22 10 581 https://collections.ecu.edu/files/original/20/566/Syllabus_HONS_2011_22_AUG_16.pdf a70fb450c8a8e5937d1b16b1393a0f4a PDF Text Text HONS 2011: (A Fall 2016 Honors Seminar) BARCELONA: AN URBAN CULTURAL HISTORY Dr. Benjamin Fraser Contact Info: BATE 3324a / fraserb14@ecu.edu MW 2:00-3:15 Mamie Jenkins 104 (Regular Class Meetings) Brewster 212-D (Digital Humanities Class Meetings) COURSE DESCRIPTION: Barcelona: An Interdisciplinary Urban Cultural History is a course foregrounding the connections between landscape, art, culture and the hallmark material sites of this coastal Catalan capital. Students will approach this single global city from multiple perspectives: fictional and documentary film with English subtitles, science fiction in English translation, urban planning, and urban history. Student-led and professor-assisted discussions of readings, filmic and literary texts emphasize the city’s history and uneven geographical development. Key questions driving the course include: How is the city both an idea and a thing, both a material and an immaterial practice? How do the rural and the urban intersect in city and area planning? How is space constructed in certain interests? Who has the ‘right to the city’ and who is excluded from a full access to public space? And even, How are the struggles over access to Barcelona we will discuss similar or different from struggles over access to spaces in Greenville, NC or across the US? Many of the readings and films of the class focus on immigration and how the notion of belonging maps to space and place unevenly for immigrant populations. The relevance of this topic will be made concrete through visits by guest lecturers: a specialist in Urban Barcelona, a specialist in immigration to Spain, and two members of Greene County Health Care. Key sites in the city reflected in film and literature include architect Antonio Gaudí’s Sagrada Familia and Parque Güell, urban planner Ildefons Cerdà’s Eixample district extending beyond the city’s medieval walls, and touristic icons of the Olympic Village, the Plaça Cataluyna, the Ramblas and the Mediterranean sea itself. A digital humanities project (students may choose to work collaboratively or individually) will transpose original student writing into written, audio and video texts mapped onto an interactive map of Barcelona itself using tools such as garageband, iMovie, Final Cut Pro, and Omeka/Neatline software. No knowledge of Spanish, literature or film necessary. This class will actively promote study abroad, in Barcelona or elsewhere, as a way of pushing Honors Students to understand the twenty-first century’s increasing emphasis on population movements and flows from an interdisciplinary perspective. �COURSE LEARNING OBJECTIVES: —Understand the material and mental aspects of space/place and landscape —Understand the interdisciplinary (humanities, social science) nature of space —Demonstrate knowledge of Barcelona, identifying its key urban sites —Demonstrate knowledge of the components of film form and literary genre —Demonstrate a familiarity with digital tools —Evaluate the potential of digital projects for connecting disciplines —Evaluate how social marginality affects one’s right to space —Evaluate the connection between form and content across artistic products —Analyze the representation of Barcelona in filmic and literary texts —Analyze the experience of immigration across multiple global contexts —Create original analyses of urban culture in written, audio and/or video form —Create a collaborative or individual digital project using Omeka/Neatline ATTENDANCE POLICY: Students are required to attend all course meetings and are expected to actively contribute to class discussion. Students who are absent more than three class meetings will have their grade lowered by 4% for each absence over three. GRADING AT A GLANCE: 100-94% = A 93-90% = A89-87% = B+ 86-83% = B 82-80% = B79-77% = C+ 76-73% = C 72-70% = C69-67% = D+ 66-63% = D 60-62% = Dbelow 60% = F COURSE ASSIGNMENTS IN BRIEF: 10% Attendance and Participation 20% Student-led (professor-assisted) discussion of readings and cultural text 10% Weekly response papers (students complete 5 out of 8; 4-5 pages each) 60% Multi-component contribution to digital project COURSE ASSIGNMENTS IN DETAIL: 10% Attendance and Participation 20% Student-led (professor-assisted) discussion of readings and cultural text In preparing for discussions, student discussion leaders should: read / watch all assignments for the week; become ‘experts’ on the material, doing further research on the web or in the library to be able to answer student questions; create materials for a presentation and a handout. The students will lead their peers in a discussion of the cultural text and readings for that Monday, and the professor will help as needed. �10% Presentation using Prezi or Power Point with images (~15 minutes) 2% Introductory interactive activity 2% Background information about cultural text (creator, origin, addl. info, etc.) 2% A 2-3 sentence summary of each reading for the day 2% Between 5-10 factual comprehension questions – cultural text 2% Quality of delivery 10% Handout (basis of class discussion and help for others in the class) 2% Background information about cultural text (creator, origin, addl. info, etc.) 2% A 2-3 sentence summary of each reading for the day 2% Between 5-10 factual comprehension questions – cultural text 2% Between 5-10 brief quotations from the readings – to be used by others 2% Between 5-10 open-ended discussion questions – cultural text and readings 10% Weekly response papers (students complete 5 out of 8; 4-5 pages each) Weekly response paper instructions (5 out of 8 required) These are first-draft attempts to reflect on one or more specific sites in Barcelona presented in the cultural text and readings for the week. Try to blend information about the site itself (outside of the text) with how the site appears or is represented in the cultural text considered (in the film, prose, etc.). What is most important is to synthesize the elements of the cultural text and elements of the critical/supplemental readings. Beyond that, the point is to work on developing an engaging writing style. These weekly response papers should yield the raw material that you will refine in creating your audio, video and text work. Write about a site that interests you presented in the material for that week, whether it is major or minor, and seek out other information (cited appropriately) about that site. 5 Paper is 4-5 pages double-spaced Times New Roman 12 pt. font 1” margins Paper quotes appropriately and concisely from most or all readings for the week Demonstrates a high level of originality, intellectual curiosity, creativity Specific places in Barcelona are the center of the paper, sustained throughout 4 Paper is 4-5 pages double-spaced Times New Roman 12 pt. font 1” margins Student quotes appropriately and concisely from more than 1 reading for the week Evidence of originality, intellectual curiosity, creativity There is a focus on specific places in Barcelona but this focus could be improved 3 Paper is 4-5 pages double-spaced Times New Roman 12 pt. font 1” margins Student quotes appropriately and concisely from more than 1 reading for the week Some weak references to specific places in Barcelona 2 Paper is 4-5 pages double-spaced Times New Roman 12 pt. font 1” margins Some implied engagement with readings for the week Some weak references to specific places in Barcelona 1 Paper is under 4-5 pages double-spaced Times New Roman 12 pt. font 1” margins Little or no engagement with readings for the week evidenced �No reference to specific places in Barcelona 60% Multi-component contribution to digital project (student may choose collaborative or individual work; in the case of collaborative work by two people, each product must be double the words/time) 5% Audio file #1 (1’30”-2’00”) and accompanying 250-word written text 5% Audio file #2 (1’30”-2’00”) and accompanying 250-word written text 5% Audio file #3 (1’30”-2’00”) and accompanying 250-word written text 5% Video file #1 (1’30”-2’00”) and accompanying 250-word written text 10% Polished written text #1 750 words and accompanying image(s) 10% Polished written text #2 750 words and accompanying image(s) 10% Polished written text #3 750 words and accompanying image(s) 10% Revised weekly response paper, expanded to 5-6 pages/1500 words Audio file and/or Video file instructions (3 audio required, 1 video required) The idea is that these are refined, condensed, improved, and rewritten revisions of one aspect of the weekly response papers. Focus on writing clearly but intelligently for a broad audience and emphasize a concrete and ‘mappable’ location in Barcelona. 