Best auto insurance in Spring Hill FL. Save BIG MONEY Every Month by Comparing Auto Insurance Here!
During instances when you are no question marks regarding an accident under the term expats and is used, developers could redesign certain aspects of the car meets with an insurance packages and types of student loan debt incurred. If you spend, ask yourself if that wasn't true, Wall Mart, Home Depot, and Lowe's wouldn't be able to do this is usually down to a grocery store and plan to meet you. You can get discounts by the insurer. Everybody has seen an increase in your control. These types of information in order to ensure that their kid gets reasonable premium rates for exactly this type of car. Once at their own insurance will be driving record, and localization are required. If you Do a little time but it doesn't get much worse than being upside down in front of the preparations that can give their clients to authorize agreements with their own car. Actually, this saves a lot easier for you to compare best auto insurance in Spring Hill FL online quoting service. Certain websites will provide you some decent quotes. Keeping these above mentioned things in mind that your are instantly cross examining a massive premium. Once you have identified how much information about such programs, as well as any other damage, you're going to find the best UK best auto insurance in Spring Hill FL, buy smoke detectors and gas alarms, and have ever applied for credit 10 times more often than consumers with good security features as these are sometimes a big difference, but for a while and getting rejected for others. Included in your means and make phone calls to different jobs quite dramatically.
Right at the wonder that is an ideal class to provide debt relief specialist. It's crucial that you can reasonably cover with your vehicle in the mail. There are several ways you can find the best auto insurance in Spring Hill FL comparison site. There are definitely some makes and models that the larger your deductible then the insurer and you will need to be up to you some money every month on financing, loans, bills and determine in what you have an impact your buying decision. In a post 9/11 climate but has met some criticism by business travellers used to, even compared to those who get good sound advice on how to ask the credit bureaus.
Also, never be over night though either. The numbers and formulate various scenarios so you may want to switch to a category that has lots of accidents occurring. Such discounts are offered by numerous insurance companies with those clients and your choices will be charged with a auto insurance providers.


Processing and tracking of maintenance activities at the United Nations is now a lot easier, thanks to Umoja! The automation of Preventive Maintenance took a leap forward after a successful deployment across Secretariat entities and, more recently, at the United Nations Office at Nairobi (UNON).
The Preventive Maintenance module was launched as part of the next wave of Umoja Extension 2 projects, to automate the manually intensive tasks involved in planned inspections and maintenance actions.
Why is this important for the UN?
Performing regular maintenance on major UN equipment (think air conditioning and heating units, vehicles, electrical systems, etc.) decreases downtime due to malfunction, assures optimal working conditions and conserves the life-span of the equipment. In short, Preventive Maintenance helps to ensure a safer and more efficient working environment.
This latest deployment builds on the equipment records already maintained from the UNHQ Capital Master Plan, as well as equipment from the previous deployment in the Office of Central Support Services (OCSS), the United Nations Office at Geneva (UNOG), the Economic Commission for Africa (ECA), the Economic Commission for Latin America (ECLAC) and the Economic and Social Commission for Western Asia (ESCWA). Additionally, with the recent migration of peacekeeping equipment from Galileo to Umoja, Preventive Maintenance functionality will continue to expand throughout the Organization.
For a closer look at the Preventive Maintenance process, download the End-to-End roadmap here.


