ANS 340J / R S 341 F: : of Non-Violence Fall 2020. Unique numbers: 31655 and 41865

Instructor: Dr. Claire Maes Pronouns : She/Her/Hers

Course Description With its emphasis on vegetarianism, its modern discourse on ecology and its regard for all life-forms, Jainism is commonly and justly known as the religion of non-violence. Having its historical origins in North India about 25OO years ago, Jainism is an ancient but thriving religion. It has a distinctive community of both male and female ascetics and a supporting community of laypeople. Jainism’s unique theory of , ethics of non-violence (ahimsa), and its multisided approach () to truth and have influenced in some way or other all major and orthodox philosophical traditions in India.

This course will introduce you to this fascinating religion by examining its stories, doctrines, philosophical tenets, and religious practices. We begin by considering a basic but important set of questions: why should one study Jainism? How does the academic study of Jainism enrich one’s worldview? Where is religion located? And how does one study Jainism or religion in general? In the second part of the course, we proceed to a thematic discussion of Jainism. Themes will center on food and identity, stories and religiosity, ecology, gender, renunciation, and devotion. In the third and final part of this course, we learn to become researchers and explore how the current pandemic is influencing contemporary religious practices and discourses among Jains in both the United States and India. We will collect data both outside and in class, analyzing, discussing, and discovering together new trends in the religious expressions of practicing Jains caused by COVID-19. In the final week of class, you will give a group presentation sharing your research results with the rest of the class.

There are no pre-requirements to enroll in this class.

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Goals - To acquire an appreciation for Jainism - To gain a historical and contextualized understanding of Jainism - To recognize the significance of Jainism for the field of Religious Studies - To learn to read, contextualize, and evaluate different types of sources: primary texts, ethnographical accounts, interviews, scholarly accounts, etc. - To understand the error of essentializing a religious tradition - To discover and discuss how the pandemic is affecting contemporary Jain religious practices and discourses - To relate the gained insights to our contemporary world - To learn to critically reflect on your own cultural experiences and to see how these shape your worldview

Readings For this course, all required readings will be made available electronically on canvas. For good background information on Jainism, I recommend the following two books:

- Babb, Lawrence A., Understanding Jainism. Dundelin: Edinburgh and London, 2015. - Vallely, Anne, Guardians of the Transcendent. An Ethnography of a Jain Ascetic Community. University of Toronto Press: Toronto, 2002.

Our Canvas Site UT Austin Canvas: Fa20 – Jainism: RLGN Non-Violence (31655) Course Technology Since our classes will be held over zoom, a laptop (or phone) with webcam and good audio is required. Grading Policy

Class Attendance and Participation: 10% Reading Responses (6): 25% Reflective Essays (3): 10% Padlet Posts: 25 % (a total of 50 points can be earned for this assignment) - Before Class (5): 10 points - After Class (5): 10 points - Jain Terminology (20): 20 points - Videos (2): 10 points Research Project Jainism and the Pandemic: 30% (a total of 40 points can be earned for this assignment) - Lecture Write-Up (2): 8 points - Interview: 12 points - Discourse Analysis: 12 points - Group Presentation: 8 points

A note on my grading policy Flexibility is built into the assignments to support your success in this course. If you miss a smaller P a g e 2 | 14

assignment or don’t do as well on your earlier reading responses, essays, or padlet posts, your grade will not be impacted significantly. Consequently, the final grades are firm, and no additional curve is available.

Grading scale: 93–100: A. 90–92: A-. 87–89: B+. 83–86: B. 80–82: B-. 77–79: C+. 73–76: C. 70–72 C- etc.

Grace Policy: Time-bank options Sometimes we have bad days, bad weeks, and bad semesters. In an effort to accommodate any unexpected, unfortunate personal crisis, I have built “time banks” into our course. You do not have to utilize this policy, but if you find yourself struggling with unexpected personal events, I encourage you to e-mail me via canvas as soon as possible to notify me that you are using our grace policy. You may use this policy one of two ways (please choose, and let me know): You may have a two-day grace period for one assignment, OR You may have 2 one-day extensions for two different assignments. Extra credit opportunity During the course of the semester, I will give you several extra credit opportunities to make up for absences, late assignments, or missed assignments.

