MATHEMATICS FOR ENGINEERS CROFT PDF

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Mathematics For Engineers Croft Pdf

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Aaron has won the Graduate School at New Brunswick award for outstanding teaching by a graduate student. Professor Harry Kojima has been elected as Fellow of the APS for his work in Condensed Matter Physics for experimental discoveries of unusual low-temperature excitations and dynamics in quantum liquids and solids especially superfluid 3He.

Carlos Badenes, a post-doc in the astronomy group, has been awarded a Chandra Fellowship for This highly competitive, prestigious fellowship will support Carlos' research on supernovae and their remnants at Rutgers over the next three years.

David provides access to a large number of physics demonstrations and helps make physics fun for students to learn and faculty to teach. These awards are intended to enhance the careers of the very best young faculty members in specified fields of science. Currently a total of fellowships are awarded annually in seven fields: chemistry, computational and evolutionary molecular biology, computer science, economics, mathematics, neuroscience, and physics.

The Europhysics Prize is considered to be one of the most prestigious physics prizes presented in Europe. Eight previous winners have subsequently won Nobel Prizes for their work. Since , the award has been given to leading scientists in nearly every internationally important area of condensed matter physics. The award is given in recognition of recent work by one or more individuals in the area of physics of condensed matter, particularly work leading to advances in the fields of electronic, electrical and materials engineering, which, in the opinion of the Society's Selection Committee, represent scientific excellence.

The Selection Committee consists of five members who are appointed by the Society and includes an Agilent Technologies' representative. Agilent is proud to continue the tradition of funding the prize, a tradition started by HP in Agilent sponsorship demonstrates its commitment to technical innovation, including fundamental physics. Armitage was a physics Major at Rutgers, graduating in The Mc Millan award is given annually to a to a young condensed matter physicist theoretical or experimental for distinguished accomplishments.

Past recipients include many leading figures in condensed matter physics. Peter Armitage has been awarded this year's prize for "his crucial contributions to the field of angle-resolved photoemission spectroscopy studies of electron-doped superconductors".

High temperature superconductors are known to be doped Mott insulators - the "hole-doped" have been extensively studied throughout the 90s - but it is only recently that it has been possible to carry out detailed photo-emission studies of their close cousins, the electron doped cuprates. Armitage and co-workers at Stanford University were able to characterize the nature of the electronic excitations in neodinium cerium cuprate, and show that the electron-electron interaction effects were weaker than in their hole-doped counterparts.

Armitage has been involved in many other areas of spectroscopy, including optical conductivity. These students will soon be matched with mentors at Lucent, giving them opportunities to work in both academic and industrial research environments.

The prize was established in by the IBM Corporation to recognize and encourage outstanding achievement in computational physics research. Andrei's citation: For elucidating the many-body effects of several condensed matter systems, in particular the Kondo model.. The citation reads, "For his conceptual breakthroughs in his development of the ultrasoft pseudopotential and the modern theory of polarization and their impact on first-principles investigations of the properties of materials.

Bartynski's citation: For pioneering experiments to determine the electronic properties of surfaces, especially for leadership in developing Auger Photoelectron Coincidence Spectroscopy" More info at Hur, a student of Prof.

This award has three components: an invited talk in an appropriate session at the March APS Meeting in Los Angeles, a monetary prize to the student, and finances towards travel or other costs of attending the Meeting.

The citation reads: "For his tireless personal activism, throughout his superb career as a theoretical physicist, to help scientists and defend their human rights in countries around the globe. This Institute is intended to provide a vital link between academic scientific research at Rutgers and the needs of emerging commercial technologies in the areas of advanced materials and devices, and will involve the participation of about 20 faculty from the Department of Physics and Astronomy working together with faculty from other FAS and Engineering departments.

The purpose of the fund is to help provide startup monies for new faculty members in Physics and Astronomy, who will be known as "Downsbrough Faculty Research Fellows" during the years that they receive such funds.

Professor Gabi Kotliar is among the four physicists selected this year to receive a prestigious and highly competitive Guggenheim Fellowship. Income from the funds will help supplement graduate fellowships for incoming graduate students who will be known as Francis Van Dyck Fellows. Professor Kotliar received the award for his work in condensed matter theory. The relocation in September of about a half-dozen faculty members into new offices in the NPL signals the completion of a major renovation project begun about 5 years ago.

LSM has extensive state-of-the-art instrumentation in NPL, ranging from ion beam accelerators for determining surface structure and composition, to scanning probe microscopes for atomic-scale surface measurements. The NSF has funded a major proposal submitted by Gabi Kotliar, David Vanderbilt, Karin Rabe, and Christian Uebing to acquire and install a supercomputer facility consisting of a cluster of roughly tightly-linked high-performance PC's. In addition to its targeted reasearch mission for computational studies of complex materials, the cluster will also be available for broader research and educational purposes.

