Category Archives: UNCG

News at UNCG; faculty and alumni profiles

Claude R. Tate, Jr.

Claude Tate, an indispensable teacher in the BLS Program since its inaugural semester, passed away suddenly this past Thursday, April 25. He was in Hendersonville, where he and his wife of 35 years, Suzanne, have a mountain getaway.

Claude came to the BLS Program by way of his enrollment in the Master of Arts in Liberal Studies (his second master’s degree), during which he studied under Dr. Stephen Ruzicka, who has been involved in the BLS Program since its conception. Claude’s love of learning and teaching, his humanitarian spirit, and his interests in widely varied topics of learning made him a perfect fit for the BLS Program from the beginning.

Originally a native of Ossipee, NC, Claude began his college career at Rockingham Community College just out of high school. He finished his Bachelor of Arts in history at Appalachian State, before coming to UNCG for his first Master of Arts, also in history, and education coursework toward his Advanced Competencies certification. He taught history at Southwestern Randolph High School for twenty-eight years before retiring in 2008. Meanwhile, he had completed his second Master of Arts, in liberal studies, and begun teaching online for the BLS Program. A lifelong learner and teacher, Claude enjoyed the opportunity to teach students at a higher level and in more esoteric subjects. After his retirement from SRHS, he also enjoyed the fact that teaching online allowed him the mobility to teach from his home in Asheboro, his mountain getaway in Hendersonville, or wherever else his family or interests took him.

Claude had a knack for engaging students in difficult subjects and for bringing struggling students to the joy of learning. He was a consummate teacher, even in retirement from a career as a teacher.

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Dr. Ruzicka, who taught Claude in the MALS Program and introduced him to the nascent BLS Program in 2004, remembers that Claude “was always simultaneously a learner and teacher,” and that he “pursued advanced degrees both for his own sake and for what he could add to his teaching.” He observes that Claude would take on developing and teaching new courses in order to broaden his own understanding of the world. As Dr. Ruzicka puts it, Claude was “a wonderful big thinker and relentless interpreter, who always sought and found links and interconnections among seemingly disparate ideas and events. His own intellectual vitality made long dead people, unseen places, and forgotten events come alive as part of a timeless web of meaning.  He gave himself over selflessly to students for nearly 40 years.”

Claude’s wide variety of interests is reflected in the posts he wrote after being conscripted as a contributor to the BLS Program blog. He immediately jumped on the rapidly rising cost of higher education, and wrote a few other posts on such political topics as (in no particular order) the resurgence of the American Right, the problem of explosive population growth, and the insidious power of congressional redistricting. But not all his posts were about political issues. He also wrote about excellent movies, gloriously bad movies, a rare little lightnin’ bug, and perhaps most telling of the wild diversity of his interests, a post in which he outs himself as an “old space nerd” and gives us the news from the final frontier. This is neither a complete nor a chronological list, but there are some links if you want to go back and read some of his posts.

Claude is survived by his wife of 35 years, Suzanne, by his adult son Matt and daughter-in-law Ashley, and by their children Mason and Adeline. He also has a surviving half-brother, a sister-in-law, a niece and nephews, great-nieces and a great-nephew.

There will be a Celebration of Life gathering this evening from 6:00 to 8:00 p.m. at The Exchange in Asheboro. In lieu of flowers, the family has requested memorials be made to Friends of DuPont State Forest, PO Box 2107, Brevard, NC 28712, or to a charity of the donor’s choice.

What Should We Learn in College? (Part II)

by Wade Maki

In my last post I discussed comments made by our Governor on what sorts of things we should, and shouldn’t, be learning in college. This is a conversation going on across higher education. Of course we should learn everything in college, but this goal is not practical as our time and funds are limited. We are left then to prioritize what things to require of our students, what things will be electives, and what things not to offer at all.

One area we do this prioritization in is “general education” (GE), which is the largest issue in determining what we learn in college. Some institutions have a very broad model for GE that covers classic literature, history, philosophy, and the “things an educated person should know.” Exactly what appears on this list will vary by institution with some being more focused on the arts, some on the humanities, and others on social sciences. The point being that the institution decides a very small core for GE.

The drawback to a conscribed model for GE is that it doesn’t allow for as much student choice. The desire for more choice led to another very common GE system often referred to as “the cafeteria model” whereby many courses are offered as satisfying GE requirements and each student picks preferences for a category. This system is good for student choice of what to learn, but it isn’t good if you want a connected “core” of courses.

In recent years there has been a move to have a “common core” in which all universities within a state would have the same GE requirements. This makes transfers easier since all schools have the same core. However, it also tends to limit the amount of choice by reducing the options to only those courses offered at every school. In addition, it eliminates the local character of an institution’s GE (by making them all the same), which also reduces improvements from having competing systems (when everyone does it their own way, good ideas tend to be replicated). If we don’t try different GE systems on campuses then innovation slows.

