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Here is the guide on how to register a corporation with the Philippines Securities and Exchange Commission (SEC). Five (5) easy steps to follow…
1. Verify and reserve the proposed corporate name. You could do this the hard way, at the SEC Verification Unit, located at the SEC Building, EDSA, Greenhills, Mandaluyong City (right across the Philippine Overseas Employment Administration [POEA] and the EDSA Shrine). If you want to make your life a bit easier, you could do the verification and registration online, through the SEC-iRegister, a 24-7 portal. After paying the reservation fee, you will get a Name Verification Slip, which is submitted together with the other requirements.
2. Prepare the Articles of Incorporation and By-laws. Blank forms are also available from the Company Registration and Monitoring Department (CRMD). The drafting of the Articles of Incorporation and the By-laws, as well as the other requirements, could also be done by your lawyer.
3. Deposit the minimum paid-up capital in the bank. Banks usually require a resolution by the incorporators authorizing the Treasurer to open a bank account and transact with the bank. Get the bank certificate of deposit, as this is one of the documents that you have to submit to the SEC.
4. Prepare the: (i) Treasurer's Affidavit/Authority to Verify Bank Account; (ii) Written Undertaking to Change Corporate Name by any Incorporator or Director, Trustee, Partner; and (iii) Registration Data sheet.
5. File the complete documents with the CRMD, upon payment of the requisite filing fees. Please note that for certain corporations, an endorsement from other government agencies is required, depending on the purposes of the corporation. For instance, a proposed bank, pawnshop or other financial intermediaries with quasi-banking functions must secure an endorsement from the Bangko Sentral ng Pilipinas (BSP). Certain businesses must also secure endorsements from other agencies, like the Department of Social Welfare and Development (DSWD), Department of Education (DEpED), Technical Education Skills and Development Authority (TESDA), Department of Energy (DOE), Department of Health (DOH), Insurance Commission, National Telecommunication Commission (NTC), Philippine Overseas Employment Administration (POEA), Philippine National Police (PNP), Maritime Industry Authority, or the Department of National Defense (DND). Please also note that there are differences in the registration requirements between Stock Corporations and Non-Stock Corporations. The requirements are also different when it comes to Partnerships, which are under the jurisdiction of the SEC. The registration guide for Non-Stock Corporations and Partnerships will be discussed in subsequent posts.


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Here is at least one way that the Laws of Thought are commonly stated:
Where I deliberately use various versions of the verb ``to be'' conjoined with ``negation'', the version of these laws given by modern logicians might use ``be true'' and ``be false'', although these are not precisely the same thing. Truth and Non-truth are much subtler concepts than Being and Non-Being, and the latter concept pair is subtle enough to cause us no little amount of difficulty.
Note well that I say ``modern logicians'' in the paragraph above. In some very deep sense mathematicians and philosophers and logicians2.13 have advanced formal logic itself more in the last hundred or so years than they did in the previous indefinite interval of time preceding the late 1800's or early 1900's. Yet historically, systematic analysis of our understanding of things began with these simple Laws of Thought as expressed by the Greeks. That's an excellent reason to postpone until a later chapter the discussion of formal logic per se and concern ourselves with the existential analysis of a Real Universe using the Laws of Thought themselves. After all, our ultimate concern is with knowledge of a Universe that actually exists, and the rules of logical inference are perfectly happy establishing abstract relationships between abstract symbols, often relationships and symbols that ``exist'' only in our imagination, that shadowy realm of looped experiential reality where we can hallucinate, dream, and think of six impossible things before breakfast!2.14We will therefore begin our examination of Thought with the concrete instead of the abstract.2.15
We will find that the concrete (as abstractly expressed by the Laws above) is a bit mushy and hasn't quite set yet, but that it contains a few hard nuggets that somehow must form a foundation for all knowledge.2.16 Let us begin like proper scientists, even though we really don't know what it means to be a proper scientist yet, by being very, very skeptical. I mean, like, cynical. Mistrusting. Doubtful. We will try to understand the Laws of Thought in some sense that doesn't require words or other symbols by chopping the words themselves apart and attempting to realize the concepts in a way that is more existential than analytical.
To put us into the proper frame of mind, let us begin by doubting all of these Laws. The fact that they are usually presented as self-evident truths should not deter us. First of all, they are not self-evident truths - we haven't even figured out what they mean as they are expressed in English (or for that matter in Greek, or Hindi, or Hopi).2.17 Second, a point that will be relentlessly hammered in this text is that historically, a tremendous number of advances in e.g. mathematics, physics, psychology, sociology, and really pretty much all of human intellectual endeavor have come about when people rejected ``obvious truths'' and explored the consequences of alternative ``truths''. Being a physicist and knowing way more than is good for me, I can even express why this is so in terms of optimization theory on a rough (non-convex) landscape.2.18 ``Truth'' is often analyzed in some convex region of this ``logical landscape'' in such a way as to effectively ``lock'' analytic conclusions in some reasonably self-consistent way to some optimum, where making small changes in some logical argument yields immediate change away from optimal truthiness2.19 , allowing proponents of the accepted optimum to assert its obvious and unquestionable correctness.
However, then along comes an iconoclast who makes a ``long jump'' in the underlying propositional space on the basis of some heretical intuition or another, and the next thing you know all of human understanding is reorganized around a new optimum - at least until the next brilliant iconoclast comes along. Hence the Copernican/Galilean revolution, hence the Newtonian (classical) revolution, hence the non-Euclidean and non-Aristotelian revolutions, hence the ongoing Gödelian revolution, hence the Relativity revolution, hence the Quantum revolution, hence.... you get the idea.
Interestingly, as a teacher and researcher, I have long observed that it is dangerous to know too much about any subject if one wishes to advance that subject, just as (paradoxically enough) it is dangerous to know too little. For example, physics (say, classical Newtonian non-relativistic physics) is generally presented to impressionable young students in an overwhelmingly logical way. A logical calculus of being is developed and carefully connected to everyday observations. Objects are assigned coordinates and causality is formalized in terms of differential equations of motion that are so overwhelmingly perfect and internally consistent that the observation of an incredibly strong correspondance between this system and everyday experience seduces the mind into saying ``Aha! This is it! Truth!''
If this isn't enough, we enlist the Brain's own biochemistry and hormonal system, designed to help us survive in a hostile world where fight or flight can become necessary at any moment by punishing and rewarding students to a greater or lesser extent in the various versions of Academe around the world according to how well they master this system via conditioned learning as if it really were Truth.
But of course it is not, only an approximation that appears to work because of the relative scale of a single constant, because of our silly insistence on viewing time as an independent variable indexing causal time evolution instead of a spatial coordinate of essentially static events, because of our insistence on the idea that ``objects'' exist at all at specific points in space and time with certain ``obvious'' requirements of continuity on the underlying functional description of that ``existence''. All of which, alas, turns out to not be the case.2.20 Small wonder, then, that we have to wait for students to come along who are a bit lazy, who are rebellious, who are too stubborn or stupid to be properly conditioned, who are unafraid to go all the way back to the beginning and start over making different basic assumptions in order to precipitate one of these conceptual revolutions.2.21 That which is imagined to be ``known'' is a trap to our imagination from which we can escape only by dint of immense effort and a certain amount of pain.
When it comes right down to it, Truth is pretty much Truthiness. Truthiness is a quality of knowledge assigned on the basis of intuition or instinct - ``from the gut'' - instead of on the basis of rigorous logical analysis and connection to things like facts. Very shortly we'll have you hanging out over the existential Pit of Despair, where we will make the true but unprovable assertion that logical analysis and what we consider to be ``facts'' are inventions of our intuition, possibly supported by our instincts, and hence logical analysis itself is illogical. With that understood2.22 we will now proceed to analyze the truthiness of the Laws of Thought.
What kind of beast, we might start by asking, are these Laws? No matter how self-evidently correct you might imagine them to be, ultimately they are semantic assertions in a language, and (like thought itself) exist only in the realm of our imaginations. To ``do'' anything with them we must imagine a set of definitions and a formal reasoning process in a symbolic language in which the Laws are assumed to be constraints on the symbolic objects about which we wish to reason. Ultimately, such an imaginary reasoning process will take a given set of imagined (and hence conditionally true) premises and reason ``correctly'' according to the rules to some given (necessarily conditional) conclusion, where we defer until later just what this process is and how it works.
Since we are making the whole thing up in our heads, we can therefore perfectly reasonably ask whether or not we can equally well think up other definitions and rules for a a symbolic reasoning process constituting Laws of Thought in which the imagined objects of the reasoning process are not required to strictly either ``be'' exclusively or ``not be'', with no middle ground possible. Maybe we can, maybe we can't, but there is no harm in trying.
