 101
In this course, we will study the important political, cultural, religious, and intellectual developments of late medieval/Renaissance Europe. This is among the most dynamic periods in European history, which encompasses the Black Death, the Hundred Years War, Joan of Arc, the Papal Schism, the Hussite Revolution, the invention of print, the fall of Constantinople to the Turks, the Italian Renaissance, the Age of Exploration, and the Reformation.
Required Readings
Rosemary Horrox, The Black Death
Zachary S. Schiffman, Humanism and the Renaissance
Gene Brucker, Giovanni and Lusanna
Stephen Greenblatt, The Swerve
Niccolò Machiavelli, The Prince
Additionally, there will be a required course reader.
HIS 356-1 Reformation Europe, 1517-1648
Dr. Jeffrey Watt
Bishop Room 103
This course will examine the religious, cultural, political, and social developments in Europe for the period 1517-1648. We will examine the impact of the so-called magisterial Protestant reformers, such as Martin Luther and John Calvin, as well as the importance of the Radical, Anglican, and Catholic Reformations. This course will also touch on themes such as witchcraft, the growth in monarchical power, and women and the family in early modern Europe.
Tentative reading assignments include:
Roland Bainton, Here I Stand! A Life of Martin Luther
Barbara Diefendorf, The Saint Bartholomew's Day Massacre: A Brief History with Documents
Henry Kamen, The Spanish Inquisition: A Historical Revision
Mary Laven, Mission to China: Matteo Ricci and the Jesuit Encounter with the East
Brian Levack, The Witch-Hunt in Early Modern Europe, 3rd edition
Steven Ozment, The Bürgermeister's Daughter: Scandal in a Sixteenth-Century German Town
Paper Assignments and Exams:
One mid-term and a final exam. Students will be required to write either two shorter papers (5-7 pages) based on the required readings or one longer paper (10-15 pages) on a topic chosen in consultation with the instructor.
HIS 366-1 Late Imperial and Revolutionary Russia
Dr. Joshua First
Bishop Room 101
This course examines the major developments of Russian history from the late-19th century to the foundation of the Soviet Union in the early 1920s, emphasizing the origins and culmination of the Russian Revolution. During this period, the Russian Empire embarked on a long and difficult process of economic, social and cultural development: During the 1860s, Russia became the last European country to abolish the institution of serfdom. Along with this major reform of social relations came concerted efforts at industrialization and a partial liberalization of the political system. Nonetheless, major resistance to the imperial Russian state also emerged during this time. Students and intellectuals, and later, industrial workers and peasants, protested the maintenance of a repressive state, along with the consequences of the country's rapid movement toward modernity. By the early 20th century, the Russian autocracy proved unable to resist the social forces that its own desperate attempts at modernization had helped create.
In order to understand this era on its own terms as well as in light of the revolution that would bring it to a cataclysmic end, we will study the swirling currents of Russian and Western thought that clashed and combined to form a uniquely Russian cultural mix in the waning years of the Russian Empire and the dawn of the Soviet Union. We will examine the problems of economic development, imperial expansion (and contraction), religious and secular culture, and the successive periods of war, reform and revolution that characterized this fascinating era of Russian history.
HIS 375-1 History of Medieval Christianity
Dr. Lester Field
Hume Room 203
In seminar and lecture format, this course examines major events and trends in the development of Christian doctrines and disciplines from the time of the legalization of Christianity under Constantine to the dawn of the Protestant Reformation. Students who successfully complete this course will have gained an elementary knowledge of medieval Christianity.
Since both lectures and class discussion presuppose that the student has done the reading assigned for the week, the mid-term and final exam will hold the student accountable for all the reading, which is the essential component of each class. Class discussion is a key to understanding this reading and not a substitute for it.
The exams consist of two halves. The first half will consist of eighteen short-answer identifications of significant persons or items, each worth three points. Each point corresponds to a portion of identification 1) by century, 2) by city, province, or kingdom, and 3) by historical significance. Partial credit is therefore possible, even likely. The second half will consist of an full-length essay question.
For classroom participation, there are only three possible grades: an A for those who contribute questions and discussion regularly, a C for those who attend regularly, and a F for those conspicuous by the absence. Tardiness and sleeping in class constitute disruptive absences. Despite the fact the classroom participation accounts for a relatively small percentage of the final grade, this percentage can have a decisive effect on the final grade. An A in classroom participation "bumps" a grade by half a grade, so that a student otherwise earning a B+, for example, would get an A- as a final grade. By the same token, an F "drops" a final grade a full grade.
Required Texts:
Roberta Anderson and Dominic Bellenger, Medieval Religion: A Sourcebook (2007)
Giulio D'Onofrio, History of Theology: The Middle Ages (2008)
Hillgarth, Christianity and Paganism (1986)
Lynch, The Medieval Church (1992)
Placher, Readings in the History of Christian Theology Vol. 1 (1988)
Tierney, Middle Ages 1 (1999)
Course requirements and percentage of final grade:
Class participation 10% Attendance and discussion
Essays 20% See below
Midterm 20% Bring blue book(s)
Final 50% Bring blue book(s)
HIS 383-1 Muslim World: Origins to the Middle Ages
Dr. Nicolas Trèpanier
Bishop Room 101
This course offers a survey of the history of the Muslim world, from its origins to the thirteenth century. We will pay particular attention to the context in which Islam was born and the life of its founder Muhammad; the "golden age" of the life of the Prophet and his immediate successors, which continues to inform current debates such as the Shi'i/Sunni divide; the rapid establishment of a united Muslim empire ranging from Spain to India and its ultimate disintegration; and the interaction between Islam and the Christian world through intellectual interactions, along frontiers and during the Crusades.
The course will follow a chronological approach to the main events in the history of the Muslim peoples while, in parallel, exploring a number of key themes in the social, intellectual and artistic history of the region. Themes discussed will include Islam as a religion and social phenomenon, Islamic law, Sufism (Islamic mysticism), identity and ethnicity, literature, philosophy and science.
HIS 387-1 Modern Africa
Dr. Mohammed Bashir Salau
Bishop Room 103
This course surveys African history from the nineteenth century to the present. Significant political, economic and cultural developments will be analyzed. Some of the major topics to be considered include the early nineteenth century political mutations, the abolition of slave trade, the partition of Africa, African responses to European expansion, colonial rule, apartheid, and the political economy of the post colonial era. Attention will also be given to exploring the nature of relationship between the United States and Africa. After completing this course, students should: have gained a sound knowledge of major controversies in modern African history, have a better appreciation of the processes which shaped modern Africa, be more critical in interpreting information, and be able to effectively communicate history through writing and verbal statements. The format will be lecture and discussion.
HIS 392-1 Conquest and Resistance in Latin America, 1450-1800
Dr. Jesse Cromwell
Lamar Room 404
This course surveys the colonial history of Latin America from 1492 to the formation of independent nations in the first decades of the nineteenth century. Over the term, we will examine how Europeans, Africans, and Native Americans came into contact with one another and created two of the most culturally-diverse and integrated empires in the early modern world. Simultaneously we will investigate changes taking place in the Spanish and Portuguese empires as they evolved from the proving grounds of explorers and adventurers into mature colonial societies and eventually into a multitude of autonomous and culturally-distinct nations. Along the way, we will analyze historically significant topics such as European exploration and expansion, indigenous belief structures, slavery, racial intermixture, piracy, imperial rivalry, the development of American identities, cultural clash, religious syncretism, epidemic disease, gender and family politics, and colonial revolutions.
Major course readings may include:
Camila Townsend, Malintzin's Choices: An Indian Woman in the Conquest of Mexico
Noble David Cook and Alexandra Parma Cook, Good Faith and Truthful Ignorance: A Case of Transatlantic Bigamy
Richard Boyer and Geoffrey Spurling, Colonial Lives: Documents on Latin American History 1550-1850
HIS 394-1 Late Imperial and Modern China
Dr. Margaret Tillman
Bishop Room 105
Course goals: After taking this course, students should become "China literate"—or to understand the basic vocabulary and concepts that drove Chinese history and are still in play today. Students will practice those skills by submitting response papers in preparation for class discussions and debates.
Course content: This course introduces students to the history of modern China, from the late Ming dynasty to the present. Students are not expected to have any prior knowledge of Chinese history.
Major questions will include: What differentiates a rebellion from a revolution, and how did China turn from rebellion to revolution from the Ming to the Communist era? Did the Manchu conquest constitute a form of rebellion (or revolution)? Was it an empire? What role did ethnicity and nationalism play in the story of China's ongoing revolutions? What role did overseas Chinese experiences and foreigners play? What are some of the structural and institutional difficulties of Chinese governance? How and why are some regimes able to remain in power, and others not?
Weekly discussion sessions (includes attendance): 20%
Weekly assignments: 10%
First Midterm (March 6): 20%
Second Midterm (April 17): 20%
Final (overview with heavy focus on the CCP): 30%
Required reading:
Jonathan D. Spence, The Search for Modern China. Any edition.
Pei-kai Cheng and Michael Lestz with Jonathan Spence, The Search for Modern China: A Documentary Collection. Any edition.
Course reader and handouts.
HIS 394-2 Late Imperial and Modern China
Dr. Margaret Tillman
Bishop Room 112
Course goals: After taking this course, students should become "China literate"—or to understand the basic vocabulary and concepts that drove Chinese history and are still in play today. Students will practice those skills by submitting response papers in preparation for class discussions and debates.
Course content: This course introduces students to the history of modern China, from the late Ming dynasty to the present. Students are not expected to have any prior knowledge of Chinese history.
Major questions will include: What differentiates a rebellion from a revolution, and how did China turn from rebellion to revolution from the Ming to the Communist era? Did the Manchu conquest constitute a form of rebellion (or revolution)? Was it an empire? What role did ethnicity and nationalism play in the story of China's ongoing revolutions? What role did overseas Chinese experiences and foreigners play? What are some of the structural and institutional difficulties of Chinese governance? How and why are some regimes able to remain in power, and others not?
Weekly discussion sessions (includes attendance): 20%
Weekly assignments: 10%
First Midterm (March 6): 20%
Second Midterm (April 17): 20%
Final (overview with heavy focus on the CCP): 30%
Required reading:
Jonathan D. Spence, The Search for Modern China. Any edition.
Pei-kai Cheng and Michael Lestz with Jonathan Spence, The Search for Modern China: A Documentary Collection. Any edition.
Course reader and handouts.
HIS 399-1 The Great Depression