He completed his undergraduate work at the University of Zululand in South Africa. This is a new fellowship program between Rutgers and the Government of South Africa. These awards fund junior faculty members who show exceptional promise of excellence in research and education. Kohn is widely acclaimed for his work on density-functional theory that led to the award of the Nobel Prize in Chemistry, in addition to a large number of other seminal contributions to condensed matter physics.

In connection with his visit, he gave a joint Physics and Chemistry Colloquium and was toasted at a special reception that followed. The basis for this award is "unusually impressive achievement in the past and exceptional promise for future accomplishment. Frank Zimmermann has been awarded the Board of Trustees Research Fellowship for Scholarly Excellence, given each year to a few Rutgers faculty members at the time of promotion for especially outstanding scholarship and research.

Noemie Koller has been selected as the winner of the Rutgers University Daniel Gorenstein Memorial Award in recognition of her scholarly excellence in experimental nuclear physics research and 40 years of dedicated service, administration, and teaching at Rutgers.

He wil automatically become chair of the Division after one year. Valery Kiryukhin as been chosen to receive an Alfred P. Kirkyukhin's research interests are in the area of experimental studies of novel materials with unusual superconducting and magnetic properties.

An anonymous donor has made a major multi-million dollar gift to the Department of Physics and Astronomy at Rutgers University. The prize is being awarded for their "outstanding contribution to Superstring Theory". These new funds will undoubtedly make a major impact on our programs.

This annual prize is awarded to a scientist s under the age of 40 in a selected area of the physical sciences. Among other things, it will be used for: Creation of the Henry C. This year, the first year of the award, the topic was High Energy Physics.

Creation of an annual , Undergraduate Instructional Equipment Fund to be used for the download and renewal of state-of-the-art equipment for our undergraduate teaching laboratories in physics and astronomy. A distinguished international panel including Stephen Weinberg chose Douglas and Maldacena as the high energy theorists under the age of 40 who have made the most outstanding contributions in the world to the field.

In future years, other areas of the physical sciences will be selected. And where better to start building on our understanding of these terms than in schools? According to research conducted by the British Council in February across 47 schools in Europe, children find that differences in physical appearance, disability and skin colour are barriers to fitting in at school.

They also suggested better induction for migrant children and parents when they start school, and more time to discuss differences in backgrounds and cultures in the classroom. In education, the increase in pupils arriving in schools from new communities is an issue all over Western Europe.

One of the major concerns has been the school achievement of learners from these new communities. In the partner countries, inclusion and improving ethnic minority achievement have been affirmed as central goal of education policy.

INDIE will build lasting networks which will focus on these common challenges presented by migration and cultural diversity to school education in the participating countries. Uniquely, it brings together pupils, head teachers and policy makers to discuss how inclusion and diversity in schools can best be managed and to implement school based projects which will set best practice standards in the field.

School management teams, acting on the European Youth Charter on Inclusion and Diversity in Education, will launch school based projects in the academic year within participating countries.

Evaluation of these policies will lead to the publication of shared best practice guidelines for policy makers and school leaders. Throughout the project, the young people involved will be constantly challenged into demonstrating active European citizenship. Charter development and participating in the Brussels conference were just starting points.

Ahead lie poetry workshops with Levi Tafari and the launch of an anthology related to their experience, a Visual Arts exhibition and the project will sign off with young leaders organising simultaneous events to mark their identity as Next Generation Europeans.

First the renovation of Victorian homes around Granby Street in Toxteth attracted a Turner Prize nomination - now nine Liverpool spoken word artists have recorded their poems inspired by Toxteth on those same streets as part of the L8 Unspoken film and web project. The L8 Unseen exhibition at the Museum of Liverpool highlights the rich diversity of this area to the south of the city and celebrates the lives and experiences of its inhabitants.

The exhibition has already received over , visitors since Easter. This unique series of spoken word short films will be shown on the large screen in the exhibition 20th August throughout the day until the exhibition closes on 6 September A further five poets, also with roots in Toxteth, were identified by producers B3 Media and all nine were invited to write poems inspired by their passion for the neighbourhood.

This archive contains testimony from men from the Caribbean, West Africa and other colonial territories, who had fought for England on land and at sea during the Great War and were then left stranded, destitute and subject to racial violence on the streets of Liverpool.

