DOCSLIB.ORG

Summer Program

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Summer Program Center for Talent Development Summer Program Rigorous academic challenge with life-changing impact 2014 Program Catalog Students Age 4 through Grade 12 www.ctd.northwestern.edu 847/491-3782, ext. 2 [email protected] Welcome to the 2014 Summer Program The CTD Summer Program allows gifted students to delve deep into a subject of intrigue, build upon their strengths and connect with a community of peers. From fast-paced enrichment options to accelerated, credit-bearing offerings, there is something for everyone! Catalog Contents Contact Information Age 4–Grade 3 . 5 Summer Program Half-day Courses . 6 Center for Talent Development All-day Courses . 12 Northwestern University Details, Fees & Application Procedure . 15 phone 847/491-8257 fax 847/467-0880 – Grades 4 6 . 19 e-mail summer@ctd nort. hwestern edu. 1-Week Spark Program . 22 2-Week Solstice Program . 23 Follow Us 3-Week Apogee Program . 24 web: www .ctd .northwestern .edu/summer Grades 7 & 8 . 28 “Talent Talk” blog: ctdblog .northwestern .edu Spectrum Program . 28 facebook: www .facebook .com/CTDatNU twitter: @CTDatNU Grades 9–12 . .35 Equinox Program . 35 Civic Leadership Institute . 42 Program Details . 43 Enrichment Courses . 43 Credit-bearing Courses . 44 Center for Talent Development has been Campus Life Details . 45 accredited as a nonpublic supplementary school Program Fees & by the North Central Association Commission Application Procedure . 46 on Accreditation and School Improvement (NCA Other CTD Programs . 50 CASI) since April 1, 1994. NCA CASI is recognized by the U.S. Department of Education and has more than 100 years of experience in improving educational quality. 1 2014 Summer Program at a Glance Application period opens January 1, 2014 Apply early! • Regular application deadline for grade 4–12 programs is May 19, 2014 . Courses are filled on a first-come, first-served • Regular application deadline for age 4–grade 3 Leapfrog program is June 2, 2014 . basis and many courses • $50 late fee applies to applications received after the regular application deadline . fill well before the application deadline . STUDENTS AGE 4 (PreK)–GRADE 3 (grade level on January 1, 2014) Leapfrog Program Leapfrog provides fast-paced enrichment courses for students who have demonstrated a keen, early interest in learning . Half or all- day, one-week courses are offered mornings and afternoons . Detailed program information begins on page 5 . The Leapfrog program site locations are listed on the Summer Program website . New in 2014! • Afternoon courses in Lake Forest • Leapfrog Favorites now at Skokie and Chicago sites • Morning Math Club (early drop off) available in Chicago Program Dates: June 23–27 Week 1, Leapfrog Favorites in Skokie, morning only; all-day courses in Elmhurst June 30–July 3 Week 2, Leapfrog Favorites in Chicago, July 21–25 morning only; all-day courses in Elmhurst Week 5, all sites except Elmhurst; morning, (4-day week) afternoon and all-day courses* July 7–11 * Availability of afternoon and all-day courses Week 3, all sites except Elmhurst; morning, varies by site . afternoon and all-day courses* Sites: July 14–18 Week 4, all sites except Elmhurst; morning, Chicago, Elmhurst, Lake Forest, Naperville, afternoon and all-day courses* Palatine and Skokie 2 2014 Summer Program at a Glance GRADES 4–6 (grade level on January 1, 2014) Three program options: Spark (1 week), Solstice (2 weeks) or Apogee (3 weeks) Spark Program Elmhurst College, Elmhurst, IL Northwestern University, (commuter only) Evanston, IL (residential Spark is a week of fun, mind-stretching learn- ing experiences . A residential option is avail- Program Dates: and commuter) able to students who choose the Northwestern University site in Evanston, Illinois . Detailed Monday, June 23–Friday, June 27 Program Dates: program information begins on page 19 . Monday, June 30–Thursday, July 3 Sunday, June 29–Friday, July 4 (4-day week) Sunday, July 6–Friday, July 11 Solstice Program Elmhurst College, Elmhurst, IL Northwestern University, (commuter only) Evanston, IL (residential The Solstice program offers fast-paced enrich- ment courses in a two-week timeframe perfect Program Dates: and commuter) for extended study of a subject . Students at – the Northwestern University site may choose Monday, July 7 Friday, July 18 Program Dates: to live on campus . Detailed program informa- Sunday, July 13–Friday, July 25 tion begins on page 19 . Sunday, July 27–Friday, August 8 Apogee Program Elmhurst College, Elmhurst, IL Northwestern University, (commuter only) Evanston, IL (residential The three-week Apogee program gives stu- dents the opportunity to take an enrichment Program Dates: and commuter) course that hones critical academic skills and – deepens knowledge and understanding of a Monday, July 7 Friday, July 25 Program Dates: particular subject . Students may choose to re- Sunday, June 29–Friday, July 18 side on the Northwestern University Evanston, Sunday, July 20–Friday, August 8 Illinois campus . Detailed program information begins on page 19 . 