1
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La Recoleta Cemetery
The Recoleta Cemetery was established in 1732 when monk settlers constructed their
convent in the area. In 1822, the church disbanded and the cemetery that surrounded it was
converted into the cities first public cemetery. Today, the cemetery is home to over 4,500 above
ground tombs of which 94 are declared historical landmarks. Here, Argentina’s wealthiest are
laid to rest in a family mausoleum after their passing.
Many of these tombs are in impeccable shape and constructed in such a way that allows
onlookers to peer in. Inside, it is common to find offerings such as pictures and flowers laid out
on an alter at the base of a cross or crucifix. Looking around, one may also see the coffins of
those who are buried there. Many of these tombs appear to have a lower levels that is
inaccessible to visitors. The outside of these tombs are primarily decorated with depictions of
beings from Christian theology such angels or busts of the people laid to rest there. Some even
contain stain glass windows inspired by common theological images such as of Jesus or his
mother Mary. All of their windows are decorated so that they may be admired from the inside
rather than the out, as if these still images are watching over the dead and protecting them as they
rest.
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Digital Buenos Aires
Subject
The topic of the resource
Digital Buenos Aires
Description
An account of the resource
Digital Buenos Aires
Creator
An entity primarily responsible for making the resource
Irina Swain, Brandon Sugg, Laura Levi Altstaedter, Magali Krosl
Contributor
An entity responsible for making contributions to the resource
Irina Swain, Brandon Sugg, Laura Levi Altstaedter, Magali Krosl
Dublin Core
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Title
A name given to the resource
La Recoleta Cemetery, Buenos Aires
Subject
The topic of the resource
The cemetery in La Recoleta, Buenos Aires
Creator
An entity primarily responsible for making the resource
Max Kilgore, Brandon Sugg
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The education system in Buenos Aires is valued very
highly in their society. The National Council of Education
creates a curriculum, and all the schools in the country follow
by it. Kindergarten is optional for children, but at age six
children have to start attending school. Unlike schools in the
United States, schooling ends at the age of fourteen unless you
go to a secondary schooling. If you want to go to college, you
have to attend a secondary schooling for five years and take
the bachillerato exam. Public school is free, but there are no
public school buses, and students must buy their books and
uniforms. The uniforms are white lab coats and are worn over
regular clothing. Private schools like the one pictured are
sponsored by churches or other organizations and pay
expenses through tuition. They also wear uniforms but theirs
consist of plaid skirts for the girls, and white polo and navy
pants for the boys. Students start their day at 8 am and end at
noon, whereas others start at 1 pm and end at 5 pm.
��
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Digital Buenos Aires
Subject
The topic of the resource
Digital Buenos Aires
Description
An account of the resource
Digital Buenos Aires
Creator
An entity primarily responsible for making the resource
Irina Swain, Brandon Sugg, Laura Levi Altstaedter, Magali Krosl
Contributor
An entity responsible for making contributions to the resource
Irina Swain, Brandon Sugg, Laura Levi Altstaedter, Magali Krosl
Dublin Core
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Title
A name given to the resource
Education in Buenos Aires
Subject
The topic of the resource
Description of the education system in Buenos Aires
Creator
An entity primarily responsible for making the resource
Lena Hobson, Brandon Sugg
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The Feria de Mataderos is an opportunity to bring some of the country lifestyle into the city.
Like many other fairs in Buenos Aires, it is an open market filled with exotic and artisanal
products, and occurs every Sunday. In some cases, the Feria de Mataderos has had over 700
stands selling these goods, with around 15,000 people (locals and tourists alike) experiencing
the fair.
At the fair you can expect to see mate, clothing, jewlrey, musical instruments, art, and
handmade goods. Along with the crafts, the Feria also has a good selection of food, with stands
offering empanadas, choripan, locro, and more. While you eat, you’ll likely be able to see a
cultural show, such as regional music and dance or displays of gaucho (or cowboy) related
abilities.
