Summer 2012 Featured Classes

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UNM Continuing Education

Highlighted classes from the Summer 2012 Semester at the University of New Mexico Division of Continuing Education.

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Summer 2012

Certified Personal Training Certificate

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This presentation was part of the "Ancient Greece" lectures by Dr. Lizabeth Johnson for the Osher Lifelong Learning Institute at the University of New Mexico. Ancient Greece was one of the most formative civilizations in Western history. While never an Empire, the Greeks, and particularly the people of Athens, developed and put into practice early concepts of democracy and legal equality. Aristophanes and Sophocles wrote classic plays describing issues important to Athenians of the fifth century BC, but which still resonate today - the social cost of warfare and the contest between loyalty to one’s family and obedience to one's government. Even after the end of the Classical period, when Athens and other Greek city-states fell under the control of Macedon and Rome, the Greeks continued to make their mark on the ancient Western world through the development of Hellenistic art, science, philosophy and religious cults. We'll examine the history of Greece from its prehistoric period through the Classical period and into the Hellenistic Age with a particular focus on the political and intellectual advances made by the Greeks and inherited by all of Western society.

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Between the long-lasting popularity of the works of Shakespeare to the more recent popularity of T.V. and film dramas about the Tudor and Stuart monarchs of England, the Tudor-Stuart period in English history is one of the most well-known eras in English history. Beginning with the accession of Henry VII, the first Tudor king, in 1485 and ending with the death of Anne, the last Stuart queen, in 1714, this roughly 230-year period in English history includes a number of notable and even infamous events, such as the English Reformation, the attack of the Spanish Armada, the English Civil War, the Glorious Revolution, and the unification of England and Scotland. It was also during this period that England started down the path that would lead to the British Empire, which would encompass lands as far flung as the Americas, Australia, India, China, Africa, and the Middle East. With the creation of the British Empire, English/British culture began to spread out to all these regions of the world, to the ultimate effect that a majority of the modern world still views the English language as a common tongue. We'll focus on the political history of this period as well as the social and cultural aspects of that history, with a particular emphasis on how these important events (and more!) shaped England, the British Empire, and the world.

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In the modern era, the medieval Catholic Church is often spoken of in negative terms. It is inevitable in a world largely shaped by the Reformation that many people focus on the corruption that plagued the Catholic Church in the late middle ages. However, long before the papacy faced off with Martin Luther, the Catholic Church played a vital role in European society. In the wake of the fall of the Roman Empire and in the centuries before nation states coalesced, the Catholic Church was the sole entity that held European society together. We'll examine the history of the Catholic Church from 200 to 1563 AD, with a particular focus on the social impact of the church.

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The Republic and Empire of Rome was one of the most formative civilizations in Western history. We'll explore the aspects of Roman civilization that have most influenced modern Western society. We'll examine the evolution of Rome's own political system, from a monarchy to a Republic to an Empire, and pay particular attention to the forces that drove this transition over the course of Rome's history. Roman civilization irrevocably shaped the political, social, and religious inheritance of all societies it came into contact with, and those heirs to Roman civilization helped to shape modern Western society itself.

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Much of the history of pre-modern European society was shaped by the migration of various groups of peoples into and across the European landscape. The Celts moved from their homeland in Central Europe and settled throughout much of Western Europe, bringing their language and culture with them. The Romans were yet another migrant group, and undoubtedly one of the most culturally impactful groups because they enforced their political, legal, and religious customs in the territories they settled. Similarly, the German-speaking tribes who moved into Roman territory as the Roman Empire fell; the Vikings, who emerged from Scandinavia in the late 8th century CE and settled throughout much of Western Europe; and Muslim peoples, who emerged from the Arabian Peninsula in the mid-7th century CE and settled in Spain and Sicily, had a significant influence on the formation of early European culture. We'll examine all of these groups and their impact on the history and culture of Western Europe in the pre-modern period.

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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