As part of the Weeping Window experience, Writing on the Wall invited members of the public to join internationally renowned poet Levi Tafari in exploring the lives of these men and their families and to respond creatively through story-telling and poetry. These creative writing workshops included a guided tour of the archive. The project also involved creating ceramic black poppies with visual artist Faith Bebbington which were exhibited at Liverpool's Central Library and toured venues around the city.

The project attracted media attention nationally. Levi Tafari was commissioned to create a poem which is now ecthed instone at the entrance to the librarywelcoming visitors to the library. The poem "The Daughter of Merseyside" which celebrates Liverpool's rich heritage, history, arts and culture is the centre piece on the ground floor of the library.

This archive relates to the position of black ex-servicemen, seamen and factory workers stranded or left destitute in Liverpool after the First World War. It includes letters and testimony from soldiers and merchant seamen from Africa and the Caribbean, who had fought for England on land and at sea during the Great War of , or had worked in factories to support the war effort. The documents reveal a plight of daily racism and loss of jobs because of the boycott by white workers, a boycott often supported by the trades unions.

This tension led to the race riots of , which resulted in many serious assaults and attacks and the death of Charles Wootton, a black seaman murdered by a white mob. The unique nature of this material is that it contains the written word of those ex-servicemen, sailors and workers who were being confronted with verbal, physical and racial abuse on the streets of Liverpool, abuse which was compounded by institutional indifference or racism.

Levi Tafari through Writing On the Wall and the Museum of Liverpool Life ran a series of creative writing workshops with local schools to produce a creative response to the letters and make the students aware of this chapter of British history that was hidden. The exhibition is a multi-media collection of oral histories, photographs and films exploring issues which affect people of African heritage born, raised or living in Liverpool's locality.

The public was given the opportunity to learn about the struggle of Merseyside's Black community to obtain racial equality and social justice from post war Britain to the 's. Levi Tafari was one of the participants in the exhibition and also writer in residence for the project, running a series of workshops in local schools, adult groups and at the International Slavery Museum Liverpool UK.

The project was a huge success and gained media attention.

Levi was also a panellist in a debate based around the exhibition. The project links arts venues with their local primary schools and will introduce children to the world of performance poetry. Over the course of their Poetry Quest, students visited their partner arts venue and work with professional poets, venue staff and arts educators to engage with poetry. Poetry Quest began with a visit by participants to see contemporary performance poetry at their local arts venue.

The visit not only introduces the young people to the venue, but also, with support from venue staff and professional poets, engages them with poetry as an exciting art form. This initial visit builds the foundations of a lasting relationship between the young people, schools and venues that will endure beyond the project. Having seen poetry in performance, the participants worked on their own poetry, with support from in-school workshops delivered by their partner poets. The project culminated in a celebratory finale event at the partner venue where the young people performed their poems in front of their peers, teachers, families, as well as all the other adults and children involved in the project.

The project concluded with the student performing their work at the Royal Exchange Theatre Manchester. The Poetry Quest project was so well received by Manchester's participants that Levi and Mandy Coe lead the Poetry Quest project in Liverpool, working in six primary schools in Toxteth and the city centre.

A Poetry Quest Book for Teachers aims to support the delivery of the project in schools, and create a lasting legacy: providing practical tips for holding school poetry projects and activities that can be used in the classroom. Wlv creative writing The Text and Context course provides comprehensive, interdisciplinary study in Modernism, Scottish Literature, and Contemporary Literature, which examines literature from Britain and Ireland in the context of key social and cultural developments during the twentieth and twenty-first centuries.

The dynamic and diverse characteristics of more than a hundred years of English, Irish, and Scottish texts are studied in conjunction with recent developments in literary theory. The Creative Writing course is one of the most exciting and diverse programmes available in Britain.

The four-week course offers developing writers a supportive environment in which to further their writing skills in fiction, poetry, and drama. Students have a unique opportunity to develop their own critical analysis by attending Modernism and Scottish Literature lectures, as well as author-led masterclasses.

The Theatre and Performance course offers a unique programme in the theory and practice of drama in Britain and Ireland today. This two-week course provides a challenging, dynamic and diverse introduction to contemporary theatre with a global impact.

Students benefit from workshops offered by the Playwright's Studio Scotland — Scotland's only dedicated, independent development organisation for playwrights. The course takes place during the Edinburgh International Festival and the Edinburgh Festival Fringe, giving students the opportunity to attend exciting new productions alongside their study. The dates of each program are listed below along with the cost in dollars. You can mix and match multiple courses, provided their dates do not conflict.

The prices for combined courses are listed below as well. Program cost includes accommodation in the Pollock Halls of Residence, University of Edinburgh, with breakfast and dinner at the Pollock Halls cafeteria. Housing with en-suite accommodation is available at an additional cost.