5 Suitable for publication Accompanying text is 250 words and matches exactly the audio No identifiable problems with either audio quality or audio editing Main point clear at outset, no edits needed to content Clear focus on a specific place in Barcelona Text/narration quotes appropriately and concisely from 3 readings from the class Video includes clear, relevant, and public-domain images, cited appropriately Demonstrates a high level of originality, intellectual curiosity, creativity 4 Accompanying text is 250 words and matches exactly the audio Identifiable problems with either audio quality or audio editing Main point clear at outset, only one minor edit needed in content Clear focus on a specific place in Barcelona Text/narration quotes appropriately and concisely from 2 readings from the class Video includes clear, relevant, and public-domain images, cited appropriately Evidence of originality, intellectual curiosity, creativity 3 Accompanying text is 250 words and matches exactly the audio Substantial problems with either audio quality or audio editing Main point is clear at outset but some content editing is needed throughout Clear focus on a specific place in Barcelona Text/narration quotes appropriately and concisely from 2 readings from the class Video includes clear, relevant, and public-domain images, cited appropriately 2 Accompanying text is not 250 words Substantial problems with both audio quality and audio editing Content focuses on specific place in Barcelona but main point not clear at outset Text/narration quotes appropriately and concisely from 1 reading from the class �There are problems with the video images, but images are cited appropriately 1 There is no accompanying 250-word text Audio quality is poor and audio editing is poor Content does not focus on a specific place in Barcelona Text/narration lacks appropriate and concise quotations from class readings There are problems with the video images, and images are not cited appropriately Polished written text instructions (3 required) The idea is that these are refined, condensed, improved, and rewritten revisions of one aspect of the weekly response papers. Focus on writing clearly but intelligently for a broad audience and emphasize a concrete and ‘mappable’ location in Barcelona. 5 Suitable for publication Written text is 750 words, accompanying image is appropriate No identifiable problems with writing quality or editing/organization of writing Main point clear at outset and throughout, no edits needed to content Paper quotes appropriately and concisely from 3 or more readings from the class Image is clear, relevant and is cited properly Demonstrates a high level of originality, intellectual curiosity, creativity 4 Written text is 750 words, accompanying image is appropriate Identifiable problems with either writing quality or editing/organization of writing Main point clear at outset and throughout, only 1-5 minor edits needed in content Paper quotes appropriately and concisely from 2-3 readings from the class Image is clear, relevant and is cited properly Evidence of originality, intellectual curiosity, creativity 3 Written text is 750 words, accompanying image is appropriate Substantial problems with either writing quality or editing/organization of writing Main point is clear at outset but some content editing is needed throughout Paper quotes appropriately and concisely from 2-3 readings from the class Image is clear, relevant and is cited properly 2 Written text is 750 words, accompanying image is appropriate Writing quality is poor and editing is poor Content focuses on specific place in Barcelona but main point not clear at outset Paper quotes appropriately and concisely from 1 readings from the class No image or image not cited properly 1 Written text is under 1000 words and/or no accompanying image Writing quality is poor and editing is poor Content does not focus on a specific place in Barcelona No image or image not cited properly Revised weekly response paper instructions (1 required) The idea is that these are refined, expanded, improved, and rewritten revisions of one aspect of the weekly response papers. Focus on writing clearly but intelligently for a broad audience and emphasize a concrete and ‘mappable’ location in Barcelona. �5 Suitable for publication Written text is 1500 words Paper is 4-5 pages double-spaced Times New Roman 12 pt. font 1” margins No identifiable problems with writing quality or editing/organization of writing Main point clear at outset and throughout, no edits needed to content Paper quotes appropriately and concisely from 3 or more readings from the class Demonstrates a high level of originality, intellectual curiosity, creativity Specific places in Barcelona are the center of the paper, sustained throughout Expansion indicates heavy revision and great improvement from weekly paper 4 Written text is 1500 words Paper is 4-5 pages double-spaced Times New Roman 12 pt. font 1” margins Identifiable problems with either writing quality or editing/organization of writing Main point clear at outset and throughout, only 1-5 minor edits needed in content Paper quotes appropriately and concisely from 2-3 readings from the class Demonstrates some originality, intellectual curiosity, creativity Expansion indicates some revision and improvement from weekly paper 3 Written text is 1500 words Paper is 4-5 pages double-spaced Times New Roman 12 pt. font 1” margins Substantial problems with either writing quality or editing/organization of writing Main point is clear at outset but some content editing is needed throughout Paper quotes appropriately and concisely from 2-3 readings from the class Demonstrates some originality, intellectual curiosity, creativity Expansion indicates some revision and improvement from weekly paper 2 Written text is 1500 words Paper is 4-5 pages double-spaced Times New Roman 12 pt. font 1” margins Writing quality is poor and editing is poor Content focuses on specific place in Barcelona but main point not clear at outset Paper quotes appropriately and concisely from 1 readings from the class Demonstrates little originality, intellectual curiosity, creativity Scarce evidence of revision and improvement from weekly paper 1 Written text is under 1500 words Writing quality is poor and editing is poor Content does not focus on a specific place in Barcelona Demonstrates little originality, intellectual curiosity, creativity No evidence of revision and improvement from weekly paper WRITING INTENSIVE REQUIREMENTS: This course requires 20-25 pages of reflective, unedited writing-to-learn (5 response papers of 4-5 pages each) and also 18-19 pages of polished edited academic writing (creating 1 polished critical paper @ 5-6 pages/1250-1500 words, 3 polished critical written products @ 3 pages / 750 words each; and 4 polished critical audio/video products @ 1 page/250 words each). �UNIVERSITY WRITING PORTFOLIO REQUIREMENT: As part of campus writing assessments, you will submit one major writing project, along with a description of the assignment for that project and brief responses to four questions about your writing, near the end of this course. These materials will be uploaded to your "University Writing Portfolio," which you will access and create (if you have not already done so in a previous WI course) through the "iWebfolio Student portfolio" link in Pirate Port (https://pirateport.ecu.edu/portal/). Instructions for creating your University Writing Portfolio and uploading your materials are available online (www.ecu.edu/QEP) and in person at the University Writing Center (www.ecu.edu/writing/uwc), located in Joyner Library. You will be asked to answer the following Writing Self-analysis Questions: 1. What aspects of your writing in the project are effective and why do you think they are effective? 2. What do you think could be improved in your written project and how could it be improved? 