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College Home / Department of History / Undergraduate Programs / Spring 2020 Course Offerings
104.01, 20965 MWF 8-8:50, Crosby
World History from 1500 CE to Present. History 104 will cover world history from 1500 CE to the present, and covers the chief political, social, economic, cultural, and religious developments in that period. The objectives of the course are to examine the interaction between different cultures with differing worldviews, globalization (the increasing interconnection between economies, societies, and their ideas), and the effects of industrialization, modernization, imperialism, decolonization, and their consequences, and the effects of the two world war.
115.01, 20426 TR 1:40-2:55, Coy
Explaining the Universe: Magic, Religion, and Society in the West. This course examines the development of Western Civilization from the Neolithic period to the eighteenth century, with a special focus on supernatural beliefs and changing conceptions of magic, religion, and science.
115.02, 20427TR 9:25-10:40, Mikati
Intertwined Histories: Judaism, Christianity, and Islam. This course presents an historical survey of pre-modern civilizations and cultures through a study of the role played by religion in the rise and shaping of cultures and societies. The primary focus will be on the historical environment and central traditions of three of the main world religions, Judaism, Christianity and Islam and their near eastern environment from their inception to circa 1500 C.E.
115.03, 20429 TR 12:15-1:30, Mikati
115.04, 20430 TR 10:50-12:05, Piccione
History, Legend and Mythology. This course surveys the major civilizations of the ancient world through the lens of legend and mythology. Beginning with Mesopotamia and ancient Egypt, it continues through the Minoans, Greeks and Romans (up to. AD 476). It focuseson the major myths and legends of these societies, including early creation mythologies, Egyptian and Mesopotamian legends of the gods and heroes, and legendary tales from Greece and Rome. Topics include the historical foundations of many of these legends, and the extent to which later legends of the Greeks and Romans were influenced by–or adapted from–earlier myths and legends of Egypt and the East. In this manner, the course explores not only what legends and mythology reveal about these historical civilizations, but also how those societies viewed themselves.
115.05, 20431 MWF 10-10:50, Phillips
Dangerous Appetites. This course analyzes the relationship between culinary history from the earliest Mesopotamian societies to 1500. Food has played a crucial role in the creation of what we often call "globalism." In fact, trade in rice and rum forged the first global trade networks and, along with them, helped shape the nature of western and slavery create empires of trade and sea power.We will examine how food, in different culture and at different times, has been used as a symbol of hospitality and of domination. We will look at how food shaped a variety of global culture's understanding of itself and others. We will see how food initiated the first European drive for domination Africa, Asia and the Americans and changed, not only political arrangements, but ecosystems and disease environments as well.
115.06, 23258 TR 9:25-10:40, Koopman
Princes and Paupers: Pilgrimage in the Premodern World. This course will explore the practice of pilgrimage in different religious traditions, including Judaism, Christianity, and Islam. With the help of primary sources, we will travel around the world to examine how members of various faiths treated pilgrimage in the premodern era. In the process, we will investigate pilgrims' encounters with people of other faiths and cultures, including the phenomenon of the crusades and shared pilgrimage sites.
115.07, 20985 TR 10:20-11:35 NORTH CAMPUS, Crosby
Development of Society and Ruling Classes in Antiquity. History 115 is designed to help students gain a better understanding of world civilization from antiquity to early middle ages. We will examine many topics which directly shaped western and world history, including art, the development of written language, impact of military conflicts, philosophical thoughts, impact of religion upon western society, territorial discoveries, and numerous attempts of societies at extending their cultural and political hegemony. Particular emphasis will be focused on the study of the evolution of society and the monarchy through the earliest forms of ruling systems, the culture, customs, and governing practices- from the development of the first city-states ruled by chieftains and religious deities, Pharaohs, Caesars, and kings and queens. Some examples of studies will be the Kingdom of Israel, the Egyptians, the Greeks, the Romans, and the Franks, with meticulous attention focused on important rulers, the good, the bad and the insane, along with the evolution of the ruling caste/monarchy as a historical phenomena. Attention will also be paid to the emergence of an elite group of rulers, the treatment of women of all social castes, and patriarchal lines.
115.08, 20433 MW 2:00-3:15, Krajewski
Crisis and Response in the Iberian World. This course begins with the Muslim conquests of the Iberian Peninsula and ends with the final reconquest by the Catholic monarchs at the end of the fifteenth century. It will focus on ecological, biological, and environmental pressures, with particular emphasis on the Little Ice Age, the Great Famine, and the Black Death.
115.09, 20434 MWF 9-9:50, Crout
THE OBJECTS OF OUR AFFECTION": MATERIAL CULTURE IN THE WESTERN WORLD TO 1700. What three things that you own do you prize most highly? What does each one tell us about you? This course on "Material History" studies the role that objects (architecture, household items, foods, clothing, sports-related goods, "treasures") have played in defining western world societies and their values. Studying such objects helps our understanding and appreciation of political, social, cultural, and intellectual activity in the Western World to 1700.
115.10, 23259 TR 10:50-12:05, Koopman
115.14, 23261 TR 3:05-4:20, Koopman
115.15, 20439 TR 8-9:15, Piercy
Vikings, Muslims, and Inuits: Cultural Exchange and Alterity (800–1500). How different cultures encountered and identified others in historical texts and objects such as chronicles, journals, sagas, folk tales, and art illustrate not only their views on those different to themselves, but also help with the identification of social identities within the primary culture. This class examines examples from the North Atlantic, the Russian Steppes, the Byzantine Empire, the Caliphate, China, and others in order to access the cultural interactions of different medieval peoples. Through the examination of primary evidence and scholarly work, we will explore first contacts, developing relations, and the consequences of cultural exchange in the medieval period.
115.16, 20440 MWF 9-9:50, Smith
A Tale of Two Seas: Pre-Modern Development of Trade and Culture in the Mediterranean and South China Seas. Using in the Mediterranean and South China Seas as geographical scopes, this course will follow the development of trade, culture, and environmental change from antiquity to approximately 1500 CE. As part of this scope, we will discuss cross-cultural interactions through trade and commerce, examining the movement of goods, ideas, and trends that help explain the transition of the Eastern Hemisphere from a collection of relatively isolated regions to an interconnected world system. The major themes for this course are: regional & global cross-cultural encounters; environmental & technological exchanges; and empire. In essence, world history is a lesson in scale, and for our purposes the year 1500 provides a convenient point to switch from regional histories to a global history.
115.17, 20441 MWF 10-10:50, Smith
115.18, 20442 TR 12:15-1:30, Piercy
115.20, 21692 MWF 11-11:50, Vincent
Athens or Jerusalem? Reason and Revelation in the Western Tradition. An introduction to the foundations of Western Civilization from its Near Eastern origins to 1500, with an emphasis on the intellectual and cultural attributes that define our civilization. Unifying theme: As western man has sought to understand and interpret his life and universe, two major intellectual methodologies have emerged, one based on the use of reason, the other on the belief in guiding spiritual forces. Sometimes in conflict, sometimes existing harmoniously, they have played a formative role in the development of western civilization. While this course will range widely, special attention will be paid to the intellectual and wisdom traditions of each cultural group we study and how those traditions became part of our own intellectual environment.
115.24, 20447 TR 9:25-10:40, Halvorson
Egypt and its Neighbors. 3000+ Years of the Ancient Egyptian World. This class will cover over three millennia of history in Egypt and the surrounding civilizations with which they interacted. Egypt in its heyday was a world power which influenced three continents: Africa, Asia, and Europe. Travel back in time with an Egyptologist to study, in detail, one of the greatest civilizations of the pre-modern world.
115.25, 20453 TR 10:50-12:05, Halvorson
115.26, 20817 TR 1:40-2:55, Halvorson
115.29, 21281 TR 1:40-2:55, Piercy
116.01, 21430 MWF 11-11:50, Lary
Ideologies in the Modern World. A close examination of the influence of ideologies frames this history of the modern world. Our starting point will be the French Revolution, beginning in 1789, as it unleashed dreams of fraternity, liberty and equality. Next, we will examine 19th century ideologies such as liberalism, nationalism, and socialism and their relationship to the unique economic, cultural and political contexts of that time. Lastly, we will study key 20th century ideologies such as communism and fascism, as well as more recent ideologies such as pan-Africanism and political Islam. Because this is a modern global history course, our focus is not on American history. The countries we will study in most detail are: former Belgian Congo, former Czechoslovakia, France, Germany, India and Pakistan, Iran, Israel and the Palestinian territories, Italy, Kenya, Russia, and former Yugoslavia.
116.02, 20458 TR 9:25-10:40, Boucher
Western Representations of Native Americans. This course will survey the history of Western societies from the Renaissance to the present and focus on the following question: How have changing cultural values in the Western world shaped local perceptions of Native Americans over time? As this class will show, Western depictions of Native Americans have often revealed more about the societies that produced them than about the indigenous peoples they intended to describe. Whether it was during the Renaissance, the Enlightenment, or the late nineteenth century, the Western discourse on American Indians has been deeply colored by the values, anxieties, and fantasies that characterized each period. Therefore, such representations cannot be understood without reference to the historical context that informed them.
116.03, 20459 TR 10:50-12:05, Boucher
Western Representations of Native Americans. This course will survey the history of Western societies from the Renaissance to the present and focus on the following question: How have changing cultural values in the Western world shaped local perceptions of Native Americans over time? As this class will show, Western depictions of Native Americans have often revealed more about the societies that produced them than about the indigenous peoples they intended to describe. Whether it was during the Renaissance, the Enlightenment, or the late nineteenth century, the Western discourse on American Indians has been deeply colored by the values, anxieties, and fantasies that characterized each period. Therefore, such representations cannot be understood without reference to the historical context that informed them.
116.05, 20461 MW 2-3:15, Donaldson
Sing for Freedom. Music has been a ubiquitous feature in protest movements of the 19th through 20th centuries. Through song, protestors have been able to express their grievances and sustain their morale in their struggles for social, cultural, political, and economic change. Music, therefore, is an important historical text that provides access to understanding the circumstances that gave rise to protest movements and insight into the motivations of activist historical actors. In this course we will examine the history of protest movements in the United States and around the world through the songs that activists created, adapted, and shared among each other and across national borders.
116.06, 20462 MWF 12-12:50, Eaves
Slavery in the Americas. In this course, we will focus on one of the most important aspects of world history—slavery in the Atlantic World from its beginnings in the late 1400 to its abolition in the 1800s. With a broad regional scope, we will look at slavery and the slave trade on both sides of the Atlantic—in Africa, North and South America, and the Caribbean. Through the course, we will gain a better understanding of the significant role slavery, the trans-Atlantic slave trade, and abolitionist movements played in shaping the Atlantic world socially, culturally, politically, and economically. We will pay particular attention to themes such as slave taking, resistance, agency, labor, gender, and enslaved community and family, and the slave economy. As we live in Charleston, one of the most significant ports through which thousands of Africans forcibly entered the would-be United States, we will pay particular attention to slavery in the southern region of the US, but will gain an appreciation for how slavery looked throughout the Caribbean and Brazil.
