Library:Reference/Assignments

From WikIT

Jump to: navigation, search
[edit]

Reference Assignments

CLAS 231 Using LIMC for description/images of ancient Greek deities and their cults for Ammerman's Class

Students in Professor Rebecca Ammerman's class may be using LIMC (Case Ref N7760 .L49 1981), a dictionary of the iconography of classical mythological figures, to obtain descriptions and images of an ancient Greek deity and its cult representation (want to know more about that, ask me :) )

LIMC is a complex resource so see the basic tips below and feel free to ask questions of me or for a primer. Prof. Ammerman has also put many books on reserve and given the students a detailed handout on what they're looking for. The class presentation and paper is due at the end of the semester.

The basics of using LIMC are:

  • There are three parts--index volumes, text volumes, image volumes.
  • Use the index volumes and look up the name of the cult deity that they have been assigned (e.g. Zeus Olympios).
  • Then take the citations to commentary [e.g. p.337 Zeus (com.)] and image descriptions (bolded numbers, e.g. 152) and look them up in the text volumes.
  • Then find images by using those bolded numbers in the image volumes. NOT ALL BOLDED NUMBERS WILL HAVE IMAGES--sometimes there's only a textual description--where there's an image the bolded number has an asterisk next to it (e.g. 497*).

Another way of going about it is (using Demeter as an example): (added 11/11/09 cdroll)

  • Look up Demeter in volume III (because that's where the Ds are); look in both part 1 (text volume) and part 2 (images volume). If you are referred to "Addenda vol sq" (which is the case with Demeter), look in the addenda of the next/sequential volume. And in fact you'll find sizable text and image entries for Demeter in the addenda of volume IV.
  • Check also in the Supplementum volumes. The Supplementum volumes are the most recent (2009)and sometimes provide further text and images. And at the very beginning of the entry you will be reminded that the main entry for Demeter is in volume IV.

NOT ALL ENTRIES ARE IN ENGLISH--others are in German, French, Italian. If it's not in a language the student reads, s/he may just want to browse the bibliography. However some students may be able to read those languages; if they don't and want to pursue it, they can use dictionaries or an online translation site like Babblefish. For many people the images will suffice.

--cdroll October 22, 2009

POSC 152

Global Peace and War (POSC 152) students will read and analyze a war novel from either the 1st or 2nd world war and then answer a series of questions supplied by the professor.

Using the catalog to find novels:

  • Form & Genre search in the catalog for the term War Stories
  • Exact Subject search for the names of the wars, subdivided by terms like fiction. For example:
    • World War 1914-1918 fiction
    • World War 1939-1945 fiction

These searches will retrieve fiction as well as bibliographies of fiction, and possibly some analysis and criticism (although that tends to be under "War and literature" or "War in literature" or "World War 1914-1918 Literature and the war").

However, the Exact Subject searches like the following could be useful in pulling up lists of novels. E.g.:

  • World War 1939-1945 Literature and the war Bibliography
  • War in Literature Bibliography

And finally, some of the bibliographies about the wars might have sections devoted to novels. However, I think that the students should be able to find what they need with the other searches.


SOAN 102 Ethnography Assignment for Wehrer's Class

Margaret Wehrer has asked her students to locate an ethnography this week to bring to class on Monday, Sept. 7th. I have created a [SOAN 102 class guide][1]and one of the links on the right side of the page will take you to a [Finding an Ethnography][2]page I created to guide students through the process of finding and evaluating potential ethnographies. They have not be introduced to the guide yet, so please lead them here.

Remember, although we are no longer sharing the Refworks ethnographies list with students, you can still view the list at http://www.refworks.com/refshare/?site=020321063906034000/433620/ethnography.

--cmaybee August 31, 2009. 1:23 PM

Ethnographies

Link to Refworks list of ethnographies sought by SOAN 102 Students:

http://www.refworks.com/refshare/?site=020321063906034000/433620/ethnography

--CM 8:29, 8 May 2009 (EST)

POSC 335 Environmental Politics

Assignment attached. Some notes on the 3 bills follow. FYI, if a student needs some advice, steer them away from option #3!

[1]

  • Option 3: Climate Security Act (s. 2919) had no roll call votes that I can find. In the 110th-1st session, Senate roll cal 145 was on amendment 922 to S. 761, To promote transparency at the National Oceanic and Atmospheric Administration. In the 110th-2nd session, senate roll call 145 was a cloture vote on amendment 4825 to S. 3036 (the Lieberman-Warner Climate Security Act of 2008). S. 3036 is listed as a related bill to S. 2191 (indeed, without having read the entire bill, I don’t see much difference – the short title and sponsors are the same). Both S. 2919 & S. 3036 died. 2191 was reported out of committee and placed on the calendar (5/20, calendar no. 740), but no further action. S. 3036 was never sent to committee, just introduced (5/20) and attempted to be passed on the floor, returned to the calendar (no. 742). Which version of the bill would you like the students to work on?
    • Manny's response: On the Climate Security Act, the critical point was the cloture vote (S145). The differences between the amended and original bill were insignificant for our purposes, so it doesn't really matter which version of the bill the students take on. However, for purposes of the assignment, the "politics" of the bill upstream from the cloture vote is what matters. After cloture failed the leadership never made another serious attempt; they just hunkered down and waited for November.
  • Option 2: Consolidated Natural Resources Act. This is exactly what is says it is, a consolidation of a whole bunch of other bills. Students may find information in the news media and other sources for the individual bills that were combined into this one.
  • Option 3: Economic Stimulus (S. 3604). Roll call 206 in the 110th-2nd was a cloture vote that failed. The bill was sent to the appropriations committee where it died. The short title of the bill was the “National Park Centennial Fund Act”, but it’s full title was “A bill making emergency supplemental appropriations for economic recovery …” , and the National Park language was title 5 of chapter 9 of the bill. I assume that this is the bill that you want them to work on, not H.R. 1424, which was the Emergency Economic Stabilization Act of 2008, which became P.L. 110-343.
    • Manny's response: Your interpretation of S3604 is correct If the students this semester are like last semester's, few will opt for this bill. Most went for options 1 and 2.

Not sure if this is necessary, but just in case: for interesting data on campaign contributions related to yes/no votes on bills, see [2], my campaign finance Delicious bookmarks. MapLight does the cross-tab. Other ways to track who's interested in what is to look at LexisNexis Congressional to see who testified at hearings. We do have several PAC directories in Reference, but don't remember that they are detailed enough to determine which projects they worked on - subjects yes, projects no.