Dr. Jarod Roll
Bishop Room 103.
This course will examine the causes, experience and consequences of the Great Depression, the worst domestic crisis in modern American history. Our discussions will reveal how the economic collapse ushered in fundamental changes to the social, political and cultural shape of the United States. We will consider how Americans of all walks of life struggled to understand and cope with staggering unemployment, hunger, homelessness, and, at times, a lack of hope. In doing so, we will explore a range of issues, including debates over state intervention, the creation of the New Deal, the appeal of radical and reactionary alternatives, the rising power of labor unions, and the birth of anti-New Deal conservatism, while paying attention to the ways the crisis reshaped the lives of women and racial and ethnic minorities. Although our focus will remain primarily on the domestic story, we will also examine the impact of key international events, from the failure of peace in Europe to the global spread of Fascism to the return of world war. Lastly, we will consider how Depression-era debates and developments have influenced contemporary American life from the 1940s through the present day.
Each student will be required to complete in-class quizzes, essay assignments and examinations. The completion of assigned readings and participation in class discussions are essential.
Possible readings:
Kennedy, The American People in the Great Depression
McElvaine, Down and Out in the Great Depression
Ward, Big White Fog
HIS 400-1 "Examining and Remembering Slavery in the American Imagination"
Dr. Deirdre Cooper Owens
Bishop Room 326
This 400-level course will focus on American slavery and its legacies, emphasizing its interrelationship with politics, economy, religion, ideologies, culture, family life, migrations, and international relations. One of the core inquiries that frame this course is how everyday Americans gain access to understanding slavery, a centuries old institution that is older than the United States. Moreover, how do Americans both embrace and deny the legacies slavery? This course hopes to intellectualize the experiences of slavery, race, and memory
Slavery played a profound role in the history of the United States. The wealth created by the unpaid labor of African Americans helped to underwrite the country's industrial revolution and subsequent economic strength. The wealth generated from slavery and the slave trade created tremendous political power for slaveholders and their representatives. African slaves brought with them their many cultures, languages, and values, which helped to shape America and its unique culture. Enduring a brutally oppressive system, African slaves developed a deep commitment to liberty and became a living testament to the powerful ideal of freedom. David Blight states, " . . . history and memory can be conflated or discretely preserved in use and meaning; it is important to establish their differences." This course is a perfect vehicle to not only examine history and memory but to refine it as well.
Class Objectives: History 400 is the capstone course for the history major. In this class you will apply what you have learned over the last three years and produce a major piece of research and writing, otherwise known as a senior thesis. This course will be run as a research seminar. You will be expected to participate in class discussion and also learn to critique your classmates' work. Central to the process of researching and writing a history paper is engagement with how historians go about exploring and writing about the past.
HIS 400-2 Women and Gender in Nineteenth-Century America
Dr. Anne Twitty
Bishop Room 324
This capstone seminar for history majors will explore how gender shaped nineteenth-century America, with particular focus on the role of women in the nation's social, cultural, political, legal, and economic history. Students enrolled in this course will learn the historiography of gender in nineteenth-century America and conduct both primary and secondary research on the subject. Their efforts will culminate in the production of a 20-page research paper, the findings of which will be presented at the conclusion of this course.
HIS 400-3 The American Constitution and Its Original Meaning
Dr. Jonathan Gienapp
Bishop Room 326
Except for the Bible no single text has been the subject of as much modern interpretive scrutiny as the United States Constitution. This capstone seminar for history majors will explore the historical dimensions of its creation as well as the meaning that such knowledge should bring to bear on its subsequent interpretation. This course will primarily focus on the eighteenth-century origins, character, construction, and ratification of America's fundamental law, but in light of the recent interest in recovering the document's "original meaning," this course will also consider what the original understanding of the Constitution in fact was. Students in this course will be exposed to the history of the Constitution's construction as well as the scholarly disputes which have surrounded its study. They will also conduct significant primary and secondary source research on a topic related to early American constitutionalism which will culminate in a substantive research paper.
HIS 450-1 The Cold War in International Perspective
Dr. Chiarella Esposito
Bishop Room 333
This is one of the history senior capstone seminars whose primary objective is to instruct students about how to write a 25-page research paper. Paper topics will have to deal with the history of the Cold War in International Perspective, including but not limited to: the Postwar Settlement; the Origins of the Cold War; Reconstruction; the Berlin Crises; Decolonization; the "Third World" between the Superpowers; the Cuban Missile Crisis; Soviet-Chinese relations; the Korean War; Vietnam; Nuclear Deterrence; Détente; Protest Movements of the 1960s and 1970s; Terrorism; the Crisis of Communism; the 1989 Revolutions in Eastern Europe. The paper should be based both on primary and secondary sources. (N.B.: the paper cannot deal primarily with American domestic policies or issues, but must center instead on events in other parts of the world. US intervention in and/or relations with any country during the Cold War is an acceptable approach as long as non-American points of view and sources are included).
During the first five weeks of classes students will become acquainted with adequate research topics, learn to write footnotes and a bibliography correctly, and to distinguish primary from secondary sources. We will also have a quiz on a brief survey of major events and issues in the history of the global Cold War. Students will prepare PowerPoint presentations on chosen topics (instructor's approval required). The main purpose of these presentations will be to formulate questions on selected topics and thus help guide each individual student towards the choice of an appropriate research focus. The instructor will review PowerPoint files one or two days before the presentation due date. Students should speak clearly and loudly enough to be heard and understood by their classmates.
Grade distribution: Prospectus: 10%; Research Paper: first half 40%; Research Paper: second half/complete paper 40%; Quiz, Presentations in class: 10%.
HIS 450-2 Death in the Early Modern European World
Dr. Antoinette Sutto
Bishop Room 326
Death is the great human universal. Attitudes toward death, however, and the customs that surround it, vary greatly across cultures and over time. This course will look at death from the Reformation through the early nineteenth century. Potential topics include changing religious beliefs about death and the afterlife, ghosts, executions, the idea of a "good death", violent deaths, funeral and mourning customs, developing medical definitions of death and, ultimately, views about the meaning of human life. This class is also a seminar on the art and technique of historical research. Over the course of the semester, you will engage in a substantial research project on a topic related to the material of the course.
HONORS COURSES-Students must be enrolled in the Sally McDonnell Barksdale Honors College or have permission from the History Department to take the following courses.
INST 316-1 Soccer Madness – From Brazil to the World
Dr. Oliver Dinius
Honors College Room 107
This is a course about soccer's emergence as the global sport, about many countries' obsession with what they see as their 'national' sport, and about soccer obsession as a globalized phenomenon. The course will use Brazil, host of the 2014 World Cup, as its main case study, although other countries will receive coverage as well. Fueled by consistent on-the-field success over the last half-century, Brazilians of all ages and both sexes root for their national team, the seleção, with a passion that borders on obsession.
The first part of the course will be devoted to understanding Brazil's soccer mania in its historical context. How did soccer become closely tied to national identity? Why did military governments promote soccer mania? When, why, and how did Brazilians come to believe that their team deserves to win every World Cup? The second part of the course explores soccer madness in Brazil from an interdisciplinary social science perspective. What does it mean for a very unequal nation that all Brazilians, from the slum dweller to high-rise apartment owner, root for the national team? What does hosting the 2014 World Cup mean for Brazil and Brazilians? How did family parties and massive public viewings with a carnevalesque atmosphere become the way to watch national team soccer?
In the third part of the course, students will pursue a research project that applies what they learned about soccer madness in Brazil to studying soccer culture in some other part of the world (preferably a 'developing' country, not a traditional European soccer nation!). The format for presenting this research project will be a simple website (using Google Sites) that uses small movies (YouTube!), sound, and of course text. Each student's site will be a module in a collective website on global soccer madness.
While the course is limited to honors students, interested non-honors history majors with at least a 3.00 GPA may contact the instructor to request permission to be registered for the class.
HIS 399-2 Science and War in the Twentieth Century: An Interdisciplinary Exploration
Dr. Susan R. Grayzel and Dr. Susan Pedigo
Honors College Room 311
In this class, taught by Susan Pedigo, Professor of Chemistry, and Susan Grayzel, Professor of History, students will investigate the connection between advances in modern science and the rise of modern, total warfare. Continuing in public ongoing conversations that these two scholars have been having for years, the class will be invited to investigate transformations in both science and warfare (from chemical weapons to rocketry to medical and surgical innovations including antibiotics and blood transfusions) and the cultural, political, and social contexts in which these developments occurred. Using The Cambridge Illustrated History of Warfare edited by Geoffrey Parker as the core text, the course will expose students to primary texts and scholarship on science, technology, and twentieth-century intra and interstate conflict. One of the course goals is to promote exploration of possible honors thesis projects related to the course themes by cutting across disciplinary boundaries in exciting ways.
HIS 399-3 "Race, religion and representations of Islam in the West after 9/11"
Dr. Vivian Ibrahim
Honors College Room 311
9/11 represented a heightened global security threat, which also brought about intense public attention on domestic Islam and Muslims within the US. This course aims to examine how religion and ethnicity, focusing on Islam and Arabs, are viewed and represented in the aftermath of 9/11.
Students will examine Muslim communities in the United States—with special reference to New York—going beyond media headlines to question stereotypes in its various forms. They will learn about the complex role of religion in modern public life and space involving violence and peace. The aim of the course is to offer an insight into the history and diversity of more than six million Muslims in the US while integrating social, economic, political, as well as cultural approaches in order to gain a holistic understanding of the complexities of the politics of representation.