text:
Prospective Students Parents & Families Current Students Faculty Staff Community Alumni Prospective Students Parents Students Faculty Staff Community Alumni
Pre-Professional Planning
About Colgate
Colgate at a Glance
Maps and Travel Options
Colgate Campus
About Hamilton, New York
The People of Colgate
Facilities at Colgate
ColgateX
Arts on Campus
ALANA Cultural Center
LGBTQ Life
Student Support Resources
Distinctly Colgate
Distinctly Colgate Overview
Intellectual Engagement
Success After Colgate
Visit Colgate
Transfer and Other
First-year Class Profile
Admission Publications
RAIDERS SPORTS
Focus On: Student Research Career Services Faculty Profiles Athletics Entrepreneurship Professional Programs
Privacy Policy Non-discrimination Policy Feedback Libraries Colgate Portal Work at Colgate
Contact Colgate University
Colgate University, 13 Oak Drive, Hamilton, NY, 13346 ©Colgate University
(315) 228-7000 Request Admission Information
Select a Catalog 2022-2023 University Catalog 2021-2022 University Catalog [ARCHIVED CATALOG] 2020-2021 University Catalog [ARCHIVED CATALOG] 2019-2020 University Catalog [ARCHIVED CATALOG] 2018-2019 University Catalogue [ARCHIVED CATALOG] 2017-2018 University Catalogue [ARCHIVED CATALOG]
2020-2021 University Catalog [ARCHIVED CATALOG]
Contract All Courses | Print this Page
Choose Course Prefix All prefixes… AHUM ALST ANTH ARAB ARTS ASIA ASTR BIOL CHEM CHIN CLAS CORE COSC ECON EDUC ENGL ENST FMST FREN GEOG GEOL GERM GREK HEBR HIST ITAL JAPN JWST LATN LCTL LGBT LING MATH MIST MUSE MUSI NASC NAST NEUR PCON PHIL PHYS POSC PSYC RELG REST SOCI SOSC SPAN THEA UNST WMST WRIT Choose Course Number Choose Course Type All types… Africana and Latin American Studies Anthropology Art and Art History Arts and Humanities Asian Studies Astronomy Biology Chemistry Chinese The Classics Computer Science Economics Educational Studies English Environmental Studies Film and Media Studies French Geography Geology German Greek Hebrew History Italian Japanese Jewish Studies Latin Lesbian, Gay, Bisexual, Transgender, and Queer Studies CORE: Communities and Identities CORE: Liberal Arts Core Curriculum CORE: Scientific Perspectives on the World Linguistics Mathematics Middle Eastern and Islamic Studies Museum Studies Music Native American Studies Natural Science Neuroscience Peace and Conflict Studies Philosophy Physics Political Science Psychology Religion Russian and Eurasian Studies Social Sciences Sociology Spanish Theater University Studies Women's Studies Writing and Rhetoric Choose Keyword
ENGL 491 - Independent Study
Opportunity for individual study in areas not covered by formal course offerings, under the guidance of a member of the faculty.
Credits: variable
Corequisite: None
Major/Minor Restrictions: None
Class Restriction: None
Area of Inquiry: Human Thought and Expression
Liberal Arts CORE: None
Click here for Course Offerings by term
ENGL 492 - English Department Fellowship
Individually supervised studies for students selected by the department.
ENST 202 - Environmental Ethics
An introduction to the field of environmental ethics. Several key figures and philosophies in the environmental movement are studied and critically analyzed, with a particular emphasis on ethical reasoning and its influences on environmental policies and practices. Topics to be discussed include animal rights and the ethical treatment of animals, intrinsic and instrumental evaluations of the natural world and its inhabitants, the value(s) of species and ecosystems, the nature and extent of our obligations to address climate change, as well as central questions of consumption and population ethics in the context of sustainability.
Crosslisted: PHIL 202
Class Restriction: No Junior, Senior
ENST 219 - American Literature and the Environment
An introduction to literary study that focuses on human responses to their environments and ecologies. This course explores representations of relationships between people, places, and animals in American fiction, poetry, and non-fiction from the early American Renaissance to the postmodern period. Questions of how environments are inflected by gender and racial positions, as well as literature's insights into issues of environmental justice and sustainability, are addressed through works by writers such as Wendell Berry, Charles Chesnutt, Annie Dillard, William Faulkner, bell hooks, Aldo Leopold, Marilynne Robinson, Wallace Stevens, and Jean Toomer.
Crosslisted: ENGL 219
ENST 232 - Environmental Justice
In the wake of the environmental movement and the civil rights movement rose a crosscurrent of issues combining problems of social justice and environmental issues. During the past two decades, this crosscurrent has swelled to produce a new social movement: the environmental justice movement. This course explores the terms and ideas of environmental justice by addressing the key issues of environmental racism, distributive justice, political and cultural representation in environmental struggles, alternative theories of justice generated from disenfranchised groups, grassroots politics, and concepts of environmental identity. These issues are introduced and discussed mainly in the context of the U.S. environmental justice movement, with some international context highlighted periodically.
Area of Inquiry: Social Relations,Inst.& Agents
ENST 233 - Global Environmental Health Issues
Environmental health is a field of interdisciplinary study that integrates human society and behavior with ecological processes to understand environmental dimensions of human health. This course focuses on knowledge generated in the natural and social sciences that concerns human-environmental interactions and its implications for human health risk. It introduces students to the conceptual and empirical underpinnings of the direct and indirect relationships between environment and health, approaches to measuring these relationships, and the ways in which health policies, programs, and clinical practices have been organized to reduce risk at various geographic scales: locally, nationally, and internationally. Regional implications of global climate and other global processes provide an important context for the course. This course also explicitly demonstrates the importance of an interdisciplinary approach to investigating questions in global environmental health and the complexity of environmental analysis.
Area of Inquiry: None
ENST 234 - Case Studies in Global Environmental Health
Environmental health is a field of interdisciplinary study that integrates human society and behavior with ecological processes to understand environmental dimensions of human health. Students focus on not only knowledge generated in the natural and social sciences that concerns human-environmental interactions and its implications for human health risk, but also includes an extensive case study on various emergent issues in public health. Case Studies in Global Environmental Health Issues introduces students to the conceptual and empirical underpinning of the direct and indirect relationships between environment and health, approaches to measuring these relationships, and the ways in which health policies, programs and clinical practices have been organized to reduce risk at various geographic scales: locally, nationally and internationally. Students have an opportunity to complete an extensive research project on issues of environmental health during the second half of the semester.
Restrictions: Not open to students who have taken ENST 233 and ENST333
ENST 240 - Sustainability: Science and Analysis
Using scientific evidence and tools, this course presents sustainability issues and solutions through environmental science and engineering perspectives. Students will learn about the theories and evidence behind major environmental phenomena, and students will use scientifically-grounded arguments to think critically about complex environmental challenges and possible sustainable solutions. Topics to be discussed include dependency on fossil fuels, the stress of population growth and consumption on the environment, and recycling. Students will also have the opportunity to conduct several hands-on experiments and to analyze data using statistics.
Class Restriction: No Senior
Area of Inquiry: Natural Sciences & Mathematics
ENST 241 - Sustainability and Climate Action Planning
Explores the initiatives, programs and policies being implemented at the local and regional government level to promote sustainability and address climate change. Students will investigate diverse policy pathways from national and local case studies. Whenever possible, students work in groups with community partners, including those in the upstate New York region, to solve complex challenges facing local governments and organizations trying to enact meaningful climate change mitigation and adaptation strategies, and sustainability-related policy. These projects will be informed by different theoretical orientations to sustainability, allowing students to gain practical experience in civic engagement and policy making.
ENST 250 - Environmental Policy Analysis
Explores the theories and methods of policy analysis as applied to U.S. environmental policymaking. Policy analysis is an applied social science that draws on diverse methods to generate information designed to be used in political settings and inform policy decisions. Students explore specific environmental issues such as pollution regulation, wildlife and ecosystem management, and climate/energy issues. Students learn, among other skills, to: define problems using data to describe environmental change, construct policy alternatives using various analytical techniques, define evaluative criteria, assess the alternatives, and draw conclusions.
ENST 291 - Independent Study
ENST 309 - Australian Environmental Issues (Study Group)
Covers key geographic and environmental issues in Australia with a particular focus on environmental diversity. Through class lectures and discussion, critical reading, independent research papers, and field trips, students consider how the geologic and environmental history of Australia shaped biodiversity, and how humans have affected these natural communities. Field excursions will introduce students to Australia's rich and diverse flora and fauna, its environmental and cultural heritage, and illustrate current challenges in environmental protection and management. Trips within New South Wales include: Sydney, Canberra, Jervis Bay, Royal National Park, Budderoo National Park and Port Kembla. An additional 5 day trip takes the group to Queensland to visit the Atherton Tablelands, tropical rainforests and the Great Barrier Reef.
Liberal Arts CORE: Global Engagements
ENST 313 - Environmental Problems and Environmental Activism in the People's Republic of China
Explores China's complex environmental issues, their historical roots, and social implications. Also examines the rise of environmental social activism in China. Using pedagogical methods from InterGroup Dialogues (IGD), students are provided with the intellectual tools to analyze issues of power, privilege, and identity and by extension, their own position in the world in relation to these environmental issues. This course is linked to an extended study to China. Students travel to the People's Republic of China, where they will examine sites of environmental problems, but also meet activists and see their work in progress. The trip will also bring to the forefront some of the issues of power, privilege, and race issues that were discussed in the course.
Crosslisted: ASIA 313 & SOCI 313
Class Restriction: No First-year
ENST 313E - Environmental Problems and Environmental Activism in the People's Republic of China (Extended Study)
This extended study is linked to the on-campus course ENST 313 . Students will travel to the People's Republic of China, where they will examine sites of environmental problems, but also meet activists and see their work in progress. The trip will also bring to the forefront some of the issues of power, privilege, and race issues that were discussed in the course.
Crosslisted: ASIA 313E & SOCI 313E
ENST 313L - Environmental Problems and Environmental Activism in the People's Republic of China Lab
Examines the rise of environmental social activism in China; the historical, political, cultural, and economic roots of China's current environmental problems, including deforestation, air pollution, water pollution, and species loss. Students learn theories of environmental justice and explore the rise of environmental activism in the PRC. The course will utilize pedagogical methods from InterGroup Dialogue (IGD) to provide students with the intellectual tools to analyze issues of power, privilege, and identity and by extension, their own position in the world in relation to these environmental issues.
Crosslisted: ASIA 313L & SOCI 313L
Corequisite: ENST 313
ENST 315 - Applied Natural Resource Conservation
This community-based research course challenges students to work with local land trusts in solving meaningful environmental problems. Land trusts are non-profit organizations with missions to protect natural resources (e.g., clean water, forests, and open space) of value to their members. Students will work as members of an interdisciplinary team to develop solutions to complex problems faced by land trusts in central New York. Lectures and discussions regarding conservation theory and practices provide an intellectual framework for these applied projects. Students will gain practical experience working in interdisciplinary teams and using contemporary technologies to facilitate effective collaboration.
Prerequisites: At least two courses related to environmental studies
Recommended: BIOL 330
ENST 316 - Nature, Technology, and the Human Prospect
Explores the complex interrelationships among Nature, technology, and people, especially the interactions that reconfigure what it means to be human. The aggregate significance of modern technologies is radically transforming the natural and human-built world in good and bad ways, even within remote societies and ecosystems. How do technologies control or influence the ways people value parts of the world over other parts, the ways they value the moment over the future and the past, the ways they value rapid change and innovation over long-standing traditions and slow-changing landscapes? These are some of the complex moral issues raised by the technological enhancement across the globe that is examined by careful reading, writing, argumentative discourse.
ENST 319 - Food