3 2014 Summer Program at a Glance GRADES 7 & 8* (grade level on January 1, 2014) Spectrum Program Elmhurst College, Elmhurst, IL (commuter only) Spectrum offers three-week, in-depth enrich- ment and accelerated honors courses that Program Dates: stretch young minds and provide challenge – beyond grade level . Honors courses bear high Monday, July 7 Friday, July 25 school credit . Detailed program information Northwestern University, begins on page 28 . Evanston, IL (residential *Students in grade 9 may apply; applications will be considered on a case-by-case basis . and commuter) Program Dates: Sunday, June 29–Friday, July 18 Sunday, July 20–Friday, August 8 GRADES 9–12 (grade level on January 1, 2014) Equinox Program Northwestern University, Evanston, IL (residential Equinox combines fast-paced, advanced coursework with the chance to explore college and commuter) and careers in a hands-on way . Courses offer students the opportunity to earn high school Program Dates: credit at the honors and Advanced Placement® Sunday, June 29–Friday, July 18 (AP) levels . Students can experience life on the Sunday, July 20–Friday, August 8 Northwestern University Evanston, Illinois cam- pus as a residential participant or commute Sunday, June 29–Friday, August 1 from home . Detailed program information (5-week Advanced Placement® begins on page 35 . science courses) Civic Leadership Northwestern University, Chicago, IL (Loop Campus; Institute residential only) The Civic Leadership Institute combines an innovative service-learning curriculum with an Program Dates: unforgettable residential experience in the Sunday, July 6–Friday, July 25 heart of downtown Chicago . The program helps outstanding high school students devel- op the knowledge, experience and leadership skills they need to make a positive impact on the world . Details begin on page 42 . 4 Leapfrog Program Age 4 (PreK)–Grade 3 (grade level on January 1, 2014) Leapfrog engages students age 4 (PreK) through grade 3 in challenging academic adventures. Hands-on activities help children with demonstrated strength in math or verbal areas acquire and practice new concepts in unique and interesting ways. Each half-day Leapfrog course is designed to accommodate two grade levels: PreK/K, K/1, 1/2 or 2/3. This structure provides more course options and allows students with similar skills and abilities to be grouped together. Enrollment in PreK through K/1 courses is approximately 16 students; grades 1/2 and 2/3 courses accommodate approximately 18 students. Apply Early! Application Period Begins January 1 Notes: • Enrollment option: Parents/guardians may enroll their children in an A .M . course, a P .M . course or both . • Lunch/recess option: All students enrolled in both an A .M . course and a P .M . course are automatically enrolled in the 12 noon to 1 p .m . lunch/ recess option at no extra cost . During weeks that both A .M . and P .M . courses are offered at a site, students enrolled in an A .M . course only (no P .M . course) may sign up for the lunch/recess option for an extra fee . (See page 16 for details .) • Morning Math Club: At our Chicago site only, students enrolled in A .M . courses may also enroll in Morning Math Club . Students in the club may be dropped off early, between 8-8:15 a .m ., and participate in math games and activities until they are walked to class at 9 a .m . (See page 16 for details .) Courses are offered in Chicago, Elmhurst, Program Dates: Lake Forest, Naperville, Palatine and Skokie . • Week 1: June 23-27 • Week 3: July 7–July 11 For specific locations, please see the Summer Leapfrog Favorites in Skokie & • Week 4: July 14–July 18 Program website at www c. td .northwestern . Leapfrog All-day in Elmhurst • Week 5: July 21–July 25 edu/summer . You may enroll your child in one • Week 2: June 30–July 3 (4-day week) or multiple weeks of Leapfrog courses . Leapfrog Favorites in Chicago & Leapfrog All-day in Elmhurst There are three different types of Leapfrog course offerings: • Half-day A.M. Courses meet from 9 a .m . to 12 noon (Monday through Friday) . • Half-day P.M. Courses meet from 1 p .m . to 4 p .m . (Monday through Friday) . “Leapfrog is academic learning • All-day Courses are available for students in grade 3 . Select all-day courses are also available for students in grade 2 . All-day courses while feeling like play.” meet from 9:15 a .m . to 3:45 p .m . with a break for lunch (except in Elmhurst, where courses meet from 8:30 a .m . to 2:45 p .m .) . See page 12 for details . —2013 Leapfrog parent 5 Leapfrog Half-day Course Reference Chart KEY Enroll your child in a course for his or her grade level as of January 1, 2014 . CH Chicago A.M. 9 a .m .–12 noon Select course topics that best fit your child’s academic strengths as LF Lake Forest P.M.
