Welcome to our online Catalog. All our courses are conducted entirely online and via any Internet provider with Telnet facility.
Graduate Course Schedule: Polytechnic University of New York
Online MA in Creative Writing: Bath College of Higher Education
Course Schedule: New School for Social Research
Online Technology & Society Master's Degree Curriculum (New School)
Complete Course Descriptions
Faculty Bios and Bibliography
Each course carries three graduate credits from Polytechnic University
of New York, which was founded in 1854 and is a fully accredited
university via the Middle States Association of Colleges and Schools.
Courses can also be taken on a non-credit basis. Awarding of graduate
credit assumes possession of earned bachelor's degree and completion
of Polytechnic registration. Tuition as of 1996-97: $1845 per 3 graduate
credit course; $925 per course non-credit. The Connect Ed campus is
accessible via Telnet from any Internet provider, including commercial
services such as Compuserve. Tuition includes all necessary connect time on
Connect Ed campus; there are no additional expenses other than those
charged to you by your Internet provider.
FALL SESSION (October 1 - November 30, 1996)
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Online MA in Creative Writing: Bath College of HigherEducation
Classes start October 1996
Bath College of Higher Education of Bath, England and Connected Education are pleased to announce a new mode of delivery for the acclaimed Bath College MA program in Creative Writing: a totally online program of study offered in cooperation with Connected Education. This cooperative venture will bring the prestige of a British academic award directly to the homes and offices of students in North America and all around the world.
The aim of the program is to enable you to become a better writer, and to improve your chances of publishing your work. You'll work in traditional imaginative literary forms -- fiction, play-writing, poetry, script-writing -- and you're encouraged to experiment with language and form to challenge traditional divisions between genres. The emphasis is on helping you to pursue a direction in your writing and to better understand the writing process while developing critical reading skills which aid in a writer's self-evaluation, a necessary part of the writing process.
The online program offers you flexibility -- you can sign on 24 hours a day, 7 days a week, to read one another's work and post your own. You'll work closely with other students and the outstanding program faculty, who are themselves practicing and published writers, in a unique combination of writing workshop and context modules. The writing workshops teach you the technique of writing, while the context modules introduce you to an area or period of writing which sensitizes you to how writers respond to public issues you may wish to explore in your own work -- such as the environment, women's studies, and Irish studies. Special genres including suspense and mystery writing may also be studied. An intensive creative writing dissertation double module is the culminating project. Each module is four months long.
The schedule for the 1996-1997 academic year is as follows:
Term 1 (October-January)
Term 2 (February-May)
Term 3 (June-September)
Students may choose to pursue the Masters degree full-time (1 year), registering for two modules per four-month term, or part-time (2 years), registering for one module per four-month term. You earn the full Masters of Arts degree upon completion of four modules and the dissertation double module (approximately equivalent to 36 credits). Or you can receive a Postgraduate diploma upon completion of 4 modules (approximately 24 credits) or Postgraduate Certificate after completion of 2 modules (approximately 12 credits).
Tuition fees are 2000 British pounds Sterling per module (approximately 6 credits); the dissertation is a double module and costs 4000 British pounds Sterling. (At present the conversion rate to US dollars is approximately 1.5 US dollars per British pound.) The Connect Ed campus is accessible via Telnet from any Internet provider, including commercial services such as Compuserve. Tuition includes all necessary connect time on Connect Ed campus; there are no additional expenses other than those charged to you by your Internet provider.
Jeremy Hooker, Creative Writing Program Director, is Professor in the Department of English and Creative Studies. His books of poems include A View from the Source: Selected Poems, Solent Shore, Master of the Leaping Figures, Englishman's Road, and Soliloquies of a Chalk Giant, which received a Welsh Arts Council Literature Prize. His numerous critical books and articles include Poetry of Place. He has also made programs for radio, including Landscape of Childhood and A Map of David Jones.
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Tracy Brain has written essays on contemporary women's writing, including the work of Rose Tremain, A. S. Byatt, Paula Meehan and Margaret Atwood. She is currently writing a book on new approaches to Sylvia Plath's work, as well as an article on Thomas Hardy.
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Colin Edwards writes and publishes poetry and articles on early modernists, such as Pound, Ford, and Wyndham Lewis. His other interests include suspense fiction and English Romanticism. He is responsible for the undergraduate film program.
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Philip Gross is a poet for adults (I.D., Faber, 1994) and children (Scratch City, Faber, 1995) and a novelist for teenagers (The Wind Gate, Scholastic, 1995). He also writes plays for radio and stage and, most recently, a school/community opera, The Mozart Bug.
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Richard Kerridge is Senior Lecturer in English and Program Director, BA in Creative Arts. He is co-author of Nearly Too Much: The Poetry of J. H. Prynne (Liverpool University Press, 1996), and co-editor of Writing the Environment, a collection of essays on writing and the environmental crisis, to be published by Zed Books in 1996. He has published widely on twentieth-century fiction and poetry, on Thomas Hardy, and on writing and environmentalism. His nature writing has been published and broadcast by the BBC. In 1990 and 1991 he received the BBC Wildlife Award for Nature Writing.
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Neil Sammells is Dean of the Faculty of Humanities. He is author of Tom Stoppard: The Critic as Artist and co-editor of the Longman "Cross-Currents" series. He is completing a book on Oscar Wilde. He co-edits Irish Studies Review.
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To register or request more information, contact us now!
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Course Schedule: New School for Social Research
Each course carries three graduate or undergraduate credits from the
New School for Social Research, which was founded in 1919 and is a fully
accredited undergraduate and graduate level institution via the Middle
States Association of Colleges and Schools. Twenty students have
already earned New School Masters degrees through our program
and twenty-five others are currently working toward that degree. Hundreds
more have applied credit for our courses to degrees earned on campus.
FALL SESSION (October 1 - November 30, 1996)
Graduate credits are applicable to New School MA in Media Studies degree upon matriculation; awarding of graduate credit assumes possession of earned bachelor's degree and completion of New School registration. Undergraduate credit is general New School Adult Division credit and is applicable to New School BA degrees. Tuition as of 1996-97: $547 per credit ($1641 per course) graduate; $512 per credit ($1536 per course) undergraduate; $595 per course non-credit. Registration fees: $60 graduate and undergrad (matriculants); $40 undergrad (non-matriculants) and $15 non-credit. The Connect Ed campus is accessible via Telnet from any Internet provider, including commercial services such as Compuserve. Tuition includes all necessary connect time on Connect Ed campus; there are no additional expenses other than those charged to you by your Internet provider.