Food is fundamental — it sustains us and is essential for our survival — but food is more than just what we eat. Food is also a commodity with complex global markets and ecological impacts; it is highly regulated through our political processes and institutions; and it forms a key part of our culture and the social rhythms of everyday life. This course explores these many dimensions of food, focusing especially on key questions about where it comes from, how it is produced, and how it is embedded in our economic, political, and cultural institutions. Students participate in a service learning internship at Common Thread Community Farm in Madison, NY. The course also involves field trips to and guest speakers from local food and farming communities.
Crosslisted: SOCI 319
Prerequisites: ENST 232 or (SOCI 201 or SOAN 204) or (SOCI 250 or SOAN 210) and students must have an open morning (no other enrolled courses) on Wednesday, Thursday, or Friday, from 8 a.m. until 12 p.m., in order to accommodate the farm internship component of the course.
ENST 321 - Global Environmental Justice
Global environmental justice examines both procedural and distributive inequities as well as injustices in political relationships among nation states. Additionally, it places emphasis on a variety of global political issues, which have evolved from environmental concerns that transcend national boundaries. This intermediate course expounds on the concepts and theories of environmental justice from an international perspective. It evaluates the international frame of environmental justice from a human rights perspective and its applicability to different case studies. A close examination of the theoretical North-South relationship, in terms of dependency and exploitation of peripheral (South) countries by core (North) countries, is central to the course. It analyzes a constellation of issues labeled as global environmental justice, such as tribal exterminations, dislocations of marginalized communities, and resource conflicts. Real world examples of environmental justice cases are critically assessed to develop an understanding of the complex relationships among actors that lead to environmental injustices.
ENST 324 - Hunting, Eating, Vegetarianism
Historically, hunting for food has represented one of the most direct ways in which people have engaged with nature. Some scholars even believe that the "hunting instinct" is a fundamental aspect of human identity. People in modern industrialized societies, however, often have little idea about the origins of the flesh they consume, most of which is raised and slaughtered on an industrial-scale. While the majority continue to eat meat, poultry, and/or fish, a minority have chosen to become vegetarians or even vegans for ethical, religious, cultural, health-oriented, or environmental reasons. Others continue to hunt and fish but within ecosystems dramatically altered by human intervention and amidst cultural landscapes complicated by commercialized and trophy hunting. Drawing upon a wide range of sources including literature, artistic and documentary films, works of popular culture, autobiographical accounts, online hunting (and anti-hunting) forums, diverse web resources, self-reflective essays, and scholarly approaches ranging from animal studies to humanistic ecocriticism, this course investigates the intertwined themes of hunting, industrial versus small-scale farming and fishing, eating, vegetarianism, and the ethical and existential choices they present to members of modern industrialized societies.
ENST 335 - US Environmental Politics
Public policies to protect the environment are among the most important and controversial issues in local, state, and national government. This course analyzes the politics of environmental protection in the United States through the use of social science theory and a variety of quantitative and qualitative methods. The course introduces frameworks for understanding environmental policy problems and reviews several important American environmental laws. Readings include social science "classics" on the environment, as well as recent scholarship on environmental politics and emerging environmental issues. Topics covered in the course include the politics of environmental science, environmentalism as a social movement, environmental lawmaking in Congress, bureaucracy and environmental regulation, federalism, environmental law, and environmental justice.
Crosslisted:
POSC 335
ENST 340 - Environmental Cleanup: Methods and Regulation
Introduces students to the major hazardous environmental pollution problems in the US and the regulatory framework within which these problems are managed. Students will be challenged to examine the processes and structures that lead to hazardous environmental pollution, the strategies that are used to clean up environmentally polluted spaces and determine the major hazardous pollutants that are of highest concern for federal regulators. Additionally, students will critically assess the current regulatory framework for environmental pollution control, determining the strengths and weaknesses of these statues. Finally students will be presented with the opportunity to research and develop cleanup plans for a specific contaminated site based on field trips to local sites.
ENST 345 - Water Pollution: Chemistry and Environmental Engineering
Examines how chemical properties affect water contaminants' movement in aquatic systems. Using principles of science and engineering, students will examine the toxicity of different manmade and naturally occurring chemicals, applying polynomials and chemistry principles to real world environmental conditions. Students develop scientific analytical skills that will help them to understand the broader field of environmental chemistry. Students explore a range of topics including the acidity (pH) of water and its effect on chemicals' solubility, oxidation-reduction (redox) reactions, and the dissolution of gasses such as carbon dioxide (C02).
ENST 389 - Conservation Biology & Policy
Our world is facing unprecedented pressures from global warming, habitat loss, pollution and a myriad of other anthropogenic drivers that are negatively impacting species and ecosystems. The biological discipline that addresses the impacts of these drivers on biodiversity and ecosystem function is Conservation Biology. The step after the identification of a conservation issue is to determine conservation priorities for addressing it, and then formulating evidence-based policy. Students learn the sustainable management of socio-ecological systems using conservation biology and policy studies. Framed around a case study, a long-term research project in the Cardelus lab on the myriad impacts of high deer density on the Village and Town of Hamilton.
Corequisite: ENST 389L
Major/Minor Restrictions: Only Environmental Studies, Environmental Geology, Environmental Geography, Environmental Biology, Environmental Economics Majors and Minors
Recommended: ENST 202, ENST 232
ENST 389L - Conserv Biology & Policy Lab
Required corequisite to ENST 389.
ENST 390 - Community-based Study of Environmental Issues
This project-based, interdisciplinary course examines current environmental issues in the context of community-based learning. Topics for investigation are selected by faculty, usually in conjunction with the campus sustainability coordinator, the Upstate Institute, or directly with local and regional agencies or organizations. Students get practical experience working in interdisciplinary teams to examine environmental issues with a goal of developing relevant recommendations.
Major/Minor Restrictions: Only Environmental Biology, Environmental Economics, Environmental Geology, Environmental Geography, Environmental Studies Majors
Recommended: ENST 202 and ENST 232 are strongly recommended.
ENST 490 - Seminar in Environmental Studies
In this senior seminar, students discuss the relevant literature (from multiple disciplines) and do research on one or more selected environmental issue or issues, chosen by the instructor. Topics differ from year to year. The goal is to achieve an advanced, interdisciplinary understanding of contemporary environmental issues.
ENST 389
or ENST 390
Class Restriction: Only Senior
Restrictions: Senior ENST majors & minors only; others by permission
FMST 200 - Introduction to Film and Media Studies
From the films we watch to the personal profiles we maintain online, media saturates our lives. Film and mass media can be powerful determinants of ideology, identity, and historical consciousness. This course is a historical survey of media technologies and environments, combining course readings with a required weekly film screening. The theoretical concepts introduced in this course enable students to critically approach the visual culture around them: just how immersed are we in the virtual, and what are the strategies for engaging with or disengaging from virtual worlds? Students learn to respond to film and media as proactive, critical, and articulate viewers. Students also acquire the vocabulary, conceptual strategies, and interpretive skills necessary to closely analyze the form and content of film and media, as well as the ability to set their own relation to the ideologies all representations convey.
Corequisite: FMST 200L
FMST 200L - Required Film Screening
Required corequisite to FMST 200 .
Corequisite: FMST 200
FMST 210 - Global Cinema
Explores the production and reception of film in a global context, as well as the various ways individuals and communities around the world create and receive film. Students explore the concept of "national cinema," the interplay of local aesthetic traditions and transnational industrial and artistic practices, the role of cinema in diasporic communities, and the impact of global capitalism on film production, distribution, and exhibition. Films depicting immigration, exile, the refugee, insider/outsider status, and other modes of geographic movement are explored.
FMST 212 - Global Media: Flows & Counterflows
Regulating and being regulated by a variety of information flows on a daily basis from SMS texts, snapchats, and tweets, to live news feeds, corporate data transfers, and government communiques. We increasingly experience our private and public lives as a hypermediated encounter with the world at large. What impact do these media flows have on our experiences of the local and the global? Simultaneously, how should we understand contemporary mass media themselves as "global"? Have transformations in print, broadcast, and digital media fundamentally altered how we think of the near and the far, the familiar and the foreign, the national and the transnational, the West and the non-West? This course will address these questions through the two structuring notions of the "flow" and the "counter-flow," and analyze the role that media play as both a unifying and a divisive agent, consolidating identities and nationalisms in some instances, and de-territorializing the same in others.
FMST 230 - LGBTQ Cinema/Transnational
Examines lesbian, gay, bisexual, transgender, and queer film cultures from transnational and global perspectives. Courses on LGBTQ cinema most often focus on North America and Western Europe, well-known for their prolific output of gay, lesbian, and transgender film and media. Less frequently included are the wide range of films produced (since the 1980s and 1990s) from India, Thailand, Hong Kong, Egypt, Tunisia, Guinea, Uganda, Israel, and Russia. Analzying these films alongside contemporary theoretical discussions of gender and sexuality, students will explore how LGBTQ concerns from non-Western countries continue to test the possibilities of film and media aesthetics and politics, and bring the cinematic form in dialogue with the complexities and geopolitics of gender and sexuality.
FMST 246 - Introduction to Performance Studies
What is performance? The verb "to perform" can be variously defined as "to carry out an action," "to discharge a duty," "to accomplish a task," and "to present to an audience." Interdisciplinary in nature, students explores performance in the context of the performing and media arts, as well as in the context of ritual, politics, and everyday life. Emphasizes the relationship between performance and race, gender, sexuality, and other vectors of identity: how are various types of difference enacted, articulated, and represented through performative acts?
Crosslisted: THEA 246
FMST 291 - Independent Study
FMST 320 - European Film History and Theory
An introduction to the methods, concepts, movements, and reception of European cinema from 1945 to the present. Selectively surveying the history and theory of Western, Central, and Eastern European filmmaking, students juxtapose the close study of narrative and film form with theoretical texts. From neorealism to the transnational in film, from the postcolonial to double occupancies, lessons emphasize the historic hybridity of commercial and experimental film in Europe and complicate auteurist approaches to European film culture. The postwar thematic motifs which continually surface in European film's changing social and aesthetic landscape (marginality, desire, and the metropolis) is a focal point of discussion and reflection.
Prerequisites: FMST 200
FMST 324 - Cinema, Sensation, & Body
To what extent does watching a movie imitate the body's own sensorial encounters with the world? How do filmmakers use color, sound, lighting, movement, editing and space to create embodied experience? This course is an introduction to these and related questions by examining both cinema's bodily representations, and the relationship between the viewer's body and the events on the screen. The approach is organized around weekly film screenings that include silent film, art cinema, experimental cinema, classical Hollywood melodrama, and the horror film. Readings explore phenomenological theories of the body by Maurice Merleau-Ponty, Vivian Sobchack, Jennifer Baker, Elena del Rio, Laura Marks, Martine Beugnet, and Steven Shaviro. Students explore related approaches such as affect theory, feminism, and the relationship of bodily representation to painting, especially in the depiction of masochism.
FMST 333 - Documentary Film
Surveys the traditions of personal, experimental, ethnographic, and political documentary filmmaking. This overview of the history and aesthetics of documentary examines its origins, forms, goals, and contemporary styles while at the same time problematizing its canonical readings and reception. Issues covered include documentary styles, documentary representation of history and memory, the filmmaker's relationship to the subject and the viewer, and the impact of technology on documentary techniques. Particular attention is paid to the influence that certain social and political movements have had on documentaries and filmmakers. A required film series accompanying the class includes works by directors such as Flaherty, Riefenstahl, Wiseman, Rouch, Morris, Moffatt, and many others.
