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2014-52/1945/en_head.json.gz/7897 | The college accepts and enrolls students who are citizens of countries other than the United States. Full-time international students are issued Forms I–20 to enable them to apply for student visas.
To be considered for enrollment at the college, international students must meet the same admissions requirements as domestic students in addition to other specific international requirements. International students must submit the following materials to the Office of Admissions:
Application for admission and a $50 application fee
Recommendation letter from high school counselor or teacher
Official transcripts, academic records, diplomas, national examination results, certificates or degrees received from all secondary, post-secondary, university and/or professional schools and any necessary translations. These transcripts should be submitted directly to an approved professional evaluation service for a course-by-course evaluation (World Education Services or other Westminster approved service). Students who graduate from an American International School are exempt from this requirement. There may be other exceptions granted on a case-by-case basis.
Official test scores: The SAT and the ACT are not required for international students. However, as further evidence of their academic performance, we strongly encourage students to submit scores if they have taken either exam. These scores are required, however, for non-U.S. citizens whose primary and secondary education took place in Australia, Canada, Great Britain, Ireland, New Zealand, or the U.S. The scores may also be required from students who studied at an American International School.
Evidence of adequate financial support to cover the total cost of attendance for two semesters. This most commonly comes in the form of a certified bank statement or bank letter as well as a Statement of Financial Responsibility as issued by Westminster College.
International students who are non-native speakers of English must submit results of a standardized English language test. Students whose primary and secondary education took place in one of the countries listed above or who graduated from an English-speaking high school may be exempt from this requirement. Westminster College accepts scores from TOEFL, IELTS, or Pearsons. The required scores for undergraduate admission include one of the following:
TOEFL ibt: 79
TOEFL pbt: 550
IELTS: 6.5
Pearsons: 53
Multilingual international students who do not meet the Westminster College English language admission requirement may be conditionally accepted to the College through the English for International Students Bridge Program.
The required scores for the Bridge Level 2 Program include one of the following:
International students who have attended another college or university in the U. S. and have completed a minimum of 15 academic credits may be accepted as transfer students and may not need to present a TOEFL score.
All materials submitted to the Office of Admissions become the property of the college and cannot be returned to the student or sent to another school. If the student’s school or ministry of education issues only one copy of secondary school grades or examination scores, the Office of Admissions will make a certified copy and return the original to the student; however, in all cases copies must be made from originals. Duplicated copies will not be accepted.
Once all required documentation has been received and the student has been accepted for admission, a Form I–20 will be sent to the student. Westminster College1840 South 1300 EastSalt Lake City, UT 84105Phone (801) 484-7651Toll-Free (800) 748-4753 | 教育 |
2014-52/1945/en_head.json.gz/7902 | WFT Leadership
New Leaders at Wheelock Family Theatre
June 28, 2012Wheelock College named two new leaders for the Wheelock Family Theatre (WFT). Effective July 1, 2012, Dr. Wendy Lement joins the WFT as Producer, and effective August 13, 2012, Mr. Shelley Bolman joins the WFT as Assistant Producer and Managing Director of Theatre Espresso.
Dr. Lement and Mr. Bolman join the talented and devoted staff of the Wheelock Family Theatre to continue 32 years of producing award-winning productions for intergenerational and multicultural audiences. Dr. Wendy Lement Dr. Lement brings to Wheelock an impressive and extensive background as a theater producer, director, playwright, academic educator and scholar. As Professor and Chair of the Theatre Department at Regis College, Dr. Lement has directed over thirty-five productions, played an important leadership role in creating academic programs and courses, and engaged students from a variety of disciplines by using theater as an innovative teaching tool. She has also taught graduate courses in Emerson College's Theatre Education Program. In 1992, Dr. Lement co-founded Theatre Espresso, a theater company that brings history to life for students through interactive dramatic productions. The company serves 15,000 students annually and performs 150 shows each year in schools, museums, libraries and courthouses throughout New England. Theatre Espresso will now be in residence at Wheelock Family Theatre. This new addition is an ideal extension of the mission of Wheelock Family Theatre and will provide internships and other learning opportunities for Wheelock students interested in theatre, education ,and arts management. In addition to her roles as producer, artistic director and theater educator, Dr. Lement is an accomplished scholar widely published in theater and education journals. Her book And Justice for Some: Exploring American Justice Through Drama and Theatre (co-authored with Bethany Dunakin) was published by Heinemann Press in 2005. She recently wrote a chapter entitled "Theatre-in-Education as a Catalyst for Civic Dialogue" for the third edition of Learning Through Theatre (to be released by Routledge in January 2013), and her children's book, Keri Tarr: Cat Detective was published by Breakaway Books in 2004. Dr. Lement has received many recognitions and awards for her work as Artistic Director of Theater Espresso including a 2012 Challenge America grant from National Endowment for the Arts award for the play American Tapestry: Immigrant Children of the Bread and Roses Strike. Her production of The House of Bernarda Alba won the 2000 New England Region's American College Theatre Festival, sponsored by the Kennedy Center for Performing Arts. Dr. Lement holds a Ph.D. in Educational Theatre from New York University.
Mr. Shelley Bolman Mr. Bolman is an administrator, actor, director and educator. He has performed in many Wheelock Family Theatre productions and teaches in our summer vacation children's theater programs. For the past four years, Mr. Bolman has served as the senior staff assistant for the School of Theatre at Boston University. He was also the drama teacher for the Pike School in Andover for seven years. In addition to being a veteran of the Wheelock Family Theatre stage, Mr. Bolman has worked with companies including the Olney Theatre Center, New Repertory Theater, Actors' Shakespeare Project, Commonwealth Shakespeare Company, Hanover Theatre, Wellesley Summer Theatre and the Village Theatre Project. Mr. Bolman will serve as Managing Director of Theater Espresso and in this capacity he will lead the effort to integrate Theatre Espresso into WFT and expand its programming throughout New England. As Assistant WFT Producer, Mr. Bolman will work closely with Dr. Lement and our exceptional WFT staff to continue to produce awarding-wining, innovative productions and educational programs. Mr. Bolman received a BA in Russian from Vassar College and a Master's in Theatre Education from Emerson College.
About Theatre Espresso Since, 1992, Theatre Espresso has created, produced, and performed high-quality, interactive dramas that bring history to life for students, in order to engage students in their education and foster a generation of critical thinkers and true citizens. The company performs 150 shows per year in schools, museums, libraries, and courthouses throughout New England. Each year, Theatre Espresso serves over 15,000 students in grades 4-12, from all racial and ethnic backgrounds and income levels.
Theatre Espresso is an official partner of Mass Humanities and was selected to join the Mass Cultural council's Portfolio Program. Theatre Espresso's work challenges students to make critical judgments, explore social relationships, reflect on the role of law and human rights in our society, and examine accepted truths about the history of America. Theatre Espresso uses interactive theatre to teach young people to think critically. Theatre Espressos historical dramas empower students to explore the parallels between historical events and contemporary issues.
The company's plays are linked both to the curriculum and to exhibits in selected sites. In 2006, Theatre Espresso's Boston Youth Initiative for Theatre and Civic Dialogue created a sustainable learning model that engages Boston students and teachers in complex debates on history, social justice, and civic engagement at the John Adams courthouse in Boston, in collaboration with the Supreme Judicial Court. The initiative was replicated in Lawrence, Massachusetts in 2010. Each fall, all of the city's fifth-graders participate in American Tapestry at the Lawrence Heritage State Park Visitors Center. Theatre Espresso also provides curriculum study guides and professional development for teachers. Connect with us on Facebook | 教育 |
2014-52/1945/en_head.json.gz/7923 | UNC Chancellor Off To St. Louis
By: Associated Press Posted: Mon 7:47 AM, Feb 18, 2013
The chancellor at the University of North Carolina in Chapel Hill says he's leaving to become provost of Washington University in St. Louis.
Thorp said in an email he was sending Monday to students, faculty and staff that the new job would allow him to teach and do research while serving as chief academic officer of Washington University.
The 48-year-old Thorp announced in September he would step down as chancellor at the end of the academic year. He said he would return to the classroom.
Thorp has been chancellor at UNC for five years. For the past two years, he's been affected by a sprawling scandal that started with improper benefits for football players and spread to academic fraud in the African and Afro-American Studies Department. | 教育 |
2014-52/1945/en_head.json.gz/7930 | Kentucky Public Defender Peddles Pizza To Pay Off College Loans
Posted: Thu 8:57 AM, Jul 19, 2007
/ Article By MELANIE THOMASGlasgow Daily Times
GLASGOW, Ky. (AP) - Pizza is a meal that might find its way to a lawyer's table during a late-night session of prep work before a trial. But for Barren County public defender Adam Greenway, it puts meals on the table. "I never thought I would be 30 years old driving pizzas out after graduating from law school," said Greenway, whose second job is delivering pizza for Papa John's. "But you have got to make ends meet."
Greenway, who works for the Kentucky Department of Public Advocacy, graduated in 2005 from Syracuse University College of Law in New York with a $130,000 student loan. International human rights law was Greenways first path of choice for his profession, but a law professor turned him on to public defending.
"I loved it," the Pennsylvania native said. "I just loved being in the trenches and digging." The same professor said Greenway should head to the South to become successful at public defending. And the South is where Greenway and his family headed, relocating to Kentucky in the summer of 2005 upon graduation. A few months later, the monstrous student loan reared its ugly head and it was time to pay up. With a salary lingering right around $30,000 per year, a mortgage, three children and a $130,000 student law school loan to pay, Greenway picked up the second job in October 2006. His student loan payment is $477 each month for the next 20 years.
The typical day for Greenway includes waking up around 6 a.m. and preparing himself and his 6-year-old son for the day. He is in the office by 8 a.m. After an hour of prep work, he spends the rest of the day in court. After that, Greenway makes his way to Papa John's to deliver pizzas three to four nights each week. "A break would be nice," Greenway said.
His children are the ones that suffer the most, he said.
"My wife's pretty OK with it," he said. "She doesn't like it, but she understands that's what we have to do." After coming home from the night job, Greenway said spending time with his children is the highlight of his long day. "We have a routine before bed where I read them a book and we have stories, so that's a great time we spend together," he said. "Just not as often as I like." In addition to delivering pizzas, Greenway was also the Glasgow High School boys' lacrosse coach this spring. "That made last spring pretty interesting," he said.
After a hectic day at the office, delivering pizzas can be relaxing. "It's kind of nice to listen to the radio and just drive," he said.
As a pizza deliveryman, Greenway adds $6 per hour to his salary, plus tips. "Being a lawyer doesn't give me any kind of excuse not to work hard," he said. "It doesn't make me above anybody else just because I'm a lawyer. I could have decided not to be a public defender, not to come to Kentucky and stayed in New York or New Jersey or Pennsylvania and done private practice and done fine. But this is what I really love doing. As long as I still love it, I hope to keep doing it." | 教育 |
2014-52/1945/en_head.json.gz/7935 | Centres/Institutes
Dean of Arts Office
Why Arts at Laurier?
First Year Seminars in Fall 2014 and Winter 2015
What are our Alumni doing now?
Laurier Arts Alumni Survey - 2013
Donating to the Faculty of Arts
Contract Academic Staff (AF101) Info:
2014 Common Reading Program
email: Faculty of Artsphone: 519.884.0710 x 3891
All Faculty of Arts Contacts
Faculty of ArtsHelen Waldstein Wilkes wins the Edna Staebler Award for Creative Non-Fiction
Dr. Ute Lischke, English and Film Studies Department
The winner of the 2011 Edna Staebler Award for Creative Non-Fiction is Helen Waldstein Wilkes for her memoir Letters from the Lost. A Memoir of Discovery (Athabasca University Press, 2010).
In 1997, at age 60, Helen Waldstein Wilkes opens a small box that was left by her father in their southern Ontario homestead. The box holds �letters from the Lost� � letters from family members left behind in Nazi-occupied Czechoslovakia. Addressed to �Mr. Edmund Waldstein, RR3 Glanford Station near Hamilton Ontario Canada� the author subsequently follows the letters' trail back to Europe over the course of several years to discover that �the Lost� � homeland, past, and family � are part of her self. Letters from the Lost weaves letters, imaginary conversations, and the author's search for answers into a narrative of what it means to be a Jew, a survivor of the Holocaust, and a family member without a family. This testament ranges across continents and decades to affirm what one family lost to atrocity and what the survivor in Wilkes finds in her family, past and present. Letters from the Lost is a �memoir of discovery� as its subtitle promises. But there also is a tremendous absence. It is also a memoir about the pain of knowing some stories can never be fully discovered. For those who perished in the camps, there are no graves to visit. This book is their memorial. The penultimate paragraph in the book says it best: �They live on in me, those family members whose lives were so prematurely interrupted. I have inherited something of their essence along with their stories. They flow through me and, to some degree, they shape me.� Waldstein Wilkes, in her remarks after the presentation, emphasized that she has written this book with the hope that everyone will read it, but especially young people, students, in order for them to gain a better understanding of what happened not only in Europe but also in Canada, and also to think about what is happening around the world today. As she told me, �we tend to close our doors to other people�we have to remember the past to achieve a better future--we all need to have a sense of humanity.�The Edna Staebler Award for Creative Non-Fiction was launched in 1991 and is administered by Wilfrid Laurier University, the only university in Canada to bestow a nationally recognized literary award. The $10,000 award encourages and recognizes Canadian writers of a first or second work of creative non-fiction that includes a Canadian locale and/or significance. Winning books are distinguished by first-hand research, well-crafted interpretive writing and a creative use of language or approach to the subject matter. Previous winners include authors Linden MacIntyre, Wayson Choy and Elizabeth Hay. 2011 was a special year for this award, celebrating its 20th anniversary, coinciding with Laurier�s centennial. A special centennial ceremony for Waldstein Wilkes took place Oct. 4 at 7:30 p.m. in the Paul Martin Centre on the Waterloo campus, with author readings also on the Brantford campus. Along with remarks from the author, the evening included a video presentation by Lawrence McNaught on Edna Staebler, and a presentation of the award to Ms. Walstein Wilkes by the President of Laurier, Dr. Max Blouw and Dr. Mike Carroll, Dean of Arts. The evening concluded with a lively discussion from the audience and an author signing. Jury members included Dr. Tanis MacDonald, Dr. Ute Lischke, both from the Department of English and Film Studies, and Dr. Michael Imort, Geography and Environmental Studies.
