University of Massachusetts at Boston
University College
Critical and Creative Thinking Program

Biology in Society: Critical Thinking

CrCrTh 645/Bio 545
Fall 2012 Syllabus

Instructor: Peter Taylor, Critical & Creative Thinking Program
Email: peter.taylor@umb.edu
Phone: 617-287-7636
Office: Wheatley 2nd flr 157
Class time: Thursdays 4-6.45pm in W-2-157 or via skype (with special arrangements for asynchronous online students)--starting 6 Sept.
Office/phone call/skype appointments: http://ptaylor.wikispaces.umb.edu/ptofficehours
Course Wiki: http://crcrth645.wikispaces.umb.edu
Syllabus:http://crcrth645.wikispaces.umb.edu/syllabus
Student wikipages (incl. assignment submission): http://crcrth645.wikispaces.umb.edu/-/2012/Yourlastname
Readings: http://crcrth645.wikispaces.umb.edu/readings
Audios & visual materials & class handouts: http://crcrth645.wikispaces.umb.edu/av
Cases for revision after class sessions: http://crcrth645.wikispaces.umb.edu/Cases
Group email list: Emails sent to cct645@googlegroups.com go to everyone in the course
Links to specific Sessions on the web version of the syllabus: 9/6, 9/13, 9/20, 9/27, 10/4, 10/11, 10/18, 10/25, 11/1, 11/8, 11/15, 11/29, 12/6

CATALOG DESCRIPTION

Current and historical cases are used to examine the political, ethical, and other social dimensions of the life sciences. Close examination of developments in the life sciences can lead to questions about the social influences shaping scientists' work or its application. This, in turn, can lead to new questions and alternative approaches for educators, biologists, health professionals, and concerned citizens.

LONGER COURSE DESCRIPTION

Critical thinking about the diverse influences shaping the life sciences. Topics include evolution and natural selection; heredity, development and genetic determinism; biotechnology and reproductive interventions. We interpret episodes in science, past and present, in light of scientists' historical location, economic and political interests, use of language, and ideas about causality and responsibility.

You address the course material on a number of levels: as an opportunity to learn the science and approaches to interpreting science; as models for working as an educator--construed broadly as stimulating greater citizen involvement in scientific debates; and as a basis for discussions about practices and philosophies of education and lifelong, collaborative learning.

A semester-long "learning/engaging" project in an area of the life sciences in their social context about which you are interested in engaging others in learning and critical thinking. Each week you adopt or adapt the themes and activities from the previous session to apply to this area.

Each session has 3 parts: a) a mini-lecture during the last part of the previous meeting; b) a check-in about how you are interweaving the course themes into your project; and c) an activity (or activities) on the topic of the session. Readings and exercises follow up on the mini-lecture and prepare you for the next meeting. (Online asynchonous students listen to the recordings of the mini-lecture and class meeting, undertake the activities, and, well before the next meeting, send to the group email list their reflections related to four separate points spread across the class meeting.)

Each session is followed up in 3 ways: a) additional readings (optional); b) adopt or adapt the themes and activities to apply to your project area; and c) contributions to the revision of the cases introduced and to an annotated collection of new readings and other resources. The cases and the bibliography form part of a text in development; students who give permission will have their contributions to the revisions of the text acknowledged.

PREREQUISITES and preparation assumed for this course

Graduate standing or permission of instructor. In lieu of other formal prerequisites, your previous studies and other experience should have prepared you to consider a range of perspectives and tools for developing research questions, writing, and collaborations that support inquiry and action. Additional preparation valuable for the course is the ability to formulate and pursue library and internet research and to write, seek feedback, and revise in systematic and efficient ways with minimal supervision (see research and study competencies).

ACCOMMODATIONS: Sections 504 and the Americans with Disabilities Act of 1990 offer guidelines for curriculum modifications and adaptations for students with documented disabilities. If applicable, students may obtain adaptation recommendations from the Ross Center (287-7430). The student must present these recommendations to each professor within a reasonable period, preferably by the end of the Drop/Add period.