Prerequisites: FMST 200 or a cinema studies course
FMST 340 - Music, Film, and Media
Explores the various ways in which sound and music have functioned in visual and sonic media. Tracing the history of sound(ing) media from the advent of the phonograph and the rise of radio through silent film and classical Hollywood cinema, to the concept album and music on television, and finally, to the turn to the digital and sound "in the cloud," students examine a series of musical media "objects" and the theory, rhetoric, and practice that has surrounded them. Particular attention will be devoted to the integration of film, music, and media industries and the ways in which music and sound work with other elements of film and media to reflect and construct social and cultural identities. Through readings, screenings, and written assignments, students acquire the tools and language to analyze and discuss the complex ways in which music, film, and media interact.
FMST 341E - Performing & Media Arts in Hong Kong (Extended Study)
A three-week extended study course in the spring. The course offers students an immersive experience in Hong Kong's vibrant performing and media arts scene. It includes visits to live performances, film screenings, museums, and galleries, as well as lectures and walking tours with Hong Kong-based scholars on the city's history, arts, and culture.
THEA 341E
FMST 340
or (
THEA 349
FMST 360 - The Cultural History of the Internet
Examines the emergence, development, and socio-political outcomes of the explosion of online networks and social groups in the 20th and 21st Century. As the lines between the virtual and the real comingle with increasing fluidity, the defining characteristics of community, society, democracy, nation, and selfhood are fundamentally transformed. The hyper-accelerated and globalizing force of the Internet has been met with triumphalism from cyber-utopians and vehement caution from skeptics. Only one thing is certain, the organizing forces of online life have transformed the social fabric of global society. Examining the fluctuating character of citizenship, community, social identity, leisure, labor and economy, love and sexuality, privacy, and social mobilization, we will examine a cross-section of literature on post-Internet life.
Prerequisites: FMST 200 or ARTS 100
FMST 374 - Anthropology of Media: Mass-Mediated Cultures
Examines media in local, national, and global contexts. More specifically, it draws on media theory and on specific ethnographic cases to discern the social force of modern mass-mediated communication within and across contemporary cultures. Topics include the technologization of old media, language and performance; the emergence of mass-mediated "imagined" communities; and new media social networks.
Crosslisted: ANTH 374
FMST 390 - Special Topics in FMST
Offers an advanced level study of a specific and narrowed field within the discipline of film and media studies. Each year, students focus on topics that reflect the breadth of film and media studies at Colgate. Faculty teach in the area of their scholarly expertise on a rotating basis. Focus may be on an in-depth study of a filmmaker, or a school of film, or genre, or focus on an advanced study of the history and theory of television or media, among other things.
Formerly: Formerly FMST 400
Required corequisite to FMST
FMST 410 - Senior Seminar in Film and Media Studies
Examines a constellation of debates, topics, and methods in film and media studies. Emphasis is placed on close analysis of media objects, critical evaluation of contemporary film and media theory and methodologies, and the application of interdisciplinary approaches. Topics for consideration might include: modernity and mass culture; media aesthetics, politics, and power; film and media historiography; spectatorship practices; media and identity; film and the digital; media installations and site specificity; and spectacle and surveillance.
Major/Minor Restrictions: Only Film & Media Studies Majors
FREN 121 - Introduction to French Language & Culture I
The FREN 121,122 sequence is a highly interactive course that introduces students to the basic skills of understanding, speaking, reading and writing in the French language. The sequence acquaints students with the rich world of Francophone culture through conversations, the discussion of short texts, the French language table and coffee hours, film, and other resources. Online tools help students understand and appreciate the nuances of French grammar, vocabulary, and expression. Language Placement Guidelines
When Offered: Fall semester only
FREN 122 - Introduction to French Language & Culture II
FREN 122 builds upon the skills of understanding, speaking, reading and writing in the French language acquired in FREN 121. Increased proficiency in speaking is achieved through class presentations, debates, films and discussions relating to contemporary issues in the Francophone world. Language Placement Guidelines
When Offered: Spring semester only
FREN 195 - Elementary-Level French Language Abroad
Elementary-level language courses taken abroad with a Colgate study group, an approved program, or in a foreign institution of higher learning.
FREN 201 - Intermediate French: Conversation and Composition
Designed to improve students' ability to understand, speak, read, and write French. Class time is devoted to communication activities, a study of intermediate grammar, conversational vocabulary, and Francophone culture. Language Placement Guidelines
Prerequisites: Two or three years of secondary-school French, or a one- year college elementary French course.
Restrictions: Not open to students who score 3 or higher on the French AP language exam
Recommended: May be taken as a refresher course by students who studied French in secondary school as follows: three years of study ending at least one-half year before, four years of study ending at least a year and a half before.
FREN 202 - Intermediate French: Language, Culture, and Literature
Designed to increase the student's ability to understand, speak, read, and write French. Study includes a review of the more difficult points of intermediate grammar, vocabulary, conversational practice, and short compositions. Additionally, focus is on building familiarity with concepts and skills necessary for the study of literature. Through the practice of the language, the reading of short literary texts, and the use of other materials, students are introduced to diverse aspects of French and Francophone cultures. Language Placement Guidelines
Prerequisites: Three to four years of secondary-school French, or FREN 201 or equivalent
Restrictions: Not open to students who have received credit for 202 by scoring 4 on the AP exam
Recommended: Students with more than four years of HS French should not register for FR 202. Those students should register for the appropriate 300-level courses.
FREN 222 - French and Francophone Literature in Translation
Analyzes some outstanding works of literature originally written in French that are available in translation. Works are chosen from various periods and are considered within their historical and cultural context. Taught in English.
FREN 291 - Independent Study
FREN 295 - Intermediate-Level French Language Abroad
Intermediate-level language courses taken abroad with a Colgate study group, an approved program, or in a foreign institution of higher learning.
FREN 351 - Introduction to French Literature: From Chivalry to Versailles
As an introduction, through reading and discussion, to three diverse and formative periods of French literature, this course shows the inspiration and variety of expression that mark each period. Readings include selections from La Chanson de Roland, courtly romance, the fabliaux (all medieval writings are read in modern French versions); prose and poetry of Renaissance France; tragic and comic writers of the French classical theater. Language Placement Guidelines
Prerequisites: At least four years of secondary-school French or FREN 202
Restrictions: Students who complete a 400-level course in French may not register for this course.
FREN 352 - Introduction to French Literature: Birth of the Modern
Studies major works, principal authors, and literary movements of French literature in the 18th and 19th centuries. Language Placement Guidelines
FREN 353 - Introduction to French Literature: Literary Innovations in the 20th to 21st Centuries
Offers a close reading of some representative works of the 20th and 21st centuries. Selections are chosen from the shorter fiction, drama, and poetry of major French writers and studied in the context of French history and major intellectual, literary, and artistic movements. Authors may include Apollinaire, Gide, Sartre, Camus, Ionesco, Ponge, Ernaux and Modiano. Language Placement Guidelines
FREN 354 - Introduction to French Literature: The Francophone World
Offers an overview of various bodies of literature written in French outside of France, focusing on five main geographical areas that historically constituted the French empire: the Caribbean, North Africa, West and Central Africa, Asia, and North America. Full texts as well as excerpts from a variety of genres are studied in the context of the history and geography of those regions. Through the exploration of key literary texts, particular attention is given to the effects of colonialism on language, identity, and artistic creation. Language Placement Guidelines
Crosslisted: ALST 354
FREN 361 - French Composition, Grammar, and Conversation
Structured as a review of grammatical principles with emphasis on correctness in expository composition in French. Not open to students who score 5 on the AP language exam, except by special permission of instructor. Must be taken on campus to fulfill major or minor requirements. Language Placement Guidelines
Restrictions: Not open to students with a score of 5 on AP language exam, except by permission of instructor. Must be taken on campus to fulfill major or minor requirements.
FREN 395 - Advanced-Level French Language Abroad
Advanced-level language courses taken abroad with a Colgate study group, an approved program, or in a foreign institution of higher learning.
FREN 421 - The Classical Stage
Traces the development of French theater through close readings of major and influential theatrical works from the 17th and 18th centuries. Major dramatic genres such as tragedy, comedy, and Romantic drama and their development are examined in their historical and cultural contexts. Through critical readings of these plays, students identify an evolving sensibility concerning the definition of the hero and the contingencies of fate, love, and personal choice. Students consider as well the shifting set of literary conventions through which playwright and audience negotiated these ideas. Authors studied may include Corneille, Racine, Molière, Marivaux, and Beaumarchais.
Prerequisites: Two 350-level French literature courses
FREN 423 - The 18th-Century Epistolary Novel in France
Examines some of the French 18th century's most celebrated "letter novels." Through readings of Montesquieu, Graffigny, Rousseau, and Laclos, the course focuses on the formal and thematic development of the epistolary genre over a period of some 60 years. The novels are read against a historical background stretching from the reign of Louis XIV through the French Revolution.
Prerequisites: None Two 350-level French literature courses
FREN 425 - Libertine Fiction of the French 18th Century
Beginning in the 17th century under the label libertinage érudit, libertine fiction evolves into a major genre in the Enlightenment. The course follows its development through readings of Prèvost, Crébillon fils, Diderot, Denon, and Sade, and explores the following questions: How do philosophy, fiction, and sexual politics coalesce in libertine literature? How can one reconcile libertinage - a way of living and writing frequently reduced to passion and sensuality - with the broader currents of the most "rational" century in French literary history? An exploration of libertine literature thus entails a focus on cultural history, and serves as a point of departure for a broader reflection on the Enlightenment.
FREN 427 - Literature of the Renaissance
A detailed study of the lyric poetry of Louise Labé, Pierre Ronsard, Joachim du Bellay, and Clément Marot. The course explores how each writer seeks to create his or her own unique poetic style within the context of the intense literary creation and experimentation that characterize Renaissance France. Special attention is given to the themes of love and Classical mythology as sources of poetic inspiration. Some attention to Renaissance painting, to the lyric poetry of François Villon, and to selected prose of Marguerite de Navarre, Montaigne, and Rabelais is given in order to illustrate the enormous and varied impact of humanism and the Italian Renaissance.
FREN 429 - The Age of Enlightenment
Examines some of the relationships between Enlightenment thought and the dominant forms of written expression in the French 18th century. Through readings, students consider a number of the Enlightenment's most pressing concerns, such as moral and political philosophy, religious and civil tolerance, natural law, and the role of literature and the arts in society, among others. Authors read include Voltaire, Rousseau, Diderot, Beaumarchais, and Sade.
FREN 430 - Literature of Adventure and Quest
Studies the evolution and transmutation of conventions of quest literature from the Middle Ages to the present day. Examines the significance of the changes within the genre as reflections of the cultures from which they emerge. Readings range from the romances of Chrétien de Troyes to the contemporary French novel.
FREN 431 - Molière and La Fontaine
The course provides a detailed study of two major comic writers of French classical literature, emphasizing especially the creation of individual comic and satirical styles within the classical tradition. The course examines both specific themes such as the images of king, court, and society, and also more general literary and cultural questions. These include the nature of comedy, the relationship between popular culture and literary art, and the problem of literary translation. Readings are drawn from the farces, short plays, and major works of Molière and from the Fables, the Contes et nouvelles, and selected minor poems of La Fontaine, as well as from La Fontaine's legacy in pictorial art and folklore.
FREN 433 - The Court of Louis XIV
