text:
Click below to filter your search results
Committee Opinion Number 693, April 2017
ABSTRACT: Given the increasing availability and complexity of genetic testing, it is imperative that the practicing obstetrician–gynecologist or other health care provider has a firm comprehension of the benefits, limitations, and risks of offering a specific genetic test, as well as the importance of appropriate pretest and posttest counseling. The purpose of this Committee Opinion is to provide an outline of how obstetrician–gynecologists and other health care providers can best incorporate these tests into their current practices and provide appropriate pretest and posttest counseling to p...
Committee Opinion Number 691, March 2017
(Replaces Committee Opinion Number 318, October 2005;Committee Opinion Number 432, May 2009;Committee Opinion Number 442, October 2009;Committee Opinion Number 469, October 2010;Committee Opinion Number 486, April 2011)
ABSTRACT: Carrier screening is a term used to describe genetic testing that is performed on an individual who does not have any overt phenotype for a genetic disorder but may have one variant allele within a gene(s) associated with a diagnosis. Information about carrier screening should be provided to every pregnant woman. Carrier screening and counseling ideally should be performed before pregnancy because this enables couples to learn about their reproductive risk and consider the most complete range of reproductive options. A patient may decline any or all screening. When an individual is ...
Committee Opinion Number 690, March 2017
ABSTRACT: Carrier screening, whether targeted or expanded, allows individuals to consider their range of reproductive options. Ultimately, the goal of genetic screening is to provide individuals with meaningful information that they can use to guide pregnancy planning based on their personal values. Ethnic-specific, panethnic, and expanded carrier screening are acceptable strategies for prepregnancy and prenatal carrier screening. Because all of these are acceptable strategies, each obstetrician–gynecologist or other health care provider or practice should establish a standard approach that i...
American Congress of Obstetricians and Gynecologists
409 12th Street SW, Washington, DC 20024-2188 | Mailing Address: PO Box 70620, Washington, DC 20024-9998


text:
Mean Betty on Angelina Jolie's Right Leg's Quest for World Domination
Mean Betty takes a closer look at Angelina Jolie's rogue leg's behavior at the Oscars—and finds some frightening possibilities for what it might mean.
-Mean Betty
Did you watch the Oscars, kittens? Meanie did, of course, though less for the actual awards than for the ridiculous things that stars tend to do when gathered together in large groups. Such things go wonderfully with a martini; wouldn't you agree?
Case in point: Angelina Jolie. Or, perhaps more accurately, Angelina Jolie's right leg. Angie's right leg, you see, seems to have developed a mind of its own. In fact, it may even be exerting control over Angie's actual brain (that is, the one in her head), because though darling Angelina has long been known for her penchant for dresses with slits, the one that she wore to the Awards on Sunday… was really something special. It was cut so high that Meanie can't help but think that perhaps her right leg overruled her brain, thus making this clothing choice the first move in its bid for full-body domination.
The question, of course, is ultimately why Angie's right leg is so intent on taking over the whole of her person. But kittens, Meanie has been cudgeling her own brains, and after much long and difficult work, she believes that she has determined the leg's end goal. Where else is there to go once a humble leg has taken over Angelina Jolie? Easy: THE WORLD.
That's right. Meanie is convinced that Angelina's right leg is hell bent on world domination. Angie has already proven herself to be extraordinarily influential in more than one arena, all of which would be endlessly useful to a rogue limb with an agenda of its own. As an actress, Angelina can be found beaming her way into homes everywhere via the television. As a style icon, she dictates the way her disciples dress. As an activist, she extends her wide reach to noblest of causes. The leg has even infiltrated the Twittersphere, singing its gospel to smartphones everywhere via @AngiesRightLeg. What more could a power-hungry leg need to help it accomplish its sinister goals?
Read Mean Betty: Paris Hilton's Desperate Measures for Fame
What Meanie has yet to figure out, however, is the motivation behind Angie's Right Leg's quest for world domination. Does it wish to give everyone in the world Angelina's perfectly plump lips? Does it want to make her, along with the rest of the planet, eat a sandwich? Is it trying to get every small child ever adopted? Or does it simply desire to inundate the world with images like this one?:
Terrifying, isn't it, kittens?