View all Faculty of Arts news | 教育 |
2014-52/1945/en_head.json.gz/7936 | - School of Education celebrates 50 years myWM
News & Events HomeNews & EventsMore Stories2011 School of Education celebrates 50 years
by Erin Zagursky
| September 23, 2011 Celebrating the School of EducationVirginia "Ginnie" McLaughlin, dean of the School of Education, stands near the new history wall that was created in the school in honor of its modern 50th anniversary.Photo by Stephen Salpukas
Page MenuA family
reunion of sorts will take place at the William & Mary School of Education
on Saturday as former and current faculty, staff, alumni and students gather to
celebrate the modern school’s 50th anniversary.
school has done remarkable deeds during its first half century, making a real
difference for the better in the Commonwealth and around the country,” said
William & Mary President Taylor Reveley. “Its impact on education,
especially K12, has been enormous.”
Events will
begin with tours of the School of Education at 2 p.m., followed by a short
program in the Matoaka Woods Room at 3 p.m. The program will feature remarks
from Dean Virginia McLaughlin, Reveley, and several notable alumni and current
students. At 4 p.m., a birthday party and tailgate will be held in the school’s
courtyard. The tours and program are free and open to the public. The public
may also attend the tailgate. Tickets for food are $15 for adults, $5 for
children and $5 for students. They may be purchased at http://schoolofeducation.eventbrite.com/.
“Fifty years is usually considered over-the-hill, but I think for this school
of education, we’re just really coming into our own,” said McLaughlin.
A long history
Dot Finnegan, an associate professor of education, was asked by McLaughlin in
2010 to compile a history of the School of Education.
help of two doctoral students, Neal Holly and Kimberly Brush, she found that
though this year marks the 50th anniversary of the establishment of the modern
School of Education, the history of pedagogy at William & Mary stretches
back much further. In fact, if it weren’t for education, the College might not
be here today.
the College found itself with a lack of students and limited funds, and President
Benjamin S. Ewell was forced to suspend classes until a solution could be
devised. Ewell and the College’s Board of Visitors began to search for new
funding sources and saw that money had been provided to establish “normal
schools” – teacher training programs – at Farmville (Longwood College) and
Petersburg (Virginia State). The president and the board lobbied the state, and
in March 1888 the governor signed the General Assembly’s act to open a normal
school for men at the College in conjunction with its collegiate course. “Probably until well into the early teens, the number of normal students and
the number of students studying for a teaching license significantly outnumbered
the collegiate students,” said Finnegan. “In some ways, the education program
saved the college because there were very few collegiate students and most
students went two years to the normal school and then continued on under their
state scholarships to finish their B.A. but also to get their license to
teach.”
In the 1920s and 1930s, under the leadership of President Julian Alvin
Chandler, the education program thrived and even expanded into Norfolk and
Richmond, paving the way for the establishment of Old Dominion University and
Virginia Commonwealth University. In 1927, the department was elevated to a
school of education under the deanship of Kremer J. Hoke, who also served as
the dean of the College.
Just one decade later, President John Stewart Bryan demoted the school to a
department again after much debate among the College’s Board of Visitors about
the direction of the College.
“He would have just as soon gotten rid of education completely,” said Finnegan,
“but he recognized the College’s commitment to the state to continue the education
program as well as the relationship with the Mathew Whaley School, which had
been our model school since 1894.”
Education continued as a department at William & Mary for more than three
decades, continuing its extension work throughout the peninsula and region,
until the faculty petitioned for it to become a school again. On Jan. 14, 1961,
the Board of Visitors authorized the creation of the school to begin operation
on Sept. 1, 1961.
Howard K. Holland, who led the department into becoming a school, served as its
first dean. After Holland’s retirement, Richard Brooks took the helm, pushing
for more faculty members and new degree programs, including higher education
and counseling. James Yankovich served as the next dean, shifting the focus of the school from
extension courses to outreach service programs. Such programs and services as
the Rita Welsh Adult Literacy Program, the Eastern Virginia Writing Project,
and the New Horizons Family Counseling Center were established under his
deanship.
John M. Nagle became the dean in 1983. He pushed for the support and
recognition of the school’s faculty. Under his leadership, the first faculty
chairs were attained and a development board was established.
In 1995, McLaughlin took on the dean’s position. During her tenure, she has realigned
the faculty and programs in the school into three units and pushed for national
and international scholarship as well as service to regional schools.
McLaughlin also championed and oversaw the move of the School of Education from
Jones Hall to the newly constructed building on the site of the old Sentara
Williamsburg Community Hospital on Monticello Avenue.
“Each one of the deans who has been here since we became a school has had an agenda,
which pushed us in ever-progressing ways,” said Finnegan.
McLaughlin said that the history shows a “gradual evolution and maturation of
the School of Education.”
“We have grown in our program offerings, in our funded research and outreach
efforts, and in the quality of our faculty and student body,” she said. “In
some ways, it’s been a very logical progression, but in other ways there have
been some very critical milestones that have been turning points for the School
of Education and have determined our trajectory and the unique identity that
we’ve achieved as a school of education at William & Mary, a liberal arts
Finnegan’s work is on display at the School of Education on a newly unveiled
history wall, which highlights the school’s journey. The history has also been
compiled into a brochure.
“Across the board I’ve developed a much deeper appreciation for our legacy and
the roots of this school of education, even for someone like myself who knows
it very well and has lived a good part of it,” said McLaughlin.
Producing star educators
Perhaps no one can tell the history of the School of Education better than
those who, like McLaughlin, have lived it. Bob Grant, Eric
Williams and Jo Lynne DeMary have all seen the school grow during the last few
decades while their own careers took flight.
Grant, who earned a certificate of advanced graduate study from the school 1982
and his Ed.D. in 1983, went on to work for Norfolk Public Schools, serving in
the guidance department, as an assistant principal and principal, and as a program
director and SOL testing coordinator. Since his retirement in 2002, he has
worked as the director of guidance and counseling and associate dean at Fork
Union Military Academy. He has remained involved with William & Mary for
many years, serving as an adjunct faculty member, helping to charter and then
serving on the School of Education Development Board and serving on the board
of the Charlottesville-Highlands chapter of the William & Mary Alumni
graduated with honors from William & Mary in 1988. He majored in history
and minored in education, while also completing the licensure requirements for
teaching secondary social studies. Williams, who met his wife at William &
Mary as a junior, has served as an educator for two decades now, working in the
Hampton Roads area, Massachusetts and in Florida as a dean, teacher, assistant
principal, principal, assistant superintendent and interim superintendent. He currently serves as the superintendent of
the York County School Division.
DeMary
received her undergraduate degree in elementary education from William &
Mary in 1968 and her Ed.D. in educational planning and administration in 1982.
During her career, she was a teacher, assistant principal, principal, director
of special education and assistant superintendent of instruction. In 2000, she became
the first woman to be appointed as state superintendent. Over the last five
years, she worked as a professor of education at Virginia Commonwealth University
and published a book before retiring this summer. DeMary, who met her husband
while they were both freshmen at William & Mary, has remained closely tied
to the school, returning often for activities. She has spoken numerous times at
the College, and an annual award presented by the School of Education is named
All three
alumni acknowledged the impact that the School of Education has had on their
successful careers.
“Personally,
I feel my studies in the SOE formed my academic interests, the people in the
SOE ‘welded’ me permanently to the College, and the degrees opened doors for me
that would never have been opened were I not a William & Mary graduate,”
Grant said.
DeMary said
that her education at the school was more than just gaining content knowledge. “The school
also gave me the confidence to pursue my dreams,” she said. “I always felt that
my W&M degrees would open doors for me, but I had to be a bold and
courageous leader to walk through those doors. I never questioned my preparation
and competency for the challenges I faced because I knew I learned from the
best. My professors taught me to problem solve, to work collaboratively and to
value the opportunities to make a difference.”
to the school’s impact on their own careers, the three alumni said they have
also seen its impact on the state of education in Virginia.
“The SOE
has had a tremendous impact not only on the preparation of teachers and
school-based leaders through the degree programs but also on the ongoing
professional development of individuals,” said DeMary. “The leadership and
impact of the SOE in Region Two is phenomenal. The school has been receptive to
the needs of the local school divisions and responded with timely and relevant
programs. William and Mary SOE students and faculty are well represented on
state committees and commissions whose recommendations have resulted in
significant state policy and regulations. The SOE has received numerous federal
grants that provided cutting edge opportunities for research and innovative
programs, informing educational reform at the national level.”Williams
sees the school’s professional development and outreach work in action in his
“All of the
teachers who were new to our district last year returned this year, with the
exception of one teacher whose spouse was reassigned out of state. This
significant accomplishment would not have been possible without the training
the School of Education has provided for our mentor teachers for new teachers,”
Williams said.He added,
“The School of Education has had a major impact on our school- and
division-level leadership. Many of our current administrators completed
graduate work at the School of Education as part of the preparation for their
leadership roles. We expect our principals and assistant principals to be
instructional leaders, not just operational leaders, and the coursework at the
School of Education helped prepare them for these roles.”
called the school’s service-oriented perspective “impressive.”
of Education serves as a valuable resource for consultation on many issues,
including teacher effectiveness, instructional practice, leadership
development, as well as teacher and principal evaluation,” he said.
the years, Grant said he has seen the School of Education’s programs “expand
graduate assistant, I helped set up the New Horizons counseling program, which
now serves countless families,” he said. “I have seen the impact of the SOE
programs and research efforts with local school divisions become an integral
part of their instructional programs. And of course have witnessed the building
of the magnificent new facility.”
Grant noted
that the SOE’s programs “have long had national impact through projects,
research, publications and presentations.”
I’ve seen more international students and more interest in cooperative
international efforts with the SOE,” said Grant.
school faces its next 50 years, the three alumni have nothing but warm wishes
for their alma mater.
hope that SOE will stress quality over quantity in both student selection and
program offerings even in tough economic times,” said DeMary. “It is my desire
that the SOE strive to have a greater influence on the national educational
agenda through research, presentations, writings, organizational leadership and
quality preparation. I encourage the leadership of the SOE to ask the difficult
questions about educational issues and not be afraid of the answers even if
they are contrary to popular belief. We
need bold and courageous leaders in education.”
Grant, who
hopes to return to Williamsburg after his next retirement to volunteer with the
School of Education, said that “words cannot express how important my
associations with the SOE have been and continue to be.” “My wishes
for the SOE are that it continues to expand its far reaching activities to
improve the educational experiences for all children,” he said. HomeNews & EventsMore Stories2011
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2014-52/1945/en_head.json.gz/7959 | Local artist sacrifices security for pursuing his dream
Autumn D. F. Hopkins
Pierson in his home studio in front of his work space. The shelves above contain his vast collection of memorabilia and volumes of illustrations by other artists.
Pierson uses postcards of his artwork to help promote his brand.
An example of a custom designed wedding invitation Pierson created for friends.
Pierson's illustration of Jim Henson and Kermit is on display in Wheeling.
CHARLESTON, W.Va. -- Jeff Pierson grew up knowing he wanted to be an artist. "I wanted to draw for Disney. I was obsessed with their films," said the 35-year-old Charleston artist.
Instead, he worked as an artist for the state Division of Culture and History, becoming its arts director in 2007. He and his staff were responsible for distributing grant money to arts organizations in West Virginia.
"It was a good pay off. I could go and watch what people were doing with this grant money, and see how much we could impact the lives of children and even adults with a little bit, a couple thousand dollars here and there, or even just a couple hundred dollars. The money for a small play in a school, or even just an artist's visit to a school, had a huge impact," he said.
"But there was always that part of me that longed for my art."
In his administrative job, he didn't spend much time pursuing his art. "I decided as much as I loved the work, as important as the work is, I needed to be where I needed to be."
Then an opportunity arose. Pierson had been volunteering as an art teacher at Charleston Montessori, on the West Side.
"Teaching art at the Montessori school re-engaged me with my creative side and made me realize that I was missing that."
One evening this past spring, Pierson got a phone call from the director of the school. "I thought, 'Oh no, what did I do?' I went to the office the next day, and they told me I really had a gift for teaching and they offered me a full-time job."
Pierson had a serious choice to make. Should he stay with the state and pursue the career path of a director? He had been offered jobs all over the country.
Or should he step into the world of education? He would have more time to pursue his art, but at the cost of a $10,000-a-year pay cut and a significant drop in benefits.
Pierson decided to teach, first observing as an assistant in the classroom to prepare to move into the teaching position.
"It just didn't work out," he said.
"So that was the stepping off point. I had already left my job, I didn't have a job."
During this time of transition, C.F. Payne was visiting Huntington as part of the Huntington Museum of Arts' Gropius Workshop. Payne was Pierson's mentor when he attended the Columbus College of Art and Design. So Pierson went to see him for advice.
A boy and a dream
At the age of about 4 or 5, Pierson began going to his uncle Roger Cain's house to work. "I say work because that is what it was for me. My uncle challenged me to improve. When I watched cartoons I didn't see them as entertainment, I saw them as opportunity."
Cain, a local artist and AIDS activist, greatly influenced Pierson's style from early on. In 1996, Pierson's freshman year of college, Cain died of AIDS.
"Even in his last moments, he was an influence on me. I really wanted to come home and be with him, take a year off. But he told me 'don't you dare' and I was too afraid of him not to listen."
Pierson includes a tribute to his uncle in every piece he does.
"I chose the AIDS ribbon as somewhat of a symbolic tribute to his influence in my life. So if someone were to look at my work, it is always there and it is often hidden."
