Friday, April 29, 2011

Graduation Guide

Historical Overview


The origins of academic dress date back to the 12th and 13th centuries, when universities were taking form. The ordinary dress of the scholar, whether student or teacher, was the dress of a cleric. With few exceptions, the medieval scholar had taken at least minor orders, made certain vows, and perhaps been tonsured. Long gowns were worn and may have been necessary for warmth in unheated buildings. Hoods seem to have served to cover the tonsured head until superseded for that purpose by the skull cap.

A statute of the University of Coimbra in 1321 required that all "Doctors, Licentiates, and Bachelors" wear gowns. In England, in the second half of the 14th century, the statutes of certain colleges forbade "excess in apparel" and prescribed the wearing of a long gown. In the days of Henry VIII of England, Oxford and Cambridge first began prescribing a definite academic dress and made it a matter of university control even to the extent of its minor details. The assignment of colors to signify certain faculties was to be a much later development, and one which was to be standardized only in the United States in the late 19th century. White taken from the white fur trimming of the Oxford and Cambridge B.A. hoods, was assigned to arts and letters. Red, one of the traditional colors of the church, went to theology. Green, the color of medieval herbs, was adopted for medicine, and olive, because it was so close to green, was given to pharmacy. Golden yellow, standing for the wealth which scientific research has produced, was assigned to the sciences. European institutions have always had great diversity in their specifications of academic dress and this has been a source of confusion. In contrast, American colleges and universities opted for a definite system that all might follow. A significant contribution to the development of this system was made by Gardner Cotrell Leonard of Albany, New York. Mr. Leonard designed gowns for his class at Williams College in 1887 and had them made by Cotrell and Leonard, a firm established by his family in Albany, New York. He was greatly interested in the subject and following the publication of an article by him on academic dress in 1893, he was invited to work with an Intercollegiate Commission made up of representatives of leading institutions to establish a suitable system of academic apparel. The Commission met at Columbia University in 1895 and adopted a code of academic dress, which besides regulating the cut and style and materials of the gowns, prescribed the colors which were to represent the different fields of learning. In 1932 the American Council on Education authorized the appointment of a committee "to determine whether revision and completion of the academic code adopted by the conference of the colleges and universities in 1895 is desirable at this time, and, if so, to draft a revised code and present a plan for submitting the code to the consideration of the institutional members of the Council." The committee reviewed the situation through correspondence and conference and approved a code for academic costumes that has been in effect since that year. A Committee on Academic Costumes and Ceremonies, appointed by the American Council on Education in 1959, again reviewed the costume code and made several changes. In 1986, the committee updated the code and added a sentence clarifying the use of the color dark blue for the Doctor of Philosophy (Ph.D.) degree. (return to top)

The Academic Costume Code


Gowns

Pattern. Gowns recommended for use in the colleges and universities of this country have the following characteristics. The gown for the bachelor's degree has pointed sleeves. It is designed to be worn closed. The gown for the master's degree has an oblong sleeve, open at the wrist, like the others. The sleeve base hangs down in the traditional manner. The rear part of its oblong shape is square cut, and the front part has an arc cut away. The gown is so designed and supplied with fasteners that it may be worn open or closed. The gown for the doctor's degree has bell-shaped sleeves. It is so designed and supplied with fasteners that it may be worn open or closed.

Material. As a means of adaptation to climate, the material of the gowns may vary from very light to very heavy provided that the material, color, and pattern follow the prescribed rules.

Color. Black is recommended. (For permissible exceptions, see below.)

Trimmings. Gowns for the bachelor's or master's degrees are untrimmed. For the doctor's degree, the gown is faced down the front with black velvet; three bars of velvet are used across the sleeves. These facings and crossbars may be of velvet of the color distinctive of the disciplines to which the degree pertains, thus agreeing in color with the binding or edging of the hood appropriate to the particular doctor's degree in every instance.