116.07, 20463 MWF 1-1:50, Eaves
116.08, 20464 MWF 9-9:50, Gigova
FROM SUBJECT TO CITIZEN: Individual and State in Modern Europe. This course seeks a conversation about where we are as a society and how we got here. Through primary sources, lectures and discussions, we will explore the rights and duties of Westerners (for our purposes, Europeans) as they changed from subjects to citizens of their countries. Over the course of the semester we will explore the emergence and the changes in the meaning of citizenship. In the process we will ask: How have European society and state evolved over time? How has the relationship of individuals to the state changed in response? While our focus will be on Europe, we want to continually ask about the impact and consequences of its history on other parts of the world, including the United States.
116.09, 20465 MWF 10-10:50, Gigova
116.14, 21520 MWF 11-11:50, Van Meer
Inventing Modern Europe. This course investigates the history of "Modern Europe" and its relationship to "the wider world." We start in the Renaissance (ca. 1450) when Europeans set out to dominate the world; we follow Europe's contested history across two world wars, through the Cold War, ending our examinations in the midst of today's critical debates about the future of the European Union. The theme for this course is the interplay between technological structures, economic motivations, and societal aspirations.
116.16, 20473 MWF 1-1:50, Slater
Women, Gender, and Race in Modern History. Over the course of the semester we as a class will be discussing the role of women, gender, race, and sexualities in relation to the rise of Western Civilization. The focus will be on gendered liberties. Studying the various roles of women and their relationships to men provide a unique lens through which to understand the rise of Europe and the Western world. The breadth of this course prohibits depth in all areas, but we will specifically engage women's role in politics, society, culture, the arts, and war as well as the history of modern sexualities. You will be expected to engage a variety of works and ideas, contributing your own ideas and observations. This course will be a combination of lecture (PowerPoint) and discussion. You will be expected to have read the course material before attending class.
116.17, 20474 TR 12:15-1:30, Steere-Williams
Epidemics and Revolutions. The recent global epidemic crisis of Ebola provides a backdrop for the fascinating historical questions we will ask in this course, of how the social experience and cultural understanding of disease have shaped modern global history. We will explore how both chronic and infectious diseases have played a fundamental role in the development of modern modes of governance, public health, modern technologies, and a global economy. We will also examine how disease illuminates social attitudes about class, race, and colonialism in the period from the Enlightenment to the present. Using diverse examples such as cholera outbreaks in Europe, bubonic plague in India, syphilis in Africa, yellow fever in North America and the Caribbean, and HIV/AIDS across the globe, this course demonstrates that the historical analysis of disease is integral to understanding both "modernity" and "globalization".
116.18, 20475 MWF 9-9:50, Cropper
The History of the Atlantic World, Climate Change, and the Anthropocene. This course focuses on the history of the Atlantic World, Climate Change, and the Anthropocene from the fifteenth century to the present, and will consider how broad historical processes of transformation and change, from the Age of Exploration and the Industrial Revolution to the Great Acceleration and Climate Change, have catalyzed a new epoch in human and natural history: the Anthropocene. In doing so, we will consider how various populations of the Atlantic World have contributed to anthropogenic climate change, and how exponential economic growth and intensive energy use have triggered unprecedented processes of environmental change. Indeed, one of the primary objectives of this course is to reflect on what it means to be living in this new epoch of natural history and how we—as humans—have arrived at this point. By considering the challenging realities of the Anthropocene, from climate change to environmental degradation and mass extinction, students will consider Earth as a global ecosystem that is shaped by a variety of dynamic and interactive systems—both natural and anthropogenic.
116.19, 20476 MWF 10-10:50, Cropper
The History of the Atlantic World, Climate Change, and the Anthropocene. This course focuses on the history of the Atlantic World, Climate Change, and the Anthropocene from the fifteenth century to the present, and will consider how broad historical processes of transformation and change, from the Age of Exploration and the Industrial Revolution to the Great Acceleration and Climate Change, have catalyzed a new epoch in human and natural history: the Anthropocene. In doing so, we will consider how various populations of the Atlantic World have contributed to anthropogenic climate change, and how exponential economic growth and intensive energy use have triggered unprecedented processes of environmental change. Indeed, one of the primary objectives of this course is to reflect on what it means to be living in this new epoch of natural history and how we—as humans—have arrived at this point. By considering the challenging realities of the Anthropocene, from climate change to environmental degradation and mass extinction, students will consider Earth as a global ecosystem that is shaped by a variety of dynamic and interactive systems—both natural and anthropogenic.
116.20, 21693 TR 8-9:15, Veeder
Genocide in Modern History. In this course we will analyze the nature and causes of genocide, mass atrocities, and human rights issues in modern history. Together we will examine theoretical approaches to the study of genocide, state sponsored violence, and ethnically and gender-based violence, with special attention paid to the issues of race and gender. We will analyze primary source documents, memoirs, testimonies, and artistic works, and put these sources into the context of colonization processes, regimes, dictatorships, and international and civil conflicts.
116.22, 22119 TR 9:25-10:40, Veeder
116.23, 23448 ONLINE, Ingram
Race and Imperialism in America. In this course we will explore efforts to both support and challenge ideas about empire by studying global conflicts, cultural revolutions, and major social movements in the U.S. and abroad between the 1890s and the present. By re-thinking topics such as western imperialism alongside Jim Crow segregation in the U.S.; international Cold War Diplomacy alongside the American Civil Rights Movement; and American proxy wars within the context of decolonization, we will re-evaluate major events in American History during Long Twentieth Century within a global context. While this class focuses on a ~125-year period, we will explore a much broader period for most of the topics we study in order to better understand the historical contexts in which they occurred.
116.24, 21244 M 6-8:45 PM, NORTH CAMPUS, Davis
Modern History. The theme of the course is the advance of liberty. The time period of the course is 1750 to 1850 and beyond. The regions of concern are Europe, the United States, Canada, and Latin America. Types of historical topics considered include political, intellectual, economic, social, and artistic topics. Additionally, an ongoing concern of the course is how history relates to contemporary questions and issues.
116.25, 21144 MWF 1-1:50, Phillips
Industrial Revolutions: From Steam to the Atomic Age. This course will trace how technology changed the world between the Industrial Revolution and the end of the 20th century in Europe and the United States. How did inventions ranging from the steam engine to the cash register to the internet change people's lives? What effect did these changes have on different groups, such as women and immigrants? How did they change gender roles? How did they change foreign policy and warfare? How did technology become a source of anxiety in the 20th century?
116.26, 20479 MWF 11-11:50, Gordanier
East Asian History Through Performing Arts: From Kunqu to K-Pop and Beyond. The performing arts in premodern East Asia were more than just entertainment: music, dance, story, and acting were tools for education, social networking, diplomacy, and religious ritual, but they were also (according to authorities), dangerous vehicles for corruption, sedition, and debauchery. What makes performance so powerful even today? This course uses theater, dance, music, and other performance forms as a window on East Asian history and society from premodern times to the present day, with a particular focus on China, Korea, and Japan in the seventeenth through twenty-first centuries. We will investigate the ways performing arts conveyed, transgressed, or even shaped ideas about how people ought to think and live; the audiences these performances reached; and the people who brought them to life.
116.27, 20481 MWF 11-11:50, Crout
MATERIAL CULTURE IN THE WESTERN WORLD SINCE 1600: THE OBJECTS OF OUR AFFECTION. What do the material objects that are important to you tell others about who you are? This course concentrates on the role objects (material culture) have played in defining who "we" are through studying the artifacts we leave behind such as architecture, household goods, art, foods, clothing, and style. Studying such objects helps our understanding and appreciation of political, social, cultural, and intellectual activity in the Western World since 1600.
116.28, 20482 MWF 11-11:50, Krajewski
Revolutions in Modern World History. The course begins with a unit on the revolutions of the late 18th and early 19th centuries (USA, France, Haiti, and Latin American Independence); the second unit will focus on the revolutions to upend established political economic orders in the first half of the 20th (Mexico, Russia, and China); and, finally, we trace the maturation of both class-based political movements and anti-imperialism in the 20th century (Vietnam's several revolutionary attempts, Algeria, Cuba, Nicaragua, and Iran). One of the goals of the class will be to ask students to think about how movements, motivations, goals, and regimes compare between revolutions in the anti-colonial context and those that occur inside of established, independent nations.
116.30, 22197 TR 1:40-2:55, Veeder
116.31, 20483 MWF 1-1:50, Krajewski
116.32, 20484 MWF 8-8:50, Lary
116.37, 21095 MW 2-3:15, Phillips
Industrial Revolutions: From Steam to the Atomic Age. This course will trace how technology changed the world between the Industrial Revolution and the end of the 20th century in Europe and the United States. How did inventions ranging from the steam engine to the cash register to the internet change people's lives? What effect did these changes have on different groups, such as women and immigrants? How did they change gender roles? How did they change foreign policy and warfare? How did technology become a source of anxiety in the 20th century?
116.40, 21148 MWF 9-9:50, Van Meer
Modern Europe, the Quest for the Arctic. This course investigates the history of "Modern Europe" and its relationship to "the wider world." We start in the Renaissance (ca. 1450) when Europeans set out to dominate the world; we follow Europe's contested history across two world wars, through the Cold War, ending our examinations in the midst of today's critical debates about the future of NATO. To gain a better understanding of how that history is relevant to our lives today, the historical thread uniting all our topics is "the North Pole"; it is the one place in the world that has been the subject of competition and conquest, by Europeans, Americans, and Russians alike, from the 1490s until today.
116.41, 20486 TR 8:55-10:10 NORTH CAMPUS, Crosby
Monarchs and Revolutions in Modern Europe. History 116 will adopt a traditional approach to the study of Modern European history by examining different revolutions and the monarchs that were attributed to them- The English Revolution, Glorious Revolution, French Revolution to just name a few. The course will examine the institution of the monarchy as a historical phenomenon, with particular focus paid to individual rulers who were involved. The course will explore events that shaped the history of the continent and the world, as well as feature the many colorful and controversial figure heads of this time period. This course will also delve into the many facets of this institution-the culture, politics, evolving role of the monarchial system, crises, scandalous behavior, family feuds, powerful queens, warfare, upheavals, coups, and the absurd incompetence of those who have worn the crown.
