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Home Fashion & Entertainment Kylie Jenner accused her boyfriend Travis Scott of cheating!!!
Kylie Jenner accused her boyfriend Travis Scott of cheating!!!
sabi tips Fashion & Entertainment,
Kylie Jenner accused her boyfriend Travis Scott of cheating on her after finding some suspicious DMs on Instagram.
Which is fully a "Kardashians are just like the rest of us!" moment.
Travis—whose reps are denying all of this drama—reportedly canceled a concert to fly home to Los Angeles, and he deleted his Instagram to prove his loyalty to Kylie. And now? Now it's time for an update!
The hip-hop star reportedly shut down his social media presence to save his relationship with the cosmetics queen. Specifically, his baby mama put an end to the DM's he was allegedly sending groupies and IG models.
Kylie suspected her man was cheating after seeing the flirtatious messages, according to TMZ. But Trav denied any wrongdoing, and to prove his love and commitment to Jenner and their daughter Stormi, he deleted his IG account all together.
"[T]he messages weren't exactly appropriate" but noted that Jenner and Scott "are not ending the relationship," despite getting into a "big fight" following reports of his player ways, an insider told Us Weekly
"Travis Scott vehemently denies he cheated on Kylie. It is not true. He did not cheat," his rep said in a statement last week, after TMZ claimed Jenner found "evidence" of his infidelity. The report suggested that Travis cancelled a concert in Buffalo because of his personal drama, but the musician took to Twitter to detail the real reason he wasn't playing the show.
"Buffalo I'm so sorry I can't perform tonight. I'm under the weather and it f—king sucks!" he wrote. "Can't pull up without full rage. Show rescheduled to March 10 all tix are valid. See u soon."
The source also adds that "Kylie has had a very difficult and emotional last few weeks… She just doesn't know who she can trust." Plus, Travis being away during such a stressful time isn't ideal. "Having Travis on the road is not easy," the source explains. "She is much happier when he is around, and they are all together."
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The History program at Loras College combines the personal attention students receive at a small private college with a broad curriculum that is usually available only at a large institution. We offer courses that cover every historical period around the globe. Whether you are interested in ancient, medieval or modern history, or want to concentrate on American, European or non-Western history, you can find relevant courses in our curriculum.
The History program places special emphasis on developing academic skills, such as identifying historical problems that need further inquiry, finding and evaluating primary sources and making an original and sophisticated argument based on the critical investigation of evidence. The historical discipline values these skills as central to becoming an historian, and additionally, the ability to work in a learning community and produce new knowledge through the interpretation of primary materials can be applied to many career choices.
LORAS PROVIDES A STIMULATING SOCIAL CALENDAR OFFERING STUDENTS A DIVERSE ARRAY OF EVENTS
From clubs and organizations to theater productions, concerts, athletic events, musical performances, intercultural programs, spiritual opportunities, there is so much for students to choose from.
Loras College provides a stimulating social climate for the campus and allows students to enjoy a diverse array of programs and entertainment.
On any given night of the week, students can enjoy a number of social opportunities. From clubs and organizations to theater productions, athletic events, musical performances, intercultural programs and spiritual opportunities, there is so much for students to choose from. In addition, the College Activities Board provides a variety of entertainment including: comedians, game shows, coffeehouses and concerts every weekend.
In addition, the College Activities Board provides a variety of entertainment including: comedians, game shows, coffeehouses and concerts every weekend.
HISTORY TEACHING ENDORSEMENTS
History students seeking certification to teach in secondary education have a few options:
U.S. History endorsement
World History endorsement
All Social Studies endorsement
HISTORY MAJOR CAREER OPPORTUNITIES
The historical discipline values these skills as central to becoming an historian, but the ability to work in a learning community and produce new knowledge through the interpretation of primary materials can be applied to many career choices upon graduation.
Managers, public relations specialists, high school teachers, librarians, public historians, accountants, lawyers and police officers (to name a few of the many careers our graduates choose) benefit from research skills, information literacy, the ability to persuade, proficiency in writing and the self confidence that comes from the public presentation of creative work.
A large proportion of our History graduates are social studies teachers in secondary education, primarily at school districts in Iowa, Illinois and Wisconsin. Others have embarked on successful careers in various fields or elected to go to graduate or law school.
Student Learning Outcomes – History
1. Demonstrate the ability to understand historical discourse, including the ability to understand and evaluate competing interpretations of the past and theoretical and methodological approaches that have informed historical writing.
2. Demonstrate educated familiarity with multiple societies.
3. Demonstrate research skills, especially the ability to identify, collect, and sort out primary sources for a research project.
4. Demonstrate skills in critical thinking by analyzing, evaluating and synthesizing information from multiple historical sources and developing a persuasive argument supported by evidence.
5. Demonstrate strong skills for written communication.
6. Demonstrate strong skills for oral communication.
7. Demonstrate ability to cite sources in a manner consistent with professionals in the discipline of history.
Division of Philosophical, Religious, Theological, Social & Cultural Studies
Richard Anderson, Ph.D., Chair
rick.anderson@loras.edu
Requirements for the major in History (B.A.):
Students in the first year are advised to select from among 100- and 200- level courses (introductory level courses). Majors, in consultation with a faculty advisor, design a curriculum suited to their particular interests and professional needs. Division approval is required for acceptance as a major, for course distribution within the major, and for graduation. To complete the major, a student must complete L.HIS-288, L.HIS-489 and L.HIS-490 and maintain at least a 2.3 GPA in 33 credits of history courses taken for the major.
L.HIS-175, 288, 386, 489 and 490 must be taken at Loras College. History majors may apply up to 12 transfer credits toward their Loras degree. Credit will not be granted for online courses that do not require on-campus contact hours.
REQUIRED COURSES WHICH MUST BE TAKEN AT LORAS
L.HIS-175 Themes in World History (Required only for World and All Social Studies Teaching Endorsements)
L.HIS-288 The Historian as Investigator
L.HIS-386 U.S. Survey for Teachers (Required only for United States and All Social Studies Teaching Endorsements)
L.HIS-489 The Historical Thinker
L.HIS-490 The Professional Historian
Req Course Cr's
1 L.HIS-288: The Historian as Investigator 3
2 L.HIS-175: Themes in World History (Required only for World and All Social Studies Teaching Endorsements) 3
3 L.HIS-386: U.S. Survey for Teachers (Required only for United States and All Social Studies Teaching Endorsements) 3
4 L.HIS-489: The Historical Thinker 3
5 L.HIS-490: The Professional Historian 3
6 Elective: Any L.HIS course 3
10 Elective: Any Non-AGE L.HIS-300+ course 3
33 total required credits
Requirements for the minor in History:
Two of the following six electives must be upper (300 or 400) level courses.
1 Elective: Any World history course 3
3 Elective: Any American history course 3
5 Elective: Any additional history course 3
L.HIS-161: Modern Africa since 1800
L.HIS-162: The Scramble for Africa
L.HIS-282: History as Film: Africa-AC
L.HIS-360: Southern Africa Since 1800
L.HIS-272: Japan in the Modern World-AI
L.HIS-275: History As Film: East Asia
L.HIS-277: Modern Chinese History & Culture-AC
COMPARATIVE WORLD HISTORY
L.HIS-175: Themes in World History
L.HIS-248: The Cold War-AI
L.HIS-349: The Second World War
L.HIS-392: History as Film
L.HIS-404: Historical Geography
L.HIS-116: Ancient Greek Civilization
L.HIS-117: Roman Civilization
L.HIS-140: Europe To 1750
L.HIS-141: Modern Europe Since 1750
L.HIS-245: The Celts-AC
L.HIS-249: Russian Civilization-AC
L.HIS-329: The Enlightenment
L.HIS-330: The French Revolution
L.HIS-340: The Age of Kings & Conversions: Medieval Europe, 476-1075
L.HIS-341: The Age of Love & Reason: Medieval Europe, 1075-1530
L.HIS-342: The Reformation-AI
L.HIS-343: Medieval Christianity
L.HIS-346: Isle of the Saints: A Study Tour-AI
L.HIS 348: Paris in the 1920s & 1930s
L.HIS-288: The Historian as Investigator
L.HIS-333: Imperial Geographies-AA
L.HIS-395: Topics
L.HIS-489: The Historical Thinker
L.HIS-490: The Professional Historian
L.HIS-494: Internship in History
L.HIS-125: The Forgotten Burial Ground: Understanding Dubuque through the Third Street Cemetery
L.HIS-232: Herbert Hoover & the Great Depression
L.HIS-279: Gandhi the Interfaith Peace-Builder-AV
L.HIS-285: The Arab-Israeli Conflict
L.HIS-344: Celtic Christianity & Roman Catholicism
L.HIS-365: Contemporary Urban Portugal
L.HIS-155: Introduction to Latin American History
L.HIS-255: United States/Latin American Relations
L.HIS-257: Modern Brazilian History & Culture-AC
L.HIS-121: United States To 1877
L.HIS-122: United States Since 1865
L.HIS-229: African American History-AI
L.HIS-230: Community & Identity in the American West-AI
L.HIS-231: History of U.S. Sexuality-AV
L.HIS-235: Race & Gender Reform in the United States-AC
L.HIS-239: United States Women's History-AC
L.HIS-320: Native American Archeology
L.HIS-386: United States Survey for Teachers
L.HIS-427: United States Catholicism
L.HIS-431: Revolutionary Era in the United States
L.HIS-439: The Creation of Modern America, 1877-1924
