Holistic health is synonymous with world peace, liberty and justice for all, and true love. It means that everyone has their due because the people in power, i.e., the rich, realize that world peace is what they really want. So they freely choose to give from each according to ability to each according to need. Marx commonly gets credit for this line, but it’s actually from the Acts of the Apostles (2:44-45, 4:32-35 and 11:29). In a larger sense, however, it’s just one manifestation of a much older and more important line: “Love your neighbor as yourself” (Lev 18:19 and 18:33-35; Matt 22:39). The challenge is to persuade the rich that sharing in this manner is what they really want to do.
What is your due, your fair share? What should you take from the world? What should you give to it? And what should you leave alone? Each person’s answers to these questions constitute that person’s holistic impact statement. If a person takes too much, he/she impairs world peace by depriving others. If he/she takes too little he/she impairs world peace by depriving self and dependents. Finding our true fair share is what real education is about.
There is nothing to own but matter or energy. You can own information, but that’s a form of energy called entropy. But the sum total of matter and energy is fixed (First Law of Thermodynamics). Therefore, as some people take ownership of more matter/energy, less is available to be owned by others. Economics is a zero-sum process. Your winnings are others’ losses. However much you own, others own less because of it. Care about those others. Rich people, by definition, own too much. The challenge for rich people, therefore, is to donate in such a way as to even the balance. That’s not an easy task. There’s no end to the list of agencies that will accept donations on the promise to do good. But, unfortunately, most of these agencies are either ineffective or downright corrupt. Donating to ineffective or corrupt agencies does nothing to foster holistic health, world peace or liberty and justice for all. Therefore beware. How will you disperse your excess wealth? Everything important hinges on your answer.
Health normally refers to some mythical “preferred condition” of an individual or group without concern for the condition of the whole. Holistic health is about replacing this myth with recognition of reality: The condition of every individual, of every group is indelibly linked to the condition of the whole. The Journal of Holistic Health fosters scrutiny of the state of the whole. It advocates for an ever-greater correlation between individual needs and global resources.
“Nur die Fulle fuhrt zur Klarheit” (Only wholeness leads to clarity). Niels Borh, International Physical Congress, September 1927, at Como, Italy, quoted in Richard Rhodes, The Making of the Atomic Bomb, Touchstone, N.Y., 1988, page 131.
“No man is an Iland, intire of it selfe; every man is a peece of the Continent, a part of the maine; if a Clod bee washed away by the Sea, Europe is the lesse, as well as if a Promontorie were, as well as if a Mannor of thy friends or thine owne were; any mans death diminishes me, because I am involved in Mankinde; And therefore never send to know for whom the tolls; It tolls for thee.” John Donne, XVII Meditation, 1630, in Charles Coffin, The Complete Poetry and Selected Prose of John Donne, The Modern Library, NY, 1952, page 440.
Preventing disease and preserving health requires “full and unlimited democracy.” Rudolph Virchow, 1848, quoted in R. Bayer, A. L. Fairchild, K Hopper, and C. A. Nathanson, Confronting the Sorry State of U. S. Health, Science, 341, 962-63, 2013.
“Systems integration — holistic approaches to integrating various components of coupled human and natural systems (for example, social-ecological systems and human-environment systems) across all dimensions — is necessary to address complex interconnections and identify effective solutions to sustainability challenges.” J. Lin et al. Systems Integration for Global Sustainability” Science, 347, 963, 2015
“Interrogation of the roles of microbes in cancer requires a holistic perspective.” W. S. Garrett, Cancer and the Microbiota, Science 348, 80, 2015.
“Holistic analyses of our interconnected world call for conceptual and methological paradigm shifts.” N. Przullj and N. Dognin, Network analytics in the age of big data. Science 353, 124, 2016.
HS 491 (33777) Holistic Health Spring 18 Doug
READ THIS SYLLABUS BEFORE BEGINNING THE COURSE AND DISCUSS IT THROUGHOUT THE COURSE
Schedule: T/R 2:05 – 3:20PM CC 117 Final Exam = 5/15, 11:00AM
This course is about communicating orally and in writing. Students not interested in communicating in these ways should not take this course.
DISTRACTING COMMENTS OR DEVICES ARE NOT PERMITTED IN CLASS. PUT COMPUTERS, CELL PHONES, AND SUCH AWAY BEFORE CLASS STARTS. COMMENT DURING CLASS ONLY TO ALL STUDENTS AND FACULTY PRESENT.