United States History since 1865. The purpose of this course is to incorporate peoples' actions into the context of modern American history, beginning with the final shots of the Civil War and concluding in the present time. By weaving together the social, political, economic, and environmental aspects of the American experience, this course will seek to explain how and why particular people of various backgrounds crucially shaped a nation. In doing so, we will see how United States citizens and immigrants transformed the land and each other while developing an overall American identity. Ultimately, we will focus on the theme of freedom and answer the following question: what has freedom meant to Americans since the end of the Civil War, and how have those meanings changed over time? With a driving narrative of noteworthy and ordinary people, events, and institutions, this course will (hopefully) provide you with a concise, yet diverse, understanding of this nation's evolution.
Special Topics: African Americans and Sexuality from Slavery and Freedom. In this course, students will examine the impact of the intersections of gender, race, and sexuality in the lives of African Americans from the period of enslavement to freedom. Major topics will include the historic exploitation of black people's sexuality to form race and racist ideology in the United States; the history of black sexual expressions and identities and LGBTQ liberation movements; and role of sexuality in the fight for political, economic, social equality.
217.01, 20487 MW 4-6:45, Powers
African American History since 1865. This course examines the historical experience of African Americans beginning with the period following the Civil War and continuing until the present time. Among the topics considered are: Reconstruction, blacks and the New South, African American leadership, the impact of the world wars, consequences of the Great Depression and New Deal, and the rise and consequences of civil rights activism.
222.01, 13371 T 5:30-8:15, Stockton
History of South Carolina. South Carolina from the colonial period to the present. Topics discussed include plantation slavery, Southern nationalism, pro-slavery ideology, the nullification crisis, the secessionist movement and the Civil War, the disintegration of slavery and the transition to a free labor economy, regional diversification and the slow process of modernization that continued throughout the 20th century.
225.01, 23256 TR 4-5:15, Ingram
History of the South since 1865. This course is an introduction to the study of the American South. Although we will study different events, people and places from various angles throughout the semester, we will ground our survey of the South with the theme of southern "distinctiveness." Why, after all, do we study the history of the South as a separate subdiscipline? What is the South, exactly? How have the region's defining characteristics changed over time? Nothing, of course, is distinct in isolation, so we will also situate the South within the context of American History (and World History, too). At what points could we say that the South was more (or less) integrated into the (inter)national economy and the body politic? Do ideas about southern "distinctiveness" change during major events like wars, economic depressions, or political realignments?
226.01, 23257 TR 9:25-10:40, Poole
American Monsters: The History of American Horror Narratives. Why do we need monster stories to understand American history? This class explores American history from the colonial period to the present. We will examine how narratives of monstrosity and horror have intersected with important historical events, cultural ideologies and moral panics in the American historical experience. After some theoretical grounding in the idea of monstrosity as a marker of cultural history, we will look at specific historical periods to examine how horror narratives intertwine with significant events and ideas in folk belief, legend, political discourse, gender constructions, religion and pop culture.
232.01, 21201 TR 8-9:15, Gerrish
Ancient Rome. The city of Rome grew from a tiny settlement on the Palatine Hill to a mighty empire stretching from Britain to Babylon. In this course we will follow Rome's great generals, statesmen, and enemies from Rome's foundation by Romulus in 753 BCE to the death of Rome's first Christian emperor in 337 CE. We will focus primarily on the political, military, and economic history of Rome; we will discuss its rich literary and artistic culture, as well. This course examines not just the history of Rome, but also its historiography: that is, how do we know what we think we know about Rome? Can - and should - we separate "history" from "myth"? And how did ancient authors' conception of "truth" and "fact" differ from our own?
241.02, 21879 TR 3:05-4:20, Bodek
Special Topics: World War II. In this course students will examine questions that contribute to a better understanding of the war, what it was, how it was fought, and what it meant. Among these are the following. What were the causes of the Second World War? What was the effect of the war on civilians, combatants, and subsequent history? Why did it end as it did? What were its consequences for Europe and, indeed, the world. Students will read primary and secondary accounts of the war in order to develop their own interpretations of events. They will also sharpen their analytical skills through writing and discussion.
Special Topics: Inquisition in the Early Modern Period. The Spanish Inquisition is perhaps remembered primarily as a symbol of intolerance and cruelty in the Catholic Church, but it is little understood today. In this course, we will examine the various inquisitions of the early modern period, and separate myth from reality.
250.02, 22132 TR 10:50-12:05, Piercy
Special Topics: Rebellions and Revolutions: Comparative Upheaval and Violence. Throughout history, the oppressed, the aggrieved, and the downtrodden have come together to oppose those in power, often with violent results. These rebellions and revolutions, from ancient times to the modern era, have shaped social and cultural development in a wide variety of ways. This course will examine conflicts ranging from the small and local to the globally impactful, covering and comparing rebellions and revolutions from different time periods and geographic regions. Analysis of how revolts developed, how rebels mobilized, and how issues such as race, ethnicity, gender, and class were dealt with in the confines of these events will form the basis of our explorations.
252.01, 23429 TR 12:15-1:30, Veeder
Women in Europe. This course concentrates on gender and women in modern Europe, focusing on events, themes, and sources that will allow us to investigate the dynamics of gender relations and the personal perspective and lived reality of the era. The course will cover from the French Revolution to the contemporary period, examining changing perceptions of family, work, health, rights, and political obstacles and opportunities. We will pay particular attention to women and gender issues within the wars and regimes of the twentieth century- including the World Wars, revolutions, and fascist and communist regimes. The goal of the course is for students to learn to investigate the ways that gender has influenced daily life, experience, and social and political change, especially through the analysis of primary sources.
261.01, 23262 MWF 1-1:50, Gordanier
Special Topics: Gender, Sexuality, and Society in Early Modern China. What is "gender"—what does it mean to be a "man" or a "woman?" What is "sexual orientation?" What is "a family," and what is it for? In this class we will adjust our angle of view, investigating the social and cultural history of China from the Ming dynasty through the Qing and the end of the imperial system—a period extending roughly from the 14th-early 20th century—through the lens of gender and sexuality. We will explore what happens when scholars use gender as a "category of analysis" that can reveal new insights on subjects ranging from family and property to law, labor, crime, politics and, yes, sex and love; and we will consider how these histories, in turn, may lead to new ways of understanding the slippery categories of gender and sexual identity.
Special Topics: Labor and Migration in Lation America. This course traces the social history of labor and migration in Latin America from the 19th century through contemporary immigration debates, analyzing how changes in the global economy affect the availability and the experience of work across the region. Using case studies from across Latin America, the course aims to understand key questions about the daily lives of diverse groups of Latin American men and women: Who works? Where do they work? What is it like working there? And, what happens when there is no work to be found?
270.03, 22118 TR 12:15-1:30, Piccione
Special Topics: Pharaohs, Pyramids and the People of Ancient Egypt. This course is an essential introduction to ancient Egyptian civilization and culture, including both a political and social history of Egypt. Using ancient Egyptian texts and material culture as a basis, it explores issues in Egyptian life and society from the First Dynasty up to Alexander the Great (c. 3100-332 BC). Topics include: origins and ethnicities, political history, pyramid building, geography, social institutions, status of women, religion and magic, daily life activities, language, writing and more. The class will also consider how the modern West interprets Egypt as a major contributor to the development of world civilization, viewing itself (the West) in many ways as an heir of Egyptian culture, while at the same time categorizing much of it as culturally alien and otherly.
Modern Africa. This course explores the history of Modern Africa by examining continuity and change throughout the continent from the early nineteenth century to today. The course starts by considering how Africans responded to global processes of transformation, such as the end of the transatlantic slave trade, the emergence of "legitimate commerce," and the European Scramble for Africa. In doing so, we will trace how African systems of trade, politics, and culture did not simply disappear with European conquest, but have continued to shape the way Africans live in the modern world. The course will then consider the history of Africa under the yoke of European colonialism. In taking a broad geographic and thematic lens, we will examine consistent themes of colonialism over time and space, focusing on the nature of colonial rule, resistance and collaboration, the environment and natural resources, and decolonization and independence. We will then turn to the history of postcolonial Africa and examine the diverse experiences of independent African nations. In particular, we will explore how Africans have both shaped and responded to local and global processes of change and transformation, from the establishment of self-rule, democratization, and apartheid and despotism to global phenomena such as neoliberalism, development and aid, and globalization.
291.01, 23265 M 5:30-8:15 PM, Steere-Williams
Disease, Medicine, and History. This course investigates the changing meanings and entanglements of medical science, public health, and medical practice from the 18th century. We will examine ideas about the body and disease, the changing role and image of medicine in American and European life. Key themes we will examine include alternative medicine, the growth of medicine's cultural authority, medical professionalization, the rise of public health, hospital care, and imperial and colonial medicine. We will probe these issues through the lenses of class, race, gender, age, lifestyle, and place in terms of health. Though the focus of the class is on the western medicine, throughout the course we will be making transnational and global comparisons. Your overall assessment in this class depends on your class participation and writing. You will work to sharpen your verbal and argumentative skills in frequent class discussions, and your writing skills through the formal study of some practical problems of expository writing and by revising essays that you write on topics raised in our historical discussion.
299.02, 21333 MWF 1-1:50, Covert
The Historian's Craft. This is a topics-based course in which students deal with different types of historical materials and techniques to develop skills in research, writing, critical thinking, and oral presentation, focused on the discipline of history. Topics will vary and will selected by the professor.
299.03, 21256 TR 10:50-12:05, Cavalli
304.01, 23254 TR 10:50-12:05, Domby
History of the United States: Civil War and Reconstruction, 1845-1877. This course will focus on the growth of sectional antagonisms, the causes of the war, the politicians and military leadership during the war and the Reconstruction period. Students will leave this class with a basic understanding of the course of events leading up to, during, and after the Civil War. They will also be familiar with the causes, impacts, and course of the war and Reconstruction and gain experience reading and analyzing primary sources, in their writing and in discussion.