3. Briefly describe the process you used to write the project. Do you think the process you used was effective? Why or why not? 4. Have you applied anything that you learned in previous WI courses, including English 1100 and 2201 (or the equivalent if taken at another institution), to the writing that you have done in this course? What have you applied and how have you applied it? HUMANITIES FOUNDATIONS GOALS: Goal 1. Students will learn the subject matter of at least one discipline in the humanities. (Film) Students will gain familiarity with the formal analysis of filmic texts, the relationship between form and content in a film (mise-en-scene, camera, sound, editing…). (Genre Literature) Students will gain familiarity with the central characteristics and the history of science fiction literature in Spain. Goal 2. Students will learn the research methodology applied by disciplines in the humanities. Students will gain practice in identifying themes and strategies of representation in both film and in literature and advancing original analyses of cultural products. These practices will be modeled by the professor and by secondary literature and will familiarize students with humanistic inquiry in a broad sense. Goal 3. Students will learn about the discipline’s contribution to general knowledge. In understanding and applying the research methodology characteristic of the humanities, students will appreciate how individual films and literature express perspectives on the �representation of the lived human experience in specific times and places. They will also tie these insights into problems that relate to the social sciences. INNOVATIVE INSTRUCTIONAL TECHNIQUES: This class is highly innovative in its use of a digital humanities approach to the culture of Barcelona. Thanks to a generous start-up grant I have added 8 MAC computers equipped with digital humanities software to the GIScience Lab in Brewster 212-D, and am working with Geography, Planning and Environment Chair Burrell Montz and GIScience Center director Tom Allen to open that space up for collaborative student work. Working with Wendy Creasey, Ginny Sconiers and Laurie Godwin of ITCS and the Multimedia Center I have been able to request a network installation of digital mapping software Omeka/Neatline. Students will use this software, as well as digital tools for the creation of audio and video files (garageband, iMovie, Final Cut Pro) to contribute their original analyses of cultural products to an individual or collective digital project on Barcelona. Students will have the option of contributing to a project that will be turned into an app. In addition, there will be a connection with the East Carolina region that centers on the theme of immigration. Both of the films Biutiful and En construcción foreground the theme of immigration to Barcelona (from China and Senegal; and from North Africa respectively). Having students converse with outreach workers from the organization Greene County Health Care, which serves 20,000+ migrants in the Eastern NC area, provides an opportunity that will connect the themes of these films with our area. 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. 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 STUDENTS WITH DISABILITIES: 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) COURSE CONTENT: All course materials on Blackboard DUE DATES AT A GLANCE: Rule 1: If you miss an initial deadline, or resubmit an assignment, the highest possible score you may receive on an assignment is a 4.5 (out of 5; 90%). Rule 2: All assignments may be revised and handed in by the final exam date. Your new grade will replace the old grade (see rule 1). Weekly response papers: #1 Wednesday August 31 #2 Wednesday September 7 #3 Wednesday September 14 #4 Wednesday September 21 #5 Wednesday October 19 #6 Wednesday October 26 #7 Wednesday November 2 �#8 Wednesday November 9 Wednesday September 28 Audio file #1 and written text (250 words) Audio file #2 and written text (250 words) Polished Written text #1 (750 words) Wednesday November 15 Audio file #3 and written text (250 words) Polished Written text #2 (750 words) Monday December 12 (DATE OF FINAL EXAM) Polished Written text #3 (750 words) Video file and written text (250 words) Revised Weekly Response Paper (1500 words) +any rewrites/re-recordings may be turned in by the start of the final exam course period WEEK 1: [INTRODUCTION TO THE COURSE] Introduction to Barcelona / Introduction to the course Monday August 22 Professor-led discussion of readings and introduction to cultural text Bowen, William M. et al. “What Is Urban Studies?” Jacobs, Jane “The Uses of Sidewalks” Wirth, Louis “Urbanism as Way of Life” Mumford, Lewis. “What is a City?” Wednesday August 24 Professor-led discussion of readings and introduction to cultural text Vilarós, Teresa M. “A Cultural Mapping of Catalonia.” Elorza, Antonio. “Some Perspectives on the Nation-State and Autonomies in Spain.” Mar-Molinero, Clare. “The Politics of Language: Spain’s Minority Languages.” Fernández, Josep-Anton. “Becoming Normal: Cultural Production and Cultural Policy in Catalonia.” de Toro Santos, Xelís. “Negotiating Galician Cultural Identity.” Lasagabaster, Jesús María. “The Promotion of Cultural Production in Basque.” WEEK 2: [INTRODUCTION TO BARCELONA] This Week’s Cultural Text Hughes, Robert Barcelona the Great Enchantress (2004) Chapter 1 Monday August 29 �Student-led discussion of readings and cultural text [group 1] Choay, Françoise. The Modern City: Planning in the 19th Century Hall, Thomas. Planning Europe’s Capital Cities: Aspects of Nineteenth–Century Urban Development. Chapter on Barcelona. **FIRST DAY TO TURN IN WEEKLY RESPONSE PAPER #1 Wednesday August 31 Professor-led discussion of readings and cultural text Degen, Mónica Montserrat. Sensing Cities: Regenerating Public Life in Barcelona and Manchester, Introduction. Resina, Joan Ramon. Barcelona’s Vocation of Modernity. Rise and Decline of an Urban Image, Introduction. **LAST DAY TO TURN IN WEEKLY RESPONSE PAPER #1 WEEK 3: [SAGRADA FAMILIA, PARC GÜELL, MONTJUÏC] This Week’s Cultural Text Teshigahara, Hiroshi Antonio Gaudí (1984) Monday September 5 No class – State Holiday Wednesday September 7 Student-led discussion of readings and cultural text [group 2] Sobrer, Josep Miquel. “Against Barcelona? Gaudí, the City and Nature.” Longhurst, Alex. “Culture and development: The impact of 1960s ‘desarrollismo’.” **FIRST AND LAST DAY TO TURN IN WEEKLY RESPONSE PAPER #2 OPTIONAL READING: Kent, Conrad. “From Pleasure Gardens to Places Dures: Continuity and Change in Barcelona’s Public Spaces.” WEEK 4: [THE EIXAMPLE AND THE BARRIO CHINO] This Week’s Cultural Text Guerín, José Luis En construcción (2001) Monday September 12 Student-led discussion of readings and cultural text [group 3] Zarzoso, Alfons and Àlvar Martínez-Vidal. “Laboratory medicine and surgical enterprise in the medical landscape of the Eixample district.” Zarzoso, Alfons and José Pardo-Tomás. “Anatomy of an urban underworld: A medical geography of the Barrio Chino.” �**FIRST DAY TO TURN IN WEEKLY RESPONSE PAPER #3 Wednesday September 14 Professor-led discussion of readings and cultural text Loxham, Abigail “Barcelona under construction” Resina, Joan Ramon “The Construction of the Cinematic Image” **LAST DAY TO TURN IN WEEKLY RESPONSE PAPER #3 WEEK 5: [PLAÇA CATALUNYA, RAMBLAS, PARC DE LA CIUTADELLA] This Week’s Cultural Text: Hughes, Robert Barcelona the Great Enchantress (2004) Chapter 2 Monday September 19 Student-led discussion of readings and cultural texts [group 4] Hochadel, Oliver and Agustí Nieto-Galan. “Introduction.” Hochadel, Oliver and Laura Valls. “Civic nature: The transformation of the Parc de la Ciutadella into a space for popular science.” **FIRST DAY TO TURN IN WEEKLY RESPONSE PAPER #4 Wednesday September 21 Professor-led discussion of early short films: de Chomón, Segundo El hotel eléctrico/The Electric Hotel (1908) https://www.youtube.com/watch?v=aZFdaqQky2o de Chomón, Segundo Barcelone, principale ville de la Catalogne/Barcelona, Principal Town of Catalonia (1912) https://www.youtube.com/watch?v=Nw19vfHjAKw More available at: https://archive.org/details/segundodechomon Creating good quality digital audio and video files **LAST DAY TO TURN IN WEEKLY RESPONSE PAPER #4 WEEK 6: [GUEST SPEAKER WEEK] Monday September 26 Visitors: Dr. Stephen Vilaseca, Northern Illinois U Dr. Araceli Masterson, Augustana C **FIRST DAY TO TURN IN AUDIO FILES