Load more

Recommended publications
  • PDF Version for Printing
    Fermilab Today Thursday, March 27, 2008 Subscribe | Contact Fermilab Today | Archive | Classifieds Search Furlough Information Feature Fermilab Result of the Week Reminder: symmetry expands online Shedding new light An IDES representative will presence, features new blog on an old problem conduct the final on-site group meetings at 11 a.m. and noon in the Wilson Hall One West conference room on Friday, March 28. New furlough information, including an up-to-date Q&A section, appears on the furlough Web pages daily. symmetry magazine now provides more online content while it saves money by publishing fewer Layoff Information print issues. This figure shows the transverse photon New information on Fermilab From the symmetry editor: momentum in large extra dimension candidate layoffs, including an up-to-date events. The additional rate of signal events is This week's distribution of the new issue of Q&A section, appears on the shown in the open histogram along with the layoff Web pages daily. symmetry launches the next phase of the expected backgrounds. magazine's development. Our readers now Calendar use the magazine in different ways, and we When it comes to particle interactions, the are reaching a much larger audience. While force of gravity is an oddity. It is also entirely Thursday, March 27 readers are outspoken in wanting to keep the absent from the Standard Model theory. 10 a.m. print magazine, many of them are now more Although gravity is an undeniable force in our Presentations to the Physics comfortable reading online. everyday life and dominates interactions on the cosmological scale, it is by far the weakest Advisory Committee - Curia II Starting from this issue, we will publish six force at the particle level and has never been 1 p.m.
    [Show full text]
  • Downloadable and Ready Crucial to Our Understanding of What It Is to Be Physiology and Biophysics, and Director of the for Re-Use in Ways the Original Human
    www.EDUCATIONUPDATE.com AwardAward Volume IX, No. 12 • New York City • AUGUST 2004 Winner FOR PARENTS, EDUCATORS & STUDENTS White House photo by Joyce Naltchayan First Lady Laura Bush U.S. POSTAGE PAID U.S. POSTAGE VOORHEES, NJ Permit No.500 PRSRT STD. PRSRT LITERACY ADVOCATE 2 SPOTLIGHT ON SCHOOLS ■ EDUCATION UPDATE ■ AUGUST 2004 Corporate Contributions to Education - Part I This Is The First In A Series On Corporate Contributions To Education, Interviewing Leaders Who Have Changed The Face Of Education In Our Nation DANIEL ROSE, CEO, ROSE ASSOCIATES FOCUSES ON HARLEM EDUCATIONAL ACTIVITIES FUND By JOAN BAUM, Ph.D. living in tough neighborhoods and wound up concentrating on “being effective at So what does a super-dynamic, impassioned, finding themselves in overcrowded the margin.” First HEAF took under its wing articulate humanitarian from a well known phil- classrooms. Of course, Rose is a real- the lowest-ranking public school in the city and anthropic family do when he becomes Chairman ist: He knows that the areas HEAF five years later moved it from having only 9 Emeritus, after having founded and funded a serves—Central Harlem, Washington percent of its students at grade level to 2/3rds. significant venture for educational reform? If Heights, the South Bronx—are rife Then HEAF turned its attention to a minority he’s Daniel Rose, of Rose Associates, Inc., he’s with conditions that all too easily school with 100 percent at or above grade level “bursting with pride” at having a distinguished breed negative peer pressure, poor but whose students were not successful in getting new team to whom he has passed the torch— self-esteem, and low aspirations and into the city’s premier public high schools.