Class Attendance and Participation: 10%

Attendance 5% This is a synchronous online course. This means that although we will not meet in-person in one room as a class, we will always be meeting at the same time twice a week (Tuesdays and Thursdays from 12:30 pm to 2:00 pm) via zoom, unless I announce otherwise. Full attendance is required and counts for 5% toward your final grade.

Excused Absence: The only absences that will be considered excused are for religious holidays or extenuating circumstances due to an emergency. If you plan to miss class due to observance of a religious holiday, please let me know at least two weeks in advance. You will not be penalized for this absence, although you will still be responsible for any work you will miss on that day if applicable. If you miss a class because of extenuating circumstances, you are responsible for letting me know and to check with me for details and arrangements.

If you have to be absent, use your resources wisely. Check out our canvas course page and watch the class you have missed via the zoom recordings. Complete the assignments based on the class. Ask other classmates to get a run-down and notes on any lesson you miss. If you find there are topics that we covered while you were gone that raise questions, you may zoom in during my office hours or schedule a zoom meeting to discuss. Email specific questions you have in advance so that we can make the most of our time. Note: “What did I miss?” is not specific enough.

Participation 5% Your level of participation will be measured by means of the questions you bring to class, the discussions you initiate, and your active participation in break rooms. Attentive listening to genuinely process new information also counts. This means, put any distractive devices away during our class time. If roommates, family members, cats or dogs tend to barge in at whim, create a clear do-not-disturb sign: “Class in process. Come back in one hour.” Start each class with the good intention to be fully present. This means take notes, ask questions, participate in group and class discussions, make use of the chat function in P a g e 3 | 14

zoom, and when appropriate, look confused, amazed, inspired when digesting new information. In this course, I want you to feel safe to think out loud because you are. I want us to learn and go through this semester as a group: for this, I need all of you to listen, speak up, and engage actively. Togetherness is fun.

Reading Responses (6): 25%

Over the course of this semester, you will write 6 reading responses. All reading responses should consists of three parts: (1) key terms; (2) a prose response text; and (3) discussion questions. In part 1, list the terms and concepts you feel are key to understanding the author’s argument. Define these terms in context. If you also list words new to you, then place asterisks beside the terms. In part 2, respond to the reading by highlighting interesting issues, by quoting and commenting on a passage that stood out to you, by pointing out problematic arguments, or by noting lacking or unclear points, etc. In part 3, list at least two questions you wish to discuss in class. The paper must demonstrate that you have read and understood the text in question. The response should be min. 600 words/max. 900 words. It should be uploaded on canvas at the latest two hours before the class meets. Late submission will affect your grade.

Reflective Essays or Videos (3): 10%

During the course of the semester, I will ask you to critically reflect on a set of questions and concepts relating to Jainism from the perspective of your own experience and world. These reflective exercises (three in total) are meant to expand your worldview, increase your level of self-awareness, and challenge your pre-existing beliefs. You may choose to express your thoughts via the traditional essay format (2- page, double spaced, Times New Roman, 12 pt) or via a self-made video (5 to 10 minutes long). Your essay/video should be uploaded on canvas no later than 11:59 pm on the day listed in the course schedule.

• Reflection Essay/Video 1: Feeding Your Identity Reflect on the role of food in the construction of identity. Start your essay with two paragraphs (about half a page total) explaining how food plays an important role in the negotiation of Jain identity. If you choose for the video format, devote the first two minutes to this point. Devote the rest of your essay/video to reflect on how food plays a similar or dissimilar role in the construction of your own identity. What do you eat and what do you not eat? And more importantly, what does it say (or not say) about you? What do we mean, when we say: “you are what you eat.”

• Reflection Essay/Video 2: Meditation You will learn how in recent years a particular form of meditation, called preksha, has been adapted as a religious practice by various members of certain . You will be introduced to preksha meditation. You may choose to participate or to simply observe or collect information about the meditation technique. In either case, you need to write an essay/make a video about your experience. Consider the following questions: What did you learn? How did your idea of meditation concur or differ from preksha meditation? Can you list some similarities and differences between this meditation practice and other meditation practices? Would you recommend it to others? Explain why yes or why not.

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• Reflection Essay/Video 3: Pandemic For this essay/video, I want you to reflect on how the current pandemic has affected you, your surroundings, and your worldview. What did you discover about yourself you did not know before the pandemic started? How has it shifted, nuanced, altered your aspirations for your imagined future? What has been particularly challenging? Amidst all things, there is always space for beauty, also during this pandemic. What did you discover that you would qualify as beautiful, inspiring, or motivational?

