{"id":79,"date":"2015-08-28T02:17:58","date_gmt":"2015-08-28T02:17:58","guid":{"rendered":"http:\/\/blog.richmond.edu\/fysutopiasfall2015\/?page_id=79"},"modified":"2015-11-12T19:06:39","modified_gmt":"2015-11-12T19:06:39","slug":"course-schedule","status":"publish","type":"page","link":"https:\/\/blog.richmond.edu\/fysutopiasfall2015\/course-schedule\/","title":{"rendered":"Course Schedule"},"content":{"rendered":"

Class meets Tuesdays and Thursdays from 3 to 4:15 in Ryland 213. Four study groups meet separately at their own designated times. Each reading assignment is to be done by the date of specified class meeting (indicated below). The schedule of assignments is subject to change when necessary.<\/p>\n

I. Utopia: The Thought Experiment<\/strong><\/span><\/p>\n

In this section of the course we will be confront the problem utopian thinking in its internal reasoning and its wider application. Plato\u2019s Republic engages in a thought experiment that is a search for true justice. His dialogue is a form of argumentation in which he aims to convince others that his Kalipolis with a philosopher king is the best system for all.<\/p>\n

Week 1<\/u><\/strong><\/p>\n

Aug 25\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Introductions. Defining a social utopia. Orienting the class to the goals of the seminar.<\/p>\n

Aug 27\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 LIBRARY ORIENTATION. Meet in Boatwright Classroom B-26.<\/p>\n

Read<\/strong>: Style: Lessons in Clarity and Grace<\/em>, Part One, \u201cStyle as Choice\u201d (pp. 1-26)<\/p>\n

Write RP1:<\/strong> \u201cHow do I imagine a utopian community to live?\u201d (500 word response paper)<\/p>\n

Study Group assignments will be sent to you by Friday Over the weekend, meet with your study group and pick time, date and location for regular meetings. Choose two captains, a navigator and a bombardier. Share your utopian vision with each other. Come up with two study questions for Republic<\/em>, pp. 1-35.<\/p>\n

\u00a0<\/strong><\/p>\n

Week 2<\/u><\/strong><\/p>\n

Sept 1\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Read:<\/strong> Republic<\/em>, Book 1, pp. 1-35, lines 327a\u2014354c and \u201cGetting ready to discuss Republic” on our BlackBoard site (blackboard.richmond.edu).
\nBring<\/strong> study questions to class on two 3\u201dx5\u201d index cards<\/p>\n

Sept 3\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Read:<\/strong> Republic<\/em>, Book 2, pp. 36-56, lines 357a\u2014376d.
\nWrite RP2<\/strong>: \u201cHow does Plato teach the reader about justice through Socratic dialogue?\u201d<\/p>\n

Over Week 2, each of the four study groups will meet with Dr. Watts to develop strategies for their investigative reading of Republic<\/em> and help with research for their oral reports in Week 3.<\/p>\n

 <\/p>\n

Week 3<\/u><\/strong><\/p>\n

Sept 8\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Read<\/strong>: Republic<\/em>, Book 3 & 4, pp. 76-135
\n\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Discuss<\/strong>: Investigative reading of Plato\u2019s Republic. Reports from the Guardians and the Phalanx.<\/p>\n

Sept 10\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Read<\/strong>: Republic<\/em>, Book 5 pp. 138-164
\n\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Discuss<\/strong>: Reports from the Genevans and the Tranibors.<\/p>\n

Read and prepare for Study Group reports that further investigate Plato\u2019s Republic<\/em>. Turn in list of sources consulted on the day of your group report.<\/p>\n

Write RP3<\/strong>: \u201cWhat makes Kallipolis, with its philosopher-king, a utopian society?\u201d (due Tuesday)<\/p>\n

Week 4<\/u><\/strong><\/p>\n

Sept 15\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Read<\/strong>: Republic, Books 5-6 pp.164-197, lines 472a\u2014502c and Book 7, pp. 208-215, lines 514a\u2014521c<\/p>\n

Sept 17\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Writing Workshop 1: The Argument
\n\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Read<\/strong>: They Say, I Say<\/em>, pages 19 to 51 on BlackBoard
\n\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Write<\/strong>: Exercise 1, pages 28 to 29, AND Exercise 2, page 51<\/p>\n