For all academic purposes, including trimmings of doctors' gowns, edging of hoods, and tassels of caps, the colors associated with the different disciplines are as follows:



Agriculture Maize
Arts, Letters, Humanities White
Commerce, Accountancy, Business Drab
Dentistry Lilac
Economics Copper
Education Light Blue
Engineering Orange
Fine Arts, including Architecture Brown
Forestry Russet
Journalism Crimson
Law Purple
Library Science Lemon
Medicine Green
Music Pink
Nursing Apricot
Oratory (Speech) Silver Gray
Pharmacy Olive Green
Philosophy Dark Blue
Physical Education Sage Green
Public Administration, including Foreign Service Peacock Blue
Public Health Salmon Pink
Science Golden Yellow
Social Work Citron
Theology Scarlet
Veterinary Science Gray






In some instances American makers of academic costumes have divided the velvet trimming of the doctor's gown in such a fashion as to suggest in the same garment two or more doctor's degrees. Good precedent directs that a single degree from a single institution should be indicated by a single garment.

Hoods

Pattern. As usually followed by American colleges and universities, but following the specifications listed below.

Material. In all cases the material must be the same as that of the gown.

Color. Black, in all cases.

Length. The length of the hood worn for the bachelor's degree must be three feet, for the master's degree three and one-half feet, and for the doctor's degree, four feet. The hood worn for the doctor's degree only shall have panels at the sides.

Linings. The hoods are to be lined with the official color or colors of the college or university conferring the degree; more than one color is shown by division of the field color in a variety of ways, chevron or chevrons, equal division, etc. The various academic costume companies maintain complete files on the approved colors for various institutions.

Trimmings. The binding or edging of the hood is to be velvet or velveteen, two inches, three inches, and five inches wide for the bachelor's, master's, and doctor's degrees, respectively; the color should be indicative of the subject to which the degree pertains (see above). For example, the trimming for the degree of Master of Science in Agriculture should be maize, representing agriculture, rather than golden yellow, representing science. No academic hood should ever have its border divided to represent more than a single degree.

In the case of the Doctor of Philosophy (Ph.D.) degree, the dark blue color is used to represent the mastery of the discipline of learning and scholarship in any field that is attested to by the awarding of this degree and is not intended to represent the field of philosophy.

Caps

Material. Cotton poplin, broadcloth, rayon, or silk, to match gown are to be used; for the doctor's degree only, velvet.

Form. Mortarboards are generally recommended.

Color. Black.

Tassel. A long tassel is to be fastened to the middle point of the top of the cap only and to lie as it will thereon. The tassel should be black or the color appropriate to the subject, with the exception of the doctor's cap that may have a tassel of gold. (return to top)

Other Apparel

Shoes and other articles of visible apparel worn by graduates should be of dark colors that harmonize with the academic costume. Nothing else should be worn on the academic gown.

Some Permissible Exceptions

  • Only members of the governing body of a college or university, whatever their degrees, are entitled to wear doctor's gowns (with black velvet), but their hoods may be only those of degrees actually held by the wearers or those especially prescribed for them by the institution.
  • The chief marshal may wear a specially designed costume approved by the institution.
  • It is customary in many large institutions for the hood to be dispensed with by those receiving bachelor's degrees.
  • Persons who hold degrees from foreign universities may wear the entire appropriate academic costume, including cap, gown, and hood.
  • Members of religious orders may suitably wear their customary habits. The same principle applies to persons wearing military uniforms or clad in special attire required by a civil office.
  • It is recommended that collegiate institutions that award degrees, diplomas, or certificates below the baccalaureate level use caps and gowns of a light color, e.g., light gray.

Thursday, April 28, 2011

IOCC 201 Study Guide

IOCC 201 Final Exam Study Guide


• This is a very basic guide. The best guides to study by are your class notes and the readings.

• DO NOT TAKE THIS TO BE AN EXHAUSTIVE LIST OF POSSIBLE QUESTIONS.

Know the source languages from EVERYTHING we read in this class.



Know the basic chronology of persons, text, and ideas presented in the ENTIRE class.

Types of monks

Method of excommunication

7 Divine Offices

Basic life of Saint Benedict

Basics of Monastic life

The Vow of Stability (stabilitas loci)

Work and Prayer

How the monks keep their “rank”

The Western world at the end of 201

Basic history of the Roman Republic, Roman Empire and the Holy Roman Empire.