Padlet Posts: 25 % You will create and use a Padlet wall (http://padlet.com) to post ancillary content related to Jainism. In class, we will go over how to create a padlet wall. But if you are eager to get started, feel free to explore the following site and make your first padlet wall: https://sites.edb.utexas.edu/wordpress/padlet/ The padlet wall will give you an opportunity to engage creatively with the course materials and to further explore topics you find interesting. In addition, you will be able to show your padlet to interested family members or friends and converse with them about Jainism. Over the course of the semester, we will take time to informally show others our Padlet wall and additions. The “class schedule” (see below) tells you what and when to post. Here is a schematic overview:

Before Class (5): 10 points(= a total of 2 points/post)

o Two Jain recipes (when: 9/8) o A summary of “Jain Story 1” in ±100 words or ±3 minutes and three images associated with “Jain Story 1”, each accompanied with an explanation (± 50 words/image) of how it relates to the story (when: 9/15) o A summary of “Jain Story 2” in ±100 words or ±3 minutes and three images associated with “Jain Story 2”, each accompanied with an explanation (± 50 words/image) of how it relates to the story (when: 9/17) o Post information about the organization Young Jains of America and one Jain Pathshala in the U.S.A. (when: 10/8) o Find and post 3 images associated with “Temple Worship” and related to the reading “Supporters.” Explain each image (± 50 words per image) (when: 10/22)

After Class (5): 10 points (= a total of 2 points/post)

o Two concepts about the Jain kitchen you learned in class. Explain each concept in ±100 words or ± 3 min (when: 9/8) o Two concepts about “Jain Story 1” you learned in class. Explain each concept in ±100 words or ± 3 min (when: 9/15) o Two concepts about “Jain Story 2” you learned in class. Explain each concept in ±100 words or ± 3 min (when: 9/17) o Add two items about Young Jains of America and Jain Pathshalas you learned in class. Explain each item in ±100 words or ± 3 min (when: 10/8) o Add two concepts about “Temple Worship” you learned today in class to your padlet wall. Explain each concept in ±100 words or ±3 minutes (when: 10/22)

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Videos (2): 10 points (= a total of 5 points/video)

o Make and post a video showing your understanding of karma inspired by our class discussion/your reading of the Tattvārtha Sūtra by Umaswāmi (when: 9/24) o Make and post a video showing your understanding of karma inspired by our class discussion/your reading of the Tattvārtha Sūtra by Umaswāmi (when: 9/25)

Jain Terminology (20): 20 points (= a total of 1 point/term)

o Post and define 20 terms related to Jainism you learned through the readings and from the class discussions. Each definition should be ± 50 words long. For full grade consideration, you should have at least 10 words mentioned and explained by the end of week 6. By the end of week 14, you should have 20 words posted and defined.

Research Project Jainism and the Pandemic: 30%

The pandemic is affecting everything and everyone, also religion. For this project, we will research both individually and collectively the various ways the current pandemic is impacting the religious practices and public discourses of practicing Jains. You will browse sites and apps, conduct interviews, and listen to Jain lectures. In other words, you will collect data which, in a second instance, you will analyze with the following questions in mind: which Jain practices are currently being reshaped because of the pandemic? How is the pandemic talked about by various Jains? What is emphasized, what is left out? Which Jain principles are foregrounded as offering possible solutions to the current state of affairs? Do new discourses emerge? Etc.

Lecture Write-Up (2): 8 points (= 4 points each) Before collecting and analyzing data, we will learn how to do this. For this purpose, you will first receive two lectures on (1) online ethnography and on (2) how to conduct an interview. Your first assignment for this project is to write a 500-word take out on each of these two lectures. The first, “online ethnography,” should be uploaded on canvas by 11:59 pm on November 6, 2020. The second, “how to conduct an interview” is due by 11:59 pm on November 11. After each of these two lectures, we will convene as a group and discuss possible research steps and avenues.