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Every year, the ESU provides nearly 50 scholarships for classroom teachers in their communities. ESU scholarships are for current classroom teachers attending our multi-week courses at Shakespeare's Globe, the University of Edinburgh, and the University of Oxford. This program is comprised of rigorous, graduate-level seminars.

Students are strongly advised to read as many of the texts as possible before arriving in Edinburgh, as time will be limited once the program is underway. The lectures will be pitched high, and lecturers are advised that all students will be familiar with the texts at the time of lecture.

ESU Branch Scholarship recipients will sign a contract with their Branch wherein they are required to repay the entire scholarship amount concurrent with SUISS's refund and cancellation policies if for any reason they must cancel their course of study or are unable to complete the course. My creative writing story Program description: Our program is a flexible, innovative, two-year program that encourages cross-genre study through graduate workshops and culminates in a creative project.

Our graduate assistantships provide valuable teaching experience and training. You will study with well-published faculty with diverse areas of expertise, including: creative writing pedagogy, flash fiction, memoir and essays, short and feature length screenwriting, eco-poetry, hybrid forms, mixed media and digital media, and literary editing and publishing.

Students are encouraged to explore and write in multiple genres. This two-year program of study culminates in a creative project of your own design, which will prepare you for the next step in your career, whether that involves continued graduate study in an MFA or Ph D program or a career in professional writing or editing.

Ball State graduate students regularly present at national conferences, receive internal and external grants, earn summer scholarships for the Midwest Writers Workshop, and learn from our visiting writers, including those participating in the In Print Festival of First Books. Our students have had poetry collections come out from presses such as Dancing Girl and Ravenna and publish their work in leading journals, including.

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Mathematics for Engineers (eBook, PDF)

Or have you come to the conclusion that the original hypothesis was actually wrong? They help students understand the academic expectations of the College of Liberal Arts and Sciences while providing the knowledge and skills needed for more advanced work in the major.

The requirements below are for students who entered the University of Iowa during Summer or after. Students who entered during a previous semester are held to different requirements as indicated on a student's degree audit.

Rhetoric courses develop speaking, writing, listening, and critical reading skills and build competence in research, analysis, and argumentation. All entering first-year students are required to complete during their first semester.

Each entering student's degree audit shows the course s that must be completed in order to fulfill the Rhetoric requirement. The following courses are approved for the Rhetoric area.

Courses in the Interpretation of Literature area focus on the major genres of literature short and long fiction, nonfiction, poetry, and drama , improving students' abilities to read and analyze a variety of texts. Small group discussions in these courses challenge students to think critically, to share insights, and to listen thoughtfully to the arguments of others. GE CLAS Core courses in World Languages provide speaking, listening, reading, and writing skills in a second language as well as knowledge of the cultures in which the language is spoken.

A fourth level of proficiency is equivalent to the successful completion of an intermediate II language course or of a second-year second semester course, for example as taught at the University of Iowa. Depending on a student's placement test results and the language taken, a student may need to take four semesters of a language, starting with a beginning course and ending with a second semester intermediate course.

Other students may be able to start elsewhere in the language sequence and complete the GE World Language requirement by taking two or three courses. Semester hours earned for these courses vary by language.

Students should be sure to take the placement test for the language of interest and should be aware of the course sequence required to fulfill the GE requirement in World Languages for that particular language. Once the World Languages requirement is completed, a student may earn up to an additional 8 s.

Students may use the following language course sequences to fulfill the World Languages requirement.

To avoid duplication or regression, consult the appropriate language department before registering for courses. Courses in Arabic are offered by the Department of French and Italian. Students with previous knowledge of Arabic should consult the department for appropriate placement.

Heritage learners and students who have studied Chinese abroad may be able to fulfill the requirement by substituting. Courses in French are offered by the Department of French and Italian. Those with previous knowledge of French may be able to fulfill the requirement by substituting.

Courses in German are offered by the Department of German. Those with previous knowledge of German may be able to fulfill the requirement by substituting , which may be appropriate for students with strong language learning abilities or experience.

Consult the department to identify an appropriate course sequence. Courses in Greek are offered by the Department of Classics. Students with previous knowledge of Greek should consult the department for appropriate placement. Courses in Italian are offered by the Department of French and Italian.

Those with previous knowledge of Japanese should consult the department for appropriate placement. Students with previous knowledge of Korean should consult the department for appropriate placement. Courses in Latin are offered by the Department of Classics. Students must take both in order to fulfill the World Languages requirement. These courses require a similar knowledge of Latin, but one focuses on poetry and the other on prose. Other world languages permit a student to complete the last courses in the sequence to meet the GE CLAS Core requirement since the final course is more difficult than the previous ones.

