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Archive for Wednesday, March 22, 2000 Citizens tackle student use of drugs, alcohol There's been a furor lately concerning drug and alcohol use and abuse by Baldwin City students. The subject was broached at last week's school board meeting, there was a front-page story in the Lawrence Journal-World on the issue Saturday and one concerned citizen has set up a meeting to discuss the topic next week. But drug and alcohol use by students isn't a new "problem" in Baldwin and, despite what many believe, the subject hasn't been raised only because of the arrest of nine Baldwin High School students in Abilene during the state basketball tournament. The students, ranging in age from 16 to 18, were charged with various drug and alcohol charges which are pending. Baldwin Supt. James White brought up the subject at last week's school board meeting, but wanted to make it clear that it wasn't a result of the arrests. "I don't think it is at all about the arrests," White said Monday. "There's been many more (alcohol/drug incidents involving students) along the road." In the past few years several students have been hospitalized as the result of alcohol poisoning. Several drug arrests have been made and the stories of alcohol parties being broken up at Douglas County State Fishing Lake and other locations have become commonplace. "It certainly is not a new problem, but it has certainly hurt us in academics and athletics," said Kim Hubbel, a parent of high school and junior high aged students. "It has infiltrated the schools more than in the past and that concerns me." That's where the school district can do something about drugs and alcohol. But it's during the off hours where school officials can't do much that's becoming most of the concern. "It's not a school problem, it's a society problem, a community problem," said White. "Most of it takes place out of school hours. We need to come together as a community and figure out what we can do to change this. "This is a parental issue. It's an issue that the parents have to deal with," he said. "I don't think we can stretch it to a school issue alone. As much as people would like us to be responsible for their kids 24 hours a day, we can't." Laura McCall, a parent and district employee, has organized a meeting for March 29 at 7 p.m. in the Baldwin Junior High School library to discuss the issue. All interested parents are encouraged to attend, as well as students. It's a beginning for a dialogue to look for answers. "I know they are not new problems, which certainly makes them no easier to solve," said Hubbel. "Maybe involving the kids in the process more and allowing them to help us help them will work. What do they think the problem is and what do they think can be done? "We need to ask them and then listen to what they say really listen," she said. "Maybe they are trying to tell us and we just aren't hearing." The Baldwin City Council also discussed the issue at Monday's meeting and the city's public safety committee will meet with Supt. White to discuss the situation. Kit Harris, a teacher and coach at Baldwin High who grew up in Baldwin and is a BHS graduate, also has a perspective on what is wrong and needs to be done. "I think where we run into trouble is when adults begin to accept, tolerate and/or condone this kind of activity with an 'oh well, it's just kids having fun' mentality," said Harris. "Sure, we want our kids to have fun, but we should promote law-abiding and non-mind altering fun. And, yes, it can be our responsibility to try and find things for kids to do, etc., but responsibility must also be placed on the kids to make heads-up decisions in their lives." Harris cautions that drugs and alcohol aren't "rampant" at the high school. But, there are definite factions within the school. "On one side, I think there are probably a hand full of kids who will do whatever they want regardless of what anyone says or does. On the flip side, there are probably a hand full of kids who will not break laws as they have pretty level heads," he said. "However, I believe there is a very large group of kids in the middle of that continuum who can and will go either way. "Two factors are of the utmost importance here: peer pressure and role models. I don't believe there is much outward verbal peer pressure, but instead kids put pressure on themselves to 'fit in.' And as kids make their decisions, the influence of role models is crucial parents, coaches, teachers, their favorite musicians or athletes, etc. Role models come in many different forms and kids, who can be very impressionable, will usually follow their lead," he said. Harris and the others agree that now is the time to address the issue and find solutions. It's all about community, they say. "There can be a snowball effect take place and as long as I am a part of this community I will continuously do what I can to make it better," said Harris. "I, like all parents, want to raise my family in a good community, which I feel Baldwin is. And I think the less broken laws that occur here, the better community we will have for ourselves." County commissioner shuns bilingual Spanish TV reporter Kansas secretary of state clerk sues over termination Christie wins another term, three new members elected to Baldwin City Council Few original Brownback cabinet secretaries remain Police officer lauded for how he handled shoplifting case Commenting has been disabled for this item.

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Psychological Testing Essay Psychological testing refers to as a field which is characterized by the use of samples of behavior in to the way of generalizations of every given individual. In psychological testing, however, it is usually not possible to control all the extraneous variables, but the metaphor here is a useful one that forces us on the standardized procedures, on the eliminations of conflicting causes on experimental control and on the generation of hypotheses that can be further investigated. Thus, psychological testing a narrower concept referring to the psychometric aspects of a test. The actual administration and scoring of the test and the interpretation made of the scores. Tests Test is define as an objective and standardized measure of a sample of behavior. objectivity is at least a theoretically, most aspects of a test such as how the test is scored and how the score is interpreted, are not a function of the subjective decision of a particular examiner but are based on objective criteria. Standardization: that is, no matter who administers scores and interprets the test, there is uniformity of procedure and a sample behavior. A test is not a psychological X-ray, nor does it necessarily reveal hidden conflicts and for-bidden wishes; it is a sample of a person’s behavior, hopefully a representative sample from which we can draw some inferences and hypotheses. Tests are used for a wide variety of purposes that can be subsumed under more general categories. These categories include classification, self-understanding, program evaluation and scientific inquiry. (Kline, 2000). Major Categories of Tests Classification Classification involves a decision that a particular person belongs in a certain category, For example, based on test results we may assign a diagnosis to a patient, place a student in the introductory Spanish course rather than the intermediate or advanced course, or certify that a person has met the minimal qualifications to practice medicine. Self-understanding Self-understanding involves using test information as a source of information about oneself. Such information may already be available to the individuals, but not in a formal way. For example, a student studying electrical engineering her high GRE scores confirm what she already knows, that she has the potential abilities required for graduate work. Program evaluation Program evaluation involves the use of tests to assess the effectiveness of a particular program or course of action. You have probably seen in the newspaper, tables indicating the average achievement test scores for various schools in your geographical area, with the scores often taken, perhaps incorrectly as evidence of the competency level of a particular school. Program offered by a mental health clinic, or the effectiveness of a new medication. Scientific inquiry If you glance through most professional journals in the social and behavioral sciences, you will find that a large majority of studies use psychological tests to operationally define relevant variables and to translate hypotheses into numerical statements that can be assessed statistically. (Kline, 2000). Major Users and Uses of these Tests Tests are tools usually used by professionals to make what may possibly be some serious decisions about a client: thus both test and the decision process involves a variety of ethical considerations to make sure that the decisions made are in the best interest of all concerned and that the process is carried out in a professional manner. There are serious concerns on the part of both psychologists and lay people, a about the nature of psychological testing and its potential misuse, as well as demands for increased use of tests. Kline, 2000). Concepts of Reliability and Validity The word reliability refers to the extent that a measure is relatively free or random error and is consistent in the numbers assigned to objects or events while validity refers to whether the number obtained truly reflects what the user intended to measure. Therefore, validity requires reliability because validity is not a property of the measure, but instead it is to the truthfulness of the inferences that are drawn from the measure. However, a concept of reliability usually gives the accuracy of a measurement, while the concepts of validity it relates to the truthfulness of a measurement. The concepts of reliability and validity can be explain as when estimating parameters from some data with statistical methods, it is important to understand the uncertainty of parameters. The uncertainty comes from two sources: sampling and measuring the study units. Often the data is a (random) sample from a population. (Hoshmand, 1994). The first error then comes from collecting the data and generalizing the results to a population level. Another source of error is present when measuring the study units when assessing the quality of the collected and measured data set, we end up with questions: Are we measuring the right thing? How accurate our measurements are? The former question leads us to the concept of validity which is the most important property of measurement. The latter question is related to the concept of reliability. The concept of reliability and validity has a major impact in the field of psychological testing. this is because that since generalizability theory is for investigating and designing the reliable observations, thus, each has test score, a single true score, single reliability and validity coefficient and belong to one family of parallel observations, but the generalizability theory which serves both may produce error which is due to multiple scores. (Rush, First, & Blacker, 2008). Introduction to Psychological Testing Psychological Testing Introduction to Psychological Testing Paper Psychological Testing Article Analysis Psychological Testing Psychological Testing Psychological tests Reliability And Validity Psychological Measure Integration and System Testing Essay Topics: Psychological tests Sorry, but copying text is forbidden on this website. If you need this or any other sample, we can send it to you via email. Please, specify your valid email address

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"Thou Shalt Not Lift" The story floated around some months ago, and now it's back again: the Polish church is attempting to crack down on clerics who illegally use web texts as their own preaching....The book, "To Plagiarize or Not to Plagiarize?" is an attempt to set boundaries in the wake of pulpit plagiarism claims that have hit not just Catholic clerics in Poland but ministers from other Christian denominations in the United States.Temptation is just the click of a mouse away as more and more churches post their sermons online, not to mention the availability of books and church-sponsored magazines that provide inspiration for sermons.There is a thin line between drawing inspiration and lifting the text outright, said the Rev. Wieslaw Przyczyna, one of the book's editors....Paul Hasser of the Center for the Liturgy of St. Louis University in Missouri said he remembered seeing priests reading their Sunday sermons directly from a book when he was a boy."That bothered no one then," said Hasser, who runs the Center's sermon Web site.But with the quick dissemination of sermons on the Internet, and the involvement of copyright law, times have changed.Now, in Poland, a priest caught using a plagiarized sermon can face stiff fines or even as long as three years in prison, though no one has actually been charged or sentenced.The concern about ensuring that priests follow a righteous path is what led to the publication of the church's book last month, said Przyczyna, who helped edit the 150-page text that is available to Poland's 28,000 priests for about $13.Przyczyna, a sermon expert at Krakow's Pontifical Academy of Theology, told The Associated Press that existing sermons can be used — "but according to rules" that forbid a word-for-word citation without properly acknowledging their source."You need to give a clear signal: The text is not mine," he said. "If priests lack this kind of sensitivity, they should at least be afraid of the law."In Poland, he said more and more clergy and churchgoers have reported a "spreading problem" of the lifting of sermons, but no precise research has been done and exact figures are just guesses.It is an issue that is particularly sensitive in this country of 38 million people, where more than 90 percent of the population is Catholic and many attend Sunday Mass. Priests enjoy great moral authority, especially in rural areas.Przyczyna said that offending priests "were not aware" that "they were acting immorally and ignoring the copyright law" but "believed they were using the Church's public domain.""Saying a sermon means bearing witness to one's own faith, and how can you do that using someone else's text?" he said. "It is falsehood creeping into the preaching of truth that God is."Przyczyna recounted a recent encounter with a nun in Krakow who said she had stopped attending Masses by her favorite priest after he delivered — word-for-word — a sermon she'd seen on the Internet written by someone else.Parishioners at another church — suspecting their priest of plagiarizing — attended Mass with their own copies of a sermon posted online for that specific Sunday.When the priest delivered it verbatim, they met with him afterward and privately rebuked him for the plagiarism.The concern is not just local. The Biblioteka Kaznodziejska, a bimonthly magazine that publishes sermons, was checking whether a Polish text offered for the February edition was actually a translation from the Rev. Raniero Cantalamessa, an aide to Pope Benedict XVI.It's chief editor, the Rev. Maciej Kubiak, said that the people lifting sermons mostly have been young priests in cities who are Web-savvy but lack experience in speaking publicly."You see it in their approach to the Internet: You can draw freely from whatever is there," Kubiak said. "Preparing a sermon means an effort but you must be honest in it."For what it's worth, experience shows that, when translated and posted promptly, the Pope's weekly Angelus/Regina Caeli meditations have been of widespread use to preachers in a bind. And, really, given the quality, that's not the worst thing in the world... so long as it's applied to the needs of the flock.-30- The People's Pio In the Beginning.... The Healing in the Chapel Forgive the silence, folks -- your narrator's cras... Farewell... and Thank You HOMILY OF POPE BENEDICT XVI MASS OF THE FIFTH SUND... O God of love, compassion, and healing, look on us... The Triumph of B16 Today's Popetexts: Homily at St Patrick's Cathedra...

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Home > Our University > Our colleges and professional services > Engineering and Physical Sciences > Research > Science frontiers > Combinatorics In 'Science frontiers' Science FrontiersPhD opportunitiesAstronomyCombinatoricsParticle Physics and Nuclear PhysicsQuantum Matter and Metamaterials Back to 'Research' The Travelling Salesman Problem (TSP) has baffled mathematicians for more than 50 years, yet two of our young professors, Daniela Kühn and Deryk Osthus have made a big step towards a solution by ‘half-solving’ it. And in the field of Extremal Combinatorics, that is no mean feat. The question posed by the TSP is this: If you have a group of cities at various distances from each other, what is the shortest possible route a travelling salesman could take so he visited each city only once and returned to where he started? What makes the TSP such an intellectual challenge is that the number of solutions is so vast that there’s no efficient algorithm – it is well beyond the capacity of current computers to solve. But Daniela and Deryk – who are acknowledged as world leaders in their field – have come closer than anyone before. They devised an algorithm to map a route that was in the top half of the list of all possible routes (ranked according to their length) – a vast improvement over any previous results. Surprisingly, this breakthrough came via their solution of a famous conjecture on Hamilton cycles in graphs – made by the mathematician PJ Kelly in 1968: the connection between the two is not obvious and was, therefore, unexpected. In graph theory, the vertices or nodes represent cities and the edges between them represent possible routes the salesman could take. Daniela and Deryk’s proof spans almost 90 pages and has also led to the solution of other notoriously difficult-to-solve problems. Although graphs are an abstract concept, they can be applied to many real-life situations, such as modelling social networks (the vertices of a graph representing people and the edges between them representing mutual acquaintances), as well as networks and structures in biology, communications, computer science and genetics. For example, applying graph theory to the internet enables you to see how resilient the network is to attack or component failure. To fund their ongoing research, Daniela and Deryk have each been awarded European Research Council Starting Grants totalling 1.6 million euros. They have also been invited to present their findings at the International Congress of Mathematicians in Seoul in 2014, one of the highest accolades a Mathematician can receive. Along with collaborators from Birmingham, Daniela and Deryk have also applied their methods to solve other classic mathematical problems: for example edge-colourings of graphs (which can be applied to real-life situations such as school timetables and other scheduling problems) and matching problems (which can be used to decide which teams of colleagues will work best together). Combinatorics, School of Mathematics, Pure Mathematics Culture and collections

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Councilmen, dept. heads to tour wards before retreat November 22, 2013 10:14:08 AM Nathan Gregory - [email protected] Columbus councilmen and department heads are having a retreat Dec. 5 and they'll tour each ward the city in the days beforehand to assess issues that are unique to the city's different areas. After those tours, they'll meet with Phil Hardwick, project manager at the John C. Stennis Institute of Government and Community Development at Mississippi State University. Councilman Kabir Karriem said the pre-planning component will be needed to ensure he and his colleagues get the most out of the day-long session. "I don't think we visit each other's wards as much we need to be," Karriem said. "I think it would be a good idea for us to know the unique things that are going on in each ward. (Ward 3) might have needs that Ward 5 doesn't need but it's better to move the city in the right direction, so we need to take that time and opportunity to visit each other's ward to see those unique issues in parts of the city." Hardwick said he encouraged the city-wide tour in advance of the retreat. It will be crucial to the four-step process he has taken numerous municipalities through in his 20-plus years of facilitating similar meetings in Starkville, Tupelo, Clinton and others. The first three of those steps will be addressed Dec. 5. Those include evaluating where Columbus is currently, visioning where councilmen want to see the city in three years once their term in office is over and setting goals to achieve that vision. Hardwick said he would subsequently follow up with city officials over the term to check on their progress and offer advice. "We'll look at this from several different angles," he said. "A lot of this is art more than science. My job is to make sure we work through the process so that we don't leave anything on the table. Whatever the main issues are, we don't want to skirt any issues. I think the real key here is the follow-up so that they stay focused and then at the end of their term in office they can definitely say they definitely achieved these goals." Over time, Hardwick said he's developed techniques that have been successful in guiding leaders through each of those four steps. On Dec. 5, he'll meet with councilmen and Mayor Robert Smith from 8 a.m.-noon and department heads from 1-4 p.m. before meeting with everyone for an hour after each breakout session to make sure all officials are on the same page. "This is pretty much the textbook accepted definition of the strategic planning process," he said. "Over time what I've done is develop different techniques as we go through each of these steps to work through them. I'll ask them to complete the sentence, 'I'll be proud of Columbus in three years if...' Then we narrow it down from there." Councilmen agreed last month to rent the Plymouth Bluff Center for the session. Between the rental and Hardwick's fees, $1,500 in taxpayer money will be used for the retreat. Nathan Gregory covers city and county government for The Dispatch.

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Mexico president's can-do image is put to the test By E. EDUARDO CASTILLO | August 31, 2013 | 3:35 PM EDT Protesting public school teachers from Oaxaca state talk outside their tent installed in the capital's main Zocalo plaza in Mexico City, Friday, Aug. 30, 2013. Teachers' protests that have snarled traffic, blocked government buildings and caused the cancellation of sports events in Mexico City have prompted President Enrique Pena Nieto to change the date of his state-of-the-union address. The signs read in Spanish "We fight against structural, energetic, educative and fiscal reforms," and "Mexico doesn't have a president." (AP Photo/Eduardo Verdugo) MEXICO CITY (AP) — President Enrique Pena Nieto came to power Dec. 1 with a swagger. His Institutional Revolutionary Party, for all its faults, knew how to govern. He promised a new Mexico, an economic powerhouse far from its image as a violence-torn land overrun by drug traffickers. He passed radical reforms for education and telecommunications and proposed more for energy and taxes. But nine months later, as Pena Nieto prepares to give his first state of the nation address on Monday, the new Mexico still looks a lot like the old one. Economic growth projections have been cut nearly in half. The streets are clogged with anti-reform protesters, who have blocked Congress and even forced the president to change the date and location of that state of the nation speech. Drug-related killings are down, his government says without releasing statistics. But kidnapping and extortion, the crimes affecting average citizens that Pena Nieto promised to attack, are on the rise. After 12 years out of office, the once-autocratic party known as the PRI is encountering a more complicated, democratic country than the one it ran for 71 years. "They have to learn how to govern in a new context where there are a greater number of new voices from new spaces, and there is less control," said Alberto Aziz Nassif, an analyst with the Center for Investigations in Social Anthropology. With GDP growth projections dropping from 3.1 to 1.8 percent this year, and protesting teachers forcing legislators to shelve a key piece of his education reform, Pena Nieto cancelled a trip to Turkey to rescue the meat of the education reform in Congress. "Let me tell you, in this effort we will not relent. We will not surrender. We are going firmly and with determination to make education reform happen," he said at a presidential stop on Wednesday celebrating Senior Citizens Day. Pena Nieto worked during the campaign to convince voters that they were voting for a new PRI, devoid of the corruption and coercive tactics that got the party kicked out in 2000. He was elected in July 2012 as an alternative to six years of the Felipe Calderon administration, which was marked by a bloody and divisive attack on organized crime and a legislative agenda in many ways similar to Pena Nieto's that fell victim to a divided Congress. "In fact, the mood was very hopeful for early, rapid and instantaneous change," said Virgilio Bravo, researcher at the Technological Institute of Monterrey. The PRI won the presidency but not majorities in Congress. So Pena Nieto touts as his first major achievement getting the three major parties to sign a pact to drive major reforms in Congress. In his first month, he secured the constitutional amendments necessary to launch the biggest change in the Mexican educational system in more than six decades. In quick succession, he led Congress and the states to approve more constitutional changes aimed at reducing the power of Mexico's long-time monopolies in telephone and television. Optimistic headlines followed. New York Times columnist Thomas Friedman declared that Mexico "will become the dominant economic power in the 21st Century." Pena Nieto continued, jailing education union leader Elba Esther Gordillo on corruption charges just as she was promising to take her million-strong membership to the streets to protest the reform, seeming to neutralize a giant political beast practically overnight. The new education union leader is in step with the changes and the major teachers' union is quiet. But Pena Nieto's administration didn't seem to anticipate the power of a smaller, more radical teachers' union adept at mobilizing people and immobilizing cities. Their protests of the last week paralyzed parts of Mexico City and managed to get lawmakers to withdraw, at least temporarily, a cornerstone of the reform: mandatory teacher evaluations for job security and promotion, which under the current system are mostly determined by cronyism. Failure to pass that measure would bode ill for Pena Nieto's next, more controversial move: reforming the moribund state-owned oil company to allow private companies to explore and exploit Mexico's vast oil and gas reserves. Mexico's oil fields are drying up and Pemex lacks the equipment to explore in deep water or to extract shale gas. Production has plunged about 25 percent over the last decade. But the proposed reform requires constitutional changes that strike at the heart of one of Mexico's proudest moments: President Lazaro Cardenas' nationalization of the oil company in 1938. Led by Cardenas' son Cuauhtemoc, a leftist leader, thousands marched through the heart of Mexico City on Saturday to protest against the energy reform. Thousands of others have taken over the capital's main plaza, camping out to protest the education measure. And more controversy looms: the government plans to introduce a tax reform widely expected to include an unpopular sales tax on food and medicine. "What we're seeing is that the honeymoon doesn't last forever and that in the end, governing is a complicated exercise that requires a great ability to negotiate and establish relations with various political and social forces," said Helena Varela, political sciences director at the Iberoamerican University. Pena Nieto won the 2012 presidential election with only 38.2 percent of the vote, with leftist candidate Andres Manuel Lopez Obrador at nearly 32 percent. His approval ratings so far, around 50 percent, have been surprisingly low for a new president in Mexico, where 70 or 80 percent popularity is not unusual. In the days leading up to his speech, he has run television ads to try to boost the mood. "We've achieved necessary reforms, including constitutional, and we will achieve more. Why? Because the country comes first," Pena Nieto says in front of the symbolic National Palace. But taking on teachers, Mexican oil nationalism, media and telephone magnates and consumers all in the same year may have been a political miscalculation. "That's a multi-billion-dollar question everyone is asking right now," said Duncan Wood, director of the Washington-based Mexico Institute. "I don't think they were really prepared for this ... There's a perfect storm of factors coming up that are proving to be the biggest test so far." Associated Press writer Katherine Corcoran contributed to this report. Printer-friendly version

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You are hereHome Pradeep Ravikumar Awarded MURI Grant Attention: You are viewing archived content. The information may be outdated and links may no longer work. Submitted by Staci R Norman on Tue, 07/10/2012 - 12:00am Assistant Professor Pradeep Ravikumar is part of a team of researchers, from the University of Texas at Austin, Boston University, and Harvard University, that have been selected as a recipient of one of 23 awards this year from the Department of Defense Multidisciplinary University Research Initiative (MURI). Their research project will develop mathematical and statistical methods to associate the conditions under which bacteria have grown with the resulting composition of the bacterial cell. This association has important applications both in bacterial forensics (e.g., identifying the source of a pathogen used in a deliberate attack) and in engineering applications. The highly competitive MURI grants are large multi-million dollar awards that support multidisciplinary basic research; this year, 23 grants were selected from 251 papers and 78 proposals submitted to the Army Research Office (ARO), the Office of Naval Research (ONR), and the Air Force Office of Scientific Research (AFOSR) in 21 topics. News categories: Awards & HonorsFacultyResearchTags: Pradeep Ravikumar

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Becoming a Mentor Becoming a mentor is a large part of college life. By Roxana Hadad Lately, college students are going back to school with some much younger classmates. Through mentoring programs, undergraduates are becoming an integral part of kindergarten to sixth-grade classes around the country. And elementary and middle-school students are finding role models in their very own communities. Getting from Giving “The first time I went to Code Elementary School as a freshman, I was a little nervous. I didn’t know what to expect,” says Christopher Kisco, a financial management major from Clemson University in South Carolina. But after four years as a mentor, Kisco says, “I feel such a tremendous sense of satisfaction every time I’m there.” Kisco’s fraternity, Phi Kappa Tau, has led the way in mentoring at their university for the past five years. Fraternity members are each assigned a class at Code Elementary School in the nearby town of Seneca. They read with the children and help them with computerized tests on the books they read together. Though the focus of mentoring programs is to provide guidance for children, the mentors are getting a lot out of the programs as well. “The [college] students always tell me that they’re the ones who benefit from the mentoring relationship,” says Phyllis Mays, the library media specialist at Code Elementary. “Mentoring develops leadership abilities and helps the student connect with the community as they connect with the child,” says Caitlin Scott, Assistant Director for Youth Education at Oberlin University. “It’s also a great way to prepare any student to become a community activist.” The Need for a Friend It’s no accident that mentoring programs are cropping up nationwide. “There is a great need for mentoring in the community,” Scott says. Many communities in the United States need a helping hand, especially in urban districts. It’s a situation Scott knows well. “Thirty percent of the students [in the Oberlin public school system] receive free lunch. So there are definite economic stresses in the community. Many of the kids come from single-parent homes or homes where the parents work evening shifts, so they are really in need of some outside support.” With mentoring programs, college students are improving lives. “It’s been one of the most beneficial and valuable programs we’ve ever implemented,” Mays says. “The students are encouraged to read and establish a bond with the mentors. It really thrills the kids to know that they care to spend time with them.” “These kids don’t often come in contact with people who are going or have gone to college,” says Brian Schmidt, who directs the Leadership and Service Institute at Brigham Young University-Idaho. “College student mentors expose them to the idea of college and make college a possibility for their futures.” In addition, studies conducted by the Big Brother Big Sisters of America have shown that students with mentors were 46 percent less likely to use drugs, 27 percent less likely to use alcohol and 52 percent less likely to skip school than their peers. Different Programs The structure and focus of mentoring programs vary depending on the college and the organization administering the program. Clemson’s Phi Kappa Tau developed their mentoring program as part of their commitment to philanthropy. Fraternity members are required to spend at least an hour per week in their classroom. “But a lot of the guys enjoy it so much, they end up spending more,” Kisco says. Oberlin’s mentoring program was student initiated and remains student-run. The program started in January of 1991 as a class that students take for credit. “The students use the class time to meet and organize the program,” Scott says. “They are matched with an elementary school student that a school counselor recommends as needing a mentor. They meet on a weekly basis and go bowling, work out at the college gym or just work on homework.” At BYU-Idaho, the mentoring program is run through an outside organization. “We’re working with the Big Brothers Big Sisters of Southwestern Idaho. The college students work one-on-one with a younger student, serving as a positive role model,” says Schmidt. Find out if there is an organization at your school that sponsors a mentoring program, or start your own. By mentoring, you can make a difference in the lives of your community’s youth.

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Search More University News Information and Media Resources Kolb Named Recipient of 2014 Honorary Doctorate Degree from KCAD Steven Kolb, chief executive officer of the Council of Fashion Designers of America, will receive an honorary Doctor of Arts degree from Ferris State University’s Kendall College of Art and Design. As CEO of the nation’s preeminent designer trade association, Kolb will be awarded an honorary degree during KCAD’s commencement ceremony on Saturday, May 10. The ceremony begins at 10:30 a.m. at the Fountain Street Church located at 24 Fountain Street NE in Grand Rapids. Kolb said that he felt proud as he learned the news of the honorary doctorate that he would receive from KCAD as a result of action approved by Ferris’ “I have not received anything like this before so I feel quite proud to be recognized and I am appreciative that my work with the CFDA has brought me to Ferris State University and Kendall College of Art and Design,” said Kolb, oversees all operations and activities for CFDA, which has a membership that consists of more than 400 of America’s leading clothing, jewelry and accessory designers. “It was great news and an honor that I happily accepted.” Through his work, Kolb has helped to nurture the next generation of American designers through programs such as the CFDA/Vogue Fashion Fund, an endowment that provides financial assistance and mentoring to the most promising American designers. This effort has strengthened design education through high school-and college-level scholarship programs and was responsible for a $5 million endowment that established the Geoffrey Beene Design Scholarship and a $1 million endowment in the name of Liz Claiborne. Kolb also oversees the Teen Vogue Scholarship supported by Target and the Gilt All-Stars Scholarship. In 2010, Kolb partnered with the City of New York, Newmark Knight Frank, and the NYC Economic Development Corporation to create the CFDA Fashion Incubator, a program that provides up-and-coming designers with mentorships and low-cost studio space in the heart of NYC’s garment district. In his work with the CFDA Foundation, Kolb manages Fashion Targets Breast Cancer, a global breast cancer initiative which to date has raised and distributed more than $40 million. He has been a key player in the ongoing 7th on Sale initiative, an industry-wide event that has raised almost $20 million for the New York City AIDS Fund. Additionally, he is a liaison with the Fund to determine distribution of monies raised. He can also be credited with the 2007 establishment of the CFDA Health Initiative, directly addressing the concerns of model health in the fashion industry. Kolb mobilized the industry in 2010 to raise $1 million for victims of the Haiti earthquake and again in 2011 to raise $400,000 for Japan earthquake and tsunami survivors. He has also been involved with groups promoting HIV and AIDS awareness, education and prevention campaigns. Kolb holds a Bachelor of Arts in Communications from Glassboro State College and a Master in Public Administration from New York University. Approximately 195 of 227 students who are eligible for graduation from KCAD are expected to participate in the ceremony. Kolb’s message to graduates will be to understand their individual strengths and weaknesses and to never stop learning. “No one is perfect in life,” he said. “I will encourage graduates to remember that as they enter the workforce. Learning from a mistake is just one step away from getting it right the next time.” Graduates will be honored during six total ceremonies. The five ceremonies in Big Rapids are: On Friday, May 9 at 3:30 p.m. for the College of Health Professions and at 7 p.m. for the colleges of Arts and Sciences, Pharmacy and the Doctorate in Community College Leadership; and on Saturday, May 10 at 9 a.m. for the College of Engineering Technology, 12:30 p.m. for the College of Business and 4 p.m. for the College of Education and Human Services and the Michigan College of Optometry. KCAD’s commencement takes place on Saturday, May 10. Also receiving Honorary Doctorates will be James Gartner and Susan P. Wheatlake. James Gartner has been honored twice as the recipient of the Directors Guild of America Award for “Outstanding Directorial Achievement in Commercials.” He has earned hundreds of other awards, including two Emmy’s and multiple Gold Lions at Cannes. Gartner’s feature film, Glory Road, opened at number one in box-office receipts in 2006. Through her personal advocacy and effort, Susan P. Wheatlake, a Ferris State University attendee, has been instrumental in raising funds to establish and build the Susan P. Wheatlake Cancer Center at both the Mecosta County Medical Center in Big Rapids and Reed City Hospital. In these efforts she has been a tireless supporter of raising both money and awareness for cancer research. One of her many efforts has been the establishment of the annual Susan P. Wheatlake 5K run in support of cancer research. NEWS ARCHIVES 2014 News Archive Home Share Our Stories © Ferris State University • 1201 S. State Street • Big Rapids, Michigan USA • 49307 • Main Switchboard: 231-591-2000

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British high school band coming to Gastonia for concert The British and World Champion Smithills School Senior Brass Band from Bolton, England, will be in concert at 7 p.m. July 24 at First United Methodist Church, 190 E. Franklin Blvd., Gastonia. The 45-member brass band is comprised of British youth ages 12 through 18. The concert will be free and open to the public, but donations will be accepted to help the band with tour expenses. Local school bands, music groups and lovers of brass music are encouraged to hear this band play the music that has brought them four World Championships, 12 British National Championships, the French Open Brass Band Championship and six-time BBC Brass Band of the Year Award. Shelby was the first stop on a 10-day, eight-concert tour that will include other concerts in Raleigh, Kernersville, High Point, Winston-Salem, Rutherfordton and Thomasville. A different concert program will be played each evening. Band members are from a regular comprehensive (public) school in Bolton, which is an old textile town. According to information from the band’s website, they are children who have been shaped by a remarkable director into extraordinary musicians, who have played before royalty and world audiences to great acclaim. To learn more about the band, look them up on the internet at www.smithhillsschool.net and select “Band News” or listen to them on YouTube.

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Campus & Culture Pioneering Research …→Harvard Business School→About→ Campus & CultureMaps & DirectionsA Vital Residential CommunityA Campus Built on PhilanthropyA Commitment to SustainabilitySchwartz Art CollectionCommencementPolicies→Schwartz Art Collection→ Custom Page Content 1 Schwartz Art Collection Tray Station, Commons, Phillips Academy, Andover, MAJim Dow Dimensions24 x 20 in. Mediumchromogenic color print, edition of 25 LocationSpanglerstairway My interest in photography centers on its capacity for exact description... I use photography to try to record the manifestations of human ingenuity and spirit still remaining in our country's everyday landscape. — Jim DowJim Dow's interest in those places where people enact their everyday rituals, from the barbershop to the baseball park, has guided the path of his photographic career. Dow is concerned with capturing "human ingenuity and spirit" in endangered regional traditions—a barbershop with a heavy patina of town life covering the walls, the opulent time capsule of an old private New York club, the densely packed display of smoking pipes in an English tobacconist shop—all artifacts of a vanishing era.An early influence was Walker Evans's seminal book American Photographs (1938). Dow recalls the appeal of Evans's "razor sharp, infinitely detailed, small images of town architecture and people. What stood out was a palpable feeling of loss...pictures that seemingly read like paragraphs, even chapters in one long, complex, rich narrative."Dow first gained attention for his panoramic triptychs of baseball stadiums, a project that began with an image he made of Veteran's Stadium in Philadelphia in 1980. Using an 8" x 10" camera, he has documented more than two hundred major and minor league parks in the United States and Canada. — The Getty Museum Gerald Schwartz believes the presence of provocative art promotes creative thinking, remembering that "artistic presence was the only thing missing at HBS when I went there. I wanted to change that." In 1995, Gerry Schwartz and a team from HBS together began purchasing contemporary art for the HBS buildings most frequented by students. Inspired by the growing collection, a small group of MBA students founded the HBS Art Appreciation Society in 2001. It quickly grew into one of the largest student clubs on campus, sponsoring events in Boston area galleries and museums, as well as an annual weekend in Manhattan to meet artists, tour exhibitions, and attend theater. The club's co-presidents accompany Mr. Schwartz on his annual buying trip to purchase additional art for the School's collection. About Gerald Schwartz, MBA '70 Gerald Schwartz, MBA ’70, is the Founder and CEO of Onex Corporation. He has been appointed as an Officer of the Order of Canada and inducted into the Canadian Business Hall of Fame. Gerry Schwartz is Vice Chairman and member of the Executive Committee of Mount Sinai Hospital, a director of the Canadian Council of Christians and Jews, a trustee of The Simon Wiesenthal Center and Chairman of its Canadian Friends, and a governor of Junior Achievement of Metro Toronto. He holds a Bachelor of Commerce degree and a Bachelor of Laws degree from the University of Manitoba, a Masters in Business Administration degree from Harvard Business School, and several Doctor of Laws (Hon.) degrees. He lives in Toronto with his wife, Heather Reisman, founder and CEO of Indigo Books and Music.

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Employee raises cut from Johnson City school budget proposal Nathan Baker [email protected] Following the lead of the state Legislature, the Johnson City Schools Board of Education trimmed new raises for its employees out of the budget proposal that will go before the City Commission. The unanimous decision Monday night to trim the salary increases and the resulting rise in insurance costs from the tentative budget document saved the district nearly $900,000, but still left the schools with a $3.6-million deficit. At a specially convened meeting last month, when board members believed the raises built into Gov. Bill Haslam’s budget could be approved, the board approved a 2.5 percent overall raise for the district’s employees. Two weeks ago, citing poor state sales and business tax collections, Haslam announced he would postpone the plan to give raises to teachers and state workers, hoping the cuts would help close a $160 million gap. The school district, also affected by lower-than-expected sales tax collections, thought it would likewise not be prudent to provide pay increases when facing such a wide deficit. School Financial Director Pam Cox said Johnson City also decided to remove employee raises from its budget to help alleviate budget pressures. Approximately 65 percent of the district’s employees will still get pay increases under the board’s approved step raise plan, the increases of which are included in each year’s budget. Those step increases amount to $500,000 of the system’s budget deficit. Expiring state First to the Top Program grants and what the district calls unfunded mandates are a large portion of the $3.6-million hole in the $60 million budget. The district also plans for more than $1 million for textbook purchases, of which $773,000 is for new math books and $300,000 is earmarked to purchase middle school social studies materials left out of the previous year’s budget. After using reserve funds to help cover deficits in previous years, the district could be left with $3.1 million in the next budget cycle, more than half of which must remain in reserves as mandated by the state. In the past two years, Johnson City has increased its funding to the school district by more than 4 percent both years. Transportation, which is governed by the city, has seen about a $125,000 increase over those years, as well. Cox will present the board-approved budget proposal to the city Wednesday. Follow Nathan Baker on Twitter @JCPressBaker. Like him on Facebook: www.facebook.com/jcpressbaker.

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Understanding Jewish Law, 2012 Publisher: Carolina Academic Press Steven H. Resnicoff, Professor of Law and Co-Director, DePaul College of Law Center for Jewish Law & Judaic Studies, DePaul University College of Law $40.99 Adding To purchase a printed version of this title, please visit www.caplaw.com.Understanding Jewish Law:• Provides critically important contextual information for any course or seminar in Jewish law;• Identifies Jewish law fundamental assumptions, including an individual's responsibilities to and for others;• Presents a clear, concise overview not only of Jewish law's institutions, but also of the hierarchies of its literary and human authorities;• Differentiates between Jewish law's biblical and non-biblical precepts, explaining their distinct practical and theoretical consequences;• Focuses on the processes through which Jewish law unfolds and the roles played by individual autonomy; • Compares and analyzes the interrelationships between Jewish and secular law in several key areas, including legal ethics, bankruptcy law, and alternative dispute resolution;• Through nine appendices, offers a wealth of material designed to enable students to comprehend Jewish law literature and to engage in Jewish law research. Among many other things, these appendices: (1) Prepare students for the various ways in which Hebrew and Biblical Aramaic words are transliterated; (2) Direct students to a treasury of essential resources, including English translations of primary Jewish law literature that are available, many of which for free on the internet; (3) Describe pertinent English journals, databases and books.Professors and adjunct professors may request complimentary examination copies of LexisNexis law school publications to consider for class adoption or recommendation. Please identify the book(s) you wish to receive, provide your institutional contact information, and submit your request here.

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Biology team earns top award from Virginia Academy of Science May 29, 2014 : Liberty University News Service Liberty University Associate Professor of Biology Dr. Gary Isaacs and four of his former students received the J. Shelton Horsley award at the Virginia Academy of Science’s Annual Meeting on May 16 at Virginia Commonwealth University in Richmond, Va. The award is the highest honor conferred by the academy for original research. The team received the award for an article published in a recent issue of the Journal of Alzheimer’s Disease. “This is truly exceptional for students to be involved in this level of research as undergraduates,” said Dr. David DeWitt, professor and chair of the Department of Biology & Chemistry. “For the study to be recognized with an award demonstrates the results of faculty and students committed to excellence in their endeavors.” Isaacs called Noor Taher (’13) the driving force behind the article. Taher just completed his first year of graduate school at Dartmouth University, where he is working on his Ph.D. Courtney McKenzie (’12), who has completed her second year of veterinary school at Virginia Tech, and Rebecca Garrett (’12), who is a lab technician at the University of Virginia, provided initial research at Liberty before Matthew Baker (’14), who will start medical school at George Washington University this fall, also assisted with experiments and the writing of the manuscript. For the third year in a row, Liberty undergraduate students also received recognition at the meeting for best poster and best oral presentation in the biology/microbiology category. Dr. Andrew Fabich (center) with students (left to right) Cassandra Black, Hannah Drown, Ryan Montalvo, and Abigail Lenz. Competition is not limited to undergraduate students; half of the submissions are from master’s students, Ph.D. students, professors, and research technicians. Judges reviewed published articles, posters, and oral presentations from hundreds of students and faculty members from schools across the state. Rising senior Amanda Hazy, working under Isaacs’ supervision, won for her poster illustrating how genes being turned on and off in the brain can be analyzed using cells from blood samples as indicators. Ryan Montalvo, who graduated May 10 with a B.S. in cellular and molecular biology, won for his talk on how laboratory, commensal, and probiotic E. coli adapts to the intestine and competes with the intestinal microbiome. He received research direction from Associate Professor of Microbiology Dr. Andrew Fabich. Hannah Drown ('14), a pre-med student who graduated with a B.S. in Biomedical Sciences, was also awarded honorable mention for her poster produced under the supervision of Fabich. Drown’s research focused on the rise of novel antibiotic resistances by bacteria in the intestine. Cassandra Black, Abigail Lenz, and Matt Bingham also presented their research with Fabich about their work understanding how pathogenic E. coli causes disease. DeWitt said the students’ overall performance at the annual meeting was impressive. “Repeated awards such as this are strong testimony of the quality of our program and our students in the Department of Biology & Chemistry,” he said. “The equipment and resources that we now have available allow our students to be involved in biomedical-related research at a very competitive level.” The week after winning these awards, Fabich and Montalvo presented their research at the General Meeting for the American Society for Microbiology in Boston. Dr. Gary Isaacs Last year, Isaacs received a $40,000 grant to continue his research, assisted by students, analyzing the chemical modifications found in the brain of mice affected by Alzheimer’s disease. This study should be concluded by the fall semester and be ready for submission by the end of the school year. When Liberty’s new Science Hall, part of a $500 million campus rebuilding, opens for the 2015 spring semester, it will feature a state-of-the-art mouse research lab on the bottom floor. “My job is to not only complete the projects we’re working on now, but to think about the future, to develop an ongoing program,” Isaacs said. Beyond his students' Alzheimer's research, Isaacs plans to introduce a study on how diets affect the brain throughout the aging process. News Archives Academics (565) Athletics (441) Convocation (422) Faculty & Staff (244) Faith & Service (381) General News (2012) Giving to Liberty (16) Student Life (261) LU in the News Former Baylor AD McCaw hired as Liberty University's new athletics director Liberty University has transformed itself into Virginia’s biggest school Liberty University students head to South Carolina to aid Hurricane Matthew victims More Media Links If you have news about Liberty you'd like to share, email [email protected] Looking for media information or a press kit?

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March 27, 2009 Loyola at a Glance School of Mass Communication announces new director Sonya Forte Duhé, Ph.D., has been selected as the new director of Loyola University New Orleans’ School of Mass Communication within the College of Social Sciences. Duhé, who will begin work in the fall, is a faculty member at the University of South Carolina in Columbia in the School of Journalism and Mass Communications. She also is an affiliated faculty member in the university's School of the Environment. Duhé has been at South Carolina since 1993 and has served as the associate vice president for research and health sciences as well as special assistant to the provost for strategic directions and initiatives. She currently directs an interdisciplinary campus-wide science and health communications initiative. Her teaching and research interests include advanced reporting and researching skills, science journalism, crisis and risk communications and the applications of broadcast news research. Duhé earned a bachelor’s degree in broadcast journalism at Louisiana State University and A&M in Baton Rouge, and master’s and doctorate degrees in journalism from the Medill School of Journalism at Northwestern University in Evanston, Ill., and the University of Missouri at Columbia, respectively. She also is a former television and radio news reporter and anchor. College of Social Sciences Dean Luis Mirón said, “Dr. Duhé brings a wealth of academic and professional experience to Loyola University. Her Louisiana roots make her appointment just the right pick in this strategic moment in the school’s history.” A native of Plaquemine, La., Duhé said she is looking forward to returning to her home state and “having the opportunity to work with such distinguished colleagues and students. These are exciting times for Loyola, New Orleans and Louisiana. I welcome the opportunity to contribute to Loyola’s outstanding mass communication program.” Until Duhé’s arrival, Robert Thomas, Ph.D., will continue to serve as the school’s interim director. Thomas, a professor and Loyola’s chair of Environmental Communications, agreed to serve in the temporary position following Hurricane Katrina. This fall, Thomas will return to running the Center for Environmental Communication. “I am so excited Dr. Duhé is joining our faculty. Administration is a challenge with many fulfilling aspects, but I am very eager to get back to my center and my professional passion,” Thomas said. “The main thing I will miss is working with students across the school. It has been a fabulous experience getting to know everyone. In the center, I am exposed to fewer students. So I really will miss that.” Miron credited Thomas for his leadership of the school during the past three years. “Dr. Thomas has done an exemplary job in leading the School of Mass Communication. He is worthy of much thanks and praise for his outstanding contributions, first and foremost to the school, but also for his dedication to the Loyola community.”

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Career Center NJIT News Room Follow @njit Contact Information: Tanya Klein Public Relations NJIT Researcher Roberto Rojas-Cessa Receives Innovators Award from NJ Inventors Hall of Fame NEWARK, Oct 28 2013 Roberto Rojas-Cessa, PhD Roberto Rojas-Cessa, PhD, of Brooklyn, NY, an associate professor in the Department of Electrical and Computer Engineering at New Jersey Institute of Technology (NJIT), received an Innovators Award from the New Jersey Inventors Hall of Fame (NJIHoF). Dr. Rojas-Cessa was honored for his renowned research in the areas of broadband and high-speed networks and a wide range of computer communication technology applications. The awards, which recognize significant scientific achievement and contributions to innovation in the Garden State, were presented at a formal banquet on October 17, 2013 at the W Hotel in Hoboken, NJ. Dr. Rojas-Cessa joined NJIT in 2002, where he has been involved in the design and implementation of application-specific integrated circuits (ASICs) for biomedical applications and high-speed computer communications and in the development of high-performance and large-capacity packet switches. His research has been funded by the National Science Foundation, the Japan Society for the Promotion of Science, and other institutions. He received the Newark College of Engineering Excellence in Teaching Award in April 2013. Tagged: newark college of engineering, department of electrical and computer engineering, new jersey inventors hall of fame, roberto rojas-cessa One of the nation’s leading public technological universities, New Jersey Institute of Technology (NJIT) is a top-tier research university that prepares students to become leaders in the technology-dependent economy of the 21st century. NJIT’s multidisciplinary curriculum and computing-intensive approach to education provide technological proficiency, business acumen and leadership skills. With an enrollment of 11,400 graduate and undergraduate students, NJIT offers small-campus intimacy with the resources of a major public research university. NJIT is a global leader in such fields as solar research, nanotechnology, resilient design, tissue engineering and cybersecurity, in addition to others. NJIT ranks 5th among U.S. polytechnic universities in research expenditures, topping $121 million, and is among the top 1 percent of public colleges and universities in return on educational investment, according to PayScale.com. NJIT has a $1.74 billion annual economic impact on the State of New Jersey. Got News? We want to hear from you! Send us news about awards, recognitions, grants, special events, activities, publications, conferences, milestones, research, and achievements. Share your news today » New Jersey Institute of Technology

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Father Jose Emilio Fezter, SJ died December 22 Jenara Kocks Burgess Father José Emilio Fetzer, SJ, 52, who was known in the Fort Worth Diocese for his gift of teaching spirituality at the Montserrat Retreat Center at Lake Dallas, died Dec. 22, 2012, at Ignatius Retreat Center in Atlanta. “That was his favorite topic ... how to apply spirituality to real life, [and] how to make it influence your decisions and viewpoint,” said Father Edmundo Rodriguez, SJ, who worked with Fr. Fetzer while he was at Montserrat. “That was something he worked on and loved doing, lecturing, and discussing,” he said. A Funeral Mass was celebrated Dec. 27 at St. Charles Borromeo Church in Grand Coteau, Louisiana, and his body was buried in the Jesuit Cemetery at St. Charles College in Grand Coteau. A Memorial Mass will be celebrated at 7 p.m. Monday, Jan. 28, at Christ the King Cathedral in Atlanta. Fr. Fetzer was born March 12, 1960, in Lima, Peru. He studied at the University of Lima, then at DeKalb College and Georgia State University in Atlanta. Before joining the Society of Jesus (Jesuits), he was a parishioner of the Atlanta Cathedral, and decided to join the Jesuits while praying in the chapel at the Ignatius Retreat Center. He entered the Jesuit Novitiate Aug. 14, 1995, at St. Charles College. After his first vows on Aug. 15, 1997, he studied at Creighton University in Omaha, and at Saint Louis University, where he earned a bachelor’s degree in Spanish. Fr. Fetzer taught Spanish at Jesuit College Preparatory School in Dallas 2001-2003, after which he earned a Master of Divinity from Weston Jesuit School of Theology in Cambridge, Massachusetts. In 2006, he joined the staff of Montserrat Retreat House in Lake Dallas. Fr. Rodriguez said he worked with Fr. Fetzer at Montserrat from 2006 until 2011. Fr. Fetzer was a deacon when he first came to Montserrat, and worked Jesuit or Ignatian spirituality, Fr. Rodriguez said. After Fr. Fetzer was ordained a priest on June 14, 2008 at Immaculate Conception Church in New Orleans, he continued teaching spirituality at Montserrat. Fr. Rodriguez said Fr. Fetzer was also instrumental in making sure catechists who were teaching in Spanish in various parishes in the Fort Worth and Dallas Dioceses could get credit for attending continuing education classes at Montserrat. Fr. Rodriguez said they taught the classes as a team. “I mostly taught things like Church history and Christology. He mostly taught the part on spirituality,” Fr. Rodriguez said. In a 2010 interview with the North Texas Catholic while Fr. Fetzer was a retreat director at Montserrat, he elaborated on his desire to help those he served encounter God. “I see my role as a Jesuit priest as facilitating the encounter between God and the human person,” Fr. Fetzer said. “My different experiences of God have been illumined by the Spiritual Exercises [of St. Ignatius]. To give the Spiritual Exercises is to relate one’s experience of God with others. Although they require a great amount of preparation, directing the Spiritual Exercises is ultimately sharing who one is and what one has with others. It is sharing one’s experience as a loved sinner with others," he said. Fr. Rodriguez said Fr. Fetzer provided a lot of spiritual direction, particularly in Spanish, for priests and deacons, but also for laypeople. He said Fr. Fetzer also helped parishes in Lewisville, Denton, and Dallas by celebrating Mass on weekdays or weekends when he was available. “He was very ready to help other priests because they were overloaded or had to take some time off,” Fr. Rodriguez said. “He was very excited about becoming a priest. That’s why he said as many Masses as possible in different locations with different congregations. He just loved that,” Fr. Rodriguez said. “The whole experience of ordination was still fresh in him,” he said. Joanne Jensen, assistant to the pastor at St. Philip the Apostle Church in Lewisville, said Fr. Fetzer helped with the Parish Lenten Mission one year and celebrated many Masses on the weekends at St. Philip. “He was wonderful. He had this great sense of humor you don’t see very often,” she said. Jensen said the parishioners were sad to hear about his death, and they were also sad when he moved to Atlanta because they appreciated how much he helped with the Masses at St Phillips. Fr. Fetzer left Montserrat in 2011 to work at the Ignatius Retreat Center in Atlanta as a retreat director. “He was able to make friends with about everyone he met. He wasn’t shy at all,” Fr. Rodriguez said. Fr. Fetzer was preceded in death by his father, Emilio Fetzer. He is survived by his mother, Olga Balarin de Thorne, of Lima, Peru, and by his sisters, Maria Alicia Robertson of Redmond, Washington, and Maria Olga, Maria Inez, Erika and Regina Fetzer, all of Lima. Letters of condolence may be sent to Ms. M. Alicia Fetzer Robertson, 6020 142nd Ct., NE, Redmond, WA, 98052. Donations may be made in his memory to the Jesuit Seminary Fund of “The Jesuits,” 710 Baronne St., Ste. B., New Orleans, LA, 70113.

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OTC leaders to students: Be responsible for actions CSM Bobb talks to students (Courtesy photo) The primary message from two of the U.S. Army Operational Test Command senior leaders was crystal clear: You can be anything you aspire to be, but you can't do it alone and you have to accept responsibility. USAOTC's commanding general, Brig. Gen. Don MacWillie, and senior noncommissioned officer Command Sgt. Maj. Michael Bobb hammered that point home in separate sessions with Rancier Middle School seventh- and eighth-graders during a recent series of character-building lectures. "As one K-Roo to another," said MacWillie, a graduate of Rancier Middle School, "you can't grow up to be a successful individual if you don't take responsibility. When something goes wrong, it's not because someone else did it; it's because you did it yourself." MacWillie told the nearly 200 eighth-graders that even though he's a general officer, he still makes mistakes. "You're going to make mistakes every day," he said. "I do, and when I do, I 'fess up to it' and stand by what I did." According to MacWillie, he was an average student at Rancier who didn't know what he wanted to do beyond high school. He participated in Scouting and played every sport available, he said, not because he was an outstanding athlete, but so he could improve himself. If it weren't for his parents, teachers, Scout leaders and principals, MacWillie said, he wouldn't be where he is today. "My eighth-grade social studies teacher had a clock with a sign underneath it that read 'Time is passing; are you?'" he said. "He told us that if we didn't take responsibility for our actions, someone else would, and we probably wouldn't like the outcome," MacWillie said. "As eighth-graders, you are the leaders of this school, and with that comes accountability." Praising the teachers of today for their passion, Bobb told the 250 seventh-graders they should pay attention to the "great teachers you have here, because if you want to be any kind of leader, you have to have an education." "Unfortunately, when I was growing up," he said, "I didn't pay attention in school; I didn't focus. All I ever wanted to do was be in the military, so I quit school my junior year and joined the Army." Thanks to some great noncommissioned officers who made him earn his high school diploma, Bobb said, he was promoted to sergeant when he was 19 and realized then he'd made a mistake by not pursuing higher education. He earned an associate in arts and bachelor of business administration degrees which helped him get promoted to sergeant major, he said. "I learned the hard way," Bobb said, "but you don't have to. Have fun now but have those long-term goals about college and a career." Bobb said the core Army values of loyalty, duty, respect, selfless service, honor, integrity and personal courage kept him grounded in every aspect of his life. "I'm so happy I get to put these boots on every day," he said, "and do what I always wanted to do — be a soldier." The USAOTC leaders were part of the national Character Counts! Program Week organized at Rancier by Rick Marasco, Middle Years Program and character education coordinator. "This program features the six pillars of character," Marasco said, "trustworthiness, respect, responsibility, fairness, caring and citizenship. The message is to strive for good character at all times in every situation." Rancier is part of the International Baccalaureate program at Killeen High School, according to Marasco. "We are a Middle Years Program school, which challenges faculty to provide opportunities to students to explore the nine learner profiles—inquirer, thinker, communicator, caring, principled, knowledgeable, balanced, open-minded and risk takers—and make use of them in their own lives," he said. In addition to MacWillie and Bobb, Killeen Mayor Tim Hancock talked to the student council and National Junior Honor Society members about responsibility in leadership roles. Rancier Principal David Manley talked to sixth-graders, who are new to the middle school environment and its requirements. "We tried to set up a lineup of roles models that exhibited responsibility in their business lives as well as their personal lives," Marasco said. Source: Fort Hood Herald, October 26, 2010 OTC Home :: News

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A Thrill in the ParkPhoto GalleryProgram FundersProduction CreditsAbout WNED-TV Watch the FilmBonus Videos Olmsted and AmericaOlmsted-Light and DarkThe Persistence of Olmsted's InfluenceOlmsted and Scenic PreservationThe Olmsted Firms: The Men Around the MasterOlmsted's Buffalo Park System and Its StewardsJohn Charles Olmsted in the Pacific NorthwestOlmsted the Gold MinerDesigning a Middle-class CommunityThe Richardson-Olmsted Complex Biographies of Olmsted, Vaux, Viele and GreenOlmsted-related Organizations and AgenciesOlmsted Park ConservanciesCompanion Booklet to the Documentary Olmsted in the Classroom Bonus Video Classroom ActivitiesEducator ResourcesRelated Classroom ActivitiesPressDVD Watch the Frederick Law Olmsted: Designing America trailer. A biography of the man who made public parks an essential part of American life. Olmsted and American History Frederick Law Olmsted’s relationship to his nation does not, at the outset, seem especially complex. Bonus video:The Fall and Rise of Central Park In the 1970s Central Park in New York City was neglected and misused. Olmsted Light and Dark All Olmsted can be divided into two parts. He was a brilliant success, whose life was marked by tragedy and colored by frustration. Olmsted and Scenic Preservation Olmsted was a key figure in the nation’s most significant early examples of scenic preservation. The Persistence of Olmsted's Influence Frederick Law Olmsted laid the foundation for a school of American landscape design. Few realize that it continued to guide American designs throughout the twentieth century. Bonus video: Changes and Challenges in Olmsted Parks Olmsted feared that his parks would be ruined by intrusions of all sorts. Frederick Law Olmsted was among the first to regard landscape architecture as a profession and a fine art – in fact, with Calvert Vaux he virtually created that profession. Olmsted was also, far and away, the most eminent and successful person ever to practice it in this country. He was co-designer of Central Park, head of the first Yosemite commission, leader of the campaign to protect Niagara Falls, designer of the U.S. Capitol Grounds, site planner for the Great White City of the 1893 World’s Columbian Exposition, planner of Boston’s “Emerald Necklace” of green space, and created park systems in many other cities. Olmsted’s park and parkway system in Buffalo, N.Y. is the oldest integrated system in America and is listed on the National Register of Historic Places. To Olmsted, a park was both a work of art and a necessity for urban life. Olmsted’s efforts to preserve nature created an “environmental ethic” decades before the environmental movement became a force in American politics. With gorgeous cinematography, creative animation, and compelling commentary, Frederick Law Olmsted: Designing America presents the biography of a man whose parks and preservation are an essential part of American life.Frederick Law Olmsted: Designing America premiered June 20, 2014. Check local listings to see when it’s airing on your local PBS station. Website Produced by WNEDFrederick Law Olmsted: Designing America is a co-production of WNED-TV, Buffalo/Toronto and Florentine Films/Hott Productions Inc., made possible by major grants from the National Endowment for the Humanities: Exploring the human endeavor and The Margaret L. Wendt Foundation. With funding provided by HSBC, The Tiffany & Co. Foundation and The C.E. & S. Foundation. With additional support from The Peter C. Cornell Trust and Mass Humanities.© 2014 Western New York Public Broadcasting Association. All rights reserved.