Some pieces have more than one ribbon and Pierson says it serves to humanize his work. It allows people to connect with him on a visceral level.
Pierson returned to college after his uncle's death, but found himself somewhat adrift, unsatisfied with his previous dreams of being an animator.
"Then, in a small seminar class at CCAD, I met C.F. Payne and it was he who said, 'You're not an animator, you're an illustrator.'"
That resonated with Pierson and allowed him to focus on his studies.
Back to the decision
This past spring, in Huntington as a guest lecturer, Payne looked at Pierson and said, similarly to 15 years earlier, "Jeff are you a bureaucrat or are you an illustrator?"
After visiting Payne, Pierson ultimately chose to leave teaching and not return to his previous job with the state.
"I walked home from that last day at the Montessori school and it was a long walk home, and I freaked out a little bit. Here I had left a really great job at the state with great benefits, insurance, all these things you're supposed to have. I thought 'What's going to happen next?'"
Pierson recalls the conversation with his wife, Shannon, a part-time art teacher, also at Charleston Montessori:
"So she said, 'Well, what do you want to be?' and I said, 'I want to be an illustrator!'"
His wife was concerned he couldn't earn a living as an illustrator. He was worried, too. Pierson said he didn't sleep that night. Fifty years ago, illustrators were in demand but as cameras and photography became more affordable the need for illustrations waned.
Pierson decided he was going to make illustrating his job. He had to be self-driven. "Nobody is going to make this happen for me."
He would have to create a market. He began compiling lists of clients, options and goals, which narrowed his focus. He had to decide what his family could do without. Could he and his wife live without health insurance? (Their 3-year-old daughter, Sylvie, is now covered under a state program.)
"I had to take some risks. I had to do some things I really didn't want to do in the interim to provide for my family before I make it. Up to this point, I had been passive. Now I have to be aggressive. Now, every time I leave the house I make it a point to talk to someone."
As his own promoter, agent, accountant, scheduler and boss, Pierson said discipline is the key.
"I can't come downstairs, go get a cup of coffee and sit on the couch for a few hours. I have to be disciplined in my approach."
He makes delineations between home life and his job by "going to work." This includes going to his home office and going through the ritual of changing clothes,
"It's a mindset," he said. "It is a mental thing that allows me to say 'OK, now I am working.'"
Pierson works every day, sometimes 16 hours a day, as an illustrator, and he also cares for daughter Sylvie while his wife works.
"The advantage to working at home is there is no such thing as weekends; the disadvantage is there is no such thing as weekends."
Pierson is slowly cobbling together a solid clientele. He has found work in more traditional sources like freelancing for newspapers and magazines. But he's also found some quirky and interesting commissions illustrating portraits, murals, home illustrations and album covers.
A lot of his work comes by word of mouth. He said living in West Virginia is both a boon and a challenge. Here, he is one of only a few illustrators available, so he has cornered the market, but the market isn't very large, unlike as in New York and elsewhere.
The Internet, though, has enabled Pierson to market himself and his product globally, allowing him to live in West Virginia for the foreseeable future.
"I can communicate with clients outside the state without being in front of them. I can email sketches and allow them to be part of the entire process."
The payoff
"The great thing about it is I am home with my family. How lucky am I? To be with my wife everyday, to be with my child everyday, it is wonderful. I feel so fortunate. Sure, it is financially challenging, but I had to decide what is important in life."
To see more of Pierson's work, you can find him on Facebook, visit him at jeffperisonillustrations.com or call 304-541-9284. You can see his work around Charleston, on the "Peer to Pier" murals decorating the highway pillars of Interstate 64 or on the back of One Stop on Greenbrier Street. Reach Autumn D.F. Hopkins at [email protected] or 304-348-1249. | 教育 |
2014-52/1945/en_head.json.gz/7972 | A Sit-In Success Story
People Power | Families & Homes | Lifelong Learning
Parents in a low-income Chicago neighborhood endured a 43-day sit-in to get a library for their children.
Micah Uetricht
Signs protesting the demolition of the Whittier Field House.
Photo by David Schalliol
Whittier Elementary School is a lot like other public schools in low-income areas of Chicago. Located in the Mexican immigrant neighborhood of Pilsen, it lacks many basic resources that parents and students in wealthier districts take for granted: buildings that aren’t crumbling, cafeterias rather than hallways where students can eat lunch, a library.
In other ways, Whittier stands apart from other schools in the city. Students’ parents—many of whom are undocumented—just completed a 43-day occupation of a fieldhouse on school grounds, facing down police and threats of deportation to demand that the Chicago Public Schools reverse an order for the building’s demolition and provide their children with a library. And they won.
Protecting La Casita
Whittier parents have long been engaged in their children's educations. For seven years, a group made up mostly of students’ mothers has been organizing community meetings, talking with other parents, and pressuring local politicians to give more funding and attention to the things they say their school lacks. Their hub is a small fieldhouse they call “La Casita,” the little house, on school grounds near a parking lot.
Last year the parents achieved a breakthrough when alderman Danny Solis approved $1.4 million in tax increment financing (TIF) funds for the school. Whittier was still in need of major repairs, and still lacked a library, but the mothers thought they had scored a victory.
When the CPD announced that immigration authorities would be called and everyone would be arrested, half the parents occupying the building left, fearing deportation or jeopardizing
their tenuous immigration status. Anastacia stayed.
But in November 2009, as they examined an itemized budget of the TIF money they thought would improve their children’s education, they noticed that CPS had made a peculiar allotment of $356,000—to demolish La Casita and create a soccer field that would be shared with a nearby private school. The money for which the parents had fought was now being used to destroy their community center.
CPS administration claimed the building was dilapidated, too damaged to feasibly be repaired. But the parents disagreed, claiming that the money for demolition of La Casita was far more than it would take to fix it. Despite the parents’ complaints, administration officials would not budge. (Later, the parents were dismayed to learn that CPS had planned to demolish the building prior to conducting an assessment. They hired an independent assessor who said the building was fundamentally sound, in need mostly of work on the roof.)
Stymied by official channels, the parents decided there was only one way to prevent the razing of their community center: refuse to leave it.
Drawings on the door during the Whittier Elementary School occupation.
Photo by David Schalliol One of those parents is Anastacia Hernandez, She is a mother of three—two Whittier alums and one current Whittier fourth grader—who has lived in the neighborhood for more than two decades. Born in Michoacan, Mexico, she immigrated to the U.S. in 1989, and has never lived anywhere other than Pilsen.
She became involved with other mothers at the school after a neighborhood activist invited her to a meeting; a few years later, she was sitting in the field house, refusing to leave unless CPS officials called off the demolition and built a library.
On September 16, Anastacia, and about ten other parents entered La Casita in defiance of CPS’s condemnation order. They said they wouldn’t leave until citywide administrators agreed to rescind the order and build them a library.
Word traveled quickly around the city—both to supportive activists in Pilsen and beyond, and to the Chicago Police Department.
“I’ll never forget when I looked out the window and we were surrounded by police,” Anastacia told me, in Spanish. “I felt like I was in a war.”
For hours, there was a tense standoff between the parents inside La Casita and the police outside. When the CPD announced that immigration authorities would be called and everyone would be arrested, half the parents occupying the building left, fearing deportation or jeopardizing their tenuous immigration status. Anastacia stayed. In the midst of the chaos, she says she paused, considering what was happening.
“I asked myself why we had to suffer so much, simply because we want a library for our children,” she recalled. She began praying.
Once the sit-in began, Cheli's life became La Casita: she spent almost every night there, going to work on little sleep.
The large crowd of supporters gathered outside realized that the numbers were on their side—and that the police would likely be hesitant to drag a group of mothers out of their community center and arrest them in front of news cameras—and began jumping the fence, rushing past the police line to join the protesters in La Casita. With no other choices, the police left.
So began a 43-day standoff at Whittier, with parents sitting tight in the field house, joined by hundreds of community members. Police would return regularly to La Casita, but did little. On October 4, CPS cut off heat to the building, only to spark a public outcry that led to a unanimous city council resolution demanding it be turned back on.
“Why can’t my kids have what other kids have?”
Anastacia told me about the sit-in as we sat around the kitchen table of another protester—Araceli Gonzalez, affectionately known as “Cheli,” a 46-year-old mother of three current and former Whittier students who has lived in Pilsen for decades. Her small, second-floor apartment is a few blocks from the school. The walls are covered with glossy 8x10s of her children and her recently born grandchild; hand-drawn pictures, along with school notices, cover the entire fridge. As her daughter Daniela, 10, and her son Ricardo, 14, played Monopoly in their room, she and Anastacia sat in front of a large bowl of leftover Halloween candy, explaining the sit-in. Cheli says she was only "moderately" involved at La Casita before she occupied it for 43 days.
"I honestly have no idea how I got so involved," she says with a grin that acknowledged the statement's slight absurdity.
Born in Guadalajara, Mexico, Cheli moved here with her parents when she was 11. Her often late and early hours as a teller at a bank to the west of the neighborhood prevented her from being as involved as Anastacia, but she has long been outraged at the condition of her children's school. Once the sit-in began, however, her life became La Casita: she spent almost every night there, going to work on little sleep; her teenage son cooked meals for her before football practice; she kept a change of clothes in her car so she could leave directly from Whittier to work.
One day, a demolition crew showed up, and a slight scuffle ensued between the crew and the protesters. Cheli was at work, but her 10-year-old daughter Daniela was at the field house. In the confusion, Daniela was pushed.
When Cheli heard about the incident, she went into a panic.
“Daniela was crying, I was crying, I was saying I was sorry over and over,” she remembered. “I felt so guilty, like I put her there. She could’ve been at home.”
The ribbon cutting ceremony at the Whittier Field House.
Daniela wasn’t hurt, but the incident shook Cheli up. Soon after, it enraged her. “It’s ridiculous what we have to go through for our kids. And why?” she asked. “I wasn’t born here, but I took the test. I became a citizen. I did what they wanted. Now, I pay taxes. I follow the law. Why can’t my kids have what other kids have? Is it because we’re brown? Do I have to move somewhere else and pay $2000 in rent?”
Cheli called her daughter to the kitchen from her Monopoly game. Daniela had given an impressive interview on Democracy Now! from inside the field house a few weeks earlier that would have made a press secretary proud; as she shyly walked in the kitchen, avoiding eye contact in what appeared to be Hannah Montana pajamas, she again looked like a fifth grader. When I mentioned I had seen her on TV, she blushed.
Strength and success During the occupation, as CPS dragged their feet on coming to an agreement, the parents decided they did not want to wait any longer for a decision on the library. They would make their own, there in La Casita. Book donations quickly poured in from around the world, and before long, La Casita had an impressively stocked library.
Putting finishing touches on the new library at the Whittier Field House.
After almost a month and a half of negotiations with CPS administrators, including CEO Ron Huberman, the mothers finally got what they had been fighting for: a commitment, in writing, that La Casita would not be torn down, and that Whittier would get a library. The mothers were—and are—wary of CPS going back on its promises, but on the 43rd day of the occupation, they declared victory. The bold action of a sit-in had forced one of the largest school districts in the country to cave on every single major demand.
Today, the mothers are still meeting with administrators, negotiating and ironing out details. Parents have begun meeting in the field house again, although CPS officials still classified the building as structurally unsound, preventing children from entering. But on the whole, the battle has been won.
Both women said their fight for La Casita had changed them profoundly.
“I realized how strong we were,” said Ana. “And now my kids know, too, that they can fight, and they can win.”
Cheli agreed. “At 46 years old, I am a completely different person. And I’m so glad.”
The women discussed how the future library would make them “the happiest people in the world.” And they thought of the other 146 schools in the city lacking libraries.
“I want parents whose kids don’t have a library to fight for one,” said Cheli. “Look at us: We won everything we wanted.”
Micah Uetricht wrote this article for YES! Magazine, a national, nonprofit media organization that fuses powerful ideas with practical actions. Micah is a staff writer for the Chicago web magazine GapersBlock.com, and is a frequent contributor to In These Times and WorkingInTheseTimes.com. He lives in Chicago, and can be reached at micah [dot] uetricht [at] gmail [dot] com.
No One Is Illegal: Why We’re Signing the I-Word Pledge: YES! Magazine is taking the pledge: We will not refer to people as “illegals.” Real Family Values: 9 progressive policies to support our families.Can Small Group Organizing Save the Country? Without the support of others, we get drained, we burn out, we sit out elections, or we vote our fears. With it, we can make real change.Sit-In Keeps Factory Open: When Wells Fargo refused credit to an apparel factory in Des Plains, Illinois, workers kept the company in business.
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2014-52/1945/en_head.json.gz/7983 | College of the Arts Home College of the Arts
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News Detail College of the Arts >
Kent State Museum Opens Sustainable Fashion Exhibit
Posted Mar. 29, 2011
The Kent State University Museum will open Sustainable Fashion: Exploring the Paradox on exhibit April 8, 2011 - March 18, 2012, Stager and Blum Galleries. The exhibit is guest curated by Noël Palomo-Lovinski, fashion designer and professor in Kent State's fashion school. Two opening receptions will be held and are open and free to the public. Guests can attend on Wed., April 13, 3-5 p.m. or Thurs., April 14, 6-8 p.m. The Museum is located at Kent State University, 515 Hilltop Drive, corner of E. Main Street and S. Lincoln in Rockwell Hall. The museum is open Wed. 10 a.m.-4:45 p.m.; Thurs. 10 a.m.-8:45 p.m.; Friday and Saturday 10 a.m.-4:45 p.m.; and, Sunday noon-4:45 p.m.
Sustainable Fashion: Exploring the Paradox is a comprehensive look at sustainable practices in fashion. The multi-billion dollar fashion industry is in a powerful position to make significant changes to social and physical environments in which we live. The problems in creating clothing are overwhelming. They are systemic in all facets of production, retail, maintenance and then disposal, and create a crisis of environmental and social concerns.