This is not true with the Latin sequence, and thus, both courses must be successfully completed. Students with previous knowledge of Latin should consult the department for appropriate placement.

Courses in Portuguese are offered by the Department of Spanish and Portuguese. All courses are open to entering first-year students. Students with previous knowledge of Portuguese should consult the department for appropriate placement. Students with previous knowledge of Russian should consult the department for appropriate placement.

Each of these courses is open to entering first-year students. Students with previous knowledge of Sanskrit should consult the department for appropriate placement. Courses in Spanish are offered by the Department of Spanish and Portuguese.

Those with previous knowledge of Spanish may be able to fulfill the requirement by substituting Students with previous knowledge of Spanish should take the language placement test in Spanish to help determine proper placement. Courses in Swahili are offered by the Department of French and Italian. Students with previous knowledge of Swahili should consult the department for appropriate placement. Students who complete a world language sequence this way should notify the department that offers the sequence; the department will contact Graduation Analysis in the Office of the Registrar, which will update a student's degree audit to show fulfillment of the World Languages requirement.

Courses in the Natural Sciences area explore the scope and major concepts of a scientific discipline. Students learn the attitudes and practices of scientific investigators: logic, precision, experimentation, tentativeness, and objectivity. In courses with a laboratory component, students gain experience in the methods of scientific inquiry.

The following courses are approved for the area; courses with a lab component are noted " lab. Courses focus on presentation and evaluation of evidence and argument; understanding the use and misuse of data; and organization of information in quantitative or other formal symbolic systems, including those used in computer science, linguistics, mathematics, philosophy, and statistics.

Courses in the Social Sciences area focus on human behavior and the institutions and social systems that shape and are shaped by that behavior.

Students reflect critically on their own social and cultural perspectives while increasing their ability to engage with people who have backgrounds or ideas different from their own. Courses provide an overview of one or more social science disciplines, their theories, and their methods. Students also explore the historical and structural bases of inequality and the benefits and challenges of diversity.

Transfer credit is not accepted for the Diversity and Inclusion requirement; students must complete this requirement with course work taken at the University of Iowa. Courses in the Historical Perspectives area help students comprehend the historical processes of change and continuity; develop the ability to generalize, explain, and interpret historical change; and understand the past in its own terms. Courses in the International and Global Issues area focus predominantly on countries or issues outside the United States, encouraging students to understand contemporary issues from an international perspective.

The following checkpoints list the minimum requirements students must complete by certain semesters in order to stay on the University's Four-Year Graduation Plan. Students develop knowledge of one or more contemporary global or international issues, gain a greater awareness of varied international perspectives, and improve their skills of analysis and critical inquiry.

Courses in the Literary, Visual, and Performing Arts area provide students with opportunities to appreciate the arts and to analyze them within their historical and theoretical contexts.

Before the fifth semester begins: at least six courses in the major, including ; and an approved introduction to creative writing course consult advisor Before the seventh semester begins: at least four more courses in the major and at least 90 s.

They also help students develop the analytic, expressive, and imaginative abilities necessary for understanding, appreciating, and creating art. Courses in the Values and Culture area focus on how culture shapes the human experience and the role of values in society, with students asking fundamental questions regarding the human experience while exploring their own values and beliefs.

Actual course selection and sequence will vary and should be discussed with an academic advisor. Enrollment in world languages courses requires a placement exam, unless enrolling in a first-semester-level course. The English and creative writing major prepares students for a wide variety of career paths including teaching, medicine, law, graduate school, and jobs in the private and nonprofit sector where writing, organization, research, and communication is highly valued. Within a year of graduation, over 92 percent of Department of English students are employed or in graduate programs.

The department's advisor helps guide students in their career path. The Department of English partners with the Pomerantz Career Center to introduce career development strategies and offer resources to help students find internships and jobs. For more information, students are encouraged to explore Career Planning for English Majors on the Department of English website, or enroll in the 1 s. English, Creative Writing Concentration, B.

Introductory Creative Writing Courses 6 credit hours. Intermediate Creative Writing Course 3 credit hours. Emphasis on identifying an audience, formulating a thesis, developing an argument, supporting the argument, marshaling evidence, citing authorities, answering possible objections. Students are asked to respond to and analyze a variety of texts and to critique each other's work.

ENG includes a brief review of grammar and punctuation. ENG does not include a review of grammar and punctuation; it does include some library work and a research paper. The course is intended for all writers, weak or strong, who wish to improve their writing and research skills. An introduction to the writing arts, this course will allow students to engage in creative practice through an exploration of techniques in craft. Students will learn how to generate and shape their writing, while experimenting with genre and elements of form.