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Home Government County Government Boards & Commissions Financial Oversight Cable Television Commission Member Bios Thomas McCloud Thomas McCloud BackgroundThomas McCloud has been a resident of Prince George’s county for more than 30 years and has enjoyed diverse careers in the government and non-profit sectors. He has served in senior level management positions in local government and non-profit organizations at the national level in human resources management and as a senior congressional aide in the U.S. House of Representatives. Mr. McCloud is married and the proud father of one son. He is a Vietnam veteran and was honorably discharged from the U.S. Marine Corps. Career ExperienceIn 1970 he worked as special programs counselor at Rutgers University where he also served as Educational Opportunity Community Advisory Board Chair, a program for students entering college requiring developmental support in English, Math and Science.In 1976, Mr. McCloud held the position of Deputy Director and Acting Director, respectively for the Public Service Employment Program (PSEP) in Newark, NJ. PSEP was a federally funded employment program providing jobs for unemployed individuals in the public sector and nonprofit organizations.Since arriving in Washington, DC in 1978, McCloud has work as a senior manager with the National League of Cities and Chief Operating Officer at Public Technology, Inc. In 1993, he returned to Newark, NJ to serve as executive director of the Newark Fighting Back Partnership, a demonstration project to reduce the incidence of substance abuse funded by the Robert Wood Johnson Foundation and the U.S. Department of Health and Human services. Also while in Newark, McCloud hosted a weekly cable television program, “Taking It to the Streets” and chaired the Essex County Youth Commission.McCloud has served in a variety of volunteer positions and received recognition as: President, National Forum of Black Public Administrators, Board Member, National Forum of Black Public Administrators, and Manager of the Year, Washington Convention Center, Public Service Education Fellow, and Board Chair, Community Mediation Prince George’s.Current PositionsCurrently, Mr. McCloud is employed as a Program Manager with the Key Bridge Foundation and is an Adjunct Professor at Prince George’s Community College. He serves on the Board of Directors of the Maryland Council for Dispute Resolution. He also serves as Roster Mediator for the Prince George’s County District and Circuit Courts, and is a member of the Association for Conflict Resolution and Maryland Program for Mediator Excellence.EducationThomas McCloud holds a BA degree in Urban Studies, and a Master of Public Administration from Rutgers University. He attained his Juris Doctor from Georgetown University Law Center. Brenda Beitzell Doris McMillon Samson Afolabi Thomas McCloud

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Skip to Reed contact information. Search ReedSearch Reed Navigation About Reed REED Magazine More Current Students Cooley Art Gallery Reed email IRIS Login News Center News from the Reed College public affairs office Site Navigation Search: or Press ReleaseFOR IMMEDIATE RELEASEMedia ContactBeth SorensenOffice of Communications503/[email protected] APPOINTS NEW VICE PRESIDENT AND DEAN OF STUDENT SERVICESMary Catherine King has been appointed the vice president and dean of student services at Reed College. King came to Reed in 1994 as director of health services, was promoted to associate dean of student and health services in 1997, and has served for the past seven months as acting vice president and dean of student services. She will continue to lead the team that supports health, residence life, physical education, career services, and safety on the Reed campus. "Having served for over 25 years as an academic and practicing psychologist, Mary Catherine brings to this position a wealth of insight and professional expertise, as well as a deep commitment to Reed’s educational values," Reed president Colin Diver said. King is a licensed psychologist and psychiatric mental health nurse practitioner with a clinical certification in adult psychiatric and mental health nursing. She has served on the faculties of Pacific University, the University of Oregon Health Sciences Center, and Oregon Health Sciences University, where she developed a mental health clinic. King maintains a private practice in psychotherapy consultation and serves as a frequent clinical consultant to educational, health care, and public organizations. She earned a Psy.D. from the Pacific University Oregon Graduate School of Professional Psychology, a post-master's from the University of Oregon Health Sciences Center, and an M.Ed and B.S. from South Dakota State University, Brookings. King’s appointment brings to a successful conclusion a national search that attracted and identified a very strong field of candidates. She replaces Regina Mooney, who resigned after more than three years in the position. Reed College, in Portland, Oregon, is an undergraduate institution of the liberal arts and sciences dedicated to sustaining the highest intellectual standards in the country. With an enrollment of about 1,360 students, Reed ranks third in the undergraduate origins of Ph.D.s in the United States and second in the number of Rhodes scholars from a liberal arts college (31 since 1915). # # # # Contact Reed College 3203 Southeast Woodstock Boulevard Fax: 503/777-7769 Getting to Reed Web & copyright policies Follow Reed

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Home Access pilot scheme is rolled out Home internet access increased by more than 50 per cent between 2007 and 2008, but a third of families in the UK still do not have access to the internet and more than one million children lack access to a computer at home. In a bid to help bridge this digital divide across England, Home Access - the first Government backed scheme of its kind - has been created to provide computers and broadband internet access to disadvantaged families for educational purposes. Led by Schools Minister Jim Knight and driven through a partnership between the Government, private and voluntary sectors, the aim of the £300 million programme is to provide every child in full time education between the ages of five and 19 with a cost effective Information Technology and broadband package in their home. This programme will make England one of the first countries in the world where every young person will be able to use a computer and internet at home for their education. The programme primarily targets families that are financially struggling to provide IT and communications for their children, as well as parents who may have internet access but do not use the technology for their child’s benefit; can afford access but do not think technology has educational value; or cannot afford home access or need support in obtaining it. Two pilot schemes were successfully rolled out in Oldham and Suffolk between February and August 2009; reaching two areas which have a significant number of low income families. Hundreds of families applied for the Home Access Grant, worth around £600, to pay for a computer and internet package which is specifically designed to support a child’s learning. Purchasing of the laptop and associated technology was controlled though a Visa card that is credited with the appropriate value, which is then accepted by retailers taking part in the scheme. Families are also provided with parental controls and an e-safety guide, as well as benefiting from a high level of service, support and enhanced warranty, from the associated suppliers. Len Daniels, education sales manager at Toshiba said: “This scheme offers huge advantages to children who might otherwise miss out on learning opportunities offered by IT. Technology is no longer a luxury, exclusive facility; it is vital for providing a good education, as it gives children access to a breadth of information, encouraging different methods of learning and enabling them to explore new ideas and information. IT can also aid inclusion, and help children who struggle with presentation or have learning difficulties such as dyslexia. “Every child should have equal access to educational tools and this new initiative should provide a more level playing field for children whatever their families’ financial situation." The pilot schemes has helped the Government to refine and test the process for awarding grants for computing packages to low income families, before the current national roll out, with the aim to have universal home access by 2011. “The national roll out of the programme will enable children to access modern learning facilities, enabling them to attain higher grades in school and ultimately helping the next generation to step into better jobs and step out of the poverty that many are still living in. It will also encourage them to develop essential IT skills, which the Prime Minister Gordon Brown has claimed are vital to the country’s economic recovery and competitiveness during the digital revolution,” said Len Daniels. Login

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Home > About Us > Newsroom > Archive of Press Releases > 2002 Press Releases > University of Chicago chosen as Sun Microsytems Center of Excellence in bioinformatics, computational biology and medical informatics Sun Microsystems, Inc. of Santa Clara, Calif., today announced that it has selected the University of Chicago as a Sun Center of Excellence (COE) in Bioinformatics, Computational Biology and Medical Informatics. As a Sun COE, the University joins Sun's community of academic institutions developing advanced technology to do groundbreaking research in the rapidly expanding field of computational biology. "Our relationship with Sun reflects the importance that is now being placed on computational and informatics sciences in basic biological and clinical research," said Dr. Nancy Cox, scientific director of the Bioinformatics and Computational Biology Core Facility at U. Chicago. The analysis and storage of large amounts of data are essential in all aspects of biological research, especially genomics, structural biology and molecular evolutionary genetics. The same can be said for the clinical sciences, where large volumes of patient data must be warehoused and analyzed. The sequencing of the human genome and other genomes, along with anonymous patient clinical and genetic data, are providing researchers with unparalleled opportunities to answer long-standing biological questions and, in turn, discover new ways to treat human disease. "Sun is pleased to expand its network of COEs and enable critical biological and clinical research through our high-performance technology solutions," said Dr. Stefan Unger, business development manager for computational biology in Sun's Global Education and Research Group. With the wealth of new data available from the genomes of human and other organisms, however, comes the challenge of efficiently managing that data and providing the necessary tools to analyze it. The technology from the University's new COE will help meet that challenge. "The last decade has seen a revolution in biomedical research," said Dr. Bruce Lahn, COE steering committee member Bioinformatics Core and assistant professor in the Department of Human Genetics and the Howard Hughes Medical Institute. "Suddenly, we can flash the entire genetic blueprint of a complex organism on the screen, which was inconceivable just a decade ago." Enabling the Campus Grid To accomplish its task, the University of Chicago will develop a data warehouse that links genomic data to patient genetic and clinical data generated by researchers at U. Chicago and its worldwide consortia and network partners; provide an efficient means of processing that biological and clinical data; and develop tools to mine that data in biologically and medically meaningful ways. The University will combine Sun hardware in the form of a large computational cluster, the SolarisTM Operating Environment and Sun TM Grid Engine software to aggregate compute power and control, and manage the usage of computational resources over several concurrent projects. The deployment of Sun hardware on the campus includes a large Sun FireTM 6800 enterprise server with 4.6 terabytes of storage housed in Sun StorEdgeTM T3 arrays for the data warehouse, plus tape storage units; a Sun Fire V880 and a Sun Fire 280Rs as data warehouse and data mart development, test and application servers; a Technical Compute Farm (TCF) with 52 processors and other servers for high-performance bioinformatics computing; and several dozen Sun BladeTM 1000 desktops and Sun RayTM appliances. Sun's COE program promotes open standards and collaboration to help build new technologies that advance academic research. In addition to U. of Chicago, Sun has already established COEs in computational biology with the University of Wisconsin-Madison, Virginia Bioinformatics Institute, Delaware Biotechnology Institute, Beijing Genomics Institute and the University of Calgary. "Our newly established Center of Excellence represents a major enhancement to the computational resources available for researchers here at the University," said Dr. Gerald Wyckoff, a postdoctoral fellow in the Department of Human Genetics and the scientific liaison for the COE. "We look forward to fruitful collaborations with Sun and its other COEs." Sun Microsystems in Education Sun is a leading provider of open network computing solutions to colleges and universities around the world, powering academic, research and high performance computing systems, campus administration, digital libraries and student instructions systems. In addition, Sun is committed to connecting the world's students to the Internet, beginning with primary and secondary schools and extending to all levels of higher education. About the University of Chicago Established in 1890 in Chicago's Hyde Park neighborhood, the University of Chicago is one of the world's great centers of learning. Six Nobel laureates are currently on the faculty, and 73 laureates have been students, faculty or researchers at U. Chicago. Twenty of the University's academic departments rank nationally in the top 10, according to National Research Council ratings. And for the fifth year in a row, the University of Chicago Hospitals were selected among the best hospitals in the United States by U.S.News & World Report in their annual survey of America's nearly 7,000 hospitals. About Sun Microsystems, Inc. Since its inception in 1982, a singular vision-The Network Is The Computer[tm]--has propelled Sun Microsystems, Inc. (Nasdaq: SUNW) to its position as a leading provider of industrial-strength hardware, software and services that power the Internet and allow companies worldwide to take their businesses to the nth. Sun can be found in more than 170 countries and on the World Wide Web. Sun, Sun Microsystems, the Sun logo, Solaris, Sun Blade, Sun Fire, Sun Ray, Sun StorEdge and The Network Is The Computer are trademarks or registered trademarks of Sun Microsystems, Inc. in the United States and other countries. 950 E. 61st Street, Third Floor John Easton [email protected]_004402 (5)

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Select a search scope UNF Press Releases Media Relations University News Share Your News Reporter Resources Press Releases Osprey Update Marketing and Publications Special Events UNIVERSITY DEVELOPMENT AND ALUMNI ENGAGEMENT ADVANCEMENT OPERATIONS DEVELOPMENT FOUNDATION SCHOLARSHIPS THE POWER OF TRANSFORMATION UNF FOUNDATION Press Release for Tuesday, December 7, 2010 UPD Assistant Chief Graduates from Chief Executive Seminar Share Joanna Norris, Associate Director Department of Public Relations (904) 620-2102 Mark Richardson, assistant chief of the University of North Florida Police Department, recently graduated from the Florida Criminal Justice Executive Institute’s Chief Executive Seminar at the Florida Department of Law Enforcement (FDLE). Richardson, a Westside resident, and the 23 other graduates represent criminal justice agencies around the state who serve in a leadership role within their agency. The seminar met for one week each month for three months at FDLE’s headquarters in Tallahassee. Graduates took classes on topics such as demography, budgeting, legacy leadership, ethics and implementing strategic change. The goal of the Chief Executive Seminar is to prepare Florida’s criminal justice leadership for the challenging and changing demands of the future. Class participants study trends and events that may affect criminal justice professionals in the state, developing new leadership skills to address and manage the changes that lie ahead. Richardson has been a law enforcement officer for 35 years. He has been assistant chief at UNF since March 2009 and previously held positions with the Jacksonville Sheriff’s Office, including homicide commander, assistant chief patrol Zone 4, assistant chief of Special Events and chief of Community Affairs and Special Events Division. He also served on the State of Florida Traffic Safety and Aggressive Driver Safety Committees and was the Southeast Regional director of Airborne Law Enforcement. In addition to more than 2,000 hours of advanced law enforcement training, he received a bachelor’s degree from Liberty University. The Florida Criminal Justice Executive Institute, established within the Florida Department of Law Enforcement and affiliated with the State University System, was established in 1990 by the Florida Legislature, who recognized the need for an innovative and multifaceted approach to the education and training of criminal justice professionals. -UNF-

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» Article by retired Pres. Jakaya Kikwete: How to Transform an Education System Article by retired Pres. Jakaya Kikwete: How to Transform an Education System Jakaya Kikwete DAR ES SALAAM – A week, it is said, is a long time in politics. That was certainly the case at the end of last month, when, in a single day, the United Kingdom voted to leave the European Union, its prime minister, David Cameron, announced his resignation, and Britain and Europe, not to mention global markets, were thrown into turmoil.When it comes to education, by contrast, a week can be the blink of an eye. Change happens over years, if not decades – and perhaps not even then. But, if successful, the establishment of a well-functioning education system can change a country’s face – and redefine its fate.That is what happened in my country, Tanzania. From 2000 to 2009, primary-school enrollment rates in Tanzania more than doubled, from just over four million pupils to 8.5 million, or 96% of all primary-school-age children. In other words, at the primary level, Tanzania now boasts near-full enrollment.Similar progress can be seen at the secondary level. Indeed, over the same nine-year period, the number of secondary schools in Tanzania more than quadrupled, from 927 to 4,102, and enrollment surged, from just over 250,000 students to nearly 1.5 million.What changed? In short, Tanzania’s leaders, including me, recognized the vital importance of a strong education system – and we committed ourselves to building one.Of course, few would argue that education is not important. But, when governments are working to provide more tangible basic necessities – say, ensuring that citizens have reliable access to clean drinking water or road links to markets and hospitals – educational reform can often fall by the wayside. Given education’s unmatched potential to enhance a country’s prospects, this is a mistake.It is this understanding that impelled me, as President of Tanzania, to make education my number one priority. It was not an easy decision. I knew that some people would disagree with this approach, preferring to allocate more of Tanzania’s limited public budget to building wider highways or taller government buildings, or to expanding the military.But I also knew that investing in education meant investing in my country’s future, so I decided that, rather than sinking a great deal of money, sometimes unproductively, into these other areas, we would commit 20% of the annual budget to education. Those funds were applied not just to building more schools, but also to building better schools, through investment in teachers, books, and technology. After all, simply enrolling more kids would mean little if they were not given all the tools they needed to succeed.Tanzania can serve as a useful model for other countries seeking to upgrade their education systems. But, although we achieved success on a limited budget, the challenge that fiscal constraints can pose should not be underestimated – especially for the low- and middle-income countries, often in Africa, that face the biggest educational challenges today.As a member of the International Commission on Financing Global Education Opportunity, I have seen firsthand how often governments’ desire to move education up their list of priorities is thwarted by fear of budgetary shortfalls and domestic pressure. As a result, promises to achieve universal primary education are consistently deferred.When a government commits to improving education, it is betting that equipping its citizens for an unknowable future will yield broad-based, society-wide progress. This is good not only for the country itself, but also for its neighbors, for which a more stable and prosperous neighborhood can only be beneficial. In fact, given the interconnectedness of today’s global economy, better education in one country can bring benefits far beyond regional borders.Clearly, the international community has an interest in supporting any government that makes the ostensibly obvious, yet practically difficult decision to place education at the forefront of its agenda. And, thanks to the visionary leadership of Norwegian Prime Minister Erna Solberg, this imperative is receiving the attention it deserves. Indeed, it will be a central theme at this week’s financing commission summit in Oslo.Tanzania’s experience proves that transforming a country’s education system is possible, even if that country faces severe fiscal constraints. It is not quick or easy, and it often requires difficult trade-offs. But with a strong and sustained commitment to fulfill the promise of universal primary and secondary education – and a little international support – governments can ensure happier, more prosperous lives for their countries’ young people. One hopes that Tanzania is the first in a wave of countries putting education first. Jakaya Kikwete, a former president of Tanzania, is a member of the International Commission on Financing Global Education Opportunity. www.project-syndicate.org makengezaJuly 3, 2016 at 7:13 PMThis is not about transforming the education system but rather expanding it only. Our education system remains spectacularly un-transformed.ReplyDeleteAdd commentLoad more...

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UMFK president pledges scholarships Posted Aug. 27, 2010, at 9:58 p.m. Last modified Jan. 29, 2011, at 11:53 a.m. FORT KENT, Maine — Officials at the University of Maine at Fort Kent have dangled a very attractive carrot in front of the members of the incoming high school Class of 2014. At an orientation held at the university earlier this month for Fort Kent Community High School freshmen, Wilson Hess, UMFK president, announced a $1,000 scholarship for each student upon their graduation. To earn the one-time award, Hess said, students must graduate from Fort Kent Community High School on time, and qualify for and enroll in academic degree programs at UMFK. “One of the things we see [across the University of Maine System] is a growing disparity between the declining number of high school graduates and the needs of the state’s work force,” Hess said. “Over the next decade there are predicted to be 175,000 open positions requiring baccalaureate or master’s degrees as people retire.”Story continues below advertisement. While Maine does show a higher high school graduation rate based on a national average, Hess said, it falters on the number of those graduates who go on to college or a university. “We are partnering with local schools to help increase aspirations for younger children and within the family to go on to higher education if that is indeed what the student wants to do,” Hess said. “You need to start these things in your own backyard.” Fort Kent’s high school is literally in the UMFK campus backyard with the two institutions sharing a common driveway off Pleasant Street. For Hess, who took over as UMFK’s president in July, the scholarship offer just makes sense. “One of the things we’ve seen is when folks come in and put this sort of incentive in front of [high school] students, it tends to have remarkable results in terms of aspirations,” he said. “It’s already generated interest and it’s been a lot of fun to have parents or grandparents come up to me on the street and say they’ve heard the kids talking about it.” Hess said the initiative is funded through the university’s existing foundation with endowed funds. “I do believe the UMFK foundation is willing to say they would like to take a program like this and see what we can do to raise funds for a dedicated program for other schools in the St. John Valley,” the university president said. Over the next four years Hess said, UMFK personnel will remain accessible to the high school students to help guide them on an academic track leading to university admission. “We were just astonished and think it is great,” Tim Doak, principal at the high school, said. “It’s another tribute to the relationship we have with UMFK and an example of the neatness of having a college and high school so close together.” Doak said the full ramifications of the offer did not immediately sink into the minds of the Class of 2014. “When we got back to the school I put it all into real dollar amounts,” Doak said. He said he told the youngsters that if 70 of them went on to UMFK that would mean a total gift of $70,000 “and that really impressed them.” Traditionally a good percentage of the high school’s graduates enroll at UMFK, Doak said, adding that the scholarship incentive is “a great move to keep kids in the St. John Valley and in Maine.” The fall 2010 semester at UMFK begins next week. Previous story:« Upcoming stories for Friday, Aug. 27, 2010 Next story:Solid Rock Academy expected to reopen » Similar Articles8.25.2011LePage meets with Aroostook County students5.8.2011UMFK graduates encouraged to be proud of their state, education3.11.2011UMFK pilot program offers college courses to high schoolers7.12.2013University of Maine at Fort Kent receives largest financial gift in its history5.5.2015UMFK President Wilson Hess stepping down in September

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Sava of Serbia Revision as of 19:09, December 23, 2007 by Maricicv (Talk | contribs) (It is not in the spirit of English language to call such an outstanding dignitary by the first name only i.e. "Sava".) St. Sava of Serbia Our father among the saints Sava of Serbia was the first Archbishop of the Autocephalous Orthodox Church in Serbia and is an important saint on the calendar of the Serbian Orthodox Church. His feast day is observed on January 14 and January 12. He is considered the founder of the Serbian Orthodox Church and of Serbian nationhood. Archbishop Sava was the instigator of Serbian Renaissance in church life, literature, arts and sciences. Archbishop Sava provided Orthodox monateries with churches and iconic works of art which still constitute the most important heritage of Serbian culture. 2 Archbishop 3 Retirement 5 Quotation 6 Hymnography 8 External links and references 9 Succesion Sava was born Prince Rastko Nemanjic, the son of Stefan Nemanja, the Serbian ruler and founder of the medieval Serbian state. His brother, Stefan Prvovencani, was the first Serbian king. Rastko Nemanjic was born in either 1175 or 1176. In the early 1190s, the young Rastko left home to join the Orthodox monastic community on Mount Athos. Taking monastic vows, he was given the name Sava (Serbian form of Sabbas) in honour of St. Sabbas. Initially, he joined a Russian monastery, but then moved to the Greek Vatopedi Monastery. At the end of 1197, his father, Grand Prince Stefan Nemanja, joined him. In 1198, together they moved to and restored the abandoned Hilandar Monastery (Athos) Chilendari monastery, which at that time became the center of Serbian Orthodox Christian monastic life. St. Sava's father took monastic vows under the name Simeon. He died in the Hilandar Monastery on February 13, 1200. He is also canonized as Saint Simeon. After his father's death, Sava retreated to an ascetic cell in Kareya which he built himself in 1199. He also wrote the Kareya and Hilandar Typika. The last Kareya typikon is inscribed into the marble board at the ascetic cell. He stayed on Athos until the end of 1207. When Sava entered his native land in 1207, he unfortunately found the country just as Simeon had informed him in his dream—in total disarray. The Serbian state was split in two. By secret negotiations with Hungary and Pope Innocent III, Vukan, the eldest of the three brothers, who was bitter over the appointment of his younger brother Stephen as heir to the throne, was able to amass troops and capture Zeta; he then was set to launch a campaign against Raška, Stephen's portion of the divided kingdom. This civil war was only a microcosm of a larger conflict instigated by the West—that is, the hostilities initiated by the Great Crusades of the Latin church. In 1204, the soldiers of the Fourth Crusade captured Constantinople and much of the territory of Byzantium, including the Holy Mountain. In 1205, the Holy Mountain was officially placed under the authority and jurisdiction of a Roman Catholic bishop. It is believed that this occurrence was the most influential factor in Sava's decision to return to Serbia. Hence, the Saint returned home with his work cut out for him. When he returned, Sava brought with him the medicine to heal the entire situation: the relics of his father, the Grand Župan and saint, Stephen Nemanja—Simeon the Myrrh-flowing and co-founder of Hilandar. Upon entering Studenica Monastery, St. Simeon's foundational monastery, Sava invited his two brothers to a proper and rightful memorial service for their father. As the casket was opened, before their eyes the body of their father was found to be sweet-smelling, exuding a fragrant oil and myrrh, warm and aglow, looking very much alive, as if he were only restfully sleeping. This act of veneration of their father was the first step in healing the fraternal schism between Vukan and Grand Prince Stephen. Shortly thereafter, the civil war was halted and a peace agreement was drawn up, once again restoring the kingdom of Serbia as it was under the reign of the great ruler Stephen Nemanja. In discussions with his reunited brothers, Sava also designed plans for an immediate, systematic, and far-reaching missionary program to save the Orthodox souls of the Serbian people. Studenica Monastery, with St. Simeon's relics making it a national shrine, was chosen as the outreach station for all activities. Sava vas appointed Archimandrite of Studenica. St. Sava wrote the Monastery's Typikon, which strengthened Studenica's monastic life. St. Sava managed to persuade the Patriarch of Constantinople, who was residing in Nicea since Constantinople was under Latin rule until 1261, to establish the autocephaly of the Orthodox Church in the Kingdom of Serbia in the year of 1219. At Patriarch Manuel's request, Sava was selected to be elevated to Archbishop. At first, Sava vehemently refused this offer on the grounds that he was truly unworthy for such a position and calling. He offered several of the monks from Hilandar who were present as potential candidates for the position. In the end, Sava accepted and was consecrated in Nicea on the Feast of St. Nicholas, December 6, 1219, becoming the first Archbishop of the newly autocephalous Orthodox Church of Serbia. He was 44 years old at the time. The following are the exact words of the Greek text of Patriarch Manuel's decree elevating Sava to Archbishop, thus granting autocephaly to the Serbian Church: I, Manuel, the Ecumenical Patriarch and the Archbishop of the City of Consrantinople, New Rome, in the name of our Lord Jesus Christ, have consecrated Sava, Archbishop of all the Serbian lands, and have given him in God's name the authority to consecrate bishops, priests, and deacons within his country; to bind and loose sins of men, and to teach all and to baptize in the name of the Father, and the Son, and the Holy Spirit. Therefore, all you Orthodox Christians, obey him as you have obeyed me." After his consecration, Sava returned to the Holy Mountain in order to say farewell to Hilandar and to receive the blessing and prayers of the monastic community of the Holy Mountain. The newly consecrated Archbishop Sava then traveled by boat to Thessalonica, where he tarried awhile at Philokalos Monastery. At Philokalos, he, along with a few others, made a translation from Greek into Slavonic of the Byzantine ecclesiastical law book The Rudder or Nomocanon of St. Photios the Great (9th century). Called KormchajaKnjiga ("Book of the Pilot") in Slavonic, this translation contained not only the ecclesiastical canons—including the dogmatic decrees of the seven Ecumenical Councils—with commentaries by the best medieval Greek canonists, but also numerous precepts of the Fathers of the Church andseveral of the imperial edicts of the great Byzantine Emperor Justinian (6th century). When he arrived in Serbia Sava decided that on the first day of his archepiscopacy in Žiča, the Feast of the Ascension, 1220, he would, as the as the newly consecrated Archbishop of Serbia, crown his brother Stephen as the first Serbian king. In 1228 he crowned his nephew Radoslav as king. Venerable Sava decided to visit Jerusalem and the Holy Land. Thus, in 1229, after ten years of dedicated hard work and fruitful labor in the vineyard of the Lord in his homeland, Sava decided to renew his own spirit by making a pilgrimage to the cradle of Christianity itself, Jerusalem, where the Lord first brought salvation to the world. When it was time for Sava to leave the Holy Land for Serbia, he decided to go by way of Nicea. There he met with John, the new emperor of Byzantium (1222-1254) now residing in Nicea, who succeeded Theodore Laskaris. He also met Germanus, the new patriarch who succeeded the late Patriarch Manuel. In Serbia a new civil war broke out between Radoslav and his brother Vladislav. Unfortunately for Radislav, his military prowess waned as well, for in a fratricidal war against his younger brother Vladislav during the summer of 1233, he was defeated and exiled to Durazzo, Albania. Although Sava was unsuccessful in reconciling these brothers—who were both disloyal to their grandfather St. Simeon's call for unity—nevertheless he knew it was better for the country to be ruled by Vladislav. Several years later, as a result of his negotiations with King Vladislav, Sava was able to obtain safe conduct for Radislav, who was allowed to return to Serbia. Radislav then decided to become a monk, and Sava tonsured him, giving him the name Jovan (John). Sava abdicated from archepiscopal see in 1233 and appointed his most capable pupil St. Arsenije as Archbisop of Serbia (1233-1263). In the spring of 1234, Archbishop Sava, age 59, only five years after his first trip to the Holy Land, decided to make a second pilgrimage to Jerusalem. Upon arrival in Jerusalem, Sava lodged at the St. George Monastery in Akre, a monastery he had purchased from the Latins during his first pilgrimage. Sava visited Patriarch Athanasius of Jerusalem and then went by boat to Alexandria, Egypt, to meet with Pope Nicholas, "Patriarch of Alexandria and all Africa." He then went to St. Catherine's Monastery on Mt. Sinai, where he spent Great Lent of 1234. This was a most blessed Paschal journey for Sava, for he climbed the heights where the great man of God, Moses the God-seer and Deliverer of his people, had spent many hours speaking to the Lord God face to face as a friend converses with a friend. Sava, too, had been a "Moses" to his people, pastoring, leading and organizing them into a community of God. After the Paschal celebration of 1234, Sava returned to Jerusalem and then traveled to Antioch. After visiting Constantinople, Sava intended to visit the Holy Mountain and Hilandar, but "it did not please the Holy Spirit." Instead, he left for Trnovo, Bulgaria, the capital of King Ivan Asen II's Bulgarian kingdom and patriarch of Trnovo. Participating in a ceremony called Blessing of the Waters (Agiasmo) he developed a cough that progressed into pneumonia. He died from pneumonia in the evening between Saturday and Sunday, January 14, 1235. [1] He was buried at the Cathedral of the Holy Forty Martyrs in Trnovo where his body remained until May 6, 1237, when his sacred bones were moved to the monastery Mileseva in southern Serbia. 360 years later the Ottoman Turks dug up his relics and burned them in the main square in Belgrade. There was many miracles on the grave Saint Sava in Mileševa monastery. Venecian diplomate Ramberty who visited Mileševa, 1534 wrote that note onley Turks and Jews also were visiting monastery and asking for healing. Fransh diplomat Jacques de Chenoais , 1547 wrot that he sow uncoruptable relics of Saint Sava, he also said that turks and jews were giving biger donations that Christians them selves. Another pasinger as Venecian Zen, and French Lescalonieur were reporting about similiar events 1550 and 1574. Lescalonieur wrot that hed of saint was coverd, because one Turk who saw it, few decades later died. St. Sava is remembered as the founder of the independent Serbian Orthodox Church and is celebrated as the patron saint of education and medicine among Serbs. Prince Miloš of Serbia January 13, 1830 (in Julian) proclaimed St. Sava the patron saint of Serb schools and schoolchildren. On his feast day, students partake in recitals in church. The Temple of St. Sava in Belgrade, whose construction was planned to start in 1939 but actually began in 1985 and completed in 2004, is the largest active Orthodox temple in the world today. It was built on the place where the holy bones were burned. At first we were confused. The East thought that we were West, while the West considered us to be East. Some of us misunderstood our place in the clash of currents, so they cried that we belong to neither side, and others that we belong exclusively to one side or the other. But I tell you, Ireneus, we are doomed by fate to be the East in the West and the West in the East, to acknowledge only heavenly Jerusalem beyond us, and here on earth—no one —St. Sava to Ireneus, 13th century Hymnography Troparion - Tone 3 Thou wast a guide to the Way of Life, a first Hierarch and a teacher; thou didst come and enlighten thy home country, O Sava, and give it rebirth by the Holy Spirit. Thou hast planted thy children like olive trees in the spiritual Paradise. O Equal-to-the-Apostles and Saints, pray to Christ our God to grant us His great mercy. [2] Kontakion - Tone 8 As the first great hierarch and co-worker with the Apostles, the Church of thy people magnifies thee; and since thou hast found favor with Christ, save us by thy prayers from every calamity, so that we may proclaim to thee: Rejoice, God-wise Father Sava. O guide of Orthodoxy and blessed teacher of virtues, purifier and enlightener of thy homeland, beauty of monastics, most wise Father, Holy Sava, by thy teaching thou didst enlighten thy people, O flute of the Spirit, pray to Christ God for our souls. Saint Sava on Wikipedia External links and references St. Sava I, First Archbishop of Serbia (OCA) Life of our Holy Father Sava I: Enlightener and First Archbishop of the Serbs (+1235) St Sava of Serbia (Greek Orthodox Archdiocese of Australia) Library Saint Sava - Online Library Cataloging System Collected works (in Serbian language) Succesion Succession box:Sava of Serbia Archbishop of Serbia1219-1233 Succeeded by:St. Arsenije Retrieved from "https://orthodoxwiki.org/index.php?title=Sava_of_Serbia&oldid=58324" Categories: BishopsPatriarchs of SerbiaSaintsSerbian SaintsWonderworkersCategories > Church History Categories > People > Clergy > Bishops > Patriarchs of Serbia Categories > People > Saints > Serbian Saints Categories > People > Saints > Wonderworkers Navigation menu Српски / srpski This page has been accessed 40,943 times.

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Jisc scholarly communications Jisc Publications Router enters a new phase By Steve Byford July 1, 2015 Demand for a service to help institutions capture their research outputs remains unabated, and any drive to help automate it will need to break challenging new ground. Jisc Publications Router is now set for a new phase of development as it seeks to do just that. It aims to become a permanent service in 2016, expanding at an accelerated pace the range of content it can deliver. The project so far It’s difficult for institutions to identify accepted research articles by their academics, according to a recent report to Jisc, as they seek to make progress in implementing the open access policy for the next REF. Jisc Publications Router is a system that gathers information about journal articles from content providers such as publishers. By looking at the affiliations of the co-authors, it then sends a notification to the relevant institution(s). This could be at or near the point of acceptance, for example, or final publication. It could consist of metadata only, or it could include full-text files as well, depending on what the content provider can send. The institutions can then capture this information onto their systems, including their open repositories. In some cases, the metadata will include details of an embargo period the repository should respect before it makes the full text freely available. The initial Router project, funded by Jisc and operated by EDINA (University of Edinburgh) aimed to demonstrate a prototype system. That has been a success: the system has delivered real articles to real institutions in ways that they have used and found helpful, saving them time and effort. A new phase begins The project at EDINA reaches its completion on 31 July 2015. It will now be succeeded by a new version of Jisc Publications Router, with the aim of delivering a pilot for service. This is currently being developed on Jisc infrastructure by Cottage Labs. It will be an entirely new system, but will retain the current name – Jisc Publications Router. For institutions and providers that already participate, the new Router will aim to have replicated the working functionality of the current prototype during the period from August to September 2015, aiming as far as possible to achieve continuity of service. We then hope to add a few further new publishers onto the system by the end of 2015. Its further development and maintenance will then be handed over to Jisc staff in the early part of 2016. This, together with the fact that it will run on Jisc infrastructure from the outset, will enable us to ensure its close integration and interoperability with Jisc’s suite of OA services for institutions. Although the new Router will do the same job, taking the same kinds of feeds from content providers and delivering to institutions in much the same way, its internal workings will be somewhat different from the present system. For example, it will enable each institution to specify and adjust which articles it wishes to capture to its systems. It will no longer store historical content that can be claimed afterwards, focusing instead on delivering current, newly published or accepted content. It will no longer require institutions to install an importer on their repositories before they can ingest content from it, making it easier for institutions to get started in using it. And it should be more flexible from an early stage about which systems it can interoperate with, such as CRISs as well as repositories. Charting new territory The new version of Jisc Publications Router will aim to expand its coverage of new publishers at an accelerated pace. We’ve had promising and positive discussions with many publishers, but the challenge has been to move from discussions of the principles to their detailed technical realisation. And that’s perhaps not surprising. We’re trying to achieve something entirely new – systematically capturing notifications at or near the acceptance stage. Crucially, these need to include details of the authors’ affiliations (or else their ORCIDs!) – otherwise there is no way to match them to the institutional systems that might be interested in them. Publishers will find it hard to present us with feeds that can do that at that stage of the process. They may also find it even harder to do so in a uniform format – but taking in a variety of different ones would be resource-hungry for the Router. We’ll be breaking new ground in finding solutions to these challenges. (We will, of course, translate the feeds into a common form that institutional systems can ingest.) Meanwhile, our exploratory conversations with publishers continue, with a view to getting them on board. This will begin in earnest in the early part of 2016, and should prove more and more attractive to a growing range of institutions. Institutions can have the confidence to take the step of receiving feeds from the new Jisc Publications Router, now that there is a clear stated intention to move the Router to permanent service status, a decision we hope to confirm next year. It will be ready to start providing for new institutions from early 2016. If you would like to get involved, do get in touch with me ([email protected]). Posted by Steve Byford on July 1, 2015 in Uncategorized. ← ORCID consortium for UK universities Repository and open access managers welcome findings on SHERPA/FACT accuracy → Name * Email * Website Search for: Recent Posts IRUS-UK and ORCIDs Institutions join Publications Router following its launch as a Jisc service Jisc Open Access Digest for OA Week Offsetting models: update on the Springer Compact deal In the context of Open Access policies in the UK, what is a “repository”? Recent CommentsJ Smith on What is a repository?Anna Clements on Brexit: implications for OA in the UK, and Jisc’s work in this areaNeil Jacobs on Brexit: implications for OA in the UK, and Jisc’s work in this areaTony Ross-Hellauer on Brexit: implications for OA in the UK, and Jisc’s work in this areaRowena Rouse on Brexit: implications for OA in the UK, and Jisc’s work in this areaArchives December 2016 Categories Publications Router WordPress.org Jisc Scholarly Communications

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Chris Hodges is founding and senior pastor of Church of the Highlands with campuses all across the state of Alabama. Since it began in 2001, Church of the Highlands has grown to average more than 38,000 people attending each weekend and is known for its life-giving culture and focus on leading people to an intimate relationship with God. Chris has a deep passion for developing leaders and planting life-giving churches. He co-founded ARC (Association of Related Churches) in 2001, which has launched hundreds of churches all across the USA. He also founded a coaching network called GROW, which trains and resources pastors to help them break barriers and reach their growth potential. Chris is also the founder and President of the Highlands College, a ministry training school that trains and launches students into full-time ministry careers. Chris and his wife Tammy have five children and live in Birmingham, Alabama, where Church of the Highlands began. He speaks at conferences worldwide and is the author of Fresh Air and Four Cups. The Hodges Family ©2001-2016 Church of the Highlands Contact Us Site Feedback Employment

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Liquid Sky Faculty of Art, Design and Humanities School of Arts On (2002) 'La Limite du bruit'. Montreal: Empreintes Digitales, IMED 0261. IMED 0261 Liquid Sky was realized in 1998 in the studios of the Groupe de recherches musicales (Paris, France) and of EMS (Stockholm, Sweden) and premiered on March 20, 2000 during the GRM’s Multiphonies concert series at Salle Olivier Messiaen of the Maison de Radio France (Paris, France). Collection of sound sources and some initial processing was done at Simon Fraser University (Vancouver). The work was commissioned by the Ina-GRM. Liquid Sky won Second Prize at 4th Concurso Internacional de Música Eletroacústica de São Paulo (CIMESP ’01, Brazil). This work is an exploration of the sound-image of rain. In many ways, I felt the process of composing this piece to be one of revealing and expanding the myriad patterns and colors within the sound, normally noticeable only with very concentrated listening. Since I work exclusively with my own environmental recordings, I tend to see the compositional process as opening out of the richness of the act of listening itself, supported by the imaginative associations for which it can be a catalyst. Like many environmental sources, the sound of rain is extremely varied and, at least in theory, covers a whole range of morphologies from the individual droplet to saturated granular noise. In collecting source material I made numerous field recordings in different locations focusing on the sound of rain falling on different objects — such as leaves, windows and puddles — since it was clear that the variety of sound colors inherent in rain is largely defined by the nature of the surface it falls upon. In processing these sounds, I tried to think about these distinctions: the ‘granular’ aspect tending towards long-term development of texture, and the ‘droplets’ providing models for attack-resonance structures. But in continuing with this idea, my approach was not always subtle! In the studio I tried to expand the gestural rhythm by superimposing the dramatic amplitude envelopes of fireworks onto the dense textures of heavy rain. And, with the use of multiple grouped resonators, I was able to impose defined pitch structures onto the material, allowing slowly evolving inharmonic spectra to eventually have a central role in the piece. As a whole, Liquid Sky aims to convey the feeling of a larger-than-life immersion in rain, and an intensified view of a powerful environmental phenomenon. dc.description.sponsorship Commissioned by Ina-GRM (Radio France). Empreintes Digitales Recording, musical Music, Technology and Innovation Research Centre School of Arts [504]

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EmailA to ZContactsSite MapNewsMultimediaSearch Topics and PeopleShortcuts Other News Emergency Info Media Central Event Streaming Public Events Calendar Faculty News Student Publications The Daily Princetonian Campus Media Local News World News About PrincetonAcademicsAdmission & AidArtsInternationalLibraryResearch Administration & ServicesCampus LifeVisiting CampusStudentsFaculty & StaffAlumniParents & FamiliesUndergraduate ApplicantsGraduate School ApplicantsMobile Princeton Web AppMobile Princeton App for AndroidMobile Princeton App for iOSConnect & SubscribeHome » News » Archive » Gordin illuminates history through the overlooked and unexploredNews at PrincetonFriday, Dec. 09, 2016News StoriesFAQsEvents & CalendarsMultimediaFor News MediaShare Your NewsCurrent StoriesFeaturesScience & TechPeopleEmergency AlertsUniversity BulletinArchive Princeton professor Michael Gordin says he was drawn to study the history of science because of what it can teach scientists and nonscientists alike. His current research project focuses on the languages used by scientists and the rise of English as the dominant language for scientific publication. Web StoriesTo News Archive|« Previous by Date|Next by Date »Gordin illuminates history through the overlooked and unexplored Posted June 13, 2013; 12:00 p.m.by Michael Hotchkiss, Office of CommunicationsTweet e-mail Professor Michael Gordin illuminates the history of science and language by exploring the overlooked, the misunderstood and the unusual. By meticulously reconstructing the five days between the dropping of the second atomic bomb and the surrender of Japan in 1945, the Princeton University professor of history challenged the conventional narrative that America's military, scientific and government leaders were certain the bombings of Hiroshima and Nagasaki would bring a quick end to World War II. Building on the archives of Immanuel Velikovsky in the University library, Gordin offered new insights into what defines science and how the scientific community reacts when challenged by someone who argued that Venus was ejected from Jupiter and displaced Mars in the solar system. And in the classroom this spring, he pushed undergraduates to gain a new appreciation and understanding for language by focusing on what some might not think of as languages at all — including the waggles of bees, computer languages, the attempt at a global language called Esperanto and even the Klingon tongue devised for use in the Star Trek movies. In the spring semester, Gordin co-taught a class on constructed languages with classics professor Joshua Katz.Overturning orthodoxiesWilliam Jordan, the Dayton-Stockton Professor of History and chair of the history department, said he enjoys watching Gordin overturn "the 'stultifying orthodoxies,' as they have sometimes been called, which we often — and at our peril as historians — take for granted." "As a teacher [Gordin] is so dynamic that he exudes excitement for his subject, and he is a formidable researcher with quite astonishing mastery not only of the subject matter that is of his direct interest, but of subjects that lie on the periphery as well," Jordan said. Gordin joined the Princeton faculty in 2003 after earning his bachelor's degree and Ph.D. from Harvard University. In 2011, he received both the Graduate Mentoring Award for his work with graduate students and a John Simon Guggenheim Foundation fellowship. He has been named the Rosengarten Professor of Modern and Contemporary History, effective July 1. Gordin is also director of the Fung Global Fellows Program, which brings exceptional international early-career faculty members working in the social sciences and the humanities to Princeton for a year of research, writing and collaboration. Next year's fellows will focus on the theme of "Languages and Authority." Gordin is the author or co-author of five books. In addition to writing about the atomic bomb, he has tackled the Cold War as well as the story of Dmitrii Mendeleev, a Russian scientist who is credited with developing the periodic table of elements. Gordin's most recent book, "The Pseudoscience Wars: Immanuel Velikovsky and the Birth of the Modern Fringe," was published in 2012. Lessons from historyGordin said he was drawn to study the history of science because of what it can teach scientists and nonscientists. "One of the goals of the history of science is to teach young scientists that the things you are certain of now may not be true later and you need to understand and be critically aware of your concepts," Gordin said. "When are you digging in your heels too much? "And it's easy for humanists to walk through the world and say they don't want to think about science. But we live in a world saturated with science, technology, medicine — that's part of our world and part of our culture and you should know something about it. It's just part of what it means to be educated, but it also gives you tools for science literacy. It gives you tools for the world you live in." In the classroom, Gordin is engaging, compelling and, quite often, funny, students and colleagues say.Eleanor (Nora) Taranto, a 2013 graduate from Bethesda, Md., who concentrated in history, took the class "Technology and Society" with Gordin during her sophomore year. "The class put me on this track that I love, in thinking about how the societal, religious and historical contexts in which technological innovations were made," said Taranto, who plans to attend medical school. "Professor Gordin is just a great lecturer and shows that he knows everything there is to know about these things and is really enthusiastic." Gordin also served as Taranto's adviser for her senior thesis, which focused on French botanist Alexis Millardet, who developed the first fungicide to treat downy mildew on grape vines. "Obviously Professor Gordin is a historian of science but there wasn't all that much overlap between what I was writing about and what he specializes in, but I think he was pretty much the best adviser I could have had," Taranto said. Gordin said he enjoys advising seniors on theses that focus on topics outside his usual areas of study. "I'm happy to learn new things," Gordin said. "I know how I would go about trying to learn about a new topic, so we could talk about how Nora was going to get more sources, how she would find things out. Then she's the expert in that. She's the one who controls the information. I learn from her in the process and if she's not persuading me or explaining things to me then it's her job to do so." Gordin and Katz keep up a friendly repartee throughout their class. "We were just having so much fun up there bantering with each other and correcting each other, arguing sometimes," Katz said.'Imagined Languages'In the classroom, students say Gordin is engaging, compelling and, quite often, funny. He co-taught the course "Imagined Languages" this spring with Joshua Katz, a professor of classics. Throughout the class, both tied together a diverse set of constructed languages with the historical and cultural contexts in which they were created. The class was rigorous academically, but the mood was light. "We were just having so much fun up there bantering with each other and correcting each other, arguing sometimes," Katz said. "The students seemed to love it. I'd say something and Michael would object and we'd get in a little fight. The students could see we were really enjoying it." And Gordin occasionally drew laughs from surprised students by finding relevant examples in unexpected places, such as the Germanic influence on an alien language, Kobaïan, developed and used by the 1970s French progressive rock band Magma. "Both Professor Gordin and Professor Katz are incredibly knowledgeable and great professors on their own, but the dynamic when the two of them taught together was incredible," said rising sophomore Saahil Madge. "They placed the people and ideas within a historical and cultural context, and students could then see how and why the material that we covered was so influential. I really enjoyed the class and learned a lot, not just about language and linguistics but also about history, computer science, math and even psychology." During one class session, focused on constructed languages in literature, Gordin peppered the class with seemingly simple questions that showed the challenge of the topic: "What language is this written in?" "Why do you think it's written in English?" "Why did the author write something that was so hard for two-thirds of you to understand?" "In fiction, language can be a game, or a set of rules the author is playing with," Gordin said. "It may look like they're writing this in English, but they're really writing it in a modified version of language to make a point." Take the word "horrorshow" in the novel "A Clockwork Orange," Gordin said. It has an obvious meaning in English but is also a play on a Russian word — "khorosho" — that means "good." In the novel, it serves as a perfect bit of wordplay to describe the beatings a gang known as "droogs" delivers to innocent strangers for sport. The mingling of English and Russian is no problem for Gordin, who puts the number of languages he knows at between four and nine. Language is also the focus of Gordin's current research project, which looks at the different languages used in science scholarship through time and the rise to dominance of English over the past century. About 99 percent of scientific publication worldwide today is done in English, he said. "This is to my mind the single most important transformation that has happened in the history of modern science and there is no history of it — the anglification of the entire knowledge-making infrastructure," Gordin told history department colleagues during a recent talk on the project. And, Gordin says, that has significance both for English speakers and those who don't speak English. "The world is now structured in a way that favors people who speak English," Gordin said. "But you should notice that and that it helps you in some ways and disadvantages others. And, it's almost certainly not permanent." Gordin, who took an undergraduate Latin course last year to prepare for the language project, hopes to complete a draft of a book on the topic this summer. Next fall, he will teach a seminar on another of his many interests, Albert Einstein. "I don't know of anybody of our generation in the University who can do the range of things that he can do," Katz said. "Michael is brilliant but he's also very warm. He's serious but he's also very charming. You don't often find that combination and it makes him very special."

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In a collaborative effort, the Sternberg Museum of Natural History and Forsyth Library at Fort Hays State University have established a digital collection of about 900 Mosasaur fossils. "Our goal is to present a collection that appeals to the research community as well as to K-12 students," said John Ross, library director. "We wanted to bring global access to our collections," said Dr. Reece Barrick, director of the Sternberg Museum. "For instance, researchers in Finland can compare their specimens to ours." "Basically this means an eighth-grader in Hays working on a research project and a researcher doing post-doctorial work on the other side of the world can access our collections via the Forsyth Library Web page," said Ross. The final part of this two-year project involved the 3D scanning and display of select specimens. Each digital image includes the metadata that show the species the fossil came from, the Sternberg collection it is a part of, Sternberg's identification number and the specimen's size. "The smallest fossil that we scanned was pea-sized," said Ross. "Fossils of that size were included as part of a grouping of fossils. The biggest piece we can scan is up to 1.5 feet tall and 1 foot wide currently. With the addition of some attachments, bigger objects can be scanned. The library is also hoping to get a hand-held digital 3D scanner to scan large objects, architecture or the parts of spacecraft." Each scan takes several hours to complete as the scanning stage rotates and spins the fossil. "From an education standpoint, we hope to provide sample lesson plans that have digital photos, videos and 3D images embedded," said Ross. "We also have a 3D printer that we hope to be able to print fossil replicates for teachers to use in the classroom without fear of damage." This is only the beginning of several projects the Sternberg Museum and Forsyth Library have planned. "The ultimate goal is to eventually have students be able to use this technology," said Ross. "We want to create an environment where interns or other students in specific areas can use the scanner so we are doing some teaching with it as well."

