syllabus

** UW-Marathon County ** ** Spring 2010 ** **Office hours:** I am available in my office MWF from 10-3 and T/R before my classes, 8 a.m. to 11:15. You may also contact me to schedule an appointment. ** Contact info: **holly.hassel@uwc.edu Phone is 261-6265.  ** Catalog Course Description: ** In this course, we will examine ways girls and women have been portrayed and are currently portrayed in the media: in television and movies, popular music, internet, print sources like magazines, popular fiction, and newspapers, and other cultural phenomena. With readings ranging from critical theory to popular fiction by and about women, we will speculate on the impact of and source for popular portrayals of women and what they might be telling us about women’s and girls’ roles in society. Issues of race, ethnicity, class, sexual orientation, age, and physical ability will be important as we explore and critically examine the forms and functions of women in popular culture. This course fulfills the HU (Humanities) and ES (ethnic studies) designation for the Associate of Arts and Sciences degree at UW-Marathon. ** Additional Description: ** The study of popular culture is so fascinating precisely because it is so ubiquitous; it is impossible to go through a day in the United States without interacting with some form of popular culture, whether it is print media, material culture (toys, games, cookware, books, clothes, products, and other forms of everyday culture), or visual media ranging from film to TV to advertising and other forms of popular culture. This course will help you develop both an informed understanding of the academic study of popular culture as well as help develop critical frameworks through which to analyze the popular culture you see every day. Specifically, we’ll be focusing on the ways girls and women are created/constructed through media as well as the ways that women have created themselves in various forms. Finally, we’ll see how girls and women //use// and //consume// forms of popular culture to enrich their lives. ** Description of this Section: ** This particular section of WOM 203 focuses on the theme of “Kid Culture,” meaning we’re going to be looking closely at popular culture artifacts that are geared toward, created by, or about youth. This can range from Disney and Dreamworks pictures to Barbie and Bratz dolls to clothing, magazines, and advertising. ** Course Objectives: ** After taking any course in women's studies, students will After taking //this// course in women’s studies: ** Required Texts: ** ** Requirements: ** ** Policies and Procedures ** **Attendance**: Our class is primarily discussion based; being in class, with the reading done, ready to participate in discussion is absolutely essential to success in this course. Students should plan to attend every class meeting. Work done in class cannot be made up unless exigent circumstances present themselves. Excessive absenteeism will adversely affect your final citizenship grade. Anything more than two absences is considered excessive. Attendance and in-class work, activities, and discussion make up a significant percentage of the course total, so poor performance in these areas has a very significant impact on your final grade: make every effort to be here on time and in class, with work completed, every day! ** Classroom Environment and Structure, Expectations for Citizenship: ** You will find this a very participatory class; I expect students to be actively engaged in the work of the class every day, prepared and ready to be vocal, active, and thinking. Typically our class periods will involve large and small group discussion, in-class writing assignments and group activities, videos, and short lectures.   1. listen carefully  2. think carefully and thoroughly  3. don’t interrupt  4. make sure your contribution is **relevant**  5. if it is, speak up even if it is scary  6. speak up even if you aren’t sure you are right  7. write down your thoughts as they come to you  8. ask follow-up questions  9. connect your ideas to the readings or to prior discussions  ** Study Partners ** : Early in the course, we will set up study partnerships. Your partner will be responsible for providing detailed notes and handouts for you if you are absent, but it is your responsibility to contact your partner if you are absent. He or she will just gather handouts and take notes for you. List the contact information below. Partner Name ________________ phone number __________________________ Backup Partner Name ____________ phone number __________________________ ** Academic Dishonesty ** : Plagiarism is a kind of academic dishonesty that involves the use of another person’s language/words or ideas without proper citation. If you use more than four words in a row from another source, you should put quotation marks around them. If you borrow an idea from a published source, you need to use parenthetical documentation to give proper credit to that source. Any quote, paraphrase, or indirect quote must be cited appropriately. The consequences of plagiarism are spelled out in the //Student Rights and Regulations// handbook. For the purposes of this course, deliberate misuse of language or ideas will result in, at the least, failure