Interview: 12 points An important goal of this course is to make you realize that religion is not just in scriptures, but it’s also in what people say and do. To put it simply, without Jains there is no Jainism. While Jainism originated in India about 2500 years ago, today Jains live in many parts of the world, including Austin, Texas. Through this assignment, I want you to get to know Jains in your own environment and conduct an interview. The interview process consists of three parts:

1. Complete a list of ten questions you plan to ask your interviewee. While some questions may be general, make sure that you especially focus on how your interviewee experiences the pandemic and how h/she/they practice or think of Jainism differently because of it. Submit your list of questions on canvas by November 12, 11:59 pm.

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2. Set a date and time for your interview. The interview should be conducted no later than November 19. Make sure to take notes during the interview and to ask your interviewee for permission to record the conversation. Submit on canvas a short reflection (max. 300 words) on the interview experience by November 19, 11:59 pm. 3. Write a report on your interview. Paraphrase your interviewee’s answer to each of your questions. Conclude your interview with a critical reflection on the interview process: what did you learn? Submit your interview report by November 24, 11:59 pm.

Discourse Analysis: 12 points For this part of the research project, you need to select and analyze a website, public lecture, app, discussion platform, etc. that hosts a Jain discourse for a Jain audience. Write up your analysis in a 3- page research paper (double spaced, Times New Roman, 12 pt) and upload on canvas by 11:59 pm on November 24.

Group Presentation: 8 points In week 15, you will present and share your research results on “Jainism and the Pandemic” in groups of two with the class. The presentation should last between 10 and 15 minutes, and should discuss both your findings from the interview and discourse analysis.

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Class Schedule – All Zoom The instructor reserves the right to modify this syllabus during the semester

Welcome! Week 1: Orientation (August 27)

UNIT 1: Guiding Questions, Concepts, and Terminology

Week 2: Thinking About Jainism (September 1/3) 2-1: Why Study Jainism? 2-2: How to Study Jainism? Week 3: Jain Kitchen (September 8/10) 3-1: Cooking Jain Food 3-2: Food and Identity WEEK 4: Jain Stories (September 15/17) 4-1: Jain Stories I 4-2: Jain Stories II

UNIT 2: Jain Doctrine

WEEK 5: Jain Doctrine (September 22/24) 5-1: What is karma in Jainism? 5-2: Is there a ?

Week 6: Jain Doctrine (September 29, October 1) 6-1: What is a multisided approach to truth and reality (anekantavada)? 6-2: Critical Reflection

UNIT 3: Jain Practice – U.S.A.

Week 7: Jainism and Ecology (October 6/8) 7-1: Nature as a moral theatre 7-2: Young Jains of America (YJA) Week 8: Jainism and the Internet (October 13/15) 8-1: Online Devotion 8-2: Online Meditation

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UNIT 4: Jain Practice – India

Week 9: Renunciation and Worship (October 20/22) 9-1: Renunciation 9-2: Temple Worship Week 10: The Jain Practice of Fasting Onto Death (October 27/29) 10-1: Ethical and Legal Debates 10-2: Class Debate

UNIT 5: Jainism and the Pandemic Week 11: Researching Jainism and the Pandemic (November 3/5) 11-1: Election Day – No Class. GO VOTE 11-2: Training 1: “Online” Ethnography

Week 12: Researching Jainism and the Pandemic (November 10/12) 12-1: Training 2: How to conduct an interview? 12-2: Discussion Week 13: Researching Jainism and the Pandemic (November 17/19) 13-1: Data Collection and Discussion 13-2: Data Collection and Discussion

Week 14: Researching Jainism and the Pandemic (November 24) 14-1: Data Collection and Discussion 14-2: Thanksgiving: No Class

Week 15: Presentations (December 1/3) 15-1: Group presentations 15-2: Group presentations

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Global Cultures This course carries the Global Cultures flag. Global Cultures courses are designed to increase your familiarity with cultural groups outside the United States. You should therefore expect a substantial portion of your grade to come from assignments covering the practices, beliefs, and histories of at least one non-U.S. cultural group, past or present.

Online Etiquette Some online class environment etiquette:

• be dressed as if you are entering a real classroom (in other words: no pajamas) • sit, if possible, at a desk where you have space to take notes • have your camera on, if possible • come to class on time. This means you will have to join the zoom session a few minutes before the actual class starts. Just like in a real classroom, you will be able to see other students who are already present and talk and chat with them before the class starts. To “go to class” go to “canvas” > “zoom” > “join meeting”, follow the prompts, and that’s it, you’re in class. Welcome!