America spends more on health than any other nation. Only a handful of nations spend even half of what America spends per capita on health. But, according to a 2013 National Academies of Science, Engineering, and Medicine report (“U. S. Health in International Perspective: Shorter Lives, Poorer Health”), America has worse health than any peer nation. Indeed some poor nations, e.g., Costa Rica and Cuba, report better health stats than America. What’s the problem? How can it be solved?
Many answers are plausible. My best guess is, in a word, fragmentation. Americans have come to want many different things: comfort, leisure, entertainment, adventure, recreation, glamour, convenience, romance, security, and wealth, along with the old standards of liberty, justice, peace, and health. The fragments are not all compatible. Pursuing comfort, leisure, and entertainment by cultivating sedentary life styles and consuming junk food is incompatible with personal health. Pursuing wealth or security by ignoring or exploiting the needs of others is incompatible with justice, peace, and public health. Pursuing adventure, recreation, glamour, or romance by excessive consumption and pollution is incompatible with personal and public health. All choices have consequences, but Americans are not taught to weigh properly those pros and cons. Americans are unhealthy because they don’t properly prioritize their different wants. This course is an effort to make college the agent for such teaching. It begins with semantics. We can’t properly prioritize when we don’t know what we’re talking about.
What do you want most? College students are nearly unanimous: “Health for my family.” Let’s start there. What is health? What is family? How can we put the two together? It’s not so obvious.
“Health science” is an oxymoron, a combination of contradictory words. Science refers to objective measurement, and health to the absence of disease, but there is no objective measurement for that absence, as most, if not all, diseases begin asymptomatically. You may feel fine, and all your tests might be normal, but there may be a cancer cell or some germ or autoantibody just setting out on the path that will lead to your demise. You have no idea. Whenever we think of health, we think unscientifically of an entity we cannot measure. Yet we think of it, and work for it, and long for it when it is lost. We imagine a state in which nothing is wrong, and we call this imaginary state, “health.” And, then, we proceed to promote and protect this imaginary state by preventing and curing that which we know to be wrong or bad. But that brings us back to the realm of imagination, for there is no objective measurement for right and wrong, or good and bad, “for there is nothing either good or bad, but thinking makes it so” (Hamlet in “Hamlet” Act 2, Scene 2). And yet, we do forge ahead, promoting health as if we knew what we were doing. You will, no doubt, assume I am wrong.
With all the talk and money devoted to health – the single biggest item in the Federal budget – how could we not know what we’re doing? And everyone knows right from wrong and good from bad. But just ask yourself this: Are antibiotics good? They’ve saved countless lives, but now, as a result of that so-called good, we’re facing a growing pandemic of antibiotic-resistant germs that threatens the continued survival of our species. Is beef good? It tastes good, to many, and, when grilled, smells good to most, while providing high quality protein and bioavailable iron at a reasonable price. But beef production consumes enormous quantities of grain and water, generates enormous quantities of pollution, fuels the antibiotic-resistance pandemic, and dulls human sensitivity to animal welfare, while beef consumption causes cardiovascular disease and contributes to obesity. Is petroleum good? It heats our homes and drives our cars and makes our electricity. But as a result of this so-called good, we’re changing climate at a record rate. This course is an effort to see the big picture. Back off from what we think we know, and ask again, in all humility, that most fundamental question: What do we really want? String the key words together: liberty and justice for all, health for all, world peace, true love. I call that collection, “holistic health.” We can’t yet measure it, but by looking at the big picture while keeping the key words in mind, we might be able to begin to resolve some internal contradictions.
We live in the richest country of all time with easy access to all necessities and the best in medical care. We are surrounded by natural beauty and have easy access to the arts and recreation. American children have access to the best in education. And we all have more security and more liberty and justice than any people in history. What, then, explains Americans’ discontent? Why are anxiety, depression, obesity, hypertension, violence, and mid-life crisis commonplace? Why do half of American marriages end in divorce, and a quarter of American kids live in poverty? Why are Americans drawn to mind-altering chemicals and mind-numbing entertainment? Why does America lead the world in pollution and prisoners? Clearly, something is wrong. Americans should be the most contented and generous people of all time. Instead they rank among the most discontented and destructive. What’s wrong? In a word it’s fragmentation.