Although on second thought, the sandwich goal and the adoption effort might not be such terrible motivations after all. Maybe the leg is attempting to use its almighty powers for good, rather than evil. At this moment in time, only the leg itself knows what might be lurking behind its well-toned exterior; we can only hope that it has something nobler in mind than a simple bid for power. A world run by a single extremity would be a frightening one indeed.
Then again, maybe the leg is entirely innocent. It might just have been Angelina's wacky choice of pose casting it in a questionable light. Where on earth did she get that from, anyway? Perhaps she could benefit from some lessons in deportment from Meanie's beloved butler. He does SO love to teach!
Mean Betty

subset: commoncrawl


text:
Our friends over at HJ Mews, purveyors of feline finery, want to share one of their favorite products with you through a special giveaway. Here's your chance to win a Silhouette cat be from Kittypod! This luxurious cat bed by designer Elizabeth Paige Smith is a classic modern cat design. This kitty-head shaped pillow has a soft faux fur cover that is removable and washable with a thick foam insert for maximum comfort. The Silhouette measures 25″ x 21″ x 2″ and sells for $44.99 at HJ Mews.
To enter this giveaway, please visit the HJ Mews store and take a look around, then come back here and leave a comment on this post telling us what caught your eye. The winner will be chosen in a random drawing and announced on September 26, 2011. One entry per person. This giveaway is open to addresses in the US and Canada.


text:
'"That's the probable scenario," our man said, laughing off a report out of Buffalo indicating Hasek would be willing to play for the Sabres next season for $6M. "I know what Dom would like to do, and it has absolutely nothing to with remaining in Buffalo at a discount."'
Hasek: Hasta la vista?
May 20, 2001 Submitted by
Via: New York Post


text: Home- Academics- University Catalogue- Philosophy Menu Menu Philosophy (For 2016–2017 academic year) Professors Dudrick, McCabe, Meyer (Chair) Associate Professors Kawall, J. Klein, Tumulty, Witherspoon Assistant Professors Blackman, Gray, Jayasekera, Nisenbaum Visiting Assistant Professor Bulthuis Lecturer Pendleton Philosophy is a central component of a liberal arts education. It raises fundamental questions about the nature of reality and the place of human beings within it. What is the nature of morality? What is free will and are human beings free? What is the relation between mind and body? What, if anything, can we know about the material world? Does God exist? What makes a state just? What makes for a good life? In attempting to answer such questions, students of philosophy reflect on both their own responses to these questions and the ways in which past thinkers have defended their answers to them. The process of formulating and testing these answers requires education in logical analysis, reasoned argument, and analytic thinking. In acquiring such education within the philosophy curriculum, students develop their ability to solve problems and to think, read, and write critically — skills that are in high demand in a number of different professions. Philosophy majors go on to successful careers in law, consulting, finance, and medicine. Many have also embarked on academic careers. But philosophy is about more than reflection and finding answers. As the love of wisdom, it is also a practice and a way of life, one characterized by openness to viewpoints other than one's own, a willingness to question both received opinions and one's own opinions, and a passionate concern to integrate thought and practice into a meaningful life. The department offers a number of courses that serve as gateways to the practice of philosophy. These gateway courses are PHIL 101, Introduction to Philosophical Problems; PHIL 111, Ethics; and PHIL 121, Political Philosophy. Prospective philosophy majors are especially encouraged to take PHIL 101 early in their course of study. Other courses at the 200 and 300 level are either courses in the history of philosophy or courses that focus on problems in specific areas of philosophy. Many of these courses do not have specific prerequisites and are open to all interested students. Major Programs There are two distinct major programs: philosophy and the joint major in philosophy and religion. Major in Philosophy A major in philosophy requires nine courses in philosophy, or ten if the philosophy major is a candidate for honors. Only one of the total number of courses may be an independent study. Though students may take as many 100- and 200-level courses as they wish, no more than three such courses will count towards the completion of the major. The lone exception is PHIL 225, Logic, which can count towards the major in addition to three other 100- or 200-level courses. Though not strictly required of all majors, PHIL 225, Logic, is nevertheless strongly recommended for all majors — especially for students contemplating graduate work in philosophy. Among the courses for the major, students must take at least one upper-level course from the department's offerings in Value Theory (VT): PHIL 312, 313, 329, 330, 343, 345, or a similar course approved by the chair and at least one upper-level course from its offerings in Metaphysics and Epistemology (M&E): PHIL 320, 335, 340, 341, 342, 380, 381, or