Request for New Course EASTERN MICHIGAN UNIVERSITY DI VI SI ON OF ACADEM I C AFFAI RS
REQUEST FOR NEW COURSE DEPARTM ENT /SCHOOL : _HISTORY & PHILOSOPHY_____________________COLLEGE:
ARTS & SCI ENCE
CONTACT PERSON: _____PROF. STEVEN J. RAM OLD_______________________________________________________________
CONTACT PHONE:
487-1018
CONTACT EM AI L :
SRAM OLD@EM I CH .EDU
REQUESTED START DATE: T ERM ___SUM M ER______Y EAR___2012________
A. Rationale/Justification for the Course The Civil War: Combat, Culture, and Place course is a traveling course designed for the Spring or Summer Semester that visits several key spots associated with the cause, conduct, and consequence of the American Civil War. Whereas HIST 385 Civil War and Reconstruction covers the entire scope of the Civil War, this course concentrates on the experience of individuals during the war, both soldier and civilian. Both the format of the course and the subject matter present the opportunity for a unique educational experience. First, the course itself is a unique alternative form of education. Classroom education is the bedrock of the college experience, but the opportunity to leave campus and experience history in the spot where it happens is available only in very limited circumstances. Luckily, this opportunity is available for the American Civil War. The locations associated with the Civil War are not only available, they are in many cases remarkably well preserved. The sites offer a chance for students to associate name and event with place in a manner impossible in an exclusively on-­campus course. Second, in addition to the opportunity presented by having important historical sites available, the course offers the unique benefits of the group educational experience. Group activities in a classroom settings are a useful pedagogical method, a method intensified in a travel-­type course. Students bond in a way that the classroom setting rarely offers, and the close working relationship established in a travel course creates the opportunity to share not only ideas, but experiences and collective knowledge. Next, this course provides a learning environment that permits a variety of learning methods. Students bring to the class their own imagery and perceptions of the Civil War, an event of which most students possess some rudimentary knowledge. To this is added information provided by the assigned readings, group activities on the tour, and lectures on the battlefield by the instructor or a provided tour guide. Capping the experience is the chance to conduct primary research at the Library of Congress, where students will examine documents written by participants in the Civil War. Lastly, this course helps to answer the question that so many students ask: What can I do with an M.A. in History? The FRXUVHRIIHUVWKHRSSRUWXQLW\WRVHHWKHKLVWRULFDOSURIHVVLRQLQLWVPDQ\IRUPVWKURXJKD³EHKLQGWKHVFHQHV´ORRNDW
how historians preserve the past. Students will get a lesson in historic preservation by the National Park Service (a significant employer of History graduates with advanced degrees), receive instruction in archive and document management at the Library of Congress, and understand the historical mission of museum work at both large and small institutions. Students will also see Historic Preservation efforts in action, another growing field employing many History graduates. By presenting a variety of historical opportunities, students can identify future occupational options that they might have never considered. Miller, New Course Sept. 09 Request for New Course
B. Course Information
1. Subject Code and Course Number:
HIST 570
2. Course Title:
Civil War: Combat, Culture, and Place
3. Credit Hours:
3
4. Repeatable for Credit? Yes__X_____
No______
If “Yes”, how many total credits may be earned?___3____
5. Catalog Description (Limit to approximately 50 words.):
A course that takes students to important Civil War sites as part of a wider exploration of the events related to the
cause, conduct, and consequence of the American Civil War. This travel course emphasizes the experience of the
common Civil War participant, and provides the student the opportunity to conduct primary research at a major
document repository.
6. Method of Delivery (Check all that apply.)
a. Standard (lecture/lab) X
On Campus
Off Campus
X
b. Fully Online
c. Hybrid/ Web Enhanced
7. Grading Mode:
Normal (A-E)
X
Credit/No Credit
8. Prerequisites: Courses that MUST be completed before a student can take this course. (List by Subject Code, Number and Title.)
9. Concurrent Prerequisites:
Code, Number and Title.)
Courses listed in #5 that MAY also be taken at the same time as a student is taking this course. (List by Subject
10. Corequisites: Courses that MUST be taken at the same time as a student in taking this course.
(List by Subject Code, Number and
Title.)