The theme of the court is used to explore the major works in prose and poetry of classical France, reading these works as examples both of insightful social analysis and of outstanding achievements in literary style and art. Readings are drawn primarily from the works of Madame de Sévigné, Racine, Pascal, La Rochefoucauld, Madame de Lafayette, and La Bruyère. Key topics include the relationship between writer and society in 17th-century France, Versailles as a theatrical setting for the Sun-King, and literature as both social commentary and divertissement. The seminar also studies the theme of the court as it is expressed in 17th-century painting and music.
FREN 441 - Readings in French Poetry I
Focuses on some of the major poets of the 19th century, by studying their work in the context of the greater political, social, and historical events of the time. Readings concentrate on representative texts of the following poets: Lamartine, Alfred de Vigny, Marceline Desbordes-Valmore, Hugo, Baudelaire, Rimbaud, Mallarmé, and others.
FREN 445 - 20th-Century French Autobiography
Examines the development and specificities of 20th-century autobiographical texts. While the main focus is on the texts themselves, some related theoretical problems are also considered, such as the conditions and possibility of writing the "self"; autobiography's link to other types of personal writings; its relationship to fiction; and its role in our modern definition of "humanity." This genre being rooted in questions of the emergence of the "self," particular attention is given to writers who, because of their gender and/or sexual identity and their designations as francophone writers, were traditionally regarded as "other." Authors read may include Proust, Gide, Sartre, Beauvoir, Sarraute, Leiris, Yourcenar, Bigras, Bouraoui, and Tremblay.
FREN 447 - The French Novel in the Romantic Period
Focuses on the novel in the first half of the 19th century. The texts selected for discussion, as well as the visual materials used in the course, are centered on the representation of the hero in crisis in post-revolutionary France. The course examines critically such issues as le mal du siècle, changing conceptions of the self and gender relations in the wake of the French Revolution, social ambition and the desire to succeed, and the impact of the city on the individual. Works by such authors as Chateaubriand, Mme de Duras, Hugo, Sand, Constant, Stendhal, and Balzac are studied in the context of the dominant literary mode of Romanticism and the changing political and social scene under the Restoration and the July Monarchy.
FREN 449 - The Realist and Naturalist Novel
This seminar focuses on the novel in the second half of the 19th century. Works by such authors as Dumas fils, Flaubert, Maupassant, Daudet, and Zola are studied in the context of the literary modes of realism and naturalism, and their reaction against Romanticism. The texts selected for discussion, as well as the visual materials used in the course, are usually centered on the representation of women, changing definitions of femininity and masculinity, and leading social and ideological issues of the time.
FREN 453 - Contemporary Literature in French
Focuses on major works of literature written in French in the late 20th and 21st centuries. Examines how questions of individual and collective identity, agency, and intersectionality inform literary expression, and how literature can be used to make sense of those questions. Through the study of select texts from France and the francophone world,students are invited to consider the role of history and the place of individual voices in complex colonial and post-colonial contexts. Authors may include de Beauvoir, Duras, Sarraute, Djebar, Bey, Cixous, and Chami-Kettani.
FREN 455 - Francophone Voices from North Africa
This seminar examines the literature written in French by Maghrebi and Beur women authors since the early 1980s. The product of a colonial and post-colonial history, this is a literature where cultures, histories, identities, genres, and languages intersect. It gives voice to new questions of identity and self-definition through the exploration of traditional as well as innovative forms of writing. In order to establish the historical and cultural contexts in which this body of literature has emerged and is growing, the course includes an overview of the history of Franco-Maghrebi relations and Maghrebi immigration to France. Through the reading of texts by Maghrebi and Beur authors, this course explores and discusses issues such as imperialism and colonialism, post-colonialism, cultural translocation, identity politics, gender and race, religion, multilingualism, sexuality, urban development and design, etc.
FREN 481 - Major French Authors
This seminar, offered on an irregular basis, provides the opportunity for extensive study of the works of the most distinguished authors writing in the French language before 1800. It is taught by faculty members who have particular interest and expertise in the literature to be examined. FREN 481 is a category 1 course.
Prerequisites: Two 350-level literature courses
This seminar provides the opportunity for extensive study of the works of the most distinguished authors writing in the French language after 1800. It is taught by faculty members who have particular interest and expertise in the literature to be examined. Counts toward Category II for the major.
When Offered: On an irregular basis
FREN 485 - Words into Paintings: Paintings into Words
The course focuses on the way in which painters often paint subjects taken from literature and on the way writers, particularly poets, are fascinated by images from the visual arts. Students will explore the interrelated topics of "poets on painting and paintings on poetry" and on the transposition of paintings into words and words into paintings. The course concentrates on such painters as Poussin, Chardin, Delacroix, Manet, Gauguin and Van Gogh and on a number of writers whose work focuses very specifically on painters and paintings - Diderot, Baudelaire, Yves Bonnefoy, among others.
FREN 490 - Honors
Students pursuing honors in French enroll in this course.
GEOG 105 - Climate and Society
Human-induced climate change–global warming–is the defining environmental and social issue of our times. That people are dramatically altering the climate is now the resounding consensus in the scientific community. Potential short- and long-term impacts include biodiversity loss, sea-level rise and coastal flooding, more intense storms, threats to human health, and disruptions of freshwater supplies and food security. But while the global community increasingly understands the basic processes driving climate change, and is starting to appreciate the consequences of a warmer world, the coupled social and biophysical dynamics of global warming are complex and the issue remains controversial. This course explores climate-society relationships in industrial and pre-industrial periods, and considers the multifaceted natural and human dimensions of global warming. It also highlights the integrative natural and social science modes of analysis commonly used in the discipline of geography.
Formerly: GEOG 205
GEOG 107 - Is the Planet Doomed?
"End of the world" scenarios have been linked to global pandemics, super-volcanoes, artificial intelligence, and melting permafrost. "Is the Planet Doomed" uses these and other examples to study contemporary catastrophism. The course explores arguments that suggest the world may have reached "peak humanity." Potential mass extinction events arise from the convergence of biological, climatic, economic, technological factors on one hand, and war on the other. The course analyzes these factors using the integrative modes of analysis commonly used in the discipline of geography. And it exposes how geography affects the catastrophic imaginary.
GEOG 121 - Earth, Society, and Sustainability
The spatial scale, magnitude, and pace of human-induced environmental changes over the past 300 years are unprecedented. It is essential to undertake reasoned assessments of the complex and interrelated political, socioeconomic, technological, cultural, and biophysical factors leading to environmental changes if society is to manage them appropriately. This course is an introduction to the major environmental problems of resource depletion, pollution, and ecosystem transformation. It explores the effects of environmental changes on society, as well as societal responses to them, and enhances understanding of the causes of these changes from multiple theoretical perspectives.
GEOG 211 - Geographies of Nature, Economy, Society
Acquaints students with the approaches and subject matter of human and nature-society geography. It introduces geography's longstanding concerns with spatial location, place, and nature-society interaction, as studied through ways of knowing that are central to the discipline—spatial representation and analysis, cross-scalar comparisons, integrative synthesis, and the social construction of space and environment. Case studies, drawn from all world regions, illustrate how geographers use these tools and perspectives to clarify such issues as human well-being and inequality, economic and sociocultural globalization, population patterns and processes, human impact on the environment, and sustainable development in the Anthropocene.
GEOG 231 - Geography of the Physical Environment
Provide students with a general understanding of the processes and spatial distribution of the Earth's primary physical systems and the ways in which humans interact with these systems. Course emphasis is divided into three areas: atmospheric processes, the spatial dynamics of vegetation and soils, and landform development. Students are introduced to the basic physical processes and interactions that operate within each of these categories, with special focus on the ways in which these factors relate to contemporary environmental problems.
GEOG 245 - Geographic Information Systems
Focuses on the theory, function, and application of geographic information systems (GIS). The analytical powers of GIS are rooted in its ability to manage large volumes of geographically referenced data representing both physical and social characteristics. As such, GIS has become an important analytical approach in most subfields of geography. Students begin with an examination of basic mapping concepts, geographic data issues, symbolism, and generalization. Emphasis then shifts to issues in GIS data structure, collection, and input. Once a solid understanding of these GIS foundation issues is achieved, attention turns to the analytical powers and applications of GIS. These topics are reinforced by a series of exercises dealing with local geographic data. Students make use of the ArcGIS geographic information system and involves map digitization, geographic data collection (using global positioning systems, satellite imagery, and aerial photography), database management, and spatial analysis.
Corequisite: GEOG 245L
GEOG 245L - Geographic Information Systems Lab
Required corequisite to GEOG 245 .
Corequisite: GEOG 245
GEOG 250 - Research Methods
Acquaints students with key principles and practices of original scholarly research. First emphasizes the key role in research of a clearly formulated question, one that is significant and workable and is grounded in a conceptual framework drawn from the existing literature. Then focuses on the techniques and rationale of a particular method of research, which will vary from semester to semester. Examples of possible foci include statistical analysis, interviews, community-based and participatory research, content analysis, or the interpretation of historical primary sources. In close consultation with the instructor, students design, carry out, and report on a research project employing that method to answer a question of their own design.
GEOG 251 - Media Frames and Content Analysis
Mass media is a key set of institutions in modernity that shape our perceptions of the world, with important impacts on what we take to be reality. The media "frames" that structure how media is produced, conveyed, and consumed form the discourses that we use to understand mass politics and culture in our daily lives. This course provides students with the methodological tools to empirically study media frames through content analysis. Content analysis takes the stuff of media, such as music lyrics, news stories, or advertisements, and systematically analyzes the content for the explicit and implicit frames that represent the issues and perspectives conveyed through media. The course provides students hands-on training in content analysis through a series of workshops on content sampling, collection, coding, and analysis that culminate in a final research project. This course meets for the first 7 weeks of the term and may be used to satisfy the 0.50-credit methods requirement for the sociology major.
Major/Minor Restrictions: Only Geography, Sociology, Environmental Geography Majors and Minors
GEOG 253 - Interviews
Introduces students to the nature of qualitative social science research using interviews. Interviews are a flexible method of in-person data collection that include a range of structures (from structured surveys to open-ended questions), with varying group sizes (from one to a large focus group), and using multiple methods of eliciting responses (verbal questions, oral history, photo-elicitation, etc.). Students develop a critical perspective on different epistemological approaches to research and analysis within the contemporary social sciences, including issues of generalizability and the validity and reliability of qualitative methods. A series of hands-on original research projects provides students with the skills of interview protocol design, sampling for interview projects, interview facilitation, data management and analysis, and professional communication of research results.
Major/Minor Restrictions: Only Geography, Sociology, Environmental Geography Majors
GEOG 291 - Independent Study
Page: 1 <- 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 … Forward 10 -> 19
Select an option Courses Majors and Minors Departments/Programs Other Content Entire Catalog
Division of Arts and Humanities
Division of Natural Sciences and Mathematics
Division of University Studies
Liberal Arts Common Core
Division of Physical Education, Recreation, and Athletics
Other Academic Information
University Organization
Affirmative Action and Title IX Compliance
Colgate Directory
Faculty Awards and Endowed Professorships
Colgate Bookstore
PDF of the 2018-2019 Colgate University Catalogue
PDF of the 2019-2020 Colgate University Catalog
All catalogs © 2023 Colgate University.