Although we won't discuss the details until later, we already have what we need to develop the primary ideas of this book, neatly captured in the observation that the process is imaginary and truths are at best conditional. This means that there is a fundamental rational disconnect between abstract rational systems and the real world that can only be bridged by means of a system of axioms that permits us to relate our symbolic conclusions to our instantaneous experience.
Subject to this whole raft of assumptions, if you are reading this at all you are old enough and wise enough to know that the real reason we adopt the Laws of Thought is that they seem to work to describe our experiences trapped as memories of that which we call the ``real world''. It seems worthwhile then, to look at some of the details of that real world as revealed by our experience in the form of experiments, as well different sorts of experiments with alternative forms of reasoning systems. Our goal will be to see whether the Laws above are really assumptions or whether they are instead necessary truth - not assumptions at all, but rather things that cannot be conceived of as being any different.
Let us begin, then, by looking at a wee bit of physics.

subset: commoncrawl


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Female Diversity Award for San Jose Preparatory High School
San Jose Preparatory High School has earned the first College Board AP® Computer Science Female Diversity Award for achieving high female representation in AP Computer Science Principles. Schools honored with the AP Computer Science Female Diversity Award have expanded girls' access in AP Computer Science courses. Out of more than 18,000 secondary schools worldwide that offer AP courses, San Jose is one of only 685 to accomplish this.
"We're honored by this recognition and are proud of our female students studying computer science for their achievements," said Alan Hall. "We're committed to continuing to provide our female students with access to AP Computer Science courses to help prepare a more diverse workforce in critical STEM jobs."
Schools receiving the AP Computer Science Female Diversity Award have either 50% or higher female representation in one of the two AP computer science courses or a percentage of the female computer science examinees meeting or exceeding that of the school's female population. Only 490 schools earned the AP Computer Science Female Diversity Award for AP Computer Science Principles.
"By inviting many more young women to advanced computer science classrooms, San Jose Prep has taken a significant step toward preparing all students for the widest range of 21st- century opportunities," said Trevor Packer, College Board senior vice president of the AP Program. "We hope this inspires many other high schools to engage more female students in AP Computer Science and prepare them to drive innovation."
The AP Computer Science Principles course launch in 2016 was the largest in Program history. AP Computer Science Principles has promoted the growth of AP computer science in high schools. AP computer science course participation increased 135% since 2016, broadening STEM career opportunities for more students. The number of females, rural, and underrepresented minority students taking AP computer science exams has more than doubled in that period.
Providing female students with access to computer science courses contributes to gender parity in the industry's high-paying jobs and drives innovation, creativity, and competition. According to UNESCO's Institute of Statistics data, less than 30% of the world's researchers are women; in North America and Western Europe, it's just 32%. Research shows women are more likely to pursue computer science if they're given the opportunity to explore it in high school.
To learn more about opportunities at San Jose Academy, please click here to schedule a tour or reply to this email.


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|City Archives
New Orleans Public Library
Louisiana. Fifth District Court (Orleans Parish).
Acquisition: Deposited by Civil District Court, 1974
The Louisiana Constitution of 1845 allowed the legislature to establish "as many district courts as the public interest may require" (Title IV, Article 75). These district courts were to have original jurisdiction in all civil cases, when the amount in dispute exceeded $50, exclusive of interest. Act 43 of 1846 further detailed the organization of the district courts in the parish and city of New Orleans. The Act provided for five District Courts: the First, Second, Third, Fourth, and Fifth District Courts of New Orleans.
The Fifth District court primarily heard matters of a commercial nature. Furthermore, all cases pending (in 1846) before the defunct First Judicial District Court were to be transferred to the jurisdiction of the Fifth District Court.
Act 229 of 1853 further organized the Orleans Parish courts, giving exclusive jurisdiction over certain types of cases to the courts (criminal matters to First District Court, probate matters to Second District Court, for example) and added a new court, the Sixth District Court, to have jurisdiction over cases pending in the City of Lafayette, newly incorporated into Orleans Parish from Jefferson Parish. The remaining courts (Third, Fourth, and Fifth District Courts) were to have "concurrent jurisdiction of all civil cases whatever" that did not fall under the jurisdiction of the special courts.
Prior to this 1853 Act, the Fifth District Court (along with the other numbered district courts) also handled matters that were not purely commercial in nature, including successions. An index to the successions before the Fifth District Court (and other courts) can be found online here: archives.nolalibrary.org/inv/succes1.htm. Most of these records are available on microfilm.
The Consitution of 1868 retained and reinstituted the six numbered district courts in Orleans Parish and added a seventh court. It reiterated the exclusive jurisdiction of several of the courts (First District Court, exclusive criminal jurisdiction; Second District Court, exclusive probate jurisdiction; Third District Court, exclusive jurisdiction of appeals from justices of the peace). Fourth, Fifth, Sixth, and Seventh District Courts were given exclusive jurisdiction in all civil cases, except probate, when the sum in contest was above one hundred dollars, exclusive of interest. In most courts, the docket numbering begins again at this time, with a second series of records.
The consititution of 1879 consolidated all of the civil ourts into a single court, Civil District Court, still in existence today. All cases pending in Fifth District Court were transferred to the new court under new docket numbers.
The records are arranged in series as follows, all of which are records of the regular business of the court:
NOTE: Successions filed with the Fifth District Court (as well as in the First, Third, and Fourth District Courts), 1846-1853, are indexed separately HERE. The successions are filed with the suit records in this court.
Suit Records
Suit Records, 1846-1880
Manuscript records of the proceedings in the civil suits filed before the Fifth District Court. Individual suit records range in size from one or two sheets in the simpler matters to hundreds of documents in the more complicated litigations. Records may include some or all of the following items: petitions, answers, oaths, bonds, transcripts of testimony, and orders & judgments of the court [in some cases the orders and judgments appear as separate documents, more common though was the practice of recording such judicial actions on the reverse of the original petition(s)]. Various articles of evidence may also be filed in individual suit records, including such items as newspaper clippings, plans, copies of original documents filed elsewhere, letters, and accounts/extracts from accounts from various financial records.
The Fifth District Court suits are arranged in two series (the docket numbering starts over from #1 in the second series):
Series 1: 6/20/1846 - 7/11/1868 (docket #1-20329)
Access to these records is through the general docket books and the indexes thereto. (See below)
The "genealogically significant" suit records of the court (generally, those showing evidence of a family line) were microfilmed by the Genealogical Society of Utah. Microfilm is available in the Louisiana Division/City Archives; it can also be ordered from any Mormon Family History Center. Unmicrofilmed records are available for in-house use only in the Louisiana Division/City Archives.
Minute Books, 1846 [1849]-1880
Bound manuscript volumes in which the daily minutes of the court's proceedings were entered by the clerk. The minute books were microfilmed by the Genealogical Society of Utah.
v. 1 missing
Manuscript volumes divided into subseries as follows: general dockets (and indexes) and "special" dockets.
The general dockets are arranged in numerical order by docket number. Each page is divided into rectangular sections so that one docket entry appears in each section. At the head of each entry is the docket number, names of the plaintiff(s) and defendant(s) in the duit, date of initial filing, the name(s) of the attorney(s) representing the parties to the suit, and in some instances a brief note as to the type of suit. Beneath the heading is a dated list of the actions taken in the suit (e.g., petitions, answers, orders, documents filed, copies made, record withdrawn, judgments, etc.), along with the court costs incurred for each action.
NOTE: The extant general docket books and the plaintiffs' and defendants' indices for the Fifth District Court have been digitized and are available FamilySearch.org. (At this time, only the general dockets and the defendants' index, 1852 - 1867 are available online. We expect the complete volumes to be available at some time in the near future.) You must create an account with FamilySearch in order to view the images, but the account is free. LINK HERE to access the images. (Click on "Browse through xxx images" and then choose the "Fifth District Court" link.) The plaintiffs' and defendants' indices were also microfilmed by the Genealogical Society of Utah and are available for in-house use; the microfilm can also be ordered from any Mormon Family History Center.
The special dockets include the following:
City Tax Docket, 1877-1879 (VSE350t) 5 v. (v. 4 is missing)
These fragmentary special dockets have limited research value and were created for the convenience of the court. Any matters before the court should be recorded in the general docket.