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Technology & Society Connect Ed Option for MA in Media Studies
(offered through the New School for Social Research)
The online concentration of the MA in Media Studies requires completion of 39 credits, plus a thesis representing significant original research in a pertinent area.
Students must also take one additional course in each of the three following areas. They may take other courses in any areas of interest. (Each course carries three credits.) Some courses may apply in more than one category.
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Connect Ed OnLine Courses in Technology & Society
Director: Paul Levinson, BA, MA, Ph.D
Associate Director: Tina Vozick, BA
(Each course carries three graduate credits granted by our university partner. Undergraduate and non-credit options are available in some cases. Each course is conducted and completed online in a two-month period.)
(Paul Levinson)
This course focuses on the electronic transmission of text and numbers
through computers and telephone/carrier wave media, and the impact of
these forms of transmission on American and international business and
education. Topics include: electronic fund transfer and home banking;
commercial consensus via computer conferencing; electronic libraries and
24 hour databases; comparisons of major computer conferencing systems
available today; relationship of speed and permanence of information and
decision-making; bulletin boards, commercial, and public service
information systems. Attention given to psychological as well as
practical consequences of these developments.
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(Paul Levinson)
Open only to Masters degree candidates who have completed a minimum of 27
credits, this Tutorial must be completed prior to undertaking a thesis.
The complete, detailed proposal is developed with the assistance of the
Tutorial Supervisor and faculty advisor and is submitted to both for
approval. Students complete their theses during the subsequent
semester(s), registering for ONLINE THESIS SUPERVISION at that time.
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(Keith Ferrell)
This course examines the economic and social impact in the change of
book publishing from paper to electronic text media. Attention is given
to economies of scale and the availability of books; how electronic
text transforms economies of scale; and the marketing and distribution
of fiction and nonfiction books in electronic form. Issues include:
authors' rights and informational property in the electronic age; agents
and editors of electronic books; and the problem of maintaining the
authenticity of text in electronic media. This course is especially
geared towards those interested in pursuing careers in electronic book
publishing. (Course designed and formerly taught by
J. Neil Schulman, Ron Albright.)
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(Nicholas Johnson)
This course examines current cutting-edge issues in the field of
television and radio broadcasting. These include the impact of cable-TV
on network operations, the question of broadcasting "in the public
interest," the development of public educational broadcasting, the role
of new technologies in the evolving economics and aesthetics of
broadcasting, and the political implications of recent moves toward
deregulation of the airwaves.
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(James T. Roberson &
Tzipporah Ben-Avraham)
This course examines the challenges and opportunities that the personal
computer revolution holds for a broad range of minority groups in
America -- groups ranging from racial and ethnic minorities to the
disabled. Strategies are explored for increasing computer usage across
all socio-economic groups, and for people with physical disability.
Issues include: relationship of equipment sophistication, cost, and
actual need; computer and traditional literacy; technological elitism
and access and the value of legislation to ensure availability; use of
computer networks by existing organizations (e.g., Church groups).
Emphasis is on technology as a liberator not a dominator and as a means
of enabling people who may otherwise be disenfranchised to participate
more fully in mainstream society.
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(Stephen Jacobs)
This introductory course explores the nature and purposes of computer
simulation. Issues include language use on and off computers as
simulation via symbol manipulation, simulation as replication of real
life processes in sophisticated software like the "Life" programs and
Virtual Reality packages, simulation in everyday business such as
automatic bank tellers, and what makes a successful simulation.
Readings include current periodicals in the areas of computer science,
sociology and science fiction. Students also examine and learn to apply
new simulation software.
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(Paul Levinson & selected faculty such as
Jerome Glenn, Masazumi Takada, Morten Flate Paulsen,
Terence Wright,
Harlan Cleveland)
This course examines the growing use of telecommunications across
national boundaries in business, entertainment, and education.
Attention is given to the necessary technologies and to the legal,
political, and social implications of such cross-pollination. Issues
include: Are existing national laws and customs sufficient to properly
regulate transnational telecommunications? How is the balance of
centralization and decentralization changing with the increasing
availability of satellite dishes and personal computers in many parts of
the world? Special attention is given to international
telecommunications in Japan, the Middle East, and the former Soviet
Union.
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(Paul Levinson)
This course examines peacekeeping efforts in troublespots around
the globe, world cooperation in environmental
efforts and space exploration, and the difficult emergence of democracy
and capitalism in Eastern Europe as consequences of new modes of
information and knowledge transfer made possible by telecommunications
media. Issues include CNN and the universal audience for democracy;
fax, photocopying, and new vehicles for document dissemination; new
interactive media and the expression of popular
interests (such as the sexual revolution in the "new" Russia); the Clinton
administration and its position on world telecommunication.
Prerequisite: Issues in International Telecommunication or permission
of the Director.
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(Walter Truett Anderson)
This course surveys new developments in cognitive science, philosophy,
psychology, anthropology, literature, history, and popular culture and
examines how they relate to management styles, problems and strategies
in business, social relations, and personal concerns. Issues include
postmodern feminism, personal identity and morality, informational
ethics, and the "politically correct" controversy. Students develop
scenarios of Western and global culture, based on issues addressed in
the course.
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(Richard Dalton)
The real impact of microcomputers often gets lost behind technological
jargon and figures (how much ROM do I need for my office?). Here we
look at short-term and long-term actual effects of personal computers on
people and business, ranging from career and industrial displacement to
relocations of entire segments of the national and international
economy. What are the plusses and minuses of the Internet for
entrepreneurs, small and giant enterprises, to consider? What career
paths are opened?
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(Anne Kellerman &
Palmer Agnew)
This course examines the impact on people of the expansion of current
linear text and low-definition graphics into interactive text, full-
range graphics, image, audio and motion video. We start by
partitioning the potential market for multimedia into application areas
such as public access kiosks, point of information terminals, education,
industrial just-in-time training and entertainment. Students explore
what problems multimedia can best address in each of these areas.
Particular organizations and styles of multimedia content and tools for
producing specific kinds of multimedia are investigated. Issues,
timeframes, progress, trends, roadblocks, and major players in the
growing multimedia industry are discussed.