11. Equivalent Courses. A student may not earn credit for both a course and its equivalent. A course will count as a repeat if an equivalent
course has already been taken. (List by Subject Code, Number and Title)
12. Course Restrictions:
a. Restriction by College. Is admission to a specific College Required?
Miller, New Course
Sept. 09
College of Business
Yes
No
X
College of Education
Yes
No
X
New Course Form
b. Restriction by Major/Program. Will only students in certain majors/programs be allowed to take this course?
Yes
No
X
If “Yes”, list the majors/programs
c. Restriction by Class Level Check all those who will be allowed to take the course:
Undergraduate
Graduate
All undergraduates_______
All graduate students_X___
Freshperson
Certificate
Sophomore
Masters
Junior
Specialist
Senior
Doctoral
Second Bachelor________
UG Degree Pending_____
Post-Bac. Tchr. Cert._____
Low GPA Admit_______
Note: If this is a 400-level course to be offered for graduate credit, attach Approval Form for 400-level Course for Graduate
Credit. Only “Approved for Graduate Credit” undergraduate courses may be included on graduate programs of study.
Note: Only 500-level graduate courses can be taken by undergraduate students. Undergraduate students may not register for
600-level courses
d. Restriction by Permission. Will Departmental Permission be required?
Yes
No
(Note: Department permission requires the department to enter authorization for every student registering.)
13. Will the course be offered as part of the General Education Program?
Yes
No
X
X
If “Yes”, attach Request for Inclusion of a Course in the General Education Program: Education for Participation in the Global Community
form. Note: All new courses proposed for inclusion in this program will be reviewed by the General Education Advisory Committee. If this
course is NOT approved for inclusion in the General Education program, will it still be offered? Yes
No
C. Relationship to Existing Courses
Within the Department:
14. Will this course will be a requirement or restricted elective in any existing program(s)? Yes
No
X
If “Yes”, list the programs and attach a copy of the programs that clearly shows the place the new course will have in the curriculum.
Program
Required
Restricted Elective
Program
Required
Restricted Elective
15. Will this course replace an existing course? Yes
Miller, New Course
Sept. ‘09
No
X
Page 2 of 2
New Course Form 16. (Complete only if the answer to #15 LV³<HV´ a. Subject Code, Number and Title of course to be replaced: b. Will the course to be replaced be deleted? Yes No 17. (Complete only if the answer #16b is ³<HV´,IWKHUHSODFHGFRurse is to be deleted, it is not necessary to submit a Request for Graduate and Undergraduate Course Deletion. a. When is the last time it will be offered?
Term
Year
b. Is the course to be deleted required by programs in other departments?
Contact the Course and Program Development Office if necessary.
Yes
No
c. If ³<HV´, do the affected departments support this change?
Yes
No
If ³<es´, attach letters of support. If ³1o´, attach letters from the affected department explaining the lack of support, if available. Outside the Department: The following information must be provided. Contact the Course and Program Development office for assistance if necessary. 18. Are there similar courses offered in other University Departments? Yes If ³<es´, list courses by Subject Code, Number and Title No X 19. If similar courses exist, do the departments in which they are offered support the proposed course? Yes No If ³<es´, attach letters of support from the affected departments. If ³1R´ attach letters from the affected department explaining the lack of support, if available. D. Course Requirements 20. Attach a detailed Sample Course Syllabus including: a. Course goals, objectives and/or student learning outcomes b. Outline of the content to be covered c. Student assignments including presentations, research papers, exams, etc. d. Method of evaluation e. Grading scale (if a graduate course, include graduate grading scale) f. Special requirements g. Bibliography, supplemental reading list h. Other pertinent information. NOTE: COURSES BEING PROPOSED FOR INCLUSION IN THE EDUCATION FOR PARTICIPATION IN THE GLOBAL COMMUNITY PROGRAM MUST USE THE SYLLABUS TEMPLATE PROVIDED BY THE GENERAL EDUCATION ADVISORY COMMITTEE. THE TEMPLATE IS ATTACHED TO THE REQUEST FOR INCLUSION OF A COURSE IN THE GENERAL EDUCATION PROGRAM: EDUCATION FOR PARTICIPATION IN THE GLOBAL COMMUNITY FORM. E. Cost Analysis (Complete only if the course will require additional University resources. Fill in Estimated Resources for the sponsoring department(s). Attach separate estimates for other affected departments.) Miller, New Course 6HSWµ Page 4 of 14 New Course Form Estimated Resources: Year One Year Two Year Three Faculty / Staff $_________ $_________ $_________ SS&M $_________ $_________ $_________ Equipment $_________ $_________ $_________ Total $_________ $_________ $_________ F. Action of the Department/School and College 1. Department/School Vote of faculty: For _____15_____
Against _____0_____
Abstentions ____0______
(Enter the number of votes cast in each category.)