Hand out Essay I. Draft due Tuesday, Sept. 22nd<\/sup> Final due Sept. 30<\/strong><\/p>\n

***TRIP TO TWIN OAKS ON SATURDAY, SEPT 19th. Bus leaves at noon.***<\/p>\n

II. Utopia as a Critique of Modern Life<\/strong><\/span><\/p>\n

This section addresses the problem of utopian thinking as an avenue for social change. In this section we will delve deeply into analyzing Utopia<\/em> and the life of its author, Thomas More. More addresses the problem of utopia without any clear answer. Does the introduction of utopian ideals necessarily lead to more socially cohesive societies? How does the establishment of \u201ca better place\u201d or \u201ca more perfect union\u201d deal with the will of the individual?<\/p>\n

Week 5<\/u><\/strong><\/p>\n

Sept 22\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Writing Workshop 2; Revising Prose.
\nRead<\/strong>: Style: Lessons in Clarity and Grace.<\/em> Part II \u201cClarity\u201d (Lessons 3&4, pp. 27-65) \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Write<\/strong>: Exercise 3.2 (p. 34); Exercise 3.7 (p. 41-42); Exercise 4.2 (p. 56-57); Exercise 4.4
\nTURN IN\u00a0Draft of Essay 1.<\/strong> Bring a paper copy of your finished draft to class.<\/strong><\/p>\n

Sept 24\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Read<\/strong>: Thomas More, Utopia<\/em>, Book I, pp. 3-24 and \u201cGetting Ready to Discuss Utopia\u201d (on BB)<\/p>\n

This week you will meet with Yasmine, the Writing Consultant for this class. She will hold individual conferences with you to review your completed draft of Essay 1. The final version is due on September 30th<\/sup> by 4 pm<\/strong>.<\/p>\n

Week 6<\/u><\/strong><\/p>\n

Sept 29\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Read: More, Utopia<\/em>, Book I, pp. 25-50<\/p>\n

*** Essay 1 due on Wednesday at 4 pm ****<\/strong><\/p>\n

Oct 1\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Locate & Read<\/strong>: Brendan Bradshaw, \u201cMore on Utopia<\/em>,\u201d The Historical Journal<\/em> 24(1): 1-27.<\/p>\n

Write RP4<\/strong>: explain what Bradshaw argues in his article \u2013 quote the argument directly, and show the steps that he takes to explain his argument it in your own words. \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Cite the source in the Chicago\/Turabian Style. Email your RP to me by 3 pm.<\/em><\/p>\n

***Trip to CHAT on Thursday, October 1st. Buses leave “the Hub” at 3 pm<\/strong>***<\/p>\n

***FYS Student Conference, Friday, Oct 2nd from 1 to 5 pm in International Center Commons***<\/p>\n

Week 7<\/u><\/strong><\/p>\n

Oct 6\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Read<\/strong>: More, Utopia<\/em>, Book II, pp. 51-115. Exhibit sources — Group 1: Vespucci\u2019s Travel Diary (on BB), Utopian alphabet (p. 2) and map (p. 52), Group 2: Erasmus on More\u2019s Approach to Education\u201d and (on BB)<\/p>\n

ALL STUDENTS must read the assigned\u00a0pages of Utopia, <\/em>Book 2.\u00a0Study groups 1 & 2 presentations on investigative reading. RP 5 due by 5 pm<\/strong><\/p>\n

Oct 8\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Read<\/strong>: More, Utopia, Book II, pp. 115-139. Exhibit sources — Group 3: \u201cTwo Swords: Heresy and Just War\u201d and Group 4: \u00a0\u201cOn Private Property, Riches, and Poverty\u201d (on BB)<\/p>\n

ALL STUDENTS must read the assigned pages of Utopia<\/em>, Book 2. Study groups 3 and 4 presentations on investigative reading. RP 5 due by 5 pm<\/strong><\/p>\n

This week study groups meet to prepare presentations on exhibit sources<\/strong>. Each group will lead the class in their \u201cinvestigative reading\u201d of More\u2019s Utopia<\/em> using sixteenth century \u201cexhibit\u201d sources. Every study group is required to post questions 24 hours in advance of\u00a0their presentation.<\/em> Every student will write a response paper (RP5) on \u201cHow does this exhibit source provide evidence that helps me better understand More\u2019s critique of sixteenth century society and politics?\u201d<\/em><\/strong><\/p>\n

