In an increasingly interconnected world, communicating across cultures is a crucial skill in the international networks of business, science, and technology. Subject examines a range of communication styles and techniques resulting from different cultural norms and traditions. It begins with a general theoretical framework and then moves into case studies. Topics include understanding the relationship between communication and culture, differences in verbal and non-verbal communication styles, barriers to intercultural communication, modes of specific cross-cultural communication activities (e.g. argumentation, negotiation, conflict resolution) and intercultural adjustment. Case studies explore specific ways of communicating in Asian and European cultures. Graduate students are expected to complete additional assignments. Taught in English.It has become commonplace knowledge that globalization is one of the major forces shaping our world. If we look at the spread of information, ideas, capital, media, cultural artifacts--or for that matter, people--we can see the boundaries and borders that have historically separated one country or one group from another are becoming more and more permeable. For proof of this close to home, you need only to look at the composition of the MIT student body: 8 percent of the undergraduates and 37 percent of the graduate students are from 109 different countries. "Communicating Across Cultures" is designed to help you meet the challenges of living in a world in which, increasingly, you will be asked to interact with people who may not be like you in fundamental ways. Its primary goals are to help you become more sensitive to intercultural communication differences, and to provide you with the knowledge and skills that will help you interact successfully with people from cultures other than your own. We hope the course will accomplish those goals by exposing you to some of the best writers and scholars on the subject of intercultural communication, and by giving you a variety of opportunities to practice intercultural communication yourself. As you read the syllabus for this course, we hope you get a sense of our commitment to making this course a rewarding experience for you.

The introductions in this anthology are meant to be just that: a basic overview of what students need to know before they begin reading, with topics that students can research further. An open access literature textbook cannot be a history book at the same time, but history is the great companion of literature: The more history students know, the easier it is for them to interpret literature.

Students create different versions of a known song and listen to contrasting recordings for musical differences and similarities.

In this interdisciplinary seminar, we explore a variety of visual and written tools for self exploration and self expression. Through discussion, written assignments, and directed exercises, students practice utilizing a variety of media to explore and express who they are.

This class explores composition and arrangement for the large jazz ensemble from 1920s foundations to current postmodern practice. Consideration given to a variety of styles and to the interaction of improvisation and composition. Study of works by Basie, Ellington, Evans, Gillespie, Golson, Mingus, Morris, Nelson, Williams, and others. Open rehearsals, workshops, and performances of student compositions by the MIT Festival Jazz Ensemble and the Aardvark Jazz Orchestra. ĺĘ

Students compose and notate short 4/4, 3/4, and 6/8 rhythms across multiple class periods.

Students compose and notate short rhythms in 4/4, 3/4, and 6/8 meters across multiple class periods.

A series of progressive composition projects, culminating in a large final projecting, using various types of music hardware and software. Instruction in recording, editing, synthesis, sampling, digital sound processing, sequencing, and interactive systems. Close listening to computer and electronic music from various genres including Varese, Cage, Schaeffer, Xenakis, Lansky, Stockhausen, Tcherepnin, Barlow, Gunter, and Eno. Subject focuses on using the computer as a means of musical creativity and intuition.

How do artists create a story that provides a message or provokes emotions in that single frame? This lesson will help students analyze ways in which the composition of a painting contributes to telling the story or conveying the message through the placement of objects and images within the painting.

A computational camera attempts to digitally capture the essence of visual information by exploiting the synergistic combination of task-specific optics, illumination, sensors and processing. In this course we will study this emerging multi-disciplinary field at the intersection of signal processing, applied optics, computer graphics and vision, electronics, art, and online sharing through social networks. If novel cameras can be designed to sample light in radically new ways, then rich and useful forms of visual information may be recorded -- beyond those present in traditional photographs. Furthermore, if computational process can be made aware of these novel imaging models, them the scene can be analyzed in higher dimensions and novel aesthetic renderings of the visual information can be synthesized.We will discuss and play with thermal cameras, multi-spectral cameras, high-speed, and 3D range-sensing cameras and camera arrays. We will learn about opportunities in scientific and medical imaging, mobile-phone based photography, camera for HCI and sensors mimicking animal eyes. We will learn about the complete camera pipeline. In several hands-on projects we will build physical imaging prototypes and understand how each stage of the imaging process can be manipulated.

A Concise Introduction to Logic is an introduction to formal logic suitable for undergraduates taking a general education course in logic or critical thinking, and is accessible and useful to any interested in gaining a basic understanding of logic. This text takes the unique approach of teaching logic through intellectual history; the author uses examples from important and celebrated arguments in philosophy to illustrate logical principles. The text also includes a basic introduction to findings of advanced logic. As indicators of where the student could go next with logic, the book closes with an overview of advanced topics, such as the axiomatic method, set theory, Peano arithmetic, and modal logic. Throughout, the text uses brief, concise chapters that readers will find easy to read and to review.

CSDE Model Curricula Quick Start GuideThe African American/Black and Puerto Rican/Latino Course of Studies is a one credit, year-long elective in which students will consider the scope of African American/Black and Puerto Rican/ Latino contributions to U.S. history, society, economy, and culture. It utilizes Connecticut’s Social Studies Framework themes and inquiry-based approach already familiar to social studies teachers to deliver a content rich and personalized learning experience.The course is an opportunity for students to explore accomplishments, struggles, intersections, perspectives, and collaborations of African American/Black and Puerto Rican/Latino people in the U.S. Students will examine how historical movements, legislation, and wars affected the citizenship rights of these groups and how they, both separately and together, worked to build U.S. cultural and economic wealth and create more just societies in local, national, and international contexts.Coursework will provide students with tools to identify historic and contemporary tensions around race and difference; map economic and racial disparities over time; strengthen their own identity development; and address bias in their communities. This course will contribute to the critical consciousness and civic-mindedness competencies of a twenty-first century graduate, and ultimately facilitate students’ interest in pursuing further ethnic, anthropology, or human rights studies in the future.

