Western Civilization III Discussi Essays - Conn, Aggregat

Western Civilization III Discussion Section Fall 2013 016: 003: A11 and A12 University of Iowa Lecture: Penny Instructor: Conn Email: [emailprotected] [discussion] Email: [emailprotected] [lecture] Website: icon.uiowa.edu Office hours: TBD Office: 167 Schaeffer Hall Course Description: This course meets General Education Requirements for students without prior instruction in modern European history. It offers an overview of major trends in Europe since the mid-eighteenth century, focusing on social, political, cultural, and economic changes. Primarily we will discuss how a continent inhabited largely by peasants, artisans, and aristocrats became the democratic, post-industrial, technocratic world we know today. As we figure out how and why this happened, we will also examine how the history of modern Europe, and the "West" more broadly, is also a story of who gets to tell us about the past and how these voices have helped to carve out the present. Thus, our objective will be to understand history not only as a story of what happened but as an argument. This course is designed to help you think analytically about the past and present, to develop skills to identify and evaluate problems, and to move beyond simply repeating answers. In so doing, our discu ssions will foster your critical thinking with three important questions: how? why ? so what? Evaluation: Assignment Due Date Percentage of Final Grade First Essay 18/19? September 20% Midterm Exam 3 October 15 % Second Essay 6/7 November 20 % Discussion ongoing 20 % Final Exam Finals Week: TBD 25 % Course Policies: See Prof. Penny's syllabus. Required Reading: See Prof. Penny's Syllabus or his course ICON site. *There is also additional required reading on the main course ICON website. Reading Schedule: We will follow Prof. Penny's main course syllabus. Thus, we will discuss the 3 September lecture and reading assignments on 4 September ; the 5 September lecture and reading assignments on 9 September, etc. Any changes to this schedule will be posted to ICON. Reading Requirement: You are expected to have completed the assigned reading prior to attending discussion section. As by definition, a discussion section is primarily a conversation based on shared readings (and lecture), attendance without preparation is basically pointless. Your TA's take on course assignments (he grades all of your coursework). Exams : . In past semesters these have consisted of short answer questions (aka IDs) and longer essays that require students to synthesize material presented in class and draw on assigned readings in support of an argument. One week prior to each exam we will devote an entire class session to review. Regular participation in discussion section will facilitate success on exams. Essays: In order to help students develop their academic writing and critical thinking skills, they will submit two 4-5 page essays on topics to be assigned later this semester. All essays are expected to contain an introduction with a strong thesis statement (in the first paragraph), a clear and logical organizational structure with crisp topic sentences, paragraphs that sustain the essay's argument by properly citing sources, and a lucid conclusion. For matters of clarity and style consult Strunk and White's Elements of Style (free online): see link via ICON. Discussion: In addition to essay writing and test taking, you will also be asked to participate regularly in class discussion. Thus, attendance counts. Exam questions and paper topics are often derived directly from class discussion. Students are expected to arrive at class on time , and to be prepared to ask questions (not so much to me, but better yet, to your classmates) concerning the assigned readings. Students must complete all of the day's assigned readings prior to the beginning of class (and I suggest reading some of the documents more than once). Students who arrive late or have not completed the reading will be marked absent . Participation will be evaluated through various weekly assignments. You should expect to read 50-75 pages per week, and come to class prepared to discuss questions and interpretations. Keep in mind that some readings will be more difficult than others, some will be more interesting, and some will be more important. By definition, discussion sections are based on a conversation between students which is facilitated by the discussion leader (me). At