a similar course approved by the chair. In addition, students must take at least one course from our offerings in Major Figures (MF): PHIL 301, 302, 303, 304, or two courses if they are pursuing honors. Majors in philosophy should plan to have completed their Major Figures course by the end of their junior year. At least one 400-level seminar in philosophy is also required for the major, though students are strongly encouraged to take more than one seminar. To qualify for graduation, a minimum grade of C is required in all courses taken toward the major/minor. Minor in Philosophy A minor in philosophy consists of five courses in philosophy. The structure of the minor can be specially designed in consultation with a student's adviser in philosophy, or it can have a basic structure of an introductory course (PHIL 101 is strongly recommended), a course in the Major Figures (MF): PHIL 301, 302, 303, 304, a 400-level seminar, and two electives. Major in Philosophy and Religion A major in philosophy and religion consists of ten courses, eleven if seeking honors. Five of these must be in philosophy, and five must be in religion. No more than three of these courses may be at the 100 or 200 level. Only one of the ten courses may be an independent study, or two if seeking honors. Of these ten courses, three are normally required as follows: a. PHIL 101, Introduction to Philosophical Problems; or PHIL 111, Ethics; or PHIL 226, Philosophy of Religion; or RELG 101, The World's Religions as an entry to the major; b. RELG 352, Theory and Method in the Study of Religion; c. At least one 400-level seminar in either philosophy or religion, considered a capstone of the major. At least five courses should be focused upon a particular area of interest, which a student enters into with a plan to follow through in an integrated manner. This approach is intended to give students several options while also giving them direction, so that the joint major brings disciplinary integrity to interdisciplinary study. The department does not offer a minor in philosophy and religion. Honors in Philosophy or Philosophy and Religion A student who wishes to become a candidate for honors in philosophy or who wishes to become a candidate for honors in philosophy and religion by writing on a philosophical theme must seek the approval of a faculty adviser by presenting him or her with a substantial essay that could serve as the basis for an honors project. Normally this will be an essay written for a 300- or 400-level philosophy course, together with a plan for developing the original essay into an honors thesis. If the faculty member and the department's honors supervisor agree that the submitted essay shows promise of becoming a high-quality thesis, the student may register for PHIL 490 with a view to qualifying for honors. The independent study should result in a senior thesis. Students writing a senior thesis will give an informal presentation of their work to students and faculty of the department. Students seeking honors must submit their theses to their advisers by the deadline set by the department. If a student's adviser judges the thesis to be of sufficient quality, the student will be invited to stand for honors. (Independent study students who are not invited to stand for honors will still be able to complete their senior theses.) Honors candidates will undergo an oral exam (the honors defense) conducted by the adviser and two additional faculty members during exam week. Ideally the honors defense becomes a forum for intellectual exchange between the student writer and the faculty readers. A student is awarded honors on the basis of both the quality of the written thesis and the conduct of the honors defense. In addition an honors candidate must have a GPA of at least 3.40 in his or her major. Awards See "Honors and Awards: Philosophy" in Chapter VI. Advanced Placement and Transfer Credit Advanced Placement credit is not offered. Transfer credit for graduation requirements may be awarded by the registrar on the basis of course syllabi and requirements and advice from the department. To assess transfer credit for major requirements, however, the same documents plus the student's written work in the course (i.e., exams, papers) must be submitted to the faculty adviser for evaluation. The department chair receives a recommendation and is responsible for deciding whether to award major credit. Normally no more than two transfer credits may count toward major or minor requirements. Seminar credit is not transferable. Study Group During the spring semester the Department of Philosophy, in conjunction with the Department of Religion, offers a study group at the University of St. Andrews, Scotland's first university, founded in 1410. Other than the director's course, which is offered by a department member, students take courses of their choice from among those offered by the University of St. Andrews, at which they are enrolled for the semester. St. Andrews has a very fine philosophy department and it is a great advantage for majors in both philosophy and philosophy and religion to study there for a semester. The study group is also open to majors from other departments. See "Off-Campus Study" and "Extended Study" in Chapter VI. Course Offerings PHIL courses count toward the Human Thought and Expression area of inquiry requirement, unless otherwise noted. Value Theory courses are noted as (VT) Metaphysics and Epistemology courses are noted as (M&E) Major Figures courses are noted as (MF) 101 Introduction to Philosophical Problems Staff Readings and discussions are organized around such classic problems of philosophy as the existence of God, free will and determinism, the relation of mind and body, knowledge of the external world, the meaning of "good" and moral action, etc. No prerequisites. (Formerly PHIL 201.) 