In 1776, “dissolving the bonds that connect one people to another” was an interesting hypothesis and the experiment to test it made America very rich very quickly. But it is clear now that the bonds that connect people and organisms are global and insoluble. “No man is an island” (Donne). No woman, family, nation, or species is either. We are all part of the same whole, and we need each other. And when we don’t care for each other, we all suffer.
The family that matters is the ONE we all belong to. We create holistic health by building this family. Before we can begin to do this, however, we must learn to stop building insular ones. This course seeks to foster such learning.
Objective: To discover who you really are, and what you really want, and how to make what you really want really happen.
Phone: 860 768-4261
Tues: 1:30 – 2:00PM
Wed: 11:00AM – 3:30PM
Thurs: 1:30 – 2:00PM
Buy a notebook, preferably one with pages that don’t easily tear out, and bring it to every class. We will spend much of each class writing in our notebooks and reviewing our entries. It’s best if you keep everything you write. Don’t tear out any pages. Be brutally honest with your notebook. I won’t ask to read it, and you’re not required to tell anyone what you write in it. But it will be helpful for you to be able to read back over your honest comments. Think back over all the words that you’ve ever encountered. Which are most memorable? Perhaps you read them in some sacred text, or some poem, or novel, or play, or essay or letter. Perhaps you heard them from your grandmother or some other relative or a friend or lover, or in a movie or opera. Bring them to class, and let us hear them. Tell us what these most memorable words mean to you. Remember all the emotions that you have experienced. It’s impossible to describe emotions accurately in words, but do what you can to help us feel what you have felt, and help us understand why these emotions are important to you.
It’s hard to be honest with people you don’t know well, but do what you can with us. Being honest with us will help you be honest with your notebook, and that will help you know yourself, or your self. And knowing that may be the first priority: “This above all, to thine own self be true” (Polonius in “Hamlet,” Act 1, Scene 3).
Of what are you most afraid? What kind of person do you want to become? What’s holding you back? How can we help you break free? But I’m getting ahead of myself, or my self. But you get the message. This course is about self-discovery and self -fulfillment. Just who do you think you are?
A runner hears two voices. One says “Stop,” the other, “Not yet.” As the running continues, the dialog grows heated. The first voice cajoles, then threatens: “Stop now!” The second resists: “Not yet.” The sport consists in obeying the second voice. The first voice speaks for the body, the second for the body’s opponent. But who is that? Could it be you? The Greeks studied suffering to find out. They called the subject, “pathology.” Others called it “religion.” I call it holistic health. And whether the goal is to find “true self” or “true soul” or “true health,” I suspect it will require us to tell the truth, at least to our notebooks.
Upon successfully completing this course, students will
1) strive above all else to fulfill their obligations to humanity (Ad Humanitatem),
2) bond appropriately to all organisms by cultivating a holistically healthy diet and lifestyle, and teaching others to do the same,
3) empower the University of Hartford to become the agent of liberty and justice and peace and health and love for all,
4) advocate for the Universal Declaration of Human Rights and the Millennium Development Goals, and
5) boycott all distractions from the above.
- Read aloud and comment on 2/1, 2/13, 3/1, and 4/5 = 5% each = 20%
- Oral review on 4/12 or 4/17 = 10%
- Written review on 4/12 or 4/17 = 10%
- Test of critical thinking on 4/19 = 10%
- Read aloud grand synthesis on 4/24 = 20%
- Read aloud potential Letters to the Editor or OpEds 5/1 = 10%
- Declaration on 5/3 = 10%
- Final on 5/15 at 11 = 10%
The read aloud responses should be personalized summaries of lessons learned. Tell about the flaws you’ve found in the conventional fragmented approach to the things we say we want. The book or movie reviews should amplify and highlight your insights. Ensure that there is no redundancy. Critical thinking is about finding the error in what everyone else thinks is fine. Service Learning will consist of a potential Letter to the Editor or OpEd on forming the more perfect union. The read aloud on 5/1 is a grand synthesis of all that has gone before it. The declaration is a summary of integrative learning. Tell how your major fits in the big picture. The final is an opportunity to leave your most important words. Here are mine: The family that matters is the ONE we all belong to. Build this family. What are your most important words? Say and write them at the final. In addition summarize, orally and in writing, what you’ve learned about holistic thinking and action, and how this has helped you properly prioritize. Be explicit.