WITH WRITTEN TEXT #1, #2 **FIRST DAY TO TURN IN POLISHED WRITTEN TEXT #1 Wednesday September 28 Visitors: Steve Davis and Imelda Moye, Greene County Health Care **LAST DAY TO TURN IN AUDIO FILES WITH WRITTEN TEXT #1, #2 �**LAST DAY TO TURN IN POLISHED WRITTEN TEXT #1 WEEK 7: [PEER EDITING / TECHNICAL EDITING OF CONTRIBUTIONS] Monday October 3 Workshop contributions already turned in or in preparation Wednesday October 5 How to create videos with iMovie: Laurie Godwin, University Multimedia Center, ITCS WEEK 8: [FALL BREAK on Oct. 10, Dr. FRASER away Oct. 12] Monday October 10 No class – fall break Wednesday October 12 No class – Dr. Fraser away. In lieu of class, each student should continue working on: AUDIO FILES WITH WRITTEN TEXT #3 POLISHED WRITTEN TEXT # 2 WEEK 9: [SCIENCE FICTION AS IMMIGRATION] This Week’s Cultural Text Mendoza, Eduardo No Word from Gurb (1991) Monday October 17 Student-led discussion of readings and cultural text [group 5] Malmgren, Carl D. “Self and Other in SF: Alien Encounters.” Oxford, Jeffrey. “(De)Constructing Cultural Identity in Sin noticias de Gurb.” **FIRST DAY TO TURN IN WEEKLY RESPONSE PAPER #5 Wednesday October 19 Professor-led discussion of readings and cultural text Santoro Domingo, Pablo. “Science Fiction in Spain: A Sociological Perspective.” Jameson, Fredric. “Science Fiction as a Spatial Genre: Generic Discontinuities and the Problem of Figuration in Vonda McIntyre’s ‘The Exile Waiting.’” **LAST DAY TO TURN IN WEEKLY RESPONSE PAPER #5 WEEK 10: [MENTAL HEALTH AND HOSPITALS] �This Week’s Cultural Text García Roure, Abel Una cierta verdad [A Certain Truth] (2008) Monday October 24 Student-led discussion of readings and cultural text [group 6] Ochoa, S. et al. “Met and Unmet Needs of Schizophrenia Patients in a Spanish Sample.” Duñó, Rosó et al. “Subjective Quality of Life in Schizophrenia Outpatients in a Catalan Urban Site.” **FIRST DAY TO TURN IN WEEKLY RESPONSE PAPER #6 Wednesday October 26 Professor-led discussion of readings and cultural text Conway, Madeline. “The Politics of Representation of Disability in Contemporary Spain.” Snyder, Sharon L. and David T. Mitchell “Body Genres: An Anatomy of Disability in Film.” **LAST DAY TO TURN IN WEEKLY RESPONSE PAPER #6 WEEK 11: [AMUSEMENT PARKS] This Week’s Cultural Text Hughes, Robert Barcelona the Great Enchantress (2004) Chapter 3 Monday October 31 Student-led discussion of readings and cultural text [group 7] Sastre-Juan, Jaume and Jaume Valentines-Àlvarez. “Technological fun: The politics and geographies of amusement parks.” Ferran, Jordi and Agustí Nieto-Galan. “The city of electric light: Experts and users at the 1929 international exhibition and beyond.” **FIRST DAY TO TURN IN WEEKLY RESPONSE PAPER #7 Wednesday November 2 Digital lab time – meet in DISSH/GIS Lab Brewster D-212 during class and by appt. **LAST DAY TO TURN IN WEEKLY RESPONSE PAPER #7 WEEK 12: [POBLE NOU, THE OLYMPIC VILLAGE, THE MEDITERRANEAN] This Week’s Cultural Text González Iñárritu, Alejandro Biutiful (2010) Monday November 7 Student-led discussion of readings and cultural text [group 8] McNeill, Donald. “Barcelona: Urban Identity 1992-2002” �Sánchez, Antonio. “Barcelona’s Magic Mirror: Narcissism or the Rediscovery of Public Space and Collective Identity?” **FIRST DAY TO TURN IN WEEKLY RESPONSE PAPER #8 Wednesday November 9 Professor-led discussion of readings and cultural text Del Mar Azcona, María “‘We Are All Uxbal’: Narrative Complexity in the Urban Borderlands in Biutiful” Lefebvre, Henri “The Right to the City” **LAST DAY TO TURN IN WEEKLY RESPONSE PAPER #8 WEEK 13: [VIDEO PROJECTS IN DISSH/GIS Lab Brewster D-212] Monday November 14 Digital lab time – meet in DISSH/GIS Lab Brewster D-212 during class and by appt. **FIRST DAY TO TURN IN AUDIO FILES WITH WRITTEN TEXT #3 **FIRST DAY TO TURN IN POLISHED WRITTEN TEXT # 2 Wednesday November 15 Digital lab time – meet in DISSH/GIS Lab Brewster D-212 during class and by appt. **LAST DAY TO TURN IN AUDIO FILES WITH WRITTEN TEXT #3 **LAST DAY TO TURN IN POLISHED WRITTEN TEXT # 2 WEEK 14: [VIDEO PROJECTS IN DISSH/GIS Lab Brewster D-212] [THANKSGIVING WEEK, NO CLASS ON NOV. 23] Monday November 21 Digital lab time – meet in DISSH/GIS Lab Brewster D-212 during class and by appt. **FIRST DAY TO TURN IN POLISHED WRITTEN TEXT #3 **FIRST DAY TO TURN IN VIDEO FILE #1 WITH WRITTEN TEXT **FIRST DAY TO TURN IN REVISED WEEKLY RESPONSE PAPER EXPANDED **FIRST DAY TO TURN IN ANY REVISIONS (AUDIO #1, #2, #3; POLISHED #1, #2) Wednesday November 23 No class - Thanksgiving WEEK 15: [VIDEO PROJECTS IN DISSH/GIS Lab Brewster D-212] Monday November 28 Digital lab time – meet in DISSH/GIS Lab Brewster D-212 during class and by appt. Wednesday November 30 Digital lab time – meet in DISSH/GIS Lab Brewster D-212 during class and by appt. �WEEK 16: Monday December 5 Meet in Mamie Jenkins to discuss your favorite contribution informally 2-3 minutes Possibility of presenting final project to entire Honors College students and staff in public venue to be explored. FINAL EXAM DAY AND TIME Monday December 12, 2:00-4:30pm **LAST DAY TO TURN IN POLISHED WRITTEN TEXT #3 **LAST DAY TO TURN IN VIDEO FILE #1 WITH WRITTEN TEXT **LAST DAY TO TURN IN REVISED WEEKLY RESPONSE PAPER EXPANDED **LAST DAY TO TURN IN ANY REVISIONS (AUDIO #1, #2, #3; POLISHED #1, #2) PARTIAL LIST OF COURSE READINGS: FILMS (with English subtitles): García Roure, Abel, dir., Una cierta verdad [A Certain Truth] (2008) González Iñárritu, Alejandro, dir., Biutiful (2010) Guerín, José Luis, dir., En construcción [In Construction] (2001) Teshigahara, Hiroshi, dir., Antonio Gaudí (1984) de Chomón, Segundo, dir. El hotel eléctrico [The Electric Hotel] (1908); Barcelone, principale ville de la Catalogne[Barcelona, Principal Town of Catalonia] (1912) NOVELS (in English translation): Mendoza, Eduardo. Sin noticias de Gurb [No Word from Gurb], (English reprint 2007) NON-FICTION / SECONDARY READINGS: Bodenhamer, David J. John Corrigan, Trevor M. Harris, eds. 2010. The Spatial Humanities: GIS and the Future of Scholarship. Bloomington & Indianapolis. Bowen, William M., Ronnie A. Dunn and David O. Kasdan. 2010. “What is ‘Urban Studies’: Context, Internal Structure and Content.” Journal of Urban Affairs 32(2): 199–227. Choay, Françoise. 1969. The Modern City: Planning in the 19th Century. Trans. M.Hugo and G. R. Collins. New York: George Braziller. Conway, Madeline. “The Politics of Representation of Disability in Contemporary Spain.” Contemporary Cultural Studies. Ed. Barry Jordan and Rikki MorganTamosunas.London: Oxford UP, 2000. 251-59. Print. �Daniels, Stephen, Dydia DeLyser, J. Nicholas Entrikin and Douglas Richardson, eds. 2011. Envisioning Landscapes, Making Worlds: Geography and the Humanities. London and New York: Routledge. Dear, Michael, Jim Ketchum, Sarah Luria, and Doug Richardson, eds. 2011. GeoHumanities: Art, History, Text at the Edge of Place. Abingdon; New York: Routledge. Degen, Mónica Montserrat. 2008. Sensing Cities: Regenerating Public Life in Barcelona and Manchester. London & New York: Routledge. Duñó, Rosó, Esther Pousa, Cristina Domènech, Ainhoa Díez, Ada Ruiz, Roser Guillamat.“Subjective Quality of Life in Schizophrenia Outpatients in a Catalan Urban Site.” Journal of Nervous and Mental Disease 189.10 (2001): 685-90. Web. Accessed 15 Nov. 2015. http://schizophreniabulletin.oxfordjournals.org/content/29/2/201.full.pdf Epps, Brad, ed. 2002. “Barcelona and the Projection of Cataluña,.” Special Section of the Arizona Journal of Hispanic Cultural Studies 6: 191–287. Hall, Thomas. 1997. Planning Europe’s Capital Cities: Aspects of Nineteenth–Century Urban Development. London: E and FN SPON. Hughes, Robert. 1992. Barcelona. New York: Knopf. Jameson, Fredric. “Science Fiction as a Spatial Genre: Generic Discontinuities and the Problem of Figuration in Vonda McIntyre’s ‘The Exile Waiting.’” Science Fiction Studies 14.1 Loxham, Abigail. 2006. “Barcelona under Construction: The Democratic Potential of Touch and Vision in City Cinema as Depicted in En construcción (2001).” Studies in Hispanic Cinemas 3(1): 35–48. Malmgren, Carl D. “Self and Other in SF: Alien Encounters.” Science Fiction Studies 20.1 (1993): 15-33. McNeill, Donald. 1999. Urban Change and the European Left: Tales from the New Barcelona. London; New York: Routledge. Mumford, Lewis. 