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Review: Proporta TurboCharger 5000 – External Emergency Charger Battery Pack
Auto Tune the iPhone! Auto-Tune is the voice processor used by producers to correct and enhance vocals, and can cost upwards of $700. Now you can get your very own Auto Tuning app for the iPhone from Smule, in this very entertaining app called I Am T-Pain. There is never a dull moment when you're playing with your I Am T-Pain app which is likely the very first iPhone app to bring Auto-Tune functionality to the iPhone masses. Sing along to T-Pain's hits or create your own. Record and share your genius with the world. So if you've ever wondered how your own voice sounds Auto-Tuned, grab the I Am T-Pain iPhone app and transform your iPhone into your own voice studio. – Impress and excite your friends with your very own auto tuned voice commands created using authentic Antares Auto-Tune – Sing Along or Do Your Own Thing – Share Your Songs via Facebook, MySpace and Email Here is a video demo of the I Am T-Pain app on the iPhone This 3rd Party App is available at the Apple iTunes AppStore. Browse the full list of all AppStore apps filed under the AppStore category. View the developer website here Download I Am T-Pain at iTunes App Store Price: $2.99
Read the original here:Â
I Am T-Pain
can the motorola cliq from t-mobile get this
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There is a critical shortage of qualified science, technology, engineering and math (STEM) teachers, and these shortages are especially acute in rural areas. To address to this pressing need, Purdue University has pioneered a program to staff rural secondary schools with highly qualified STEM teachers.
STEM Goes Rural is a collaborative, cross-disciplinary initiative that includes a team of educators closely associated with Purdue's Center for Research and Engagement in Science and Mathematics Education. The initiative also features the Woodrow Wilson Indiana Teaching Fellowships, which offer $30,000 stipends funded by the Woodrow Wilson National Fellowship Foundation and Lilly Endowment. Both fellows and STEM Goes Rural participants will have the opportunity to interact with leading scientists and engineers and receive ongoing mentoring as they transition to the classroom.