93=A, 90=A-, 87=B+, 83=B, 80=B-, 77=C+, 73=C, 70=C-, 67=D+, 63=D, 60=D-
- Frankl V. “Man’s Search for Meaning”
- Fromm E. “The Art of Loving”
- Tolstoy L. “The Death of Ivan Illyich”
- Elliot T.S. “The Love Song of J. Alfred Prufrock”
- Kushner H. “When Bad Things Happen to Good People”
- Bach R. “Jonathan Livingston Seagull”
- World Medical Association, Declaration of Helsinki
- National Academy of Science, U.S. Health in International Perspective, 2013
- Dickie, J. “The Bee”
- Kubler-Ross E. “On Death and Dying”
- The Universal Declaration of Human Rights
- The Millennium Development Goals
- Al Gore, “Inconvenient Truth” and sequel, documentary
- National Geographics, “Before the Flood,” documentary
- Hope Springs
- Wilson’s War (nudity)
- Erin Brockovitch
- Wall Street
- Other People’s Money
- Harvest of Shame, documentary
- The Insider
Policy on Missing Class: Submit all items on the dates due. Never submit anything early or late. If something is due on a date when you miss class, submit it on the due date by email. Be sure to put HS 491 in the subject line, and be sure to state clearly why you are submitting by email instead of in person. Excuses are not automatically acceptable. This policy applies also to days when you miss class because the University closes.
1/23) What do you want? Why do you want it? How will you get it? Imagine you want health for your family. How will you get it? Most Americans want the same, but they don’t get it. Why not? Americans are free – more so than any other people – to do what they want. Why don’t they get what they want? Imagine it’s because Americans chase conflicting interests. To get health for your family, you’ll have to abandon interests that conflict with health for your family. Will you do that?
1/25) What is a family, and how do you begin to build a family? Why do you date? How do you decide who to date and what to do on a date? Do you discuss the state of America or the world? Do you debate political philosophies? Do you discuss the purpose of marriage and how to raise children? Or, do you cultivate irrelevant distractions? Do you try to impress a date? Do you dress for the occasion or use cosmetics or other performance “enhancing” substances, e.g., alcohol, cannabis, caffeine? Do you go to the casino or racetrack? Do you try to be interesting, attractive? If you want to find someone to love you for who you are, why try to look better than you are? Why avoid the questions that really matter? Do you use oral contraceptives, or encourage your female partners to do so? Wouldn’t it be healthier to use condoms to prevent pregnancy? Don’t oral contraceptives encourage thromboses and unprotected sex? How do you rate a date? What makes a good one? How good a date are you? How does a date differ from a friend? In “When Harry Met Sally” Billy Crystal says men and women can never be friends. Is he right? In the movie, Billy speaks from a heterosexual perspective. How would it work between homosexuals? Is a good date one who makes you a better person, one more likely to achieve family health? Is a good date one who you make healthier, who you help achieve family health? Students submit one page, computer-printed responses to 1/23.
1/30) What does it mean to “fall in love?” What is romance? How does romance happen? What does it mean? Why does romance predispose to jealousy? The Platters confronted the real question: “how I knew my true love was true?” How do you know yours is? “When your heart’s on fire, smoke gets in your eyes.” Is romance an equal-opportunity endeavor? Or does it involve discrimination on the basis of sex, physical appearance, personality, race, religion, etc.? Can any two people fall in love, or is there only one, or a select few Mr/Ms rights? Are these questions discussed in school, college, religion? If we don’t learn how to be friends and lovers in school, college, or religion, then Hollywood and Disney World are the only sources of information. Doug returns student responses to 1/23 with comments.
2/1) Students read aloud their responses to 1/23 and comment on Doug’s suggestions. Students record comments and criticisms and save these with their responses to 1/23.
2/6) How will you know who and when to marry? And what is marriage? Is it a form of ownership, e.g., “my own true love?” Why does the commandment prohibit men from coveting other men’s wives, but not women from coveting other women’s husbands? Could it be that women never really want to be owned? What is “a female-headed household?” If there’s a man in the family, is he automatically the head? What is the purpose of a spouse? Is it to be never lonely, or to always have a date? And what happens after the wedding? Hollywood romances always end at the wedding. What happens after the high fades? Or, does it never fade? Pursuit of high conflicts with pursuit of health. What will you do about the pressure to preserve the high, when the novelty wanes? Will you look elsewhere for novelty and high? Will you divorce? Women tend to lose physical attractiveness with age. How hard will you work, or push your wife to work, to fight wrinkles and grey hair etc.? Students submit one page, computer-printed responses to the classes from 1/23 through 2/1.