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Millennium Development Goals: What Are They, and How Is the World Meeting Them? Posted by DipNote Bloggers September 20, 2010 Summit on the Millennium Development Goals at UN Learn more:United States' Strategy for Meeting the Millennium Development Goals World leaders are gathering in New York over the next two days to assess progress on the Millennium Development Goals (MDGs) and discuss ways to meet the 2015 deadline for reaching them. What do they hope to achieve in the next five years? For MDG 1, "Eradicate Extreme Poverty and Hunger," the concrete goals are to: • Halve, between 1990 and 2015, the proportion of people whose income is less than $1 a day. • Achieve full and productive employment and decent work for all, including women and young people. • Halve, between 1990 and 2015, the proportion of people who suffer from hunger. This UN fact sheet suggests that the world is on track for meeting this goal. U.S. programs such as Feed the Future and other food security initiatives are committed to ensuring continued progress. For MDG 2, "Achieve Universal Primary Education," the goal is to: • Ensure that, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling. According to this UN fact sheet, current enrollment numbers are not high enough to meet the goal, especially in sub-Saharan Africa and South Asia, although primary school enrollment in developing nations has increased since 2000. You can read more about the U.S. Agency for International Development (USAID)'s literacy programs here. For MDG 3, "Promote Gender Equality and Empower Women," the goal is to: • Eliminate gender disparity in primary and secondary education, preferably by 2005, and in all levels of education no later than 2015. As reported in this UN fact sheet, efforts are currently falling short of this goal. Girls and women are making gains in education, but men still outnumber women in paid employment, and -- to a large degree -- in politics. In 2010, women made up only 19 percent of the world's parliamentary positions. Ambassador-at-Large for Global Women's IssuesMelanne Verveer has suggested that achieving MDG 3 is a prerequisite for meeting the other Millennium Goals. You can read her remarks here. USAID's "Women in Development" program information is available here. For MDG 4, "Reduce Child Mortality," the goal is to: • Reduce by two thirds, between 1990 and 2015, the under-five mortality rate. This UN fact sheet reports that a few countries defined as having high child mortality rates are on track to meet the goal, but others still face challenges. Almost nine million children each year die before their fifth birthday, with half those deaths occurring in sub-Saharan Africa. Information about some U.S. programs that are making a difference is available here. For MDG 5, "Improve Maternal Health," the goals are to: • Reduce by three quarters the maternal mortality ratio. • Achieve universal access to reproductive health. This UN fact sheet describes progress toward maternal health as significant, but slow. Nearly all the deaths are occurring in developing countries, and most would be preventable if there were access to adequate reproductive health services, equipment, supplies and skilled healthcare workers. USAID reports on recent progress here. Information on the President's Global Health Initiative is available here. For MDG 6, "Combat HIV/AIDS, Malaria, and Other Diseases," the goals are to: • Have halted by 2015, and begun to reverse, the spread of HIV/AIDS. • Achieve, by 2010, universal access to treatment for HIV/AIDS for all those who need it. • Have halted by 2015, and begun to reverse, the incidence of malaria and other major diseases. According to this UN fact sheet, there has been tangible progress toward this goal. The number of new HIV infections fell steadily from 1996 to 2008, and deaths from AIDS-related illnesses have dropped. However, more than 7,400 people around the world are infected with HIV each day, and 5,500 die daily from AIDS- related illnesses. HIV remains the leading cause of death among reproductive-age women worldwide. USAID reports on progress against infectious diseases at this site; additional information from the State Department is available here; and information from the President's Emergency Plan for AIDS Relief (PEPFAR) is available here. For MDG 7, "Ensure Environmental Sustainability," the goals are to: • Integrate the principles of sustainable development into country policies and programmes and reverse the loss of environmental resources. • Reduce biodiversity loss, achieving, by 2010, a significant reduction in the rate of loss. • Halve, by 2015, the proportion of the population without sustainable access to safe drinking water and basic sanitation. • By 2020, to have achieved a significant improvement in the lives of at least 100 million slum dwellers. This UN fact sheet claims a mixed record of achievement: the world is on track to meet the targets for access to drinking water and has already met the goal of improving life for slum-dwellers. The benchmarks for improving sanitation and preserving biodiversity, however, may remain out of reach in the next five years. USAID presents its environmental programs here; State Department programs are here. For MDG 8, "Develop a Global Partnership for Development," the goals are to: • Address the special needs of least developed countries, landlocked countries and small island developing states. • Develop further an open, rule-based, predictable, non-discriminatory trading and financial system. • Deal comprehensively with developing countries' debt. • In cooperation with pharmaceutical companies, provide access to affordable essential drugs in developing countries. • In cooperation with the private sector, make available benefits of new technologies, especially information and communications. As reported in this UN fact sheet, there's good news to report in terms of rising aid levels, increasing access to markets, tarriff reductions, lower debt burdens, and better access to information and communication technology. In terms of aid volume, the largest donors in 2009 were the United States, France, Germany, the United Kingdom and Japan. USAID discusses global partnerships here; the State Department, here. As the United States has set forward in its stated strategy for meeting the Millennium Development Goals, "Enormous progress has been made toward meeting the MDGs, and we must recognize, celebrate, and support these achievements. Above all, credit belongs to the citizens and governments of countries that have prioritized development and invested in their people. These achievements are also testimony to the power of successful development partnerships, and the efforts of the United Nations and other multilateral agencies, donor governments, private business, and individuals from around the world." Going forward, the United States is promoting four principles for further progress on the MDGs. Those are to: • Leverage innovation. • Invest in sustainability. • Track development outcomes, not just dollars. • Enhance the principle and the practice of mutual accountability. You can read more about each of these principles, and how they can advance the specific benchmarks described above, in the United States strategy document for meeting the MDGs, which is available here. Over the next few days, Ambassador Susan Rice, the U.S. Permanent Representative to the United Nations, will be focusing on the MDGs: working with international partners to advance their implementation, and moving towards a framework that will translate the world's highest ideals into concrete action. You can track the latest news from these meetings on her Twitter account, and don't forget to weigh in with your opinions here on DipNote. More from UNGA:Secretary Clinton's Travel to New York for the United Nations 65th General Assembly Patrick | Maryland, USA September 20, 2010 Patrick in Maryland writes: Okay,The Millennium Development Goals. They are Really Goals that we as caring people have been working on for a long time. I think progress has been made in our efforts to achieve these goals. The more we work on these problems the better off our citizens will be. Progress can only be made if we continue in our efforts to accomplish these Goals.:) Well,i hope you all have a Great Week! palgye | South Korea September 22, 2010 Palgye in South Korea writes: Iran.(i ran?) Iran's political leaders and citizens is absolutely a war or a nuclear weapons development than the (minority religions fired up extremists everywhere I think.) Slow, but their traditions on the basis of democracy and capitalism to embrace is thought to . But suspicions about nuclear weapons is missing or been completely destabilize our punishment for an act of diplomatic language, without a flaw does not solve everything. I first go back to rediscover a lot of attention to this issue of the machinery industry of Korea, Changwon city to create a professional product that sanctions against Iran would suffer a lot after watching the news he'd like to talk. Iran's oil and guarantee for economic development, G20, or international organizations to ensure that the punishment for outburst so far ensured peace in the Middle East to find a way I think. Can not succeed in a few days, but if you continue to approach a solution, as presented in the media have a favorable response naolgeogo The citizens of liking and stabilization of oil prices and stock market growth, the economic uncertainty about the cause of about one I think you should get this. Success, Failure, rather than words to think that the expected reaction to gray. Although a great deal so far, so if you stuck a heterogeneous group of two very clear results, and impossible conditions, suggesting a compromise to talk peace, you think of the emergency measures. The negotiations so far I think (the story because cocky I'm sorry. I do not have the ability to talk easily.) In the intensive care unit and an ambulance arrived to the hospital thinks the shipment. Now the expert doctors and staff work together to arrive at a new place for the patient to heal the pain and the need to provide a new direction, I think. Goals? War pause a moment? We exist on the periphery of society to eliminate the absurdity of the missing middle class welfare and economic development efforts to resuscitate her, when you think. To do this, the denuclearization - a symbolic meaning, I think. Disappear, while the resistance system, suppose the followers - Emphasizing accepting attitude to create a society to stop stoning to induce the store I think. They know where the end of resistance I think. However, the surrender, when implemented correctly, the winner promises to remain concerned about I think. If you succeed in a very positive impact the event would be the idea. If lack of money, organization, and everyone can join the sympathetic and the results of all the people tolerate this becomes a little bit wrong in the history books recorded the event you think is making available. I can be difficult to impossible to imagine himdeuljeongdo I know, but the possibility exists of 1% I think. However, this event is so desperately needed. New Mexico, USA September 22, 2010 Eric in New Mexico writes: Iran's leaders talk a lot about peace and have an proclivity to supporting terrorists, which makes Aminidijads words tuesday at the UNGA reek of hypocracy. The problem when dictators calling for a "new order" in international affairs of a global government is that that notion is born from the mindset having the very hegemonic ambitions Aminidijad railed against. So if he really believes what he's saying, they'll stop enriching and building nukes, and halt support for terrorists and stop destabilizing nations right? Right, he's hoping the world is just to broke to pay attention, too disoreganized to put a stop to it, and lacks the will to remove this sponsor of terror from power. Well, let's not get fooled again,...Hitler had a way with words too. Be forwarned... Previous: Public-Private Partnership Brings Clean Drinking Water to Flood Victims »« Next: Secretary Clinton Signs Two Memoranda of Understanding on Haiti Recovery Projects . Fighting Corruption is a Global Effort Bringing International Corporations to the Anti-Corruption Table National #PearlHarbor Remembrance Day: Honoring the Heroism of a Generation Latest Stories President Obama Addresses Ministerial Meeting on Sudan Speaking to heads of state and Sudanese leaders at United Nations headquarters in New York today, President Obama discussed the… more 1 Where Should the UN Focus Its Peacekeeping Resources, and Why? Writing for the U.S. Department of State DipNote blog, DipNote Bloggers ask: "where should the UN focus its peacekeeping resources,… more 42 NATO-Russia Council Meeting: Building a Stronger Partnership Writing for the U.S. Department of State DipNote blog, Ambassador Ivo Daalder, the U.S. Permanent Representative to NATO, writes about… more 3

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> Tal Becker The forever-falling-apart people Tal Becker Dr. Tal Becker is a research fellow at the Shalom Hartman Institute and a member of the Hartman Institute's iEngage … [More] Project. [Less] Shavuot for the non-believer Please misunderstand me Remembering Why Rav Ovadia Yosef and caring for Israel’s body and soul When Israel and the US publicly disagree over an issue like Iran, concerns about a growing divide between US and Israeli Jewry become more acute. But even in calmer periods, it is often claimed that persistent ideological and religious divides are creating a chasm between US and Israeli Jewish communities. These two centers of contemporary Jewish life are, some say, on diverging trajectories, inexorably drifting apart from one another because of differing attitudes to Judaism and different political and ideological tendencies. There are debates as to whether the statistics bear out these assertions. Anecdotes abound, however, about growing numbers of young American Jews feeling alienated and disconnected from Israel. Jewish organizations and thinkers compete as to whether to place blame on the policies and practices of Israeli governments (particularly in relation to issues such as religious pluralism and the Israeli-Palestinian conflict), or on fundamental flaws in Jewish education and the development of Jewish identity. Whether the divide is real or imagined, the perception that US and Israeli Jewry are on diverging tracks contributes to a feeling that the Jewish people as a whole is fragmented beyond repair. Too often, it is said, we see ourselves primarily by our tribal affiliation, able to identify what separate us more quickly and easily than what unites us. This sense of “Jewish fragmentation” has unquestionably negative implications that need to be addressed, not least the need to engage each other respectfully despite our differences. But there are also positive aspects that we tend to diminish. One is that our attention to the differences between us may, at least in part, be a symptom of our blessings. While enemies and adversaries remain, we have two vibrant and strong Jewish communities more capable than perhaps at any other time in our history of defending themselves, and less in need of the unity that is dictated by a struggle for survival. Indeed, there is something problematic with the very supposition that ideological differences between Jewish communities are some kind of illness that should be overcome. Warnings that these divisions suggest that the Jewish people are “falling apart” seem to neglect the fact that in some ways this kind of “falling apart” is a permanent Jewish characteristic. We are the forever-falling-apart people – composed of tribes that have always pulled in different directions; that have always had vastly different visions of the Jewish future. The problem, at least to some extent, may not be with the phenomenon, but with the categories and assumptions with which we understand it. It is striking that in our tradition, even at moments of greatest apparent unity – such as the Exodus from Egypt, the encampments in the Sinai Desert, or the entry into the land of Israel – our texts make a point of reminding us of our separate tribal identities. In the last Parsha of Genesis, Vayechi, which we read recently, Jacob blesses his sons on his deathbed, assigning to each tribe a distinct role and destiny, and signaling that tribal difference will be a constant feature of Jewish identity. In our tradition we are asked not to overcome our tribal identity, but to embrace it. The challenge is not to defeat difference but to balance it with a commitment to the Jewish collective and with basic respect for the values and convictions of tribes other than our own. It is, for example, natural that a dominant preoccupation of many Jews, especially in Israel, is the welfare and physical security of the Jewish State and its citizens. Their Jewish identity is, in large part, animated by the moral imperative of protecting a people, so long abandoned and persecuted, in a sovereign state of its own. Other Jews, including significant numbers in North America, are less able to connect to this need for Jewish power and sovereignty and some, if we are honest, are sometimes embarrassed by it. For them, Jewish identity is animated by an overwhelming concern for the powerless – for the “other” – and the inward focus on Jewish strength and self-preservation feels alien. These kinds of ideological differences may be seen as evidence of some kind of national disintegration. But when appreciated from a distance, they can also be seen as the preservation of two critical moral impulses that the Jewish people as whole must contain, even if they are in tension. If we are to be a people that embodies the multiplicity of Jewish values and their contradictions, then we need Jews that champion self-protection and particularism, as well as Jews that are motivated by the universalist call in our tradition. We need extremists for both causes and all the stripes in between. What we need, perhaps more than anything, is not to defeat difference but to cultivate a sense of peoplehood that celebrates, respects and cherishes it. We are not a movement, we are a people. We are not a cause, we are a family. When we think of our ideological differences as the crisis facing the Jewish people, we forget that these differences are (or can be) what make us vibrant, alive and engaged together in the moral challenges of our time. And we forget too, that the key dividing lines for the Jewish people – the ones that really deserve our attention – are not ideological, they are between Jews who are serious about their Judaism and those who are not, Jews who care about the future of our people, and those for whom Jewish identity no longer carries special meaning. Related topics: American Jewry, Israel-US Relations More from Tal Becker

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Related Program: Morning Edition UCLA's MBA Program Wants To Give Up State Funds By editor Originally published on August 22, 2012 7:01 am Transcript STEVE INSKEEP, HOST: The business school at UCLA wants to go into business for itself. The Anderson School of Management is part of a public university. Of course, it's in California and the school's leaders find that being part of public education in California right now is a little maddening. Budget battles and state budget cuts have become normal. Will Stone reports on what the school wants to do instead. WILL STONE, BYLINE: Like many students at the end of summer, Michael Malenitza is thinking about his own budget for the upcoming year - and, most of all, tuition. He's also thinking about his school's budget and how the MBAs might be better off without state funding. MICHAEL MALENITZA: What I think everyone is in agreement on - faculty, students, administration here - is that the benefit that we receive from the small amount of state funding that we get is not as great as the cost. STONE: Malenitza, the president of the student association at Anderson, says he and others take for granted the rising price of tuition. But it's the lack of predictability of state funding that hurts students and the school. MALENITZA: Whenever you rely on state funding you're kind of at the mercy of the state to decide how much they're going to allocate towards you, which makes it very, very difficult for the school to anticipate and prepare for what tuition is going to need to be, and it just makes it very difficult to plan ahead. STONE: This is one of the main reasons that Malenitza supports the school's efforts to be self-supporting, as the administration calls it. UC funding is erratic and leads to a kind of guessing game for students, who generally don't know the price of tuition until only weeks before the beginning of classes. Right now, Anderson receives about 6 percent of its $107 million budget from the state. The school recently submitted a proposal to the UC President's Office. In it, they opt to forego that money and set their own tuition, keeping all the revenue generated from it. AVANIDHAR SUBRAHMANYAM: This seems to be inconsistent with the culture of the public mission. STONE: Avanidhar Subrahmanyam has been teaching at Anderson for over 20 years. He says the proposal doesn't ensure Anderson will retain the characteristics of a public school. SUBRAHMANYAM: You'd be the renegade school saying that we're going to be private, you guys just do the public mission, we're not interested. That seems to be the message being sent. JOE SCHWIETERMAN: Anderson's tuition for the upcoming year is about $48,000 for California residents. The proposed change sees that going up to $52,000 the first year the school moves away from state money. That's still less than what many private universities charge for an MBA. But privatize is a loaded word in this debate, and one the administration is quick to distance itself from. SCOTT WAUGH: It's not privatization. It's not changing the public nature of the school. STONE: That's Scott Waugh, the executive vice chancellor and provost at UCLA. Waugh says that if the proposal goes through, Anderson will still be subject to the UC System rules. However, some critics worry this move to financial independence lets the state off the hook. To that concern Waugh says... WAUGH: Quite frankly, they'd probably applaud us for trying to do everything we can with the meager state funding we have and stretching that funding to go as far as it can. STONE: The University of Virginia's business school underwent a similar conversion in the early 2000s. UCLA is looking at the financial success of that self-supporting program when thinking about its own. To make up for the lost state money, the school says private donors have pledged about $19 million under the condition that Anderson adopts this new model. Scott Jaschik is editor for InsideHigherEd.com. He says greater reliance on private funding does introduce a key issue for public universities. SCOTT JASCHIK: When you are raising private dollars you're focused on what's of interest to the donors. And that may be different, in some cases, from the broader interests of the state, which are theoretically represented by the legislature. STONE: Some see Anderson as a bellwether for how other publicly funded graduate programs, like law and medical schools, might cope with future cuts. The University of California's president is now working with the Board of Regents to decide whether to approve the proposal. For NPR News, I'm Will Stone. Transcript provided by NPR, Copyright NPR.TweetShareGoogle+EmailView the discussion thread. © 2016 Boise State Public Radio

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Frontiers of Commoning Open Cooperativism Patterns of Commoning Capital for the Commons Law for the Commons Convergence of Movements Publications & Media Deep Dive Workshops Our TeamWho's who in the Commons Strategies GroupIt was accidental but seemingly inevitable that the three of us would come to work together. Silke and David had met in 2006 at the first-ever international conference of commons activists, which Silke, as director of the Latin American office of the Heinrich Boell Foundation, had convened in Mexico City. When the two of them unexpectedly met again two years later at the exciting “Elevate the Commons“ conference in Graz, Austria, they both felt an urgent need to expand and deepen the conversation about the commons. The result: a three-day retreat of 20 commoners from around the world, at Crottorf Castle, near Cologne, Germany, in 2009. The agenda was the state of the commons and future possibilities for action. Michel was among the participants, and he shared David’s and Silke’s enthusiasm for focused, strategic work on the commons. With the help of the Boell Foundation, the three of them organized the International Commons Conference in Berlin in 2010, and formally agreed to work together as the Commons Strategies Group in the future. Michel BauwensMichel Bauwens (Belgium/Thailand) is the founder of the Foundation for Peer-to-Peer Alternatives and works in collaboration with a global group of researchers in the exploration of peer production, governance, and property. Bauwens travels extensively giving workshops and lectures on P2P and the Commons as emergent paradigms and the opportunities they present to move towards a post-capitalist world. He is a founding member of the Commons Strategies Group, with Silke Helfrich and David Bollier, organizing major global conferences on the commons and its economics. In the first semester of 2014, Michel Bauwens was research director of the FlokSociety.org research group, which produced the first integrated Commons Transition Plan for the government of Ecuador, in order to create a ‘social knowledge economy’, with fifteen associated policy papers. His work on Commons oriented policy is now featured in the Commons Transition platform, an independent initiative that develops the proposals originally produced for FLOK but with a global commons orientation. His recent book Save the world - Towards a Post Capitalist Society with P2P is based on a series of interviews with Jean Lievens, originally published in Dutch in 2014 it has since been translated and published in French with an English language publication expected in the near future. In more academic work Michel co-authored with Vasilis Kostakis Network Society and Future Scenarios for a Collaborative Economy published by Palgrave Pivot in 2014. He has also writen for Al Jazeera and Open Democracy and is listed at #82, on the Post Growth Institute (En)Rich list. Michel currently lives in Chiang Mai, Thailand.Silke HelfrichSilke Helfrich (Germany) has studied romance languages and pedagogy at the Karl-Marx-University in Leipzig. Since mid of the 1990s activities in the field of development politics, from 1996 to 1998 head of Heinrich Böll Foundation Thuringia and from 1999 to 2007 head of the regional office of Heinrich Böll Foundation for Central America, Cuba and Mexico focusing on globalisation, gender and human rights. Since 2007 she works as independent author and activist, working with a variety of international and domestic partners. Helfrich is the editor and co-author of several books on the Commons, among them: Who Owns the World? The Rediscovery of the Commons, Munich 2009 (in: Genes, Bytes y Emisiones. Bienes Comunes y Ciudadania, Mexico-City 2008), editor of Elinor Ostrom: Was mehr wird, wenn wir teilen, Munich 2011; with Heinrich-Böll-Foundation: Commons. Für eine neue Politik jenseits von Markt und Staat, Bielefeld 2012 (together with David Bollier: The Wealth of the Commons beyond Market and State, Amherst/MA, 2012) and in 2015: Patterns of Commoning. She is the primary author of the German speaking CommonsBlog and Co-Founder of Commons-Institut in Germany.David BollierDavid Bollier (US) is an author, activist, blogger and independent scholar with a primary focus on the commons as a new paradigm of economics, politics and culture. He pursues this work primarily as co-founder of the Commons Strategies Group, an advocacy/consulting project that assists the international commons movement. Bollier’s work on the commons especially focuses on Internet culture; law and policy; ecological governance; and inter-commoning. Bollier has written or edited seven books on the commons, including Think Like a Commoner: A Short Introduction to the Life of the Commons (2014); Green Governance: Ecological Survival, Human Rights and the Commons (2013), co-authored with Burns Weston; and an anthology of essays, The Wealth of the Commons: A World Beyond Market and State (2012), co-edited with Silke Helfrich. A new anthology co-edited with Helfrich, Patterns of Commoning, was published in October 2015. Bollier spent many years in various policy advocacy jobs in Washington, D.C. in the 1970s and 1980s – with a Member of Congress, the auto safety regulatory agency, and public-interest organizations. From 1985 to 2010, Bollier collaborated with television producer, writer and activist Norman Lear on a wide variety of non-television public affairs and political projects. In 2001 Bollier co-founded Public Knowledge, a Washington advocacy organization for the public’s stake in the Internet, telecom and copyright policy. Bollier blogs at Bollier.org; lives in Amherst, Massachusetts; and can be reached at david_at_bollier.org Recent Posts Bauwens Explains the Great Value-Shift of Our Time The Commons gets its foot in the door on US TV State Power and Commoning: Transcending a Problematic Relationship Why the P2P and Commons Movement Must Act Trans-Locally and Trans-Nationally A New Frontier: Book Publishing as a Commons CSG Team (13) David Bollier (22) Michel Bauwens (10) Silke Helfrich (6) Deep Dives (8) News and Articles (23) Special Reports (13) Recent CommentsJohn Pozzi on Democratic Money and Capital for the CommonsSteve Herrick on A New Frontier: Book Publishing as a CommonsJUSTALUCKYFOOL on Democratic Money and Capital for the CommonsLiz Alden Wily on Commons Strategies Group: The Website! Commons Strategies Group. Creative Commons Attribution Share Alike. Click here for full image credits.

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Part-Time Ph.D. Programs I've had a number of emails asking if it's possible to go to a reputable finance Ph.D. program on a part time basis. Unfortunately, the writers probably won't like the answer. To the best of my knowledge, it's not possible -- and a program that offers a part time doctoral program probably isn't worth it.Getting a doctorate in Finance isn't like getting a "Super MBA" - it's a totally different animal. First off, the level of material is both more difficult and much less structured. Second, it's geared towards producing future scholars. So, a big part of the doctoral process involves "acculturation" to the academic world. The (very) strange world of the finance academic scholar is generally best learned by a) seeing how academics arrange their day-to-day lives, and b) being able to ask frequent questions of faculty or peers on an irregular basis. These are best done by living with the natives. After all, An anthropologist usually ends up living with the people he's studying (at least for a while), and a doctoral student should too.Finally, writing a dissertation is extremely difficult when working full time. At the front end of the process (determining the research question and working toward a proposal), it's important to have access to faculty (I shudder to think how many times I imposed on one committee member or another with "just one LITTLE question").Then, when you're in the writing phase, you need regular blocks of uninterrupted time. It's hard writing while working. This is why so many students who take a visiting teaching position while writing their dissertation take so much longer to finish (if they finish at all).I realize that taking a few (i.e. 4-5) years off to get a Ph.D. is a huge committment. In a perfect world, you could do it part time so people wouldn't have to pay such a price (3-4 years of lost income and a lot of studying). Unfortunately, doing it that way probably wouldn't do the job in the same way that the current system does.As a result, a program that offers a "part time" doctoral program wouldn't be well respected, and it's graduates would have an impossible time getting jobs in academia. I could be mistaken, but it's true as far as I know. Options and The Volatility Risk Premium Informed traders and Optons Markets An Ethical Weekend Is Valuation Driven More By Cash Flows or Discount... The Semester Winds Down Empirical Finance Research A Crazy Week Perverse Incentives In Academia Five Good Commercials Get The Wall Street Journal Online For Free Traders Gone WIld

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April 4, 2012: Ken Gonzales-Day Posted on February 26, 2012 by School of Art Ken Gonzales-Day’s interdisciplinary and conceptually grounded projects consider the history of photography, the construction of race, and the limits of representational systems ranging from the lynching photograph to museum display. The Searching for California Hang Trees series offered a critical look at the legacies of landscape photography in the West while his most recent project considers the sculptural depiction of race. Profiled began as an exploration of the influence of eighteenth century “scientific” thought on twenty-first century institutions ranging from the prison to the museum. Using the sculpture and portrait bust collections of several major museums including: The J. Paul Getty Museum, The Field Museum, The Museum of Man in San Diego, L’École des beaux-arts in Paris, The Bode Museum, and Park Sanssouci in Potsdam, among others. Gonzales-Day lives in Los Angeles and is Chair of the Art Department and a Professor at Scripps College. Grants and fellowships awarded to Gonzales-Day include: COLA; Art Matters; California Communtiy Foundation; Durfee Fondation; Graves Award for the Humanities; Visiting Scholar/Artist-in-Residence, Getty Research Institute; Senior Fellow, American Art Museum and National Portrait Gallery of the Smithsonian Institution; Fellow, Rockefeller Foundation Study and Conference Center, Bellagio, Italy; Fellow, ISP, Whitney Museum of American Art. March 21, 2012: Christopher Reiger Christopher Reiger is a writer, artist, and curator living in San Francisco, California. Originally from the rural Delmarva Peninsula, Christopher attended the College of William and Mary in Williamsburg, Virginia. He then moved to New York City, where he lived and worked for the next decade. He graduated from the MFA program at the School of Visual Arts (NYC) in 2002; since that time, his paintings and drawings have been included in solo and group exhibitions in the United States, Europe, and South America. Christopher has contributed art criticism to a number of print and online journals, including ArtCat:Zine, NY Arts Magazine, Art Practical, and Square Cylinder. Essays and short-form pieces about art, natural history, and miscellany are published on his long-running blog, Hungry Hyaena. Additionally, he has contributed essays to exhibition catalogs and books, and more book projects are forthcoming. Christopher teaches art classes at Root Division, an arts education non-profit in San Francisco’s Mission District, and at the Sharon Art Studio, in SF’s Golden Gate Park, and has presented guest lectures at undergraduate and graduate art programs about art’s relationship to ecology and ethics. March 7, 2012: Yvonne Rainer Yvonne Rainer is an experimental dancer, choreographer, and filmaker. Rainer’s dance choreography from the 1960s sought to question the nature of how dance is perceived. Her work blurs the line between traditional dance and everyday movements. Furthermore, Rainer excluded any form of narrative or persona from her practice choosing to maintain an objective presence. By removing the drama from dance, Rainer questioned the role of entertainment in the medium. Feminist themes are also prevalent in Rainer’s dance and filmmaking. Beginning in the 1970s, Rainer focused her attention on filmmaking. Avoiding conventional filmmaking structures, Rainer addressed social and political topics. Rainer’s directorial oeuvre includes Lives of Performers (1972), Film about a Woman Who (1974), Kristina Talking Pictures (1976), The Man Who Envied Women (1985), Privilege (1990), and MURDER and murder (1996). Rainer has received numerous awards including two Guggenheim Fellowships, three Rockefeller Fellowships, a MacArthur Foundation fellowship, and the Wexner Prize. Additionally, Rainer holds four Honorary Doctor of Fine Arts degrees and has authored four books. February 29, 2012: Jae Rhim Lee Jae Rhim Lee is a visual artist, designer, and researcher whose work proposes unorthodox relationships between the mind/body/self and the built and natural environment. Jae Rhim’s work follows a research methodology which includes self-examination, transdisciplinary immersion and dialogue, and diy design, ultimately taking the form of living units, furniture, wearables, recycling systems, and personal and social interventions. Jae Rhim studied psychology and the natural sciences at Wellesley College, received a Master of Science in Visual Studies from MIT, and holds a certificate in permaculture design. Her work has been exhibited in Europe and in the US. She is a recipient of a 2009 Creative Capital Foundation Grant, a 2010 Grant from the Institut fur Raumexperimente/Universitaet der Kunste Berlin, and a 2011 MAK Schindler Scholarship and Artist Residency in Los Angeles, CA. Lee is a 2011 TED Global Fellow and a Research Fellow in the MIT Program in Art, Culture and Technology in Cambridge, MA. February 15, 2012: Matthew Coolidge Matthew Coolidge is the founder and director of the Center for Land Use and Interpretation. Established in 1994, the CLUI is an educational nonprofit organization dedicated to the increase and diffusion of knowledge about how the nation’s lands are apportioned, utilized, and perceived. Coolidge’s work takes an interdisciplinary approach to understanding our relationship with the built American landscape. In addition to lecturing both nationally and internationally, Coolidge acts as a project director, curator, and photographer for CLUI exhibitions. Furthermore, he is the author and editor of several books including: Overlook: Exploring the Internal Fringes of America With the Center for Land Use Interpretation (2006); Route 58: A Cross-Section of Southern California; Back to the Bay: An Examination of the Shoreline of the San Francisco Bay Region (2001); Around Wendover: An Examination of the Anthropic Landscape of the Great Salt Lake Desert Region (1998), and The Nevada Test Site: A Guide to America’s Nuclear Proving Ground (1996). Coolidge is a recipient of the John Simon Guggenheim Memorial Fellowship (2004) and the Smithsonian Institute’s Lucelia Artist Award (2006). Search For

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Fulbright Fellow Edwin Munger Learn more about the Fulbright Program "One of the joys of being a geographer is that the world is my oyster, world travel my most stimulating teacher." In 1951, Edwin Munger was pictured in IIE's Annual Report, standing in front of Mt. Kilimanjaro with his wife. Munger was a Fulbright Fellow that year, conducting geographical research in Tanganyika. Since then, Munger has become a world-recognized authority on Africa, traveled to the continent 86 times, and visited every African country. The first Fulbright Fellow to Africa, Munger was a founder-trustee of the African Studies Association and the U.S.-South African Leader Program, a board member of the Institute of Race Relations in South Africa, and, for 14 years, President of the L.S.B. Leakey Foundation, an organization working to increase scientific knowledge and public understanding of human origins and evolution. In 1985, Munger founded the Cape of Good Hope Foundation to help mostly black universities in Southern Africa, and has subsequently sent more than three million dollars worth of books to help those institutions. Munger has amassed a library of over 45,000 volumes on Sub-Saharan Africa, the largest private collection in the U.S. and a unique cultural resource. See more stories Find a Program

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Special Days Every Month Celebrate and learn about special days every day of the year! Jan | Feb | Mar | Apr | May | Jun | Jul | Aug | Sept | Oct | Nov | Dec Back to Facts of the Day Calendar UK Calendar dates british festivals .... folklore ... anniversaries .... on this day On 14 June 1777, the Continental Congress approved the design of the Stars and Stripes as the official flag of the U.S. The first Flag Act was passed on this day stating that "the flag of the United States be made of thirteen stripes, alternate red and white; that the union be thirteen stars, white in a blue field, representing a new Constellation." Between 1777 and 1960, US Congress passed several acts that changed the shape, design and arrangement of the flag and allowed for additional stars and stripes to be added to reflect the admission of each new state. Today the flag consists of thirteen horizontal stripes, seven red alternating with 6 white. The stripes represent the original 13 colonies, the stars represent the 50 states of the Union. What do the colours red, white and blue represent? The colours of the flag are symbolic as well: Red symbolizes Hardiness and Valour, White symbolizes Purity and Innocence and Blue represents Vigilance, Perseverance and Justice. What do the fifty stars represent today? Today the number of stars on the US flag has grown to 50 from the original 13. Since 1818, the stars have represented every state in the Union. What do the thirteen stripes represent? They represented the thirteen American colonies which rallied around the new flag in their fight against the British for self-governance. The thirteen colonies included Connecticut, Delaware, Georgia, Maryland, Massachusetts, New Hampshire, New Jersey, New York, North Carolina, South Carolina, Pennsylvania, Rhode Island and Virginia. Also on this day in history 14 June 1979: Ken Stewart, at Lasham airfield in Hampshire, England, flew seven-tenths of a mile (1136 metres) in a new aircraft called Solar One. The craft was powered by the sun. See Teaching Resources for today's date Back to Facts of the Day Calendar Jan | Feb | Mar | Apr | May | Jun | Jul | Aug | Sept | Oct | Nov | Dec © Copyright - please read All the materials on these pages are free for homework and classroom use only. You may not redistribute, sell or place the content of this page on any other website or blog without written permission from the Mandy Barrow. projectbritain.com | primaryhomeworkhelp.co.uk born on this day what happened on this day famous birthdays interesting facts did you know Interesting Calendar Facts.

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Q: Mr. Turner, of all the positions you have mentioned, which one has been your most challenging as a principal? A: Chris, that's a difficult question. Of all the positions you are in, each is challenging in its own way. But I'd probably say after all of these years that going from Harding Reynolds as a principal of a small country school to the principalship of Orange County High School probably was the most difficult, although I felt very satisfied with the work and the accomplishments that were made in my reign as principal of Orange County High School. When I went there, I didn't know at the time but the previous principal had been let go as a result of poor communication within the staff, a lack of discipline within the school and really football was, so to speak, king at this school. I know the first year that I was there we went undefeated. In fact, for three years while I was there of the four years I stayed at Orange, we lost four games. It was a poor relationship among members of the staff and also the head football coach and some members of the community and this type of thing. I worked hard trying to get better harmony within the school. I corrected, with the support of the staff, a principal is only as good as his staff. We had an excellent staff at Orange County. It was a matter of getting them together and getting them to support things which were really important to the educational program at the school. Of course, the academics at this time were strongly stressed. We organized, the first year I was there, we went into a lot of ability grouping and used as a role model, really, the system that was being used in Washington, D.C. at the time and later was found to be actually unconstitutional as ruled by the courts in D.C. pertaining to that school but we did a lot of ability grouping in our Math, Algebra I in the 8th grade and some of the advanced placements, this type of thing with some of the gifted kids there. It did go well in the community. I got a lot of good support from the community by explaining it at PTA meetings and other meetings there, appearing before the Rotary Club, the Lions Club, this type of thing. Of course, it's basically a rural school system. In Orange, however, you have the little town of Orange, about 3,000 people, and they feel very important. Orange County is a little different from most areas. They either are fairly wealthy and most of them have inherited their land or money from generations ago or else they are the people who work for others, whether it be in the farms or factories of this area. So it's either the wealthy or those who have very little. The majority of the people, as I look back to it, were really middle class people. There were those who were less fortunate, I'd say. But I'd guess trying to correct the discipline problems, get the staff closer united and working towards upgrading the curriculum at Orange County High School, this was probably the biggest challenge I faced as far as principal was concerned. Although I felt very satisfied with the results that we had there. Q: Mr. Turner, did you have any input in staffing selection in your schools where you were principal? A: Chris, I did have some input. I was fortunate there and unfortunate in another way. We talked about two different ages as far as the staffing today and what it was like back in the 50's and up to the latter part of the 60's. It was near impossible to find teachers. There were few people majoring in education and if you needed a math, science, even english and even physical education teachers, you would look high and low. I was being sent out some as a principal when I was in Patrick County at Harding Reynolds Memorial School. I'd usually go to Radford and some of the schools that were nearby looking for staff. But they were practically impossible to find. You are talking about the teachers of that day in comparison to those of this day, there are many more from whom to select today and back then, frankly, if you came in with a degree and were qualified with the field, you usually had one applicant for one job and that person you tried to employ if you could. And they usually had many other offers as well as the offers from you. I know when I was in Orange County I can remember very vividly I needed someone endorsed to teach 8th grade math and 8th grade science. It was near the opening of school and we were desperate. We went through a teacher employment agency in Washington, D.C. They sent one applicant. This gentleman I will not name because someone has to place last in his graduating class and this gentleman I remember had gone to a liberal arts school and there were 129 in his graduating class and he ranked 129. Q: What year was this, Mr. Turner? A: This was in 1961. He came in and, frankly, he had no idea what-soever about organization and control in a class or for teaching, for that matter. He lasted less than two months and we had to send him on his way but today, for most positions, you have number of applicants hoping that you will select the best one available. Back in those days you pretty much would take what came your way because it was impossible to find people properly qualified. Q: Mr. Turner, do you think there are certain characteristics that make a good principal? A: Chris, a good principal, I think, must have a lot of good characteristics without question. One, the principal, he or she must be a good listener. People want to be heard and you must be able to sit down and listen if you are going to reason to people. You also must be a person that has a good knowledge of management, I think, because not only are you managing school funds, you've got to manage a large staff. Maybe it's administration instead of management but there are a lot of types of management, of course. I think you've got to be a manager who can assume control and get things done without people feeling that they are being forced into doing things they may not want to do. I think the good manager is one that can make people feel that they are being successful because the things they are doing are their ideas instead of someone elses. This is a role I think a good principal must indicate or be able to achieve. As far as the student body, I think you've got to be able to relate to the student body. Certainly, to be successful as a principal, you've got to know your students, you've got to know what their problems are, what their strengths are and what their weaknesses are. You've also got to be knowledgeable of your teachers, their strengths and their weaknesses, and what you can do to help them to become more successful if possible. So, there are a lot of characteristics that are needed in a good principal and I've only touched the surface, I know that, but after all it's been a good while since I've been a principal, Chris. Q: Mr. Turner, how do you feel the role of the principal as an instructional leader? A: In my opinion, Chris, the principal must be the instructional leader. He's the head of the school. He's held responsible for all aspects of his function and the most important function of the school is instruction, without question. And so, I think the principal must be the leader of instruction. This doesn't mean he or she has to be a master in all subject matters. The principal must realize his or her strengths and weaknesses as well as that of the staff. I think they can overall be the leader and maybe use other personnel on the staff or within the school division to lead in certain instructional subjects while he or she may lead in the area of his expertise. You can use assistant principals, you can use department chairmen, but give those people support. This is a big responsibility of the principal because no principal is going to be a jack of all trades and be a specialist in all academic subjects. Q: Mr. Turner, what advise would you give to someone who's considering an administrative job? A: Well, there are a lot of things that they should be aware of. Number one, of course, is the proper training. Be qualified for the position for which you are applying. If it's a principalship, make sure you have all of the educational background and the requirements that meet the certification requirements within the state where you are applying. Of course, other traits you could make a list, write a book perhaps on this subject, but patience is one trait you must have. If you are going into a new situation as a principal, you must have patience. You go in, you must be able to sit down and evaluate the situation as to where they are today and where you feel that you can take the people. You can only take any school as far as the community is willing to accept. And, of course, how well you are able to do this is how well you can get along with people. Because being a principal, public relations is one of your most important jobs, not only in dealing with parents, with the public, but it's dealing with the members of you staff, dealing with those who may be your assistants or dealing with your school board and your superintendent of schools and those people within instruction from the central office, if they have such people. So if you're going into administration as a principal, you need the patience, you need the academic training, you need to know how to work with others in helping people improve instruction, so you need to know instruction, you need to have the instructional leadership ability. You also, of course, I think, need the intelligence. If you don't, you shouldn't be given the consideration in the first place. But a principalship is an awesome responsibility. At the same time I found it to be one of the most challenging and rewarding positions that I ever held in education. In 35 years in education, I enjoyed my relationship with staff, with students and with members of the community. And you can see these young people grow up and over a period of years the success that they have, and feel that you may have played a small part in this. It's really rewarding. So, I think really the principalship is one of the most important positions in education, whether it be in my day 40 years ago or the days of the present. Q: How did you handle personnel problems on your staff, Mr. Turner, if you had a very ineffective teacher? A: If I, and I had this, of course I think we had probably more in my days of principal than we do today, it depended upon the seriousness of the problem. Many of the things you would have it was as simple as a little guidance or assistance to the person. They wouldn't be aware of what was taking place, but as a principal, as a young principal, I'd spend considerable time in each classroom and I was 28 years old when I became a high school principal. I'd spend time in the classroom of people in their 50's and older, some younger, of course. But they didn't feel that I was a threat because we would sit down and chat, and I'd tell them that I'd be coming in at times. After an observation we'd sit down and chat and I'd always find something I could praise about what was being done in the classroom. Then if there were shortcomings, I'd point out what was taking place in the classroom. I'd try to give some pointers that would be helpful to them in carrying out instruction. Usually this was successful. If it weren't, after numerous opportunities for improvement, within a year, sometimes longer if it was not carried out, I'd have to sit down with the person and tell them that I was recommending to the superintendent of schools that their contract not be renewed. This I had to do. Q: Mr. Turner, to what do you contribute your success in your career? A: It's a difficult question, Chris, in a way. Actually I would attribute largely my success to the fact that I was always surrounded by good people. I always had close relationships with members of the staff. I got along well with youngsters, enjoyed youngsters, still do. Also, I worked for some fine superintendents. I never worked for anyone for whom I didn't have a lot of respect. And I also had good rapport with all of them. So working and being supported well by my superiors as well as those who worked with me, I would attribute my success more than any other one thing to these items. I had their support. A principal is only as good as the members of his staff. I was fortunate overall in having excellent staffs in all of the schools in which I worked. Q: That's really great.What was the most pressing problem in education when you started out being a principal and what do you think it is today? A: Really the most pressing problem that as I look back to it today that we had to face was probably the lack of money being put into education in the state of Virginia, without question. Along with this, and of course, what the real problem was, you couldn't find good people to go into education. The salaries would not justify it. The shortage of personnel. If you lost a teacher back in the 50's, I guess this is why I went into education, they couldn't find anyone else to take the job. They had offered it to me and I was gullible enough to try it. I think really the lack of professionally trained people going into education was the biggest problem at that time. Q: And what do you think is the most pressing problem today? A: Pressing problems today - there are a lot of problems today that we didn't have when I entered education. When I entered education parents as a whole had a lot of respect for educators, be it teachers or administrators. You had the authority to sit down with parents and reason with them, to help their youngsters. That's what it was all about and I was very successful in my attempts to work with parents so we could better the opportunities for their youngsters to get an education. Today I think everyone is an expert in education. Parents, I think, should have a part in education without question, but today if they come in pretty much irate, they stay way. If things do not go to suit them, the next thing you know there's a law suit pending. And I think this is the problem in education. Of course, schools are blamed, teachers are blamed for all of the shortcomings in education today. It isn't so. It starts at home. Too many homes have no parental control. If you don't have it at home, you're going to be facing those same problems at school. And without the support of the parents, it's very difficult to overcome. I'm not saying that parents are the problems of the schools today, but I think it's a failure to work with the schools more than what it was back in my earlier years of education, without question. Of course, drugs is a tremendous problem, but I too think that relates back to lack of home supervision. Alcohol is a problem. It's always been a problem. It was even as I was growing up. There too I think this is again a reflection of the school and home failing to work together. So many of the problems that I see in education today I think is a matter of people trying to work together to solve problems instead of people shoving blame at each other. Q: That's a good point.What stands out as being the biggest problem you encountered when you were a principal? A: Well, it depends upon the situation that's at hand. Of course when I became the principal of Orange County High School, for example, we had 850 kids. I had no help as far as administrative help at school. I was the principal, had supposedly an assistant principal, who was full time in guidance. There were very few administrative duties I could assign to this gentleman. He was tremendous but he couldn't do all of his work; he had too many people in guidance to do all of that much less be an assistant principal. I had to do everything - football games, I got around as I indicated before in the interview, football was a big item in Orange County High School. We had a strong SCA. Fortunately my SCA President the first year I was there was captain of the football team. This young man had been put out of student leadership camp that summer because he had broken curfew. So the first week I was principal there he came in and offered to resign and I talked to him a good while. I figured that would be one of the biggest mistakes I ever made if I asked this young fellow to resign. I worked with him and as a result he worked closely with me. We organized this aspect from sports becoming something the entire school could take pride in because we were achieving there. This rubbed off on academics because the people became quite proud of Orange County High School and they were well mannered. I know we won the good sportsmanship award along with the district championship several years while I was there. And we actually got to the point that the teachers were taking pride in it because they became a part of it. They had never done this before. I'm wandering a lot here in answering you, but... Q: So the biggest problem was that you had do so much of it yourself. A: So much I had to do. In fact, I worked around the clock. At football games I had teachers volunteering to keep gates, at that time without pay. We got the athletic department at the point finanacially that we could afford to pay and we started paying for gate keepers. But after games, for example, they would be over at 10:30 p.m., I had to collect the money, count it and put it in the bank, this type of thing. I had two young boys at home that had been born, in fact, while I was in Orange. It was never ending. Saturdays you could count on me being at school. There was no end to it. Q: It must have been hard to keep up with what teachers were doing in the classroom. A: It was very difficult but I set times, schedules, that I wouldn't see anyone. I would go into those classrooms at those times and I wouldn't let my secretary interfere with this. I wouldn't make other appointments. I had specific time schedules set that I would visit classrooms and everyone knew that. Q: Mr. Turner, what's the funniest incident that occurred to you as a principal? A: Again, Chris, it's been a long time. I'd have to give that some thought. I've had a lot of incidents that were funny. I, of course, went in as a high school principal at 28 years of age. One I can recall that I thought was right comical - I had a teacher, late 40's to early 50's at that time, who was senior class sponsor and she had a lot of responsibilities. She was a big busted woman and she was always making this comment. She came in one day and says, Mr. Turner, I've got so much weight on my chest it makes my back hurt. And I couldn't help but laugh at this. But there have been a lot of funny instances dealing with parents, with youngsters, especially with early childhood age youngsters. They can tell you all kinds of stories. I recall I was observing a fourth grade teacher one year, just out of college. This was at Harding Reynolds School where we had grades one through seven, I mean one through twelve, and this teacher was an excellent teacher but very young and she was covering Virginia history that day in the fourth grade. She did a good job in leading the discussion of the Virginia history of the subject they were on. I can't remember what it was but she got through and she said, Now do any of you have any questions? This young lady was blonde and very light complected. This little girl's hand shot up in the air and the teacher called her by name. She said, Virginia, what's your question? Says, Teacher, my sister had a baby and she's not even married. This teacher turned red in the face, she didn't know what to say. But she said, All right, let's move on to our math class. She handled it well, but a lot of funny instances happened in school as you look back to them. Some of them were not so funny at the time and at other times they are. I recall back when I started teaching school youngsters in the rural community, and this is where I was, and of course as a principal occasionally I didn't think a thing of spanking a kid. I always talked to them first and would tell them why and try to reason with them. I usually got by with not any ill will even. But I recall a case, now it's funny but it wasn't then, that a little boy had written one of the most, a third grader; he was about a year beyond the age of the third grade, but he'd written one of the most vulgar notes to a little girl I had every read and that's a fact. And so the little girl didn't understand it; she took it home and gave it to her mother. This was my first year of teaching now, along in about October and I started in August. Well the mother was furious so she brought it back the next day and gave it to the classroom teacher. The classroom teacher was a married lady, probably in her forties, so she brought it to me as a principal. I read this thing and said, My goodness a third grader writes something like this. And so I called him in; the little boy's name was Abraham. I'm not going to call his last name. I talked to Abraham; did he know what he was saying - oh yes, he knew what he was saying. So I talked to him and told him you didn't do such things etc. and gave him a little spanking. The next morning I got to school about 7:00 to build the fires for the other teachers; some of the older boys would meet me and help me start the fires. They met me out as I parked the car and said, Don't go in, Mrs. Spencer is in there. She's mad and she's waiting for you. Well, I might as well go talk to Mrs. Spencer. I went in. Of course Mrs. Spencer was all upset because I had spanked her little Abraham the day before. Well I told her before she went any further we'd go in my office and sit down that I wanted to read the letter that Abraham had written to this little girl. She says, I can't read, you read it to me. I says, Mrs. Spencer, I'd be ashamed to read you this letter. She had kept her 8th grade youngster out that day to come with her, a little girl. I said, I'll leave the office and let her read it to you. So I went back in about this time the teacher came in. Her name was Mrs. Harver. So we went in and I says, Now, Mrs. Spencer, how do you feel about what Abraham has done? I still don't think he deserves a spanking; he doesn't even get one at home. Well, Mrs. Harver spoke up, she didn't think, she says, Well, that's probably why he needs one at school. Well that didn't help the situation a bit but anyway I says, Now Mrs. Spencer, what if someone had written your little girl here in the 8th grade a letter of that kind and you'd gotten a hold of it. What would you have done? I'd thrown it in the wastepaper basket and forgotten about it. I says, I see. Well, Abraham's a fine boy but we've got to teach him he can't do that and here at this school we do do some spanking. I didn't hurt Abraham. I didn't hit him that hard, but I talked to him and I don't think we'll have any more trouble with him. Well, I'm going to take Abraham home today. Mrs. Harver says, Why? He had a stomach tooth pulled last night and he's not feeling very well; I'd better take him home. Mrs. Harver says, With whose permission are you going to take him home? He's my boy. I can take him home if I want to. I says, Now Mrs. Spencer if Abraham is sick what he needs to do is he ought to go see a doctor. No, I won't take him to the doctor. I don't have any way. I says, Who's your doctor. Doctor Shelburn. Doctor Shelburn I knew well. He only had an office about three miles from me. I says, I'll take you there. You will, you'd take Abraham to the doctor. That old principal before you wouldn't take him anywhere if he was dying. I says, Well, I'll be glad to. And I figured there wasn't anything wrong with Abraham. I'd go down and tell Doc Shelburn what had taken place and he'd send him on back to school. Well I went down there and Dr. Shelburn saw him immediately. He examined him a little bit and gave him a couple of prescriptions; actually he filled the prescriptions himself. I said, Doc, how about Abraham coming back to school? He says, I think it'll be all right for Abraham to miss about two days of school, Mr. Turner. I said, We appreciate that. I ended up making a friend. I didn't realize it but it proved out to be that. Mrs. Spencer was very supportive of me after that but it wasn't funny at the time. But today as you look back for it it's right comical. Q: Mr. Turner, what do you think is the problem that faces principals today, the worst problem that faces principals today? A: There are a lot of problems that face principals today that I did not have to contend with when I was a principal many years ago. The biggest, it would be hard for me to indicate, I think, because the responsibility of the principal still today is to see that each child within the school receives the best education he or she can possibly receive and, of course, to do this you've got to work with parents, you've got to work with teachers, you're getting all the state and federal mandates which require time and which takes away from other aspects of the school and, again, instruction is the most important aspect of any school along with, of course, the students are the most important and instruction is second because the two must go together without question. State mandates, federal mandates, society in general in which we live, I include in that your drug situation, one parent homes and many other problems face educators today that we didn't have to face back 20 years ago. I don't think you can say one problem is it; I think it's a combination of problems. Q: What do you think about the state getting involved at such an intricate level of education, with state mandates, SOL's, SOQ's and now the federal government stepping in with the goals for the nation for education? What do you think about all the restructuring that's trying to happen in our nation's school? A: I can see some of it, Chris, as for being for the betterment of education because in too many cases local school systems and the board of supervisors who control purse strings in the rural division in the State of Virginia and the City Council in your city systems a failure to appropriate proper funds to adequately support a good school system. I think the localities have brought a lot of this, are responsible for bringing a lot of this about, personally. I think it depends upon the school division. I think Roanoke County; I worked in a number of school divisions and I've observed throughout the State of Virginia classrooms as well as a number of other states, and in Roanoke County we are fortunate. We have an unusally good strong school division and the people as a whole have been willing to pay for and support education at a good level. I think your pupil/teacher ratio would indicate this because something like 86% of all money spent in the Roanoke County school division actually goes into personnel, which is a high percentage of the entire piece of cake, so to speak, or pie. This is not true in many school divisions. The paperwork that all of these mandates require to me, and a lot of it is needless without question when you're in a good school division, but again the purpose of this was set up to make all divisions do more for the youngsters within the school. I can see the intent is good. I see a lot of it is repetitious. It's time consuming and too often I think school divisions the end results, after all of this, the test scores, the achievement levels of youngsters and this, of course, it's been publicized, parents have a tendency to compare one division to another, this is all well and good if you're leading the pack but if you're on the bottom of the rung then I don't know if this is a lot of help to any school division. I think it's making those divisons be more aware of where they are and making some effort to do something about it, even with all of these shortcomings. I'm not opposed to this; I'm not strongly for it. I can see the purpose but I think they've gone overboard in it. Q: Mr. Turner, there's been a lot of controversy about how assistant principals should be used in a school. What are your feelings about their position to be most effective? A: This is another good question, Chris. I worked so long without an assistant principal that when I finally came to Roanoke County and had two I had to learn to delegate authority. I did. I had been used to doing everything myself. I was in a larger school, 1350 to 1400 students instead of the 800 to 850 I had in Orange. I suddenly found myself with two assistants. I'm going to set this up as an idea, but I had followed a good man as the principal at Northside. It was Owen Counts and some responsibilities had been outlined for each of them before I came and I sat down with each one of them and tried to size up strengths and weaknesses of the people I had as assistants. Then I made some changes in some of their responsibilities, after a time. I didn't do so immediately. I don't think you go into any school and make immediate changes if you expect to be very successful, but as far as for the principal and assistant principals, you've got to use the people that are there where they can be the most service to youngsters. Anymore, many of them are delegated as instructional leaders. You have others that are delegated the responsibility of discipline. You have some that do the reports, all reports; oh, it depends upon what their title calls for. I left a lot of room for overlap. If I had someone that I thought was capable of observing teachers and being of help to teachers, then I used them. I had to. With the number of people I had on staff, it would have been difficult for me to really have done a true job of observing and giving a rating of each member of the staff, although I knew where I had delegated the responsibility for the evaluation to one of the assistants of certain departments I would still observe that teacher too and I'd go with the assistant principal to the evaluation and at times I would even go in with the teacher. You've got to use people where they have the strength to do the job that needs to be done and of course high schools usually have an athletic director. I had an athletic director but I would not limit that person's responsibilities to athletics. I thought if he was going to be an assistant principal he should be able to be of benefit to the school, to the students and to the teachers in any aspect of the school where they may be needed, because actually they are the principal when the principal is gone and there are times when the principal is going to be gone from the school. The key to this is really to select the personnel for the assistant principal. I don't think anyone should ever be selected as an assistant principal unless that person certainly has the potential to become an outstanding principal in the future. Q: Mr. Turner, in my masters classes I've been hearing a lot about site based management and teacher impowerment. What are your feelings about it if you're familiar with these terms? What do you think is the rate of success if this is implemented in schools? A: Well, Chris, a lot of this is relatively new coming out, of course some talk of this under different names has been going on since I entered education, what, 39 years ago I guess, More of it moreso in recent years. It's very difficult to me. I think teachers absolutely need input in all aspects of instruction, I mean of education, whether it be from the instruction level on down to having input in budgets, an input as far as policies are concerned, setting up guidelines under which we all evaluate and so forth, but to say that the classroom teacher is going to have a strong input in the overall county budget, other aspects of this, it's very difficult for me to see. We, in Roanoke County, and I'll use this example, have used committees to give reports and recommendations for overall budget for years. We've used this and this is about as far as I'd advocate it go. I found in my relationship with teachers, of course, teachers' supplies are a very important aspect of the budget, salaries are your key for the majority of them. They're more interested there than certain other aspects, but I think I like the idea of having committees set up where teachers do have input but giving more authority and control to..., someone's got to be responsible for the operation of the schools. As far as I'm concerned the buck doesn't go at a high school beyond the principal other than to the superintendent of schools to whom he's held responsible. Of course, the overall responsibility for the operation of any school system rests chiefly with the superintendent of schools. Of course, he or she is employed by the school board that has final authority or say so on what takes place. It's up to the superintendent to make the recommendations and then it's up to the school board whether or not to approve such recommendations. I'm not real strong on what you're talking about, young lady. Q: Thank you Mr. Turner for your time and your words of wisdom. I appreciate this interview. | Back to "T" Interviews | Index of Interviews | Protocol | Home |

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Events GRAMMY Camp 2012 To Be Held In Los Angeles, New York and Nashville Filed Under: camp, Education, Grammy, GRAMMY Camp, Grammys, learning, Los Angeles, Music, Nashville, New York, Summer Camp poses in the press room at the 6th Annual Latin Grammy Awards at the Shrine Auditorium on November 3, 2005 in Los Angeles, California. LOS ANGELES (CBS) — The GRAMMY Foundation recently announced that GRAMMY Camp, its signature music industry camp for U.S. high school students, will take place in Los Angeles, Nashville and New York this summer. The GRAMMY Camp, put on by the GRAMMY Foundation, will begin its eighth year in Los Angeles, its first year in Nashville and its second year in New Year in the summer of 2012. “We are extremely excited to bring GRAMMY Camp to three dynamic music markets in the summer of 2012, and provide this valuable experience to the next generation of music makers,” said Neil Portnow, President and CEO of the Recording Academy and the GRAMMY Foundation. “GRAMMYCamp is one of our most immersive programs in terms of exposing young people to what it’s like to have an actual working career in the music business, and the opportunity to receive instruction directly from GRAMMY-winning artists and industry professionals instills knowledge, confidence and lasting lessons on GRAMMY campers.” Los Angeles’ GRAMMY Camp provides high school students the opportunity to learn all aspects of commercial music from industry professionals. Students are immersed in a creative environment primarily at the University of Southern California Thornton School of Music for 10 days – from July 14 to July 23. The six career tracks offered are Audio Engineering, Concert Promotion/Production, Electronic Music Production, Music Journalism, Songwriting and Performance. Nashville’s GRAMMY Camp launches June 17, and will last for eight days. The camp will be held at Black River Entertainment in Nashville’s music row. High schoolers will be given real-world, hands-on opportunities to look at an artist’s creative process. A launch party is the camp’s culmination of a week’s work. “GRAMMY Camp is a residential, deeply interactive and collaborative experience that draws on the music industry riches of its respective host cities. We’re happy that we’ll have a home in Nashville next summer, and frankly see few boundaries in where we can go in the future,” said Kristen Madsen, Sr. Vice President of the GRAMMY Foundation. New York’s GRAMMY Camp begins its second year by Converse Rubber Tracks in Brooklyn. The camp’s focus is similar to the Nashville camp’s – to highlight the creative process from start to finish in real-world situations. The New York camp runs from August 6 to August 13. High school students can apply at www.grammyintheschools.com; the deadline is March 31, 2012. Students can apply to camps at all three locations, and a discount is provided for students attending multiple sessions. For students looking for financial aid, about 75 percent of GRAMMY camp participants who have applied for financial aid receive assistance. Applications for paid counselor positions are also available at www.grammyintheschools.com for people aged 21-25.

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U.S. Army War College >> Strategic Studies Institute >> Faculty Directory and Bio Sketches >> Ms. Diane E. Chido Ms. Diane E. Chido Email Ms. Diane E. Chido Author's Publications Research and Analysis Manage Your Subscription Ms. Diane E. Chido Phone: (814) 440-2490 Email Ms. Diane E. Chido Ms. Diane E. Chido is the President of DC Analytics, a research and analysis firm formed in October 2008. She has served as a cultural awareness subject matter expert on the Horn of Africa, assisting in creating training materials for the U.S. Army and course curricula in cultural intelligence analysis for academic and intelligence community agencies. She has also performed extensive research on Sub-Saharan African civil-military relations, socio-cultural cleavages, and regional security threats and opportunities. In December 2008, she completed the U.S. Army Culture Center’s train-the-trainer course on Cultural Awareness in the Horn of Africa. Ms. Chido is an adjunct professor of intelligence studies with the Institute for Intelligence Studies (IIS) at Mercyhurst University as well as a graduate of that program. She teaches Intelligence Communication, Advanced Intelligence Analysis, and Advanced Analytic Techniques, in the classroom and online, to graduate students who are practicing analysts in the Intelligence Community. She also serves as a faculty advisor for student researchers on numerous Department of Defense (DoD) contracts with the Center for Intelligence Research, Analysis, and Training (CIRAT). Ms. Chido has 20 years of experience in research including with the International Monetary Fund and with the Brookings Institution Foreign Policy Program. She publishes widely on intelligence analysis, ethnic conflict, and international security topics. Ms. Chido holds an M.S. in Applied Intelligence Analysis, an M.A. in Russian Language, and a Graduate Certificate in Russian/East European Studies. *The above information may not be current. It was current at the time when the individual worked for SSI or was published by SSI. Books and Monographs SSI books and monographs by Ms. Diane E. Chido Alternative Governance Structures in Megacities: Threats or Opportunities? Authored by Ms. Diane E. Chido. View the Executive Summary It has come to be a “given” that the U.S. military will one day have to operate in a megacity, whether under combat or stabilization conditions or for disaster relief. Developing a flexible toolkit of currently available and vetted resources to understand the alternative governance structures existing or emerging in that environment would provide crucial foreknowledge for planners and operators alike. From Chaos to Cohesion: A Regional Approach to Security, Stability, and Development in Sub-Saharan Africa Authored by Ms. Diane E. Chido. View the Executive SummaryAfrican Regional Economic Communities (RECs) are increasingly proving their ability and willingness to unite to halt and prevent conflict and to further regional economic and political objectives. USAFRICOM is uniquely positioned to strengthen REC capacity as a first step in a longer-term Pan-African integration process for enhanced continental stability and security. Civilian Skills for African Military Officers to Resolve the Infrastructure, Economic Development, and Stability Crisis in Sub-Saharan Africa Authored by Ms. Diane E. Chido. Military retirees in many African countries face uncertain futures. The author suggests that USAFRICOM should include robust engineering programs as a part of its training approach for the region, thereby providing valuable opportunities for retiring service members, improving civil-military relationships, and enhancing economic development and stability.

