THE UNIVERSITY OF NORTH CAROLINA at CHAPEL HILL
SCHOOL OF SOCIAL WORK
COURSE NUMBER:
SOWO 803
COURSE TITLE:
Human Behavior of Aging
SEMESTER/YEAR:
Fall 2008
INSTRUCTOR:
Kerri Patrick, MSW
Email: kpatrick@unc.edu
Phone: 419-1390
TEACHING ASSISTANT:
Yeong Yeo, MSW, Doctoral student
Email: yyeo@email.unc.edu
OFFICE HOURS:
By appointment
COURSE DESCRIPTION:
This course includes a presentation of major biological, psychological, and sociological theories
used to understand the normal aging process. The course also surveys pathologies and functional
disorders associated with aging. Special emphasis is placed on disadvantaged populations.
OBJECTIVES:
Upon completion of the course, the students will be able to demonstrate knowledge of:
1. Ethical values and the major biological, psychological, and sociological theories used to
understand the aging process;
2. Major clinical diseases or pathologies and functional disorders of the aged;
3. Cultural and societal forces influencing the aging process, and the development of social
interventions designed to strengthen multi-generational families;
4. Key diagnostic, treatment, and prevention issues associated with the health care problems
of the aged;
5. The effects of race, gender, poverty, and rural residence on aging and the special needs of
gay, lesbian, bi-sexual, transgender persons and other special and oppressed elder
populations;
6. A strengths-based conceptual framework viewing older people as adaptive resources and
contributing members of society.
1
COURSE INSTRUCTIONAL MATERIALS
Required Text:
Hooyman, N.R. & Kiyak, A.H.(2008). Social gerontology: A multidisciplinary Perspective (8th Ed.). Boston, MA: Allyn & Bacon.
Required Readings: Required readings are designated by an R on the attached syllabus
Supplementary:
Supplementary readings or research materials are designated by an S on
the attached syllabus. These readings are not required, but will add to the
student’s knowledge of a give area and are suggested for students who
wish to examine certain topics or issues at greater depth.
COURSE OVERVIEW AND INSTRUCTIONAL METHODS
This course consists of a series of weekly seminars. Each week both the instructor and students
are expected to come to class prepared to discuss and evaluate materials in the required readings.
In order to meet this expectation, both the instructor and students have a responsibility to
complete reading assignments prior to each class. Optimal learning takes place when students are
active participants and, indeed, may teach both other students and the instructor. Further, as this
course material incorporates gerontological as well as social work research along with theoretical
and empirical knowledge, prior preparation is essential to contributing to class as well as
understanding materials presented.
The development of a supportive learning environment, reflecting the values of the social work
profession, is essential for the success of the class. A supportive learning environment is fostered
by respectful listening to the ideas and views of others, being able to understand and appreciate
the ideas of others, articulating your own point of view, and translating class discussions to
reading and written assignments as well as practice. It is important to remember that all human
beings (including graduate students and instructors) are entitled to unconditional, positive
personal regard. The classroom presents an opportunity to practice this important value and
create a safe and respectful environment for growth.
POLICIES ON LATE OR INCOMPLETE ASSIGNMENTS
Professional practice and administration require attention to detail as well as timely completion
of assignments. The classroom serves as an environment in which to develop professional
practices such as meeting deadlines and producing high quality work. As such, class assignments
are expected to be completed on time and to represent the student’s highest level of effort. If
there are circumstances which prohibit the student’s completion of an assignment, it is the
responsibility of the student to contact the instructor prior to the assignment due date. The
instructor may grant an extension under certain extenuating circumstances; however, the
instructor may choose not to grant an extension. Five points will be deducted for each day an
assignment is late.
POLICY ON ACADEMIC DISHONESTY
It is the responsibility of every student to obey and support the enforcement of the UNC Honor
Code, which prohibits lying, cheating, or stealing in actions involving academic processes of this
2
class. All written work should contain a signed pledge stating: “I have neither given nor
received unauthorized aid in preparing this work.” In keeping with the UNC Honor Code, if
reason exists to believer that academic dishonesty has occurred, a referral will be made to the
Office of the Student Attorney General for investigation and determination if further action is
required.
It is the responsibility of students to properly cite sources used in preparing written work. To
avoid difficulties with plagiarism, remember to credit ideas that are not your own, whether or not
those ideas have appeared in print. If you use an example from someone else in your paper, you
must cite that person in your references.