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No matter which direction we move GE, we still have to address the central question of “what should we learn?” For example, should students learn a foreign language? Of course they should in an ideal world, but consider that foreign language requirements are two years.  We must compare the opportunity costs of that four course requirement (what else could we have learned from four other courses in say economics, psychology, science, or communications?). This is just one example of how complicated GE decisions can be. Every course we require is a limitation on choice and makes it less likely that other (non-required) subjects will be learned.

As many states look at a “common core” model there is an additional consideration which is often overlooked.  Suppose we move to a common core of general education in which most students learn the same sorts of things.  Now imagine your business or work environment where most of your coworkers learned the same types of things but other areas of knowledge were not learned by any of them. Is this preferable to an organization where its already employed educated members learned very little in common but have more diverse educational backgrounds? I suspect an organization with more diverse education employees will be more adaptable than one where there are a few things everyone knows and a lot of things no one knows.

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This is my worry about the way we are looking to answer the question of what we should learn in college. In the search for an efficient, easy to transfer, common core we may end up:

  1. Having graduates with more similar educations and the same gaps in their educations.
  2. Losing the unique educational cultures of our institutions.
  3. Missing out on the long term advantage of experimentation across our institutions by imposing one model for everyone.

Not having a common core doesn’t solve the all of the problems, but promoting experiments through diverse and unique educational requirements is worth keeping. There is another problem with GE that I can’t resolve, which is how most of us in college answer the question this way: “Everyone should learn what I did or what I’m teaching.” But that is a problem to be addressed in another posting. So, what should we learn in college?

Environmentalism and the Future

by Matt McKinnon

Let me begin by stating that I consider myself an environmentalist.  I recycle almost religiously.  I compost obsessively.  I keep the thermostat low in winter and high in summer.  I try to limit how much I drive, but as the chauffeur for my three school-age sons, this is quite difficult.  I support environmental causes and organizations when I can, having been a member of the Sierra Club and the Audubon Society.

1I find the arguments of the Climate Change deniers uninformed at best and disingenuous at worst.  Likewise, the idea of certain religious conservatives that it is hubris to believe that humans can have such a large effect on God’s creation strikes me as theologically silly and even dishonest.  And while I understand and even sympathize with the concerns of those folks whose businesses and livelihoods are tied to our current fossil-fuel addiction, I find their arguments that economic interests should override environmental concerns to be lacking in both ethics and basic forethought.

That being said, I have lately begun to ponder not just the ultimate intentions and goals of the environmental movement, but the very future of our planet.

Earth and atmospheric scientists tell us that the earth’s temperature is increasing, most probably as a result of human activity.  And that even if we severely limited that activity (which we are almost certainly not going to do anytime soon), the consequences are going to be dire: rising temperatures will lead to more severe storms, melting polar ice caps, melting permafrost (which in turn will lead to the release of even more carbon dioxide, increasing the warming), rising ocean levels, lowering of the oceans’ ph levels (resulting in the extinction of the coral reefs), devastating floods in some places along with crippling droughts in others.

2And according to a 2007 report by the Intergovernmental Panel on Climate Change, by 2100 (less than 100 years) 25% of all species of plants and land animals may be extinct.

Basically, our not-too-distant future may be an earth that cannot support human life.

Now, in my more misanthropic moments, I have allowed myself to indulge in the idea that this is exactly what the earth needs.  That this in fact should be the goal of any true environmental concern: the extinction of humanity.  For only then does the earth as a planet capable of supporting other life stand a chance.  (After all, the “environment” will survive without life, though it won’t be an especially nice place to visit, much less inhabit, especially for a human.)

3And a good case can be made that humans have been destroying the environment in asymmetrical and irrevocable ways since at least the Neolithic Age when we moved from hunter and gatherer culture to the domestication of plants and animals along with sustained agriculture.  Humans have been damaging the environment ever since.  (Unlike the beaver, as only one example of a “keystone species,” whose effect on the environment in dam building has an overwhelming positive and beneficial impact on countless other species as well as the environment itself.)

4So unless we’re seriously considering a conservation movement that takes us back to the Paleolithic Era instead of simply reducing our current use and misuse of the earth, then we’re really just putting off the inevitable.

But all that being said, whatever the state of our not-too-distant future, the inevitability of the “distant future” is undeniable—for humans, as well as beavers and all plants and animals, and ultimately the earth itself.  For the earth, like all of its living inhabitants, has a finite future.

Around 7.5 billion years or so is a reasonable estimate.  And then it will most probably be absorbed in the sun, which will have swollen into a red giant.

5(Unless, as some scientists predict, the Milky Way collides with the Andromeda galaxy, resulting in cataclysmic effects that cannot be predicted.)