2005. “What is a City?” 1937. In The City Reader, Richard T. LeGates and Frederic Stout, eds., 3rd edition, 92–96. London: Routledge. Ochoa, S., J.M. Haro, J. Autonell, A. Pendàs, F. Teba, M. Márquez, and the NEDES Group. “Met and Unmet Needs of Schizophrenia Patients in a Spanish Sample.”Schizophrenia Bulletin 29.2 (2003): 201-10. Web. Accessed 15 Nov. 2015. Oxford, Jeffrey. “(De)Constructing Cultural Identity in Sin noticias de Gurb.” Ojáncano 25 (abril de 2004): 75-89. Resina, Joan Ramon. 2008. Barcelona’s Vocation of Modernity. Rise and Decline of an Urban Image, Stanford: Stanford University Press. Santoro Domingo, Pablo. “Science Fiction in Spain: A Sociological Perspective.” Science Fiction Studies 33.2 (2006): 313-31. Snyder, Sharon L. and David T. Mitchell “Body Genres: An Anatomy of Disability in Film.” The Problem Body: Projecting Disability on Film. Ed. S. Chivers, N. Markotić. Columbus: The Ohio State University Press, 2010. 179-204. Print. � 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 Barcelona Subject The topic of the resource Sights around Barcelona Description An account of the resource The items (text documents, audio, video) used in the collection were created by the students from Fall 2016 HONS 2011.003: Barcelona: An Urban Cultural history class taught by Dr. Benjamin Fraser. Creator An entity primarily responsible for making the resource Benjamin Fraser Irina Swain Camille Kresz Language A language of the resource English, Spanish Identifier An unambiguous reference to the resource within a given context Digital Barcelona Date Created Date of creation of the resource. January 2017 Publisher An entity responsible for making the resource available Irina Swain Camille Kresz Rights Information about rights held in and over the resource Creative Commons 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 Barcelona Syllabus Subject The topic of the resource Digital Barcelona Syllabus Description An account of the resource Syllabus for the HONS2011 Class, a Fall 2016 Honors Seminar at East Carolina University Creator An entity primarily responsible for making the resource Benjamin Fraser Publisher An entity responsible for making the resource available Camille Kresz Date A point or period of time associated with an event in the lifecycle of the resource 02/20/2017 Language A language of the resource English Type The nature or genre of the resource Document https://collections.ecu.edu/files/original/998/IMG_students.jpg e1534bc74e964d5d94971e0c8acccb2a https://collections.ecu.edu/files/original/998/FORL_2760_-_Buenos_Aires_2019.pdf ac861c374f33883ed26af3d89c9e0228 PDF Text Text 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). SPAN 2760 4 �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. SPAN 2760 5 �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 SPAN 2760 6 �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 SPAN 2760 7 �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 8 � 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 https://collections.ecu.edu/files/original/31/961/HNRS_2011-Digital_Camino.pdf 75feefecdb8d20a0228097e69704cd4a PDF Text Text HNRS 2011—Digital Camino Summer 2017 I. INSTRUCTOR INFORMATION: Instructor: Dr. Katherine Ford, Associate Professor of Hispanic Studies Office: Bate 3323; 328-6523 E-mail: fordk@ecu.edu II. COURSE DESCRIPTION: The fundamental questions for this course will be to examine how the Camino de Santiago has helped to form, consolidate, or contradict identity in the Spain and the Spanish-speaking world. We will begin with some theoretical readings that will help to establish a base from which we can discuss the Camino and its place in Spanish culture. Using theories of experiential learning and digital humanities, students will learn about and experience key parts of the historical Camino Francés of the Camino de Santiago in Northern Spain, recording their experiences and producing a digital text that will document their trip and the Camino. By recording the places and experiences of the Camino de Santiago, students will use these tools to digitally narrate the Camino upon their return. III. COURSE OBJECTIVES: Foundations Humanities Goal 1: Introduce students to some of the most important questions in the humanities. Some of these questions address how human identity is constructed in complex cultural contexts; how a culture’s concrete political, social, and economic circumstances influence a society’s worldviews, including its concepts of race and gender; how that worldview in turn informs aesthetic choices, as well as ethical decisions on both individual and collective levels and, the role language plays in the construction of human identity. Foundations Humanities Goal 2: Students will learn how research is conducted and how new knowledge is created in the Humanities. In particular, the course will provide students with the opportunity to study how creative work and scholarship develop in relationship with their historical, social, political, and economic contexts. The course will equip students with the intellectual tools necessary to participate in the creation of knowledge at the undergraduate level. This includes developing critical thinking skills, an understanding of the relationship between cultural phenomena (such as texts and films) and their contexts; learning how to find, understand, and use secondary sources and data; and learning how to produce a thesis and write effectively in support of it. Course learning outcomes: Upon completion of this course, students will be able to: Describe the subject matter of and some of the most important questions addressed by the humanities, including: how human identity is constructed in complex cultural contexts; how a culture’s concrete political, social, and economic circumstances influence a society’s worldviews, including its concepts of race and gender; how that worldview in turn informs aesthetic choices, as well as ethical decisions on both individual and collective levels; the role language plays in the construction of human identity. Upon completion of the course, students will be able to: Describe how scholars in the humanities conduct research and generate new knowledge; formulate research questions related to the humanities; identify and search both print and electronic bibliographic indexes, locate resources in the library, and read widely about the humanities; incorporate information 1 �gained from secondary sources into their own research; analyze texts that they view, read or hear about topics for which they have conducted research Upon completion of the course, students will be able to: Describe the broader impact of scholarship in multidisciplinary humanities and explain how scholarship in the humanities makes it possible for people from diverse cultures to gain the contextual and other types of knowledge needed to understand texts from other cultures than their own. Upon completion of the course, students will be able to: Appreciate cultural differences between their own culture and others on a broad range of topics; identify and appreciate the values and perspectives of different cultures; compare and contrast their own culture with others in written presentations. Upon completion of the course, students will be able to: Interpret texts in the humanities that they view, read or hear about a variety of subjects related to topics examined in the course or in their own research and critically analyze from multiple perspectives significant questions involving issues of global diversity. Writing Intensive (WI) HNRS 2011 is a writing intensive course in the Writing Across the Curriculum Program at East Carolina University. With committee approval, this course contributes to the twelve-hour WI requirement for students at ECU. Additional information is available at the following site: http://www.ecu.edu/writing/wac/. WI Objectives One of the central goals of this course is to encourage the transfer of writing skills. “Transfer” generally refers to the ability to extend what has been learned in one context to new contexts. Specific goals connected to the idea of transfer are laid out in ECU’s Quality Enhancement Program (“QEP”) as follows: By the time student writers have completed their undergraduate programs, students will be able to: 1. Use writing to investigate complex, relevant topics and address significant questions through engagement with and effective use of credible sources. 
