ASC 4126C
THE AIDS PANDEMIC: CONTEXTS AND REPRESENTATIONS
Fall 2009
Dr. Bill Thierfelder
631 244-3098
ThierfeW@dowling.edu
www.thierfelderwilliams.com
OFFICE HOURS: Sundays: 11:00 A.M.--12 P.M. 330 Racanelli Center, Oakdale
Tuesdays: 4:00--5:00 P.M. Classroom, Brookhaven
Wednesdays: 4:00--5:00 P.M. Classroom, Brookhaven
Thursday 4:00--5:00 P.M. Classroom, Brookhaven
By e-mail 7 days: ThierfeW@dowling.edu
CLASS RULES:
1. Please turn off cell phones and electronic devices. No text-messaging during class.
2. You must have active e-mail to be in this course. There are regular on-line assignments and questions.
3. Lateness is rude and disruptive.
4. There are absolutely no make-ups or “take early’s” on any exam. No late papers are accepted. No exceptions. All tests must be taken during the assigned class period. All papers are due during or before the class period. A missed quiz or paper will result in a zero. No exceptions.
5. Every student is allowed 1 absence, 1 lateness, and 1 leave-early without penalty. After that 5 points are taken off the participation grade for the course for each absence. You are allowed three (3) absences in total. Your fourth absence will result in an automatic failure or withdrawal for the course; no exceptions. Three points will be deducted for each lateness and leave early after the permitted single late/leave. Lateness of more than 30 minutes will be counted as an absence. Attendance is taken from the first day of class, not the first day the student starts attending. No exceptions will be made to any of the rules of the attendance policy. PERFECT ATTENDANCE, no lateness and no leave early will result in 5 points being awarded to your participation grade.
6. Dr. Thierfelder will be in regular contact with all students via e-mail, phone, or regular mail regarding assignments and other “news.” He will also have all papers/tests returned to the students within one to two class periods. Failure to hand back papers in such a timely manner will result in each student receiving 5 points added to that assignment’s grade. If Dr. Thierfelder fails to meet with a class and does not provide a substitute (except in cases of a weather emergency), forcing a class to be cancelled, 5 points will be added to each student’s participation grade.
COURSE DESCRIPTION: This course follows the history of the AIDS pandemic from its “official” beginnings in the late 1970’s to the present day and explores the worldwide response (or tragic lack of response) to one of the most devastating plagues in human history. Topics include: Other pandemics; AIDS on Long Island, AIDS in Africa and Developing Countries, AIDS Drug Cocktails and Other Therapies, AIDS in the Media, and AIDS Education. There will be numerous films and documentaries as well as guest speakers to enhance the course experience.
PURPOSE: Students will come to understand the full scope of the AIDS pandemic but will also see how the epidemic touches on so many other human issues. Students will be able to speak and write intelligently on a variety of topics, including discrimination, prejudice, stereotyping, developing communication skills, the role of religion in our lives, societal pressure, mob psychology, and other related areas.
METHODS: Class lectures, class participation, 4 papers, 3 quizzes, oral report
TEXTS: COURSE WORKBOOK
GRADING AND ASSESSMENT: ORAL PRESENTATION 10%
QUIZ NO. 1 (readings; films) 10%
QUIZ NO. 2 (readings) 10%
QUIZ NO. 3 (final quiz) 10 %
4 FOUR-PAGE PAPERS 40%
ATTENTANCE/PARTICIPATION 20%
GENERAL COURSE OBJECTIVES: Upon completion of this course the student will be expected to:
1. Apply communication theory, analytical reading, and critical thinking skills to the interpretation of scientific texts, news reports, and literary texts related to HIV/AIDS.
2. Demonstrate an awareness of language as a tool for learning, communication, and creative thought.
3. Collect, analyze, and critically evaluate information to produce writing with appropriate documentation (i.e. successfully create short objective research papers).
4. Write well-organized argumentative and analytical essays with a firm thesis and clear introduction, body, and conclusion.
5. Follow the standards of written English, specifically in regard to sentence structure, punctuation, grammar and usage, and spelling.
6. Recognize relations between scientific texts and news reports regarding HIV/AIDS and the cultural and socio-political world in which those texts and reports are created.
7. Be able to present oral reports on topics relevant to HIV/AIDS.
8. Work co-operatively in small groups and class discussions to develop listening, speaking, interpretive, and debating skills.