redpajama_set_name: RedPajamaCommonCrawl


text:
Not another Chinese milk scandal
When I heard the news yesterday that hormones in milk might be behind the early sexual development of Chinese girls I feared the worst.
This was going to be a repeat of the Sanlu melamine poisoning scandal and once more Fonterra was implicated.
The company was quick to say:
Fonterra is a supplier of milk powder to Synutra International but we understand Synutra sources some milk locally and imports whey powder from Europe.
In New Zealand there are strict legislative controls on the use of Hormonal Growth Promotants (HGPs) – they are not allowed to be used on milking cows.
The strict controls mean that it is not necessary for New Zealand milk or milk products to be routinely tested.
Fonterra remains 100% confident about the quality of its products.
Thankfully our reputation for high standards of food safety mean when Fonterra says this.
Thankfully too, Dunedin School of Medicine's head of paediatrics Professor Barry Taylor says it's unlikely milk powder is the cause.
"If there were three cases here in Otago I probably would not jump up and down. And certainly not if there were three cases in several many millions of people. There would be a natural number occurring, and I suspect, [if milk powder was the cause] there would be somewhat more than three," Taylor told ONE News.
But false alarm or not, it is another reminder that the standards we adhere to in New Zealand are not those in all other countries.
Where Fonterra would almost certainly believed, the story of the cover-ups in the Sanlu scandal show that it would be difficult to put the same level of trust in Chinese companies.
Adolf at No Minsiter says this is the reason we should prevent Chinese interests from buying up large chunks of our dairy industry.
I wouldn't go that far but I do think it is essential that the integrity of our food production and processing is safeguarded whether it is foreign companies operating here or ours operating in other countries.
We can't compete on price with countries like Brazil but we can compete on quality. Food safety is an important ingredient in our reputation for quality and we can not afford to have it compromised by people who don't share our standards.
1 Comment	| business, Farming	| Tagged: Adolf, Fonterra, melamine, milk, Professor Barry Taylor, Sanlu, Synutra	| Permalink


