Women in Islam
Will be incorporated in the following courses:
Political Science 325 -- Comparative Developing States
Political Science 240 -- African Politics
Political Science 225 -- Model United Nations
Dr. Kwame A. Boateng
Department of Political Science
West Virginia Wesleyan College
Women of Islam Teaching Module
I. Lesson Plan :
This unit will be adjusted so that it will fit the three courses (listed above) into which I intend to incorporate the material. These courses already have components of “Islam,” so I only need to expand upon those topics to include the new material, i.e. “Women in Islam.” The segment will specifically be expanded to incorporate discussions on women in politics in the Islamic world rather than women in politics in the Third World nations. It will still include the political discussions that I normally cover in these courses.
There are a lot of stereotypes about Islamic women. Some people outside the Islamic world, especially Westerners, perceive that Islam, and its interpretation by some of the male leadership, suppresses women. Thus, many believe that women’s positions and their roles in the Islamic world are widely attributed to the influence of Islam. It should be pointed out that contemporary Islam varies in several respects, and the way it is interpreted by individuals (Imams) and regimes also varies considerably. There are different sects like ‘Shi’ism’ and ‘Sunnism’ with different schools of legal interpretation within them. Some of these interpretations have led to general perceptions of the subordinate status of women in some Islamic States. However, at the heart of Islam itself is the belief that the Qur’an is the word of God, and that the Quran and the “Habith” (the sayings of the prophet) make up the basis for Islamic Law (Sharia). To many people the Islamic holy law has provided answers to the various questions raised about the status of women, generally, in the Islamic world.
This teaching module is designed to address various topics related to Women in Islam in particular and Islam in general. Students will be introduced to and familiarized themselves with Women in the Islamic World. Though the primary focus will be on Women in Islam, additional pertinent issues will be discussed. Topics to be discussed will include: What is Islam? the Spread of Islam, the Five Pillars of Islam, Different Sects in Islam, such as Shi’ism, Sunnism and Women, and the Complexity of the Subordinate Status of Women and Islam.
Other topics to be covered are: Folk Islamic life of women from the countryside with traditional and custom versus the Urban Educated Islamic women, Muslim Family Law and Women, Women in Contemporary Islamic Societies e.g. Algeria and Iraq vs. Saudi Arabia and Iran, Women and the Veil, and The Making of the Different Faces of Islamic Fundamentalism.
Learning objectives for Women in Islam only:
By the end of the section on Women in Islam:
- Students will have a better understanding of Islam and some terms associated with the religion.
- Students will be knowledgeable about the evolution and spread of Islam.
- Students will be able to identify and discuss the five tenets of Islam.
- Students will be familiar with the different sects in the religion and the complexity of the “Subordinate Status of
Women and Islam.”
- Students will be introduced to the important Islamic books such as the Qur’an and the Habith and what they say about women.
- Students will be familiarize with and be able to discuss the Muslim Family Law.
- Students will be able to identify and discuss some of the misconceptions about women in Islam.
- Students will be able to distinguish between the Folk Islam of the countryside with Traditional and Custom versus the Urban Educated Islamic Women.
- Students will have a better understanding of the contemporary Islamic Societies with regards to Moslem women wearing (or not wearing) of the Veil.
- Students will have a better understanding of the making of the different faces of “Islamic Fundamentalism,” including
Required materials will be taken from the section’s suggested readings. This will be in addition to the other required books for the listed courses.
The recommended reading and other instructional materials will be kept in the Library under the Professor’s name.
Check revised syllabus section .
First, as I do in most of my classes, I will give the class my “What Do You Know?” map quiz about the countries of the Islamic World. I will further give a quiz on the myths and facts of Women in Islam in particular and Islam in general.
Then Important Maps of the Islamic world and any other necessary handouts of facts and perceptions about women in Islam will be distributed to the Class.
General Discussions will follows.
Suggested Reading for the Women in Islam Module
Ali, Abdullah Yusuf, ed. The Qur’an, Elmhurst: Tahrike Tarsile Qur’an, Inc.,1995.
Ata’ur-Rahim, Muhammad, Jesus, A Prophet of Islam, New Delhi: Kitab Bhavan, 1992.
Cammack, Paul, David Pool and William Tordoff, Third World Politics, Baltimore: The Johns Hopkins University Press, 1989.
