Announcements (old announcements move to bottom, where there are also visitor statistics)

• Oct. 9, 2008: This page has been superceded by the 2009 course website.
  Note that the title has been changed to The Holocaust in European History, and that the course now fulfills the European Traditions General Education requirement.
• March 31, 2008: Here is the distribution of grades for my 2008 Hist 133d course according to the total point scores (see note on grading, below):

  # students	86-87pts=B+   2	C+   0	D   0
  93-108pts=A  23	84pts     =B      2	69-70pts=C     1	F    0
  89+-92pts=A-  6	81-82pts=B-    3	C-    0	incomplete:     0	total:  37

Course Description and Goals (back to top)

There are many reasons to study the Holocaust, which I understand to be the systematic, state-run mass murder of entire groups of people. In this course we will not only study what happened, but also investigate why those events happened. My courses also emphasize historical skills: assessing and interpreting historical sources, and presenting the results of research.

Some useful sites and interesting links (back to top)

• Nazi propaganda documents (originals with English translations), at an excellent site created in 1999 by Randall Bytwerk at Calvin College in Grand Rapids, Michigan, author of Bending Spines: The Propagandas of Nazi Germany and the German Democratic Republic (2004; $17 at amazon). There is also a section on pre-1933 Nazi propaganda.
• German History in Documents site: The German Historical Institute in Washington has specially prepared translated documents, maps and images about Nazi Germany online.
• The US Embassy in Germany has History of German-American Relations, 1901-39 and 1939-45 pages with excellent and easily navigable collections of documents.
• ThirdReichRuins.com compares photographs of many historical sites "then" and "now." It was made by Geoff Walden, with many of the "then" photos stemming from his father, who was stationed in Germany in 1945-46.
• ScrapbookPages.com is another private initiative that gives excellent photographs and information about many Holocaust sites, with some then-and-now perspectives as well.

Materials from Prof. Marcuse's previous Hist 133D & 33D courses (back to top)

• Fall      1996:                  syllabus
• Fall      1998: homepage; syllabus
• Fall      1999: homepage; syllabus
• Winter 2000: homepage; syllabus
• Fall      2001: homepage; syllabus
• Fall      2002: homepage; syllabus (33D)
• Fall      2003: homepage; syllabus (33D)
• Fall      2005: homepage; syllabus (33D)
• Winter 2008: homepage; syllabus

Grading policies (back to top)

Grading can serve many purposes. Among them are: motivating students to engage with the material (by providing feedback and rewarding effort), assessing how well students have done the assigned work, and ranking students relative to each other.
I personally dislike assigning grades. I'm interested in what you have to say, and want you to put in the effort to develop interesting thoughts and express them well. I hope you will be motivated to learn enough factual material to have a solid basis from which you can develop your thoughts. If you need the prospect of a better grade to do the learning and thinking, fine. For various reasons, I have to grade to assess your work anyway (if I write letters of recommendation, for instance, I need some data on relative strengths and weaknesses, and effort expended). The grade distributions I give my courses are also monitored by the department and the University. (see grade distributions for some of my other lecture courses on my Grading Data & Policies page)
My bottom line: I want the grades I give to be a FAIR reflection of the effort (attendance, doing assignments, meeting deadlines) and learning (content of submitted work) you show, and to give a rough indication of where you stand on those factors relative to others in the class.
To give you an idea of typical grade distributions for my upper division lecture courses, I include two examples here (more are on my Grading Data page)

• March 31, 2008: Here is the distribution of grades for my 2008 Hist 133d course according to the total point scores (see note on grading, below):

  # students	86-87pts=B+   2	C+   0	D   0
  93-108pts=A  23	84pts     =B      2	69-70pts=C     1	F    0
  89+-92pts=A-  6	81-82pts=B-    3	C-    0	incomplete:     0	total:  37

• Since I haven't taught 133D for a while, I offer 2 grade distributions from 133C for comparison.
• Mar. 29, 2006: Here is the distribution of grades for my 2006 Hist 133c course according to the raw point scores (see note on grading, below):

  # students	87-89pts=B+   6	77-78pts=C+   2	62-67pts=D   2
  93-100pts=A    6	83-86pts=B     2	71-76pts=C     3	F    1
  90-91pts=A-    2	79-82pts=B-    5	68-70pts=C-   1	incomplete:     1	total:  31