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(Anne Kellerman &
Palmer Agnew)
TThis course examines the design, development and implementation
of multimedia text, audio, and visual tools in education ranging
from pre-kindergarten through the graduate level. Issues include
the integration of multimedia writing tools into existing curricula,
and the development of new curricula centered around multimedia
techniques. Emphasis is on empowering the individual teacher to
make critical use of multimedia facilities. This course is especially
recommended for professionals in education, but will be of relevance
to anyone with an interest in multimedia and its applications in
learning.
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(James Duggan)
This course examines the issue of legislation, at both state and
federal levels, as it affects telecommunications. A double-edged
sword, legislation could take away the "free speech" aspect of
telecommunications, by imposing laws and regulations, or provide
online communication the same protections afforded the spoken and
written word. The course examines such topics as ownership of
online information, electronic pornography, and the right to
electronic privacy. Specific case law and pieces of state and
federal legislation are considered. (Course formerly taught by
Brock Meeks.)
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(Joseph Martino)
This course examines the management of professionals as a problem in
information and knowledge channelling, and focuses on the challenges
and difficulties of supervising experts whose access to information
often gives them more knowledge about aspects of the work than the
manager. Issues include: How to foster autonomy and creativity in
professional workers without surrendering control? How to minimize
technical obsolescence and "burnout" among professionals?
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(Bob Shannon)
This course examines the 35 year history of rock and roll, and its
influence upon television, motion pictures, advertising, politics, and
other areas. The roots of rock are traced through the culture of 20th
century America, and its rise as the leading popular culture form on our
planet is examined. Issues include: What are the necessary ingredients
of a rock and roll classic? What musical and lyrical styles can be
expected to last into the next century? What are the roles of AM and FM
radio, and music videos on TV, in the development of rock culture?
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(David Oberhart)
This course looks at the growth of science fiction over the last
hundred years, a decade at a time, and focuses on the reciprocal
relationship between science fiction and society as expressed in the
unique events, attitudes, and dreams of each decade. Themes include
the changing interaction of human and machine, what it means to be
human, progress and disappointment with technology, the Roaring
Twenties, the Atomic Age, the Red Scare, feminism, and the "me"
decade. Readings come from the classics that most typify each
decade, such as Wells, Burroughs, Asimov, Clarke, and Bradbury, and
more recent examples such as Haldeman and Card.
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(James Duggan)
This course focuses on the impact technology has on producing new
forms of criminal behavior and adjudicating criminal cases. The
course considers issues such as criminality as a way of thought and
how aspects of high-tech technology have sustained the creation of
new forms of criminality. An overview of the law relative to
technology is provided. The course includes a discussion of modern
high-tech investigative/legal techniques such as DNA
"fingerprinting" and considers high-tech crime as well as future
forms of criminality and law enforcement made possible by developing
technologies now on the horizon. The efforts of law enforcement and
the courts to keep pace with sophisticated and imaginative criminals
are discussed, along with the various legislative efforts which have
been made to stem the growth of high-tech crimes. Computer-related
crimes, including fraud, data manipulation and destruction (viruses),
are among the issues that may be covered. (Course designed and formerly
taught by Frank Schmalleger.)
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(David Gaines)
This course surveys musical applications of technology through the
years, from the earliest attempts at electronic music at the turn of the
century through the most current computer software and music-oriented
hardware. The course closely examines the development and current uses
of MIDI, the Musical Instrument Digital Interface, and why it represents
the most significant leap forward in mixing technology with music.
Students also consider current musical instruments such as the
synthesizer, the digital sampling keyboard, other MIDI controllers and
the personal computer itself as a musical instrument, and protocols such
as SMPTE that enable synchronization of audio and video. There are no
prerequisites other than an informed interest in electronic music
technology.
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(Ronald F. Madden)
Emerging technologies have historically influenced religious practices
and beliefs, and these in turn have conditioned people's responses to
new technologies. This course investigates the history and current
state of this reciprocity. Subjects include: early Christianity and the
role of monastic communities in education and technological innovation;
print technology and popular access to the Bible and religious tracts;
and the impact of modern telecommunications media on religion with
special attention to the emergence of and controversy about
televangelism and the electronic church. (Course designed and
formerly taught by Frank Giannizzero.)
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(Tzipporah Ben-Avraham) This courses considers the legal, moral, and practical issues involved in the use of new technology to enable fuller participation in society by the handicapped. Issues include: to what extent should availability of new technology to the handicapped be legislated; how can computers and personal information technologies provide better working conditions for the disabled; how can popular opinion be mobilized to bring greater attention to the needs of the handicapped. Actual case studies of current uses of technology by the disabled are considered, and current pieces of legislation in this area are examined. This course is taught by a national leader in education for the handicapped, who approaches the subject from her own experience.
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(Tom Hargadon)
A practical survey of new electronic communications media and their
social impact on the world today: computer networks, satellite
communications, teleconferencing, telecommuting, data bases, electronic
banking. What are these new forms of communication and why are they so
important? Will they change society in the future as drastically as
television and radio have changed society in the past? If so, how?
What do you need to know about these new media to understand and succeed
in the strange new world of electronic communications coming into being
before our very eyes?
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(Tom Hargadon)
This advanced course examines selected cases and specific uses of
current sophisticated telecommunication technology, including use of CD-
ROMS in academic, business, and library environments; electronic
delivery of computer software; teleport construction; and integrated
intelligent architecture. Students each specialize and report to the
class on a specific communications technology. Prerequisite: Telecom
Applications or permission of the Director.
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(Instructor to be announced) This course examines the anthropology and sociology of information technology. Information foundations of societies and social orders are explored from primitive tribes to the computer society. Alternative scenarios of information technology applications are discussed. Concepts of humanity with focus on artificial versus natural are considered. Readings include Levi-Strauss, Hobbes, Baudrillard, Elias, and Arendt.
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(Paul Levinson)
What are the prospects and limitations of machines that purport to
"think"? This course examines the claims, pro and con, about current
artificial intelligence programs. Issues include: Is protein a
necessary tissue for intelligence? What is the connection between
biological evolution and intelligence? Can reason be designed? What are
the differences between expert vs. human systems, artificial vs.
auxiliary intelligence, AI vs. neural networking, and talking to vs.
talking through computers? Specific applications of AI are addressed in
such areas as medicine, law, and education. The course culminates with
a mock trial of a person accused of murdering an android.