EXPECTATIONS FOR WRITTEN ASSIGNMENTS
Students are expected to use good academic English; grades will be lowered for poor grammar,
syntax, or spelling. Those who have difficulty writing are STRONGLY encouraged to use online
resources of the campus Writing Center (http://www.unc.edu/depts/wcweb/) and/or seek
assistance from Diane Wyant or Susan White in the School of Social Work.
The School of Social Work faculty has adopted APA style as the preferred format for papers and
publications. All written assignments for this course should be submitted in APA format. A
summary was distributed at orientation. The web sites listed below provide additional
information, though students are strongly encouraged to purchase the following text:
American Psychological Association. (2001). Publication manual of the American
Psychological Association, 5th Edition. Washington, D.C.: American Psychological
Association.
‰
‰
‰
‰
‰
http://www.apastyle.org/elecref.html (APA Style for material in electronic formats)
http://owl.english.purdue.edu/handouts/research/r_apa.html (general information about
documentation using APA style)
http://www.bartleby.com/141/ (electronic version of Strunk's The Elements of Style which
was originally published in 1918)
http://www.fas.harvard.edu/~wricntr/resources.html (The Writing Center, links to on-line
reference material and many other useful sites for authors)
http://www.unc.edu/depts/wcweb/ (The UNC writing center—on-line and tutorial help at
Phillips Annex 962-7710)
POLICY ON ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES:
Students with disabilities that affect their participation in the course and who wish to have
special accommodations should contact the University’s Disabilities Services
(http://disabilityservices.unc.edu) and provide documentation of their disability. Disabilities
Services will notify the instructor that the student has a documented disability and may require
accommodations. Students should discuss the specific accommodations they require (e.g.
changes in instructional format, examination format) directly with the instructor.
POLICIES ON THE USE OF ELECTRONIC DEVICES IN THE CLASSROOM
Use of electronic devices for non-class related activities (e.g. checking email, surfing, IMing,
blogging, playing games) is prohibited. Use of laptops is permitted as a tool for small group
activities and in-class assignments or as an approved accommodation for students with
disabilities (see above).
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CLASS ASSIGNMENTS
Following is a brief description of assignments required for successful completion of this class.
Additional information will be provided throughout the semester. Please contact the instructor in
the event clarification is needed.
Class Participation (10%) Attendance, punctuality, constructive contributions to discussions,
role in small group tasks and responsiveness to others comments in class determine this grade.
In-class presentation (25%) Each student workgroup is required to prepare and present a 60
minute, in-depth presentation on a special, oppressed, or vulnerable segment of the aging
population. The instructor will provide a sign up sheet at the second class meeting indicating
suggested topics and due dates. The presentation should include a characterization of the
population as well as special individual (e.g., social, psychological, physical) needs. The
presentation should also include and environmental specialization and interventions (proposed
and/or existing) that support these older adults. Class handouts are required; power point is
optional. Presentations will take place over the course of the semester.
Mid-term exam (25%) Questions for this exam will be drawn from the required readings on the
syllabus and class lectures. The format of the exam will include multiple choice, short answer
and essay questions. The purpose of the examination is to evaluate the student’s knowledge of
course content and progress in integrating that content effectively. Students may use their own
notes; however, they may not refer to books or journal articles during the exam. The midterm
will take place during the Week 7 (10/13) class period. In the past, most students have taken
from 1-2 hours to complete the exam. There will be no time limit for completion. The full
length of the class will be provided to complete the exam if needed.
Life Grid Paper (25%) The final paper will include two parts. The first part will involve
completing life grids for yourself and two other adults. One adult should be of your parents’ age
(and indeed could be your parent). The other adult could be someone your grandparents’ age or
someone younger than yourself. (At least 18 years or older, please). You will complete a life
grid based on his/her prior years and projections his/her life based on expectations of the future.
The second part of the paper involves describing the differences and similarities of the three life
grids using information from the course. You will integrate social theories (at least one
theoretical perspective is required), life course perspective, the biopsychosocial contexts, and
demographic trends. An outline for this assignment will be provided on the fourth week of class.
The final paper, in hard copy, is due on Friday, December 5th by 5:00 p.m. An electronic copy of
the paper will be accepted but the student must take complete responsibility for the paper
arriving at the assigned time or the paper will be considered late.