General Docket, 1846-1880
Series 1:
Defendants' Index to the General Docket, 1846-1880
Series 1:
Plaintiffs' Index to the General Docket, 1846-1880
Series 1:
v. 1 6/20/1846 - 5/30/1849 (#1-2496)
Manuscript volumes recording deeds for real property sold by the Sheriff under order of the judge of Fifth District Court. Each entry is headed by the name of the purchaser of the property. The parties to the suit are given in the text. The remainder of each entry amounts to the Sheriff's proces verbal of the individual sale, including a legal description of the property, the name of the parties to the suit effecting the sale, the terms of the sale. A reference to the Conveyance Office Book and folio where the deed is formally recorded is also included.
The deed books were microfilmed by the Genealogical Society of Utah and are available for in-house use. The microfilm can also be ordered from any Mormon Family History Center.
Deed Books, 1846-1880
v. 1 10/6/1846 - 8/21/1848 (Indexed)
Like the special dockets above, these miscellaneous volumes were created for the convenience of the court and have little, if any, research value. There should be no information recorded in these volumes that can not be found in the suit record, the general docket, and/or the minute books.
Judgments Rendered in City Tax Suits, 1866-1879
v. 1 12/7/1866 - 3/9/1868
Judgments Rendered in State Tax Suits, 1879
v. 1 6/28/1879 - 12/18/1879
Default Book, State Tax Suits, n.d.
Back to Civil & Criminal Courts
iw 6/17/2013


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One man's random pile of wood, pulleys, cables, and motors is another man's giant mechanical rabbit capable of projecting a marble into a tiny blue box from a mile away. That second man needs to play Apparatus, the physics building game for Android phones and tablets.
In the grand tradition of The Incredible Machine's elaborate Rube Goldberg puzzles, Apparatus tasks the player with creating overly elaborate mechanical devices for the sole purpose of propelling one or more marbles into a goal box. Rather than supplying the player with whimsical tools like rockets and mice on treadmills, Apparatus sticks with simple materials: wood, metal, and rubber, connected with bolts and screws.
Early levels are simple affairs, familiarizing the player with the game's controls and mechanics by having them place a single bit of wood to channel the marble towards the finish line. Soon the player is fastening bits of wood together with nails. As the game progresses more and more pieces are introduced and it becomes less a matter of finding the solution and more about finding your solution.
Apparatus isn't just about solving puzzles, however. It's also about building. A sandbox mode gives players free reign to create their own elaborate levels, sharing them online with other players via an easy-to-use community interface.
Meta Quest Pro
Mixed reality
The Meta Quest Pro centers on working, creating, and collaborating in a virtual space.
Developer Bithack still has a lot of work to do on Apparatus. You'll encounter the odd bug, and some of the interface elements aren't quite finished yet. While normally I would suggest waiting for a game to be finished before purchasing, the introductory beta price of $2.04 (thanks silly Android market pricing!) is a ridiculous bargain for how much game Apparatus delivers.
Apparatus [Android Market]


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Could the teachings of Meister Eckhart on the total extinguishing of the will and its replacement by God's be a kind of "blowback" from the fact that the controversy over monothelitism was apparently never fully understood in the West? It's especially telling that monothelitism is apparently not among the heresies of which he was accused. Perhaps this, rather than the filioque, is the issue that really separates East and West.
People make fun of it as a minor heresy, but monothelitism packs a punch.


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YIM 2017 Coaches Guidelines
General Coaching Guidelines:
- To help ensure participant safety, coaches must commit to attending at least 7 sessions. We need to have consistency and a good complement of coaches on the track and trails with the participants.
- Coaches should wear their light blue coaches' shirt and nametag each week.
- There are 4 age groups. Each group will have a designated start of training area on the Herndon High School track and infield turf area. A member of each group will guide participants to the appropriate age group training area. Either Virginia and Mij will be at the YIM table located at the entrance to the track each week to help any latecomers to the their designated age group location.
- 4-5yr age group will meet on the infield (between the goal post closer to entrance to track and 20yd line)
- 6-7yr age group will meet basically in the middle of the infield (between 20yd line and far 30yd line)
- 8-9yr age group will meet at the far end of the infield (between 30yd line and high jump/pole vault area and far goal post)
- 10-13yr age group will meet in the high jump area (beyond the far end of the bleachers/the area opposite the high jump/pole vault area and far goal post).
- The track will be used primarily for the older age groups (8-9, 10-13) as needed for special workouts; but will be available for the younger age groups – just check with Jeff Wolfe (Coaches Director).
- The hill area (far end of infield/track) will also be available for all age groups; just schedule accordingly with other age group leaders.
- Dynamic stretching & warm-up laps will be done prior to participants separating into their age groups. Usually the 10-13yr age group will conduct their own stretching routine.
- Participants should arrive a few minutes before 6:30pm, write out their nametags, and then run a few laps around the track to warm up. If you see participants/parents milling around the track/infield, go ahead and direct them to either the nametag table or encourage them to warm up by walking/jogging around the track before group stretching.
- Group stretching will begin promptly at 6:30pm and last approximately 5 minutes. This will give latecomers a chance to catch up with everyone else, give coaches additional time to set up equipment and also allow any equipment set up on the infield to be left alone until start of age group training.
- We also encourage dynamic stretching following the workout. Each age group leader should determine how they will handle leading the group through stretching after the workout.
- Please NOTIFY YOUR AGE GROUP LEADER AS SOON AS POSSIBLE if you cannot attend a session so we can assign a floater for your group.
Interaction with Participants:
- Many of our young participants will be nervous about embarking on this exercise program. We are there to encourage them, help them challenge themselves, and keep them safe.
- Get to know the participants. When you arrive, interact with the children. Try to learn their names. Be encouraging and positive!
- Strongly encourage the parents to stay in the bleachers (for the 4-5yr age group, this may be understandably difficult as the younger aged participants might prefer their parents by their side). Our training area is limited; so we prefer parents to stay in the bleachers so as not to crowd the area.
- Discipline Issues: Establish good and positive behavior expectations on the very first day to set the tone. If a child's unruly behavior is unsafe for him/her (or with other participants), or disrupts training to a point where training has to halt because of that child's unruly behavior, coaches may issue a verbal warning to the child in a firm (not yelling) tone emphasizing that we expect positive energy during training. If the unruly behavior continues, consider asking the child to sit out training for a couple minutes on the sideline. If the issue still persists, bring the issue to your age group leader or to one of the directors who will deal with the child and his/her parent. If the parent is present during the child's behavior problem, coaches may bring the child's behavior issue directly to them if they prefer; however, please remember to keep your tone calm but firm while explaining the issue. Ultimately, if you are unsure how to handle a discipline issue, bring it up to your age group leader or to one of the directors.
- The younger aged participants tend to have a limited attention span. Don't spend a great deal of time in lengthy explanations/instructions on activities – get into the activity as soon as you can. LIMIT waiting time in between activities; but still allow brief water breaks.
- Encourage participants to challenge themselves (e.g., let's pick up the pace, or let's try to run the entire hill, or encourage them to use good running form, etc.)
- Encourage participants to cheer on their peers during training and especially during time trials!
- If a participant seems to be in minor distress or needs first aid, one coach may take him/her to the YIM table to either Virginia/Mij for first aid. We will inform the parent (if parent was not present or not aware of minor accident/injury). We have a first aid kit at the YIM table as well as ice and water. Either Virginia/Mij will fill out an Accident/Injury Report Form.
- If a participant has a serious accident/injury/emergency, call 911 (location to give is Herndon High School track located at 700 Bennett St in Herndon). Notify the parents, the age group leader and directors immediately. If unconscious, check for breathing and pulse. If not breathing, provide CPR (if you do not know CPR or do not have another adult who knows CPR in immediate vicinity, Virginia is our CPR certified director). If a back injury is possible, do not move the participant. Other coaches should supervise the rest of the participants and keep them calm and occupied and away from the serious accident area. Either Virginia/Mij will fill out an Accident/Injury Report Form.
- The older age groups (10-13yrs) will sometimes run on trails outside the high school area. Coaches should spread out among the participants so that no one gets lost. One coach must have a walkie-talkie in case of emergency. Either Virginia/Mij will have the other walkie-talkie at the YIM table.
- Teach participants about hydrating. Encourage them to drink plenty of water before and after the workout. Encourage them to eat meals at least an hour before to allow time to digest before training.