320.01, 22094 T 5:30-8:15 PM, Stockton
Special Topics: Charleston Architechture. This course is a topical study of the architecture of Charleston and the Lowcountry of South Carolina, from the Colonial period to the early years of the twenty-first century. The European, Caribbean and West African roots of Charleston architecture are explored. Architectural periods and styles, building types, town planning, Colonial fortifications, landscape architecture, and historic preservation are explored.
370.01, 22030 MWF 11-11:50, Jestice
Special Topics: The Crusades. This class will explore what is arguably the most important movement of European history. Beginning in the eleventh century, western Christendom went on the offensive, recovering formerly Christian lands from Muslims and increasingly seeking to conquer the remaining polytheistic lands of northeastern Europe. Above all, they sought to regain the Holy Land (the territory included in the modern states of Israel, Lebanon, and parts of Jordan and Syria), hallowed as the land of Jesus' ministry. This is a course on religious aspiration, on military methods, on transport, on the development of banking, on colonization, on intercultural encounter (or lack of the same)----and above all a course on how wave after wave of western European men and women threw themselves against the East in a desperate and ultimately doomed effort to take and hold the holy city of Jerusalem.
410.01, 21157 TR 1:40-2:55, Boucher
American History. In this capstone seminar, students will write a research paper related to the History of the American West, a region located in North America between the 98th meridian and the Pacific coast.
441.01, 21833 TR 9:25-10:40, Coy
Reformation Europe. This capstone seminar will explore the dynamic cultural, social, and political changes caused by the European Reformations of the sixteenth and seventeenth centuries. The course will focus on the impact of religious change in Protestant and Catholic Europe, analyzing how it affected aspects of early modern society as diverse as power relations, popular culture, and gender norms. By discussing pioneering recent scholarship on the European Reformations and by analyzing primary sources from the period, we will attempt to understand how life changed for the people of Europe during this time of dramatic social and religious transformation. Students will produce a capstone research paper based upon their analysis of primary and secondary sources pertaining to Reformation-era European history.
Last modified on January 7, 2020 by evansa
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text:
Forced Labor in Brazil: An interview with James Cavallaro
Against the Current, No. 59, November/December 1995
Labor Wars, from Top to Bottom
— The Editors
The Detroit Newspaper Labor War
— David Finkel
Potrait of a Strikebreaker
— Roger Horowitz
Bosnia's Triumph and Western Treachery
— Attila Hoare
Radical Rhythms: World Music--What in the World Is It?
— Kim Hunter
Letter to the Editor--and Reply
— Michael Funke; Archie Lieberman
The Rebel Girl: The Complexities of Inclusion
— Catherine Sameh
Random Shots: Bad Cop! No Donut!
— R.F. Kampfer
A Symposium on Imperialism Today
The Shape of Today's Imperialism
— Kim Moody
Myths of "Humanitarian" Intervention
— Michael Parenti
Imperialism with a Human Face?
— Paul Le Blanc
Organizing in the Americas
Haiti: The Elections and After
— Dianne Feeley
Chile: The Human Rights Challenge
— Emily Bono
Land Occupation and Struggle in Brazil
— Michael Shellenberger
Amazon Peasant Massacred
— Marcelo Irajá de Araújo Hoffman
Indigenous Organizing in Colombia and Ecuador
— Jorge León and Joanne Rappaport
Uncracking Crack Coverage
— Janice Peck
Ernest Mandel: A Passionate Optimistic Marxist
— Anwar Shaikh
Ernest Mandel: Internationalist and Dear Comrade
— Rosario Ibarra de Piedra
In Tribute to Ernest Mandel
— Andre Gunder Frank
Ernest Mandel: Revolutionary of the 20th Century
— Manuel Aguilar Mora
Ernest Mandel: A Revolutionary Heroic Life
— Jacob Moneta
Hedda Garza, 1929-1995
— Patrick M. Quinn
William Kunstler, 1919-1995
— Michael Steven Smith
Marcelo Irajá de Araújo Hoffman
JAMES CAVALLARO IS Brazil representative of Human Rights Watch/Americas and the Center for International Law and Justice. In this interview, he discusses forced labor in Brazil and the position of Human Rights Watch regarding this practice. Marcelo Iraja de Araujo Hoffman is a graduate student at the American University School of International Service and active in Brazil solidarity work.
Hoffman: According to the Pastoral Land Commission (Comissao Pastoral da Terra (CPT), a Catholic organization which monitors human rights abuses in Brazil's countryside, cases of slave labor involved over 25,000 people in 1994. To the best of my knowledge, this is the highest figure registered by the CPT. Why is slave labor expanding so rapidly?
Cavallaro: First of all, I guess I would have to say that we prefer the term "forced labor" because we believe it more accurately characterizes the kind of situations that we've documented.
Why is forced labor expanding as rapidly as it is? In fact, I think it's important to recognize that what is increasing rapidly in Brazil is the documentation of forced labor. We can't be certain that the number of cases is higher now than it was five or eight years ago; which is to say, we can't be certain that five years ago there also weren't 30,000 people in forced labor camps in Brazil.
What we can be certain of is that the CPT has documented cases involving between 25,000-30,000 people in 1994. Those are the latest statistics. The year before that the figures were around 19,000. The year before that I think they were in the order of 14,000.
I have the precise statistics; but certainly there has been an increase in the number of people involved in the cases and there has also been an increase in the number of incidents of forced labor.
One reason why there has been an increase in the number of reported cases is that forced labor has expanded, apparently, or at least the documentation of it has expanded beyond the traditional context of clear-cutting in the Amazon.
From the early to mid-seventies until the early nineties, most of the cases of forced labor that were reported and documented by the CPT were in the Amazon region. They involved clear-cutting areas of the Amazon so that cattle could be set out to graze; so that land could be considered productively used; so that INCRA (Agrarian Reform Institute) would not repossess the land, etc . . . .
In recent years, the CPT has documented cases of forced labor in other contexts: in usinas (factories), in distilleries, in carbon burning operations. And in those operations, particularly the carbon burning operations, the number of employees involved is significantly higher. And so the number of persons involved in forced labor as a whole increases to the extent that those cases are documented.
Hoffman: According to sociologist José de Souza Martins, multinationals are involved in forced labor in Brazil. Is there any information about which ones?
Cavallaro: Dating back ten or fifteen years, there were cases of forced labor involving well known transnationals such as Volkswagen and others. I can see that others focus on the international or transnational corporations involved, but our focus has been, as it has to be, on the action or inaction of the government.
We oversee, in accordance with our mandate, compliance or non-compliance with international human rights norms. To that extent, the government is the relevant actor; so we don't have statistics about which enterprises or companies are involved.
Whatever company or individual is involved in the use or practice of forced labor, our position is that the Brazilian government's responsibility is to investigate thoroughly each case and to prosecute vigorously those involved in that super-exploitation of human labor. So, for us it doesn't matter whether or not it's a multinational corporation.
What the Brazilian government needs to do when it receives a denunciation of forced labor, which it often receives, is to immediately dispatch the relevant authorities, from the Ministry of Labor, from the federal police, from other appropriate federal or state authorities to investigate the cases, while the information (is fresh) and while the practice is likely to be encountered and not a week later or a month later or two months later, as has happened in some of the cases that we've documented.
Hoffman: Does Brazilian law prohibit forced labor ?
Cavallaro: Brazilian law clearly prohibits the practice of forced labor in a number of regards. First, Brazilian labor legislation requires that certain hours be worked; that the employee have signed an employee work card; that a minimum wage be paid; that social benefits be paid, etc…. A whole slew of regulations are violated in the practice of forced labor.
In addition, the Brazilian penal code has a particular section, Article 149, which prohibits the reduction of a person to a condition analogous to slavery. We are unaware of a single prosecution for the commission of that crime.
Hoffman: Why has Brazil failed to adhere to these laws?
Cavallaro: Why is Brazilian law not applied? That's a far more complex matter. Across the board, unfortunately, much of what we document indicates the extent of the gulf between Brazilian law or legal theory and the practice thereof.
Forced labor is a particularly glaring cases in which labor legislation is more or less adequate. There have been groups such as the CPT and the Permanent Forum on Rural Violence that have called for a clearer definition of the terms of forced labor and that might be helpful.
We don't oppose those efforts. We think, however, the main problem, and the reason the cases continue, lies in the lack of enforcement of existing legislation.
There need to be greater efforts, particularly by federal authorities, to investigate these cases. (State authorities should be investigating these cases as well, but because most of the cases involve laborers who were brought from one state to another, there is federal jurisdiction. Also, it's the federal government that, under international law, has to respond to violations of treaties.)
The next big question is why does this lack of enforcement exist? Well, for years we've believed that it's the result of lack of political will. There's just not sufficient interest in ending this problem.
That may be changing now with this administration, but the biggest problem is lack of political will. The problem could be eradicated if the local authorities decided that they wanted to eradicate it.
Hoffman: What treaties has Brazil signed and ratified that prohibit forced labor?
Cavallaro: There are several treaties that are relevant. The International Labor Organization has treaties on the suppression of forced and slave labor, to which Brazil is a party, that clearly prohibit debt bondage, which is the ordinary context in which forced labor is practiced.
The government's responsibility to take all necessary steps to end debt bondage, even when the actors involved are not state actors, is a clear treaty obligation. Brazil is also liable under other treaties such as the International Covenant on Civil and Political Rights.
Hoffman: What policies have been enacted by President Fernando Henrique Cardoso's new government to combat forced labor?
Cavallaro: Probably the most important step President Cardoso has taken with regard to the issue of forced labor is that he has directly confronted it. In a weekly address that he give, Palavra do Presidente (Word of the President), he recognized the gravity of the problem.
He cited the CPT, which is the most reliable source documenting the practice of forced labor in Brazil, and he promised concrete steps. The first concrete step that he's taken is the creation of an inter-ministerial commission. As far as I know and I have not had this confirmed, additional funding was also provided to the Ministry of Labor to investigate cases.
It's still far too early to know whether or not these steps have produced any concrete results. What's going to have to happen is what we've said before: Federal authorities are going to have to go on-site, investigate denunciations, and then the criminal justice system is going to have to work in a way that, to date, it has not shown itself capable.
In other words, it's going to have to swiftly investigate and prosecute the responsible parties. That's something that the Brazilian criminal system, in general, has difficulty accomplishing–and more so in these kinds of cases where you have victims from one state, gatos (labor contractors, literally cats) who are recruiters from another state, fazendeiros (landowners) from a third state, etc . . . .
You have all sorts of obstacles to the effectuation of justice. That's going to be the true test. I would say that we are concerned that the solution will not be as easy as the recognition of the problem.
Americas Watch. Forced Labor in Brazil. New York: Human Rights Watch, 1990.
Americas Watch. Forced Labor in Brazil Re-Visited: On-site investigations document that practice continues. New York: Human Rights Watch, 1993.
Sutton, Alison. Slavery in Brazil: A Link in the Chain of Modernisation, the case of Amazonia. London: Anti-Slavery International, 1994.