What separates the Feria de Mataderos from the other fairs you might come across is the
authenticity. Only a small percentage of tourists make their way to the fair, making it a mostly
unaltered experience of the culture. This also affects the entire atmosphere, as the locals are
frequently as excited to be there as the tourists. This energy and authenticity is what makes the
fair such a great destination.
Whether you’re interested in shopping, eating, or just absorbing the culture, the Feria de
Mataderos is a great event to attend.
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Digital Buenos Aires
Subject
The topic of the resource
Digital Buenos Aires
Description
An account of the resource
Digital Buenos Aires
Creator
An entity primarily responsible for making the resource
Irina Swain, Brandon Sugg, Laura Levi Altstaedter, Magali Krosl
Contributor
An entity responsible for making contributions to the resource
Irina Swain, Brandon Sugg, Laura Levi Altstaedter, Magali Krosl
Dublin Core
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Title
A name given to the resource
Feria de Mataderos, Buenos Aires
Subject
The topic of the resource
The Feria de Mataderos fair in Buenos Aires
Creator
An entity primarily responsible for making the resource
Garrett Reid, Brandon Sugg
-
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The Rosedal de Palermo is one of the most popular parks in Buenos Aires due to its
beauty, size, and historical significance. Originally the site of past Argentina president Juan
Manuel de Rosas’ country home, the garden has been a public landmark since his defeat in
battle on February 3rd, 1852. The significance of this date was cemented into the park through
its name, Parc 3 de Febrero.
Created in 1912, the garden was designed by Charles (Carlos) Thays and his student
Benito Carrasco. Their design features an amphitheater, an Andalusian terrace, and a special
garden dedicated to legendary writers and poets, including stone busts of 26 great literary
figures. The primary attraction, however, is the collection of over 18,000 roses covering acres of
land. With over 1,000 different species of roses on display, the garden is truly a sight to behold.
If those features weren’t enough, bordering the floral canvas that is the Rosedal, is a beautiful
lake that surrounds the majority of the garden, making the view from the outside as magical as
the ones found within.
While the garden is a paradise at any time of the year, visiting in July might earn you
free flowers and cuttings, as the garden is pruned during this month. The garden is an oasis of
green in the bustling Palermo neighborhood, and is a must-see attraction for all.
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Digital Buenos Aires
Subject
The topic of the resource
Digital Buenos Aires
Description
An account of the resource
Digital Buenos Aires
Creator
An entity primarily responsible for making the resource
Irina Swain, Brandon Sugg, Laura Levi Altstaedter, Magali Krosl
Contributor
An entity responsible for making contributions to the resource
Irina Swain, Brandon Sugg, Laura Levi Altstaedter, Magali Krosl
Dublin Core
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Title
A name given to the resource
Rosedal de Palermo, Buenos Aires
Subject
The topic of the resource
The Rosedal de Palermo Park in Buenos Aires
Creator
An entity primarily responsible for making the resource
Garrett Reid, Brandon Sugg
-
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The Estancia Don Silvano offers guests the opportunity to experience a taste of the gaucho
lifestyle. A true ranch, the Don Silvano showcases standard animals like horses, pigs, and sheep,
while also displaying more exotic animals like peacocks, flamingo, parrots, and more! Guests
can also expect shows of Gaucho skill, horseback riding, a ropes course and zipline, and a show
of folk music and dance. To display their horseback riding proficiencies, the ranch’s gauchos
race, demonstrate traditional hunting methods, and compete in a historical horseback test of
skill previously used to prove a rider’s eligibility as a suitor. This event is an unforgettable
showing of style, fun, and flair. Guests, inspired by the riders’ skill or otherwise interested, can
try their hand at horseback riding on some of the ranch’s beautiful horses. Although not as
high-speed as the ride of the guachos, the horses take a path that offers new and fantastic
views of the Estancia Don Silvano. Thrill-seeking guests can have their fun on the the ropescourse, which offers guests a bird’s eye view, as well as the opportunity to zipline back down to
the ground below. Then at lunchtime is the traditional folk-music show, including beautifully
performed songs and dances. During the show, guests will be served an Argentine barbecue
lunch including cuts of meat, traditionally prepared potatoes, artisanal bread, and more! For a
great all-day ranch excursion, the Estancia Don Silvano is for you.