L.HIS-443: Civil War & Reconstruction
L.HIS-453: The Great Depression & the New Deal
L.HIS-455: United States History Since 1945
L.HIS-456: The Civil Rights Movement
A survey of ancient Greek history and culture from the Bronze Age of heroes of the Trojan War through the Hellenistic period ushered in by Alexander the Great. The course will try to answer the questions "who were the ancient Greeks and why are they worth studying today?" by examining the history, art, and literature they produced. 3 credits.
A survey of Roman history and culture from the mysterious Etruscan period and the legendary founding of Rome through the fall of the western half of the Empire. The course will try to answer the questions "who were the Romans and why are they worth studying today?" by examining the history, art, and literature they produced. 3 credits.
The founding, expansion, and development of the United States from discovery and colonization to the Reconstruction era. 3 credits. Fall semester.
United States history from the end of the Civil War to the present. 3 credits. Spring semester.
This in-depth January term study course focuses on the Third Street Cemetery, a lost burial ground in Dubuque. Located directly west of St. Raphael's Cathedral on top of the bluff, a human bone discovered in 2007 led to a five-year salvage excavation by the Office of State Archeologist Burials Program. When the team began the project they believed that they would remove a few burials missed during the disinterment following the closure of the graveyard. Because they found 939 graves, the developer, hoping to build a condominium complex, called off the project. Through an exploration of American ideas of death and burial practices as well as contemporary conversations about balancing development with the preservation of sacred spaces, HIS 125 introduces students to the history of Dubuque and to vocations in the field of public history. First year students only. 3 credits. January Term.
A study of the political, cultural and intellectual developments of Europe to 1750. 3 credits.
A study of the political, cultural, and intellectual development of Europe. 3 credits.
A one-semester introductory survey of Latin American history from pre-Columbian civilizations to the present. 3 credits.
A survey of sub-Saharan Africa during the age of European exploration, conquest, and colonization. Topics include the revolutions in West and Southern Africa; abolition of the slave trade; European exploration and trade; military conquest and African resistance; white settlers in Africa; British, French, and German colonial rule; the economics of western colonialism; the emergence of African elites and the growth of African nationalism. 3 credits.
This course will offer an in-depth investigation into the "Scramble for Africa" which took place during the late 19th and early 20th centuries as European powers arbitrarily carved up the continent and created approximately 40 colonies and protectorates. The material will critically engage with the proliferation of European geographic societies, the culture of maps and cartography, and how the cultural, social, economic, and geopolitical consequences behind the creation of these former colonial borders continue to significantly influence and impact many present-day issues throughout the continent. Students will use resources in the campus library and other online map collections to conduct research and produce a work of digital history as well as participate in a role-playing simulation of the Berlin Conference of 1884-85 which set up the parameters for the partition of the African continent. 3 credits. January term.
Instead of striving for a comprehensive coverage of world history, this course focuses on a few selected themes, such as migration, gender, warfare, and revolutions. Each theme will be examined in global and comparative perspectives. The emphasis of the course is placed on the modern world, but pre-modern influences and patterns will also be explored in some of the themes. 3 credits.
L.HIS-182: Islamic Civilizations
This course introduces students to important cultural, social, and religious trends in the history of this fascinating religion and relates them to key events. In addition to major themes such as Muhammad and the early history of Islam, the Sunni-Shi'ite divide, European colonialism, an introduction to the Arab-Israeli conflict, and the rise of Fundamentalism, the course may address other important topics such as women in Islam, examples of religious cooperation in Islamic Spain and Mughal India, pan-Arabism and nationalism, and heresy and dissent. 3 credits.
This course studies the African American experience from slavery to the present, focusing on the formation of both personal and community identities in light of the experience of slavery and racism. Key to our exploration of African American identity will be resistance and reform. The course will also place a heavy emphasis on African American musical traditions. Prerequisites: L.LIB-100, L.LIB-105, L.LIB-110, and one course from L.LIB220, L.LIB-130, or L.LIB-135. 3 credits.
This course focuses primarily on the interaction of Native Americans, Hispanics and the diverse population of immigrants (Euro-American, African-American, Chinese and European) who settled in United States territories west of the Mississippi River during the nineteenth century. Through primary source texts, objects, artwork and music, students will explore individual identity and how a group of individuals uses culture to build community. We will study how the interactions within a shared culture transform personal identities as well as how interactions across cultures shape each community. Prerequisites: L.LIB-100, L.LIB-105, L.LIB-110, and one course from L.LIB-130, L.LIB-135, or L.LIB220. 3 credits.
The contemporary dialogue over sexual values and conflicts regarding sexual-decision making are not new to the American experience. In fact, scholars organize the history of American sexuality around "contested moments" in the debate over sexual ethics and behaviors. From the initial settlement of Europeans in the New World and their contact with the worldview of Native Americans to the more recent "sexual revolutions" of the modern era, Americans debated sex. The predominant ethical framework governing that conversation reflects the dominance of Protestant Christianity in American culture. Other ideological frameworks deriving from science, gender construction, economic patterns, racism and generational conflict also drive the evolution of sexual value sets. Prerequisites: L.LIB-100, L.LIB-105, L.LIB-110, and one course from L.LIB-220, L.LIB-130, or L.LIB135. 3 credits.
When elected in 1928, people perceived Herbert Hoover as a caring, compassionate, humanitarian. By 1932, American citizens believed he did not care about the people some blamed him for the depression and to others his name became synonymous with Satan. Why did this transformation in public opinion happen? This J-term course will explore this question by studying the effects of the Great Depression on the American populace and their response. It also examines the character and actions of Herbert Hoover both before and during his presidency. Key to our study will be the archival collections of the Herbert Hoover Presidential Library & Museum in West Branch, Iowa. 3 credits. January term.
The course focuses on the struggles for racial and gender equality that took place during slavery–the abolition movement–contributed to the evolution of a women's rights movement; more recently, the civil rights movement helped stimulate the women's liberation movement. This course compares and contrasts these movements for racial and gender justice. We will study the past, but also bring our historical query to the present with a study of contemporary social movements. Prerequisites: L.LIB-100, L.LIB-105, L.LIB110, and one course from L.LIB-130, L.LIB-135, or L.LIB-220. 3 credits.
This course focuses on the evolving concept of gender identity in American society. We will compare and contrast the experiences of women of varying ethnic, class, racial, and regional identities. Women labored at home and for wages. They built and influenced families, communities and organizations. They worked to reform society, shaping the social, political and economic world through their efforts. We will trace the evolution of women's rights and gender equity from the early 1600s to the present. Prerequisites: L.LIB-100, L.LIB-105, L.LIB-110, and one course from L.LIB-130, L.LIB-135, or L.LIB220. 3 credits.
The Celts- Hags, Druids, and Saints pace the pages of Celtic myth and folklore, entrancing audiences and readers with stories of personal dilemmas, heroism, and magic. This course will analyze comparatively some Irish and Welsh myths, study the evolution of the legend of St. Patrick, and read fairy tales in an effort to understand important cultural realities and the social changes they reflect. Prerequisites: L.LIB-100, L.LIB-105, L.LIB-110, and one course from L.LIB-130, L.LIB-135, or L.LIB-220. 3 credits.
This course examines the history of the Cold War with special emphasis placed on the American and Soviet visions of the world community and Soviet and American identities underlying the conflict between these two superpowers. The course will also briefly look at the relations between the U. S. and post-Soviet Russia and the new Russian national identity developed after the Cold War. 3 credits.
A study of Russian history with a special emphasis on the cultural context. The course starts with a brief overview of pre-Petrine Russia, but places the emphasis on imperial Russia (from Peter the Great to 1917) and Soviet and post-Soviet Russia. Students are expected to develop an in-depth understanding of continuity and change in Russian civilization and of the differences and similarities between Russian civilization and Western civilization. Prerequisites: L.LIB-100, L.LIB-105, L.LIB-110, and one course from L.LIB-130, L.LIB-135, or L.LIB-220. 3 credits.
A survey of Interamerican relations with emphasis on the period from the Spanish-American War (1898) to the present and on U.S. relations with Latin America. 3 credits.
This course examines the history of Latin America's largest geographic and most populous 7 nation from the arrival of the Portuguese Court in 1808 to present. Focus will be on issues such as the dynamics and legacies of the world's largest slave society, economic growth