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(William Benzon)
This course surveys the accomplishments of cognitive science, drawing
facts and ideas from psychology, anthropology, computer science, neuroscience,
and several other fields. What are the processes of rational thought?
How is knowledge represented in the brain? How is emotion involved?
The course delves into such activities as perception and language,
develops a unifying theory of cognition and its expression in media,
and concludes with a critique of the "mind-body" problem. (Course
designed and formerly taught by David Hays.)
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(Lynn Davie)
This course introduces the student to research methods and approaches
in textual analysis from two different epistemological positions: that
of the qualitative or interpretive scholar, who builds "grounded"
theory, and that of the researcher who tests hypotheses deduced from a
theory or model. Students examine the general goals of both approaches
to research, explore some of the issues and techniques used, and discuss
techniques of analysis and writing.
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(Donald B. Straus)
This course begins by examining weaknesses in our current decision-
making processes, on the political, economic, and social levels.
Innovations needed to improve decision-making are suggested and
explored, with special attention to the role of new interactive media
and personal computers in the flow of information and the resolution of
disputes. The field of "computer assisted negotiations" (CAN) is
utilized as a central case study, and the linkages between decision-
making via computers and the democratic process are explored.
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(Instructor to be Announced) This course studies motion as the essential ingredient in film and video media. Students practice the techniques of seeing movement and perceiving the emotions conveyed by attending performances of ballet, circus, performance art, drama (as available) or movies, or through video recordings (available for rental and at many public libraries). Students also read about the psychobiology of emotional movement. Topics include: artistic control; distinctions among diversion, entertainment, and art; the nature of aesthetic experience, catharsis, and ecstasy; and Apollonian and Dionysian modes of performance. (Designed and formerly taught by David Hays.)
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(Paul Levinson)
Human beings hold unprecedented power in fields such as communication,
bio-engineering, food production, medicine, and weaponry. This course
examines to what extent traditional ethical guidelines, hammered-out
through thousands of years of philosophy, can help us navigate these
potent technological currents. Issues include: What is the proper role
of mass media in bringing these questions to the public's attention? In
what ways do new media require new standards of ethical conduct and
etiquette? How can the communications revolution give citizens greater
control over technological decisions? Current cases of media coverage
are considered.
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(Instructor to be Announced) This course surveys broad patterns in the invention, innovation, and diffusion of materials, energy, and information technology from stone tools through fifteen to twenty past civilizations up to the present. Connections are explored between technology and science, government, society, and ways of thinking. Issues include: theory of cultural transformation; how different senses of the meaning of life and different concepts of investment are reflected in technological change; criteria of appropriateness for technology. Students each specialize in a place and period or on a specific theoretical perspective. (Designed and formerly taught by David Hays.)
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(James Whitescarver)
A multi-disciplinary study of the progress of science towards a unified
theory. Modern physics is approached from the perspective of
information science in order to make the universe comprehensible without
resorting to advanced mathematics. Information theory concepts like
computation, fractal geometry, and chaotic systems are introduced and
applied in a quantum-time model developed by the instructor that unifies
physics concepts ranging from space-time relativity to quantum
chromodynamics within atoms. The evolution of the universe from the
"big bang" to the distant future is considered. Students are expected to
select from three study tracks -- engineering, computer science, or
philosophy of science -- according to their interests. No prior training
in engineering or computer science is required.
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(Instructor to be Announced) A transformation of our understanding of reality is underway; new media are playing a crucial role. The notions of originality, authenticity, objectivity, and truth are challenged in a lifeworld increasingly mediated by new forms of technology. Reproduction, simulation, invention, and acceptance are key elements of an artificial reality called the Age of Media. In this environment, film is not merely an art form or means of entertainment but rather a mode of communication designed to provide information. This course explores the interrelations between postmodern culture and film, analyzes contemporary movies and documentaries (all available on video) with special attention to media criticism and cultural diversity. Students are expected to have access to a VCR.
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(Paul Levinson)
Three decades have passed since the publication of Marshall McLuhan's
Understanding Media in 1964. How have his theories or "probes" been
received in the intervening years? In what ways have his assessments of
TV and electronic media been fulfilled, in what ways not realized? What
is the applicability of McLuhan's thinking to the revolution in personal
computers? This seminar both examines the relevance of McLuhan to
current media, and investigates the impact of McLuhan in the current
scholarly world.
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(Jan Lester)
This course examines the impact and role of media on libertarian issues
that have become increasingly prevalent in our society. Issues include:
is pornography a part of freedom of expression? Does the public have
more or less control in state vs. privately owned media? Can media be
self-regulating? Who ultimately pays for the right to have access to
media? Students are expected to develop responses to these and other
issues based on readings in traditional and current philosophy, such as
J. S. Mill and F. A. von Hayek.
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(Helena Gourko)
This course offers a philosophic and socio-linguistic context for
understanding developments in the former Soviet Union and Eastern
Europe. The introduction of free speech and a free press in totalitarian
society is explored from the perspective of communication as a
paradoxical and revolutionary act in all societies. Focus is on the
destructive impact of closed systems on human thought and mentality, and
the unpredictable consequences that arise when these systems are
removed. Readings include Husserl, Derrida, and original writings by
the instructor on this subject. Course taught directly from the
instructor's office in Minsk, Belarus.
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(Karl Signell)
This course explores the relationships among music, human beings, and
technology, and draws upon a synthesis of old truths and recent
discoveries about music from such fields as psychoacoustics,
biomechanics, poetry and philosophy. Issues include: How do children
learn music? How does our brain make sense of scales? In what ways are
words and music different? Has radio made music a technical effect?
Does the music video freeze interpretation? How has technology changed
musical performance? Required "listenings" come from a taped series of
interviews with such people as violinist Yehudi Menuhin, psychologist
Howard Gardner, and record producer Mitch Miller.
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(Larry Hickman)
This course offers a new approach to problems posed by contemporary
technological development. It offers a basic conceptual and critical
grasp of the inter-relationships of technology, science, and the social
and natural environment. Our understanding of the impact of technology
is changing dramatically, and our society needs this understanding to
answer serious questions about communication, language, privacy,
ecological crises, biotechnology, and space travel. Emphasis is on John
Dewey's philosophy of technology and its current applications.