Developed By:  Dan Broyld and Paquita Jarman-Smith The journey to abolish slavery in the United States was a battle that progressed gradually over time. The unit explores: the individuals, groups, and schools of thought that contributed to the movement. The subsections of the unit will move through the topics of Black survival and resistance to enslavement and emancipation using the Gradualist, Militant, Early and Late Political Periods, and the Civil War. Students will also examine “Free” Black communities, Slave Narratives, Negro Spirituals, folklores, newspapers, pamphlets, and speeches that Blacks and abolitionists employed to precipitate change. Themes of resistance and agency will be examined.In this unit, students will:• Examine how Africans and African descendants worked individually and collectively to spark revolutionary change to their existence; and• Explore various perspectives of enslavement from free and enslaved Africans.Compelling Questions:  When is resistance and/or revolution justified/glorified/condemned?  How effective were the actions of abolitionists and the slave rebellions of this period?  Are individual contributions or collective efforts more effective in actualizing social change?   

Big Ideas/Topics to be Addressed, including Key Concepts and Terms Ways slaves resisted Denmark Vesey-Slave Revolt Role of Black Churches in Slave Resistance The Haitian Revolution inspired the abolition movement in the U.S. Role of Abolitionists Black Communities in CT  Black Press Vocabulary:  Slave Resistance, Abolition, Gradualist Period, Negro Spirituals  

Big Ideas/Topics to be Addressed, including Key Concepts and Terms Nat Turner Underground Railroad Harriet Tubman La Amistad (1839-1841) Vocabulary: Militant, sectionalism, defining race riot  

Big Ideas/Topics to be Addressed, including Key Concepts and Terms Leadership Agent for Change:  Frederick Douglass American and Foreign Anti-Slavery Society American and Foreign Anti-Slavery Society  Compromise of 1850 & the Fugitive Slave Act of 1850  Bleeding Kansas (1854-1861) Dred Scott Decision (1857) John Brown’s Raid on Harpers Ferry (1859) Artwork: National Portrait Gallery, Smithsonian Institution; acquired through the generosity of an anonymous donor, 1856

Big Ideas/Topics to be Addressed, including Key Concepts and Terms Impact of the Emancipation Proclamation   Role of Black Connecticut soldiers in the Civil War Impact of the Civil War on Blacks in the North and in the South    Reasons for Union victory in the Civil War  

Semester 1: Unit 3 At-A-Glance: Black Literacy, Organizations, and LiberationIn this unit, students will:• Examine how Africans and African descendants worked individually and collectively to spark revolutionary change to their existence;• Explore various perspectives of enslavement from free and enslaved Africans; and• Analyze the impact of the cotton economy on the development of the domestic slave trade.Compelling Question: When is resistance and/or revolution justified/glorified/condemned? How effective were the actions of abolitionists and the slave rebellions of this period? Are individual contributions or collective efforts more effective in actualizing social change?Pre-Assessment: In what ways have Africans, African Americans, and African descendants persisted past adversity to preserve their own humanity and contribute to the development of American Culture and Innovation? (KWL)

Developed By: Meghan Geary, Dr. Stacey Close, and Paquita Jarman-SmithThis unit will focus on Black Americans’ movements for equality, both geographical and societal. It will begin with the ideology of Nadir, which triggered the Great Migration of approximately a half million African Americans from Southern to Northern states between 1916 and 1918, and will then explore the fight for equal rights and the enormous contributions of Black people in America during the early 20th century. The unit should help students understand how the events of the period helped shape present-day systems. Topics include: the impact of Jim Crow laws on Black communities and their resistance; The Harlem Renaissance and African American arts; Black Wall Street and the Tulsa Massacre; African American participation in WWI and WWII; the “Red Summer” of 1919; how FDR’s New Deal Fair Housing Act exacerbated segregation and led to current wealth/wage/opportunity gaps; the establishment of important organizations including the National Association for the Advancement of Colored People (NAACP), The Universal Negro Improvement Association (UNIA), the National Urban League, The Southern Christian Leadership Conference (SCLC), The National Council of Negro Women, The Nation of Islam (NOI), The Congress of Racial Equity (CORE), The Student Nonviolent Coordinating Committee (SNCC); landmark Supreme Court decisions such as Brown v. BOE; major Civil Rights legislation such as CRA of 1957 and 1964, and the VRA of 1965; Black women’s role in the ongoing revolution; and the contributions of W.E.B. Du Bois, August Wilson, Mary Townsend Seymour, John Lewis, Dr. Mary McLeod Bethune, Constance Baker Motley, Mamie Till and others as detailed in the lessons. In this unit, students will: • Identify tactics, mission, and accomplishments of major groups involved in the movement for equality. • Investigate the causes, consequences, and historical context of key events in this time period. • Evaluate how individuals, groups, and institutions in the United States have both promoted and hindered people’s struggle for freedom, equality, and social justice. • Analyze the role of the federal government in supporting and inhibiting various 20th century civil rights movements. • Analyze the role of women of color in the women’s rights movement.Compelling Question: How successful have Black Americans’ movements for equality been in transforming the dreams, status, and rights of Black Americans in the United States?