 2. Produce writing that reflects an awareness of context, purpose, and audience, particularly within the written genres (including genres that integrate writing with visuals, audio, or other multi-modal components) of their major disciplines and/or career fields. 
 3. Demonstrate understanding of writing as a process that can be made more effective through drafting and revision. 
 4. Proofread and edit their own writing, avoiding grammatical and mechanical errors. 
 5. Assess and explain the major choices that they make in their writing. 
 University Writing Portfolio This course is designated “writing intensive” (WI) because, in addition to providing you with important content to learn, it has been designed to help you improve as a writer. Several years ago, ECU's University Writing Program instituted the WI graduation requirement (6 hours of WI coursework beyond English 1100 and 1200/2201, at least 3 hours of which must be in the major) with the goal of preparing students to be effective writers. As a university, we want to see how well we are doing in meeting that goal. To assist with this effort, you will submit one major writing project, along with a description of the 2 �assignment for that project and brief responses to four questions about your writing, near the end of this course. These materials will be uploaded to your “University Writing Portfolio,” which you will access and create (if you have not already done so in a previous WI course) through the “student portfolio” link in Onestop. Each year, representatives of ECU’s University Writing Program will randomly select a set of University Writing Portfolios from recently graduated students to assess how effectively ECU's writing programs meet the needs of ECU students. The assessment work of the University Writing Program has no bearing on your grades: assessments will be done after a student graduates. Moreover, results of University Writing Portfolio assessments will only be used to improve instruction for future students and will never be reported in any way that connects those results to individual students. Additional information about creating your University Writing Portfolio and uploading your materials will be provided during the semester. Further assistance with this process will also be available online (www.ecu.edu/writing) and in person at the University Writing Center (www.ecu.edu/writing/uwc), located in Joyner Library. Several fora will be provided for class discussion, including in-class discussion and in-class group work, Blackboard, and Twitter. III. REQUIRED TEXTS: Materials will be available on BB. IV. COURSE POLICIES: A. Attendance is mandatory. Since students are expected to actively participate in class attendance is mandatory. More than 1 unexcused absences will affect a student's grade. • • Your instructor may excuse occasional absences for official medical, academic, and/or emergency situations. For information about and to obtain official absences go to: http://www.ecu.edu/csstudentlife/dos/absences.cfm B. Inappropriate behavior. No behavior that disrupts the learning environment will be tolerated. Such behavior includes but is not limited to: arriving late for class, leaving class early without permission, excessive noise, verbally or physically abusive behavior, or any other activity in violation of the university’s rules and Honor Code. Any such behavior may be punished by the lowering of the students’ final grade, given prior written notice. C. Use of electronic devises in the classroom. No text messaging or e-mailing will be tolerated during class. Cell phones must be turned off or on silent and kept in your backpacks or pockets during class. Laptops may only be used to take notes, and/or only with the consent of the instructor. Failure to comply with these rules will be penalized. D. Make up policy. Students will only be allowed to make up an exam by presenting a valid DOCUMENTED excuse to the professor. To accept or not the excuse as valid is entirely up to the discretion of the professor. There will be no make up quizzes, though I will drop the lowest quiz grade. 3 �E. Missed work. Students need to consult Blackboard daily to see assignments and/or handouts that will be needed for class. The student is responsible for finding out what work has been assigned in his/her absence, and is responsible for all work done or information received in class. F. No extra credit will be given in this course. If you did the work during the semester, you won’t need it; if you didn’t, you don’t deserve it. IX. GRADING: The following breaks down the criteria upon which your final grade will be based: GRADE BREAKDOWN Preparation and participation: Blog: Reviews: Final Project FINAL GRADE SCALE 10% 20% 30% 40% A = 93 % and above A- = 90 – 92 % B+ = 87 – 89 % B = 83 – 86 % B- = 80 – 82 % C+ = 77 – 79 % C = 73 – 76 % C- = 70 – 72 % D+ = 67 – 69 % D = 63 – 66 % D- = 60 – 62 % F = below 60 % Your instructor will return work to you within a reasonable amount of time. All of the instructors in East Carolina University have many obligations such as advising, university/departmental committees, research, etc. Most will need approximately four 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. List of Assignments Participation and Preparation. Students are expected to prepare for each class period, as well as engage with the material in class through active note-taking, small and large discussions, etc. Additionally, students will periodically hand in classwork for a grade. This class consists of assignments and active learning classes through engaging on the Camino. Students will receive a participation grade for each of these active learning experiences. Blog. Students will be responsible for writing blog post about their preparation for and their experience of the Camino. Students will write 3-4 posts BEFORE they go to discuss their preparation (mental and physical) and then will write a post after each Camino experience. These will help prepare the student to complete the final project. Reviews. Students will prepare three 1-2 pp reviews of different topics connected to the Camino: the definition, review of a film on the Camino, and finally their choice of some different experiences such as a literary piece, a cathedral, a religious ritual, etc. The first two will be due before we travel to Spain. The third will be due during the time in Spain. Final Project. The final project will consist of each student presenting digitally on one stage of the Camino. Students will choose a town that we will visit on the Camino. Students will incorporate historical and experiential information about the Camino and about this stage, including written and visual texts. Students will take 10-15 photos of the town, create a one minute video of the town, write a text of 250 words about the town and create an audio file of the text. These four parts will from the student’s final paper and will be handed after we return. 4 �X. 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. XI. 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 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) 5 �XIV. CLASS SCHEDULE: Date Topic April 7 Pre-travel Orientation Meeting June 9 Introduction to Spain and the Camino Review #1: Research and prepare a definition of the Camino (250 words) posted to Blackboard (based on readings on BB) June 11 Spain and the Camino Review #2: Watch the documentary The Way and post review on BB June 13 Pamplona: the Camino Collect: material about experience Walk the Camino through the City Journal #1 due on BB Burgos: the Camino Collect: material about experience Walk the Camino through the City Journal #2 due on BB Leon Collect: material about experience Walk the Camino through the City Journal #3 due on BB Walk the Camino: Casteñeda to A Brea Collect: material about experience June 15 June 17 June 19 Assignment Journal #4 due on BB June 20 Walk the Camino: A Brea to Santiago Collect: material about experience Journal #5 due on BB June 22 Class Conclusions Final Project due upon return Date TBD 6 � 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 Camino de Santiago Creator An entity primarily responsible for making the resource Irina Swain 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 Camino https://collections.ecu.edu/files/original/31/962/IMG_1244.JPG 80a4b477a73b20563330211bbf9364c8 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 Camino de Santiago Creator An entity primarily responsible for making the resource Irina Swain 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 Camino de Santiago https://collections.ecu.edu/files/original/31/963/Screen_Shot_2019-01-09_at_2.00.37_PM.png 91f4a630105337e2d2ed0ff01dacd650 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 Camino de Santiago Creator An entity primarily responsible for making the resource Irina Swain 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 Camino Interactive Map https://collections.ecu.edu/files/original/22/609/lorgnette.png 9ca55d002e703e446c7cfeafd70a30e0 https://collections.ecu.edu/files/original/22/609/double_glass.png f8e405cb2e08f8550f0253d2bd867933 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 "Reading" Fashion in A. Pushkin's Eugene Onegin: Word as Image in 1820s Imperial Russia Subject The topic of the resource The importance of fashion in XIX Century Russian Literature, with referene to&nbsp;<em>Eugene Onegin.