Final Exam (25%) This exam will follow the same format as your Mid-Term. The questions
from the exam will be drawn from the required readings on the syllabus and from class lectures.
You may use your own notes. The Final Exam will be held on December 1st, 2008 during the
final class meeting.
EVALUATION OF WORK:
Class Attendance and Participation
Class presentation
(TBA)
10%
25%
4
Mid-term Exam
Final Paper
Final Exam
Total
(10/13)
(12/05)
(12/01)
20%
20%
25%
100%
The School of Social Work operates on an evaluation system of:
Honors (H), Pass (P), Low Pass (L), and Fail (F).
For this class, the numerical range of H is 94-100; P is 80-93; L is 70-79.
WEEK
&
DATE
Week 1
8/25
TOPICS
READINGS AND ASSIGNMENTS
An Overview:
The Aging
Population
R Sasson, S. (2000). Beneficence versus respect for autonomy: An ethical
dilemma in social work practice. Journal of Gerontological Social
Work, 33(1), 5-16.1
Autonomy vs.
Beneficence
R (for SW students) Reamer, F.G. (1995). Ethics and values. In R. L.
Edwards (Ed.), Encyclopedia of social work (pp. 893-902). New York:
National Association of Social Workers. 1
R Rosowsky, E. (2005). Ageism and professional training in aging: who will
be there to help? Generations, 24(3), 55-58. 1
S United States Census Bureau (n.d). Older Americans Update 2008: Key
indicators of well-being. Available online at:
http://www.agingstats.gov/update2008/default.htm
S US Department of Health and Human Services. (2004). Health, United
States, 2003: Special excerpt: Trend tables on 65 and older population.
(DHHS Pub No. 2004-0152). Hyattsville, MD: Author.
S Administration of Aging (2008). A Profile of Older Americans: 2008.
Available online at:
http://www.aoa.dhhs.gov/PRESS/prodsmat/fact/pdf/ss_stat_profile.pdf
S Morgan, D.L. (1998). Facts and figures about the baby boom. Generations,
22(1), 10-16.3
Week 2
9/8*
Psychological
Context of Aging
Reminder:
No class next week – Monday Sept. 1! Use this week to read first three
articles.
R Text: Chapter 6: Personality and Mental Health in Old Age
R Riley, M.R. (1987). On the significance of age in sociology. American
Sociological Review, 52, 1-14. 2
S Flynn, K. E. & Smith, M.A. (2007). Personality and health care decisionmaking style. Journal of Gerontology: Psychological Sciences, 62B (5),
5
WEEK
&
DATE
TOPICS
READINGS AND ASSIGNMENTS
261-267. 3
S Mui, A. & Kang, S.Y. (2006). Acculturation stress and depression among
asian immigrant elders. Social Work, 51(3), 243-255. 3
Week 3
9/15
Psychological
Context of Aging
R Text: Chapter 5: Cognitive Changes with Aging
R Alzheimer’s Association. (2007). Alzheimer’s Disease Facts and Figures:
2007. Available on-line at:
http://www.alz.org/national/documents/report_alzfactsfigures2007.pdf
Video:
The Aging Brain: R Ardelt, M. (2000). Intellectual versus wisdom-related knowledge: The case
for a different kind of learning in the later years. Educational
Through Many
Gerontology, 26(6). AN4140568 2
Lives
S Froehlich, T. (2001). Dementia and race: are there differences between
African-Americans and Caucasians? Journal of the American Geriatrics
Society, 49, 477-484 3
S Dufouil, C., Fuhrer, R., & Alperovitch, A. (2005). Subjective cognitive
complaints and cognitive decline: Consequence or predictor? The
epidemiology of vascular aging study. Journal of the American
Geriatrics Society, 53(4), 616-621. 3
S Forno, G.D., Palermo, M.T., Donohue, J.E., Karagiozis, H., Zonderman,
A.B., & Kawas, C.H. (2005). Depressive symptoms, sex, and
Alzheimer’s disease. Annals of Neurology, 57(3), 381-389. 3
S Memory Bridge: Validation breakthrough video clip. (2007).
