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1 - 6 of 6 results for: 183

INTNLREL 183: The Modern Battle (HISTORY 206C)

The purpose of this seminar is to examine the evolution of modern warfare by closely following four modern battles/campaigns. For this purpose the seminar offers four mock staff rides, facilitating highly engaged, well-researched experience for participants. In a mock staff ride, students are assigned roles; each student is playing a general or staff officer who was involved in the battle/campaign. Students will research their roles and, during the staff ride, will be required to explain "their" decisions and actions. Staff rides will not deviate from historical records, but closely examine how decisions were made, what pressures and forces were in action, battle outcomes, etc. This in-depth examination will allow students to gain a deeper understanding of how modern tactics, technology, means of communications, and the scale of warfare can decide, and indeed decided, campaigns. We will will spend two weeks preparing for and playing each staff ride. One meeting will be dedicated to dis more »
The purpose of this seminar is to examine the evolution of modern warfare by closely following four modern battles/campaigns. For this purpose the seminar offers four mock staff rides, facilitating highly engaged, well-researched experience for participants. In a mock staff ride, students are assigned roles; each student is playing a general or staff officer who was involved in the battle/campaign. Students will research their roles and, during the staff ride, will be required to explain "their" decisions and actions. Staff rides will not deviate from historical records, but closely examine how decisions were made, what pressures and forces were in action, battle outcomes, etc. This in-depth examination will allow students to gain a deeper understanding of how modern tactics, technology, means of communications, and the scale of warfare can decide, and indeed decided, campaigns. We will will spend two weeks preparing for and playing each staff ride. One meeting will be dedicated to discussing the forces shaping the chosen battle/campaign: the identity and goals ofnthe belligerents, the economic, technological, cultural and other factors involved, as well as the initial general plan. The second meeting will be dedicated to the battle itself. The four battles will illustrate major developments in modern warfare.
Terms: Win | Units: 5
Instructors: Vardi, G. (PI)

SLAVLANG 183: Fifth-Year Russian, Third Quarter

Continuation of SLAVLANG 182. Language proficiency maintenance; appropriate for majors and non-majors with significant language experience. Discussions, oral presentations, and writing essays on contemporary Russia. Prerequisite: Placement Test or SLAVLANG 182.
Terms: Spr | Units: 3 | UG Reqs: Language
Instructors: Khassina, E. (PI)

SPECLANG 183A: First-Year Sanskrit, First Quarter

Full class in the script, grammar, and vocabulary of the Sanskrit language of ancient India. Also included will be some readings from the Bhagavad Gita. No previous knowledge of Sanskrit required.
Terms: Aut, Win | Units: 4
Instructors: Porta, F. (PI)

SPECLANG 183B: First-Year Sanskrit, Second Quarter

Continuation of SPECLANG 183A. Prerequisite: SPECLANG 183A.
Terms: Win | Units: 4
Instructors: Porta, F. (PI)

SPECLANG 183C: First-Year Sanskrit, Third Quarter

Continuation of SPECLANG 183B. Prerequisite; SPECLANG 183B. The completion of this course fulfills the University Language Requirement
Terms: Spr | Units: 4 | UG Reqs: Language
Instructors: Porta, F. (PI)

URBANST 183: Team Urban Design Studio (CEE 131E)

This new class offers an exciting variation on the 'individual project' studio format. Students work as a team to propose a single consensus solution to a real-world design challenge. This collaborative studio experience more closely reflects the creative process in the design and planning professions where a group of individuals works together to brainstorm, shape, develop, and illustrate a community design solution. There are a number of benefits to this team-oriented approach: it is a more nurturing environment for students that do not have design backgrounds, it allows for more peer-to-peer learning, and it takes best advantage of varied student skill sets. But perhaps the greatest benefit is that a team of students working together on a common project will be able to develop a more comprehensive solution than any one student working alone. This means that the class "deliverable" at the end of quarter could be detailed enough to be of significant value to a stakeholder or client group from the larger community. This studio class, working under the guidance of an experienced instructor, functions like a design firm in providing professional-grade deliverables to real-world community design "clients'.
Terms: Spr | Units: 5 | UG Reqs: WAY-CE
Instructors: Glanz, D. (PI)
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