Djebar, Assia, A Sister to Scheherazade, Portsmouth: Heinemann, 1987.
Elias, Jamal J., The Pocket Idiot’s Guide to Islam, Indianapolis: Alpha, 2003.
Esposito, John L. and Haddad, Yvonne Yazbeck ed., Muslims on the Americanization Path?,
New York: Oxford University Press, 2000.
_____________ Islam, Gender and Social Change, New York: Oxford, 1998.
Gordon, Matthew, S., Islam, New York: Oxford University Press, 2002.
Khouj, Dr. Abdullah Muhammad, Islam, Its Meaning, Objectives, and Legislative System, Washington D.C.,
Abdullah M. Khouj, 1994.
Khouj, Abdullah M., Religious Tolerance in Islam, Washington D.C. , Abdullah M. Khouj, 1992.
Meriwether, Margaret L. and Tucker, Judith E. ed., A Social History of Women and Gender in the Modern
Middle East, Boulder: Westview Press, 1999.
Mernissi, Fatima, The Veil and the Male Elite ,A Feminist Interpretation of Women’s
Rights in India, Cambridge: Perseus, 1991.
Mir Zohair Husain, Global Islamic Politics, 2nd ed., Addison-Wesley Educational Publishers, Inc., 2003.
Ruthven, Malise, Islam in the World, 2nd. ed., New York: Oxford University Press, 1984.
Sonbol, Amira El Azhary, ed., Women, the Family, and Divorce Laws in Islamic History,
Syracuse: Syracuse University Press, 1996.
Spencer, William, Global Studies: The Middle East, 8 th Ed., Connecticut: Dushkin, 2000.
Stowasser, Barbara Freyer, Women in the Qur’an, Traditions, and Interpretation, New York: Oxford, 1994.
Internet Teaching Resources
West Virginia Wesleyan College
Dept of Political Science
Political Science 325
Comparative Developing States
Instructor: Dr. K. A. Boateng
Class Time and Place: 11:00-11:50 a.m. M.W.F., H 116
Office and Office Hours: 19 Haymond Hall, 9: 00-10:00,&1:00-2:00 MWF or by appointment
Phones: (O) 473-8434 (H) 472-0064 E-mail: Boateng@wvwc.edu
Comparative Developing States
The major objectives of this course are:
- to acquaint students with the political structures, cultures, and processes of politics of the areas to be studied;
- to assist students to become knowledgeable able the various characteristics and problems of political changes in developing nations;
- to help students to compare the major political systems and institutions across the geographical areas of study;
- to enable students to acquire some factual information about the regions we are studying;
- to empower the learners to describe the similarities and differences among these areas of study;
- to evaluate the performances of the areas and assess the nature of the challenges faced in each area;
- to guide students to become familiar with the ways that sociopolitical structures, traditional beliefs and political cultures have caused Third World political changes;
- to help students to understand the concept of sustainable development as pertain to the developing states.
- some objectives from women in Islam section will be included here
- a. Students will have a better understanding of Islam and some terms associated with the religion.
- b. Students will be knowledgeable about the evolution and spread of Islam.
- c. Students will be able to identify and discuss the five tenets of Islam.
- d. Students will be familiar with the different sects in the religion and the complexity of the “Subordinate Status of Women and Islam.”
- e. Students will be introduced to the important Islamic books such as the Qur’an and the Habith and what they say about women.
- f. Students will be familiarize with and be able to discuss the Muslim Family Law.
Therefore, this course is designed to address the various characteristics and problems of political change in developing nations as well as environmental issues and economic development in Brazil in particular and Women in Islam . Students will be introduced to and familiarized with the political changes in Latin America, East and Southeast Asia, The Middle East and Africa. The primary focus will be on the ways that sociopolitical structures, traditional beliefs, political culture, and public policies cause the so-called Third World political changes. Topics to be discussed will include Traditional Societies and Social Changes , Politics of Transitional Societies, The Crises of Uneven Development, The Politics of Development, and Transitions to Democracy. Others are Implementing Development: Capitalism Versus Bureaucracy, Political Economy; Military and Revolutions, Third World in International Politics and Women in Islam and Third World Politics, Foreign Aid and Development, Environmental Issues and Economic Development in Brazil and Why Have Some Countries Developed More Rapidly Than Others?