Students are advised to retain a copy of this syllabus in personal files for use when applying for certification, licensure, or transfer credit.
This syllabus is subject to change, but workload expectations will not be increased after the semester starts. (Version 12 September 2012; changes after the start of the semester are marked in blue)

SECTIONS TO FOLLOW IN SYLLABUS:

Texts
Requirements
Schedule of Classes and PreparationBibliography

Additional material on the course wiki includes:

Notes on Teaching/Learning Interactions, including assignment guidelines
Technological competencies involved in this course

TEXTS

Readings available for download from http://crcrth645.wikispaces.umb.edu/readings (accessible to signed-in students only).

Recommended to help with writing, research, and group processes:
Daniel, D., C. Fauske, P. Galeno and D. Mael (2001). Take Charge of Your Writing: Discovering Writing Through Self-Assessment. Boston: Houghton Mifflin ("new" copies available well below list price on amazon.com)

Elbow, P. (1981). Writing with Power. New York: Oxford Univ. Press. (old editions are OK)

Taylor, P., J. Szteiter (2012) Taking Yourself Seriously: Processes of Research and Engagement. Arlington: The Pumping Station (online as paperback or pdf from http://thepumpingstation.org/books or as paperback from other online booksellers)

REQUIREMENTS:

More detail about the assignments and expectations is provided in the Notes section of the course wiki, and will be supplemented when needed by emails to group email list.

A. Written assignments (2/3 of grade)

A semester-long "learning/engaging" project allows you to adopt or adapt the themes and activities from each session into an area in which you are interested in engaging others in learning and critical thinking. Engagement might range from teaching, to activism, to personal/professional development. It also means you are engaged--the area should be one you want to learn more about. A sequence of 12 assignments is required--initial description (due session 3), installments (350-600 words) in which you adopt or adapt the themes and activities from each session (due sessions 4-11), presentation, complete draft report, and final (1500-2500 words) report.
  • Initial submissions of all assignments on the weekly due dates.
  • At least nine should be revised and resubmitted in responses to comments until OK/RNR (=OK/ Reflection-revision-resubmission Not Requested).
  • If the complete report is not OK/RNR by the date for submission of grades an incomplete may be submitted (policies about incompletes)

    • Participation and contribution to the class process (1/3 of grade)

    B. Syllabus quiz (due by start of session 2)
    C1. Prepared participation and attendance at class meetings (or timely post-class input from online asynchonous students) (=13 items)
    C2. Contributions to the revision of the cases introduced in sessions 2-11 or to an annotated collection of new readings and other resources (due start of sessions 3-12; 10 items)
    D. Weekly check-in on how you adopted/adapted themes (sessions 3-11) (=9 items)
    E. Minimum of two in-office or phone or skype conferences on your project and other assignments, by sessions 6 and 10 (=2 items)
    F. Peer commentary on another student's draft report (due by start of session 13, with copy submitted to PT)
    G. Assignment Check-list maintained by student (reviewed during session 12)
    H. Process Review on the development of your work (due with final report)
    The grading system is simple, but unusual, so ask questions if needed to make sure you have it clear.
    Students should aim for all writing and presentation assignments submitted on the due date and 9, including the complete report, OK/RNR (=OK/ Reflection-revision-resubmission Not Requested) as well as 30 participation items fulfilled by the dates specified above.
    If you reach or exceed this amount, you get 80 points (which gives you an automatic B+) and the following rubric is used to add further points.
    For each quality "fulfilled very well" you get 2 points or 1 point if you "did an OK job, but there was room for more development/attention." You get 0 points if "to be honest, this still needs serious attention."
    1. A sequence of assignments keeping to the weekly due dates with timely revisions,
    2. often revised thoroughly and with new thinking in response to comments.
    3. Project innovative, well planned and carried out with considerable initiative, and
    4. indicates that you will be able to move to research and engagement on your topic.
    5. Project report clear and well structured,
    6. with supporting references and detail, and professionally presented.
    7. Active, prepared participation for and learning from session activities.
    Active contribution to building the class as learning community, evident in
    8. contributions to the revision of the cases and to the annotated reading and resource list
    9. comments on presentations and peer review of drafts.
    Weekly check-ins, installments, and process review, which show:
    10. Consistent work outside sessions,
    11. deep reflection on your development through the semester and
    12. map of the future directions in which you plan to develop.
    If you don't reach the automatic B+ level, your points = 5 for each writing assignment (or presentation) that is marked OK/RNR + 3 for each other writing assignment initially submitted by the due date + 1 for each participation item fulfilled, up to a maximum of 80.

