Character notes for "A Haven That Purifies Emotions" First Floor Part 2
These are the character notes for " A Haven That Purifies Emotions" from the first floor, part 2.
Rozeve Pave (Raaziah Priel) -- She has pale skin and blue eyes. She has wavy shoulder-length hair that started out dark but is now hot pink. Her ears have multiple piercings on both sides. She is a lesbian. Her heritage is Jewish-American. She speaks English and Yiddish. She is 27 years old in 2016.
Raaziah Priel grew up in Lincoln, Nebraska. She earned a Bachelor of Arts in Women’s and Gender Studies with a minor in Jewish Studies at the University of Nebraska-Lincoln. There she joined the Hillel /Jewish Student Association, Lincoln Fantasy and Science Fiction Club, Outdoor Adventure Club, Queer-Ally Coalition, and Students Advocating Gender Equity.
Currently Rozeve Pave lives in Omaha, Nebraska. There she works at the Tikkun Olam Collective in Hanson Hall, for The Generous Jew as well as Ruth and Naomi's Place. She does fundraising for people in need and gathers resources for queerfolk. Her kindness and people skills make her good at it.
Origin: Shortly after her Bat Mitzvah, her hair changed color, but she has no idea why it happened. She took the cape name Rozeve Pave, which means "pink peacock" in Yiddish, a reference to Jewish queerness. She is more blue plate special than superhera, but the people she helps often think of her as a superhera anyhow.
Uniform: She prefers women's wear in soft neutrals of white, khaki, or gray accented with muted shades of pink and purple plus accessories. She likes soft earth tones too. Her feminine clothes and pink hair make it hard for people to recognize her as a lesbian, which frustrates everyone.
Qualities: Good (+2) Chesed, Good (+2) Gender Studies, Good (+2) Intrapersonal Intelligence, Good (+2) Jewish Studies, Good (+2) Strength
Poor (-2) But You Don't Look Like a Lesbian
Powers: Good (+2) Crayon Hair
Rozeve Pave has the ultraviolet vision that some crayon soups have. Her hot pink hair has an iridescent sheen and looks even brighter in ultraviolet.
Motivation: To help people.
Rozeve Pave
די ראָזעווע פאַווע (“di rozeve pave”) means “pink peacock” in yiddish. די גאָלדענע פּאַווע (“di goldene pave” or the golden peacock) is a symbol of yiddish literature; we’re invoking the richness of yiddish culture and making an explicitly queer space. the café is bilingual with everything in yiddish and english, prioritizing yiddish. it’s pronounced like “de ROSE-eh-vuh PAH-vuh”.
Jewish Lesbians
Caring- CHESED
Be kind • Be compassionate and show you care • Express gratitude • Forgive others • Help people in need
Love your neighbor as yourself. (Leviticus/Vayikra 19:1
Women’s and Gender Studies, Bachelor of Arts
at the University of Nebraska-Lincoln
Requirements
A minimum of 120 credit hours is required for a Bachelor of Arts degree in women’s and gender studies (BAWGS). At least 30 credits of a student’s bachelor’s degree must be taken in residence at UNO. Registering for courses without having taken the stated prerequisites could result in administrative withdrawal.
To obtain a BAWGS, a student must fulfill the university, college and departmental requirements. Some courses may satisfy requirement in more than one area, but credit is awarded only once, thereby reducing the total number of credit hours for the degree to 120. (This total does not include prerequisites.)
• 40-46 hours of university General Education courses (9 hours of which can be satisfied by courses in the required areas below)
• 12-19 hours of College of Arts and Sciences requirements
• 16 hours of Foreign Language or American Sign Language courses
• 33 hours of Women’s and Gender Studies courses
• 6-19 hours of elective/prerequisite courses
TOTAL HOURS: 120
The Bachelor of Arts in women’s and gender studies requires a minimum of 33 credits as outlined below.
Code Title Credits
Courses Required for Major (Core Curriculum)
WGST 2010 INTRODUCTION TO WOMEN'S AND GENDER STUDIES: SOCIAL AND BEHAVIORAL SCIENCE 3
WGST 2020 INTRODUCTION TO WOMEN'S AND GENDER STUDIES: HUMANITIES 3
WGST 4010 SENIOR SEMINAR 3
Quantitative Literacy Course
Select one of the following: 3-5
CIST 1400 INTRODUCTION TO COMPUTER SCIENCE I
Elective Courses
Select 7 WGST elective courses (see below) 21
Total Credits 33-35
Course List
Electives
As stated above, 7 WGST elective courses must be selected from the following list, of which 5 must be upper-division (3000- or 4000-level). Courses should be selected in consultation with your major adviser. Be certain to see the “Special Requirements” section for important information.
Code Title Credits
ENGL 4280 QUEER AMERICAN WESTS 3
PSCI 3100 LGBT POLITICS 3
RELI 3500 TOPICS IN RELIGIOUS STUDIES: JEWISH WOMEN 3
SOC 2150 SOCIOLOGY OF FAMILIES 3
WGST 3120/RELI 3130 WOMEN AND THE BIBLE 3
WGST/CMST 3750 GENDER AND COMMUNICATION 3
WGST 4070 GENDER AND LEADERSHIP CAPSTONE: COMMUNITY ACTION PROJECT 3
For the B.A. degree, foreign language is required through the intermediate level.
Yiddish
Jewish Studies Minor
at the University of Nebraska-Lincoln
Requirements for Minor Offered By Department
Eighteen (18) hours of coursework as follows.
Code Title Credit Hours
Core Courses
Select three courses from the following: 9
JUDS 219 / HIST 219 / RELG 219 Introduction to Jewish History
JUDS 333 / HIST 333 / RELG 333 Jews in the Modern World
JUDS 350 Literature of Judaism
Credit Hours Subtotal: 9
Additional Related Courses
Select an additional three courses from the following: 9
JUDS 177 / MODL 177 The Holocaust in Literature and Film
JUDS 391 Special Topics in Jewish Studies: Superpowers
JUDS 476 / POLS 476 Ethnic Conflict and Identity
SOCI 217 / ETHN 217 Sociology of Race and Ethnicity
Credit Hours Subtotal: 9
Total Credit Hours 18
Clubs
Hillel /Jewish Student Association
Lincoln Fantasy and Science Fiction Club
Outdoor Adventure Club
Queer-Ally Coalition
Students Advocating Gender Equity
Akiva Cowen works at Hanson Hall in general. He appears first with All Life Is Precious upstairs, but is presented here with the other Jewish characters.
Akiva Cowen -- He has tinted skin, brown eyes, and long chestnut hair with a beard. His heritage is Jewish-American. He speaks English and Hebrew. He is panromantic pansensual asexual. He is 33 years old in 2016.
Akiva grew up in New York, Eastbord, New York. He earned a Bachelor of Arts in Jewish Gender and Women’s Studies with a Hebrew minor at the Jewish Theological Seminary in New York, Eastbord, New York. There he participated in the Campus Chess Club, Columbia Daily Spectator student newspaper, Columbia’s Nightline counseling hotline, JTS Green Team sustainability club, and New York Outdoors.
Akiva went on to get a Master of Arts in Interfaith Leadership with a Graduate Certificate in Foundations of Interfaith Relations at Gratz College in Melrose Park, Pennsylvania. He joined the Bohemian Arts and Crafts Club, Community Service Club, Darchei Noam Book Club, Gratz Board Games, and Pennsylvania Adventures. Finally Akiva earned an Interfaith Doctor of Ministry - Education in Pastoral Care at the Hebrew Union College Jewish Institute of Religion in New York, Eastbord, New York.
Currently Akiva lives in Omaha, Nebraska. He serves as interfaith chaplain at Hanson Hall. There he works with the Tikkun Olam Collective and All Life Is Precious, among other organizations.
Qualities: Master (+6) Interfaith Chaplain, Expert (+4) Emunah, Expert (+4) Existential Intelligence, Good (+2) Community Spirit, Good (+2) Constitution, Good (+2) Queer and Gender Studies
Poor (-2) Bigot Magnet
Trustworthiness -- EMUNAH
Be honest • Don’t deceive, cheat or steal • Be reliable - do what you say you’ll do • Have the courage to do the right thing • Build a good reputation • Be loyal - stand by your family, friends and country
Do not bear false witness against your neighbor. (Exodus/Shemot 20:17)
Bachelor of Arts in Jewish Gender and Women’s Studies
at the Jewish Theological Seminary in New York, Eastbord, New York
The program in Jewish Gender and Women’s Studies (JGWS) at JTS offers students the opportunity to examine the history, literature, and culture of Jewish women and men from the perspective of gender. Course offerings focus on Jewish women’s history; rabbinic, Yiddish, and modern Hebrew literature; gender in the Bible; and other women- or gender-centered subjects. In addition, our gender-studies seminars teach students to apply a feminist approach to all the biblical and rabbinic texts they will encounter while at JTS, and to raise gender-focused questions in any of the classes they may choose to take in the course of their studies.