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Digital Buenos Aires
Subject
The topic of the resource
Digital Buenos Aires
Description
An account of the resource
Digital Buenos Aires
Creator
An entity primarily responsible for making the resource
Irina Swain, Brandon Sugg, Laura Levi Altstaedter, Magali Krosl
Contributor
An entity responsible for making contributions to the resource
Irina Swain, Brandon Sugg, Laura Levi Altstaedter, Magali Krosl
Dublin Core
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Title
A name given to the resource
Estancia Don Silvano, Buenos Aires
Subject
The topic of the resource
The Estancia Don Silvano "Ranch" in Buenos Aires
Creator
An entity primarily responsible for making the resource
Garrett Reid, Brandon Sugg
-
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Named the world’s most beautiful bookstore by National Geographic in 2019, the Ateneo
Grand Splendid is a spectacle of literature, architecture, and art. Originally designed to be a
tango theatre in 1919, the building is remarkable for its painted ceilings, sculpted columns, and
embellished architecture. During the building’s time as a theater, it was known as the Teatro
Gran Splendid and hosted some of the most prominent names in Tango history, like Carlos
Gardel and Robert Firpo. The theatre would come to serve as a tango recording studio as well,
before being converted into a film cinema in the twenties. The first movies with sound shown in
all of Argentina were shown in the Gran Splendid in 1929. Over 70 years later, Grupo Ilhsa,
owner of Yenny libraries, the Ateneo chain, and more, leased the building in 2000. The building
was once again converted to fit a new purpose- this time becoming the flagship store of the
chain. Under architectural supervision, the cinematic seating was replaced with shelving and
reading nooks, and a modern café was built on the stage. While modern features have been
added, the original style and beauty remain, leading to a one-of-the-kind shopping experience.
Whether you’re interested in looking through the thousands of books the store stocks, sipping a
cappuccino at the café, or simply walking through the historical building, the Ateneo Grand
Splendid is a top-pick when touring Buenos Aires.
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Digital Buenos Aires
Subject
The topic of the resource
Digital Buenos Aires
Description
An account of the resource
Digital Buenos Aires
Creator
An entity primarily responsible for making the resource
Irina Swain, Brandon Sugg, Laura Levi Altstaedter, Magali Krosl
Contributor
An entity responsible for making contributions to the resource
Irina Swain, Brandon Sugg, Laura Levi Altstaedter, Magali Krosl
Dublin Core
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Title
A name given to the resource
Ateneo Grand Splendid, Buenos Aires
Subject
The topic of the resource
The Ateneo Grand Splendid bookstore in Buenos Aires
Creator
An entity primarily responsible for making the resource
Garrett Reid, Brandon Sugg
-
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MALBA Museum
The Museo de Arte Lationoamericano de Buenos Aires, otherwise known as the MALBA
Museum, is located on Figueroa Alcorta Avenue in the neighborhood of Palermo. This
memorable museum is run by Fundación MALBA, a nonprofit organization whose president,
Eduardo Costantini, established the museum on September 20, 2001. The design of the building
was created through a contest where 450 proposals were submitted for review. The candidates of
the proposals were from 45 different countries; however, first place was awarded to three young
architects from Argentina.
The goal for the museum is to research, collect, promote, and preserve Latin American
art from the start of the twentieth century to the present. The artwork held in this museum is
focused around the Costantini Collection and continues to add works from modern, Latin
American, artists. Moreover, the museum hosts art and film exhibitions as well as cultural
activities. The museum educates the public on a variety of Latin American artists and their
unique art styles. Receiving over a million visitors annually, the MALBA Museum is loved by
art enthusiasts across the globe.