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(Richard Heppner)
This course examines current and past trends in TV, film, and print
media, and relates them to social and aesthetic theories and
philosophy. Issues include: connections between popular culture
and economic class; "high" culture critiques of pop culture and
their drawbacks; art vs. non-art and good vs. bad art; the search
for universals in myths and pop culture. Each student specializes
in a specific area of popular culture. Access to television and/or
VCR recommended. Readings can include Herbert Ganz, Marshall
McLuhan, Claude Levi-Strauss, Friedrich Hegel, and Ernst Gombrich.
(Course designed and formerly taught by Paul
Levinson.)
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(Rob Higgins)
This course first introduces students to communications research in
general, and then explores specific research models and methods
applied to communication via personal computers and online systems.
Research models include case studies, online activity analysis,
message analysis, content analysis, and qualitative analysis of text.
Topics include social impact of online communication, differences
between oral and online communication, and psychological aspects of
online communities. This course is especially recommended for those
planning to do a thesis in the online communication field.
Prerequisite: Computer Conferencing in Business and Education or
permission of Director.
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(Sylvia Engdahl)
This course examines the emerging mythology of the "Space Age," with
emphasis on its expression in science fiction films and other mass
audience genres. Taking off from the acclaimed video series and book
The Power of Myth by Joseph Campbell, we consider the positive
role of myths in individual lives and societies, and we apply this
concept to the worldwide technological society that is emerging in our
era. We compare and contrast traditional myths with the myths
represented in popular science fiction, which in many respects is more
meaningful in today's culture, including specific film and TV classics
like "Star Wars" and "Star Trek."
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(William Henry)
This advanced course examines the differences between traditional "in-
person" social dynamics and the new environments and factors arising in
online, electronic groups and communities. Issues include the notion of
social reality "online" vs. in-person, social control and psychology in
online groups, first appearances online, the concept of the "rolling
present" online, disasters in computer conferencing groups and their
management, and the contribution of the host system to online reality.
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(Joseph Martino)
Prediction of the future today is more than just dreaming or having
visions. This course explores some of the mathematical ways of getting
a handle on predicting the direction that technologies will go. Theory,
practice, and consequences of technological forecasting are examined.
Topics include growth curves, curve fitting, trend extrapolation, limits
of trends, technological substitution, and indicator gathering. Each
student chooses a technology and prepares a forecast using the methods
taught. Coursework involves development of the forecast proposal,
reports on interim work, and submission of the forecast for comments by
the instructor and other students.
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(Sylvia Engdahl)
The view of medical technology as an invincible conquerer of disease is
reeling under the impact of AIDS, reports about the declining
effectiveness of antibiotics, conflicts about how to best use genetic
engineering, and like problems. This course examines these issues and
how they apply to the future via an anthropological, philosophical
approach that asks such questions as: What direction can we expect
medical progress to take, beyond continued advance in the treatment and
prevention of injuries and infectious disease? Should increasing
longevity be its goal, or should the emphasis be on maximum quality of
life? Is the body a machine that technology can repair and perhaps
perfect, or is some illness an integral part of the human condition, at
least at our present stage of evolution? Readings include Illich,
Lewontin, Moyers, and Szasz; the emphasis is not on reaching
conclusions, but on gaining awareness of the multifaceted issues that
are involved.
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(William Benzon)
African America has played and continues to play a formative role in
the American culture. This course is about why and how that
happened. We explore the hypothesis that African-American culture
has provided expressive means through which European Americans
attempt to make up for deficiencies in their European heritages. Our
focus is on music -- jazz, rock, rap -- where we see a pattern of
Black invention followed by white adoption. We also examine the
African-American contribution to television and the movies, using
Bill Cosby and Spike Lee as case studies.
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(Richard Heppner)
For more than fifty years television has been the dominant force in the
shaping of our popular culture. Utilizing a decade by decade approach,
this course examines how the form and content of television has affected
our cultural environment. Not simply looking to examine the claimed
"adverse effects" that have been laid at the doorstep of television,
this course also probes the positive and, at times, unexpected impact
television has had the shaping of the American experience. Through
specific case studies and discussions, students take the road television
has taken and explore the shaping of our shared experiences as a people
within the electronic environment. In addition, students specialize in
a specific area or aspect of television culture and discuss its
relationship to the overall theme of the course.
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(Lionel Kearns &
Gerri Sinclair)
This online workshop uses the key concepts of cybernetics, semiotics and
communication theory as a context for the reading, writing, and revising
of poetry. In addition to the theoretical content, students read and
comment on the creative work of other course members. This course is
useful for potential or practicing writers, critics, and maverick
bricoleurs of the English language.
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(Ari Davidow)
This course covers the new potential that low cost desktop publishing
systems have, both for existing large organizations and for smaller
enterprises. The emphasis here is on the use of personal computing and
printing equipment for the production of finished hard-copy --
interchangeable with the products of traditional printing houses. Major
hardware and software options and costs are explored for IBM, Macintosh
and Atari ST-based systems along with relative ease of use and which
kinds of applications are best suited to each. Focus on the use of
desktop technologies for the preparation and publication of reports,
pamphlets, in-house newsletters and catalogs, and government materials.
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(Brock Meeks)
This course focuses on the practice and principles of good, solid
feature writing, especially as it is applied to electronic text media.
Students learn how to write several specific types of online feature
articles through weekly writing assignments and the creation of their
own electronic magazine. Emphasis includes writing of book reviews and
software reviews, restaurant and tourist site reviews, "how-to" articles
for computer magazines, online columns, and interview techniques.
(Course formerly taught by Cathryn Conroy.)
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(Cynthia Morgan Dale)
This course explores new marketing and promotion opportunities available
to retailers, corporations, and entrepreneurs in electronic text media.
Issues include history of marketing in print and broadcast media, new
opportunities opened by online services, and strategies of
print/electronic synergy. Case studies are employed and a marketing
plan for a major electronic retail operation is developed.
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(Instructor to be Announced) This course examines the practice and issues involved in the editing, publishing, and dissemination of news items, reference materials, and scholarly and professional journals via online means. Topics include historical survey of dissemination of texts, economics of print as opposed to electronic publishing, entrepreneurial online "presses," and the impact of electronic publishing upon public information and scientific knowledge. The course includes practical training.
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(Instructor to be Announced) An intensive online workshop in actual preparation and dissemination of an electronic journal. Students works with an electronic publisher in the conception and planning of a journal, then work with authors in the submission of manuscripts. The journal is then "published" electronically, and students take part in discussions and strategy sessions about placement of the journal on a variety of electronic networks. Prerequisite: Electronic Publishing or permission of the Director.