The designers featured in this exhibition are approaching these problems in their work, and offering design solutions that are both aesthetically pleasing and viable as a fashionable option to the status quo. The exhibition demonstrates the environmental issues that the fashion industry is grappling with, as well as possible solutions for future designers to contemplate in their own work. The exhibition hopes to inform and encourage everyone to re-think their clothing purchases for a more sustainably stylish future.
Noël Palomo-Lovinski, Biography
Noël attended Parsons School of Design, BFA with Honors Visual Culture New York University MA, Textiles Kent State University MFA with Honors.
After graduating Parsons School of Design in 1994, she successfully pursued a career as a professional Fashion Designer in New York City working in positions for DKNY, Episode, Anne Crimmins, and The Limited, among others.
Scholarly, Creative & Professional Activities
Noël's scholarship is focused on the relationship between style, image and popular culture. She recently published a book, The World's Most Influential Fashion Designers: Hidden Connections And Lasting Legacies Of Fashion's Iconic Creators. The illustrated volume examines fifty of the most influential fashion designers of the past 100 years. Each designer's most significant creations are illustrated and discussed in light of how they survived the test of time, and then went on to influence fashion to the present day. The author categorized leading fashion designers as follows --
Designers as Celebrities: Calvin Klein, Ralph Lauren, Isaac Mizrahi, and others
Defining Women for a New Generation: Gabrielle Chanel (20s and 50s), Claire McCardell (40s) Halston (70s), and others
Designers as Artisans: Mariano Fortuny,Cristobal Balenciaga, Yohji Yamamoto, Olivier Theyskins, and others
Designers as Futurists: Pierre Cardin, Andre Courreges, Thierry Mugler, and others
Designers as Modernists: Francisco Costa, Jill Sander, Raf Simmons, and others
Designers as Conceptualists: Elsa Schiaparelli, Hussein Chalayan, Alexander McQueen, and others
This comprehensive analysis of fashion design and how it has evolved is complemented with more than 350 illustrations.
Her past exhibit which was featured at the Kent State University Museum in 2009, used anonymous public confessions collected from the internet and arranged into original prints with the design of the dress reflecting the tensions and anxieties inherent in divulging hidden truths. Noël has had a retrospective exhibition for her work entitled Confessions and the Sense of Self, which has garnered praise and attention. She has also participated in international and national exhibitions as well as publishing several articles on the future of fashion. To that end, Noël's work is also dedicated to research toward examining how the role of the designer is changing in the contemporary industry and how to repurpose curricula to better prepare students for challenges of the 21st century.
Within the School of Fashion at Kent State Noël teaches a variety of subjects including Fashion Design, Fashion Illustration, Pop Culture and Design in the 20th Century, and Costume History.
Effie A. Tsengas, PR/Marketing Coordinator, College of the Arts, [email protected], 330-672-8398
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2014-52/1945/en_head.json.gz/8039 | Abraham Besrat(in memoriam)
Vice-Rector
(1995 - 1999) Abraham Besrat (1938-2002) was a nutrition and biochemistry specialist. Professor Besrat was born in Ethiopia on 1 October 1938. After receiving his Ph.D. in biochemistry from the University of Minnesota, he returned to Ethiopia and joined Haile Selassie I University, which later became Addis Ababa University. He had many responsibilities during his time there. First, he was head of the Department of Arts and Sciences. Next, he was promoted to Associate Vice-President for Research and Publications. And then he became Dean of the College of Agriculture. In 1975, he became the Provincial Programme Officer for Ethiopia's National Campaign for Development. This position entailed setting up and administrating a feeding and rehabilitation shelter for famine victims, under the direction of the Ethiopian Relief and Rehabilitation Commission. In 1978, he was appointed to be the founding Dean of the School of Graduate Studies at Addis Ababa University. While there he put together 23 new graduate studies programmes, some of which led to master's degrees and some to medical specialty certificates. Professor Besrat went back to the US in 1981 under a UNU fellowship as a visiting scientist in the Department of Nutrition and Food Science at the Massachusetts Institute of Technology, where he worked on a UNU/UNICEF-supported research programme on primary health care. Following this, he worked for two years as a consultant advising FAO on nutritional considerations in their agriculture and rural development projects. Professor Besrat joined the UNU in 1986 as a Training and Fellowship Officer. He served as the focal point for all of the University's training and fellowship activities and was in | 教育 |
2014-52/1945/en_head.json.gz/8041 | Fiscal Year 2006 >University of North Texas Libraries Joins NARA/GPO Partnership
June 29, 2006 University of North Texas Libraries Joins NARA/GPO Partnership
Affiliated Archives Relationship Expands Access to Important Records
Washington, DC…University of North Texas President Norval Pohl, Archivist of the United States Allen Weinstein, and Public Printer of the United States Bruce R. James announced today the establishment of University of North Texas (UNT) Libraries as an Affiliated Archives of the National Archives. This arrangement expands an earlier 2003 agreement between the National Archives and Records Administration (NARA) and the U.S. Government Printing Office (GPO) that ensured that the electronic content preserved and made accessible by GPO through GPO Access would remain permanently available. The UNT Libraries formed a separate partnership with GPO in 1999 to preserve and make permanently available web sites and other federal records from federal agencies or commissions that are no longer in existence. The UNT Libraries will now become an Affiliated Archives of NARA. Under the agreement, the UNT Libraries will continue to preserve and provide access to the records. NARA will legally accession the records as part of the Archives of the United States and will join UNT Libraries and the GPO in ensuring the preservation of these valuable records. The Federal Records Act of 1950 authorizes the Archivist of the United States
to establish affiliated archives. The first affiliated archives was established
in 1953 at the request of the Army's Adjutant General at the U.S. Military
Academy at West Point. There are currently eight affiliated archives, five
at Federal agencies and three at other institutions. For more information see
the NARA Affiliated Archives web page.
Prologue magazine, NARA's flagship publication, spotlights the affiliated archives in its Summer 2006 issue. Read the article: "Affiliated Archives: NARA's Oldest Partnerships"
About University of North Texas Libraries
The University of North Texas Libraries, administered by Dean B. Donald Grose,
house collections of over 5.8 million cataloged items, in a variety of formats,
in five facilities. The Libraries are nationally recognized for digital information
preservation projects and research. Building on their participation in the
Federal Depository Library Program, the Libraries are home to the CyberCemetery
of deceased federal agency web sites, the Congressional Research Service Reports
electronic archive, and the rapidly growing digital collections in the Portal
to Texas History. Electronic access is available at http://www.library.unt.edu.
About U.S. Government Printing Office
The U.S. Government Printing Office�s core mission, Keeping America
Informed, dates to 1813 when Congress determined the need to make information
regarding the work of the three branches of government available to all Americans.
This is the inherent function of government which GPO carries out for Federal
agencies on behalf of the public. The GPO is the Federal government�s primary
centralized resource for gathering, cataloging, producing, providing and preserving
published information in all its forms. Since its inception, GPO has offered
Congress, the courts, and government agencies a set of centralized services to
enable them to easily and cost-effectively produce printed documents according
to a uniform set of Federal government specifications. In addition, GPO has offered
these publications for sale to the public and made them widely available at no
cost through the Federal Depository Library Program. About the National Archives
The National Archives and Records Administration, an independent federal agency, is the nation's record keeper. Founded in 1934, its mission is unique �to serve American democracy by safeguarding and preserving the records of our Government, ensuring that the people can discover, use, and learn from this documentary heritage. It ensures continuing access to the essential documentation of the rights of American citizens and the actions of their government. It supports democracy, promotes civic education, and facilitates historical understanding of our national experience. The National Archives meets a wide range of information needs, among them helping people to trace their families' history, making it possible for veterans to prove their entitlement to medical and other benefits, and preserving original White House records. The National Archives carries out its mission through a nationwide network of archives, records centers, and Presidential Libraries, and on the Internet at www.archives.gov.
For PRESS information, contact the National Archives Public Affairs staff at (202) 357-5300; Veronica Meter, U.S. Government Printing Office at (202) 512-1957; or Cathy Hartman, University of North Texas Libraries at (940) 565-3269. | 教育 |
2014-52/1945/en_head.json.gz/8054 | Exhibition Celebrates Alumni from The Kansas City Institute of Art Joe Deal, American (1947-2010). Backyard, Diamond Bar, California, 1980. Gelatin silver print. Gift of the Hall Family Foundation.
KANSAS CITY, MO.- In honor of The Kansas City Art Institutes 125th anniversary, the achievements of select alumni are celebrated in Thinking Photography: Five Decades at the Kansas City Art Institute at The Nelson-Atkins Museum of Art. The exhibition, on view from July 24 to Jan. 2, 2011, features works by 27 KCAI alumni and recognizes the schools diverse and vibrant photography legacy.
The Kansas City Art Institute has played an enormous role in shaping the cultural and artistic life of Kansas City, said Karen Christiansen, interim director of the Nelson-Atkins. We congratulate KCAI on its 125th anniversary, and we are pleased to host a photography exhibition that features the creative expression of KCAI alumni.
The exhibition at the Nelson-Atkins focuses on the photographic talent that has been nurtured and developed at KCAI.
One aspect of the KCAI program that has remained consistent over these five decades is an emphasis on artistic freedom to explore the full range of photographys expressive potential, said April M. Watson, associate curator of photography at the Nelson-Atkins. Thinking Photography means understanding the many facets of the medium as image, object, idea and process. All the artists featured in this exhibition share that common foundation.
The exhibition was organized by Watson and Keith F. Davis, senior curator of photography.
The exhibition is dedicated to Joe Deal, a 1970 graduate of KCAI who died June 18 in Providence, R.I. He was 62. Deals investigation of the American suburban landscape exemplified a powerful new aesthetic: a studied neutrality of vision applied to the most commonplace subjects. A June 22 obituary in The New York Times by William Grimes noted that Deal was
a photographer who broke with the romantic tradition of Ansel Adams to document, with scientific detachment, a Western landscape reshaped by human hands.
In addition to Deal, other notable graduates include Thomas F. Barrow (class of 1963) whose long and distinguished career as an artist and educator began at KCAI, where he first explored photographys aesthetic and conceptual potential as a design major. His central concern has been the curious nature of photography itself: the tension between reality and representation. Robert and Shana ParkeHarrison (Robert, class of 1990)whose works were featured in the 2009 exhibition: Restoration: Robert and Shana ParkeHarrison at the Nelson-Atkinsare also represented in Thinking Photography. Their photographs, which are unique hybrids of painting, photography and performance, suggest open-ended narratives exploring the relationship between ecology, technology and human responsibility. These are just a few of the alumni who have gone on to highly successful careers as artists, educators and self-employed professionals. Davis said the exhibition does not pretend to be the final word on the KCAI photography departments vital and continuing history. It is hoped, however, that the quality and variety of works on view clearly suggest the importance of this program. KCAI grads have helped shape our collective understanding of the art of photography, and they have played a central role in the leading creative currents of these many decades.
The other artists represented in the exhibition and their class years are:
Edward A. Gallucci (1968), James Hajicek (1970), E. G. Schempf (1972), Lawrence McFarland (1973), Ellen Carey (1975), Karen Glaser (1976), Chuck Avery (1977), Frank Hamilton (1977), Mark Osterman (1977), Russell B. Phillips (1977), Donald J. McKenna (1978), Jeff Burk (1979), Jamie Tuttle (1986), Dana Fritz (1992), Stuart Allen (1994), Nicole Cawlfield (1997), Ra�ssa Venables (1999), Allyson Lubow (2002), Ross Sawyers (2002), Jaimie Warren (2002), Cortney Andrews (2005), Jeff Eaton (2007), Colby Sempek (2007), Robert Heishman (2008).
The Nelson-Atkins Museum of Art |
Kansas City Institute of Art |
Watson and Keith F. Davis |
Karen Christiansen |
Robert Capa Exhibition at C�rculo de Bellas Artes Focuses on Famous Photograph
More Findings Registered Under Palacio de Bellas Artes
British Culture Minister Barrs Export of Murillo Painting Advancing Abstraction in Modern Sculpture at the Baltimore Museum of Art
Walker Art Center Invites Audience to Select Artworks for Exhibition Jessica Stockholder: Peer Out to See at Museo Reina Sofia in Madrid
Exhibition on the Reconstruction of Lost Buildings at Pinakothek der Moderne
Journey through the Black Atlantic Opens at Centro Galego de Arte Contempor�nea
Striking New Portraits Revealed In Road To 2012: Setting Out
Polly Morgan's Psychopomps on View at Haunch of Venison
Exhibition Celebrates Alumni from The Kansas City Institute of Art Rarely Viewed Russian Photographs at Michael Hoppen Gallery
What Lies Beneath? Archaeology in Action @ Museum of London
Solo Exhibition of Recent Work by Ryan Trecartin on View at MOCA
Digital Art by Dominican Artist Mariojos� Angeles Opens in Santo Domingo
Artists Find Ways to Protest Gulf Spill U.S. Army Unveils a Trove of Soldiers' War Paintings
National Anthropological Archives Receives Grant from President's Committee on the Arts and Humanities
"Tome Raider" Antique Book Thief Jailed Again
Sergio Cortesini Receives First Annual Terra Foundation for American Art International Essay Prize
James Naismith's Original Rules of Basket Ball to Be Shown at the Nelson-Atkins
Nelson-Atkins to Take Visitors on Quite a Ride; Shuttlecarts Launch with Monet Exhibition
New Mobile Guide Program Premieres at The Nelson-Atkins Museum of Art
Vibrant Watercolors by Alfred Jacob Miller Capture Spirit of the Early American West Rare Chinese Woodblock Prints on Display at The Nelson-Atkins Museum of Art
Former Director of the Nelson-Atkins Ted Coe has Died
Modern Science Reveals Secrets of Nelson-Atkins 2,500-Year-Old Mummy
Clare Twomey's First Solo Exhibition in the United States Will Be at The Nelson-Atkins Museum of Art | 教育 |
2014-52/1945/en_head.json.gz/8089 | Blakemore Foundation
Scholarships for Chinese Scholarships for Korean Scholarships for Japanese Scholarships for Thai, Indonesian, Vietnamese, Burmese & Khmer The Blakemore Foundation awards scholarships for advanced Japanese, Chinese, Korean language study, as well as for advanced study of selected Southeast Asian languages. We also make grants to improve the understanding of East Asian art in the United States.