• Mar. 23, 2004: Here is the distribution of grades for my 2004 Hist 133C course according to the raw point score without the participation grade (95 possible points [well 101, if you count the double extra credit for the outside events]):

  # students	86-85pts=B+     2	75-71pts=C+   4	D   0
  94-90pts=A    5	84-80pts=B      10	70-62pts=C     2	D-  0	graduate student: 1
  89-87pts=A-   5	79-76pts=B-      4	pts=C-   0	F    0	total:   33

If you are think your grade does not reflect your work and effort:

• First, please note that I grade YOUR WORK, not you.
• If you feel that the grade you received on your paper or exam does not correspond to the quality of work that you submitted, or the effort you put into it, you have two options:
  1. Print out, complete, and submit the following Grade Change Application Form ;-),
     OR:
  2. Write a page (or paragraph, whatever it takes) explaining WHY you think your work is better than the grade assigned to it. Please refer to the appropriate assignment sheet (for book essays and web projects), and make sure you did the assignment.
     • Then resubmit the work in question with your explanation, and I will regrade it and get back to you.
     • Be sure to put some contact address on your explanation sheet, so that I can be in touch with you.
     • Note that I reserve the right to lower your grade, if I feel that is warranted by closer examination

Picking up your work

I keep all student work for at least one quarter after the course is over. If you would like to pick up your work, please come to my office. During my office hours is usually best for me, but if you would like your work left in an envelope in the envelope outside my door, or to arrange a different pick-up time, send me an e-mail or leave a note.

Old Announcements (back to top)