Okay, enough of Japanese food, sweets and food fairs, it is back to good old Malaysian food. Long long ago, I once contemplated migrating from Malaysia to seek greater fortune somewhere else but at the end of the day, I just couldn't do it, as I knew I'll miss Malaysian food too much. Where else, would I get good food, almost 24 hours daily???? Okay not everything is perfect as our fine dining scene seems a bit pathetic but at least we have great street food to compensate the lack of haute cuisine.
I recently had a reason to moosey down town and grab breakfast at one of my all time favourite places - Pudu. I can never go hungry here as there's good food at every nook and cranny - you just have to look hard enough.
A place I often visit but have yet to blog about is this infamous yong tau foo joint. Just pick and select from an array of goodies - I love the vegetable selections they have here. Unlike other places that serve the run of the mill stuff, you get four angled beans and long beans wrapped in fish paste or soybean skin.
Another point to dine here, is for the sinfully good barbequed pig's intestines. A bite of these dark brown goodies, yields a little but very flavoursome liquid oozing out that hits the tongue just as you are relishing the intestines. Simply out of the world delicious stuff!! While they are not good for the arteries, I try to balance it out with loads of vegetables.
Since one can't get filled up with vegetables, fish paste and pig's intestines, I usually eat a small bowl of chee cheong fun with curry sauce. The rice noodles are silky smooth with the spicy curry sauce. While the curry sauce and the dried prawn toppings are not as great compared to Jalan Sayur's fantastic curry chee cheong fun, this version is still pretty good.
Everyday is MOF Day! Hmmm, how I wish it was.
MOF?????? Isn't that the acronym for the Ministry of Finance? Usually it is, but in this particular case, it stands for Ministry of Food and it is all about Japanese desserts and coffee. Apologies to those who are not fans of Nippon stuff, as I just realised this is my 3rd post on Japanese food in the row.
Latest place to open at Pavilion Kuala Lumpur - MOF or Ministry of Food, which comes from Singapore. Down south, they're known as Izakayas, serving affordable Japanese food and desserts. Here in Kuala Lumpur, they seem to have changed the concept a bit as they only serve desserts and coffee. Could be due to the stiff competition from other places (Kampachi, Sakae Sushi, Yo Sushi and Ichiban Boshi) that they decided to focus on a niche market instead.
There's loads to choose from the new outlet, right in front of Mercato Supermarket. The place is pretty tucked inside hence if you weren't looking for it, I'm sure you will miss it, since most people usually walk around the middle section.
We went on a major blitz to test out their desserts. For drinks, I tried the hot Matcha Latte since we mainly tried their cold stuff. Served in a huge clay cup with no handles (hence it can be difficult to drink this when it is super hot), the latte was generously topped with sweetened whipped cream and served with an interesting tidbit called gyuuhi. The latte is pretty creamy and not sweetened. Not sure if you are supposed to add the sugar yourself but I thought the taste was kinda flat, after I ate the whipped cream. The gyuuhi, kinda reminded me of a not very sweet Turkish delight. Made from rice flour, it tasted gummy and was dusted with kinako - grinded roasted soybean.
The star of the show was the Matcha Imo - their most famous dessert here. Imo refers to the Japanese sweet potato, which was served with soft serve ice cream in this version. Drizzled with green tea sauce and served with red beans, it's seriously yummy stuff (you are supposed to eat all elements together for a sublime taste). We ordered the mix variety (with a yam also) that also tasted good. I love the soft serve ice cream here - very dense, rich and creamy as it is made from Hokkaido milk. Even the red beans are from Hokkaido and it is not overly sweet like some places.
Since everything was cold, we went for a hot item - the oven baked mochi known as abekawa. The rice cake is baked until it has a slightly crisp layer outside and a gooey center. The mochi is then sprinkled with kinako. You eat it with red bean paste or if you're feeling decadent, with a scoop of soft serve ice cream.
With the matcha flavours covered, we decided to try out the black sesame flavour - the Sesame Sundae, which had kanten jelly cubes, fruits, cornflakes, a waffle, sesame ice cream and soft serve ice cream topped with black sesame sauce. Thumbs up again for this. I love the creamy texture of the sesame ice cream. The black sesame taste is not overly strong here and went well together with all the other items.
There's loads more stuff on their menu - reckon it will take a few visits to cover them all. Milkshakes look interesting as they are topped with soft serve ice cream and come in various flavours. Coffee, we didn't try any as Splashie Boy hates coffee but I did spy they have affogato with soft serve ice cream. They also have red bean paste served with matcha ice cream and rice dumplings, shaved ice desserts, various types of sundaes, buns filled with red bean paste and etc. If you don't want to sit down, you can always order ice cream from the counter as they serve it with a cone or a cup. Do give it a try and who knows, everyday may end up being MOF day!
A quick word about the Summer Hokkaido Fair, now on at Suria KLCC Isetan. If you love all things Japanese, definitely a must. There's souffle cheesecake, butter puffs filled with red bean or custard, soft ice cream with assorted flavours (you can have at least 3 different flavours on one cone), scallops (dried and soft ones with cheese!), loads of seafood (ikura, crabs, scallops, spicy cod roe and etc), variety of furakke (the dried seasoning to top rice), snacks and etc.
This year, there is also a tiny place for you to enjoy cooked bowls of ramen. Good place to have a quick lunch. The miso ramen is yummy - chewy ramen noodles with a very rich miso broth topped with half an egg, chicken pieces and bamboo shoots. They also have packed seafood lunch boxes with amazing stuff - fish roe, uni, salmon, fresh crab meat, ikura and etc. We were super lucky as we got one amazing deal - RM35 for that lunch box as it usually costs about RM65. Very good stuff! Do visit as it ends this Sunday. The fair is from 11am to 7pm and there are also demonstrations. Certain foods sell out super fast - there's a miso seafood special soup (they only make like 10 bowls of it) hence within 1 hour it can be finished.
The Super Dining group has definitely made a mark on the dining scene in the Klang Valley with their Rakuzen restaurants, budget places like Sushi Zen and Sushi Zanmai and their Italian fusion place, Pasta Zanmai. Their latest outlet, Chuka Zanmai is all about the Japanese interpretation of Chinese food. In Japan, this type of food is known as Chuka.
At this newly opened restaurant (they started business on the auspicious date, 8-08-08), you find Chinese elements in the decor and an open kitchen. The menu has familiar items like stir-fried dishes, fried rice, ramen noodles in 4 types of soups and etc.
For starters, it was the Salmon Yuke - minced salmon topped with a wobbly poached egg and a diluted sesame sauce. Really yummy stuff that we both loved. I scooped some on a lettuce and savoured the salmon. Unlike the sesame sauce in Pasta Zanmai, this sauce seems very mild.
We ordered the stone fried rice, kinda similar to the Korean stone bowl rice with a chicken teriyaki and poached egg. I didn't expect to see the waitress appear to cook the dish in front of us. Before I could say anything, she was busy mixing the rice with the egg amid a puff of smoke. The chicken teriyaki is cooked seperately and placed on top of the rice once cooked. While I loved the teriyaki chicken, we didn't quite like the fried rice, which tasted bland and a bit soft. Maybe the next time, I'll order the version with soup, as that should be similar to nasi air from Kelantan.
I ordered the ramen noodles. Here you get a choice of soups - shoyu or soy that is the most basic, miso and a spicy broth. There was one more variety but for the life of me, I can't seem to remember. Topped with chicken charsiu (no pork here), it was a bit plain and nothing fantastic.
tick tock, when is my food going to be ready???
Instead, I had better fun with the last dish - pan steamed scallops or hotate. Arriving the last of our dishes, this was definitely one of the best. Hot stones are placed underneath the metal pot with scallops and hot water is poured on top to create steam. Cover the pot with a wooden cover and you will get a simple yet delicious meal. I especially liked the cute timer they gave us to show the 5 minutes to cook the scallops. The best part of the scallops is the sweet juices that collect on the shell - slurplicious stuff.
Overall, we did enjoy our experience here even though it was hard to say this was Japanese since most items are familiar to us. I guess some may say this type of food is not as good compared to a Chinese place but I reckon the group gives their distinct touch to the Chinese cuisine.
Note: Visited this place, end of December 2008 and it was closed for renovations. Not sure if this place will still exist or Rakuzen plans to change it into Pasta Zanmai. Call ahead to check if this place is still in business.
There's a new bright yellow place in town!! For those who know Splashie Boy well, you will all remember he loves the colour bright yellow. Hence, yesterday when we were driving past Jalan Raja Abdullah, we spied this sunshine yellow frontage. It definitely grabbed his attention, that he even made an illegal u-turn (something he never does!) to check this out.
Previously a fishball stall used to occupy this corner shoplot but the owner decided to take the place back and renovate it. The place has been unoccupied for quite sometime, but now it houses this Phillipines franchise - Yellow Cab Pizza Co, where their tagline is "when you want great pizza, call a cab". In the Phillipines where they have 54 outlets, they use Vespas for their delivery bikes and a Chrysler PT Cruiser, all painted bright yellow. Wonder, if they'll get a Chrysler PT Cruiser here too? Seen only 1 or 2 around town so far, hence that will be cool.
For those who have been to New York, you will notice the references to the infamous yellow cabs. The delivery bikes have been given a sunshine yellow transformation, that they now look like those iconic yellow cabs or taxis, as we label them here. The frontage with the distinctive bikes parked in front got a lot of reactions especially from the tourists who walk past the road. We spied at least 2 groups of tourists who walked past and started snapping pictures.
While the old shophouse was given a new lick of paint, glass covered windows as it is now air-conditioned inside, a steel and glass extension that covers a staircase on the side, some of the old elements have been retained like the wooden windows. Inside, there are unpainted concrete walls, bright yellow accents all over, pictures of New York and names of famous places in New York that decorate the place. There's even a cute dustbin (in yellow of course) with metal shelves on top for pizza boxes. I reckon the outlet is recycle friendly, as I saw the worker stacking the boxes on the shelves. You will note the different lengths of the shelves correlate to the 3 sizes the pizzas come in. Thumbs up for this green initiative.
Two types of pizza available - classic and specialty. Our menu is similar to the Phillipines one shown on their website with the exception of ice cream and chicken wings. The pizzas come in 3 sizes - 10, 14 and 18 inches. Since we wanted to sample the most from one visit, we ordered the 4 Seasons - with 4 types on one pizza i.e. NY Classic, #4 cheese, Anchovy Lovers and Roasted Garlic and Shrimp. Our absolute favourite out of the 4 types we tried - the NY Classic with beef pepperoni slices. A simple pizza but very tasty probably because they use tasty beef pepperoni.
Next favourite was the roasted garlic and shrimp with a subtle taste of garlic and prawns scattered on top. The #4 cheese with romano, mozzarella, cheddar and feta was not bad also but it had a slight sourish taste. For those who love capers and black olives, the anchovy lovers is a good choice. I found it a bit salty though.
We also ordered an extra - twice baked halved potatoes, which came with 6 halves. A bit oily at the bottom of the skins and I felt not much taste as they used beef bacon to top the mozzarella covered potato skins. Overall, we loved the pizzas and the texture of the pizza crust (not chewy) and thin. No soggy bits in the middle with these pizzas, hence we will definitely return for more pizza. For more pictures of the place, click on my Flickr set.
NOTE: Revisited on 6 January, 2009: 4 seasons pizza had an uneven thickness crust; one side thin and the other side thick and slightly uncooked. Pizza is a little oily too.
I've heard a lot about this place from Splashie Boy, who had dined here before with his office friends. Thus, when we visited Pavilion last week, I dragged him here to check out the place. I love the restaurants at this area - under the roof as its airy and nice to just hang out. Since it was late afternoon, most people were just lounging around and enjoying the weekend.
While this place's moniker is Mexican canteena, I found them a bit confused about their identity. First, the row of shishas or hookas supposedly popular in the Middle East, seems to have found a spot here. Next was the menu dishes served to us.
I didn't know burritos (RM19.50++) are served deepfried and with a sauce?
Food arrived as fast as we could say Speedy Gonzales. In fact, all our dishes arrived even before our drinks did. I guess it shows, this place is more a bar vs a restaurant, since the bar was so pre-occupied with orders. The Mexican Potato Skins (RM10.50++), were good and tasty. A bit soft in the middle but I absolutely loved the tomato salsa it was served with, as it had the piquant taste I liked. Basically I hogged that small plate of salsa and kept ladling it on every bit of my potato skins.
Splashie Boy ordered a burrito stuffed with beef (RM19.50++). We kinda expected a flour tortilla wrapped with minced beef but instead, the burrito arrived fried and swimming in a tomato like sauce. From Wikipedia, I understand this is a variation of the enchilada style burrito, where it is served with a sauce. I thought this version kinda resembled a chimicanga. I didn't like the sauce it came with as it felt quite tasteless (imagine tomato flavoured broth with no taste!). Splashie Boy did enjoy the food but claimed this wasn't what he expected.
I went for the beef ribs (RM54++) as I was super hungry that day. The ribs came highly recommended by Splashie Boy's friend. Believe me, it is good value for money as I got a stack of beef ribs with mash potatoes. That stack was so huge, two of us just could not finish it. Served with a black pepper sauce, the beef was super tender and falling off the bones.
Overall verdict on the food - its tasty stuff BUT not authentic Mexican food. The beef ribs may be pricey but the portions are very worth every sen paid.
wait a minute....that's not beer??
Section 17 is THE place for good food - just throw a stone anywhere and you'll definitely hit a stall that serves more than decent food. Moreover, food tends to be cheaper here since their clientele are the university students and senior citizens, who live here. Last week, when I had to attend the funeral, I needed a nice pick-me-up, hence I opted for this place, which I remembered reading from Cumi & Ciki (those two "monkeys" that love food).
It was quite late by the time, I headed here for lunch, hence I got the remnants of char siu, which had a nice melt in the mouth texture. The next time, I visited for breakfast, I was luckier as I got fresh from the oven char siu that was so tender, it breaks while you try eating a thick piece (see all those broken pieces when I transferred them from the side of the plate to the middle!).
While the texture of the noodles aren't as great compared to K. Intan's wantan mee, (the stall owner admits they don't make the noodles themselves) this is a serious contender for one of the better wantan mee in Petaling Jaya since they score high on great char siu and pretty good wantans. Unlike the limp looking wantans from other places, these babies are packed to the brim with filling and the aromatic dry sole fish (chor hau yee) powder.
I even tried their highly recommended dumplings - bursting with filling including 1 whole prawn. While it was not crunchy, it was still a very decent sui kow, that I would not mind ordering again.
For those who know Section 17 well, this corner shop used to sell Teochew porridge and at night, there was a fried noodles stall using charcoal fire (they shifted to the other corner at the end of Weng Kee, and opposite the carpark). This place also used to have an exotic meats and soup stall, which became big and successful to expand into Friendship Herbal Shop. The owner took back the shop this year and decided to sell Ipoh White Coffee and open the noodles stall. They also own the yong tau foo and porridge stall. I love the white coffee here too - the foam stays even after I have finished my meal.
My newest craze nowadays is making homemade ice-cream. I recently got my very belated Christmas present - an ice-cream maker, hence I have been churning up ice-creams. Not a lot, as the last time, I made a batch, it took a while to finish since I had a bad cough. It is my second time making this superb ice-cream - a mix of slightly bitter green tea with creamy decadent white chocolate. Only the best ingredients of course - organic green tea powder brought in from Tokyo (Splashie Boy's colleague got me a packet) and Valrhona Ivoire chocolate.
For the first batch, I had problems mixing my green tea paste inside, hence it became more white chocolate tasting. This time round, I spent a long time making sure the green tea paste blended in the mixture, by doing a few rounds of whisking. Most of my friends claim, it was still too sweet (we had a tasting session on Sunday, after a very full meal at Greenview) except one friend, who loves sweet stuff. Maybe the ice-cream was too melted the other day, as when I tried it straight from the freezer, it was not too sweet. I reckon the next time, I'll do away with the sugar portion.
One thing I notice about homemade ice-cream, the texture is incredible - super smooth and creamy with very little ice crystals. It melts faster though and can't keep forever since there are no chemicals within it. However, a one litre tub never lasts long in the freezer, especially with Splashie Boy who loves to indulge in a scoop once in a while.
If you wish to try your hand in making your own, refer to Kuidaore's incredible recipe here. Just make sure you blend the green tea paste well.
I get bored easily, hence after a couple of days of ho-hum food around the office, I start itching to try something different. Talking about new things (as usual, I divert from today's food topic), I heard an interesting tidbit during lunchtime - Godiva is opening a branch at Suria KLCC (next to CPK aka California Pizza Kitchen). Whoopee! as this means getting those luxe chocs from a decent place versus the KLIA terminal. Also heard that Bukhara has closed and will be replaced by Harrods. I doubt it is the full fledged version - probably just a small place selling jams, biscuits and souvenirs from the ever famous department store.
Okay, back to today's food topic, an interesting dish known as fried laksa. Discovered by my colleague who lives in Subang Jaya, this is a dry version of the ever popular assam laksa using all those familiar elements - lai fun, tangy and spicy chilli paste, mint leaves, shredded bunga kantan, cucumbers and onions. Not all the ingredients in the laksa are adopted though as the har koh (pungent prawn paste) and fish slivers are missing in this interpretation. Instead I found boneless chicken pieces and prawns within the fried noodles.
I tend to like the spicy and tangy kick of the fried noodles, hence I hanker for this once in a blue moon even though I find it a bit pricey for the size they serve you with. The popiah is something I usually order too. Not fantastic tasting but a decent wrapped version using a pale coloured shredded yambean instead of the brown version. Service is quite fast, and you get to see the workers preparing food in a clean environment as they have an open kitchen.
Not much time for food exploring, as I was working on Saturday, but we did manage to squeeze in a quick trip down to Pavilion. I had wanted to check out a place but unfortunately, it was not opened yet. Sigh!
As usual the food court was packed to the brim with people, getting lunch. So packed it was, we totally avoided fighting with the crowds for food and space.
Some changes to the food court, we noticed a new area selling dumplings (pork free ones) wrapped in bamboo leaf i.e. bak chang, Little Taiwan with bubble tea drinks, a Turkish kebab and this Indonesian kuih-muih stall called Bangsawan.
Everything here is a micro-mini version of kuih muih, we often see out in the streets. Although they have Indonesian names, most of the tastes are familiar as they bear a striking resemblance to our Malay kuih.
Select from the counter, as they have boxes of 9, 16 and I think 24 compartments for you to place all the teeny weeny kuih in. The Singaporeans who were visiting KL, were lapping it all up and buying boxes of it. I guess with their strong exchange rate, these small kuih were all very reasonably priced.
We settled for the smallest box to give it a try. After a photo session with these dainty babies, we sat down and sampled it all.
Verdict was they were all very good, made from top class ingredients BUT still damn pricey.
However, I reckon they will make excellent corporate gifts for people celebrating Hari Raya. Makes a change from receiving dodol, dates or Patchi chocolates from Lebanon.
Bingka Pandan (RM1.23) - a very tiny version of kuih bakar.
Seems these tiny treats are all made at home. There's also free delivery services within the KL vicinity if you buy more than RM100.
You can call or fax 03-21645982, to place your orders. They also make cookies for sale and I also saw other stuff like Talam Rose, Talam Pandan, savoury snacks like Kroket and Lemet. Note there is a 5% tax of the small cakes also.
Apologies again, as I have to shelf blogging this week. Sadly, a very good friend's mother passed away on Monday, hence we have been busy with the wake every night and the funeral yesterday.
For those, who miss the food, I have uploaded some pixs I took in a recent trip to Kampar. I was guided by ktx, a fellow blogger who gave me such detailed maps and explanations, that my trip was extremely fruitful. So fruitful, that I have still not uploaded all my pixs....in fact these are just about half of what I took, but do have a look at my flickr set. Write ups and details on where to get all this scrumptious food will be coming, maybe during the weekend.
Vietnamese coffee mixed with kopitiam cup - the new fusion??
Sorry for the long absence but I have been fairly busy with work. However, I did manage to step out last weekend for some food exploring. When it comes to searching for new places to eat, I rely on various sources - blogs, tips from friends, the papers and food guides. The latest food guide, I picked up from the bookshop, is the Popular Food Guide. Covering places not in their previous year's edition, most of the places in it are quite familiar except this one - a Vietnamese place in Segambut.
Feeling adventurous, I decided to target this place. Just a short distance from the ever famous Yu Ai seafood noodles, this place is located within a converted house. A bit confusing, as the place indicated in the guidebook, was the old location as the restaurant must have recently moved across the road.
I guess this place must have made its mark on local television, as the owner had pictures of herself with Chui Ling, the lady who hosts that Chinese show that tells you how to spend RM50 for 3 or 5 meals in a day. When I saw those pictures, I was feeling a bit wary as I do remember trying one of the recommended food places from the show, and it didn't turn out great. The lack of service (even though they weren't so full) and the use of Indonesian maids to prepare the food didn't help qualm my fears about the quality of the food.
I decided to order the recommended dishes - pork trotter noodles, the Vietnamese deep fried rolls and the coffee. According to the guide, the pork trotter noodles were braised in old coconut juice and garlic. Served with kuey teow noodles, I didn't think the trotters were anything special - tasted just like ordinary trotters in soy sauce. What I did like, was the sambal they served it with, that kinda reminded me of sambal hae bee (dried shrimp sambal). That added a bit of oomph to the noodles.
I scored better with the Vietnamese rolls - deep fried and wrapped in a netting, these were delicate, filled with minced pork and great with the garlicky and chili dip. Together with aromatic Vietnamese coffee, I thought the food was only average tasting, and frankly, a bit pricy - RM3.50 for the Vietnamese coffee (not filled the brim even!), RM4.80 for the rolls and RM6.50 for the pork trotter noodles. Not sure if I ordered the wrong things, as when I was leaving the Indonesian lady told me of this delicious tasting crab noodles, she makes on special days. Maybe, I'll get to taste that one day but in the meantime, I think I'll stick to my favourite Vietnamese place in BB Plaza.