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The diocese of Allentown and the parish of Our Lady of Mercy have thrown in the towel on the possibility of raising the money needed to repair the main church building. The church, formerly St. Joseph's, was closed two weeks ago and all operations were transferred to the oratory, formerly St. Bernard's. That the parish had two church buildings may seem odd. However: St. Joseph's was the largest of the church buildings and therefore was able to accommodate the three combined parishes. St. Bernard's was the oldest parish in this part of Pennsylvania, the "mother church" for all the rest, including St. Joseph's. So there were practical and historico-sentimental reasons for keeping both in operation. Now the large and liturgically rich church will be used only on Christmas and Easter and for Kirchweihe and the like. Marriages and funerals will be done in it, if requested. A farewell to old St. Joseph St. Joseph's formed up in 1852 when the Germans on the Lecha Anhoehe (Lehigh Heights) south of the river decided that it was too difficult to climb down the cliff on stairways, walk along the canal to the bridge, cross over to the north side and climb Gallows Hill, where St. Bernard's was. The present building is the third church to have been built on that site, formerly called Mt. Tabor. It is visible on the clifftop from virtually everywhere in town. My mother's mother. In the back, mymother's uncles are building the church Over the course of a century, the German content gradually was diluted. When my mother brought me in to be baptized, Fr. Fries refused because my name was Flynn. "Take him to St. Bernard's," he said. "That's the Irish parish." Well, the Mut was 100% German and had the German stubbornness. Her uncles had helped to build the church, and they could take it down the same way. Either I would be baptized there or she would take me home and baptize me herself under the kitchen sink. She would have done it, too. So Fr. Fries gave in. He was the last native-born German to be pastor of St. Joseph's and was a liturgist of world renown. When the church building was refreshed for its 75th anniversary, he arranged the whole thing as a catechism, which we will note below. A brief overview The first church on the site, 1852-1885with rectory and convent/school. The first church building was a simple frame church. It was dedicated by the fourth bishop of Philadelphia, Bishop (now Saint) John Neumann. At the time it was built, the overwhelming majority of students in the Northampton County public schools spoke German only and most of the rest were bilingual. (German was still a required course when my mother attended the parish school, and, when I asked her, could still say the Vater Unser in badly accented Deutsch.) For a while, Easton PA celebrated an annual parade and picnic called Schwabenfest to display the contributions of the Germans to the civic weal. This included not only sausages and pretzels, but also beer. At one time the city had three breweries; and there was a pretzel factory on my way home from school in which we would sometimes duck to acquire free scraps from the end of the baking line. And of course scrapple is still served in most diners hereabouts. Don't ask. But we never had to wonder what nanotech people meant when they spoke of "gray goo." Second church, 1890-1911 When the first church was outgrown, a second one was built in the high style of the late 19th century. It was nearly twice the size of the first building. The interior was done up in what might be called 19th century baroque, with a statue for every occasion. The church my mother's uncles built Third church, dedicated in 1918. View of Westwerk,curiously on the east end of the building. The second church was destroyed in a fire that my father's father could see from New Jersey. The City immediately offered to let the parish use Porter School for church services. It is impossible to imagine a governmental entity doing that today. But a new building was immediately planned and erected in four years. First the school, then the church. The new church was constructed entirely of Stockton granite and was considered to be practically fire proofed. It is 140.5 by 75 feet in size. Instead of a single, pointed spire, it bears twin towers capped with terra cotta domes modeled on the Munich Frauenkirche (Church of Our Lady). Overall, it is a gothic-romanesque hybrid. with a long barrel vault leading to a semi-domed apse. The transcept is short and once held two side altars. At the ends of the transcept are two rose windows, once with a triptych of the Nativity, the other with one of the Pentecost. The stained glass windows are in the Gothic revival style of Munich glassmakers a century ago, featuring robust figures and containing symbolic elements. In the nave, each window on the south side features an episode from the life of St. Joseph and on the north side various roles of St. Joseph. In the choir loft, the two windows show David as the psalmist and Gregory the Great as in Gregorian chant. The four windows in the sanctuary show four Old Testament prefigures of the Eucharist. The arrangement of the sanctuary is deliberate. In the photo below, start with the Eye in the dome and drop a vertical line. The eye is God the Father. On the front of the canopy (and thus "proceeding outward") is a dove representing the Spirit. The canopy covers the Son on the cross. The line then drops through a bas relief of the Last Supper, the Tabernacle, and the altar. The theological point is hard to miss. Interior of third church after Fr. Fries remodeling. Speaking of crosses, there are two horizontal lines. If you follow the outstretched arms of Christ on the cross, you find the windows depicting Eucharistic prefigures. But a second horizontal line runs through the bas relief of the Last Supper. Across the backdrop are iconographic depictions of the other six sacraments; and below these two circular mosaics: one depicting Eve and the apple, the other depicting Mary and an apple. These symbolize the fall and the redemption. These were mirrored by the twin pulpits, one with a medallion of St. Paul being struck on the road to Damascus and the other with Christ teaching a disciple. In the old days, the epistle was read from one and the gospel from the other. Vatican II did surprisingly little harm to the symbolism. The tabernacle was moved off to the right hand altar and the celebrant's chair was placed in-line. This is apropos given his role in loco Christi, but to my way of thinking less satisfactory. The Eye representing God the Father was removed later for unrelated reasons. (Some children said it scared them. The nuns in my day would have said, "Good. Keep that in mind." I was a kid once, but I just thought it was kool beans.) However, a blank dome is also a satisfactory representation of a being who cannot really be depicted. The dome has seven panels to represent creation. There ought to have been a Michelangelo to paint each day across it. Post Vatican II. Photo gallery. A 7-panel dome, a proceeding dove, and a saving victim opening wide,followed by the Last Supper, the celebrant's chair, and the altar Detail. Note the pelican on the altar front. Just barely visible abovethe last supper bas-relief is a platform for the monstrance during expositions.This also preserved the meaning of the vertical line. Each sacrament is represented by an iconic figure: marriage, orders, extreme unction.On the left of the central bas relief (not shown) are baptism, penance, and confirmation. The snake offers an apple to Eve and she's thinking What could possibly go wrong? Another apple. Notice this one is ripe.(BTW, "aeppel" originally meant a generic fruit in English.) The corbels for the arches of the barrel vault. The barrel vault over the nave. The arch into the sanctuary is Egyptian style. The Munich-made stained glass windows depict the lifeof St. Joseph. Here, the betrothal to Mary based ona painting by Raphael. The Stations are high-relief, "emergent properties,"somewhat like medieval sculpture, which oftenemerged from the wall. Tomasz WalenciakFebruary 7, 2013 at 3:20 PMThanks for the post. Makes me blush to think how harshly we Europeans sometimes view people from over the Big Salt Water. My own hometown church dates back to the 13th century, so it's been renovated and rebuilt times immemorable. One of the best things about it are the hollows worn out in the brick floor by centuries of kneeling faithful. Sadly, though, owing to damage from wear and modern traffic, it has to be renovated, but the costs by far exceed the means of the local parish ... ReplyDeleteBethFebruary 8, 2013 at 8:56 PMIf anyone is interested, here's a new reading list for Pro-Western Christianity:http://www.prowesternchristianity.blogspot.com/2013/02/a-pro-western-christian-reading-list.htmlPlease make recommendations in the comments below the reading list.Thanks.ReplyDeletejjbrannonFebruary 8, 2013 at 11:09 PMHow much did the parish need to raise?We all know that you've been doing your part passing the plate to us heathens.JJBReplyDeleteGuyStewartFebruary 9, 2013 at 12:37 PMDear TOF: I am deeply sorry for this loss. Please accept my condolences. Loss of a center for worship and community, loss of a church, is one of the saddest things I have ever experienced.ReplyDeleteSteveFebruary 11, 2013 at 3:14 PMDear TOF: I, too, am deeply saddened by the loss. Thank you for your contributions in this post, and beyond, in helping to mitigate these losses to our culture and the Faith. From a majority to a minority to a remnant: It can make one tend towards despondency. Nonetheless, your fine works are worth my meager contributions despite the loss. ReplyDeleteAdd commentLoad more... Natural Genetic Engineering On the Razor's Edge The Shipwrecks of Time - Excerpt Inanity or Insanity? You Decide! This Way Lies Madness Boskone 50 The Slow Burn of Wilma Masterson The Odd Ends of Odds and Ends Sometimes You Learn That You Did Something Right The Shipwrecks of Time Thinking with the wrong glands

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UH HomeNews & Events / Outstanding Contributions Earn UH Mathematician Top Honor Outstanding Contributions Earn UH Mathematician Top HonorLeader in Applied Math and Scientific Computing, Roland Glowinski Honored as Fellow By Lisa Merkl 713-743-8192November 21, 2012 From a field of mathematical scientists from more than 600 institutions around the world, University of Houston (UH) professor Roland Glowinski has been named a fellow of the American Mathematical Society (AMS) for 2013, the program’s inaugural year. The prestigious program recognizes AMS members who have made outstanding contributions to the creation, exposition, advancement, communication and utilization of mathematics. One of the world’s leading researchers in applied mathematics and scientific computing, Glowinski considers his career to be one of his greatest rewards. Whether applying math to the medical or petroleum industries, much of Glowinski’s work involves computer simulations to describe scientific, medical and engineering problems mathematically. He is well known for his research on new mathematic models of particular flow, and for the application of mathematical and computational methods to the design of a new class of heart valves and to cases related to the petroleum industry. Glowinski, who holds a Hugh Roy and Lillie Cranz Cullen Professorship in Mathematics, is also a mechanical engineering professor. “It is indeed a great honor to be named a fellow of the American Mathematical Society and to be recognized for my contributions to the profession,” Glowinski said. “As an AMS fellow, I plan to work toward helping more of my UH colleagues also achieve this nomination in the future.” Recognizing some of the most accomplished mathematicians, the new AMS fellows program honors members who have contributed to the understanding of important mathematical questions, applications throughout the scientific world and educational excellence, according to AMS President Eric M. Friedlander. Among the goals of the program, he says, are to create an enlarged class of mathematicians recognized by their peers as distinguished for their contributions to the profession and to honor excellence. “The department of mathematics is proud of Roland’s continued accolades,” said Jeff Morgan, professor and chair of mathematics at UH. “He is one of several distinguished professors who continue to bring honor to our department and the university at large. As one of the world’s foremost computational scientists, he has played a major role in the development of our department, as well as the development of computational sciences on the UH campus.” Since joining the AMS and coming to UH in 1985, Glowinski has amassed numerous honors, including election to the French Academy of Sciences in 2005 and induction to the inaugural class of Society for Industrial and Applied Mathematics fellows in 2009. Other honors include membership in the French National Academy of Technology and the Academia Europaea, as well as induction as a chevalier in the Légion d’Honneur, the French equivalent of knighthood. He also received the Esther Farfel award, the highest honor bestowed on a member of the UH faculty, and the Theodore von Kármán Prize, an international honor awarded only every five years. Glowinski has authored seven books and authored or co-authored more than 300 research articles, and served as editor for more than 20 scientific reviews and anthologies. Outside of his research projects, he devotes much of his time to students. He hopes to impart some of the wisdom that has earned him international accolades to his students and looks forward to some of them becoming valuable colleagues. ### About the University of HoustonThe University of Houston is a Carnegie-designated Tier One public research university recognized by The Princeton Review as one of the nation’s best colleges for undergraduate education. UH serves the globally competitive Houston and Gulf Coast Region by providing world-class faculty, experiential learning and strategic industry partnerships. Located in the nation’s fourth-largest city, UH serves more than 39,500 students in the most ethnically and culturally diverse region in the country. For more information about UH, visit the university’s newsroom. About the College of Natural Sciences and MathematicsThe UH College of Natural Sciences and Mathematics, with 187 ranked faculty and more than 5,000 students, offers bachelor’s, master’s and doctoral degrees in the natural sciences, computational sciences and mathematics. Faculty members in the departments of biology and biochemistry, chemistry, computer science, earth and atmospheric sciences, mathematics and physics conduct internationally recognized research in collaboration with industry, Texas Medical Center institutions, NASA and others worldwide. To receive UH science news via e-mail, sign up for UH-SciNews. For additional news alerts about UH, follow us on Facebook and Twitter. Categories: Research, Top Stories

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Centro Hispano Hispanic Faculty/Staff Association Latino Alliance UNCW en Español Diversity Home Annual Report 2015/2016 Informe Anual 2015/2016 Student Team Mayra Robles Mayra was born in Wilmington, NC and raised in Rocky Point, NC. She graduated from Heide Trask Senior High School as Salutatorian; during her years as high school student, she participated in Marching Band Color Guard (Captain), National Honors Society, Student Government (President), Science Olympiad, and the School Improvement Team. She has volunteered at the Rocky Point Elementary School since October 2013 assisting both students and teachers. She is the first in her family to attend a four-year university. Mayra is currently a sophomore majoring in Elementary Education with a concentration in English as a Second Language. She is currently part of the UNCW MI CASA and UNCW Education Living-Learning Community Mentoring Programs. Mayra's future plan is either to do her Student- Teaching in Belize or Kuwait. Jacobed Aragón Jocabed Aragón was born in Buena Park, California and moved to North Carolina at the age of 11. Since she was little she has always been involved with the Hispanic community and loves to help such community. She went to Lee Early College and Central Carolina Community College and graduated with a High School Diploma and Associate Degree in Arts. Currently she plans to double major in Film and Communications and hopes to later do projects that would raise awareness about the Hispanic Community's life and struggles. Giuliana Vaca-Tricerri Giuliana is a sophomore student studying at UNCW. She is originally from Portoviejo, Ecuador, and moved to Charlotte, NC at the age of 5. She has a variety of interests and hobbies, including performing, art/design, and robotics. Giuliana plans on majoring in biology and minoring in forensic science. Post-graduation from UNCW, she aspires to continue her studies and eventually acquire her Ph.D and become a forensic medical examiner. Jacob Caceres-Reyes Jacob was born in Puerto Rico and lived there until 2011, when he moved to Charlotte, NC. He graduated High School from Northwest School of the Arts, where he majored in Musical Theatre, Theatre and Chorus (Chamber Choir and Men's Ensamble). He was part of the cast in musicals like "West Side Story", "Godspell" and "Footloose". He was involved in National Honors Society, International Thespian Society and Mentoring Program to 6th graders. He served as the drama ministry director, children's bible school teacher and worship singer at Crosspointe Alliance Church. He is currently a member of UNCW Men's A Capella group, "The High Seas", UNCW Chamber Choir and part of the UNCW 2014 Orientation Leader team. Carlos Ramos Carlos Ignacio Ramos was born in San Pedro, California. He attended high school in Mexico at the Colegio de Ciencias y Humanidades and finished his senior year at West Brunswick High School. In 2012, he enrolled in Cape Fear Community College, where he quickly exceled. He became a student ambassador for the college; he was also President of the Math club at CFCC, and volunteer at the Cape Fear Museum. His hard work and bright spirit won him the honor of being the youngest to receive the Volunteer of the Year for the Cape Fear Museum. After completing his Associate in Science degree, he transferred to UNCW where he hit the ground running and got involved with Centro Hispano and Catholic Campus Ministry. He holds a leadership position at CCM, and he has become a mentor for the "MI CASA" mentoring program. His work at Centro involves translation and interpretation and having fun at the events. If he is not at Centro Hispano or CCM he is at Dobo Hall studying Biology, his favorite subject and major. He will graduate in May 2016. Then, he plans to take a gap year to prepare for Medical School. He hopes to specialize in family medicine and promote health care among the unprivileged minorities who lack the access to such a vital resource. | Page maintained by E. Mitcham

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HOME / ACTIVITIES / WEATHERHEAD INITIATIVE / A History of Weatherhead Initiative Projects With the establishment of the Center’s Weatherhead Endowment in 1998, the Weatherhead Initiative in International Affairs began concurrently as an expression of the wish of the Weatherhead Foundation to encourage and support large-scale and groundbreaking research in the realm of international affairs. The Initiative promotes the integration of teams of faculty researchers seeking innovative answers to essential problems on transnational, global, international, and comparative topics. All Harvard professors with continuing regular appointments are eligible to submit proposals. Faculty members from other research institutions in the United States or abroad can be on their research teams. Traditionally, the Center Director has appointed a Weatherhead Initiative Selection Committee to screen proposals and make recommendations to the Weatherhead Center Executive Committee. The Weatherhead Center awarded the first Weatherhead Initiative in International Affairs faculty grant in March 2000 to Professors Gary King of the Department of Government and Chris Murray of the Harvard School of Public Health. Their project, “Military Conflict as a Public Health Problem,” was launched in the 2000–2001 academic year. The goal of the project was to convince the public health, international relations, and statistical methodology communities of the benefits of treating military conflict as a public health problem. Some work on this problem had occurred in all three fields, but, with a few exceptions, the fields had generally operated in isolation. At the broadest level, the project tried to reorient several scholarly literatures, public policies, and action agendas rather than to produce a single scholarly product. During the course of the project, public-health scholars provided the critical expertise necessary to measure the new outcome variable of human misery. King and Murray discovered synergies among the three fields, including the extension of “case-control methodology” from public health to international relations. Collaboration between scholars in these areas also resulted in better conceptualizations of “human security” and better forecasts of global mortality levels. The second Weatherhead Initiative project, begun in 2001–2002, examined the role of identity—national, ethnic, religious, and otherwise—in international and domestic politics. “Identity as a Variable” was directed by Professors Alastair Iain Johnston and Yoshiko Herrera of the Department of Government, Professor Terry Martin of the Department of History, and Professor Rawi Abdelal of the Harvard Business School. With the concept of identity taking an increasingly prominent place in the social sciences, analysis of the development of social identities themselves has become an important focus of scholarly research. Scholars using social identities as the building blocks of social, political, and economic life have attempted to account for a number of discrete outcomes by treating identities as independent variables. The dominant implication of the vast literature on identity is that social identities are among the most important social facts of the world in which we live. The research team identified two sets of problems with social identity scholarship, namely conceptual issues and coordination gaps. They brought together scholars from a variety of disciplines and sub-disciplines in order to consider the conceptual and methodological issues associated with treating identity as a variable, explicitly seeking to solve some of the coordination problems that have impeded progress in identity scholarship. Finally, they developed software that allows for computer-aided quantitative content analysis in non-English languages including, for example, Russian and Chinese. The third Weatherhead Initiative, “Religion and Global Politics,” began in 2002. The project examined the relationship of religious belief to types of political activity. Samuel P. Huntington, the Albert J. Weatherhead University Professor, headed the project. Four other Harvard professors—J. Bryan Hehir and David Little of the Harvard Divinity School and Jessica Stern and Monica Duffy Toft of the Harvard Kennedy School—also directed components of the project, as did Professor Daniel Philpott of the University of Notre Dame and Timothy Shah, then of the Washington, DC-based Ethics and Public Policy Center. The research team produced a systematic, comprehensive, comparative analysis of the impact on global politics of religious beliefs and organizations. The project linked five studies that considered the relationship of religious belief to five types of political activity, including national identity and political legitimacy, terrorism and civil war, the transition to democratic rights and regimes, the reduction of conflict, and conceptions of international order. The resulting research produced several monographs, three books, and a number of articles published in academic and policy-making journals. The fourth project, which began in January 2003, was “International Human Capital Flows and their Effects on Developing Countries.” The project considered international human capital flows and their effects on “brain drain,” cross-national labor market efficiencies, taxation options, and the capacity of human beings to construct a world of their choice. The four faculty members directing the project were Professors Mihir Desai of the Harvard Business School, Devesh Kapur of the Department of Government, and Dani Rodrik and Mark R. Rosenzweig of the Harvard Kennedy School. The project focused on the political economy of migration and, in particular, the foreign migration of skilled labor. The premise of the research was that cross-border flows of human capital are likely to play a highly influential role in shaping the political and economic landscape over the next fifty years, driven by structural factors, both demographic and technological, in both developing and developed countries. The researchers contended that developed countries will: 1) allow a greater magnitude of immigration to ease the fiscal pressures of aging societies; 2) become increasingly selective about the immigrants they seek to attract and admit, with a focus on attracting skilled workers likely to have a positive fiscal impact; and 3) increasingly encourage temporary immigration, especially where the temporary migrants do not establish any benefit entitlements. In contrast to the voluminous literature on the impacts of immigration on developed countries, the consequences of the potentially large cross-border flows of human capital on source countries have received scant attention from economists and political scientists, so this research initiative focused on the political economy of developed-country immigration policy; the multiple economic and political effects of skilled emigration; and policy options, tax and non-tax based, for developing countries and the international community. The fifth and sixth projects receiving Weatherhead Initiative grants shared the annual award funds and were begun in the 2005–2006 academic year. The first project, “Humanitarian Response to Forced Migration: The 1947 Partition of India,” was headed by Professors Jennifer Leaning of the Harvard School of Public Health and Sharon Stanton Russell of the Massachusetts Institute of Technology, and included collaboration with Professor Sugata Bose of the Department of History. This initiative examined the demographic and humanitarian impact of the 1947 Partition of India. Against the backdrop of substantial mortality and population movement, the research examined the role of governments and voluntary agencies in carrying out the relief enterprise that was undertaken from 1946 to 1949 in response to Partition-related violence and distress in both western and eastern regions of British India. The second project, "The Political Economy of Globalization: How Firms, Workers, and Policymakers are Responding to Global Economic Integration," was headed by Professors Margarita Estévez-Abe, formerly of the Department of Government, Michael Hiscox of the Department of Government, and Robert Z. Lawrence of the Harvard Kennedy School. This initiative examined the political economy of globalization by gathering detailed data on the policy preferences and political and economic activities of a large sample of firms, workers, organizations, and policymakers in a range of developed and developing nations. Beginning in 2007, Professor Michèle Lamont of the Departments of Sociology and African and African American Studies headed the seventh Weatherhead Initiative project, “A Comparative Study of Responses to Discrimination by Members of Stigmatized Groups,” in collaboration with a wide array of Harvard faculty and graduate students. The project was designed to analyze the discursive and behavioral strategies that members of stigmatized groups use to cope with racism and discrimination. Comparing the accounts of these strategies produced by middle- and working-class men and women ages eighteen to seventy, the research team focused on members of minority groups living in mixed cities: negros in Rio de Janeiro; African Americans in New York; and Ethiopian immigrants, Mizrahis, and Muslim Palestinian citizens in Tel Aviv and Jaffa. They studied how the range and salience of coping strategies are affected by perceived discrimination across these national contexts. Preliminary findings were discussed at a conference at Harvard in October 2009. One book offering a systematic comparison of the United States, Brazilian, and Israeli cases will emerge. Another publication will discuss collective myths in Quebec; the maintenance of Jewish collective identity among Canadian youth; the social psychology of discrimination; and responses to racism by immigrants in Sweden, blacks in France, members of First Nation tribes in Canada, Muslims in the United States and the United Kingdom after September 11, and members of the black middle class in Brazil and South Africa. The eighth Initiative grant, launched in 2008, was led by Professors Rohini Pande of the Harvard Kennedy School and Erica Field of the Department of Economics. Their project, “Empirical Studies of the Economics of Urban Poverty Reduction,” examined how markets and institutions in urban areas of the developing world affect the prospects of the poor and the problem of ghettoization, with associated negative consequences for health, economic mobility, and social stability. The research team sought to provide rigorous empirical evidence on how improved housing and credit access influence the economic outcomes of the urban poor, with their empirical work having important theoretical implications. Related projects were led by Professor Amitabh Chandra of the Harvard Kennedy School on measuring the extent of antibiotic resistance in urban slums in India, relating this to differences in doctor quality; Nancy Qian, a Scholar of the Harvard Academy for International and Area Studies and Professor Lakshmi Iyer of the Harvard Business School on urban housing reform in China, providing a counterpart to the housing studies focused in India; and Professor Nathan Nunn of the Department of Economics on identifying the economic forces underlying the spatial distribution of industry across Indian cities. The projects were linked to an ongoing empirical research program in urban poverty reduction at Harvard, including the development of graduate-level courses cross-listed between the Harvard Faculty of Arts and Sciences and the Harvard Kennedy School to foster learning environments integrating doctoral students and faculty working in the area of development and urban economics. In 2009–2010, the team of Professor Emmanuel Akyeampong of the Department of History, Professors Robert Bates and James Robinson of the Department of Government, and Professor Nathan Nunn of the Department of Economics began the ninth Weatherhead Initiative entailing research on “Understanding African Poverty over the Longue Durée.” Through this project the researchers sought to achieve a better understanding of why Africa’s economic performance has been so poor in the fifty years since independence, and also to address why Africa seems to have been so poor historically—and, of course, whether this has really been the case. The team approached the question of African poverty through both collective and individual undertakings. First, they gathered a diverse group of leading scholars for two conferences: one at the International Institute for the Advanced Study of Cultures, Institutions and Economic Enterprise (IIAS) in Accra, Ghana, and another at the Weatherhead Center. With participants’ conference papers, they produced a book. Second, Professors Bates and Robinson designed and taught an undergraduate course, debuted in the fall of 2009, titled “Why is Africa Poor?” Finally, in order to enhance these collective endeavors, each member of the team undertook an individual research project that fit within the larger rubric. In 2009–2010, a team composed of Professors Jacob Olupona, Harvey Cox, and Marla Frederick, and doctoral candidate Devaka Premawardhana, of the Harvard Divinity School, carried out a scholarly workshop at Harvard on the topic of “Pentecostalism in Transnational Perspective,” supported as the tenth Weatherhead Initiative. Their project sought to advance understanding of the worldwide phenomenon of Pentecostal and Charismatic Christianity, its causes and effects, and the unquestioned stereotypes and misunderstandings of Pentecostals as fundamentalist, reactionary, exploited or exploitative, and antithetical to material and political progress. Their aim was to bring the study of Pentecostalism into creative dialogue with inquiries about global and transnational forces—particularly where it is commonplace to assume that the process of modernization occurs in spite of the role of religion, rather than as facilitated by it. A subsequent non-Initiative but Weatherhead Center-funded faculty grant, in 2010, enabled these scholars to go to the field to gather data on three continents. As the eleventh Weatherhead Initiative grantees, beginning in July 2011, a team of researchers led by principal investigators Professors Michael B. McElroy of the Harvard School of Engineering and Applied Sciences and Dale W. Jorgenson of the Department of Economics, and including Harvard-based researchers Chris P. Nielsen, Mun S. Ho, and Zhao Yu; Tsinghua University-based Cao Jing and Wang Yuxuan; and Lei Yu of the Chinese Academy for Environmental Planning are developing a uniquely comprehensive research framework for evaluating the costs and benefits of national strategies to control emissions of greenhouse gases and air pollutants in China. Formally titled “The Costs and Benefits of Carbon and Air Pollution Control in China: An Interdisciplinary and Analytical Framework,” the project’s purpose is to investigate the effects of two kinds of emission control policies: carbon taxes and anticipated technology mandates for control of nitrogen oxides. Policy options are being investigated using an integrated framework developed from multiple streams of scholarship published by the participants over more than a decade of prior investigation. At the project’s end, components of the research will be disseminated through refereed disciplinary and cross-disciplinary journals. The entire integrated analysis will be published in a reviewed, edited volume from an academic press modeled on the team’s well-reviewed previous book Clearing the Air: The Health and Economic Damages of Air Pollution in China, edited by Mun S. Ho and Chris P. Nielsen (MIT Press, 2007), ideally in Chinese as well as English. A twelfth Initiative project, beginning simultaneously in July 2011, is the first Weatherhead Initiative Research Cluster, under the rubric of Global History. Led by Professors Sven Beckert and Charles Maier of the Department of History, this initiative is poised to better understand how human societies have developed as an interactive community across the world. Global history recognizes the persistence of states along with new globalized trends, but it aims to capture the multiple processes that have engaged societies “sans frontieres.” Much of human history, the research team contends, is best understood by not containing investigations within particular national or even regional visions. Histories that transcend the nation-state allow scholars to capture a world of networks, processes, and identities that were previously on the intellectual margins of the discipline. This venture to push the study of the past, both the remote and the recent, beyond the compartmentalized approach most older historians grew up with is designed to mobilize scholars in faculties and research centers across the world. The aim of the project, ultimately, is to institutionalize global history at Harvard as a thriving intellectual community, providing funding for graduate students and post-doctoral researchers, strengthening General Education offerings on global history, and facilitating cooperation with other such research centers in Asia, Africa, Latin America, and Europe. The thirteenth Initiative project, the Weatherhead Initiative on Gender Inequality, began in 2015 and will span the course of three years. Six faculty members comprise the research team: Professors Mary Brinton, Jason Beckfield, and Alexandra Killewald of the Department of Sociology, Professor Claudia Goldin of the Department of Economics, Professor Iris Bohnet of the Harvard Kennedy School, and Professor Kathleen McGinn of the Harvard Business School. The team will focus on recent changes in men’s and women’s roles at work and home across the Organisation for Economic Co-operation and Development (OECD) countries in Europe, North America, and East Asia. Over the past few decades, women have gained better access to education and the labor force, which has created more parity between the two sexes—yet equality remains out of reach. This shift has ushered in a slew of new questions and dynamics for social scientists to consider: the persistence of the gender wage gap and the evolution of work-family conflicts, to name a few. The collaboration of students, scholars, and policymakers will address some of these questions through research and workshops across a variety of disciplines. The Initiative will strive to yield positive changes in the discussion on this “stalled revolution,” ultimately positioning Harvard as a frontrunner in the comparative analysis of gender inequality. The fourteenth Initiative is a multiyear project beginning in 2016, called the Weatherhead Initiative on Afro-Latin American Studies. The team of researchers includes Professor Alejandro de la Fuente of the Departments of History and African and African American Studies, Professor Doris Sommer of the Departments of Romance Languages and Literatures and African and African American Studies, and Professor Davíd Carrasco of the Harvard Divinity School. The team will host events and conduct research over the next three years that focus on race rights and justice in Latin America, with the overall goal to promote and consolidate Afro-Latin American studies at Harvard. Afro-Latin American studies is a nascent field, and it has already changed course rather dramatically in recent years. Whereas researchers used to study the effects of slavery in Latin America, over the past few decades mounting research has shifted focus toward documenting inequality, discrimination, and mobilization for racial justice. Scholars began debating the ideologies of racial democracy, with some blaming these ideologies for perpetuating racial discrimination and others arguing just the opposite. Meanwhile, the study of the colonial period has also moved into novel directions, like the study of black-indigenous relations. The Weatherhead Initiative on Climate Engineering, also beginning in 2016, is the fifteenth Initiative project. Led by Professor David Keith of the Harvard Kennedy School and Harvard John A. Paulson School of Engineering and Applied Sciences, this multiyear project will focus on solar geoengineering, which is a particular form of climate engineering that aims to reduce the planet’s absorption of solar energy. Of particular interest is one form of solar geoengineering that involves introducing small particles into the upper atmosphere to scatter sunlight back to space. How this may work in conjunction with carbon geoengineering, which focuses on lowering the concentration of carbon dioxide in the atmosphere, is a major element of the team’s research. Climate engineering, or geoengineering, is the deliberate, large-scale alteration of the climate system to counteract climate change caused by accumulating greenhouse gases. This new Initiative will address some of the pertinent questions about climate change that fall outside the confines of the natural sciences, such as implications for politics, governance, economics, security, game theory, and more. By addressing these global topics, the research team hopes to fill in gaps in the existing literature and build a vibrant, interdisciplinary research community at Harvard with sharply divergent positions on geoengineering. Contact Theodore J. GilmanExecutive Director; Executive [email protected] 1737 Cambridge Street, Room K233 Cambridge, MA 02138 [ Map ] p: (617) 495-2125f: (617) 495-8292

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Ad-Liner Education needs new priorities Posted 3/31/10 Even in this high tech age of computers, twitter and cell phones, the fact remains: it’s important for people to be able to read and write. Unfortunately, many schools are under-achievers, not only in reading and writing, but also English, mathematics and science. According to ACT’s Profile Report for the Class of 2009, only 18 percent of last year’s high school graduates in Michigan were prepared for these subjects on the college level. Studies show that one in every five first-year students at Michigan’s 28 community colleges is enrolled in a remedial education course. This statistic begs the question: what about the majority number of high school students who don’t enroll in college? What is their skill level? Maybe in the world of great technology where you can hide behind a computer, people in the workplace don’t need these skills. Maybe, as a old-timer, who had reading, writing, spelling, English and math drummed into his head, I’m out of touch with the real world. But I don’t think so. One guy who agrees is Henry Robinson, the head of Wayne State University’s remedial programs. He told the Detroit Free Press: “For a number of reasons and in a number of ways, we are failing our students, and that means some of the brightest ones, too.” Place the blame where ever you want — under-achieving schools putting emphasis in the wrong places, parents who either don’t have the time to worry about their kids or simply don’t care, students spending too much time on their cell phones and other non-productive activities — and the never-ending lack of school funding. Speaking of government financial support to schools, reports show that the cost to re-educate 105,608 community college students in reading, writing, etc. was $28 million over a two-year span. According to the Michigan Office of the Auditor General, for two academic years starting in the fall of 2005, one in four freshmen on Michigan’s community college campuses was enrolled in some remedial education class. We won’t even get into how much the tab is at four-year institutions of higher learning. This all amounts to double dipping into the taxpayer‘s dry well: we pay to educate youngsters in grades K-12, then we turn around and repeat much of the same thing in the form of remedial courses at the college level. I checked out the posted results of a number of northern Michigan schools’ MEAP scores for the past three years and found a marked improvement in subjects such as reading and math. Why don’t those scores show up when the students enter college? Answer: many think MEAP is a joke. In my opinion, you can’t blame school administrators or teachers. You can’t take out your frustration on the local school board. Go upstairs to the power tower of the federal and state government. They make the rules. Government needs to change its priorities — and the system. Do you “read” me? Can you do the “math?” It’s all about the “science” of common sense and logic spoken and written in “English.” (I hope I get an A in “spelling” for this.) — Jim Grisso was publisher of the Gaylord Herald Times for 40 years before his retirement in 2007. He and his wife, Sue, live near the village of Roscommon on the South Branch of the AuSable River. His column appears periodically. His e-mail address: [email protected]. Print U ar rite! Governments need to change the system. They've tried everything in the past but still, worldwide, English speakers hav that one-in-five u mention who need remedial education. Why English speakers? Different English-speaking nations and societies hav different social conditions, different teaching methods and resources, different expectations, but we all hav that one-in-five statistic! International studies suggest that the elefant in the room is spelling!! Our spelling does not help children become literate, the basic requirement in an industrialized, electronic world. At an early age, children find our spelling difficult to follow, They make repeated errors. The less able begin to despair, and eventually many of them giv up. From then on, its all downhill. If we ar to improve our educational achievement, one of the major changes that needs to be made is to repair and upgrade our clapped-out spelling "system". Other languages update their spellings. Most of the other remedies we hav tried deal with symptoms. We need to deal with causes. Spelling is a, if not the, major one.

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World's Most Requested American Opera Tenor Will Perform at Baylor UniversityLawrence Brownlee courtesy photo. Media contact: Terry Goodrich, (254) 710-3321 WACO, Texas (Nov. 4, 2013) - Lawrence Brownlee, widely regarded as the most in-demand American tenor in the world in the bel canto repertoire, will present a Distinguished Artist Series recital at 7:30 p.m. Thursday, Nov. 7, in Jones Concert Hall, located within the Glennis McCrary Music Building, 110 Baylor Ave. The primary purpose of the Baylor School of Music's Distinguished Artist Series is "to bring the world's top musical artists for the Baylor and Waco community without the need for our students and community to travel," said Randy Umstead, Ph.D., chair of the division of vocal studies. "We believe that live exposure to the artists our students aspire to become is a critical component in student learning and development." The Ohio-born Brownlee received a bachelor's degree from Anderson University and a master's degree from Indiana University. From these firmly American roots, he has become a star on the international scene. He has been featured in nearly every major theater in the world and has a relationship with many premiere conductors and symphony orchestras. "Mr. Brownlee is in such high demand because he sings repertoire that is incredibly challenging," Umstead said. "Attendees will have a chance to see one of the world's leading tenors without leaving their city, for a ticket price far below what they would pay if they heard him in another locale." Tickets for this Distinguished Artist Series concert are available online at www.baylor.edu/music or at the box office in the McCrary Music Building. General admission tickets are $15, and tickets for students, senior citizens and Baylor faculty and staff are $10. For more information, contact the box office at (254) 710-3571. by Rachel Miller, student newswriter, (254) 710-6805 ABOUT BAYLOR UNIVERSITY Baylor University is a private Christian university and a nationally ranked research institution, characterized as having "high research activity" by the Carnegie Foundation for the Advancement of Teaching. The university provides a vibrant campus community for approximately 15,000 students by blending interdisciplinary research with an international reputation for educational excellence and a faculty commitment to teaching and scholarship. Chartered in 1845 by the Republic of Texas through the efforts of Baptist pioneers, Baylor is the oldest continually operating university in Texas. Located in Waco, Baylor welcomes students from all 50 states and more than 80 countries to study a broad range of degrees among its 11 nationally recognized academic divisions. Baylor sponsors 19 varsity athletic teams and is a founding member of the Big 12 Conference. ABOUT BAYLOR UNIVERSITY SCHOOL OF MUSIC The Baylor University School of Music provides transformational experiences that prepare students for careers in music. Our students thrive in a Christian environment characterized by a nurturing resident faculty, an unwavering pursuit of musical excellence, a global perspective, dedication to service, and devotion to faith. They investigate the rich musical and cultural heritage of the past, develop superior musical skills and knowledge in the present, and explore and create new modes of musical expression for the future. While preparing for future leadership roles, the students join with School of Music faculty in enhancing the quality of community life, enriching the larger culture, and making Baylor a place in which heart, mind and soul coalesce. The School of Music of Baylor University is a member of the National Association of Schools of Music and the Texas Association of Music Schools. Degree programs leading to the bachelor of music education degree conform to certification requirements of the Texas Education Agency.

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Minnesota DMACC candidate brings community, 4-year college background February 28, 2014Craig Johnson cut to the chase about how he should be measured following a potential first year on the job as leader of the Des Moines Area Community College Carroll campus."Are they glad I'm here and hoping I would stay?" Johnson said he'd ask himself about the reaction from the college and the Carroll area of his performance.Johnson, currently the director of Winona State University's branch campus in Rochester, Minn., is one of the final five candidates for the position of Carroll campus provost with DMACC. A nine-member search committee interviewed Johnson this morning, and he was expected to meet with students, faculty and community members throughout the rest of the day.Johnson has served as an educator at Winona State, Tulane University in New Orleans, Colorado College in Colorado Springs, and the University of Minnesota-Twin Cities.Prior to assuming the director's position at Winona State, which he's held since May 2007, Johnson was campus administrator for Moraine Park Technical College in Fond du Lac, Wis."A community college is a key part of the backbone of a healthy community and region along with K-12 education, health care and government services," Johnson told the DMACC search committee.Johnson said the strength of a community college is in its very definition as an institution tied to the "community.""It's in the name," Johnson said. "You do it right, it's embedded in the community."Colleges, he said, shouldn't be "academic islands." For example, Winona State in Rochester has been closely involved with the prestigious Mayo Clinic for nursing.Johnson has played a role in economic-development projects in Wisconsin and Minnesota, notably development of a $1.6 million workforce development center at Moraine Park. Johnson is a former member of the West Bend (Wis.) School Board with an extensive resume of community involvement.Johnson earned a bachelor's degree in art from University of Wisconsin-Stevens Point before going on to collect a master's degree in art history from Tulane and a master's in higher education from the University of Minnesota-Twin Cities.The DMACC Carroll provost search committee is expected to make final recommendations today. College officials plan to announce the successor to former Carroll Provost Steve Schulz within weeks. Schulz left Carroll late last year to take a community college post in Mason City.

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Special education costs vex Minn. school districts Roughly 14 percent of the state's public school students are in a special education program, which is up slightly from a decade ago. Minnesota's legislative auditor detailed Wednesday how fast-rising special education costs are hampering the ability of school districts to reach other education goals, such as reducing class sizes.An audit delivered to lawmakers urged them to find ways to ease the special education burden on school districts, whether it's supplying more state money or revising regulations the state sets beyond federal requirements."We concluded that the funding arrangements for special education contain disincentives for controlling spending," Auditor Jim Nobles wrote in his office's report.The report says that the median school district now devotes one-third of its basic education budget to special education. That's a 40 percent jump between 2000 and 2011 when adjusted for inflation. It's money that would otherwise be put toward general education costs.Roughly 14 percent of the state's public school students are in a special education program, which is up slightly from a decade ago. Special education can involve individualized learning programs for students with physical disabilities, speech and language impairments or about a dozen other disability categories.Lawmakers are expected to debate the so-called cross-subsidy this year. The report suggests they also look at rewriting some state regulations. Several Minnesota laws exceed federal requirements, including the standards used to place children in those classes and workloads on teachers.State Education Commissioner Brenda Cassellius said she is committed to making changes in special education to assist school districts without paring back the state's obligation to serve the needs of students.The audit, Cassellius said, "affirms what we have long known: Our state must do a better job of funding special education to meet individual students' needs and to support the teachers who make a difference in their lives."Teachers union president Doug Dooher, of Education Minnesota, responded to the report with a plea for lawmakers to support Gov. Mark Dayton's request for $125 million more in special education payments to schools."Special education has become an expensive morass of over-regulation that prevents many of our educators from doing what they do best — teach children with special needs," Dooher said. "It's time to make changes."

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The Pitt Rivers Museum is the University of Oxford's museum of anthropology and world archaeology. Founded in 1884 following a gift to the University from General Pitt-Rivers it retains its unique period atmosphere with dense displays of artefacts, many in the original wooden display cabinets. As a result, it has often been described as a 'Museum of Museums'. The new extension and restored entrance which provide better provisions for the public, students and staff is now complete. The entire collection of this museum is a Designated Collection of national importance. 10.00 - 16.30 Tuesday to Sunday (and bank holiday Mondays)12.00 - 16.30 Monday The entrance to the Pitt Rivers Museum is through the Oxford University Museum Natural History (OUMNH) on Parks Road, Oxford, OX1 3PW. The Pitt Rivers' entrance is at the far wall of the OUMNH. The OUMNH is closed during 2013 but access to the Pitt Rivers remains as usual. Parking: The Museum unfortunately cannot offer parking facilities. Vehicles parking in the University's Science Area without a permit are liable to be wheel-clamped. We suggest that you look for parking in either the side streets around the Museum or at the multi-storey car park. We can offer disabled parking, please call 01865 270927 to book a space.By bus: There are also five Park and Ride car parks (situated on the A40 at Headington; Red Bridge at the bottom of the Abingdon Road, near Kennington; Pear Tree Roundabout, Woodstock Road; Water Eaton, Banbury Road, Kidlington and Seacourt at Botley). The coach park is on Oxpens Road. The walk from the coach park and the multi-storey car parks to the Museum is about half an hour. By train: Oxford train station is approximately a 20 minute level walk to the Museum.By cycle: There are bicycle racks outside the Oxford University Museum of Natural History. Induction loop available in museum shop.Please pre-book disabled parking spaces. The entire collection of the Pitt Rivers Museum is a Designated Collection of national importance.The Pitt Rivers Museum takes the world for its province, with collections of artefacts that date from earliest times to the present day and extensive photographic and archival collections. The museum is a resource of international importance for the study of human cultures and their history. Its collections span all parts of the world from prehistory to the present day and celebrate the range of human creativity and technological ingenuity. The collections are arranged typologically with material organised not by origin or date but by function to show how, at different times and in different parts of the world, people solved a wide range of everyday problems. Every aspect of human life is presented in displays of basketry, body adornment, magic, masks, medicine, music making, navigation and textiles, among dozens of other themes. These are complemented by a number of culture-specific displays, such as that devoted to material from the South Seas collected on Captain Cook's Second famous Voyage of Discovery. World Cultures, Weapons and War, Toys and Hobbies, Religion, Photography, Music, Costume and Textiles, Archaeology, Agriculture The museum's displays contain an almost overwhelming variety of material from masks to magic, mummies to musical instruments. Highlights include a 40ft Totem pole, a witch in a bottle and a temporary exhibition of photographs taken in Iraq, by the renound traveller Wilfred Thesiger. Pitt Rivers MuseumUniversity of OxfordSouth Parks RoadOxfordOxfordshireOX1 3PPEngland www.prm.ox.ac.uk [email protected] Object of the Week: "Slug on a thorn", the 120-year-old mollusc used to cure warts Our object of the week comes from The Pitt River Museum, Oxford and is a 120-year-old slug used to cure warts Object of the Week: A Japanese potters' kiln inspired by 6th century Koreans and set up in an Oxford wood This 11-metre-long, roofed-tunnel kiln promises to look like a large fiery dragon as flames and smoke billow from holes running along both sides. Pitt Rivers takes Canadian tribal attire to Oxford in The Blackfoot Shirts Project Curators have attempted to decipher bone-painted battle marks and locks of hair from humans and horses in a display of three ancient tribe shirts at Pitt Rivers. Pitt Rivers Museum gets crafty after £1 million Lottery win allows five-year plan to go ahead More than £1 million in funding will allow the astonishing Oxford University collections at the Pitt Rivers to be conserved and reimagined for the public. Museums at Night 2012: Oxford's Ashmolean, Pitt Rivers and Museum of History of Science We sample dinosaurs, Bossa nova, 16th century astronomy and a gig from r&b duo AlunaGeorge as Oxford's world-renowned museums unite for Museums at Night 2012.

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Collections Research Laboratory Projects Sculpture & Decorative Arts One of the thirty-eight illustrations in Martín de Murúa's Historia general del Piru (1616, MS Ludwig XIII 16, J. Paul Getty Museum) being examined with Raman spectroscopy in the Getty Conservation Institute's Collections Research Laboratory. Photo: Dennis Keeley The Getty Conservation Institute's Collections Research Laboratory (CRL), a part of the Institute's Science group, works to address conservation questions in the field at large. The primary focus of the CRL's work is scientific research relating to objects in the collection of the J. Paul Getty Museum and other museums with which the Museum is collaborating. Working with the Museum's conservation and curatorial staff, the staff of the CRL investigate questions of authenticity, attribution, and artists' techniques; assist in the development and evaluation of conservation treatment programs; and contribute to the understanding of the physical properties and behavior of the materials comprising works of art. Like all of the GCI's research, the results of the CRL's work are disseminated to professional conservation and museum communities through internal reports, presentations at conferences and colloquia, publication in professional peer-reviewed journals, and at technical workshops organized by members of the CRL. In addition, the work of the CRL is communicated to a broader, general audience through museum exhibitions and catalogs, and public lectures. The CRL has laboratory space at both the Getty Center and the Getty Villa. As part of GCI Science, the CRL contributes to, and benefits from, the wide array of analytical instrumentation and expertise that is shared among the various GCI Science laboratories and scientists. The CRL staff focus on a broad range of conservation questions relating to the Getty's collections but also work with staff throughout the Getty to answer important scholarly questions about works of art in the collections. The sections below provide examples of some of the work that has been conducted, or is currently being conducted, within the CRL. Sculpture and Decorative Arts For more information see the GCI newsletter's collections research issue (Vol. 25, no. 1).

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/ Tempe Tempe Preparatory Academy 7-12|Public charter|Tempe Preparatory Academy|430 students 1251 E. Southern Ave Tempe, AZ 85283|Contact info 7-12|Public charter 430 students|Tempe Preparatory Academy I love this school! I love the depth of the curriculum and the dedication and exceptional academic qualifications and maturity of the teachers at Tempe Prep. I love the discussions that my children have after school with classmates (or at the dinner table) based on the great ideas examined in the rich curriculum and literature that they study and discuss in class. I am also a big fan of the school uniforms so that students appreciate other students for who they are rather than what they wear (and we can avoid spending money on expensive, trendy clothes). I have two children currently at Tempe Prep and two children that graduated from Tempe Prep, were accepted to top universities, and were fully prepared through their Tempe Prep classroom experience and extracurricular activities to succeed in both the academic and extracurricular aspects of college. I certainly wish that I personally had been able to attend a school like Tempe Prep when I was growing up. I wish that I could have had a challenging middle school curriculum and then 4 years each of math, foreign language, English, history/social studies, lab science, and fine arts -- and the opportunity to read and discuss Socrates, Plato, Aristotle, Marx, Shakespeare, Locke, and Thoreau, etc. with college professor level teachers -- when I was in high school. Kudos to the administration and faculty at Tempe Prep for offering a challenging curriculum with an emphasis on developing critical thought and holding high academic expectations for students. The school is on the decline. Declining enrollment and test scores. Poor leadership. Teachers tend to leave in large batches. They do not have a wait list for the first time in years. Parents are showing a willingness to pull their kids in high school. This school is not recommended. Tempe Preparatory Academy is a small but amazing school. Being a Charter School in Arizona it receives only 79% of the funding as a regular public school yet is ranked among the top 5 High Schools in Arizona. The students at this school would benefit hugely from winning a contest like this. Our school is in need of basic items that are taken for granted in larger fully funded schools. Examples would be equipment for our science and chemistry rooms, a computer lab, and much much more. We ask that you seriously consider TPA, as we would spend the money wisely and in the best interest of our children. Please take a few minutes to research our little school, you won't be disappointed. Founded in 1996, the students are taught in the Socratic Method, with all honors classes, and a wait list of several hundred just to get into the school. Our campus is humble and yet it starkly contrasts the brightness of our faculty, staff and student body. As a parent I am grateful for the structured nature of the campus and the like mindedness of the staff to have our children be honorable young men and women while growing leaps and bounds academically. Thank you! Tempe Prep overall is a wonderful community. This is a very academically challenging school. Only send your child here if they are willing and able to do 3 hours of relevant (not busywork) homework a night. All classes are honors classes, however, I know of kids at McClintock High School that are taking Advanced Placement (AP) courses, and working a lot less. To it's fault, Tempe Prep does not offer AP classes. Also, the curriculum is set. You only have one elective option: language. There are no free electives you can choose, for example, No Engineering, No Computer Graphics electives you might get at a large High School. The teachers are excellent. They work hard, and expect your child to do the same. The college counselor, Mrs. Karin Moffitt is absolutely the best! If you are looking for a good humanities focused school, that demands a lot from your student, go here. I am very happy with my decision to bring my child to Tempe Prep. The teachers care. They want to see your child succeed and do NOT accept anything less than their personal best. My child came to the school as an 8th grader behind in math. Her math teacher has gone far above to help. She took the time to find out where her problems are so they could fix them. Morning tutoring, afternoon tutoring, constant communication with me and positive reinforcement for my child. I have never seen my child so excited about math. I love it!! Her improvement has been phenomenal. Teachers who care make a difference. Thank you Tempe Prep I graduated from Tempe Prep in 2012, and this school has prepared me very well for college. I was initially worried because a lot of my college classmates came in with a lot of AP credits and were almost a year ahead of me in school, but I have found that the foundation Tempe Prep provided me with has allowed me to more fully understand the material taught in classes. For example, Tempe Prep provided me with a fundamental understanding of Calculus, rather than just the skills of differentiation and integration. The Socratic style of teaching at Tempe prep also enabled me to understand my learning style (Listen, then contemplate, then practice, then teach), which has helped to ease the college courseload. Take this all with a grain of salt. Academics have always come easily to me; I wanted to provide a view of life after high school for those worried about college. What I liked the most about Tempe Prep was the sense of community it provides. Yes, it doesn't have a ton of extracurricular options, but the ones offered are quality and the administration is open to students starting clubs. I do wish that the school had stressed more that AP tests should be taken. With only a few great exceptions, teacher quality at this school is extremely poor. And teacher attrition is high. We dealt with a math teacher who bullied our child all year long and intentionally failed our child while the headmaster twiddled his thumbs. This teacher is leaving the school and I hope she is never allowed to teach children again. She thinks that by giving ridiculously long and difficult tests that she is somehow effective. Nothing could be further from the truth. She gossips about students and plays favorites with grades. All around horrible teacher and horrible experience. I have put four children through this school during the last eleven years, and the decline of the school has caused us a lot of grief. Academic standards are headed down (even AIMS scores say so), and discipline is gone. I appreciate that the current administration maybe has kept the school from folding for financial reasons, but it is terrible that several outstanding faculty members have quit in disgust because of disciplinary issues. A kid who brought drug paraphernalia to school got the same punishment as a kid who left campus to get coffee. A kid who injured a classmate in an on-campus car stunt was "punished" by having to supervise younger kids cleaning up garbage (which is all over the place). Etc. Some years, the football team runs the school. One year, at the all-school awards program, two female coaches dissed a girl from another school by name. Classy. Eleven years ago, this was a school for people who really cared about classical learning. Now it's a school for parents who've who don't even understand the curriculum but think it's a passport to Harvard. It's better than regular public school, but it's going downhill fast. One more kid, one more year, then out. I have been part of TPA for the past 7 yrs. Although I still believe the education here is still better than public schools, I'm very disappointed in watching the decline. They have definitely lowered their standards in not only academics, but in student conduct as well. My youngest child has been encouraged to do "busy work" (make bracelets) in order to keep her from being disruptive. WHAT is that about?!! My oldest child who attended TPA is appalled by how slack everything has become. Where did the TPA standards go? Do you suppose that's why all of the quality teachers are leaving? While no environment is perfect, TPA has a dynamic that few other places posess. For the most part, in most instances, a partnership is formed between the parents, the students and the staff and faculty. Also, there is comraderie among each of these groups. Parent groups, student groups and the faculty as a group. As is the case in all such situations, the balance is never perfect, however, I have never worked with a group that strives for balance in a more diligent manner than the people associated with this school. I believe a great deal of the credit should go to the current leadership, Mr. Hallman, who has provided a great deal of structure to this model educational institute. While no leader is ever truly appreciated for their efforts by everyone, this one is especially diligent in his attempt to find the common ground and nurture the basic values that TPA tries to convey. Tempe Preparatory Junior Academy Grace Christian Academy McClintock High School Evit - Mcclintock High School American Global Academy 11-12 & Ungraded Tempe Preparatory Academy is a Charter school that serves grades 7-12. It has received a GreatSchools rating of 10 out of 10 based on academic quality.

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Anaheim, CA > Education > Colleges > Anaheim University Anaheim University ★★★★☆ 1240 S State College Blvd #110 www.anaheim.edu About Anaheim University Bethesda Christian University 703 N Euclid St Anaheim, CA Modern Technology School 1232 E Katella Ave Anaheim, CA Sign in to let us know how Anaheim University was? Ryan P. Anaheim University is nationally accredited by the Distance Education and Training Council (DETC), an educational accreditation agency founded in 1926 located in Washington, D.C. The DETC is recognized by the Council for Higher Education Accreditation (CHEA) and the United States Department of Education as an accreditor of institutions of higher education. Anaheim University Anaheim University is nationally accredited World renowned linguist and best selling author David Nunan has been announced President of Anaheim University. This school has only a ten year history but what a faculty! I would say their faculty match up against the big boys like Columbia, SIT, Univ. of Hawaii and Monterey. PROS: Great Faculty great online support CONS: must attend two residential sessions in San Diego could get expensive Excellent Academics Kevin P. This school has been around for over 10 years now, but has been known by a few names....Newport Asia Pacific, Taiken University, and now Anaheim University. The constant changes in name should give some indication that something is not right at this school. It's located in a business building in two different rooms...the rest of the building is Social Services. Right next door, students can enjoy showgirls at the Sahara Theater! They offer an MBA in under a year, that can be done completely online. Basically it's another Phoenix University, but without the accreditation. Check it out, and see for yourself. Not recommended. PROS: Online learning, MBA in a year CONS: Everything else Shady School If you've been to or used Anaheim University, leave a review.