• Dec. 12, 2007: Book Order. There are four course books for Winter 2008. You can save a fair amount of money by ordering them online and used--see links in the table below:
• Dec. 13, 2007: Crashing. This course is currently closed, with 11 students on a waitlist. Four spaces have opened up already, and I'd guess at least 4-6 more will become available as students finalize their schedules at the beginning of the quarter.
  Students enrolling concurrently in my Hist 133Q seminar will be given priority on the waitlist.
• Jan. 8, 2008: Waitlist. Hist 133D now has 1 open spot, 3 no-shows in the first class, 4 waitlisted students with priority, and 5 more waitlisted students, 2 of whom may have priority status. Thus it is very unlikely that anyone not already on the waitlist will be able to enroll.
  The 2008 Hist 133D syllabus is now available online.
• Jan. 9, 2008: Textbook availability. Several students who ordered the textbook online have not yet received it. That book (and the other course books) are on 2-hour reserve at the UCSB library. Especially for chapter 1, that should be sufficient until your books arrive.
• Jan 16, 2008: Q1 due Thursday, 1/17. In a blue book, on the first right-hand page:
  5-7 bullet points on the causes of (just one of a, b, or c):
1. Vladek's survival, OR
2. Why "people" (which?) hunted & murdered Jews, OR
3. Why "people" (which?) helped Jews.
• Be sure to cite specific panels, giving volume & page numbers, for example (I, 16).
• The questions on the Maus handout are available online as well (see questions section).
• Jan. 21, 2008:
  • I've started the Books for Essay page.
  • This Thursday (1/24) Sobibor survivor Thomas Blatt will be speaking to our class. As preparation, please read this student review of Escape from Sobibor, a book by Richard Rashke upon which the 1987 film Escape from Sobibor is based.
  • Register to vote--last chance. January 22nd, is the last day to register to vote for the Feb. 5"Super Tuesday" presidential primary election. It's too late to register online, but you still have time to do it the old fashioned way and mail it in as long as it is postmarked by tomorrow, Jan. 22. Go to the California Secretary of State's website to print out a registration form and mail it to your local county elections officia:l: https://ovr.ss.ca.gov/votereg/OnlineVoterReg/
    If you plan on being at UCSB to vote next November, this is worth doing now.
• (1/21/08) Feb. 20, 2008, 6-9pm: The required film Uprising (about the Warsaw ghetto uprising), will be shown in 1930 Buchanan on Wed. evening, 2/20. If you can't make that showing, see the professor to make alternate arrangements (borrow his or rent a VHS/DVD copy).
  • note 1/21/08: as I announced in class last Thursday when I handed out the blue Book Essay assignment sheet, having the essay due the day after the film showing is NOT a good idea. Thus the book essay due date will be Tuesday, 2/19/08, 12:30pm.
• Jan. 24-Feb. 2, 2008: Santa Barbara International Film Festival. There are four films being screened that have Holocaust themes (thanks to Mackenzie for the reminder):
  • THE COUNTERFEITERS is the true story of historys largest counterfeiting operation. Set up by the Nazis in 1936 under the name Operation Bernhard, the plan was to counterfeit the currency of enemy nations in an attempt to weaken their economies while filling the empty war coffers. (98 mins; link; 25th-7:30, 26th-11am, 27th-7:30)
  • A Jewish Federation of Greater Santa Barbara Film by Louise Palanker and Jennifer A. Reinish, WE PLAYED MARBLES features eleven local Holocaust survivors who recount memories of their childhoods in Austria, Czechoslovakia, Germany, Hungary and Poland. Their stories illuminate the rich European Jewish culture that was systematically destroyed by Nazi tyranny. These Santa Barbara residents - now in their 70s and 80s - share memories of how their lives were abruptly and forever changed by dramatic historic events. (75 mins; link; 26th-7pm)
  • Narrated by Angelica Aragon, this is a thoughtful, sensitive and moving story of two women whose disparate paths cross. In the process, they reconstruct what has been lost in order to understand their future. Award-winning director, Guita Schyfter, returns to documentary film for a personal exploration of memory, origins, and the intersections of conflicting identities in LABYRINTHS OF MEMORY. The film interweaves Schyfters story—a journey to Russia and Costa Rica to comprehend the lives of her parents, orphaned Jews displaced by the Holocaust—and that of Maité Guiteras, the twice-adopted daughter of famous Cuban anthropologist Calixta Guiteras, as she returns to Chiapas, Mexico to find her birth mother. (95 mins.; link; 30th-12:30, 1st-7pm)
  • Nominated for four Israeli film awards, THE DEBT is a cat-and-mouse espionage thriller set in Israel in the mid-1990s. Rachel is a comfortably retired Mossad agent, having recently penned her memoirs. Thirty years earlier, she and her fellow agents, Zvi and Ehud, were honored for hunting, capturing and killing a malevolent Nazi war criminal, the "Surgeon of Birkenau." During the book launch party, Zvi re-emerges, telling Rachel that a frail, perhaps delusional, man in a nursing home in Kiev is now claiming to be the surgeon. (93 mins; link; 31st-4:30, 1st-7:45, 2nd-4:30)