BIBLIOGRAPHY:
Barough, Gail. Support Groups: The Human Face of the HIV/AIDS Epidemic. Huntington Station, NY: LIAAC, 1992.
Douglas, Harding and Laura Pinsky. The Essential AIDS Handbook. New York: Pocket Books, most recent edition.
Garfield, Charles. Sometimes My Heart Goes Numb. New York: Harvest Books, 1995.
Hoffman, William. As Is. New York: Dramatists Play Service revised 1990.
Kramer, Larry. The Normal Heart. New York: Plume Books, 1985; revised for 2004 off-Broadway revival.
Louganis, Greg. Breaking the Surface. New York: Random House, 1995.
Moore, Susan, Doreen Rosenthal, and Anne Mitchell. Youth, AIDS, and Sexually Transmitted Diseases. London: Routledge Press, 1996.
Nasdijj. The Boy and the Dog are Sleeping. New York: Ballantine Books, 2003.
Singhal, Arvind and Everett Rogers. Combating AIDS: Communication Strategies in Action. New Delhi, India: Sage Publications, 2003.
Timour, Karin. Positive Options: A Handbook for Persons Living with AIDS. New York: Body Positive of New York, Inc., 1995.
Vogel, Paula. The Baltimore Waltz. New York: Dramatists Play Service, 1992.
Zuger, Abigail. Strong Shadows. New York: Freeman Press, 1995.
WRITING PAPERS AND EXAMS FOR THIS COURSE
A. All papers for Senior Seminars will be 4 pages in length. No paper over the assigned length will be accepted. Learn to self-edit. NO EXCEPTIONS.
B. All papers will be typed, 1 ½ -- 2 spaces, traditional margins, 11 or 12 point font. No cover pages. Put your name in the corner; the name of course goes under your name; double space, then put the title of paper centered: double space, and then begin your text.
C. All papers require research. All articles or online articles must be included with the paper. All papers must properly cite sources. No article; no grade. Put the article(s) and your paper in a pocketed folder with the paper on one side and the article(s) on the other.
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1. All papers must have an introduction. Your introduction must clearly state the theme of your paper. Keep your topic focused around two or three main points, which you clearly state in your introduction. Avoid broad generalizations: Tell your reader exactly what you are going to write about. [A lawyer gets in front of the jury on the first day of the trial and tells them what he/she plans to prove.]
2. The body of your essay centers on the two or three points that you have already introduced in the opening and in the same order. [A layer brings in witnesses before the jury, saving the star witness (most important point) for last.] Failure to use illustrations such as quotes or specific references will preclude an A on your paper.
3. A. Make sure each sentence and paragraph builds on the previous one, otherwise you have blocks of ideas that can be moved without affecting the whole. Use transitional words and phrases.
B. Use transition phrases to move reader from idea to idea. Failure to do this results in choppy, incoherent writing, and precludes an A on the paper.
WEAK: The Clash of the Titans talks about the gods. They can be very selfish. I know a man like that. Perseus is told to kill Medusa in order to win Andromeda. Thetis is very angry with Zeus for having mutilated her son, Calibos.
BETTER: the Clash of the Titans tells a tangled tale of revenge and jealousy involving two young men—Perseus and Calibos—and their respective, adoring parents—Zeus and Thetis. Both Zeus and Thetis selfishly want their sons to “win” the hand of the princess Andromeda and go to astounding lengths to insure the victory. Perseus, for example, must kill the dreaded Medusa and the titan named Kraken before he can claim the beautiful princess. To “help” Perseus along, Zeus enlists the aid of several other gods to provide his son with a magical helmet, sword, shield, and even an all-wise mechanical owl.
4. All papers must have a developed conclusion that tells your reader what you’ve proven. Never introduce a new idea or topic in the conclusion. This paragraph is not a repeat of your introduction; merely to repeat means you’ve taken your reader nowhere. The conclusion is an outgrowth of the argument you have constructed. [The lawyer makes his final argument before the jury, telling them what all of his witnesses have proven.] Failure to create a meaningful conclusion precludes an A on the paper.
5. A. Many papers require quotations (specific evidence): If you are writing about an article or piece of literature, you must use quotations. Lack of documentation/citations precludes an A.
B. Make quotations part of your text:
WEAK: Tennyson misses Hallam but he knows that he did the right thing. “’Tis better to have loved and lost than never to have loved at all.” (Tag on quotes like this example preclude an A.)