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Making the move at Ardmore elementary school By Todd Larkin | Posted: Wed 6:12 PM, Aug 29, 2007 ARDMORE, Okla. -- Over three years ago, Ardmore Schools started looking into the possibility of adding on to Charles Evans Elementary School. By October 2007, that dream will be a reality, but some parents want to know the process of moving students and how much the move will improve classroom environment. School officials say there is still a lot of work to be done on the new Charles Evans addition but by mid-semester, students should start reaping the benefits of a new building. Construction was put on hold due to the summer rain, setting the project back by about two months. Principal Denise Brunk says the new school won't just free up some much needed room but will have the opportunity to have other benefits they currently don't have the room for. Brunk was excited to see the building come to life and says her teachers are ready as well. "I had the opportunity to walk through the new building a month or so ago, and it just gave me goose bumps." Copyright © 2002-2016 - Designed by Gray Digital Media - Powered by Clickability kxii.com/a?a=9456301

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Howard teens hone leadership, outreach skills Joe Burris, The Baltimore Sun Many area high school students are concentrating on leisure activities, capitalizing on what remains of their summer. Wilde Lake High School rising junior Ni'Jah Richardson, on the other hand, figured this would be a fine time to improve her communication skills.The Columbia resident is among 50 students taking part in Leadership U, a Howard County program that helps the county's rising juniors develop leadership skills with community service. "If I wasn't involved with this, I'd be in basketball or soccer camp. [Instead], I felt as though I needed to gain a little more confidence and learn to take responsibility," said Richardson.Leadership U was launched in 1996 as part of Leadership Howard County, a group that uses programs to connect community leaders. Leadership Howard County officials said that Leadership U is one of two countywide youth leadership programs in the state. Leadership U began this year on July 22 with a weeklong program of team building, leadership skills development and tours of Howard County General Hospital, the Bain Senior Center in Columbia and the Howard County Detention Center in Jessup.Beginning Sunday, the students will work on community service projects through October. They will also spend a day shadowing local community and business leaders."Most of the kids just see the county through their school or just from their home, but this gives them a much broader exposure to the county," said Diane Freedman, Leadership Howard County's director of youth programming. "It gives them a picture … of how they can really have an impact on the county."She added, "We want to show them the whole community, and part of the whole community is seeing what happens when people make choices that aren't so good in their lives, and what we do as a community to help these folks. They really are impressed with the detention center because they see how people can turn themselves around."Richardson said she applied to Leadership U after hearing about the program during her last school term. She said she is already seeing its benefits."I've learned how to open up and say what I want to say instead of keeping in what I feel I need to say," said Richardson, who added that she is part of a group of Leadership U students who will develop an outreach program this fall that focuses on distracted driving.Manny Mones of Elkridge, a rising junior at Long Reach High School, is part of an outreach group that will work with disadvantaged children. He said the group has showed him the importance of communication skills such as making eye contact while speaking."I wanted to challenge myself to pursue something bigger than myself," said Mones. "I feel like as a high school student you're focused on your own thing."I already had the idea that I was a leader who worked with people because I'm very gregarious and talkative," added Mones. "I've learned how to take that and utilize it to become an effective leader, talk to people, get their opinions and have an idea of where other people see a problem being solved, and taking that into my own approach."Ryann Marchetti of Woodstock, a rising junior at Marriotts Ridge High School, said she has discovered many issues that still trouble a county known for its high standard of living and exceptional school system."It feels like a good experience and a good way to learn about Howard County," said Marchetti. "We were told to think about how we could improve the lives around us."Betty Noble, director of the Center for Entrepreneurial and Business Excellence at Howard Community College who has worked with Leadership U for seven years, said she has seen a marked change in the attitudes of its participants in recent years, from being "more independent and self-interested" to more appreciative about being part of the community."More recently it seems that they fall into working together more comfortably and are very interested in having a sustainable impact on their local community including the people and their environment," Noble said. "I also think that they come now with a greater understanding of leadership. They seem more ready to both lead and follow and have an understanding of the need for both."[email protected] River Hill student achieves highest possible score on ACT Students conduct international science fair at HCC Girls take part in fashion design camp

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Special sections RSS Contact Us Quid before Quo Wednesday, December 4, 2013 4:24 pm Not only have we seen this movie before, but it has a sequel or two. Maybe more. It's called education spending and the tax increases they create. Last year, the state legislature pushed through a 5 cent increase in the statewide property tax for residential and non-residential properties to help pay the freight for educating Vermont's youngsters. At the time, that was the largest single year-to-year increase ever in the state funding formula since the passage of Act 60 in 1997, and should have sent alarm bells ringing throughout the halls of the statehouse. And perhaps it did, but even with the luxury of a non-election year - presumably the best time for lawmakers to enact the often difficult but necessary items that come their way - taxes were increased, but without a sufficient meaningful debate or consensus that perhaps the time had come to re-examine how we finance education here and how might we do it better. That debate may at last be joined when the legislature convenes in January. The Governor has proposed holding an "education symposium" early in the session, presumably about how to pay for it. And the reality of looking at a base residential tax rate of 99 cents per $100 of assessed property value and a non-residential base tax rate of $1.49 per $100 of assessed property value (this includes commercial property as well as second homes which aren't primary homesteads) may be finally concentrating minds around the thought that these sorts of increases are not, to use that overused word, sustainable. The big picture problem is that the state is spending more each year on educating fewer students. Everyone understands that some costs at least, go up each year. There re also some programs, like pre-kindergarten education, that have good returns for the investment and should be funded. Deciding what those programs are of course, is where the difficulty starts. But when those two trend lines - more dollars for fewer students - continue to drift further apart year after year, something has to give somewhere, at some time. As you drill down through this problem, it becomes clear that one piece of the educational funding formula that needs fixing is the long-identified disconnect that exists when a majority of voters who pass local school budgets at the individual town level are shielded from the full impact of their spending decisions by the income sensitivity provisions of Act 68, the state's current education finance statute. While based on a laudable idea that those who can afford to pay the most should, and that the benefits of a well-educated populace spread far and wide and shouldn't be restricted by the affluence - or lack of it - in certain communities, income sensitivity needs a revisit. The House of Representatives in Montpelier took a run at this last year, but their ideas failed to gain traction in the state Senate. Currently, those households making less than $92,000 a year, but more than $47,000 (when primary homeowners may qualify instead for a reduction in their assessment, or a rebate on their total property taxes), are protected from the full impact of property tax increases when it comes to education spending. That shifts the brunt of the increases onto the folks in the upper tax brackets many of us would like to join, but the flip side of that is that this affluent slice of the population will see their contributions to Vermont's education spending rise from under 26 percent in 2009 to more than 30 percent in 2015. Not sustainable. These folks can, and do, move elsewhere. Vermont also pays for its education services through other taxes, such as those on sales, a use tax, the state lottery and transfers from other funds, but those pots of money aren't keeping pace with the growing costs of education. The property tax therefore, is being called upon to pick up the slack. If Vermont wants to keep funding its schools at the clip it has been doing, then income sensitivity has to be scaled back. It would be nice to have the benefits - because there are some - of Acts 60 and 68 combined with a distinct dollars and cents impact at town meeting when local school budgets are voted. That's been an elusive goal, but the one way that may work is to sharply increase the penalties school districts will incur if their per-student spending increases by a certain amount above the state average. Such penalties already exist, but they need stiffening. On the other side of the ledger, costs need to be reined in. The easiest way to do that would be to consolidate supervisory unions down from their absurd sixty or so to something more like 20. We've supported this idea before and will again to little avail, but in a state that can't even get its smallest supervisory union, the Battenkill Valley Supervisory Union that serves Arlington and Sandgate, to merge with larger neighboring districts, you've got to wonder where the political will is supposed to come from to implement this relatively benign step. The state's education agency appears to have given up on forcing the BVSU to merge, although the recent puzzling decision of their board of directors to let its current part-time superintendent go after the conclusion of the current school year, and launch a search for a new superintendent would seem like a perfect time to re-open this question. And just so folks in Arlington and Sandgate won't feel picked on, such a study should be launched statewide. For instance, in Rutland, there are four supervisory unions one atop each other - Rutland Northeast, Rutland Southwest, Rutland South and Addison Rutland. How about one - the Rutland Supervisory Union? Education of Vermont's youth is important and no one needs any further reminding that the economies of the future will be knowledge-based and driven by intellectual horsepower. That ranges all the way from the rocket science stuff down to the local service levels. The gold will go to the nations that are the smartest. As a nation, we have much work to do ensuring our schools give their students the best shot they can. But that has to take place within some finite public resources. In the private sector, that cost push would typically inspire new ways of getting things done more efficiently. The same calculus can't always be applied to education, but at some point, the money does run out anyway. Before lawmakers wave through another 5 cent property tax increase, there needs to be some changes made in how that money is raised.

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, McCormick School of Engineering, Northwestern University ENGINEERING NEWSHonors and AwardsHarold Kung Receives Wilhelm AwardThe award recognizes Kung’s work in reaction engineering and catalysisJul 8, 2015 // Amanda MorrisHarold H. Kung, Walter P. Murphy Professor of Chemical and Biological Engineering at Northwestern University, has received the 2015 R.H. Wilhelm Award in Chemical Reaction Engineering from the American Institute of Chemical Engineers (AIChE). Kung will officially accept the award at the AIChE Annual Meeting this November in Salt Lake City. The 2016 meeting will hold a session in his honor. One of the highest honors in the field, the Wilhelm Award recognizes one researcher each year who has demonstrated overall excellence in reaction engineering and catalysis, service to society, and service to the AIChE. Sponsored by the ExxonMobil Research and Engineering Company, the award includes a $3,000 prize. A world leader in developing new materials and processes for a sustainable world, Kung's research group focuses on new materials for efficient energy storage and novel catalytic material and reactions, which are integral parts of most environmentally friendly, energy- and material-efficient chemical processes. He is recognized for his elucidation of relationships between chemical and catalytic properties of catalysts and innovative applications of catalysis to environmental remediation and efficient resource utilization. He is a leader in effecting catalytic conversion of hydrocarbons to higher value chemicals using oxygen in the atmosphere, while minimizing waste generation and energy consumption. Kung discovered a material related to advances in lithium-ion batteries, which was another highlight of his research in the broad area of sustainability and renewable energy. Kung developed an electrode that allows batteries to charge 10 times faster and hold a charge up to 10 times greater than current batteries. This technology is being developed by a company for introduction in the marketplace. He was also one of the drivers behind the Institute for Sustainability and Energy at Northwestern, which was established in 2008 to advance global energy and sustainability solutions through transformational research. Kung has received numerous honors and awards, including the Dorothy Ann and Clarence L. Ver Steeg Distinguished Research Fellowship, Gabor A. Somojai Award from the American Chemical Society, Paul H. Emmett Award and Robert L. Burwell Lectureship from the North American Catalysis Society, Earnest Thiele Award of the Chicago section of the AIChE, and Herman Pines Award from the Chicago Catalysis Club. He also served as director of the Center for Catalysis and Surface Science (1993 to 97) and chair of his department (1986 to 1992). From our MagazineOf Ales, Porters, and StoutsInvested In TechnologyShaping The Future of Materials TechnologyAt Play In The Space Between Digital and RealA Winding Road To SuccessData Diving To Save CoralFive Things We Can Do To Be CybersecureFlexible Thinking, Expansive IdeasStartups Grow Up: Success Stories From The FrontA Race Against Time: Developing Diagnostics For The Developing WorldOptimizing A Faster, Smarter, and Easier WorldThe Exponential Power of Computer ScienceJoin UsMcCormick on twitterMcCormick on facebookMcCormick on googleMcCormick on linkedinMcCormick on rssMcCormick on youtube Newsletter Get our news delivered to your inbox.Signup

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Life in Centre County State College named "best town" State College, Pennsylvania was recently named the "best town" in Pennsylvania. Learn more here. Centre County, PA, is known for big city amenities nestled in a relaxed country atmosphere. The county is dotted with warm and welcoming communities, from historic small towns like Bellefonte and Lemont, to the larger metropolitan hub of State College. Residents enjoy a wide variety of recreational and cultural activities that make Centre County a unique yet familiar place to call home. The fabric of our county consists of rural comforts like scenic nature, safe neighborhoods and a laid-back environment. Home to six Pennsylvania state parks, the area is ideal for hiking, biking, hunting and fishing. With The Pennsylvania State University's main campus here, you can also enjoy Big Ten football and basketball, as well as national touring musical and theater groups at the Bryce Jordan Center. And the State College metro area is ranked the second safest small town in which to live in the United States. Combine this with excellent public schools, timeless architecture and a lively community of artists and you have one terrific place to live and raise a family! We invite you to explore the following sections to get a better feel for why Centre County offers a slice of life for everybody. "What's it like to live in Centre County?" Year after year, Centre County ranks highly in quality of life. Some highlights include: The area is characterized by a moderate cost of living, an affordable housing market and one of the lowest crime rates in the country. The county boasts the lowest unemployment rate in Pennsylvania, as well as higher-than-average employment security. Psychology Today ranked State College, the county's largest city, as the lowest stress city in the U.S. Though Centre County is a great place to start or grow a family, it's a great place for singles, too! In 2007, Money Magazine also rated State College as the city with the highest percentage of singles in the country. The weather is pleasant and seasonably varied, and the risk of natural disasters is low. Plus, the great outdoors are right out your front door, with activities that include camping, fishing, golfing, hiking, mountain biking, skiing and snowboarding. Residents enjoy a vibrant cultural scene featuring a variety of events and activities, including: theater, ballet, and opera concerts and live music performances by local artists and international acts community based events like Arts Fest, Victorian Christmas and the famous Grange Fair "Tell me more about the Centre County area." Centre County residents enjoy a high quality of life, low stress and a tightly knit community. Here are some general statistics about living in Centre County: Median home value: $167,200* Homeownership rate: 60.6 percent*** Housing stock in Centre County varies greatly, ranging from low maintenance condos to new subdivisions to picturesque historic homes. Population: 153,990* Average household income: $47,966** *According to 2010 U.S. Census Bureau statistics **According to 2009 U.S. Census Bureau statistics ***According to 2005-2009 U.S. Census Bureau Statistics "What kinds of recreational opportunities are available nearby?" No matter where your interests may lie, the Centre County region provides a host of choice activities for your own or your family's enjoyment: Easy access to Big Ten collegiate sports 3 public golf courses 3 private country clubs More than 50 recreational parks Natural resources provide a backdrop for activities ranging from skiing to kayaking Close proximity to major metropolitan areas, including: New York City (4 hours) Philadelphia (3.5 hours) Washington, D.C. (4 hours) Baltimore (3 hours) Pittsburgh (2.5 hours) Harrisburg (1.5 hours) "Tell me about the region's school systems." As home to a major research university, the Centre County region can't help but focus on education. This is a great area for students of all ages. Average student/teacher ratio: 17:1 Five well-respected school districts Bald Eagle Bald Eagle Area School District was recognized by McGraw-Hill for its K-6 math program Penns Valley Area School District ranks among the top 25 percent of PA school districts Philipsburg Osceola Expansion Magazine ranked State College Area School District as first among 2,800 secondary districts nationwide U.S. News & World Report ranked State College Area High School as 24th in Pennsylvania Quality charter and private schools Dual MBA and MD programs available at The Pennsylvania State University "What other employment opportunities are available in the area? Centre County is home to a variety of employers and employees, including medical experts, business executives, teachers, professors, attorneys, artists, entrepreneurs, students, farmers and more. The top five employers are: The Pennsylvania State University, Mount Nittany Health, the Commonwealth of Pennsylvania, State College Area School District and Wal-Mart/Sam's Club. Centre County was named ninth in Forbes Magazine's 2004 list of "Best Smaller Metros for Business," and because Centre County is located within 500 miles of 40 percent of the U.S. population, the region is home to an expanding retail sector and business environment. Centre County is also developing a reputation as an incubator area for high-tech companies. "Can you point me toward some other helpful online resources about Centre County, State College and the surrounding area?" We invite you to find out more about our community by visiting these websites: Borough of State College Bryce Jordan Center Chamber of Business and Industry of Centre County Central Pennsylvania Convention and Visitors Bureau Careers Physician CareersCareers with the Medical CenterCareers with the Physician GroupWhy Mount Nittany Health?Life in Centre CountyInternshipsVolunteer Opportunities Centre County unemployment rate The state Department of Labor reported the lowest unemployment rate in Centre County since 2008. To learn more, click here. See what life in State College has to offer in this video from the Central Pennsylvania Convention & Visitors Bureau.

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You are hereHome › About › Follow the Newberry › News Judge Richard Posner and Scott Turow in "Conversation" More than 200 people earlier this year came to the Newberry to hear Scott Turow and Judge Richard Posner discuss the future of books, authors, and libraries in the digital age as part of the library’s new public program, “Conversations at the Newberry.” Designed to generate thought-provoking discourse about enduring issues that are timely today, each evening features a pair of authors speaking about topics on which they have expertise and with which they are enthusiastically engaged, followed by give and take with the audience. The series is made possible by the generosity of Newberry Trustee Sue Gray and her husband, Mel, through their gift to the Campaign for Tomorrow’s Newberry. A partner at SNR Denton, author of nine best-selling works of fiction, and President of The Author’s Guild, Scott Turow has written and spoken often about the impact the digitization of books is having on the publishing industry, libraries, and books in general. Jurist, legal theorist, and economist Richard Posner is a judge on the United States Court of Appeals for the Seventh Circuit in Chicago, as well as Senior Lecturer at the University of Chicago Law School. The author of more than 2,500 published judicial opinions and 30 books, Posner’s academic work has focused on the application of economics to law. Discussing the role of books in a digital age, Turow acknowledged that “e-books are here to stay.” While praising their ease of use and accessibility, Turow warned that the availability of digital materials raises concerns over book piracy and copyright violation and threatens the viability of book stores and libraries. Citing a lawsuit The Authors Guild filed against Google after the company made the contents of seven university libraries available online, Turow said, “It’s a fight over who is going to make money. All of these issues revolve around the concept of copyright,” explaining that a copyright grants authors a limited monopoly over their work, providing an incentive to share their intellectual property. Judge Posner offered a different opinion, admitting he is “not a fan” of copyright laws which, in his view, block access to material. “I think it’s a scandal that Google has been frustrated in its effort to digitize all works. It ought to be all digitized and accessible, otherwise you’re just withholding access to the great body of human thought. Digital distribution is simply immensely more efficient than libraries or book stores.” Turow conceded the need to strike a balance between copyright protection and access and explained that, traditionally, libraries have filled that role by providing the public “free access to the intellectual property created by authors,” a role Judge Posner believes libraries are moving away from in a digital age. Thanking Turow and Judge Posner for their insights, Newberry President David Spadafora said, “Obviously, the issues involved are important to us here at the Newberry and we think they should be important to everyone.” For more information about the Campaign for Tomorrow’s Newberry, read our latest newsletter or visit our Campaign page. Sidebar: Volunteer Help advance the goals of the Newberry! Look into Volunteering. Sidebar: Newberry Blogs Learn more about who we are and what we do in the Newberry Blogs.

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Vanishing Rural Banks Mean Small Businesses Must Hustle for Loans from Far-Off Banks Released: 25-Feb-2014 11:20 AM EST Source Newsroom: Baylor University Rural Sociology and International Innovation CHANNELS Entrepreneurship, Economics, Featured: BizWire, Featured: DailyWire, All Journal News KEYWORDS Entrepreneurs, Dying banks , Rural banks, Small Businesses, Small business loans, Loans for entrepreneurs, Bank restructuring, Banks high interest rate + Show More Credit: (iStockphoto) Small rural businesses must hustle to snag loans from far-off banks. Newswise — Entrepreneurs and owners of small start-up businesses in rural areas must successfully pitch their ventures to “faraway, unknown banking officials” to survive, rather than relying on local lenders as in the past, according to Baylor University researchers.Increasingly, bank branches are headquartered in distant urban areas – and in some cases, financial “deserts” exist in towns with few or no traditional financial institutions such as banks and credit unions. That means that local lending to individuals based on “relational” banking — with lenders being aware of borrowers’ reputation, credit history and trustworthiness in the community — has dropped, according to a Baylor study published in the journals Rural Sociology and International Innovation.Instead, more individuals launching small businesses are relying on relatives, remortgaging their homes and even drawing from their pensions — all of which are risky approaches, said lead researcher Charles M. Tolbert, Ph.D., professor and chair of the department of sociology in Baylor’s College of Arts & Sciences.But for the 30 percent who obtain loans through the traditional lending method, that approach also can be very challenging, according to the research article, “Restructuring of the Financial Industry: The Disappearance of Locally Owned Traditional Financial Services in Rural America.”Federal Deposit Insurance Corporation statistics showed that from 1984 to 2011, the number of banking firms in the United States fell by more than 50 percent — to just under 6,300 — while the number of branches almost doubled, to more than 83,000, according to researchers’ analysis of data from the FDIC’s national business register. For the study, Baylor researchers partnered with the U.S. Census Bureau Center for Economic Studies.The research is important because local businesses and entrepreneurs are increasingly vital for rural employment growth, said Carson Mencken, Ph.D., professor of sociology in Baylor’s College of Arts & Sciences. Many rural areas lack job opportunities or have lost them, in part because rural manufacturing jobs have been exported overseas to lower-wage destinations. Researchers have obtained data on loan application outcomes for all U.S. small business and farm loans for the past decade. Besides quantitative findings, the study included interviews with individuals who had applied to local banks that had been taken over by national banks. Many of those expressed dissatisfaction with high interest rates or, more often, rejection. Many small businesses – especially fledglings – do not have “hard data” on earnings and credit scores to compete for loans at big, nonlocal banks, researchers noted. Some interviewees reported that even when restructured local banks are familiar with individuals’ “soft data” — such as credit history and reputation — they are far more interested in lending to companies that will bring in large manufacturing.More than 30 small business owners in rural Texas were interviewed, among them a young woman who borrowed from her father to open a specialty cake business after being discouraged by a bank; and an elderly woman who built a restaurant and banquet hall, investing her own money when banks’ terms were too difficult and interest rates too high, Mencken said. Researchers plan to continue studying to learn whether communities with more local banks show higher approval rates than those with fewer community banks.Other Baylor sociologists involved in the research were Jing Li, Ph.D., postdoctoral fellow; and T. Lynn Riggs, Ph.D., of the U.S. Commodity Futures Trading Commission, a visiting scholar in sociology.*The research was funded by the United States Department of Agriculture National Institute of Food and Agriculture.ABOUT BAYLOR UNIVERSITYBaylor University is a private Christian university and a nationally ranked research institution, characterized as having “high research activity” by the Carnegie Foundation for the Advancement of Teaching. The university provides a vibrant campus community for approximately 15,000 students by blending interdisciplinary research with an international reputation for educational excellence and a faculty commitment to teaching and scholarship. Chartered in 1845 by the Republic of Texas through the efforts of Baptist pioneers, Baylor is the oldest continually operating university in Texas. Located in Waco, Baylor welcomes students from all 50 states and more than 80 countries to study a broad range of degrees among its 11 nationally recognized academic divisions. Baylor sponsors 19 varsity athletic teams and is a founding member of the Big 12 Conference.ABOUT BAYLOR COLLEGE OF ARTS & SCIENCESThe College of Arts & Sciences is Baylor University’s oldest and largest academic division, consisting of 26 academic departments and 13 academic centers and institutes. The more than 5,000 courses taught in the College span topics from art and theatre to religion, philosophy, sociology and the natural sciences. Faculty conduct research around the world, and research on the undergraduate and graduate level is prevalent throughout all disciplines. Permalink to this article

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N.Y. / Region|Cornell Alumnus Is Behind $350 Million Gift to Build Science School in City http://nyti.ms/uDKNLE N.Y. / Region Cornell Alumnus Is Behind $350 Million Gift to Build Science School in City By RICHARD PÉREZ-PEÑADEC. 19, 2011 Mayor Michael R. Bloomberg said Monday that Cornell University had been chosen to build a high-tech graduate school. The school will be operated with Technion-Israel Institute of Technology. Ruth Fremson/The New York Times The donor whose $350 million gift will be critical in building Cornell University’s new high-tech graduate school on Roosevelt Island is Atlantic Philanthropies, whose founder, Charles F. Feeney, is a Cornell alumnus who made billions of dollars through the Duty Free Shoppers Group.Mr. Feeney, 80, has spent much of the last three decades giving away his fortune, with large gifts to universities all over the world and an unusual degree of anonymity. Cornell officials revealed in 2007 that he had given some $600 million to the university over the years, yet nothing on its Ithaca campus — where he graduated from the School of Hotel Management in 1956 — bears Mr. Feeney’s name.The $350 million gift, the largest in the university’s history, was announced on Friday, but the donor was not named. Officials at Atlantic Philanthropies confirmed on Monday evening that it was Mr. Feeney, a native of Elizabeth, N.J., who is known for his frugality — he flies coach, owns neither a home nor a car, and wears a $15 watch — as well as his philanthropic generosity, particularly to medical research.“This is a once-in-a-generation opportunity,” Mr. Feeney said in a statement released by Atlantic Philanthropies, “to create economic and educational opportunity on a transformational scale.”The statement echoed what Mayor Michael R. Bloomberg said hours earlier at a news conference officially crowning Cornell, with its partner, Technion-Israel Institute of Technology, the winner of an intense international competition to build the new graduate school. An artist's rendering of a school interior. Cornell University “Today will be remembered as a defining moment,” Mr. Bloomberg said, making official what had been apparent since Cornell’s chief rival, Stanford University, withdrew its bid for the campus on Friday. “In a word, this project is going to be transformative.”Revealing details of the $2 billion plan for the first time, Mr. Bloomberg and the presidents of the two universities said it would include a $150 million venture capital fund for start-up companies that agree to remain in New York for three years, as well as math and science education support for 10,000 city children. They estimated that building the campus would create 20,000 construction jobs, and that it would spin off 600 new businesses over the next generation, creating 30,000 more jobs and as much as $1.4 billion in tax revenue. The city is providing the land and up to $100 million in infrastructure improvements. “New York City is positioned to become the new technology capital of the world,” said David J. Skorton, the Cornell president, whose personal lobbying and fund-raising commitment to the project proved important in winning the competition.That has long been a goal for Mr. Bloomberg, who noted that the city had only recently surpassed much-smaller Boston in attracting venture capital for high-tech start-ups, and that such businesses here face a chronic shortage of engineers.Mr. Bloomberg has repeatedly said he could choose more than one winner. He emphasized during the announcement that the city was still negotiating with other schools in the Applied Sciences NYC initiative: Columbia University, which wants to make a new science center part of its expansion in West Harlem; Carnegie Mellon University, whose joint proposal with Steiner Studios is for a parcel the city offered in the Brooklyn Navy Yard; and a consortium led by New York University focused on Downtown Brooklyn.“We’re eager and hopeful that we’ll be able to find ways to help them realize their proposals,” he said. Charles F. Feeney in 2007. Jennifer S. Altman for The New York Times He declined to cite specifics when asked about Stanford’s decision to drop out, though he said that he had spoken to the university president, John Hennessy, and that he hoped Stanford might some day come to New York. “The program that we want may not exactly fit what they want,” he said.City officials spent two months poring over 10,000 pages of documents submitted in seven proposals from 17 institutions. Mr. Bloomberg picked the Cornell-Technion plan, he said, because it was “far and away the boldest and most ambitious” and had an “incredibly aggressive schedule.”The two universities promise to start offering classes next September in temporary space, and to complete 300,000 square feet of space on Roosevelt Island by 2017 and more than 2 million square feet by 2037. Plans call for about 280 faculty members and 2,500 students in master’s and doctoral programs, a larger contingent than the universities had proposed a few months ago.The schools have also committed to training at least 200 teachers each year in science education.The universities plan to organize the campus around three overlapping, shifting “hubs”: technologies for “connective media,” applicable to everything from finance to social media; health care industries; and sustainable development, chosen in part to mesh with the city’s existing strengths. Each institution brought critical ingredients to winning the competition. Cornell needed Technion, which has played a role in Israel similar to the role Stanford has had in Silicon Valley, supplying talent and resources that help hundreds of companies set up shop near its Haifa campus. And Technion needed a local partner: “6,000 miles, the Atlantic, the Mediterranean — too far,” the school’s president, Peretz Lavie, noted at the news conference.Asked what role he might play in financing the campus, the mayor, a billionaire, drew laughter when he said, drily, “You assume that when they make the phone calls, I’d be on the list.”Topping the list is Mr. Feeney, whose Atlantic Philanthropies had assets of $2.1 billion at the end of 2010, and has announced plans to give it all away over the next decade. The philanthropy was created in 1982 by Mr. Feeney, who has transferred virtually all of his assets to the charity. It has recently become involved with human rights causes. Last year, Atlantic distributed $285 million; the year before, $375 million. Stephanie Strom contributed reporting. A version of this article appears in print on December 20, 2011, on page A29 of the New York edition with the headline: Cornell Alumnus Behind $350 Million Gift to Build Science School in the City. Order Reprints| Today's Paper|Subscribe ROOSEVELT ISLAND JOURNAL New Cornell Campus May Awaken Roosevelt Island Opinion Room For Debate Can New York Rival Silicon Valley?

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Mustangs Take Manhattan - OHS Drama Students Enjoy Slice Of New York City Representing Oakdale in their finest, a group of 39 students and 10 chaperones gather for a picture in Times Square on their final night in New York City. [email protected] 209-847-3021, ext. 8131 As many contemplated Memorial Day plans and graduation parties during the last week of May, one select group of Oakdale High students and a handful of adults had ‘Big City’ plans. On Sunday, May 27, a group of 39 students and 10 adults (including OHS Drama and Choir Instructor Bryan Mills) loaded a school bus (courtesy of the OHS Music Boosters) with luggage in tow and headed for San Francisco International Airport. Final destination would be JFK Airport, New York, New York. The group of nearly 50 travelers were participants in the 2012 OHS Drama/Broadway Tour. The five day/four night tour was jam packed with Broadway shows, tour attractions and drama workshops. This trip marked the eighth of its kind for Mills, but the third in his teaching career at OHS. “This is the first time we’ve gone after school’s let out,” the instructor stated. “I chose to change it this time because of the weather. We usually go at Spring Break and then we have to worry about snow and cold. This time of the year brought less worry about the weather. It’s really a weather thing.” Regardless of the season, the itinerary stays the same for the trip taken every other year by the drama group. “It’s mostly drama kids,” Mills explained. “Usually kids from my class. I feel it’s important to know the kids before I go.” The instructor went on to share that the trip is geared around acting and exposing the students to workshops, training and Broadway shows. “I think the three workshops are the most beneficial. They get the training from Broadway actors and seeing the Broadway shows. That’s inspirational,” said Mills. During their five days in the Big Apple, the 39 students did a number of things including: Liberty Island, Times Square, Rockefeller Center, Top of the Rock, Metropolitan Museum of Art, Central Park, Grand Central Station, Ground Zero and a number of other New York City attractions most via subway transportation. They were also treated to three Broadway shows and workshops covering topics of acting, musical theatre and making a scene. This year the students were presented with the choice of one of two shows per night over the course of the three nights. Production choices included: Wicked, Mary Poppins, Lion King, Peter and the Star Catcher, War Horse and Godspell. “Personally, if it were just me I would go to all musicals, but they need to see a balance. Not all students are musical actors, this gives them a good balance,” Mills stated. But before the students can go anywhere, deposits must be made, payment schedules issued and permission forms signed. While the overall expense of the trip pales in comparison to what one would pay traveling as an individual, the trip is still far from free. “Starting early with fundraising is the key,” the instructor said. “Having Diane (Rodrigues, fundraising chairperson) really freed my year up. Some people paid their own way through fundraising sales. The key is that by doing this, you’re allowing every kid to have an opportunity to go.” Rodrigues, also an OHS parent in addition to her fundraising chair role, shared that she was more than happy to help with the fundraising efforts. She, along with her husband David and their two children Madeleine and Paige Rodrigues, first attended the trip in 2010 when Madeleine was a sophomore. In respect to what she likes most about the school trip Rodrigues stated, “Having a condensed tour of all the highlights of New York under the guidance of native New Yorkers. That gives them an opportunity to see several different aspects of city life.” This year the family joined the tour once again (minus Madeleine, who had other post graduation plans). “It’s such an opportunity,” Rodrigues said. “Some of these kids will never get an opportunity like this again. Some will, but it’s just an amazing opportunity.” One such student and second time OHS tour traveler Emily Johnson offered her perspective on the opportunity presented to the students. Johnson was also on the 2010 NYC trip and returned again this year, this time with her mother Mindy as one of the chaperones. “The first trip was so exciting,” Johnson stated. “I had a lot of fun because I knew a lot of the people on the trip (more so than this time). “It was totally different than when I have traveled there with family. When it was with a group everything was more scheduled.” The just-graduated senior shared she felt the trip is good anytime for someone who loves New York City, adding that each trip was a bit different, as this time she was older and a bit more in tune with certain things. “Like the Metropolitan Museum of Art,” she explained. “Two years ago it didn’t mean that much to me, but now that I’m getting into art it meant much more.” Johnson also shared how much she enjoyed the individual workshops, stating, “Just having the opportunity to talk to them and see what you’re going to have to do to do it (act). “If we didn’t have the workshops it wouldn’t have had the real, reality check to the trip. These are people that are in the business telling you how it really is,” she said. For this year’s trip Johnson cited two memorable highlights. “Having my mom with me,” she said, without hesitation. “Getting to talk about memories with her; that was awesome. Just have the time together, the two of us. “Godspell was a definite highlight,” she added. “I knew the music because it’s one of my favorite musicals. Seeing the stage and the set made me excited, it was totally different than what everyone expected.” In addition to taking in the hit Broadway play, Johnson’s mother won a backstage tour and was able to take a few of the students with her. “The backstage tour was awesome,” Johnson stated. “Honestly, I just love exposing the kids to the profession,” Mills summarized of the biennial trip. “Having War Horse and Mary Poppins actors come to the workshops. The students being given the opportunity to ask them questions, it’s just great.” OHS Seniors Earn American Heritage Scholarship Funds School District Seizes Money Saving Opportunity OHS Career Center Aids Mustangs Reaching Out Eggman Concedes Race To Denham

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Between the Covers HANDOUT HANDOUT Our club has been meeting 10 times a year for more than 20 years. We work with our local library in Libertyville to procure our books and that month's host leads our discussion.We have been spending more time on the book discussion recently because we've been choosing more substantive books. We would like to meet Ayaan Hirsi Ali, author of "Infidel." We enjoyed reading about her incredible journey from a devout Muslim childhood in Somalia to becoming a Dutch Parliament member and political activist. We would ask where she got her inspiration to stand up for what she thinks is right.One book we didn't enjoy was "The English Patient" by Michael Ondaatje. The majority of us felt it was too difficult to engage with because it was so disjointed and opaque. Also, the characters were neither relatable nor interesting.Four books we loved: "Cutting for Stone" by Abraham Verghese, "The Rich Part of Life" by Jim Kokoris, "The Life and Times of the Thunderbolt Kid" by Bill Bryson, and "The Madonnas of Leningrad" by Debra Dean.Our next book: "The Double Bind" by Chris BohjalianEditor's note: Entries will be edited for space and content, and must include an email address and phone number.

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Commercial Print Services Pioneer Tribune The Voice of the Central U.P. since 1876 Group ends 23-year run Friends of the Library decides to call it quits, donates last funds MANISTIQUE – The Friends of the Library have officially disbanded – presenting the Manistique Board of Education with their final fundraising earnings Monday. The group had been supporting the Manistique Public Library for over 23 years. According to Lucia Leonardelli, one of the group’s representatives, the Friends of the Library was originally formed to raise money for the library and support its functions through donated time. “In its original incarnation, the volunteers that were part of the Friends of the Library group would come in and help shelve books, process new books coming into the library, and many other functions like that,” she said. Several factors have contributed to the group’s decision to call it quits after decades of service to the library – dwindling membership and the recent passage of a county-wide millage to support the library. Leonardelli explained the group only had 10 members in its final days – some of whom were only seasonal. “In order to do the many things we were trying to do, with the book store and also the sidewalk sale, it just got to the point where there were two or three members every month who were here helping,” she said. After the Manistique Public Library sought and obtained a millage in 2010, Leonardelli noted the group’s purpose was further reduced. She explained that the group estimates the library will now be receiving approximately $100,000 a year from county residents. “Even though we were raising thousands of dollars, it’s nowhere near that kind of money,” she said. “With that much extra money per year, we knew that the collection should be growing dramatically in both quality and quantity every year and felt that we were not adding that much to that particular function.” The group was also not being asked to help in the library, explained Leonardelli, removing the last of the mainstays of the group. “Those things were instrumental in helping us make the decision that we were going to disband,” she said. “It’s not been a lightly made or quickly made decision.” In August, the group held its final sidewalk book sale, bringing in $3,000. They decided to split this between the public library and the library at Emerald Elementary, $2,000 and $1,000, respectively. The $2,000 will be split between the purchase of book and e-books, explained Leonardelli, and the $1,000 would be used “to enhance their (Emerald’s) library collection, which, at this point, is really tiny for a school of that size,” she said. “Their goal of creating a ‘culture of reading’ in that building is something we would really like to support,” she added. “We really feel like, if we can transform the children of this community into involved, active readers, in years to come, the public will still be using a library and still be active readers.” In other business, the board officially hired two new teachers and one new bus driver, all of which have been working since the beginning of the school year. According to Superintendent Kathy McDonough, the two teachers were hired after the Aug. 30 resignation of Jeanne Verbrigghe, the district’s speech and language therapist. “I know for a fact this wasn’t an easy decision, but I certainly understand,” McDonough explained. Laura Ceccarelli and Julie Johnson were recommended for hire following interviews of three candidates by a committee of teachers, one board member, and an administrator, she said. Johnson will fill the special education part-time position at Emerald, McDonough explained, and will spend the rest of her day with the multi-tiered system of support. Current teacher Linda Levin will fill in the other half of Johnson’s duties. Ceccarelli will fill a middle school special education position. Don Davidson was recommended for hire as a bus driver. The board unanimously approved all three hires. Return to top Copyright 2012-2016 Pioneer Tribune, All Rights Reserved

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EmailA to ZContactsSite MapNewsMultimediaSearch Topics and PeopleShortcuts Other News Emergency Info Media Central Event Streaming Public Events Calendar Faculty News Student Publications The Daily Princetonian Campus Media Local News World News About PrincetonAcademicsAdmission & AidArtsInternationalLibraryResearch Administration & ServicesCampus LifeVisiting CampusStudentsFaculty & StaffAlumniParents & FamiliesUndergraduate ApplicantsGraduate School ApplicantsMobile Princeton Web AppMobile Princeton App for AndroidMobile Princeton App for iOSConnect & SubscribeHome » News » Archive » Thirty-two faculty members transfer to emeritus statusNews at PrincetonFriday, Dec. 09, 2016News StoriesFAQsEvents & CalendarsMultimediaFor News MediaShare Your NewsCurrent StoriesFeaturesScience & TechPeopleEmergency AlertsUniversity BulletinArchive RXML parse error: Cannot append another value "1089151666-0" to non-sequential value of type any. | <emit source="values" split="," trimwhites="yes" values="topstories","featured"> | <set variable="var.channel"> | <elseif Variable="form.next" variable="form.prev"> | <nocache> | <cache enable-protocol-cache="yes"> Web StoriesTo News Archive|« Previous by Date| Next by Date » Thirty-two faculty members transfer to emeritus status Posted June 12, 2013; 10:12 p.m.by the Office of CommunicationsTweet e-mail Thirty-two Princeton University faculty members were transferred to emeritus status in recent action by the Board of Trustees. All are effective July 1, 2013, except where noted. The faculty members are listed below, and their bios may be viewed by clicking on their names or scrolling down the page. Leonard Babby Edward Nelson John Pinto Martin Collcutt Albert Raboteau François Rigolot Edward Cox Frederick Dryer Gilbert Rozman Thomas Espenshade Peter Schäfer José Scheinkman Charles Gross András Hámori Robert Socolow Marie-Hélène Huet Zoltán Soos Morton Kostin Erik Vanmarcke Heath Lowry Maurizio Viroli Richard Miles Frank von Hippel Chiara Nappi Susan Naquin Leonard Babby (Photo by Denise Applewhite)Leonard Babby, a professor of Slavic languages and literatures, has published widely in the field of generative linguistics and is a renowned scholar of Slavic languages and morphosyntactic theory. He was one of the first linguists to apply generative grammar to Slavic languages, seeking out the general laws and rules that governed their structure. In his 60 scholarly articles and five monographs, he has tackled such subjects as a two-tiered theory of argument structure, impersonal sentences and negative existential sentences. After spending 20 years at Cornell University, Babby came to Princeton in 1991, where he has served as the head of the Slavic languages and literatures department's Ph.D. Program in Slavic and Theoretical Linguistics and as director of the Program in Linguistics. He had also served as an assistant professor at Princeton in 1970-71. Babby earned his B.A. in Russian language and literature from Brooklyn College, and his Ph.D. from Harvard University. Mark Cohen (Photo by Brian Wilson)Mark Cohen, the Khedouri A. Zilkha Professor of Jewish Civilization in the Near East and professor of Near Eastern studies, is a distinguished historian of Jews in the medieval Islamic world. His published work includes studies of Muslim-Jewish relations, Jewish social and economic history, the structure and functioning of the Jewish community, the Cairo Geniza, and Jewish law and society, as well as a translation and edition of the autobiography of a famous 17th-century Venetian rabbi. In addition to publishing scores of articles and books, Cohen established and has led the Princeton Geniza Project, an online database of transcriptions of documents used by scholars worldwide. Cohen, who began teaching at Princeton in 1973, has also promoted understanding between Jews and Muslims in public talks and op-ed pieces. After receiving his A.B. from Brandeis University and M.A. from Columbia University, he received his M.H.L. and Ph.D. from the Jewish Theological Seminary. Martin Collcutt (Photo courtesy of Martin Collcutt)Martin Collcutt, a professor of East Asian studies and history, developed his interest in Japan after college, when he took a position teaching English in Japan, which led to learning Japanese, meeting his wife, and tutoring the then-crown prince in English. Since that time, he has focused his research and teaching on elements of Japanese history, religion and culture, including Zen Buddhism, the arts in medieval Japan, the aristocratic and warrior culture of the Heian and Kamakura periods, and Japan's relations with China and the West. Collcutt's principal publications include "Five Mountains: The Rinzai Zen Monastic Institution in Medieval Japan" in 1981; "Cultural Atlas of Japan" with Marius Jansen and Isao Kamakura in 1988; and the translation of "The Iwakura Embassy, 1871-1873, Volume 1," compiled by Kume Kunitake, in 2002. Collcutt joined the Princeton faculty in 1975, served as chair of the East Asian studies department for three years and was director of the East Asian studies program for nearly 20 years, strengthening the intensive study of Chinese and Japanese. He received his bachelor's degree from the University of Cambridge and his doctoral degree from Harvard. John Conway (Photo by Denise Applewhite)John Conway, the John Von Neumann Professor in Applied and Computational Mathematics and professor of mathematics, has made significant contributions in the fields of group theory, number theory, algebra, geometric topology, theoretical physics, combinatorial game theory and geometry over the last 50 years. In addition to dozens of articles and books, his accomplishments include inventing a new system of numbers, the surreal numbers, and, with Princeton Professor of Mathematics Emeritus Simon Kochen, proving the Free Will Theorem, which stated that elementary particles can freely choose their spins in experiments, consistent with physical law. Conway's numerous honors include the London Mathematical Society's Berwick Prize and Pólya Prize, Northwestern University's Nemmers Prize in Mathematics, and the American Mathematical Society's Leroy P. Steele Prize for Mathematical Exposition. Conway is a fellow of the Royal Society of London and the American Academy of Arts and Sciences. He received his B.A. and Ph.D. from Cambridge, and he came to Princeton in 1986. Edward Cox (Photo courtesy of Edward Cox)Edward Cox, the Edwin Grant Conklin Professor of Biology and professor of molecular biology, has made seminal contributions in four major areas of biology: the genetics and population consequences of error rate control during DNA replication in microbial populations, the genesis of large-scale spatial patterns in simple developmental systems, the development of new ways to study single molecules in microfabricated environments, and the analysis of single molecular events in living bacterial cells in real time. Cox joined the Princeton faculty in 1967, and served in several administrative posts, including as associate dean of the college from 1972 to 1977 and as chair of the Department of Biology from 1977 to 1987. He received his B.Sc. from the University of British Columbia and his Ph.D. from the University of Pennsylvania, followed by training as a postdoctoral fellow at Stanford University. Frederick Dryer (Photo by Denise Applewhite)Frederick Dryer, a professor of mechanical and aerospace engineering, has focused his research in the field of energy conversion, with particular interest in the chemistry of combustion and the chemical kinetics of fuels and other materials. His work on ignition and combustion has contributed to fire safety-related issues, and for three decades he has collaborated with NASA on experiments related to isolated droplet burning in low-gravity environments. Dryer received his B.A. from Rensselaer Polytechnic Institute and his Ph.D. from Princeton. He served as a member of Princeton's professional research staff for 10 years before joining the faculty in 1981. In addition to mentoring more than 50 students, Dryer served as undergraduate departmental representative from 1984 to 1987 and as associate dean of academic affairs for the School of Engineering and Applied Science from 1987 to 1990. Thomas Espenshade (Photo by Brian Wilson)Thomas Espenshade's wide-ranging career as a professor of sociology and faculty associate in the Office of Population Research (OPR) has covered families and household economics, contemporary immigration flows, the development of mathematical models, and the sociology of education and affirmative action. His publications include 150 articles and 13 books and monographs including the prize-winning book "No Longer Separate, Not Yet Equal: Race and Class in Elite College Admission and Campus Life." Espenshade earned his B.A. from The College of Wooster, his master's degree at Yale University, and his Ph.D. from Princeton. He taught at Bowdoin College, Florida State University and Brown University and worked at The Urban Institute and U.S. Immigration and Naturalization Service before joining Princeton in 1988. In addition to mentoring many cohorts of students and postdocs, Espenshade has served as the departmental representative and chair of the sociology department, as well as the director of graduate studies of OPR. Jacques Fresco (Photo courtesy of the Department of Molecular Biology)Jacques Fresco, the Damon B. Pfeiffer Professor in the Life Sciences and professor of molecular biology, is a pioneer in the biochemistry of nucleic acids, and since his faculty appointment in 1960 he has helped develop the field at Princeton. Fresco's research has spanned several areas of DNA and RNA biochemistry, including tRNA structure and folding, gene repair for sickle cell anemia, mechanisms of spontaneous mutation and developing a rationale for the evolution of the genetic code. His research has been reported in many published papers, meeting abstracts, book chapters and patents. After Fresco earned his bachelor's, master's and doctoral degrees from New York University, he worked as a fellow at the Sloan-Kettering Institute, as an instructor in biochemistry and pharmacology at NYU School of Medicine, and then as a senior fellow at Harvard and the MRC Laboratory of Molecular Biology in Cambridge, England. First in 1965 and then from 1974 to 1980, he served as chair of Princeton's biochemical sciences department, which later evolved into the Department of Molecular Biology. Fresco has remained active in research and teaching throughout his 53 years at Princeton — he is teaching this spring and just published a paper on his current research, which he intends to continue to pursue during his retirement. Charles Gross (Photo courtesy of Charles Gross)Charles Gross, a professor of psychology and the Princeton Neuroscience Institute, has contributed foundational work to the field of cognitive neuroscience. He has specialized in studying the primate visual system and has revolutionized scientists' understanding of sensory processing and pattern recognition. Throughout his career, Gross has studied neurons in the inferior temporal cortex of the brain, analyzing their visual functions as they relate to perception and learning. After receiving his B.A. from Harvard, Gross studied ethology at Cambridge on a Fulbright Scholarship before earning his Ph.D. in psychology there. He was a postdoctoral fellow at the Massachusetts Institute of Technology and faculty member at Harvard prior to joining Princeton's faculty in 1970. Among his many honors, Gross is a fellow of the American Psychological Association, the American Association for the Advancement of Science, the National Academy of Sciences and the American Academy of Arts and Sciences. András Hámori (Photo courtesy of András Hámori)András Hámori, the Cleveland E. Dodge Professor of Near Eastern Studies, is one of the foremost scholars of classical Arabic literature. His scholarship combines linguistic expertise with literary criticism, as in his pioneering 1974 text, "On the Art of Medieval Arabic Literature." Hámori has written about a range of topics, from the Arabic background of some Hebrew poems from medieval Spain to the "Thousand and One Nights," and from the concepts of shame and prudence in an eighth-century mirror for princes to modern jihadist poetry. Hámori earned his A.B. at Princeton and his Ph.D. from Harvard, and he began teaching at Princeton in 1967. He served as chair of the Department of Near Eastern Studies from 1997 to 2005. Marie-Hélène Huet (Photo by David Dopkin)Marie-Hélène Huet, the M. Taylor Pyne Professor of French and Italian, has taught and researched a number of topics throughout her career, with a focus on 18th- and 19th-century French thought and literature. Her publication topics include Jules Verne, the French Revolution, the monstrous in French Enlightenment writings and the culture of disaster. Huet's many honors include a Guggenheim Fellowship and being awarded the title of Officier dans l'Ordre des Palmes Académiques by the French government for her contributions to culture and the arts. Huet joined the Princeton faculty in 1999, after teaching at the University of California-Berkeley, Amherst College, the University of Virginia and University of Michigan. She earned her doctorate from the University of Bordeaux. Morton Kostin (Photo by Leigh Photo and Imaging)Morton Kostin, a professor of chemical and biological engineering, has been interested in a wide range of fields in science and engineering throughout his career, publishing refereed articles in reaction kinetics, quantum tunneling, the Fokker-Planck equation, Kramers' theory of chemical kinetics, reaction engineering, kinetics and diffusion of multienzyme systems, membrane diffusion, dissipative effects in quantum theory, transport phenomena and chemical reaction in catalytic reactors, anomalous osmosis, the Nernst-Planck equation, Monte Carlo methods, the Boltzmann equation, hot-atom chemistry, variational methods and numerical analysis. More recently, Kostin has used this background to extend the range of phenomena covered by transition state theory. This has been successful, and in many cases he has obtained excellent to very good agreement with experiment. The advantages of this new approach are that it is more comprehensive, more accurate and more rigorous than the well-known traditional equations of transition state theory. His retirement and the excellent facilities of the University will enable him to devote full time to this exciting and enjoyable research. Kostin received his bachelor's degree from The Cooper Union for the Advancement of Science and Art and his Ph.D. from Harvard. At Princeton, he served as a research associate, postdoctoral fellow and visiting lecturer before joining the faculty in 1964. Heath Lowry (Photo courtesy of Heath Lowry)Heath Lowry, the Ataturk Professor of Ottoman and Modern Turkish Studies and professor of Near Eastern studies, is a renowned scholar who has researched the entire chronological scope of Ottoman and modern Turkish history. He has written dozens of articles and books covering institutional, urban, cultural, economic, architectural and diplomatic histories of the region. They include "Trabzon Şehrinin İslamlaşma ve Türkleşmesi, 1461-1583" ("The Islamization and Turkification of Trabzon, 1461-1583"), now in its fifth edition. Prior to coming to Princeton in 1993, Lowry helped found the history department at Bosphoros University in Istanbul, was a senior research associate at Harvard's Dumbarton Oaks Research Library and Collection, and directed the Institute of Turkish Studies. He received his B.A. from Portland State University and his Ph.D. from the University of California-Los Angeles. Richard Miles (Photo by Denise Applewhite)Richard Miles, the Robert Porter Patterson Professor of Mechanical and Aerospace Engineering, is an expert in hypersonics and advanced laser diagnostics, and his research has spanned a range of topics including the use of lasers, electron beams, microwaves, morphing materials, and magnetic devices to observe, control, accelerate, extract power, and precondition gas flows for supersonic and hypersonic fluid dynamics, diagnostics, and propulsion applications. He invented a variety of diagnostics, including nonlinear optical methods to write and follow lines and patterns for the measurement of turbulence, and he has been a leader in the field of plasma interactions in air, including the use of magnetohydrodynamic forces to control boundary layers and extract power. His recent work involves imaging the dynamics of high-speed flows and using lasers and radar for standoff detection of trace contaminants in air. He expects to continue this research as an emeritus professor and senior research scientist. Miles earned his bachelor's and doctoral degrees from Stanford. He joined the Princeton faculty in 1972 and served as chair of the Program in Engineering Physics from 1980 to 1996. He is a member of the National Academy of Engineering. Chiara Nappi (Photo by Denise Applewhite)Chiara Nappi, a professor of physics, has made important contributions to a broad range of problems in modern particle theory. She has contributed to mathematical physics, string theory, models of baryons in quantum chromodynamics, quantum black hole physics, and supersymmetric phenomenology. Nappi has been a member of the Princeton theoretical physics community for more than 30 years. She was a member of the Institute for Advanced Study from 1980 to 1983 and 1988 to 1999, and at Princeton was a senior research physicist from 1983 to 1988 and has been a professor since 2001. From 1999 to 2001, she was a professor at the University of Southern California. In addition to serving as director of graduate studies and departmental representative for undergraduates, Nappi has promoted science in a variety of venues, including writing in English and Italian publications about science education, serving on the board of the Princeton school system, and founding a summer school that aims to motivate women and minorities to persevere in advanced studies in theoretical physics. She earned her undergraduate and doctoral degrees at the University of Naples. Susan Naquin (Photo by Denise Applewhite)Susan Naquin, a professor of history and East Asian studies, is an eminent historian of late imperial China. Her studies of sectarian religion using Qing dynasty archives led to her first two books, "Millenarian Rebellion in China" and "The Wang Lun Uprising of 1774." Naquin's "Peking: Temples and City Life, 1400-1900" used deep empirical research and analysis to show how the religious institutions of China's capital facilitated the city's vibrant cultural, social and economic life during the Ming and Qing periods. Naquin received her bachelor's degree from Stanford and her Ph.D. from Yale. She taught at UPenn before joining the Princeton faculty in 1993. She served as chair of the East Asian studies department from 2001 to 2005 and 2007-08, and received the Graduate Mentoring Award in 2009. Naquin's other honors include the Award for Scholarly Distinction from the American Historical Association, and fellowships from the Guggenheim Foundation, Fulbright-Hays Program, Woodrow Wilson International Center for Scholars, and American Council of Learned Societies. Edward Nelson (Photo by Denise Applewhite)Edward Nelson, a professor of mathematics, has contributed to a number of fields of mathematics, including probability, logic, foundations, mathematical physics and analysis. In 1995, he won the Steele Prize for research of seminal importance for his contributions to constructive quantum field theory. Nelson is also a member of the American Academy of Arts and Sciences and the National Academy of Sciences. Nelson studied at the Liceo Scientifico Giovanni Verga in Rome before earning his Ph.D. at the University of Chicago. Prior to his appointment to the Princeton faculty in 1959, he spent three years as a member of the Institute for Advanced Study. John Pinto (Photo courtesy of John Pinto)John Pinto, the Howard Crosby Butler Memorial Professor of the History of Architecture and professor of art and archaeology, has focused on architecture, urbanism and landscape in Italy, especially Rome, throughout his career. One of his key publications is "Hadrian's Villa and Its Legacy," which he co-authored with his former Smith College colleague William MacDonald, and which won multiple prizes including the Book of the Year Award from the American Institute of Architects. Pinto's other research interests include 18th-century architecture in Rome, the prints of Giovanni Battista Piranesi and the image of Rome in art and literature. Pinto earned his B.A. and Ph.D. at Harvard, and he joined the Princeton faculty in 1988 after teaching at Smith for a dozen years. At Princeton, he served multiple stints as director of graduate studies and as acting chair; he also was associate chair from 1992 to 1999. Albert Raboteau (Photo by Brian Wilson)Albert Raboteau, the Henry W. Putnam Professor of Religion, is one of the foremost scholars of African American religious history. His first book, "Slave Religion: The 'Invisible Institution' in the Antebellum South," reshaped historians' understanding of black religious history and religious life, showing how black Christians reimagined their faith to make it give meaning to their own experience of slavery rather than accept the perspective of their oppressors. Raboteau earned a bachelor's degree from Loyola Marymount University, a master’s in English from Berkeley, took graduate courses in theology from Marquette University, and his Ph.D. from Yale. He came to Princeton in 1982 after teaching at Yale and Berkeley. Raboteau has served in numerous administrative posts, including chair of the religion department and dean of the Graduate School. François Rigolot (Photo by Carol Rigolot)François Rigolot, the Meredith Howland Pyne Professor of French Literature, is a prolific scholar of Renaissance literature, with more than 200 articles and book chapters to his name, along with nine monographs and nine edited volumes. Many of his publications have examined the great writers of 16th-century France, and have investigated rhetoric, stylistics and poetics. Among Rigolot's many honors are a P.O. Kristeller Lifetime Achievement Award from the Renaissance Society of America, the Chevalier dans l'Ordre National du Mérite from the French government, a Guggenheim Fellowship and a National Endowment for the Humanities fellowship. Rigolot studied at the École des Hautes Etudes Commerciales before earning his M.A. in economics from Northwestern and his Ph.D. in French from the University of Wisconsin-Madison. He taught at Wisconsin, Michigan and Middlebury College before joining the Princeton faculty in 1974. Daniel Rodgers (Photo by Denise Applewhite)Daniel Rodgers, the Henry Charles Lea Professor of History, is a renowned historian of American cultural and intellectual life. In his prize-winning books, he has tackled the subjects of work ethic in the era of high industrialism, key words in American politics, social politics during the Progressive Era, and the fracture of major intellectual trends and identities in modern times. After earning his bachelor's degree in engineering from Brown, Rodgers spent a year providing social services in Oregon through AmeriCorps, then known as Volunteers in Service to America, or VISTA. He then completed his Ph.D. in American history at Yale. He taught at the University of Wisconsin-Madison before coming to Princeton in 1980. At the University, Rodgers was chair of the history department from 1988 to 1995 and 1997-98, directed the Shelby Cullom Davis Center for Historical Studies from 2008 to 2012 and won the President's Award for Distinguished Teaching and Howard T. Behrman Award for Distinguished Achievement in the Humanities. Gilbert Rozman (Photo courtesy of Gilbert Rozman)Gilbert Rozman, the Musgrave Professor of Sociology, has spanned the fields of sociology, regional studies and international relations in his studies of China, Japan, Korea and Russia. His research covers the topics of pre-modern urbanization and modernization in Russia and East Asia, these societies' perceptions of each other, regionalism in Asia and national identity studies. Rozman's work has won him numerous grants and honors. Rozman spent his junior year of college at Princeton studying Russian and Chinese in the University's Critical Languages Program. He earned his bachelor's degree at Carleton College and his Ph.D. from Princeton. Rozman has long been a proponent of internationalization efforts at the University, serving on the Council on Regional Studies and chairing the Faculty Committee on International Experience in Undergraduate Education. Peter Schäfer (Photo by John Jameson)Peter Schäfer, the Ronald O. Perelman Professor of Jewish Studies and professor of religion, is a leading scholar of rabbinic Judaism and early Jewish mysticism. His scholarship shaped the way hekhalot manuscripts were compared and edited, and it offered an alternate narrative to their interpretation. Schäfer's work with rabbinic thought has covered comparative work on editions of the Talmud and the relationship between rabbinic thought and Christianity. He also has worked to make important manuscripts available online. Schäfer studied at the University of Bonn and Hebrew University before earning his Ph.D. at the University of Freiburg and his habilitation at the University of Frankfurt. He taught at the University of Tübingen, University of Cologne and Free University of Berlin before joining the Princeton faculty in 1998. Schäfer has been the director of the Program in Judaic Studies since 2005. José Scheinkman (Photo by Denise Applewhite)José Scheinkman, the Theodore A. Wells '29 Professor of Economics, will transfer to emeritus status on Sept. 1, 2013. Over his career, he has contributed to a number of areas of economics, including mathematical methods, theories of competition and industrial organization, macroeconomics, social interactions, asset-price bubbles, financial time series, and friction in financial markets. Scheinkman received his B.A. from the Undersidade Federal do Rio de Janeiro, his M.A. from the Instituto Nacional de Matemática Pura e Aplicada, and his Ph.D. from the University of Rochester. After teaching at the University of Chicago, he came to Princeton in 1999, where he joined the economics department and helped build up Princeton's newly established Bendheim Center for Finance. In addition, Scheinkman has worked as a practitioner in finance in the United States and in public affairs in Brazil. Anne-Marie Slaughter (Photo by Denise Applewhite)Anne-Marie Slaughter, the Bert G. Kerstetter '66 University Professor of Politics and International Affairs in the Woodrow Wilson School of Public and International Affairs, will transfer to emeritus status on Sept. 1, 2013. While serving as dean of the Wilson School from 2002 to 2011, she grew the faculty, especially in international relations; expanded the Master in Public Policy program and established the joint Ph.D. program; and created numerous centers and the Scholars in the Nation's Service Initiative. A scholar of international relations and international law, Slaughter also served for two years as the director for policy planning for the U.S. State Department. After receiving her A.B. from Princeton in 1980, Slaughter earned her M.Phil. and D.Phil. in international relations from the University of Oxford and a J.D. from Harvard Law School. She taught at the University of Chicago Law School and Harvard before joining the Princeton faculty in 2002. Slaughter will become the president of the New America Foundation in the fall. Robert Socolow (Photo by Frank Wojciechowski)Robert Socolow, a professor of mechanical and aerospace engineering, is known for his interdisciplinary work on energy and the environment. His 1971 book "Patient Earth," with his Yale colleague John Harte, was one of the first books to combine the science and social issues involved in climate, energy, water and land use issues. Socolow is also well-known for his 2004 article in Science, with Princeton's Frederick D. Petrie Professor in Ecology and Evolutionary Biology, Stephen Pacala, on climate change mitigation via stabilization wedges. Socolow earned his B.A. and Ph.D. from Harvard. He joined the Princeton faculty in 1971 after teaching at Yale and working as a postdoctoral fellow at Berkeley and the European Center for Nuclear Research in Geneva. At Princeton, he has led the Carbon Mitigation Initiative with Pacala, and he helped launch the Center for Environmental Studies, the Princeton Environmental Institute, and the Program in Science, Technology and Environmental Policy. Socolow is a fellow of the American Physical Society and the American Association for the Advancement of Science. Zoltán Soos (Photo by Denise Applewhite)Zoltán Soos, a professor of chemistry, has conducted research at the intersection of chemistry and physics for nearly half a century. His research has focused on organic molecular solids, ion radical and charge transfer salts, neutral-ionic phase transitions, electronic excitations of conjugated polymers, triplet spin excitons and one-dimentional spin systems. Some of these areas have seen numerous applications with the rise of electronic devices over the last three decades. Soos has had a large network of collaborators, from his graduate students to Princeton colleagues, and from Sandia National Laboratories in Albuquerque, N.M., to the University of Parma in Italy and the Indian Institute of Science in Bangalore, India. Prior to coming to Princeton in 1966, Soos was a National Science Foundation postdoctoral fellow at Stanford. He earned his bachelor's degree in chemistry and physics at Harvard, and he earned his Ph.D. at the California Institute of Technology. Erik Vanmarcke (Photo courtesy of Erik Vanmarcke)Erik Vanmarcke, a professor of civil and environmental engineering, has explored a wide range of research interests in engineering throughout his career, including random fields and random media; risk assessment and management against earthquakes, wind and other hazards; energy density fluctuations in the early universe; and the formation of the cosmic structure. One of his most important contributions was his 1983 book "Random Fields: Analysis and Synthesis," an introduction to random field theory across disciplines; the second expanded edition of the text was published in 2010 by World Scientific. Vanmarcke received his bachelor's degree from the University of Leuven in Belgium, his master's degree from the University of Delaware, and his Ph.D. from MIT. He taught at MIT until he joined the Princeton faculty in 1985. His honors include the American Society of Civil Engineers' 2012 Alfred M. Freudenthal Medal for distinguished achievement in safety and reliability studies and being named a distinguished member of the society, and election to the Royal Academy of Arts and Sciences of Belgium. Maurizio Viroli (Photo courtesy of Maurizio Viroli)Maurizio Viroli, a professor of politics, is a scholar of political theory and the history of political thought. His books have focused on Jean Jacques Rousseau, Niccolò Macchiavelli, the language of politics, nationalism, and religion and politics, and he has also studied classical republicanism, constitutionalism, classical rhetoric, citizenship and civic education. Viroli joined the Princeton faculty in 1987. He studied at the University of Bologna and received his Ph.D. from the European University Institute in Florence. In addition to his visiting positions at other universities, he has served as an adviser to the president of the Italian Republic and is director of a Master in Civic Education program in Asti, Italy. Viroli currently has a faculty position at the University of Italian Switzerland, and he will take on a position at the University of Texas-Austin in spring 2014. Frank von Hippel (Photo courtesy of Frank von Hippel)Frank von Hippel, a professor of public and international affairs in the Wilson School, is a nuclear physicist and an expert on nuclear arms control and proliferation policy. Early in his career, he researched elementary particle physics theory. He then developed an interest in public policy and has worked on proposals related to the elimination of the production and use of plutonium and highly enriched uranium. Von Hippel lent technical support to Mikhail Gorbachev's initiatives to achieve a Comprehensive Test Ban and arms reductions treaties, worked in the White House Office of Science and Technology Policy, and co-founded the International Panel of Fissile Materials. Von Hippel earned his bachelor's degree at MIT and his Ph.D. at Oxford, where he was a Rhodes Scholar. After holding positions at the University of Chicago, Cornell, Argonne National Laboratory and Stanford, he came to Princeton in 1974. In 1975, von Hippel co-founded what is now Princeton's Program on Science and Global Security. Andrew Wiles (Photo by Denise Applewhite)Andrew Wiles, the James S. McDonnell Distinguished University Professor of Mathematics, transferred to emeritus status Sept. 1, 2012. He received widespread acclaim for his proof of Fermat's Last Theorem, which had been unsolved for more than three centuries, in a 1995 paper titled "Modular Elliptic Curves and Fermat's Last Theorem" in the Annals of Mathematics. In doing so, Wiles brought fundamental new techniques into number theory, and he has made many other contributions to number theory through his research and his advising of graduate students at Princeton. Wiles also chaired the mathematics department from 2005 to 2009. Wiles received his undergraduate degree at Oxford and his Ph.D. at Cambridge. He joined the Princeton faculty in 1982, and after his transfer to emeritus status he became the Royal Society Research Professor at Oxford. Wiles' many awards include the Shaw Prize and being knighted as Sir Andrew Wiles by the Queen of England. Michael Wood (Photo by John Jameson)Michael Wood, the Charles Barnwell Straut Class of 1923 Professor of English and Comparative Literature, is a prominent literary and cultural critic with a column in the London Review of Books and a long list of publications to his name. His interests include film studies, postcolonialism and literary criticism, and he is an expert on the modern novel in English, French, German and Spanish. After earning his bachelor's and doctoral degrees at Cambridge, Wood took his first teaching position there. He traveled as a freelance writer and taught at Columbia and the University of Exeter before coming to Princeton in 1995. He chaired the Gauss Seminars in Criticism from 1995 to 2001 and the English department from 1998 to 2004.