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(Joseph Martino)
This course examines the communication mechanisms of political
campaigns for local offices such as the Board of Education, County
Commissioner, or City Council. Students learn about party organization,
political clubs, campaign planning, organization of campaign volunteers,
and use of low-tech media like yard signs and billboards. As part of the
course, students take part in a local campaign -- or, if none is being
held at the time, to carry out the actions needed to plan such a campaign.
The instructor is a precinct committeeman and has been served as county
campaign chairman for several campaigns.
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(Gail S. Thomas)
This course explores the characteristics and use of commercial and
scholarly online, interactive databases, such as DIALOG, VuText, and
Predicasts. Students discuss and implement strategies for effective
online searching, methods of keeping search costs low, and choosing the
best database for a search. Direct "hands-on" experience in online
searching is provided via connection to Dialog's "Ontap" training base
at no extra charge. Practical work is complemented with reading and
discussion of texts in information theory and computer networks.
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(Jane Robinett)
This course develops skills and writing and criticism of user guides
for personal computer and central system software, and development of
online tutorials, user guides, and documentation projects. Issues
addressed include the scope of documentation, and appropriate research,
editing, review, and procedures for evaluation of documentation. The
computer conferencing system itself, as well as word processing and
other software which the students are already using, will be subjects
for study and documentation in this course.
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(Gail S. Thomas)
This course provides a nontechnical overview of networking
communication technologies. Virtual networking alternatives
discussed include electronic mail, bulletin boards and groupware.
Physical networks discussed include LANs, wide area networks (WANs)
and neural networks. Considered from a nonmathematical, managerial
perspective, the course focuses on such components and options as
hardware and cabling, network software applications, software
topologies and mode of data communications. Students analyze and
design a plan for applying network communications technologies to
their current or contemplated work situation.
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(Brock Meeks)
This course examines the growing field of online journalism and its
similarities to and differences from traditional print journalism.
Available markets for electronic journalists and writers are explored.
Such markets include electronic publishing, videotext publications, and
electronic magazines. Techniques for writing for the videotext market,
including digest techniques and writing to fit the format of an
electronic publication, are studied. The course is intended to give
students a working knowledge of the field.
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(Paul Block)
This course examines the ways that computer networks can assist the
process and placement of writing. Issues such as the individual author
in a group process and the roles of criticism and direction in writing
are explored through discussion and writing of fiction and nonfiction
in an online environment. Participants are expected to interact
generously with one another, reading each other's work carefully and
giving thoughtful, constructive comments with the guidance and
participation of the instructor. The role of computer network
"contacts" in placement and publication of works is explored, with
special attention to submission and editing of manuscripts online.
(Course formerly taught by Sharon Lerch.)
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(Gail S. Thomas)
This course focuses on the critique and design of commercial and
scholarly online interactive databases, with special attention to
advanced searching techniques. Students analyze and design plans for
online interactive databases applicable to their current or
contemplated work situation or community needs. Direct hands-on
experience in online searching is provided via connection to DIALOG's
ONTAP training databases. This course explores and applies current
theories of information management and networking to assessment of
retrieval systems. Prerequisite: Intro to OnLine Information
Retrieval Systems or permission of the Director.
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Note: in the above listings, faculty separated by ampersands are
co-teachers; faculty separated by commas are alternate or previous
teachers.
Connected Education Faculty Bios
Palmer Agnew, MS, Cornell University. Award-winning inventor and product designer with six patents pending; projects include commercial and scientific computer hardware and microcode, control unit microcode and applications software. Partner, Effective Technologies Group, a consulting firm; co-author of Multimedia in the Classroom. (Multimedia and Society; Multimedia in Education)
RETURN TO MENU OR COURSES?Ronald G. Albright, MD, University of South Alabama. Internist physician in private practice. Technical Editor, Computer Monthly magazine; author of A Basic Guide to Online Information Systems for Health Care Professionals; lecturer on the subject of electronic communications. President, Digital Publishing Association. (Book Publishing for the 21st Century)
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Walter Truett Anderson, PhD, University of Southern California. Lecturer, UC-Berkeley; consultant, SRI Int'l. Author of Reality Isn't What it Used to Be, To Govern Evolution, The Upstart Spring, Rethinking Liberalism, and Open Secrets. (Managing in the Postmodern World)
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Tzipporah Ben-Avraham, MA, Brooklyn College (CUNY). Chair, UN Human Rights for Disabled Committee; consultant on state and federal legislation for the disabled. (Computers and Minorities; Technology and the Disabled)
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Gregory Benford, PhD, University of Southern California. Professor of Physics, University of California-Irvine; Woodrow Wilson Fellow and Visiting Fellow, Cambridge University; advisor to US Department of Energy, NASA, and White House Council on Space Policy. Author of more than a dozen science fiction novels, including the award- winning Timescape; author of numerous popular science articles published in such places as New Scientist, Smithsonian Magazine, Natural History, and Omni; author of more than 100 scientific papers. Associate Editor, Journal of Social and Evolutionary Systems. (Special online discussion leader, science fiction.)