    Overall course points are converted to letter grades as follows: The minimum grade for A is 95 points, for A- is 87.5, for B+ is 80, for B is 72.5; for B- is 65; for C+ is 57.5; for C is 50; and for undergraduates only: for C- minimum is 47; for D+ is 44; for D is 41; for D- is 38.
    (In theory it is possible for a student to earn 104 points, but this would still be awarded an A.)
    For CCT students the process review or the final report should be suitable for inclusion in the required Reflective Practitioner's Portfolio because the project is on a topic that has evolved during the course of the semester as you integrate the perspectives from each session and look ahead to future research and engagement on a topic that involves science and its relation to social context.
    Plagiarism: Using another person's ideas or material you did not write without citing the source is plagiarism and is unacceptable (see library guide and Academic Honesty policies).

    TOPICS AT A GLANCE

    1 (9/6) Introductions to the course, the other participants, and project-based learning (PBL)
    2 (9/13) Workshop to develop initial ideas of activities to engage others in critical thinking about the life sciences in their social context
    3 (9/20) Interpreting ideas about nature as ideas about society
    4 (9/27) Biological origin stories and their structure
    5 (10/4) Multiple layers of a scientific theory: Reconstructing Darwin's presentation of natural selection
    6 (10/11) Metaphors of control and coordination in development
    7 (10/18) What causes a disease? -- Beriberi
    8 (10/25) What causes a disease? -- Pellagra (Styles of causal explanation & their relation to ideas about politics or social action)
    9 (11/1) How changeable are IQ test scores?
    10 (11/8) Social negotiations around genetic screening
    11 (11/15) Intersecting processes -- Complexities of environment and development in the age of DNA
    11/22--No class meeting
    12 (11/29) Presentations on learning/engagement units and their development over the semester
    13 (12/6) Taking Stock of Course: Where have we come and where do we go from here?

    SCHEDULE OF CLASSES

    The mini-lecture introducing each session happens at the end of the previous class. These lectures are archived on audiovisual page: http://crcrth645.wikispaces.umb.edu/av
    Preparation for each class is detailed on http://crcrth645.wikispaces.umb.edu/prepare
    After the first time the following check-ins and assignments are given in the schedule, they are not listed again:
    Each class from session 3-11 begins with a check-in where you say briefly how you adopted/adapted the themes or activities of the previous session to apply to the area chosen for your "learning/engaging" project. The 350-600 word installment is due on the day of the class. (Asynchronous online students send check-in to course email list the same day.) Follow-up on each sessions 2-11 includes contributions to revision of the cases introduced in the sessions or to an annotated collection of new readings and other resources related to the cases. Links to the case write-ups will go live after the class meeting.

    Session 1 Introductions

    Session (9/6):
    a. Course description; Personal and professional development goals; Fellow students and their concerns
    b. Rapid Project-based learning activity
    Follow-up: Syllabus quiz, which includes: review the syllabus, get set-up to use the internet and computers, sign up for first conference, etc.
    ------

    Session 2 Project-based learning (PBL) about biology in society

    Mini-lecture (given 9/6): Project-based learning
    Preparation: Read the two PBL cases based on an embryo mix up.
    Session (9/13):
    a. Dialogue hour on PBL and comparison of the two cases.
    b. Workshop to generate initial ideas for semester-long "learning/engaging" project
    Follow-up: Contributions to revision of the case and PBL guidelines introduced in the session. Use comment feature to make suggestions or to provide an annotation to a new reading or other resource.
    Reading (optional): Greenwald, "Learning from problems"
    Work due this session: Syllabus quiz
    ------

    Session 3. Interpreting ideas about nature as ideas about society, which involves exposing what is only implicit, what is not literally stated

    Mini-lecture (given 9/13): Interpreting images of society and nature in the West since the middle ages (slide show)
    Preparation: Reading: Williams, "Ideas of nature" (preparation)
    Session (9/20):
    Check-in: Description of your project and how you adopted/adapted themes from last class.
    Review timelines of changing and contrasting ideas of nature.
    Multi-party conversation among contrasting views about nature.
    Follow-up: Contributions to revision of the case.
    Reading (optional): Berger, "Why look at animals," Worster, chaps. 1 & 2.
    Work due this session: Initial description of your semester-long "learning/engaging" project, including how you would adopt or adapt PBL into your area.
    Comment posted on this link to make suggestions about last session's case or to provide an annotation to a new reading or other resource related to the case.
    ------