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Digital Buenos Aires
Subject
The topic of the resource
Digital Buenos Aires
Description
An account of the resource
Digital Buenos Aires
Creator
An entity primarily responsible for making the resource
Irina Swain, Brandon Sugg, Laura Levi Altstaedter, Magali Krosl
Contributor
An entity responsible for making contributions to the resource
Irina Swain, Brandon Sugg, Laura Levi Altstaedter, Magali Krosl
Dublin Core
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Title
A name given to the resource
MALBA Museum, Buenos Aires
Subject
The topic of the resource
The MALBA Museum in Buenos Aires
Creator
An entity primarily responsible for making the resource
Brianna Plumb, Brandon Sugg
-
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Department of Foreign Languages and Literatures
FORL 2760 – Special Topics in Hispanic Studies
Summer 2019
Course title: Digital Buenos Aires
Course instructors: Laura Levi
Altstaedter & Magalí Krosl
Class Location: Buenos Aires,
Argentina (study abroad)
E-mail addresses:
levialtstaedterl@ecu.edu
Kroslma15@ecu.edu
Required materials and software:
•
•
•
Readings posted on
Blackboard or linked to
Daily Schedule
OMEKA open source
web-publishing platform
WebEx
videoconferencing
platform
DEPARTMENTAL GOALS
The Department of Foreign Languages and Literatures plays an important role in carrying out East Carolina University's stated
purpose of serving its region, as well as serving the interests of broader national and international communities. By fostering the
study of foreign languages, literatures, and cultures, the Department provides the opportunity for students to develop their
language abilities, to gain insights into the structure of language, to cultivate cultural awareness and to compare those cultures they
are studying with their own. We strongly encourage appreciation of the fact that we live in a multicultural society and a global
community, and the importance of cultural enrichment and civic awareness of students at all levels.
COURSE GOALS AND ROLES
This course fulfills the Foundations Humanities Requirement, and as such, helps students achieve a high level of competency in the
Humanities. East Carolina University defines the Humanities Competency as follows:
Courses in the Humanities and in interdisciplinary areas linked to subjects in the humanities challenge students to critically
examine their beliefs and the beliefs of others about what can broadly be called “human existence” or referred to as “what it
is to exist as a human being.” Humanities courses address a range of issues that ancient texts show have captured people’s
attention for over 3000 years. These problems include matters of value, and the courses that address them require students
to critically assess diverse understandings of life’s aesthetic, ethical and moral dimensions. Humanities courses require
students to learn one or more methods of critical analysis and to understand the value of knowledge both for its own sake
and for its application. The knowledge gained by taking courses in the Humanities contributes to each student’s
understanding of how to choose a life worth living.
SPAN 2760
1
�The following program learning outcomes define the Humanities Competency:
Students who have completed the General Education Humanities requirements can:
1.
Distinguish artistic, literary, philosophical, or religious creations from other types of work and describe how they
address enduring human concerns and the human condition
2.
Apply discipline-specific criteria and evaluate the significance of specific literary, artistic, philosophical or religious
works to enduring human concerns and the human condition
3.
Apply discipline-specific knowledge in the humanities to contrast their understanding with that of others of the
significance of specific artistic, literary, philosophical or religious works to enduring human concerns and the human
condition.
STUDENT LEARNING OUTCOMES
Upon completion of this course, students will be able to:
•
Explain how human identity is constructed in complex cultural contexts and how a culture’s concrete political, social, and
economic circumstances influence a society’s worldviews
•
Describe how a society’s worldviews inform aesthetic choices and ethical decisions on both individual and collective levels
•
Examine the relationship between language and the construction of human identity
•
Compare and contrast their own culture and other cultures on a broad range of topics
•
Identify and appreciate the values and perspectives of different cultures
•
Describe how worldview informs aesthetic choices, as well as ethical decisions on both individual and collective levels by
comparing representations of the discovery of the Americas in the different primary sources read and analyzed.
•
Interpret texts in the humanities that they view, read or hear about a variety of topics
•
Create a digital project
COURSE REQUIREMENTS
• Attend and participate in all meetings.