Students in our BA and MA programs ordinarily focus on one historical period or discipline while choosing courses from among the many areas of study taught at JTS. They will ordinarily also take complementary courses in women’s, feminist, or queer studies at neighboring institutions including Columbia University or Barnard College.
The program in Jewish Gender and Women’s Studies prides itself on its commitment to combining feminist and Jewish perspectives. It encourages students to bring their creativity into their work, supports women’s scholarship, and aims to teach and promote a gendered understanding of all areas of Judaic studies. Student learning is supported by the many feminist and gender-focused activities and organizations associated with the larger nearby colleges and universities of New York City.
Bachelor of Arts Degree Requirements
COURSES
30 credits chosen in consultation with the program advisor, distributed as follows:
• Seven courses (21 credits) in Jewish gender and women’s studies, chosen from at least three different fields or disciplines (e.g., Jewish history, Jewish literature, Talmud and rabbinics, Midrash, ethics, Bible, education). Courses that do not have a “JGW” prefix may sometimes, with prior approval of the instructor and the advisor, be adapted for credit toward the major.
Introduction to Jewish Gender and Women’s Studies
Acharonim: Jewish History 5260-Present (1500 C.E.-present)
Queer and Feminist Authors in Jewish Literature
The Eight Genders in the Talmud
That Which Is Hateful To You: Sexism, Antisemitism, and Hate Crimes
Jewish Feminist Ethics
Judith Beheading Holofernes: Sex and Violence in Judaism
• Two additional courses (6 credits) in feminist, gender, queer, or women’s studies, to be taken at Columbia University or Barnard College, chosen in consultation with the advisor. Credit is not given for courses taken outside JTS when a similar course is offered at JTS.
Jewish Queer Theory
Jewish, Queer, and Other Victims of the Holocaust
• Senior/capstone seminar (3 credits, a List College course)
Minor in Hebrew (T-American)
at the Jewish Theological Seminary in New York, Eastbord, New York
Biblical Hebrew I
Biblical Hebrew II
Modern Hebrew I
Modern Hebrew II
Language and Culture
Jewish Literature in Hebrew
Clubs
Campus Chess Club (T-American)
Columbia Daily Spectator student newspaper
Columbia’s Nightline counseling hotline
JTS Green Team sustainability club
New York Outdoors (T-American)
Master of Arts in Interfaith Leadership
at Gratz College in Melrose Park, Pennsylvania
All courses are three credits, unless otherwise noted.
Master of Arts (36 credits)
• Required Courses (3 credits)
• Interfaith Understanding (9-15 credits)
• Religious Studies (9-15 credits)
• Field Work (3 credits)
• Capstone (3 credits)
Organizational Leadership Courses (3-6 credits)
• EDD 706: Leadership (Required)
• MGT 544: Fundraising
• MGT 545: Strategic Planning in the Nonprofit Organization
Interfaith Understanding (9-15 credits)
• HGS 511: History of Anti-Semitism
• HGS 557: Comparative Genocide
• IFL 620: Successful Interfaith Dialogue
• IFL 622: Interfaith Social Justice and Social Action
Religious Studies (9-15 credits)
• JST 529: Jewish and Christian Interpretations of the Bible
• JST 603: Comparative Theology of Judaism and Christianity
• REL 331: Ethnicity, Gender, and Religion
• REL 625: The Concept of the Saint in Judaism, Christianity, and Islam
Field Work and Capstone Project (6 credits)
• Field Work
• Capstone Project
Students will be required tocomplete 35 hours of Field Work (3 credits) to receive hands-on experience in interfaith relations. Gratz College will assist students in finding local field work placement. Students must also complete a Capstone Project (3 credits) on a specific area in Interfaith Leadership.
HGS 504/714 - Holocaust Art
Due to its enormity and unprecedented nature, the Holocaust has attracted artistic interpretation, private and public, trained and untrained, both from within and beyond the Jewish community. To better understand the response to the Holocaust in the visual arts, this class begins by considering the general history of art in the Jewish tradition, Western art traditions in the Inter-War Period, and visual political propaganda. We will then study art by victims and perpetrators and post-Holocaust efforts to interpret the Holocaust visually by survivors and by generations of artists who did not directly experience the horrors of the Holocaust themselves. Dozens of Holocaust works of art will be considered from artistic and historical viewpoints. Students will also have an opportunity to do individual research projects. No previous experience with art history required.
Graduate Certificate in Foundations of Interfaith Relations
at Gratz College in Melrose Park, Pennsylvania
Four courses comprised of the following:
• IFL 621 Interfaith Lifecycle and Holidays
• IFL 623 Interfaith Liturgy
• IFL 506/706 Interfaith Scriptures
• IFL ___ Interfaith Theology
Clubs
Bohemian Arts and Crafts Club (T-American)
Community Service Club (T-American)
Darchei Noam Book Club
Gratz Board Games (T-American)
Pennsylvania Adventures (T-American)
Interfaith Doctor of Ministry Program for Education in Pastoral Care
at the Hebrew Union College Jewish Institute of Religion in New York, Eastbord, New York
CURRICULUM FOR THE DOCTOR OF MINISTRY PROGRAM, HUC-JIR New York
YEARS 1-3
YEAR 1 - Level I
FALL
DMI 700 Foundations in Counseling Theory
An introduction to foundational theories of human development, personality
development, and counseling theory. Emphasis is placed on psychoanalytically
informed theories that establish the centrality of the Unconscious in human
behavior and development, as well as theories of personality and ego
development throughout the life cycle. These essential readings in human
development provide theoretical support for developing pastoral counseling
skills.
DMI 701 Professional Role/ Identity Group Process
Confidential group for students to reflect on experience in the program and its
impact on their ministries and professional identities. Group process theory and
leadership development are included.
DMI 702 Professional Orientation & Ethics
An introduction to the process and ethos of counseling for pastoral care
through case seminar presentations of pastoral encounters and contacts.
Students are encouraged to use the verbatim format to present their pastoral
work to colleagues for learning and reflection on their unique roles as chaplains
and clergy.
Assigned readings focus on the roles of vocational counselors to enhance
this formation experience.
DMI 703 Practicum I: Fundamentals of Mental Health Counseling and Consultation for Pastoral Care
Using student case material, the course addresses issues of
establishing the counseling ministry relationship, real presence, active listening,
the working alliance, presenting problem, manifest/latent content, spiritual
dimensions, assessing the dilemmas/problems, transference and
countertransference, defenses, internal resources and coping strategies etc.
DMI 704 Developing a Personal Theology
The objective of the course is for the student to explore the practical application
of one’s personal theology in the pastoral relationships of one’s ministry. While
classical (e.g. Bible) and theological texts will be utilized, the articulation and
application of one’s personal theological framework will be the primary focus
of inquiry. Through lecture, discussion and theological reflection the student
will be expected to refine and articulate orally and in writing personal
theological statements expressing his or her own personal theological perspective in dealing with life experiences in one’s ministry.
DMI 713 Integrative Seminar I
Six full days throughout academic year. Students write and share cases from
their work addressing pastoral, organizational, theological, and ethical
issues. The psycho-spiritual and ethical dimensions of the cases and the
counselor are discussed in depth.
SPRING
DMI 705 Practicum II: Matching Assessment with Referral
Using case material, students deepen their understanding of assessment for
appropriate referral. This course builds on theory, technique, and practice from
the first semester with special attention to making assessments for determining
the necessity and facilitation of effective referrals. Navigation of the short-term
relationship, boundaries, dual relationships, and developing referral networks are
addressed.
DMI 708 Group Dynamics I
Continuation of fall Professional Role/Identity Group Process:
Deepening understanding of group dynamics and professional identity
issues.
DMI 709 Psychopathology I
An introduction to psychopathology and the major classifications of mental
disorders (DSM). Emphasis is placed on understanding mental health
assessment models, in combination with psycho-spiritual assessments
and evaluations, toward deepening counseling skills and awareness for the
clergy person. Focus is placed on differentiating the interventions and
roles among the helping professions, for clarifying the boundaries of
vocational counseling. Special consideration is given to bereavement with its
challenges for clergy who seek to meet the psychological and spiritual
struggles unique to suffering loss.
