This is an assignment intended to serve alongside the traditional concert report, in which the students would observe and report on all the sounds they heard in a chosen environment over a thirty-minute period. It is based on a Pauline Oliveros listening exercise. It is a medium-length writing assignment intended to be completed mid- to late-semester (after the students have learnt the musical elements) and to be worth approximately 10% of the total course grade.

Chronological survey of Western art music taught online (synchronous). Assigned Textbook: Cohen, Doud, Music: Its Language History, and Culture (OER, Brooklyn College). Repertoire largely cribbed from Kerman, Joseph and Gary Tomlinson, Listen, 9th ed. (W. W. Norton).

A study of the principles of art applied to visual forms, with emphasis on modern art of the nineteenth and twentieth centuries in Europe and the U.S.

The course offers a History of Western music through the study of various complete works. Focus on the skills and perspectives needed for informed listening. There are three main topics to which this course provides an introduction: First, the sonic structure of music, apprehended through analytical listening. This is centrally concerned with the musical elements of rhythm, pitch, timbre, and dynamics, both for themselves as well as for the ways in which they are organized into melody, harmony, texture, form, and, ultimately, style and genre. Second, the history of the main genres and stylistic trends in the notated music of Europe and North America over the last millennium. Third, the interaction of music with its various contexts: social, religious, technological, performative, commercial, artistic, and intellectual.

This lecture presents concepts related to the Gross Domestic Product (GDP) and its calculation. It examines nominal versus real GDP.

This lecture evaluates concepts of macroeconomics and distinguishes it from microeconomics. It examines the role of government as well as providing a brief history of macroeconomics.

We will study the American political system using several different approaches. First, we will look at the founding of the United States and the principles and the documents that continue to be central to debates in American politics today. Then, we will analyze how these founding principles and documents were used by opposing parties and individuals to define and distribute power in the US. These struggles include the continuing conflicts to expand and guarantee individual freedoms and to address discrimination. Looking back through American history will help us frame contemporary discussions of American political life, from voting to elections. Finally, we will look at the institutions of American government, learning how the structures and rules of the American political system shape the ongoing competition for political power and influence.

In this class, we’ll read contemporary political thought about what could happen in the future. We’ll pay special attention to the forces and feedback loops that threaten human life.

This course is structured to address three pillars of contemporary applied anthropology:
Anthropological methods for research and analysis
Social policy: understanding how anthropology intersects with policy concerns
Communicating results through impactful delivery: writing for public audiences; preparation of policy papers; formulation of research goals and design for funding proposals

In addition to learning and practicing essential skills of social research and analysis, students will produce several kinds of materials through their work in the Lab:

Analysis of issues, written for public engagement and education on Lab website, and as part of the Lab’s ongoing database of issues, resources, and results;
Policy papers of use to local institutions and community partners;
Proposals for further research, funding, and community-level engagement.

The syllabus is designed for an introductory course that focuses on the basics of public policy. The course is composed of three modules. In Module I, The Study of Public Policy, the basics of public policy and the key actors and institutions involved in the policymaking process are introduced and discussed. In Module II, Public Policy Analysis, students are introduced to theories concerning the process through which policy is developed, implemented, and changed, a framework for analyzing and assessing public policy decision-making, and the tools that are used to address policy problems. In Module III, Substantive Areas of Public Policy, students will receive a broad overview of six policy areas: economy and budget, healthcare, welfare and social security, and environmental policy. For each area we will discuss: 1) the rationale for government intervention; 2) how problems have been defined and measured; 3) key participants and stakeholders inside and outside government; 4) major policy developments; and 5) significant impediments to policy change. In exploring each area, we will consider the extent to which each exhibit theories of the policy process in action, and illustrate the process of policy analysis.

What is risk? What is return? How are these two related? This lecture discusses the variables that determine the risk and return of stocks. Additionally, it describes the historical tradeoff between risk and return. Finally, it discusses diversification in stock portfolios.

This course is designed to serve as an in-depth introduction to foundational sociological theories. The social theories/theorists emphasized in this course do not merely constitute some of the major statements of the field, but also share a common attempt to understand and explain periods of change and transformation in human history. We will seek to uncover certain conceptualizations and assumptions about human nature, society, the relation of the individual and society, the nature of stability and order, and the nature of power and conflict. However, this body of knowledge did not arise in a void, and so some emphasis will also be placed on the hermeneutic/historical dimension of our readings.
The full course site is available at https://soc302.commons.gc.cuny.edu/.