Language Grants
2015 Language Grant Applications: Now You Can Apply Online!
Applications are now being accepted for the 2015 Blakemore Freeman Fellowships and Refresher Grants. The submission deadline is December 30, 2014.
To apply online, go to: https://blakemorefoundation.communityforce.com
Or, materials are available on our language grant
page, where you can download application forms, grant guidelines and eligibility requirements. Our
FAQ page has answers to many common questions. You may also contact the Foundation by phone at (206) 359-8778 or
email. Comments from our alumni . . .
My Blakemore Freeman Fellowship provided me with the tools I need to survive as a business leader in China. Currently, I’m working as the leader of a division marketing team for the Chinese subsidiary of a Fortune 500 company. As the only non-Chinese member of the its China business team I am completely immersed in Chinese language and culture on a daily basis. I studied Chinese as an undergrad with grand ambitions to master the language and work as a lawyer in China, but there had never been an opportunity after graduating to move from that basic linguistic foundation to a professional level. The Blakemore Freeman Fellowship was the essential ingredient in allowing me to take time off from my career and really focus on the language. Coming out of the program, I was able to function as a working lawyer in China, both in terms of working with documents and negotiating with counter-parties. But for the Blakemore Freeman Fellowship, none of it would have been possible. The Blakemore Freeman Fellowship gave me the launching pad to pursue my entrepreneurial ambitions in Asia and launch my first company: an import/export business between Taiwan and Singapore.
Without the grant, I would never have been able to work with Taiwanese suppliers and build such strong professional networks in China, Hong Kong and Singapore.
Since 1990, the Foundation has awarded over $14 million in language grants to individuals using an East or Southeast Asian language in their careers.
The Blakemore Freeman Fellowships fund an academic year of advanced language study abroad of Chinese, Japanese, Korean and selected Southeast Asian languages. Superior candidates pursuing careers in fields such as STEM (science, technology, engineering, math), international business, accounting, law, medicine, journalism, architecture, teaching, social or NGO work, government service, and academia are encouraged to apply.
An applicant must have (at minimum) a bachelor's degree and have completed at least three years of study of the language at the college level by the start of the grant. Blakemore Refresher Grants provide individuals in mid-career an opportunity to refresh their advanced Asian language skills by attending a full-time language program for a summer or semester. Subscribe to our mailing list for information about grants and deadlines!
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2014-52/1945/en_head.json.gz/8136 | Newsroom > Press Releases
Robertson receives Jones School alumni service award
During the alumni dinner and awards banquet November 4 at the Houstonian, Will Robertson ‘05 will accept the alumni service award for his significant, sustained and voluntary contributions to the Jones Graduate School of Business. He currently co-chairs the Jones Fund capital campaign as well as acts as an advisory council member on the Council of Overseers’ Energy Committee.
Will’s nomination was driven by the following standards, service and qualities: a driving force behind the Jones Fund class ambassador (pilot) program, and serves as the class ambassador for the Full Time MBA 2005; involvement in the messaging of the Jones Fund and sharing ways to get more alumni involved with annual giving;
support and endorsement for scholarships and the need to attract top quality students to the Rice MBA program; and
assistance in positioning the Jones School as a greater presence in the energy industry through his role on the energy committee.
“Will has been an exceptional contributor to the Jones School since his graduation, both as an individual and on behalf of his corporation, Quintana Minerals. We are thrilled to have the opportunity to recognize his hard work, dedication and enthusiasm,” said Joy Brown Kirst, director of alumni and corporate relations.
Will is the Managing Member of Quintana Infrastructure & Development LLC, Great Northern Midstream LLC and Keen Endeavors, LLC; President of Quintana Minerals Corporation; and serves as a director on the boards of Quintana Capital Group GP, Ltd., Genesis Energy, L.P., Richland-Stryker Investment LLC, Chase Power Development LLC, Consolidated Oil Well Services, LLC, MWD Services, LLC, and International Petroleum Equipment LLC. Previously, he was an associate with The CapStreet Group LLC and an analyst in the energy & power investment banking division of Merrill Lynch & Co. Philanthropically, he serves The Henderson-Wessendorff Foundation as a board member, the Greater Houston Community Foundation as an Advisory Council member as well as his service to the Jones School.
He earned a B.A. in Plan II and a B.B.A. in Business Honors and Finance at The University of Texas at Austin along with his MBA from Rice University. The alumni service award is presented annually to an individual who has advanced the Jones School by contribution of talent and time in service to the school. This contribution may be in the form of alumni activities, engagement with students, development of programs within their corporation or other activities recognized by the Alumni Association Board. | 教育 |
2014-52/1945/en_head.json.gz/8142 | Mathematical Sciences Colloquium Series, Leon Glass Thursday, September 19, 2013 at 4:00 pm Strand Union Building, Procrastinator Theater Leon Glass, Professor of Physiology and the Isadore Rosenfeld Chair in Cardiology at McGill University, will present "Dynamical Disease: From Theory to the Clinic" as part of MSU's Mathematical Sciences Colloquium Series.
Recent discoveries in genomics and proteomics are revolutionizing our understanding of the mechanisms of disease. Yet, in many diseases the body displays complex abnormal rhythms that are amenable to mathematical analysis. The abnormal rhythms often arise as a consequence of changes in key parameters of an underlying physiological control system, and as such the dynamics give important clues about underlying mechanisms and therapy. Dr. Glass will discuss applications of the concept of dynamical disease to basic research, diagnosis and therapy. He will also describe concrete applications for a variety of different diseases including atrial fibrillation, sudden cardiac death, Parkinsonian tremor, epilepsy and neutropenia. Even though advances in molecular biology will have major impacts in medicine over the long run, for the foreseeable future, physicians will have to deal with the dynamical diseases experienced by their patients.Dr. Glass is a Fellow of the Royal Society of Canada, the American Physical Society, SIAM and the American Association for the Advancement of Science. He is the recipient of a Guggenheim Fellowship, the Prix Jacques-Rousseau for interdisciplinary research from ACFAS and the Arthur T. Winfree Prize from the Society for Mathematical Biology. Dr. Glass' research focuses on the applications of mathematics to study biological function and rhythms in the cardiovascular system, dynamics and control in genetic and neural networks, and visual perception. He is the coauthor (with Michael Mackey) of From Clocks to Chaos: The Rhythms of Life (Princeton, 1988), which has been translated into Russian, Chinese and Portuguese, and Understanding Nonlinear Dynamics (Springer-Verlag, 1995) with Daniel Kaplan.
The cost of this event is: Free and open to the public For questions regarding this event, please contact:
Department of Mathematical Sciences406-994-3601 Sponsored by:
College of Letters and Science,Department of Mathematical Sciences Listed as: Colleges Letters and Science Faculty Community Students Lectures and Speakers Academics Audience Strand Union Building Options | 教育 |
2014-52/1945/en_head.json.gz/8163 | About CEE
CEE Newsletters
Sonny Astani Department of Civil and Environmental Engineering
The Sonny Astani Department of Civil and Environmental Engineering (cee.usc.edu),of the Viterbi School of Engineering (viterbi.usc.edu) of the University of Southern California invites nominations and applications for tenured or tenure-track faculty positions at all levels. One broad search area is that of mechanics with relevance to the characterization, optimization, and performance prediction of materials in the built environment, including candidates with interest and a demonstrated research record in mechanics-based quantitative life cycle performance assessment. Another broad search area is that of structural design with a focus on innovations that leverage recent scientific and technological developments in materials, telecommunications, and scientific computing.
Apply now The positions are available starting August 16, 2015. To receive full consideration, candidates should apply on-line at: http://cee.usc.edu/facultysearch by December 31, 2014. Application materials include a cover letter, a curriculum vitae, a statement of research and teaching interests, and contact information for five references. All application materials will be held in the strictest confidence. Interested individuals are welcome to contact the search committee chair, Prof. Roger Ghanem, Sonny Astani Department of Civil and Environmental Engineering, University of Southern California, 3620 South Vermont Avenue, Los Angeles CA 90089-2531 (email: [email protected]).
The Astani Department (cee.usc.edu) has 22 tenured/tenure track faculty members, including four chaired professorships, six current or former Young Investigator and Early Career awardees, and many fellows of professional organizations. In November 2007, the Department was the beneficiary of a $17 million pledge from Sonny Astani, the largest ever bestowed on a department of civil and environmental engineering. The USC Viterbi School of Engineering (viterbi.usc.edu) is among the top engineering schools in the world. More than a third of its 174 tenured/tenure-track faculty members are fellows in their respective professional societies and 33 affiliated faculty have been elected to the National Academy of Engineering. The School is home to over 45 research centers and institutes, including the Information Sciences Institute (ISI), two National Science Foundation Engineering Research Centers, the Department of Homeland Security CREATE Center, and an Energy Frontiers Research Center (EFRC) supported by the Department of Energy. USC is an equal-opportunity educator and employer, proudly pluralistic and firmly committed to providing equal opportunity for outstanding persons of every race, gender, creed and background. The University particularly encourages women, members of underrepresented groups, veterans and individuals with disabilities to apply. USC will make reasonable accommodations for qualified individuals with known disabilities unless doing so would result in an undue hardship. Further information is available by contacting [email protected].
University of Southern California Viterbi School of Engineering | 教育 |
2014-52/1945/en_head.json.gz/8183 | Mission & Facility
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Geographies of Detention
From Guantánamo to the Golden Gulag California Museum of Photography
June 1 - September 7, 2013
Panel discussionSaturday, June 1, 2013, 6pm
Special viewing of the exhibitionSaturday, June 1, 2013, 6pm - 9pm
Presented on two floors of the California Museum of Photography, Geographies of Detention: From Guantánamo to the Golden Gulag offers a nuanced investigation into incarceration and its architectures. One portion of the exhibition highlights work by artists Sandow Birk, Alyse Emdur, and Richard Ross, each of whom explores different aspects of imprisonment. Films by Ashley Hunt, Setsu Shigematsu, and the Los Angeles Poverty Department are presented throughout the building. Through August 10, Geographies of Detention also includes the traveling exhibit the "Guantánamo Public Memory Project," an examination of the over 100-year history of the US naval station at Guantánamo Bay, Cuba.
The main gallery of the museum is devoted to the contemporary context and landscape of California's own "golden gulag." Prison populations in California have grown 500% in the last decades even as crime rates subside, and prison spending continues to outweigh state funding for public education. A selection of hauntingly evocative paintings by Sandow Birk from his series "Prisonation" (2001) reflects on the growth of California's prison industrial complex by engaging its geographic context. Taking inspiration from pictorial genres of landscape painting, including those popularized by the Hudson River School in the 19th century, each of Birk's paintings depicts one of California's state prisons, from Pelican Bay in Northern California to Centinela State Prison at the US-Mexico border.
While Birk's work shows the prisons from afar, Richard Ross and Alyse Emdur take the viewer inside these structures. In his series of photographs "Architecture of Authority" (2007), Ross explores the built environment of prisons, revealing the spatial logic used to exert power over the bodies incarcerated within. Emdur's large-scale photographs of prison visiting rooms and collected letters and snapshots (some of which appear in her 2013 book, Prison Landscapes) offer a more intimate vision of inmates posing with their visitors against murals in fantasy landscapes of freedom. Presented together, the works of Birk, Ross, and Emdur meditate on the "carceral state" of California.
The theater company Los Angeles Poverty Department presents a portion of their "History of Incarceration" performance and media installation with a looped film (2010-11, 210 minutes). The film features 184 Californians reading the 184-page 9th Circuit Court of Appeals Plata-Coleman decision on overcrowding in California State Prisons in which the court declared that current conditions amount to "cruel and unusual punishment." The film will be played continuously on the Jumbotron screens on the facade of the Culver Center. Visions of Abolition: From Critical Resistance to a New Way of Life (2011, 90 minutes), directed by Setsu Shigematsu, UCR Assistant Professor, Media and Cultural Studies, will be screened in the gallery. This documentary about the prison industrial complex weaves together voices of women caught in the criminal justice system with leading scholars and activists in the prison abolition movement.
A Prison in the Field (2001, 18 minutes) by multimedia artist Ashley Hunt is part of his ongoing "Corrections Documentary Project." Considering why, where, and how prisons get built in remote rural communities, the film follows grassroots activists who are fighting against the construction of a second prison in Delano, CA, on the grounds that prisons are a form of environmental and economic injustice.
Guantánamo Public Memory Project
The "Guantánamo Public Memory Project" combines historical and contemporary photography, film, and first-person audio interviews to examine how the naval base has been "closed" and reopened for more than a century before the attacks on September 11, 2001. These new perspectives on Guantánamo's history as a "legal black hole" provoke discussions about the limits of democracy and the meaning of mass incarceration in a global present and future.
Collaboratively curated by eleven universities (including UCR), the "Guantánamo Public Memory Project" is comprised of a deeply researched traveling exhibit, website, blog, curricula, and ongoing public conversation. First launched in 2009 by the International Coalition of Sites of Conscience and coordinated by Columbia University's Institute for the Study of Human Rights, the project was supported by the participating universities and by the Open Society Foundations, Libra Foundation, and the New York Council on the Humanities. The section created by graduate students in UCR's Public History Program (Leann Do, Jay Hartzell, Kristen Hayashi, Corinne Knight, Sean Milanovich, Karen Raines, Carolyn Schutten, Megan Suster, Jennifer Thornton, David Wagner, and Jennifer Weed) examines Guantánamo as an international symbol of America's War on Terror and a lightning rod for debates about torture, detention, national security, and human rights.
The "Guantánamo Public Memory Project" will be on view as part of Geographies of Detention through August 10, 2013.