    [Show full text]
  • Continuous Project #8 Table of Contents
    Continuous Project #8 TABLE OF CONTENTS Continuous Project, Introduction 7 Continuous Project, CNEAI Exhibition, May 2006 8 Allen Ruppersberg, Metamorphosis: Patriote Palloy and Harry Houdini 11 Jacques Rancière, The Emancipated Spectator 19 Seth Price, Law Poem 31 Claire Fontaine, The Ready-Made Artist and Human Strike: A Few Clarifications 33 Dan Graham, Two-Way Mirror Cylinder inside Two-Way Mirror Cube; manuscript, contributed by Karen Kelly 45 Bettina Funcke, Urgency 53 Matthew Brannon, The last thing you remember was staring at the little white tile (Hers) and The last thing you remember was staring at the little white tile (His) 59 Alexander Kluge and Oskar Negt, The Public Sphere of Children 61 Mai-Thu Perret, Letter Home 67 Left Behind. A Continuous Project Symposium with Joshua Dubler 71 Tim Griffin, Rosters 79 August Bebel, Charles Fourier: His Life and His Theories 81 Maria Muhle, Equality and Public Realm according to Hannah Arendt 83 Pablo Lafuente, Image of the People, Voices of the People 91 Melanie Gilligan, The Emancipated – or Letters Not about Art 99 Simon Baier, Remarks on Installation 109 Donald Judd, ART AND INTERNATIONALISM. Prolegomena, contributed by Ei Arakawa 117 Mai-Thu Perret, Bake Sale 127 Nico Baumbach, Impure Ideas: On the Use of Badiou and Deleuze for Contemporary Film Theory 129 Serge Daney, In Stubborn Praise of Information 135 Johanna Burton, ‘Of Things Near at Hand,’ or Plumbing Cezanne’s Navel 139 Warren Niesluchowski, The Ars of Imperium 147 Summaries 158 6 CONTINOUS PROJEct #8 INTRODUctION 7 INTRODUCTION The Centre national de l’estampe et de l’art imprimé (CNEAI) invited us, as Continuous Project, to spend a month in Paris in the Spring of 2006 in order to realize a publication and an exhibition.
    [Show full text]
  • It Reveals Who I Really Am”: New Metaphors, Symbols, and Motifs in Representations of Autism Spectrum Disorders in Popular Culture
    “IT REVEALS WHO I REALLY AM”: NEW METAPHORS, SYMBOLS, AND MOTIFS IN REPRESENTATIONS OF AUTISM SPECTRUM DISORDERS IN POPULAR CULTURE By Summer Joy O’Neal A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in English Middle Tennessee State University 2013 Dissertation Committee: Dr. Angela Hague, Chair Dr. David Lavery Dr. Robert Petersen Copyright © 2013 Summer Joy O’Neal ii ACKNOWLEDGEMENTS There simply is not enough thanks to thank my family, my faithful parents, T. Brian and Pamela O’Neal, and my understanding sisters, Auburn and Taffeta, for their lifelong support; without their love, belief in my strengths, patience with my struggles, and encouragement, I would not be in this position today. I am forever grateful to my wonderful director, Dr. Angela Hague, whose commitment to this project went above and beyond what I deserved to expect. To the rest of my committee, Dr. David Lavery and Dr. Robert Petersen, for their seasoned advice and willingness to participate, I am also indebted. Beyond these, I would like to recognize some “unofficial” members of my committee, including Dr. Elyce Helford, Dr. Alicia Broderick, Ari Ne’eman, Chris Foss, and Melanie Yergau, who graciously offered me necessary guidance and insightful advice for this project, particularly in the field of Disability Studies. Yet most of all, Ephesians 3.20-21. iii ABSTRACT Autism has been sensationalized by the media because of the disorder’s purported prevalence: Diagnoses of this condition that was traditionally considered to be quite rare have radically increased in recent years, and an analogous fascination with autism has emerged in the field of popular culture.