This is a beginning course with emphasis on elements of grammatical structures and practice in reading, writing and oral exposition. Spanish 114 is the second level of a course designed for bilingual or Spanish heritage students to allow these students to obtain and develop the necessary skills to communicate in standard or academic Spanish. Spanish 114 is designed for students who have been reared in a Spanish-speaking environment and speak or understand some Spanish as a result of having heard it in the home and community by parents or grandparents, family, friends, and neighbors.
The full course site is available at https://spa114.commons.gc.cuny.edu/.

Bienvenidos a la clase. This is a beginning course with emphasis on elements of grammatical structures and practice in reading, writing and oral exposition. Spanish 114 is the second level of a course designed for bilingual or Spanish heritage students to allow these students to obtain and develop the necessary skills to communicate in standard or academic Spanish. Spanish 114 is designed for students who have been reared in a Spanish-speaking environment and speak or understand some Spanish as a result of having heard it in the home and community by parents or grandparents, family, friends, and neighbors.

Spanish 201 is the first of a two-course sequence (201 and 202) designed for intermediate-level students of Spanish. In this course, students will continue grammar review, extensive reading, composition, and oral practice. THE CLASS WILL BE CONDUCTED IN SPANISH. The goal of the class is to improve students’ Spanish skills while also expanding their knowledge of the language by incorporating the students' shared cultural and historical backgrounds.

Descripción del curso
SPA203 - (For native or near-native speakers.) The grammatical structure of today's standard Spanish. Intensive practice in reading, speaking, and elementary composition.
En SPA203 vamos a explorar la relación entre el lenguaje y la diversidad en el marco de los derechos humanos fundamentales. El título del curso, “¿qué hacemos con la lengua?”, nos pregunta dos cosas: qué tipo de prejuicios perpetuamos por medio del lenguaje y cómo hacer para que la lengua albergue de manera efectiva la diversidad de nuestra sociedad. En un contexto actual, sorprendente estancado en la indiferencia, la ignorancia, el prejuicio y estigmatización de quienes son diferentes bajo excusas de todo signo, urge más que nunca tomar conciencia del mundo diverso en el que vivimos, desarrollar nuestra empatía (tanto en el lenguaje, como en los actos), fomentar la equidad como horizonte deseable para nuestra sociedad y considerar un lenguaje que funcione como herramienta de concientización y de cambio.
Con este impulso como hilo de discusión, en el curso trabajaremos la competencia lingüística y la mejora en la fluidez de español tanto a nivel oral como escrito, con privilegio del registro formal o culto. Pese a esta prioridad, el curso se enmarca en un reconocimiento de nuestra capacidad translingüe (somos poseedores de un continuo lingüístico que abraza lenguas sin separación natural) y ofrecerá una posición autocrítica frente a consideraciones prescriptivas y sesgos elitistas aun prevalentes en la enseñanza de la lengua. Los aspectos gramaticales estudiados estarán basados en las necesidades del grupo y tendrán un carácter eminentemente práctico.
Dedicaremos la primera parte del curso a entender aspectos esenciales de nuestra lengua: la importancia de nuestros nombres, qué características tiene el habla de herencia y qué es translenguar, cuál es el origen del español, qué son los niveles lingüísticos y qué trabajan estos niveles, de qué hablamos cuando hablamos de las variaciones de una lengua (dialectos, registros), y de qué hablamos cuando trabajamos la norma lingüística y el llamado español “neutro”. A continuación, nos plantearemos cómo hacer para que el lenguaje responda a la realidad social. A través de lecturas de textos, visionados de vídeos y debates, revisaremos conceptos fundamentales en nuestra sociedad como son los derechos humanos, la noción de privilegio, la discriminación lingüística (glotofobia y hablismo), cómo se manifiesta el racismo y el sentimiento anti-inmigrante en el lenguaje, que diferencia hay entre lo políticamente correcto y el lenguaje no discriminatorio, qué es el feminismo y que sentido tiene la interseccionalidad, que categorías definen nuestras identidad de género y orientación afectivo-sexual, qué términos deberíamos en casos de discapacidad y neurodiversidad, respectivamente, y por último hasta qué punto nuestra identidad procede de una raíz múltiple. A través de presentaciones, el grupo de clase compartirá su conocimiento o descubrimiento de aquellas comunidades comúnmente silenciadas cuando pensamos en la comunidad hispana y latina.
Se trata de un curso presencial, de asistencia obligatoria, ofertada para hablantes de herencia. Las sesiones y lecturas estarán, fundamentalmente, en español, con excepciones puntuales.

Overview of the main literary trends in the Hispanic World during the ‰Û÷Long 19th Century‰Ûª (1789-1914), from Neoclassicism to Latin American Modernism.

The interdisciplinary study of a variety of practices and products (film, popular festivals, literary texts, music, art) of the Hispanic World.