• Complete reading responses on all assigned materials.
• Prepare and deliver presentations on assigned topics.
• Lead the design of a digital project: Mapping Buenos Aires.
• Communicate and collaborate with FLL’s educational technology consultant and graduate assistant regarding the creation of
digital project.
• Final reflection.
SPAN 2760
2
�ATTENDANCE (Adapted from policy approved by the Spanish Faculty, Spring 2018)
Since students are expected to routinely interact with both classmates and their instructor, attendance is mandatory.
•
You may have 1 unexcused absence that you should use conservatively. Each additional absence (after the first one) will
affect your “Weekly preparation and participation” grade.
•
A student who misses a total of 3 classes or more [i.e., 2 or more classes over the 1 initial absence] will automatically fail
the course.
•
Arriving more than 10 minutes late or leaving more than ten minutes before class ends will result in an absence.
•
Your instructor may excuse absences for documented medical, academic, and/or emergency situations.
For information regarding official absences go to: http://www.ecu.edu/cs-studentlife/dos/absences.cfm
Please note that there will be no make-ups for assignments missed due to unexcused absences, lateness or leaving early. You will
receive a 0 on any graded assignments missed.
MATERIALS TO BRING TO CLASS
In order to learn effectively you must bring all required learning materials to class on a regular basis. Please bring your materials to
every class meeting. Your instructor will provide you with information about other materials required for specific class sessions.
GRADE BREAKDOWN
15% Daily discussions
15% Reading responses
15% Class presentations
5% Leadership project: Exploring Buenos Aires
40% Digital project
10% Final paper
= 100%
The final grade is based on the following percentages:
93-90% = A89-87% = B+
86-83% = B
82-80% = B79-77% = C +
72-70% = C69-68% = D+
67-65% = D
64.4 and below = F
Daily discussions: There will be multiple means of assessment to gauge your class participation and preparation. You will be
evaluated on your engagement as well as your ability to express yourself and interact effectively. This will be based on ongoing
preparation for and performance in class. In order to effectively prepare for and participate in class, you will be expected to
complete assignments outside of class, which will include readings or other activities. It is important for students to recognize that
the learning they do outside of class is crucial to progress as language learners.
SPAN 2760
3
�Reading Responses: These three-page responses, based on assigned readings, should include:
a.
full bibliographic information (MLA format),
b.
a summary of the major points, and
c.
your own reflection, including what you learned, what you found interesting, what you agreed/disagreed with, etc.
Class presentations: you will prepare class presentations based on your assigned readings, which should include:
a.
a description and summary of the topic of your assigned reading;
b.
a one-page handout highlighting the key points in your assigned reading,
c.
a hands-on activity for the class (while you present), and
d.
a formative assessment activity to assess what your classmates learned from your presentation.
Leadership project: Exploring Buenos Aires: You will work with a partner to co-lead a visit to a place of your choice in Buenos Aires.
You will select and research a place, do a brief presentation for your classmates providing background information about the place,
and provide an itinerary for the visit. After each of these visits, all students will submit a reflection about the visit. At the end of the
study abroad experience you will also submit a leadership assignment about your experience completing this project.
Proposed itineraries and presentations due: June 13th, 2019
Digital project: You will lead a group digital project, which will consist of the mapping of digital artifacts (images, texts, audios,
videos) compiled by you and your classmates during your cultural visits around Buenos Aires. Your role will include the compilation
of the digital artifacts, communication and collaboration with FLL’s educational technology consultant and graduate assistant to plan
and execute the digital mapping of the artifacts, as well as any other necessary tasks relevant to the successful completion of the
digital project.
Project showcase: June 28th, 2019
Final paper: For your final paper you will select one of the topics you studied during this course, research at least five additional
sources on the topic, and write a paper critically analyzing the topic (with integration of the researched sources as well as any
relevant source provided in the course readings).