At best, however, this future only includes the possibility of earth supporting life for another billion years or so.  For by then, the increase in the sun’s brightening will have evaporated all of the oceans.

6Of course, long before that, the level of carbon dioxide in the atmosphere (ironically enough) will have diminished well below the quantity needed to support plant life, destroying the food chain and causing the extinction of all animal species as well.

And while that’s not good news, the worse news is that humans will have been removed from the equation long before the last holdouts of carbon-based life-forms eventually capitulate.

(Ok, so some microbes may be able to withstand the dry inhospitable conditions of desert earth, but seriously, who cares about the survival of microbes?)

Now if we’re optimistic about all of this (irony intended), the best-case scenario is for an earth that is able to support life as we know it for at most another half billion more years.  (Though this may be a stretch.)  And while that seems like a really long time, we should consider that the earth has already been inhabited for just over 3 and a half billion years.

So having only a half billion years left is sort of like trying to enjoy the last afternoon of a four-day vacation.

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Enjoy the rest of your day.

Do You Hear the People Sing?

By Marc Williams

On Christmas day, Hollywood’s newest movie musical will open at theatres nationwide. Les Misérables is based on Claude-Michel Schonberg, Alain Boublil, and Herbert Kretzmer’s hit stage musical, which of course was based on Victor Hugo’s 1862 novel. The English version of the stage musical opened in London in 1985, on Broadway in 1987, and was eventually translated into twenty-one languages and performed in over forty countries. Along with Andrew Lloyd Webber’s Cats and the Phantom of the OperaLes Misérables can be considered among the most commercially successful stage musicals of all time.

Hit stage musicals have often been adapted for the screen. In recent years, Chicago, Hairspray, Rent, Dreamgirls, and The Producers were captured on film. It’s therefore no surprise that a mega-hit like Les Misérables was destined for the silver screen. However, one important aspect of this latest movie musical demonstrates a significant departure from most of its predecessors: the singing.

Historically, the vocal tracks for these movie musicals are recorded weeks or even months in advance of filming. This method gives the director, musical supervisor, sound editors and engineers a clean audio sample that sounds nearly perfect. Consider this clip from the 1944 musical Meet Me in St. Louis:

You’ll see that as Judy Garland dances, the heels on her shoes contact the wooden floor just beyond the rug. This dancing would surely create a “tapping” sound but of course we don’t hear this tapping in the clip because the audio was recorded long before the scene was filmed. Likewise, there are a number of actors in the shot; a single cough or sneeze from any of these actors would ruin the audio sample if it were recorded live. Additionally, if a musical number features an actor moving from place to place, the cameras also have to move–this means that the clanking of equipment or shuffling of feet could also destroy a live shot. Finally, it is physically difficult to sing and dance at the same time. Singers engaged in brisk physical activity, even light dancing, can easily find themselves out of breath. Recording the vocals in the studio eliminates all of these problems.

However, recording vocals in advance creates two important complications for the singing actor. First is the technical challenge of lip-synching. In the clip above, Garland must dance and engage with the other actors, all while she is attempting to flawlessly match the vocals she had recorded in a studio many weeks earlier. It’s difficult enough to sing, dance, and act at the same time–simultaneously lip-synching is a near-impossible challenge.

A more extreme example can be seen here, a dance number from High School Musical.  The choreography is more intense than the Judy Garland clip and the viewer can easily see the singers struggling to mimic their prerecorded vocals.

Notice also at the end of the first verse, sung by Zac Efron, that he is doubled over, getting a playful rub on the head from another actor. Amazingly, his singing is unaffected by this physical posture. This example introduces the second problem with prerecorded audio for musical films: lack of spontaneity. If the actors behave spontaneously on camera, their physical action almost certainly will not match the audio; this creates the dubbing issues seen in the clip from High School Musical. On the other end of the spectrum, actors attempting to perfectly match the prerecorded vocals will almost certainly disengage from the acting moment and may even have to adjust choreography in order to truly match the vocals–the audio might sound “pretty” but the song will look dull on the screen.

For these reasons, director Tom Hooper decided to record the songs for Les Misérables live on the set. It’s an incredibly innovative approach that eschews nearly a century of movie musical tradition. This “behind the scenes” video provides a look at the techniques used to capture live audio.

As I read about the film and how the audio was recorded, I thought about the audio presentations my students give in Shakespeare Off the Page, one of the courses I teach in the UNCG BLS program. I ask students to give online presentations by recording their voice and submitting that audio file for evaluation. When I first taught the course, I was most interested in evaluating 1) Is the student’s argument convincing? and 2) Can I hear and understand the student’s voice? But as I’ve continued teaching the course, I’ve started thinking more like Tom Hooper. What I really want to hear in a presentation is the speaker’s personality–their interest in the topic, their engagement with the material, and their willingness to be spontaneous rather than “perfect.” After all, if one is simply going to recite text, what’s the point of speaking aloud? It’s a wonder that it’s taken Hollywood so long to figure this out.