Kate M ehuron
11-15.2011
Department Head/School Director Signature
Date
2. College/Graduate School
A. College
College Dean Signature B. Graduate School (if Graduate Course) Graduate Dean Signature Date Date Associate Vice-­President for Academic Programming Signature Date Page 5 of 14 G. Approval Miller, New Course 6HSWµ New Course Form HIST 570: CIVIL WAR TRAVEL COURSE Course Description: This course replaces conventional classroom education with onsite first-­person experience in the history of the U.S. Civil War. While the tour concentrates on key battles of the Eastern theater of the war only, students receive a wide range of experiences that lead to a broader view of what the average Civil War soldier experienced. The tour will visit several major battlefields and historical sites, including museums and historical reenactments. The major theme of the course is the importance of the individual and the small group in determining the fate of broader events. Battlefield tours will concentrate on smaller portions of the battle where the actions of an individual or a small group of people changed the course of the battle to victory or defeat. Course Intent: This course supports the General Education program by providing an alternative experience to the usual classroom instruction. The Civil War is a particularly good travel course topic as not only are the sites where these events occurred still intact, in most cases they are remarkably well preserved and maintained. Course Requirements: 1) Students are required to read *HUDOG)/LQGHUPDQ¶V Embattled Courage: The Experience of Combat in the American Civil War (New York: Free Press, 1987. ISBN: 0029197619). Students should purchase this book well in advance of the course, and be prepared to discuss it at the opening meeting on campus before we leave. The opening meeting discussion of the Linderman book comprises 10% of the total grade. 2) Students are required to read any three of the following books: Glenn W. LaFantasie. Twilight at Little Round Top: July 2, 1863, The Tide Turns at Gettysburg (Hoboken, NJ: John Wiley & Sons, 2005. ISBN: 0471462314). Philip T. Tucker. %XUQVLGH¶V%ULGJH7KH&OLPDWLF6WUXJJOHRIWKHnd and 20th Georgia at Antietam Creek (Mechanicsburg, PA: Stackpole, 2000. ISBN: 0811701999). John Cannan. %ORRG\$QJOH+DQFRFN¶V$VVDXOt on the Mule Shoe Salient, May 12, 1864 (Cambridge, MA: DaCapo. 2002. ISBN: 0306811510). Thomas J. Howe. The Petersburg Campaign: Wasted Valor, June 15-­18, 1864 (Lynchburg, VA: H.E. Howard, 1988. ISBN: 0930919548). 3) Students are required to actively participate in all scheduled events, including the evening wrap-­up sessions. At these sessions, students will complete brief writing exercises and group GLVFXVVLRQVUHODWHGWRWKHGD\¶VDFWLYLWLHVThe grades for these exercises are based upon writing ability, depth of discussion, and level of participation. The wrap-­up sessions comprise 45% of the total grade. 4) Students will write a 15-­page paper using information from the reading materials, observations while on the tour, and primary materials from collections at the Library of Congress. The group will conduct research at the Library of Congress, providing an opportunity to look at primary materials. The student will select a manuscript collection from a list provided by the instructor on page 6 of the syllabus. The collections include descriptions of battles mentioned in the books above, the same battlefields visited on the tour. The paper comprises 45% of your total grade. Miller, New Course 6HSWµ Page 6 of 14 New Course Form Students should go to http://www.loc.gov/rr/mss/mss-­use.html to familiarize themselves with the Rules and Conditions of Use to use materials at the Library of Congress before the tour begins. The papers should be double-­spaced, non-­justified, in a standard 12-­size font with one-­inch margins all around. Your paper should address three broad concepts. First, based upon your observations, what made each of the battlefields that we created unique? How GLGµSODFH¶DIIHFWWKHFRXUVHRIHDFKEDWWOH"6HFRQGZKDWUROHGLGWKHVPDOOLQGLYLGXDOSOD\LQ