Since “political science” is built of ideas and events as they occur across time, we may take about 5 minutes each day for “current events” on the African continent, E & SE Asia, Latin America or The Middle East. Students will be expected to provide topics for the discussion. Topics may be selected from the pages of the USA Today, New York Times, Newsweek, US News and World Report, London Times, The Economist, West Africa Magazine, Africa Now, or any magazines on Latin America and The Middle East, Current History, and to contribute their own perspective on the issue.
Active Learning approach will be emphasized in this class. Various teaching methods will be used throughout the semester including lectures, small group discussions, films, instructor facilitated general class discussions and possible guest presenters. Apart from the general readings for the week, students could be assigned additional specific articles and sections of chapters to help them prepare well for group and class discussions.
Reading and writing assignments:
Apart from the general readings for the week, students will be assigned additional specific chapters and articles to help them prepare well for class discussions. Students will be expected to write brief responses to reflect on the articles or chapters that will be assigned. When appropriate, students will be encouraged to present the major points of some articles read for class.
Documentaries and Films :
Appropriate documentaries and film clips will be used in class as needed. Students could also be directed to watch certain documentaries in the Library. In such circumstances, reports and analyses will be required of each student or small group, as the case may be . Examples: The Algerian Revolution; Algeria: women at War; Beyond the Veil: The many faces of Islam; Veil Revolution; Daughters of the Veil etc.
Internationalization of Topics:
Since this is a Third World Politics course including Africa, Latin America, the Middle East, East and Southeast Asia rather than a single nation’s politics and women in Islam , various views formed by groups or geographical regions about the same issue such as sustainable development or preserving the environment will be explored. This will help students to understand the Muslim Family Law and women and how nations pursue their national interests and at the same time try to work together for world peace. Different governmental positions will be objectively examined.
Simulation and Short Debate Techniques
Role-playing will be an essential part of the course to help students understand positions different countries or groups or geographical and ideological alliances take during the discussions of particular international issues. For an example, on the question of sustainable development at the United Nations, the following simulations could be organized:
During the new U.N. Convention on the Law of the Sea which opened for signatures in 1982, what major groups of nations formed to advocate for different positions concerning its provisions during the process of its negotiation? What positions did these groups advocate? What major controversies arose between/among these groups. What were the major innovations of the treaty that were ultimately agreed upon.
The Global Warming debate at the United Nations, has been a priority of many diplomats. Adopt a country or nations and defend its or their position so far as this topic is concern.
- I will organize a mini-debate on Women’s Rights in developing countries, especially in the Islamic World; or
- Islamic Women in Saudi Arabia and Kuwait versus Iraq and Algeria
- Urban vs. Rural Muslim women etc.
Lectures will center round the primary texts, but will not necessarily be bound to them. All students are therefore advised to attend classes regularly. Students are also expected to participate actively in all class discussions. If you are absent, you are still responsible for the material covered.
The instructor reserves the right to deduct a point from a student's final grade if she or he absence her/himself after two previous absence without permission. All emergencies need to be reported to the instructor as quickly as possible.
The six required texts (including two on Women in Islam) for the course are:
- Monte Palmer, Political Development – Dilemmas and Challenges 1997 Edition
- Paul Cammack et a.l., Third World Politics 2 nd Edition
- Robert J. Griffiths Developing World 03/04 13 th Edition
- December Green et al., Comparative Politics of the Third World 2003 edition
- Stowasser, Barbara Freyer, Women in the Qur’an, Traditions, and Interpretation, New York: Oxford, 1994.
- Esposito, John L. and Haddad, Yvonne Yazbeck, Islam, Gender and Social Change, New York: Oxford, 1998.
- * Additional reading may be handed out in class or may be put on reserve in the library at the appropriate time under the name “BOATENG”.
Research Paper:(about 8-10 double-spaced, typewritten pages):
It should be on a topic related to African, Asia, The Middle East, Latin American politics or Women in Islam . Consult the instructor when you are in doubt about topics for which consideration might be given. The paper is due NO LATER THANAPRIL 21, 2004 . The paper counts as much as one exam.
Submit paper topic by Wednesday, February 21, 2004 for approval. Type two copies. Submit
both copies to the professor. Once topic is accepted you will be given one for your records.
Academic Integrity or Plagiarism (See Student Handbook page 38) It states in part,
" The common enterprise of a college is learning. In all cases it demands integrity…"
Two in-class examinations, consisting of essay and short-answer questions and four short quizzes are required in this course. The quizzes (from lecture and all readings) together count as much as one exam.
