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APPENDIX 1: Coal and Natural Gas Reductions in New Jersey, Pennsylvania and New York. Created by Claude.AI
No full textThe Sicilian Carretto: A Moving Canvas of Heritage and Storytelling
No full textOlivia Pasciucco is a senior History major and Russian & East European Studies minor. She will be graduating this May and aspires to have a career in Museum Education. Olivia’s Time Machines project is: The Sicilian Carretto: A Moving Canvas of Heritage and Storytelling. It is a YouTube video about the Sicilian carretto, what it is, historical background, and cultural significance.
Object Used: Painted Wood Panel, Sicilian, 18th centuryhttps://scholarship.shu.edu/cohort24-25/1002/thumbnail.jp
Kenneth Burke and Dennis Donogue: Poetry in the Round at Seton Hall University
No full textMickey O\u27Brien is a senior communications major. For his project, he transcribed a video recording of Kenneth Burke, the communications theorist and rhetorician, speaking at Seton Hall in the 1980s. A call was made by the Kenneth Burke society to see what’s on this tape, and Mickey has answered that call. His project also includes discussions with Burke experts on campus, Dr. Radwan, Dr. Kimble and Dean Crable.
Archival Collection Used: SHU 0014 College of Arts and Sciences collectionhttps://scholarship.shu.edu/cohort24-25/1004/thumbnail.jp
DIPL 2101 AB Ethnopolitical Landscapes
No full textThis course surveys the politics of cultural and ethnic/national pluralism, understood mainly in terms of the cultural, linguistic, and religious diversity that shape individual countries and the contemporary world, and their impact on the international system and the practice of international relations. It focuses on the salient issues that have taken center stage after the end of the Cold War, and deals with issues related to the rise of politicized ethnicity and other cultural cleavages around the world. The course includes examination of the possible factors that contributed to the rise of ethnic, religious, linguistic and other parochial attachments, and the accompanying political meanings they assume. In addition, theories/approaches/perspectives/schools that purport to explain ethnic/national group solidarities will be briefly introduced. Towards the end of the semester, formulas for accommodation of cultural pluralism in multi-ethnic societies will be explored.
The course will cover some important cases in greater detail: Quebec (Canada), Serbia and Croatia (Former Yugoslavia), Ukraine, and “Kurdistan” (Iraq). These cases have been selected for various reasons, including:
(1) Representativeness: taken together, the cases are broadly representative of current ethno-nationalist currents around the world.
(2) Currency: each case may be understood in the context of the emerging New World Order and global governance. That is, each has been affected by post-Cold War developments.
(3) Contrast: Canada has so far managed issues related to its multiculturalism in a civil way. However, in the remaining cases – Iraq, the former Yugoslavia, and Ukraine -- the ethnic/national conflicts have been violent, and the prevailing cultural divide have resulted in problems of mammoth proportions.
In addition, students in the course will have the opportunity to study other cases through research of those cases. The instructor will assign cases to groups of three students each to conduct in-depth study of the nature, evolution, causes, dynamics, actors, and attempted resolution mechanisms of each of the cases. The course will conclude with student PowerPoint (PPT) presentation of research findings and submission of a term paper.
To this end, the course examines national and ethnic identities around the globe and their impact on the human condition. The instructor hopes that, by the time the course topics are covered, each student will have developed increased interest in the study of cultural pluralism and an appreciation of the extent to which ethnicity and nationalism have become salient in national and international politics at the beginning of the 21st century
DIPL 6005 Public International Law
No full textThis course explores the nature and content of the law governing relations between states and relations between states, individuals, and other non-state actors. The first part of the course examines the building blocks of international law; the second part applies this framework to particular topics, such as the use of force, human rights, and humanitarian law. No prior knowledge of law is necessary. By the end of the course, students will possess an understanding of the operation of the international legal system and the role of international law in relations between states. Students will also gain an introduction to legal reasoning and to legal concepts.
In terms of the learning goals and student outcomes the School’s Faculty have identified as key for students, students will: increase their knowledge and understanding of key concepts, models, theories, and debates in international relations the institutional backdrop underpinning international politics, including international organizations and international law the normative aspect of international relations as reflected in international law, including human rights an in-depth knowledge of a particular functional area and/or region of the world develop skills to collect, sort, and evaluate information analyze complex situations and synthesize information communicate effectively in oral and written form develop a sense of global citizenship and to employ a global perspective to: recognize and understand differences among a diversity of cultures and viewpoints employ a global perspective and self-awareness regarding their own culture and responsibility as world citizens demonstrate leadership qualities and other essential skills of diplomacy
Teach Like an MC: Hip-Hop Pedagogy in the K–12 Classroom
No full textThe struggle to engage students, empower their voices, and support them in developing their sense of belonging has never been more real. What can hip-hop culture teach school communities about engagement and learning? How is hip-hop culture different from hip-hop music, and how can teachers leverage it as a culturally responsive and affirming approach to teaching?In Teach Like An MC, Edmund Adjapong provides a research-based framework for implementing innovative teaching strategies anchored in the five elements of hip-hop culture: MCing, graffiti, knowledge of self, DJing, and breakdancing. He shares the historical background of hip-hop, understandings of hip-hop culture, and instructional ideas for incorporating youth culture into the daily fabric of the classroom.When we create culturally affirming spaces where every student feels seen, heard, and valued, we set the stage not just for engagement, but for a deeper understanding and connection with our content. Bring love, joy, and liberation into your classroom. Teach like an MC.https://scholarship.shu.edu/faculty-publications/1086/thumbnail.jp