14 Narrative Essay Topics on Arranged Marriages in India

14 Narrative Essay Topics on Arranged Marriages in India If you are writing an essay on arranged marriages in India, you need to base your narrative in something related to your life and experiences. To do that, having some facts might make the work a bit easier. Remember too that these should only help to guide the direction of your narrative essay, but that the true substance of the work should revolve around your personal stories or experiences. Below are 14 great facts about the topic which can help you along the way: In India, 90% of all marriages are arranged, which is roughly 30% more than the statistical likelihood of arranged marriages around the world. If you are in an arranged marriage in India and get a divorce, many parents will disown their child. In India, arranged marriages are viewed not as something done based on feelings, but something done based on a commitment and through that commitment, feelings will develop with time. This form of thinking is one which is emotionally beneficial, and one which alters the psychology of the two people entering into the relationship. Instead of viewing the relationship as something to be sustained until smaller habits or nuances or challenges push the limits of what one person will accept and the relationship is broken, these arranged relationships enter into the relationship with a more accepting foundation, one which isn’t â€Å"I will stay until†¦Ã¢â‚¬  but rather â€Å"I will stay no matter†. Trust, compatibility, love, and adjustment are proven factors in sustainable and long term marriages. In fact, the manner in which the marriage was formed is not a significantly influencing factor in its success. In arranged marriages, for example, all of the new elements of the other person are discovered along the way, each day, something that adds charm and elongates the duration of mystery. In India it is believed that marriages are contractual, but that within them time is adequate in fostering newer feelings for the person, something that keeps the feelings between the man and woman sustained throughout their lifetime, in newer and evolving ways. In India, those in arranged marriages stayed in love for roughly thirty years after the marriage was formed, whereas those who entered into â€Å"love marriages†- those based on love and not on a family arrangement- only stayed in love for 5 years. In India women are raised learning to cook and sew so as to make them more successful wives. They are also encouraged to search for a groom who is blessed and approved by the parents as the best achievement in life, for not marrying in India is considered to not only be a burden on one’s family but an embarrassment. In India the potential husband and wife have the option of meeting one another before they marry to see if the relationship is sustainable. Once the two approve of the match, there is regularly a period of months or a year before the wedding takes place during which time the couple is engaged. This period of time functions as a dating period, the same way dating periods take place in the west. The wedding ceremony in India is typically one week long and is paid for by the father of the bride. The father of the bride is also responsible for providing a dowry, or cash or gifts that accompany the bride as she moves into her new home. This is meant to be her form of financial security. In India, daughters marry into a family. Marriage is not something that just takes place between the man and the woman, but rather, between the two families. And more specifically, it is something which takes place between the woman and the family of the man. The reason for this is that wives enter into the male’s family unit and live with them. Some households contain all of the wives and children for all of the sons. In India, the burden of arranging the marriage is often that of the parents. The father is responsible for selecting and arranging for a husband to marry his daughter, something which takes into account the religion of the man and the caste systems. In India, it is, at best, frowned upon to marry outside of the family’s caste so they must select an eligible man who is in the same caste as the family. When a father is selecting a potential match for his daughter, he will most likely use astrology to ensure that the horoscopes of the two people are a suitable match, and if they are not the marriage cannot happen. The father also has to investigate the man to ensure he will make a suitable match and make his daughter happy, and that his family is suitable as well. The divorce rate in India is only 2%, which is strikingly low especially when compared to the rest of the world where the rate is an average of 50%. These statistics show that while there may be debatable aspects around arranged marriages, they nonetheless remain successful significantly more often than in other countries. On the wedding day, there is typically a small religious ceremony first, and then social gatherings after with dancing, food, and music. Each day of the week long celebrations require different hairstyles for the bride, different make up, different outfits, and different jewelry. There is a henna ceremony as well. On the day of the wedding, the couple circles the holy fire seven different times, encompassing the ancient tradition of Saat Pheras. Once this is done, the couple is wedded for seven lifetimes. This, in Hinduism, is considered to be the act which sustains life and after it is complete will the man and woman be declared husband and wife. Each of the Pheras is said to bring about different blessings from the various gods and goddesses. There are blessings for togetherness, trust and love, faith, loyalty forever, financial stability, health, and progeny. These facts are extremely important if you write a narrative essay on arranged marriages in India. But if you want to make up a good topic for your paper as well, make use of our 20 sample topics related to marital relationships in India. However, if you just have troubles with organizing your narrative essay, then visit our guide that will help you produce an excellent paper. References: Bansal, P. (2015).  Arranged marriages losing respect in India? The Times of India.  The Times of India. Retrieved 7 December 2015, from http://timesofindia.indiatimes.com/life-style/relationships/man-woman/Arranged-marriages-losing-respect-in-India/articleshow/49058130.cms Clark-DeceÌ€s, I.  The right spouse. Kannan, C. (1963).  Intercaste and inter-community marriages in India. Bombay: Allied Publishers. Mansukhani, A. (2007).  I Married a Total Stranger.  Marie Claire. Retrieved 7 December 2015, from marieclaire.com/sex-love/advice/a856/arranged-marriage-india/ Myers, J., Madathil, J., Tingle, L. (2005). Marriage Satisfaction and Wellness in India and the United States: A Preliminary Comparison of Arranged Marriages and Marriages of Choice.  Journal Of Counseling Development,  83(2), 183-190. http://dx.doi.org/10.1002/j.1556-6678.2005.tb00595.x Pande, R. (2014). ‘I arranged my own marriage: arranged marriages and post-colonial feminism.Gender, Place Culture,  22(2), 172-187. http://dx.doi.org/10.1080/0966369x.2013.855630 Reddy, V., Yogasri Srinivas, V. (1978).  Marriages in India. Gurgaon: Academic Press.

