Af2a Culture General Coursework
In developing an awareness of themselves and other people as products of and participants in traditions of culture and belief, students need to do more than acquire skills in interpreting and responding to art and ideas—the aim of courses in the Aesthetic and Interpretive Understanding subject area, above. They need to put these works in context—to see how social, political, religious, and economic, and cross-cultural conditions shape the production and reception of ideas and works of art. They also need to learn about the ways in which cultures and beliefs mediate people’s understanding of themselves and the world.
The role of culture and belief in shaping identities and communities is not simple: culture and belief can cause change, and they can also be sources of resistance to change. Cultural expressions have never been more widely disseminated. Music, images, and literature of all kinds are accessible to an extent unheard of even twenty years ago, and this has altered the way we think about cultures. We are more aware than ever of the degree to which cultures feed off one another across national, regional, religious, and ethnic boundaries. Yet it is often in the name of their culture that national and ethnic groups engage in conflict with other groups.
Religious beliefs and practices are topics that some courses in this category should address. Religion has historically been, and continues to be, a force shaping identity and behavior throughout the world. Harvard is a secular institution, but religion is an important part of our students’ lives. (Ninety-four percent of Harvard’s incoming students report that they discuss religion “frequently” or “occasionally,” and seventy-one percent say that they attend religious services.) When they get to college, students often struggle to sort out the relationship between their own beliefs and practices and those of fellow students, and the relationship of religious belief to the resolutely secular world of the academy. It is also important for students to have the opportunity to learn something about the impact that religious belief and practice has on the world, as well as on themselves.
There are many topics of wide practical and intellectual interest that courses in Culture and Belief might address: problems of translation, the concept of authorship (its significance for claims about plagiarism or copyright), censorship, conflicting interpretations of religious and other texts, institutional mediation of aesthetic experience (art museums, the music industry, the church), canon formation, the tensions between modernity and reactionary thinking, violence and its representation.
Courses in Culture and Belief should:
- develop an understanding of and appreciation for traditions of culture and belief in human societies;
- introduce students to primary texts in any language, works of art in one or more media, or ethnographies, social histories, or other secondary texts;
- develop the ability to analyze these works in the light of their historical, social, political, economic, religious, and/or cross-cultural conditions of production and reception;
- examine ways in which traditions of culture and belief shape the identities of individuals and communities; and
- draw connections between the material covered in the course and cultural issues of concern or interest that are likely to arise in students’ own lives.
See my.harvard for a list of courses that satisfy this category. Using the Advanced Search function, select Culture and Belief from the drop-down menu found under FAS – Additional Attributes.
Learn about other General Education categories.
Unformatted text preview: Cover Operating Manual The Guide to Data Standards Part A: Human Resources (Through Update 16, November 15, 2014) THE GUIDE TO DATA STANDARDS Part A: Human Resources TABLE OF CONTENTS OVERVIEW General Authority Objectives Responsibilities Development, Implementation, and Maintenance Data Element Presentation HUMAN RESOURCES DATA STANDARDS APPENDIX Update 16, November 15, 2014 2 2 2 2 3 3 4 6 524 A-1 THE GUIDE TO DATA STANDARDS Part A: Human Resources OVERVIEW General Personnel data standards revisions occur throughout the year to reflect changes in human resource programs. We issue these revisions as changes in the Unincorporated Changes section of this manual's Appendix. Readers should always check the Unincorporated Changes section of the Appendix for any revisions that have occurred since the last Update. We issue complete revisions of this manual as Updates. When we issue an Update, we incorporate all the changes effective as of the date of the Update. This date is shown at the bottom of each page. We list all the revisions in the Incorporated Changes section in this manual's Appendix. Thus, any change in the body of the manual from one Update to the next is listed in the Incorporated Changes section. Authority The Office of Personnel Management's authority to prescribe Federal civilian human resources data standards is based on: - Title 5, Section 2951 of the U.S. Code (5 U.S.C. 2951). - Title 5, Part 9.2 of the Code of Federal Regulations (5 CFR 9.2). Objectives The objectives of the data standards program are to facilitate use of Federal civilian human resources data and to avoid unnecessary duplication and incompatibility in the collection, processing, and dissemination of such data. Update 16, November 15, 2014 A-2 THE GUIDE TO DATA STANDARDS Part A: Human Resources OVERVIEW Responsibilities 1. Office of Personnel Management responsibilities. The Office of Personnel Management is responsible for managing the Federal civilian personnel data standards program and for overseeing the development, implementation, and maintenance of Federal civilian personnel data standards. 2. Agency responsibilities. The agencies are responsible for assisting the Office of Personnel Management in the development, implementation, and maintenance of Federal civilian personnel data standards and for using the data standards, as appropriate, on official personnel documents and Enterprise Human Resources Integration (EHRI) submissions. Development, Implementation, and Maintenance 1. Development. Data element standards are developed to satisfy information needs. Such development may be initiated by the Office of Personnel Management or requested by an agency by writing to: Manager, Records Management, Office of the Chief Information Officer (OCIO), Office of Personnel Management, 1900 E Street NW, Washington, DC 20415-6000. A requirements analysis is performed to determine how best to satisfy the information needs, whether the information benefits justify the data collection and processing costs, and whether new or revised data element standards are required. Draft standards are developed in cooperation with the primary user of the information. The draft standards are then concurrently reviewed by the Office of Personnel Management program offices. Any modifications to the draft standards are coordinated with the primary user to ensure that the modified draft standards satisfy user information needs. 2. Implementation. Implementation of data element standards to satisfy Office of Personnel Management reporting requirements is done in consultation with the agencies to minimize implementation costs. 3. Maintenance. To assure proper maintenance, each data element standard specifies the organization that is responsible for authorizing revisions to the data element and ensuring that the data element is kept current. Update 16, November 15, 2014 A-3 THE GUIDE TO DATA STANDARDS Part A: Human Resources OVERVIEW The Office of the Chief Information Officer (OCIO) coordinates maintenance activities on behalf of the responsible organizations. To request information about a data element standard or to notify the OCIO of changes needed to keep a code set current (such as AGENCY/SUBELEMENT), contact the OCIO at (202) 606-1598 or email address [email protected]