Places to start looking for information:

Bill summaries, tracking, etc.:

Thomas: http://thomas.loc.gov/

  • Includes lists of related bills, links to texts of bills, Congressional record, CRS summary
  • Search by bill number e.g. s. 3036

LexisNexis Congressional - Legislative Histories http://exlibris.colgate.edu/licenses/launch.asp?db=LNCong

  • Includes links to texts of bills, list of congressional documents published during the legislative process, Congressional Record floor discussion
  • Search by bill number e.g. s. 3036
  • When searching for roll call votes, use format: chamber and # e.g. Senate and 145


Media and other reports:

CQ Weekly: http://exlibris.colgate.edu/licenses/launch.asp?db=cqweekly

  • ALWAYS select Advanced Search and use congress or date limits.
  • Search by bill number - NO punctuation, e.g.: s 3036
  • May also need to search by keyword


LexisNexis Congressional - Political Hot Topics: http://exlibris.colgate.edu/licenses/launch.asp?db=LNCong

  • Limit by year or congress. If too much info, search words in title.


Academic Search Premier: http://exlibris.colgate.edu/licenses/launch.asp?db=acadsp

  • Includes some newspapers, newsweeklies
  • Keyword search, limit by year
  • If necessary, use facets "Congress" and "law and legislation"


PAIS: http://exlibris.colgate.edu/licenses/launch.asp?db=PAIS

  • Public administration articles
  • Don't search here for Consolidated Natural Resources Act


LexisNexis Academic: http://exlibris.colgate.edu/licenses/launch.asp?db=AcadUniv

  • Primarily newspapers, some newsweeklies


--MJW 14:16, 27 March 2009 (EDT)

MUSI 121 Latin American Music Spring 2009, 2nd paper

  • Compare and contrast the Cuban “son” with the Mexican “son”, using examples beyond what we have studied in class.
  • The Cuban “rumba” can be seen and heard throughout Cuba in many forms. Discuss the background, development and proliferation of three of those forms.
  • Compare and contrast the lives and works of Cuban composer Ernesto Lacuona and American composer Louis Moreau Gottschalk.
  • What has been the influence of “new song” or “Nueva Trova” in Latin American countries OTHER THAN Cuba and Chile?
  • Select three forms of socially conscious music (apart from New Song), and discuss how this music forms social conscience—in Latin America.
  • Compare folkloric instruments and forms in Venezuela to those of one other Latin American country. What are the similarities and differences?
  • Folk dramas (plays with music, dramatic dances etc). proliferate throughout Latin America. Discuss the origins and meanings of three “folk dramas” in three different countries.
  • In the film Roots of Rhythm, Pt. I, and early in the course we saw and discussed the idea of musical “competition” through improvising—either in words or instrumental performance. Discuss this concept in three different musical forms. (Cuban “controversia” is one).
  • Discuss the life and work of African American composer William Grant Still, and American composer Aaron Copland. How did Latin American inspiration figure into their creative output?
  • Select three ballroom dances that have Latin roots. Trace those roots to their original origins in their country of origin. Be sure to include any political or sociological circumstances that have influenced the development of these forms.
  • Investigate three forms of Haitian music over the past 500 years. How have these forms influenced genres in other Caribbean and Latin American countries? How have they been influential in the US?
  • International influences on Reggae.

--MJW 13:42, 31 March 2009 (EDT)

MUSI 121 Latin American Music Spring 2009 paper topics and starting places. Library instruction class canceled at the request of the students! --MJW 12:02, 23 February 2009 (EST)

Paper Topics I: A reminder: Your paper should be 6-8 pages long, and have a minimum of 12 sources, taken from two areas (books and journal articles). Each person must have a different topic (first come-first serve, or think of your own topic relevant to this section of the course). If you need help, please sign up on my door for a time.

  • What are the “pros” and “cons” of the establishment of Samba schools in Brazil? (include some history, present day status, and your opinions). (taken)

Subject headings: Samba dance or Sambas [music]or Popular music--Brazil

  • Discuss the history, methods, and pros and cons of the use of music in the California missions. (taken).

Not much in our catalog. Subject headings: Missions--California. Look not only at RILM but also Bibliography of Native North Americans or America History and Life. May not be able to use music as a keyword search - try things like acculturation, Indians, treatment of, etc.

  • Compare and contrast a ritual music and dance ritual in the CONTEMPORARY Mayan, Purephecha, and Mixtec Mexican communities. What is the nature of mestizaje” as evident in these communities.
  • Compare and contrast colonial music activity in Puerto Rico with that of Mexico. (taken)

Catalog subject headings (interesting!): Mexico--History--Spanish colony, 1540-1810 or New Spain [(1535-1821), the Spanish colonial territory comprising at its greatest extent, Mexico, the Caribbean Islands, Central America north of Panama, the coast of Venezuela, Florida, the present southwestern U.S., and the Philippines]

  • Compare and contrast theories and practice of capoeira in early Brazil. What is the meaning of capoeira in contemporary Brazil? (taken)

Catalog subject headings Capoeira (Dance), Folk music--Brazil, Folk dance music--Brazil, Popular music--Brazil, etc.

  • What are the similarities and differences between carnaval as practiced in Brazil, and that which has historically been celebrated in New Orleans? (taken)

Catalog subject headings: Carnival [note spelling difference]* How have historical and contemporary ritual music and dance practices played a role in three selected celebrations in Mexico. (check states of Chiapas, Michoacan, Oaxaca for examples)* Select three Latin American nationalist composers (s. Behague article for next Tuesday), and compare and contrast their lives and uses of the national idiom in their compositions.

  • Spain is an unmistakable influence in Mexican music. Discuss the history and social factors that brought other countries and their music to Mexico. What are these forms, where and how were they used?*

The corrido is a well-known Mexican form. Discuss the earliest roots of this form in Spain, any contrasting theories, and how the corrido is used today in Mexican and popular music. (taken) Catalog subject headings: Corridos, Folk songs, Spanish--Mexico, Folk songs, Spanish--Spain, Ballads, Spanish--[country], Popular music--[country]

  • Urban migration: Discuss urban migration and its effect on 4 different genres in three countries. (taken)

[not sure which genres are being discussed - will try to find out], meanwhile will have to combine searches in the catalog. Urban migration is a subject heading. Combine with music, songs, whatever the genres will be

  • Which African nations were most affected by the slave trade? Compare and contrast musical customs of three of these, in three different countries in Latin America. (taken)


Note Change to the Annotated Bib Assignment for this Section of SOAN 102 with Margaret Wehrer

As you know, most SOAN 102 courses have the students write a paper focusing on the impact of global change on a group/culture. Margaret Wehrer has changed this assignment for her students this year to focus on:

"a puzzle about human behavior that may at first seem strange, irrational, unjust or immoral."