Pride and Prejudice

by Ann Millett-Gallant

From Wednesday, Sept 26 – Sunday, Sept 30, Durham hosted the 28th semi-annual Pride Weekend.  This festival, which began in 1981 and is the largest LGBT event in North Carolina, included a number of colorful performances, including music, dance, karaoke, DJs, and comedy (especially a headliner by Joan Rivers), parties and get-togethers, lunches and dinners, meetings over coffee, walk and runs, church services, vendors, and a lavish and lively parade.  According to their website, the mission of these events is:

  • to promote unity and visibility among lesbians, gay men, bisexual and transgendered people
  • to promote a positive image through programs and public activities that foster an awareness of our past struggles
  • to be recognized as an important and talented sector of our diverse state.
  • to support and encourage HIV/AIDS education, breast cancer awareness and basic health education

Although I am in complete support of these missions and always love a good party, I have only attended the parade twice with a friend of mine who is a lesbian.  I was thrilled when my new friend, Jay O’Berski, invited me to be a part of the float hosted this year by his Durham-based theater company, The Little Green Pig.  We all wore t-shirts in support of Pussy Riot, a Russian, Feminist Punk collective who stage activist Guerilla performances all over Moscow and who were recently incarnated (for more information, see this interview).

This is a photo of me in my Pussy Riot t-shirt in the café of the Durham Whole Foods before the parade.  Unfortunately, pouring rain prevented me from marching, or “scooting” in the parade, so I modeled my shirt where other marchers were gathered.  Although the parade was inaccessible to me this year, the spirit of the event inspired me.

The Pussy Riot acts relate to Unit 6 of my course BLS 348: Representing Women, “Performance as Resistance,” and most specifically, the activist work of the Guerilla Girls.

The Guerilla Girls are a performance team whose work includes live actions as well as posters and printed projects to critique the masculine biases of art history. The assigned reading for this class, the Introduction and Conclusion to The Guerrilla Girls’ Bedside Companion to the History of Western Art, presents a selection of their written projects, many of which engage irony, satire, and witty sense of humor. The Guerilla Girls call for change and invite others to partake in their protests.

In 1989, the Guerilla Girls challenged the Metropolitan Museum on their lack of representation of female artists. Almost 85% of the Mets’ nudes were female, compared with the only 5% of their collection of work by female artists.  This ad above appeared on New York City buses.

Representing Women also includes an assigned reading on homosexual artists:  Harmony Hammond, “Lesbian Artists,” in Amelia Jones, ed. The Feminism and Visual Culture Reader, 2nd edition (London, New York: Routledge, 2010), p. 128-129.

After the parade and conducting research for this blog, I became aware that one lesson might not be enough.  The Bachelor of Arts in Liberal Studies program emphasizes diversity and the breadth and wealth of differing human experiences.

Jay Parr raised similar points in his blog post of 9/27/11.  In “The Significance of a Simple Ring,” he discussed his discomfort at seeing a non-married, homosexual man wearing a ring.  Parr analyzed his negative reaction, given his full support of and numerous friendships with the LGBT community.   In the specific context of UNCG, Parr stated: “The irony is that the training seminar I was attending was so that I could become a certified Safe Zone ally, so that I could advertise to the university that, hey, if you’re an LGBTQ member of our community and you need someone to talk with about that, I’m here for you.”

Parr then focused on the significance of the ring as a symbol of one’s commitment to their spouse, as well as of the legal and social status of marriage.  He advocated that all couples should have the right to the ring and all the significance and rights surrounding it.

Parr’s post predated passage of the marriage amendment to the state constitution in May 2012, which solidified the ban of same sex marriage in North Carolina “Defense of Marriage.”  I felt disappointed and defeated by this law, but maybe, at least, it will motivate those who are against such legislation to speak out.  Not long after this act, President Obama “came out” with his support of same sex marriage, bringing the discussion to nation attention.

Opponents of same sex marriage say it’s an affront to traditional marriage.  Yet, my husband and I, although we are heterosexual, do not have a traditional marriage: we lived together for 3 years before becoming engaged, I proposed to him, and we have no plans, nor desire to have children.  Further, I was born without fingers, so I literally can’t wear a ring.  Nonetheless, we were allowed to get married, and the minister I found online was, I’m pretty sure, a lesbian.  She was ordained, but would not have legally been able to marry a loving partner herself.  In my opinion, bans on same sex marriage are an affront to Civil Rights.  Interracial marriage was legalized in all states not until 1967, and 45 years later we are debating similar issues.  I hope that events like the Pride Parade and public support of same sex marriage will lead toward positive change.