    [Show full text]
  • Ritsumeikan University
    RITSUMEIKAN UNIVERSITY REPORT KYOTO innaji, located an approximate 20- In 1340, poet and Zen monk Yoshida Kenko Nminute walk from Ritsumeikan Uni- (1283-1350) wrote Essays in Idleness, a col- RITSUMEIKAN versity’s Kinugasa Campus, is one of the old- lection of 243 essays that advocate the UNIVERSITY est temples in Kyoto. The temple was foun- ideals of humility and simplicity within daily ded in 888 and was designated as a World life. One of his more famous essays is a story NEWSLETTER Heritage Site by UNESCO in 1994. The old- called “Drunkenness,“ set in Ninnaji. In the est surviving buildings date back to the 17th story, Ninnaji priests are celebrating a young century and are found in the northern half of the temple grounds, which is comprised of a large courtyard with buildings that include 4 the main hall, five-story pagoda, and a scrip- Vol.1 Issue 4 ture house. The Edo period garden and the FALL Ninnaji Historical Highlights a cultural treasure of Kyoto gates that rise above the acolyte who is about to rest of the temple are also enter the priesthood. The popular attractions. acolyte becomes drunk and puts an iron pot over Ninnaji is an important pil- his head, tightly covering grimage site for followers of his ears and nose. At the Shingon sect of Buddrism. first, the priests enjoy this In mountains north of the amusement and dance temple, pilgrims follow a happily, but when the acolyte tries to re- scaled-down version of the move the pot they find out it is stuck.
    [Show full text]
  • HANDBOOK of PSYCHOLOGY: VOLUME 1, HISTORY of PSYCHOLOGY
    HANDBOOK of PSYCHOLOGY: VOLUME 1, HISTORY OF PSYCHOLOGY Donald K. Freedheim Irving B. Weiner John Wiley & Sons, Inc. HANDBOOK of PSYCHOLOGY HANDBOOK of PSYCHOLOGY VOLUME 1 HISTORY OF PSYCHOLOGY Donald K. Freedheim Volume Editor Irving B. Weiner Editor-in-Chief John Wiley & Sons, Inc. This book is printed on acid-free paper. ➇ Copyright © 2003 by John Wiley & Sons, Inc., Hoboken, New Jersey. All rights reserved. Published simultaneously in Canada. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, (978) 750-8400, fax (978) 750-4470, or on the web at www.copyright.com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, (201) 748-6011, fax (201) 748-6008, e-mail: [email protected]. Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials.
    [Show full text]
  • On the Cognitive Bases of Illusionism: an Untapped Tool for Brain and Behavioral Research
    Preprints (www.preprints.org) | NOT PEER-REVIEWED | Posted: 2 January 2020 doi:10.20944/preprints202001.0011.v1 Peer-reviewed version available at PeerJ 2020, 8, e9712; doi:10.7717/peerj.9712 On the Cognitive Bases of Illusionism: An Untapped Tool for Brain and Behavioral Research Jordi Camí1*, Alex Gomez-Marin2 and Luis M. Martínez3 1 Universitat Pompeu Fabra, Barcelona 2 Behavior of Organisms Laboratory, Instituto de Neurociencias CSIC-UMH, Alicante 3 Visual Analogy Laboratory, Instituto de Neurociencias CSIC-UMH, Alicante * Correspondence: [email protected] Abstract Cognitive scientists have paid very little attention to magic as a distinctly human activity capable of creating situations or events that are considered impossible because they violate expectations and conclude with the apparent transgression of well-established cognitive and natural laws. And even though magic techniques appeal to all known cognitive processes from sensing, attention and perception to memory and decision making, the relation between science and magic has so far been mostly unidirectional, with the primary goal of unraveling how magic works. Building up from the deconstruction of a classic magic trick, we provide here a cognitive foundation for the use of magic as a unique and largely untapped research tool to dissect cognitive processes in tasks arguably more natural than those usually exploited in artificial laboratory settings. Magicians can submerge every spectator into the precise experimental protocol they have previously designed, accounting with ease for both circumstantial and social contexts. Magicians do not base the success of their experiments in statistical measures that smear out the individual in favor of an average spectator that we know never exists in the real world.