• Jan. 24, 2008. Yikes! So much going on, it's hard to keep track:
  • For more information on Sobibor, see Thomas Blatt's website: www.sobibor.info. It has his and the Sobibor uprising story and documents on 15 pages.
  • If you would like to write him a note with your thoughts about the Sobibor uprising and his presentation, I will pass it along to him. He appreciates receiving feedback. As you know, he has made it his life's work to inform the world about the uprising.
  • Expect Q2 on Sunday, about the 4 interviews on eres (password: rhythm), to be due in class on Tuesday. I will e-mail it.
• Jan. 28, 2008, 5:30pm, downtown at 524 Chapala St: required Monday evening lecture by Alison Owings, author of Frauen: German Women Recall the Third Reich (website of talk). Readings on eres, password: rhythm.
  The author will answer questions in our class on Jan. 29.
• Jan. 28, 2008: For question 2, which you should try to fit on the second page of the bluebooks, you should write a paragraph each on THREE of the four interviews from Alison Owings' book that is available on eres (password: rhythm).
  • Each of the 3 paragraphs should highlight a main point of your choosing from that woman's narrative about Nazi Germany. If you need ideas, perhaps think about why the author included it in the collection, or what "lesson" a reader might draw from her experience under Nazism. Or maybe reflect about some unexpected, non-stereotypical thing that you learned, or something puzzling that came up in the story.
    (PS. As usual, part of the purpose of this is to show me that you've read the assignment, the other part is to prepare you for discussion in class on Tuesday. But it'sjust a short paragraph, not a dissertation!)
  • Finally, if you'd like to learn more about Ms. Owings' and her current work, you can visit her website, or a recent blog posting she wrote, which includes some biographical information.
  • Directions for tonight: The Jewish Federation is at 524 Chapala St., between Cota and Haley (google map). Driving from UCSB, take the CaRillo exit from the 101, go over to and down Chapala. The lot in front is apt to be full, so park on the street, or around the corner on Haley or Cota. If you are taking the bus, the 24x leaving the UCSB bus loop at 4:36 or 4:52 (arriving at bus station on Chapala 4:58 or 5:14) will get you there in time (5 blocks walk down Chapala). Bus fare is free with student ID. If anyone would like a ride back, I can take up to 4 people, although I will be one of the last to leave the talk. Or if you can't get a ride with someone else, the 7:30 bus from the transit center arrives at UCSB at 7:48.
• Feb 4, 2008, 9:30pm: Ok, I've received enough e-mails about Q3 that I'll give you a big hint.
  • We'll take the first few minutes of class to write it. It will be based on chapter 4 of the textbook, and you should be able to name and BRIEFLY describe three events in the 1930s that paved the way to Kristallnacht in Nov. 1938. The description should relate the event to Kristallnacht in some way.
  • Example (not in the textbook): The ordinance of April 26, 1938 stipulated that all Jewish Germans had to register their assets with the government. This enabled bureaucrats all over Germany to compile lists of wealthier Jews who could be arrested and held for ransom.
  • There are a couple of very obvious choices, and some less obvious ones.
  • PS. The state requires the UCs to encourage students to vote, so let me remind you that tomorrow is not only the presidential primary day, but there are some state ballot initiatives, esp. prop. 92, which affects community college funding. By the way, even if you "declined to state" your party preference, you are allowed to vote in the democratic primary. To find out how, check out Agnes & Myrtle on youtube.
• Feb. 7 event (Thu., 8pm): James Carroll, Op-Ed columnist for the Boston Globe and author of several award-winning books:
  "The Disputation: Christians Arguing with Christians about the Jews"
  Thursday, February 7 / 8:00 p.m. / Free / UCSB Campbell Hall
  Anti-Semitism is a Christian problem, not a Jewish problem. The medieval "disputation" pitted Christians against Jews, but the conflict among Christians about Jews is equally basic - from the Gospels (St. James vs. St. Paul) to the Renaissance (religious anti-Judaism vs. racial anti-Semitism) to the Holocaust (Pius XII vs. John XXIII) to the Third Millennium (fundamentalists vs. the emerging Church). This is a new take on an old history.
• Feb. 16, 2008: There are a number of announcements:
  • The book essays are due Tuesday, Feb. 19, at the start of class.
  • The film Uprising will be shown Wed., 2/20, 6-9pm in Buchanan 1930.
    Q5, based on the film, will be due in class on Thursday.
  • Claudia Koonz's talk "Hitler's Assault on the Golden Rule" will be on
    Tuesday, 2/26, 5pm in HSSB 6020. Extra credit for attendance. (note: not 2/28)
  • The midterm survey is now available--*please* take it (only 10 short questions).
  • Here are links to web pages I made for a previous course's lectures on Kristallnacht and Eugenics. They cover material similar to what I presented in this course.
• Feb. 17, 2008: Some late-breaking tips on the book essay:
  • Just to clarify, since several students have asked: the 1-2 page summary is part of the book essay; the whole thing is due Tuesday. It is worth 20% of your course grade.