Available on-line at: www.memorybridge.org/video.php
S Kemperman G, Wiskott, L, & Gage, F. (2004) Functional significance of
adult neurogenesis. Current Opinion in Neurobiology 14(2) 186-191 3
Week 4
9/22
R Text: Chapter 4: Managing Chronic Diseases and Promoting Well-Being
The Biological
and Physiological in Old Age
Context of Aging
R Text: Chapter 3: The Social Consequences of Physical Aging
.
R Yang, Y. & George, L. (2005). Functional disability, disability transitions,
and depressive symptoms in late life. Journal of Aging and Health,
17(3), 263-292. 2
R Achenbaum, W.A. (2006). Living with chronic illness: chronically me.
Generations 30 (3), 93-95. 3
6
WEEK
&
DATE
TOPICS
READINGS AND ASSIGNMENTS
S Cuijpers, P. & Lammeren, P. (1999). Depressive symptoms in chronically ill
elderly people in residential homes. Aging & Mental Health, 3(3), 221.
AN3954758. 2
S Marek, K.D., et al. (2005). Clinical outcomes of aging in place. Nursing
Research, 54(3), 202-211. 3
S Center for Disease Control (2007). State of Aging and Health in America:
2007. Available online at: http://www.cdc.gov/aging/pdf/saha_2007
Week 5
9/29
Social Context of
Aging
R Text: Chapter 8: Social Theories of Aging
R (for SW students) Turner, F. J. (1995). Social work practice: Theoretical
base. In R. L. Edwards (Ed.), Encyclopedia of Social Work (pp. 22582265). New York: National Association of Social Workers. 2
R Hendricks, J. (1992). Generations and the generation theory in social
gerontology. International Journal of Aging and Human Development,
35(1), 31-47. 2
R Haber, C. (2006). Old age through the lens of family history. In Binstock,
R.H. & George, L.K. (Eds). Handbook of Aging and the Social Sciences
(pp. 59- 75). New York: Academic Press. 2
R Angel, R. & Angel, J. (2006). Diversity and aging in the united states. In
Binstock, R.H. & George, L.K. (Eds). Handbook of Aging and the Social
Sciences (pp. 94-110). New York: Academic Press. 2
S Hoover, K., & Donovan, T. (2001). The elements of social science thinking.
New York: Bedford/St. Mary's.2
S O’Rand, A.M. & Krecker, M.L. (1990). Concepts of the life cycle: Their
history, meanings, and uses in the social sciences. Annual Review of
Sociology, 16, 241-262. 2
S Riley, M.R. (1971). Social gerontology and the age stratification of society.
The Gerontologist, 11, 79-87. 3
Week 6
10/06
Social Context of
Aging:
Productive Aging
R Text: Chapter 12: Paid and Nonpaid Roles and Activities
R Schulz, R. & Heckhausen, J. (1996). A life span model of successful aging.
American Psychologist, 51(7), 702-714. 2
R Kahn, RL. (2002). On “successful aging and well-being”: Self-rated
compared with Rowe and Kahn. The Gerontologist, 42 (6), 725-726. 2
7
WEEK
&
DATE
TOPICS
Life grid activity
and final paper
outline provided
READINGS AND ASSIGNMENTS
R Rowe, JW. & Kahn, RL. (1997). Successful aging. Gerontologist, 37 (4),
433-440. 3
R Hinterlong, J.E. & Williamson, A. (2006). The effects of civic engagement
of current and future cohorts of older adults. Generations, 30(4), 1017.3
S George, L.K. (2006). Perceived quality of life. In Binstock, R.H. George,
L.K. (Eds). Handbook of Aging and Social Sciences (pp 320-336). New
York: Academic Press.
S Carlton-Laney, I. (2006/07). ‘Doing the lord’s work’: African-American
elders’ civic engagement. Generations, 30(4),47-50.3
S Cohen, G. (2006). Research on creativity and aging: the positive impact of
the arts on health and illness. Generations, 30(1), 7-15.3
S Schmidt, P.B. (2006). Creativity and coping in later life. Generations,
30(1),27-31.3
Week 7
10/13
Week 8
10/20
MID TERM EXAM
Social Context of
Aging:
R Text: Chapter 9: The Importance of Social Supports: Family, Friends,
Neighbors, and Communities
Social Supports
and Caregiving
Issues
R Text: Chapter 10: Opportunities and Challenges of Informal Caregiving
R Cantor, M.H. (1992). Families and caregiving in an aging society.