of the assignment or paper, and possibly failure of the course with referral of the student to a disciplinary committee for further action by the university. ** Policy on Late Work ** : Late work __will__ be accepted with a __full grade deduction__ for each day late. Assignments are due on the date listed in the syllabus. Students will be granted one 24-hour grace period (see attached form). One major assignment may be turned in or exam taken late using this “coupon” without grade penalization. ** Students with Disabilities: ** Students with disabilities that will in any way affect their work in this course should let me know so that I can work with you most effectively. Also, please contact Annette Hackbarth-Onson in Student Services to make arrangements for any necessary special services. ** Policy Policy: ** Ideally, this syllabus would cover every contingency of every possibility that might arise in the course of the semester. Of course, reality dictates that will not be the case. Thus, I reserve the right to make changes to this syllabus as the need arises. || ·  Tuesday: Introduction to the course and to each other ·  Read: Cultural Studies and the Study of Popular Culture PPT (D2L) PPT slideshow (d2L) ·  Thursday: homework reports, introduction to popular culture studies vocabulary and history of inquiry, focus of study; overview of feminist media critique  || · ** Tuesday:  ** read, discuss “Producing Girls: Rethinking the Study of Female Youth Culture,” Mary Celeste Kearney (d2L) <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">·  Before Thursday’s class, complete the reading and quiz on D2L on Johnson’s chapter “Where Are We?” <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">· ** Thursday: discussion and application of ** Allan Johnson’s “Where Are We?” from //The Gender Knot (d2L)//, in-class analysis of shared pop culture artifacts <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">·  minilecture on “Patriarchy, the System” <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">·  Informed consent forms  || <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">· ** Tuesday: ** Lesson Study visitors; in-class analysis of pop culture artifacts, discussion/application <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">· ** Thursday: ** homework due—analysis of self-selected pop culture item, discussion <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">· **  Introduce Semester Project  ** || || <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">·  Read: Parsons, Linda. “Ella Evolving: Cinderella Stories and the Construction of Gender-Appropriate Behavior” (D2L) <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">·  View: excerpts from assorted films including //Ella Enchanted, Princess Diaries, Cinderella Story, Prince and Me, Snow White, Aladdin, Cinderella, Sleeping Beauty, The Little Mermaid// <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">· **  Princess Field Research assignment  ** || <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">·  Do Rozario, Rebecca-Anne. “The Princess and the Magic Kingdom: Beyond Nostalgia, the Function of the Disney Princess.” <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">·  View: excerpts from assorted films including //Ella Enchanted, Princess Diaries, Cinderella Story, Prince and Me, Snow White, Aladdin, Cinderella, Sleeping Beauty, The Little Mermaid// <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">·  Transition texts: //Princess Smartypants, The Paper Bag Princess//  || <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">·  Read: Hassel, Holly “Susan Murphy, Ginormica, and Gloria Steinem: Feminist Consciousness-Raising as Science Fiction in //Monsters vs. Aliens”// <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">·  Read: Hager, Lisa “Saving the World Before Bedtime”: The PowerPuff Girls, Citizenship, and the Little Girl Superhero” (d2L) <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">·  View: //Monsters vs. Aliens// (all or parts), Power Puff girls episodes "Femme Fatale" and "The RowdyRuff Boys" (d2L)  || || <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">·  Analysis of selected children’s books, group discussion and activity—bring one book aimed at children (a picture book) for discussion, in the context of our conservative/subversive unit of study <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">·  Read and discuss Schrum, Kelly. “Teena Means Business: Teenage Girls’ Culture and //Seventeen Magazine//” (d2L) || <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">·  Read and discuss Brumberg, Joan. “Sanitizing Puberty: The American Way to Menstruate.” Chapter Two of //The Body Project: an Intimate History of American Girls//.” (d2L) <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">·  View: //Killing Us Softly 3//, a video by Jean Kilbourne <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">·  Bring in a current or recent issue of //Seventeen// or another teenage girls’ magazine for discussion  || ** Monday-Friday, March 22 – 26: ** Read //Harry Potter and the Sorcerer’s Stone// || <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">·  Read and discuss Jack Zipes, “The Phenomenon of Harry Potter, or Why All the Talk?” from //Sticks and Stones//. