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different views of contemporary life are represented and performed through this masking tradition. Today the lipiko can be representative of a wide variety of characters including, animals, mythical characters, men, women, Makonde and outsiders (Bortolot).  However, this new approach to the mapiko has created some tension between the younger and older generations. According to Alexander Bortolot, the older generations believe the dance has diverged too much from tradition, while the younger generations

different views of contemporary life are represented and performed through this masking tradition. Today the lipiko can be representative of a wide variety of characters including, animals, mythical characters, men, women, Makonde and outsiders (Bortolot).  However, this new approach to the mapiko has created some tension between the younger and older generations. According to Alexander Bortolot, the older generations believe the dance has diverged too much from tradition, while the younger generations

different views of contemporary life are represented and performed through this masking tradition. Today the lipiko can be representative of a wide variety of characters including, animals, mythical characters, men, women, Makonde and outsiders (Bortolot).  However, this new approach to the mapiko has created some tension between the younger and older generations. According to Alexander Bortolot, the older generations believe the dance has diverged too much from tradition, while the younger generations

different views of contemporary life are represented and performed through this masking tradition. Today the lipiko can be representative of a wide variety of characters including, animals, mythical characters, men, women, Makonde and outsiders (Bortolot).  However, this new approach to the mapiko has created some tension between the younger and older generations. According to Alexander Bortolot, the older generations believe the dance has diverged too much from tradition, while the younger generations

cybernetics and general systems theory. In addition, the course considers postmodern ideas, the feminist critique of systems theory, and common factors versus evidenced based approaches. Students will learn to apply a systemic lens personally and professionally. Strategies for systemically conceptualizing therapy will be taught. (4) MFTH 504 : Contextual Foundations of Systemic Practice This course provides an introduction to contemporary family developmental theory which explores issues of power

the Holocaust in Jewish-Christian Relations (Regency Room, AUC)“Invoking an Absent Past:   The Holocaust in Catholic Responses to Contemporary Debates over Immigrants ,Refugees, and the Rise of Anti-Semitism” – Raymond C. Sun Church leaders in the United States and Europe have responded to contentious contemporary debates over issues of immigration, refugees, and the rise of anti-Semitic hate crimes by strongly calling for Catholics to practice the virtues of love, mercy, and compassion regardless

Miller is a freelance writer based in Tacoma. She is a graduate of the University of British Columbia and attended the Missouri School of Journalism. An avid reader, Karen also works at King’s Books as a bookseller, where she can be found offering recommendations and playing with the two store cats. See more from Karen at her website: karenemiller.wordpress.com. Christian Caple Christian Caple is an award-winning, Tacoma-based journalist and communications professional. He serves as the

hours per week through the duration of the semester can equal 4 credit hours. How should I evaluate the student?Evaluation is determined on a case by case basis, usually determined by the discipline, the number of credit hours and the student’s learning objectives. Some faculty sponsors have students keep a daily log and submit a final research paper. Others may have their student read several print materials, write a literature review, and present to a panel of faculty. If you would like to discuss

) Calculus BC4 or 5MATH 151 & 1528Gen Ed (Quantitative Reasoning) Chemistry4 or 5CHEM 100TR4Gen Ed (Natural World) [Speak with PLU's chemistry department chair for possible CHEM 115 credit] Computer Science A4 or 5CSCI 100TR4Gen Ed (Quantitative Reasoning) [CSCI 144 if CSCI 270 is completed with a C or better] Computer Science Principles3, 4 or 5CSCI 100TR4Gen Ed (Quantitative Reasoning) English Language & Composition4 or 5GENR 100TR4Elective English Literature & Composition4 or 5ENGL 100TR4Gen Ed

) Calculus BC4 or 5MATH 151 & 1528Gen Ed (Quantitative Reasoning) Chemistry4 or 5CHEM 100TR4Gen Ed (Natural World) [Speak with PLU's chemistry department chair for possible CHEM 115 credit] Computer Science A4 or 5CSCI 100TR4Gen Ed (Quantitative Reasoning) [CSCI 144 if CSCI 270 is completed with a C or better] Computer Science Principles3, 4 or 5CSCI 100TR4Gen Ed (Quantitative Reasoning) English Language & Composition4 or 5GENR 100TR4Elective English Literature & Composition4 or 5ENGL 100TR4Gen Ed