and industrialization, political organization and participation, liberalism, populism, authoritarianism and democracy, urbanization, race relations, European and Asian immigration to Brazil, ethnic and gender identities, regionalism, and elements of popular culture such as music, the arts, and sports. Prerequisites: L.LIB-100, L.LIB-105, L.LIB-110, and one course from L.LIB-130, L.LIB-135, or L.LIB-220. 3 credits.
L.HIS-272: Japan in the Modern World–AI
This course is a study of modern Japanese history since the Meiji Restoration (1868), emphasizing: (1) Japan's Westernization and contesting views of the national identity after the Meiji Restoration; (2) the Japanese view of themselves and other nations during World War II and the contesting national identities of the Japanese as victims or victimizers in the postwar discourse on war experience and responsibility; (3) the transformation of group identities brought about by economic development and social changes in Japan since 1945. Prerequisites: L.LIB-100, L.LIB-105, L.LIB-110, and one course from L.LIB-130, L.LIB135, or L.LIB-220. 3 credits.
This course examines themes in East Asian history dramatized in select feature films. Films to be viewed and critiqued in class include Genghis Khan: To the Ends of the Earth and Sea and The Last Samurai. A feature film on a historical theme is a piece of art, but it interprets history. While it is not a source of historical knowledge, its interpretation of history can and should be evaluated or critiqued; such evaluations or critiques would help us develop a more sophisticated understanding of the past. Prerequisite: L.LIB-100. 3 credits.
A study of China from the Opium War (1839-1842) to the present, with an emphasis on cultural history. This course examines how political, economic, and cultural changes during the last one and a half centuries have altered the sense the Chinese have of themselves and of China's place in the world. It also examines how cultural tradition persists in China through changes. Prerequisites: L.LIB-100; L.LIB-105; L.LIB-110; and one from L.LIB130, L.LIB-135, or L.LIB-220. 3 credits.
This is a January term study travel course links Gandhi's teachings on non-violence and interfaith peace-building to site visits in India related to his personal history, his historical environment, and the context of religious pluralism in India. The course will involve community-based learning as students hear lectures from peace-building experts in India, conduct interviews related to understanding the social ecologies of the subcontinent's diverse cultural landscape, and visit organizations whose mission is to address injustice and religious discord. Approximately three days of the course will be spent on campus and 18 days spent in India or in travel to India. Sophomore standing or above. 3 credits. January term.
This course explores three cultural traditions–American, European, African–as represented in their dramatic/action films on African history, and helps develop an awareness of fundamental differences between western (American/European) and African perceptions of Africa, as long-standing western/African cultural traditions. The course will address issues of change and continuity in American and European cultural imaging of Africa; African critiques of American and European historical films; African stereotypes as reflections of evolving American and European race consciousness. Prerequisites: L.LIB100, L.LIB-105, L.LIB-110, and one course from L.LIB-130, L.LIB-135, or L.LIB-220. 3 credits.
The Arab-Israeli Conflict is an interactive course that will educate students about the complexities of the relationship between Israel, Palestinians, and their Middle Eastern neighbors and will engage students interactively with sources and people through reading, role play, and personal contact with people who are impacted by the situation, institutional peace efforts, grass-roots action toward reconciliation, and voices of dissent in both Palestinian and Jewish communities. 3 credits. January term.
This course surveys the vocations available through the discipline of history and overviews a range of methodological approaches. It also provides form skills training in research and writing. 3 credits. Spring semester.
Native Americans settled in North America at least 15,000 years ago. This course explores the ancient history of what became the continental United States, focusing on the Native American occupants of the Upper Mississippi River Valley. The course utilizes the discipline of archeology to explore the many different peoples who inhabited the United States prior to European colonization. We end our study with the peoples encountered by Europeans at contact in the 1600s. 3 credits.
An examination of the major institutions of eighteenth-century European society and the social history of ideas, particularly the contrast between elite and popular culture, and the primary social criticisms and reforms proposed by Enlightenment writers such as Montesquieu, Voltaire, Rousseau, and the Encyclopedists. 3 credits.
The causes and course of the revolution including the origins of modern political culture in the Enlightenment and the revolution, international repercussions, terror, social consequences, and the Napoleonic period. 3 credits.
This course will study how the aesthetics of urban design and architecture from the late 19th century to present are symbolic of key questions that speak to imperialism, colonialism, nationalism, and the postcolonial condition. The course material will consider how architects, geographers, urban planners, and certain political and social classes engaged the legacy of colonialism and the politics of nationalism in their work and practices. Attention will be paid to the spatial organization of colonial and postcolonial cities, the politics of architectural and urban design, and the aesthetic nature of urban iconography. Case studies will be drawn from various cities throughout Africa, Europe, Asia, and the Caribbean. Prerequisites: L.LIB-100, L.LIB-105, L.LIB-110, and one course from L.LIB-130, L.LIB-135, or L.LIB-220. 3 credits.
An exploration of the vivacious and complex world of barbarians and monks, pagans and Christians, queens and bishops. Questions about historical interpretation and analysis of evidence are important to the study and understanding of this period. 3 credits.
A thematic study of the late medieval period that addresses issues of importance for that age and of interest for the modern world. Important themes will include love and marriage, chivalry, heresy, architecture and representation, individual and communal identity, the formation of nation-states, the Crusades, popular culture, intellectual developments, and the Italian Renaissance. 3 credits.
The Reformation was by all accounts a spectacular event. Framed by the bitter denunciations of Martin Luther and the rigid restrictions of the Index of Forbidden books, enlivened by theological debate and mortified by extreme violence, the Reformation was to the people of the sixteenth century inspiring yet harsh and provided absolute certainty while at the same time provoking unimaginable confusion and complexity. How did it respond to the question, 'What does it mean to be a Christian'? Prerequisites: L.LIB-100, L.LIB-105, L.LIB-110, and one course from L.LIB-130, L.LIB-135, or L.LIB-220.3 credits.
A study of the development of western Christianity in the Middle Ages, with particular attention to formative influences, definitive tensions, diverse perceptions and popular appeal. The most important themes are monasticism, sanctity, heresy, and the spiritual expressions of women and men. Less emphasis upon institutional history. 3 credits.
This is a study travel course to England, Ireland, and Scotland, exploring historical places associated with the earliest Christians in those areas. Focusing especially on the collaboration and conflict between the Celtic Christianity of Ireland, Wales, and Scotland and the Roman Christianity spreading from the south of England, the course will examine the transition from paganism to Christianity and the conceptual realities that made that both possible and challenging. Destinations may vary each time the course is taught. 3 credits. January term.
Through travel and study in Ireland, this course examines medieval Irish society, including law, genealogy and tribal affiliation, from the beginnings of Irish "history" in the fourth century A.D. to the religious and political turmoil of the sixteenth and seventeenth centuries, when Continental calls for Reformation, joined with Tudor and Cromwellian assertions of power to force Irish people to reorganize their communities and their sense of identity. Prerequisites: L.LIB-100; L.LIB-105; L.LIB-110; and one from L.LIB-130, L.LIB-135, or L.LIB-220. 3 credits. January term.
Paris in the 20s was the place to be. There you could find a fusion of the latest, most daring trends in art, music and literature and a haven for those who had no "home" to speak of— displaced Russian nobility who had fled their homeland after the Revolution; Africans from various French colonies who had come to Paris to study; American blacks who had come to escape repressive Jim Crow laws. We will examine this period through art, music, literature and journalism. 3 credits.
The causes of the war, the European and Pacific campaigns, the civilian reaction, the Holocaust, resistance movements and the origins of the Cold War. 3 credits.
An examination of the impact of white settler rule in the region of Southern Africa, which includes countries of Angola, Botswana, Lesotho, Malawi, Mozambique, South Africa, Swaziland, Zambia and Zimbabwe. Topics include settler colonialism; the imperial scramble for colonies; British and Portuguese colonial rule; the regional mine labor system; Apartheid, and African struggles for independence. 3 credits.
The main content of the course will investigate the various historical and geographical issues surrounding the fall and legacies of the Portuguese empire in Africa, such as national identity and geopolitics, migration, and subsequent changes to the cultural landscape and human geography of the metropolitan Lisbon area. Students will have the opportunity to study these themes firsthand by visiting many of Lisbon's historic and newly constructed neighborhoods, museums, monuments, and community centers that speak to these dynamic issues. 3 credits. January term.