Inclement Weather Policy:
Track sessions will be held rain or shine. However, we will not meet if there is lightning or if the temperature is over 100 degrees at 6:30 p.m. We have seen every combination of weather event happen in the past; but, we never take for granted the session will be canceled. More often than not, we are able to hold at least a partial session. Parents of the participants make their own judgment call when the weather is questionable. However, we do make every attempt to meet. If lightning occurs in the middle of the session, we will cancel the program for that evening. A cancellation during a session will be signaled using our sport horn. This is why it is essential that parents DO NOT DROP OFF AND LEAVE their children; but rather help with our coaches or relax in the bleacher area. When a session is canceled due to lightning, EVERYONE must leave the area immediately. We will not update the website unless it is clear early on that conditions make it impossible to hold a session; however, we will send out an email notification as soon as possible to notify participants that a session has been canceled.
Most important: Have fun!


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Just as BPI's lean finely textured beef was unfairly characterized as "pink slime" and the H1N1 flu strain was dubbed "swine flu" by the media, the beef industry has one longer-lived slur. That is Bovine Spongiform Encephalopathy (BSE) as "mad cow disease."
The U.S. beef industry has had four cases of BSE -- the latest was discovered last spring in a California dairy cow, and it never entered the food supply. The fact is, however, that humans can't contract the human form of BSE (Creutzfeldt-Jakob disease) from eating meat such as steaks and roasts. BSE in cattle is found only in central nervous tissue and not in the actual meat of the animal. And USDA has a complex system of regulatory controls and interlocking safeguards to prevent the entry of contaminated meat into the food supply.
Still, many consumers are still concerned about how safe their beef is. Undoubtedly, their concerns probably stem from statements like this one that appeared in the July 2102 issue of Consumer Reports (CR) magazine:
"We are turning cows into cannibals, the practice that started the mad cow problem in the first place," says Michael Hansen, senior scientist at CR, on giving cows feed that contains poultry litter, cattle brains and blood. A cow in California tested positive for mad cow disease in April.
This quote appeared in CR's "Viewpoint" section, a page of the magazine that highlights efforts of the Consumers Union, the policy and action arm of CR to improve the marketplace.
Thanks to reader Errol Wells of Elba, NE, who brought this article to my attention. Wells is a firm believer in responding to negative articles in the media and being a proactive advocate for agriculture.
A Closer Look: Letter From Errol
Upon reading the article, Wells approached CR; however, the magazine has yet to respond to his concerns about the inflammatory statements made about the beef industry.
"Despite my repeated demands for retraction of this blatantly false article and apology to the America's cattlemen and women, they have not done so. Hopefully, some of you will take Consumers Reports to task for their false article. I hope that I am not the only one willing to do battle with them," Wells says.
Errol, you certainly aren't alone in your frustration; I, too, was upset to see this published in a consumer magazine, so I've drafted up my own letter to send to CR. Here's what I had to say:
Dear CR Editor:
I was disappointed to see your statements regarding beef safety and BSE in the July 2012 issue of your magazine. As a cattle rancher and beef lover, I can assure you that our nation's beef supply is safe from pasture to plate.
Calling cattle "cannibals" is completely false. Yes, BSE can be spread through certain cattle feed ingredients, but those have been banned since 1997. USDA check points, regulatory controls and interlocking safeguards ensure that even if a case of BSE is detected, there is zero chance of the meat from that animal ever entering the food supply.
From bseinfo.org, "In 2007, the World Organization for Animal Health (OIE) classified the U.S. as a controlled risk country in regard to BSE, meaning U.S. regulatory controls are effective and fresh beef and products from cattle of all ages is safe.
"For more than 20 years the USDA has been developing and implementing a robust system of safeguards to ensure a BSE-free food supply. Tissues that could potentially carry BSE in an animal – including the brain and spinal cord – must be removed from cattle prior to processing, and therefore are not allowed into the food supply. This step along with other safeguards ensures BSE has no affect on public health.
"The U.S. began an active BSE surveillance program in 1990 and, since its inception, more than 1 million cattle at greatest risk for BSE have been tested. USDA's ongoing BSE surveillance program tests approximately 40,000 high-risk cattle annually. This program is rigorous and exceeds international guidelines by 10 times."
I think your readers deserve to hear the facts about BSE and beef safety, so that they can enjoy a steak without guilt or fear.
Respectfully submitted,
Amanda Radke
Beef enthusiast, cattle rancher
Mitchell, SD
If you are as frustrated about this report as I and Wells are, write your own letter and fill out the provided form here to share your concerns with the magazine. Under "CR Producets/Services," selecte "Consumer Reports magazine" and click on "Letter to the Editor." Let CR know that we won't tolerate false reporting.


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Main Page Content
Department of English
211 Hartwell Hall
(585) 395-2503
Chairperson and Distinguished Teaching Professor: Earl G. Ingersoll; Distinguished University Professor: Philip L. Gerber; Distinguished Teaching Professor: John Maier; Distinguished Service Professor: Vincent L. Tollers; Professors: Robert J. Gemmett, David G. Hale, William H. Heyen, Evelyn Newlyn, Stanley S. Rubin; Associate Professors: Mark A. Anderson, John J. Perry; Assistant Professors: Miriam Burstein, R. Gregory Garvey, J. Roger Kurtz, Yuko Matsukawa, Greta Ai-Yu Niu, Anne Panning; Lecturers: Louis Hillman, Judith Kitchen, Rita Mignacca (leave).
For students who seek a general education for work in industry, for those who want to teach, for those who want to write, and for those who are planning professional studies in law, public relations, journalism, library science, advertising, publishingany field where effective use of the English language is essential and a broad humanistic perspective is neededmajoring in English is the first step in a career. As an alternative, students should consider the English minor, which encourages students to take courses appropriate to individual needs and interests. Students majoring or minoring in English must complete at least 50 per cent of their major or minor course work (18 credits for the major, nine credits for the minor) at SUNY Brockport.
Major Specialties in English
Students who major in English must select a 36-credit major from one of two options: literature or creative writing.
Option I: Literature
The English Major-Literature focuses on English, American, and World literatures and affords students extensive practice in critical analysis and writing. The Literature track provides strong preparation for elementary and secondary teachers, for professional careers in business and law, and for the further study of literature in graduate school.
General Guidelines:
Literature courses include the genres of poetry, fiction, film, drama, and the essay. Most majors take about 40-45 credits in English. In selecting their required courses, electives, or other courses beyond the 36 credit minimum, students are encouraged to construct personal concentrations in such areas as: American, British, or World Literature; Film Studies; Women Writers; Modern Literature, etc., or to explore the diversity of English studies. Individual courses fulfill only one requirement in the major, and only liberal arts courses (designated by an A) can be used to satisfy the 36-credit-hour minimum requirement.
|Minimum Course Requirements:
|ENL 303 Introduction to Literary Analysis (minimum grade of "C")
|British Literature
|One course in British Literature before 1800
|(Examples: ENL 202 British Literature I, ENL 411 Chaucer, ENL 416 British Renaissance, ENL 417 The Age of Dryden, Pope and Johnson, ENL 422 British Novel Before 1800)
|One course in British Literature after 1800
|(Examples: ENL 203 British Literature II, ENL 419 English Romantic Writers, ENL 420 The Victorians and Others, ENL 423 British Novel After 1800, ENL 424 Modern British Literature, ENL 425 Contemporary British Writers, ENL 426 Modern Irish Writers)
|American Literature
|One course in American Literature before 1900
|(Examples: ENL 204 American Literature I, ENL 429 Roots of American Literature, ENL 431 American Literature: The Transcendental Movement)
|One course in American Literature after 1900
|(Examples: ENL 205 American Literature II, ENL 435 Modern American Poetry, ENL 443 Contemporary American Poetry, ENL 465 American Film Comedy)
|World Literatures and Cultures
|Two World Literature courses
|(Examples: ENL 366 Arabic Culture and the West, ENL 353 The Bible and Modernism, ENL 367 African Novel, ENL 457 Women and Film, ENL 476 Post-Colonial Literature)
|One World Literature Course and one British or American Literature course which has a significant emphasis on cultural differences (Examples: ENL 235 Introduction to Afro-American Literature, ENL 237 Native-American Literature, ENL 357 Asian American Literature)
|Shakespeare (ENL 313 or ENL 314)
|Linguistics and Language (ENL 451, ENL 455, or ENL 481)
|Two elective courses in English at the 300-400 level
|ENL 472 Critical Approaches to Literature (prerequisites: ENL 303 and 9 credits of 300-400 level study in English)
Teacher Certification Students:
Students preparing for teaching in elementary and secondary schools are strongly advised to take ENL 305 Advanced Composition. In addition, courses in mythology, children's or adolescent literature, and world literatures and cultures also provide valuable professional preparation.