For a good audio and classroom experience:

• everyone should use headsets • headsets (= microphone + headphone) with a USB connector are preferred to headsets with a TRRS plug (= 3.5 mm jack) • using a laptop, if possible, is preferred to using a mobile phone • unless there are dogs barking, cats meowing, donkeys braying you do NOT have to mute your microphone

For recreating a neutral classroom atmosphere:

• if the room you are in is busy or messy, you can choose a virtual background on zoom. Choose a plain virtual background

Classroom Policies Statement on Learning Success

Your success in this class is important to me. We will all need accommodations because we all learn differently. If there are aspects of this course that prevent you from learning or exclude you, please let me know as soon as possible. Together we’ll develop strategies to meet both your needs and the requirements of the course. I also encourage you to reach out to the student resources available through UT. Many are listed on this syllabus, but I am happy to connect you with a person or Center if you would like. Student Rights & Responsibilities

• You have a right to a learning environment that supports mental and physical wellness. • You have a right to respect. • You have a right to be assessed and graded fairly.

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• You have a right to freedom of opinion and expression. • You have a right to privacy and confidentiality. • You have a right to meaningful and equal participation, to self-organize groups to improve your learning environment. • You have a right to learn in an environment that is welcoming to all people. No student shall be isolated, excluded or diminished in any way.

With these rights come responsibilities:

• You are responsible for taking care of yourself, managing your time, and communicating with the teaching team and with others if things start to feel out of control or overwhelming. • You are responsible for acting in a way that is worthy of respect and always respectful of others. • Your experience with this course is directly related to the quality of the energy that you bring to it, and your energy shapes the quality of your peers’ experiences. • You are responsible for creating an inclusive environment and for speaking up when someone is excluded. • You are responsible for holding yourself accountable to these standards, holding each other to these standards, and holding the teaching team accountable as well.

Personal Pronouns Professional courtesy and sensitivity are especially important with respect to individuals and topics dealing with differences of race, culture, religion, politics, sexual orientation, gender, gender variance, and nationalities. Class rosters are provided to the instructor with the student’s legal name, unless they have added a “preferred name” with the Gender and Sexuality Center (http://diversity.utexas.edu/genderandsexuality/publications-and-resources/). I will gladly honor your request to address you by a name that is different from what appears on the official roster, and by the gender pronouns you use (she/he/they/ze, etc). Please advise me of any changes early in the semester so that I may make appropriate updates to my records. For instructions on how to add your pronouns to Canvas, visit https://utexas.instructure.com/courses/633028/pages/profile-pronouns.

University Resources for Students COVID-19 Update: “Keep Learning” Resources

This course may be offered in a format to which you are unaccustomed. If you are looking for ideas and strategies to help you feel more comfortable participating in our class, please explore the resources available here: https://onestop.utexas.edu/keep-learning/

Services for Students with Disabilities The university is committed to creating an accessible and inclusive learning environment consistent with university policy and federal and state law. Please let me know if you experience any barriers to learning so I can work with you to ensure you have equal opportunity to participate fully in this course. If you are a student with a disability, or think you may have a disability, and need accommodations please contact Services for Students with Disabilities (SSD). Please refer to SSD’s website for contact and more information: http://diversity.utexas.edu/disability/. If you are already registered with SSD, please deliver your Accommodation Letter to me as early as possible in the semester so we can discuss your approved accommodations and needs in this course.

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Counseling and Mental Health Center The Counseling and Mental Health Center serves UT’s diverse campus community by providing high quality, innovative and culturally informed mental health programs and services that enhance and support students’ well-being, academic and life goals. To learn more about your counseling and mental health options, call CMHC at (512) 471-3515.

If you are experiencing a mental health crisis, call the CMHC Crisis Line 24/7 at (512) 471-2255.

The Sanger Learning Center Did you know that more than one-third of UT undergraduate students use the Sanger Learning Center each year to improve their academic performance? All students are welcome to take advantage of Sanger Center’s classes and workshops, private learning specialist appointments, peer academic coaching, and tutoring for more than 70 courses in 15 different subject areas. For more information, please visit http://www.utexas.edu/ugs/slc or call 512-471-3614 (JES A332).