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Dhoka promo shown during Awarapan
Friday, June 29, 2007
The promos of Pooja Bhatt's directorial film Dhoka are being shown during the show of Awarapan. Dhoka is the awaited film presented by Mahesh Bhatt which is introducing supermodel Muzamil Ibrahim. The film also stars Mere Yaar Ki Shaadi Hai lead Tulip Joshi. The film will obviously be under the banner of Vishesh Films.
Awarapan is the product of Vishesh films directed by Mohit Suri and the Bhatts are taking full advantage of showing the glimpses of their upcoming film to reinforce the already generated curiosity.
In the meanwhile, the other Bhatt films getting ready are Showbizto be directed by well-known choreographer Raju Khan, Suicide Bomber to be directed by Anurag Basu and Raaz 2 starring Emraan Hashmi directed by Mohit Suri.


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Process and job control
Foreground and Background
In some cases, a program you launch in the shell might run for an extended period of time. Graphical programs that you launch in a terminal window block the shell, preventing any command input. In cases like this, you can run out and grab a coffee or open a second console and carry on working. As an alternative, you can move the process into the background when you start it, or at a later time.
To move the process into the background when you launch it, just add the ampersand character (&) to the command line (Listing 2, line 1). The Xpdf window launches, the shell tells you the process ID (5622), and bash can then accept more commands.
Listing 2
01 $ xpdf article.pdf & 02 [1] 5622 03 $ audacity & 04 [2] 6559 05 [...] 06 $ jobs 07 [1] Running xpdf article.pdf & 08 [2]- Running audacity & 09 [3]+ Running sleep 3600 &
Besides the process ID, you can also see the job ID in square brackets. The job ID is allocated as a consecutive number by the shell. If you launch another program in the same session, you will see that bash assigns job ID 2 (Listing 2, line 3). The jobs command tells you which jobs are running in the current shell (Listing 2, line 6).
After a program has completed its task, the shell displays the job ID along with a status message (Done) and the program name:
[3]+ Done xpdf article.pdf
The job ID is also useful if you need to move a background process into the foreground, or vice versa.
If you launch a program without appending an ampersand, you can press the keyboard shortcut Ctrl+Z to send it to sleep. The shell confirms this action as follows:
[1]+ Stopped xpdf
If you now type bg (background), the process will continue to run in the background. The job ID is useful if you have stopped several processes in a shell. The bg %3 command tells the process with the job ID 3 that it should start working again. In a similar way, the fg (foreground) program moves jobs into the foreground. Again, this program might need more details in the form of a job ID following a percent character.
The commands I just looked at move processes to the background and optionally let them go on running. If you close the shell in which you launched the program, this also terminates all the active processes.
The nohup program gives you a workaround by protecting the process against the shell's HUP signal (see the next section), thus allowing it to continue running after you close the terminal session. In other words, this cuts the ties between the child process and its parent. Simply call nohup with the program (and its options):
nohup find /scratch3/mp3 -name "*.ogg" > ogg_liste.txt
This approach does not automatically move the process to the background, but the methods I just described will take care of this.
Closing the shell means that you can't communicate with the process – or does it? Even if you do not have a direct terminal connection, you can still control the program using the signals discussed next.
An End to Everything?
Although the name might suggest otherwise, the kill program need not be fatal. On the contrary, you use it to send signals to processes, including polite requests to stop working.
As you might expect, non-privileged users are only allowed to talk to their own processes, whereas the root user can send signals to any process.
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LinuxCon North America Convenes in Toronto, Canada
Linux Foundation's big event celebrates the 25th anniversary of Linux
Linux Turns 25
Linux has evolved from a "won't be a professional" project to one of the most professional software projects in the history of computers.
Mirantis Joins Hands with SUSE To Offer RHEL Support; Red Hat Not Happy
Competitors get in the game with RHEL without Red Hat
Linux on Windows 10 Poses a Security Risk
Security researchers have already notified Microsoft; some fixes are available
Mirantis to Refactor OpenStack Fuel for Kubernetes
The company is collaborating with Google and Intel to use Kubernetes as an engine for Fuel
Canonical Joins Document Foundation Advisory Board
The upcoming release of LibreOffice will be available as a snap package
SUSE Joins the Microsoft Test Drive Program
Customers can take a free test drive of SLES for HPC on the Azure Cloud
SiFive Launches a Line of Open Source Chips
San Francisco-based chip company announces their first fully open source chip platform.
Fedora 24 Released
The whole distro gets rebuilt on glibc 2.3
Canonical Announces Cross-Distro Support for Snaps
Ubuntu Vendor tries to solve app packaging and distribution problem across distributions.


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For more information or to schedule an appointment, please call 224.251.2020.
Corneal topography measures the shape, curvature, and power of the cornea. Alternative Names: Orbscan, VK
What to Expect
How the Test Feels
Patients may experience momentary blurry vision immediately after the test due to the bright flash photography.
Why the Test is Performed
This test is useful in determining if vision is decreased due to a corneal disorder.


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This is How 'Modern Family' Shot Last Night's Episode with iPhones, iPads, and MacBooks
Last night's episode of "Modern Family" was both hilarious and very well filmed. Using nothing more than iPhones, iPads, and MacBooks, each character used FaceTime to interact with one another in a first-person selfie view. We are all familiar with various movies and television shows using iPhones to snap quick scenes here and there, but this episode went even further by using it as the basis of the entire episode; with genius I might add.


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145 Rowayton Avenue, Rowayton, CT, 06853
Gallery Hours: Tuesday-Saturday 12pm to 5pm
Why become a Sponsor for The Rowayton Arts Center?
Visibility for your business:
Last year we had more than 12,000 hits on our website and that number has been growing every year. We also had approximately 500 patrons who attended our monthly receptions, 350 artists who entered our exhibits, 633 students who attended classes and workshops, and more than 1,000 visitors to our annual Holiday Gift Show.
Your sponsorship will help us attract new supporters, create more classes, pay additional professional lecturers, draw new enthusiastic students, as well as attract more artists and larger audiences to our exhibits. It will transform our community by creating an exceptional art haven in its midst. Most importantly, you will be recognized by the community as a leader who understands and supports the role of the arts in our lives.
Sponsorship Benefits:
"Paint Rowayton" & "Quick Draw"
Sponsorship Opportunities & Giving Levels
For permanent recognition, please consider purchasing a front walkway brick engraved with your business name ($350 per brick).
For more information about sponsorship opportunities, contact the RAC Office at 203-866-2744 or firstname.lastname@example.com.