DMI 714 Integrative Seminar II
Six full days throughout academic year. Students write and share cases from
their work addressing pastoral, organizational, theological, and ethical
issues. The psycho-spiritual and ethical dimensions of the cases and the
counselor are discussed in depth.
DMI 718 Clinical Instruction I
Students present active case material from their pastoral care settings.
Attention to listening, understanding in depth, and use of technique is paid
to facilitate student development and competency.
DMI 724 Family Life Cycle
We will examine a variety of issues that families encounter. These may include
issues of: divorce, re-marriage, blended families, issues of abuse and
addiction, self-destructive behaviors, infertility and aging. We will look at these
issues through the lens of classic texts from various religious traditions and the
student's personal theology of pastoral care. We will do this with the goal of
discussing various approaches to counseling as well as examining a foundation
of resources.
SUMMER
DMI 726 Psychopathology II: Addictions
This course will introduce students to salient issues that arise in the short-term
counseling relationships where addiction is a presenting problem. These include
engaging the patient/congregant, listening, identifying presenting and underlying
areas of concern, ethical considerations, and the importance of appropriate and
sensitive boundaries. Students will have opportunities to explore their own
subjective reactions to counselees and interpersonal exchanges, as well as
different techniques and interventions that may be relevant. Class material and
discussion will facilitate deeper understanding of the ways in which theoretical
counseling approaches might be integrated into the understanding of psychospiritual dynamics, and for referral considerations.
DMI 728 Marriage/Family Counseling
Introduction to pastoral counseling for couples and families with focus
on the theoretical concepts from systems theory. Emphasis is placed on the
family and organization (not the individual) as the focus for care . This
course will introduce genograms for family mapping and symptom assessment,
in addition to orienting the student to specialized terminology from systems
theory, as it establishes the structure and environment for pastoral care to
address the unique symptoms of systems in crisis and transition.
YEAR 2 - Level II
FALL
DMI 706 Practicum II: Recognizing and Responding to Social and Cultural
Factors
This course will provide an overview of some of the basic elements of pastoral
counseling, with special emphasis on understanding the importance of social and
cultural factors in the life of the individual, family and community. The issues
covered will include:
• Assessment and referral as a function of pastoral care
• Transference and counter-transference in the congregational
setting
• Boundary issues as they relate to power, authority and
professional responsibilities
• Spiritual and religious practices: a resource for resilience or a cause
for concern?
• Pastoral crisis intervention skills with diverse communities
DMI 710 Theology and Pastoral Care
This course provides a framework for understanding the dynamics of evil from
different disciplines. Students are encouraged to interrogate theologians,
philosophers, psychologists, and social scientists of the past century and then
based on their expanded insight of the question of evil develop pastoral care
strategies for those who suffer.
DMI 715 The Lifecycle: Infant, Child, and Adolescent Growth and Development
An overview of psycho-analytic and contemporary theories of early human
development, and their applications to pastoral counseling.
DMI 717 Group Dynamics II: Assessment and Appraisal of Groups and Their Functioning
This course is an unstructured group experience in which students process
together the impact of their training on their professional and personal lives. As
they acquire new skills and insights, identities inevitably deepen and shift. This
group experience promotes recognition and exploration of these changes. In
addition, aspects of “group as a whole” dynamics emerge through the group
process, and they are identified as they emerge “in vivo.” Among these dynamics
are:
• Phases of group development and the issues that pertain to each (trust
in the beginning phase, deepening of content and affect in the middle
phase and working through unfinished business and loss in the final
phase),
• Factors that dilute group cohesion (scape-goating, the group isolate, the
group dominator, intellectualizing, “out of the room” vs. “in the room”
content and mirroring),
• The different impact of interventions that focus on individuals vs. ones
that focus on the group as a whole, Recognizing the group unconscious by appreciating the
connections between manifest and latent content of group
communications.
DMI 719 Case Discussion II
Students present active case material from their pastoral counseling sessions.
Attention to listening, understanding in depth, and use of technique is paid to
facilitate student development and competency.
DMI 729 Integrative Seminar III
Six full days throughout academic year. Students write and share cases from
their work addressing pastoral, organizational, theological, and ethical
issues. The psycho-spiritual and ethical dimensions of the cases and the
counselor are discussed in depth.
DMI 501A Seminar: Research & Methods: Final Project
SPRING
DMI 707 Practicum IV: Pastoral Role and Identity
This course will provide an overview of some of the basic elements of pastoral
counseling, emphasis on understanding the importance of social and cultural
factors in the life of the individual, family and community. The issues covered will
include:
• Assessment and referral as a function of pastoral care
• Transference and counter-transference in the congregational
setting
• Boundary issues as they relate to power, authority and professional
responsibilities
• Spiritual and religious practices: a resource for resilience or a
cause for concern?
• Pastoral crisis intervention skills with diverse communities
DMI 712 Theology: Electives (e.g., Grief, Gender, Trauma, etc.)
Grief (below):
Enhancing the Capacity to Experience Gratitude, Hope and Joy by
Cultivating an Ability to Bear and Share Sorrow, Loss and Fear.
In this class we will explore how grief and suffering and the challenge to re-find
hope and joy are understood and expressed in religious traditions. We will
consider our own personal history and experiences with others as well as other
examples which express these themes. We will seek to understand numbness,
cynicism and disconnection as resistances to experiencing the full range of
feelings. Focus will be upon developing a personal theology/understanding of
beliefs about loss and suffering in order more fully face our own grief and joy
and thereby be more effective at helping others along this journey. We will
explore the ideas of thinkers from a number of traditions as we examine how
people manage the spiritual and psychological challenges to faith and trust that
are often experienced in reaction to painful loss. Consideration will be given to
psycho-dynamic and psycho-spiritual understanding of how a concept of God
develops and evolves throughout the life cycle and how such a concept
affects the way God and religion may or may not be experienced as a source
of comfort at times of loss and distress. Using life-cycle liturgy and secular and sacred literature we will examine how people experience grief and loss at
different developmental stages and we will explore the personal, spiritual and
communal resources that may be available to them as they seek healing. With a
knowledge base of psychological and spiritual wisdom we will build our capacity
to listen, to empathize and to help ourselves and others to move from sorrow to
a returned or new engagement in living with trust and hope.
DMI 720 Clinical Instruction III
Student case material will be used to address transference, countertransference, boundary setting, referral, etc., for the pastoral care provider.
DMI 730 Integrative Seminar IV
Six full days throughout academic year. Students write and share cases from
their work addressing pastoral, organizational, theological , and ethical
issues. The psycho-spiritual and ethical dimensions of the cases and the
counselor are discussed in depth.
DMI 731 Group Dynamics III: Problem Solving in Groups
Continuation from the third semester, (Assessment and Appraisal of Groups and
their Functioning). Focus is on ‘use’ of the group for problem solving within
groups, and congregations.
DMI 735 The Human Lifecycle: Adult Growth and Development into Older Age
Exploration of the social and emotional developmental tasks and conflicts from
adolescence to old age. Issues relevant to pastoral counseling will be
addressed.
DMI 501B Seminar: Research & Design: Final Project
YEAR 3 - Level III
FALL/SPRING
DMI 500 Final Project
Upon completion of core curriculum, students propose and develop a
programmatic intervention designed to meet a pastoral need within their
particular work setting. Under the supervision of a research faculty and two
reader/mentors, students implement and evaluate the intervention.
The Final paper is due by January 1st of the intended year
of graduation.
ELECTIVES:
DMI 599A Independent Study for Case Supervision - this is an additional and/or elective registration for continuing supervision of pastoral care experience (pursued during summers and between semester registration for the Clinical Instruction I, II, and III, courses), that is gained to meet the 300-hour experience requirement for program completion. Students are required to be under supervision for their experience during, and to completion of, the program.
DMI 599B Independent Study for Continuing Final Project - this is an additional and/or elective registration for additional faculty mentorship while continuing beyond the third year, to project completion, as needed.
Sudarshina Lee -- She has praline skin and almond-shaped brown eyes. Her nappy hair starts out dark then sun-bleaches to golden brown, currently worn in many tiny braids. She has pierced ears. Her heritage includes African, American, Asian, and a little Native American. She speaks English, French, and Hausa. She is 32 years old in 2016.