BETTER: Though Tennyson misses Hallam very much, he realizes that it is always “better to have loved and lost than never to have loved at all.”
OR: To remain isolated from others out of fear of getting hurt is no excuse for the Narrator. It is “better to [love],” even if it means eventual “loss,” because in daring to love, one is daring to enter fully the human experience and condition.
6. All essays about films, literature, music, painting, etc. must be written about in the present tense. The Arts are alive and well—a poem, a film, a song IS not WAS. If you do not do this or if you skip back and forth between past and present tense, you are precluded from an A on your paper.
7. Avoid shifting past to present or present to past in your paper.
WEAK: Then Sylvia goes into the woods to climb the pine tree. There she found herself looking out over a vast, new world.
BETTER: Then Sylvia goes into the woods to climb the pine tree. There she finds herself looking over a vast, new world.
8. You must use inclusive language. Sexist words like “mankind” or using “he” when you also mean to include women is not acceptable.
WEAK: A good lawyer always brings in his best witness last.
BETTER: Good lawyers always bring in their best witness last.
9. Avoid speaking directly to your reader: YOU or YOUR
WEAK: When you read line 37, you know that Shakespeare has felt love deeply.
BETTER: When readers examine this poem, especially line 37, they know that Shakespeare has felt love deeply.
10. Avoid use of short, choppy sentences: creates a “Police Report” style.
WEAK: Browning wrote “My Last Duchess” in the 1840’s. It tells the story of a greedy Duke. The Duke may have killed his most recent wife. This explains the title. (FACT…FACT…FACT…FACT)
BETTER: Browning’s 1842 poem, “My Last Duchess,” contains a clue right in its title. There is reason to believe that the greedy Duke has had several wives and that the “last” one may have met an unfortunate end.
11. Avoid repetition of the same words and phrases from one sentence to the next.
EXAMPLE: AIDS is a horrible epidemic. This epidemic has especially hit hard in Africa. In Africa it is estimated that nearly half the population of some countries is infected. Such devastating infection rates will undermine the economy of the continent. If the economy of the continent goes under, the rest of the world will follow.
12. Do not summarize the plot or content of a work. Stick to your topic. Your reader does not need Cliffs’ Notes.
13. Proofread for important grammar and usage errors, such as run-on sentences, comma splices, sentence fragments, incorrectly used idiomatic expressions, etc. CHECK for correct spelling of words and names. Your professor is not your editor; you are. More than a few important errors will automatically preclude an A on your paper. C or less is the usual grade for papers with faulty grammar and usage.
NOTE WELL: All papers and exams will use the number system of this section for correction purposes. Thus if next to a paragraph in one of your papers, you see 11, that means that repetition/redundancies is a problem. If you see 6, that means you have written about a film or story in the past tense. If you see 3, that means that you have not used transitions between paragraphs or sentences/ideas. If you see 13, that means you have a punctuation, grammar, usage, or idiom error. It is your responsibility to know grammar and usage and to get help if you need it. Etc.
GRAMMAR WEBSITE: http://www.grammarbook.com/
STUDENT’S GUIDE TO GRADING ON PAPERS AND EXAMS IN THIS COURSE:
NOTE WELL: Even if the content of a paper, quiz, or exam is correct, poor writing automatically precludes an A. No exceptions.
A: EXCEPTIONAL. Your work is convincing, persuasive, and exceptional all around; its content and style are superior; penetrating analysis, balanced argument, apt illustrations, and specific evidence. Your work is free of grammar and usage errors.
B: GOOD, SOLID WORK. Your work is solid but not completely conclusive; there is substantial content, illustration, and fairly well controlled handling of the material, but there may be errors in organization or in mechanical details like punctuation. Lacks the polish of an A paper.
C: AVERAGE; SATISFACTORY. If your paper has grammar and usage errors, such as fragments and comma splices, your paper automatically starts out at the C level. Only partially successful in explaining or persuading. Such papers often lack substance, conclusive arguments, or specific illustrations. Insufficient use of transitions, specific illustrations, or sentence variety also mean a C. C is the average grade for a paper.
D: VERY WEAK. If you receive a D, you simply have not written a college-level paper. Even more serious errors than a C paper. It may have two or more of the following errors: organizational flaws; brief or unevenly developed paragraphs; no sentence variety; contradictions; paragraphs that can be moved around without effecting the whole; ideas that do not flow from one sentence to another; lack of transitional terms; no/faulty introduction and/or conclusion; lack of focus; excessive wordiness; serious diction/idiomatic expressions; serious errors in grammar, punctuation, spelling, and usage.