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The Heart is a Lonely Hunter
by Carson McCullers
The Heart is a Lonely Hunter Part 1: Chapter 3 Summary
- Mick Kelly wakes up early since it's so hot.
- She gets her younger brothers, Bubber and baby Ralph (we are totally not making up those names), and hauls them out for the day.
- They head over to a new house that's being built and Mick climbs all the way up to the roof. She loves being alone so she can think and plan. She constantly thinks of music, and all the things she'll invent and do, and the foreign places she'll visit.
- But her brothers start to get fussy.
- "She wanted to think for a long time about two or three certain people, to sing to herself, and to make plans. But that Ralph was still hollering and there wouldn't be any peace for her at all." (1.3.15)
- Mick reluctantly climbs down and goes inside the house for a bit.
- She writes some graffiti on the wall: Edison, Dick Tracy, Mussolini, Pussy (she couldn't have kept it decent, huh?), and finally the name of a man who wrote music that she really likes, "Motsart" (1.3.22). Those words are like Mick and her era in a nutshell. We've got inventions, Hollywood glamor, world politics, swearing, and music.
- Mick slowly walks home and tells Bubber about the weird dreams she's been having.
- She confesses that she keeps secrets because some things are too special to talk about, but she does tell Bubber that she'd give anything for a piano.
- When they arrive home, Mick argues with her older sisters, Etta and Hazel. Then she goes to her brother Bill's room, where she has a box of secret stuff.
- In the box are some paintings Mick made in a government-sponsored art class for poor kids. Her art all has very morbid themes: one features a ship sinking, another depicts a fire, and third one shows a riot. (Mick may have been using that class as art therapy.)
- Also inside the box are the pieces of the violin that Mick is trying to make, although Mick realizes that her violin is pathetic and won't ever work.
- Bill tells her he knew if wouldn't work, but he thought she ought to figure it out for herself. This doesn't go over well with Mick, who gets angry at him and storms out.
- She brushes past her mom quickly and stomps into the kitchen where Portia, the family's black cook, is feeding the younger Kelly boys.
- Portia starts lecturing Mick for behaving like a punk.
- Actually, Portia provides us with some helpful exposition and explains that she's Willie's sister and that her father is the black doctor that Jake tried to haul into the New York Café the night before.
- "Mick had heard Portia say that [her father was a doctor] before, but she had thought it was a tale. How could a colored man be a doctor?" (1.3.100)
- A little more info on Portia: her husband's name is Highboy and her mother left her father when she was ten years old, at which point the family went to live on her grandpa's farm.
- She thinks that Mick and her dad have a lot in common, which Mick thinks is ridiculous.
- Portia says that they are both stubborn and have problems relating to other people. According to Portia, their problems stem from not loving others or loving God.
- Mick stomps out yet again – she's turning that into her signature move.
- She wanders around and thinks about how everyone's awful, how she wants to be alone (channeling Greta Garbo apparently), how she just wants music and love.
- She also thinks that she'll go see Mr. Singer sometime – after all, he seems interesting.


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Translation of babble in Spanish:
noun no plural
- 1 (of voice, voices) a cry rang out above the babble of voicesse oyó un grito por encima del murmullo de vocesher answer came out in a confused babblebalbució una confusa respuestathe baby's babbleel balbuceo del bebéExample sentences
- I'm picking these sounds out from the babble of the past, a raucous market fair of a landscape that stretches out as far as the eye can see.
- From an uncertain corner in another part of the pub, there was a babble of bedlam.
- The gorgeous changing colors of the high-tech map were accompanied by sound: the babble of many meteorologists overlaid by the powerful roar of wind and waves.
- 2 (of water)susurro (masculine) [literary]murmullo (masculine) [literary]Example sentences
- The sounds coming from the workshops combine with the babble of the stream to create an authentic atmosphere of the settlement of old.
- In the silence of the grove, she heard the pleasant babble of the stream, except that it was no longer a quiet sloshing.
- In plants, a babble of water and small molecules flows through the plasmodesmata between cells.
intransitive verb
- 1 (talk foolishly)parlotear [colloquial]he babbled onsiguió parloteando [colloquial]Example sentences
- My mother continued to babble on but I paid no attention.
- Stacey continued to babble on, totally naïve to the fact that she was causing so many eyes to focus on her.
- Krista continued to babble on about how one of her uncles had gone through the same thing and it all turned out just fine.
- 2 (talk unintelligibly)(baby)a babbling brook [literary]
balbucearun arroyo rumoroso [literary]
Definition of babble in:
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Grammar and usage help for Spanish:
= trending


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Green Globes Building Cert Program Now On ANSI Standard
Green Globes is used as an alternative to LEED.
Updated Green Globes Building Certification Program Now Built On ANSI Standard
The Green Building Initiative (GBI) has announced the release of the most significant upgrade to the Green Globes® for New Construction (NC) program since it first became available in the U.S. in 2006. Green Globes is a web-based program for green building guidance and certification that includes an on-site assessment by a certified third party. The program is used to advance the overall environmental performance and sustainability of commercial buildings.
Green Globes NC is now based on an ANSI standard: ANSI/GBI 01-2010: Green Building Assessment Protocol for Commercial Buildings. The standard was developed using an ANSI approved consensus process involving stakeholders from across the building sustainability industry. For federal agencies, the program now includes the ability to assess and certify new construction and major renovations of federal buildings for compliance with the Guiding Principles as required by Executive Order 13514 signed in 2009.
"In addition to utilizing the ANSI standard, Green Globes received major enhancements to all seven assessment areas led by those covering Energy and Materials & Resources," said Sharene Rekow, GBI vice president of business development. "The program uses advanced building science which will result in higher performing buildings."
Energy performance assessment has been enhanced by allowing users to choose between four paths. Three of these are known to the building industry – ENERGY STAR®, ASHRAE Building Performance Method, and ASHRAE Building Energy Quotient. The fourth, developed within the ANSI process, is an operational energy approach that uses carbon dioxide equivalency (CO2e) as the basis for its calculations and captures energy performance through the entire cycle of energy consumption from source production and generation to building consumption. Bonus points have been introduced for buildings that obtain the highest levels of energy performance, such as zero net energy or 51%+ reduction in CO2e emissions.
The Materials & Resources section introduces a more sustainable and innovative methodology for the selection and specification of products based upon multiple attributes. This is a more rigorous approach that replaces the outdated and less thorough single attribute assessment method. This new approach focuses on full life cycle assessment, multi-attribute certifications, and third-party certified Environmental Product Declarations (EPDs), placing Green Globes at the vanguard of green rating programs advancing Life Cycle Assessment (LCA). In the U.S., Green Globes incorporates the recently enhanced Athena Impact Estimator, an online LCA tool that allows the designer to build assemblies specific to their project, receive LCA rating feedback and efficiently perform comparisons, leading to an optimized LCA outcome. Each individual material type is evaluated and benchmarked against five major indicator criteria: Embodied Energy, Global Warming Potential, and Effect on Land, Air and Water. By providing options, Green Globes offers users the opportunity to select structure, envelope, and interior fit-out materials and products that provide the least environmental impact.
"Professionals will be impressed by the ease of use of the online Green Globes evaluation system, and by the overall program flexibility and adaptability" said Craig Riley, Regional Business Line Leader, Sustainability at URS Corporation.
The GBI provides customer service to guide users through the process. Each project is assigned a certified third-party assessor who is available to answer questions regarding greening strategies during the design and construction process at no additional cost. At the completion of the project, the assessor performs an on-site final evaluation of each project. Based on this evaluation, a building is awarded one to four Green Globes according to the points earned in the certification process.
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this is a very good article on GBI and Indoor Air Quality (IAQ). Regards. Soma Medical – http://www.indoorairquality.com
The shadowy front organization pushing the 'black-box' called Green Globes onto an unsuspecting real estate industry struggles to overcome several serious issues. When you peel back the covers, the sub-standard criteria underlying this system are highly subjective and ripe with opportunities to promote business-as-usual pollution and environmental exploitation as some type of positive accomplishment. Masquerading as an industry standard is one thing, but promoting a scheme designed to bestow reward and recognition on duped real estate professionals based on filling out a questionnaire indicating that the owner isn't a lawbreaker strains credulity. It's no surprise how difficult it is to find projects promoting themselves as having accomplished this process – highly likely due to the chagrin and buyers remorse that comes with reflecting on what this system is really designed to do…..which is nothing. It's ironic the overwhelming majority of search results by Google given the input "Green Globes certified" returns just that…nothing. Nobody likes being duped, and even fewer advertise this fact. With very little if any real proof to back up any of the generous check-the-box questions, owners are left to wonder who's behind the curtain of this Green Globes scheme, what are their real motives, and why any real estate owner would ever put themselves in the position of being a rube.