111 Ethics Staff This introductory course explores central questions of morality. What makes a good life good? What makes some actions right and others wrong? Are there human rights that everyone has? What are our obligations to others? Are there good answers to these questions, or is it all relative? Among the philosophers explored are Plato, Aristotle, Kant, Bentham, Mill, and various significant contemporary thinkers. (Formerly PHIL 213.) 121 Political Philosophy D. McCabe This introductory course explores central questions in political philosophy, with an emphasis on the great figures in the tradition (including Plato, Aristotle, Hobbes, Locke, Rousseau, Hegel, and Marx). Among those questions are, what justifies the state? Is democracy the only legitimate form of government? How much freedom should be secured for individuals? How should we understand the ideal of equality? And so on. No prerequisites. 202 Environmental Ethics This course is crosslisted as ENST 202. For course description, see "Environmental Studies: Course Offerings." 214 Medical Ethics R. Blackman, D. McCabe This course addresses urgent moral questions that arise in the field of medicine. Some of these are long standing. Is health strictly a biological concept, or do cultural and social norms, in part, determine what is good health? Should doctors act solely for the goal of improving their patients' health, or is their central obligation to respect patient autonomy? Other questions are more recent. When exactly is a person dead, such that withdrawing life-saving equipment is appropriate? Should parents and doctors take steps to see that their children are born with more desirable traits and characteristics? Students learn how philosophic argument can help illuminate these and related issues. No prerequisites. 216 Existentialism D. Dudrick This course is designed to introduce students to existentialist thought via an examination of its 19th-century origins and 20th-century manifestations. Among the authors to be discussed are Kierkegaard, Nietzsche, Heidegger, Sartre, Beauvoir, Camus, and Marcel. Among the topics to be considered are existence, freedom, subjectivity, and absurdity. 225 Logic I J. Kawall, U. Meyer, E. Witherspoon Logic is the science of correct reasoning. It provides rigorous methods for evaluating the validity of arguments. This introductory course covers the basic concepts and techniques of propositional logic and first-order predicate logic with identity, including truth tables, proofs, and elementary model theory. This course is suitable for students in all areas and is highly recommended for philosophy majors. 226 Philosophy of Religion D. Dudrick Can the existence of God be proven? Can it be disproven? What is the relationship between faith and reason? Does evil provide strong evidence against the existence of God? How should we think about the relationship between creation and evolution — and about the relationship between science and religion generally? Does the Christian notion of the Trinity make any sense? What about the idea of Original Sin or the Atonement? Students seek reasoned answers to many of these questions by evaluating the work of philosophers who address them. Students encounter both classical and contemporary authors, though the class focuses more on perspicacious presentations of these issues than on their historical development. 228 Philosophy of Science U. Meyer This course is an introduction to the philosophy of science and explores issues of general philosophical interest to the sciences, rather than those germane to any particular discipline. The course focuses on the rise and decline of logical positivism and the status of its post-positivist descendants with particular emphasis on the issues of scientific laws, induction, theory confirmation and choice, falsificationism, reductionism, realism, explanation, prediction, and problems relevant to the special sciences. 301 Ancient Philosophy (MF) J. Klein, Staff This course surveys some of the central figures and ideas of classical Greek and Roman philosophy, with particular emphasis on Plato, Aristotle, and the main Hellenistic schools. Topics to be considered include the aim and method of Socratic inquiry; Plato's epistemology, theory of forms and defense of justice; Aristotle's logic, ontology and ethical theory; Stoic and Epicurean cosmology and ethics. 