The first examination is scheduled for February 25, 2004
The dates for quizzes are noted on the tentative course outline.
The final examination is scheduled for Monday, April, 2004 from 8:00-10:00 a.m.
Make-up Examination Policy
No make-ups quizzes and exams will be given to students who fail to take the scheduled ones without college-approved and verifiable excuses. The grade for failing to take regularly scheduled exams and quizzes is a zero. Therefore, it is the student’s responsibility to inform the instructor beforehand about his or her expected absence either in person or by telephone, unless it is truly an emergency, in which case the student involved need to inform the instructor as soon as possible. If permitted, the student must arrange for a make-up quiz within 1 days and make-up exam within 3 days of the scheduled test day.
The grading breakdown is follows:
Exam 1 graded over 100%
4 quizzes & participation 100%
Paper graded over 100%
Exam 2 " " 100%
Percentage = (Your total / 400 ) X 100
Final grade for course:A = 90-100
B = 80-84
B- = 79.5
C = 70-74
C- = 69.5
D = 60-65
D- = 59.5
F = 0-59
Tentative Schedule of Meeting
Week 1: Jan. 14 & 16 Introduction to course – “What Do You Know?”
Political Development – An overview
Reading : Developing World Unit 1 “Understanding the Developing World”
Week 2 : Jan.19,21&23 Political Development (contd.) and Traditional Societies – Palmer chaps. 3&4
Reading : Developing World Unit 2 “Political Economy and
the Developing World” Nos. 6 to 11
Week 3: Jan. 26,28&30 Social change and the Politics of Social change – Palmer chap. 3
Reading : Developing World Unit 2 “Political Economy and
the Developing World” Nos. 12-16
Politics and Political Change December et. al., Part 3
Week 4: Feb. 2, 4 & 6 The Crises of Uneven Development: Poverty,…Palmer chap. 4
Reading: Developing World Unit 2 “Political Economy and the
Developing World” Nos. 12-16
The International Economic System December Part 2
Feb. 4*** Submission of paper topic ***
*Feb. 6QUIZ 1(lectures and reading assignments: Units 1 and 2)
Week 5: Feb.9, 11, & 13 The Politics of Development: Transitions– Palmer chap. 5
Reading: Developing World Unit 3 “Conflict and Instability”
No. 17 to 24
Beyond the Nation-State December et. al., Part 4
Week 6: Feb. 16, 18 & 20 Implementing Development:Capitalism vs.Bureaucracy–Pal.C7
Reading: Developing World Unit 4 “Political Change in the Developing
World" Nos. 25-31
Week 7: Feb.23, 25 & 27 Review
Feb 25, 2004Exam 1(including map-work and readings: Units 1-to 4)
Feb. 27 The Political Economy of Development – Palmer chap.1
Foreign Aid and Development Faster Development Ch. 8
The International Economic System December et. al., kPart 2
Week 8: Mar. 1, 3, & 5 The Heritage of the Past; State & Society – Cammack et al
chaps. 1 & 2; December et al. Part 1 Historical Legacies
Reading: Developing World Unit 5 “Population, Development, and
Environment" Nos. 32- 39
Week 9: Mar. 8, 10, & 12 Spring Break
Week 10: Mar 15, 17 &19 Political Parties and Participation—Cammack chap.3
Reading: Developing World Unit 5 “Population, Development, and
Environment" Nos. 32-39
*Mar 15Quiz 2(Lectures and Articles - Unit 5)
Week 11: Mar 22, 24 & 26 Concepts and Terms such as Development, Environment and
Pollution defined. The Military, Revolution and Political Development—Palmer chap.6 & Cammack chap.4 and 5
Reading: Developing World Unit 5 “Population, Development,
and Environment” Nos. 33-39
Week 12: Mar 29, 31 & 2 Sustainable Development and Poverty
Reading: Developing World Unit 6 “Population, Development,
and Environment” Nos. 33 to 39
What is Islam? The Spread of Islam, 5 Pillars of Islam &Women in Islam
*Mar 31 Quiz 3 (Lectures and Articles - Unit 5 )
Week 13: Apr. 5 & 7 The Atlantic deforestation, the Amazon deforestation, and NGOs and economic development in Brazil
Women in Third World Politics
Sects of Islam, Subordinate Status of women, Women in Islam C chap 6
Reading: Developing World Unit 6 “Women and Development”
April 7 ** Papers due ****** No Exceptions****
Week 14: Apr.14 & 16 The International Context— Commack chap.7
The need for Global cooperation in Sustainable Development
Muslim Marriage Law and Women, Urban vr Rural Women in Islam
*April 16 Quiz 4 (Lectures and Articles - Unit 6 )
Week 15: Apr 19, 21 & 23 The Thirld World in the Global Economy—Cammack chap.8
Apr 21 Review
Apr 23 Reading
WEEK 16: MONDAY, April , 2004 FINAL EXAM 8:00 – 10:00 a.m.