I feel hopeful this Fall, as new television shows such as The New Normal and Couples have strong and openly homosexual characters, adding to the presence of happy, same sex couples on television, in examples such as Modern Family (winner of the most 2012 Emmy awards), Glee, The Ellen DeGeneres Show, and Grey’s Anatomy, as well as popular shows that ended in the past few years, like Ugly Betty and Brothers and Sisters.  While I hesitate to wish reality would mirror television in general, this is evidence that perhaps American culture is beginning to have more exposure to and familiarity with so-called “Alternative” lifestyles.

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Editor’s note: Ann Millett-Gallant will be giving a book talk about her book, The Disabled Body in Contemporary Art, on Tuesday, November 13, at 3:00 PM, in the Multicultural Resource Center, on the ground floor the Elliott University Center.

Enrichment Online: The Bachelor of Arts in Liberal Studies at UNCG

By Tyler Steelman (BLS Class of 2012)

Facing the completion of my Associates in Arts in English, I was quite undecided on how I would continue my college career after leaving the community college I entered after high school.  Thanks to her wisdom and insight into my interests and character, my college adviser there introduced me to the BLS program at UNCG.

I have always had a deep interest in the fields described as humanities: literature, art, history, philosophy, and religion.  Thus, the BLS program was a great way to formally study subjects I have always loved.  The online learning environment was also a major factor in my choosing the BLS program.  Having completed my associate’s degree online, I had grown comfortable with the freedom and flexibility of online courses, so I knew I would be successful in the BLS program.  Furthermore, UNCG’s low tuition rates make it quite an affordable way to further your education.

While my focus in the program was on literature, to my delight I have been able to delve into the other branches of the humanities as well.  One of my favorite courses during my time in the program was Magic, Media, and Popular Imagination with Dr. Emily Edwards.  In this course we examined the effect the supernatural has had on popular media.  We watched several films with supernatural themes which we discussed in discussion forums.  For the final project we created a visual narrative blog, where we used photographs and narration to create a documentary or creative piece.  It was interesting to learn how profound an influence the occult has had on popular media, and the visual narrative project was an enjoyable experience.  To view my visual narrative project, click here.

In my time in the BLS program, I have been fortunate to also take three courses with Dr. Carrie Levesque.  In American Motherhood, I studied how the role of motherhood is perceived by our society and the different ethnicities and sub-cultures that it contains.  For that course I created a blog examining how motherhood is represented in popular media.  I also took Religious Resistance to Political Power, where I examined how various religions responded to oppressive measures by governments.  In Women, War, and Terror, we read three memoirs written by women during times of war, violence, and social upheaval.  Dr. Levesque is a very insightful instructor who provides a warm and informal atmosphere to discuss these often challenging and distressing issues.

Finally, I have also been able to explore the world of drama and theater with Professor Marc Williams.  In Big Plays, Big Ideas, I read numerous plays, analyzing how they portrayed various issues pertaining to society and the human condition.  In Eye Appeal, I learned how spectacle (costuming, lighting, set design, music, etc.) adds to or affects dramatic productions.  I wrote a review of a theatrical performance I attended, detailing how spectacle was utilized.  Professor Williams offers wonderful critiques on assignments that not only advise you on how to be a better student in that course, but also on how to be a better writer.

I am not the typical BLS student, as the program is geared to working adults and I am a full-time student who just graduated high school four years ago.  Thus, I do not have as much life experience as most students in the program.  However, the BLS program has in a sense opened up the world for me.  I have learned more about the various cultures, beliefs, conflicts, and arts that characterize humanity in the two years I have been in the BLS program than I believe most people my age or perhaps any age have.  I am confident that the insights about the human condition I have acquired in the BLS program will be invaluable in whatever direction life takes me.  I will be graduating with honors in May, and I am hoping to continue my liberal arts education at UNCG next fall with the Master of Arts in Liberal Studies program.  If you want a quality liberal arts education that not only gives you freedom and flexibility but also enriches the way you see humanity and the world, I highly recommend looking into the BLS program at UNCG.

Will it Play in Peoria? (Putting More “Distance” in Distance Education)

By Matt McKinnon

That should really be: Will it “Work” in Peoria?

Or better: Can “I” Work “from” Peoria.

I have been involved in “distance education” in the form of teaching online for six years now. For the first five of these, I, like many BLS instructors, taught traditional face-to-face classes in addition to my online offerings, working a joint appointment in both Religious Studies and the BLS program.

My approach to online education was probably pretty common: It’s just like my “regular” courses—only entirely online: lectures can be morphed into notes that students can read, the discussion board will work just like class discussion, and the rest is really just students reading books and writing papers.

Distance education, I assumed, meant distance “learning,” and any differences between the teaching I did in my face-to-face classes and that of my online courses would be logistical—and up to the students to work out.

And then I moved to Peoria (right on the edge of “Forgottonia”) and discovered what anyone who has ever taught online while on leave from the University already knew:

Distance Education means distance “teaching” as well as distance “learning.”