Students in her class will completing an annotated bibliography on February 20th. They will need a book length post-1990 ethnography based on fieldwork, a news or popular source, a web page, a scholarly article and a book review of the ethnography for this assignment.

--CM 13:07, 6 February 2009 (EST)

HIST314 Reconstruction Era

Students are reading Redemption by Nicholas Lemann. The last chapter lists references to a variety of House and Senate reports and documents that the students will find in the Serial Set. Serial Set from this time period is on microfiche and in Special Collections use LASR. Students need to search LexisNexis Congressional in order to find the Serial Set volume number that they need. They will, most likely, have the congress, session, house, and report/document number from their references. They need all of that info. On microfiche, Serial Set volume is in the upper right hand column of the header, e.g. No. 3287. Left side of the header will have the congress, session, pub type, a volume number that you ignore, and rep/doc number, e.g. 53rd Cong. 3d session. S.Misc.Docs. v.y, n. 151-153. This fiche is Serial Set volume 3287, for the 53rd congress, 3rd session, and it contains Senate miscellaneous documents numbers 151-153.

A Serial Set volume may be on several microfiche - have the students pull all fiche for a particular volume. Quick way to find the rep/doc is to look at the fiche before you put it in the machine - the beginning of each rep/doc is labeled in the columns between the images.

Students may also be looking for speeches on the house and senate floor. For this time period, they will be looking at the Congressional Globe. We have the Globe in paper, Special Collections use only. Each volume number represents a particular congress and session, and is divided into parts. It is also available online from the Library of Congress American Memory project; links in catalog and on Government Documents Subject Guide. Our paper indexing for the Globe goes back to the 42nd congress. Before that, they would have to search online.

WARNING: Records for the individual parts of the Globe do not indicate page numbers, only dates. If students don't have the date, they will have to request all parts of a particular volume (makes more sense if you look at the record). We are working on getting all parts of each volume labeled with page numbers and dates. Haven't gotten through the Special Collections volumes yet.

--MJW 10:53, 2 February 2009 (EST)

FSEM192 Core and Cigarettes

Peter has created a RxS page: [ http://cu-cel.org/library/psource/subjects/display.php?id=130]

POSC 335 Environmental Politics Professor M. Teodoro Fall 2008 Project III

Places to start looking for information:

Bill summaries, tracking, etc.:

Thomas: http://thomas.loc.gov/ Includes lists of related bills, links to texts of bills, Congressional record, CRS summary Search by bill number e.g. s. 3036

LexisNexis Congressional - Legislative Histories http://exlibris.colgate.edu/licenses/launch.asp?db=LNCong

Includes links to texts of bills, list of congressional documents published during the legislative process, Congressional Record floor discussion

Search by bill number e.g. s. 3036

When searching for roll call votes, use format: chamber and # e.g. Senate and 145


Media and other reports:

CQ Weekly: http://exlibris.colgate.edu/licenses/launch.asp?db=cqweekly

ALWAYS select Advanced Search and use congress or date limits.

Search by bill number - NO punctuation, e.g.: s 3036

May also need to search by keyword


LexisNexis Congressional - Political Hot Topics: http://exlibris.colgate.edu/licenses/launch.asp?db=LNCong

Limit by year or congress. If too much info, search title.


Academic Search Premier: http://exlibris.colgate.edu/licenses/launch.asp?db=acadsp

Includes some newspapers, newsweeklies

Keyword search, limit by year

If necessary, use facets "Congress" and "law and legislation"


PAIS: http://exlibris.colgate.edu/licenses/launch.asp?db=PAIS

Public administration articles

Don't search here for Consolidated Natural Resources Act


LexisNexis Academic: http://exlibris.colgate.edu/licenses/launch.asp?db=AcadUniv

Primarily newspapers, some newsweeklies


Assignment


In this project you’ll analyze a piece of environmental legislation taken up by the Senate during the second session of the 110th Congress. Select one of the following bills and accompanying roll call vote to study:

1. Climate Security Act (S.2191, roll call 145);

2. Consolidated Natural Resources Act (S.2739, roll call 101); or

3. Economic Stimulus (S.3604, roll call 206).

Gather information about your selected bill from government information sources and media reports. Then select one of the theories of Congressional politics that we have studied in readings or lectures to explain the origin, progress, and/or fate of your selected legislation. Include a discussion of the limitations of your selected theory. A brief bibliography on Congressional theories is included below to help you get started.

[The 3 bills present some interesting twists. I didn't get answers to my questions from the prof. MJW

Economic Stimulus (S.3604). After roll call 206, it was sent to committee. Meanwhile, the House version of the bill passed (H.R. 1424). Do you want them to go on to find the House version, or just deal with the “failed” Senate bill? It’s not obvious from the various bill tracking sites that the two bills are related.

Climate Security Act (S. 2191). The cloture roll call 145 was on S. 3036. S. 3036 is listed as a related bill (to 2191) in Thomas, so is easy to find. Again, should the students go on to related bills?

Consolidated Natural Resources Act (S. 2739) – nice and straight forward (at least from a legislative history point of view!)]


Report your findings in an essay of no more than six double-spaced pages, excluding the cover page, bibliography, and any illustrations. There is no minimum page count. Use 12-point Times New Roman font, with 1.0 inch top and bottom margins, 1.25 inches on each side. Use a cover page and a separate page for your bibliography. Attach pages with a single staple in the upper-left corner; do not use folders or report covers. As with the response papers, put your student ID number, not your name, on the cover page and in the header of each page. Your essay should have exactly the following five section headings in the following order:

Introduction

[Your selected bill]

Theory

Analysis

Conclusion

Citations and quotations should follow the standards of the American Political Science Association, which are essentially the same as those of the American Psychological Association (APA). A quick guide is at http://depts.washington.edu/pswrite/cite.html.

Your completed report is due in hard copy to Professor Teodoro’s Persson Hall mailbox by noon on Tuesday, November 25th.

Notes on style. This is an exercise in academic writing, and so essays should take on a serious, formal tone. Your writing need not be flat and boring (though, admittedly, much of the writing in political science is), but neither should it be casual or conversational. Be creative and lively, but within the constraints of academic convention and propriety. Some additional notes on style include:

• Using the first-person voice is okay, if used sparingly.