L.HIS-380: The Cold War
A study of the Cold War as a global confrontation between the United States and the Soviet Union and as a global conflict between Communism and capitalism. Topics include the origins of the Cold War, nuclear weapons and the Cold War, ideologies of the Cold War and propaganda, the Third World and the Cold War, and the end of the Cold War. 3 credits.
Designed to prepare K-12 teachers of social studies and United States history, this course develops the ability to conceptualize and define the American past in order to teach United States history. This course provides models and tools for determining the overarching themes that help explain and explore the American past using a wide variety of methods. Students will identify resources that help teachers make decisions on what to teach, define historical trends, and analyze reading strategies in the field of history, including reading comprehension and critical reading. Required for the endorsement in American History and the All Social Sciences Teaching endorsement. Restricted to Teacher Education students only. 3 credits.
This course examines the uses of film as sources of historical knowledge, principally through documentaries but also through semi-documentaries and fictional films. Nontraditional materials of historians (motion-picture films) as well as traditional materials (written sources) will enhance significantly the student's interest in and understanding of modern history. Topics vary and will be determined by the availability of films and students' interest. 3 credits.
History topics course. Used to develop courses which have not been approved under another catalog number. See Division Chair for more information.
An historical overview of the major developments in formal, practical, and popular global geopolitics from the late 19th century to present. The material will examine the origins, application, and outcomes of geopolitical theories related to cartography; empire and imperialism; nation building and nationalism; decolonization and independence; the Cold War; and the multi-faceted dimensions of globalization. This course will partially satisfy the geography requirement for the All-Social Science teaching endorsement. 3 credits.
The history of Roman Catholics and Roman Catholicism in the U.S. from colonial beginnings to the present, with special emphasis on the changes in and anomalies of Catholic identity. 3 credits.
The U.S. in the 18th century, development of British imperial policy and reactions to it, the break from the British empire, experiments in new forms of self-government and the framing, ratification and implementation of the U.S. Constitution in the 1790s. 3 credits.
This course concentrates on the incredible transformation of society that took place in the United States between 1877 and 1924. The changes of this period resulted in the creation of modern American society. To understand the 20th century we must understand the changes begun during the Gilded Age and completed by the 1920s. Because these changes took place in almost every area of society, this course will draw upon social, cultural, economic, diplomatic, and political history. 3 credits.
The U.S. from the 1840s through the 1870s with emphasis on the causes of the war, consequences of the military conflict and the difficulties of reconciling the former enemies. 3 credits.
A study of the Great Depression in the United States, including its origins, the consequences of depression on U.S. society and the New Deal as a response to the crisis. Different perspectives based on race, gender, age and region will be discussed. This course will also examine the legacy of the New Deal, including the evolution of the social welfare state, the transformation of the role of government in society and the expansion of the power of the president. 3 credits.
The political, social, and economic history of the U.S. from the end of World War II to the present, including the evolution of Cold War politics and major changes in U.S. society. 3 credits.
A focus on the post-World War II struggle for racial equality in southern and northern states. Organizations studied include the National Association for the Advancement of Colored People, Southern Christian Leadership Conference, Student Non-Violent Coordinating Committee, Congress of Racial Equality, the Black Panthers, the Nation of Islam, and a sample of local action groups. 3 credits.
Historians interpret the past and often employ theoretical concepts to convey meaning. Students enrolled in this course will not only study theory, but see its application in a variety of modes of discourse and in settings outside of academia. Open only to junior and senior history majors, normally in their second semester junior year. 3 credits. Spring semester.
This research seminar guides students through the creation of a project, linked to a career pathway, based on original research. For history majors only, normally in their senior year. Cannot be repeated more than once. 3 credits. Fall semester.
This internship will provide students with a learning experience while working several hours a week for a semester or during the summer for a historical society, history firm, museum, archive, research library, or some equivalent institution. Prerequisites: completion of 12 credits in history prior to the beginning of the internship, and permission of the division chair and the work supervisor of the internship at the institution where the internship will be performed. 2-3 credits (a minimum of 50 hours of work required per credit).
RELATED COURSES: Economics, International Studies, Politics, Sociology
After receiving your degree from Loras, your career could take off into one of these fields:
• High School Teacher
• Business Management
• Public Relations Specialist
• Librarian
• Police Officer
• Ministry/Priesthood
• Accountant
• Museum and archives
Kristin Anderson-Bricker, Ph.D.
Professor of History
563.588.7403 | Kristin.Anderson-Bricker@loras.edu
Kristin Anderson-Bricker completed a doctorate at Syracuse University in United States social and cultural history with specialties in race, gender and social movements. Upon graduation in 1997, she accepted a position at Loras College in Dubuque, Iowa. Anderson-Bricker teaches topical courses covering American history from the late nineteenth century through to the present. She also teaches on the American West, Native Americans in the Upper Mississippi River Valley, Women's History, sexuality, African Americans and historical methods (research and teaching).
She is currently at work on a book manuscript, Going Beyond the Rules: Catholic Young Adults Making Sexual Decisions, designed to initiate between students a conversation about sex to assist them in determining the values they want to apply to their choices about sex.
Her service work has focused on diversity initiatives including committee chair responsibilities, gender equity and a civil discourse initiative (DuTalk). Anderson-Bricker has directed the Honors Program and served on many committees including Rank and Tenure, Faculty Senate and First Year Experience. In addition to serving on the Herbert Hoover Presidential Library Association's travel grant committee and assessing manuscripts for the State Historical Society of Iowa, she has served the profession as a program reviewer for the National Endowment for the Humanities, Humanities Iowa, Dubuque County Historical Society and Effigy Mounds National Monument.
John Eby, Ph.D.
Chairperson for Faculty Senate
563.588.4929 | John.Eby@loras.edu
Mark Kehren, Ph.D.
563.588.7633 | Mark.Kehren@loras.edu
Mark E. Kehren, Ph.D. teaches interdisciplinary courses on transnational history, global migration, critical geography, and contemporary Africa. He currently is the Director of the International Studies Undergraduate Major at Loras and has conducted extensive ethnographic and archival research across the Luso-African World (Portugal, Cape Verde, Mozambique, and Brazil) and is currently working on a project related to cuisine, foodways, and cultural identity among the African and Afro-descendant communities in Lisbon. Most recently he was a National Endowment for the Humanities (NEH) visiting scholar at the University of California, Los Angeles (UCLA) to participate in a seminar focusing on immigrants, emigrants, and their homelands.
Amy Lorenz, Ph.D.
Professor of Modern Languages & Culture
563.588.7806 | Amy.Lorenz@loras.edu
For many years, Amy Lorenz was Loras' French Professor. When that program ended, the History and Religious Studies programs kindly "adopted" her. She now teaches courses on French literature in translation, the Renaissance and Reformation in Europe, the Enlightenment, Paris in the 20s and 30s, Introduction to the Bible, and a seminar on the letters of Paul. She also enjoys teaching regularly in the general education program, especially in the clusters and the LIB 130 cohort.
Her current research stems from her more recent formal training in theology and focuses on Second Temple Judaism; Jesus, Paul and Judaism; the Roman Empire and early followers of Jesus; and scripture.
She has had the privilege of working with 2 January term groups of students in France and Italy and has enjoyed those travels immensely. She lived in France between her B.A. and M.A. degrees, working in the school system there, and returned there to spend several more months during her Ph.D. studies. She returns as often as she is able to stay with friends.
Lee Zhu, Ph.D.
563.588.7199 | Lee.Zhu@loras.edu
Dr. Lee S. Zhu was born in China. He received his doctorate degree from the State University of New York at Stony Brook. He teaches East Asian History, Russian history and the history of the Second World War and the Cold War. His research interests center on the history of the Soviet Union during the Stalin period and the history of the People's Republic of China during the Mao years. Dr. Lee conducted research in archives in Moscow, Shanghai and Beijing, and he published several scholarly articles examining the impact of the Communist ideology on Soviet and Chinese education. He took students on summer research trips and January-term trips to China.