redpajama_set_name: RedPajamaCommonCrawl


text:
Q: memset on static array I am a little confused about what to pass as the first parameter to memset when you have to set the elements of a static array. I've been searching but I couldn't find the answers to some specific questions I have.
If I have an array declared as:
char arr[10];

I have seen that these two calls are valid and produce the same effect:
memset( arr, 0, 10);
memset( &arr, 0, 10);

My specific questions are:
1- Why do they have the same effect on arr?
2- What is the different between these calls?
3- Which one would be considered the correct one?
Thank you!

A: Storage duration has nothing to do with it; an array is an array.  This expression:
&arr

produces a char (*)[10], i.e., a pointer to an array of char with 10 elements.  However, when arr is passed to a function like so:
memset(arr, 0, 10);

it degrades to a pointer to the first element, i.e., a char*.  These are not the same thing.  The "correct" (idiomatic) call is:
memset(arr, 0, 10);

However, in this case they are both converted to a void* when passed to memset and interpreted in the function as an unsigned char*.  Since they both point to the same place it produces the same result.
However, it is important to realize that, when dealing with the true respective types (i.e., not a void*), a pointer to an array is not the same as a pointer to the first element of an array.
For example, incrementing a char (*)[10] will increment the pointer sizeof(char[10]) bytes, while incrementing a char* will increment only one byte.

A:
Why do they have the same effect on arr? What is the different between these calls?

Because the address of an array is the same as the address of its first element (arrays decay into pointers to their first element when passed to a function), it's just that they have a different type. arr has type char[10], that decays into char * when passed to a function. In contrast, &arr has the type char (*)[10] which doesn't change when passed as a function argument.

Which one would be considered the correct one?

As long as the function doesn't expect a specific type, i. e. it accepts void *, either one is good. If the called function, however, expects that either of the types be specified, then the other one should not be used, since then your program would be malformed and invoke undefined behavior.

A:
1- Why do they have the same effect on arr?