• Avoid the passive voice, unless avoiding it would be unduly awkward.

• Do not use rhetorical questions.

• Avoid using footnotes and endnotes. Use in-text citation instead.

See me in office hours if you have any additional questions about formatting.


Notes on sources. Please observe the following rules on sources:

• Use only valid academic and journalistic sources to support your essay. The University Library staff can help you if you have questions about what is a valid scholarly source.

• Librarian Mary Jane Walsh will join our class on Nov. 12th to offer specific advice for research on Congress and legislative processes.

• Internet sources are acceptable if you cite them in print format. For example, you may draw a court decision or newspaper article from Lexis-Nexis or an academic article from JSTOR. But you should cite them using its traditional print-format information, as if the online source did not exist. Blogs, Wikipedia, and other Internet-only sources (e.g., articles on the CNN, CBS or Fox News web sites) are not acceptable, though they can be excellent places to go for ideas and directions to other, legitimate sources. Do not put a URL in your bibliography.

Evaluation. The most important point of this assignment is to explain a theory and apply it to a real piece of legislation. The following questions guide grading on essays: • Does the essay clearly and fairly depict the political issue at its heart? • Does the essay demonstrate an understanding of the theory at hand? • Are the essay’s arguments clearly laid out and supported with evidence? • Does the essay cite evidence appropriately? • Is the essay engaging and stylistically appropriate? • Is the essay mechanically sound?

Marks will be based on the following quantitative rubric:

20 Issue / bill summary

30 Theory

30 Analysis

10 Style & rhetoric

10 Format & mechanics

100


Congressional Theories. Besides the materials listed in the syllabus (Fowler & Shaiko 1987; Hojnacki & Kimball 1999; Milazzo 2006), we have learned about several other theories in class lectures and discussions. These include:

Austin-Smith, David & John R. Wright. 1994. “Counteractive Lobbying,” American Journal of Political Science 38(1): 25-44.

Denzau, Arthur T. & Michael C. Munger. 1986. “Legislators and Interest Groups: How Unorganized Interests Get Represented,” American Political Science Review 80(1): 89-106.

Hall, Richard L. 1990. “Buying Time: Moneyed Interests and the Mobilization of Bias in Congressional Committees,” American Political Science Review 84(3): 797-820.

Hall, Richard L. 1996. Participation in Congress. New Haven, CT: Yale University Press.

Hall, Richard & Alan Deardorff. 2006. “Lobbying as a Legislative Subsidy,” American Political Science Review 100(1): 69-84.

Hall, Richard L. & Frank W. Wayman. 1990. “Buying Time: Moneyed Interests and the Mobilization of Bias in Congressional Committees,” American Political Science Review 84(3): 797-820.

Hayes, Michael T. 1978. “Semi-Sovereign Pressure Groups: A Critique of Current Theory and a Typology,” Journal of Politics 40(1): 134-161.

Kollman, Kenneth. 1998. Outside Lobbying. Princeton, NJ: Princeton University Press.

Lowi, Theodore J. 1964. “American Business, Public Policy, Case Studies, and Political Theory,” World Politics 16(4): 677-715.

McConnell, Grant. 1966. Private Power and American Democracy. New York: Knopf.

Schlesinger, Joseph. 1966. Ambition and Politics: Political Careers in the United States. Chicago: Rand McNally.

Wilson, Woodrow. 2002 (1885). Congressional Government: A Study in American Politics. Piscataway, NJ: Transaction.

Wright, John R. 1990. “Contributions, Lobbying, and Committee Voting in the US House of Representatives,” American Political Science Review 84(2): 417-438.


--MJW 17:55, 13 November 2008 (EST)

FSEM 100 / Core 151 Godwin

Janet Godwin's students have been assigned a question from below. They may be working on their question throughout the semester. They won't be writing papers on these topics, but just gathering initial information. cdroll10/2/08

Janet Godwin—Core 151—FSEM 100 QUESTIONS FOR RESEARCH---LIBRARY SESSION

You should prepare an informal answer (or the outline of a potential answer) for communication to the class at the appropriate time (to be explained). Make informal notes to turn in, please, as well. You may alter the question to make it more challenging. Don't stop with a simple answer from an encyclopedia. Pursue the topic further, make use of resources that are new to you, and let your questions generate more questions ( and answers). Keep a record of your progress, even when you didn't strike gold—make notes on blind alleys as well as on useful sources.

1. Early history of the Olympic Games: At the first Olympic Games, what "games" were played? How often did the Olympics happen, and where? How many spectators were there, how many days did the events last, and when was the locale moved from Greece? (See Book 23 of the ILIAD).

2. Find out what you can about surgery in the ancient world, the earlier the date, the better. Who performed what operation on whom and in what circumstances?

3. How did navigators learn to find their way at sea—what were the earliest instruments invented, the earliest charts we know about, the earliest knowledge of routes at sea? We are especially interested in the Mediterranean.

4. Who were the Philistines? Where did they come from, what were they like, how long did their culture last?

5. Find out something about the influence of prophets, oracles, and dreams in regard to military affairs in the ancient world—look especially at ancient Greece, and ancient Canaan. Look for anecdotes about rulers, military leaders, and crucial battles or decisions.

6. When did Homer's ILIAD and ODYSSEY first become required texts in school or in the education of the young? At present, are they part of required courses in most schools and colleges?

7. Give a broad outline about slavery in ancient Greece, from the earliest possible date through the era of Classical Greece.

8. Today, which peoples practice polytheistic religions? Describe the basic features of some of these religions. (Narrow the field to what interests you).


During the next segment of Core 151, we will use a book called THE BIBLE IN ART (you'll get a copy in class). The rest of the topics involve paintings on Biblical subjects from this volume. 

 For each painting, locate the scriptural reference [book, chapter, verse(s)].  Sometimes these are noted in THE BIBLE IN ART, but sometimes you will have to search.


a) Explain, or try to explain and interpret, any mysterious, intriguing, puzzling aspects you notice. If you suspect something in the painting is symbolic, find out about it.

b) Try to find out whether or not the artist had a deep personal connection with anything in the painting—for instance, was the model for the Virgin Mary his mistress, etc.

c) Try to find other paintings with comparable elements—the same general subject, same placement of figures and characters, same scene, same oddities, same medium (if the medium is unusual, or unfamiliar). You will find there are hundreds of some Nativity paintings, so you will have to narrow the field to determine what comparisons are relevant and interesting.