Geographies of Detention: From Guantánamo to the Golden Gulag is organized by California Museum of Photography at UCR ARTSblock, and is guest curated by Catherine Gudis, UCR Associate Professor of History and Director of the Public History Program, and Molly McGarry, UCR Associate Professor of History.
Image: Sandow Birk, Pleasant Valley State Prison (PVSP) - Coalinga, CA, 2000 (detail). Courtesy of the artist and Koplin Del Rio Gallery.
Film: The Road to Guantánamo
Film: Zero Dark Thirty
Map of California CDCR Facilities
Events in Focus
But Not Forgotten
Selections from the Steve and Mary DeGenaro Postmortem and Memorial Photography Collection
Björk: Biophilia Li
Director: Peter Strickland, Nick Fenton
Blade to the Heat by Oliver Mayer
Archaeological Institute of America Colloquium
© 2014 UCR ARTSblock | | 教育 |
2014-52/1945/en_head.json.gz/8195 | U of O Board selects Dunsworth as 25th president
11:00 AM, Monday, October 15 2012 | 1648 views | 0 | 2 | | Clarksville — The University of the Ozarks Board of Trustees has elected Richard L. “Rich” Dunsworth, J.D., as the University’s 25th president, effective July 1, 2013. Dunsworth, 43, has served as vice president for enrollment at Millikin University in Illinois, since 2004. He will succeed Dr. Rick Niece, who is retiring in June after a 16-year tenure as president of the private, Presbyterian-affiliated university.Dunsworth, who has a juris doctorate from the University of Illinois, has been at Millikin since 1991, including stints in student life and academic development. In his role as vice president for enrollment, he oversees numerous departments, including admission, athletics, financial aid, institutional research, marketing, media relations, registrar and student development. Dunsworth and his wife, Holly, have three young children.“At University of the Ozarks we found the perfect fit,” Dunsworth said. “When my family and I began this process, we hoped to find an institution that was grounded in faith, which would allow for the opportunity to share our personal and professional lives, and one that would welcome the entire family. We feel blessed to have found such an institution.”“Holly and I are impressed by the people, programs and campus and look forward to introducing future generations of students to this exceptional institution,” he added. “I am impressed that Ozarks has maintained its Christian heritage and its relationship with the Presbyterian Church. I am committed to delivering on the mission of University of the Ozarks and ensuring that affordable, private education is available to students who desire the life it can provide.”In announcing the appointment, David Rawhouser of Arlington, Texas, an Ozarks alumnus and chair of the university’s Board of Trustees, said Dunsworth impressed the search committee with his ability to interact with the campus community during a two-day interview visit to the university in late September.“In various interviews and conversations with Mr. Dunsworth, it was very apparent that he could easily relate to the various segments of the campus community,” Rawhouser said. “He listened intensely to questions presented to him and presented his ideas in a concise, but affirmative, manner. Mr. Dunsworth was the unanimous selection of the search committee to present to the Board of Trustees, and he was the unanimous selection of the Board. We are extremely excited to have Mr. Dunsworth join the Ozarks family and look forward to his leadership as we continue to build on the strengths and traditions established on campus, while meeting the challenges of giving the best education possible to our students.”Rawhouser said that the board is planning an event on campus in the near future to welcome Dunsworth as president-elect.The appointment concludes a nationwide search launched in February, led by an 11-member search committee of six trustees and representatives from the faculty, staff, student body and alumni. The committee, chaired by trustee Chris Allen of Clarksville, chose Dunsworth over more than 50 applicants.“Richard Dunsworth emerged as the best candidate to become Ozarks’ next president,” said Allen. “Rich brings a wealth of experience and proven success in higher education to Ozarks. The Dunsworths are looking forward to being a part of Ozarks and the Clarksville community. The University of the Ozarks is excited about beginning this next phase of its history.”Dunsworth, who grew up in rural Colorado, was the first member of his family to graduate from college when he earned a bachelor’s degree from Colorado State University in 1991.“As a first generation college student who benefited from the Federal Pell grant program and private scholarships, I am excited by Ozarks’ commitment to educating students ‘who come from diverse religious, cultural, educational and economic backgrounds,’” Dunsworth said, citing Ozarks’ mission statement.Dr. Dave Daily, professor of religion at Ozarks and a member of the search committee, said the committee was impressed with Dunsworth’s understanding of Ozarks’ mission.“In the end, we had a big challenge settling on one candidate, given the strengths we saw in all of the finalists,” Daily said. “But we are whole-hearted and enthusiastic in our support for Richard Dunsworth. I was especially impressed with his candor and insight in assessing Ozarks’ challenges and opportunities, and as a first-generation college graduate, he fully appreciates the importance of Ozarks’ mission and its continued potential to shape students’ lives in powerful ways.”Before becoming vice president for enrollment in 2004, Dunsworth served as dean of student life and academic development from 2002-2004 at Millikin, a private college of approximately 2,400 students in Decatur, Ill. He has also taught intermittently at the university since 1994 in the areas of political science, communication and English.Dunsworth and his wife, Holly, have a 9-year-old son, Nicolas, and 7-year-old twins, Matthew and Emma.
Farm Bureau re-elects Veach as president
Bergman rescinds superintendent DWI suspension
Public hearing, take two
Arkansas State names Shane Broadway vice president | 教育 |
2014-52/1945/en_head.json.gz/8342 | John Moore: Who are really the ‘entitled’ ones here?
John Moore | October 15, 2013 | Last Updated: Oct 16 4:57 PM ETMore from John Moore
In the pilot episode of the TV series Girls Hanhah — two years out of university — is told by her parents that they will no longer support her financially. She goes to her boss at the firm where she has been interning without pay for a year and asks to be hired. “We’ve really enjoyed having you, Hannah,” he replies. “Good luck”.
For a goodly portion of the millennial generation, that’s just another day at the office. They are educated, but also exploited, broke and relentlessly mocked as lazy and entitled. Is it any wonder millennials are becoming disenchanted?
The institution of internships is a perfect illustration of how 20-somethings are trying to cope in an economy that has been gamed against them. Internships are no longer about trading one’s time for mentorship and opportunity. They’ve become the new serfdom.
I can speak to the efficacy of old school internships; almost everyone in my business is the product of one. I volunteered my time for three months under the direct supervision of an accomplished radio professional. In the end, I got the job.
RelatedRobyn Urback: Down with unpaid internshipsAndrew Coyne: If unpaid internships are exploitation, why don’t the kids just stay home?Jesse Kline: Let interns work for free
In today’s job market internships are a means of squeezing free labour out of qualified workers whose only other option is making $8 an hour serving $4 coffees at Starbucks. When interns dare suggest their labour might be worth something their “employers” scold them about having a bad attitude and insist there’s a line up outside their door of people who would do anything for the same opportunity. Sadly, those managers are often right — interns are expendable, thanks to a dire economy for which today’s youth are blameless.
Consider two stories told me by my listeners. Frank was taken on by a major Canadian telecom company in its “Professional Management Program.” For months he worked nine to five, Monday to Friday, doing customer service evaluations which often involved travelling to the company’s storefront operations. His supervisor was another intern. He rarely had contact with real managers. At four months he was told there were “no immediate hiring opportunities” but they would very much like him to stay on as an intern. He quit and was given a certificate attesting to the fact that he “showed leadership qualities.”
‘Volunteers don’t apply for real positions’
Helen is another case. She was told she needed current work experience on her resume. She worked without pay for six months in a major company until a job position became available. She applied and was flatly told by her supervisor “volunteers don’t apply for real positions.” Helen now has 14 months of unpaid work on her resume and was recently told by a potential employer, “I can’t justify giving a job to someone who values their time so little that they would work for free”.
Is it any wonder that young people are cynical about their place in the social contract? It might be somewhat less of an indignity if the insults weren’t being handed out by a generation that has been very careful to lock in its own entitlements. It’s bad enough that some CEO’s are being paid 200 times the salaries of their lowliest employees. How does that look to the unpaid intern?
Clear goals must be set and evaluated by managers who mentor, rather than supervise
There’s a growing movement for government to regulate internships just as it does other aspects of the job market. The duration of internships needs to be clearly set. Interns should never perform services for which others are paid. Clear goals must be set and evaluated by managers who mentor, rather than supervise.
When the employment plight of today’s young people came up recently on my show, one of my radio colleagues did the usual number on millenials, calling them feckless and self centred. Not long after I received an email from a young listener. “I would have called in,” he wrote, “but I was too busy answering business emails while taking the bus between the two jobs I hold down to pay off my student debt.”
Today’s youth know the score, and who the real “entitled” are. It’s not the interns. It’s the people “hiring” them.
John Moore is host of Moore in the Morning on NewsTalk 1010 AM. Outside of Toronto he can be heard at Newstalk1010.com.
Topics: Full Comment, internships, jobs, Social Issues, youth | 教育 |
2014-52/1945/en_head.json.gz/8413 | About UsDonatePressContact usAbout our dataHomeElementary SchoolsParents Guide to Math & ScienceHow to applyGifted & other optionsDOE contactsAfter schoolFree programsNew to NYC?Middle SchoolsHow to applyGifted or selective programsDOE contactsAfter schoolFree programsNew to NYC?High SchoolsHow to applyGraduationTransfers and alternative schoolsDOE contactsFree programsNew to NYC?Special EducationNoteworthy elementary schoolsNoteworthy middle schoolsNoteworthy high schoolsAbout special educationNews & ViewsSearchNews & viewsCalendarAsk JudyAsk the college counselorVideosFree Programs
Pamela Wheaton
Pamela Wheaton is one of the founding members of Insideschools. Since 2002 she has served as deputy director, project director and managing editor. She edits the blog, reviews schools, leads workshops about school choice and oversees editorial content. She collaborated with Clara Hemphill on a series of guides to New York City’s best public schools. Previously Wheaton was a producer of PBS television programs and a reporter and editor at the Buenos Aires Herald. Her two daughters graduated from New York City public schools.
Thursday, 18 December 2014 11:37 Child born in 2010? Here's how to apply to kindergarten If you have a child born in 2010, now is the time to be thinking about kindergarten: Applications are due between Jan. 7 and Feb. 13. You may apply online, on the telephone or in person at a Department of Education Family Welcome Center (formerly known as an enrollment office). You'll find out in April where your child has been assigned.
Unlike pre-kindergarten for 4-year-olds, full-day kindergarten is guaranteed—and required—for all children who turn 5 during the calendar year. Children have the right to attend their zoned school (space permitting) and most do, but you may apply to other schools as well. The Kindergarten Connect application, in its second year, allows parents to apply to up to 12 schools and submit the form online. Welcome news for parents who don't speak English: This year applications are available in nine languages and translators are on-hand for those who apply in person, or by calling 718-935-2009 between 8 am and 6 pm.
This year's elementary school directories are also better organized than previous years', neatly broken down by districts, zoned schools and unzoned schools. (Charter schools are listed in the back. They require a separate application and have a different due date: April 1, 2015).
Here are answers to some common questions.
Read more... Monday, 24 November 2014 12:08 High school applications due Dec. 2! Our tips on how to apply High school applications are due on Tuesday, Dec. 2. Have you made your list yet?
If you are still undecided where to apply, or how to rank your 12 choices, we've got last minute tips for you. We have been visiting high schools all fall, updating our reviews and adding new slideshows. Read our school profiles and check the comments section too. Wondering what other students and parents, and even teachers, think of the school? Our InsideStats section tells you that.
If you're looking for a school with a specific theme, or one that's close to home, check out our new high school search on your desktop or mobile device. You can search by borough, subway line, middle school grades or keyword, sifting through hundreds of high schools to find the best matches.
Here are our suggestions of what to consider as you apply.
Read more... Friday, 24 October 2014 14:50 Missing ticket? You can still take the SHSAT If you haven't gotten your ticket for this weekend's specialized high school exam, don't panic. You'll be able to sit for the test without it, according to the Department of Education. The DOE posted a notice on its website saying that all scheduled students will be "welcomed and tested" even without a ticket. It also posted a list of test locations and times (pdf) for every middle school.
This week, some schools reported they had trouble printing tickets and others said they didn't get the tickets at all.
At Mark Twain middle school, it took the staff a day and a half to print out 350 tickets for its 8th-graders because of a glitch in the system, said Parent Coordinator Delgermaa Ganbaatar. "It has been very stressful. The system couldn't handle all the requests at once." The school finished printing at noon Friday, she said, and got them into the hands of students before they went home. Mark Twain sends more students annually to Stuyvesant High School than any other middle school.
Read more... Monday, 29 September 2014 12:48 Looking for a middle school? Fairs, tours begin now! Middle school admissions season kicks into high gear this week for parents of 5th-graders. You can meet school representatives at evening district fairs beginning Tuesday, Sept. 30. Middle school directories for 2014-2015 are online and hard copies are available at elementary schools.Now is the time to sign up for school tours and open houses! The Department of Education website lists some open house dates here. If you don't see the school you want to visit listed, check its website or call the school to find out. In some popular schools, especially in Manhattan where there is active school choice, many tours are already fully booked. If you're shut out, try contacting the parent coordinator to see if additional tours will be added. Be sure to ask about admissions requirements when you visit schools. The directory listings are not always specific.In addition to fairs, some districts hold informational nights where principals talk about their schools. Check with your district's family advocate to see if one is scheduled. (You can find their names and contact information on our district pages.) So far we've heard about forums in District 15 on Oct. 16, District 3 on Oct. 16 and District 1 on Oct. 29. District 21 is offering a middle school admissions workshop on Oct. 22. Published in
Read more... Tuesday, 16 September 2014 11:14 Going to the high school fair? Here's our advice This weekend, Sept. 20 and 21, is the Department of Education's gigantic citywide high school fair from 10 am to 3 pm at Brooklyn Technical High School. Prepare for a hectic day, where you will meet teachers, students and administrators and find out about their schools.
You can attend information sessions several times during the day, led by staff from the Education Department's enrollment office. This will be helpful especially if you're a newbie to the process (and it will give you a place to sit down and take a breather.)