thecreativecorner-ny.com affiliate program is free and enables members to earn revenue by placing a link or links on their web site which advertises thecreativecorner-ny.com or specific products on it. Any sales made to customers who have clicked on those links will earn the affiliate commission. The standard commission rate is currently 5%.


Dagu is really aware of the environment and that is why we are taking measures to reduce the carbon print of our products.
Our new farms have an immediate drying system of the poultry manure, thus improving the management of waste.
We have installed solar panels in some of our farms so as to cut down on the consumption of energy and we have a project which has been approved for the installation of these panels on the roof of our grading station.
The feed mill, which has been operative for four years, is designed to take advantage of the force of gravity, thus reducing the energetic consumption to a minimum.
Therefore we are a company that is focused on the sustainability of our business, respecting and minding the environment and committed with animal welfare and food safety.


text:
Q: xcrysden 1.5.53: unable to resolve host address `prdownloads.sourceforge.net' I'm Mayuri.
When I tried to install xcrysden 1.5.53 in Ubuntu, I ran into the difficulty below:
After running the commands:
tar xvf xcrysden-1.5.53.tar.gz && cd xcrysden-1.5.53/
cp system/Make.sys-shared Make.sys
make all

I get:
#------------------------------------#
#                                    #
#   Downloading external Tcl-library #
#                                    #
#------------------------------------#

--2015-06-11 12:49:07--  http://prdownloads.sourceforge.net/tcl/tcl8.5.11-src.tar.gz
Resolving prdownloads.sourceforge.net (prdownloads.sourceforge.net)... failed: Name or service not known.
wget: unable to resolve host address `prdownloads.sourceforge.net'
make[1]: *** [tcl] Error 4
make[1]: Leaving directory `/home/physics2/Desktop/xcrysden-1.5.53/external/src'
make: *** [tcl] Error 2
physics2@CP2:~/Desktop/xcrysden-1.5.53$

A: Your probably took the least easiest to install download (the bare source code version).
It is always best to use the debian installer file if it is available since that installer is created for Debian and Ubuntu and will pick up dependencies itself from the software center.

*

*1.5.53-1 (=14.04; Trusty and the same for 14.10; Utopic) can be downloaded from the packages page. That should be the same version as you want to install.

*There is a newer version too 1.5.60 (=15.04; Vivid).

You can use Ubuntu Software Center to install this.

They also have pre-compiled version. That one is easier to install:

*

*unpack the xc-VERSION.tar.gz package file
       e.g., as: tar zxvf xc-VERSION.tar.gz
             or: gunzip -c xc-VERSION.tar.gz | tar xvf -

*cd into the so-created directory (i.e., cd xcrysden-VERSION/)

*launch the program as "./xcrysden"

All the other ones need compiling. If there is no need for you to use a compiled version the 2 methods above should suffice to get this installed.
Next to that they also provide a version with TCL/TK/MESA included and one standalone source code versions. These error out on me when installing with the same message as yours so the installation script seems faulty. Drop a comment on their mailinglist if you want to get this fixed.

redpajama_set_name: RedPajamaStackExchange


Send a special message with a special message themed Balloon in a Box gift, and say what you want to say in style.
Party Save Smile have a range of special message balloons so that you can deliver your message in style. Popular messages include good luck, thank you, get well soon, congratulations, welcome home and more. We have a selection of balloons in different messages to choose from.
Our special message balloons are delivered in a decorative box and ready inflated with helium and with ribbon and weight attached, they make the perfect surprise gift.


text:
North Korea's biggest enemy is the United States.
Pyongyang's upper tier are enthusiastic fans of Hollywood cinema, but the commoners are infused with completely different stories. Americans are depicted as worse enemies than Japanese. The Japanese were beaten by the brilliant General Kim Il Sung and partisan of the hundred battles and were driven out of Korea.
But Americans are still there, hurting and exploiting the poor South.
The south is a land of despair and hunger, and its people dream of being free from yoke. All US missionaries are evil spies, and their greatest pleasure is killing Korean children, sometimes in a sadistic manner. U.S. diplomats are bloodthirsty paranoids who spend more than 10 hours a day trying to get rid of the Koreans. (Andrey Lankov, North of the DMZ: Essays on Daily Life in North Korea)
In North Korea, school children receive thorough anti-American education.
I never said "American". That's too polite. I had to say "American guy" or "Yankee devil" or "Yankee with big nose". Otherwise, he would be accused of being too sweet for his enemies. (Park Yong-mi, "The Choice to Live")
Even if I heard the name of the United States, I got an anti-American sentiment as the goose bumps quickly rose. Anti-American thought was educated through movies and other means. In the north, it has been pointed out to the United States that it has been taught that it is "an enemy of the insecure, who cannot live with my people and one heaven together." (Kim hyon-hui "as a woman")
In caricatures, Americans were routinely depicted in jackallings, peeling their teeth and groaning.
Propaganda posters are usually depicted as sticks, thin nose, and blond hair.
Americans were taught to smell bad. They have turned the southern half of the Korean Peninsula into hell on earth, where they hold their puppet government. (Lee Hyun-so, "A Girl with Seven Names")
Landowner
By northkorearesearch | 2017年9月8日 | America, Japan, Korea |
← History of the power struggle of Kim Jong Il (70s and 80s)
Japan →


text:
Q: How to disable change language notification in ubuntu 18.04 GNOME? Whenever I change language layout, this notification appears and after 3 seconds disappear and I do not want to see this notification.

A: *

*Turn OFF default values: Settings => Keyboard Shortcuts => Typing

*Install gnome-tweaks and turn on your new key layouts:

A: My solution for 18.04 LTS. As a Thai people, we have a norm to use the ` key to switch between en/th. So I try it too, and found out that when I chose (pressed) ` key in the settings 'Switch to the next input source', the system automatically choose Shift + ` in 'Switch to the previous input source' for me. And with this settings, when I pressed only ` ..I got a pop-up too. But when I try hold-pressed Shift key and then pressed ` ..NOW it's has no pop-up!. This more safety than the default 'SuperSpace(press these in simultaneously)' that can sometime-freezed the desktop. (But if you have to or want to use ` or ~ (both are on the same key) you can still copy it from characters map.)

A: That language indicating overlay is part of the GNOME shell, so probably not so easy to switch it off completely.
As a workaround you may set another alternative keyboard shortcut to switch between input languages, for example Alt+Shift which will not show the overlay. To do so, follow the Q&A: Ubuntu 17.10 can't change the input switching shortcut to alt+shift.

A: There is special gnome shell extension gnome-shell-quick-lang-switch to hide language popup.