redpajama_set_name: RedPajamaCommonCrawl


text:
Skinwalker by Faith Hunter
on Feb 24, 2020 Feb 24, 2020
It really is a good feeling when you like a book much more than you expected to.
It's well-written, complex, thought-through, unique, and fun.
I'm not really a fun of vampire themes (the whole sex-and-dominance imagery ticks me off more often than not), so when a book touches on those images, but lures me in with other good and fun qualities enough to make me ignore them, it matters heavily.
Looking forward to discovering in which directions this series goes from here on.
Level Grind by Annie Bellet
I had a very loopy experience when I first began reading this…because I may not be a secret sorceress, but I translate from Japanese and Russian, speak nerd, and work in gaming (and there was some other similarity I forgot by now), and for a while there I was all 'Um… Hi, Ms Bellet, do we know each other?' … But then of course I reached the point where the main character says she speaks all languages, and calmed down.
I think a lot of people who read this would draw some parallels with 'Kate Daniels' series: a sorceress, a scary-scary older sorcerer after her blood, a big alpha cat, Russian, Japanese, gory battles, shifter society, being badass and usually passing out afterwards… There are definitely some similar points, but of course these are very different books.
The stories here are on the shorter side, but are filled with action, lore, fun characters, and nerd speak.
My only real complaint is that, while the nerd elements and romance make an attempt to lighten the mood from time to time, it doesn't really work, and the overall mood of these books is rather too grim and angsty with not enough reprieve to keep the reading experience actually enjoyable.
The Wolf Next Door by Lydia Dare
on Sep 9, 2019 Sep 9, 2019
I've expected from the very beginning to have to treat this book as 'something push through in order to continue reading the rest of the series.'
That would be because, unfortunately, I haven't liked Prisca since book 1.
She is a spoiled brat. There is a difference between having an opinion and believing your opinion to be above everyone else's. She sticks her nose in everyone's business, thinks she has a right to manipulate everyone's lives, and doesn't care to listen to anyone but herself.
The whole situation where she 'loved' him, but chose to believe the worst about him and leave him a note cursing him to hell, when she actually made a promise to elope…doesn't do anything to improve my opinion of her either.
She doesn't listen and think, she stops her foot and screams that everything must be as she wants it.
A very annoying lead female character.
In fact, it's like she was on purpose written in a way to annoy readers to hell.
Then the "love rival"'s behaviour didn't help this book's impression either…
I really don't enjoy reading books where all you want to do is smack a character on the head hard and long enough until you can shake some brains into there.
The only thing I actually really liked about this book is that the characters of the previous books, all family members, were present and active participants of the story.
Tempting Danger by Eileen Wilks
There is just something about this book that prevented it from grabbing me.
Maybe it was the world setting where the werewolves can only be male and like to walk around topless.
Maybe it's the too many levels of political games (and dominance) and players.
(Clans, sorcerers, cults, police, various government agencies, etc; and the pissing contest within each one and among them all. Too much of boring and unpleasant to labour through it all.)
Maybe it's the 'all self-important' (prejudiced, judging, I-know-better, and 'I have to be this way to be taken seriously, so don't expect me to get off my high horse any time soon') side to the main character.
Maybe it's all the 'free sex' and poly-amorous themes and sexualised imaginary everywhere (right until they are forced into insta-lust and monogamy by the powers above).
The content of this book just kept balancing on the very edge between 'okay' and 'don't like' for me constantly, and I couldn't really get into it.
Tall, Dark and Wolfish by Lydia Dare
on Aug 4, 2019 Aug 4, 2019
Pretty much in tone with the first book, but slightly lower on the humor count, and slightly higher on the 'aggravating females' count (a whole flock of them).
If I was in a bit more irritable mood when I read this book it is entirely possible I would be going on a rant about how much I dislike these types of people who think they 'always know better' and have a right to interfere with and manipulate others' lives (friends, relatives, etc.)
The whole 'refusing to realise your own feelings' concept is also a bit too much of a tired cliche at this point, imho.
Other than that, I enjoyed this book because it's light, fun, has well-developed characters, and reads smooth and easy. Even when there's some concept I don't really like, it doesn't really ever get truly irritating.
Not His Dragon by Annie Nicholas
I don't think I've ever became sceptical of a book as fast as with this one. Simply because, in the very first tiny paragraph, of all the possible synonyms, the author chose to use the word 'tits' in a sentence that only talks about spilling scalding liquid over them. I mean, there's such thing as TPO for words, and even something like 'bazoombas' would be better if you're going for style or humour…as it is it's just vulgar. (I think there was once a book I dropped even faster, it had something like 6 f-words on the very first, but didn't as much get sceptical as closed that book and forgot what it was)
Anyhow, that first paragraph sort of represents the quality of writing, and the quality of writing sort of matches everything about this book – mleh.
It's not bad, but it's not good.
It's half-baked, average, confused, full of story elements jumping out of nowhere and going nowhere, a lot of 'wait. and?' moments, with a heroine that cries about being strong and independent for the fist half, then turning 180 degrees for the other and being mostly a helpless coward, the resolution for the 'mystery' is half silly and cheesy, half not even there.
Just a short silly book that doesn't require you to use your brain, to read and forget.
Magic Dreams by Ilona Andrews
A very short side story. Personally, I didn't really enjoy the Japanese culture involvement much. Firstly, because of how the cultural behaviors were painted. Secondly, because everyone always zeroes-in on jorougumo all the time. It gets old. (I do realize that this novella was written a while back.)
Jim is great (as always), but Dali's low self esteem issues are a bit too idiotic (the 'I think it's better to be a pretty idiot, that be smart and look like me' ones…she's an idiot enough). I don't think I enjoy how her character was painted here much at all. And it turned into a story of 'good, strong, smart, and powerful' man loving 'an awkward idiot' despite her idiocy…which also gets old.
Whatever for Hire by R.J. Blain
Whatever for Hire: A Magical Romantic Comedy by R.J. Blain
The body count might be a bit larger than usual (than in previous books). The main characters are great – unique, complex, and fun. My only complain is that I wish we had more time with them. Learn more about Malcolm, more about Kanika's transformations and origins, more interactions with beings other than Satin and archangels, and so on. Then, there's the fact that the ending is hardly complete and the little details like that we, as readers, missed the parts of which Kanika has no recollection. So I do hope there's some kind of a sequel, because the mix of cultures in these two characters is really interesting and it would be terrific to explore them more.
A Hunger Like No Other by Kresley Cole
on Jun 9, 2019 Jul 28, 2019
I didn't like the first one, but since this one kept showing up in practically every list and ranking I use to find new books to read, I felt almost obligated to try it.
This one felt somewhat better than the previous one, but still 1.5 legs over the line of "too rapey". Still too full of hatred and aggression. Too crude. Too preoccupied with material things and symbols of wealth and sex, with 'sex and violence' being all these books are really built on. Characters hardly talk to each other, mostly at each other. Everyone hates each other, everyone wants to kill everyone else, and then when they feel a fierce need to also have sex with each other for some 'supernatural-biological' reason, the 'plot' ensues.
At least I now have 'tried' these series and the author enough to have no regrets about parting our ways and not looking back.
A Certain Wolfish Charm by Lydia Dare
on Jun 9, 2019 Jun 9, 2019
A mix of light and silly werewolf fiction and historical romance that makes a perfect read for a particularly shitty day when you need something low-calorie and not annoying.
Bear Necessities by Dana Marie Bell
Could have been a decent enough urban fantasy plot-wise, with some solid setting and interesting characters, if not for a couple of issues:
– The porny porn is too porny and kind of out of place. I don't know, it just didn't seem to fit and made me want to skip most of it.
– The concepts are not really thought-through. For example, nothing about Tabby and her behavior makes the fact that she spent 8 years living as a wolf in nature and not communicating with others believable.
Also, somewhere between the issues 1 and 2 lets consider the fact that the girl who was supposed to be a lone wolf from age of 15 and had one a one-night stand in the six month after she returned to society, acts like a porn star. Where did she get all the experience? Before she was 15? This made the porny content even more cringy.
– Writing is mediocre and there was a ton of punctuation problems.
Call of the Highland Moon by Kendra Leigh Castle
I'm not sure how to categorize this impression I've got from this book… On one side it felt almost childish, on another it reminds me of a b-rated fantasy movie, especially with the very villainy villains and magic stones with magic crystals. The writing didn't feel engaging, especially the villainy parts, I could barely keep myself from skipping some of them because they were both boring and unpleasant. But the biggest were these details that kept poking out… like (let's take the very beginning) woman finding a bleeding wounded animal at her workplace, loading it into her car, taking it home, dumping it in her spare room and going to sleep to wait and see if it's going to be alive in the morning or not? In what world this was supposed to make sense?
I don't know. Maybe it's just a question of compatibility, but this really didn't work for me.
Serpent's Kiss by Thea Harrison
This was a bumpy ride, and I couldn't tell if I'm going to give it 5 stars or lower than 3 half of the time… I really loved some parts of it, maybe even the whole first half, but I also have 2 major problems with this book that spoiled my experience and left me a bad aftertaste. (In fact, it also made me suspicious about the rest of the series I thought I would love…)
I was actually a little cautious about this book ever since I finished the previous one and got the hint of who this will be about in the end of it…because I didn't like Carling in the previous book, and because I felt Rune should have a better story. As I was reading, I eventually saw that Carling was a very interesting character, and especially liked the glimpses of the past. But just as I was about to say 'I was wrong and I probably will give this 5 stars' I reached the 'dressing up and painting face' episode and my excitement fled down the drain. I'm sorry, but having people buy women make up and want them to put it on is a giant turn off. As are men who care about women using make up. And it made me very disappointed because Rune was really my favorite male character in this series right up to that point… This was the problem numero 1. The second problem was the whole damn ending – I felt many missed opportunities, scrambled events, a boring solution to what was a really interesting set up… and most importantly, personally, the fact that they didn't go back to New York. Is this how this series is going to go from now on? Sentinels abandoning their lives and places that supposedly spent hundreds of years in, as well as abandoning their friendships and all other responsibilities, and just making their lives all about living on the terns of their mates' circumstances? I don't know, maybe it's supposed to be romantic, to show them, as men, just giving it all up…but it feels wrong and idiotic, especially regarding their relationship with Dragos. I don't like it. With Rune especially, the way this book ended spoiled my impression of the whole book, and made me afraid of reading the next one because I don't want to read about another one doing the same thing Tiago and Rune did…
Curran POV Collection by Gordon Andrews
I've been looking forward to reading this compilation and waited until I finished Magic Bleeds…but now I think I oversold it to myself.
I have a strong feeling the Curran in the main books gave out impression of something deeper, more intent, more awareness…in other words, it a clear case of 'the version in my head was better'. Especially with regards to the first half of excerpts…the amount of insight they provided was a bit disappointing. The second half was better, but still…it could have been more.
Knight by Addison Carmichael
While I expected to like this book enough, black wolf protectors and all, there was a number of issues that just really bothered me:
– Personalities of main characters seem inconsistent and floating. They jump from one kind behavior to another in a way that doesn't feel natural. The heroine switches from acting like a reasonable young woman kidnapped out of her life and being hostile and suspicions, to suddenly being all accepting and understanding and kind to everyone, to suddenly playing at being the lead detective on a case and having authority, to playing at girlfriends, to cuddling with a person and propositioning them, to shutting them out and down 5 mins later… and on and on. The hero only appears to be better because there is much less text in his POV, but his personality also felt like it flipped over half way through. There's also this 'brainless' disease I've seen a number of times before, where characters talk and act but pretend that they have no ability to analyze or comprehend why they are doing something and just exist in denial.
– A tad too much hate towards women. As in, it's very hard to find a positive female character who is not dead. I half expected for Rachel to turn out to be the killer. Because the remaining female characters were a lying traitor who sold people out for money and an aggressive egocentric bitch who couldn't take no for an answer. A vivid contrast to a whole collection of attractive males who also all look like they are in their twenties, regardless of their age, and of course like the main character.
– The fact that people kept forgetting and 'letting be' the serial murderers they had to catch. The treatment of this part of the plot didn't seem appropriate, as it was constantly pushed behind something else, as if catching the murders before they killed again was far less important than a whole list of other things. Or at least that was the impression I got.
– While the 'twist' conclusion itself was not boring, something happened to writing on the last 20% where it turned jaw-numbingly cheesy and dry. The places that were supposed to make me swoon made me grimace. It's like suddenly there was something very unsavory about the tone of the book and it spoiled the conclusion. The bare facts of which, again, weren't actually bad on their own… there was just something about the way it all was presented.