Sudarshina grew up in Auburn, Alabama. She loved the art scene there. She also explored its historic sites. Sudarshina earned a Bachelor of Arts in Art - Fine Arts Curriculum with a minor in African-American Studies at Alabama State University in Montgomery. There she joined the clubs African-American Art Lovers, Alabama Bike & Hike, Cooperative Games Club, NAACP, and National Society of Leadership and Success.
After graduating, Sudarshina worked for two years at a local art gallery in Montgomery. Then she went on to get a Master of Arts Management with a Graduate Minor in the History of Arts at Carnegie Mellon University in Pittsburgh, Pennsylvania. She participated in the Artist Alley Club, Black Graduate Students Organization, CMU Board Game Club, Tepper Outdoor Adventure Club, and The Women's Network. Following that, Sudarshina spent three years working in various art venues around Pittsburgh.
At a major art event, Sudarshina met another young artist and they fell in love. She followed him back to Omaha, Nebraska where they later got married. They have two sons and a daughter. Sudarshina went to work at Hanson Hall, a large building that hosts many arts and culture activities. She worked her way up through various positions and eventually became the manager.
Sudarshina loves flambouyant bohemian clothes, especially African motifs. She often wears a plain neutral outfit with a vivid robe or scarf thrown over the top. Jewelry usually includes her own dichroic glass work, but she also likes big gold earrings and necklaces, bangle bracelets, and chunky bohemian style jewelry.
Qualities: Master (+6) Visual-Spatial Intelligence, Expert (+4) Artist, Expert (+4) Arts Manager, Good (+2) African-American Studies, Good (+2) Heat Tolerance, Good (+2) Ujima
Poor (-2) Out of Shape
Ujima (Collective Work and Responsibility)
To build and maintain our community together and make our community’s problems our problems and to solve them together.
Bachelor of Arts in Art - Fine Arts Curriculum
at Alabama State University in Montgomery
(Leading to the Bachelor of Arts Degree with concentrations in Fine Arts)
REQUIRED MAJOR COURSES FOR ALL ART STUDENTS
(39 HOURS)
Course No. Course Title Credit Hrs.
ART 121 Basic Design I - 2D Fundamentals 3
ART 122 Basic Design II - 3D Fundamentals 3
ART 123 Color Theory 3
ART 201 Art History Survey I 3
ART 202 Art History Survey II 3
ART 209 Drawing and Composition I 3
ART 210 Drawing and Composition II 3
ART 240 Visual Thinking 3
ART 465 Senior Comprehensives 1
ART 470 Portfolio 1
ART 475 Senior Exhibition 1
Chose 1 from
Art 321, 332 TWO DIMENSIONAL REQUIREMENT - class selected in this area CAN NOT be used as support class
ART 321 Painting I 3
Chose 1 from
Art 325, 341 THREE DIMENSIONAL REQUIREMENT - class selected in this area CAN NOT be used as support class
ART 325 Ceramics 1 3
ART HISTORY - SELECT ANY 6 HOURS FROM ART 302, 303, 304, 309, 310, 416
Any classes selected in this area CAN NOT be used as support classes
ART 309 Introduction to African-American Art 3
ART 416 Art Theory 3
MAT 210 Geometry of Art 3 (T-American)
FINE ARTS SUPPORT CLASSES (24 HRS.)
Students seeking a Fine Arts emphasis should select a minimum of 24 hours from the classes listed below
ART HISTORY
Course No. Course Title Credit Hrs.
ART 304 Contemporary Art* 3
TWO DIMENSIONAL AREA
Course No. Course Title Credit Hrs.
ART 322 Painting II 3
ART 350 Life-Figure Drawing 3
THREE DIMENSIONAL AREA
Course No. Course Title Credit Hrs.
ART 327 Creative Crafts 3
ART 328 Glassworking I 3
ART 428 Glassworking II Dichroic Glass 3
ART STUDIO AREA
Course No. Course Title Credit Hrs.
ART 450 Art Studio Ethnic Portraiture 4
ART 451 Art Studio African Diaspora Arts and Crafts 4
ART 452 Art Studio Dichroic Glass 4
African-American Studies Minor
at Alabama State University in Montgomery
AFRICAN-AMERICAN STUDIES MINOR
Eighteen hours are required a minor in African-American Studies.
Required Courses 9
HIS 350 African-American History to 1877 3
HIS 450 African-American Search for Identity 3
POS 312 Blacks in the American Political System 3
Electives 9
Select 9 hours from the courses listed below.
ENG 307 Black Literature 3
HIS 402 Slavery and the Abolitionist Movement 3
HIS 404 The Civil Rights Movement and the Black Power Revolt 3
SOC 430 Race and Ethnic Relations 3
THE 428 African American Drama 3
TOTAL SEMESTER HOUR REQUIREMENTS 18
Clubs
African-American Art Lovers (T-American)
Alabama Bike & Hike (T-American)
Cooperative Games Club (T-American)
NAACP
National Society of Leadership and Success
Master of Arts Management
at Carnegie Mellon University in Pittsburgh, Pennsylvania
CURRICULUM & CLASS PROFILE
MAM students take classes from both Heinz College and the College of Fine Arts.
• MAM Core
o Arts Enterprises: Structures & Strategies
o Disruptive Technologies in Arts Enterprises
o Arts Marketing and Public Relations
o Business Law for Arts Managers
o Cultural Policy
o Fundraising and Individual Giving
o Fundraising and Institutional Giving
o External Relations
o Arts Management Professional Seminar
o Exhibitions Management
o Presenting Performing Arts & Festivals
o Data-Driven Decision Making
o Organizational Design and Implementation
o Applied Economic Analysis
o Financial Analysis
o Statistical Methods
o Writing for Creative Enterprises
o Strategic Presentation Skills
o Principles of Marketing
o Arts Industry Capstone Project
PLUS
o Required Summer Internship: Greater Pittsburgh Arts Council
• MAM Sample Electives*
o Arts and Community Development
o Public Art
o Advanced Fundraising
o Arts Facilities Management
o Leading with Equity and Inclusion
o Cultural Policy and Advocacy in the U.S.
o Audience Engagement and Participationo Arts Management and Technology
o Database for Creative Enterprises
o Design Thinking
o Negotiation
o Urban and Regional Economic Development
o Social Innovation
o Program Evaluation
o Organizational Change
o Desktop Publishing
o Measurement and Analysis of Social Media
o Project Management
o Creating Results Oriented Programs
o Gender, Politics, and Policies in the U.S. and World
o Civic Engagement as a Community Process
(T-America allows graduate minors by adding an extra paper or project. Sudarshina did her paper on "A Comparison of Geometric Patterns in African vs. African-American Art.")
CFA Dean's Office Minors
Graduate Minor in the History of Arts
at Carnegie Mellon University in Pittsburgh, PA
This minor of six or more courses as designated below, offers students flexibility to engage in a broad survey in the arts or can be tailored to reflect a more specific area of interest. For College of Fine Arts students, all courses meeting the requirements of the Minor in the History of the Arts must be taken outside of their major School, with the exception of the School of Architecture. Interested students should contact Dan Barrett (dbarrett@andrew.cmu.edu) in the College of Fine Arts, Room 100.
INTRODUCTORY LEVEL COURSES27 UNITS
(choose at least three, CFA students pick 3 outside of major)
54-245 Who Wore What: When, Where, and Why Var.
60-105 Cultural History of the Visual Arts 9
60-106 Critical Theory in Art II 9
INTERMEDIATE/ADVANCED LEVEL COURSES27 UNITS
(choose at least three, CFA students pick 3 outside of major)*
51-376 Semantics & Aesthetics 4.5
57-480 History of Black American Music 6
79-395 The Arts in Pittsburgh 9
Minimum units required for minor: 54
Clubs
Artist Alley Club
Black Graduate Students Organization
CMU Board Game Club
We play games. Lots of games. Mostly various board games. We have a reasonably well stocked closet, with several dozen different games, and some of our members have been known to bring games from their own hoards to play.
Tepper Outdoor Adventure Club
Pittsburgh is easily one of the greenest cities in the country. It's oftentimes hard to imagine that places as vast and beautiful as Schenley and Frick Park lie within Pittsburgh zip codes. And yet, the rigor of our MBA education can sometimes make experiencing nature difficult. Tepper Outdoor Adventure Club seeks to bridge that gap. We intend to provide Tepper students opportunities to get in touch with the outdoors through a variety of activities. Whether hiking, cycling, climbing, swimming, or running, our goal is to help our members pursue physical fitness goals, develop relationships with classmates, and experience the beauty of Pittsburgh and the surrounding area.
The Women's Network
The largest, most engaging collegiate women’s network nationwide - connecting women to professionals and preparing future leaders.