These paintings are in THE BIBLE IN ART, which we will use during the next segment of Core 151.

1. p. 16, Tintoretto, THE CREATION OF THE ANIMALS. 2. p. 17, Hugo van der Goes, THE FALL, ADAM AND EVE TEMPTED BY THE SNAKE. 3. p. 36, unknown artist, ABRAHAM AND THE THREE VISITORS. 4. p. 40-41, Pieter Bruegel the Elder; MASSACRE OF THE INNOCENTS. 5. p. 58, William Disney Mount, SAUL AND THE WITCH OF ENDOR. 6. p. 61, Bernardo Cavallino, DAVID PLAYING BEFORE SAUL. 7. p. 63, Raphael, THE VISION OF EZEKIEL. 8. p. 97, Albrecht Durer, THE PRODIGAL SON. 9. p. 98, Donatello, MARY MAGDALEN. 10. p. 81, Jacopo da Pontormo, THE VISITATION.


--cdroll | 2 October, 2008


FSEM 141A - Math Innovation/Social Context - Ken Valente

Ken expects that his students will mostly seek out Debbie Huerta as she has worked the class, but may occasionally come to Case Ref Desk too. See his attached assignments, Media:Short paper.doc and Media:Long paper.doc

--cmaybee | CM 13:27 19 September, 2008


OUS English 215

This assignment for a very brief paper is something I'll hand out probably on Day one. I'll be doing dictionary work with them with the OED in the stacks that week too, so they learn how to use the OED--which is really to say so they learn how to determine what part of speech a word is! -- Deborah Knuth Klenck

“Your Pilgrim” assignment

You will select one of these ten pilgrims mentioned in the “General Prologue” to Chaucer’s Canterbury Tales, read aloud from some of the lines in your pilgrim’s description in class on July 3, give a brief oral report of what your pilgrim’s life might have been like in class on July 7, and submit a brief paper for July 8 on that topic. For each pilgrim, I have identified a text in our library that you can use for your “research”: I use quotation marks because skimming a single text already pre-selected is hardly “research,” but rather a bit of a short-cut. However, it’s a start of an education in approaching secondary sources and integrating them into literary analysis.

The oral reports will, ideally, help everyone in the class feel more “at home” in Chaucer’s world.

(I have selected ten pilgrims and I may have to “assign” pilgrims because I don’t want any duplication, so do be prepared to compromise.)

You need not read straight through any of these books (if you’re doing the Cook, you get an article to read instead of a book). Instead, use the index and chapter titles to give you ideas of where to read. Take careful notes—pay attention to the plagiarism section of the writing handout[[3]]—so that when you write up your imagining of what your pilgrim’s life might have been like, you attribute to your sources any facts (or sentences!) you have taken from them. The OED is another source you might consult. (No footnoting necessary when citing the OED; just put (OED) after the reference.) Look at the writing handout items I.B. and I.C., I.B.1., I.B.2., and I.B.3.

Your short paper (and the oral report, which may differ from the paper, if you like) should take into account what Chaucer’s Narrator says about the pilgrim as well as what you have gleaned about the typical life for someone like your pilgrim from the OED and your secondary source(s). Ignore any references you may come across in your reading to what pilgrims reveal about themselves in their tales or prologues—since we aren’t reading the tales or prologues in this course. All we know about our pilgrims is what the Narrator tells us.

You may find yourself quoting from the Norton Anthology of Poetry as part of your paper: remember to use the correct format for quoting poetry (for short quotations, with slashes between the lines and, for ANY size of quotations, always preserving capitalization and spelling). See I.B.4.

I’ve put the books, with the exception of the book on medicine, which is in the science library, on reserve at the library, but they can be checked out for three days.

To formulate how your brief paper will contain an argument, come discuss it with me during office hours. 1. The Prioresse Eileen Power, Medieval English Nunneries, circa 1275-1535 (New York: Biblio and Tannen 1964. LASR Main Collection 271.9 P.87.

2. The Monk C. H. Lawrence, Medieval Monasticism: Forms of Religious Life in Western Europe in the Middle Ages (London: Longman, 1985). BX 2470 .L39 1984.

3. The Friar Rosalind B. Brooke, The Coming of the Friars: Historical Problems (London and New York: Allen and Unwin, 1975). BX 2820 .B76 1975.

4. The Clerk William Courtenay and Jürgen Miethke, eds., Universities and Schooling in Medieval Society (Leiden: Brill, 2000). LA 91 .U62 2000.

5. The Cook Constance B. Hieatt, “’To boille the chikness with the marybones’: Hodge’s Kitchen Revisited,” in Chaucerian Problems and Perspectives: Essays Presented to Paul E. Beichner, eds. Edward Vasta and Zacharias P. Thundy. (South Bend, Indiana: Notre Dame, 1979), pp. 149-63. PR 1924 .C47.

6. The Doctor Nancy G. Siraisi, Medieval and Early Renaissance Medicine: An Introduction to Knowledge and Practice (Chicago: University of Chicago Press, 1990). COOLEY SCIENCE LIBRARY R 141 .S546 1990. (You’re the only one whose pilgrim’s research text is in the Science Library.)

7. The Wife of Bath Barbara Hanawalt, The Ties that Bound: Peasant Families in Medieval England (New York: Oxford University Press, 1986). HQ 615 .H 36 1986.

8. The Parson William A. Pantin, The English Church in the Fourteenth Century (Cambridge, UK: Cambridge U. Press, 1955). BR 750 .P3 1980. AND OR C.H. Lawrence, ed., The English Church and the Papacy in the Middle Ages (New York: Fordham University Press, 1965). BR 750 .L3.

9. The Plowman Jacques Le Goff, Time, Work, and Culture in the Middle Ages, trans. Arthur Goldhammer (Chicago: University of Chicago Press, 1980). HN 11 .L4413. AND/OR Werner Rössner, Peasants in the Middle Ages, trans. Alexander Stützer (Urbana: University of Illinois Press, 1992). HD 1531.5 .R6713 1992.

10. The Host Walter Besant, London South of the Thames (London: A & C Black, 1912). LASR Main Collection 914.21 B46s. (This book is catalogued on the Dewey Decimal System and is stored in the compact-storage system. You must request it from the Circulation Desk.)


--cmaybee 07/01/08 3:21


BIOL211 Bibliography

Four sections of BIOL211 generated a bibliography in RefWorks.

I subsequently changed the password for the account after the sessions.