text:
<?php

final class HarbormasterCircleCIHookController
  extends HarbormasterController {

  public function shouldRequireLogin() {
    return false;
  }

  /**
   * @phutil-external-symbol class PhabricatorStartup
   */
  public function handleRequest(AphrontRequest $request) {
    $raw_body = PhabricatorStartup::getRawInput();
    $body = phutil_json_decode($raw_body);

    $payload = $body['payload'];

    $parameters = idx($payload, 'build_parameters');
    if (!$parameters) {
      $parameters = array();
    }

    $target_phid = idx($parameters, 'HARBORMASTER_BUILD_TARGET_PHID');

    // NOTE: We'll get callbacks here for builds we triggered, but also for
    // arbitrary builds the system executes for other reasons. So it's normal
    // to get some notifications with no Build Target PHID. We just ignore
    // these under the assumption that they're routine builds caused by events
    // like branch updates.

    if ($target_phid) {
      $viewer = PhabricatorUser::getOmnipotentUser();
      $target = id(new HarbormasterBuildTargetQuery())
        ->setViewer($viewer)
        ->withPHIDs(array($target_phid))
        ->needBuildSteps(true)
        ->executeOne();
      if ($target) {
        $unguarded = AphrontWriteGuard::beginScopedUnguardedWrites();
        $this->updateTarget($target, $payload);
      }
    }

    $response = new AphrontWebpageResponse();
    $response->setContent(pht("Request OK\n"));
    return $response;
  }

  private function updateTarget(
    HarbormasterBuildTarget $target,
    array $payload) {

    $step = $target->getBuildStep();
    $impl = $step->getStepImplementation();
    if (!($impl instanceof HarbormasterCircleCIBuildStepImplementation)) {
      throw new Exception(
        pht(
          'Build target ("%s") has the wrong type of build step. Only '.
          'CircleCI build steps may be updated via the CircleCI webhook.',
          $target->getPHID()));
    }

    switch (idx($payload, 'status')) {
      case 'success':
      case 'fixed':
        $message_type = HarbormasterMessageType::MESSAGE_PASS;
        break;
      default:
        $message_type = HarbormasterMessageType::MESSAGE_FAIL;
        break;
    }

    $viewer = PhabricatorUser::getOmnipotentUser();

    $api_method = 'harbormaster.sendmessage';
    $api_params = array(
      'buildTargetPHID' => $target->getPHID(),
      'type' => $message_type,
    );

    id(new ConduitCall($api_method, $api_params))
      ->setUser($viewer)
      ->execute();
  }

}

redpajama_set_name: RedPajamaGithub


text:
Communicating COVID-19 in Higher Ed: Student Edition
Melissa Blankstein, Jennifer K. Frederick
Given recent disruptive circumstances surrounding COVID-19, students more than ever are being flooded with vital and often-changing information to protect their health and safety as well as the future of their educational experiences and attainment. In an effort to aggregate the continual communications sent to students, colleges and universities are often creating hubs of information on their websites, which encompass everything students need to know about their institution's status, policies, key dates, and resources available going forward.
In a recent service innovation initiative led by Ithaka S+R and Northern Virginia Community College, we surveyed thousands of students on potential service offerings to address their unmet needs, and found that students would very much value the availability of a "knowledge base" — that is, a single point of contact, such as a web-based informational hub, for help navigating college resources and support services. Over the past couple of weeks, colleges and universities have been increasing their efforts to offer a similar service to students — this time, with a very particular focus of detailing policies concerning COVID-19. To better understand and provide insights to the higher education community on these COVID-19 student information hubs, we qualitatively analyzed a few dozen college and university websites presenting information to their students on the global pandemic.
Using the crowdsourced Google Sheet of colleges and universities moving to virtual instruction, developed by Bryan Alexander, we randomly selected institutions to use for our analysis. Both private and public as well as two-year and four-year institutions were included. We examined and coded the websites of each of these institutions on Wednesday, March 18, paying close attention to how they were formatted, what communications were included, and what kinds of policies were enacted. The results of this analysis are captured below.
Interestingly, each COVID-19 student information hub has a unique display and organization of information. However, there are some similarities in formatting as almost all of the information hubs use bullet points to organize information, embolden important text, provide a FAQ, and have a running list or archive of past communications to stakeholders. Half of the hubs also have informational videos, charts, graphs, and fliers on COVID-19 and institutional policy changes. For instance, some have videos in which a president or other administrator personally addresses students to introduce and walk them through the hub, explain their decision-making process, and provide more detailed information on taking precaution during COVID-19. One hub includes a table with different scenarios detailing the steps that should be taken when coming into contact with people who may have been exposed to COVID-19.
Additionally, more than half of these information hubs provide information on COVID-19 symptoms as well as recommendations for decreasing the spread of the virus. A few announce whether there have been confirmed cases of COVID-19 within the campus community. Almost all information hubs provide direct links to the Center for Disease Control (CDC), and to their state, county, or city Department of Health.
Next, we examined the tone and style of communications archived on the information hubs. In most cases, these messages are signed by the college or university president or another member of senior leadership. These communications are generally personal and informal and have an emotional tone, expressing both positive and negative emotions.
Positive emotional language: Despite writing about such a difficult topic, the vast majority of messages include positive emotional displays such as expressions of gratitude and appreciation of the generosity and kindness of the community, pride in faculty, students, and staff, and hope for the future.
Negative emotional language: Leaders also acknowledge anticipated negative emotions. Unsurprisingly, the most common negative emotional terms are fear, anxiety, worry, and nervousness, acknowledging that students may feel anxious about getting COVID-19 and its impact. A few also included expressions of regret about moving to online courses and sadness or a heavy heart about the implications of the pandemic.
Nearly all messages also include common phrases such as "in an abundance of caution," "after careful consideration," "closely monitoring," "social distancing," and "flatten the curve." These buzzwords have been used by many within and outside of higher education when discussing COVID-19 and demonstrate that even as scholars and students physically distance themselves, they continue to be connected by the common language they use.
The bulk of the information contained within online COVID-19 hubs naturally focuses on the different policies in place. These policies have been coded into five overarching themes: facilities access, courses, basic needs, travel, and anti-discrimination.
Facilities Access
All institutions that provide residential facilities include policies on which facilities are closing and which are remaining open. The most commonly included facilities are dormitories, dining halls, libraries, and recreational facilities.
Dormitories: In most cases, dormitories at this point are closed to students, but those with exceptional circumstances are able to apply to remain on campus, while all other students are expected to move out or not return to campus after spring break. In about one third of the policies, those who move out may receive prorated reimbursement of their room and board and meal plans. Additionally, a few institutions are allowing all students to remain on campus if they wish.
Dining halls: Dining halls remain open at roughly half of the campuses, but they are generally operating with limited hours or restricting access to takeout only. At Massachusetts Institute of Technology (MIT) students remaining on campus are provided with a free meal plan to use for the remainder of the semester. And, in a few other cases, dining halls are fully closed.
Libraries: Half of the websites include specific policies about the library. Of these, about half of the physical locations are closed and half remain open, mostly with limited hours or limited access. Of those that are closed, steps have been taken to fully operate online. A couple of institutions included more specific library policies such as no fines for overdue books or extensions to due dates to after campus reopens. (Our colleague Christine Wolff-Eisenberg, along with Lisa Hinchliffe at the University of Illinois at Urbana-Champaign, has been extensively documenting via survey the current landscape of policies and services at US academic libraries over the past week.)
Recreational facilities: All policies indicated that recreational activities are cancelled and corresponding facilities are closed. Online recreational activities (e.g. online fitness classes and guided meditations) are instead encouraged by some institutions.
Since we sampled from a list of institutions moving online, all COVID-19 student information hubs included policies on transitioning to online learning. In nearly a third of cases, classes are being temporarily cancelled prior to moving online to give instructors time to prepare. About a third of institutions provide exceptions for labs, clinical programs, and art classes, as long as the necessary facilities remain open. However, instructors are strongly encouraged to move their courses online if possible.
In transitioning courses online, one quarter of institutions expanded access to pass/fail or credit/no credit grading schemes for their spring courses, which involved extending the deadline to request that courses use these alternate grading schemes. MIT mandated all full credit spring courses be graded pass/fail, while all non-credit courses are cancelled. In a few cases, students are also allowed expanded access to withdrawing from their classes with no consequences, including no additional fees, a tuition refund, and the ability to sign up for summer classes instead.
COVID-19 student information hubs vary in their provision of resources associated with basic needs; one institution, Sacramento State, dedicates an entire page within their hub to provide information on resources for basic needs. About half of the institutions we examined provide information on available internal and external resources for mental health, food insecurity, cleaning procedures, and resources for laptop and Wi-Fi access (if a student does not have access to these resources at home). Less than half of institutions provided information on child care services, and accommodations for students with disabilities.
Counseling: Many colleges and universities are providing phone or online sessions to students who may need mental health or counseling services.
Food insecurity: Some institutions have kept their food pantries open while limiting hours of operation or only permitting appointments. Some are also providing external resources, such as online grocery delivery services and resources on federal support services. Norwalk Community College provides a page dedicated to helping students locate food assistance
Computer & internet access: In most cases, students are encouraged to reach out to faculty or to fill out a request form for resources if they do not have access to a computer or ample Wi-Fi. Some colleges and universities are continuing to keep their computer labs open for students who have permission to be on campus due to their lack of access to essential technological resources at home.
Cleaning & disinfecting efforts: Institutions are reassuring students that they are taking additional efforts to clean and disinfect high touch areas, such as computer labs, and are providing additional hand sanitizer stations. Everett Community College details the specific cleaning and disinfecting products they are using to keep their campus clean.
Child care: Many colleges and universities have closed their child care services, and some are keeping them open.
Disability accommodations: A few institutions are providing more resources to disabled students to receive their accommodations, and some information hubs list this information as forthcoming.
All student information hubs detail policies on travelling internationally and domestically, and half have information for students who are currently studying abroad. Most are suspending institution-supported international travel and are limiting institution-supported domestic travel on a case-by-case basis. Over half also mention personal travel, strongly discouraging and advising against such travel, citing federal guidelines of best practices on traveling during COVID-19. Lastly, about half have information for students studying abroad: some only have recalled students from CDC level 3 countries, some have asked but have not required their students to return, and the rest have recalled all study abroad students regardless of country.
We also coded for anti-discrimination policies addressing bias against Asians and Asian Americans due to the origin of COVID-19 in Wuhan, China. While slightly less than half of institutions did include recommendations, they generally did not explicitly ban discrimination. Instead, they discussed the stigma Asians and Asian Americans are currently facing and offered contact information to report bias that does occur (e.g. links to pages such as this). In most cases, these statements are located within the policy sections or FAQs, but in a few cases they are included in the messaging from the President or other senior leadership to students. The latter approach signals to students that senior leaders are taking this bias seriously.
Specific Institutional Policies
We reported the most common policies included across the different institutional information hubs in our sample above, yet many schools have additional policies that do not align with these themes. For example, some institutions provide information on rescheduling and/or canceling admission events and commencement ceremonies, storage options for students moving off campus, and new parking policies. Many institutions also provide information on specific offices and services at their campus. For instance, two schools that have pharmacies on their campus will allow students to have their prescriptions delivered to them by mail.
We provide the analysis above to illuminate some of the initial strategies that higher education leaders are pursuing in communicating with their students in this very difficult time. Colleges and universities are continually communicating with their students as the COVID-19 pandemic develops and as policies emerge or change. What strategies are your institutions pursuing? What strategies would you like to know more about at other institutions? Please use the comment box below to share.
Melissa Blankstein
Surveys Analyst
Resources for Higher Education and Academic Libraries