See also character notes from musicians and the upper stories.
Rozeve Pave (Raaziah Priel) -- She has pale skin and blue eyes. She has wavy shoulder-length hair that started out dark but is now hot pink. Her ears have multiple piercings on both sides. She is a lesbian. Her heritage is Jewish-American. She speaks English and Yiddish. She is 27 years old in 2016.
Raaziah Priel grew up in Lincoln, Nebraska. She earned a Bachelor of Arts in Women’s and Gender Studies with a minor in Jewish Studies at the University of Nebraska-Lincoln. There she joined the Hillel /Jewish Student Association, Lincoln Fantasy and Science Fiction Club, Outdoor Adventure Club, Queer-Ally Coalition, and Students Advocating Gender Equity.
Currently Rozeve Pave lives in Omaha, Nebraska. There she works at the Tikkun Olam Collective in Hanson Hall, for The Generous Jew as well as Ruth and Naomi's Place. She does fundraising for people in need and gathers resources for queerfolk. Her kindness and people skills make her good at it.
Origin: Shortly after her Bat Mitzvah, her hair changed color, but she has no idea why it happened. She took the cape name Rozeve Pave, which means "pink peacock" in Yiddish, a reference to Jewish queerness. She is more blue plate special than superhera, but the people she helps often think of her as a superhera anyhow.
Uniform: She prefers women's wear in soft neutrals of white, khaki, or gray accented with muted shades of pink and purple plus accessories. She likes soft earth tones too. Her feminine clothes and pink hair make it hard for people to recognize her as a lesbian, which frustrates everyone.
Qualities: Good (+2) Chesed, Good (+2) Gender Studies, Good (+2) Intrapersonal Intelligence, Good (+2) Jewish Studies, Good (+2) Strength
Poor (-2) But You Don't Look Like a Lesbian
Powers: Good (+2) Crayon Hair
Rozeve Pave has the ultraviolet vision that some crayon soups have. Her hot pink hair has an iridescent sheen and looks even brighter in ultraviolet.
Motivation: To help people.
Rozeve Pave
די ראָזעווע פאַווע (“di rozeve pave”) means “pink peacock” in yiddish. די גאָלדענע פּאַווע (“di goldene pave” or the golden peacock) is a symbol of yiddish literature; we’re invoking the richness of yiddish culture and making an explicitly queer space. the café is bilingual with everything in yiddish and english, prioritizing yiddish. it’s pronounced like “de ROSE-eh-vuh PAH-vuh”.
Jewish Lesbians
Caring- CHESED
Be kind • Be compassionate and show you care • Express gratitude • Forgive others • Help people in need
Love your neighbor as yourself. (Leviticus/Vayikra 19:1
Women’s and Gender Studies, Bachelor of Arts
at the University of Nebraska-Lincoln
Requirements
A minimum of 120 credit hours is required for a Bachelor of Arts degree in women’s and gender studies (BAWGS). At least 30 credits of a student’s bachelor’s degree must be taken in residence at UNO. Registering for courses without having taken the stated prerequisites could result in administrative withdrawal.
To obtain a BAWGS, a student must fulfill the university, college and departmental requirements. Some courses may satisfy requirement in more than one area, but credit is awarded only once, thereby reducing the total number of credit hours for the degree to 120. (This total does not include prerequisites.)
• 40-46 hours of university General Education courses (9 hours of which can be satisfied by courses in the required areas below)
• 12-19 hours of College of Arts and Sciences requirements
• 16 hours of Foreign Language or American Sign Language courses
• 33 hours of Women’s and Gender Studies courses
• 6-19 hours of elective/prerequisite courses
TOTAL HOURS: 120
The Bachelor of Arts in women’s and gender studies requires a minimum of 33 credits as outlined below.
Code Title Credits
Courses Required for Major (Core Curriculum)
WGST 2010 INTRODUCTION TO WOMEN'S AND GENDER STUDIES: SOCIAL AND BEHAVIORAL SCIENCE 3
WGST 2020 INTRODUCTION TO WOMEN'S AND GENDER STUDIES: HUMANITIES 3
WGST 4010 SENIOR SEMINAR 3
Quantitative Literacy Course
Select one of the following: 3-5
CIST 1400 INTRODUCTION TO COMPUTER SCIENCE I
Elective Courses
Select 7 WGST elective courses (see below) 21
Total Credits 33-35
Course List
Electives
As stated above, 7 WGST elective courses must be selected from the following list, of which 5 must be upper-division (3000- or 4000-level). Courses should be selected in consultation with your major adviser. Be certain to see the “Special Requirements” section for important information.
Code Title Credits
ENGL 4280 QUEER AMERICAN WESTS 3
PSCI 3100 LGBT POLITICS 3
RELI 3500 TOPICS IN RELIGIOUS STUDIES: JEWISH WOMEN 3
SOC 2150 SOCIOLOGY OF FAMILIES 3
WGST 3120/RELI 3130 WOMEN AND THE BIBLE 3
WGST/CMST 3750 GENDER AND COMMUNICATION 3
WGST 4070 GENDER AND LEADERSHIP CAPSTONE: COMMUNITY ACTION PROJECT 3
For the B.A. degree, foreign language is required through the intermediate level.
Yiddish
Jewish Studies Minor
at the University of Nebraska-Lincoln
Requirements for Minor Offered By Department
Eighteen (18) hours of coursework as follows.
Code Title Credit Hours
Core Courses
Select three courses from the following: 9
JUDS 219 / HIST 219 / RELG 219 Introduction to Jewish History
JUDS 333 / HIST 333 / RELG 333 Jews in the Modern World
JUDS 350 Literature of Judaism
Credit Hours Subtotal: 9
Additional Related Courses
Select an additional three courses from the following: 9
JUDS 177 / MODL 177 The Holocaust in Literature and Film
JUDS 391 Special Topics in Jewish Studies: Superpowers
JUDS 476 / POLS 476 Ethnic Conflict and Identity
SOCI 217 / ETHN 217 Sociology of Race and Ethnicity
Credit Hours Subtotal: 9
Total Credit Hours 18
Clubs
Hillel /Jewish Student Association
Lincoln Fantasy and Science Fiction Club
Outdoor Adventure Club
Queer-Ally Coalition
Students Advocating Gender Equity
Akiva Cowen works at Hanson Hall in general. He appears first with All Life Is Precious upstairs, but is presented here with the other Jewish characters.
Akiva Cowen -- He has tinted skin, brown eyes, and long chestnut hair with a beard. His heritage is Jewish-American. He speaks English and Hebrew. He is panromantic pansensual asexual. He is 33 years old in 2016.
Akiva grew up in New York, Eastbord, New York. He earned a Bachelor of Arts in Jewish Gender and Women’s Studies with a Hebrew minor at the Jewish Theological Seminary in New York, Eastbord, New York. There he participated in the Campus Chess Club, Columbia Daily Spectator student newspaper, Columbia’s Nightline counseling hotline, JTS Green Team sustainability club, and New York Outdoors.
Akiva went on to get a Master of Arts in Interfaith Leadership with a Graduate Certificate in Foundations of Interfaith Relations at Gratz College in Melrose Park, Pennsylvania. He joined the Bohemian Arts and Crafts Club, Community Service Club, Darchei Noam Book Club, Gratz Board Games, and Pennsylvania Adventures. Finally Akiva earned an Interfaith Doctor of Ministry - Education in Pastoral Care at the Hebrew Union College Jewish Institute of Religion in New York, Eastbord, New York.
Currently Akiva lives in Omaha, Nebraska. He serves as interfaith chaplain at Hanson Hall. There he works with the Tikkun Olam Collective and All Life Is Precious, among other organizations.
Qualities: Master (+6) Interfaith Chaplain, Expert (+4) Emunah, Expert (+4) Existential Intelligence, Good (+2) Community Spirit, Good (+2) Constitution, Good (+2) Queer and Gender Studies
Poor (-2) Bigot Magnet
Trustworthiness -- EMUNAH
Be honest • Don’t deceive, cheat or steal • Be reliable - do what you say you’ll do • Have the courage to do the right thing • Build a good reputation • Be loyal - stand by your family, friends and country
Do not bear false witness against your neighbor. (Exodus/Shemot 20:17)
Bachelor of Arts in Jewish Gender and Women’s Studies
at the Jewish Theological Seminary in New York, Eastbord, New York
The program in Jewish Gender and Women’s Studies (JGWS) at JTS offers students the opportunity to examine the history, literature, and culture of Jewish women and men from the perspective of gender. Course offerings focus on Jewish women’s history; rabbinic, Yiddish, and modern Hebrew literature; gender in the Bible; and other women- or gender-centered subjects. In addition, our gender-studies seminars teach students to apply a feminist approach to all the biblical and rabbinic texts they will encounter while at JTS, and to raise gender-focused questions in any of the classes they may choose to take in the course of their studies.