They both contain the same value which is the address of the beginning of the array.

2- What is the different between these calls?

arr decays to a pointer to char, i.e. char* (this conversion happens when you pass the name of an array to a function) and &arr is a pointer to an array of char, i.e. char (*)[].

3- Which one would be considered the correct one?

I would use arr. memset accepts a void* which is the reason both work.
Also, note that char arr[10] = {}; can be used to zero initialize the array.

redpajama_set_name: RedPajamaStackExchange


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Navarino is delighted to announce our support for the S.P.A.C.E (Satellite Pirates and Cosmic Explorers team) of Zanneio High School. Their mission is to create a CanSat, a simulated satellite no bigger than a Coke can, which will blast off into the sky on a small rocket to measure acid rain levels before parachuting back to Earth. We wish the best of luck to this next generation of satellite engineers and look forwards to seeing how they get along!


text:
Theological Seminary
Fernando L. Canale
Title: Professor of Theology and Philosophy, Emeritus
Office Location: Seminary Hall N308
E-mail: canale@andrews.edu
Professional Homepage
Licendiado en Teologia,
Profesor de Filosofia y Pedagogia, River Plate University
Licenciado en Filosofia, Catholic University of Santa Fe
MDiv equivalency, PhD, Andrews University
Fernando L. Canale, professor emeritus, served Andrews University as professor of theology and philosophy for twenty-eight years (1985–2013). During his retirement he remains active in research, advising doctoral students, and overseeing the Adventist Sola Scriptura Research Group. He has published numerous articles and several books, including Toward a Criticism of Theological Reason, Back to Revelation-Inspiration, Cognitive Principles of Christian Theology, Creation, Evolution and Theology, Basic Elements of Christian Theology, Vision and Mission, and Secular Adventism? He resides in St. Joseph, Michigan with Mirta, his wife of more than fifty years, and enjoys visiting with his two children, Oscar (Erika) and Silvia (Gianluca) and his five grandchildren, Isabella, Gianna, Enzo, Amelia and Sofia.
Directory of Faculty
Directory of Emeriti Faculty
Directory of Staff
Email: seminary@andrews.edu
26°F/-2°C Overcast


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text:
Palestinians score as Argentina cancels Israel match
Palestinians are celebrating the news that Argentina – and its star Lionel Messi – will not be playing the "friendly" football match that had been set for Jerusalem in the coming days.
The cancellation is a huge blow to Israel and came after an intense campaign by Palestinians and their supporters, especially in Latin America and the Spanish state, urging Argentina not to help Israel whitewash its most recent massacres of unarmed civilians in Gaza.
Is NSW Labor set to let women down?
Supporters of equality will be surprised to learn that of three motions supporting abortion rights scheduled for debate at the NSW state Labor conference June 30-July 1, party officials are recommending that two be rejected and the third be sent off for further consideration.
An essential source of critical and intersectional international and local news in the era of fake news and watered down, neo-liberal journalism.
GLW is an important reminder of the interconnected nature of politics and the essentiality of concern and humanity for the oppressed and marginalized.
Hawzhin Azeez
Kurdish activist, poet, PhD in politics and international relations


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text:
Soundtrack of my life: 1974 – Tubular Bells (Mike Oldfield)
In a year when four Wombles tunes made the UK top 100 we're going for something a little different. Actually, a LOT different.
Technically more of an album than a song and, my research tells me, released in 1973 rather than '74, we're still putting Tubular Bells on the soundtrack because it charted in both the UK and USA in 1974. So…I'm covered.
When it was released this was something so opposite to everything that had gone before. I like that idea. The piece of music is complex in its delivery yet so simple in its execution. A master work if ever there was one.
But that's not why it's on the list. Tubular Bells sticks in the memory because it was literally forced on me week after week after week by my high school music teacher (3rd or 4th form I can't quite remember). I became sick of it at the time but came back to it later. I guess it's a fairly mature piece of work so I didn't get it at the time. I do now.
Here's the Wikipedia link.


International Women's Day gives us the opportunity to spoil the agency's women and show them some 'Lowe Love'!
This year was no different…as they were surprised with sweet treats and a personalized message of appreciation when they arrived!
This celebration of girl-power and all-round awesomeness resulted in some very happy faces!


do you have it in white?
It's such a great price for a great piece !
it's a bikini atoll swimwear piece i think?! not sure from which season might be from 13/14 so not released yet! it's not on their website but there's a photo on their fb page of it, not sure if that helps..


text:
How Conservative Is It To Expect All Military Pension Promises Can Be Honored?
AbbyMcGinnis
bill kauffman, Bush, conservatism, conservative, debt, federal employees, federal reserve, inflation, Iraq War, jacobin, kristol, military, nationalist, pensions, retirement, Rove, Social Security, taxes, treasury
Own What Lincoln Killed -EPISODE I on CD today-Mike's hysterical and accurate tale of what Jefferson & company thought our government under the Constitution should look and act like
Mandeville, LA – Exclusive Transcript – "Well, what does conservative mean today? It means you're willing to pile up bodies and blow things up in foreign countries that you can't point to or can't identify on a map. That's what most conservatives think today. In other words, conservative today is being confused, or rather a super hyper-nationalist, a Jacobin is being confused today as a conservative." Check out today's transcript for the rest…
Begin Mike Church Show Transcript
Mike: We had a caller earlier today that pronounced himself, [mocking] "I've always been a real strong conservative." Well, what does conservative mean today? It means you're willing to pile up bodies and blow things up in foreign countries that you can't point to or can't identify on a map. That's what most conservatives think today. In other words, conservative today is being confused, or rather a super hyper-nationalist, a Jacobin is being confused today as a conservative. Bill Kauffman wrote about this during the Iraq War, that the term had been so damaged by President Bush, by Karl Rove, by Bill Kristol and all those that were so excited about the Iraq War that the damage visited upon it may take decades if it ever could be repaired. Scott in Texas is next. Scott, how you doing?
Caller Scott: I'm doing all right. Good morning, Mr. Church. I wanted to get your thoughts on a subject as it pertains to national security and the debt. I'm not saying that there's an actual spot right now where that would happen, but as it pertains to a lesson in history, it has been done before by us. Can't it be done by somebody else to us as our debt gets higher and higher that's serviced by other countries?
Mike: First of all, the debt is not getting higher and higher and being serviced by other countries because the Fed is buying most of the debt. The Fed and the people that deal in securities, that sell the treasury bills, which is the representation of the debt, that's bought by your neighbor, Scott. That's not bought by foreign entities. And if there are foreign entities that are buying it, they're no better off than your neighbor who's invested in some mutual fund that owns the debt. We all own some of the debt, news flash. If you're going to argue that point, then I guess we could all get together and put our debt together, our share of it, through whatever mutual fund or financial vehicle that is invested in U.S. securities, and we could perform the same blackmail, couldn't we?
Caller Scott: Yes, sir, in theory.
Mike: I just think —
Caller Scott: I understand what —
Mike: I just think looking at prospective scenarios of how this is going to play out, to me, is the equivalent of taking your head, finding a brick wall, and just beating it against it from now until the end of your life. I don't think —
Caller Scott: You think it's so far-fetched?
Is Davis a Traitor? In Paperback, get it signed by the Editor!
Mike: I don't know that it's far-fetched, I just think it's not productive. What productivity do you gain out of wondering how it is going to be adjudicated or how it is ultimately going to be settled? We know there's going to have to be a correction. What we ought to be concentrated on is making the correction as small as is humanly possible, which would mean finding a way to stop them. If we can't stop them, then finding a way to sever our relationship with them. There's going to be a correction. I don't know if we're going to be extorted into war, I have no clue. I don't have a crystal ball to look into. I don't know if someone is going to come calling and say: All right, just give us Montana and we'll forgive the debt. I don't know that. Maybe it could happen and maybe it couldn't. I do know there will have to be a reckoning.
I do know there are not enough dollars on Earth that could repay the debt. There's $222 trillion outstanding. Worrying about how that's going to be paid back, I wouldn't say you shouldn't worry about it at all, but until you can stop the bleeding and stop the acquisition of more debt, then, to me — [mocking] "All you're doing is kicking the can down the road." No, I don't have an answer to the guy's question. I don't have an answer to the question of what's going to happen when there has to be a decision made between: Okay, you guys either choose A, inflation, and everything you've ever worked for in your entire life is useless and worthless because we're going to inflate the value away, or B, you can choose über taxation and we're going to confiscate 80 percent of everything that you own or earn, and we're also going to have to ask for 50 percent of what you currently have on your balance sheet. Thank you very much for being an American citizen, buh-bye.
There's no happy ending here, ladies and gentlemen. This is not the television show Once Upon A Time. There's no fairy tale here. Our fairy godmother is not going to come in here and wave a wand. We're not going to elect a magnanimous president that is going to preside over fixing this. There is no fix. Wake up. There is no fix, there is no reparation, there is nothing that can be done to make this go away other than to dissolve it. That's the only way. That's why the conversation I was talking about earlier on the Facebook thread that I was reading, to me, was probably one of the more productive and provocative things yet. It was an honest accounting of the current situation and how it has been made and is being made nothing but worse.
Even worse than that, not only is it being made worse, but there are millions upon millions of people now participating in it who now have or seemingly have a full expectation that their share of that debt, "you're going to honor it" is basically what they're telling the rest of us. They are entitled to it. Yes, you will fork it over because I signed up for that. Not realistic, it just simply isn't realistic. I think that people that think, for example, that all pensions that are due to all military personnel who served their 20 years, that they're going to get all $1.5 to $2 million of it, again, where's the economic model that supports that? How do you figure that? Ditto that for SSA employees. The list can go on and on and on.
How is it possible that you could be — we all know what your revenue source is, whether you're military, whether you're civilian, it doesn't matter. If you think that all that was promised to you by politicians, that is going to someday become due, that there is an economic model or a way to raise the revenue to actually make good on the promise, I'd like to see it. I don't mean it as an insult. I don't mean to say you didn't earn it or you don't think you earned it. [mocking] "They made a deal." Well, they're not going to be able to keep the deal. That's the point. Believing that they are is even more destructive because then you're not doing anything about it.
For example, how many of you think you're — I'm 51 years old. How many of you think you're going to get — I have no expectation I'm going to get a nickel of that social security pie they keep sending me my statement telling me how much I have in it. I don't think I'm going to get a dime of it. As a matter of fact, I'm planning on not getting a dime of it. Did you hear the operative word? I'm planning. I'm banking on the fact that I am not getting anything back, nothing, zero point zero. Let's bring Dean Wormer in here, "Zero point zero." Not going to get any of it, none. But there are those out there that are convinced not only are they going to get it, you owe it to me. You better find a way.
End Mike Church Show Transcript
bill kauffmanBushconservatismconservativedebtfederal employeesfederal reserveinflationIraq WarjacobinkristolmilitarynationalistpensionsretirementRoveSocial Securitytaxestreasury
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text:
// Copyright (c) Microsoft Corporation. All rights reserved.
// Licensed under the MIT License.