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William Benzon, PhD, SUNY. Former faculty, SUNY-Albany. Co-author of Visualization: the Second Computer Revolution; author of numerous popular and scholarly articles on cognition and popular culture. Associate Editor, Journal of Social and Evolutionary Systems. (Brain, Mind, Computer; Topics in Popular Culture: African America)
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Paul Block, BA, SUNY (Empire State). Author of 14 novels published by Bantam, Pocket Books, and other major houses. Creative director of Book Creations, Inc.; book producer and marketer for leading mass-market fiction publishers, 1988-1993. (Computer Networks and Professional Writing)
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Harlan Cleveland, BA, Princeton University. Rhodes Scholar; former US Assistant Secretary of State; former US Ambassador to NATO; former President, University of Hawaii; Director Emeritus, Hubert H. Humphrey School of Public Affairs (University of Minnesota). Author: The Knowledge Executive; The Age of Choice; The Global Commons; and numerous other books. Associate Editor, Journal of Social and Evolutionary Systems. (Issues in International Telecommunications)
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Cathryn Conroy, MA, Ohio State University. Contributing Editor, CompuServe Magazine; contributor to OnLine Access Guide and Columbus Today; winner Bronze Quill Award for Best Interpretive Writing. (Online Feature Writing)
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Cynthia Morgan Dale, BA, Pennsylvania State University. Creative consultant to Compuserve's Electronic Mall, Ford Motor Co., Waldenbooks, Hammacher Schlemmer, Brooks Bros., and other leading retailers; contributor to Compuserve Magazine. (Electronic Marketing)
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Richard Dalton, media consultant; clients have included US Dept of HUD, Sun Oil Co., Swedish Telecommunications Admin., City and County of San Francisco. Former Editor-in-Chief, Whole Earth Software Review; contributor to numerous publications; adjunct faculty, UC Berkeley. (The Microchip Economy: Workplace, Workspace, Workpace)
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Ari Davidow, typographer. President, Ari Davidow & Associates, consultants on desktop publishing to Wells Fargo, Random House, etc.; founder, Drukerei, publishers of English translations of Yiddish literature; previously production manager at InterMedia, disk translation service; author of articles on problems with non-English language typesetting. (Desktop Publishing)
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Lynn Davie, PhD, University of Wisconsin. Chair, Department of Adult Education, Ontario Institute of Studies in Education; author of articles in the Journal of Distance Education and other journals. (Content and Qualitative Research Methods)
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James Duggan, JD, Rutgers University School of Law. Attorney in private practice, criminal law and general; American Jurisprudence award winner, 1983; Law Review editor; articles in Rutgers Law Review, Journal of Copyright Society. (Privacy and Telecommunications; Technology and Criminality)
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Sylvia Engdahl, BA, University of California (Santa Barbara). Author of numerous science fiction novels including Enchantress from the Stars, The Far Side of Evil, This Star Shall Abide, Beyond the Tomorrow Mountains, and The Doors of the Universe and of science nonfiction for young people. Programmer and computer systems specialist, 1957-67; electronic writer on The Source; Assistant Editor and contributor, Journal of Social and Evolutionary Systems. Special Projects Assistant for Connected Education since 1985. (Science Fiction and Space Age Mythology; Technology and 21st Century Medicine)
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Keith Ferrell, Editor-in-Chief, Omni Magazine. Author of numerous books including H. G. Wells, Citizen of the Future; George Orwell, the Political Pen; and Ernest Hemingway, The Search for Courage. (Book Publishing for the 21st Century)
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David Gaines, DMA candidate, Peabody Conservatory of Music, Johns Hopkins University; MA, American University. Producer of original music with his own MIDI studio at Peabody Electronic & Computer Music Studios, including "Mozaiko de Vintro" for Prepared Electronic Tape. (Technology and Music)
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Frank Giannizzero, MA, The New School for Social Research. Co-director, public relations, US Trust Co.; former divinity student. (Deceased; formerly taught Technology and Religion.)
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Jerome C. Glenn, Executive Director, American Council for United Nations University; founder and former President, CARINET; a Washington DC telecommunications network for development of resources in the Third World. Author of Future Mind. (Issues in International Telecommunications)
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Helena Gourko, PhD, Byelorussian University. Associate Professor of the History of Philosophy, Belarus University (Minsk, Belarus); author of numerous papers. (Media and Perestroika)
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Tom Hargadon, LLB, Harvard Law School. CEO, FoxHedge, Inc., computer conference designers and consultants; former editor Open Systems; taught at MIT, Simmons, Boston College. (Telecommunications Applications; Advanced Telecommunications Applications)
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David Hays, PhD, Harvard. Formerly Professor of Linguistics, SUNY-Buffalo. Author of Cognitive Structures; Introduction to Computational Linguistics and numerous articles. (Deceased; designed and taught Brain, Mind, Computer; Evolution of Technology; Emotion and Motion in the Media.)
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William E. Henry, MA, UCLA. President, Communications Network Technology Company; formerly Research Associate, Western Behavioral Sciences Institute; Chair, Board of Prison Terms and Paroles, Washington State. (Social Dynamics of Online Communities)
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Richard R. Heppner, MA, New School for Social Research. Assistant Professor Orange County Community College; published in Journal of Social and Evolutionary Systems; teaches video production, media history, and speech communication. (Popular Culture and the Media; Topics in Popular Culture: Television and America)
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Larry Hickman, PhD. Director, Center for Dewey Studies; former professor of philosophy, Texas A&M University. Author of John Dewey's Pragmatic Philosophy; editor of Technology as a Human Affair. Associate Editor, Journal of Social and Evolutionary Systems. (Philosophy and Technology)
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Rob Higgins, PhD, University of Toronto. Educational telecommunications consultant; teaches at Ontario Institute for Studies in Education; consultant to SCILINK and "Kids from Kanata" projects. Articles in Proceedings of the National Educational Computing Conference (NECC '90) and other professional journals. (Research Issues in Computer-Mediated Communication)
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Stephen Jacobs, MA, Rochester Institute of Technology, MA in Media Studies, New School for Social Research. Adjunct Faculty, National Institute for the Deaf and Rochester Institute of Technology; contributing editor, Videomaker Magazine, Video Toaster User Magazine; freelance producer, including PBS show "Deaf Mosaic." (Computers and Simulation)
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Nicholas Johnson, JD. Commissioner of the US Federal Communications Commission, 1966-73; Presidential advisor, White House Conference on Libraries and Information Science, 1979-80; US Maritime Commissioner, 1964-66; law clerk to US Supreme Court Justice Hugo Black, 1959-60. Adjunct professor, University of Iowa College of Law; Host of PBS network TV show "The New Tech Times"; author of nationally syndicated column, Communications Watch; author of How to Talk Back to Your Television Set. (Broadcasting in an Age of Deregulation)
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Lionel Kearns, MA, University of British Columbia. Author of By the Light of the Silvery Mclune; About Time; Songs of Circumstance; and other books of poetry and criticism. Former Professor, Simon Fraser University; consultant in interactive educational technology. (Cybernetics and Poetry)
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Anne Kellerman, MS, Georgia Institute of Technology. Adjunct instructor of computer science and physics at SUNY-Binghamton; co- partner of Effective Technologies Group, producing technologies for educators, small businesses, and end users; co-author of Multimedia in the Classroom. (Multimedia and Society; Multimedia in Education)
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William Kuhns, author The Post-Industrial Prophets; independent scholar, researching the works and impact of Marshall McLuhan. (Thesis advisor for studies of McLuhan.)