F: FAILURE. Below college-level writing [OR] suspected or proven plagiarism.
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STRUCTURE OF COURSE:
All homework questions, articles, materials in workbook are to be read and completed at home PRIOR to class. I will go around the room to ask people for their opinions and answers. Failure to be prepared will result in points taken from your Participation grade.
1. SEPTEMBER 9 1. Introduction to course
2. WORKBOOK ARTICLE 1/QUESTIONS
3. FILM: AND THE BAND PLAYED ON, Part 1
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2. SEPTEMBER 16 1. ROUND ROBIN: Introducing ourselves to each other; establishing confidentiality guidelines; exploring our experiences with illness and/or HIV-AIDS. What do you hope to gain from the course?
2. WORKBOOK ARTICLE 2/QUESTIONS
3. FILM: AND THE BAND PLAYED ON, Part 2
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3. SEPTEMBER 23 1. PAPER 1(Follow guidelines A, B, C on page 3 of this syllabus; papers not following guidelines will be returned unread with an “F.”) You will go on-line and find at least 3 articles that support your ideas. You must include a print out of the article(s) with your paper for credit. No articles, no grade. THIS IS AN OBJECTIVE PAPER—NOT A PERSONAL OPINION PAPER. You must cite your sources within your paper.
Choose one (1) topic:
A. AIDS in minority communities in the United States
B. A topic regarding Women and AIDS
C. The cost of taking care of a person living with HIV/AIDS
D. The stigma of AIDS (in America and/or in other countries)
2. FILM: AND THE BAND PLAYED ON, Part 3
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4. SEPTEMBER 30 1. WORKBOOK ARTICLE 3/QUESTIONS
2. FILM: THE AGE OF AIDS
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5. OCTOBER 7 1. QUIZ 1: short answers, multiple choice, fill-ins based on WORKBOOK ARTICLES 1, 2, and 3; AND THE BAND PLAYED ON; THE AGE OF AIDS
2. GUEST SPEAKER/S
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6. OCTOBER 14 1. WORKBOOK ARTICLE 4/QUESTIONS
2. FILM: MY BROTHER’S KEEPER
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7. OCTOBER 21 1. PAPER 2 (Follow guidelines A, B, C on page 3 of this syllabus; papers not following guidelines will be returned unread with an “F.”) You will go on-line and find at least 3 articles that support your ideas. You must include a print out of the article(s) with your paper for credit. No articles, no grade. THIS IS AN OBJECTIVE PAPER—NOT A PERSONAL OPINION PAPER. You must cite your sources within your paper.
Choose one (1) topic:
A. You will write a paper about one of the programs offered by a Long Island AIDS-related agency (Thursday’s Child, LIAAC, LIMAC, etc.) and compare it to a similar program at another AIDS organization (in another city, state, or country).
B. You will write a paper about the impact of living with AIDS in the sports world: Arthur Ashe; Greg Louganis; Magic Johnson; Tommy Morrison; AIDS prevention programs in Sports.
C. You will write a paper about drug therapies for Persons with AIDS (PWA’s)
2. GUEST SPEAKER/S
3. Sign up for Oral Presentation
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8. OCTOBER 28 TOWN HALL MEETING, OAKDALE CAMPUS
1:00 PM DIVERSITY PROJECT
TOPIC “THEM”
1. WORKBOOK ARTICLES 5, 6, 7/QUESTIONS
2. FILM: LIFE SUPPORT
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9. NOVEMBER 4 ORAL PRESENTATIONS: 5 minutes each.
GUIDELINES FOR GRADING PRESENTATION: All presentations will be made from the student’s seat. No power point, computers, tech. This is nothing more than an extended round robin with each student presenting an overview of one topic. PUT AN OUTLINE OF YOUR PRESENTATION, ANY HANDOUTS YOU GIVE TO THE CLASS, AND THE ARTICLES YOU USED TO CREATE THAT TALK IN A FOLDER.
1. Did the student speak clearly? (Good diction, loud voice, animated presentation)
2. Was the information presented clearly? (Easy to follow; beginning, middle, end)
3. Were there handouts ? (Articles, diagrams, statistic sheets, etc.)
4. Did the student keep eye contact, look around at the audience? (Or did the student just read from his or her notes?)
5. Did the student keep to 5 minutes (Students will be stopped at 5 minutes regardless of whether they are through; talks that are too short will be penalized.)