    Session 4. Biological origin stories and their structure

    Mini-lecture (given 9/20): The structure of Genesis, chapter 1
    Preparation: Readings: Martin, "The egg and the sperm: How science has constructed a romance," Lewin, "The storytellers," Hrdy, "An Initial Inequality."
    Examine biology texts for the gender bias claimed by Martin and others
    (preparation)
    Session (9/27):
    Pairwise discussion of Martin's interpretation and analysis of structure of Hrdy, followed by whole-class discussion
    Follow-up: Contributions to revision of the case
    Reading (optional): Landau, "Human Evolution as Narrative," Beldecos, et al. "The importance of feminist critique," Fausto-Sterling, "Society writes biology," "Life in XY Corral"
    ------

    Session 5. How did Darwin try to convince people of Natural selection as the mechanism of evolution? (Multiple layers of a scientific theory--argument, analogy, metaphor, and defences)

    Mini-lecture (given 9/27): Introduction to close reading of Darwin. Natural selection as a metaphor.
    Preparation: Reading: Darwin, On the Origin of Species, Introduction & Chaps. 1, 3, part of 4. (preparation)
    Session (10/4): Close reading and reconstruction of Darwin's exposition of his theory of natural selection.
    Follow-up: Contributions to revision of the case
    Readings (optional): Moore, "Socializing Darwin," Orel, "Scientific animal breeding," Rudge, "Does being wrong," Taylor, "Natural Selection: A heavy hand."
    ------

    Session 6. Metaphors of control and coordination in development

    Mini-lecture (given 10/4): Metaphors in science and in interpretation of science & Multiple views of heredity c. 1900
    Preparation: Reading: Gilbert, "Cellular Politics," "Animal development," Lakoff and Johnson, "Concepts We Live By" (on metaphors) (preparation)
    Session (10/11):
    Game of Life and analogies with Development
    Inventing alternative metaphors of control and co-ordination
    Follow-up: Contributions to revision of the case
    Goodwin, How the Leopard Changed its Spots, Oyama, "Boundaries," Sapp, "Struggle for Authority"
    Work due this session: First office hours conference must be completed before class 6 to discuss the course and course project. Schedule second meeting before class 10.
    ------

    Session 7. What causes a disease?--Beriberi

    Mini-lecture (given 10/11): Introduction to the case and historical case-based learning
    Preparation: This session involves completion of programmed, historical case-based learning. This happens without a class meeting. It is asynchronous and you can start any time. It will work best if you all try to complete it by Friday, 10/19. (preparation)
    Session :no meeting on 10/18 (see above)
    Follow-up: Contributions to revision of the case
    ------

    Session 8. What causes a disease?--the consequences of hereditarianism in the case of pellagra

    Mini-lecture (prerecorded): Styles of causal explanation & their relation to ideas about politics/social action: Review of beriberi case & introduction to pellagra
    Preparation: Reading: Chase, "False Correlations = Real Deaths" (preparation)
    Session (10/25):
    Take the roles of Goldberger and Davenport to convince others to act on your scientific account
    Follow-up: Contributions to revision of the case
    Reading (optional): Harkness, "Vivisectors and vivishooters" (human experimentation); Marks, "Epidemiologists explain"
    ------

    Session 9. How changeable are IQ test scores?

    Mini-lecture (given 10/25): Interpreting parent-offspring height patterns
    Preparation: Lewontin-Jensen-Lewontin exchange on intelligence (preparation)
    Session (11/1):
    Map arguments, counter-arguments, and missing arguments in the exchange
    Follow-up: Contributions to revision of the case
    Reading (optional): American Psychological Association, "New model of IQ development,"
    ------

    Session 10. Social negotiations around genetic screening

    Mini-lecture (given 11/1): PKU--Substituting a genetic condition for chronic illness and second-generation effects (& introduction to intersecting processes)  
    Preparation: Readings: Rapp, "Moral pioneers," Paul, "The history of newborn phenylketonuria screening" (preparation)
    Session (11/8):
    Design a forum to help supplement advances in genetic screening with communities developing a) greater tolerance for normal variation; b) social measures to care for people suffering from abnormal variation; and/or c) multiple voices/constituencies/ethical positions around gene-based medicine.
    Follow-up: Contributions to revision of the cases on PKU and on genetc screening
    Reading (optional): Yoxen, 157-173
    Work due this session: Second office hours meeting must be completed before class 10 to discuss evolving course projects.
    ------