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">·  Examination and discussion of Harry Potter-related artifacts (films, merchandising, etc) <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">·  Read and discuss Elizabeth Heilman and Trevor Donaldson, “From Sexist to (Sort of) Feminist: Representations of Gender in the Harry Potter Series,” in //Critical Perspectives on Harry Potter//  || <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">·  No class—sign up for individual conferences with instructor; discussion to focus on progress in the course and on your semester project <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">· **// Deadline for Dropping Classes or Complete Withdrawal: //** Friday, April 9. ||  || <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">·  ** Video games: **Beavis, Catherine and Claire Charles, “Challenging Notions of Gendered Game Play: Teenagers Playing The Sims” <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">·  Video game field research exercise and reports  || <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">· **  Toys and Games:   ** <span style="font-family: 'Courier New'; mso-fareast-font-family: 'Courier New'; msofareastfontfamily: 'Courier New'; msolist: Ignore;">o Inness, Sherrie “Anti-Barbies: The American Girls collection and Political Ideologies” from //Delinquents and Debutantes// <span style="font-family: 'Courier New'; mso-fareast-font-family: 'Courier New'; msofareastfontfamily: 'Courier New'; msolist: Ignore;">o Inness, “It’s a Girl thing: tough Female Action figures in the Toy Store,” from //Action Chicks// <span style="font-family: 'Courier New'; mso-fareast-font-family: 'Courier New'; msofareastfontfamily: 'Courier New'; msolist: Ignore;">o Action figure in-class activity <span style="font-family: 'Courier New'; mso-fareast-font-family: 'Courier New'; msofareastfontfamily: 'Courier New'; msolist: Ignore;">o Barbie vs. Bratz field research reports <span style="font-family: 'Courier New'; mso-fareast-font-family: 'Courier New'; msofareastfontfamily: 'Courier New'; msolist: Ignore;">o View: //Barbie Nation// || <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Gaunt, Kyra. “Introduction” and “Chapter 7: Let a Woman Jump” from //The Games Black Girls Play// <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Video clips and discussion || <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Lamb, Sharon and Lyn Mikel Brown, “Ch. 1: Pretty in Pink: What Girls Wear,” from //Packaging Girlhood: Rescuing our Daughters from Marketers’ Schemes.// <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">·  Mall/shopping field research   || <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">·  Wrap-up, final discussion, semester project questions <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">·  Introduce self-assessment and peer-review portions  || <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">·  Pick up your semester project comments  || Wednesday, May 12  || Thursday, May 13 ||
 * Women’s Studies 203: Women in Popular Culture **
 * understand the nature and function of the gender system
 * understand the historical meanings of patriarchy and be able to identify and analyze patriarchal systems in the modern world.
 * understand interlocking systems of oppression (or dominance and subordination) in American society, and articulate the ways that gender, race, class, and other social categories intersect, sometimes to oppress, sometimes to grant power and privilege.
 * Define popular culture, and how it is written, talked about, and experienced
 * Critically analyze multiple forms and media of popular culture and its significance
 * Become familiar with how women have been represented in popular culture and how they have represented themselves
 * Understand the scholarly and theoretical conversations that have been and are currently happening about cultural studies and women’s place within it
 * Examine the cultural construct of race, ethnicity, and other social categories in American popular culture
 * In lieu of a textbook, all of our readings have been scanned and uploaded to a D2L site. I’ll review how to use the course software in class ( []  ) . You’ll need probably $10-20 to print off our articles from the D2L site. I recommend that you purchase a 3-ring binder (available for a couple of dollars at the bookstore or any retail store), print off the articles, hole-punch them, and put them in your binder; treat this as your textbook.
 * **// Reading note //**// : // Our readings are examples of actual scholars “doing popular culture studies”—as a result, you will often find them on the shorter side (20 pages or so) but at the same time dense and challenging. As a result, I will expect you to read __with a dictionary__ to look up words that are unfamiliar to you. I expect you to be an //active// reader who “talks back” to the text and reads critically and with a curious and questioning mind. This means I expect you to take the readings seriously and to engage with them as an apprentice scholar. Be sure to set aside plenty of time each week to read intensely, actively—and leave time to //work through difficult ideas, vocabulary, and meanings//.