Due date: June 28th, 2019
Note: There will be no departure from the printed schedule of examinations. Changes for individual emergencies of a serious nature
will be made only with the approval of the instructor, the student’s major chairperson, director, or dean. The departmental
chairperson, school director, or the college dean will, if a serious emergency is believed to exist, forward a written request to the
Office of the Registrar, setting forth the nature of the emergency. A student who is absent from an examination without an excuse
may be given a grade of F in the course. The instructor may issue an incomplete (I) in the case of a student absent from the final
examination who has presented a satisfactory excuse or an official university excuse from the Dean of Students or his/her designee.
(Official ECU Final Exam Policy).
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�GRADING OF COURSE WORK
Your instructor will return work to you within a reasonable amount of time. All of the instructors in your Department of Foreign
Languages and Literatures have many obligations such as advising, university/departmental committees, research, etc. Most will
need at least two class days to complete and return any graded work. Please be courteous and understand that this time is needed
so that your work can be evaluated fairly and thoroughly.
ACADEMIC INTEGRITY
The following Academic Integrity Violations appear in the Academic Integrity policy of East Carolina University:
A. Principle of Academic Integrity
Academic integrity is expected of every East Carolina University student.
Academic honor is the responsibility of the students and faculty of East Carolina University.
B. Academic Integrity Violations--Academically violating the Honor Code consists of the following:
1.
Cheating--Unauthorized aid or assistance or the giving or receiving of unfair advantage on any form of academic work.
2.
Plagiarism--Copying the language, structure, ideas, and/or thoughts of another and adopting same as one's own original
work.
3.
Falsification--Statement of any untruth, either spoken or written, regarding any circumstances relative to academic work.
4.
Attempts--Attempting any act that if completed would constitute an academic integrity violation as defined herein.
PLEASE NOTE: Academic integrity is a fundamental value of higher education and East Carolina University; therefore, I will not
tolerate acts of cheating, plagiarism, falsification or attempts to cheat, plagiarize or falsify. Should I determine that an
academic integrity violation has taken place, I reserve the right either to assign a grade penalty or to refer the case to the Office
of Student Conflict Resolution for an Academic Integrity Board hearing. The minimum grade penalty that I will assign is an F for
the assignment/course. Should it come to my attention that you have had a prior academic integrity violation, or if there are
other aggravating circumstances, I will refer the case directly to the Office of Student Conflict Resolution. Should the Academic
Integrity Board determine that you committed an academic integrity violation, you may be assigned a grade penalty and/or any
other sanction allowed in the student Code of Conduct, up to and including suspension from the University.
SPOTS
The Department of Foreign Languages and Literatures does not permit instructors to give extra credit points for the completion of
SPOTS surveys at the end of the semester.
A POSITIVE CLASSROOM
To create and preserve a classroom atmosphere that optimizes teaching and learning, all participants share a responsibility in
creating a civil and non-disruptive learning environment. Behavior that disrupts the learning process may lead to disciplinary action
and/or removal from class.
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�The following are some ways in which you can help to create a positive classroom atmosphere:
•
Be on time to class. You should be in your seat and ready to begin class at the designated hour when class begins and be
prepared to study and learn for the entire class period. Packing up your things early is disruptive to others around you and
to the instructor.
•
Classroom participation is a part of your grade in this course. To participate you must attend class having prepared the
materials for the day. Questions and comments must be relevant to the topic at hand.
•
Classroom discussion should be civilized and respectful to everyone and relevant to the topic we are discussing. Classroom
discussion is meant to allow us to hear a variety of viewpoints. This can only happen if we respect each other and our
differences.
•
Any discussion from class that continues outside of class should adhere to these same rules and expectations.
•
Electronic devices such as cell phones must be turned off during class, except in case of special circumstances with prior
communication with instructor.
ADA
East Carolina University seeks to comply fully with the American with Disabilities Act (ADA). Students requesting accommodations
based on a disability must be registered with the Department for Disability Support Services located in Slay 138. (252) 737-1016
(Voice⁄TTY).