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Sermon Illustrations > Potential > Jan Paderewski Jan Paderewski Bits and Pieces, January 9, 1992, pp. 1 & 2 When Jan Paderewski was to leave his native Poland to play his first recital in London, he asked an influential compatriot to give him a letter of introduction to a leading figure in Britain's musical world, who might be of assistance should anything go amiss. The letter was handed to him in a sealed envelope. He hoped that everything would proceed smoothly and he would not have to use it. He did not; his debut was a success and no snags developed. Some years later, while going through his papers, he came upon the letter and opened it. It read: "This will introduce Jan Paderewski, who plays the piano, for which he demonstrates no conspicuous talent." Search Sermon Outlines

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Vanderbilt University Division of Student Life CLIPS Travel Fellowship Home Our Living World is Dying Stacey Worman, 2006-2007 Michael B. Keegan Traveling Fellow Home Former Fellows' Websites Kristin Fleschner (2004-2005) Siobhan Hogan (2005-2006) About My Project Thank You's Contact Information Online Journal _____________________________________ Date: December 1st, 2006 To: Undisclosed recipients Re: My Dream Destination & an Indigenous Filipino Family... It's been five months away from home and I have yet to set a schedule and a route for my travels. One year ago, this fellowship was an abstract idea and I was busy constructing my proposal for my once-in-a-life-time, dream-trip around the world. And when brainstorming the infinite possibilities, I kept a transient list of different countries that I might want to visit... Now...if I were to go home, fumble through my old notebooks, and re-visit all of my chicken scratch, I'm sure I would have a good chuckle over the evolution of that list. But ever since the beginning, the one country that has never left that list...the one country that I had earmarked as my "definite, absolutely, must-get-to place" was the Philippines. I'm cannot explain exactly why I found this country so incredibly alluring...but for one reason or another, I did. And poof...here I am...a dream come true...and good timing, as it was truly an appropriate place to have spent this year's Thanksgiving! And wherever you all may have found yourselves last Thursday, I hope you had your own wonderful food-fun-friends-and-family-filled holiday! As I mentioned at the end of my last email, Siobhan connected me with a friend she had made while she was traveling in Cambodia...and her friend (Lindsay) connected me with her best friend (Sherry) who is currently serving as an environmental volunteer in the Peace Corps in the Philippines. Given the current U.S. Travel Advisory and the fact that this marked my first real adventure in a developing nation, I was especially appreciative of the lifeline (so were my parents!). And when I arrived at Clarke Air Force Base, two hours away from the airport I thought I was flying into...completely and utterly confused (what's news?)...I quickly became appreciate of another thing; my hideous hot-pink international cell phone that I had reluctantly purchased by necessity and default mid-way through my travels down-under. It meant that I could contact my contact! And since arriving to my dream destination a little over three weeks ago, I've been settled in the mountains of Northern Luzon...And my reality has been even better than my dreams... The highlight of my time in the North has definitely been the Cosalan's, Sherry's indigenous Ibaloi host family. I arrived just in time for the much anticipated launching of their Eco-Tourism and Organic farm. Early in the morning, we gathered at the Municipal Hall in town for the three kilometer hike down into the valley. Into the afternoon, the crowd grew as the traditional feast (two pigs were slaughtered!) and festival continued. The entire day was beautiful; full of speeches and prayers, singing and dancing, love and happiness. And into the night, we continued the celebration around a bonfire. The Ibaloi were among the first citizens of the Philippines and the Cosalan family has continuously possessed and occupied their land for over three generations, since the early 1840s. Guided by cultural traditions, they have religiously practiced their indigenous system of resource management, anchored on the central tenant that, "Land is not only capital, but, more importantly, life." To ensure an ecologically balanced landscape, their ancestors left more than 30% of their property forested...devoid of plants, terraces, and paddies...in order to protect their water source and watershed and to ensure the health and prosperity of the land for their children's children. But like most indigenous communities in colonized countries, the Cosalan's were pushed to the periphery. The government allowed the family to retain only the parts of the property which they had 'settled' and took away their forests given the fact that they lacked signs of their 'use and occupancy'. But East to West, concepts of "use and occupancy" of land are innately different...And to this day, the family (and countless other indigenous families) continues to battle for the full title of their ancestral lands. Then...a few decades ago, Santo Niños opened a mining operation close by and the Cosalan's were indirectly driven off their land and into the nearby city, as they found their water source, their crops, and their health damaged. Less than a decade ago those mines went out of business and closed and their land began a process of rejuvenation! The eleven Cosalan children who were raised on that piece of land are now adults...and they've joined in an effort to continue their parent's indigenous legacy and environmental teachings! Their aim is to preserve their land and culture while using their organic farm (now named ENCA) as a space to educate the community. And it was great to be there for the official launching of their dream. And it's been wonderful spending time down in the valley, helping out with various tasks like trail construction and seed sowing by day...and hearing stories by night! Their intimate knowledge of their land...its' plants and animals...is awe-inspiring...they have so much to teach us! Two days ago I finished participating in the first seminar held on the premises; a three-day introductory workshop lead by an Australian-trained Filipino on Bio-dynamic Farming! We've also just finished registering the farm as a WWOOFing host (the first one in the Philippines!)...just in case any fellow international travelers out there happen to be looking for a great place to spend some time! When not at the farm, I have been staying with Auntie Lyng (the youngest of the Cosalan children), Uncle Daniel, their son Carl, and their house-hand Mildred. They welcomed me into their home with open arms and were extremely hospitable. Family is extremely important in this country and I quickly became part of theirs. It was nice to spend some of my mornings down at the Municipal Hall, watching Carl play in his basketball games. And at day's end, it was nice to sit around a dinner table and exchange stories. For Thanksgiving, the Peace Corps organized a holiday gathering further north in a tiny-touristy town called Sagada. It was nice to be with American's on the America holiday...and we gave thanks over a traditional feast (the only thing that was missing was my favorite...the pumpkin pie!) While there, a group of us hired local guides to take us on a caving adventure! The caves in Sagada were beautiful and the limestone formations were unlike anything I had ever seen before. We had to swim across an underground pool for one section! And there was another large, ice-cold, crystal clear deep pool that we all took turns jumping, diving, and cannon-balling into! Because very few people in the group had ever been underground before...the day made me think about my Wilskills days back at Vandy. I found myself pitching Tennessee and its' natural beauty...I even uttered the phrase, "Tennessee is the caving mecca of the world." Ah, Good Old Rocky Top...for all those of you reading this back in Nashville, you are lucky to be in such a remarkable place! Well, that's my update for now! Thanks for those of you who had emailed about the typhoon! I stayed dry during this one...and found myself slipping and sliding on my trek out from the farm during another one! Yesterday I left the mountains and this morning I arrived on the island of Palawan...sure doesn't feel like any December I've ever known... Until next time, take care and so will I, Stace ____________________________________ November 8th, 2006, An Old Forest, A Feral Ship, and Discarded Paper... November 3rd, 2006, It's all Fun and Games Until... October 17th, 2006, Ends Justifying Means?... October 4, 2006, Different Industries Down Under... September 28, 2006, Close Together, Worlds Apart.... September 10, 2006, Final Thoughts, the Life/Work Dichotomy.... September 7, 2006, The Party Eventually Ends... September 4, 2006, Under the Sea, with Scientific Spectacles... September 3, 2006, Off the Ship... August 8, 2006, Back on land, but not for long... June 24, 2006, Our maiden voyage(s)... June 19, 2006, Not another mass email...

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Ask the President University Senior Staff Western Facts University Mission Facebook Twitter Digg delicious reddit MySpace StumbleUpon LinkedIn Home > Office of the President > Speeches & Commentary Opening Meeting, Fall Semester 2010 - August 26, 2010 “Concentrating Our Minds Wonderfully” Welcome to the new semester, everyone. Tomorrow, our students will begin arriving and the academic year will begin in earnest. I know we are all ready for what that brings. These opening meetings are always an occasion of new beginnings, of looking forward through our collective windshield to the next leg of our journey. But we also have a rearview mirror that shows us where we’ve been. And we should be proud, as we look back at the last year, at what we see. The singer Meatloaf once observed in a song that “objects in the rearview mirror may appear closer than they are.” His song’s theme was the torment of youth, but the perceived closeness of objects from the past can also engender pride and inspiration. That’s the case for what we all at WCSU accomplished in the past year. And it’s important to remind ourselves of the fact that, despite budget constraints and position vacancies, working together we accomplished many great things. Here are just a few: Accreditation success in Education (NCATE), Music (NASM), Nursing (CCNE) and Business (AACSB); Gifts to WCSU increased by 27 percent over FY2009; Physical improvements in Pinney Hall, on University Boulevard — and White and Higgins Hall repairs are progressing; Schematic design phase for Visual and Performing Arts building near completion; Celebrated our second Fulbright Scholar — Ashley Hyde; 3 WCSU teams won LEC championships and advanced to NCAA postseason play; IMPACT Club’s Multicultural Fair in May demonstrated student initiative; Closed Fiscal Year 2010 with a balanced budget and showed same in FY11 Spending Plan; Graduated more than a thousand students at two memorable commencement ceremonies. That’s a look in the rearview mirror. What do we see as we look ahead through windshield at the academic year ahead? We see continuing enrollment trends that are encouraging. We’ve met the 4 percent enrollment growth target of our spending plan — and what’s most encouraging is that much of this increase has come from retention of students; our entering class is actually slightly smaller than last year’s. Improved retention has been a goal of our strategic planning efforts since 2005, and all of the hard work that teaching and administrative faculty and support staff have done to effect improvement is starting to show results. At this moment, our first-to-second-year retention is 74 percent — as compared to 70 percent last year. Our six-year graduation rate is at 43.5 percent. Six years ago, it was 33.1 percent. That’s a 30 percent improvement — and while we can (and will) do better, the direction is something to celebrate. Anecdotally, we’ve also seen unprecedented student engagement with their university, an indicator of happiness and retention. This increased enrollment, however, has produced pressures and stresses in our organizational life. We have been forced to rely on special faculty appointments. Non-teaching positions remain vacant, and the funding of the 20 to 30 of those we’ve experienced in recent years will not soon return. We will need, going forward, to continue to address critical needs primarily through reallocation. These pressures and stresses have, I know, been difficult. Many colleagues have taken on additional responsibilities. Some have literally been doing more than one job. I celebrate this, and I sincerely thank those who’ve stepped up in this fashion. It demonstrates your commitment to the success of our students and defines what makes WCSU great. As we look ahead, we see additional financial challenges. All political rhetoric aside in this campaign year, we know that Connecticut’s $20 billion state operating budget will show a budget deficit of at least $3 billion in Fiscal Year 2012. This is a matter that must be addressed, though exactly how is still a mystery. We are in a political season where many candidates and voters are following the practice of W.C. Fields — “I never vote for anyone. I always vote against.” We’ve heard the campaign ads, and we know that the cost of state government is an issue — we are part of that. We know also that the cost of our public employee workforce has also been an issue — we are part of that. And we know that the cost and the structure of public higher education in Connecticut has also been much in the news. And we are part of that. We don’t yet know how this will all turn out, but we would be naïve not to contemplate, and plan for, probable reductions in our state support. Note that I did not say “possible”; I said “probable.” We spent time in many venues discussing various alternatives last spring, with Provost Rinker, Controller Sean Loughran and representatives of the University Planning and Budget Committee visiting nearly all units of the university. Some good ideas were generated. That approach will continue. We will not surprise the community when we have to make difficult decisions. As we proceed, four strategic principles will guide us: We will put students’ academic experiences first. We will be guided by the WCSU strategic vision/plan We will do everything we can to keep the current regular WCSU workforce together. We will maintain enrollment with only modest increases. In the recruitment of three new academic deans, we see a juncture of important transition in the university’s leadership. I am very grateful to Abbey Zink and Paul Hines and to Maryann Rossi and Ellen Abate for agreeing to provide interim leadership in the Schools of Arts and Sciences and Professional Studies. Likewise, I thank Burt Peretti for accepting the role of Interim Dean for Graduate and External Programs. And I am especially grateful to Carol Hawkes for agreeing to stay a bit longer in her role as dean of Visual and Performing Arts. These colleagues are providing stability as we search for permanent deans, and they are doing so on strong foundations. Our departed colleagues all served longer than is typical for deans, and we look forward to good work by our search committees in attracting and recommending excellent candidates. We have engaged the search firm of Perez-Arton to help in this endeavor. You may ask why. We want the best possible pools of candidates, and, while these are attractive leadership opportunities, we will face some challenges in assembling our pools: This is a high cost-of-living region of the country. The economy has reduced mobility nationwide because of the difficulty of selling houses. Because of contractual requirements, we cannot offer deans from outside CSUS faculty appointments or tenure, which is common practice elsewhere. These challenges require us to cast our nets as widely as possible, and that’s what an experienced search firm — in this case Perez-Arton (who by the way brought us Roy Stewart and Linda Rinker) will do. It’s important value-added service that’s worth the price, because this is a very important endeavor. We miss and remember fondly those who have gone on to pursue other opportunities, but we also now have opportunities to shape our future. We should be excited about that. So that’s what I see when I look forward through the windshield at the year ahead. Some of this we can control; much we cannot. And it’s the ambiguity of the latter that probably weighs heaviest on our minds. That ambiguity has the potential to worry us and distract us to the point that it diminishes our effectiveness in achieving our vision. We cannot let that happen. As I’ve said before, what we do — creating through our graduates the future of Danbury, of Connecticut, of the nation and of the world — is simply too important. The accomplishments of last year demonstrate that we have not let this happen in the past. I have every confidence that we won’t now. But we must actively confront the realities we face. How will we do that? One of my favorite 18th-century men of letters, Dr. Samuel Johnson, provides some advice. Dr. Johnson once famously said, “Depend on it, sir, when a man knows he is to be hanged in a fortnight, it concentrates his mind wonderfully.” Now, please don’t take this to mean that I think any of us is going to be hanged. But the challenges of the year ahead and the decisions that will face us will demand that we “concentrate our minds wonderfully.” We must: Continue to work together, exercising patience and understanding, especially with areas like facilities and IT, which are under-staffed and over-demanded. Continue to employ open, transparent lines of communication and ignore gossip and rumor. We simply don’t have time for it. Work to build trust among all in the university community. For all of us — from the most well-published faculty colleague to those working on the building maintenance second shift — are members of an educational community focused on students. We all make a difference for them. And we are all on the same team. Continue to follow the directions of our strategic vision and plan. And, above all, we must continue to PUT STUDENTS FIRST. That’s why this institution exists. Now, while Dr. Johnson talked about hangings, he also said this: “From torpid despondency can come no advantage; it is the frost of the soul, which binds up all its powers and congeals life in perpetual sterility. He (or she) that has no hope of success will make no attempts; and where nothing is attempted, nothing can be done.” Responding to this observation, I would assert that the recent history that we have created together for this university vividly demonstrates: That we continue to attempt — and achieve — great things. (There’s no “perpetual sterility” here!) That we have not only the hope, but also the virtual certainty of success. That’s our track record. Let’s remember all of that as we go forward to what I know will be another great semester. I thank you for what you have done, I thank you for what you do and I thank you for what you will do. Thank you for listening. And, again, thank you for what you do for Western!

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Kyrene OKs budget, gives staff first raise in 4 years By Daniel Rasmussen on July 14, 2012No Comments The Kyrene School District Governing Board unanimously approved its 2012-13 budget at a board meeting July 10. The board, made up of President Michelle Hirsch, Vice President Beth Brizel and members Ellen Shamah and Bernadette Coggins, voted 4-0 for the proposed budget. Board member Ross Robb was not present at this session. The budget will give staff a two percent pay raise, their first in four years. In the budget’s early stages, some community members feared a raise in taxes. However, the school district worked out a budget that achieved its goals without raising taxes. Said Hirsch: “It speaks volumes that there were no public comments, no emails, and no complaints because we’ve worked out a solution that works.” According to Hirsch, the budget has been in the works since June 2011. The board added extra study sessions prior to its meetings for the past 13 months to make sure that every voice was heard and the details of the budget could be perfected. “This [budget] reflects our team approach for doing what’s best for all students,” said Jeremy Calles, the district’s chief financial officer. Calles said the board has handled each budget-balancing strategy individually over the past 13 months in order to create the most effective overall solution. He said that if all strategies are implemented, the district could see $5.4 million in cuts, compared to the projected $5.2 million. Calles also added that with this budget Kyrene now leads the state in the highest percentage of dollars going toward the classroom. Throughout the next year, the 2012-13 budget will continue to be updated. The board will focus on maximizing the capital budget and will begin projections on the budget for 2013-14. For more detailed information, visit the Kyrene School District website, www.kyrene.org .

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125 Years of ServiceBooker T. Washington InstituteChapters From Our HistoryTuskegeeW-Club In the NewsPoints of PrideResearch & Development CorpSummer at StateVision 2020WVSU At A Glance Yellow Jacket Battalion Places High in ROTC Ranger Challenge West Virginia State University Yellow Jacket Battalion Places High in ROTC Challenge INSTITUTE, W.Va. – Competing against similar sized programs from around the country, the West Virginia State University (WVSU) Yellow Jacket ROTC Battalion finished third in the rigorous two-day Ranger Challenge competition held Oct. 25-26 at Fort Pickett, Va. The Yellow Jacket Battalion finished higher than any other ROTC program in the state of West Virginia, and in placing third in its class defeated such programs as those at Duke, the University of Virginia and Marshall University. “I believe this is the first time in the 26-year history of the Ranger Challenge competition that WVSU's Army ROTC Ranger Challenge team placed third in the Black Division,” said LTC Tony Taylor, WVSU Professor of Military Science. “The Black Division is composed of 19 smaller ROTC programs, each with less than 100 enrolled students. We are all very proud of the 12 Cadets that performed exceptionally well this year.” The Yellow Jacket Battalion’s 12-man Ranger Challenge Team consisted of six Cadets from WVSU, five from Glenville State College, and one from the West Virginia University Institute of Technology. More than 38 schools and 480 cadets competed in the two-day competition and were divided into two divisions based on the size of their ROTC programs: the Black Division with less than 100 Cadets; and the Gold Division with programs of more than 100 Cadets. The Ranger Challenge competition focuses on basic infantry skills, with squad-sized teams competing against other schools in rifle marksmanship, constructing a rope-bridge, patrolling, disassembly and reassembly of the M16A2 Rifle, the Army Physical Fitness Test and multiple timed road marches. The purpose of the Ranger Challenge Competition is to challenge cadets in tough mental and physical competition, enhance leadership, develop team cohesion, and to develop healthy competition amongst 38 ROTC battalions assigned to 4th Brigade, US Army Cadet Command. The Yellow Jacket Battalion at West Virginia State University features students from WVSU, the University of Charleston, Glenville State College and the West Virginia University Institute of Technology. For more information about the Yellow Jacket Battalion, contact LTC Tony Taylor at (304) 766-3291 or e-mail [email protected].

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Kid's Page Tax Resources/Forms Bladen County Government Bladen County Emergency Management Search our Catalog: Classic Search God: A Biography by Jack Miles Library Journal Despite its provocative title, this is a serious attempt to come to an understanding of the portrayal of God in the Tanakh, i.e., the books of the Hebrew Scriptures in the order of the Hebrew Bible, as opposed to the order in the Old Testament. Miles, a former Jesuit with a Ph.D. in Near Eastern languages who is currently a member of the editorial board of the Los Angeles Times, offers "knowledge of God as a literary character." While some may not care for how God is portrayed?at one point he is "whiny"?the book will appeal to believers and nonbelievers alike as an excellent introduction to the Hebrew Scriptures that does not read like a Scripture commentary. Recommended for all collections.?Augustine J. Curley, Newark Abbey, N.J.Copyright © Reed Business Information, a division of Reed Elsevier Inc. All rights reserved.Publishers Weekly In a masterful, audacious inquiry, Miles attempts to tease out God's nature, character, motives and designs through a close textual analysis of the Hebrew Bible, or Old Testament. He deduces that the God of Judeo-Christian tradition is an amalgam of several ancient, divine personalities. Worshiped as the source of mercy, wisdom, strength and love, God is also at times an abrupt, unpredictable, wrathful being: a destroyer as well as a creator. There is also Abraham's personal god, almost a ``busy friend of the family''; God the lawgiver, who attaches supreme importance to justice; God as arbiter, conqueror and father; and the silent, omniscient God of the Book of Daniel, who knows in detail the entire remaining course of history. The Creator, in Miles's reading, is intimately linked to human destiny, because humanity, made in His image, is an indispensable tool in His quest for self-understanding. Miles, a former Jesuit and currently a Los Angeles Times columnist, has written a profound exploration of Western monotheism and the wellsprings of faith. 35,000 first printing; BOMC alternate; QPB selection; author tour. (Apr.)Copyright © Reed Business Information, a division of Reed Elsevier Inc. All rights reserved.Choice Ludwig Feuerbach argued that every theological statement is also an anthropological statement, thus introducing "theology from below." Miles has attempted the reverse. Starting with the premise that the Hebrew Bible is a book about God, Miles attempts to write God's biography. Miles explains: "We see him first as the creator .... We see him last as the 'Ancient of Days' .... Well short of the midway point in the text, the narrative breaks off." What stands in between basically are speeches by God (the prophets), about or to God (e.g., Psalms), and even a silence (especially in Esther, which never mentions God). Miles thus has produced a well-written, provocative study. A critically trained scholar, he nevertheless adopts a "deliberate naivet'e," in which he attempts to read the text straight through. Although that effort produces striking results, it also stumbles over the kinds of contradictions in the text that gave rise to critical methods of study. And although it is true that great biographies portray people with conflicted personalities it is also true that unmitigated contradiction leaves the reader confused, which assumed naivet'e cannot cover, only ignore. Upper-division undergraduate; graduate; faculty; professional; general. C. L. Redditt; Georgetown CollegeCopyright American Library Association, used with permission.

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EMU at Lancaster EMU at Lancaster Home Page Nancy Wise RN to BSN Site Coordinator Nancy has been teaching full-time in the Eastern Mennonite University Lancaster RN-to-BS in Nursing Program since July 2014. Prior to full-time teaching at EMU Lancaster, Nancy taught at EMU Lancaster as an adjunct faculty member, and also gained teaching experience through her role as clinical and classroom instructor, Harrisburg Area Community College Lancaster Campus 2009-2014, clinical instructor at Alvernia University, 2013, and through several graduate assistantships at Villanova University, 2009-2013. Nancy has gained valuable experience in conducting research studies, and publishing research findings through her own research in the pregnant adolescent population, and through active participation on externally-funded research committees at Villanova University. Nancy is married to Brian and has a son (Serving in the Army Reserves), daughter-in-law, grandson Owen, and daughter, son-in-law (serving in the US Air force). She and her family have attended LCBC for several years and Nancy is an active volunteer in teen ministry. Joanne Abrom Becky Cecala Ed Kane Peter Mollenkof Marion O'Sullivan Andrea Petrokonis Sheri Wenger Mary Jensen Associate Provost Mary Krahn Jensen has served as associate provost of EMU at Lancaster since July 1, 2015. Prior to that, she was employed for 18 years at Bethel University in St. Paul, MN, holding a variety of roles including Director of the MA in Marriage and Family Studies program and Associate Dean of Academics. She received her Ed.D. in organization learning and development from the University of St. Thomas in 2010. Her research examined the impact of self-awareness on the leadership practice of educators. She has also co-authored a several articles on relational spirituality and formation. She is a qualified administrator of the Intercultural Development Inventory and provides consultation regarding intercultural development in the education sector. She is the parent of two adult sons. Mark Wenger Director of Pastoral Studies Before picking up his current director responsibilities, Mark pastored for more than eighteen years in Pennsylvania and Virginia. Now he combines administrative and teaching responsibilities for the STEP Program (Study and Training for Effective Pastoral Ministry), and for Master of Divinity level seminary courses in southeastern Pennsylvania. His research and writing interests are in the areas of preaching and worship, particularly rites and ministries of healing. He and his wife Kathy attend Groffdale Mennonite Church; they have two young adult daughters Regina and Charlotte. He likes to sing, to talk politics and theology and do fix-up projects around the home. He writes a bi-monthly “Matters of Faith” column for the Lancaster (Pa.) Sunday News. Tandi Book Grad Academic Program Asst Tandi lives in Lancaster city with her husband, John Thomas. They attend Community Mennonite Church of Lancaster. In her free time she enjoys gardening, making soap, and cooking up old-fashioned foods. Tandi graduated from Temple University with a degree in Geography & Urban Studies. Ashley Goudie Jill Herr Assistant Director, MA in Ed Sheryn Jerchau Student Accounts Coordinator Steve Kriss Assoc Dir Pastoral Studies Steve is a pastor, student, teacher, follower of Jesus living in Philadelphia. He’s studied communication and continues to write a column for Mennonite World Review frequently. As a pastor, Steve has served with Mennonite congregations in Johnstown, PA and Staten Island, NY and with emerging groups in Pittsburgh. He currently worships with Philadelphia Praise Center, a growing multiethnic, urban Anabaptist congregation. Steve enjoys traveling, writing, biking and is committed to living a healthy life of rest, risk and learning that prioritizes relationships with family, friends, colleagues, faith communities and neighbors near and far. Keary Larson User Services Tech Support Keary was born in upstate New York and Moved to Sarasota, Florida with his mother when he was one and a half years old. When he was 12 his family relocated to Delaware to be closer to his fathers family and after several years of moving around northern Delaware, his family settled in Southeastern Chester County. It was in southeastern Pennsylvania where he met his wife, attended West Chester University, fathered 4 beautiful children and ultimately ended up at Forest Hills Mennonite Church. Having grown up in a home without God being a central figure it has truly been a blessing to connect with God and Forest Hills has been a core component of that connection. Marcy Root Receptionist and Administrative Assistant Lisa Sauder Registration & Advising Coord Julie Siegfried Julie Siegfried was born and raise in Doylestown, Pa. She is married to Fred Siegfried and has four adult children. Julie and her husband Fred spent the first few years of marriage with MCC on a native Canadian reservation as community development workers. Prior to moving to Lancaster, Pa., Julie and Fred spent about six years as full-time staff at Spruce Lake Retreat in the Poconos. Julie’s life and career choices surround a love for family and the work of God’s kingdom within the Anabaptist community. Julie’s role as Director of Operations for EMU Lancaster continues to offer variety and opportunities to honor her family and faith community. Catherine Stover Assoc Dir Mktg & Program Dev Catherine Stover was born in Bologna Italy. She grew up as a third culture kid and has lived in over 6 countries. She is married to Lynn Stover and has two children. Catherine and her husband are both former Peace Corps volunteers. Catherine’s role as Associate Director of Marketing and Program Development for EMU Lancaster continues to offer variety and opportunities to honor her family and faith community. Linda Witmer Director RN to BS in Nursing Linda is the Administrative Director of the Nursing program in Lancaster, PA. She teaches Community Health, Cultural Perspectives, Family Health, and Global Trends in Health in the RN-BS in Nursing program. Linda has 23 years of international experience, serving under both Mennonite Central Committee and Eastern Mennonite Mission with the K’ekchi’ Maya in Guatemala. She did leadership training and was the program coordinator for the health, development, and church programs. In 1996 Linda worked alongside the K’ekchi’ to initiate the Bezaleel Education Center for K’ekchi’ youth and a land project for landless K’ekchi’. Her work as a community health nurse in Coatesville, PA led to the initiation of Bridge of Hope, a program for homeless women and children. At Goshen College she taught Community Health, Transcultural Nursing, Health Care for the Poor and served as adjunct professor located in Guatemala offering an annual 3-week course on “Doing Theology in Latin America.” Alphabetical List of Faculty and Staff

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Pages Within Whitman MS in Professional Accounting ExperienceWhitman MS in Professional Accounting ExperienceCurriculumAdmissionsProgram CostsFinancial AidFAQWhitman MS in Accounting OnlineVisit and ConnectDirectoryLearn MoreWhitman VIP Page Login Home » Programs + Academics » Programs » Whitman MS Experience » Whitman MS in Professional Accounting Experience » Admissions » Application Checklist Please note: The Admissions Committee will not review your application until all of the following required materials have been received. All supplemental application materials (transcripts, essays etc.) should be uploaded to the online application. No materials need to be mailed in. Transcripts of academic credentials One transcript from your degree bearing undergraduate university. If you have a graduate degree please submit that transcript as well. Please upload unofficial transcript copies (in English) to your online application. These unofficial transcripts will be used by the admissions committee when reviewing your application. Official academic records (transcripts/marksheets, degree/diploma certificates) will be required only after a student is admitted. Once admitted you will be required to submit official academic records. These records must be issued by the university in a sealed envelope with the university seal, stamp, or signature across the back flap. The admissions committee upon discretion may request unofficial transcripts from additional postsecondary educational institution(s) as part of the evaluation of your application. Equivalency of U.S. Bachelor's Degree Applicants who studied at colleges and universities outside the U.S. should have a degree or diploma that is the equivalent of a U.S. bachelor's degree or higher. International credentials are assessed in terms of the educational pattern of the country, the type of institution attended, and the level of study completed before the expected date of enrollment at Whitman. In general, the degree should represent a minimum of four years of college-level study which follows at least 12 years of schooling at the elementary and secondary level. You may also submit a WES credential evaluation report (www.wes.org) to verify that your degree is equivalent to a U.S. bachelor’s degree. The following are general guidelines for equivalents to a U.S. bachelor's degree: Canada--A three-year bachelor's degree from Quebec or a four-year bachelor's degree from the other provinces. Latin America--A university degree requiring four years of study. United Kingdom and countries following the British pattern--A bachelor's degree with honors. France and countries following the French pattern--A licence, if earned under the terms of the Bologna Declaration, otherwise a degree or diploma requiring four years of study after the baccalaureate, usually the Maitrise. Germany--A Bakkalaureus degree, if earned under the terms of the Bologna Declaration, otherwise completion of the diploma. Other European countries-- A university degree requiring a minimum of three years of study, if earned under the terms of the Bologna Declaration, otherwise a university degree requiring a minimum of four years of study. Australia—A bachelor’s degree: Ordinary or Pass India, Pakistan, Bangladesh, and Nepal-- A bachelor's degree of engineering (BE), a bachelor's degree of technology (BT) or a master's degree in any other field. India: Three-year bachelor’s degrees earned in Division or Class I and II at universities accredited by the NAAC with a grade of A will be evaluated as equivalent to a U.S. bachelor’s degree (based on WES’s new evaluation criteria). Other Asian countries--A university degree requiring four years of study. We suggest that both recommendations be professional references from those individuals who know you in an occupational setting, and that at least one of the recommendations is written by a current or previous supervisor. For those who do not have work experience academic recommendations are accepted. Please prepare a business resume that includes your educational and professional information. Professional information should consist of employment history in reverse chronological order with titles, dates, relevant information and an indication of part-time or full-time status. GMAT or GRE Applicants are required to submit official GMAT or GRE scores. 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All applicants must request the testing center to send a current official score report to Syracuse University. Applicants may also upload a copy of their unofficial scores to their application to help the processing center match the official scores with the correct application. Information regarding test dates, test centers, and fees may be obtained by visiting: www.toeflgoanywhere.org or www.ielts.org or www.pearsonpte.com/testme Financial Support Documents The United States Department of State requires that international students admitted to an academic program in the United States have a student visa to enter the country and remain here for the duration of the program. Most students will attend the program on an F-1 visa. To be issued an F-1 visa you must first obtain an I-20 document from Syracuse University. To receive an I-20 from Syracuse University, you are required to submit proof of sufficient funding. 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« Back to News Print This Israel and Academic Freedom When political scientist at Ben-Gurion U. endorsed boycott of his country -- in article in the U.S. -- he set off debates in both nations about professors' rights. By Scott Jaschik August 31, 2009 Comments Neve Gordon has no illusions about the ability of Palestinian terrorists to harm Israelis. In 1986, while serving as a paratrooper on Israel's border with Lebanon, he suffered severe injuries from hand grenades and bullets.These days, Gordon is under a very different kind of attack -- one that he and other Israeli academics say endangers the state of academic freedom in their country. Gordon is the chair of politics at Ben-Gurion University. He earned his Ph.D. at the University of Notre Dame and publishes widely in Israel and the United States -- with much of his writing critical of his country's government. Ten days ago, he published an op-ed in the Los Angeles Times in which he called Israel an "apartheid state" and called for an international boycott of Israel to push the creation of a Palestinian state.Reaction was immediate and intense -- donors (many of them American) threatened to stop giving to Ben-Gurion, Israeli political leaders lined up to condemn Gordon, and his university's leaders expressed disgust with the piece, with comments suggesting he might want to work elsewhere. Gordon has tenure, which is Israel is roughly equivalent to what it is in the United States, and his university acknowledges that he can't be fired over the op-ed. But in a move that stunned and outraged many Israeli academics (including many who disagree with Gordon's analysis), the university also said it was looking for legal ways to discipline him. Scholars like Gordon have long criticized Israel's policies -- from their home country, the United States and elsewhere -- without being disciplined, so the reaction to this essay is seen as significant far beyond Gordon's op-ed."The infliction of such sanctions is a declaration of war on freedom of speech and academic freedom. It will have very grave consequences for the Israeli academic community and will harm greatly its international reputation," says a petition being circulated by professors at Hebrew University of Jerusalem, Tel-Aviv University and the University of Haifa.In the United States, the Middle East Studies Association (which has in the past sent letters protesting the treatment of scholars in Egypt, Iran, Saudi Arabia, Turkey, and areas controlled by the Palestinian Authority, among others) last week sent a letter to Ben-Gurion University, saying: "In refusing to reiterate the university’s obligation to protect Dr. Gordon’s professional and civil freedoms and in failing to clarify that it will not be blackmailed into suspending the freedoms of particular faculty members that some donors do not like, your administration has given a green light to those attacking him and in some cases threatening his physical safety."In interviews, both Gordon and his university's president said that their views were being distorted -- but they have very different views of the controversy and its implications.Gordon and His Op-EdGordon is currently on a trip to the United States, doing research for his next book (on homeland security issues) and preparing to speak later this week in Toronto at the annual meeting of the American Political Science Association. He said in an interview that he didn't always believe in a boycott, and that he came to this view gradually, based on his research and his interactions with Palestinians."Growing up, I was never aware of the Palestinian narrative of these issues," he said. But now he is. He came first to believe that Israel's occupation of the West Bank and its objections to the creation of Palestinian state there and in Gaza were both morally wrong and destructive to Israel. This view shows up in his political writing and his scholarly work. His most recent book is Israel's Occupation, published last year by the University of California Press.The argument in the op-ed is about what to do about the occupation. Gordon writes that he has come to the view that the Israeli public will shift its views only if faced with tough outside pressure. "It is therefore clear to me that the only way to counter the apartheid trend in Israel is through massive international pressure. The words and condemnations from the Obama administration and the European Union have yielded no results, not even a settlement freeze, let alone a decision to withdraw from the occupied territories," he writes.Specifically, Gordon endorsed the Bilboa Initiative, which calls for a boycott conducted in a "gradual, sustainable manner that is sensitive to context and capacity." Expanding on what this means in the interview, Gordon said that it would start with a boycott of products produced by Israeli entities in the West Bank, and might expand to companies that help with occupation, gradually growing to hit more of Israeli society, but with time for the sanctions to have an impact.Boycotts are extremely sensitive in Israeli higher education because British and some American academics have been pushing for boycotts of Israel academe -- a push that has been widely condemned by American academics as antithetical to academic freedom. Gordon said the boycott he supports is institutional, not individual, and that he would not support an action that cut off ties between individual academics. Gordon also noted that boycotts are a non-violent way to take a stand.But he said it was reasonable to ask American and other academics (not at the first stage of the boycott, but eventually) to at the very least demand, for example, that conferences in Israel include some acknowledgment of the moral issues associated with governing Palestinians against their will.Many boycott critics say that such actions would hold Israel to a higher standard than other countries because American academics, for example, regularly work in countries in the Middle East that deny basic rights to women, for example. But Gordon said he believes this ignores the ability of academics to turn down such work. He said he was recently invited to give a talk at a university in Kazakhstan, with a nice stipend, all expenses paid -- and he turned it down based on the country's political and human rights records. "The fact that someone offers you a fat check doesn't mean you have to go there," he said.Gordon said he has not heard directly from his university's senior administrators, but that he has been approached by faculty members who were urged to persuade him to consider quitting -- which he has no intention of doing. Ben-Gurion University has been "a wonderful academic home" for his work, Gordon said. He has worked there for 10 years and has "wonderful colleagues and students." In the past, when his critical writings have come to the attention of donors or government officials, Gordon said that the response has always been what he would expect: University leaders said that they disagreed with him, but that Gordon spoke for himself and had the right to do so."The issue is not about whether they disagree with me," he said. "One of the jobs of the university president is raising money, and she has to cater to the people that provide the money, so a strong letter of condemnation of my views would have been fine with me. But there's a difference between saying you disagree with me, and threatening me."Until now, Gordon said, he would have said that academic freedom in Israel was strong (except for Israeli controls on West Bank higher education), but in his opinion something has changed. "I think the reaction from my university should be a red flag for people," he said.The ReactionIt didn't take long for Gordon's piece to attract an audience in the United States -- particularly of those who are supporters of Israel. The Israeli newspaper Haaretz reported that the country's consul-general in Los Angeles fired off a memo to the university saying: "Since the article was published, I've been contacted by people who care for Israel; some of them are benefactors of Ben-Gurion University.... They were unanimous in threatening to withhold their donations to your institution. My attempt to explain that one bad apple would affect hundreds of researchers turned out to be futile."Israel's education minister, Gideon Sa'ar, called the Gordon article "repugnant and deplorable."But amid all the condemnations were also statements from university leaders suggesting that Gordon should look for another job and might face sanctions for what wrote. Rivka Carmi, president of the university, gave a statement to Israeli journalists in which she said: "This vile and audacious criticism of the state of Israel damages the excellent academic work being done in Israel and its universities.... Academics with such feelings about their country are welcome to look for another home, whether personal or professional."Amos Drory, vice president for external affairs of the university, sent out e-mail messages to complaining donors in which he said: "While the university recognizes the importance of the principle of academic freedom, it feels that Gordon's call for a boycott will cause direct harm to BGU -- and all Israeli universities -- and to Israeli society as a whole. The university is currently exploring the legal options available to take disciplinary action."Carmi, in an interview, insisted that the controversy and the university's response did not endanger professors' rights."I have to make it very clear that this is not about academic freedom," she said. "The freedom to research, to teach, to debate on issues within the framework of academia" is protected, she said. But Gordon "created a new reality" when he published his views, with his university identification."Hundreds and hundreds" of people have sent her e-mails, not only expressing outrage at Gordon's views, but with many of them saying they believed his views represented those of the university. Asked about Gordon's strong reputation as a researcher and teacher, Carmi said that -- since she is a medical researcher and he is a political scientist -- she wasn't in a position to judge.She said that she agreed that the tenure system would make it impossible to fire Gordon, but said that she didn't view the possibility of disciplinary action as violating the principles of academic freedom. She stressed that an academic boycott of Israel universities would hurt those institutions, and that a broader boycott of the country would similarly do so."This is the first time we are encountering such a situation so we are looking into something that has never happened before, but this is going to affect the university," she said.Repeating her view that this dispute isn't about academic freedom, she said the real question is: "If somebody damages or hurts the university in a certain way, what does it mean?" Read more by Scott Jaschik jump to comments

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/ College of Engineering / Electrical + Computer Engineering LTU addresses shortage of power engineers with scholarships Philip Olivier, Kun Hua and Lisa Anneberg of LTU's Department of Computer and Electrical Engineering. . Thanks to a grant from the National Science Foundation, Lawrence Technological University is offering $10,000 scholarships for two years to community college graduates to complete a bachelor’s degree in electrical engineering with a power engineering concentration. The Scholarship in Science, Technology, Engineering and Mathematics (S-STEM) program at LTU is open to graduates of an associate degree program in a STEM field. Up to 20 scholarships are available in the first year of the program. The application deadline for the S-STEM scholarship for the fall semester is Aug. 1. Additional scholarships may also be available to attend LTU. For more information about applying for the S-STEM program, go to www.ltu.edu/s-stem or contact Assistant Professor Kun Hua at [email protected] or (248) 204-2557. Responding to an impending national shortage of power engineers needed for the nation’s electricity production plants and distribution system, NSF has awarded LTU a five-year grant totaling $598,000 to provide scholarship assistance to students in this field. Power engineers develop, maintain, and modernize “the Grid,” the vast network of transformers, generators, motors and electronics that supply electrical power. “Electricity generation is one industry you can’t outsource, and there is a shortage of power engineers in this country that could become acute in the next few years as many engineers in this field retire,” said Professor Phil Olivier, chair of LTU’s Department of Electrical and Computer Engineering. “The job prospects of new power engineers are excellent.” LTU’s S-STEM scholarship recipients will gain additional knowledge about the power industry from outside speakers, field trips and participation in professional organizations. Internships and job placement are also part of the scholarship program. “LTU will leverage its network of local and regional partnerships to aid in the recruitment, retention, and job placement of the S-STEM scholars,” said Hua, the S-STEM advisor in LTU’s Department of Electrical and Computer Engineering. One of those partners is DTE Energy, which has a specific need to hire more nuclear engineers for its Enrico Fermi Nuclear Generating Station near Monroe. DTE Energy worked with Monroe County Community College in developing the associate degree in nuclear engineering technology, and graduates of that program are eligible for the scholarship program to continue their studies at LTU. “We have been extremely happy with our partnership with MCCC, which has enabled us to train and hire homegrown talent for technical positions at DTE Energy,” said Vince Dow, vice president of Distribution Engineering and Construction for DTE Energy. “It’s great that graduates of MCCC’s two-year program now will have an opportunity to pursue a four-year degree in a field that has a critical need for new engineers.” One of the first students to take advantage of the S-STEM program at LTU is Tyler Splan of Monroe who has just graduated from MCCC with an associate degree in nuclear engineering technology. His goal is to earn a bachelor’s degree in electrical engineering at LTU by 2015 and obtain a job in the power generation industry. In high school Splan took accelerated math and science courses, and his algebra teacher encouraged him to consider a career in engineering. “The S-STEM program has been created to help students like Tyler build on their aptitude in STEM subjects to obtain bachelor’s degrees and pursue careers in a field where their talents are in high demand,” Hua said.