Here's the schedule provided by the DOE:
High school admissions basics at 10:30 am and 12:30 pm Auditioning for arts schools and programs at 2 pm Published in
Read more... Friday, 22 August 2014 11:57 New peak enrollment centers open Aug. 27 - Sept. 12 Students who are new to New York City public schools or who are re-entering city schools after a time away, may register at special temporary enrollment centers beginning on Aug. 27 in all boroughs. The centers are open Monday-Friday, 8 am to 3 pm through Sept. 12, with the exception of Sept. 1, Labor Day. Regular enrollment centers will be closed from Aug. 22 to Sept. 15.
All high school students should go to the enrollment centers, along with any elementary and middle school students who do not have a zoned school. Elementary and middle school students who have a zoned school should wait until the first day of school, Sept. 4, to register at the school, the Education Department said.
All special education students who have a current IEP (Individualized Education Plan) may enroll directly at their zoned schools on Sept. 4. Students without a current New York City IEP, need to go to an enrollment center or to a special education site, for those with more restrictive needs.
Read more... Tuesday, 12 August 2014 12:55 Pre-k sign-up & info sessions happening now If you're still uncertain what to do with your 4-year-old in September, you're in luck. There's still space available in many of the city's pre-kindergartens in schools and community organizations. To be eligible, your child must turn 4 by Dec. 31, 2014.
On Tuesdays in August, beginning today in Brooklyn, parents can meet with officials from the Department of Education's enrollment office at Brooklyn Borough Hall to find out how to enroll their 4-year-old in a pre-kindergarten for September. Enrollment officials have the list of schools and early childhood centers such as libraries, YMCAs or Head Starts that may still have openings. Community organizations enroll students on a rolling basis so enrollment numbers are changing throughout the summer. The Brooklyn sessions are on Aug. 12, 19 and 26 from 4 to 7 pm in the lobby of Brooklyn Borough Hall at 209 Joralemon Street. We've asked the DOE whether there will be information and sign-up sessions in other boroughs but there is no centralized list. Many sessions are organized by legislators as part of the city's push to enroll children in 53,000 pre-kindergarten slots by September so contact your borough president's office or local council members or go to a DOE enrollment office for help.
Read more... Thursday, 14 August 2014 10:31 Newcomers sign up for summer SHSAT, audition by Aug. 19 Newcomers to New York City, who are entering 9th or 10th grade in September, must register by Tuesday, August 19, if they want to take the summer exam for admission to one of the selective specialized high schools, or to audition for the arts school, LaGuardia High School of Music and Art and the Performing Arts. Families may register and pick up an admissions ticket for the test and audition at any Department of Education Enrollment Office.
Eligible students are those who are entering 9th or 10th grade for the first time, moved to New York City after Nov. 1, 2013 and did not take the specialized high school exam (SHSAT) or audition for LaGuardia last fall.
You'll need these documents to register: proof of residence, proof of birth, immunization records and a final 2014 report card.
The exam will be given on Aug. 26; the auditions for LaGuardia will be held on Aug. 28. But you must be registered and have an admissions ticket to be admitted to the test or audition. You should find out whether you are accepted before school starts on Sept. 4.
Entrance to the specialized high schools is highly competitive. Most successful applicants spend a good deal of time preparing. See the 2014-2015 Specialized High School Handbook for a sample test and audition guidelines.
For more information, see the Department of Education's website, read our reviews and see our video below about specialized high schools. Published in
Read more... Tuesday, 01 July 2014 11:32 Applying to high school? Info sessions begin July 15 Evening workshops about the high school admissions process for 8th-graders and their families begin next week. Enrollment officials from the Department of Education wll lead information sessions and answer questions about the types of high school programs offered and how to fill out your application. All sessions run from 6:30–8 pm.
Insideschools will be at some workshops too, to meet parents and present our new mobiile high school search.
The first workshop is Tuesday, July 15 at Prospect Heights High School in Brooklyn; on Wednesday, July 16, there will be workshops at Lehman High School in the Bronx and at LaGuardia High School in Manhattan; and on Thursday, July 17, there are sessions at Queens College Kupferberg Center for the Arts (65-30 Kissena Blvd.) and at Staten Island Tech High School. Published in
Read more... Monday, 30 June 2014 12:37 Free summer meals available now All children, ages 18 and under, may receive free breakfast and lunch every weekday from now until Aug. 29, 2014 at thousands of locations including schools, parks, pools, libraries and New York City Housing Authority complexes. Four mobile food trucks will operate seven days a week throughout the summer at popular places for families.
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Center for New York City Affairs at The New School | 教育 |
2014-52/1945/en_head.json.gz/8436 | MOFET JTEC - Rocket Attacks Close Schools in Southern Israel
Updating the Israel/Diaspora RelationshipRocket Attacks Close Schools in Southern IsraelThe Impact of Taglit – Birthright Israel: 2012 Update
Section: Israel Education
Rocket Attacks Close Schools in Southern Israel
Author: . World ORT
October 24, 2012 | Type: Link
Source: World ORT Facebook Yesterday, students at World ORT- affiliated schools near the Gaza Strip took part in a national drill on how to continue their education when their schools are closed due to an emergency, such as an earthquake. Today, they’re doing it for real after a morning in which the ground shook with the impact of dozens of rockets fired by Hamas.
“Our students know that when the school is closed they should log on at home and see what work is being set for them,” said the World ORT Innovation Leader at Sha’ar HaNegev High School, Zohar Nir Levy. “For three years already we have been practicing this on at least two days per year. Perhaps the only ones who didn’t know were our new students in Grade 7 but they learned about it yesterday.” Ironically, Sha’ar HaNegev’s new rocket-proof campus means that it can afford better protection than some children can get at home, particularly those who live in small villages where houses don’t have the reinforced ‘safe rooms’ which are now mandatory in new buildings. However, it was closed today by order of the military the same as other schools in the region.
“It’s closed even though it’s sheltered and protected. The problem is that you have to bring the children from their houses to the bus station, get them on the bus and send them to school: it was this that meant no school today. Most of the rockets this morning fell between 6am and 8am – when children are travelling to school. It was very scary because there was bombing all around the area, all the time. Even my dog was hysterical,” Ms Nir Levy said. “We hope it will be better tomorrow.” The Jerusalem Post reported that Hamas had taken responsibility for firing more than 70 rockets since yesterday evening. The barrage resulted in five injuries, including two foreign workers who were evacuated by helicopter to Soroka Medical Centre in Be’er Sheva in a critical condition. See this article and accompanying photos on World ORT's Facebook page. Top of Page | 教育 |
2014-52/1945/en_head.json.gz/8437 | Riverbend principal candidates meet community
Posted: Thursday, March 10, 2011 By SARAH DAY
Four candidates for the top job at Riverbend Elementary were interviewed Wednesday, with a meet-and-greet community session held on Tuesday.
MICHAEL PENN / JUNEAU EMPIRE Back
MICHAEL PENN / JUNEAU EMPIRE Principal Carmen Katasse announced her retirement after serving in that role for the past 10 years. She was both a teacher and administrator in Juneau’s elementary and middle schools since 1986.
The candidate interviews were open to the public and comment cards were passed out.
Kenneth “Ben” Russel
Kenneth “Ben” Russel is currently principal at Oak Creek Elementary School (pre-kindergarten through eighth grade) in Arizona.
Russel earned his bachelor’s degree in elementary education with a mathematics emphasis from Northern Arizona University in Flagstaff, Ariz., and holds a master’s in education leadership with a principal’s certificate.
Russel, originally from Pennsylvania, said he is interested in the position because he wants to focus more on elementary education (K-6), having worked also with middle-school- and junior-high-school-aged children. His family also has visited Alaska before and Russel believes it would be an excellent place to raise children.
His goals for the school would be to develop relationships and bonds and trust with the community, the staff and the kids so there’s a sense of trust. Russel said he would take inventory of what is working well within the school — as well as what isn’t — and determine how to maintain and improve those things both academically and culturally. He also wants to make sure to celebrate the achievements of the school and make sure that any changes that do come are sustainable.
Nancy Hudson
Nancy Hudson is currently an administrator for the Scottsdale Unified School District in Scottsdale, Ariz.
Hudson earned her Bachelor of Arts in journalism from the University of California, Berkeley, and her Master of Education in educational leadership and policy from the University of Washington.
Hudson, who is originally from Ketchikan, said she is interested in the position partly because she wants to move back to Southeast and recently married a Juneau man. She said she feels she can provide a lasting impact on the school because she has worked with both primary- and secondary-aged students so she knows where youth are coming from and where they need to go to be successful.
Hudson said her goals for the school would shape with strong collaboration will all the stakeholders of the school — including community members, parents, staff and the district.
Hudson wants to be able to affect a change that would make it easier for kids to transition into the middle schools.
“My goal is ultimately to get the kids to (be able to) choose successful career paths,” she said. “Every kid should be able to have the background so they can make choices and go into areas where they want and be successful in life.”
Brenda Weaver
Brenda Weaver is currently working with Riverbend Elementary as a lead teacher in the Summer Scholars Academy and as a Fast ForWord coordinator.
Weaver earned her bachelor’s degrees and certificates from the University of Alaska Southeast in early childhood education and elementary education, and earned a master’s degree from the University of Alaska Anchorage in educational leadership.
Weaver said she is interested in the position because she is excited about the discussion and actions being made at the district level academically.
“I’ve taught at Riverbend since it’s opened,” she said. “I’ve seen it through various changes. There are a lot of good things going on. I’d like to help develop what is working — help it grow so we are a great academic school.”
Some goals would be to help the teachers grow into whatever their professional aspirations are, create a very welcoming and respectful place for families to come in, and help more families become involved with the school.
Weaver said she has a high regard for community involvement in the education system and is really excited about when kids get really excited about learning.
Denise Kelly
Denise Kelly is currently working at Molokai Middle School as interim principal, and has served two other terms in the same capacity at other Hawaiian schools.
Kelly earned her bachelor’s in elementary and special education from Northern Arizona University and her master’s in administration and supervision from the University of Phoenix.
Kelly said she is interested in the position because she feels the district goals and philosophy on education match her own. She said the place-based, culturally diverse culture appeals to her and she wants to work in an elementary school again.
Her goals for Riverbend would be to develop community relationships within the first year and get to know the parents and students. She also would look at the systems in place at the school and how that meshes with the district.
Kelly said she is very family oriented with her own young family and believes family comes first.
Dzantik’i Heeni Middle School also will be interviewing four candidates for a new principal, with a public meet-and-greet from 4:15 p.m. to 6:15 p.m. today at the school, with interviews beginning at 8:30 a.m. on Friday. Hudson is also a finalist for that school.
For a full schedule of remaining interviews and resumes of all candidates see: http://bit.ly/fiCPfY.
• Contact reporter Sarah Day at 523-2279 or at [email protected].
CALIFORNIA CONTACT REPORTER SCOTTSDALE UNIFIED SCHOOL DISTRICT SUMMER SCHOLARS ACADEMY DENISE KELLY CARMEN KATASSE EDUCATION SCOTTSDALE FLAGSTAFF FORWORD COORDINATOR MOLOKAI MIDDLE SCHOOL 523-2279 UNIVERSITY OF PHOENIX ADMINISTRATOR LEAD TEACHER BRENDA WEAVER UNIVERSITY OF PHOENIX UNIVERSITY OF ALASKA ANCHORAGE UNIVERSITY OF ALASKA SOUTHEAST NANCY HUDSON CONTACT US | 教育 |
2014-52/1945/en_head.json.gz/8482 | Wayne Law Alumni
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Return to News ListWayne Law students to intern with international businessesMay 23, 2013Four Wayne State University law students will spend this summer as interns exploring the world of international business and law.
Their placements around the globe are made possible by Wayne Law’s dynamic and expanding Program for International Legal Studies, which is offering more travel and real-life work experience than ever before.
Law student Zachary Rowley, a Bay City resident, will work this summer as an intern in the Office of the General Counsel at Tata Motors in Mumbai, India. Tata is the largest manufacturer of automobiles in India, and Rowley will work on legal issues arising from the firm’s supply chain and distribution network.
Rowley majored in economics and East Asian Studies at Kalamazoo College, and studied language and international business as an undergraduate for five months in Beijing, China. So he knows what it’s like to be suddenly immersed in a culture other than his own. He’s very excited to be going to India and to be gaining more experience in international law, he said.
“I plan on pursuing international business courses while at Wayne, and I think this will only help ground my studies in the real world,” Rowley said. “Wayne has a great reputation for international law.”
An Eagle Scout, Rowley has traveled to many countries in addition to China, including the United Kingdom, France, the Netherlands, Italy, Greece and Hong Kong. And now he’ll add India to that list.
Another law student entering the international business world is Nicholas Jones of Hopkins, who considers his pending internship with one of Mexico’s leading law firms —Barrera Siqueiros y Torres Landa in Mexico City — as “an amazing opportunity to experience not only everyday Mexican culture but also to experience the business and legal culture” there.
“I hope to spend a good amount of time working with the firm’s international arbitration group,” Jones said. “I also would like to get a chance to work on some conflict-of-laws issues that involve bringing American laws into the Mexican court system.”
Barrerra Siqueiros y Torres Landa has 24 different practice areas, and is regularly engaged in some of the most high profile foreign investment deals, international commercial arbitration and intellectual property transactions in Latin America. The firm and its partners are consistently ranked as global leaders by a variety of international publications.
Like Rowley, Jones is a graduate of Kalamazoo College, where he majored in biology and business, was quarterback of the school’s football team, and also attended classes in Madrid, Spain. He expects to graduate from Wayne Law in 2015, and hopes to practice international business law.
Steven Helton of Riverview and Zachary Van Horn of Traverse City will work as interns in the international arbitration group in London, England, for Wilmer Cutler Pickering Hale and Dorr, a multinational law firm with offices around the world. The firm recently was named “International Arbitration Firm of the Year” by U.S. News magazine.
“I am very interested in pursuing a career in international arbitration, so this internship is an incredible opportunity for me,” Van Horn said.