Preparation for Business, Law, and Public Service:
Literature courses which emphasize psychological, social, and verbal analysis provide a solid basis for the type of critical thinking needed in professional positions, while courses in writing, business communications, journalism/publication, etc. provide a solid basis in communication skills central to these areas.
Option 2: Creative Writing
The English Major-Creative Writing allows students to follow a program of study in English which will enable them to explore their talents and develop their skills in a series of writing courses and related literature courses.
General Guidelines:
Literature courses include the genres of poetry, fiction, film, drama, and the essay. Most majors take about 40-45 credits in English. In selecting their required courses, electives, or other courses beyond the 36 credit minimum, students are encouraged to construct personal concentrations in such areas as: American, British, or World Literature; Film Studies; Women Writers; Modern Literature, etc., as well as taking additional courses in writing or literature. Individual courses fulfill only one requirement in the major, and only liberal arts courses (designated by an A) can be used to satisfy the 36 credit hour minimum requirement.
|Course Number
|Course Name
|Minimum Course Requirements:
|Introduction to Literary Analysis (minimum grade of "C")
|Creative Writing (the prerequisite for ENL 301 and 302)
|Literature Requirements (one course must be in literature before 1900)
|One course in British Literature
|One course in American Literature
|One course in World Literature
|Workshop Requirements
|Fiction Writers Workshop
|Poetry Writers Workshop
|Writers Craft (may be repeated once)
|One Advanced Writers Workshop (ENL 301 or 302 are prerequisites for the related Advanced Workshops; these 400 level Workshops may be repeated once)
|Advanced Fiction Writers Workshop
|Advanced Poetry Writers Seminar
|The Creative Essay
|Two elective courses in English at the 300-400 level
|Critical Approaches to Literature
|(prerequisites: ENL 303 and 9 credits of 300-400 level study in English)
Teacher Certification Students:
Students preparing for teaching in elementary and secondary schools are strongly advised to take ENL 305 Advanced Composition and at least one course focusing on language (grammar, socio-linguistics, or linguistics courses). In addition, courses in mythology, children's or adolescent literature, and world literatures and cultures also provide valuable professional preparation.
Preparation for Business, Law, and Public Service:
Literature courses which emphasize psychological, social, and verbal analysis provide a solid basis for the type of critical thinking needed in professional positions, while courses in writing, business communications, journalism/publication, etc. provide a solid basis in communications skills central to these areas.
Minor in English
The Minor in English allows students majoring in other disciplines to construct a program of study in English that will be appropriate to their individual interests and prospective careers.
English Minor Requirements
The Minor requires 18 credit hours, including ENL 303 Introduction to Literary Analysis with a grade of "C" or better. Of the additional five elective courses (15 credits), at least two must be at the 300 level or above.
Students may wish to construct their individualized English Minor around concentrations in such areas as American Literature, British Literature, Film Studies, Women Writers, Cultural Studies in Literature, Writing, and Modern Literature. It is also acceptable to simply choose five electives of interest.
Student Life
The Writers Forum provides exposure to significant contemporary writers and critics. The English Club offers a variety of activities, including the publication of student writing. Sigma Tau Delta, an international honor society, recognizes significant academic accomplishment. Prizes are available for student scholarship, and the writing of poetry, fiction, and the essay.
Study Abroad
Study abroad programs sometimes are available. Information is available in the Department of English and the Office of International Education.
General Education Requirements
The following courses may be taken to meet the lower-division humanities requirement:
- ENL 165 International Fiction
- ENL 166 Literature and Culture
- ENL 237 Native-American Literature
The following course may be taken to meet the lower-division Fine Arts requirement:
- ENL 200 Art of the Film
The following courses may be taken to meet the Contemporary Issues requirement:
- ENL 353 The Bible and Modernism
- ENL 357 Post Modern Culture
- ENL 366 Arabic Culture and the West
- ENL 367 The African Novel
- ENL 439 Asian American Literature
- ENL 442 Topics in Women's Literature
- ENL 475 Postcolonial Literature
- ENL 477 Issues in Science Fiction
- ENL 495 Literature of the Holocaust
Notes: ENL 112 or equivalent is a prerequisite for any ENL course above 200. Subtitles and contents of topics, seminar, genre, mode, theme, and workshop courses vary by semester. Consult the department for information concerning offerings in any given semester. Each semester the department provides a booklet containing instructors' descriptions of courses they offer. The booklet may be obtained in the department office.
English Courses
ENL 101 English for Foreign Students (A). For speakers of other languages whose command of English is limited. Involves intensive experience in spoken and written English and prepares students for either ENL 102 or ENL 112, depending on the recommendation of the instructor. 3 Cr.
ENL 102 Fundamentals of College Composition (A). For students who need practice in expository writing skills. Provides intensive work in writing standard, edited English as preparation for entering ENL 112. 3 Cr. Every Semester.
ENL 112 College Composition (A). Emphasizes the development of written discourse with special attention to the writing process. Students generate, revise, and edit several short essays, as well as practice writing in ways that exercise their critical reading and thinking skills. 3 Cr. Every Semester.
ENL 165 International Fiction (A,H,D,C). Focuses on short stories and novels from various cultures as vehicles for an examination of human nature. Assumes that, despite differences in nationality, race and culture, human beings share similar concerns, values, and attitudes that transcend those differences. 3 Cr. Every Semester.
ENL 166 Literature and Culture (A,H,D,C). Examines selected works of literature to illustrate comparative religious, political, scientific, and artistic issues as well as the conflicts inherent in individual, societal, and cultural values. 3 Cr. Every Semester.
ENL 200 Art of the Film (A,F). Provides an introduction to film as an art form combining visual, dramatic, and aural arts. Covers basic film vocabulary, elements of film art (camera, sound, editing), trends in film esthetics, and analysis of style of important selected filmmakers; includes screening of short and feature films. Required for Film Studies minors. 3 Cr. Every Semester.
ENL 202 British Literature I (A,H). Explores works from British literature written between 800 and 1750, including those of such writers as Chaucer, Shakespeare and Milton. Examines various styles, forms, and genres. 3 Cr. Every Semester.
ENL 203 British Literature II (A,H,E). Explores British literature written between 1750 and 1950, including works by writers such as Wordsworth, Browning, Yeats and Woolf. 3 Cr. Every Semester.
ENL 204 American Literature I (A,H,D). Surveys texts written in or about America prior to the Civil War. May include exploration and captivity narratives, Puritan writing, writing of the American Revolution, and major romantic authors such as Ralph Waldo Emerson, Margaret Fuller, Nathaniel Hawthorne, Herman Melville, Frederick Douglass, and Harriet Beecher Stowe. 3 Cr. Every Semester.
ENL 205 American Literature II (A,H,W,D). Surveys texts written in or about America from the post Civil War era to the present. Introduces students to literary movements of the period such as realism, modernism, the Harlem Renaissance, the Beat generation, postmodernism, and the rise of ethnic American writing. May include writers such as Henry James, Gertrude Stein, Langston Hughes, Allen Ginsberg, Thomas Pynchon, and Maxine Hong Kingston. 3 Cr. Every Semester.
ENL 210 Creative Writing (A). Examines techniques for writing poetry and/or prose; and requires students to critique and revise their own work. 3 Cr. Every Semester.
ENL 235 Introduction to Afro-American Literature (A). Cross-listed as AAS 235. Provides an introductory survey of the literature of people of African ancestry in the Americas. Acquaints students with major literary figures and significant historical periods. Discusses issues regarding the relationship between the writers and socio-political and cultural movements and of questions concerning the socio cultural function that the black writer serves for his/her community. 3 Cr. Every Semester.
ENL 244 Women in Courtly Love (A,H,W). Studies the roles of women in literature of the courtly love tradition in European and British Middle Ages, and the influence of that literature on sex and gender roles at present. Reading, thinking, writing, and speaking are required. 3 Cr. Fall.
ENL 301 Fiction Writers Workshop (A). Prerequisite: ENL 210 or instructor's permission. Provides for the mastery of the materials and techniques of writing fiction. Requires students to objectively criticize their own work and the work of others. 3 Cr. Spring.
ENL 302 Poetry Writers Workshop (A). Prerequisite: ENL 210 or instructor's permission. Examines the substances and processes of writing poetry through contemporary study and objective work shop criticism of student writing. 3 Cr. Fall.