(Well duh! It makes sense now, but as is the case with all Copernican-type revolutions where the “center” gets displaced from it place of fictive prominence, it came as quite an eye-opener.)

Of course this does not change everything; nor should it. Many professors, including myself, still feel that the best way for education at the highest levels to occur is, well, students reading, discussing the material with the class, and traditional assessment strategies like examinations and papers. (And maybe the occasional interactive activity.)

But it does change some things, and one of the things it changes the most is approach to research and access to a top-rated academic library.

Luckily, however, the same technology that is driving distance education has already been driving distance research for quite a while.

I remember way back in graduate school —not long after Al Gore had invented the internet—when I was assigned my first research assistantship. I worked for Father Kurtz, a Roman Catholic priest (a Jesuit in fact) who didn’t have a lot of things to do other than writing articles and books. So he did a lot of research, which of course required that I do a lot of research.

The major religious studies data bases had recently been put online, going in a matter of a few years from print to computer, and then to “computer that I could access from the comfort of my living room.”

I could compile in an hour research that would have taken his previous assistants days to sort through. (He thought I was brilliant, driven, and a workaholic like himself when in reality I was just knowledgeable of the available resources and lazy enough to find a way to access them from home.

The good news is that now BLS students have even better resources available to them—and presumably more comfortable living rooms than a poor graduate student holed-up in Milwaukee.

The place to start is the Library’s own website dedicated to Distance Education Services.

It has links that assists you in getting hard copies of the books and articles that the library possesses (or that may be better accessible closer to you).

It has online workshops where you can participate in seminars on everything from learning Jing to career assistance.

It has a link to “Path,” the Library’s 10 module research tutorial.

It has links to technical assistance as well as the University’s very own Distance Education Librarian, Beth Filar Williams, who is trained to help you with your online research projects.

(Beth can be contacted at efwilli3@uncg.edu or 336-256-1231.)

Some BLS courses even have research guides tailored to their specific requirements (and hopefully more will have them soon). Here’s an example from the Pathways course.

And, by clicking on “Other Help With Research,” it has links to “Research Guides by Subject,” which will put you in touch with all of the major academic data bases that made yours truly Father Kurtz’s star researcher back in grad school.

(I won’t tell if you won’t tell.)

On Talking Trash (and lovin’ it!)

By Carrie Levesque

So unless you’ve been living under a rock (or used your spring break to take a much-needed vacation from all media, and if so, good on ya!), you’ve probably heard about Rush Limbaugh’s attack on Georgetown University law student Sandra Fluke, calling her a ‘prostitute’ and a ‘slut’ for her testimony at a hearing related to the controversial federal Health and Human Services contraception mandate.  In the uproar that has followed Limbaugh’s comments (numerous online petitions and the withdrawal of dozens of sponsors from his radio program), though few, if any, have defended his abusive rant, conservatives have been quick to remind us of similar attacks liberal commentators have made on women like Sarah Palin and Laura Ingraham.

That ‘liberals do it, too’ does not in any way excuse Limbaugh’s behavior (especially since Limbaugh is somewhat unusual in having done what he has done repeatedly, and has even made sexist remarks against another young woman since the Fluke debacle, which is impressive, even for him).  But this tit-for-tat deflection is actually a relevant point when considering the larger question.  When Limbaugh insists he ‘did not intend a personal attack’ on Sandra Fluke, I can almost believe him, considering the casualness with which we throw around names like ‘slut’ and ‘whore’ (and worse) in our media.  It only takes about 10 seconds of searching this topic on the web to find plenty of examples of male commentators (liberal and conservative) who have been chastised in recent years for choosing to attack female public figures with sexualized epithets.  Which leads me to the questions: why do they do it, and why do we put up with it?

The line between ‘news’ and ‘entertainment’ has become so blurred in our society that one wonders whether there is a line at all anymore, or if it isn’t all, with few exceptions, ‘infotainment.’  Limbaugh, and conservative commentators like him, simply deliver what their most dedicated listeners expect: a snarky, no-holds-barred skewering of all things Left.  As Neal Boortz’s tagline (“Somebody’s Gotta Say It!”) suggests, the success of these shows rests on the commentator’s willingness to say the outrageous, to offer the brashest, crudest version of a ‘truth’ that the ‘mainstream’ media lack the cojones to utter.

It’s not any different on the Left.  Bill Maher famously called Sarah Palin a c*nt (among many other very rude, sex-related remarks).  This crude talk excites listeners; it boosts ratings, and isn’t that what it’s all about?  Sadly, too often the people we look to to comment on current events are entertainers and calling female public figures demeaning and sexualized names is, for many consumers of ‘news’ media, entertaining.