Generations, 16(3), 67-71. 2
R Carter, B. & McGoldrick, M (1989). Overview: The changing family life
cycle. In The changing family life cycle: A framework of family therapy
(2nd Ed.). Boston: Allyn and Bacon. 2
R Hashimoto, A. (1993). Family relations in later life: A cross-cultural
perspective. Generations, 17(4), 24-27. 2
S Chadiha, L., Adams, P., Phorano, O., Ong, S.L. & Byer, L. (2002). Stories
told and lessons learned from African- American caregivers: vignettes
for empowerment practice. Journal of Gerontological Social Work. 40
(1/2), 135-144. 3
S Gold, D.T. (1989) Sibling relationships in old age: A typology.
International Journal of Aging and Human Development, 28(1), 37-51. 3
S Moyer, M.S. (1993). Sibling relationships among older adults. Generations,
8
WEEK
&
DATE
TOPICS
READINGS AND ASSIGNMENTS
16(3), 55-59. 3
S White, L.K. & Riedmann, A. (1992). When the Brady bunch grows up:
Step/Half-and Full sibling relationships in adulthood. Journal of
Marriage and the Family, 54(1), 197-208. 3
Week 9
10/27
The Social
Context of
Aging:
R Chapter 15: The Resilience of Older Women
R Roe, K.M. & Minkler, M. (1999). Grandparents raising grandchildren:
Challenges and responses. Generations, 22(4), 25-33. 2
Aging and
R Burton, L. & Devries, C. (1992). Challenges and rewards: African
Gender and
American grandparents as surrogate parents. Generations, 16(3), 51-55.
Intergenerational
2
Families
S Pillemer, K. & Suitor, J. J. (1991). Will I ever escape my child’s problems?
Effects of adult children’s problems on elderly parents. Journal of
Marriage and the Family, 53(3), 585-594. 2
Week 10
11/03
The Social
Context of
Aging:
Ethnicity and
Older Adults
R Text: Chapter 14, The Resilience of Elders of Color
R Kasper, J.D., Ensminger, M.E., Green, K.M., Fothergill, K.E., et al. (2008).
Effects of poverty and family stress over three decades on the functional
status of older African-American women. Journal of Geronotology:
Social Sciences, 63B, (4), 201-210. 3
R Olson, L.K. (2001). Multiculturalism and long-term care: The aged and
their caregivers. In Olson, L. (Ed.) Age through Ethnic Lenses (pp. 116). New York: Rowan & Littlefield Publishers. 2
R Dilworth-Anderson, P. & Gibson, B.E. (1999). Ethnic minority perspectives
on dementia, family caregiving, and interventions. Generations, 23(3),
40-45. 2
S Harel, Z. (2001). Jewish aged: Diversity in need and care solutions. In
Olson, L. (Ed.) Age through Ethnic Lenses (pp. 143-159). New York:
Rowan & Littlefield Publishers. 2
S Feld, S., Dunkle, R.E. & Schroepfer, T. (2004). Race/ethnicity and marital
status in IADL caregiver networks. Research on Aging, 26(5), 531-558. 3
For statistics related to minorities and aging:
S aarp.org/research/reference/minorities/areasearch-import-5
S www.aoa.gov/prof/statististics/minority-aging/facts
9
WEEK
&
DATE
Week 11
11/10
TOPICS
READINGS AND ASSIGNMENTS
Living
Arrangements
and Social
Interactions
R Text: Chapter 11: Living Arrangements and Social Interactions
Video:
Almost Home
R Rahman, A.N. & Schnelle, J.F. (2008). The nursing home culture-change
movement: recent past, present, and future directions for research.
Gerontologist, 48(2), 142-148.3
R Decker, F.H. (2005.) Nursing homes, 1977-1999: What has changed, what
has not? Online available at:
http://www.cdc.gov/nchs/data/nnhsd/NursingHomes1977_99.pdf.
R (for social work students) Zimmerman, S.I., Munn, J., & Koenig, T.
(2006). Social work practice in assisted living settings. In B.Berkman &
S. D'Ambruso (Eds.), Handbook of Social Work in Health and Aging.
New York: Oxford University Press. 3
S Zimmerman, S.I., et al., (2005). How good is assisted living? Findings and
implications from an outcomes study. Journal of Gerontology: Social
Sciences, 60B (4), S195-S204. 3
S Jones, A. (2002). The National Nursing Home Survey: 1999 summary.