Students in our BA and MA programs ordinarily focus on one historical period or discipline while choosing courses from among the many areas of study taught at JTS. They will ordinarily also take complementary courses in women’s, feminist, or queer studies at neighboring institutions including Columbia University or Barnard College.
The program in Jewish Gender and Women’s Studies prides itself on its commitment to combining feminist and Jewish perspectives. It encourages students to bring their creativity into their work, supports women’s scholarship, and aims to teach and promote a gendered understanding of all areas of Judaic studies. Student learning is supported by the many feminist and gender-focused activities and organizations associated with the larger nearby colleges and universities of New York City.
Bachelor of Arts Degree Requirements
COURSES
30 credits chosen in consultation with the program advisor, distributed as follows:
• Seven courses (21 credits) in Jewish gender and women’s studies, chosen from at least three different fields or disciplines (e.g., Jewish history, Jewish literature, Talmud and rabbinics, Midrash, ethics, Bible, education). Courses that do not have a “JGW” prefix may sometimes, with prior approval of the instructor and the advisor, be adapted for credit toward the major.
Introduction to Jewish Gender and Women’s Studies
Acharonim: Jewish History 5260-Present (1500 C.E.-present)
Queer and Feminist Authors in Jewish Literature
The Eight Genders in the Talmud
That Which Is Hateful To You: Sexism, Antisemitism, and Hate Crimes
Jewish Feminist Ethics
Judith Beheading Holofernes: Sex and Violence in Judaism
• Two additional courses (6 credits) in feminist, gender, queer, or women’s studies, to be taken at Columbia University or Barnard College, chosen in consultation with the advisor. Credit is not given for courses taken outside JTS when a similar course is offered at JTS.
Jewish Queer Theory
Jewish, Queer, and Other Victims of the Holocaust
• Senior/capstone seminar (3 credits, a List College course)
Minor in Hebrew (T-American)
at the Jewish Theological Seminary in New York, Eastbord, New York
Biblical Hebrew I
Biblical Hebrew II
Modern Hebrew I
Modern Hebrew II
Language and Culture
Jewish Literature in Hebrew
Clubs
Campus Chess Club (T-American)
Columbia Daily Spectator student newspaper
Columbia’s Nightline counseling hotline
JTS Green Team sustainability club
New York Outdoors (T-American)
Master of Arts in Interfaith Leadership
at Gratz College in Melrose Park, Pennsylvania
All courses are three credits, unless otherwise noted.
Master of Arts (36 credits)
• Required Courses (3 credits)
• Interfaith Understanding (9-15 credits)
• Religious Studies (9-15 credits)
• Field Work (3 credits)
• Capstone (3 credits)
Organizational Leadership Courses (3-6 credits)
• EDD 706: Leadership (Required)
• MGT 544: Fundraising
• MGT 545: Strategic Planning in the Nonprofit Organization
Interfaith Understanding (9-15 credits)
• HGS 511: History of Anti-Semitism
• HGS 557: Comparative Genocide
• IFL 620: Successful Interfaith Dialogue
• IFL 622: Interfaith Social Justice and Social Action
Religious Studies (9-15 credits)
• JST 529: Jewish and Christian Interpretations of the Bible
• JST 603: Comparative Theology of Judaism and Christianity
• REL 331: Ethnicity, Gender, and Religion
• REL 625: The Concept of the Saint in Judaism, Christianity, and Islam
Field Work and Capstone Project (6 credits)
• Field Work
• Capstone Project
Students will be required tocomplete 35 hours of Field Work (3 credits) to receive hands-on experience in interfaith relations. Gratz College will assist students in finding local field work placement. Students must also complete a Capstone Project (3 credits) on a specific area in Interfaith Leadership.
HGS 504/714 - Holocaust Art
Due to its enormity and unprecedented nature, the Holocaust has attracted artistic interpretation, private and public, trained and untrained, both from within and beyond the Jewish community. To better understand the response to the Holocaust in the visual arts, this class begins by considering the general history of art in the Jewish tradition, Western art traditions in the Inter-War Period, and visual political propaganda. We will then study art by victims and perpetrators and post-Holocaust efforts to interpret the Holocaust visually by survivors and by generations of artists who did not directly experience the horrors of the Holocaust themselves. Dozens of Holocaust works of art will be considered from artistic and historical viewpoints. Students will also have an opportunity to do individual research projects. No previous experience with art history required.
Graduate Certificate in Foundations of Interfaith Relations
at Gratz College in Melrose Park, Pennsylvania
Four courses comprised of the following:
• IFL 621 Interfaith Lifecycle and Holidays
• IFL 623 Interfaith Liturgy
• IFL 506/706 Interfaith Scriptures
• IFL ___ Interfaith Theology
Clubs
Bohemian Arts and Crafts Club (T-American)
Community Service Club (T-American)
Darchei Noam Book Club
Gratz Board Games (T-American)
Pennsylvania Adventures (T-American)
Interfaith Doctor of Ministry Program for Education in Pastoral Care
at the Hebrew Union College Jewish Institute of Religion in New York, Eastbord, New York
CURRICULUM FOR THE DOCTOR OF MINISTRY PROGRAM, HUC-JIR New York
YEARS 1-3
YEAR 1 - Level I
FALL
DMI 700 Foundations in Counseling Theory
An introduction to foundational theories of human development, personality
development, and counseling theory. Emphasis is placed on psychoanalytically
informed theories that establish the centrality of the Unconscious in human
behavior and development, as well as theories of personality and ego
development throughout the life cycle. These essential readings in human
development provide theoretical support for developing pastoral counseling
skills.
DMI 701 Professional Role/ Identity Group Process
Confidential group for students to reflect on experience in the program and its
impact on their ministries and professional identities. Group process theory and
leadership development are included.
DMI 702 Professional Orientation & Ethics
An introduction to the process and ethos of counseling for pastoral care
through case seminar presentations of pastoral encounters and contacts.
Students are encouraged to use the verbatim format to present their pastoral
work to colleagues for learning and reflection on their unique roles as chaplains
and clergy.
Assigned readings focus on the roles of vocational counselors to enhance
this formation experience.
DMI 703 Practicum I: Fundamentals of Mental Health Counseling and Consultation for Pastoral Care
Using student case material, the course addresses issues of
establishing the counseling ministry relationship, real presence, active listening,
the working alliance, presenting problem, manifest/latent content, spiritual
dimensions, assessing the dilemmas/problems, transference and
countertransference, defenses, internal resources and coping strategies etc.
DMI 704 Developing a Personal Theology
The objective of the course is for the student to explore the practical application
of one’s personal theology in the pastoral relationships of one’s ministry. While
classical (e.g. Bible) and theological texts will be utilized, the articulation and
application of one’s personal theological framework will be the primary focus
of inquiry. Through lecture, discussion and theological reflection the student
will be expected to refine and articulate orally and in writing personal
theological statements expressing his or her own personal theological perspective in dealing with life experiences in one’s ministry.
DMI 713 Integrative Seminar I
Six full days throughout academic year. Students write and share cases from
their work addressing pastoral, organizational, theological, and ethical
issues. The psycho-spiritual and ethical dimensions of the cases and the
counselor are discussed in depth.
SPRING
DMI 705 Practicum II: Matching Assessment with Referral
Using case material, students deepen their understanding of assessment for
appropriate referral. This course builds on theory, technique, and practice from
the first semester with special attention to making assessments for determining
the necessity and facilitation of effective referrals. Navigation of the short-term
relationship, boundaries, dual relationships, and developing referral networks are
addressed.
DMI 708 Group Dynamics I
Continuation of fall Professional Role/Identity Group Process:
Deepening understanding of group dynamics and professional identity
issues.
DMI 709 Psychopathology I
An introduction to psychopathology and the major classifications of mental
disorders (DSM). Emphasis is placed on understanding mental health
assessment models, in combination with psycho-spiritual assessments
and evaluations, toward deepening counseling skills and awareness for the
clergy person. Focus is placed on differentiating the interventions and
roles among the helping professions, for clarifying the boundaries of
vocational counseling. Special consideration is given to bereavement with its
challenges for clergy who seek to meet the psychological and spiritual
struggles unique to suffering loss.