ENL 303 Introduction to Literary Analysis (A,U). For English majors and prospective majors. Provides skills needed to understand literature in English. Includes close reading of selected texts and study of literary genres, critical terms, the relationship between form and content, and the relationship between text and context. Provides practice in writing literary analyses. Emphasizes skills of generating, rewriting, and editing the documented critical essay and other nonfiction prose suitable to the needs and future careers of English majors. Majors must earn a "C" or better. 3 Cr. Every Semester.
ENL 305 Advanced Composition (A,U). A workshop course. Requires frequent writing assignments that are usually peer reviewed. Revision often expected. Encourages participants to write about their own interests and specializations. 3 Cr. Every Semester.
ENL 308 Business Writing (B). Required for business majors. Allows students to develop word processing skills to prepare communications for the business world, including letters, memos, reports, and job applications. Emphasis is on editing skills. Taught in the microlab: no previous computer experience necessary. Cannot be counted for the English major. 3 Cr.
ENL 313 Shakespeare to 1600 (A). Covers Shakespearean histories and early comedies. Explores the use of characters, plot, language, and dramatic convention. 3 Cr. Fall.
ENL 314 Shakespeare after 1600 (A). Covers Shakespearean tragedies and late comedies. Explores Renaissance conceptions of tragedy and comedy, as well as Shakespeare's characters, plots, language, and use of dramatic convention. 3 Cr. Spring.
ENL 331 Modern American Drama (A). Studies selected plays by 20th-century American authors, using a variety of critical approaches. 3 Cr.
ENL 339 Writings by Afro-American Women (A,U,W,D). Cross-listed as AAS 339 and WMS 339. Surveys literary representations in Afro-American fiction from the Harlem Renaissance to the present. Examines the degree to which sexism, cultural stereotypes and racism influence the portrayals and function of women in black American literature. Explores concerns with women's issues and the emergence of the feminist movement in America. 3 Cr.
ENL 350 World Literature I (A). Explores literatures of the world from Antiquity to the Early Modern World, with considerable attention to texts outside the Western tradition. 3 Cr.
ENL 351 World Literature II (A). Explores literatures of the world since 1700, with a focus on texts outside the British and American literary traditions. 3 Cr.
ENL 353 The Bible and Modernism (A,J,C). Provides an interdisciplinary investigation of controversies surrounding the Bible in the Modern World. 3 Cr.
ENL 354 The Bible as Literature (A). Provides an extensive examination of the design, moral, ethical and historical significance of the Bible, as well as its major literary forms, including short story, myth, proverbs, psalms, historical narrative and apocrypha. 3 Cr.
ENL 355 European Mythology (A). Studies Greek and Roman myths as background for Western culture, literature and fine arts. 3 Cr.
ENL 356 World Mythologies (A). Defines myths as prehistoric, preliterate narratives from an oral tradition and sees these narratives as fundamental in many ways, stemming from the earliest days of human thought, development and civilization. Considers myths from Africa, the Orient, American Indians, Europe, and South America. Examines what myths say about death, creation, fertility, and the hero. 3 Cr.
ENL 357 Postmodern Culture (A). Explores the interrelationship between various aspects of contemporary culture, especially the cultural influences of technology (chiefly computers) and the mass media (particularly television) on literature, film, and other arts. A fundamental premise of the course is that social conditions, changing beliefs about human society, international capitalism, and recent technological changes have led to changes in culture, life style, even thinking, that can best be described as Postmodern. 3 Cr.
ENL 366 Arabic Culture and the West (A,J,D,C). The Middle East is arguably the area of the world that is most volatile and least understood by people from Western cultural backgrounds who deal with that area. Provides an interdisciplinary exploration of perceptions of the cultural "other," concentrating on cultural products of the Arabic-speaking world. 3 Cr.
ENL 367 African Novel (A,J,D). Examines major authors and movements in the development of the novel in Africa. Primary emphasis is on the texts themselves, but with attention to their social and historical contexts. 3 Cr.
ENL 375 American Novel (A). Examines selected American novels according to thematic, stylistic, and chronological patterns. 3 Cr.
ENL 378 American Women Writers (A,J,W,D). Cross-listed as WMS 378. Examines the ways in which American women writers address the particular circumstances of women's lives during particular decades. Explores the diversity of women's writing by including the works of best-selling writers, of women of color, of working class women and of radical experimentalists. Provides students with a historical, social and cultural context in which to locate the various works. 3 Cr.
ENL 388 Brockport Career Exploration Course I (B). Prerequisite: Instructor's permission. For a description of the BCEC, see Chapter V, Career Preparation, Special Programs. Interested students should pick up information packets and application forms in the Office of Career Services and meet with the coordinator of Community Service before attempting to register. Registration requires a faculty member's signature. 3 Cr.
ENL 395 Introduction to Canadian Literature (A). Covers the development of Canadian literature in English from 1867 to the present. Emphasizes 20th-century writing throughout Canada, from the Maritimes to British Columbia, and places it within its cultural heritage, which often parallels that of the U.S. 3 Cr.
ENL 400 Writers Forum Summer Seminar: Fiction (A). Part of the Summer Writers Workshops, one-week intensive study. Devotes three-hour sessions to study of students' work, finished or in progress, and contemporary fiction criticism. Includes one-on-one meetings. May be repeated for credit. 2 Cr.
ENL 402 Poetry: Theory and Practice (A). Explores issues in contemporary poetic theory, study of selected poets, close readings of texts. Intended for creative writers and serious readers. 1-3 Cr.
ENL 403 Writer's Craft (A,U). Allows students to meet with the director of the Writers Forum and guest artists and critics to discuss contemporary literature and the creative process. Contact the department for names of guests set to appear in the semester and other details. May be repeated for credit. 1-3 Cr. Spring.
ENL 404 Writers Forum Summer Seminar: Journals and Autobiography (A). Part of the Summer Writers Workshops, one-week intensive study. For students and teachers at all levels, and others interested in techniques and uses of journal writing, methods of stimulating writing, and uses of autobiographical material. Requires in-class writing exercises and group sharing. May be repeated for credit. 2 Cr.
ENL 405 Creative Writing for Teachers (A). Explores how to stimulate writing and creative response to literature. Examines contemporary literature for models, and requires students to develop writing exercises, and produce and discuss individual work. Reviews and analyzes current material on the teaching of creative writing. 3 Cr.
ENL 407 Writers Forum Summer Seminar: Science Fiction (A). Part of the Summer Writers Workshops, one-week intensive study. Requires three-hour sessions to help those aiming at eventual publication in fantasy and science fiction. Mornings given to seminars and afternoons to writing and individual attention. May be repeated for credit. 2 Cr.
ENL 408 Writers Forum Summer Seminar: Poetry (A). Part of the Summer Writers Workshops, one-week intensive study. Requires three-hour morning sessions devoted partly to the study of contemporary poetry/poetics, but mainly to discussion of work finished or in progress. Includes one-on-one meetings. May be repeated for credit. 2 Cr.
ENL 409 Writers Forum Summer Seminar: Freelance Writing (A). Part of the Summer Writers Workshops, one-week intensive study. Covers the basics of freelance and feature article writing, finding and developing topics, methods of revision, survey of markets, preparation and submission of manuscript, and the author's rights and responsibilities. May be repeated for credit. 2 Cr.
ENL 411 Chaucer (A). Examines a variety of works by Chaucer. Emphasizes The Canterbury Tales. 3 Cr. Spring.
ENL 412 Medieval British Literature (A). Studies medieval British literature in its principal forms: lyric, drama, allegory, and romance; its antecedents in Old English literature; its influence on fifteenth century writers; and, as time permits, its connections to European and Middle Eastern literatures. 3 Cr.
ENL 416 British Renaissance (A). Provides a study of selected poetry, fiction, criticism, and philosophy by British writers, from Thomas More to John Milton. 3 Cr. Spring.
ENL 417 The Age of Dryden, Pope and Johnson (A). Requires students to read selected works from British literature written between 1660-1800, including samples from Dryden, Congreve, Pope, Swift, Defoe and Johnson. Examines some ways these writers resolve the tensions created by the competing demands of reason, tradition, and the imagination during this period. 3 Cr.
ENL 418 British Literature and Empire. (A,U,D).Studies the relation of British literature to Empire-building and Imperialism, with special focus on texts relating to the "high imperialism" of the late 19th century. 3 Cr.
ENL 419 English Romantic Writers (A). Covers major authors of the Romantic period (from Blake through K eats); examines significant figures in Romantic literature (such as Byronic heroes and Wordsworth's wanderers); and assesses Romanticism as a cultural phenomenon. 3 Cr. Fall.