The URL for the resulting bibliography is:

[1] - http://refworks.com/refshare/?site=020321135929600000/RWWS1A849656/BIOL211_Bibiolgraphy


--Peter 10:31, 11 February 2008 (EST)


FSEM138 FrontPage Login Address:

Students in FSEM138 are building web sites with FrontPage. The url for accessing their web sites from FrontPage is: 

http://classes.colgate.edu/f07/fsem138/<username>/

Substitute <username> with the student's network login name.

--Peter 08:12, 3 December 2007 (EST)


Brown FRENCH 351 Due Dec 3

Some background if you happen to encounter one of these students. If you're running into questions etc, call for me. Thanks, Charlotte

I assigned my students a research paper in French 351 for which they'll need at least two articles written in French. The students are allowed to use any academic article in French, whether from a journal or a book (just as long as it's not Wikipedia or some other questionable internet article). I recommended the MLAIB and suggested that they try and find articles in "Papers on French Seventeenth Century Literature" as a place to start, but did not mention JSTOR. The topics will vary by student--some want to work on a particular character or scene from a specific play, others want to work on themes we've discussed in class, but all projects must be connected to a text/author we've read in French 351 (which includes Corneille, Moliere, Racine, Pascal, La Rochefoucauld, and La Bruyere). Katherine Brown

--cdroll 11/14/07


Faye Dudden has a class of students who will be looking for a series of articles constituting a "Forum" in the William an Mary Quarterly, vol. 59, Jan. 2002. The syllabus, directs students to JSTOR, but it's too recent to be in JSTOR. It is online from the History Cooperative (Journal Finder to the rescue).

--MJW 21:34, 18 October 2007 (EDT)


Psych class has an assignment Monday 9/17/07 which requires use of Psychology Journals. Working on race gender class? issue. Alternative databases: IBSS, Academic Search Premier, Web of Science, Gender Watch, Women's Studies International, Psych Articles?

--MJW 14:06, 14 September 2007 (EDT)


Professor Klenck's Eng 436 class. Has a Dictionary "workshop" assignment due Sept 12. A copy of assignment sheet is on desk. Question #1, A dictionary of the English Language by Johnson. His call# location is CASE OVERSIZE, however the spine label currently does not say Oversize. It is Ref PE1620.J6 1979 and I found it on the dictionary table behind the ref desk. --Divarson 22:20, 10 September 2007 (EDT)


Oliver FSEM 162 assignment Due Monday 9/17/07

Students must find 3 reviews of Gods, Graves, and Scholars, a book published in 1951. One review must be online, one must be in print and one must be on microfilm. All students are doing the same book! it has been suggested that they use use Book Review Digest (Case Ref Z1219 .C95), Periodical Content Online, or JSTOR. Some may come with a photocopy of the correct pages in the 1951 BRD. Here's the breakdown from the 1951 BRD & Periodicals Content Online of the most significant reviews that we own.

Print - Atlantic Monthly (listed in the Journal Finder as Atlantic (Boston 1932)

MF & Online - The Nation

MF & online - NY Times

MF - Saturday Review of Literature

Print & online - Time (keep drilling, it's not just the cover that's available)

Print - Magazine of Art (Article Linker and Journal Finder both incorrect)

Online - American Anthropologist

All appropriate volumes have been pulled from LASR or the hold shelves (with a note for the person for whom it was being held) and are on unoffical reserve; the catalog records have a note which displays "On hold for FSEM 162 A at Circulation Desk". Only the NY Times reel of MF is on actually on reserve. PRINT JOURNALS CAN CIRCULATE FOR 1 DAY, even to students, so there's no way to keep them in the building w/o putting them on reserve (which we couldn't do without Ricky).

The NYT on film review can be hard to find (the index to the Sunday Times is on page 98 - the last page of section 1). The Book Review is section 7 and it comes after the NYT Magazine (section 6). Fastest way to find it is to look for changes in page size. The Magazine is wider than the newspaper and the Book Review is narrower than the Magazine.

This is not to say that I've been giving the info to students - the one that I've been working with was willing to go through the routine - checking the journal abbreviation, searching Journal Finder, etc. It was just hard for her to get them because they hadn't been placed on reserve

--MJW 14:06, 14 September 2007 (EDT) for EHH and updated Sun 16 Sept with new titles


RELG 209: scavenger hunt from Prof. Georgia Frank

Please note that Professor Georgia Frank will be assigning a library scavenger hunt at the end of September (approx Sept 20); it will be due around the last week of the month. A copy of the assignment is in the Ref Desk's right hand bottom drawer in the Religion folder. Let me know if there are difficulties or questions.

--cdroll 9/12/07


Macca article

Behind the Circulation Desk even though not on reserve list in III. --MJW 10:57, 5 September 2007 (EDT) for RH


Bible assignment

Don't know if anyone else will be asking or not, but I had a student in this afternoon from Lesliegh Cushing's class. The student was looking for various versions of the Bible, versions being VERY broadly defined (Protestant, Catholic, Jewish, Christian Orthodox). They need to copy the tables of content of the various Bibles, and can't use online sources - only paper.

The student needed help with the last: any type of Christian Orthodoc (e.g. Ukrainian, Greek, Russian, etc.). She was having problem finding an XXX Orthodox bible. After a variety of searches, including checking the LC class tables and consulting with Christine and Lynne in cataloging, we finally found a clue by going to the Greek Orthodox Archdiocese of America website and skimming an artile about the Bible. Near the end, we found:

"The Eastern Orthodox Church officially uses the Septuagint-Old Testament Greek which was translated from the original Hebrew language into Greek in the third century B.C. The Septuagint of the Orthodox Church contains all the Canonical Books and the Anaginoskoinena Books "worthy to be read" (called Apocrypha in the' English Versions). For the New Testament, the original Greek text is used by the Greek Church, while the other Orthodox Churches have translated the Bible into their own native languages from the original Greek, with the Slavonic translation the oldest. The Orthodox Church has not as yet translated the Bible into English, so has no official English translation. In the meantime, the Orthodox are temporarily using both the King James Version and the Revised Standard Version."

We do have a copy of the Septuagint-Old Testament Greek, and the student was happy with that. (Uniform title "Bible. O.T. Greek. Septuagint." Not sure if we'll see any others in.

FYI: Mike pointed out that the display of uniform titles in Webpac Pro is not working "correctly". It seems to skip directly from "Bible" to the language in the list display, leaving out things like N.T. and O.T.. There will probably need to be a meeting about how we want to fix that, if we can, and if we want to.