302 Modern Philosophy (MF) M. Jayasekera, E. Witherspoon This historical and critical reading of classic philosophical thought from the 16th to 19th centuries works with original texts of Bacon, Hobbes, Descartes, Pascal, Spinoza, Leibniz, Locke, Berkeley, Hume, and Kant. 303 Medieval Philosophy (MF) Staff Medieval philosophy involved the absorption and transformation of Greek and Hellenistic thought by Jewish, Christian, and Muslim thinkers, often in relations of mutual influence. The period is crucial not only for its project of reconciling reason and faith but also for philosophical insights, arguments, and formulations that have remained influential in several of the main areas of philosophy. The course focuses on questions concerning freedom of the will, the nature of moral requirements and obligation, the role of rational considerations in morality, the virtues, and ideals of human excellence. Students read figures from the three faith traditions and explore their interactions and mutual influences, as well as their differences. Coverage of Jewish, Christian, and Muslim thinkers is roughly equal, and students look at the Platonic, Neoplatonic, and Aristotelian background to their thought as well as the new directions in which they took philosophy. 304 Kant and 19th-Century Philosophy (MF) Staff This course studies Kant and some major developments in 19th-century continental philosophy that stem from the transformations and criticisms of Kant's philosophy. Readings are from Kant, Hegel, Nietzsche, and Schopenhauer. Issues explored include the possibility of knowing things in themselves, the status of religion and science, the basis of morality, and the relationship between the individual and community. Prerequisite: one course in philosophy or permission of instructor. 306 Recent Continental Philosophy D. Dudrick This course is a study of some of the major movements in recent continental philosophy. Among the movements to be considered are phenomenology, existentialism, philosophical hermeneutics, post-structuralism, and postmodernism. Among the thinkers to be considered are Husserl, Heidegger, Gadamer, Sartre, Foucault, and Derrida. Movements and thinkers may vary from year to year. Prerequisite: one course in philosophy or permission of instructor. 310 Philosophy and the Social Sciences E. Witherspoon This course will consider philosophical questions about the nature of the social sciences as well as philosophical questions prompted by the results and methods of the social sciences. These questions include: Do the natural sciences offer an appropriate model for the social sciences, or is there something distinctive about human phenomena that requires a fundamentally different mode of inquiry and style of explanation? Are the reasons for which we act also the causes of our actions, or are reason-based and cause-based explanations of human behavior fundamentally distinct? Are economists correct in their assumptions about the rationality of economic agents? Is it possible, or desirable, to conduct social scientific research in a value-neutral fashion? If not, what are the consequences for the objectivity of the social sciences? Are our values and moral attitudes themselves merely the effects of natural selection, as evolutionary psychologists maintain? Readings are drawn not only from philosophy, but also from sociology, economics, political science, psychology, and sociobiology. Prerequisite: one course in philosophy or permission of instructor. 312 Contemporary Political Philosophy (VT) D. McCabe This course offers a critical engagement with the rich work in political philosophy that has appeared since the landmark publication of John Rawls' A Theory of Justice. After a close examination of Rawls' egalitarian liberalism, the course takes up the range of alternative positions that dominate contemporary political theory: conservatism, libertarianism, communitarianism, feminism, Marxism, and multiculturalism. Prerequisites: at least one course in ethics or political theory is recommended. No first-year students. 313 International Ethics (VT) D. McCabe Nations increasingly come into contact with one another in a common international arena, and these encounters raise a host of important moral questions: Are there moral standards that apply across all human communities, and if so, how specific are they? Do all human beings have rights, and if they do, what are they? What duties do wealthy countries have to aid poor ones? Are there moral constraints on how war must be conducted, and if so, what are they? In this course students engage with the work of contemporary theorists exploring these and related questions. Prerequisites: at least one course in ethics or political theory is recommended. No first-year students. 320 Issues in 20th-Century American Philosophy: Empiricism and Realism (M&E) E. Witherspoon This course seeks to bring students inside some of the problems and methods that lie at the heart of post-war American philosophy. What is the structure of knowledge? Is all knowledge scientific knowledge? What determines the meanings of the words in which we express knowledge claims? Do speakers of radically different languages have radically different experiences of the world? What is experience, and how is it related to knowledge? The course places these questions in their historical context and examines a range of responses to them. Readings are drawn from Sellars, Quine, Davidson, Putnam, and Rorty. Prerequisite: one course in philosophy or permission of instructor. 325 Logic II U. Meyer This course covers a selection of advanced topics in logic: computability, Turing machines, soundness and completeness theorems, undecidability of predicate logic, Skolem-Löweheim theorems, nonstandard models, and Gödel's incompleteness theorems. Prerequisite: PHIL 225. 