ENL 420 The Victorians and Others (A). Examines contributions of the era, such as the writings of Tennyson, Browning, Dickens and others from 1832 to World War I, to the development of British literary thought and artistry. 3 Cr. Spring.
ENL 421 Seminar in British Writers (A). Provides a study of significant authors treated singly or in coherent combinations. Content varies, with appropriate subtitles provided for the individual course. May be repeated for credit with significant change in focus. 3 Cr.
ENL 422 The British Novel Before 1800 (A). Provides an historical survey of the British novel from the early eighteenth century to the beginning of the nineteenth century, with readings from significant novelists such as Defoe and Austen. 3 Cr. Every other year.
ENL 423 The British Novel After 1800 (A). Provides an historical survey of the British novel from the early nineteenth century to the end of WWI, with readings from significant novelists such as Dickens, Hardy, and Forster. 3 Cr. Every other year.
ENL 424 Modern British Literature (A). Provides a study of major British dramatists, poets, and novelists of the 20th century. Usually includes Shaw, Woolf, Lawrence, and Auden. 3 Cr.
ENL 425 Contemporary British Writers (A). Provides a study of major British writers in the later twentieth century. Usually includes Amis, Osborne, Pinter, Golding, Lessing, and Ishiguro. 3 Cr.
ENL 426 Irish Writers (A). Covers major contributions of Anglo-Irish authors to literature in English, including selected works of Beckett, Joyce, Synge, and Yeats. 3 Cr.
ENL 427 Women in the English Novel (A,U,W). Cross-listed as WMS 427. Provides in-depth examination of some of the great English novels, with some touching upon novels from other countries, to consider their thematic forms and functions, their literary significance, and especially what they reveal about the roles of women and attitudes to patriarchy. 3 Cr.
ENL 429 Roots of American Literature (A). Intensive study of texts dealing with America between European contact and 1800. May include European fantasy writing, exploration and captivity narratives, Puritanism, texts of the American Revolution, and the origins of the American novel. Representative authors may be John Smith, Anne Bradstreet, Mary Rowlandson, Samson Occum, John Winthrop, Benjamin Franklin, Mercy Otis Warren, and Charles Brockden Brown. 3 Cr.
ENL 430 American Literature: The Romantic Era (A). Intensive study of the blossoming of American literature in the decades prior to the Civil War. Class will study the growth of individualism and its impact on various groups of people by studying Transcendentalism, slave narratives, and women's novels. Course will feature major authors such as James Fenimore Cooper, Emily Dickinson, Herman Melville, and Harriet Beecher Stowe. 3 Cr. Fall.
ENL 431 American Literature: The Transcendental Movement (A). Intensive study of the influential Transcendentalist cultural and intellectual movement and its theories of aesthetics, spirituality, politics, and culture. May include readings from Emerson, Thoreau, Margaret Fuller, Theodore Parker, Jones Very, as well as important peripheral figures who were influenced by the movement such as John Humphrey Noyes, William Lloyd Garrison, Emily Dickinson, and Walt Whitman. 3 Cr. Spring.
ENL 432 American Realism (A).Examines American realism which, with its emphasis on the representation of everyday events and lives, chronicles the social fabric of late-nineteenth- and early- twentieth-century America by tackling issues such as industrialization, race relations, women's rights, immigration, and class struggle. Writers may include Henry James, Charles Chesnutt, Frances Harper, Sui Sin Far, Theodore Dreiser, W.E.B. DuBois, Charlotte Perkins Gilman. 3 Cr.
ENL 434 American Literature of the Cold War Era (A). Examines the major literary movements in post-World War II America, paying special attention to the relationship between political, economic, and cultural changes both inside and outside the United States, and American writing. Writers may include John Hersey, John Okada, Betty Friedan, Susan Sontag, Norman Mailer, and Allen Ginsberg. 3 Cr.
ENL 435 Modern American Poetry (A).An investigation into the formative period 1910-1945 of twentieth-century American verse, emphasizing significant figures from Robinson, Amy Lowell, and Frost to Cummings, Stein, and Eliot. 3 Cr.
ENL 436 Postmodern American Poetry (A).An investigation into American verse written after the mid-twentieth century, emphasizing figures such as Berrymen and Robert Lowell as well as their contemporaries Sylvia Plath and Anne Sexton and significant poets from more recent times. 3 Cr.
ENL 438 American Poetry (A).A survey of important American verse from its beginnings to the 20th century, emphasizing representative poets such as Anne Bradstreet and Walt Whitman. 3 Cr.
ENL 439 Asian American Literature (A,J,W,D).Explores Asian American literature and culture both historically and thematically with an emphasis on the development of Asian American literary voices and identities from the mid-nineteenth century to the present. Texts include major works of fiction, poetry, drama, prose, film, and critical and theoretical essays to facilitate discussion. 3 Cr.
ENL 441 American Literature: 19th-Century Women's Novel (A,U,W). Intensive study of the novel as a form of women's self-representation and cultural criticism. May include novel about family life, anti slavery and temperance novels, slave narratives, historical novels, and representations of urban and industrial experience. 3 Cr.
ENL 442 Topics in Women's Literature (A,W).Cross-listed as WMS 442. Provides advanced study of women in literature and women's literature, focusing, for example, on some aspect of female lives, such as adolescence; on one or more female authors writing in a shared tradition, genre, or period; or on women writing on a common topic or from perspectives held in common. 3 Cr.
ENL 443 Contemporary American Poetry (A). Examines the unique character of poetry after World War II: aesthetic theory, significant themes, prominent contributors. Improves students' critical analytical skills via written assignments of varying character. 3 Cr.
ENL 445 American Modernism (A). Focuses upon writers of the first half of the twentieth century who defined American modernism by consciously breaking away from artistic conventions of the nineteenth century through experimentation in language, form, style and a heightened awareness of writing itself. Writers may include Ezra Pound, Gertrude Stein, Ernest Hemingway, Zora Neale Hurston, Langston Hughes, and William Faulkner. 3 Cr.
ENL 446 Seminar in American Writers (A). Provides a study of significant American authors treated singly or in coherent combinations. Content varies, with appropriate subtitles provided. May be repeated for credit with significant change in focus. 3 Cr.
ENL 451 Linguistics (A). Prerequisite: Junior or senior status. Provides a study of phonology, morphology, syntax, semantics, and sociolinguistics. 3 Cr.
ENL 455 Sociolinguistics (A). Provides a study of language in social context. Analyzes problems in social dialects and communications, jargons, slang, bilingualism and language of social conflict. 3 Cr. Fall.
ENL 457 Women and Film (A,J,W). Focuses on films by women. Considers the following questions: have women filmmakers depicted the world differently from "dominant" cinema? what possibilities exist for forms of "feminine" film discourse that are truly different from dominant film discourse? what has been the history of women filmmakers? how many of these women have indeed tried to speak a different "language"?
ENL 458 Great American Film Actors: Selected Topics (A). Provides a close study of great actors of American film who have lent their unique talents to film tradition. Analyzes the artistic, social, personal, and cultural aspects of these actors and their careers. Focus and actors selected may vary, but may not be repeated for credit. 3 Cr.
ENL 460 Great American Film Directors (A). Using various critical perspectives, provides an in depth study of major films of selected American film directorsHitchcock, Capra, Welles. Specific focus shown by subtitle. May be repeated for credit with significant change in focus. 3 Cr.
ENL 462 Significant Themes in Film (A). Explores significant themes and/or eras in film, for example: films of the 1950s, romantic couples, musicals, detective and Western films, and film noir. Specific topics shown by subtitle. May be repeated for credit with significant change in topic. 3 Cr.
ENL 463 Great International Film Directors (A). Using a variety of critical perspectives, provides for an in-depth study of major films of selected international film directors. Normally focuses on two or three directors such as Fellini, Ingmar Bergman, Truffaut, Renoir, Eisenstein, Sagawa, and others. Specific focus shown by subtitle; may be repeated for credit with significant change in focus. 3 Cr.
ENL 464 The Film Star (A). Focuses on the contribution of the actor to the film, differences between acting for silent and for sound films, and differences in acting on stage and in film. Screens films and provides for discussion. 3 Cr.
ENL 465 American Film Comedy (A). Surveys the development of American comic style in film from the silent era to today. Requires screenings of films from Mack Sennett's "Keystone" slapstick to Woody Allen's cerebral comedy. Explores the function(s) of comedy, the theory of laughter, comic visions of America, and personal style vs. genre in comedy. 3 Cr.
ENL 466 Fantasy and Romance (A). Provides a study of an important literary mode through reading, analysis, and creation of selected works of fantasy and romance. May include readings such as Arthurian tales, Utopia, The Lord of the Rings, etc. 3 Cr.