Mount Sandel - Mesolithic Settlement in Ireland

Mount Sandel - Mesolithic Settlement in Ireland Mount Sandel lies on a high bluff overlooking the River Bann and it is the remains of a small collection of huts provide evidence of the first people who lived in what is now Ireland. The County Derry site of Mount Sandel is named for its Iron Age fort site, believed by some to be Kill Santain or Kilsandel, famous in Irish history as the residence of the marauding Norman king John de Courcy in the 12th century AD. But the small archaeological site east of the remains of the fort is of far greater importance to the prehistory of western Europe. The Mesolithic site at Mount Sandel was excavated during the 1970s by Peter Woodman of University College Cork. Woodman found evidence of up to seven structures, at least four of which may represent rebuildings. Six of the structures are circular huts of six meters (about 19 feet) across, with a central interior hearth. The seventh structure is smaller, only three meters in diameter (about six feet), with an exterior hearth. The huts were made of bent sapling, inserted into the ground in a circle, and then covered over, probably with deer hide. Dates and Site Assemblage Radiocarbon dates at the site indicate that Mount Sandel is among the earliest human occupations in Ireland, first occupied around 7000 BC. Stone tools recovered from the site include a huge variety of microliths, which as you can tell from the word, are tiny stone flakes and tools. Tools found at the site include flint axes, needles, scalene triangle-shaped microliths, pick-like tools, backed blades, and a few hide scrapers. Although preservation at the site was not very good, one hearth included some bone fragments and hazelnuts. A series of marks on the ground are interpreted as a fish-drying rack, and other diet items may have been eel, mackerel, red deer, game birds, wild pig, shellfish, and an occasional seal. The site may have been occupied year-round, but if so, the settlement was tiny, including no more than fifteen people at a time, which is quite small for a group subsisting on hunting and gathering. By 6000 BC, Mount Sandel was abandoned to the later generations. Red Deer and the Mesolithic in Ireland Irish Mesolithic specialist Michael Kimball (University of Maine at Machias) writes: Recent research (1997) suggests that red deer may not have been present in Ireland until the Neolithic (earliest solid evidence dates to around 4000 bp). This is significant because it implies that the largest terrestrial mammal available for exploitation during Irelands Mesolithic may have been the wild pig. This is a very different resource pattern than that which characterizes most of Mesolithic Europe, including Irelands next door neighbor, Britain (which was chock full of deer, e.g., Star Carr, etc.). One other point unlike Britain and the Continent, Ireland has NO Paleolithic (at least none has yet been discovered). This means that the Early Mesolithic as seen via Mt. Sandel likely represents Irelands first human inhabitants. If the pre-Clovis folks are right, North America was discovered before Ireland! Sources Cunliffe, Barry. 1998. Prehistoric Europe: An Illustrated History. Oxford University Press, Oxford.Flanagan, Laurence. 1998. Ancient Ireland: Life before the Celts. St. Martins Press, New York.Woodman, Peter. 1986. Why not an Irish Upper Paleolithic? Studies in the Upper Paleolithic of Britain and Northwest Europe. British Archaeological Reports, International Series 296:43-54.