329 The Philosophy of Law (VT) Staff This course examines some central ideas of jurisprudence and the philosophy of law. Readings concentrate on general theories of law, justice, legal rights, liability, and legal responsibility, and on the nature of judicial reasoning and legal principles. Some broader methodological questions pertaining to causation and the law and the relation of law and morality are discussed and related to the readings. (Formerly PHIL 229.) 330 Aesthetics and the Philosophy of Art (VT) Staff Discussion of the classical writings of philosophers on art and central ideas of aesthetics: form and content, expression, taste, and standards of criticism are included in this course. Readings include Plato, Aristotle, Kant, Nietzsche, etc., as well as contemporary essays. 332 Philosophy of Race and Racism D. Gray This course serves as a sustained investigation into the concepts of race and racism through an examination of metaphysical, psychological, ethical, linguistic, and political problems associated with race. Topics to be discussed include the nature of race (are races real, and if so, what are they?), the formation of racial identities, individual and institutional racism, and notions of distributive and compensatory justice and how they are used to address issues of racial injustice. Readings include Appiah, Boxill, DuBois, Fanon, Garcia, Hacking, Lycan, Taylor, and others. This course is crosslisted as ALST 332. 333 Topics in Environmental Philosophy J. Kawall This course involves a critical examination of selected fundamental issues and theories in environmental philosophy. Precise issues and themes vary from year to year, but may include sustainability and moral obligations to future generations; the nature of the good life for humans; the status of environmental values; recent work in environmental ethics theories including deep ecology, social ecology, and ecofeminism; the moral and metaphysical status of human modifications to the world, including environmental restoration and genetic engineering; and aesthetics of the natural world. An emphasis is placed on exploring the connections between philosophical theory and environmental policy and practice. 335 Contemporary Epistemology (M&E) J. Kawall This course examines contemporary theories of how knowledge claims are to be justified, and it also examines how these theories respond to skeptical challenges. This involves detailing fundamental strategies of epistemic justification such as foundationalism, coherentism, and naturalism. The course also inquires into what makes a body of beliefs a structure of knowledge and considers how the interpretation of rationality is related to these questions of justification. Prerequisite: one course in philosophy or permission of instructor. 340 Metaphysics (M&E) U. Meyer A systematic study of central issues involved in theorizing about reality at the most general level. Is the world a world of substances or a world of events? What is the nature of causation? Do concepts and statements refer to the world as it is in itself, or is such a notion idle or incoherent? How are such things as possibility and necessity and laws of nature to be understood? The topics are handled in a way that stresses the historical persistence of the debates over these issues but focuses on recent and contemporary discussions of the topics. Prerequisite: two courses in philosophy or permission of instructor. 341 Philosophy of Mind (M&E) M. Tumulty This course examines the historical and contemporary debates about the nature of the mind. These questions are considered: How do minds (or their states or products) manage to be about things? Are all minds conscious? How serious is the difference between first-person and third-person perspectives on mental activity? What beyond consciousness is required for self-hood? What grounds our concept of mental health? What kind of mind makes individuals responsible for their behavior? 342 Philosophy of Language (M&E) Staff This course examines major topics and insights in the philosophy of language from its modern inception in the late 19th century to the present. Core questions include: How does linguistic meaning relate to how people use language to communicate? What is meaning's relationship to concepts like reference, truth, verification and use? Is there a systematic theory that can generate the meaning of every sentence in a language? In answering the above questions, students will master the logical and conceptual tools for analyzing particular parts of language, which may include names, definite descriptions, demonstratives, metaphors, slurs, and other interesting linguistic expressions. Among the thinkers discussed are Frege, Russell, Wittgenstein, Austin, Grice, Quine, Searle, Davidson, and Kripke. A prior course in logic is recommended. 343 Topics in Moral Theory (VT) Staff Moral theory concerns what makes acts right or wrong, what makes people good or bad. In addressing these issues, the course also considers the following questions: Do moral stands apply universally, or are they relative to one's culture, religion, or other moral framework? Can we reconcile the impartiality of morality with the partiality we feel toward certain people, such as parents, spouses, or children? Are there ethical principles that apply in all circumstances, or is morality fundamentally a case-by-case affair? This course centers primarily on contemporary approaches to these questions, with the aim of enabling students to address these questions critically and rigorously. 