Fundamental virtue emphasized in Cicero’s speech

What the edict of Milan did financially, legally and in terms of Christian places of worship.

Gladiator points

Myth of Rome

Cultural points connected to the Land of Ice and Rome

Later Christian development

What group burned Rome and the complexities that followed this event.

Church traditions brought forth by the Early Chruch

Basics of the Nicean Creed

Words of the day

Basic Heresies

Augustine on God, time, original sin, human nature, basic human anthropology and literature.

Map Exam: Rome, Athens, Jerusalem, Hippo, Alexandria, Ireland, Ancient Greece, Italy, The Mediterranean, Spain, Gaul, Norway (The Land of Ice) Africa, The British Islands, Judea, Germania, The Atlantic Ocean.

IOCC 201

IOCC 201 students.  Be aware that there is a map section on the final exam.  I waned of this at the beginning of class.  The areas of the West you need to know are clearly listed on the study guide.
Dr. Berg

Wednesday, April 27, 2011

IOCC 201 review session

Thursday, April 28th, 9am in Ed 104/105.  We can only run until 9:50 as I have a meeting at 10am.
Dr. Berg

Wednesday, April 20, 2011

Intro to Philosophy Take Home Exam

Intro to Philosophy

Take Home Exam
Spring 2011
Dr.Berg

You may use all of your course notes and the assigned text. Do not use any other source for this exam. It is essentially an ethics exam at this point so you are on your honor. If I locate a source outside the scope listed above, you will fail this exam and the possibility of passing the class is low. If you cite me or our text, use the rules you learned in Rhet 102 or consult the CLE. Do not work together. Answer both questions. Each question is worth 50 points. Prepare your answers in a word document and email it to Eric.Berg@mac.edu by 11am Saturday, April 30. Make sure you answer these questions with a very high level of precision (pre•ci•sion (pr-s zh n) n. 1. The state or quality of being precise; exactness) and be thorough (thor•ough (thûr, th r) adj. 1. Exhaustively complete).

1. Kant

Explain why (1) lying, (2) stealing, and (3) murder are wrong in Kant's theory, using the Categorical Imperative. Does Kant provide a convincing account why these actions are wrong? Why or why not? Does Kant provide a convincing account of how to explain the motivation to do or to not do each of these actions? Why or why not? Raise one objection to Kantian theory and create an example to demonstrate the seriousness of your objection. Do you see any connection to either Plato or Aristotle? Select one (Plato or Aristotle) and tell me where and or how you see a connection.

2. Mill

Using Mill’s moral theory of Utilitarianism (consequentialism) solve the following moral dilemmas: (1) Cheating on this exam. (2) Stealing from MacMurray College. (3) American intervention in Libya. Raise one objection to Mill’s moral theory and demonstrate with an exhaustive example. Fully illuminate one main point where Kant and Mill differ on basic points of moral theory (agent v. action, intention v. consequences, the role of happiness, etc). Do you see any connection to either Plato or Aristotle? Select one (Plato or Aristotle) and tell me where and or how you see a connection.

IOCC 201

Augustine's Confessions read: I, II,VII, VIII, IX.
Thanks!

IOCC 201 Final Exam

Monday, May 2nd at 12 noon.  Ed Complex 104/105.

Study hard!

Friday, April 15, 2011

Intro to Philosophy

April 15th - Mill
April 20 - Presentations
April 22 - No Class Good Friday
April 27- Presentations and final papers due.

Presentations

Most of the class has an assigned time for their final presentation in Rhet 102.  However, there are several students that have not made their way to my office and signed up for a time to present their paper to the class.  As of 3:30 April 15th, the sign-up sheet will come down and you will present your paper when I call your name in class.

Dr. Berg

Thank you to all the students that have taken care of business.

Wednesday, April 13, 2011

Rhet 102

Make sure you have signed up for a paper conference and a time slot for your presentation.  The sign-up sheets are hanging on the wall outside my office (Mac 27).
Dr. Berg