I’ve partly answered the second question in answering the first.  Many of us put up with this because, frankly, it doesn’t offend us; few might admit it, but many of us don’t see the harm.  To me, it’s similar to an article I read in the Greensboro News & Record last Sunday about mudslinging in political campaigns.  Everyone complains about it, yet politicians continue to run attack ads and negative campaigns because it is proven to work.  Studies show that we may say we are not influenced by a candidate’s negative campaigning, but truth is, we are- those doubts Candidate A wants to plant in your mind about Candidate B find their mark.  Candidates are rewarded for bad behavior, as many of these sexist commentators are in the long run, provided they don’t push that envelope too far.

Similarly, people who continue to listen to Maher and Limbaugh probably would not say they condone their most over-the-top remarks, or that their dismissal of these comments as ‘no big deal/just entertainment’ does not in any way contribute to the persistence of misogynistic attitudes toward women in public life.  There will be a bit of finger wagging about ‘making better word choices,’ but mostly the issue will be treated as an individual’s unfortunate gaffe and not an issue with our larger society.

But this is not just about ‘making better word choices.’  While it would be a vast improvement, I don’t think it’s going far enough for people to still think their misogynistic comments but not say them.  We need to work toward a media culture where people, public figures particularly, approach one another and the issues with enough respect that they don’t even let their emotions get to a place where they would think to call people those names (you know, the most basic standards of professionalism the rest of us work with).  Maybe that’s not realistic, but I don’t think it’s a bad standard to work for.

This just in: the UNCG Women and Gender Studies program is showing a documentary this week, Miss Representation,  which “challenges the media’s limiting and often disparaging portrayals of women,” portrayals which “contribute to the under-representation of women in influential positions in America,” (WGS flyer) on Wednesday, March 14 at 7pm. This post may not come out in time to get you there, but you can check out the website to find out other ways to view this documentary.

Transcendence on a June Night

By Claude Tate

The topic area for this blog is designated as “Arts, Entertainment, Sports, Leisure, Family”, So naturally I thought about a little lightnin’ bug, whose scientific name is Phausis reticulate, but is commonly known as the blue ghost.

Image from the Encyclopedia Britannica

 

     “As humans we are born of the Earth, nourished by the Earth, healed by the Earth.  The natural world tells us:  I will feed you, I will clothe you, I will shelter you, I will heal you.  Only do not so devour me or use me that you destroy my capacity to mediate the divine and the human.  For I offer you a communion with the divine, I offer you gifts that you can exchange with each other, I offer you flowers whereby you may express your reverence for the divine and your love for each other.
In the vastness of the sea, in the snow-covered mountains, in the rivers flowing through the valleys, in the serenity of the landscape, and in the foreboding of the great storms that sweep over the land, and in all these experiences I offer you inspiration for your music, for your art, your dance.”

~From  the essay, “Evening Thoughts”, included in Thomas Berry’s 2006 book of the same name.

I was first introduced to Thomas Berry (a native and resident of Greensboro) in classes I took with Dr. Charlie Headington in the MALS program here at UNCG.  Sadly, Dr. Berry passed a few years ago, but fortunately, he left us with a considerable body of writings, some of which I’ve included in my BLS class, “Visions of the Creation”.  Thomas Berry’s legacy cannot be summed up easily.  As one of the world’s leading eco-theologians, he drew on numerous cultural, scientific, philosophical, and religious traditions to weave a narrative of a universe filled with mystery, wonder, and the sacred.  But to me, perhaps the most important message Dr. Berry imparted to us is that this knowledge and these insights are accessible to everyone. The earth stands ready to reveal its sacred knowledge, and show us our place and role, and what it means to be human. All we have to do is to pay attention.

Far too often, we only give the earth a passing glance as we go about our daily lives, but we do not really pay attention to it.  But from time to time, the earth will show us something so special that we must stop and pay attention. One such instance occurred to my wife and me last June.  It wasn’t one of Martin Buber’s “I/Thou” moments, but it was magical nonetheless.  Since I’m somewhat lazy, or maybe a should say extremely busy, I’ve pasted a portion of the letter my wife and I wrote to Our State in August of 2011 concerning our ‘stop and check this out’ moment.

“We read with great interest “Southern Lights “about the “blue ghost” fireflies in Henderson and Transylvania counties. About 10 pm on June 5 of this year, we hurriedly left our place outside of Etowah (10 miles NW of DuPont State Forest) to be with our son and his family as they awaited the birth of their second child in Hendersonville. At the foot of our mountain, near the French Broad River, there’s a large open valley.  That night the entire valley was positively aglow in fireflies, from the ground to the tops of the trees. While we wished we could have stayed longer, we could only stop briefly to appreciate this remarkable display as our granddaughter was on her way.

We had no idea why so many fireflies had gathered in that particular place until the arrival of our August edition of “Our State”.  We are now convinced that blue ghosts were responsible for this magical moment that heralded the arrival of a new life.