DMI 714 Integrative Seminar II
Six full days throughout academic year. Students write and share cases from
their work addressing pastoral, organizational, theological, and ethical
issues. The psycho-spiritual and ethical dimensions of the cases and the
counselor are discussed in depth.
DMI 718 Clinical Instruction I
Students present active case material from their pastoral care settings.
Attention to listening, understanding in depth, and use of technique is paid
to facilitate student development and competency.
DMI 724 Family Life Cycle
We will examine a variety of issues that families encounter. These may include
issues of: divorce, re-marriage, blended families, issues of abuse and
addiction, self-destructive behaviors, infertility and aging. We will look at these
issues through the lens of classic texts from various religious traditions and the
student's personal theology of pastoral care. We will do this with the goal of
discussing various approaches to counseling as well as examining a foundation
of resources.
SUMMER
DMI 726 Psychopathology II: Addictions
This course will introduce students to salient issues that arise in the short-term
counseling relationships where addiction is a presenting problem. These include
engaging the patient/congregant, listening, identifying presenting and underlying
areas of concern, ethical considerations, and the importance of appropriate and
sensitive boundaries. Students will have opportunities to explore their own
subjective reactions to counselees and interpersonal exchanges, as well as
different techniques and interventions that may be relevant. Class material and
discussion will facilitate deeper understanding of the ways in which theoretical
counseling approaches might be integrated into the understanding of psychospiritual dynamics, and for referral considerations.
DMI 728 Marriage/Family Counseling
Introduction to pastoral counseling for couples and families with focus
on the theoretical concepts from systems theory. Emphasis is placed on the
family and organization (not the individual) as the focus for care . This
course will introduce genograms for family mapping and symptom assessment,
in addition to orienting the student to specialized terminology from systems
theory, as it establishes the structure and environment for pastoral care to
address the unique symptoms of systems in crisis and transition.
YEAR 2 - Level II
FALL
DMI 706 Practicum II: Recognizing and Responding to Social and Cultural
Factors
This course will provide an overview of some of the basic elements of pastoral
counseling, with special emphasis on understanding the importance of social and
cultural factors in the life of the individual, family and community. The issues
covered will include:
• Assessment and referral as a function of pastoral care
• Transference and counter-transference in the congregational
setting
• Boundary issues as they relate to power, authority and
professional responsibilities
• Spiritual and religious practices: a resource for resilience or a cause
for concern?
• Pastoral crisis intervention skills with diverse communities
DMI 710 Theology and Pastoral Care
This course provides a framework for understanding the dynamics of evil from
different disciplines. Students are encouraged to interrogate theologians,
philosophers, psychologists, and social scientists of the past century and then
based on their expanded insight of the question of evil develop pastoral care
strategies for those who suffer.
DMI 715 The Lifecycle: Infant, Child, and Adolescent Growth and Development
An overview of psycho-analytic and contemporary theories of early human
development, and their applications to pastoral counseling.
DMI 717 Group Dynamics II: Assessment and Appraisal of Groups and Their Functioning
This course is an unstructured group experience in which students process
together the impact of their training on their professional and personal lives. As
they acquire new skills and insights, identities inevitably deepen and shift. This
group experience promotes recognition and exploration of these changes. In
addition, aspects of “group as a whole” dynamics emerge through the group
process, and they are identified as they emerge “in vivo.” Among these dynamics
are:
• Phases of group development and the issues that pertain to each (trust
in the beginning phase, deepening of content and affect in the middle
phase and working through unfinished business and loss in the final
phase),
• Factors that dilute group cohesion (scape-goating, the group isolate, the
group dominator, intellectualizing, “out of the room” vs. “in the room”
content and mirroring),
• The different impact of interventions that focus on individuals vs. ones
that focus on the group as a whole, Recognizing the group unconscious by appreciating the
connections between manifest and latent content of group
communications.
DMI 719 Case Discussion II
Students present active case material from their pastoral counseling sessions.
Attention to listening, understanding in depth, and use of technique is paid to
facilitate student development and competency.
DMI 729 Integrative Seminar III
Six full days throughout academic year. Students write and share cases from
their work addressing pastoral, organizational, theological, and ethical
issues. The psycho-spiritual and ethical dimensions of the cases and the
counselor are discussed in depth.
DMI 501A Seminar: Research & Methods: Final Project
SPRING
DMI 707 Practicum IV: Pastoral Role and Identity
This course will provide an overview of some of the basic elements of pastoral
counseling, emphasis on understanding the importance of social and cultural
factors in the life of the individual, family and community. The issues covered will
include:
• Assessment and referral as a function of pastoral care
• Transference and counter-transference in the congregational
setting
• Boundary issues as they relate to power, authority and professional
responsibilities
• Spiritual and religious practices: a resource for resilience or a
cause for concern?
• Pastoral crisis intervention skills with diverse communities
DMI 712 Theology: Electives (e.g., Grief, Gender, Trauma, etc.)
Grief (below):
Enhancing the Capacity to Experience Gratitude, Hope and Joy by
Cultivating an Ability to Bear and Share Sorrow, Loss and Fear.
In this class we will explore how grief and suffering and the challenge to re-find
hope and joy are understood and expressed in religious traditions. We will
consider our own personal history and experiences with others as well as other
examples which express these themes. We will seek to understand numbness,
cynicism and disconnection as resistances to experiencing the full range of
feelings. Focus will be upon developing a personal theology/understanding of
beliefs about loss and suffering in order more fully face our own grief and joy
and thereby be more effective at helping others along this journey. We will
explore the ideas of thinkers from a number of traditions as we examine how
people manage the spiritual and psychological challenges to faith and trust that
are often experienced in reaction to painful loss. Consideration will be given to
psycho-dynamic and psycho-spiritual understanding of how a concept of God
develops and evolves throughout the life cycle and how such a concept
affects the way God and religion may or may not be experienced as a source
of comfort at times of loss and distress. Using life-cycle liturgy and secular and sacred literature we will examine how people experience grief and loss at
different developmental stages and we will explore the personal, spiritual and
communal resources that may be available to them as they seek healing. With a
knowledge base of psychological and spiritual wisdom we will build our capacity
to listen, to empathize and to help ourselves and others to move from sorrow to
a returned or new engagement in living with trust and hope.
DMI 720 Clinical Instruction III
Student case material will be used to address transference, countertransference, boundary setting, referral, etc., for the pastoral care provider.
DMI 730 Integrative Seminar IV
Six full days throughout academic year. Students write and share cases from
their work addressing pastoral, organizational, theological , and ethical
issues. The psycho-spiritual and ethical dimensions of the cases and the
counselor are discussed in depth.
DMI 731 Group Dynamics III: Problem Solving in Groups
Continuation from the third semester, (Assessment and Appraisal of Groups and
their Functioning). Focus is on ‘use’ of the group for problem solving within
groups, and congregations.
DMI 735 The Human Lifecycle: Adult Growth and Development into Older Age
Exploration of the social and emotional developmental tasks and conflicts from
adolescence to old age. Issues relevant to pastoral counseling will be
addressed.
DMI 501B Seminar: Research & Design: Final Project
YEAR 3 - Level III
FALL/SPRING
DMI 500 Final Project
Upon completion of core curriculum, students propose and develop a
programmatic intervention designed to meet a pastoral need within their
particular work setting. Under the supervision of a research faculty and two
reader/mentors, students implement and evaluate the intervention.
The Final paper is due by January 1st of the intended year
of graduation.
ELECTIVES:
DMI 599A Independent Study for Case Supervision - this is an additional and/or elective registration for continuing supervision of pastoral care experience (pursued during summers and between semester registration for the Clinical Instruction I, II, and III, courses), that is gained to meet the 300-hour experience requirement for program completion. Students are required to be under supervision for their experience during, and to completion of, the program.
DMI 599B Independent Study for Continuing Final Project - this is an additional and/or elective registration for additional faculty mentorship while continuing beyond the third year, to project completion, as needed.
Sudarshina Lee -- She has praline skin and almond-shaped brown eyes. Her nappy hair starts out dark then sun-bleaches to golden brown, currently worn in many tiny braids. She has pierced ears. Her heritage includes African, American, Asian, and a little Native American. She speaks English, French, and Hausa. She is 32 years old in 2016.
Sudarshina grew up in Auburn, Alabama. She loved the art scene there. She also explored its historic sites. Sudarshina earned a Bachelor of Arts in Art - Fine Arts Curriculum with a minor in African-American Studies at Alabama State University in Montgomery. There she joined the clubs African-American Art Lovers, Alabama Bike & Hike, Cooperative Games Club, NAACP, and National Society of Leadership and Success.