package com.azure.core.amqp.implementation;

import com.azure.core.amqp.AmqpLink;
import com.azure.core.amqp.exception.AmqpErrorContext;
import com.azure.core.amqp.exception.AmqpException;
import org.apache.qpid.proton.amqp.transport.DeliveryState;
import org.apache.qpid.proton.message.Message;
import org.apache.qpid.proton.engine.Delivery;
import reactor.core.publisher.Mono;

import java.util.List;

/**
 * An AMQP link that sends information to the remote endpoint.
 */
public interface AmqpSendLink extends AmqpLink {
    /**
     * Sends a single message to the remote endpoint.
     *
     * @param message Message to send.
     * @return A Mono that completes when the message has been sent.
     * @throws AmqpException if the serialized {@code message} exceed the links capacity for a single message.
     */
    Mono<Void> send(Message message);

    /**
     * Batches list of messages given into a single proton-j message that is sent down the wire.
     *
     * @param messages The list of messages to send to the service.
     * @param deliveryState to be sent along with message.
     *
     * @return A Mono that completes when all the batched messages are successfully transmitted to message broker.
     * @throws AmqpException if the serialized contents of {@code messageBatch} exceed the link's capacity for a single
     * message.
     */
    Mono<Void> send(List<Message> messages, DeliveryState deliveryState);

    /**
     * Sends a single message to the remote endpoint.
     *
     * @param message Message to send.
     * @param deliveryState to be sent along with message.
     * @return A Mono that completes when the message has been sent.
     * @throws AmqpException if the serialized {@code message} exceed the links capacity for a single message.
     */
    Mono<Void> send(Message message, DeliveryState deliveryState);

    /**
     * Batches the messages given into a single proton-j message that is sent down the wire.
     *
     * @param messageBatch The batch of messages to send to the service.
     * @return A Mono that completes when all the batched messages are successfully transmitted to the message broker.
     * @throws AmqpException if the serialized contents of {@code messageBatch} exceed the link's capacity for a single
     * message.
     */
    Mono<Void> send(List<Message> messageBatch);

    /**
     * send the message and return {@link DeliveryState} of this delivery in message broker.
     *
     * @param bytes to send to message broker
     * @param arrayOffset offset of the message.
     * @param messageFormat to be set on the message.
     * @param deliveryState to be updated on the {@link Delivery}.
     *
     * @return A completable of {@link DeliveryState} received from Message Broker.
     */
    Mono<DeliveryState> send(byte[] bytes, int arrayOffset, int messageFormat, DeliveryState deliveryState);

    /**
     * Gets the size of the send link. {@link Message Messages} sent on the link cannot exceed the size.
     *
     * @return A Mono that completes and returns the size of the send link.
     */
    Mono<Integer> getLinkSize();

    /**
     * Gets the context for this AMQP send link.
     */
    AmqpErrorContext getErrorContext();
}

redpajama_set_name: RedPajamaGithub


text:
Group petitions National Human Rights Commission over coordinated brutality on military personnel in Rivers State
By Femi Ajasa On Mar 23, 2019 Last updated Mar 24, 2019
Global Integrity Crusade Network (GICN), a human rights group has petitioned the National Human Rights Commission over alleged coordinated attacks on military personnel by some persons believed to be working for Rivers State Government.
The human rights group specifically frowned at the role of Governor Nyeson Wike in the inhuman treatment, violent attack and attempted murder of military officers performing election duties in the state on March 9, 2019.
In a letter addressed to the Executive Secretary, the group through its Public Relations Officer, Abiodun Sodiq Babalola, Esq. observed that the Fact-Finding Committee set up by INEC to investigate the root causes of the widespread disruption and violence that
characterized the Governorship Election in Rivers State has either refused to do a good job or has chosen to be openly biased.
The letter reads below.
Our Global Integrity Crusade Network (GICN), a pro-democracy Civil Society Organization based in Nigeria wishes to draw your attention to the ugly incidence of inhuman treatment, violent attack and attempt to murder some military officers sent to maintain peace during the controversial Rivers State Governorship Election conducted on 9th March, 2019 in which the incumbent, Barr. Nyesom Wike sought re-election for a second term.
In an attempt at covering up the roles played by Governor Wike who practically led his security aides from the Rivers State Police Command together with heavily armed thugs to disrupt collation of results at Obio/Akpor Local Government Area, the Peoples Democratic Party (PDP) has been shifting blames by accusing the Nigerian Army of being deployed to do the bidding of the All Progressives Congress (APC) in Rivers State.
US 2018 Human Rights report accuses Nigeria,…
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The true position of things based on the information at our disposal as an independent stakeholder in the electoral process is that the Nigerian Army was never instrumental to the mayhem caused in Rivers State that led to the indefinite suspension of elections by the Independent National Electoral Commission (INEC).
It is also important to state that the Fact-Finding Committee set up by INEC to investigate the root causes of the widespread disruption and violence that characterized the Governorship Election in Rivers State has either refused to do a good job or has chosen to be openly biased.
In its report, the Committee was quick to mislead the public by alleging that "some soldiers" invaded collation centres and intimidated electoral officials. This allegation was re-echoed by INEC's National Commissioner and Chairman, Information and Voter Education Committee, Barr. Festus Okoye who maintained, albeit without any form of proofs, on Channels TV on Monday, March 18, 2019 that military officers agreed that "they intervened in some places during the election". We make bold to say that the position taken by INEC against the Nigerian Army is partial, offensive and calculated to damage their name thereby undermining the genuine sacrifices made in ensuring that INEC fulfill its duties under a peaceful atmosphere.
Worthy of note is the fact that INEC failed, neglected and or deliberately omitted to mention the inhuman treatment and attacks meted on officers of the Nigerian Army by security aides and armed thugs acting upon the orders of Governor Wike. As it happened, Captain Adams Salami was shot at close range while Corporal Adeosun Adebayo was thoroughly matcheted to the extent of being left to grapple with life threatening injuries. One would have expected the Rivers State Police Command, whose men attached to Governor Wike were found complicit in the violence against military officers, to take appropriate disciplinary actions against those involved and make such actions public to forestall future occurrences.
Unfortunately, nothing close to either investigation or sanction has been heard from the Rivers State Police Command till date. Being the foregoing as it may, we consider it a matter of absolute urgency for the National Human Rights Commission under your leadership to intervene in this matter. More particularly, we call on you to investigate the role of Governor Wike and the PDP in the entire crisis that led to injury to the persons of Captain Adams Salami and Corporal Adeosun Adebayo at about 10.30pm of Saturday, March 9, 2019 while the duo were performing their legitimate duties of protecting lives and properties of law abiding citizens and ensuring a hitch free collation at the outer perimeter of Obio/Akpor Local Government Headquarters Collation Centre.
For the avoidance of doubt, the two injured military officers are still receiving treatment at Intensive Care Unit of University of Port Harcourt Teaching Hospital (UPTH) and Military Hospital Port Harcourt, respectively, as we write. We submit that military personnel like other Nigerian citizens are entitled to enjoy the fundamental rights enshrined under Chapter 4 of the 1999 Constitution of the Federal Republic of Nigeria (as amended).
These rights are inalienable and deserve to be protected by the Commission, no matter whose ox is gored. Let us put it on record that GICN will be seeking redress for Captain Adams Salami and Corporal Adeosun Adebayo in a competent court of law within the next 7 (Seven) working days from the date hereof if we do not receive a positive response from your office regarding the concrete steps taken by the Commission to live up to its mandate of giving voice to the voiceless and justice to the oppressed.
Human RightsRivers State
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text:
Hermanssjö är en sjö i Vetlanda kommun i Småland och ingår i . Sjön är  meter djup, har en yta på  kvadratkilometer och är belägen  meter över havet. Vid provfiske har abborre fångats i sjön.