 * ** Citizenship: 25% ** Though attending class and participating in our discussions is an important piece of success in this course and a measurement of your engagement with the material, citizenship also means more than just being here. It means being prepared and thinking, with readings completed and questions to ask. It also means challenging yourself to think in new ways, respecting the views of others, and learning how to critically engage with ideas that may be different from your own. This also includes short quizzes and writing assignments that will be assigned as the need and occasion arises.
 * ** “What Would ___ Say?” Semester Analysis Project: 75% ** since one of the major goals of the course is for you to develop not only critical reading and thinking skills but also to be able to apply those concepts to new situations, our semester project will involve applying your understanding of each essay/article to a new pop culture artifact of your choice. As we begin to develop our analysis skills, each of you will develop an ongoing semester text (available and produced on our class wiki page) that you will write over the course of the semester. The final product will be submitted as a polished document, on the wiki, and will include a self-assessment and peer assessment submitted separately. A separate handout will detail this process more thoroughly.
 * Guidelines for Good Class Discussion **[1]** **
 * //<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msobidithemefont: minor-latin; msolist: Ignore;"> 10.  //**  do not dominate the conversation – make sure everyone gets heard
 * Unit 1: Introduction to Women’s Studies and the Study of Popular Culture ** ||
 * // Week 1: Tue Jan 26 and Thur Jan 28 –What is pop culture studies?   //** ||
 * // Week 1: Tue Jan 26 and Thur Jan 28 –What is pop culture studies?   //** ||
 * Week 2: Tue Feb 2 and Thur Feb 4: What Is Women’s studies ** ||
 * Week 2: Tue Feb 2 and Thur Feb 4: What Is Women’s studies ** ||
 * // Week 3: Tue Feb 9 and Thur Feb 11: What is Women’s Studies?  //** ||
 * // Week 3: Tue Feb 9 and Thur Feb 11: What is Women’s Studies?  //** ||
 * Unit 2: Conservative and Subversive Forms of Girl Culture ** ||
 * // Week 4: Tue Feb 16 and Thur Feb 18  //** ||
 * Princess Culture:  **
 * Princess Culture:  **
 * // Week 5: Tue Feb 23 and Thur Feb 25  //** ||
 * // Week 5: Tue Feb 23 and Thur Feb 25  //** ||
 * // Week 6  //**
 * // Tue March 2 and Thur March 4  //** ||
 * // Tue March 2 and Thur March 4  //** ||
 * Print Media ** ||
 * Week 7: Tue March 9 and Thur March 11 ** ||
 * Week 7: Tue March 9 and Thur March 11 ** ||
 * // Week 8: Tue March 16 and Thur March 18  //** ||
 * // Week 8: Tue March 16 and Thur March 18  //** ||
 * // Spring Break:  //** ||
 * // Spring Break:  //** ||
 * // Week 9: Tue March 30 and Mon April 1  //** ||
 * // Week 9: Tue March 30 and Mon April 1  //** ||
 * Week 10: Tue April 6 and Thur April 8 ** ||
 * Week 10: Tue April 6 and Thur April 8 ** ||
 * Unit 5: Material Culture ** ||
 * // Week 11: Tue April 13 and Thur April 15  //** ||
 * // Week 11: Tue April 13 and Thur April 15  //** ||
 * // Week 12: Tue April 20 and Thur April 22  //** ||
 * // Week 12: Tue April 20 and Thur April 22  //** ||
 * // Week 13: Tue April 27 and Thur April 29  //** ||
 * // Week 13: Tue April 27 and Thur April 29  //** ||
 * // Week 14: Tue May 4 and Thur May 6  //** ||
 * // Week 14: Tue May 4 and Thur May 6  //** ||
 * Week 15: Tue May 11 ** ||
 * Week 15: Tue May 11 ** ||
 * // Final Exam  //** ||
 * // Final Exam  //** ||
 * // Classes End:  //** ||
 * // Classes End:  //** ||
 * // Study Day:  //** ||
 * // Study Day:  //** ||

[1] Thank you to my colleague Amy Reddinger at UW-Marinette for the use of these guidelines.