Specific offerings may vary from year to year, but all iterations will encourage students to develop a habit of practice, where the play of language can reshape familiar subjects or guide the writer toward new discoveries.

Students will engage questions of ongoing human significance that arise through the process of reading. This course will foster a community of readers who will guide one another to read more confidently. It will encourage and stimulate readers to consider, construct, and defend original interpretations of text. Specific offerings may vary from year to year, but all iterations will examine literature through close reading strategies.

This course is an introduction to the forms, terminology and critical reading strategies associated with the literary genres of fiction, poetry, and, at the instructor's discretion, one other genre. An introductory study of theatre as a collaborative art form, examining dramatic writing and theatrical production, and the process whereby scripts are translated into performance by theatre artists, and exploring theatre's capacity to reflect and promote social, political, and cultural change.

Film is studied as a distinct art form with its own means and ends.

Films are selected that are representative of various periods or major advances and are studied from historical, theoretical, and formal perspectives. An introduction to the literary aspects of the Bible and its influence on the Western literary and artistic imagination.

The course will focus on reading selections from the Bible alongside literary texts on which the Bible has had an impact.

Some attention will also be given to cultural, historical, and aesthetic contexts. The course will prepare students for more advanced study in writing, literature, and religious studies.

This course builds on the premise that the natural environment is the "original text" that influences human conceptions of color, form, line, rhythm, sound, movement, texture, composition, causality, interconnectivity, etc.

Students analyze and assess their own assumptions about what constitutes the act of "reading. Integrating theory and practice, we test the usefulness of the models provided by such movements as New Criticism, Feminism, Reader-Response, Deconstruction, Psychoanalysis, New Historicism, and Queer Theory to the situated analysis of a variety of literary and cultural texts.

The course is intended for any student wishing to improve written communication skills, but especially for those students who want to gain skills in writing clear and effective business-related prose. The course focuses on the business and technical writing skills necessary to communicate effectively in a variety of professional settings.

Students analyze, evaluate, and create a variety of professional documents: letters, memos, resumes, reports, proposals, business plans, presentations, etc.

What are the most effective ways to work with writers one-on-one and in the classroom? The course is designed to provide students with a thorough understanding of the theory, practice, and pedagogy of writing. As we answer these questions, students learn not only how to effectively teach writing, but also how to improve their own writing. This course will acquaint you with the book publishing industry.

We will discuss how a manuscript travels from author to finished product and how that process is now changing. We will introduce you to the role of the book editor and provide famous examples of editor and writer relationships.

The course will also give you an opportunity to learn line-by-line editing skills, following The Chicago Manual of Style, while in the process honing your own writing skills. This course will introduce the concept of literary classification genre through the focused exploration of one particular species form. Possible offerings may include Lyric Essay, the Ode, the Novella, etc. Students will learn to identify generic traits and to analyze forms within a genre by examining the evolution and workings of their internal design.

In a workshop format, students learn about the elements of playwriting through the study of several published one-acts and the composition and revision of one or more short plays. Emphasis is on the use of gender as a category of analysis by which to examine literary characters, styles, and techniques, as well as the circumstances and ideology of authors, readers, and the literary canon. This course is designed to familiarize students with various types of children's literature, including folklore, modern fantasy, picture books and realistic fiction.

Students will learn how to evaluate the literary standards and pluralistic character of the literature. This course investigates the English language, beginning with the theory and principles of syntactic analysis.

The course next traces the English language from its Indo-European roots to its contemporary manifestations around the world. Ultimately, we will consider how an understanding of the history and structure of the language can help us analyze literary texts more fully.

Four hundred years after his death, Shakespeare's texts enthrall audiences and readers and have come to define great English literature. This course introduces students to Shakespeare's canon and to the historical, political, religious, and artistic contexts in which he wrote. Students read a range of Shakespeare's dramatic and non-dramatic work from across the scope of his career, including at least three of the four dramatic genres in which he wrote comedy, tragedy, history, romance and samples of his shorter or longer poetry.

The course also considers Shakespeare's continuing relevance through modern film and stage adaptation. A survey of literature from colonization through the major authors of the mid-nineteenth century. We examine the formation of an American literary tradition in the context of cultural, intellectual, political and economic developments.

A survey of literatures produced in the United States since the Civil War. We examine relationships between cultural and intellectual currents and the political, economic, and social development of the United States during this period, focusing particularly on race, gender and class as analytic categories.

A survey of African-American literature from the mid-eighteenth century to the present. Major literary movements, major writers, and folk literature are studied in historical, cultural and purposive context. Consideration is given to the form and language of the literature, as well as to the question of cultural repression.