    [Show full text]
  • Technologies of Illusion: Enchanting Modernity's Machines by Cheryl
    Technologies of Illusion: Enchanting Modernity’s Machines by Cheryl Spinner Department of English Duke University Date:_______________________ Approved: ___________________________ Priscilla Wald, Supervisor ___________________________ Joseph Donahue ___________________________ Kathy A. Psomiades ___________________________ Shawn Michelle Smith ___________________________ Jane Thrailkill Dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of English in the Graduate School of Duke University 2017 ABSTRACT Technologies of Illusion: Enchanting Modernity’s Machines by Cheryl Spinner Department of English Duke University Date:_______________________ Approved: ___________________________ [Priscilla Wald], Supervisor ___________________________ [Joseph Donahue] ___________________________ [Kathy A. Psomiades] ___________________________ [Shawn Michelle Smith] ___________________________ [Jane Thrailkill] An abstract of a dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of English in the Graduate School of Duke University [2017] Copyright by Cheryl Spinner 2017 Abstract Technologies of Illusion: Enchanting Modernity’s Machines confronts how the disenchantment of modernity has occluded nineteenth‐century Spiritualist archives. By incorporating literary, visual, and archival methodologies, the dissertation recovers the non‐normative supernatural histories that are preserved within photographs, novels,
    [Show full text]
  • God Incarnation and Metaphysics Article Draft
    God, Incarnation, and Metaphysics in Hegel’s Philosophy of Religion Paolo Diego Bubbio University of Sydney Article-draft, April 17, 2012. Please do not quote without permissions. Comments are warmly welcome: [email protected] Abstract In this paper, I draw upon the ‘post-Kantian’ reading of Hegel to examine the consequences Hegel’s idea of God has for understanding his metaphysics. In particular, I apply Hegel’s ‘recognition-theoretic’ approach to his theology. Within the context of this analysis, I focus especially on the incarnation and sacrifice of Christ. First, I claim that Hegel’s philosophy of religion employs a peculiar notion of sacrifice ( kenotic sacrifice). Here, sacrifice is conceived as a withdrawal , that is, as a ‘making room’ for the other. Second, I argue that the idea of kenotic sacrifice plays a fundamental role in Hegel’s account of Christ. Third, I conclude by sketching some of the consequences Hegel’s idea of a God who renounces his own divinity has for an idealistically conceived metaphysics. My main thesis is that Hegel’s turn to Christianity can be regarded as indicative of his endorsement of social and political freedoms that are characteristic of modernity. That is, modern freedoms are cognate with a certain idea of God. Thus, the notion of incarnation is conceived as the expression of a spirit that advances only insofar as it is willing to withdraw and make room for the other. Introduction Hegel scholarship in the Anglophone world has recently witnessed the establishment of new approaches that aim to show the relevance and topicality of a thought that, for a long time, was often considered one of the most abstract, or even lunatic, instances 1 of a philosophical school (Idealism) that was often regarded as incapable of offering any significant contribution to contemporary thought.
    [Show full text]
  • Roxanna Nydia Curto
    Roxanna Nydia Curto Academic Employment • Associate Professor of French and Spanish, Departments of French & Italian (75%), and Spanish & Portuguese (25%), University of Iowa (July 2017-present) • Assistant Professor of French and Spanish, Departments of French & Italian (75%), and Spanish & Portuguese (25%), University of Iowa (August 2011-June 2017) • Assistant Professor of French, Illinois State University (August 2008-May 2011) Education • Ph.D. French, Yale University (2008). Dissertation: “Inter-tech(s): Colonialism and the Question of Technology in Twentieth-Century French and Francophone Literature.” An examination of how modern technological innovations mediate contact between the cultures of the metropolis and the colonies in key texts from French and Francophone literature. Advisor: Professor Christopher L. Miller • Pensionnaire étrangère at the École Normale Supérieure in Paris (2006-2007). Dissertation writing and research. • M.A., M.Phil. French, Yale University (2003, 2006). Graduate courses and oral qualifying exams in French and Francophone literature from the medieval period to the present, Latin American literature, and comparative literature, including postcolonial and literary theory. • A.B. in Romance Studies (French, Spanish and Italian), Harvard University, Magna Cum Laude (2001). Senior Honors Thesis on French and Italian literature of migration. Publications/Work in Progress Monographs • Inter-tech(s): Colonialism and the Question of Technology in Francophone Literature, University of Virginia Press, xi + 264pp., 2016. • Writing Sport: The Stylistics and Politics of Athletic Movement in French and Francophone Literature (in progress; one half of manuscript completed). Edited volume • Pour le sport: Physical Culture in French and Francophone Literature, with Rebecca Wines. Contemporary French and Francophone Cultures Series, Liverpool University Press (in press).