Delavrinningsområde
Hermanssjö ingår i det delavrinningsområde (635295-146846) som SMHI kallar för Mynnar i Värnen. Avrinningsområdets medelhöjd är  meter över havet och ytan är  kvadratkilometer. Det finns inga delavrinningsområden uppströms utan avrinningsområdet är högsta punkten. Hålebäcken som avvattnar avrinningsområdet har biflödesordning 4, vilket innebär att vattnet flödar genom totalt 4 vattendrag innan det når havet efter  kilometer. Delavrinningsområdet består mestadels av skog (78 procent) och jordbruk (13 procent). Avrinningsområdet har  kvadratkilometer vattenytor vilket ger det en sjöprocent på  procent.

Se även
 Lista över insjöar i Vetlanda kommun

Källor

Externa länkar

Insjöar i Emåns avrinningsområde
Insjöar i Småland
Insjöar i Vetlanda kommun

redpajama_set_name: RedPajamaWikipedia


This photo was taken on 104st in Edmonton. It was taken for a school project. It is a photo of the neon sign museum. Luckily it wasn't too cloudy that day as I was able to also capture some of the blue sky as well. I enjoy the look of the retro style signs on the brick wall, it adds a unique character.


The Nikon D800 DSLR camera records movies exhibiting superior resolution with optimal processing of information acquired from the 36.3-million pixel image sensor. Recording of 1920 x 1080p/30-fps full-HD movies is supported, and users can choose to record using the FX-based movie format or the DX-based movie format according to recording conditions. The FX-based movie format offers a shallow depth-of-field with an emphasis on blur characteristics while the DX-based movie format enables recording of movies that bring subjects closer when lenses with short focal lengths are used.
The Nikon D800 DSLR is also equipped with a headphone jack and supports precise adjustment of microphone sensitivity. In addition, it supports simultaneous display of movies or the movie live view display in the camera monitor and on an external monitor. Further, the Nikon D800 responds to the needs of professionals who require uncompressed movie files with the ability to record movies directly to an external HDMI recorder in movie live view mode. The Nikon D800 also offers a time-lapse photography function that captures images at a selected interval and then combines the images to create a time-lapse movie that shows the changes in a particular scene that occur over time.
Many filmmakers, multimedia professionals and still photographers need the highly mobile, lightweight and compact form of a D-SLR in order to cover large events or make documentaries, music videos or movies. For these professionals, the D800/D800E are ready to create true cinematic experiences. By using the B frame data compression method, you can record 1080p Full HD video at 30p in H.264/MPEG-4 AVC format with unmatched moving image integrity for up to approx. 29 min. 59 s* of recording in a single clip. Thanks to Nikon's latest image-processing optimizations, the monumental power of 36.3 megapixels transforms to sharp, exquisitely rendered videos. Expect exceptionally smooth gradation in blue skies, with minimum block noise and beautifully natural movement rendered clearly and sharply. The D800/D800E's intelligent image sensor reads out movie images at faster rates than ever, significantly reducing the rolling shutter distortion that can occur during panning shots or when shooting fast-moving lateral subjects like trains. Thanks to EXPEED 3, your movies will take on a distinctive look of their own, even with dimly lit scenes. Combine these benefits and you'll begin to realize exactly the new creative opportunities possible for photographers and cinematographers alike.
The D800 is equipped with a new Nikon FX-format CMOS image sensor and the new EXPEED 3 image-processing engine for Nikon digital SLR cameras. This new image-processing engine is faster and offers greater performance. The camera also offers the world's highest* effective pixel count of 36.3-million pixels. When combined with the sharp rendering of NIKKOR lenses, images exhibiting resolution equal to that achieved with medium-format digital cameras are possible.
The MB-D12 supports the Rechargeable Li-ion Batteries EN-EL15 and EN-EL18, common AA batteries, and the AC Adapter EH-5a/b (with Power Connector EP-5B). When the MB-D12 is mounted on the D800, high-speed continuous shooting at approximately 6 fps* using the DX-format image area is possible. The MB-D12 also offers the added convenience of controls, including shutter-release button, AF-ON button and multi-selector, for vertical shooting. What's more, the same seals as those used for the D800 with its magnesium body offer superior resistance to dust and water.
The Nikon D800 will be available in late March for the suggested retail price of $2999.95.1 The D800E version will be available in mid April 2012 for a suggested retail price of $3,299.95.
Visit the Nikon D800 Micro site.
Download the full detailed Nikon D800 PDF.


We have provided in-depth profiles of the individuals that make up our management team here at ScottishPower, so you can become acquainted with the people helping us tackle the UK's energy challenge.
As CEO, Keith Anderson reports to the Board of Directors and has ultimate responsibility for all ScottishPower businesses, the financial performance of the Company and the leadership of ScottishPower internally and externally. Keith will continue to sit on the ScottishPower Board to which he was appointed in January 2012.
As a company making innovative steps every day we take our legal responsibilities seriously. That's why Marion was appointed Secretary to the Board and General Counsel in October 2007. Prior to this, she was the Legal and Commercial Director for Energy Networks.
Sheila Duncan returned to ScottishPower as Human Resources Director in January 2019 following a very successful four year International Assignment. Sheila will be responsible for all aspects of Human Resources, both strategic and operational, ensuring overall alignment with the group's vision and goals.
Charles Langan was appointed the Procurement & Insurance Director in December 2014. Charles has responsibility for all of ScottishPower's procurement activities which have totalled close to £5bn over the last two years. As part of his responsibilities, Charles also oversees our Treasury, Credit Risk and Investor Relations activities.
Helping us keep our business on track, David Wark was appointed ScottishPower Finance Director in January 2016.
Frank Mitchell, the CEO of SP Energy Networks, has a large role in helping ScottishPower tackle the UK's energy challenge and ensure we're making clean energy work for Britain. He is responsible for all aspects of the Network Company's activities in ScottishPower's licensed areas for Transmission in Scotland and for Distribution in Scotland, Merseyside and North Wales.
Delivering clean, green electricity to homes and businesses is the key objective of ScottishPower Renewables, under the direction of Lindsay McQuade, appointed February 2018.
Jonathan is the Managing Director, responsible for the creation and running of Iberdrola's Global Offshore Business. He is responsible for the development, construction & operation of a large pipeline of offshore wind projects in the UK (3.8GW), US (5.5GW), Germany (1.1GW) and France (0.5GW) and the development of project pipeline in other areas.


Home > Nearsights Blog > Bifocal Monocles Now Available!
We're excited to begin offering Bifocal Monocles!
We've heard from many of you that a single vision prescription lens isn't enough – you want a bifocal lens in your monocle for even easier more convenient monocle use. In the past we've provide bifocal lenses as a special order, but starting today we've incorporated bifocals into our regular product line.
Bifocal monocles are perfect for men and women who want both reading and distance corrections in their monocles. If you're looking up and down from something frequently then a bifocal monocle may be just what you're looking for.
Our bifocal monocles are available in both our stainless steel and acetate frames, and in four different lens materials: CR-39, Polycarbonate, Trivex, and Glass. We recommend a glass lens for all of our prescription monocles – including bifocals. Glass is the most scratch-resistant lens material, and the number one concern we hear from customers is that their monocle will scratch.
Our bifocal lenses are in the traditional "Flat Top" style and do have a visible line where the correction changes. Unfortunately, we aren't able to offer progressive lenses (also known as "no-line bifocals") at this time. If you'd like a progressive lens in your monocle, then please talk with your optometrist – we're happy to supply the frame!
Our new bifocal monocles are listed as an option on our Prescription Monocles.
As always, if you have any questions please email or call – we're happy to help!


I like this I assume a couple of shots and some Photoshop efforts , Moon looks a tad over sharpened to me.
Actually it one shot and a bit strong sharpening.
One shot wow that is impressive - must have had some really dark skies .