this much bigger war? How did your readings and primary research either reinforce or change your perception that individual participation in the war or attitudes about the war? Lastly, what is your perception of the jobs performed by the professional and technical people we met on the tour? Does their work have value, and are there any new professions that you may consider because of the tour? Opening Meeting: There will be an opening meeting for the course in Boone Hall on campus (time to be determined later). It is very important that you attend this meeting. We will do several vital things that require your attention, so you must make every effort to attend. First, there is necessary paperwork to fill out. This is mostly information and legal protection, for both you and the university, which must be filled out before we leave. If you do not fill out this paperwork, you cannot go on the tour. If you do not attend the opening meeting, it is up to you to come to campus, find me (an uncertain venture at best), and get the paperwork done before we leave. Second, you will have a chance to meet the other people on the tour. This is important because, unless you already have a hotel room partner, this is where you will meet the person you will share a hotel room for a week. If you are not there, you lose the ability to choose with whom you share a room. Next, the instructor will have the students will out a pre-­tour questionnaire regarding student perceptions of professional opportunities in the social science fields. The instructor requires this questionnaire in order to assess student opinions of social science career fields, and to shape the tour to accommodate tour objectives. /DVWO\ZHZLOOKDYHDGLVFXVVLRQRI*HUDOG/LQGHUPDQ¶VERRNEmbattled Courage, which serves as an introduction to the Civil War for those of you who have not studied the war in depth before. Students should obtain a copy of the book, read it before arriving at the opening meeting, and be prepared to discuss it. As this is part of the foundation for your paper project, you will be graded on group participation in this class discussion. Course Considerations: Please be advised that this trip requires a considerable amount of walking over potentially uneven terrain. Students should bring shoes/clothing suitable for long walks at National Park Service sites. Also, Summer weather, especially in Virginia, can be extremely warm and humid (upper 90s in both categories). Consider this when planning your travel wardrobe. Sunscreen, insect repellent, and an insulated water bottle might be a good investment. As college students, you are expected to act as adults, including taking responsibility for your own actions. Although free time will be make available, the tour must keep to a tight schedule, and WILL leave at the scheduled times. Any student left behind is on their own. Next, this is not a vacation. Students are expected to attend ALL scheduled events. Third, all students are responsible for their own actions. This trip is not an invitation to cut loose, and students, especially those under the legal drinking age, are reminded that EMU will not shield them from legal violations. Lastly, remember that you are not only representing yourself, you are representing EMU. Miller, New Course 6HSWµ Page 7 of 14 New Course Form Tentative Schedule: Campus: Opening Meeting Meeting D³PHHWDQGJUHHW´RWKHUWRXUPHPEHUV b. fill out course-­related paperwork FGLVFXVV/LQGHUPDQ¶VEmbattled Courage Day 1: +DUSHU¶V)HUU\ DWUDYHOIURP<SVLODQWLWR+DUSHU¶V)HUU\:9 b. 3:30pm: WRXURI+DUSHU¶V)HUU\EDWWOHILHOG c. 5:00pm: ³EHKLQGWKHVFHQHV´ORRNDW1DWLRQDO3DUNV6HUYLFHDUWLIDFWV d. 7:30pm: Wrap Up Session at the hotel Day 2: Richmond a. 8:00am: bus leaves for Richmond, VA b. 11:00am: Gaines Mill Anniversary Weekend c. 1:30pm: tour of the Museum of the Confederacy d. 3:00pm: talk with John Coski, historian of the Museum of the Confederacy e. 4:00pm: tour of the Tredegar Iron Works f. 7:30pm: Wrap Up Session at the hotel Day 3: Petersburg a. 9:30am: bus leaves for tour of Petersburg battlefield b. 10am: tour of the Petersburg battlefield c. 1pm: talk with Bob Kirby, Superintendent of the Petersburg Battlefield Park c. 2:30: tour of Siege Museum d. 7:30pm: Wrap Up