Undergraduate Writing Center: http://uwc.utexas.edu/ Libraries: http://www.lib.utexas.edu/ ITS: http://www.utexas.edu/its/ Student Emergency Services: http://deanofstudents.utexas.edu/emergency/

BeVocal BeVocal is a university-wide initiative to promote the idea that individual Longhorns have the power to prevent high-risk behavior and harm. At UT Austin all Longhorns have the power to intervene and reduce harm. To learn more about BeVocal and how you can help to build a culture of care on campus, go to: https://wellnessnetwork.utexas.edu/BeVocal.

Important Safety Information: COVID-19 Update: While we will post information related to the contemporary situation on campus, you are encouraged to stay up-to-date on the latest news as related to the student experience. https://coronavirus.utexas.edu/students

Title IX Reporting Title IX is a federal law that protects against sex and gender-based discrimination, sexual harassment, sexual assault, unprofessional or inappropriate conduct of a sexual nature, dating/domestic violence and stalking at federally funded educational institutions. UT Austin is committed to fostering a learning and working environment free from discrimination in all its forms. When unprofessional or inappropriate conduct of a sexual nature occurs in our community, the university can:

1. Intervene to prevent harmful behavior from continuing or escalating. 2. Provide support and remedies to students and employees who have experienced harm or have become involved in a Title IX investigation. 3. Investigate and discipline violations of the university’s relevant policies.

Beginning January 1, 2020, Texas Senate Bill 212 requires all employees of Texas universities, including faculty, report any information to the Title IX Office regarding sexual harassment, sexual assault, dating P a g e 12 | 14

violence and stalking that is disclosed to them. Texas law requires that all employees who witness or receive any information of this type (including, but not limited to, writing assignments, class discussions, or one-on-one conversations) must be reported. I am a Responsible Employee and must report any Title IX related incidents that are disclosed in writing, discussion, or one-on-one. Before talking with me, or with any faculty or staff member about a Title IX related incident, be sure to ask whether they are a responsible employee. If you would like to speak with someone who can provide support or remedies without making an official report to the university, please email [email protected]. For more information about reporting options and resources, visit http://www.titleix.utexas.edu/, contact the Title IX Office via email at [email protected], or call 512-471-0419.

Although graduate teaching and research assistants are not subject to Texas Senate Bill 212, they are still mandatory reporters under Federal Title IX laws and are required to report a wide range of behaviors we refer to as unprofessional or inappropriate conduct of a sexual nature, including the types of conduct covered under Texas Senate Bill 212. The Title IX office has developed supportive ways to respond to a survivor and compiled campus resources to support survivors.

Emergency Evacuation Procedures The following recommendations regarding emergency evacuation from the Office of Campus Safety and Security, 512-471-5767, http://www.utexas.edu/safety/

University Policies Academic Integrity Each student in the course is expected to abide by the University of Texas Honor Code: “As a student of The University of Texas at Austin, I shall abide by the core values of the University and uphold academic integrity.” Plagiarism is taken very seriously at UT. Therefore, if you use words or ideas that are not your own (or that you have used in previous class), you must cite your sources. Otherwise you will be guilty of plagiarism and subject to academic disciplinary action, including failure of the course. You are responsible for understanding UT’s Academic Honesty and the University Honor Code which can be found at the following web address: https://deanofstudents.utexas.edu/conduct/standardsofconduct.php

Q Drop Policy If you want to drop a class after the 12th class day, you’ll need to execute a Q drop before the Q-drop deadline, which typically occurs near the middle of the semester. Under Texas law, you are only allowed six Q drops while you are in college at any public Texas institution. For more information, see: http://www.utexas.edu/ugs/csacc/academic/adddrop/qdrop

Sharing of Course Materials is Prohibited No materials used in this class, including, but not limited to, lecture hand-outs, videos, assessments (quizzes, exams, papers, projects, homework assignments), in-class materials, review sheets, and additional problem sets, may be shared online or with anyone outside of the class unless you have my explicit, written permission. Unauthorized sharing of materials promotes cheating. It is a violation of the University’s Student Honor Code and an act of academic dishonesty. I am well aware of the sites used for sharing materials, and any materials found online that are associated with you, or any suspected

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unauthorized sharing of materials, will be reported to Student Conduct and Academic Integrity in the Office of the Dean of Students. These reports can result in sanctions, including failure in the course.

Class Recordings Class recordings are reserved only for students in this class for educational purposes and are protected under FERPA. The recordings should not be shared outside the class in any form. Violation of this restriction by a student could lead to Student Misconduct proceedings.

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