ENL 467 Tragedy as a Genre (A). Investigates tragedy as both a literary genre and a way of interpreting the world. Considers both personal and cosmic aspects of tragedy in literary works from differing eras and cultures. 3 Cr.
ENL 470 Women's Popular Culture (A,J,W,D). Cross listed as WMS 470. Explores women's popular culture to engender a cultural analysis. Considers such questions as how women's popular culture responds to women's psychosocial needs and how it functions within the dominant culture. Examines samples of the fiction and films that represent twentieth century American women's popular culture. 3 Cr.
ENL 472 Critical Approaches to Literature (A). Prerequisite: ENL 303 or equivalent and nine credits in literature and/or film courses. Requires students to analyze literary texts form and content, write papers of analysis from at least three literary perspectives, classify and describe perspectives of various critics, and define critical terms. 3 Cr. Every Semester.
ENL 475 Post-Colonial Literature (A,J,D). Surveys some of the most lively literature from areas of the world that were formerly European colonies: the Caribbean, Africa, and South Asia in particular. Introduces what is sometimes called the "postcolonial condition," exploring what it is and how writers have responded to it. 3 Cr.
ENL 476 Magical Realism (A,U,D). Introduces the important twentieth century literary movement known as magical realism. Examines its roots in Latin America as well as its adoption in other locations, with particular attention to the historical con text in each case. 3 Cr.
ENL 477 Issues in Science Fiction (A). Covers significant developments in the history of speculative and science fiction. Explores major themes such as sex, science and prejudice. Includes representative authors such as Wells, Asimov, Heinlein and Le Guin. 3 Cr.
ENL 481 English Grammar (A). Provides a study of a variety of options writers have in applying transformational rules when they generate sentences. Also provides appropriate terminology for grammatical form and function. Introduces con temporary grammatical theories and analyzes passages of prose and poetry to illustrate the relationship between rhetoric and syntactic choice. 3 Cr. Every Semester.
ENL 482 Children's Literature (A). Explores the conventions of children's literature; development of genres of children's literature; and biographical, bibliographical and critical resources in the field. 3 Cr. Every Semester.
ENL 484 Young Adult Literature (A). Examines the needs of the young adult reader. Surveys genre literature as well as literature in content areas. 3 Cr.
ENL 491 Advanced Fiction Writers Workshop (A). Prerequisite: ENL 301. Focuses on the writing of fiction and the applied criticism of fiction. Requires students to bring manuscript to a polished state of form, style and content. May be repeated for credit. 3 Cr. Fall.
ENL 492 Advanced Poetry Writers Seminar (A). Prerequisite: ENL 302. Focuses on original poetry writing and applied criticism. Requires intensive critical discussion, revision, and some consideration of work by selected contemporaries. May be repeated for credit. 3 Cr. Spring.
ENL 493 The Creative Essay (A). Prerequisite: Instructor's permission. Primarily a writing course in which students "workshop" essays. Explores the historical evolution of the essay and its new forms. Requires students to read a variety of essays and create their own. May be repeated for credit. 3 Cr. Every Semester.
ENL 495 Literature of the Holocaust (A,J,W). Provides for readings and discussions concerning Hitler's attempted destruction of the European Jews, both fiction and non-fiction, including the work of survivors and victims. Incorporates esthetic, moral, and political perspectives, with special emphasis on the relevance for our time. 3 Cr.
ENL 496 Sex and Censorship (A). Cross-listed as WMS 496. Considers the expression of sexual themesand censorship of themin contemporary literature, film and media. Includes topics such as the erotic in art, definitions of pornography and obscenity, evolution of censorship standards and practices, the Hollywood Code, the U.S. Commission on Obscenity and Pornography (1970) and its critics, and recent feminist perspectives. 3 Cr.
ENL 499 Independent Study in English (A). To be defined in consultation with the instructor-sponsor in accordance with the procedures of the Office of Academic Advisement prior to registration. 3 Cr.


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World Cup venue in southern Brazil in danger of not being ready; FIFA's Valcke gives ultimatum
SAO PAULO – FIFA Secretary General Jerome Valcke is giving Brazilian organizers only a few more weeks to show that the stadium in Curitiba will be ready in time for the World Cup.
Valcke showed real concern about the pace of construction at the Arena da Baixada after visiting the southern city on Tuesday, saying that work there is more than late. He said he believes the stadium will make it, but declined to guarantee it will be part of the tournament that begins in June.
Valcke said local organizers have until Feb. 18 to demonstrate that the work can be completed in time.
"What we are expecting is that these technicians will work from now up to the 18th of February and by the 18th of February they will say, 'OK, guys, it's fine,'" Valcke said.
Most of the delay at the venue, which was about 90 percent completed, was blamed on difficulties getting the needed funding for the construction. The stadium is being built mainly by local club Atletico Paranaense.
"For the time being, I trust that the decisions that have been made today will give us Curitiba as one of the host cities," Valcke told a news conference. "It will be a difficult birth, but at the end we will have a baby."
Brazil's deputy sports minister Luis Fernandes said that after Tuesday's visit it was clear something had to be done to guarantee Curitiba as a host city.
"With the current pace of construction, the stadium would not be ready in time," Fernandes said, adding that more workers are expected to be added to the construction site to try to get the venue ready.
The trip to Curitiba was not originally scheduled for this week's inspection tour by FIFA, but football's governing body added a stop there after receiving the latest construction report from local organizers. Valcke was initially expected to go to the jungle city of Manaus.
The Arena da Baixada was the most delayed among the six that still have to be delivered for the World Cup.
FIFA's inspection tour began on Monday in Sao Paulo, with Valcke visiting the Itaquerao stadium, where a crane collapse late last year killed two workers and caused significant delays in construction.
The Itaquerao, which will host the World Cup opener between Brazil and Croatia on June 12, is expected to be ready in mid-April.
On Wednesday, the Arena das Dunas in the northeastern city of Natal will be the latest stadium to be delivered. Valcke will be there for the inauguration ceremony along with Brazilian President Dilma Rousseff.
Brazil promised to deliver all 12 by the end of 2013 but only the six that were used during last year's Confederations Cup were ready. Four of those had missed their initial completion deadline of the end of 2012.
The Arena da Baixada is due to host four World Cup matches, all in the group stage. The first is Iran vs. Nigeria on June. 16.
Renato Spyrro of AP's partner agency SNTV contributed to this report from Curitiba.
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TORONTO – A majority of Canadian respondents to a recent poll say they plan on putting money away for retirement this year, but the likelihood of that actually happening is considered slim.
The study, released Monday by CIBC (TSX:CM), found that 60 per cent of those polled say they want to contribute to their RRSP, tax-free savings account or both, in 2013.
Twenty-eight per cent say they plan on setting aside money in both accounts; 19 per cent say they will just contribute to an RRSP and 13 per cent say they will only use a TFSA.
"While it's positive that so many eligible Canadians plan to contribute towards their retirement this year, we know from previous years that only 26 per cent of eligible tax filers actually make a contribution to their RRSP," said Jamie Golombek, a managing director of tax and estate planning at CIBC.
He said that the ability to save sometimes comes down to budgeting.
"If you don't have the money to make a contribution to your retirement savings, the solution may come from having a hard look at your budget. Saving for retirement is really about delaying some consumption from the present to the future," said Golombek in a statement.
The poll also found that 31 per cent of those surveyed say they aren't planning on putting away retirements savings at all this year, a jump from 28 per cent in 2012.
The top reason last year among those polled who didn't make any contributions was that they didn't think they could afford it.
Golombek suggests setting up automatic withdrawals on your bank accounts to make it easier to save for retirement.
"Making smaller, regular contributions throughout the year is much easier than making one large lump-sum contribution to your RRSP," he said. "If you set up your regular savings plan so that a portion of each pay cheque automatically goes to an RRSP account or your TFSA then you can't spend it."
Those polled in Manitoba, Saskatchewan, and Alberta (65 per cent) were the most likely to say they intended to put away savings in their RRSP or TFSA this year, while only 53 per cent of those polled in Quebec said they would.
Those aged between 25 to 34 years old were also the most likely (71 per cent) to say they planned on making retirement contributions, while those aged 65 and over were the least likely (45 per cent).
The telephone poll, conducted by Harris/Decima, surveyed 1,740 Canadians between the ages of 18 to 72 between Dec. 13, 2012 and Jan. 7, 2013. It is considered accurate with 2.35 percentage points, 19 times out of 20.