--MJW 17:11, 31 August 2007 (EDT)


OUS ENGL 206, Intro to Literature - Margaret Maurer, Summer, 2007

Research assignment, due July 26 This assignment is designed to give you experience using the library in a research project. The assignment will require you to choose one of the topics I am offering or a topic of your choice approved by me and do research on that topic. You will work in assigned pairs, because of the shortness of time; but it is very important that both members of each pair take part in all the work.

Topics:

1)slavery in the ancient world 2)translation of the Christian Scriptures into another (a specific other) language 3)marriage laws and customs in the time of Shakespeare 4)the Sicilian Vespers 5)the Abyssinian Baptist Church 6)Margaret Garner 7)racial passing 8)Scribner’s and/or Putnam’s and/or New Directions 9)Harper’s and/or The New Yorker and/or Atlantic Monthly

The research you do will progress to the point of compiling a bibliography (a list of books and articles) that would be the basis of a research paper you might write on that topic, but the assignment does not include your writing that research paper. In effect, you will do the research and describe what you learned in doing that research, but stop short of actually producing the research paper. The completed project will consist of three things:

1) a bibliography of things you found relevant to your topic (Both you and your partner will submit the same bibliography.) 2)a log (a specialized diary) of the process you and your partner followed (Both you and your partner will keep individual logs, but because so much of what you do you will do together, the logs may be very similar.) 3)and a personal essay about what you learned (Because your essay is focused on what you learned, it will be different from what your partner will write.)

Your research must lead you to each of the following categories of reference instruments:: 1) encyclopedia: A good encyclopedia is a place to begin. It will give you some grounding in the issues of your topic. NOTE: Generally, encyclopedias are not considered good sources for the information that you try to gather in a research process; but they can be good places to start to find out about the issue you are investigating, and often the best encyclopedias will include bibliographies that will direct you to further sources. Do not list the encyclopedia you consult on your bibliography; that is, it will not be one of the 7+ items on that list. Those items must include the following: 2) books: At least one of the items on your bibliography must be a monograph, that is a book by a single author, not a collection of essays by various writers, that discusses something relevant to your topic. 3) articles: At least two of the items on your bibliography must be articles. Articles in your bibliography must be articles published in a scholarly journal or periodical, that is, a publication that comes out regularly. Essays collected in books can be considered “articles,” so you may have some of them, too; but be sure that you have at least two from scholarly journals or periodicals. 4) primary sources: At least one of the items in your bibliography must be primary source, that is, some work or source of information created around the same time as the topic of your research. An ancient text that discussed slavery, for example, would be a primary source or a treatise on marriage written in the time of Shakespeare, for example, would be a primary source.

In addition, I will specify that the 7+ items must fulfill the following restrictions on how you found them and what you might have to do to get your hands on them. --Case or Cooley Libraries: At least three of the items on your list must be in Case or Cooley Libraries --not in Case Library: At least one of the items on your list must be not housed in our library; that is, if you wanted to read it, you would have to request it through Interlibrary Loan (ILL). In the short time of this course, a request for an item through ILL will probably not be filled before the course is over. --found through another bibliography or footnote: At least two items on your list must be an item that you learned about through a bibliography or footnote in one of your other sources. --located through a restricted online database: At least one item on your bibliography must be one that you located through using online databases. Restricted databases maintained by the Colgate Library are vastly preferable to most of what you will find in the unrestricted areas of the web.

Note that items on your bibliography can satisfy two or more of these requirements. For example, you could find a reference to one of the books you include in a footnote and that book could be one that you could find in Case Library.

The log of your research process: make it like a diary. Every day, write something about what you are doing on the project. Keep track of what you find and how you found it. Record your misses as well as your hits, so that the log gives me a good sense of how you worked.

Checklist of items in bibliography (Pass this in with your log; you can fill this out neatly by hand, continuing any numbered item on the back of this sheet if necessary.)

1. What encyclopedia did you consult? (This encyclopedia should not be part of your bibliography. 2. What item or items on your bibliography is a monograph? (at least one) 3. List the articles on your bibliography. Put a check to the left of those that are from scholarly journals or periodical. (at least two) 4. What is/are the primary source(s) listed in your bibliography? 5. List (at least) three items on your bibliography that are in Case/Cooley libraries. 6. List an item on your bibliography that is not in Case/Cooley libraries. 7. Which items on your bibliography (at least two) did you find through another bibliography or a footnote? Say, in each case, how you found each. 8. Which items on your bibliography (at least three) did you find through an on-line data base. In each case, say which database it was.


OUS Mark Mann Western Traditions - reading list and research paper assignment


The New Oxford Annotated Bible.

The Epic of Gilgamesh, trans. N. K. Sandars.

Dante Alighieri, The Divine Comedy, trans. John Ciardi.

Homer, The Odyssey, trans. Richard Lattimore.

Plato, Five Dialogues, trans. G. M. A. Grube.

Sells, Michael, Approaching the Qur’an

The Confessions of St. Agustine, trans. Henry Chadwick


Research Paper Assignment


Second Written Assignment: In this paper you will compare, contrast, and critically assess a theme of your choice (but approved by the professor) between any two or three of the texts that we have read in class, including Gilgamesh, The Odyssey, and the Hebrew Bible. You will write this paper in several stages, completing each of the following tasks by the assigned deadlines:


Step One: Pick a topic. Describe it briefly in a few sentences or a paragraph, explaining why you think that this topic is interesting or important. As with all of these assignments, this should be typed in appropriate format. Provide a list of sources, with a brief explanation of why each source will be helpful in developing your thesis. These sources should include primary sources (i.e., the texts that we are reading in the class) and secondary sources (i.e., books and articles written about the texts or topics that we are covering in class). Your secondary sources cannot be from the internet. At least one must be a book and one from an academic journal. Due: 7/10.


Step Two: Write a thesis statement. This should be concise, focused, and argumentative. In other words, it could be written in the following form: “I contend that ….” This draft should also include a prospectus that includes either five questions that your paper will ask or, alternatively, five points that you will argue in order to demonstrate your thesis. You will be responsible to set up a meeting with your professor to discuss your thesis and to check in on how your semester is proceeding. Due: 7/12.


Step Three: Write your introduction, which should include your thesis, and identify why your topic is either interesting or important (or both). Bring three copies to class, one for the instructor, and one for two classmates. You will share these with peer writing groups including two other students. Due: 7/13.