We have returned same time, same place but have never seen them in such abundance. But with a healthy granddaughter, a memorable sighting and another keepsake edition of Our State, we are blessed threefold! ”

The article “Southern Lights” was written by Diane Summerville.  There are several things that make them remarkable.  First, they are rare.  According to the article, blue ghosts only exist in a few places, and “Henderson and Transylvania counties are two of those places.” They can also be found in areas of Georgia, South Carolina, Tennessee, and Arkansas. One reason for this is that they are very fragile.  We referenced DuPont State Forest (the legislature recently changed its designation to DuPont State Recreational Forest) because due to the cool, moist climate, there are a number of colonies there. But even there, they only come out during late May and June when the temperature and humidity are just right.  Everything was ‘just right’ on that night in June when we saw them. Another reason they are rare is that there are very few females. So when the population of a colony drops, it may take years for them to re-establish themselves. So sighting them is special.  Also, their lights are special.  First, they are slightly bluish, thus the name, blue ghosts.  And rather than staying lit only a second or two like other fireflies, their lights stay lit for several seconds, and sometimes up to a minute. They don’t twinkle. So a few thousand blue ghosts will be far more visible than ordinary fireflies. That was why our valley looked so magical that night.

But understanding what lit up our valley on that June night has taken nothing away from the wonder we experienced. In fact, it has only enriched the memory. I’m sure Thomas Berry would agree.

If you are ever traveling to the Hendersonville area in late May or June, and have some free time, you may want to contact The Friends of DuPont Forest. They normally take two or three blue ghost tours each spring.  But sightings aren’t guaranteed. Conditions must be just right. Wonder cannot be ordered at a take-out window, and it doesn’t come with fries.

Image from the Blue Ghost Post blog of a blue ghost sighting.

It Takes Audacity

By  Matt McKinnon

Ok, so not just Audacity; any recording and editing software will do.  But Audacity is free, works with all of the major operating systems, and, at least in its basic form, is not hard to use.  (Though in order to export the files, they have to be converted to mp3 format using the LAME encoder.)

A few of my students have had trouble doing this, but most are able to create their own audio files to attach in Blackboard for me and their colleagues to listen to.

And that simple addition to my American Dreams course has added a dimension to online education that, after five years of teaching in the BLS program, I did not expect.

The voices are full of character. Rich in diversity.  Different in their tone and cadence.  Some are smooth and polished, others hesitant.  Some are quite moving, even poetic.  Some are transcendent in their plainness.

But all of them are honest.  Real.

They are like voices out of a Ken Burns documentary: serious, focused, reading (not speaking off the cuff) a personal account of the American Dream.

They add a profundity to the most banal of writing assignments.  They add depth.  They add life.

The assignment is simple: write a five minute reflection on what you think about the American Dream.  And then record it and post it on Blackboard.  Students do this twice—once in the beginning of the course and then again at the end, almost like a personal assessment of how their views have changed.  For the final assignment, they submit the written version as well.  And it is here that I have learned to appreciate the depth, the character that is conveyed with hearing someone speak their own words—as opposed to simply reading their words myself.

Of course there are limits:  I wouldn’t want to hear someone read aloud their five-page paper on politics and religion in America, or worse yet, their twelve-page book review in the Senior Seminar.  But for something short, something as personal and as powerful as a dream, as the American Dream, as their American Dream, it has an amazing effect.

I realized it when I listened to the audio files the first time I taught the course last year.  In a way that the written word cannot achieve, these voices of my students grabbed me—grab me still—and, for lack of a better way of saying it: made it personal.

After all, if we’re honest, we must admit that with all the benefits of distance education (and there are many), one of the things that’s missing is personal contact.  And what’s more personal than a voice?

Ok, a face.

Here’s me and my wife (I’m on the right).

Here's Vicente Fernandez.

And those rare times I have seen a picture of a student in one of the assignments they submit in their Senior Portfolio—usually as part of a photography assignment or a blog—it has had a similar effect: giving an added dimension to someone whose existence to me is represented entirely by the written word.

But there’s something about the human voice.  The old adage is that a picture is worth a thousand words, but if you’ve ever lost someone dear, you’ve probably had the thought: “What I would give just hear their voice again.”

Now here’s Fernández’s voice (and his hat):

But let’s not get carried away.

I have to admit that I hate Facebook, only reluctantly joined LinkedIn (but never use it), don’t care what folks are doing this weekend (or did last weekend), don’t want to see pictures of people from high school whom I didn’t really like in high school (or my second-cousin’s newest baby), and generally believe that our culture has gone overboard with social-networking, the effect being that communication (and society?) has been thinned out and dumbed down.

But when we take what’s useful from these platforms and make judicious use of them in our BLS courses, well, the effect can be startling, enriching, enlightening.

And in the case of Audacity, it can literally be the opposite of dumbing down:

It gives students their voice.