A survey of twentieth-century African and Black Caribbean literature. After tracing the eighteenth- and nineteenth-century backgrounds of that literature, the Indigenism, Negritude, and Negrista movements are explored, including the interaction between African and Black Caribbean writers.

A broad survey of the poetry, fiction, autobiographies and literary criticism of African American women. Beginning with late eighteenth-century poetry, we explore the themes and images of black women and men, language, settings and form of that literature. With African American women at the center of discourse speaking as subjects, we further examine the interlocking of gender, race, and class and the uniqueness of their experience as reflected in their literature, as well as how the historical context of internal colonialism has affected their voices.

Against the background of socio-political issues like colonialism, nationalism, and race and gender, and in the stream of literary heritages like modernism, this course undertakes an exploration into the prose of Bessie Head and Chinua Achebe Africa , V.

Prerequisite s : at least sophomore standing; at least one course in music, art, literature, political science or history. We explore the themes of identity and resistance as they are developed in the poetry, fiction, theater and essays of Chicano and Puerto Rican authors. Concurrent course in the humanities, history, or social sciences recommended; The course examines major works by U.

Taking as our starting point the cultural nationalist discourses developed by the Chicano writers in the late s, we analyze Puerto Rican and Chicano critiques of the American ideal of the "melting pot. A study of the relationship between literature and power.

This course will examine the cultural forces that influence the creation, circulation, and interpretation of texts. Specific offerings may vary from year to year, but in each incarnation, the course will examine literature through the lens of cultural diversity and power. Literature raises two different types of moral questions: those concerned with the moral parameters guiding the creative process and those dealing with the moral issues raised from within the literary work itself.

Regarding the former, we ask: Must good literature be moral or can an accomplished work of art be immoral? If there are moral guidelines for the production of literature, what are they?

Regarding the latter, we use literature to better understand particular moral issues. What, for example, can literature add to our understanding of friendship, courage, community and the pursuit of individuality? In short, how can novelists help us better understand the human good? A study of English literature in its social, intellectual, and historical contexts in the Anglo-Saxon, Medieval, and Renaissance periods.

Emphasis is on literary works by major early writers and on the intellectual, social, and political movements that inform the literature. Authors read may include the Beowulf poet, Chaucer, Spenser, Marlowe, Shakespeare, Jonson, and Donne, and works by less frequently canonized writers.

A study of English literature from the late seventeenth through the nineteenth centuries. The emphasis is on major Restoration, Enlightenment, Romantic, and Victorian writers in their historical and cultural contexts.

The evolution of literary styles and genres is related to the intellectual, political, social, and religious movements of the respective periods. A study of poetry and fiction from the late nineteenth to the mid twentieth century, with attention to the relationship between the disintegration of traditional moral, social and intellectual values and the development of new literary forms.

This is a course examining the representation of women in the cinematic medium. We will especially focus on the intersection of two interpretive theories, psychoanalysis and feminism, and their multi-varied application to the literary text that is cinema, with particular interest in questions of dream, hysteria and transference.

Prerequisites: ENG or permission of instructor. Students need familiarity with basic film technique and history. This course introduces print journalism through an exploration of its mindset and fundamental forms. Writing- and reporting-intensive, it involves regular assignments for publication about local issues and events, with readings and class discussion.

Focusing on Galesburg as a microcosm of reporting anywhere, students form the Knox News Team, meet with city officials and business leaders, and cover stories ranging from recycling to law enforcement to the arts. Articles are regularly printed in local daily and weekly newspapers and on-line venues.

Topics include: story research; interviewing and developing a source; covering standard news beats; style and structure of news stories; fact-checking; meeting deadlines; journalism and the law. Students will be given formal instruction in advanced composition with a particular emphasis on written argumentation as a part of the rhetorical tradition.

Topics will include the history of rhetoric and its relevance today, particularly in terms of the written argument, recognizing and avoiding logical fallacies, the various ways to appeal to an audience, and writing as a way to construct knowledge. This lab is a co- or prerequisite for certain level courses in the English department see course descriptions. It teaches the fundamental research strategies students will need in order to write informed and relevant literary criticism.

Students learn to evaluate and cite sources, produce annotated bibliographies, and use the library's databases and resources to their fullest. Focusing mainly on the European fairy tale Italian, French, German, English , the course seeks understanding of the genre's roots in early modern oral culture; of its transition to fashionable literary circles and to children's bookshelves; of its relationship to issues of class and gender; and of its psychological appeal.