&nbsp;</em> Description An account of the resource Images to match citations, revealing the significance of evolving Russian fashion during the period of&nbsp;<em>Eugene Onegin.&nbsp;</em> Creator An entity primarily responsible for making the resource Elizabeth LaFave Source A related resource from which the described resource is derived <p align="center">&nbsp;(English)</p> <p>Bernstein, Aline.&nbsp;<em>Masterpieces of Women's Costume of the 18th and 19th Centuries</em>. Mineola, NY: Dover Publications, 2001.</p> <p>Efimova, L. V., and T. S. Aleshina.&nbsp;<em>Russian Elegance: Country and City Fashion from the 15th to the Early 20th Century</em>. London: Vivays Pub., 2011.</p> <p>Hahn, H.&nbsp;<em>Scenes of Parisian Modernity</em>. New York: PALGRAVE MACMILLAN, 2016.</p> <p>Hiner, Susan.&nbsp;<em>Accessories to Modernity: Fashion and the Feminine in Nineteenth-Century France</em>. Philadelphia: University of Pennsylvania Press, 2010.</p> <p>Perrot, Philippe.&nbsp;<em>Fashioning the Bourgeoisie: A History of Clothing in the Nineteenth Century</em>. Princeton, NJ: Princeton University Press, 1996.</p> <p><strong>Pushkin, Alexander.&nbsp;<em>Eugene Onegin:&nbsp;</em>A Novel in Verse (Oxford's World's Classics). Translated with an Introduction and Notes by James E. Falen. NY: Oxford University Press, 2009.&nbsp;</strong></p> <p>Ribeiro, Aileen.&nbsp;<em>The Art of Dress: Fashion in England and France, 1750-1820</em>. London: Yale University Press, 1995.</p> <p>Salmond, Wendy R., et al. Konstantin&nbsp;<em>Makovsky: The Tsars painter in America and Paris.&nbsp;</em>Washington, D.C., Hillwood Estate, Museum &amp; Gardens, 2015.</p> <p>Takeda, Sharon Sadako., et al.&nbsp;<em>Reigning Men: Fashion in Menswear, 1715-2015</em>. Los Angeles County Museum of Art, 2016.</p> <p>&nbsp;</p> <p align="center">(Russian)</p> <p>Кирсанова Р. М.&nbsp;<em>Костюм в русской художественной культуре</em>. М.: Большая Советская Энциклопедия, 1995.</p> <p>Лотман Ю. М. Роман А. С. Пушкина &ldquo;Евгений Онегин&rdquo;: Комментарий // Лотман Ю. М.&nbsp;<em>Пушкин: Биография писателя; Статьи и заметки, 1960-1990; &ldquo;Евгений Онегин&rdquo;: Комментарий.&nbsp;</em>- СПб.: Искусство-СПб, 1995. С. 472-762.</p> <p>Лотман, Юрий.&nbsp;<em>Беседы о русской культуре</em>. СПб.: Искусство-СПб, 1994.&nbsp;</p> <p><em>Русская культура</em>. М.: Белый город, 1995.</p> <p><strong>Пушкин А. С. &ldquo;Евгений Онегин&rdquo;// А. С. Пушкин. Полное собрание сочинений в 10 тт. Издание третье. М.: Наука. Т. 4. С. 6-213; 581-608.</strong></p> <p><em>&nbsp;</em></p> Date A point or period of time associated with an event in the lifecycle of the resource Spring 2016 Rights Information about rights held in and over the resource Permission to use images, from the Middleton album and exhibit, granted by Angie Dodson of Hillwood Estate, Museum and Garden. Language A language of the resource English Rights Holder A person or organization owning or managing rights over the resource. All rights belong to their respective owners. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document <p>&laquo;Всё хлопает. Онегин входит,</p> <p>Идёт меж кресел по ногам,</p> <p>Двойной&nbsp;<span>лорнет</span>&nbsp;скосясь наводит</p> <p>На ложи незнакомых дам;</p> <p>Все ярусы окинул взором,</p> <p>Всё видел: лицами, убором</p> <p>Ужасно недоволен он&raquo; (1, XXI, 13).&nbsp;</p> <p>&nbsp;<br /><br /></p> &ldquo;And all applaud, Onegin enters&mdash;&nbsp;<br /><br />And treads on toes to reach his seat;<br /><br />His double glass he calmly centres<br /><br />On ladies he has yet to meet. <p><br />He takes a single glance to measure<br /><br />These clothes and faces with displeasure&rdquo; (Chapter 1, Stanza 21, Page 13).</p> <p><br /><br /><br /></p> <p>&laquo;Ни дам ревнивые&nbsp;<span>лорнеты</span>,</p> <p>Ни трубки модных знатоков</p> <p>Из лож и кресельных рядов&raquo; (7, L, 180)<em>.</em></p> <div><em>&nbsp;<br /><br /></em></div> <p>&ldquo;No jealous lady trained lorgnette,</p> <p>No modish connoisseur his glasses,</p> <p>To spy on Tanya down below</p> <p>From boxes rising row on row&rdquo; (Chapter 7, Stanza 50, Page 180).&nbsp;</p> <p><br /><br /><br />&laquo;Здесь кажут франты записные</p> <p>Свое нахальство, свой жилет</p> <p>И невнимательный лорнет&raquo; (7, LI, 180).</p> <br /><br />&ldquo;Here practised dandies bow and slither<br /> <p>To show their gall&hellip;and waistcoats, too.</p> <p>With negligent lorgnettes in view&rdquo; (Chapter 7, Stanza 51, Page 180).</p> <p><em><br />&nbsp;<br /></em></p> 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 Double Glass: Лорнет Subject The topic of the resource <em>Eugene Onegin:&nbsp;</em>"Reading Fashion" Description An account of the resource An instrumental part of theatre culture; used to view performances. Creator An entity primarily responsible for making the resource Elizabeth LaFave Source A related resource from which the described resource is derived Text: Alexander Pushkin;&nbsp;<em>Eugene Onegin&nbsp;<br /></em>Image:&nbsp;Красавец мужчина<strong>. </strong>Русский модник XVIII &ndash; начала ХХ века / Авт. &ndash;сост. Н.М. Виноградова Publisher An entity responsible for making the resource available Text: Oxford's World Classics Image: M. Исторический музей double glass lorgnette theatre https://collections.ecu.edu/files/original/34/996/MaxKilgore5.1.mp4 625b8db1cc0790c6ddaaf23350e9de80 https://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. � https://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 https://collections.ecu.edu/files/original/34/1006/EducationInBuenosAiresLenaHobson.JPG 24c46bf41f5ed3009b0f9f8110ffa5de https://collections.ecu.edu/files/original/34/1006/EducationInBuenosAiresLenaHobson.1.docx 2330f212e1eeef47eeb6681c5abba64e https://collections.ecu.edu/files/original/34/1006/EducationInBuenosAiresLenaHobson.2.m4a b7606d26fcabed2afdb1e6ef7b30b9d6 https://collections.ecu.edu/files/original/34/1006/EducationInBuenosAiresLenaHobson.3.pdf 508f55c0017e4cf832d106b60eb235c8 PDF Text Text 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 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 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 https://collections.ecu.edu/files/original/20/564/Eixample_aire_OR.jpg 9e2e64c5bcc76834ba60c3b9d820e4df https://collections.ecu.edu/files/original/20/564/Rachel_Harris_-_Ildefons_Cerda_the_Eixample.pdf e73df340496650bc01faa55b36506674 PDF Text Text Ildefons Cerdà & the Eixample Due to the growth of the city, something had to be done to handle the larger population. The rational response was the development of more buildings for housing, shopping, and other things that are needed for city-life. Therefore, the Eixample was constructed. Built after the city had already been constructed, in essence, it is an addition or an annex. Even though the plan was formulated in the year 1855, it took a few years for the plans to be pushed into action. It was officially approved in 1859 but revised again in the year 1863. Eventually, the area would serve as a “solution to the problems of developing a new city on a grand scale” (Kent 2002: 224). The urban planner and architect behind this massive project was a Catalan named Ildefons Cerdà. Originally trained as a civil engineer, he devoted himself to politics and urban planning after the death of his brothers. When they did, it resulted with him inheriting a fortune. Once he discovered that the government decided to listen to the people’s pleading to tear down the city walls, he realized that the new extension was in peril of being designed just like the old town. He knew that if it was designed to model the Barcelona at the time, the area would be too uninhabitable and unattractive—not to mention unhealthy and unclean. Despite all his hard work, he passed away before he could receive all his wages from the Eixample. The walls were in place by Barcelona since they were historically used for protection from invading enemies. When cannons were the primary weapon, it was in the city’s best interest to have a large vast area; therefore, they could not be easily wiped out by a single cannonball. The tearing down of the wall and building of the Eixample held “extraordinary significance for Catalans: it was an epochal event marking [...] the aggregation of urban space” (Resina 2008: 7). 