Palazzo Davanzati Museum is hosting Sun in the House until Sept. 7. The exhibit, a testament to the craftsmen who produced domestic pottery objects, showcases ceramic objects used in everyday life in Italy from the 17th to 21st centuries.
Held in conjunction with Expo 2015 events in Milan, Sun in the House accounts for the central theme of food in this year's Expo, displaying common household items art pieces as well as kitchen items of the past.
The exhibit is also one more reason to visit the Palazzo Davanzati. A perfect representation of the transitional phase from the medieval to the Renaissance style of architecture, the palazzo was purchased by the Davanzati in 1578 and remained in the family's possession until 1838 when, after the suicide of Carlo Davanzati, it was split into different quarters and modified before being bought by Elia Volpi, an antiquarian, who restored it and gave it the look it has today.


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Home Good News Woman With Dementia Remembers How To Play Her Kids' Childhood Song After...
Woman With Dementia Remembers How To Play Her Kids' Childhood Song After Not Owning A Piano For More Than 35 Years
©Anne Leonard / T&T Creative Media
This is the beautiful moment a woman with Alzheimer's suddenly remembered how to play one of her daughters' favorite songs – more than 35 years after she last owned a piano.
JoAnne Goetzl, 85, was diagnosed with the disease six years ago, and she has now reached a stage where she no longer remembers the names of family members or her parents' deaths, and has to live in an assisted living facility for those with memory issues.
But on February 29, 2020, JoAnne's musical memories came flooding back.
Sitting at a piano at Prairie Hills Assisted Living Facility, in Clinton, Iowa, JoAnne was next to her daughter, Anne Leonard, 56, who began to play a song from her youth.
That song, "Heart and Soul," was played by Anne and her sister when they were younger, as JoAnne, whose sister is a concert pianist, used to teach her daughters.
Keep scrolling to see video below
All of a sudden, the 85-year-old decided to join in with her daughter, playing the catchy tune almost note perfect.
What was even more amazing about her mother's sudden flash of memory, Anne said, was that she hadn't played that song in many, many years, last owning a piano more than 35 years ago.
An overjoyed Ann opted to share the video on social media, as she wanted to show others who have relatives with dementia that music is something that can continue to bring joy to their lives.
Anne, from Clinton, Iowa, said: "My heart was full of joy when she played that part of the duet.
"She hadn't played that in many, many years, as they sold the piano they owned probably more than 35 years ago.
"I was amazed that day – it brought tears to my eyes.
"She didn't know my name, but she could remember this song that had been played so many years ago."
Story courtesy of T&T Creative Media.


Hard to find in northwest at this price with a POOL for the HOT Bakersfield summers. Step inside and fall in LOVE with this beautiful Kyle Carter home in desirable northwest neighborhood . Perfect for a first time home buyer. This one has only had ONE owner and it shows. The home has been meticulously cared for and shows true pride in ownership. This one features 3 bedrooms and 2 bathrooms. The living room features a cozy fireplace and an adorable kitchen. The backyard is perfect for entertaining and has mature landscaping.