GRADING OF ORAL PRESENTATION:
A Excellent presentation: Kept to 5 minutes, spoke clearly, presented an easy to follow talk, and used aids such as handouts)
B Good, but had problems with ONE (1) of the guidelines
C Satisfactory, but had problem with at least TWO (2) of the guidelines
D Weak; had trouble with at least THREE (3) of the guidelines
F Not College Level Public Speaking; trouble with at least FOUR (4) of the guidelines
TOPICS: Because you only have five minutes, you’ll want to keep your presentation focused. Pick one or two areas for discussion rather than trying to cover too many ideas.
1. Housing Programs for persons living with AIDS
2. Education Programs in Long Island Schools.
3. Different methods of getting tested.
4. AIDS in minority communities in the New York metropolitan area (pick a specific town/area on Long Island or the tri-state region)
5. AIDS in South Africa
6. AIDS in China
7. AIDS in India
8. AIDS in Russia
9. AIDS in any foreign country of the student’s choice
10. Teenagers and AIDS
11. Pediatric AIDS
12. The major categories of AIDS drugs and what they do
13. The Quilt: The National AIDS Memorial Quilt
14. The World Health Organization and AIDS
15. The Aaron Diamond AIDS Research Center
16. Dr. David Ho
17. Broadway Cares: Actors Equity Fights AIDS
18. One of the programs of LIAAC or GMHC
19. The Ryan White Act: Then and Now
20. Nkosi Johnson and/or Nkosi’s Haven
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10. NOVEMBER 11 1. PAPER 3 (Follow guidelines A, B, C on page 3 of this syllabus; papers not following guidelines will be returned unread with an “F.”) You will go on-line and find at least 3 articles that support your ideas. You must include a print out of the article(s) with your paper for credit. No articles, no grade. THIS IS AN OBJECTIVE PAPER—NOT A PERSONAL OPINION PAPER. You must cite your sources within your paper.
You will write a paper about caregiving, using ARTICLE 8 and ARTICLE 9 in your WORKBOOK as your launch points. You need to reference both articles in your paper. You will then find additional articles to support your main points. This is an objective paper; you are not to discuss your experiences as a caregiver; you are to discuss the topic (or an aspect of the topic) of caregiving. The following websites will prove helpful resources for your research and articles:
http://www.caregiving.org/
http://www.acponline.org/public/hiv/chap2.htm
http://www.nfcacares.org/
http://www.care-givers.com/
2. ANSERWORKBOOK QUESTIONS ON CAREGIVING
3. FILM: IN THE GLOAMING
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11. NOVEMBER 18 1. WORKBOOK ARTICLE 10 and ARTICLE 11/QUESTIONS
2. QUIZ 2: short answers, multiple choice, fill-ins based on WORKBOOK ARTICLES 4—9; MY BROTHER’S KEEPER; LIFE SUPPORT
3. FILM: JEFFREY
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NOVEMBER 25: THANKSGIVING BREAK
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12. DECEMBER 2 1. WORKBOOK ARTICLE 12/QUESTIONS
2. FILM: YESTERDAY
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13. DECEMBER 9 1. PAPER 4 (Follow guidelines A, B, C on page 3 of this syllabus; papers not following guidelines will be returned unread with an “F.”) You will go on-line and find at least 3 articles that support your ideas. You must include a print out of the article(s) with your paper for credit. No articles, no grade. THIS IS AN OBJECTIVE PAPER—NOT A PERSONAL OPINION PAPER. You must cite your sources within your paper.
Choose one (1) topic:
A. AIDS and Native American Indians
B. AIDS and drug use in a country OTHER THAN the United States.
C. The responsibility of the developed world helping “third world” nations.
2. SHORT DOCUMENTARIES: Russia, India, Brazil
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14. DECEMBER 16 1. QUIZ FOUR/FINAL ROUND ROBIN: You will TYPE THE ANSWERS TO THESE QUESTIONS AT HOME AND SUBMIT THEM AFTER OUR ROUND ROBIN AT THE END OF CLASS.
1. What do you feel was the best video in this course? Why?
2. What do you feel was the best reading in this course? Why?
3. What was the most important thing you learned about AIDS?
4. What was the most important thing you learned about people, good or bad?
5. What was the most important thing you learned about yourself—good or bad? (i.e. What kind of person are you? What did you discover about your attitudes? Your prejudices? Your attributes?)
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