345 Topics in African-American Philosophy (VT) D. Gray This course is designed as an introduction to issues in African-American philosophy. In particular, it explores the political and ideological goals of leading intellectuals from the 19th century to the present. From DuBois and Delany to the black power movement of the 1960s, analysis of African-American experiences has produced divergent strategies intended to better the condition of black communities in America. The course investigates nationalist strategies and their roots in notions of black identity as they have been developed through the writings of intellectuals, artists, and political figures. It also addresses challenges as to whether or not non-integrationist strategies can be used to achieve social equality. Authors include Elizabeth Anderson, Anthony Appiah, Countée Cullen, Martin Delany, W.E.B. DuBois, Marcus Garvey, Alain Locke, Claude McKay, Tommie Shelby, Malcolm X, Huey P. Newton, and Bobby Seale. This course is crosslisted as ALST 345. 360 Philosophy and Feminisms M. Tumulty This course explores questions at the intersection of feminist philosophy and the theory of knowledge (epistemology). How have gendered assumptions influenced philosophical views about what knowledge is and how knowledge is best pursued? What roles, if any, should considerations of gender play in our theories of knowledge? In addition to these general questions, the course addresses issues in feminist philosophy of science, specifically issues concerning the scientific study of sexual differences in behavior and brain structure. The role of testimony in the transmission of knowledge is also considered. Feminist epistemologists and philosophers of language have explored ways in which gender affects the assessment of testimony as trustworthy. Patterns of acceptance of testimony matter for how the claims people make — in law courts and elsewhere — are heard (or not) by others. The course concludes by considering what this means for the proper philosophical treatment of testimony about personal experience. 380, 381 Issues in Epistemology and Metaphysics (M&E) E. Witherspoon, Staff This is an umbrella course designed to allow students to delve into specific topics in epistemology or metaphysics. The study situates each problem in its appropriate historical context thus allowing student access to the approaches to a given issue offered in Ancient, Medieval, Modern, and recent works. The course brings students inside some problems and methods that lie at the heart of philosophy by inquiring into issues such as the structure of knowledge, our basis for making claims about other minds, possible worlds, skepticism, and the justification of belief. Prerequisites: a course in philosophy, preferably PHIL 335 or PHIL 340, or permission of instructor. 405 Major Figures in Philosophy Staff This course studies the thought of a central figure in the history of philosophy. A different thinker is the subject of the seminar in different years. The seminar is primarily for majors in philosophy. 411 Wittgenstein and the Philosophy of Language E. Witherspoon This seminar is a detailed study of the thought of Ludwig Wittgenstein, one of the most important philosophers of the 20th century. This course first examines his early work in relation to problems about the nature of logic and language raised by Gottlob Frege and Bertrand Russell, and then it uses Wittgenstein's later work to explore the nature of meaning and the concept of mind. Throughout, this course attempts to articulate the character and purpose of philosophical inquiry. Prerequisite: three philosophy courses or permission of instructor. A prior course in logic is recommended. 417, 418 Advanced Topics in Philosophy Staff The choice of a central philosophical problem to study varies from year to year. The seminar is primarily for majors in philosophy and requires permission of instructor. 419 Contemporary Moral Theory Staff This course focuses on questions about the status of moral value (whether it is objective or subjective, and in what sense) and questions about the respective roles of reason and sensibility in moral judgment and moral motivation. The central concern of the course is how best to understand and explain the metaphysics, epistemology, and semantics of moral value. Is there moral knowledge? Are values grounded in feeling or desire? Are there moral facts? The course explores the basic character of moral judgment and moral language, with special attention to developments during recent decades. The seminar is primarily for majors in philosophy. Prerequisites: three courses in philosophy, including a course in ethics. 490 Honors 291, 391, 491, 591 Independent Study PHIL 490 and 491 are normally open only to majors, and PHIL 591 only to graduate students. Academics Majors and Minors Departments and Programs Off-Campus Study Core Curriculum Research Fellowships & Scholarships Scholars Programs Pre-Professional Planning Academic Calendar University Catalogue Course Offerings Libraries RELATED LINKS Libraries LIBRARIES Colgate's state-of-the-art libraries power the research of students and faculty. Centers and Institutes CENTERS AND INSTITUTES Promoting research, study, debate, and collaboration across fields. Off-Campus Study OFF-CAMPUS STUDY Colgate has one of the most robust off-campus study programs in the country. Success after Colgate SUCCESS AFTER COLGATE Alumni from each of our majors have accomplished great things with their liberal arts degrees.