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EmailA to ZContactsSite MapNewsMultimediaSearch Topics and PeopleShortcuts Other News Emergency Info Media Central Event Streaming Public Events Calendar Faculty News Student Publications The Daily Princetonian Campus Media Local News World News About PrincetonAcademicsAdmission & AidArtsInternationalLibraryResearch Administration & ServicesCampus LifeVisiting CampusStudentsFaculty & StaffAlumniParents & FamiliesUndergraduate ApplicantsGraduate School ApplicantsMobile Princeton Web AppMobile Princeton App for AndroidMobile Princeton App for iOSConnect & SubscribeHome » News » Archive » Project goes high-tech to unearth ancient historyNews at PrincetonFriday, Dec. 09, 2016News StoriesFAQsEvents & CalendarsMultimediaFor News MediaShare Your NewsCurrent StoriesFeaturesScience & TechPeopleEmergency AlertsUniversity BulletinArchive John Haldon (seated), a professor of history, consults a map of the Avkat Project in Turkey with Zachary Chitwood, a doctoral candidate in history. Both Haldon and Chitwood will be returning to Turkey this summer for the second year of the field survey. (Photo: Brian Wilson) Web StoriesTo News Archive|« Previous by Date|Next by Date »Project goes high-tech to unearth ancient history Posted May 7, 2008; 04:51 p.m.by Karin DienstTweet e-mail From the April 28, 2008, Princeton Weekly Bulletin There is a small hill in a remote part of Turkey that looms large in the mind of John Haldon, a professor of history at Princeton. It likely is the ruin of an ancient fortress, but for Haldon the site is an inspiration to find new ways to unearth the history of a particular landscape. A specialist in Byzantine history, Haldon is the director of an archaeological and historical survey project based around the modern village of Beyözü in the north-central Anatolian region of Turkey. The site, originally known as Euchaita, then Avkat in Ottoman times, is a prime example of a provincial setting in Asia Minor. By deploying innovative technologies and multidisciplinary insights, Haldon hopes his study will reveal the big picture of an area that has thus far been unexamined. "Fifth- to 10th-century inland Asia Minor is extremely poorly researched, if at all," said Haldon. "It was an important part of the East Roman empire and became one of the core parts of the Byzantine empire until the 11th century. Yet we had no landscape study or settlement study, or anything, really." Haldon expects that the survey will answer key questions about the effects of human activity on the landscape, spanning 1,500 years. The project will explore where people settled and were buried, the impact of warfare, and how agriculture and pastoral farming affected the land and regional demographics. Two and a half years ago, the Avkat Project emerged from Haldon's work with the international Medieval Logistics Project, of which he is co-director. Based at the University of Birmingham in England, researchers involved in the logistics project are developing geographical information systems (GIS) and a relational database to examine land use and structures of resource allocation over several millennia across the European and Islamic worlds. The findings at Avkat will add to the data from other ancient sites, particularly in Italy and Britain, and broaden historians' understanding of Roman and Byzantine history. "The idea is to cover as big an area as we can, using all kinds of technology, to get an accurate picture of the evolution of the landscape," said Haldon. "That will then help us to understand the rest of the Middle East because we will be able to apply our model to other areas." The field work at Avkat started last summer with an international team formed by Haldon. This summer, the team, which includes Princeton students, will return to Turkey to continue the work. If funding allows, Haldon estimates that the project will take up to 10 years to complete. In summer 2007, members of the Avkat Project geophysics survey team prepared to set up a ground-penetrating radar unit and gridlines. From left: Meg Watters, director of the geophysics team from the University of Birmingham; Jonathan Winnerman, a member of Princeton's class of 2008; Candace Weddle, a graduate student at the University of Southern California; Zachary Chitwood, Nebojša Stankovi´c and Jack Tannous, Princeton graduate students; and Christopher Goodmaster, a graduate student at the University of Arkansas. (Photo: Courtesy of the Avkat Project)A multitalented teamThe Avkat Project is a significant new development for Haldon, who until last summer had never before conducted archaeological field work. "It was a complete shift in my own research direction," he said. "I could suddenly become a different type of scholar and get a different sort of team together to do field work." The author or co-author of more than a dozen books on Byzantine history, Haldon joined the Princeton faculty in 2005. He previously had taught at the University of Birmingham for 24 years, where he earned both his bachelor's and doctoral degrees. He also has held visiting faculty positions at universities in France, Germany and the Netherlands. Coming to Princeton has allowed Haldon to bring new resources to bear on the Avkat Project. Haldon has received support from numerous University departments and programs representing a range of disciplines, and he continues to seek additional funding opportunities on and off campus to sustain the project. Haldon has formed a core research team that includes Hugh Elton, an associate professor of ancient history and classics at Trent University in Ontario, as well as James Newhard, an assistant professor of classics at the College of Charleston. Both Elton and Newhard are experienced field archaeologists. This summer, 45 people will be part of the team at Avkat, including three Princeton graduate students and one undergraduate. Student volunteers from other universities in the United States will join the group as well, which will work at the site for four weeks. All told, the team will include historians, archaeologists, ethnographers, specialists in ceramics and numismatics, and technical experts in databases and geophysical tools. As the leader of the project, Haldon has organized the participants into teams that will focus on specific tasks. Three teams will do "intensive field walking" and, led by Newhard, collect and record pieces of ceramics and other artifacts found in the area. Haldon will be part of a "roaming team" that will travel by trucks in large circles to plot other sites of importance in the region. Their work will be further informed by the findings of a Turkish team that will be conducting a field survey on a nearby hill, where Bronze Age artifacts recently were found. Also, in the village itself, Lale Özgenel, an assistant professor of architecture from Middle East Technical University in Ankara, Turkey, will lead a team of students who will conduct interviews with villagers to learn more about the community and its known history. Steve Wilkes, a remote-sensing project manager from the University of Birmingham, will lead the technical team. "Professor Haldon's enthusiasm is infectious," said Zachary Chitwood, a doctoral candidate in history advised by Haldon who will be at Avkat this summer for the second time. "He takes a serious interest not only in his main area of study but in many other periods and areas of history as well. Overall, this is a wonderful project and I am proud to be a part of it." A Quickbird satellite image taken in July 2007 shows the village of Beyözü and its surrounding landscape, the focus of study in the Avkat Project. (Photo: Courtesy of the Avkat Project)A high-tech approachIn order to glean the most from the field work, Haldon and his team are breaking new ground in their use of technology that is providing them with a digital framework. By using computer mapping and modeling tools along with remote-sensing techniques such as ground-penetrating radar and satellite imagery, the researchers are able to collect extensive data in real time as well as to home in on certain kinds of information. This information then can be integrated with other datasets so that it is readily searchable. "The best way to locate features and get a larger context is by using geophysical techniques, such as ground-penetrating radar coupled with magnetometry," said Haldon. "Then we can use satellite imagery to build a digital model and relate that to the surface evidence for ceramics and other small finds like coins. The GIS then links to a relational database, with software that enables us to organize spatial information visually," he said. "Much of what used to be done in the off season, such as data entry, photo management and find plotting, is now done in the field," said Elton. "This is critical since almost all the collected data is digital." For senior Jonathan Winnerman, an art and archaeology major who went to Avkat last summer, a particular highlight was combining the field walking with the use of new technology. Looking over the village of Beyözü (also known in different periods as Euchaita and Avkat) during the first field study of the Avkat Project last summer, Steve Wilkes, a remote-sensing specialist from the University of Birmingham, used an electronic distance measurer to help plot the bearings from satellite images to fixed points on the ground. (Photo: Courtesy of the Avkat Project)"It was really amazing to see that dragging a box along the ground all day was actually able to generate the plan of the Byzantine fortress, several meters under the ground," Winnerman said, referring to the 3-D computer model created of the ruined fortress using ground-penetrating radar equipment to suggest where the walls might have stood. Another significant benefit of using technology for field surveys is that it is largely non-invasive to the land and local community. Later, when there are specific sites to explore, the team expects to do some excavating, but digging is not the primary approach. Also, since much of the work in Avkat is occurring outside of the village, disruption is not a major concern for this particular project, but there are locations within the village that are of interest to the scholars. Tuna Artun, a doctoral candidate in history at Princeton who is Turkish and who was at Avkat last summer, said he spent a large amount of time with the local residents. "The villagers were truly hospitable, but also understandably curious about our presence," he said. "I spent the majority of my time in the village proper, where numerous archaeological elements still exist — some of these were revealed by friends we had made in the village." Haldon is working to ensure that the technologies deployed at Avkat can be bundled into a toolkit for other archaeologists and historians to apply to their own field surveys. "Our goal is to find ways of bringing all the different types of technology together in a single, integrated package in a way that will help us ask and answer all the questions we have ... and that we can make available to other scholars so they don't need to do all the work we are trying to do," said Haldon. A product of this effort will be a website, currently being developed, that offers various levels of data about the Avkat Project, with restricted access to some of the research tools intended for specialists. Mark de Groh, a doctoral candidate in history whose research focuses on the Ottoman Balkans and the Adriatic Sea from the 16th to 18th centuries, is going to Avkat this summer and already is imagining the ways such a toolkit might help scholars. "The new approaches being developed at Avkat will allow us to unlock countless lost chapters of the past and will also help us to craft more informed histories than anything we could have hoped for, even 10 years ago," said de Groh. "The project will push us to reconsider the nature of historical research on a fundamental level, and I am excited about working with a group of scholars ready to take on this challenge." As Haldon looks toward the future of the Avkat Project, he is very aware that funding is crucial. Thus far the project has received support at Princeton from the departments of history, art and archaeology and Near Eastern studies, as well as the Hellenic studies program and the Dean of Research Fund. Recently, Haldon has applied for grants from the National Endowment for the Humanities and the National Science Foundation, emphasizing the interdisciplinary nature of the project and its focus on developing an ongoing educational and research tool for scholars. "What I've done is to bring different specializations together and to globalize resources and agree on a common project that everyone can get something out of in terms of their own personal research, but which contributes both to their own fields and each others'," said Haldon. "There is a perfect combination of skills and technologies in what is a win-win situation." Earlier this spring, Haldon gave a Lunch 'n Learn talk on the Avkat Project, sponsored by the Office of Information Technology, which can be downloaded as a podcast. Submit Multimedia © 2016 The Trustees of Princeton University · Princeton, New Jersey 08544 USA, Operator: (609) 258-3000 · Copyright infringement · Web page feedback · Photos: Courtesy of the Avkat Project

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It's better not knowing the ending Researchers are not all happy with moves to tie funding to the 'usefulness' of their work Linda Nordling Monday 6 March 2006 19.19 EST Who decides what research is done in British universities? Well, researchers, obviously. But nowadays there's also a growing line of bureaucrats, politicians and spin doctors who have their say about what receives funding. And some researchers, it seems, have had enough. Scientists are increasingly living under an "oppressive culture of surveillance", says Jerome Satterthwaite, a visiting education research fellow at Manchester Metropolitan University. In April, he is hosting an international conference with colleagues entitled Research as a Subversive Activity. It will ask whether researchers always need to know where they are going with their work, and why. Today's political climate, with its target setting - which starts at primary school - and emphasis on funding science of use to the economy is marginalising radical thinkers, Satterthwaite says. "There's a horrible sense that you have to tell your bosses what they want to hear." But research has always been subversive, he says, and if it ceases to be subversive, it will also cease to be true research. On March 22, Gordon Brown will deliver his eighth budget as chancellor of the exchequer. There will be no points for guessing that science, innovation and its potential to drive the economy forward will get a mention. And everything is pointing to another good spending round for science in 2007. But the money has strings attached. The research councils are now required to report back to the government on the "usefulness" of the money they disburse to UK researchers, who in turn complain about mountains of bureaucracy that keep them from doing their research. Some - in particular senior scientists and vice-chancellors - accept the rigmarole as the price they have to pay for science rising up the political agenda. But others think it's having catastrophic effects on UK research. Don Braben is a name you mention at your peril to head honchos in the science establishment. It's easy to see why. His radical views of how cutting-edge science is nurtured flies in the face of their well-meant policies. He has spent the past 25 years lobbying for more academic freedom, and gets very animated on the topic of Brown's ideas for boosting innovation. "I was astonished to see that even in 2006 the Treasury could say 'we want to support research that may be useful to UK Plc'. That's a ridiculous thing for any intelligent person to say." What researchers need is less direction, not more, he argues. "If you list the great scientists of the 20th century - the Max Plancks, the Einsteins, the Shrodingers, the Diracs, the Crick and Watsons - these really great scientists who came up with really great things, they would not get funded today. Because they couldn't prove to a committee when they were setting out that what they wanted to do was important." In the 1980s, Braben started an initiative called Venture Research for BP, the petroleum giant. The initiative was meant to catch the next generation of trailblazing scientists and let them loose on the projects of their choice - with no questions asked if, halfway through, the project took a U-turn and the researcher completely changed his or her approach. "What we realised was that peer review is death for really new ideas," he says. Peer review - the process by which academics judge each other's work - is used by publishers to assess the quality of articles submitted to them for publication. But it's also used almost exclusively by research funders to judge the quality of proposals. It's this second type - Braben calls it "peer preview" - that he banned at Venture Research. "There's not the slightest bit of evidence that peer preview works. It just sounds fair, doesn't it?" he says. Instead, applicants were invited to come in and talk about their vision. "Each one of these guys, we thought, would be capable of thinking conceptually, even on day one of their great enterprise, of what they wanted to do - even though they had no idea where they would end up. And just by the very quality of what they would say to us, we could judge that." Talk was not allowed to turn to potential applications - remarkable for research funded by a technology-driven company. "If they said their work could lead to zero emissions on cars or whatever, we'd say, forget that, forget it! It's science we want you to do." Sadly for Braben, the unit was closed down in 1990 after a change of management at the top of BP. But he says its success can be seen in the subsequent careers of the 26 people it funded. Professor Ken Seddon, a chemist at Queen's University Belfast, came to Venture Research with a proposal that had been given a gamma-rating - the lowest grade on the scale - by the Engineering and Physical Sciences Research Council. Last month, he picked up the Queen's Anniversary Prize for his work on environmentally friendly solvents. But the UK research funders, although scratching their heads over how to spot promising researchers, don't want to hear from Braben. Their stock reply is that this is the type of stuff universities' block grants from government should support. Lack of consensus Key people in the government don't seem that impressed either. "David Sainsbury [the science minister] told me flatly that he didn't agree, and that I was wrong. And David King [the government's chief scientist] told me, 'I read your book, don't agree with a word of it'." He found one sympathetic ear in Nina Fedoroff, a renowned US biologist at Pennsylvania State University who sits on the board of the august National Science Foundation. She gave his latest book, Pioneering Research: A Risk Worth Taking, rave reviews in Nature last year. And the NSF is busy setting up a new pilot scheme that has a lot in common with that pioneered by Braben. Braben warns that the UK has more to lose than any other country by stifling its researchers. "These new arrangements are attacking one of our most precious assets: individual creativity." Braben won't make it to the Manchester conference - at least not unless somebody pays him to. One thing is for sure, the government won't. The winds of utility and performance management are blowing strong in the Treasury. But, in questioning the wisdom of these policies, researchers like Braben and Satterthwaite are carrying on a noble tradition: one research couldn't do without. Graduate careers

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+972 Magazine | Ben Gurion University More Voices Ben Gurion University Mairav ZonszeinWhat it means when occupation is the consensusA major Israeli university revokes a prize intended for Breaking the Silence claiming that its work opposing the occupation 'isn't in the national consensus.' What does that say about Israel as a nation? Breaking the Silence, an organization of former IDF soldiers who oppose Israel's occupation of the Palestinians, was supposed to receive the Berelson Prize for Jewish-Arab Understanding from Ben-Gurion University this week, a NIS 20,000 ($5,100) award that the university's Middle East studies department has given out annually for a quarter century. [tmwinpost] However, university president Professor Rivka Carmi decided to overrule the decision and vetoed Breaking the… Read More...Published June 28, 2016 | 7 Comments +972 BlogWhat was different about this war?Beyond an unprecedented degree of destruction in Gaza, Israel's latest offensive on the Strip brought with it unrivaled levels of racism and incitement back home. By Elizabeth Tsurkov The war between Israel and Palestinian armed groups in Gaza would appear as the latest round of fighting between Israel and Hamas; however, this war was different from previous rounds of fighting on both sides. The level of destruction in Gaza was unprecedented, while in Israel anti-democratic and racist forces gained much more prominence and influence compared to previous wars. As in all other nations during times of war, the Israeli public rallies… Read More...Published August 29, 2014 | 13 Comments +972 BlogIsrael's other war: Silencing Palestinian citizensDespite all my years of coexistence camps with Jewish Israelis, I’m starting to lose sight of peace. How can there be peace when Israel does nothing to stop the violent attacks against its Palestinian citizens? By Shadan Jabareen I had just finished my second year at Tel Aviv University and wanted to remain in the city for the summer to work, so I applied for a job at a bookshop in Ben Gurion Airport in late June; they needed employees. The operations coordinator was impressed with my fluency in Arabic, Hebrew and English, so we scheduled an interview. After explaining the requirements… Dahlia ScheindlinThe burden, and wall, of ZionismZionism has come to refer not to the many ways of building Israel, but to a litmus test. Any answer other than ‘I am a Zionist,’ is akin to being un-American in the 1950s. I didn’t join a Labor Zionist youth movement at 14 because I thought of myself as a Zionist. Actually I shied away from group identities, bouncing among social cliques at school and staying away from team sports. My parents just didn’t know what to do with me one summer and they heard about a nice Jewish camp, not too expensive. The Habonim-Dror camp turned out to… Read More...Published May 6, 2014 | 16 Comments Dimi ReiderGaza: Time for real men?Israeli viewers are currently under attack - not only by rockets, but by a legion of serious, gruff, tough, men's-man manly commentators manning the studios and explaining why the war makes sense to any reasonable… man. A text by Idan Landau. "And once again the screen is awash with men, battalions, battalions of men, swarms of men; commander men and commentator men, calming men and threatening men, men with a rich past in positions of command, men with greying temples, men with a rich past in position of command and greying temples, Ashkenazi men and Mizrahi men, men who… Read More...Published November 17, 2012 | 13 Comments +972 BlogHow the Israeli right conspired to shut down 'lefty' department at BGUThe crackdown on Ben-Gurion University’s Department of Politics and Government may seem unprecedented, but a closer look reveals an ongoing campaign to challenge academic freedom in the university and beyond. By B.N.* While the attacks on the Department of Politics and Government of Ben-Gurion University are being viewed by many as an unprecedented measure, infringements of academic freedom in Israeli-controlled areas are common. They are often part of the regime of military occupation in the Palestinian West Bank and Gaza. Today, such infringements in the occupied territories include limitations on students’ and faculty’s access to academic institutions through checkpoints and… Read More...Published October 24, 2012 | 14 Comments +972 BlogEroding liberties: The 'witch-hunt' against Israeli academia By Todd Gitlin Why should Americans care about political interference in the universities of a far-off country? Because the far-off country is Israel, one of our closest allies, a nation that features intimately in our own political life; and because Israel’s domestic affairs have a way of morphing into subjects of America’s never-ending culture wars. So it is of considerable importance that as Israel’s prime minister, Benjamin Netanyahu turns up the volume on claims that Israel is at risk from barbarians, his government persists in illicitly expanding its powers and eroding liberties. In July, Israeli universities were shaken when a… Read More...Published October 5, 2012 | 8 Comments Noam SheizafState council seeks to shut down 'leftist' department at BGUIn an unprecedented move, the Council for Higher Education will vote on shutting down the Department of Politics and Government at Ben-Gurion University, which has been the target of right-wing propaganda for the last several years. A major political battle is taking place this autumn within Israeli academia: the Israeli Council for Higher Education (CHE), a government-appointed body charged with the supervision and financing of universities and colleges in Israel, is attempting to shut down the Department of Politics and Government at Ben-Gurion University (BGU). In recent years, the Department of Politics and Governments has been labeled by right-wing organizations… Read More...Published September 24, 2012 | 29 Comments +972 BlogClampdown on campus politics in Israel feeds social apathyBy Issa Edward Boursheh Let me start by making a few essential points: I believe that academic work should not be politically influenced, pressured or manipulated, and any argument that is discussed in class must be supported by methods, terms, tools and criticism that fit the world of research methods. I am against professors promoting their political agenda in class, based on emotions or so-called facts, which are not supported scientifically. Having said that, I think it’s the role of students to bring politics into universities and campuses by any legitimate means necessary. The main demand of the Free Speech… Read More...Published December 25, 2011 | 4 Comments Noam SheizafEXCLUSIVE: Report on politics department at Ben Gurion UniversityLast week, the Israeli daily Yedioth Ahronoth broke a story about a draft report by an evaluation committee commissioned by Israel’s Council for Higher Education (CHE), recommending closing the Department of Politics and Government at Ben Gurion University if changes are not made, including to the perceived political leaning of the department. The department has been the target of a campaign by the radical rightwing movement Im Tirzu for its "lefty" political leaning. Despite pleas from dozens of academics that protested this attempt to supervise the political opinions raised in classrooms, the Council for Higher Education voted to adopt the… Dahlia ScheindlinEXCLUSIVE: Excerpts of leaked report on BGU's Politics DeptLast week, Yediot Ahronot broke a story about a draft report by an evaluation committee of Israel’s Council for Higher Education (CHE), recommending closing the Department of Politics and Government at Ben Gurion University if changes are not made, including to the perceived political leaning of the department. I have obtained a copy of the draft report. Below is a selection of what I view as the key excerpts and some comments about them. All emphases are mine. I am proud to repeat my disclosure as a member of this department, where I teach as an adjunct lecturer. In a… Read More...Published November 26, 2011 | 6 Comments Dahlia ScheindlinLeaked BGU report: Part of broader assault on academic freedomRead excerpts from the report obtained by +972 Magazine. The leaked report of a committee appointed by Israel’s Council for Higher Education (CHE), assessing Ben Gurion University’s Department of Politics and Government, is an anomaly compared to other reports, if not an outright, government-sponsored politicized mission against an academic department that has no precedent. I repeat my full disclosure that I teach as an adjunct lecturer at this department. Although the process of evaluation is an established routine (which I explain below), this report must be seen in a dire context of academic persecution that has been led largely by two… Dahlia ScheindlinPanel recommends closing BGU politics dept. for "political bias"Topping off a lengthy, politically-motivated assault on the Department of Politics and Government at Ben Gurion University, a new study now reportedly recommends closing the department altogether. According to Yediot Ahronot, an international committee established by Israel’s Council for Higher Education has pointed out a series of professional, academic weaknesses of the department, examining the number of publications, the prestige of the publishers of those publications, the range of courses and programs and the number of lecturers. But the headline of Yediot’s story is the report’s finding that the political bias of the department warrants special concern. According to Yediot:… Read More...Published November 23, 2011 | 62 Comments Older Entries

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Spring in Oxford Today I went to Oxford on a whim, hoping that the city of dreaming spires would inspire my son to work a little harder. Sadly, I didn't realise that when the Welcome to Oxford sign appeared, we would be confronted with several miles of ring roads, light industry and shoddy housing estates. Brideshead Revisted was never like this. But enventually we reached the real city and it more than lived up to our expectations. We began in this Saxon church tower, built in 1040: As we climbed the steps, we could hear the hungry cries of baby pigeons, accompanied by the sublime singing of a young male student. The tower was reassuringly solid, with walls that were three feet thick. When we reached the top, we had a good view of the city: I used all my guile to get my son enthused about Oxford: "This is where they filmed some of the Harry Potter films...Do you remember that episode of Doctor Who when the young Amy was in that museum?" He nodded politely. Then I casually remarked that the windows looked into the student bedrooms and my son suddenly lit up: "Really? Oh my! I'd like to go here. Do you have to be very rich?" The conversation continued. "Dad, why didn't you go to university here?" I opted for the simple answer, deciding to leave out the possibility that I might not have been clever enough: "I didn't work hard enough and I didn't love the subjects I studied. I wanted to do music, but I'd started too late to catch up. Whatever you do, do something you love and then it won't feel like hard work." "Which famous people have been to Oxford?" There were so many, I didn't know where to start. For some reason, Kris Kristofferson sprang to mind - he went to Merton - but that name would mean nothing to my son. I had to think of someone that children liked: "You know the man who plays Mr Bean..." The trouble with places like Oxford is that they offer a sensory overload. You wander around like an idiot, gawping with wonder, taking photographs of interesting bricks. It's not the linear square mileage that's the problem, but the temporal area - 900 years of history, compressed into a relatively small space, like the material inside a black hole. I haven't even got to grips with Lewes yet. How long would I have to live in Oxford before I began to vaguely make sense of it? I looked at the students and envied them, but then remembered that a friend's daughter studied here a few years ago. Naturally bright, she had sailed through every exam at school, but met her match at Oxford. After years of achieving top grades with very little effort, the punishing schedule of essays and reading lists came as a shock. She graduated, but seemed scarred by the experince. However, it must be a very grounding experience to be part of a tradition that is almost a thousand years old, literally following in the footsteps of figures like Dr Johnson, John Donne and Erasmus. In the photo below, the white house once belonged to Edmund Halley, of comet fame. I saw someone go in the front door and felt a momentary pang of envy. I took this photo through the railings of a fence. It's a secret garden: Et in arcadia ego, which is the title of the first chapter of Brideshead Revisited. It looks like the perfect place for a picnic involving plovers eggs and a reading of The Waste Land. This is the dining hall of Trinity College. Just in front of the mantlepiece, there is a large tomato ketchup dispenser. The seats have seen better days. I watched a group of students sitting on a lawn, having an animated conversation and wondered what my son made of it all. I hadn't brought him here to instill a burning desire to become an Oxbridge student. I simply wanted my son to be aware that he had choices, and that learning can become more interesting as you get older. I think he got the message. Would you like to take my son next time & inspire him? We've yet to visit universities. That's a year off. However I think I've put them all off museums. For now! I'm not sure if I inspire my son. I just put things in front of him and hope for the best. But that approach was a dismal failure with his brother, who started protesting at six. It's a complete lottery, which is why I want to punch smug parents who tell me that their darling Fifi loves the British MMuseuml. joan.kyler I've read that the Italians have an old saying that the problem with having children is that you don't know what kind of stranger you're letting into your house, or something to that effect. I decided never to have children, too much of a risk. (And too time consuming.) Chris Matarazzo It is interesting, isn't it -- trying to instill in our kids the difference between the foundational kind of learning they are forced to do and they joy of some day studying things they love when they "major" in someting in college? My 13-year-old loves history; he read his entire textbook in sixth-grade every night at bed time until he'd completed it. When I told him he could spend his life stydying history if he wanted, as a professor, he was tremporarily baffled, then intrigued. There really are two entirely different kinds of learning. 12:43 pm One more, if you don't mind: considering the museum comments from you and Katherine A above -- isn't it always things they find on their own that they love? I may be guilty of having pushed music and literature with my son, but it is history he seems to cling to. I think the "putting things in front" of them philosophy is best. When I told my son the story of The Odyssey in his younger years, I hoped it would lead to a love of story; instead, it seems to have contributed to a love of history. Then, of course, we, as parents, sometimes have to point out to our kids exactly what it is they are interested in or they might not consciously realize it. I once told my son that not only does he seem to have an interest in history but in language. The questions flowed from there... Joan - I didn't have much choice in the matter! Mrs Steerforth made it pretty clear that we were definitely having children and a world of meals out and holidays abroad came to an abrupt end. Children are the doubtful guests, but love conquers all, thankfully.Chris - Your son's lucky he has a father who recognises him as an individual rather than a extension of himself. There's nothing wrong with encouraging your own hobbies and interests, as long as you know when to step back and allow the child to follow their own enthusiasms. It sounds as if you got the balance right. My niece went to Oxford to do an MA and yes, was daunted by the work and the approach. She's now at Goldsmith's, much happier. But surely the estates, industry and ring roads are also "real"? Next visit, explore Jericho, the meadows, the Iffley Road. I lived there briefly and pretty much ignored the Harry Potter aspect. Have happy memories of a Chinese resto in the mall, and the rep cinema (now the Ultimate Picture Palace). Oh, and my dad said there was no point studying history because nothing happened the same way twice. I studied history. Lucy - Yes, the other parts of Oxford are just as real, but it feels as if they've been grafted on to the city rather than evolved naturally. It's a pity the city's expansion wasn't managed in a way that was more sympathetic to the historic centre. The outskirts of Cambridge are equally uninspiring.Your dad's view of history is an unusual perspective! Most of us feel that nothing ever changes. I loved visiting both Oxford and Cambridge. I found just being in the presence of something like the King's College Chapel in Cambridge, or the Ashmolean inspiring. All that knowledge -- and so little time in a single lifetime to explore it. My parents insisted that I go to university and that I finish and get a degree, though I think they were a bit baffled when I got a degree in mathematics, as I've always loved reading history and biographies. Or a really good mystery. Preferably an English one. But in addition to the practical usage of listing a degree on my CV, mathematics teaches a kind of mental discipline that's important in every aspect of life. Your sons, though so different from one another, will find their paths one day, though there may be some surprises along the way.Thanks for an interesting post. xoxox Carol StuckInABook It's always fun to see 'my' city through the eyes of a visitor - I forget how beautiful it is (and for many years the Radcliffe Camera was my 'office', which does seem very lucky).I went as a student in 2004 and stayed as one until 2013... despite finding it rather overwhelming as an undergraduate. You're absolutely right that you have to REALLY love your subject to survive the intensity of that course. Masters and DPhil were a breeze in comparison!Foolishly, I always assumed Rowan Atkinson was part of the Cambridge set, so nice to know we can claim him as one of our own.Oh, and I agree about how unprepossessing Oxford is as you enter - traffic jams, or the ugly buildings around the railway station. But luckily the countryside is also very close, which has made living in a city more bearable for a country boy like me. Carol - I can see the attraction of studying mathematics and you're right about the wide range of applications it has, whether you want to be an accountant, software designer, philosopher or a musician. The purity of maths appeals and it certainly commands a lot more respect than many subjects, so you made a good choice.StuckInaBook - Lucky you, having the Radcliffe Camera as your office! It must have been very rewarding to live in that environment, studying something you loved, even though the novelty value may have worn off quickly. The one thing I didn't like were the tourists, but as I was one myself it seems rather unreasonable to object. Somehow just put a comment meant for here on another post - but I promise, really, I am not a robot, just an incompetent with comments Somehow just put a comment meant for here on another post - but I promise, really, I am not a robot, just an incompetent with comments.PS The last sentence of Carol's comment re paths and surprises is so wise. 4:54 pm Slightly off topic, but I just wanted you to know that the latest personality quiz Where in Britain Would You be Happiest? has me happiest in Lewes. Now of course I want to know if you should be living in Oxford.I was an academic dunce, but the two strangers we introduced into our family have given us a glimpse into the world of the Cambridge undergraduate. Zoe - Replying to your comment that appeared on the previous post, I just told my son that he had to work hard and be good at what he did. There's still something of a meritocracy, for those who try enough. Lucille - I took the test and apparently I should be living in the Skipton area or, if I have to stay in the SE, Oxford! However, I'm not completely out of sync with Lewes.I wouldn't say I'm an academic person either - too mercurial - so I'm not sure why Oxford would be a good fit. Blimey you've made it look nicer than I saw it in 18 years! At least half of Oxford is a dump, sadly with terrible architecture sprouting up all over the place. Victorian Colour Illustrations From The Books That Almost Killed Me To The Books ... Dark Age - Ishiguro's The Buried Giant The Fifties Home

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Dance Council Honors Recipients Announced by Stephen Becker 9 Jul 2012 The awards will be presented at a ceremony on Sept. 30 at the Dallas Black Dance Theatre in the Arts District. The Dance Council of North Texas has announced the six individuals who will be honored at this year’s Dance Council Honors. The awards celebrate the “excellence, perseverance and creativity” of the winners and will be presented at a ceremony on Sept. 30 at the Dallas Black Dance Theatre in the Arts District. Keep reading for more on each winner from the Dance Council: Mary McLarry Bywaters Award for Lifetime Contribution to Dance – Tracy Jordan DCNT is thrilled to award its highest honor to Tracy Jordan, executive director of the Dallas Summer Musicals High School Musical Theatre Awards. Tracy is Director of Production and Operations for Dallas Summer Musicals and participates in developing touring shows for the largest non-profit arts group in the southwest. A lifelong showman, Tracy’s career in the entertainment industry includes national and regional musical theatre tours, circus, cruise ships, dinner theater, cabaret, night clubs, commercials, voice overs and industrial shows from coast to coast. He was featured in Broadway productions such as 42nd Street, Sugar Babies, Jesus Christ Super Star and Fiddler On The Roof. Tracy’s creative and choreography credits include Funny Girl for Lyric Stage in Irving, TX , Cole for the Lyric Opera of Dallas, tap choreography for Donald O’Connor’s appearance at the Las Vegas Hilton, Singin’ in the Rain in Las Vegas, Un Ballo en Maschera for the Ft. Worth Opera and numerous industrial shows. Natalie Skelton Award for Artistic Excellence – Teresa Espinosa Teresa Espinosa is a Dallas native and alumna of Booker T. Washington High School for the Performing and Visual Arts who is changing the shape of dance in Las Vegas and Hollywood. Fifteen years ago, armed with a dance degree from California Institute of the Arts, Santa Cruz, Teresa committed herself to a career in contemporary dance and the entertainment industry. Today, Teresa, a petit dynamo, is a nationally acclaimed hip-hop choreographer, dancer and teacher. She is also a star member of the dance crew “Beat Freaks,” which appeared on Season 3 of America’s Best Dance Crew. She has been assistant choreographer and dancer for Miley Cyrus, Brittany Spears and Janet Jackson tours. Jackson’s HBO Special, “The Velvet Rope -Live in Madison Square Garden” drew over 15 million viewers and received an Emmy nomination for its choreography. This past March she was the featured guest artist at the DCNT’s 16th annual Dance Planet two-day dance festival. Mary Warner Award for Service to Dance – Kay Daiziel Kay Daiziel is recognized as a successful entrepreneur, owner of Artful Dancewear in north Dallas on Central Expressway, and for her “can do” style as a businesswoman. She is a dance aficionado and operates a dance friendly business. Daiziel has been in the dancewear retail business since 1984. In 2003 she opened Artful Dancewear LLC in Dallas and is now one of the top dance suppliers in north Texas. Kay’s support for dance teachers, professionals and students is amazing. Her reputation is built on exemplary customer care. Artful Dancewear is a company that area teachers depend upon for giving their students friendly, honest advice and guidance. In particular DCNT appreciates her business support for DCNT and its programs through the generous Artful Dancewear dance teacher development scholarship and advertising in our publications. Larry White Dance Educator Award – Gladys Keeton and Yvonne Lovell Gladys Keeton is an associate professor of dance at Texas Woman’s University. She has taught and inspired numerous Texas dance educators, nurturing their careers for more than forty years. She is celebrated for her excellent, inspiring and innovative dance teaching on the university level and for her service to dance and arts education in Texas. Gladys has a knack for opening doors to help others view dance in innovative ways. She transforms the lives of colleagues in her professional development seminars and has been dedicated to strengthening dance education standards in Texas and across the U.S. Gladys creates opportunities for her students to work with dancers of all ages and levels, including those who are mentally and physically challenged. The immediate past president of the National Dance Association, Gladys’ contributions to fine arts dance education is national in scope. In 2011 she received the David K. Brace award from the Texas Association of Health, Physical Education, Recreation & Dance. Gladys directs TWU’s community dance program. Begun in 1976 her ensemble, TWU International Dance Company, was the first university ensemble in the metroplex dedicated to performing authentic ethnic dances. Another inspiring and magical dance educator is Yvonne Lovell. Yvonne is commended by the DCNT for her years of inspiring young students and helping them blossom into strong dancers and focused performers. Yvonne, born and raised in London, began performing on stage at the age of six and won All England gold medal for tap dancing by the age of nine. Yvonne did both fashion and photo modeling and performed in A Midsummer Night’s Dreams for two seasons at Regent’s Park. From ages twelve to seventeen she did children’s television and Summer People at Pembrook Theater in Croydon. Earning enough money for a trip to the United States, Yvonne visited her aunt living in Terrell, TX. There she met Robert “Buddy” Lovell and her life changed. Since 1980 Yvonne has owned and directed her studio, Stage Door, in Mesquite, TX. The studio serves the neighborhood and surrounding residential areas. She is certified with the prestigious British Association of Teachers of Dancing as well as Dance Educators of America. Her studio has been involved with The Moscow Ballet’s Great Russian Nutcracker and Garland Summer Musicals. Texas Tap Legend — Laura Price Laura Price is a creative, rhythmical, challenging tap dancer and teacher. Known for her truthful, genuine and generous nature, Laura is an exemplary dancer, teacher, choreographer, studio owner and a past president of Irving Ballet Company. She began her dance training in Dallas at three years old and grew to perform with several local civic dance and theatre companies. She danced in such productions as Anything Goes, 42nd Street, Whoopee, Peter and the Wolf, A Chorus Line, The Nutcracker, and Morton Gould’s “Tap Dance Concerto”. Laura has more than forty years of teaching in the area and is currently teaching tap at Tuzer Dancenter in Richardson and Forcher’s Dance Center in Irving. Laura has danced with Rhythm Junkies, and now performs with iNStep DanceLocal Events About Stephen Becker Stephen Becker produces the shows Think and Anything You Ever Wanted to Know for KERA. As part of the Art&Seek team, Stephen produces radio and digital stories, along with the podcast "The Big Screen," with Chris Vognar, movie critic of The Dallas Morning News. View more about Stephen Becker. 9DEC 2016 @ Dallas Black Dance Theatre This performance showcases the choreography skills of DBDT and DBDT: Encore!... Dance: Contemporary Dance 10DEC 2016 Lollie Bombs Presents: All Wrapped Up @ Viva's Lounge Join the Lollies in celebrating the magic of the Holiday season with some go... Dance: Experimental & Performance Art KIDS & FAMILY-FRIENDLY Nutcracker Short 'N Suite & The Land of Sweets Breakfast @ Woodrow Wilson High School Woodrow Dance Theater Proudly Presents: Nutcracker Short N' Sweet, December ... Dance KIDS & FAMILY-FRIENDLY The Frisco Ballet Presents The Nutcracker @ Reedy High School Come experience The Frisco Ballet’s performance of "The Nutcracker" this h... Dance: Ballet Your source for arts news, stories and events in North Texas. Art&Seek is a service from KERA (KERA FM 90.1, KERA TV and KXT 91.7). Follow Art&Seek:

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Search Main menuHomeStoriesRegionsSocials Secondary menuSubscribeAboutState.gov You are hereIssues » Educational and Cultural Affairs U.S., Pakistan Hold Strategic Dialogue on Education Posted by Rick Snelsire July 1, 2010 Girl Writes on Chalkboard in School in Pakistan About the Author: Rick Snelsire serves as Spokesperson at U.S. Embassy Islamabad. As part of the ongoing Strategic Dialogue between the United States and Pakistan, officials from both countries met in Islamabad on July 1, 2010, to discuss issues critical to the education sector in Pakistan. The Education Strategic Dialogue highlights the shared commitment to a long-term relationship between the U.S. and Pakistan that focuses on improving the lives of the Pakistani people and working to ensure that all have access to quality education, particularly girls. At today's meeting, the second of the Education Working Group, participants further discussed the direction of the U.S.-Pakistani partnership recently agreed upon by Pakistani government officials and U.S. Agency for International Development (USAID) Administrator, Dr. Rajiv Shah. The dialogue underscored the commitment of the governments of the U.S. and Pakistan to continuing support for basic education while exploring ways to increase support for technical and higher education. The Education Strategic Dialogue was co-chaired by Ms. Shahnaz Wazir Ali, Special Assistant to the Prime Minister on Social Sectors and Mr. David Barth, Director of Education, USAID. Other members of the Pakistani delegation included Federal and Provincial Education Secretaries, Dr. Javaid Laghari, Chairman, Higher Education Commission, and Dr.Sohail H. Naqvi, Executive Director, HEC. Other members of the U.S. delegation included Ms. Alina Romanowski, Deputy Assistant Secretary for Academic Programs, Bureau of Educational and Cultural Affairs, Department of State, and Dr. Marshall “Mike” Smith, former Deputy Secretary of Education. The U.S. delegation also called on Sardar Aseff Ahmed Ali, Federal Minister of Education. The Secretary of Education, Mr. Imtiaz Kazi, presented to the delegation the National Education Policy adopted in 2009, followed by presentations by representatives from the Provincial governments of Khyber Pakhtunkhwa, Balochistan, Sindh, Punjab, and officials from Azad Jammu Kashmir, the Federally Administered Tribal Areas, and Gilgit-Baltistan on educational priorities and challenges in their regions. Members of the Pakistani and American delegations discussed how to jointly support implementation of the education policy, especially at the provincial level. During the session on higher education, the bilateral Education Working Group considered how the U.S. government can improve its support to higher education in Pakistan. Our discussions included the possibility of establishing centers of excellence at Pakistani universities and further developing U.S.-Pakistani exchanges, linkages, and scholarship programs, including the Fulbright Program. Other sessions included discussions on the 18th Amendment and its implications for the provinces, National Achievement Standards for Teachers and Students, technical education, and the Pakistan Education Taskforce. To ensure an on-going dialogue that fosters a continued strong partnership between the U.S. and Pakistan, the group will continue to interact over the coming months and will meet again in six months. Najm A. | Massachusetts, USA July 2, 2010 Najam A. in Massachusetts writes: After 10 years of education, BISE matriculation results offer first overall view of Pakistan's state of the education. All Boards now maintain websites but unfortunately do not share enough information that would enable analysts have a realistic apparaisal of the situation. Could you offer some technical help to the BISE officials offer methodical information on different points. I suggest that the Boards look at the information that BISE Gujranwala provides on its website and try to model and refine it. They would this empower obserevers, researchers and experts offer good analysis for policy makers, FREE. Good luck. Previous: Announcing "Apps 4 Africa" »« Next: "Operation Provide Hope” Brings Aid to Kyrgyzstan . U.S. Helps Journalists During a Time of Crisis in Pakistan U.S. Assists Agricultural Recovery in Pakistan U.S. Embassy Islamabad Renews Partnership With International Islamic University Latest Stories "Experience America" Takes Diplomatic Corps to Atlanta Writing for the U.S. Department of State DipNote blog, Assistant Chief of Protocol Sarah Nolan previews the next Experience America… more 2 Happy Thanksgiving, Canada! Writing for the U.S. Department of State DipNote blog, Canadian Public Affairs Specialist at U.S. Embassy Ottawa Jennifer McCabe wishes… more 3 DipNote: The Week in Review Writing for the U.S. Department of State DipNote blog, Managing Editor Luke Forgerson recaps postings from the week of October… more 2

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Adrian Goldsworthy, Antony and Cleopatra. New Haven/London: Yale University Press, 2010. Pp. ix, 470. ISBN 9780300165340. $35.00. Reviewed by Lee Fratantuono, Ohio Wesleyan University ([email protected]) Buy this book from Amazon and support BMCR Adrian Goldsworthy is the author of an impressive stream of titles on Roman history that fall into the category of books that are sometimes unjustly disparaged as “popular.”1 I say “sometimes” because Goldsworthy’s topic is indeed one of the more popularized subjects in classics; the bibliography on Cleopatra is enormous, and it is rare for a year or two to go by without some new title on Egypt’s famous queen, many of them quite unsatisfactory or, at best, largely derivative of past work.2 Besides the market for Cleopatra books, there are her frequent appearances in film, television, and documentary. It would almost seem that there is nothing new to say about her; insofar as there might be room for investigation, Antony’s career before he met her would seem to be the likely subject for a fresh examination of the evidence. Goldsworthy admirably succeeds in highlighting the “lost years” of Antony’s life, and in offering an appraisal of the extant sources on Cleopatra that provides much of interest both to students and scholars. Far from being a book that an expert on late Republican and early imperial Rome might dismiss as “popular,” Goldsworthy’s history should be considered essential reading for anyone interested in the rise of Octavian and the birth of the principate. Goldsworthy’s book is more history than biography, though the opening chapters imitate Plutarch’s parallel lives, as Antony’s Rome, Cleopatra’s Egypt, and the early lives of the famous pair are successively examined. Goldsworthy’s book is written in engaging prose that flows with charm and flair. His prose talents are considerable. Admirably, the notes are heavy with citations from original sources. For those who want them, there are references to other secondary works on the period and the two main subjects in question, but the citations in no way overwhelm the reader or obscure Goldsworthy’s pursuit of the “truth” of what happened in Rome under the spell of the strange trinity of Antony, Octavian, and Cleopatra. For “truth” is Goldsworthy’s stated goal in the opening movements of this book. One of the truths that is revealed in its pages is at variance with much of the other “popular” work on the period: Cleopatra was not, in the final analysis, all that important – especially in comparison to Antony. Goldsworthy is blunt: “Whether we like it or not, Cleopatra was not really that important.” Even those who might be inclined to disagree with this conclusion can at least find in Goldsworthy’s pages a balance to the great mass of work on the famous pair that sees Antony as pawn of a manipulatively dangerous, seductively powerful queen – a view that is more a product of Augustan propaganda than sober reflection on the extant evidence. For Goldsworthy, “Cleopatra was more intelligent, and certainly far better educated, than Antony.” But ultimately she was not Roman.3 Goldsworthy quietly addresses two recurrent topics of ethnic controversy; his Cleopatra is Macedonian, which for Goldsworthy means she is “Greek,” and she is not African. While readers of all levels can profit from Goldsworthy’s book, it has most use for undergraduate and graduate students of Roman history. This book, like its predecessors, is suitable for classroom use or even for students preparing for comprehensive examinations who are looking for a convenient overview of the period in question. Goldsworthy has almost created a new genre of classics/ancient history titles: works that comfortably inhabit a middle ground between the unscholarly and the hyper-scholarly. Goldsworthy is especially careful to debunk false conclusions about Cleopatra in particular (his section on her appearance should be required reading in courses on women in antiquity). Goldsworthy’s plain, unadorned prose is both clear and challenging; he does not hesitate to declare, “that the obsession with Cleopatra’s looks is unusual, and not entirely healthy.” Goldsworthy also handles well the oft-repeated claim that Cleopatra certainly or at least probably knew Latin. Antony’s ill-fated expedition to Parthia is one of the more difficult sections of Plutarch’s life, and Goldsworthy’s account is of particular value for its lucidity and comprehensiveness. Goldsworthy’s stated objective is to examine closely the crucial thirteen years from the death of Caesar to Actium; he is correct in his observation that courses on the period often gloss over these very full years, and his book goes a long way to correcting the omission. Goldsworthy shows a great command of the relevant bibliography; throughout his book, episodes that have traditionally received short shrift are given fuller attention and vice versa, even in those instances where the conclusion must be that the problem cannot be settled.4 In the case of some of the minor characters in the Antony and Cleopatra drama (Fulvia, Arsinoe), one realizes that Goldsworthy’s reticence is a result of the dearth of information we have. For throughout, Goldsworthy remains grounded in his sources, though always willing to make thought-provoking, controversial, plain statements of his views. Even when the evidence is scanty, Goldsworthy never prevaricates. There is little if anything on Cleopatra’s depiction in Roman literature (there are some good notes on her appearance in Lucan and some stray references on relevant passages in Virgil, though nothing approaching sustained commentary). Such examination would have been welcome, though this is already a (necessarily) long book. An overview of the creation of Augustan propaganda (essentially the beginning of the popular treatment of Cleopatra that has endured to our day), however desirable, might be difficult to divorce from a larger consideration of Cleopatra’s post mortem image, a topic that has already been the subject of a considerable bibliography.5 The archaeological evidence is discussed in greater detail than the literary, with a frank assessment of what (often paltry) evidence we can glean from the available material. Octavian is rather kept in the background for much of this volume; he is the next subject Goldsworthy is tackling, and throughout the present book there is a clear understanding that the Augustan principate that emerged was fashioned in part from the actions of Antony (especially) and Cleopatra. One might have wished for more attention to the surviving fragments of Antony’s anti-Octavian propaganda. Since Plutarch is one of our only sources for much of the material covered in this volume, some consideration of source criticism would have helped to ameliorate the impression one sometimes has in “popular” histories that one source is as good as another. Goldsworthy solves that problem by offering his own cogent and sensible appraisals of the evidence, which often means that the learned readily understand why certain conclusions are what they are; students might need some guidance. Maps appear throughout the text; at the center of the (beautifully produced) volume there is a collection of color illustrations of artwork and relevant archaeological sites. The schemata of the battles of Pharsalus and Philippi are among the clearest illustrations of those engagements I have seen; there is a similar illustration for Actium (Goldsworthy’s description of the battle is wonderfully lucid, especially given that it is no easy task to attempt to describe exactly what happened on that autumn day). There are family trees and a chronology; these are of great use (particularly the former); a (selective) glossary is also provided. The headwords for the index are especially detailed. By the end of this book, the reader is left with the sense that Antony and Cleopatra are both still ghostly enigmas. This is less the result of any failure on Goldsworthy’s part than the consequence of the truly unsatisfactory nature of our evidence. In the absence of new discoveries, Goldsworthy’s appraisal may well represent the best we can do. Goldsworthy is to be congratulated for a fine addition to a seemingly bloated bibliography; we now await his forthcoming work on Augustus. Yale University Press is to be commended for producing Goldsworthy’s recent titles in this important field of scholarly “popular” ancient history. The present volume is really a sequel to Goldsworthy’s Caesar, and it will be good to see an Augustus as the last volume in a trilogy. 1. Note especially the recent Caesar: The Life of a Colossus, New Haven: Yale University Press, 2006, and How Rome Fell, New Haven: Yale University Press, 2009. 2. Both title and subtitle of Preston’s Cleopatra and Antony: Power, Love and Politics in the Ancient World, New York: Walker & Company, 2009, reveal the emphases of much of the competition for Goldsworthy’s book in the “popular” market: very little on Antony, and sensational on Cleopatra. 3. Goldsworthy’s Cleopatra is Antony’s intellectual superior, though possibly Caesar and Augustus’ inferior: “Cleopatra was clever and well-educated, but unlike Caesar and Augustus the nature of her intelligence remains elusive, and it is very hard to see how her mind worked or fairly assess her intellect.” (p. 4). Most of Goldsworthy’s conclusions about Cleopatra’s intellectual prowess comes from comparison with Antony, where she comes off as significantly more gifted. 4. A good example of Goldsworthy’s relationship to his predecessors is his admirable coverage of Cleopatra’s end, where “just the facts” are clearly stated, together with brief commentary. Here and throughout, the reader will not find page after page that reaches exactly the same or almost the same conclusion as every other writer on the topic. 5. See, for example, Wyke, Maria, Caesar: A Life in Western Culture, London: Granta Books, 2007, which offers a scholar’s examination of Cleopatra in film and other media. Comment on this review in the BMCR blog Bryn Mawr Classical Commentaries BMCR, Bryn Mawr College, 101 N. Merion Ave., Bryn Mawr, PA 19010 HTML generated at 08:22:37, Friday, 17 December 2010

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Follow Us Find Work Outside Your Major by: Peter Vogt An accounting graduate gets a job as a passport specialist with the federal government. A music major and an art history major both find their niche in public relations. A sociology grad ends up working for a major nonprofit organization as a speakers’ bureau coordinator. These are all true stories and proof positive that you can land a job in a field outside the scope of your college major — if you know what to do. You may think you’ve got the wrong degree for the career you want to pursue. But you can make up for that — and then some — by grabbing hands-on experience however you can. "If you’re going into a career that’s unrelated to your major, experience speaks volumes," says MacKenzie Lucas, an art history graduate from the University of Wisconsin-Madison who is now working as an assistant account executive in the Chicago office of PR giant Ketchum. While still in college, Lucas completed two PR-related internships: one in a US senator’s office and the other with a boutique PR agency. She even interned at Ketchum for two-and-a-half months after she’d already graduated, which helped her land her current job. Identify Transferable Skills Many skills you’ve gained in college are transferable, meaning they fit a wide range of fields and careers no matter what your major. Beth Moseley is an accounting graduate of Converse College in Spartanburg, South Carolina. She recently began working for the US State Department as a passport specialist, conducting background checks and looking for instances of fraud in passport applications. State Department interviewers thought her accounting degree was nice, but they were far more interested in the skills she had to offer. "I have strong problem-solving abilities and am an independent thinker, and I let them know that during the interview," Moseley says. "You have to find what skills you acquired with your degree that carry over to the position you’re after." How? Talk to people in your field of interest, and investigate to pinpoint the three to five skills that seem to matter the most. Then you can figure out which you already possess or can quickly learn. Be Visible to People Who Matter Michaela Bondon majored in vocal performance before graduating with a music degree from Southern Methodist University in Dallas. She knew she wanted to get into public relations, because she had taken courses in advertising. So she started talking to every PR professional who was willing to chat with her on an information-only basis. "The circle went on and on until I finally had built up a pretty good network," she says. That’s how she was offered an unpaid, part-time, postgraduation internship at a PR firm. She took it but kept talking to other PR professionals with her firm’s blessing. A few months later, she was called for a full-time, permanent position at Blades Trozzolo Public Relations in Kansas City, Missouri, where she has since been promoted to account executive. Choose the Right Minor "I majored in the most unmarketable major of all: Sociology," says Alysha Cryer, a graduate of Loyola University in Chicago who now works as the media and speakers’ bureau coordinator for New York City-based Catalyst, a women’s career-development organization. But wisely, Cryer minored in journalism. "I may have majored in sociology and had to deal with everyone asking me if I wanted to be a social worker, but I minored in journalism, which was a strong combination that made up for whatever people perceived to be a shortcoming," she says. Landing a job outside your major isn’t easy, but it’s definitely possible. "If you can articulate what attracted you to the major and focus on what skills you learned and how they relate to the job, then you can be a music major who can still run her own company someday," says Cryer. 2007 – Monster Worldwide, Inc. All Rights Reserved. You may not copy, reproduce or distribute this article without the prior written permission of Monster Worldwide. This article first appeared on Monster, the leading online global network for careers This entry was posted in Get a Job. Bookmark the permalink. ← Even a Small Rate Change Won’t Ward Off Those Consolidation Offers Modeling Beauties: Watch Out for Ugly Scams →

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Graduate Program in Health ManagementAlumni Association Dues & Giving Alumni Directory & E-Mail The Graduate Program in Health Management inherited a well-established alumni association from the prior Hospital Administration Program at the School of Public Health. The Health Management Alumni Association consists of over 400 distinguished members and provides active support for the graduate program in numerous ways. The Association has raised funds for student aid, notably through the establishment of the David Starkweather Fellowship and the class gift fund. The group also contributes money to the Director's discretionary fund. The Association supports the field study portion of the curriculum through the identification of internships and residencies. Students and graduates are also assisted with job placement through various career placement activities. The Association also supports the mentor program that introduces health management students to practicing professionals in health management. At its Annual Alumni Meeting, the Association recognizes contributions made by alumni to our industry and communities. The Distinguished Leadership Award is given to the alumnus whose total career accomplishments best exemplify the professional excellence and values of the Graduate Program in Health Management. Past recipients include Paul Hofmann, DrPH, and Austin Ross. The Spirit of Public Health is awarded to a graduate who has demonstrated excellence in health care management and community services. Past recipients include Jeff Oxendine and Dava Freed. This page is not an official publication of the Haas School of Business. It has not been reviewed or approved by the Haas School of Business or the University of California, Berkeley. The page author is solely responsible for the contents of this page.

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Study: Video games can teach helpful behavior, too April 2, 2009 ISU psychologists Douglas Gentile (left) and Craig Anderson (right) are two of the lead researchers in a new study finding some non-violent video games can teach kids to be more cooperative and helpful of others. Photo by Bob Elbert. (PhysOrg.com) -- Previous research by Iowa State University psychologists has found that violent video games can teach children to be aggressive, producing more aggressive behaviors over time. But according to new research led by those same psychologists, the opposite is also true -- some non-violent video games can teach kids to be more cooperative and helpful to others. Youth of multiple ages (fifth-grade to college-aged) from three countries participated in studies of "prosocial" video games -- positive games in which characters help others. Across the three countries studied, students who played prosocial video games also behaved in a more prosocial manner. Douglas Gentile, an assistant professor of psychology at Iowa State and director of research for the Minneapolis-based National Institute on Media and the Family, led the team of 12 researchers. ISU Distinguished Professor of Psychology Craig Anderson -- who serves as director of ISU's Center for the Study of Violence -- and psychology graduate student Muniba Saleem also participated in a paper summarizing the results titled, "The Effects of Prosocial Video Games on Prosocial Behaviors: International Evidence From Correlational, Longitudinal, and Experimental Studies." The paper has been released online and will be published in a future issue of the journal Personality and Social Psychology Bulletin. The paper reports that a survey of 727 middle-school students from Singapore found those who played prosocial games exhibited more cooperation and empathy. In a longitudinal study of 780 fifth-grade, and 1,050 eighth- and 11th-grade students from Japan, prosocial game play predicted later increases in prosocial behavior over a three- to four-month time span. And in an experimental study of 161 American college students, those who were randomly assigned to play prosocial games (Chibi Robo and Super Mario Sunshine) behaved more prosocially toward another student in a subsequent task than those who played either neutral (Pure Pinball and Super Monkey Ball Deluxe) or violent video games (Ty2 or Crash Trinsanity). Those who played the violent games engaged in more harmful behaviors toward other students. "Video games are not inherently good or bad," wrote the researchers in the paper. "Video games can have both positive and negative effects. "Content matters, and games are excellent teachers," they continued. "Violent content in video games can lead people to behave more aggressively. Prosocial content, in contrast, can lead people to behave in a more cooperative and helpful manner." The researchers conclude that the similar results across different methodologies, ages and cultures provide strong evidence of a prosocial game content effect. They also support the General Learning Model, which predicts that the kinds of associations that are activated and formed by a video game depend on the content of the game. "This set of studies demonstrates why it is so critical that parents pay attention to the types of games that children play," Gentile said. "Games can have many benefits, but parents need to help choose the games that are most likely to get maximum benefits." The complete paper is available online through the journal at psp.sagepub.com/pap.dtl . Provided by Iowa State University of Science and Technology Illusion reveals that the brain fills in peripheral vision What we see in the periphery, just outside the direct focus of the eye, may sometimes be a visual illusion, according to new findings published in Psychological Science, a journal of the Association for Psychological Science. ... Link between antibodies and schizophrenia may offer hope for a cure in some patients For the first time specific antibodies have been found to be associated with the onset of schizophrenia. A study published in The Lancet Psychiatry, reveals that certain kinds of antibodies appear in the blood of a significant ... Drug use strong predictor for postpartum mental health problems New research from North Carolina State University and the University of British Columbia finds that a woman's lifetime history of drug use can help predict whether the woman will suffer from problems with stress and anxiety ... Search engines 'could help young people find best mental health resources' Search engines and content providers could have a role to play in helping young people find the most reliable mental health resources online, research at the University of Strathclyde has found.