1 �By undertaking work to ensure the new addition would meet the needs of the community, Cerdà designed a plan that was ahead of its time. He focused on making the streets wider to accommodate the traveling of carriages and horses. In addition, Cerdà noticed that there was a need for natural beauty in the city, namely sunlight, greenery, and a clean way to dispose of waste. Taking these facts into account, Cerdà designed what he termed “interways.” Interways were similar to squares, but instead of being closed off on all four sides, the fourth side was open. In some cases, more than one side was left opened. This further allowed for more gardens, which were an essential aspect of the Eixample. The interway composed a grid or interweaving of several street blocks. Each measuring 113 x 113 meters, the street blocks were uniformed and added to the structured and orderly atmosphere of the addition. In Cerdà’s perception, gardens were more than just a distraction from buildings—they were essential to a city. While it was undeniable that gardens can be a spectacle, they are also a hygienic necessity. Cerdà even states that “gardens act as air tanks.” He felt that gardens were so important that he wanted to incorporate green spaces throughout Barcelona. This plan included developing two parks: one on Montjuïc and one alongside the Besòs River. While his plans involving these two parks were never actualized, his ideas sparked the government in Barcelona to consider its need for a large substantial park or green space. Instead of an interlocking network, which was traditional for many city planners at the time, Cerdà’s plan included a rectilinear grid for the Eixample that was vastly complex and disciplined. In Peter J. Taylor’s book World City Network: A Global Urban Analysis, the idea of an interlocking network was explained as, “a general conceptualization of city network formation involving a range of city networkers” (2003: 94). An example of an interlocking network would be Gaudí’s Parc Güell. 2 �In conclusion, another accomplishment that can be attributed to Ildefonso Cerdà is the creation of many words in the Spanish language. One of these words is “urbanizaciόn,” which he coined in 1867. He meant it “to define a new field of activity, as yet ‘intact, virgin’, for which the Spanish language had no appropriate term” (Choay 1969: 7). Up until the Industrial Revolution, little thought was given to the creation of a plan. Even though the idea of town planning is common to modern-day urban dwellers, during the nineteenth century this concept was unprecedented. 3 � https://collections.ecu.edu/files/original/20/564/Andrew_Lee_-_The_Eixample.pdf 9cf28394aa5fd211d71cbd66b46fec38 PDF Text Text The Eixample The Eixample district of Barcelona is one which has been enhanced by a vast incorporation of plant life and medical advances throughout history. From its inception, Ildefons Cerdà developed the plans for district, which were revised twice. Cerdà’s district planning revolved around a 113 by 113 meter block system, though these were not standard city blocks. The blocks designed by Cerdà had “remained open on at least one side, thus allowing gardens to be an essential part of the Eixample” (Kent 2002: 224). Another incorporation of greenery that can be seen in the Eixample district is the Rambla de Mar, a wooden walkway that extends into the Mediterranean sea. Plant life is an essential aspect of the district, as it acts as a comforting agent from the surrounding city. The Eixample also saw many advances in medicine. The Hospital de Sant Pau was designed with the patients in mind. Its goal was to “banish some of the association of hospitals with death and suffering” (Hughes 2004: 118). Dr. Cardenal and Dr. Botey’s healing houses further demonstrated the new concept of approaching medicine on a patient-first basis. These healing houses made patient comfort a priority. Cardenal’s is even described as “abundantly airy and sunny” (Zarzoso and Martínez-Vidal 2016: 79). This relates to modern-day amenities in hospitals, such as televisions and internet in waiting rooms as well as toys with which children can play. The Eixample is separated from other districts by its modern take on plant life within the city along with its early adoption of modern medicine, putting the patient’s comfort first. � 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 Barcelona Subject The topic of the resource Sights around Barcelona Description An account of the resource The items (text documents, audio, video) used in the collection were created by the students from Fall 2016 HONS 2011.003: Barcelona: An Urban Cultural history class taught by Dr. Benjamin Fraser. Creator An entity primarily responsible for making the resource Benjamin Fraser Irina Swain Camille Kresz Language A language of the resource English, Spanish Identifier An unambiguous reference to the resource within a given context Digital Barcelona Date Created Date of creation of the resource. January 2017 Publisher An entity responsible for making the resource available Irina Swain Camille Kresz Rights Information about rights held in and over the resource Creative Commons 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 Eixample Subject The topic of the resource Eixample Description An account of the resource The Eixample is a district located in Barcelona, Spain Creator An entity primarily responsible for making the resource Andrew Lee, Rachel Harris, Benjamin Fraser Publisher An entity responsible for making the resource available Camille Kresz Date A point or period of time associated with an event in the lifecycle of the resource 02/16/2017 Rights Information about rights held in and over the resource Creative Commons Language A language of the resource English, Spanish Type The nature or genre of the resource Document, Still Image, Sound Date Created Date of creation of the resource. 02/16/2017 Andrew Lee Barcelona Eixample Rachel Harris Spain https://collections.ecu.edu/files/original/20/577/Pablenou.jpg 19f7260f1148074f1fed85e82f4ab4b7 https://collections.ecu.edu/files/original/20/577/The_Olympic_Village_by_Claudia_Woznichak.docx cad0004997eb653b856cce2dac3511fa 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 Barcelona Subject The topic of the resource Sights around Barcelona Description An account of the resource The items (text documents, audio, video) used in the collection were created by the students from Fall 2016 HONS 2011.003: Barcelona: An Urban Cultural history class taught by Dr. Benjamin Fraser. Creator An entity primarily responsible for making the resource Benjamin Fraser Irina Swain Camille Kresz Language A language of the resource English, Spanish Identifier An unambiguous reference to the resource within a given context Digital Barcelona Date Created Date of creation of the resource. January 2017 Publisher An entity responsible for making the resource available Irina Swain Camille Kresz Rights Information about rights held in and over the resource Creative Commons 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 El Poblenou Subject The topic of the resource El Poblenou Description An account of the resource El Poblenou Creator An entity primarily responsible for making the resource Claudia Woznichak, Benjamin Fraser Publisher An entity responsible for making the resource available Irina Swain Type The nature or genre of the resource Document, still image Barcelona Claudia Woznichak El Poblenou Spain