text:
Episode 562: Chuck Johnson, blogger & founder of gotnews.com, on being permanently banned from Twitter & his controversial journalism & beliefs. Jason wrote a blog post on "Trading Open Standards for Corporate Ones," in which he referred to the upward trend of corporate agents controlling what we read, especially on Twitter and Facebook. An example he used was Twitter permanently banning all of the accounts of blogger Chuck C. Johnson. http://goo.gl/ugtjCh #Podcasts #FullPodcastAvailable
More from


text:
Cookie serves about 15.
Press cookie dough into pan. Bake and cool following recipe directions.
Decorate tip 18 star border, alternating yellow and white; add tip 3 dot centers in contrasting color. Decorate tip 18 pull-out star mums in yellow. Add tip 3 outline stems with tip 352 leaves in green. Write tip 3 message.


text:
i luv gettin high so i gotta go with the under the inflence option
i luv gettin high so i gotta go with the under the inflence option
Ima grown man, neva run, neva ran..
An i dont play wit kidz, this aint Neva neva land.
Wtf when ur high u probally screw up or drip.. but then again u r relaxed so then u r not afraid to do a crazy spo <_<
i find on uppers like E or blow its fun but i get paranoid as fuck.... when im just smokin a couple joint and doing some tags its ok but i dont paint high, i like 2 wait till after and i dont tag drunk no more cause ever time i do there sloooppyyy as diariah
definitly high.
acid baaaaad , mushies baaaad , extacy gooood , pot goooooood...havent done anything else coke makes u feel like rick james so that would be a good thing?
i say skate high all day every day... listen to drum and bass and skate around painting and tagging even in daylight.
just pick your moments.
way of the ninja h34r: h34r: h34r:
I tried bombing high and I smoked way too much by myself and It seemed like I forgot all of my great Ideas and I felt way too slow and running away from the security guards was a mission I fell from the top of a fence lol I wont do it again
haha agreed i cant beilive so many ppl voted for bombing straight....i dont think ive ever gone bombing without being under the influence of some sort or marijuana!Originally posted by Dr. Coffee@Nov 10 2005, 01:45 PM
Able! CTR!
Dope doesn'y really change my painting for real.. I seem to be better at finding color sachemes whern i am, best was to do it is Do your first outline, j, fill, j, 3d, outline, more. Did that last night, workin on gettin a flick on the site
Cincinnati Firm. Top notch. Best in the states.
Nah, When I bomb, I gotta be straight...cant be slippin for someone to roll around the corner and get at me...and in the yard, fuck that, I dont wanna get killed by a fucking train or nothing.

QUOTE (Fault0)

 i'm black yo, i'm black yo, i'm blacker than black because i'm black yo.
i'm bliggidy black blacker than black yo.

QUOTE (Stim)

Dude, your signature made me piss a little bit because I laughed so hard that my balls hurt.

Grinch Gang, Who shot Rudolph?!?
lmao, does it matter? most yall shouldnt be fuckin painting at all
Ima grown man, neva run, neva ran..
An i dont play wit kidz, this aint Neva neva land.
alcohol is good well it depens what your like when your drunk though i guess.
i did a peice stoned once it came out pretty euro with some wacky patterns but i missed out on alot of shadow. I don't think bombnig stoned would be a great idea. youd finish the tag, see a cop come around the corner, hold can for a while, while being frozen then running until your lungs cant give anymore.
its different for everyone though
yeah, definatly when your straight. I get so paranoid i'd be geeking out the whole time. Plus, if someone caught you, its one less thing they could fuck you over for.
im going with while ur high. totally different experiance plus my peices come out better.
Colorado writers PM me
I do everything better when im drunk. Sounds weird but my lines and shit are all straighter when im drunk. Im aslo much more relaxed.
I've bombed on a lot of different crap, and usually it shows, but its ok cause I like it gurrritty.
The patron saint of mediocrity.
i prefer to tag after six or seven rails to the face, my handstyle goes crazy...in a good way.
it just goes depending the situation...if im in a party..drunk, high...AND i got cans...the chances are im probably gonna go write
but if i decide to go write just like that..im not gonna go smoke before h34r:
i would say get high wen u ur plannin in bbook but do it straight cuss u get the creativeity but u get the cleaness,but i get high aswell cuus i allways do
Wow this entire idea of a thread is lame as hell if you seriously get high and then go bombing you must not be into graff for the right reasons i thought it was because of the art, if your high then you'll prolly just fuck around and do some real shitty piece....
Gotta go with high
when i got out high my minds not clear and im not thinkin straight so i like to go out not "under the impression"