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Interesting how the judge assumes the cops need back up until he becomes yet another victim of "cops gone wild".
"Thomas D. Raffaele, a 69-year-old justice of the New York State Supreme Court, encountered a chaotic scene while walking down a Queens street with a friend: Two uniformed police officers stood over a shirtless man lying facedown on the pavement. The man's hands were cuffed behind his back and he was screaming. A crowd jeered at the officers."


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By Jason Kosena
Sometimes even the Legislature is powerless against the inevitable.
Last week, Democratic lawmakers introduced House Bill 1369, legislation aimed at adding an additional layer of transparency to the state's higher education system when institutions choose new presidents or chancellors.
Some Republican legislators who opposed the legislation said the timing seemed convenient.
Introduced with less than five working days left in the session, the bill seemed to put Colorado State University into the crosshairs. CSU was in the middle of a search process to select a new chancellor, and rumors were flying that Republican insider and Metro Denver Chamber of Commerce CEO Joe Blake would get the nod.
And he did.
On Tuesday, Blake was named to the new post by the CSU Board of Governors, of which he is vice president. The same day Blake became the system's first chancellor, HB 1369 died in the Senate.
Before Blake was announced as the sole finalist for the job on Tuesday, Capitol insiders were saying the CSU Board of Governors was fast-tracking the selection process in order to get in front of the pending legislation — legislation that many believed would have all but assured Blake would fail to get the nod.
But when asked if he thought that was true, Rep. Paul Weissmann, D-Lafayette, the bill's House sponsor, said "no."
"CSU had been in the search process for many months," Weissmann said on the House Floor Wednesday. "I think if anyone was rushing something through at the last minute, it was us trying to get the legislation finished before CSU named a chancellor."
Democrats in Colorado might have good reason to wish the higher education system's search and selection process would change. It hasn't really worked in their favor in recent years. With this week's appointment of Blake to head CSU, powerful Republicans have all but taken over the top leadership posts of the state's higher education system.
Former U.S. Senator Hank Brown recently served as president of the University of Northern Colorado and then president of the University of Colorado. Brown was selected to both positions in what many deemed a "backroom" process.
Republican attorney Kay Norton now heads UNC, and former Republican operative Bruce Benson, a founder of Trailhead, an effective former 527 organization, is leading CU.
Not surprisingly, Republicans believe there's no problem with the process that has selected higher education's top officials and argued adamantly against HB 1369 from the onset.
"We have incredible leaders at the institutions in the state now, and so I think it's fair to say the process is working," said. Rep. Carole Murray, R-Castle Rock. "It's a full process. I have been in the employer situation, and transparency has to happen in almost every part of government. But when it comes to employees, it cannot be transparent."
Others, such as Rep. Ken Summers, R-Lakewood, said the system already has board members and regents who are entrusted to make executive
decisions for the institutions they oversee. He condemned any attempt by the Legislature to take over those duties.
"We have to entrust the process by those that are appointed by the board and the regents of these colleges to do their work," Summers said, adding that making finalist names public could stop qualified candidates from applying out of fear of what might happen if they don't get the position.
"This could really frustrate the process and could remove some very qualified individuals from consideration," he added. "Let's hold the universities and board members accountable for doing their job and not do the job for them."
Blake, 73, is not exactly known to be the partisan politico that Benson is, for example. A former FBI agent and real estate developer, Blake sided with Gov. Bill Ritter on FASTER this year and was a supporter of Ref. C in 2004. On the other hand, as CEO and president of the Chamber, Blake has taken a
very active position against organized labor and many Democratic policy positions.
Other high-profile names mentioned as possible chancellor nominees were former Democratic Rep. Bernie Buescher, who now heads the Colorado Department of State, and former Republican U.S. Sen. Wayne Allard.
Ritter, who made indirect comments to the Fort Collins Coloradoan editorial board in February suggesting he would not support Allard as the board's choice, released a prepared statement in favor of Blake's selection.
"Joe has been a key partner and an important supporter of our efforts to strengthen Colorado's economy, build a modern transportation system and improve higher education," Ritter said. "We've made significant progress together these past two-and-half years, and I look forward to continuing that partnership with Joe in his new role. There is much work ahead to continue improving educational quality and keeping higher education accessible and affordable."
There certainly are big challenges ahead.
Higher education has taken a fiscal beating in recent years as the state has worked to use the system's funding to fill holes in the state budget. Despite a last-minute save from catastrophic cuts by Ritter, CSU still faces $33 million in budget cuts and has to implement a 9 percent in-state tuition hike for students.
Not everyone believed it wise to create a high paid chancellor position within the university. Before Blake, the former head of CSU, Larry Penley, served as both president and chancellor. Political science professor John Straayer, a regular face around the state Capitol and a 43-year veteran at CSU, decried the decision of the board to create the position.
"The creation of the chancellorship is a huge mistake in my view," Straayer told The Colorado Statesman. "Colorado is facing severe fiscal difficulties and, thus, so is CSU. Positions are being eliminated, and tuition is rising. In this context, the board has chosen to expand its (administrative) bureaucracy."
But not everyone believes the new position is a bad choice, including Weissmann, HB 1369's sponsor.
"In a sense, the Legislature is responsible for this," Weissmann said. "When you continue to underfund the higher education system like we have, it's no surprise that they are turning to people with business and fundraising backgrounds to lead them."
Blake will officially begin his new duties on July 1.
— firstname.lastname@example.com


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Yep, i've got revision guides over my floor, but we burnt all our books on the field after the exams. I can't waait til the exams finnish and i can go on holidayI have clothes and stuff too and my suitcase which adds to further procrastination by leading to endless daydreaming about future holiday.
Ever noticed how revision makes you tidy up? :D
|Posted on
OfflineReputationRep:(Original post by Aplin)
lol, I was talking about it with my teacher on Tuesday.
Whenever I know I got revision to do I always think... it would be easier if I tidyed up first lol. Or sorted out this or rearanged that.... guess its the minds way of constructively avoiding revision.
Revision also makes me really tired... I also notice sometimes when I read I read but don't read... I sort of just process the individul words when I am tired and then have to re-read the passage and can't even remember reading it lol.
I am so lazy
and you can tell I'm desperate, because normally I live in a pigsty
My room is normally spotless, but at revision time, it gets worse for some reason!
But if I do decide to actually do some, I will tidy up a bit first
I'm just the same - there's a websit especially for procrastination...I think it's www.ItCanWait.com LOL
Yeh when there are exams on my room has notes spread across the carpet, piled on the bed, on the desk, chair and shelf. You can't actually walk through the room. It is a bit better at the moment but still not tidy! So revision makes me more untidy!
*rofl* Funny XD
I just spent most of the day tidying my room in an attempt to make the environment "more suitable for studying".