    Session 11. Intersecting processes -- Complexities of environment and development in the age of DNA

    Mini-lecture (given 11/8): Intersecting processes in the social origins of mental illness
    Preparation: Readings: Taylor, "What can we do," American Psychological Association, "New model of IQ development" (preparation)
    Session (11/15):
    Diagramming intersecting processes (to analyze change as something produced by intersecting economic, political, linguistic, and scientific processes operating at different scales)
    Follow-up: Contributions to revision of the case
    Reading (optional): Taylor, "Distributed agency," Underhill, "Life shaped," Freese et al., "Rebel without a cause," Pollitt, "When is a mother"
    ------

    No class, Thursday 11/22

    ------

    Session 12. Presentations on learning/engagement units and their development over the semester

    Preparation: 10-minute Presentations on learning/engagement units and their development over the semester, uploaded to http://crcrth645.wikispaces.umb.edu/-/2012/shared
    Session (11/29):
    10-minute Presentations on learning/engagement units and their development over the semester, with peer comments
    Follow-up: Commentary on another student's draft report
    Work due this session: Complete Draft of Project Report, uploaded to http://crcrth645.wikispaces.umb.edu/-/2012/shared as well as to assignment check-list
    Assignment Check-list maintained by student & ready for review by class time
    ------

    Session 13. Taking Stock of Course: Where have we come and where do we go from here?

    Preparation: Reading: Taylor, "Developing Critical Thinking is Like a Journey"
    Session (12/6):
    Dialogue hour on how we might foster critical thinking about science-in-society
    Course evaluations, via http://bit.ly/CCTEvals
    Work due this session: Commentary on another student's draft report, uploaded to http://crcrth645.wikispaces.umb.edu/-/2012/shared

    One week after session 13 Work due: Final version of Project Report
    Process Review

    BIBLIOGRAPHY

    (For deeper consideration of the issues raised in both biomedical sciences and in interpretation, critical thinking, and ethical and political analysis, review student and instructor comments on the cases for annotated reading suggestions.)
    Allchin, D. "Christian Eijkmann and the case of beriberi."

    American Psychological Association (2001). "New model of IQ development accounts for ways that even small environmental changes can have a big impact, while still crediting the influence of genes." www.apa.org/releases/iqmodel.html(Apr. 15).

    Beldecos, A., et al. (1989). "The importance of feminist critique for contemporary cell biology." Feminism and science. ed. N. Tuana. Bloomington: Indiana University Press, 172-187.

    Berger, J. (1980). "Why Look at Animals?," in About Looking. New York: Pantheon Books, 1-26.

    Chase, A. (1977). "False Correlations = Real Deaths," in The Legacy of Malthus. NY: Knopf, 201-225.

    Daniel, D., C. Fauske, P. Galeno and D. Mael (2001). Take Charge of Your Writing: Discovering Writing Through Self-Assessment. Boston: Houghton Mifflin

    Darwin, C. 1859 [1964]). Introduction & Chapters 1, 3, part of 4. In On the Origin of Species. Cambridge, MA: Harvard University Press, 1-43, 60-96.

    Elbow, P. (1981). Writing with Power. New York: Oxford University Press, chapters 2, 3, 13

    Fausto-Sterling, A. (1987). "Society writes biology/ biology constructs gender." Daedalus 116(4): 61-76.

    Fausto-Sterling, A. (1989). "Life in the XY Corral." Women's Studies Int. Forum 12: 319-326 only.

    Freese, J., B. Powell and L. C. Steelman (1999). "Rebel without a cause or effect; Birth order and social attitudes." American Sociological Review 64: 207-231.

    Gilbert, S. F. (1988). "Cellular Politics." In The American Development of Biology, ed. R. Rainger, K. Benson, and J. Maienschein. Philadelphia, PA: University of Pennsylvania Press, 311-345.

    Gilbert, S. F. (1995) "An introduction to animal development." in Developmental Biology. Sunderland, MA: Sinauer Associates, 1-34

    Goodwin, B. (1994). How the Leopard Changed Its Spots. New York, Charles Scribner's Sons, vii-xiii,18-41,77-114,169-181,238-243.