t is also expected that you follow contemporary affairs through the media during this semester, more than you might normally be accustomed. You are required to subscribe to the New York Times at a minimum. The national news-on network television or on National Public Radio-is strongly encouraged as well. You should also familiarize yourself with the litany of magazines and journals, which present a host of intellectual, opinion, and policy positions. Such journals can be found in the library.
Media Sources for Following Contemporary Affairs
TV: National New (ABC, NBC, CBS, CNN)
Nightline (ABC), M-F 11:30-12-00 p.m
CNN World Report
Jim Lehrer News Hour (PBS), M-F 7:00-8:00 p.m.
This Week with David Brinkley (ABC), Sunday 10:30-11:30 a.m.
Face the Nation (CBS), Sunday 12:00-12:30 p.m.
Meet the Press (NBC), Sunday 9:00-10:00 a.m.
60 Minutes (CBS), Sunday 7:00-8:00 p.m.
Frontline (PBS), Tuesday 10:00-11:00 p.m.
CSPAN I and II
Morning Edition (NPR), M-F 6:00-8:00 a.m.
All Things Considered (NPR), M-F 5:00-6:30 p.m.
Weekend Edition (NPR), Sat. 8:00-10:00 a.m., Sun. 9:00-11:00 a.m.
BBC and VOA (If you have Shortwave) Hourly News
New York Times
In These Times
US News and World Report
Further Suggested Internet Sites
- Biodiversity and Ecosystem Server
- Climate Change Convention
- Consortium for International Earth Science
- Convention on Biological Diversity
- Earth Times
- Environment Archive
- Environment News Network
- Environment Technology and Society
- Environmental Sites
- Global Forest Policy
- Global Futures Foundation
- Green Net
- Institute for Sustainable Development
- Natural Resource Research Information
- Planet Earth Home Page
- Rainforest Action Network
- The International Institute for Sustainable Development (IISD)
- The Road to Kyoto Conference the World Wildlife Foundation (WWF)
- The Worldwatch Institute
- U.S. Environmental Protection Agency
- Worldwatch Institute
- News Resources
- CNN World News
- Foreign Affairs
- Foreign Embassies Worldwide
- United Nations Scholars' Workstation
- United Nations Information Services
- International Data Base
- Economic Bulletin Board
- Library of Congress
- American Journal of Political Science
- European Journal of International Relations
- World Politics
(will add the readings specifically for Women in Islam)
"Amazon Burning Worst in Memory," Christian Science Monitor (12 October 1997), p.7.
Audley, John J. Green Politics and Global Trade. Baltimore: Georgetown University Press, 1997.
Bender, William H.,"How Much Food Will We Need in the 21 st Century?" Environment.Mar1997
Benedick, Richard Elliot. Ozone Diplomacy: New Directions in Safeguarding the Planet. Cambridge, Mass.: Harvard University Press, 1998.
Bequette , France , "Greenwatch: Red Alert for the Earth's Green Belt," The UNESCO Courier. November 1994
Box, Ben, "South American Handbook - Brazil," Footprint Handbooks, 1997, pp. 596-667.
Brown, Lester R., "We Can Build a Sustainable Economy," The Futurist. July/August 1996.
Choucri, Nazli, ed. Global Change: Environmental Challenges and International Responses. Cambridge, Mass.: MIT Press, 1993
D'Amato, Anthony, and Kirsten Engle. International Environmental Law Anthology. Cincinnati: Anderson Publishing, 1996.
de Lima, Antonio A. Dayrell "Environment and Globalization: A Brazilian View" (Brazilian Embassy, 18 September 1997).