Session at the hotel Day 4: Fredericksburg and Spotsylvania a. 9:00am: bus leaves hotel for tour of Spotsylvania battlefield b. 10:00am: tour of Spotsylvania battlefield c. 1:00pm: tour of Fredericksburg battlefield d. 7:30pm: Wrap Up Session at the hotel Day 5: Washington, DC a. 9:00am: talk with Jeff Flannery, Head of Archive Services, Library of Congress b. 10:00am: research at the Library of Congress c. 2:00pm: YLVLWWR)RUG¶V7KHDWHU d. 7:30pm: Wrap Up Session at the hotel Day 6 : Antietam a. 9:00am: bus leaves hotel for tour of Antietam battlefield b. 10:00am: tour of the Antietam battlefield c. 1:00pm: visit to National Park Service archeology site on Antietam battlefield d. 7:30pm: Wrap Up Session at the hotel Day 7: Gettysburg a. 9:00am: bus leaves hotel for tour of Gettysburg battlefield b. 10:00am: tour of the Gettysburg battlefield Miller, New Course 6HSWµ Page 8 of 14 New Course Form Day 8: Two Weeks: Later c. 1:00pm: Cultural Tour of Gettysburg by Gettysburg Historical Society d. 7:30pm: Wrap Up Session at the hotel Ypsilanti a. travel from Gettysburg, PA to Ypsilanti Research Papers are Due a. papers are due by 5pm Miller, New Course 6HSWµ Page 9 of 14 New Course Form LIBRARY OF CONGRESS: COLLECTION NAMES AND NUMBERS* Union: Fenton, Lewis R. (299) Name (please print): ______________________________ Gibson, F.J. (345) ______________________________ Grebe, Balzar (367) ______________________________ Homsher, Charles Wesley (448) ______________________________ Howe, Hiram P. (455) ______________________________ Hudson, George A. (462) ______________________________ Johnson, E.E. (480) ______________________________ Johnson, W.C. (483) ______________________________ Latta, James William (526) ______________________________ Lewis, Lothrop Lincoln (542) ______________________________ Libby, Frederick Joseph (544) ______________________________ Lockwood, Jeremiah T. (551) ______________________________ Rockwell, Almon Ferdinand (782) ______________________________ Ryan, Patrick (803) ______________________________ Smith, Howard Malcolm (869) ______________________________ Smith, Oscar (874) ______________________________ Sprague, Homer Baxter (892) ______________________________ Confederate: Fuller, John Pryor (333) ______________________________ Giddings, George H. (347) ______________________________ Greer, Henry I. and Robert (376) ______________________________ Hall, George Washington (386) ______________________________ Jackman, John S. (473) ______________________________ Lurton, Horace Harmon (563) ______________________________ Old, William W. (681) ______________________________ Porter, Albert Quincy (733) ______________________________ Preston, John Thomas Lewis (743) ______________________________ Civilian: Greenwood Plantation (375) ______________________________ Miller, New Course 6HSWµ Page 10 of 14 New Course Form Harralson, Philip Hodnett (406) ______________________________ Lee, Mary Lorrain Greenhow (531) ______________________________ Lord, W.W. (555) Smith, James Power (870) ______________________________ ______________________________ ______________________________ Smith, William Wrenshall (878) * John R. Sellers, Civil War Manuscripts: A Guide to the Collections in the Manuscript Division of the Library of Congress (Washington, DC: Library of Congress, 1986). Miller, New Course 6HSWµ Page 11 of 14 New Course Form Civil War: Combat, Culture, and Place: Daily Wrap-­Up Sessions Take fifteen minutes to answer the daily topic, and be prepared to defend your opinions and decisions when open discussion begins. 