Focus on Chaucer's poetry in the Middle English with emphasis on The Canterbury Tales and Troilus and Criseyde and on the cultural and literary contexts in which Chaucer wrote. Some attention also given to modern and postmodern American and film treatments of the fairy tale. We read selected Chaucerian sources as well as secondary sources on medieval life, customs, and culture.

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The course will consider the evolution of young adult literature as a literary genre and a consumer market using a variety of representative texts and critical approaches and with a specific focus on the ways in which this literature constructs and commodifies the adolescent experience.

Study of Shakespeare's histories and comedies with combined attention to the plays as rich poetry and as texts for performance.

Some discussion of the plays in connection with selected critical essays on them, and some in-class analysis of scenes from filmed productions of the plays. Study of Shakespeare's tragedies and romances with combined attention to the plays as rich poetry and as texts for performance. This course is a highly focused workshop-seminar designed to facilitate the careful discussion of a few selected literary-critical theories and their application to a range of literary and cultural texts.

Theories discussed may include: new historicism; reader-response criticism; feminist criticism; deconstruction; Marxist criticism; Queer theory, etc. A study of the proliferation of American literatures since Possible topics: culturally based representations of the body; social constructions of gender and the "gender wars"; class issues and "carnivalesque" literature.

Possible authors: Spenser, Marlowe, Jonson, Donne, Webster, Milton, selected female poets; selected male and female pamphleteers. Emphasis on the Romantics as the first generation of writers to face a universe that did not have a built-in meaning.

The old Medieval-Renaissance world view, which was still operative in Pope's Essay on Man, no longer served the needs of the Romantic writers, who looked elsewhere for new sources of meaning: to Nature, to the inner self, to romantic love, and to the transcendence real or imaginary of art itself.

Attention is directed toward various traditions and innovations in poetic art. Emphasis will vary, but may include consideration of specific authors, themes, movements, and trends in the field.

Attention is directed toward various traditions and innovations in narrative art as they reflect and incorporate shifting attitudes toward love, marriage, family, social groups and institutions, nature, technology, war, and the relationship of individuals to fundamental economic and political forces. A study of the origins and evolution of drama and theatre beginning with Greece, Rome, and medieval Europe through Early Modern England, Italy, and France.

Additional examination of the development of theatrical practice in Japan, China, and India. A study of the developments of dramatic forms and major theatrical movements from Restoration era comedies through World War I. Additional examination of influences from nonwestern traditions. Focus placed on the theatre as a cultural, social, political, industrial, and economic institution.

A study of the developments of dramatic forms and major theatrical movements throughout the world from to the present. The plays are discussed in their literary, cultural, social, political, and theatrical contexts.

This course will explore one or more of the main currents in film theory, which include formalist, realist, structuralist, psychoanalytic, feminist, poststructuralist, cognitivist, and cultural-contextualist approaches to questions regarding the nature, function and possibilities of cinema.

Students study the feature article, its distinguished history--including the birth of the Muckrakers at Knox College--and its alternative forms, including the underground press and "new journalism" beginning in the s, narrative journalism, and online story-telling today.

Students also produce professional quality feature stores, some in narrative journalism form, drawing on a broad range of communication skills, including critical thinking, reporting, research, writing and edition.

Passionate, fact-based investigative news stories can have a profound impact on society, as the history of Mc Clure's Magazine and the Muckrakers demonstrates. In this course, students work in teams on locally based topics of national significance to produce a substantial investigative story of publishable quality.

Students confer with subject-area mentors who provide guidance in research and understanding the technical, scientific or other specialized issues involved. The course will involve substantial background research and interviewing, in addition to writing a major investigative feature story. Analysis of the works of female playwrights who represent diversity in race, nationality, perspective, and style.

A brief review of the evolution of feminisms is traced in order to identify the areas of thought and conflict that most influence the condition of the female writer and specifically the playwright. This course is a survey of dramatic writing and theatrical expression in America.

Close investigation placed on themes such as the American dream, the American family, and the struggle for racial, ethnic, economic, and sexual equality. Plays are discussed within particular social, historical, political, and artistic frameworks. A study of the relationship between theatre and society. This course examines a variety of plays and theatre practitioners and theoreticians, focusing on theatre's capacity to reflect and participate in social, political and cultural discourse.This year, the first year of the award, the topic was High Energy Physics.

We pay attention to deadlines and your work will be delivered on time. All students are required to pay tuition for all courses in which they are enrolled. We always find an individual approach to each client. At Prof Essays. Students can do the following to ensure their safety when using online services: Reasons Why Our Custom Essay Writing Service Stands Out Our writing service has been operating in the industry for more than 5 years.

We present an alternative to a traditional first-year chemistry laboratory experiment. The section is an essential part of every degree project. It is a summary of your essay stating your main points indirectly.