2/8) Will you celebrate your engagement with a diamond? What are the social and ecological implications? But who cares about such things when you’re getting married? How much time and money will you spend on the wedding? Will your wedding be religious or secular? What vows to your wedding partner will you honor? Will you warn against violence, alcoholism, gambling, infidelity, dishonesty? How much time and money will you spend on the honeymoon? How much time and money will you spend on your home? What will be your dream home? Will you build room for your parents and parents-in-law? When married, will you use oral contraceptives or encourage your wife to do so? What will you do if marital sex becomes dull or worse? What will you do if marriage makes you lonely? After the wedding, spouses often take each other for granted. Once the wedding is over, they seem to get caught up in building careers and planning for children. They can forget to care for each other, as they forget to care for society and environment. They can forget to stay married. What might push you to divorce? Doug returns responses to classes from 1/23 through 2/1 with comments.
2/13) Students read aloud their responses to classes from 1/23 through 2/1 and comment on Doug’s suggestions. Students record comments and criticisms and save these with their responses to classes from 1/23 through 2/1.
2/15) Will you have children? Why or why not? After children, wives lose interest in husbands. Will you have a dog or cat? What would be its purpose? If your spouse doesn’t love you anymore, a dog or cat can be a good, if not even better, substitute. Would you buy the dog or cat in a pet store, or adopt it from a shelter? What would it matter? If you decide to have children, will it be by pregnancy or adoption? What will it matter? If you have children by pregnancy, what will you do about birth “defects?” If you have children by adoption, what will you do about serious incompatibility, i.e., attachment disorder? For what purpose will you have children? Should you have children to relieve the boredom of a monotonous marriage? Does every man become monotonous eventually? What will you feed your babies? How will you raise your babies? How will you discipline your children? What will you want your children to become? Will you raise your children in a religion? Do you adhere to this religion? Will you allow your children to join JROTC? Will you allow your children to serve in the armed forces? Will you allow your children to play collision sports? Will you teach them to hunt or fish? Will you send them to summer camp or take them to Disney World? Will you let them drink soda and eat junk food and watch violence or sex for amusement? Dickie says fathers are like coaches: They want their kids to be better than they are. What do you think?
2/20) I want to take sex and love and marriage and friendship and parenting back from Hollywood and Disney and restore these most real things to real people. I want people to confront reality on dates. I want friends and lovers to ask, “What are we doing?” I want them to consider this answer: “Taking care of each other and the world.” Sex and romance are instinctive and fun and too, too easy. Enjoy them. Play with them safely and with careful consideration, but don’t take them seriously. Everything important is difficult. The only way to get anything important is to WORK at it. “What are we doing together?” We’re learning to work together to care for each other and the world. Why do we want kids? To teach them how to care for the world. What will you do about your parents and your spouse’s parents? What about non-family? What does your religion say about this? What does your school and college teach? Should you love your neighbors as yourself? Should you treat others as you want to be treated? Some kids go to Disney World. Others don’t get enough to eat. Why is that? And do you care
2/22) Is it a wonderful world (Louis)? What is the state of our world? Topsoil is eroding, forests are shrinking, deserts are expanding, fresh water is growing scarce and polluted, oceans are polluted and becoming more so by the minute, fish and reefs are dying, global temperature is rising, climate is turning hostile, new germs are emerging and old ones are growing stronger, and plants and animals are racing to extinction at record rates, all while the rich get ever, obscenely, richer and everyone else gets poorer, and our children grow fatter and sicker than ever. And we’re running out of time. Why is the world as it is? What are the possible explanations? Is ours a wonderful country? What is the state of our country? What is patriotism? Students submit one-page, computer-printed responses to the classes from 2/6 through 2/20.
2/27) What are the problems? Here’s a short list: Climate change and loss of biodiversity, income disparity, poverty, government inefficiency and corruption, food and water insecurity, misdirected education, underemployment, population growth and excessive consumption, exploitation of women and children, and infectious diseases. What do these problems have in common? They’re all solvable. They’re not being solved because of hard-heartedness (Himmler’s term) on the part of those with power. Doug returns responses to classes from 2/6 through 2/20 with comments.
3/1 Students read aloud their responses to classes from 2/6 through 2/20 and comment on Doug’s suggestions. Students record comments and criticisms and save these with their responses to classes from 2/6 through 2/20.