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Home Gaming Get Nintendo Super Mario Run on Android from Thursday, March 23, 2017
Get Nintendo Super Mario Run on Android from Thursday, March 23, 2017
Gaming icon Nintendo is releasing Super Mario Run, its very first mobile game for Android, on March 23, 2017, 99 days after it launched on iTunes for iOS devices. As of now, you can pre-register for Super Mario Run on Google's Play Store, which could be a marketing ploy because it's going to be available to anyone come Thursday, anyway.
iPhone owners playing Super Mario Run already number in the millions (78 million in the first 45 days, in fact) so it will be interesting to see whether the even larger Android user base is going to adopt it as aggressively as iOS users have.
Obviously, Android is the more important platform for any mobile app developer or game developer. Android's user base currently stands at well over 1.4 billion as of last count. That was back in 2015, when Google CEO Sundar Pichai revealed that about Android. It won't be too much of a stretch to say that the total Android active device base is now close to or well past Facebook's user base of nearly 1.9 billion.
That's what Nintendo wants to capitalize on. Even though iOS users tend to spend more online (the first three levels of Super Mario Run are free, but it's $10 to get the full version), the sheer numbers on Android should help overcome that challenge.
For those who haven't had the chance to play Super Mario Run on iOS, tomorrow is their day. Presumably, at midnight tonight, the game will be available to download from Play Store. At this point we don't know if Nintendo is doing a gradual time-zone-based rollout starting with Japan, the Land of the Rising Sun, but that's definitely a possibility. That means India and China, two of Android largest pools of users, may actually get to play Super Mario Run on Android before Europe and North America users.
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Horrible Trent Williams News - His Dogs
Thread: Horrible Trent Williams News - His Dogs
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This is not good at all.
https://www.fox26houston.com/news/ne...3A8O0fUf4-9xr8
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Re: Horrible Trent Williams News - His Dogs
What a dumbass, he's actually claiming it's the lab's fault.
The sooner we cut him the better, compensation or not he brings nothing to the team as is
"All right, they're on our left, they're on our right, they're in front of us, they're behind us. They can't get away this time." - Chesty Puller
ntotoro
BGObsessed
Waste of oxygen.
People that have large numbers of dogs in a small space are simply irresponsible. Both Pitbulls and Pitbull Mastiffs are powerful aggressive dogs. I know that the dog zealots will come out screaming that they are not 'problem dogs'. I think the facts say otherwise. There was a 15 year study of breeds involved in dog bites at UVa. Guess what? Pitbulls were responsible for one quarter of all bites. And I think the % of that breed being involved in deadly or serious 'pack attacks' involving maiming or death is probably even higher.
Having that many dogs together is a problem. It sounds like in this case, they managed to get hold of the lab through or under the fence and basically tore it apart. That's sad. But there are far worse outcomes one could imagine.
Pitbull owners always speak to how gentle and loyal these dogs are. They are known for being fiercely loyal to their owners. But they are infamously aggressive when it comes to other animals and most pit resources recommend keeping them away from other breeds/animals. They also have a strong 'guard' personality. I think that contributes to attacks on humans since if they don't know you, that instinct may cause them to view you as a threat.
I will never understand human beings who prioritize their animals and how they 'feel' about them over the potential health and safety of other humans.
You ain't bonafide
fansince62
What medical staff did TW call in and did he wait for an analysis?
2016 BGO Survivor Champ
John, I'm going to push back a little. I have a friend who trains K-9, she lives in a residential area, and has 10 kennels in her back yard where she boards dogs that she trains for police a1nd other professional k-9 needs...mostly bigger, aggressive breeds...Cane Corso, German Shepherds, Belgian Mallinois.
She only has about a quarter acre of land in her back yard. She is extremely responsible, but has a large number of aggressive dogs in smaller area.
As for Williams...I'll wait til I know everything before jumping in to admonish him, even though it does look bad. I have a breed of dog equally as dangerous if not more, than a pitfall for a reason. I wanted a guard dog, one that would protect my family since my wife does not like guns. If some dog, or other animal...even a perpetrator, were to make it into my yard, it probably wouldn't end well for them either. And I won't apologize for it.
Last edited by Elephant; 12-15-19 at 02:26 PM.
The more things change...the more they stay the same. It's like deja vu all over again.
I'm not going to paint all dog owners with a broad brush. Of course there are exceptions. Same thing with individual dogs. I have no doubt there are pits that are loving and don't pose a danger. But the breed is known to have serious aggression towards other animals. They are also known to attack and even kill humans. The incidents aren't isolated. And they're known to be far more aggressive in a 'pack' situation.
I don't want to overstate it. German Shepards are wonderful dogs, but also have an innate aggressive nature. It's not about any particular breeds being 'evil'. All dogs have certain genetic traits that owners must be aware of. What I have a problem with is pitbull and other aggressive breeds whose owners want to pretend are just like other dogs. They aren't. And if dog owners want to ignore reality and humanize aggressive animals to the extent they put their dog's welfare above their fellow humans, well - it's just a matter of time before something regrettable happens.
I agree with your assessment of owners thinking their pitbulls are not a breed that is innately aggressive. I have a bunch of friends who have pits, and I rarely trust their dogs.
Many HOA associations ban pit bulls because of the insurance liability.
I grew up with a German Shepherd and he was really MY dog, he tolerated my Dad.
But we knew early on he needed a fenced yard and leash only walks in residential neighborhoods.
We took him out on weekends for longer outdoor trips where he could run and not be a danger to others.
I see 110 pound people today trying to walk 110 pound Rottweilers in close in communities and they swear they can control them.
In most cases these folks are kidding themselves.
Typical NFL player reaction from Williams. For some reason some of these guys can't let Sundays speak for themselves but act out 'visible 'toughness' in their personal lives by having large gun collections, breeding dangerous breeds of domestic and exotic pets, etc.
They are then tone deaf when things happen and people or animals get hurt in their communities.
One can question how the dogs are being managed when Williams is away from August to January each season.
If the answer is his 23 year old cousin comes over to feed them and check in, etc. then adequate management is lacking.
Last edited by Bulldog; 12-29-19 at 12:24 PM.
That he said the Lab went after his dogs was laughable at best and typical Trent bullshit. Have you all ever had a Lab? Protective on their turf, 110lb babies anywhere else. My cats used to abuse my Lab... that's no lie or even an exaggeration.
CounterTrey
As a long time Rott owner I can attest to some of the concern here, my current dog is a handful and the thought of some mousy 100 pound person trying to control him if he sees a squirrel for example is not pleasant.
Pits are not by nature any worse behaved but that breed might be the most inbred breed in the world and that has led to multiple issues. Furthermore they have been bred as fighting dogs and bred FOR aggression for a long time now so the breed at best is not to be trusted. They also lock on and never let go once locked in so they are doubly dangerous. Pack dynamics are not to be understated but this is another case of if done right it's fine. TW is not a guy I would have predicted was going to do it right...so no shock there.
Last but not least as a vet tech in the past of over 2 decades I can attest that pits are nowhere near the meanest dogs, that goes to the Chihuahua by a country mile. They are petulant, aggressive and a little nuts, but fortunately small enough that when they do bite it's often harmless. That UVA study was narrow in its scope in terms of data, no other way to come to the conclusion of 25% of bites are by pit bulls....key stat is REPORTED bites. When you account for all bites Pits are nowhere near the top.
I would be foolish to try to turn RGIII into a pocket passer. It would be foolish. The way he is as a runner, we have to take advantage of that. He strikes fear into defensive coordinators when he runs outside. I'm going to let him be himself. -Jay Gruden Jan. 2014
Originally Posted by ntotoro
Nope, sorry folks but you are all going off pretty half cocked here. I had a 140 massive Rottweiler who was strong as an Ox. Big dog that most dogs are smart enough not to mess with. My buddy's Lab that was VERY dog aggressive attacked my Rott and it took 2 of us to keep my dog from killing that dog (my dohg wound up with a big puncture wound in its ear, the Lab was cut in several places). I also have a neighbor who's lab does it's best to attack us when we walk by daily and upon getting out twice has done just that....3 houses down the street. My dog thinks Labs are puppies so he doesn't do much but it could get ugly real quick with no owners present. The notion that Labs can't be stupid, reckless and aggressive to the point of picking a fight they won't live through is just nonsense. Labs don't know the nature of Pit bulls or what our inbreeding has done to them. From that Lab's perspective they were 2 dogs on the other side of its fence, not 2 dogs of a breed everyone is terrified of.
Anyone's 'personal experience' and anecdotal beliefs based on them is irrelevant to some degree. There are plenty of statistics showing which breeds are most aggressive and prone to attack other animals and humans. The 'but my dog is perfectly fine' argument doesn't really change that. Obviously there are exceptions (pits, rotweilers, danes, sheperds who are gentle and friendly, and labs or other dogs of supposedly gentle, friendly breeds who are mean and dangerous).
But there are facts that support caution with several breeds - dogs that probably have no place, in general, in community settings, with misguided owners, or around children or other animals.
It was a pitfbull and lab mix.
GhostofWoodson
I think it's worse than Trent caring more about his animals than about other people's potential safety, I think he doesn't care about either except in the "this mine" aspect. It's probably a breeding facility and no one has caught on. The fact that he doesn't care at all and these dogs have gotten loose (not just the one attack) is a sign of a defect in his character.
And please, let's put to rest this thing that "it's the owner not the breed" the statistics are clear, especially fatal maulings of people just out and about on their own turf, killing kids that the dog is definitely used to, and I remember a tragic story: A woman had these pit bulls since they were pups, they were friendly, not aggressive, etc. Somehow she's also a babysitter. You know where this is going--the pit bulls (2 or 3 she had) killed the child she was watching. They had no history of attacks or aggression and this woman hadn't just adopted abused animals. If there are breeds that can have health issues, breeds that serve as good shepherd dogs, hunting dogs, companion dogs, etc. could there not also be a breed that is best kept separate from other people and animals and perhaps never in a pack? I mean humans deliberately bred them, they're not (usually) even phenotypically like wolves. I find such reluctance to make statements on dog breeds to basically betray an inability to do so on other subjects, either from weakness or shame or a truly naive view of the world.
That said, it's not the only breed with a problem, of course. And what one esteemed poster said about the inbreeding is true.
The biggest problem is the power they bring to the table. It's lethal where other more "aggressive breeds" do not bring lethal power. The inbreeding makes them crazy and without a direct line to Staffordshire blood back in England it's pretty tough to tell if a Pit's gene pool has been polluted with inbreeding. Great dogs individually but as a breed unpredictable and something to be wary of at best. And with other dogs or in a pack...yea it's just prudent to assume the worst and plan for it. ie don't give them access. It really sucks too because many of them are just sweetheart dogs, but who can really chance it? Some breeds should only be raised by very experienced handlers...this is one of them.
Again though NFL players don't take the threat seriously.
I have been a gun owner for years and the Plaxico issue where he carried a gun in his front pocket to a club to go dancing when the gun discharged and cost him the balance of his career is just an example.
A lot of these guys think living on the edge by carrying guns or breeding attack dogs is simply 'cool' and a 'rush'.
They aren't mature enough at 20-25 to understand the risks properly.
And often other people pay for the mistake.
NavyDave
I get more grief from purse puppies than the bigger breeds on my daily bike path walks. the rescue german shepards,white english retriever, golden retriever, pit bulls,dalmation/great dane mix go out of their way to make sure to receive a pat and or rub from me. ( It could be the breakfast burrito smell on me from McD's or Taco Bell
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Hasn't played in over a year, will want a new deal and is a puff away from missing an entire season. Sure, Trent...
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Warrington Collegiate came under the principalship of Nichola Newton this month.
She took over from Paul Hafren, who retired at Christmas after 12 years as principal.
She joined from Leeds City College where she was deputy principal, having previously served in senior roles at Runshaw College, Nelson and Colne College and Ashton Sixth Form College.
"I believe in the transformative power of education and consider it a privilege to have been chosen to serve the community of Warrington and the wider region," said Ms Newton.
She will also play a leading role in the Warrington Collegiate Education Trust which currently comprises Beamont Collegiate Academy and the recently opened Future Tech Studio School.
Meanwhile, Penny Wycherley's retirement has come to an end after less than six months.
She left Great Yarmouth College around the start of the academic year having served as its principal for three years, but has taken on the role at London's Waltham Forest College, which was deemed by Ofsted to require improvement in November.
"I was delighted to be approached just before Christmas to lead the team at Waltham Forest College," said Ms Wycherley, whose predecessor, Robin Jones, stepped down late last year.
"This is a vibrant community in an area of planned growth in which the college's contribution to skills development will be essential.
And the National College for Onshore Oil and Gas has appointed Colette Cohen, head of Centrica's UK oil and gas production business, as its first chair.
Her first role will be to lead the development board and guide the National College, where training of engineers for the fracking industry will be led by Blackpool and The Fylde College, through its business planning phase.
"To build a successful shale gas industry it's vital we attract young people to train for the exciting roles which will be on offer," she said.


Aims: This paper prepares students to use clinical judgement and nursing knowledge to provide safe health consumer centred care across the lifespan. It promotes understanding of issues surrounding diversity, social justice and te Tiriti o Waitangi in the New Zealand healthcare context and its impact on health consumers and nursing practice. It provides opportunities for students to explore and demonstrate the professional responsibilities of the registered nurse. It integrates learning from Year One and Year Two and moves students towards the goal of 'being a professional nurse'.