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Learning words from pictures Urban planning research papers receive Association of Collegiate Schools of Planning honors Nuclear engineering student advocates for change on campus and Capitol Hill Foiling cyberattackers with rerandomization “Google Docs” for life sciences accelerates discovery Thorsten Trimpop wins Golden Dove grand prize at Leipzig Festival Unique visual stimulation may be new treatment for Alzheimer’s Henry Smith awarded IEEE Noyce Medal By Topic Full Screen MIT and Skolkovo Foundation announce collaboration Joint effort to establish graduate research university in Russia as part of new innovation city of Skolkovo News Office Patti RichardsEmail: [email protected]: 617-253-2700MIT News Office Today, the Massachusetts Institute of Technology (MIT) and the Skolkovo Foundation announce the signing of a preliminary agreement to create the Skolkovo Institute of Science and Technology (SIST) in Skolkovo, Russia. MIT and the Skolkovo Foundation are signing the document in St. Petersburg, Russia during the St. Petersburg Economic Forum. The agreement plans a three-year collaboration between MIT and the Skolkovo Foundation. It is a preliminary statement of shared intention: MIT and Skolkovo Foundation will next prepare a definitive agreement that they anticipate signing in early fall. Under the proposed collaboration, MIT will assist the Skolkovo Foundation in building SIST as a unique, world-class graduate research university. MIT faculty will assist in defining the structure and organization of SIST and its educational and research programs, with a strong emphasis on innovation and entrepreneurship. SIST is envisioned to connect international scientists to their peers in Russia, in an effort to help make SIST a global, collaborative project. The university, which is to be funded by the Russian government with support from the Russian and international business community, is designed to: Integrate education, advanced research, and entrepreneurship, based on academic excellence and innovation Attract outstanding faculty, researchers, students and industrial participants from Russia and around the world to collaborate in Skolkovo Organize education and research around multidisciplinary technological challenges, rather than traditional academic disciplines Couple education, research, and practice in entrepreneurship and innovation with each of several multidisciplinary, multi-university research centers Today’s announcement comes one year after MIT and the Skolkovo Foundation announced an agreement to evaluate options for collaboration in education and research in Russia. In that time, the two parties have worked together to explore what might be possible. “MIT is challenged and excited by the opportunity to help create in Russia a new model for graduate education and research in science and technology,” said MIT Provost L. Rafael Reif, who signed today for MIT. “SIST’s educational and research activities are envisioned to offer new avenues for MIT and other research universities outside of Russia to collaborate in discovery and innovation with the world-class scientific and engineering talent of Russia’s universities and research institutes. MIT hopes through SIST to help plant the seeds of an innovation ecosystem in Skolkovo that will benefit the participating institutions—and the rest of the world.” “We are sincerely happy that the world’s best technological-engineering university is becoming Skolkovo’s partner,” said Victor Vekselberg, President of the Skolkovo Foundation. “We analyzed a number of opportunities before concluding that MIT is particularly well suited to helping us create a joint base of talent, and that it offers us the best opportunities for graduate research and education in line with the requirements of the modern Russian economy. MIT also demonstrated an appreciation of the Russia of the future as well as its willingness to become an equal partner to the Foundation in accomplishing its mission of integrating Russian science and technology into the world economy.”Mutual benefits, shared vision SIST is meant to advance the missions of both MIT and the Skolkovo Foundation, a nonprofit organization in Russia charged by Russian President Medvedev with creating a new science and technology city in the Moscow suburb of Skolkovo (see below). The collaboration would expand active relationships that already exist between individual MIT researchers and researchers in Russia’s universities and research institutes. And at an institutional level, the MIT Sloan School of Management is already cooperating with the recently founded Moscow School of Management SKOLKOVO. MIT’s assessment of the opportunity presented by the creation of SIST was conducted by members of the MIT faculty: Duane Boning, Associate Department Head and Professor of Electrical Engineering and Computer Science; Charles Cooney, Robert T. Haslam Professor of Chemical Engineering; Alexander Klibanov, Novartis Professor of Chemistry and Bioengineering; and Robert Silbey, Class of 1942 Professor of Chemistry. They worked closely with Provost Rafael Reif, Associate Provost and Vice President for Research Claude Canizares, Dean of Science Marc Kastner and Associate Dean of Engineering Cynthia Barnhart. These faculty members concluded that the creation of SIST and MIT’s role in that endeavor would strengthen MIT’s global outreach, connect MIT to top-level talent and cutting-edge research and expose MIT faculty, researchers and students to new ideas, collaborations and problems in an important country. Given Russia’s long history of outstanding research and breakthrough achievements in science and engineering and other fields, MIT faculty are particularly excited by the reciprocity of intellectual exchange that the establishment of SIST can engender. They also note that both SIST and the larger Skolkovo initiative offer MIT an “anchor” engagement that can connect MIT faculty, researchers and students not just to a new set of international academic peers, but also to innovative companies, large and small, drawn to this new innovation cluster. SIST is also meant to foster beneficial international engagement. “For MIT, Russia and members of the international scientific community,” said MIT Professor Duane Boning, “SIST represents an opportunity to educate future leaders in an institution based on international collaboration devoted to solving tough problems. Just as cooperation among diverse scientists and engineers often leads to breakthroughs in the laboratory, long-term and sustained cooperation among the scientific leadership of nations leads to lasting friendships and shared progress.” Lawrence Bacow, President of Tufts University and former Chancellor of MIT, expressed support for the proposed collaboration. “I believe that the prospect of SIST is compelling,” he said. “An entrepreneurially minded university is a natural fit for a country as scientifically accomplished as Russia, and MIT has a history of coaxing world-changing ideas from the laboratory. I wish the Skolkovo Foundation and MIT a fruitful partnership.” Mark Kamlet, Provost of Carnegie Mellon University, emphasized the value of SIST’s international focus. “Research universities around the world find great value in building relationships across borders,” he said. “SIST offers a new hub of international scholarship and innovation, so I am very excited by the concept that the Skolkovo Foundation and MIT are developing.” The structure of SISTInstead of being organized around traditional academic disciplines, education and research at SIST is to be organized around the following programs: energy science and technology biomedical science and technology space science and technology Nuclear science and technology may be included in the energy program or constitute a separate program. Master’s and doctoral degree programs will be organized under these programs, with focused degree tracks in specialized research areas within each program. Research centers under the SIST organizational umbrella will be multidisciplinary and multi-institutional. In each center, faculty, researchers and students from one or more Russian universities will collaborate with faculty, researchers and students from one or more universities outside Russia. As SIST is organized and grows, its faculty, researchers, and students will increasingly contribute to the work of the research centers. MIT will assist in defining the structure of the research centers and lead the research effort in a number of the initial centers. The intention is that SIST itself and other universities, from Russia or elsewhere in the world, will lead the research efforts in other centers once the structure and processes for the centers are established. A defining component of SIST is envisioned to be its Center for Entrepreneurship and Innovation (CEI), which will integrate education, research and practice in entrepreneurship and innovation, as applied to the research results of the SIST research centers. MIT will assist in creating the CEI organization and education program. Next stepsPending the definitive agreement, MIT and Skolkovo Foundation will consult broadly with their respective communities and interested parties. While implementation of the SIST vision is dependent on the negotiation and signing of the definitive agreement, MIT and the Skolkovo Foundation will soon begin the process of searching for the key academic and administrative leadership for the university. A history of institution building The vision for SIST follows similar endeavors between MIT and governments from around the world. In the late 1950s, MIT helped create the Indian Institute of Technology (Kanpur). More recently, in 2007, MIT and Abu Dhabi announced the creation of the Masdar Institute of Science and Technology, a graduate educational and research institute designed to be the centerpiece of a multifaceted, regional development program promoting advanced energy and sustainable technologies. And in 2008 and 2010, MIT and the government of Singapore announced two collaborative endeavors, respectively: the establishment of the Singapore-MIT Alliance for Research and Technology Centre and a formative collaboration between MIT and the new Singapore University of Technology and Design. Beyond engaging in these institution-building endeavors, MIT also maintains important engagements with governments, industries and leading research universities around the world. About the Skolkovo FoundationThe Skolkovo Foundation is a nonprofit organization in Russia charged by Russian President Dmitry Medvedev with creating a new science and technology city in the Moscow suburb of Skolkovo. This city comprises a university, research institutions, centers of collective usage, business incubator, technology transfer and commercialization office, corporate offices and R&D centers, as well as residential space and social infrastructure. Skolkovo city is governed by a special law, which gives its residents special economic conditions for running their businesses. About MITFounded in 1861, the Massachusetts Institute of Technology, a co-educational privately endowed research university, is dedicated to advancing knowledge and educating students in science, technology and other areas of scholarship to serve the nation and world. The Institute has more than 1,000 faculty and 10,000 undergraduate and graduate students. Topics: Collaboration, Education, teaching, academics, Faculty, Global, MIT Administration, Research, Russia, Skolkovo, Provost ARCHIVE: "MIT and the Skolkovo Foundation of Russia reach agreement"ARCHIVE: "Sloan to partner with SKOLKOVO" About This Website

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Skip to content News For Journalists Contact Stanford Report, June 26, 2013 Matt Kahn, pioneer in design coursework and Stanford professor emeritus, dies Matt Kahn, who taught for more than 60 years, was a painter, designer, art collector and beloved professor in the Department of Art and Art History. By Robin Wander A memorial ceremony will be held at 3 p.m. on June 3, 2014, in Stanford Memorial Church for Matt Kahn, an emeritus professor at Stanford who taught design, painting, drawing, sculpture and color theory for more than 60 years. Kahn died at his Stanford home on June 24, 2013. He was 85. Kahn was born on May 29, 1928, in New York City, the son of Jess and Julia Kahn. He studied at Cranbrook Academy of Art in Bloomfield Hills, Mich., where he met Lyda Weyl, his wife and partner in life and work. David Kelley, one of Kahn's former students who is now the head of the Hasso Plattner Institute of Design at Stanford, and founder of design firm IDEO, remembers him with awe and appreciation: "He was my friend, colleague and mentor for nearly 40 years, and I was lucky enough to teach with him for most of that time. He taught me, along with hundreds of other students over six decades, to be proud of being a designer. "No one could speak as eloquently, insightfully or as inspiringly as Matt could about design and its relation to art. When listening to him lecture, I was truly in awe. He was also world class at helping students through his critique of their work. I have never seen anyone do it better. All of us remember things that Matt told us that we use and share with others in our lives all the time." When he was 21, Kahn joined Stanford's Department of Art (now the Department of Art and Art History). That was in 1949, and over the following 60 years he created pioneering coursework in design and also taught painting, drawing and sculpture. He was appointed assistant professor in 1953 and professor in 1965. He was the director of the U.S. State Department Craft Development Program in Cambodia in 1957-58 and taught frequently at Stanford's overseas studies program in Florence, Italy. In 1993 he received the Dean's Award for Distinguished Teaching and was heralded for his "consistent vitality and enthusiasm" and for being "an opener of doors, a stimulus and guide to the realm of possibilities" who "creates a dazzling environment" for his students. "He inspired his students to pursue lives driven by heart and beauty," Kahn's family said in a statement. "His relentlessly high standards and passion for excellence were legendary, creating an extraordinary level of achievement on the part of his students and a lasting bond between them and their beloved professor." Kahn retired from teaching in 2009 but continued to guest lecture for his colleagues until 2011. He traveled extensively and was influenced by the richness he found in tribal cultures and art from around the world, much of which he collected and displayed in his iconic Eichler home on the Stanford campus. Matt and Lyda Kahn designed their home during the many years they collaborated with Joseph Eichler. It was featured in the New York Times Magazine in 2001. Former students will remember Kahn's home for the Halloween tradition of carving and displaying their pumpkins on his driveway. Kahn's paintings, a blend of precise design, inventive form and a sharp sense of humor, were inspired by nature, humanity and the classical music he loved. His work is included in several art books and has been shown in solo and group exhibitions in Italy and the United States, including shows at the Museum of Modern Art in New York, the San Francisco Museum of Modern Art, the de Young Museum in San Francisco and several exhibitions at the Thomas Welton Stanford Art Gallery commemorating milestones in his teaching career. "It's hard to imagine a more fortunate conjunction of a person's life and an institution. Every aspect of Matt's life was devised to support design at Stanford. He worked at it tirelessly," said Joel Leivick, a teaching professor of photography. "Matt started teaching at Stanford before I was born, and I've been here 32 years." Kelley added: "A day rarely goes by that I don't realize I am doing something in a specific way because I knew Matt. Everyone who worked with him is always thinking, 'How would Matt do this?' And we do it at least a little bit better because we model ourselves after him as designers. He was tremendously important to more people than he ever realized. I miss him already. I always will, and so will all of his students and friends. He was an exceptional person." Kahn is survived by his son, Ira (AB Art '72), and daughter, Claire (AB Art '77). A dedicated fund to support the Matt Kahn legacy is under development and information will be available soon. An event to celebrate Kahn's life and memory will be announced in the coming months. Robin Wander, News Service: (650) 724-6184, [email protected] Meredith Noe, Art & Art History: (650) 725-3107, [email protected] Slideshow: Matt Kahn (1928 - 2013) Stanford Report Receive daily Stanford news How we can assist you Stanford Experts About Stanford News A publication of Stanford's Office of University Communications Event Calendar Classified Ads © Stanford University. Stanford, California 94305. Copyright Complaints Trademark Notice

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OSCAR: Optical Science Center for Applied Research at Delaware State University Affiliate Partnership Graduate Studies Program The graduate program in Optics and Photonics has a deep focus in the areas of laser spectroscopy, biophotonics and nanophotonics, and develop many challenging and exploratory projects based on optical technology and its applications to aid the health related sciences. Some details on these programs are given below. Applications for these programs are available online <click here> M.S. degree in Applied Optics Students in the MS on Optics Program are required to complete a research thesis an oral defense of it. The MS in Applied Optics has a typical duration of two to three years for full-time students. Students in the MS in Applied Optics program are required to complete a minimum of 30 course credits and 3 hours or thesis research. (course list below) Ph.D. degree in Optics Students in the Ph.D. program are required to complete a dissertation and an oral defense. The Ph.D. in Optics has a typical duration of four to seven years for full-time students. The program is the first of its kind in the State of Delaware and the region and amongst about a dozen institutions in the nation that offer a Ph.D. in optics. Furthermore, it is designed to be linked with other related research and academic programs in the region, as well as the biotechnology and pharmaceutical companies in and around Delaware. Given the interdisciplinary opportunities that optics presents, students in the Ph.D. in Optics have the same opportunities. Students in the Ph.D. are required to complete a minimum of 36 course credits and 18 hours or thesis research. (course list below) Graduate Courses List - Advanced Elecromagnetic Theory - Quantum Mechanics - Mathematical Methods - Modern Optics - Nonlinear Optics - Principles of Lasers & Optical Devices - Modern Laser Spectroscopic Methods - Biophotonics - Optical System Design - Optical Electronics - Photonics and information Processing - Quantum Theory of Light - Introduction to LabVIEW - Fiber Optics and Fiber Optics Communication If you are an international applicant, please refer to the information in DSU international affair page Prospective students can obtain more information by contacting the director of graduate program Thomas Planchon Director of Graduate Program Department of Physics and Engineering Delaware State University Delaware State University and its Physics and Optics graduate programs are a partnership insitution with the APS Bridge Program (APS - BP). Visit the APS Bridge program partnership webpage The goal of the program is to enhance the diversity in Physics graduate education by allowing students, in particular minority students, to receive mentoring and assistance in making the transition into a doctoral program. As an Historically Black College and University, Delaware State University and our Physics department are committed to enhance the diversity specifically in the field of Optics and Photonics. © 2010 OSCAR - Dover, Delaware. (302) 857-6715 Optical Solitons Bio Imaging Space Navigation Space Exploration Quantum Optics Shared Instruments LIBS Database Optical Society of America Postdoctorate

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HomeCurrent StudentsRights and ResponsibilitiesAcademic Misconduct POLICY ON PREVENTION OF ALCOHOL ABUSE & DRUG USE ON CAMPUS & IN THE WORKPLACE ARTICLE 30. ACADEMIC MISCONDUCT Education at the university level requires intellectual integrity and trust between faculty and students. Professors are obliged to master their subject and present as fair an account of it as possible. For their part, students are obliged to make an honest effort to fulfill both the letter and the spirit of course requirements. Academic dishonesty violates both integrity and trust. It jeopardizes the effectiveness of the educational process and the reliability of publicly reported records of achievement. Academic dishonesty by a student is defined as unethical activity associated with course work or grades. It includes, but is not limited to: Giving or receiving unauthorized aid on examinations, Giving or receiving unauthorized aid in the preparation of notebooks, themes, reports, papers or any other assignments, Submitting the same work for more than one course without the instructor's permission, and, Plagiarism. Plagiarism is defined as using ideas or writings of another and claiming them as one's own. Copying any material directly (be it the work of other students, professors, or colleagues) or copying information from print or electronic sources (including the internet) without explicitly acknowledging the true source of the material is plagiarism. Plagiarism also includes paraphrasing another individuals' ideas or concepts without acknowledging their work, or contribution. To avoid charges of plagiarism, students should follow the citation directions provided by the instructor and/or department in which the class is offered Unless otherwise stated by the instructor, exams, quizzes, and out-of-class assignments are meant to be individual, rather than group, work. Hence, copying from other students’ quizzes or exams, as well as presenting as one's own work an assignment prepared wholly or in part by another is in violation of academic honesty. The above guidelines do not preclude group study for exams, sharing of sources for research projects, or students discussing their ideas with other members of the class unless explicitly prohibited by the instructor. Since the violation of academic honesty strikes at the heart of the educational process, it is subject to the severest sanctions, up to and including receiving an "F" or "XF" (an "XF" indicates the "F" was the result of academic dishonesty) for the entire class and dismissal from the university. When an instructor has a reasonable good faith belief that a student(s) has committed academic misconduct, that instructor has the sole discretion to give the student an F on the assignment/test to which the student committed academic misconduct or an F for the entire course. If such an F negatively affects the student’s final grade in the course, that student(s) may appeal the final grade pursuant to the current Pittsburg State University Catalog’s Grade Appeal process. When the instructor wishes to impose an "XF", and/or more severe sanctions, he or she must first notify their department chair, dean, and the University’s Academic Honesty Committee Chairperson in writing. In addition, the same procedure applies if similar sanctions seem warranted for a student(s) or former student(s) who have assisted in a serious act of academic dishonesty. University Academic Honesty Committee The Academic Honesty Committee is convened under the auspices of the Provost. It is composed of nine members. The Faculty Senate Executive Committee is responsible for appointing six of these members. All must be full-time members of the teaching faculty. Members chosen by the Executive Committee serve staggered two-year terms. The Faculty Senate Executive Committee shall make its appointments at the beginning of the academic year. In addition to its six faculty members, the Academic Honesty Committee shall include three student members. Two (2) students of senior status shall be appointed by the Student Government Association. An additional (1) student shall be appointed by the Graduate Student Association. The students from both organizations will be appointed annually and at the beginning of the Fall semester. The Vice President of the Faculty Senate will serve as the Academic Honesty Committee Chairperson. If the Vice President of the Faculty Senate is excluded because of possible bias, the President of the Faculty Senate will appoint a temporary chair. The Academic Honesty Committee Chairperson is responsible for advising the Provost on cases involving alleged student academic dishonesty. The committee may impose one or more of the following sanction(s): The imposition of a grade of "XF" The addition of a permanent note on the student's transcript indicating his/her participation in a serious act of academic dishonesty (such as taking an exam for another student) Disciplinary probation Expulsion from the university The decision made by the Academic Honesty Committee may be appealed to the Provost.The following procedures shall be adhered to: Step 1: The instructor charging a student with academic dishonesty shall submit a written request for hearing to the Chairperson of the Academic Honesty Committee, giving full detail of the alleged act(s) of academic dishonesty and send copies of the request to their department chair and dean. The Chairperson of the Academic Honesty Committee will then convene the committee and inform its members of the details of the incident. The aforementioned request shall be forwarded by the Chairperson of the Academic Honesty Committee to the student(s) charged with academic dishonesty. The committee shall then schedule a hearing to be held within fifteen (15) class days from the time of the instructor’s request. Step 2: The instructor, and student(s) charged with academic dishonesty, will be notified of the time and date of the said hearing at least five (5) class days before the hearing is to be held. The instructor, and student(s) charged with academic dishonesty may seek advice concerning the hearing from any person such as a faculty member or department chairperson. The instructor and each student(s) may also be accompanied to the hearings by an advisor. The student(s), at their own cost, has the right to provide a transcriptionist at their hearing. Note: The university attorney has the right to be present at any Academic Honesty Committee hearing. The two parties, the instructor and student(s) charged with academic dishonesty, may each request removal of any one member of the committee. This request shall be presented to the chairperson of the committee in writing at least two (2) class days prior to the time of the hearing. After the request for removal has been made the chairperson will notify the individual and the respective individual will be removed from the hearing. Step 3: The Academic Honesty Committee will conduct an appropriate hearing and may gather additional evidence pertaining to the issue. During the hearing, the instructor, student(s) charged with academic dishonesty, and witnesses with direct first hand knowledge of the incident shall have the opportunity to testify (within the guidelines and time frames established by the committee). Hearings are evaluations by members of the university community and are not legal proceedings. Cross-examination is the prerogative of the instructor, the student(s) charged with academic dishonesty, and the committee. For future reference, the hearing shall be audio tape recorded (Committee deliberations on sanctions shall not be recorded). During the entire process the proceedings of the committee shall be closed and confidential, unless the matter becomes the subject of litigation. Step 4: Within five (5) class days of the conclusion of the hearing, the committee will render a written opinion concerning its findings, as well as a written verdict which the Provost will impose. Step 5: Upon notification of the imposed sanction, the student(s) will have five (5) class days to appeal to the Provost. This appeal must be in a written format and must provide detail for the reason of the appeal. Step 6: Once the Provost receives the appeal, he/she will have 8 class days to review the hearing and, in consultation with the President, render a decision. The Provost may uphold, or overturn the Academic Honesty Committee’s sanction(s) or propose an alternate penalty which the student may accept. Removal of Sanctions After two (2) years have elapsed, the student may present a written request for removal of the imposed sanctions to the Provost. If the request is not granted, the student may present up to 4 more requests for removal but in no case can the student present more than 1 request per year academic year. If the request is granted, the student will be returned to good standing with the university and /or have the notification of the disciplinary action removed from their transcript, provided that no other sanction for academic dishonesty has been imposed in the interim. It shall be at the Provost's discretion to determine what fairness requires.

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Business » Auto Data Software to Manage School Traffic Auto Data Software to Manage School Traffic By: Tranzact Information Services LLC Boca Raton, Florida (PressExposure) July 14, 2011 -- We all know that the traffic on the road can be breath-taking especially in the peak time of 8-9. This is because every school opens at that time. Many children travel as pedestrians to the school, as their homes may be close to their schools. So, to keep every student safe the school has to create a travel plan and submit it to the Road Safety Team. Auto Data Software [http://www.tranzactis.com/industries/automotive_industry.aspx] creates a safe system for their travel. For every school that need to make a travel plan, they will need to take a survey of all the students which provides detailed information about them, on how they go to school and get back home. In most places they follow the writing on paper, and then entering the details into a computer. But as the records increased, it got difficult to maintain. Hence the Road Safety Team began to make use of an Auto data system. Most often when the school managers submitted the sheets to the Road Safety Team, it would take a long time to process and get back to the school. So, even the authorities at the school felt that the new system was a good introduction. The system consists of a camera that is installed in front of every school area. This is attached to scan able office software. This system records the person and his information through the camera, and it also records the mode of transport of the child. The result of the scan is printed out as a four page report for each school. These papers are ready made records that the school can take and enter their bar code number and maintain for records. Based on these details alone, will the school make arrangements to be taken for a safe travel to and fro from school? The forms nurtured with the school number are sent back to the Road Safety Team so that they can automatically form a database from it, analyze the results and try to plan for making it safer traffic. With an Auto Data system, most parents also feel that the system of decision takes lesser time. Hence this is preferred in many countries worldwide. About Tranzact Information Services LLC Choosing a good automotive marketing consultant should be easy and you should be well rewarded for it. Listen to what other people say about the consultant that you want to hire and also. Press Release Source: http://PressExposure.com/PR/Tranzact_Information_Services_LLC.html

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Strathy Language Unit Strathy Language Unit: Student Working Papers on Canadian English Past tense formation with irregular lexical verbs in Canadian English Glickman2012.pdf (221.9Kb) Glickman, Tara There is a set of lexical verbs in English ending in /-l, -m, -n/ (e.g., to spill, to dream, to burn) that receives a different form of the past tense in British versus American English. While in American English these verbs typically receive the regular past tense form /-d/ (e.g., spilled), in British English the irregular devoiced form /-t/ (e.g., spilt) (occasionally accompanied by ablaut) is more common. The form of the past tense in these verbs in Canadian English is, however, less categorical. The main objective of this study is to examine variation in the usage of the past tense in this set of lexical verbs in contemporary Canadian English. The investigation consists of three components: (a) informal interviews of Canadian and American university students to examine their usage of the past tense for these verbs in casual speech, (b) a formal survey to assess how Canadians perceive the usage of the variable past tense forms and (c) a corpus-based comparison of both past tense forms using Canadian and American corpora. The findings suggest that the majority of Canadian English speakers have mixed usage of /-t/ and /-d/ past tense forms.

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Mission Beach school property wins reprieve; $16.5M sale shelved by SDUSD Mariko Lamb Published - 10/25/12 - 10:57 AM | 0 | 8 | | view slideshow (2 images) The former Mission Beach Elementary School campus property — a more than two-acre bayside property in the heart of Mission Beach — was taken off the sales chopping block at the San Diego Unified School District (SDUSD) board’s Oct. 9 meeting, much to the satisfaction of the Mission Bay Cluster and SDUSD beach-area representative Scott Barnett.“We are grateful to the Board of Education for recognizing [the property’s] value for future generations,” said Jennifer Tan-dy, chairwoman of the Mission Bay Cluster. “We completely understand the continuing fi-nancial difficulties within the district, but we also understand the finality of the sale of that property. When SDUSD officials purchased or allocated this land to public education many years ago, it was with the intent to educate our public or generate ongoing revenue to support education.”The school board voted to sell the prime parcel of real estate in June, along with four other SDUSD-owned properties, in an attempt to help plug a $26.7 million hole in the district’s impending $120 million deficit in the coming school year. “The Mission Bay Elementary School property is one of the most remarkable properties in the world with its proximity to the beach and the bay,” said Barnett. “While using proceeds from sales of property for one-time maintenance and other one-time needs — as opposed to using funds for ongoing expenditures —is appropriate, I ideally feel that we need to do everything we can to maintain ownership.” Both the local school cluster and Barnett have pushed for adaptive reuse of the now-vacant site with an aim of generating a steady stream of long-term revenue for the school district.“While we must keep an eye on the fact that we will be consistently in need of revenues for our schools, we also want to be good neighbors and fit in with the community,” said Barnett. “By retaining ownership, we can limit what the developer would propose on a site, as well as receive long-term ongoing revenue streams.”The top bid for the Mission Beach property, which was initially expected to rake in a minimum of $11 million, was bid at $16.5 million by the San Francisco-based Carmel Partners, LLC. Two properties which the board did vote to sell — a nine-acre parcel at Barnard Elementary School’s campus in Point Loma and nearly seven acres of vacant land at Bay Terrace in Clairemont — is expect $3.1 million, respectively, in property sales.With the Mission Beach property off the market, SDUSD will have to make more tough decisions to help fill the massive 2012-13 school year budget shortfall. The funds must be available by June 30, 2013 in order to count toward next year’s budget.“The current year 2012-13 budgeted shortfall from real estate sales is approximately $4 to $5 million after the sale of the two other properties,” said Barnett. “There is a smaller property in East Elliott, which my guess will have four [board] votes to sell in November or December. That would fill the current hole.”As for the Mission Beach site, a number of options are available to the community by retaining ownership, said Barnett.“The ideal goal is to work with private developers to enter into a joint-occupancy agreement to develop properties with appropriate private uses, including public uses, such as a park, parking or community meeting rooms,” Barnett said. Other ideas for the site range from public-private partnerships for high-density apartments, a luxury boutique hotel or high-end condos or town houses — all with varying degrees of impact to the community and rates of return, said Barnett. The decision must be a community-minded one, he said.“My No. 2 priority as a school board member — after pushing for the highest quality education for our kids — is to deal with the financial nightmare we are facing for the foreseeable future and try to develop long term, local, consistent revenues which cannot be taken away by the state,” he said. “I am convinced we can do so while being a good neighbor and adding public benefits and uses to a joint development with the private sector,” Barnett added.

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Burk: Are English PhDs (and JDs) 'Underused' Rather Than 'Overproduced'? The Faculty Lounge: Self-Delusion Spreads from Professional to Graduate Education; Consternation Curiously Absent, by Bernard A. Burk (North Carolina): I want to be clear at the outset: I love literature. I was an English major, and I’ve never regretted it for a moment. I seriously considered pursuing a Ph.D. in English. I could not have a deeper faith in the liberal arts as a path to the betterment of all mankind. So imagine my dismay at some recent reportage in the Chronicle of Higher Education. Graduate programs in languages and literature are suffering troubles all too familiar to the readers of these pages: In these straitened times, the tenure-track academic appointments for which a doctoral degree is the traditional and necessary preparation are available for only about 60% of the recipients of doctorates in language or literature (a number chillingly reminiscent of the 56%-57% of the last two law-school graduating classes who managed to find a full-time, long-term job requiring a law license within 9-10 months of graduation, though when you exclude school-funded and self-employed positions as well as a few other confounders and irrelevancies, that number is closer to 53%). The Modern Language Association (a trade group for college and graduate educators and scholars in language and literature analogous to AALS) recently released a report conceding “[w]e are faced with an unsustainable reality.” The solution? Simple—dismiss the “reality” as “wrong”: "The discourse of Ph.D. overproduction is wrong," said Russell A. Berman, who led the task force that wrote the report and is a professor of comparative literature and German studies at Stanford University. "What we need instead is a broadened understanding of career paths.” As the Chronicle explains, the MLA believes that language and literature departments should urge upon students considering graduate degrees what else they could do with a language or literature Ph.D. Career options off the tenure track . . . include teaching at community colleges and high schools, working at cultural institutions such as heritage museums and libraries, and putting skills to use in the private sector. "The subject matter may, in fact, be far from literature," Mr. Berman said, "but the rich professional formation acquired during the course of doctoral study can be put to good use.” The Chronicle also reports that the MLA “is taking a stance similar to the American Historical Association, whose executive director has said that history Ph.D.’s are not being overproduced but underused.” If you’re feeling a certain frisson of déjà vu, you don’t need a doctorate in French to understand why. The MLA appears to be arguing that you should pursue a doctorate in language or literature (median time to completion nine years, by the way) because it will make you a better high school teacher. If you think this is silly, you’re right. If you think this is silly, but still believe that people unsure of their desire to practice law or do something clearly and directly law-related should attend law school because (as comp lit Prof. Berman put it to the Chronicle) “the rich professional formation acquired during the course of [law] study” is (as I lampooned it in a past post) “ideal preparation for any line of work, a thoughtful life, the vicissitudes of holy matrimony, Monty Python’s Argument Clinic, or the searching examination that can be expected from St. Peter when the matriculant finally reaches the pearly gates,” you are engaging in the kind of wishful thinking that would earn your contempt if you observed it in a colleague or a student. ... The fact that a doctorate in English, or a law degree, will provide its holders with thoughts or perspectives on unrelated work uncommon for others without their benefit does not mean that someone would rationally pursue either (or both, given that they’re apparently both ideal preparation for everything) in order to secure work unrelated to the discipline studied. ... Put slightly differently, the fact that you get a job not requiring a law degree after you graduate from law school does not, without a great deal more, make that job “JD Advantaged.” Law schools that are silently indulging that fallacy in their employment reporting should cut it out. If the Section 509 compliance audits that the ABA announced last year to test the accuracy of law-school disclosures are to be worth a damn, they will focus relentlessly on this issue. And how do we explain this spreading contagion of laughable illogic among America’s best-educated and most thoughtful? I’m afraid we need look no further than Upton Sinclair’s well-worn observation that “it is difficult to get a man to understand something, when his salary depends on his not understanding it.” Dan Rodriguez (Dean, Northwestern), Accusations of Law Prof Self-delusion and Mendacity; Predictable Cheering from the Bleachers; and a Basic Point Remains Missing http://taxprof.typepad.com/taxprof_blog/2014/06/burk-are-english-phds-.html Legal Education | Permalink PhD in any subject matter will not (probably) allow one to teach in high schools as most states require "teacher education." I wrongly thought that higher degrees would be welcome in high schools but they are not. A few states make allowances for those with math and science degrees, but not the liberal arts. Such a shame. Posted by: Marsha Hass | Jun 21, 2014 7:04:23 AM

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www.artic.edu/aic/ science, art, and technology > the chemistry and physics of light and color > THE PHENOMENA OF LIGHT AND COLOR The Phenomena of Light and Color The Golden Wall, 1961 Hans Hofmann (American, 1880–1966) 60 x 70 1/4 in. Mr. and Mrs. Frank G. Logan Purchase Prize Fund, 1962.775 The Chemistry and Physics of Light and Color View a video selection of this lecture. See related books and media. To paint well is simply this: to put the right color in the right place. — Paul Klee A recent survey on National Public Radio asked people what they consider to be the "opposite" of science. The majority of respondents named the arts and humanities. While this may be common opinion, this course seeks to demonstrate that art is precisely not the opposite of science. These two disciplines are inextricably linked, in part, by their common interest in understanding and exploiting the phenomena of light and color. What Is color? To understand color, it is first necessary to understand light. Light is usually defined as that portion of the electromagnetic spectrum visible to the average human eye. It is commonly called “visible light” and subdivided into seven major colors—red, orange, yellow, green, blue, indigo, and violet. Visible light lies on the electromagnetic spectrum in between infrared and ultraviolet light. Color may be defined both in objective terms, as specific electromagnetic frequencies in the visible-light range, and in subjective terms, as something perceived and experienced by an individual. The objective components of color are: a source of radiant energy, like the sun or a light bulb; a medium through which that energy travels, such as air; and an object, such as an apple, that absorbs and reflects different portions of the light spectrum. The subjective components of color are: the apparatus that responds to the reflected light—the cones and rods in the retina of the eye—and the brain that interprets the information received as color and generates sensations in response to that information. The optic nerve carries visual information from the cones and rods to the visual cortex of the brain, where the experience of color is made conscious and human emotions, associations, and memory are generated. Terms to help describe a specific shade of a color are: hue—the local color of an object, identified by a common name such as red, orange, yellow, green, blue, indigo, or violet. Hue is determined by the wavelengths of light that are reflected and absorbed by the object. value—the degree of lightness or darkness of a hue, such as pastel pink or gem-tone red saturation, or chroma—the relative intensity of a hue when compared to gray temperature—the relative warmth or coolness of a color. Blues, greens, and purples, or colors containing blue, green, or purple undertones are cool colors. Reds, oranges, and yellows, or colors containing red, orange, or yellow undertones are warm colors. Is Color Relative? The perception and effects of colors depend on their context. This is why a particular red may appear much redder when adjacent to green than when surrounded by a gray background—the surrounding green or gray changes how that red is perceived. The artist Joseph Albers (1890–91), experimented with this phenomenon in his abstract, geometric collages. In one exercise, Albers cut four identical gray squares from the same piece of paper and placed them on four different-colored backgrounds. When mounted on their own individual backgrounds, the gray squares looked entirely dissimilar. Despite our knowledge that the grays are “the same” we cannot force our brains to see them that way. In another exercise, Albers chose different shades of the same color and tried to make them look identical in hue, value, saturation, and temperature by placing them each on different backgrounds (try this online). While the colors in both exercises may appear to change in relationship to each other, their tonal and value relationships to their background is the same whether viewed under full spectrum, neon, or florescent light. This effect is called color constancy. Afterimages Albers also experimented with afterimages, a phenomenon we all experience but typically do not notice. The clearest way to consciously experience an afterimage is to stare at a single solid color, such as a big red dot, for a minute and then quickly shift your gaze to a white wall. Most people report that, while staring at the red dot, a momentary “aura” of the color’s complement—in this case, green—hovers around the initial color and intensifies momentarily when the first color is removed. This phenomenon has been noted for centuries and occasionally exploited by artists. The 15th-century Northern Renaissance painter Mattis Grünewald (c. 1470–1528) used the effect in his famous Isenheim Altarpiece (c. 1515), an altarpiece commissioned by a hospital to help treat horrible and rampant skin diseases. In the color-saturated central Resurrection panel, the brilliant yellow, orange, and red sun is ringed by an aura of green—red’s complement—which makes the orb vibrate against the dark night sky. The 19th-century Impressionist artist Claude Monet (1840–1926) also made use of this phenomenon in his stacks of wheat series (1890–91). Nearly all of his wheat stacks are rimmed with auras of complementary colors, which lends them a kind of hazy, spectral glow. Monet claimed to see afterimages and held that, if he saw them, he ought to paint them. As artists have used this effect to create beautiful visual results in their paintings, scientists studied afterimages. Their investigations of the phenomenon are revealing evidence about the way the retina and visual cortex function. Illusions of Space and Movement Artists have also explored spatial relationships generated by color contrasts. In general, warm colors—reds, oranges, yellows—typically advance in the picture plane, while cool colors—blues, violets, some greens—recede. The Renaissance artist Leonardo da Vinci (1452–1519) used this illusion to create the effect of atmospheric perspective in his famous Mona Lisa (1503–06). In this painting, the woman’s figure is composed primarily of warm hues, while the landscape in the background is composed primarily of cooler blues and greens. This distinction in color temperature serves to place the figure in advance of the background. The 20th-century artist Hans Hofmann was also interested in color-generated spatial relationships, although he was mainly concerned with subverting this impression that cool colors recede and warm colors advance. In The Golden Wall (1961) (above), Hofmann explored a sensation he called “push-pull.” By overlapping carefully chosen fields of color, the artist forced the colors to move forward and backward in unexpected ways, giving the unnerving feeling that the canvas pulsates in three dimensions. Contrary to expectation, the blue area in the upper-right corner of this work “pulls” forward, while the red-orange areas around it “push” backward. Activity: The Relativity of Color Colored paper—preferably many colors, some very close in hue and/or value Choose one color and cut four identically sized squares. Then choose four different colors and cut four larger identically sized squares. Paste the small squares onto the larger squares and note how their hue changed in relationship to the background. Use the vocabulary above to describe each small square. Now choose two different colors that are similar in hue and value and cut one small square of each. Search through the choices of colors to find two background colors that, when the smaller squares are placed on them, make the small squares appear similar in hue and value. Experiment until you find the combination of colors that makes the small squares appear exactly the same. Finally, find three pieces of paper of different color that, when placed next to each other, appear as though they are overlapping. The trick here is for the third color to appear to be the combination of the first two hues and slightly lower in value and saturation. Find out more about pigments, mediums, and the paints they create at http://webexhibits.org/pigments/index.html. Adapted from the lecture “The Physics and Chemistry of Light and Color” by Daniel Barber. http://www.daniel-barber.com Reproduction Permission. Last updated: Tue, Jan 7, 2003. Best viewed with Netscape Navigator 4.0 or higher. Questions? [email protected]

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Historical Studies of the ASA an Historical Studies of the ASA and It's Members | return | books | member recollections | early web site | Listserv | obits | F. Alton Everest, The American Scientific Affiliation: Its Growth and Early Development, ASA Press (1986)A history in word and pictures of the first 45 years from the eyes of the founding father.. Early Web Site Home Pages The ASA joined the cyber world late in 1994 as a result of an ad hoc meeting called by (then) PSCF Editor Jack Haas at the Annual Meeting held earlier that year at Bethel College. Terry Gray offered to make a beginning by developing a listserve discussion group and web site out of the Calvin College Chemistry Department with the generous support of Calvin's Computer Center. ASA members and the world at large were invited to join our list (listserv, blog) and participate in wide-ranging discussions of science-religion questions. Terry took on the daunting task of moderating a feisty set of participants who (on occasion) needed to be strongly reminded of their need to stay on subject, keep within the limit of postings allowed per day, or moderate their language. The archive is accessible and searchable by name, date, etc. Pundits and historians have a running resource of science-religion themes deemed worth of discussion by our participants in these 90s and 00"s discussionv. When the ASA list was initiated the few other evangelical lists were very selective in who was allowed to participate. The most popular secular site - offering access to all - was talk.origins.(t.o.)However, the huge volume of often irrelevant, incoherent, or profane postings discouraged even the most patient participant. The few ASA members who participated quickly learned that they needed to be as wise as serpents and harmless as doves (Matt. 10.16.) if they were to achieve credibility. There are downsides to such easy access. The notion that people on the run have the ability to toss off something concrete about an idea or an issue in a few lines seems a bit optimistic. Hard lines are drawn rather quickly. The ASA's list was viewed as allowing scientists of common faith to hone their personal world view, to reach out to other Christians who were having problems linking the Bible and science, and those outside the faith who wished to participate. The ASA website is envisioned as a resource for science and faith for ASA members, college students and the church. As materials were placed on the site including a complete run of JACS and PSCF and The Newsletter, the audience has greatly increased. Numerous members and friends of the ASA have contributed in many ways to this resource. The statistically minded can follow our audience numbers in an archieve. (not active) Arrangement of materials into more than a dozen categories allows easier access into a many faceted field. December 1998 The prototype ASA website.(not active) April 2000 the April 2000 Version of the ASA home page Terry Gray, Thoughts about the ASA Email ListServe (2009) BY TERRY M. GRAY, ON DECEMBER 31ST, 2009 My involvement with the ASA web site and the ASA email list goes back to the beginning. In 1992 I, had written a review of Phil Johnson’s book Darwin on Trial for The Banner, the denominational magazine of the Christian Reformed Church, who owns and operates Calvin College, where I was then a professor in the Chemistry and Biochemistry Department. While on sabbatical at Texas A&M during the 1993-94 academic year, I began to engage Phil Johnson and a group of mostly scientists sympathetic with his critique of evolution via the “evolution reflector” which Phil ran out of Berkeley. The result of those conversations was an invitation to speak “opposite” Mike Behe at a symposium at the 1994 ASA annual meeting at Bethel College. (If you’re interested in some of that old stuff here are links to the on-line versions: Darwin on Trial review; Behe critique.) At that particular ASA meeting I had my first encounter with Jack Haas, who was then the editor of PSCF. Jack roped me in to becoming a member of ASA (only after I had conned him into giving me the previous four issues of the journal for free). It was at that meeting that Jack called an informal gathering of folks to discuss how the ASA might take advantage of the internet and the newly created World Wide Web. I had “mastered” HTML while on sabbatical and went back to Calvin with Jack’s blessing and guidance and by spring of 1995 created the first ASA web site hosted on my desktop Mac Classic and called asa.calvin.edu. You can still see early versions of those pages at web.archive.org. The email list started at about the same time with 278 posts between May 1995 and February 1996. For some reason I don’t have those earliest posts but I’ve discovered them as well at web.arc hive.org (kind of scary, isn’t it?). Starting in February 1996 we set the list up using the majordomo server at Calvin College. It has continued operating from there since that time. Posts are archived by Calvin, but we have moved the older archives to the ASA web site. The graph below shows the steady growth in the activity on the ASA email list over the past decade or so. I am confident that we would have set a record and hit over 1000 posts for December 2009 had we not taken our holiday hiatus. When I think back on the history of the list or browse the archives, I’m impressed with how little progress we’ve made. Origins is by far our most frequently discussed topic and even with pleas from some members that we talk about other things, we never get too far from it. We also don’t make much progress. The same basic conversations are repeated over and over–of course, not always by the same people. But it’s pretty clear that we as a group haven’t resolved anything on this topic. Intelligent design advocates, theistic evolutionist advocates, old-earth creation advocates, and young-earth creation advocates stake their claims and there seems little movement. That’s not to say that there is no benefit. At any one time on the list there are usually around 200 subscribers, but only 20 or 30 active posters. I’m guessing that there is little actual persuasion occurring among the active posters. However, the lurkers, the 90% who are subscribed but not actively participating, are influenced by the discussion that they are listening to. One of the chief benefits of the list that I have observed over the years has been that it’s a place where folks find out for the first time that there are people who take their faith seriously and who embrace the results of mainstream science. We have seen plenty of folks come on the list as recent “converts” from young-earth creationism to something more “progressive” and find that there are Christians who take their faith very seriously who think similarly. This often is a revelation. We on the list watch as they sort through these issues in a friendly environment, one that they don’t always find in their church or their school. We have watched some folks move from young-earth creationism to skepticism and atheism. Of course, this is disconcerting, and we hope that God will bring them back to a sincere and honest faith. Issues of the environment and creation care also get a fair amount of time on the list. But even there, I’m not sure we’ve come very far. In 1995 and 1996 we encouraged discussion of some recently published PSCF articles that discussed environmentalism and evangelical responses to environmentalism. Virtually the same two sides exist now 15 years later with little progress having been made on coming to an evangelical consensus on those issues. This issue more than any other, probably because of the nature of our national debate, seems to bring out lots of emotion among list participants. Overall, I think we have been successful in maintaining an on-line place for respectful discussion of controversial issues. Over the years we’ve tried to nip flame wars in the bud and promote Christian dialogue about controversial issues. We do occasionally slip into politics and social issues where the ASA represents not only divides that exist in our broader culture, but divides that exist in the church. Sometimes we can get hot-headed about those things. In many parts of the internet that hot-headedness translates into a viciousness and meanness that probably wouldn’t happen if you were talking to someone in the same room. ASA’s on-line discussion has been able to avoid that rancor for the most part. For about 15 years now we have had our discussions via email. Every once in a while there have been calls to adopt a more “modern” internet technology than email (the grandaddy of them all). The last time an informal poll was conducted, now over two years ago, more than half desired to move to some other format, such as a web-based forum or blog. After over a year of discussion, planning, trying things out, etc., we’re going to take the plunge. We hope that this blog, ASA Voices, will replace the ASA email list. We’re going to try it for a while and leave the list turned off. We’re also introducing two other blogs, one devoted to discussion of PSCF articles, perhaps with the authors themselves, and one devoted to review and discussion of faith-science related books. So please join in the conversation via blog comments. We will try to direct the discussion more actively in ASA Voices, but there will always be a thread that will feel like a little like the old list. ASA HISTORY ASA Member Recollections Lawrence H. Johnston, Professor of Physics, emeritus, University of Idaho, University of Idaho, Moscow, Id 83843 (2009) Randy Isaac, ASA Director comments: "At the Pacific Northwest ASA local section meeting in September 2007, David Willis gave a very nice talk on the early history of the ASA. He also told us about Irwin's high voltage terminal demonstration. To connect the dots for the newer members of ASA, Irwin Moon started the Sermons from Science initiative and was very effective in demonstrating the wonder of God's creation. In the 30's Moody Bible Institute took responsibility for that organization, with Irwin still running it. He had a good connection with President Houghton of MBI and recommended to him that an organization of Christians in science be formed to help students and others in science understand the findings of science in the context of Christian faith. Houghton agreed and sent out an invitation to a list that I believe Irwin helped to compile. Alton Everest was one of the five who responded and came to Chicago in September 1941 and gave birth to ASA. Larry, our records show that you joined the ASA in 1950, making you one of the longest ASA members of all time. Is that correct? That would place you second behind Bob Fischer and tied with Norman Loux, James Buswell III, and Alfred Eckert. Did Irwin and Alton persuade you to join? Congratulations!" Larry Johnston:" Yes, I remember Irwin Moon and his showings of Sermons from Science at the World's Fair on Treasure Island in SFO Bay in 1938. His big demonstration there was a big Tesla coil, and Irwin would stand on the million-volt terminal, and his hair would stand up, and he sprayed sparks out from his fingertips. It was by far the most popular show at the fair. Another film showed time-lapsed movies of growing plants, a technique they originated that was widely copied. Fluorescent lamps made their debut at that fair, they lit the place with them, of many colors. Also I helped him and Alton Everest make the film God of the Atom. For this we went up on Campus, and they took movies of our cyclotron at the time (the old 37 inch cyclotron, as I remember) The 60" cyclotron was just being built. The 184" one up on the hill was just a dream at that time. I have a picture of Ernest Lawrence, Arthur Compton, Vannevar Bush, James Conant, Carl Compton and Alfred Loomis when they were planning the work and financing of the 184" cyclotron." More on Larry at: <http://www.webpages.uidaho.edu/~johnston/HOMEPA~1.HTM> 2008 updated June 1, 2012

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Featured StoriesExploring Our Gifts — looking back over 8 years Exploring Our Gifts — looking back over 8 years by Augsburg College Share this:FacebookTwitterPinterestLinkedInEmail In 2002 Augsburg received a $2 million grant from the Lilly Endowment to integrate a theological understanding of vocation into the life of the College over a five-year period. In 2007 the grant was renewed for $1 million to cover an additional three years. As of summer 2010, the funding from the Lilly Endowment has ended. The College has now established the Augsburg Center for Faith and Learning in order to sustain a number of the programs of the Lilly Endowment grants and to support new initiatives on vocation. Mark Tranvik, associate professor of religion and chair of the Religion Department, was director of Exploring Our Gifts. He reflects about the impact of Exploring Our Gifts on Augsburg’s curriculum and experience. Q: Why did Augsburg apply for the Lilly Endowment grant? A: We should be clear that the Lilly Endowment grant didn’t introduce vocation to Augsburg College. Augsburg began as a seminary, and it had a sense of calling embedded into its DNA. Throughout much of its history, students, faculty, and staff came to the College out of a deep sense of calling. They saw their work here as an expression of what God wanted them to do with their gifts and talents. I think some of that sensibility was lost at a lot of our church colleges during the 1970s and ’80s, Augsburg included. But the idea of vocation never went away, and the Lilly Endowment money provided the school with an opportunity to bring new energy and imagination to the concept. In other words, it was natural for Augsburg to apply for the grant, given our heritage. Q: Why do you think the Lilly Endowment grant has been successful? A: The group who worked on the original application, led by Carol Forbes, Academic Affairs, and Bruce Reichenbach, Philosophy Department, did a wonderful job in making sure the proposal “fit” with the culture at Augsburg. Instead of “top-down” planning, they made sure to solicit proposals from a wide variety of groups on campus. They received more than 30 proposals for projects and were able to whittle that down to 16. When the money actually arrived to fund the projects, a campus-wide conversation had already been going on for some time. In my mind, the genius here is the way this is consistent with the ethos of the school. Augsburg is a college deeply rooted in the traditions of the Lutheran Free Church, and the egalitarian spirit of that church still pervades this community. Q: Didn’t a lot of schools receive Lilly Endowment grants? What’s distinctive about Augsburg’s? A: The Lilly Endowment’s initiative on vocation was incredibly generous. More than 80 colleges and universities, many of them church-related, received grants. And to no one’s surprise, the grants seemed to work especially well at Lutheran schools. This is because the theology of vocation was developed in new ways by Martin Luther and the other reformers in the 16th century. Those places that trace their heritage back to the Reformation found it easier, in general, to talk about vocation on their campuses. One of the distinctive things about Augsburg is the way the College has been willing to integrate a theological understanding of vocation into its core curriculum. This has been one of the fruits of our discussion about vocation on campus. All Augsburg students are required to take two religion classes that have vocation at the center—Religion 100 and 200, Christian Vocation and the Search for Meaning I and II, respectively. Furthermore, all students are asked to think about vocation again in their senior seminars. So, you could say that vocation serves as the “bookends” for the Augsburg educational experience. And we also hope that students will be asked in other classes to think about their sense of calling. Of course this will happen, but it’s more dependent on the inclination of individual instructors. Q: What about the specific vocation of ministry? How has the grant helped students who are thinking about working in the church? A: One program of the grant that has worked well in this area is the Lilly Scholars. Every year, 10 juniors or seniors were chosen to take part in a full-credit seminar dedicated to thinking theologically about vocation and receive a scholarship from the grant. The main prerequisite for the course is to be interested in studying about vocation in-depth. And some of these students do not sense a calling in the institutional church, which is fine. But over half of the participants (about 50 over the eight years) have decided to study theology after receiving their degrees at Augsburg. This is one important way the College continues its long tradition of developing leaders for the church. Q: It is especially important for colleges to document their successes. Is there evidence that the programs of the Lilly Endowment grant have actually made a difference? A: Augsburg has been fortunate in that it was selected, along with Luther College and Augustana College of Rock Island (both of whom also had received Lilly Endowment grants), to participate in a study by the Wilder Foundation that assessed how effectively vocation had been integrated into these schools. The results were gratifying. They showed significant progress made in helping students view their lives through the lens of vocation. For example, students who had exposure to Lilly Endowment programs were more likely (50% to 23%) to see their life as a “calling,” with a sense of purpose, than those who were not exposed to the grant. Furthermore, 91% of the class of 2007 reported that their understanding of vocation deepened while at college. Q: The Lilly Endowment grant on vocation seems to be strongly rooted in the Christian tradition. Yet Augsburg also stresses the importance of diversity and the acceptance of people from a wide variety of faiths and backgrounds. How do you answer those who suggest that this stress on vocation is done at the expense of diversity? A: That’s a great question and one that many of us have struggled with during the time of the grant. I think I would answer it on two different levels. First, the emphasis on vocation is a way in which we are trying to be faithful to our mission statement and its claim that Augsburg will be “guided by the faith and values of the Lutheran Church.”We are a college of the church, and that is nothing about which we should be ashamed. Second—and this is the point that is often misunderstood—I would argue that our Christian faith and emphasis on vocation do not lead to exclusivity and the formation of a community of the like-minded. Jesus spent a good deal of his ministry breaking down walls and crossing so-called “forbidden” boundaries. In a similar vein, I would argue that an emphasis on diversity naturally flows from our Christian faith. We are not diverse in spite of being Christian. Rather, we are diverse because we are Christian. Now this can make life messy, especially for those who insist on nice boxes with neat straight lines. But as Christians we gladly welcome the “world” to our campus and the plurality of faiths and beliefs that come with it. We promise we won’t “coerce” anyone to be Christian (as if that would work!), but we do ask that a respectful and public discussion on faith occur. And we also insist that both sides be open to be challenged and changed. Share this:FacebookTwitterPinterestLinkedInEmail Tags: Auggie VoicesSummer 2010 PREVIOUS POST StepUP® parents are grateful for support to students and families NEXT POST Welcome home to Augsburg! You Might Also Like Auggie Matt McGinn ’13 finds innovative ways to serve an old favorite The sweet sound of success and the sweeter sound of purpose Life of reflection weaves global opportunity - on December 05, 2014

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Jubilee Park-ers' Eminent Domain Hubbub Lands Them a Town Hall Meeting Next Week Daniel Rodrigue Wednesday, May 12, 2010 at 9:30 a.m. By Daniel Rodrigue O.M. Roberts A It looks like all the hubbub the Jubilee Park residents and and business owners have raised in recent weeks concerning their on-going fight to keep the Dallas Independent School District from seizing their land under eminent domain may be starting to pay off. We finally heard back from DISD spokesperson Jon Dahlander with a confirmation that the district will host a town hall meeting on Tuesday at 5:30 p.m. to discuss the "Past, Present and Future of O.M. Roberts Elementary." It'll take place at the century-old O.M. Roberts Elementary School building. And the district is inviting "all parents and community members," as well as state Senator Royce West, DISD trustees and other community leaders. In case you need a refresher, DISD's on the path to condemn these Jubilee Park properties to make way for a new O.M. Roberts building. And when last we checked in with the Jubilee Parkers, they had just wrapped up an emergency sit-down with District 9 school board trustee Bernadette Nutall and other top DISD staff (including Arnold Viramontes, superintendent Michael Hinojosa's chief of staff; Rawly Sanchez, the deputy chief of staff; and Jack Elrod, DISD's general counsel).It was a meeting that only happened after Mayor Tom Leppert heard of their plight and made a call to Nutall on behalf of the residents. In the emergency meeting, the staff listened to all the questions, comments and pleas from more than a dozen residents and two employees of Vickery Wholesale Greenhouse, the lone business affected by the land grab. Upcoming Events And, now, two weeks later, DISD's offering the residents and community a chance to get together at something other than an impromptu 9 a.m. meeting. But some residents fear it's nothing more than a media stunt."We're sending out notices throughout the community so we can get people together and talk about what to do," Nutall tells Unfair Park. DISD will provide a translator for those who only speak Spanish, she said.But just because those opposed to the district's plans managed to raised enough of a stink to garner a town hall meeting doesn't mean the Jubilee Park residents are celebrating. They remain cautiously optimistic. At best."This meeting could just be a media stunt to make it look like they care what we have to say," says Norma Hernandez. "But we're really hoping that they're starting to listen to us, and that we can get a lot of people to turnout who are opposed their plans." Vickery Wholesale Greenhouse owner Pat Berry is equally wary. "Well, I do feel it's an encouraging step," he says. "But we're grasping at anything that even remotely looks encouraging." After all, Berry says, DISD attorneys are still maintaining that they "need the property." Berry says he's hoping that at the town hall meeting, the district will talk about their search for possible alternate sites for the new school -- because officials said they would be looking at alternate sites. And he's also wanting to hear if the district has thought about spending the $22.4 million allocated for a new O.M. Roberts building to remodel and update the original building.But, with the meeting still a week a way, and not wanting to lose the momentum they've gained, the Jubilee Parkers say they plan to protest outside of DISD's Ross Avenue HQ before tomorrow's board briefing at 11:30 a.m.

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DePauw University Band Releases Sixth CD, Brooklyn Bridge General Mills CEO Steve Sanger '68 and His "Fine" Alma Mater Noted in Minneapolis Star Tribune Energy Attorney Paul Fredrick '83 Joins DLA Piper in Tokyo Wright State 11-4 Under New Coach Brad Brownell '91 Tim Solso '69 and Phil Sharp '64 to Address Energy & Environmental Issues at February Conference January 20, 2007, Greencastle, Ind. - The DePauw University Band, under the direction of Craig Paré, proudly announces the release of its sixth compact disc, Brooklyn Bridge. Like the Band's previous CD, Toccata Festiva, the new release is being distributed on the prestigious Mark Masters label. Brooklyn Bridgewas recorded April 28-30, 2006 in DePauw's Kresge Auditorium. "Being once again on the Mark Masters label means that our compact disc, which highlights the skills and talents of DePauw University musicians, will be distributed around the world in commercial retail stores and online music outlets," says Dr. Paré, associate professor of music. "The quality of the University Band members' performances is a testament to the high-quality teaching that takes place every day in the DePauw School of Music. I am proud of both our students, who are challenged to perform at their highest levels, and our faculty, who patiently and expertly guide our students' progress and development as musicians. The entire CD recording project is a wonderful collaborative endeavor that is uniquely DePauw." Highlights of the compact disc include: A solo performance of Michael Daugherty's clarinet concerto, "Brooklyn Bridge", by DePauw Professor Randy Salman, which also features faculty harpist Harriet Thompson Moore. (photo at right shows, l-r, Professors Paré and Salman) One of the works, "Patterns for Band," is by Donald H. White, past professor of composition and director of the School of Music. Cover art for the compact disc features Germination by Allison M. Stajszczak, a 1999 graduate of the University, and the disc's art design and layout were created by Dian Phillips, director of publications. Learn more about the University Band's CD recording project, and hear MP3 clips of selected works from each of the University Band's compact discs, by clicking here. For more information on the University Band and its compact disc projects, contact Professor Paré via this e-mail link. Copies of Brooklyn Bridge, along with the University Band's other five compact discs, can be purchased at Mark Custom Recording Service and Shattinger Music Company. The photo above shows members of the University Band in front of the Performing Arts Center, which is being renovated and expanded as the Green Center for the Performing Arts. Read more in this previous story.

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