RETENTION REQUIREMENTS
GPA Hours at ECU (identified in Transcript in
Banner Self Service) plus transferred credit
hours
1-29 semester hours
30-59 semester hours
60-74 semester hours
75 or more semester hours
“Old” Retention Requirement
All courses taken at ECU
1.6 GPA
1.8 GPA
1.9 GPA
2.0 GPA
New Retention Requirements
Effective with Fall 2011 grades
All courses taken at ECU
1.8 GPA
1.9 GPA
2.0 GPA
2.0 GPA
Students: Please discuss the retention requirements, entrance to major requirements, and your goals with your academic advisor.
EMERGENCY CLOSINGS
To access University information about school closings IN CASE OF EMERGENCY:
Severe weather: http://www.ecu.edu/cs-admin/oehs/emergency/severe-weather.cfm
ECU Emergency notices (including closings): http://www.ecu.edu/alert/
Emergency information hotline: (252) 328-0062
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�CLASS ACTIVITIES
DATE
TOPIC
ASSIGNMENT
May 22
Pre-travel Orientation Meeting
June 3 – session 1
Module 1: Digital Humanities
Daily meeting with course instructor
June 3 – session 2
Module 1: Digital Humanities
Class presentation #1
June 3 – session 3
Module 1: Digital Humanities
Reading #1 posted to Blackboard (based on reading on BB)
Reading response #1
June 4 – session 1
Module 1: Digital Humanities
Daily meeting with course instructor
June 4 – session 2
Module 1: Digital Humanities
Class presentation #2
June 4 – session 3
Module 1: Digital Humanities
Reading #2 posted to Blackboard (based on reading on BB)
Reading response #2
June 5 – session 1
Module 1: Digital Humanities
Daily meeting with course instructor
June 5 – session 2
Module 1: Digital Humanities
Class presentation #3
June 5 – session 3
Module 1: Digital Humanities
Reading #3 posted to Blackboard (based on reading on BB)
Reading response #3
June 6 – session 1
Module 2:
Daily meeting with course instructor
June 6 – session 2
Module 2:
Class presentation #4
June 6 – session 3
Module 2:
Reading #4 posted to Blackboard (based on reading on BB)
Reading response #4
June 7 – session 1
Module 2:
Daily meeting with course instructor
June 7 – session 2
Module 2:
Class presentation #5
June 7 – session 3
Module 2:
Reading #5 posted to Blackboard (based on reading on BB)
Reading response #5
June 10 – session 1
Module 2:
Daily meeting with course instructor
June 10– session 2
Module 2:
Class presentation #6
June 10 – session 3
Module 2:
Reading #6 posted to Blackboard (based on reading on BB)
Reading response #6
June 11 – session 1
Module 3:
Daily meeting with course instructor
June 11 – session 2
Module 3:
Class presentation #7
June 11 – session 3
Module 3:
Reading #7 posted to Blackboard (based on reading on BB)
Reading response #7
June 12 – session 1
Module 3:
Daily meeting with course instructor
June 12 – session 2
Module 3:
Class presentation #8
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�June 12 – session 3
Module 3:
Reading #8 posted to Blackboard (based on reading on BB)
Reading response #8
June 13 – session 1
Module 3:
Daily meeting with course instructor
June 13 – session 2
Module 3:
Class presentation #9
June 13 – session 3
Module 3:
Reading #9 posted to Blackboard (based on reading on BB)
Reading response #9
PROPOSED ITINERARIES AND PRESENTATIONS FOR LEADERSHIP
PROJECT: EXPLORING BUENOS AIRES DUE
June 14
Digital project design
Daily meeting with course instructor
Collect and compile: digital materials from classmates and self
Collaborate: with Dr. Swain and Brandon on the project design
June 17
NATIONAL HOLIDAY – NO CLASS
June 18
Digital project design
Daily meeting with course instructor
Collect and compile: digital materials from classmates and self
Collaborate: with Dr. Swain and Brandon on the project design
June 19
Digital project design
Daily meeting with course instructor
Collect and compile: digital materials from classmates and self
Collaborate: with Dr. Swain and Brandon on the project design
June 20
NATIONAL HOLIDAY – NO CLASS – FULL-DAY EXCURSION
June 21
Digital project design
Daily meeting with course instructor
Collect and compile: digital materials from classmates and self
Collaborate: with Dr. Swain and Brandon on the project design