Renal system Essay Example | Topics and Well Written Essays - 1000 words

Renal system - Essay Example In intrinsic or renal type, structural and functional damage of nephrons occurs due to inflammatory, cytotoxic or inflammatory insults to the kidney. In postrenal kidney injury, there is obstruction to passage of urine. Acute renal failure can be oliguric or nonoliguric. In the former type, the daily urine volume is less than 400ml/day. The prognosis in this type is usually poor except in prerenal cases. Urine output of less than 100ml per day is anuria and occurs when there is bilateral obstruction or injury to both kidneys (Workeneh, and Batuman, 2011). 2. Tests useful in the management of acute renal failure are serum biochemistries, complete blood picture, urine analysis and urine electrolytes. Ultrasonography is useful is ascertaining the cause of renal failure, especially if the failure is due to obstruction. The hallmarks of acute renal failure are serum creatinine and blood urea nitrogen , both of which are elevated. However, the levels of these substances and the rate of ris e depend on the degree of insult to kidneys. It is important to ascertain the ratio of BUN to creatinine. When the ratio is 20:1, is suggests enhanced absorption of urea, suggesting prerenal injury. BUN may be elevated in other conditions like gastrointestinal bleeding, steroid administration and loading of proteins. rise of serum creatinine by more than 1.5mg/dL/d warrants evaluation for rhabdomyolysis. Complete blood picture provides an overview of the anemia and leukocytosis. Peripheral smear shows schistocytes in conditions like hemolytic uremic syndrome. Increased formation of rouleax is suggestive of myeloma and the workup must be directed towards serum and urine immunophoresis. Other tests which help in detecting the etiology are presence of free hemoglobin, free myoglobin, increased levels of serum uric acid, serological tests like antinuclear antibody, antistreptolysin antibody and serum complement levels. Urine analysis is a very useful investigatory tool. In tubular necro sis, granular muddy brown casts will be seen. In some cases tubular cast cells or oxalate crystals may be seen. Cola colored urine or reddish brown urine is suggestive of hemoglobin. Presence of significant proteinuria is suggestive of tubular injury. Presence of red blood cells in urine is suggestive of inflammation of glomerulus or bleeding in the collecting system. Presence of white blood cells or their casts in urine is suggestive of acute interstitial nephritis or pyelonephritis. Presence of eosinophils indicates allergic interstitial nephritis (Schrier, 2004). There are basically 3 stages of acute renal failure and they are oliguric-anuric phase, early diuretic phase and late diuretic phase. In the oliguric-anuric phase, the urine output is less than 400 ml/day. There is electrolyte imbalance, metabolic acidosis and raised serum creatinine and blood urea nitrogen. The phase lasts for about 14 days. In the early diuretic phase, the patient passes large volumes of urine, about m ore than 3000ml per day. This is because; the glomeruli are functioning but the tubules are not. The tests reveal electrolyte imbalance, metabolic acidosis and even raised serum creatinine and blood urea nitrogen. In the late diuretic phase, the urine output is still above normal limits. The urine specific gravity is rising. Fluid and electrolyte balances and acid-base balances are within normal limits (Schrier, 2004) 3. More often than not, the only symptoms of acute

Description of 5 microbial diseases Essay Example | Topics and Well Written Essays - 1000 words

Description of 5 microbial diseases - Essay Example B. bifidum produces vitamins like B6, B9 and B12 – a deficiency of these vitamins may lead to anemia. Bifidobacterium longum : Most of this bacteria is found in the colon but it also inhabits the stomach. It contributes to our organism by helping maintain equilibrium of intestinal flora, preventing intestinal tumors, and increasing the availability of food nutrients. Lactobacillus rhamnosus: This bacteria is known for its ability to survive under harsh conditions in the digestive system and urinary tract. It can help the organism fight against inflammation and infections by increasing virus and â€Å"bad† bacteria resistance. It is believed that L. rhamnosus helps the prevention of allergies and intestinal hypersensitivity. Bacillus coagulans: This gram-positive bacteria helps improve the vaginal flora, reliefs abdominal pain and bloating in people who suffer from Irritable Bowel Syndrome, and increases immune responses against viruses. Leprosy, also known as Hansens disease (HD), is a chronic intracellular bacterial infectious disease caused by a microorganism that mainly targets the skin and peripheral nerves. This disease has a sad past because people who had it were usually discriminated against and isolated from society. Today, however, it can be treated and cured. It is transmitted from one person to another. The contaminated germs can be expelled from one person through the mouth and inhaled by another individual, penetrating the nasal mucosa. The microorganism can also enter the body through open wounds in the skin. In this case, intimate and prolonged contact is necessary. That is why it is very important that family members of the individual diagnosed with leprosy be tested for the disease. The form that HD will be manifested will depend on the host immune response to the bacillus that causes the disease. Leprosy can be classified in five different forms from mild to severe: Indeterminate leprosy