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Sharon Lerch, BS, University of Illinois. Initiator and Director of the Writing Networkshop on The Source and at the New York Institute of Technology. Fiction published in Confrontation, Black Warrior Review, Kansas Quarterly, and The Literary Review; non- fiction in Chicago magazine, NY Times, and other publications. Awards include resident fellowships at Yaddo, the Aaron H. Rubenfeld Award for Fiction at the New School, a 1988 Fellowship in Fiction from the New York Foundation for the Arts, and finishing as a finalist in Fiction Network's national competition and the 1990 PEN Syndicated Fiction Project. (Computer Networks and Professional Writing)
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Jan Clifford Lester, PhD, London School of Economics. Adjunct Lecturer, Middlesex University; Editor, Philosophy Forum; author of Liberty, Welfare, and Market-Anarchy (forthcoming); co- chair: The Annual Popper Conference. (Media and Libertarianism)
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Paul Levinson, PhD, New York University. Senior Faculty, Graduate Media Studies Program at the New School for Social Research; adjunct professor, Hofstra University, Polytechnic University. Author of Mind at Large (1988), Electronic Chronicles (1992), Learning Cyberspace (1995), and more than 150 articles on philosophy of technology. Editor-in-Chief of the Journal of Social and Evolutionary Systems. His popular essays have appeared in Wired and Omni; his science fiction has been published in Analog, Amazing, and anthologies such as XANADU 3. For more information see About the Director... (Advanced Issues in International Telecommunications; Artificial Intelligence and Real Life; Computer Conferencing in Business and Education; Ethics in the Technological World; Issues in International Telecommunications; McLuhan Seminar; Online Thesis Tutorial; Popular Culture and the Media)
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Ronald F. Madden, MA in Media Studies, New School for Social Research. Specialist in courtroom and other legal technology; former professional cantor/liturgical singer and member Christian Education commission of Fifth Avenue Presbyterian Church; taught adult and continuing legal education courses; articles in International Yearbook of Law, Computers and Technology, 1991-1992. (Technology and Religion)
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Joseph P. Martino, PhD, Ohio State. Member Technology Forecasting Group, University of Dayton Research Institute; preparer of technological forecasts for National Science Foundation, NASA, Army Missile Command, Martin Marietta Corp, ITT; fellow AAAS, IEEE; author of Technological Forecasting and Decisionmaking. (Professional Management in the Information Age; Technological Forecasting; Grass Roots Political Organizing and Communication)
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Brock N. Meeks, Chief Washington Correspondent and columnist for Wired and HotWired. Publisher and Editor of CyberWire Dispatch, Internet-based news service. Award-winning print and online journalist for such publications as Interactive Week, Profiles, Link-Up, Byte. (Online Journalism; Online Feature Writing; Privacy and Telecommunications)
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David D. Oberhart, MA, University of Iowa. Instructor, Niagara County Community College; author of articles on use of computers by the blind. (Science Fiction and the Technological Century)
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James T. Roberson, PhD, Fordham University; MDiv., NY Theological Seminary; MS, New York University. President, Black Religious Studies NETwork, Inc.; author of articles on African-American religious communities, technology and computer literacy. (Computers and Minorities)
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Jane Robinett, PhD, Notre Dame. Former faculty, Polytechnic University of New York; poetry published in such literary magazines as Sparrow, and Origin; translator and editor of foreign texts. (Introduction to Software Documentation)
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Frank Schmalleger, PhD, Ohio State University. Professor of Sociology, Pembroke State University, North Carolina; Founding-Executive Editor, The Justice Professional; author, The Justice Professional Reader. (Technology and Criminality)
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J. Neil Schulman, Pres., Softserv Publishing, Inc. Author of The Rainbow Cadenza and Alongside Night; contributor to the LA Times Book Review and other publications. (Book Publishing for the 21st Century)
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Bob Shannon, BA, Syracuse University. Afternoon disc jockey WCBS-FM radio; author, Behind the Hits. (Rock and Roll and Society)
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Karl Signell, PhD, University of Washington. Executive Secretary Center for Turkish Music, University of Maryland; consultant District of Columbia Commission on the Arts. Editor, Ethnomusicology Research Digest; author, Universals in Music and Makam: Model Practice in Turkish Art Music. Executive producer, National Public Radio's "The Nature of Music" programs. (The Nature of Music)
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Gerri Sinclair, PhD, University of British Columbia. Director, Exemplary Center for Interactive Technology, Simon Fraser University; organizer of 1985 World Logo Conference and 1986 online component of World Congress on Education and Technology; developer Kids' International Peace Network. (Cybernetics and Poetry)
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Donald B. Straus, MBA, Harvard. President Emeritus, American Arbitration Association; formerly assistant to Chair, Atomic Energy Relations Board; senior staff, Wage Stabilization Board; VP, Health Insurance Plan. Author of Decisions: Computers and the Democratic Process. (Democracy in the 21st Century)
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Gail S. Thomas, MA, The New School; MS in Library Science, University of Southern California. Business consultant; contributing editor, Netweaver; author of The Loom and the Keyboard. (Introduction to Online Information Retrieval Systems; Introduction to Virtual and Physical Networking; Practicum in Advanced Online Retrieval Systems)
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Tina Vozick, BA, City College of New York. Vice President, Connected Education, Inc.; Associate Director, The New School OnLine Program; Managing Editor, Journal of Social and Evolutionary Systems.
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James Whitescarver, BS, NJIT. Associate Director of Advanced Applications, NJIT Computerized Conferencing and Communications; design supervisor of EIES and EIES2. (The Evolutionary Cosmos)
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Benjamin Wright, JD, Georgetown University. Attorney in private practice; author of EDI & American Law; The Law of Electronic Commerce. (Special online discussion leader, EDI and the law.)
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Note: the above list of faculty is composed of both teachers of Connect Ed online courses and advisors to Masters students in the online thesis process.
[To be added]
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Address: 65 Shirley Lane, White Plains, NY 10607
Tel: 914-428-8766
Fax: 914-428-8775
e-mail: tvozick@cinti.com or plevinson@cinti.com
For more information, contact us now!
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Copyright (c) 1985-1996 by Connected Education, Inc.
Last updated August 26, 1996
Connected Education(r) and Connect Ed(r) are registered trademarks
of Connected Education, Inc., an independent educational corporation
chartered in New York State.