3/6) What will you do about sex? DNA has a mind of its own, and it’s not a kind or gentle mind. What is the law of the jungle? That’s DNA’s law. What do women want? Why do they want it? How do they pursue it? What do men want and why? What are the sexually transmitted diseases? Yes, of course, there are those, but what of the other sexually transmitted diseases that no one thinks about as sexually transmitted. Think about it. What are the genetic diseases? They’re caused by unprotected, uninformed sexual intercourse. And what about population growth, and DNA editing? And what is glamour? What is selfishness and greed?
3/8) What is adoption? What is inter-racial adoption? What is inter-racial, foreign adoption? Can you love adopted kids as your own? Is that a route to loving others as self? Could we adopt all children? What if we adopted poor kids but left them in the care of their moms? Could we let all kids into our families? How would you decide how much time and money to spend on each kid? What is triage? What is international triage?
3/13) What will you do about college? Why are you in college? To get ahead? What’s the one lesson that’s taught in every class in every normal school and college? Is that the lesson you want to teach the world? If you want a different world, you’ll need a different lesson? What does it mean to be an educated person? How do you judge priority?
3/15) What is the basis for freedom and justice and peace for all? How do you build on this basis? How do you start?
3/27) What does the world need? How can you help fill these needs? What is hunger? Why are people hungry? Why are people poor? How can we shop for a better world?
3/29) What is needed to solve hunger and poverty? What is the role of the UN and other international agencies, of charities, of religions? What is the role of college? How do we curb smoking and drinking and junk food consumption and sedentary life style? How do we curb excessive, or exploitive, health care? How do we promote democracy and fair trade and restoration ecology? Rudolf Virchow said medicine is a social science. Students submit one-page, computer-printed responses to the classes from 2/22 through 3/27.
4/3) How do you live, and what changes will you make? What do you think about profit and estate planning and the estate tax? How do you rank colleges? Doug returns responses to classes 2/22 through 3/27.
4/5) Students read aloud their responses to classes 2/22 through 3/27 and comment on Doug’s suggestions Students record comments and criticisms and save these with their responses to classes 2/22 through 3/27.
4/10) What do you love? What sacrifices will you make for love? How do you know your love is true? And why care? Students review their collections of responses with comments and criticisms and submit to Doug a one-page, computer-printed synthesis with persuasive conclusion. Students prepare this work for publication as a Letter to the Editor or OpEd in the Hartford Courant or other news outlet. This fulfills their service-learning requirement.
4/12) Students present orally their 10-minute reviews of a chosen reading or movie listed above, and submit their one-page, computer-printed copy of their reviews. Doug returns submissions of 4/10 with recommendations.
4/17) Continuation of above.
4/19) Best plans often go astray. Good intentions are never enough. Students think critically about genetic engineering and Frankenstein. If you have to choose between helping the individual or the species, which will you choose? If saving the individual hurts the species, will you save the individual? What does the Declaration of Helsinki say on this? Doug returns reviews with comments.
4/24) Students read aloud their grand syntheses.
4/26) What will you do about people you don’t like? What will you do about nasty people who you just can’t help hating? Can you love them as your self? Why are they nasty? What is the law of human nature? Who is guilty?
5/1) Students read aloud their potential Letters or OpEds and comment on Doug’s suggestions.
5/3 Students declare how they will use their skill and knowledge to foster holistic health. How does your major concentration contribute to, or detract from, the solutions to the problems preventing holistic health? Give an example and then lead a short class discussion/debate on your answer.
5/15) Final Exam, 11:00AM
Sow neither joy nor lament, nor pine for unrequited wealth, but leverage your discontent by shopping for holistic health.
Students with Disabilities: The University of Hartford is committed to protecting the rights of individuals with disabilities and assuring an accessible learning environment. If you have a documented disability for which you are requesting accommodation, you are encouraged to contact Access-Ability Services as soon as possible. You may contact Access-Ability Services by calling (860) 768-4312 or by stopping by the Access-Ability Services office in Auerbach Hall, Room 209. If your request for accommodations is approved, an accommodation letter will be emailed to your instructor(s) upon your request. Please discuss your accommodations with the instructor as soon as possible so appropriate arrangements can be made. Please note that student requests for accommodations must be filed each semester with the assigned Disability Services Provider and accommodations are not retroactive.
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