After graduating, Sudarshina worked for two years at a local art gallery in Montgomery. Then she went on to get a Master of Arts Management with a Graduate Minor in the History of Arts at Carnegie Mellon University in Pittsburgh, Pennsylvania. She participated in the Artist Alley Club, Black Graduate Students Organization, CMU Board Game Club, Tepper Outdoor Adventure Club, and The Women's Network. Following that, Sudarshina spent three years working in various art venues around Pittsburgh.
At a major art event, Sudarshina met another young artist and they fell in love. She followed him back to Omaha, Nebraska where they later got married. They have two sons and a daughter. Sudarshina went to work at Hanson Hall, a large building that hosts many arts and culture activities. She worked her way up through various positions and eventually became the manager.
Sudarshina loves flambouyant bohemian clothes, especially African motifs. She often wears a plain neutral outfit with a vivid robe or scarf thrown over the top. Jewelry usually includes her own dichroic glass work, but she also likes big gold earrings and necklaces, bangle bracelets, and chunky bohemian style jewelry.
Qualities: Master (+6) Visual-Spatial Intelligence, Expert (+4) Artist, Expert (+4) Arts Manager, Good (+2) African-American Studies, Good (+2) Heat Tolerance, Good (+2) Ujima
Poor (-2) Out of Shape
Ujima (Collective Work and Responsibility)
To build and maintain our community together and make our community’s problems our problems and to solve them together.
Bachelor of Arts in Art - Fine Arts Curriculum
at Alabama State University in Montgomery
(Leading to the Bachelor of Arts Degree with concentrations in Fine Arts)
REQUIRED MAJOR COURSES FOR ALL ART STUDENTS
(39 HOURS)
Course No. Course Title Credit Hrs.
ART 121 Basic Design I - 2D Fundamentals 3
ART 122 Basic Design II - 3D Fundamentals 3
ART 123 Color Theory 3
ART 201 Art History Survey I 3
ART 202 Art History Survey II 3
ART 209 Drawing and Composition I 3
ART 210 Drawing and Composition II 3
ART 240 Visual Thinking 3
ART 465 Senior Comprehensives 1
ART 470 Portfolio 1
ART 475 Senior Exhibition 1
Chose 1 from
Art 321, 332 TWO DIMENSIONAL REQUIREMENT - class selected in this area CAN NOT be used as support class
ART 321 Painting I 3
Chose 1 from
Art 325, 341 THREE DIMENSIONAL REQUIREMENT - class selected in this area CAN NOT be used as support class
ART 325 Ceramics 1 3
ART HISTORY - SELECT ANY 6 HOURS FROM ART 302, 303, 304, 309, 310, 416
Any classes selected in this area CAN NOT be used as support classes
ART 309 Introduction to African-American Art 3
ART 416 Art Theory 3
MAT 210 Geometry of Art 3 (T-American)
FINE ARTS SUPPORT CLASSES (24 HRS.)
Students seeking a Fine Arts emphasis should select a minimum of 24 hours from the classes listed below
ART HISTORY
Course No. Course Title Credit Hrs.
ART 304 Contemporary Art* 3
TWO DIMENSIONAL AREA
Course No. Course Title Credit Hrs.
ART 322 Painting II 3
ART 350 Life-Figure Drawing 3
THREE DIMENSIONAL AREA
Course No. Course Title Credit Hrs.
ART 327 Creative Crafts 3
ART 328 Glassworking I 3
ART 428 Glassworking II Dichroic Glass 3
ART STUDIO AREA
Course No. Course Title Credit Hrs.
ART 450 Art Studio Ethnic Portraiture 4
ART 451 Art Studio African Diaspora Arts and Crafts 4
ART 452 Art Studio Dichroic Glass 4
African-American Studies Minor
at Alabama State University in Montgomery
AFRICAN-AMERICAN STUDIES MINOR
Eighteen hours are required a minor in African-American Studies.
Required Courses 9
HIS 350 African-American History to 1877 3
HIS 450 African-American Search for Identity 3
POS 312 Blacks in the American Political System 3
Electives 9
Select 9 hours from the courses listed below.
ENG 307 Black Literature 3
HIS 402 Slavery and the Abolitionist Movement 3
HIS 404 The Civil Rights Movement and the Black Power Revolt 3
SOC 430 Race and Ethnic Relations 3
THE 428 African American Drama 3
TOTAL SEMESTER HOUR REQUIREMENTS 18
Clubs
African-American Art Lovers (T-American)
Alabama Bike & Hike (T-American)
Cooperative Games Club (T-American)
NAACP
National Society of Leadership and Success
Master of Arts Management
at Carnegie Mellon University in Pittsburgh, Pennsylvania
CURRICULUM & CLASS PROFILE
MAM students take classes from both Heinz College and the College of Fine Arts.
• MAM Core
o Arts Enterprises: Structures & Strategies
o Disruptive Technologies in Arts Enterprises
o Arts Marketing and Public Relations
o Business Law for Arts Managers
o Cultural Policy
o Fundraising and Individual Giving
o Fundraising and Institutional Giving
o External Relations
o Arts Management Professional Seminar
o Exhibitions Management
o Presenting Performing Arts & Festivals
o Data-Driven Decision Making
o Organizational Design and Implementation
o Applied Economic Analysis
o Financial Analysis
o Statistical Methods
o Writing for Creative Enterprises
o Strategic Presentation Skills
o Principles of Marketing
o Arts Industry Capstone Project
PLUS
o Required Summer Internship: Greater Pittsburgh Arts Council
• MAM Sample Electives*
o Arts and Community Development
o Public Art
o Advanced Fundraising
o Arts Facilities Management
o Leading with Equity and Inclusion
o Cultural Policy and Advocacy in the U.S.
o Audience Engagement and Participationo Arts Management and Technology
o Database for Creative Enterprises
o Design Thinking
o Negotiation
o Urban and Regional Economic Development
o Social Innovation
o Program Evaluation
o Organizational Change
o Desktop Publishing
o Measurement and Analysis of Social Media
o Project Management
o Creating Results Oriented Programs
o Gender, Politics, and Policies in the U.S. and World
o Civic Engagement as a Community Process
(T-America allows graduate minors by adding an extra paper or project. Sudarshina did her paper on "A Comparison of Geometric Patterns in African vs. African-American Art.")
CFA Dean's Office Minors
Graduate Minor in the History of Arts
at Carnegie Mellon University in Pittsburgh, PA
This minor of six or more courses as designated below, offers students flexibility to engage in a broad survey in the arts or can be tailored to reflect a more specific area of interest. For College of Fine Arts students, all courses meeting the requirements of the Minor in the History of the Arts must be taken outside of their major School, with the exception of the School of Architecture. Interested students should contact Dan Barrett (dbarrett@andrew.cmu.edu) in the College of Fine Arts, Room 100.
INTRODUCTORY LEVEL COURSES27 UNITS
(choose at least three, CFA students pick 3 outside of major)
54-245 Who Wore What: When, Where, and Why Var.
60-105 Cultural History of the Visual Arts 9
60-106 Critical Theory in Art II 9
INTERMEDIATE/ADVANCED LEVEL COURSES27 UNITS
(choose at least three, CFA students pick 3 outside of major)*
51-376 Semantics & Aesthetics 4.5
57-480 History of Black American Music 6
79-395 The Arts in Pittsburgh 9
Minimum units required for minor: 54
Clubs
Artist Alley Club
Black Graduate Students Organization
CMU Board Game Club
We play games. Lots of games. Mostly various board games. We have a reasonably well stocked closet, with several dozen different games, and some of our members have been known to bring games from their own hoards to play.
Tepper Outdoor Adventure Club
Pittsburgh is easily one of the greenest cities in the country. It's oftentimes hard to imagine that places as vast and beautiful as Schenley and Frick Park lie within Pittsburgh zip codes. And yet, the rigor of our MBA education can sometimes make experiencing nature difficult. Tepper Outdoor Adventure Club seeks to bridge that gap. We intend to provide Tepper students opportunities to get in touch with the outdoors through a variety of activities. Whether hiking, cycling, climbing, swimming, or running, our goal is to help our members pursue physical fitness goals, develop relationships with classmates, and experience the beauty of Pittsburgh and the surrounding area.
The Women's Network
The largest, most engaging collegiate women’s network nationwide - connecting women to professionals and preparing future leaders.
See also character notes from musicians and the upper stories.