 <\/p>\n

Week 8<\/u><\/strong><\/p>\n

Oct 13\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Fall Break. No class meeting<\/em><\/p>\n

Oct 15\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Writing Workshop 3: Learning through self-reflection<\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/em>Read<\/strong>: At least three examples of student reflection papers and their portfolios from BU\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 that you can access at https:\/\/bu.digication.com\/wr150i5\/Portfolio_Archives<\/a><\/p>\n

Write<\/strong>: a set of criteria for a good self-evaluation of one\u2019s own writing<\/p>\n

Portfolios and reflective piece due by 6 pm SUNDAY, October 18.<\/p>\n

This week, you will meet with me to go over Essay I and discuss what you need to prepare in your learning portfolio. By now, you\u00a0should have\u00a0five response papers, the draft (with comments) and the final version of your first essay, and any other informal writing set aside for this portfolio. For the midterm, I would like you to write\u00a0a 500-word self-reflection of your work this semester. Due Sunday at 6 pm.<\/strong><\/p>\n

 <\/p>\n

III. The Problem of the Will: the Individual in Social Utopias<\/strong><\/span><\/p>\n

In this last unit of the course, we will turn to how powerful cultural changes in France shaped the thinking of one eminent political philosopher whose statement \u201cman is born free and everywhere in chains\u201d became the motto for revolutionaries. We will read the private and public writing of a child of the French Revolution, Flora Tristan, who sought freedom and equality for workers and women in the early nineteenth century.<\/p>\n

 <\/p>\n

Week 9<\/u><\/strong><\/p>\n

Oct 20\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Read<\/strong>: Jean-Jacques Rousseau, \u201cDiscourse on the Origin and Foundations of Inequality Among Men,\u201d Preface and first half of Part One, pp. 77-91 and \u201cGetting Ready to Discuss Rousseau\u201d on BB<\/p>\n

Oct 22 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Class cancelled.<\/p>\n

This week study groups will meet to draft a set of analytical questions of Part One of Rousseau\u2019s Second Discourse.<\/p>\n

 <\/p>\n

Week 10<\/u><\/strong><\/p>\n

Oct 27\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Read<\/strong>: Rousseau, Second Discourse<\/em>, finish Part One pp. 92-107.
\n\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Write RP 6<\/strong> to an analytical<\/em> question, generated by one of the study groups. Due at the end of the day (10\/27).<\/p>\n

Oct 29 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Read<\/strong>: Rousseau, Discourse on Inequality<\/em>, Part Two, pp. 109-137.<\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 **Handout Essay 2. Draft due Nov. 56h<\/sup>. Final Due Nov 16th<\/sup><\/strong><\/p>\n

On Tuesday, each member of the study group will submit these analytical question to class to begin the discussion. Following class, each person will write her\/his own response (RP6) to the question of their choice, and turn it in at the end of the day on Friday\u00a0(10\/30) before noon.<\/p>\n

 <\/p>\n

Week 11<\/u><\/strong><\/p>\n

Nov 3\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Library Session 2: Finding and evaluating sources on communal societies\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Meet in Boatwright Computer Classroom<\/strong>, B-26<\/p>\n

Nov 5\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong>Writing Workshop 4: Introductions and Paragraph Structure
\nRead<\/strong>: Style: Lessons in Clarity and Grace<\/em>, \u201cClarity of Form\u201d Lessons 7&8, pp. 98-124\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Write<\/strong>: Bring 2 paper copies of Essay 2 draft to class<\/strong>. (Workshop on reverse outlines)<\/p>\n

Turn in your topic and short description by 5 pm Friday<\/p>\n

Week 12<\/u><\/p>\n

Nov 10\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Research Workshop 1: Exhibit sources on communal societies
\nBring an example of an exhibit source to class and a research question that you can answer with your source.<\/p>\n

Write RP 7<\/strong>: to a question that you have generated from your independent research on a \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 communal society. Focus your question on your exhibit source, responding with evidence \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 from that source.<\/p>\n

Nov 12\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Research Workshop 2: Argument sources on communal societies\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Write<\/strong>: an abstract\u00a0of one of your argument sources and bring both to class.<\/p>\n