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Your source for general Mountain Biking discussion.
|Help Earn A Grant For Your Mountain Biking Team 4 years ago in General Discussion
|by ResponsibleSports
ACTIVE is the leader in online event registrations from 5k running races and marathons to softball leagues and local events. ACTIVE also makes it easy to learn and prepare for all the things you love to do with expert resources, training plans and fitness calculators.


text:
Developing a Law/Business Collaboration Through Pace's Securities Arbitration Clinic
Jill Gross
Pace Law School
Ronald Filante
Pace University
Fordham Journal of Corporate and Financial Law, Vol. 11, No. 1, 2005
NYLS Clinical Research Institute Paper No. 07/08-16
This article details the interdisciplinary collaboration that the authors conceived, designed and implemented between Pace Law School's Securities Arbitration Clinic and graduate students in Pace's Business School. The clinic provides free legal representation to small investors who have arbitrable disputes with their brokerage firms. The collaboration provides J.D. students with experience in working with financial consultants and testifying experts while simultaneously providing business students with valuable experience analyzing portfolios after the customer has alleged misconduct by the broker. The article describes the models of collaboration other law/business clinics have used, details the advantages and disadvantages of those various models from an educational, professional and ethical perspective, and analyzes the impact of those factors of the model we ultimately chose.
Number of Pages in PDF File: 29
Keywords: clinical legal education, interdisciplinary collaboration
JEL Classification: K22
Date posted: November 27, 2007
Suggested Citation
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Xie: Can you provide me with a brief overview of SFDA application and approval of foreign drugs?
SFDA: Drug registration applications include applications for new drugs, generic drugs, imported drugs and their supplementary applications as well as re-registration applications. To apply for an import drug registration, the applicant shall fill out the Application Form for Drug Registration, submit relevant dossiers and samples, provide relevant approval documents, and submit the application to the State Food and Drug Administration.
Xie: What is the standard application procedure for an imported drug?SFDA: Application for an imported drug refers to the registration application for drugs manufactured abroad to be marketed within the territory of the People's Republic of China. A drug being applied for importation shall have already obtained the drug marketing authorization in the producing country or region where the overseas pharmaceutical manufacturer is located; those that have not yet obtained marketing authorization in the producing country or region, may still be approved for importation by the State Food and Drug Administration if they can confirm safety and efficacy through clinical trials.
Xie: What is the application for a generic drug?
SFDA: The generic drug shall have the identical active ingredients, route of administration, dosage form, strength, and therapeutic effects as a registered drug. When a drug has been produced by more than one manufacturer, the selection of registered drugs for comparative study shall be in accordance with relevant technical guidelines.
Xie: Who should file an application for an imported drug registration?
SFDA: An overseas applicant applies for an imported drug registration, which shall be done by its branch in China or an entrusted agency within the territory of People's Republic of China. The people who handle the application for drug registration must have professional knowledge and be familiar with the laws and regulations on, and the technical requirements for, drug registration.
Xie: What is required to provide in the application?
SFDA: The applicant shall provide sufficient and reliable research data to prove the safety, efficacy, and quality of the drug, and be liable for the authenticity of all the dossiers submitted. The cited literature of the dossier of drug registration shall indicate the title of works or the name, volume number, issue, and page of the journal. Where the cited references are not published, an author's permission shall be provided. For foreign literatures, Chinese translation shall be provided as required.
Xie: What are the application and approval procedures for a foreign drug?
SFDA: The approval procedures can be divided into the approval of clinical trial and approval of imported drug application.
For Approval of clinical trials, four steps are involved
a. Application submission and review by SFDA (timeline: 30 days). It is important to submit the application in the format that SFDA requires. Once the application is received, SFDA will check the dossier content and format and send notification of quality test and specifications verification conducted by National Institute for the Control of Pharmaceutical and Biological Products (NICPBP) (timeline: 85 days).
b. Technical Evaluation by the Center of Drug Evaluation (timeline: 90 days)
c. Final Decision by SFDA (timeline: 30 days)
d. If approved, Notification of Clinical trial protocol and the list of investigators to SFDA
For the approval of an imported drug application, three steps are involved:
a. Submission of clinical trial results and other amended or supplemental data by applicant
b. Technical evaluation by the Center of Drug Evaluation (timeline: 150 days)
c. Final Decision by SFDA (timeline: 30 days)


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"The Madonna Files ...Based on Prophecies of the Virgin Mary"
"I invite you to pray with the heart in order that your prayer may be a conversation with God. I desire each one of you to dedicate more time to God. Satan is strong and wants to destroy and deceive you in many ways. Therefore, dear children, pray every day that your life will be good for yourselves and for all those you meet."
Dear children! Today also I am inviting you to a complete surrender to God. Dear children, you are not conscious of how God loves you with such a great love because He permits me to be with you so I can instruct you and help you to find the way of peace. This way, however, you cannot discover if you do not pray. Therefore, dear children, forsake everything and consecrate your time to God and God will bestow gifts upon you and bless you. Little children, don't forget that your life is fleeting like a spring flower which today is wondrously beautiful but tomorrow has vanished. Therefore, pray in such a way that your prayer, your surrender to God, may become like a road sign. That way, your witness will not only have value for yourselves but for all eternity. Thank you for having responded to my call. "