  • The Web Option Handout is now available on the web (I'll pass it out in class next week). However, if you look at sections IV and V you'll get some tips on avoiding my pet peeves and my formatting preferences. You don't have to do these now, but I appreciate them nonetheless. In any case, §5 and §6 on the blue book essay assignment handout are more important. (Be sure to number the pages, by hand if necessary, and turn in your prospectus as well.)
• Feb. 20, 2008: Question 5, if at all possible to be written before class:
  • Write a few sentences describing what happened during each of the following two scenes:
    • a. What did Korczak, the head of the orphanage (the guy in charge of the music recital), decide to do to protect the orphans as best he could during the deportation? Very briefly: how do you assess his decision?
    • b. As portrayed in the film, what does the Polish Home Army say when the ghetto resistance--ZOB--asks for help? (This was shown in the scene towards the end where Yitzhak Zuckerman, passing as a Pole, meets with a representative of the non-Jewish Polish underground, to ask for explosives and weapons.) What were their reasons for that answer?
    • If you draw a blank on either of those, you can describe a scene and pose a question to ask in class tomorrow.
  • Please try to answer the question before class, as I don't want to take up a lot of class time while people write their answers.
• Feb. 26, 2008: Claudia Koonz's talk "Hitler's Assault on the Golden Rule" will be this afternoon, Tuesday, 2/26, at 5pm in HSSB 6020. Extra credit for attendance--you will need to do a one-page write-up. (note: not 2/28, as given in the syllabus)
• Feb. 26, 2008: Q6 due on Thursday, 2/28
  • Two parts (just 1 paragr.=½ bluebook page each!!):
    • Based on chapter 12: Whence would help come?
      Why didn't the Allied governments rescue the Jews the Germans were mass murdering?
    • Based on chapter 13: Rescue
      Why did some people and groups rescue individual Jews?
• Feb. 26, 2008: Changes to syllabus:
  • Tue 2/26: Resistance & Rescue; chaps. 12 & 13
  • Tue 3/4: Techniques of Murder; ch. 10 end+11; (due date for papers returned today)
  • Thu 3/6: Life in the Death Camps; chap. 14 finish; (due date for papers returned Thu.)
  • Tue 3/11: Dissolution, liberation & discussion of Frankl
• Feb. 28, 2008: so far only 24 students have taken the midterm survey. Please take it if you haven't already! (It should now accept responses until next Tuesday--please let me know if it doesn't.)
• Feb. 28, 2008: Thesis statements were the biggest problem on the papers. If you're unclear on the concept (as I noted in my comments on your paper), please refer to this 1-page printable handout from my favorite guide to writing in history, Mary Lynn Rampolla, A Pocket Guide to Writing in History (Boston: Bedford/St. Martin's, 5th ed. 2007), 47-49. hi-res print version (tip: set your browser's file > print options to landscape before printing)
• Mar. 3, 2008: A student pointed out a discrepancy on the Web Option handout, and I'd like to take the opportunity to clarify what tomorrow's submissions should include.
  • In I.2. I say name your file AuthorslastnameYourlastnameYear_083.doc, then give the example MarcuseFrankl2006_083.doc. What I really want is:
  • AuthorslastnameYearofPubYourlastname083.doc
    if you want (and your name is short) you can also include your first initial or whole first name. Thus the example should be:
    Frankl2006HMarcuse083.doc
    or, to use an actual example:
    MullerHill1997TMitchell083.doc
  • Also, I do NOT want your electronic version e-mailed yet, but rather the printout of the new stuff, AND the old version and reviews that I returned to you.
    In class I said that if you had marked clearly on the old printout what you were changing, and it wasn't that much beyond what I had marked, you do not have to print out the paper itself a second time, just the new items II. 1-5,7 (but not the text of the essay with the tracked changes, 6.
    What's important is that I can see somehow what you've changed.
• Mar. 5, 2008: I've udpated the schedule in the online syllabus to reflect the changes in the lecture topics and readings announced Feb. 26 (see announcement of that date). For this Thursday (tomorrow), read chapter 14.
• Mar. 5, 2008, 6:45pm: I've just e-mailed Q7:
  • Based on Tuesday's lecture, and/or on textbook chapter 14 (which is assigned for tomorrow, as per the changes to the syllabus announced on 2/26):
  • Q7: Name two of the three functions of Nazi camps--the textbook calls them "types"--, and give at least three characteristics (besides the function itself) that are typical of each of the two types. Characteristics might be the period of time in which they were most common, events that played a role in their inception or dissolution, their size (in number of barracks or inmates), their location relative to population centers or other places. You might also give some examples of such camps.
  • Note that you are asked for six things: three for each type/function of camp.
• March 6, 2008: Q8 is due on Tuesday, 3/11. On a separate sheet of paper please prepare (typed preferred):
  • Based on Maus and Man's Search, give two examples:
    One in which Frankl makes a decision for the same reasons as Vladek, and
    Another in which Frankl does something/makes a choice that Vladek would not have made.
  • For each, you need to briefly describe the situation.
  • Finally, as preparation for class discussion: pick out some passages, situations or quotations you would like to discuss or have questions about. I'll call on people if I don't get volunteers.
• Mar. 6, 2008 [Mar 11]: Midterm Survey Results, conducted Feb. 18-Mar. 3. The original questionnaire was on surveymonkey.com; 29/37 students had taken it when I downloaded the results on Monday, March 3.
  1. Attendance: 47% always attend, 53% missed one or two classes
  2. Readings: 28% did all, 56% most, 12% some, 3% little/none
     22% did them on time, 28% on time if Q, 3% random (=53%--did I miss an option?)
  3. Textbook: 41% found it excellent, 56% good, 19% ok (=116%, what's going on?)
  4. Anticipated grade: 72% A/A-, 28% B+/B
  5. Compared to other lecture classes, I learn: more 55%, same 39%, less 6%
  6. What would improve lectures? slower 6%, more images 24%,
     more in-depth stories 33%, more broad context 33% (is that the opposite?)
     more videos 22%, more class discussion 18%
  7. I found my book for essay: 44% great, 41% satisfied, 16% ok
     I picked it from: 52% prof's list, 24% amazon, 12% library, 12% prof's suggestion
  • comments: please put in e-mail when you send e-mail your web option
  8. Biggest gripe? (27 responses):
     • classroom: 7 (Why, specifically? What can we change?)
       arrange tables facing front; use chairs with desks around walls
     • too much analysis and theory: 5
     • e-mailing of Questions: 3
     • too little discussion: 2; too much discussion: 2
     • more focus on readings: 2
  9. Best Features:
     • Qs/no midterm: 6 (1: Qs detract from enjoying reading)
     • guest speakers/outside events, images/video, readings, lecture style
• March 11, 2008: What to submit and when:
  1. Fix what's marked on your paper
     I've noted if you can get more credit for doing this.
     (Otherwise corrections are part of final 5 points.)
     • annotate book reviews!
     • need to sign pledge
     • NEW: include caption information+source (& image if you want), but:
       image must also be attached separately (not in .doc, but .jpg, .png)
  2. Resubmit the last submitted hard copy only, with my edits/comments, Thursday class or Monday, noon (I'd like to have some Thursday, and many of you have so little to do that it won't take much time)
  3. E-mail me one document as specified on handout, and one image, named:
     • AuthorsnameDateYourname083.doc (ex: Heck1985Keller083.doc)
       Image: Heck1985BookCover.jpg; HeckInUniform1944.jpg
     • deadlines: Thursday evening or Monday noon
• March 16, 2008: a pdf of the final exam is now available. If you have trouble printing it, let me know, and you can pick up a copy in my office Monday, 3/17, 10-noon.
  I am combining last year's Hist 133B and this year's 133D Essays on one index page.
• March 18, 2008: e-mail sent:
  This is just a blanket response to the many requests for confirmation that I have received your e-mailed files.
  I've gone through all of the e-mails you sent, and it looks like I have documents and images from everyone (except one student with an extension).
  I haven't tried to open all of them yet, so you may still have to resend. I will be working on this today and tomorrow, so you should be receiving a confirmation e-mail soon, asking that you check over your essay web page for typos, broken links, etc.
  Only after you respond to that message do you get the final up to 5 points for the web option.
• March 20, 2008: e-mail sent:
  I've finished uploading 22 of your papers, which are ready for checking. I won't be working on doing any more til late Saturday, so I figure I might as well let this first group start checking.
  Go to: < http://marcuse.faculty.history.ucsb.edu/classes/133b/07Projects/>
  And find your essay in the first (upper) table.
  IF THE PUBLISHER IS FILLED IN BEFORE THE YEAR, yours has been uploaded. (If not, the link will just give you an empty template.) (Note, I may rearrange the table once I'm done.)
  You should check:
  -the title in the top, blue bar of your browser
  -the spelling of your name
  -all links on the page, including internal navigation and esp. bibliography
  -that all images load
  -proofread your essay itself for typos and grammar
  Then send me a confirmation e-mail that you have checked your essay. If things need to be fixed, please list them in that e-mail. For typos, give me the few words before and including the error, so that I can find them quickly.
  I hope your finals are going well...
• March 24, 2008: I've finished uploading all of the book essays. Please find your paper in the grid on the Book Essay index page, and check the text and all of the links, and report errors or confirm their absence in an e-mail to me. (If you've confirmed already, you're fine.)
  I'll be posting the grade distribution soon.
• Nov. 11, 2008: October announcement removed. I mistakenly thought that I would be teaching this course in Winter 2009. Actually, I will be teaching Hist 133b (Germany 1900-1945). I will be teaching this course again in Winter 2010.