This week use your study group time to locate a variety of sources for your research topic. You may want to investigate more about the community\u2019s founding principles or rules to live by. Be sure to use reference material in Boatwright Library and the sources included in the LibGuide. Meet with the writing consultant to go over your drafts of Essay 2 this week; final versions are due Monday.<\/p>\n

 <\/p>\n

Week 13: <\/u><\/strong><\/p>\n

*****Essay 2 Final Version due Monday by 4 pm ****<\/strong><\/p>\n

Nov 17 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Read<\/strong>: “Getting Ready to Discuss Flora Tristan” on BB, AND<\/p>\n

Flora Tristan, Ch. 1 from \u201cWomen Travelers\u201d pp. 1-8 (Group 1); Ch. 2 from \u201cPeregrinations of a Pariah\u201d pp. 9-17, 27-33 (Group 2) in Flora Tristan: Utopian Feminist
\n<\/em>Each study group brings in two discussion questions to lead the class.<\/p>\n

Nov 19\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Read<\/strong>: Tristan, Ch. 4, from \u201cPromenades in London\u201d pp. 53-102 (Group 3) and Ch. 6, from The Tour de France<\/em>, pp. 124-135 (Group 4).\u00a0Each study group brings in two discussion questions to lead the class.
\nWrite RP 8:<\/strong> to your critical evaluation of what you learned from class discussion<\/p>\n

This week study groups will meet to draft two questions to generate discussion of the reading. Each member of the study group will write her\/his own response<\/strong> (RP 8)<\/strong> to the discussion, due Friday at noon<\/strong>.<\/p>\n

\u00a0<\/u><\/p>\n

Week 14<\/u><\/strong><\/p>\n

Nov 24\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Read<\/strong>: Style:<\/em> Lessons in Clarity and Grace<\/em>, \u201cGrace\u201d Lesson 9, pp. 126-142<\/p>\n

***Annotated bibliographies due in class.*** <\/strong><\/p>\n

Nov 26\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 THANKSGIVING BREAK<\/p>\n

 <\/p>\n

Week 15<\/u><\/strong><\/p>\n

Dec 1\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Individual Presentations of Independent Research. Turn in research report at the time of your presentation.<\/p>\n

Dec 3\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Individual Presentations of Independent Research. Turn in research report at the time of your presentation.
\nReview Guidelines for Final Portfolio.<\/p>\n

Your oral presentations of your research will be 8 minutes each. Everyone will prepare an outline of the main points of his\/her presentation, the focus of which will be a description of the topic and the arguments and evidence that help define (and refine) the research question. The outline of your presentation should be included in your research report which is due at the time of your presentation.<\/p>\n

 <\/p>\n

Finals Week 1<\/u><\/p>\n

Dec 7-11. All students will meet with me individually for a 30-minute conference to go over their written work this semester; more specifically, to consider which response papers to submit with the portfolio as the best evidence of what you\u2019ve learned.<\/p>\n

 <\/p>\n

Finals Week 2
\n<\/u>Dec 15 (Tuesday)\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Final Portfolio Due by 10 pm<\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

Class meets Tuesdays and Thursdays from 3 to 4:15 in Ryland 213. Four study groups meet separately at their own designated times. Each reading assignment is to be done by the date of specified class meeting (indicated below). The schedule of assignments is subject to change when necessary. I. Utopia: …<\/p>\n","protected":false},"author":311,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"jetpack_post_was_ever_published":false,"footnotes":""},"class_list":["post-79","page","type-page","status-publish","hentry","column","twocol"],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/P6CkTy-1h","_links":{"self":[{"href":"https:\/\/blog.richmond.edu\/fysutopiasfall2015\/wp-json\/wp\/v2\/pages\/79","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.richmond.edu\/fysutopiasfall2015\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blog.richmond.edu\/fysutopiasfall2015\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blog.richmond.edu\/fysutopiasfall2015\/wp-json\/wp\/v2\/users\/311"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.richmond.edu\/fysutopiasfall2015\/wp-json\/wp\/v2\/comments?post=79"}],"version-history":[{"count":0,"href":"https:\/\/blog.richmond.edu\/fysutopiasfall2015\/wp-json\/wp\/v2\/pages\/79\/revisions"}],"wp:attachment":[{"href":"https:\/\/blog.richmond.edu\/fysutopiasfall2015\/wp-json\/wp\/v2\/media?parent=79"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}