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And I still can't believe how it turned out. Illusion knitting is simply amazing. But alas, I'll let you be the judge of that.
The pattern is by Steve Plummer and his world of Illusion Knitting is absolutely amazing.
And I still can't believe how it turned out. Illusion knitting is simply amazing. But alas, I'll let you be the judge of that.
The pattern is by Steve Plummer and his world of Illusion Knitting is absolutely amazing.
Yep. That's all I can think about. Well and little sweaters and toys and anything baby, but since they don't start with B they can't be in the title to this post. I found out last week. that I'm going to be a Great Aunt! My nephew and niece-in-law are expecting their first baby. And before you expound about how there's now way possible I'm old enough to be a Great Aunt, I wholeheartedly agree. But then Paul was born when I was 14 so its true, I'm not old enough. But he is old enough to be a dad.
Now my plans are changing, do I knit my coat or do I start on the plethora of baby items I'm itching to knit. I know there will be at least two blankets, booties are needed, and bibs of course. I love the bibs I knit. They are very simple but very practical, I Love Stockinette Baby Bibs. Its a free pattern. Its simple, you get to practice short rows and an i-cord edging. And they are easy to dress up. I have made 9 of these, using the cheap balls of cotton from Walmart or Michaels. My favorite picture though is this action shot.
Since they are very practical gifts, I plan to make them quite a few. But first the blankets. Then when I know what sex it is, I'll make an appropriate item of clothing.
I'm currently working on at work the Sunny Cables and Crowns in a nice light brown color, perfect for boy or girl and the modern earth-tone baby. And since my nephew and niece-in-law are studying the Swahili language I'm making them the Safari Parade Blanket. Yarn is ordered. Can't wait to start. Although still debating if I start that or knit my coat, decisions, decisions.
What is Time? Its an illusion. There is too much. There is too little. Its also the name of one of the songs I love from one of my favorite groups, Elephant Revival. Although I am rather annoyed with them that they haven't come back to St. Louis in way too many months!
My biggest problem with time is that I'll never have enough to knit (or crochet) all the different patterns I want. Each pattern is a quantity of time, and at the rate I'm queuing patters on Ravelry I will need to work non-stop until I'm 176 years old.
Speaking of patterns I want to make I think I just found possibly my first non-blanket crochet pattern I want to make, its a cute shark pencil case. I'm not sure I can accomplish it, but I'll never know if I don't try.
I of course currently have two crochet blanket projects in the works. Knitting I have a purse for me, an illusion blanket on the needles, two shawls, and I really want to start knitting my winter coat. Of course all of this desire to do nothing but crafting comes at a time when there is little to no time for crafting. I have many personal commitments coming up and work has just turned into a war zone. The good news is I'll probably have lots of overtime which will relieve some financial stress, the bad news is I will not be finishing or even making progress on my current projects. But I always manage to steal a minute or two and keep yarn in close contact at all times so for the moments in which I'm about to go bonkers and implode, I can calm myself down.
Maybe I should knit or crochet myself a clock! Then I'll always have knit time.
Current blanket I'm crocheting at home is looking like this. I don't like the square with the popcorns, but I think its because I just haven't gotten used to crocheting them yet.
And to catch everyone up on what I was doing during my blogging break I share this blanket I knit this spring for a co-worker. I absolutely love how it turned out, and she loves it too, which is just frosting on the cake, or sour-cream on the enchilada.
It also didn't hurt that we had a big snow storm which was the perfect backdrop for this blanket. Its the Flower Petal baby blanket by Anne Haas. I actually made two of these, this being the second, and I love, love, love how it turned out. Its also featured on the pattern page on Ravelry which is always a big ego boost!
So I'm glad in life I have knitting and well now crocheting because yarn, needles, a hook, its life at its purest. At work no matter how well I think I have planned things out, something always goes wrong, even on the simplest task. It seems as of late, no one is every happy, no one is ever content. Demanding is the world we live in.
So when these things frustrate me, i just turn to my yarn, needles, and now hook. And I know that in the few moments stolen away from the crazy that I can make a stitch, life returns to simple.
In addition, I seem to get annoyed rather easily these days. For instance I sit near a person that constantly munches on things and the noise is driving me literally insane. So now I have to sit with headphones and Pandora playing all day in order to cope. I can't handle the chewing noises non-stop, 5 days a week, 40 hours a week. I. am. going. stark. raving. lunatic. mad.
So I turn to my yarn. Just having a basket of it near me is calming. Well that and my desk sheep.
That and the daily reminder of my silly dogs.
So I hope you find some time today for the simple things in life, some knitting, some crocheting, some spinning, some weaving, something with yarn!
My mother is not a crafty person. In fact I think if you put a crochet hook, a pair of knitting needles, or a sewing machine in her hands she'd use them as weapons. Well, maybe as kitchen tools. Apparently she sewed when she was first married, there are some matching outfits of her and my big sister. However she didn't keep it up.
My sister on the other hand. Amazing. She crochets, she draws the most adorable characters, she's a graphic artist, she is a true creator. She also knits, her daughter and I taught her. She has this ability to just see a skein of yarn and see the end object whether its a toy or a garment. She makes the most adorable crocheted characters. I envy that ability. I have to have a pattern, I have no artistic vision. I've only ever changed a pattern once successfully, and have only created one thing completely on my own the blanket I made for my cousin.
So I follow patterns. I live by patterns (as yesterday's post discussed) but I've always been a little annoyed at myself that I couldn't read or follow a crochet pattern. So I determined that I would finally figure it out. Yesterday at lunch I found several crochet blanket patterns I liked, I have so much scraps and partial skeins of yarn I wanted a project that would help use those up. And since I really could use some washable, abusable blankets, it was time to learn to follow a crochet pattern. So I choose to start Graphic Granny Afghan. The last round of the hexagon took me a bit to figure out, and I'm still not entirely sure I'm doing it right. But today possibly in the silence of the conference room at lunch, I can figure it out. Now to pick out my next crochet project. Actually I think it'll be another granny square blanket. But I have several in my queue to choose from.
How I love thee, let me count the ways, or at least the patterns, and that would be 7,279 patterns in my personal library. According to Ravelry. I seriously love Ravelry. I can add my book to my personal library, or that fantastic pattern I found on Ravelry. And then, and this is really the beauty of it, I can search all the patterns I own whether in a book or in an individual pattern I've downloaded and I can search by yarn recommendation, sizes, construction, all sorts of things. Its fantastic!
How I love looking at patterns. To me a pattern is much more than a design to follow, its a map to a new destination, its a dream, its a fantasy. The yarn, the words, the needles, all have to fit together to make the pattern a reality. And its a marvelous journey. I'm constantly looking at patterns, wishing, hoping, dreaming, planning. Honestly, they are what get me through the mundane day of working in an office.
Today, I'm interested in crochet patterns. I've never been able to follow a crochet pattern and I feel like maybe its time to force myself into it! So I've been searching Ravelry for a basic but interesting shawl pattern that I can play around with. I'm also getting ready to purchase a new pattern to make myself a coat for this year. The Boston Top-Down Hooded Coat. I have the yarn to make it already, I just need to dedicate myself to making it for myself. Speaking of myself, I did make myself some new shawls since we last spoke. My favorite, because its huge and comfy, is my Illusion Shawl.
So excuse me now while I go look at some patterns, and dream of time at home knitting them all up into beautiful pieces of art.
Yep that's a third wheel in three days. Apparently all old wheels go to the South County Antique Mall. Don't judge me I am weak.


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myIR, payments and more
Rental income IR3R
(published April 2014)
Links open in a new window
About this form
The form to complete for each property you rent out. You can complete it online if you file your IR3 return online.
PDF | 79kb | 2 pages
This form can be completed on-screen by typing content directly into the PDF document. Once you have completed the form it is important that you print it out as you will not be able to save the information you enter into the form.
When to use this form
You need to use this form to show the income you have made from rental property, minus the expenses and depreciation on buildings and assets. Fill in a separate IR3R for each property rented out.
What you will need
You will need:
- your IRD number
- rental property address
- period property was available for renting
- total rental income on this property
- any other income
- any gain or loss on disposal
- expenses relating to this property
- depreciation information for building and assets - this will include the:
- date of purchase
- cost
- means of depreciation
- adjusted tax value, and
- rate of depreciation.
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After you finish
Please print and attach your completed IR3R to your return and post to your nearest Inland Revenue office.
You may wish to keep a copy of this form for your personal records.
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text:
Amid Canada Trade Talks, Time to Revisit Dairy-Supply Management?
By Don Curren
It's long been a, well, sacred cow for Canadian policymakers. But amid a raft of trade talks—including negotiations now underway between Ottawa and Asian nations and, separately, the European Union—Canada's dairy supply-management system is under scrutiny.
C.D. Howe Institute, a pro-markets think tank, said it's time the system be reformed.
Provincial governments established the regime in the 1960s to balance the interests of small dairy producers and the handful of processors then in operation, and to smooth out the effects of volatility in milk prices. The provincial boards now operate under the umbrella of the federal Canadian Dairy Commission.
Currently, only farmers who own milk production "quotas" can produce dairy products for domestic consumption. Foreign producers are prevented from bringing dairy products to Canada through a contentious tariff which prevents imports beyond minimal levels.
That's left a sour taste at home and abroad. Trade partners want more access to Canada's market. And Canadian consumers love to complain about the high cost of dairy products.
In 2011, at a period when the U.S. and Canadian dollars traded at parity, the price of four liters of 2% milk in Toronto was $5.59 (Canadian), compared to $3.16 (U.S.) in upstate New York, C.D. Howe said in a new study.
"The costs to the consumer is one reason the system has to be rethought and reformed," Colin Busby, senior policy analyst for C.D. Howe, told Canada Real Time.
"As a result, a significant amount of income from the population at large is transferred to a dwindling number of dairy farmers," the study said.
Two of the measures the think tank suggests: capping producer prices for all dairy products, and putting more consumer representatives on the board of the Dairy Commission.
Thérèse Beaulieu, a spokeswoman for the Dairy Farmers Association, a trade group, said the industry is already working on changes in the supply-management system, including a push toward a more national market for dairy products.
The association doesn't believe price caps will benefit consumers or the industry, since they won't control retail prices, said Ms. Beaulieu. When Australia capped producer prices, prices at the retail level increased, she said. A subsequent deregulation of the market led to volatility in prices, but ultimately higher prices for consumers, she said.
Ms. Beaulieu said the Canadian Association of Consumers does have a representative at the Dairy Commission, as does an umbrella group for the country's restaurants. "The buyers are represented," she said.