Slovenias transition from labor managed economy to privately owned capitalism :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  In 1991 following a ten day military resistance to the Yugoslav National Army, Slovenia achieved its independence. Since then the country has established itself through economic prosperity and stability that is not always the case for countries transforming from a communist dominated system. During the period that Slovenia was a part of Yugoslavia the government consisted of a socialist system dominated by the communist party with most aspects of political power centered at regional levels. As a part of Yugoslavia Slovenia made up one fifth of its GDP and since its independence it has maintained a consistent GDP growth rate of 4% and has been successful in its transformation to a market dominated system by taking a policy of diversification of trade and an advocate of bilateral and regional free trade agreements.   Ã‚  Ã‚  Ã‚  Ã‚  Slovenia is a small country in central Europe. It borders the Adriatic Sea and lies between Austria and Croatia. Slovenia is slightly smaller than New Jersey and has a population of just over two million people. Its strong historical ties to Western Europe along with many other factors such as a literacy rate of 99.7% have resulted in Slovenia enjoying a much higher per capita GDP than other transitioning economies in Central Europe.   Ã‚  Ã‚  Ã‚  Ã‚  The policy change that Slovenia experienced upon its independence involved a change from labor managed enterprises to a privately owned capitalist system. This task involves the privatization of the entire market from a socially owned and planned system. The changes to the labor market that took place were the transformation from wage controls to a competitive labor market. This was not as big of an issue in Slovenia due to the negative influence that labor-managed enterprises had on wage and price controls. The attempts to distance itself from central planning and the ideal of a functioning labor market is one of the primary reasons that Slovenia has made the transition to a capitalist economy with relative ease.   Ã‚  Ã‚  Ã‚  Ã‚  Towards the late 1980s the Yugoslav government recognized the need for economic change in order to prevent stagflation from occurring and to spur production. Actions taken included â€Å"liberalizing prices, wages, imports, and personal foreign currency accounts, which together would bring about equilibrium of relative prices.† These stabilization policies allowed corporations to act more autonomously and set the stage for the eventual transition to a capitalist economy by Slovenia after its independence.   Ã‚  Ã‚  Ã‚  Ã‚  Prior to the Slovene independence in 1991, the Yugoslav economy was based on labor-managed enterprises and basic price and wage controls.