    Greenwald, N. (2000). "Learning from Problems." The Science Teacher 67(April): 28-32.
    Harkness, J. M. (1994). "Vivisectors and vivishooters: Experimentation on American prisoners in the early decades of the twentieth century," ms.

    Hrdy, S. B. (1981). "An Initial Inequality," in The Woman That Never Evolved. Cambridge, MA: Harvard University Press, 20-23.

    Lakoff, G. and M. Johnson. (1980). "Concepts We Live By." In Metaphors we live by. Chicago, IL: University of Chicago Press, 3-6, 87-105, & 156-158.

    Landau, M. (1984). "Human Evolution as Narrative." American Scientist 72 (May-June): 262-268.

    Lewin, R. (1987). "The storytellers," in Bones of contention: Controversies in the search for human origins. New York, Simon & Schuster, 30-46

    Marks, H. M. (2003). "Epidemiologists Explain Pellagra: Gender, Race, and Political Economy in the Work of Edgar Sydenstricker." Journal of the History of Medicine and Allied Sciences 58(1): 34-55.

    Martin, E. (1991). "The egg and the sperm: How science has constructed a romance based on stereotypical male-female roles," Signs 16(3): 485-501.

    Moore, J. (1986). "Socializing Darwinism: Historiography and the Fortunes of a Phrase," in L. Levidow (Ed.), Science as Politics. London, Free Association Books, 39-80.

    Orel, V. and R. Wood (2000). "Scientific animal breeding in Moravia before and after the rediscovery of Mendel's theory." Quarterly Review of Biology 75(2): 149-157.

    Oyama, S. (2006). "Boundaries and (Constructive) Interaction". Pp. 272-289 in Genes in Development. Re-reading the Molecular Paradigm, E. M. Neumann-Held and C. Rehmann-Sutter (Eds.) Durham, NC: Duke University Press.

    Paul, D. (1997). "Appendix 5. The history of newborn phenylketonuria screening in the U.S.," in N. A. Holtzman and M. S. Watson (Eds.), Promoting Safe and Effective Genetic Testing in the United States. Washington, DC: NIH-DOE Working Group on the Ethical, Legal, and Social Implications of Human Genome Research, 137-159.

    Pollitt, K. (1990). "When is a mother not a mother?" The Nation, 31 Dec., 840-6.

    Rapp, R. "Moral Pioneers: Women, Men & Fetuses." Women & Health 13 (1/2, 1988): 101-116.

    Rudge, D. W. (2000). "Does being wrong make Kettlewell wrong for science teaching?" Journal of Biology Education 35(1): 5-12.

    Sapp, J. (1983). "The Struggle for Authority in the Field of Heredity." Journal of the History of Biology 16 (3): 311-318, 327-342.

    Taylor, P. J. (1998). "Natural Selection: A heavy hand in biological and social thought." Science as Culture 7(1): 5-32.

    Taylor, P. J. (2001). "Distributed agency within intersecting ecological, social, and scientific processes," in S. Oyama, P. Griffiths and R. Gray (Eds.), Cycles of Contingency: Developmental Systems and Evolution. Cambridge, MA: MIT Press, 313-332.

    Taylor, P. J. (2004). "What can we do? -- Moving debates over genetic determinism in new directions." Science as Culture 13(3): 331-355.

    Taylor, P. J. (2008). "Why was Galton so concerned about 'regression to the mean'--A contribution to interpreting and changing science and society." DataCritica 2(2): 3-22.

    Taylor, P. J. (2008). "Developing Critical Thinking is Like a Journey," in Teachers and Teaching Strategies, Problems and Innovations. G. F. Ollington (Ed.) Hauppauge, NY: Nova Science Publishers.

    Underhill, W. (1999). "Shaped by life in the womb." Newsweek(Sep. 27): 51-57.

    Williams, R. (1980). "Ideas of Nature," in Problems in Materialism and Culture. London, Verso, 67-85.

    Woodhead, M. (1988). "When psychology informs public policy." American Psychologist 43(6): 443-454.

    Worster, D. (1985). Nature's Economy, Cambridge U. P., chapters 1 & 2.

    Yoxen, E. (1986). Unnatural Selection? London: Heinemann, 1-17, 157-173.