'D\+DUSHU¶V)HUU\ After visiting the former arsenal, why do you think that John Brown selected this place for his opening assault upon VODYHU\LQ":KDWUROHGLG+DUSHU¶V)HUU\¶VLVRODWLRQSROLWLFDOLPSRUWDQFHDQGVODYHSRSXODWLRQSOD\LQWKHUDLG" Day 2: Richmond $IWHUYLHZLQJWKHUHHQDFWRU¶VHQFDPSPHQWDW*DLQHV¶0LOOZKDWGR\RXWKLQNPotivates people to reenact the Civil War? In particular, what are the motivations of Confederate reenactors? How did the visit to the Museum of the Confederacy affect your perception of the South during the Civil War? Day 3: Petersburg After learning about the participation of African American troops at the Battle of the Crater, how do you think the battle might have unfolded differently if only white troops had participated in the assault? How did the terrain compared to the other battlefield facilitate the Crater operation? Day 4: Spotsylvania and Fredericksburg After walking two battlefields only five miles apart, how did topography and terrain affect each of the battles? How did the fact that Fredericksburg was an urban battlefield affect how both sides fought the battle? Day 5: Washington, DC After reading the letters of a Civil War Participant at the Library of Congress, how would you assess the importance of letters between soldiers and families during the Civil War? How honest do you think soldiers were with their families DERXWWKHLUH[SHULHQFHV"+RZLPSRUWDQFHZHUHOHWWHUVIURPKRPHLQPDLQWDLQLQJDVROGLHUVVHQVHRIµSODFH"¶ Day 6: Antietam After seeing the various segments of this widely scattered battlefield, how important was the specific terrain where SRUWLRQVRIWKHEDWWOHWRRNSODFH",I8QLRQDWWDFNVKDGRFFXUUHGRQRWKHUSRUWLRQVRIWKHEDWWOHILHOGZRXOGWKHEDWWOH¶V
outcome have been different? Day 7: Gettysburg After viewing the commemoration of the battle on the battlefield itself, why do so many Americans think of Gettysburg DV³WKH´&LYLO:DUEDWWOHILHOG":DVWKHUHDUHFRJQLWLRQRIµSODFH¶WKDWOHG$EUDKDP/LQFROQWRPDNHKLVIDPRXV
address here? Miller, New Course 6HSWµ Page 12 of 14 New Course Form CIVIL WAR BIBLIOGRAPHY: Beringer, Richard E., Archer Jones, and Herman Hattaway, Why the South Lost the Civil War (1986). Boritt, Gabor S. ed. Why the Confederacy Lost (1992), essays by scholars Clinton, Catherine and Silber, Nina, eds. Battle Scars: Gender and Sexuality in the American Civil War (2006). Coffey, David. Sheridan's Lieutenants: Phil Sheridan, His Generals, and the Final Year of the Civil War (2005). Cooper, William J, Jefferson Davis, American (2000). Davis, William C. Look Away! A History of the Confederate States of America (2003). Donald, David. Lincoln Reconsidered: Essays on the Civil War Era (1966). Donald, David ed. Why the North Won the Civil War (1977). Eicher, David J., The Longest Night: A Military History of the Civil War (2001). Glatthaar, Joseph T. Forged in Battle: The Civil War Alliance of Black Soldiers and White Officers (2000). Glatthaar, Joseph T. and Aaron Charles Sheehan. The View from the Ground: Experiences of Civil War Soldiers (2006). Goss, Thomas J. The War within the Union High Command: Politics and Generalship during the Civil War. U. Press of Kansas, 2003. Griffith, Paddy. Battle Tactics of the Civil War (1989). Huston, James L. Calculating the Value of the Union: Slavery, Property Rights, and the Economic Origins of the Civil War (2003). Jones, Howard. Blue and Gray Diplomacy: A History of Union and Confederate Foreign Relations (2009). McPherson, James. For Cause and Comrades: Why Men Fought in the Civil War (1998). Mitchell, Reid. The Vacant Chair: The Northern Soldier Leaves Home (1995). Neely, Mark E. The Last Best Hope of Earth: Abraham Lincoln and the Promise of America (1993). Owsley, Frank Lawrence. King Cotton Diplomacy: Foreign relations of the Confederate States of America (1931). Potter, David. The Impending Crisis 1848-­1861 (1976). Pressly, Thomas. Americans Interpret Their Civil War (1966). Ramold, Steven J. Slaves, Sailors, Citizens: African Americans in the Union Navy (2002). Roberts, William H. Now for the Contest: Coastal and Oceanic Naval Operations in the Civil War (2004). Charles Royster. Destructive War: William Tecumseh Sherman, Stonewall Jackson, and the American Civil War (1992) Miller, New Course 6HSWµ Page 13 of 14 New Course Form Russo, Peggy A. and Finkelman, Paul, eds. Terrible Swift Sword: The Legacy of John Brown (2005). Thornton, Mark and Ekelund, Robert B., Jr. Tariffs, Blockades, and Inflation: The Economics of the Civil War (2004). Turner, George Edgar. Victory Rode the Rails: The Strategic Place of the Railroads in the Civil War (1953). Wilson, Mark R. The Business of Civil War: Military Mobilization and the State, 1861-­1865 (2006). Williams, T. Harry. Lincoln and His Generals (1967). Miller, New Course 6HSWµ Page 14 of 14