Fiction Analysis of a&P and the Lesson Essay

The theme of desire has been portrayed in many novels and stories. Perhaps the most well-known depiction of desire can be found in the Bible. In the Book of Genesis, a snake tempts Adam and Eve to eat the forbidden fruit of the Tree of Knowledge after he convinces them that they will gain God’s knowledge of good and evil and be protected from death. Despite God’s word to not eat of the fruit, Adam and Eve did so anyway. Surely, this story portrays temptation; however, beyond the theme of temptation lays the theme of desire. Knowing it was wrong, Adam and Eve ate the fruit because they had the desire for what the snake promised them. Similarly, Toni Cade Bambara and John Updike also display the theme of desire in their short stories. In â€Å"The Lesson† by Bambara and â€Å"A&P† by Updike, character, setting, and point of view are utilized to project the theme of desire. Though â€Å"The Lesson† and â€Å"A&P† take place in vastly different environments, a ghetto in New York and a quaint New England sea-side town, respectively, little separates the symbolic meaning of the setting. The protagonists of both short stories really have no yearn to be in their current surroundings. Sylvia in â€Å"The Lesson† describes her neighborhood as foul smelling. It was so bad â€Å"you couldn’t halfway play hide-and-seek without a goddamn gas mask† (Bambara 1). Likewise, Sammy in â€Å"A&P† compares the costumer at his checkout lane to a witch. Within the first few paragraphs of both stories, one can tell that both Sylvia’s and Sammy’s atmospheres are not what they wish. Both the ghetto in which Sylvia lives and the grocery store in which Sammy works symbolize misery. Through the tone of the characters, one can gather that neither is happy and they wish for something greater. Without these particular settings that Bambara and Updike chose, the stories would have no meaning. For instance, if Bambara set Sylvia in a prestigious and wealthy neighborhood, there would be no narrative. â€Å"The Lesson† then would be a useless tale of a girl’s trip to a toy store. No underlying themes or symbols would be present. The setting is very important in both stories in that it defines not only the plot, but the characters themselves. Sylvia and Sammy are products of their environments. Being in an unpleasant environment would definitely put any individual on edge. Because both characters are unhappy with their surroundings, both are quite cynical. Aside from comparing one customer to a witch, Sammy also refers to others as â€Å"sheep† and points out â€Å"house-slaves in pin curlers† (Updike 3). Sylvia is also cynical in the way she talks of Miss Moore. At a point, Sylvia states that she is a â€Å"nappy-head[ed] bitch†, which in no means is a proper way for anyone, let alone a child, to speak (Bambara 1). Despite being so cynical, the reader finds that both characters have another side as well. When faced with desire, Sylvia’s and Sammy’s mannerism changes. The reader sees Sylvia in a whole new way when she sets eyes on the fiberglass sailboat. In fact, Sylvia’s entire persona changes. Not only is she dumbfounded by the price of the sailboat, but she is awestruck by its greatness. She grows quite mad about the price; nonetheless, this is the beginning of the change of her character and train of thought. This is where she realizes the economic imbalance of the world. Similarly to how Sylvia was taken by the sailboat, Sammy is captivated by the girls’ physical appearance, especially Queenie. This is made evident by the imagery of the text from his physical description of them. Bambara and Updike especially, quite effectively use the characters’ point of view to further engage the reader to explore for theme. In â€Å"A&P† and â€Å"The Lesson†, both protagonists narrate the story in first person. This is especially important because the reader better connects with the character. One can better relate when they feel as if they are part of the plot. With Updike’s combination of first person point of view and powerful imagery, one not only feels like they are there, but they can picture it as well. The reader can visualize the girls walking through the maze of isles in the store. Every detail Updike sketches is important, even the â€Å"two smoothest scoops of vanilla† Sammy sees in Queenie’s top-piece (Updike 6). This tells the reader that Sammy is not an experienced lover. He is running wild with his thoughts and can barely control himself. Sammy is enthralled by Queenie and the other girls. So much, in fact, that he quits his job after Lengel, the manager, ridicules the girls about wearing proper attire when entering a grocery store. This particular event shows the true desire Sammy has for these girls and their attention. Likewise, Sylvia has a true desire to change her ascribed status. The reader sees this when Sylvia states â€Å"ain’t nobody gonna beat me at nuthin† at the end of the story (Bambara 6). Sylvia becomes a dynamic character with this statement. Influenced by her desire for the Fifth Avenue world, like purchasing the sailboat, Sylvia makes a vow that she is going to change. She has the desire to leave the ghetto, to be something greater than the ghetto. She is going to strive for the rewards of Fifth Avenue she so much desires. Although the central theme of â€Å"The Lesson† and â€Å"A&P† may be something more than desire, Updike and Bambara definitely portray it through setting, character, and point of view. Perhaps even more interesting are the characters themselves. They seem almost life-like because of their relatability. It is conceivable that the protagonists in these stories by Updike and Bambara are the authors themselves. Toni Cade Bambara grew up in Harlem, a setting very close to that found in â€Å"The Lesson† (Schirack) and John Updike lived in a seaside-town in Massachusetts, eerily similar to the setting of â€Å"A&P† (Moyer). It is very possible that these short stories contain characters based off the authors. It is also quite possible that these stories are actual life events that occurred while the two were still living. It is certainly very interesting to think about the fact that the characters could be linked to the authors in some way and what other influences life events may have had on other pieces by the authors. Works Cited Bambara, Toni Cade. â€Å"The Lesson. † Blackboard. ed. ENG 102-329. Ed. Gina Yanuzzi. Mount Laurel: BCC, Spring 2013. 1-6. Electronic. Moyer, Steve. â€Å"John Updike Biography. † Neh. gov. N. p. , n. d. Web. 07 Mar. 2013. Schirack, Maureen. â€Å"Toni Cade Bambara. † Voices From the Gaps, University of Minnesota. Ed. Lauren Curtright. N. p. , 11 Aug. 2004. Web. 07 Mar. 2013. Updike, John. â€Å"A&P. † Blackboard. ed. ENG 102-329. Ed. Gina Yanuzzi. Mount Laurel: BCC, Spring 2013. 1-8. Electronic.