National Center for Health Statistics. Vital Health Statistics 13(152).
Retrieved July 10, 2005 from
http://www.cdc.gov/nchs/about/major/nnhsd/nnhsd.htm.
S Bowers, B., Fibich, B. & Jacobson, N. (2001). Care-as-service, care-asrelating, care-as-comfort: Understanding nursing home residents’
definitions of quality. The Gerontologist, 42(4), 539-545. 3
S DeVries, B. (2006). Home at the end of the rainbow: Supportive housing for
LGBT elders. Generations, 29(4), 64-69. 3
S Blank, T. (2004). Sunset Pink Villa: a home for gay and lesbian elders. The
Gerontologist, 44 (6), 856-857.3
Week 12
11/17
The
Psychological
Context of
Aging:
R Text: Chapter 7: Love, Intimacy, and Sexuality in Old Age
Personal
Relationships
&
Spirituality
R Eckert, J.K, Zimmerman, S.I., & Morgan, L.A. (2001). Connectedness in
residential care: A qualitative perspective. In Zimmerman, S., Sloane,
P., & Eckert, K. (Eds.) Assisted living: Needs, practices and policies in
residential care for the elderly. (pp 292-317). Baltimore and London:
Johns Hopkins Press. 2
R Skultety, K. (2007). Addressing issues of sexuality with older couples.
Generations, 31(3), 31-37. 3
R Blazer, D. (1991). Spirituality and aging well. Generations, 15(1), 61-66. 2
10
WEEK
&
DATE
TOPICS
READINGS AND ASSIGNMENTS
R Fry, P. (2000). Religious involvement, spirituality and personal meaning for
life: Existential predictors of psychological well-being in community
residing and institutional care elders. Aging and Mental Health, 4(4),
375.AN4176430 2
S de Vries, B. (2007). LBGT couples in later life: a study in diversity.
Generations, 31(3), 18-23. 3
S Bitzan, J.E. & Kruzich, J.M. (1990). Interpersonal relationships of nursing
home residents. Gerontologist. 30(3): 385-390. 2
S Miles, S. & Parker, K. (1999). Sexuality in the nursing home: Iatrogenic
loneliness. Generations, 23(1), 36-43.2
S Parker, M. et al. (2002). A multi-disciplinary model of health promotion
incorporating spirituality in a successful aging intervention with African
American and white elderly groups. The Gerontologist, 42(3),
406.AN6815503 3
S Johnson, C.L. & Barer, B.M. (1997). Life Beyond 85 Years: The Aura of
Survivorship. New York: Springer.
Week 13
11/24
End of Life
R Text: Chapter 13: Death, Dying, Bereavement, and Widowhood.
R Hansson, R.O. & Stroebe, M. (2007). Coping with bereavement.
Video Clip:
Generations 31(3), 63-65. 3
From On Our
Own Terms: A
Different Kind of R Steinhauser, K. E., Christakis, N. A., Clipp, E. C., McNeilly, M., McIntyre,
L., & Tulsky, J. A. (2000). Factors considered important at end of life by
Care.
patients, family physicians, and other care providers. JAMA, 284(19),
2476-2482. 2
R Kwak, J., Haley, W., Chiriboga, D. (2008). Racial differences in hospice
use and in-hospital death among medicare and medicaid dual-eligible
nursing home residents. Gerontologist, 48 (1), 32-41.3
S D’Epinay, L., Cavalli, S., & Spini, D. (2003). The death of a loved one:
impact on health and relationships in very old age. Omega: Journal of
Death and Dying 47 ( ), 265-284 3
S Mezey, M., Dubler, N.N., Mitty, E., & Brodya, A.A. (2002). What impact
do setting and transitions have on the quality of life at the end of life and
the quality of the dying process? The Gerontologist, 42(SI III), 54-67. 3
Week 14
12/1
Evaluation of
Learning
Final Exam and Course Evaluation
11
1
Instructor will provide during the first class meeting.
Available online via Blackboard (http://blackboard.unc.edu) under “Assignments” and
“Readings”.
3
Can be found online through UNC Libraries – electronic journals.
* Note: No class on Labor Day 9/1/08.
2
12