    [Show full text]
  • Undergraduate Catalog 2008–09 Mills College Undergraduate Catalog 2008Ð09
    MAKING THE WORLD MORE . Undergraduate Catalog 2008–09 Mills College Undergraduate Catalog 2008–09 This catalog provides information on undergraduate admission and financial aid, student life, and academic opportunities for undergraduates at Mills College. Information for graduate students is provided in a separate Graduate Catalog. This catalog is published by: Mills College 5000 MacArthur Blvd. Oakland, CA 94613 www.mills.edu Table of Contents Mills College . 3 Graduation . 33 Accreditation . 3 Transcripts and Enrollment Verification . 34 Nondiscrimination Statement. 3 Student Privacy Rights. 3 Advising and Registration. 36 Advising . 37 Campus Photography . 3 Confirmation of Semester Attendance Student Graduation and Persistence Rates. 3 (Formerly Known as “Check-In”) . 37 About Mills College . 6 Registration . 38 Overview . 6 Courses of Instruction . 41 Mission. 6 Introduction to Departmental Listings. 42 Academic Environment . 6 American Studies . 43 Academic Programs . 6 Anthropology . 44 The Liberal Arts Curriculum . 7 Arabic. 47 Campus Life. 8 Art History . 48 Campus Resources . 9 Art (Studio) . 53 History . 9 Asian Studies . 57 Academic Requirements . 10 Biochemistry and Molecular Biology . 58 The Mills College Philosophy Biology. 60 of General Education . 11 Biopsychology . 65 General Education Requirements Book Art. 67 for the Bachelor’s Degree . 11 Business Economics. 71 Bachelor of Arts (BA) Chemistry . 72 Degree Requirements. 13 Child Development . 76 Bachelor of Science (BS) Chinese. 81 Degree Requirements. 14 College Seminar. 82 Pre-Nursing Certificate (PNC). 15 Comparative Literature . 88 Major Field of Study . 16 Computer Science . 89 Minor Field of Study . 16 Dance . 94 Departments and Programs . 16 Economics . 99 Special Courses . 17 Education . 104 Academic Opportunities Off Campus . 18 Engineering .
    [Show full text]
  • Bachelorarbeit Metafiktion Und Immersion in Der Populärkultur
    BACHELORARBEIT Herr Sebastian Brattka Metafiktion und Immersion in der Populärkultur Eine Untersuchung der immersiven Wirkung bei metafiktiven Werken 2015 Fakultät: Medien Bachelorarbeit Metafiktion und Immersion in der Populärkultur Eine Untersuchung der immersiven Wirkung bei metafiktiven Werken Autor/in: Herr Sebastian Brattka Studiengang: Film und Fernsehen Seminargruppe: FF12wR3-B Erstprüfer: Professor Peter Gottschalk Zweitprüfer: Master of Arts Andrea Pugner Einreichung: Berlin, 23.06.2015 Faculty of Media BACHELOR THESIS metafiction and immersion in popular culture an examination of the immersive effects of metafictional works author: Mister Sebastian Brattka course of studies: Film und Fernsehen seminar group: FF12wR3-B first examiner: Professor Peter Gottschalk second examiner: Master of Arts Andrea Pugner submission: Berlin, 23.06.2015 Bibliografische Angaben Nachname, Vorname: Brattka, Sebastian Metafiktion und Immersion in der Populärkultur metafiction and immersion in popular culture 44 Seiten, Hochschule Mittweida, University of Applied Sciences, Fakultät Medien, Bachelorarbeit, 2015 Abstract Intention dieser Arbeit ist es das Verhältnis zwischen Immersion und Metafikti- on zu untersuchen. Im Fokus des Forschungsinteresses steht dabei die Frage, ob sich Immersion und Metafiktion von Grund auf ausschließen. In dieser Arbeit werden die benannten Begriffe mit geeigneter Fachliteratur genauer definiert und deren Wirkungen auf den Rezipienten beurteilt. Die gewonnenen Erkenntnisse dieses Vorganges werden anhand der populär- kulturellen Fernsehlandschaft genauer analysiert. Die vorliegende Arbeit such einen Weg in dem Metafiktion und Immersion koexistieren können. Als Beispiel wird hier die amerikanische Serie „Community“ herangezogen und diese wird ex- pliziet auf deren Metaebenen und immersiven Potenzial untersucht. Es wird der metafiktive Charakter der Sendung anhand der Figur „Abed Nadir“ analysiert und deren Position innerhalb und außerhalb der Fiktion interpretiert.
    [Show full text]