June 24
Digital project design
Daily meeting with course instructor
Collect and compile: digital materials from classmates and self
Collaborate: with Dr. Swain and Brandon on the project design
June 25
Digital project design
Daily meeting with course instructor
Collect and compile: digital materials from classmates and self
Collaborate: with Dr. Swain and Brandon on the project design
June 26
Digital project design
Daily meeting with course instructor
Collect and compile: digital materials from classmates and self
Collaborate: with Dr. Swain and Brandon on the project design
June 27
Digital project design
Daily meeting with course instructor
Finalize: digital project
June 28
FINAL PAPER DUE
DIGITAL PROJECT SHOWCASE
SPAN 2760
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�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Digital Buenos Aires Students
-
http://collections.ecu.edu/files/original/34/997/collage_Buenos_Aires.jpg
9728c9a6d294e8573f396583bbc16a08
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Digital Buenos Aires
Subject
The topic of the resource
Digital Buenos Aires
Description
An account of the resource
Digital Buenos Aires
Creator
An entity primarily responsible for making the resource
Irina Swain, Brandon Sugg, Laura Levi Altstaedter, Magali Krosl
Contributor
An entity responsible for making contributions to the resource
Irina Swain, Brandon Sugg, Laura Levi Altstaedter, Magali Krosl
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Collage Digital Buenos Aires
-
http://collections.ecu.edu/files/original/34/996/MaxKilgore5.1.mp4
625b8db1cc0790c6ddaaf23350e9de80
http://collections.ecu.edu/files/original/34/996/EcoParqueMaxKilgore.1.pdf
a261dc7beb5e7be0e47c9cee478cddfe
PDF Text
Text
Eco Parque
Atop the derelict ruins of the city’s former zoo, Buenos Aires has begun construction on a
new project they refer to as the “Eco Parque.” This Eco Parque takes certain exhibits from the
previous zoo and revitalizes them, making them more educational, open, and native to the land.
This change came after the city decided that the invasive fauna and animal species the zoo
housed were detrimental to the country’s ecosystem especially when many of the countries own
species were becoming endangered. In an attempt to stop this growing epidemic and better
educate both locals and tourists alike on the unique environment of the country, it was decided
that the new Eco Parque would only exhibit animals and fauna that are native to Argentina. It
was also decided that the park would not be a prison for animals captured in the wild but would
rather serve as a sanctuary to those who were either poached or wounded and could not return to
the wild on their own.
As it stands now, the park is divided into two sections. These sections are known as the
grasslands and river-lands respectively and showcase the different biomes scattered around the
country by exhibiting flora and fauna native to that biome. As construction continues, the park
hopes to add more sections and animal species. Currently, the park is working on moving out the
none native species from the former zoo such as the lions and tigers but in time, the park with
showcase the extraordinary environment of the country itself with no remnants of its history as a
simple zoo.
�
http://collections.ecu.edu/files/original/34/996/Ecoparque1.jpg
6aff349d22d03069833e821a2f747450
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Digital Buenos Aires
Subject
The topic of the resource
Digital Buenos Aires
Description
An account of the resource
Digital Buenos Aires
Creator
An entity primarily responsible for making the resource
Irina Swain, Brandon Sugg, Laura Levi Altstaedter, Magali Krosl
Contributor
An entity responsible for making contributions to the resource
Irina Swain, Brandon Sugg, Laura Levi Altstaedter, Magali Krosl
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Eco Parque, Buenos Aires
Subject
The topic of the resource
Eco Parque wildlife sanctuary and park in Buenos Aires
Creator
An entity primarily responsible for making the resource
Max Kilgore, Brandon Sugg