Document of the Inter-American Development Bank, "Environmental Protection of the Serra da Capivara ( Recife) National Park," (4 October 1995), pp.1-2.
Document of the Inter-American Development Bank, "Curitiba Urban Transport System," (26 July 1995), pp.1-5.
Feiden, Barbara Cole, "One Night in the Jungle," Elderhostel News (24 June 1997), p.4.
Fisher, Robert W., "The Future of Energy," The Futurist. September/October 1997.
Gelbspan, Ross, "A Global Warning," The American Prospect, March/April 1997
Glantz, Michael H., "The Global Challenge," The World & I, April 1997
Goldsmith, Edward, and Peter Bunyard, eds. The Ecologist. Journal published six times each year. Cambridge, Mass.: MIT Press.
Gore, Al. Earth in the Balance: Ecology and the Human Spirit. Boston: Houghton Mifflin, 1992
Hakim, Peter, " Brazil and the US: Key Partners," Christian Science Monitor,(6 Oct. 1997),p. 13.
Henderson, Conway W., International Relations. Conflict and Cooperation at the Turn of the 21 st century Boston McGraw Hill, 1998
Kegley, Charles W., & Wittkopf, Eugene R. World Politics: Trend and Transformation 7 th edition
New York, Worth Publishers, Inc. 1999
La Franchi, Howard, "Spare the Ax, Spoil the Amazon," Christian Science Monitor, (14 May 1997), pp.8-11.
La Franchi, Howard, " S. America's Sleeping Giant Opens One Eye to the World," Christian Science Monitor, (11 April 1997), pp.9-11.
Lewan, Todd, Associated Press Release, "Ecologists Trying to Restore the Dwindled Atlantic Forest," (12 September 1997).
Magstadt, Thomas M., Nations and Governments Comparative Politics in Regional Perspective 3 rdedition, New York, St. Martins Press 1998
Morell , Virginia , "On the Origin of Amazonian Species," Discover, (April 1997), pp.58-64.
Ostrom, Ellinor. Governing the Commons: The Evolution of Institutions for Collective Action. Oxford, Eng.: Oxford University Press, 1992
Page, Joseph A. The Brazilians (Reading, MA: Addison-Wesley, 1993)
Repetto, Robert, and Jonathan Lash. "Planetary Roulette: Gambling with the Climate," Foreign Policy 108 (Fall 1997): 84-98.
Smil, Vaclav, "Global Population and the Nitrogen Cycle," Scientific American. July 1997.
Todaro, Michael P. Economic Development, 6 th edition (Reading, MA: Addison-Wesley, 1996)
United Nations Environment Programme. Global Environment Outlook. New York: Oxford University Press, 1997
United States and Brazil, "Joint Statement on the US-Brazil Common Agenda for the Environment," Brazilian Embassy, (19 August 1997).
Vandermeer, John & Ivette Perfecto " Rain Forest Conservation: The direct or indirect approach?" in Sandberg, Eve Comparative Politics Boulder, Coursewise Pub. Inc. 1999
World Resources Institute. World Resources 1997-98. New York: Oxford University Press, 1998.
Young, Oran R., ed. Global Governance: Drawing Insights from the Environmental Experience. Cambridge, Mass.: MIT Press, 1997.
Brief Narrative Description of FACDIS Year- Long NEH Project:
Women in Islam:
This has been a year long rewarded project. After a National Endowment for Humanities was awarded to FACDIS, members were asked to apply to be part of the study. The participants from throughout the State did apply and were accepted. We first met in November 2002 with a consultant at Morgantown at a FACDIS workshop.
During our first meeting, a year-long study plan was presented to participants. We were given many book and articles to read. Chat room discussion groups were formed. We had two groups of two chat room discussions each. They were wonderful. We had more books and articles to read and prepare for a week of intensive study in June, 2003 at Morgantown and Washington, DC.
We had two consultants and our local experts to lead class discussions and site lectures. The last three days were spent in Washington, DC where we visited wonderful Islamic places and a lecture in a Mosque.
After the final trip to Washington DC we began to work on our modules. Some of us prepared new courses while others revised old courses. On November 13-14, 2003 we had our final meeting with a consultant at FACDIS workshop in Morgantown. We agree that we will continue with the study.
This was a wonderful learning experience. Thanks to the NEH and all the Project Organizers and Instructors.