Step Four: Hand in final draft. Due: 7/19. (20%)


--Rebecca 08:07, 3 July 2007 (EDT)


SOAN 102 Ethnography assignment

Reminder: the faculty criteria for an ethnography: it must be written by an anthropologist, it must be based on fieldwork written by a single author, not an anthology. Depending on the professor, it must be either post 1990 or post 1980. The student almost always has to check the book itself to see if it qualifies. It usually cannot be determined from the catalog record. If it is not indicated in the book if the author is an anthropologist they can Google the person or check the American Anthropology Association directory in CASE Ref GN43.82 G84 Guide : a guide to departments, a directory of members CASE Ref GN43.82 G84 and the International Directory of Anthropologists CASE Ref GN 20.I5. However, since some professors are a little more liberal in what they will accept, I recommend always advising them to get the final OK from their professor.

--Divarson 11:08, 28 February 2008 (EST)

TIP: Since the criteria for the assignment can be slightly different depending on which professor is teaching the section, ask students if they have their assignment sheet with them. Referring to the assignment sheet can clear up quite a bit of confusion concerning the requirements of what is needed.

--cmaybee 8:20, 03 March 2008

Selecting a culture

REFERENCE BOOKS:

Encyclopedia of World Cultures http://exlibris.colgate.edu/licenses/launch.asp?db=encworldcult CASE Ref. GN307 .E53 1991

Encyclopedia of World Cultures Supplement http://exlibris.colgate.edu/licenses/launch.asp?db=encworldcultsup

The Indigenous World CASE Ref. GN380 .I57 2000/2001

Cambridge Encyclopedia of Hunters and Gatherers CASE Ref. GN388 .C35 1999

Countries and Their Cultures http://exlibris.colgate.edu/licenses/launch.asp?db=countries Case Ref GN307 .C68 2001 4 volumes

Ethnic Groups Worldwide: A Ready Reference Handbook CASE Ref GN325 .L46 1998

A Nation of Peoples: A Sourcebook on Americans Multicultural Heritage CASE Ref E184 .A1 N2866 1999

Penguin Atlas of Diasporas CASE Ref GN370 .C43 1995

Harvard Encyclopedia of American Ethnic Groups CASE Ref E184 .A1 H35

American Immigrant Cultures: Builders of a Nation CASE Ref E184 .A1 A63448 1997

Gale Encyclopedia of Multicultural America http://exlibris.colgate.edu/licenses/launch.asp?db=encmulticult CASE Ref E184 .A1 G14 1995

Handbook of Hispanic Culture in the Untied States: Anthropology CASE Ref E184 .S75 H365 1993 vol. 4

Illustrated Encyclopedia of Mankind CASE Ref GN 307 I44 1990

World Directory of Minorities CASE Ref GN 495 4. W67 1997


INTERNET SOURCES: Cultural Survival, Inc http://www.cs.org/

Yahoo! Directory of Cultures. http://dir.yahoo.com/Society_and_Culture/Cultures_and_Groups/Cultures/ A directory of websites for cultures worldwide.

Worldwide Email Directory of Anthropologists (WEDA). Hugh Jarvis http://anthropology.buffalo.edu/WEDA/ The Worldwide Email Directory of Anthropologists (WEDA) is a searchable database of address and research information about anthropologists from around the world. This is a completely volunteer project, established to encourage and aid scholarly communication. Here, anthropology is taken in its widest sense, to include physical, earth, and social scientists, as well as their colleagues in the humanities. Students and scholars, applied anthropologists, professionals and avocationalists are all very welcome! As of Nov 24, 1999, WEDA contained information on 2,020 institutions and 4,919 individuals -- and it is growing every day..

List of ethnic groups. Wikipedia http://en.wikipedia.org/wiki/List_of_ethnic_groups

Anthropology Review Database. http://wings.buffalo.edu/ARD/ The Anthropology Review Database is intended to improve the level of access of anthropologists to anthropological literature by making them more aware of what is being published and helping them to evaluate its relevance to their own interests. Unlike the more traditional print journals, ARD is not constrained by production deadlines and has few running costs. We can keep abreast of the production of new materials, and do so in a much more timely fashion than the traditional media. Envision an almost continous flow of information from publisher to reader, by way of this database. The Anthropology Review Database, ARD for short, is a brand new resource for anthropology and a member of a rare new species of online publication. Unlike traditional periodicals, ARD reviews are published individually, as soon as they clear the editorial process. Documents are housed in an online database where they can be accessed at any time. There are no delays for printing, binding, or delivery. Currently the database contains the signed, refereed reviews we publish ourselves, citations to those published in American Antiquity and the American Journal of Physical Anthropology, as well as links to a number of online publications and sites. We will gradually add citations to other flagship anthropological print periodicals as time permits. See the list of publications indexed by ARD.


JOURNALS:

Cultural Survival Quarterly (a periodical put out by the anthropological advocacy organization Cultural Survival, Inc.) http://xc9sn7fk3a.search.serialssolutions.com/?V=1.0&N=100&L=XC9SN7FK3A&S=AC_T_B&C=cultural+survival+quarterly

Indigenous World http://library.colgate.edu/search/tIndigenous+world

Current Anthropology http://xc9sn7fk3a.search.serialssolutions.com/?V=1.0&N=100&L=XC9SN7FK3A&S=AC_T_B&C=Current+Anthropology

Human Organization http://xc9sn7fk3a.search.serialssolutions.com/?V=1.0&N=100&L=XC9SN7FK3A&S=AC_T_B&C=Human+Organization

Man (London) http://xc9sn7fk3a.search.serialssolutions.com/?V=1.0&N=100&L=XC9SN7FK3A&S=AC_T_B&C=man

Journal of the Royal Anthropological Institute http://xc9sn7fk3a.search.serialssolutions.com/?V=1.0&N=100&L=XC9SN7FK3A&S=AC_T_B&C=Journal+of+the+Royal+Anthropological+Institute


Finding ethnographies:

List of ethnographies in RefWorks. Contact through Subject Research Guide http://exlibris.colgate.edu/gateway/ethnographies.htm

Searching Mondo: Subjet heading: Ethnolgoy Kewyord search: Ethnograph* and [ethnic group or geographic area]


Finding book reviews

tba

Finding current articles

tba


Sudan - Sedan

Students from Nemes’ History of Modern Germany class need to find 1870’s dated articles from the Times and the New York Times on the Battle of Sudan – HOWEVER, Sudan is “SEDAN”. You must search under “Sedan”, the way it was spelled at the time. --MJW 11:23, 5 March 2007 (EST)for DI 1/27/05

Retrieved from "http://wiki.colgate.edu/itwiki/Library:Reference/Assignments"
Personal tools