He’ll be entering an LL.M. program in international commercial arbitration in London next fall, an opportunity he sought due to his enthusiasm for international law studies at Wayne.
Helton, too is excited about his opportunity to participate in international law work.
“I really look forward to working for Wilmer Hale because it's such a well-respected firm,” he said. “I know that other people who have participated in this internship have gone on to do some very cool things, and I hope the same will be true for me.”
Gary Born, the head of Wilmer Hale’s international arbitration group, was the 2012 commencement speaker at Wayne Law, and was instrumental in creating the internships with the firm for Wayne students. Born is the author of “International Arbitration: Law and Practice” (Kluwer 2012) and “International Civil Litigation in United States Courts” (Aspen fifth edition 2011), both leading texts in the field. Born received the Global Arbitration Review’s “Advocate of the Year” award in 2010 and was chosen as the “World’s Best International Litigator” in a survey by Legal Media Group.
Wayne Law’s Program for International Legal Studies covers all travel and living expenses for each of these internships.
Four other Wayne Law students — Joshua Aprile of Marine City; Yunjoo Goze of Andong, Korea; Karinne Marcolini of Grosse Pointe; and Adam Taylor of Monroe — will be working abroad for human rights groups overseas this summer, and another — Eric Shovein, who grew up in Grosse Pointe Woods, will be studying in the Hague, Netherlands.
As recipient of the Freeman Fellowship, Shovein will attend the prestigious Hague Academy of International Law, the academic branch of the international Court of Justice, also known as the World Court. Each year, the Program for International Legal Studies at Wayne Law sends one student to the academy to be taught by some of the world’s foremost international lawyers in courses on either public or private international law.
Aprile will travel to Mexico City to work with Mexico Unido Contra la Delincuencia, an organization that assists both police and victims in response to the high level of criminal activity in certain parts of the country, and that seeks to strengthen the rule of law.
Goze is already in New Delhi, India, working with the Dalit Foundation, an organization dedicated to using the courts and social awareness to end discrimination against India’s Dalits, or “untouchables.” Dalits are subjected to pervasive forms of discrimination.
Marcolini will work in Nassau, Bahamas, with the Crisis Centre, an organization that helps victims of domestic violence, offering them legal assistance, and running public education campaigns to end spousal and child abuse and empower victims to leave their abusers.
Taylor will be working in Madurai, India, with People's Watch, a well-respected human rights organization that serves as a liaison to international monitoring bodies at the United Nations and elsewhere, and researches and reports on all aspects of Indian political and social practices. | 教育 |
2014-52/1945/en_head.json.gz/8485 | HomeNewsOpinionSportsVideoObitsCommunityHeadlinesAgendasUSD 480 BoESC Council on AgingSC Tri-Agency Intervention BoardArea Planning CommissionArea Board of ZoningClassifiedsContacts Grant assists parents with pre-schoolers Wednesday, 16 December 2009 15:41 By ROBERT PIERCE• Daily LeaderLiberal is one of three Kansas communities to receive a grant to help parents place their pre-schooler in the right environment.The grant, provided through the Kansas Children’s Cabinet, will allow USD No. 480 to partner with the Kansas Children’s Service League’s Head Start program.USD 480 Federal Programs Director Laura Cano said the premise of the grant is to have three demonstration learning communities – Liberal, Rossville and Coffeyville. She said officials with the Children’s Cabinet want to know how communities can work together with all the different agencies to provide early childhood education services.“Instead of all the agencies working separately like the private day cares, the school and Head Start, they wanted to see how the three agencies working together would benefit the kids,” Cano said. They funded three projects. They funded Coffeyville, Rossville and Liberal.”Cano said work has begun with the agencies to see what can be done to make early education better in Liberal.“This is our first year to be implementing, so right now, we’re doing a lot of collaboration among the agencies trying to come up with a plan on how we can begin moving forward,” she said. “So far, we’ve had quite a bit of success just opening communication between all of us.”Cano said Liberal received $109,000 for one year, and applications have been made for another year.“We are still waiting to hear if we did or not,” she said.Preliminary work on grant projects began in the spring semester of the 2008-2009 school year, according to Cano.“We actually began our inclusion process with our special education students and 4-year-old at risk this year,” she said.Cano said she believes the grant will help the community have a place to serve the most kids possible.“Right now, we’re all working separate to try to fill the slots that we have,” she said. “Instead of doing that, we’re going to be working together to bring as many students an early childhood program, whether it’s through a private preschool or a public school or through Head Start.We are going to be advocating so that every child who needs early childhood education receives it.”Likewise, Cano feels this is the beginning of a bigger process.“There is a dire need in our community for early childhood facilities,” she said. “We have a lot of students out there who don’t receive any kind of early childhood services.”Cano said Head Start and USD 480 has about 50 students on their waiting lists.“I don’t know about the day cares, but kids have to get on waiting lists,” she said. “There is a huge need in our community for a day care/preschool that can serve all the other kids who can’t be served through our program.”Cano said she hopes the grant will be a stage to get other people interested and the community can begin figuring out how to do many things, including bringing a new day care.“After Kid Connection closed, that really hurt our community,” she said. “We have a lot of young families who just don’t have access any kind of to any kind of day care/preschool. There’s only so many slots we have available whether it’s Head Start, the public school or private agencies.”Cano said she would like to see conversations started from anyone with a vested interest in the community.“Maybe we can begin talking about what can we do for all the kids who don’t have a spot in one of our programs,” she said. “What happens to them? We need to figure out something along those lines.”Cano said it was an honor to have been selected, and there were many people who were in the running for the grants.“There were applications from across the state, but to our advantage, the Children’s Cabinet, Head Start and the Kansas State Department of Education were looking for three communities that are very different,” she said. “They wanted to see how the project would work with three different communities.”Cano said work began on the grant with her predecessor.“She had started some of the conversations and making the state department aware of some of our needs,” she said. “They knew of us from then. This has been a while in the making. A lot of conversations have taken place before the grant was actually written. We wrote the grant last year.”Cano said it is also an honor to receive support from the state education department and from Head Start.“They’re super helpful,” she said. “They’re just helping us see what is it that we need to do and how we can move forward. I’m really hoping this is just the beginning. I really want to see the community come together somehow so that we can address the needs of all the kids.”Cano explained the application process for youth.“Children who come to the 4-year-old at risk have to qualify,” she said. “They’re at risk of not finishing school or at risk of not being ready for kindergarten.”Cano said qualifiers vary as to who is at risk.“It can be a child who comes from a single parent home or a child who comes from people who dropped out of high school or children with families who have low income, children whose first language is a language other than English, whose parent was a teenage mom,” she said. “All those kinds of things put them at risk of not being ready for school.” | 教育 |
2014-52/1945/en_head.json.gz/8488 | at the University of Sheffield
Learning Technology Skills
TELFest
Our Google+ Page
GALT: Collating Learning Materials with Google Forms for Student Self-Assessment Workshop
Mark J Morley
Exchange of Ideas (CC0 Public Domain image)
As mentioned in the initial post about GALT Sheffield, the afternoon was split into a set of parallel workshops. I attended the "Collating Learning Materials with Google Forms for Student Self-Assessment Workshop" facilitated by Mel Lindley from Sheffield Hallam University. This was a complete workshop, whereas some of the others were split down into mutli-workshops which involved a series of topics facilitated by different people.
Mel introduce the workshop by presenting some of her background and how her interest had developed in using technology enhanced learning within her own practice.
A module that she delivered was primarily based on workbooks produced in Microsoft Word. The topic covered cardio-respiratory physiotherapy. This was the area in which students received the least clinical experience. Focus groups were run to canvass student opinion. The results showed that students wanted learning materials that they could return to and they wanted it to be more visual.
Mel worked on the concept of producing content as videos rather than as a workbook. She applied the functionality of TED-Ed to enable this.
[Aside:
TED-Ed Website http://ed.ted.com/
TED-Ed Tour Video http://www.youtube.com/watch?v=ncqVw1sx-04
Aside End]
TED-Ed videos were created using the help of enthusiastic student volunteers. So there was a mixture of videos, ones in which Mel herself appeared and ones with just students. And in order to pull all the content together, Mel used Google Sites to provide the structure.
At the end of the first year of running the module using this new format, an evaluation took place. The outcome was that students really like the approach. They were able to watch the material anywhere, for example during journey time when they were on clinical placement. Of the videos, the students tended to prefered the student based ones. So more of these were produced.
Mel published the materials so that it was openly viewable. This had a real benefit because within 24 hours of going live, a major multinational company was in contact wanting to collaborate. Using Google Sites meant that it was easy to edit and change the information without technical support. It is great for collating resources and it delivers content in a mobile device friendly format, which is important for students on placement. The site was linked into the VLE, but students could also get to it without going via the VLE.
To give an idea of the time commitment involved, Mel produced 12 TED-Eds and two Google Sites in one long working day. Students like to collaborate, and it is an important skill for them to develop. With the TED-Ed service only the person who is logged in is able to input and save answers, so that collaboration functionality isn’t really there yet. However, this is something that TED-Ed has been made aware of and they are looking to develop this functionality. This work received a formal commendation from the national professional body for its content and delivery. Also, from an enhanced employability perspective, students were able to demonstrate their involvement in the production of learning materials. Mel would like to develop the concept further to a point where students could edit content in a Google Site. Currently they just had collaboration options via Google Docs.
A separate area where Mel developed a similar approach was for a Distance Learning (DL) course. There were certain misconceptions about the course held by students in some other countries. Consequently, a Google Site was used to create a taster event. Videos of patients were hosted on YouTube with appropriate consent forms saying that they would be publicly viewable. Students were required to fill in Google Docs to explain the gait of the patient subject on the video. This proved to very successful.
Perspectives on the Workshop
There was a range of abilities of participants within the workshop. Mel negotiated with the capacity audience to identify what people wanted covering within the session. There were several Technology Enhanced Learning (TEL) staff in the workshop, so Mel said that it would be useful for people to jump in if they had extra knowledge to contribute. As a result people felt free to contribute and interact with the whole group and also help out the people sitting alongside with less Google Apps knowledge. It was a really nice atmosphere in the workshop and it showed the potential of such a shared institutional event.
Mel started out looking at creating a Google Doc, which some people in the workshop didn’t know how to do. She then went on to demonstrating how to create a Google Form. Emphasise was placed upon thinking about the purpose of the form before getting started creating. It can be important to think about even whether to ask for a Name in the form as this could lead to a reduced number of responses over an anonymous form. She ran through the process of creating a series of questions, explaining the different types and when you might use them. She explained how it was possible to set up a likert scale, using columns to make the scale and, therefore, not having to type in Strongly Agree, Agree, etc. every time. [Tip: Google Chrome auto spell-checks on form creation, other browsers might not.]
A limitation of the form is if you make an error and go in and change it then the question drops to the bottom. You can re-order the questions, but these won’t correspond to the order in the spreadsheet. To get around this you need to make a copy of the form and then create a new spreadsheet to realign everything.
There was a test form for the group to complete. And a set of graphs resulted from the inputs to shows the responses. The file can be downloaded as a spreadsheet with all the responses in.
Session time was getting on so we moved onto a demo of how to create a Google Sites. [Tip: Look at different templates and click the edit button to see how things are put together to give you some ideas.]
There was a lot of useful information exchanged, and good discussion and sharing took place throughout the workshop session. Mel suggested some really useful general advice during the session. Two which I felt to be good lines to take away were:
“Don’t take risks on your own; work with others within and external to the university.”
“Roll your sleeves up, have a play and get your hands dirty actually using the technology.”
Related GALT blogposts:
Google Apps for Learning and Teaching (GALT): Sheffield One Day Conference Google Apps for Learning and Teaching (GALT): Morning Session 2
GALT Website link
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2014-52/1945/en_head.json.gz/8514 | Family Establishes Endowed Scholarship
An endowed scholarship at LSU Eunice in the name of former Eunice resident Elizabeth Stark Faust has been established by Candace and Steve Saucier, Faust's daughter and son-in-law.The endowment was created to honor the life and achievements of Faust by providing financial support to deserving students in the area."At LSU Eunice, we do not take this type of gift lightly. An endowed memorial scholarship honors not only a beloved family member, but also the institution to which it is given," said Madelaine Landry, LSUE Foundation executive director. "The Saucier family has a long history with our campus; their gift means that they recognize what LSU Eunice has meant to them and to the community. Elizabeth Stark Faust was a wife, mother and a teacher. She understood that education is how dreams are realized. Scholarships are how education becomes a reality."Faust was born Elizabeth Stark in Merryville and was the youngest of eight children. She began her college career at McNeese State University, but put her educational aspirations on hold after marrying Charles Faust after his return from the service. She supported his educational career and became a working mom over the next twenty years. Charles Faust eventually attained his PhD in zoology from LSU and the family moved to Eunice where he began teaching at LSU Eunice.Elizabeth Faust never gave up her dream of a college degree, and she began taking classes at LSU Eunice while working in the registrar's office on campus. She eventually attained a bachelor's degree from McNeese State and went on to earn a master's degree in education from LSU. Faust then started her teaching career at the Washington Vocational Technical School."She loved teaching and working with the students at Washington," said Candace Saucier. "It was not just a job to her, but a way to make a positive impact on the lives of young women by emphasizing the need for education and how it opens up opportunities. She often reminded her classes of her own journey and even though she put her dreams on hold for many years, she eventually fulfilled her dreams of a college education and teaching."Elizabeth Faust passed away September 19, 2011.The endowment at LSU Eunice and the resulting scholarship has been established in perpetuity to honor the life and achievements of Faust and recognize the impact she had as a wife, mother, grandmother, teacher and friend. ------June 17, 2013 | 教育 |
2014-52/1945/en_head.json.gz/8520 | Wegman foundation gives $17M to University of Rochester
By NATE DOUGHERTY - 4/1/2014 3:44:17 PM
The University of Rochester has received $17 million from the Wegman Family Charitable Foundation for two major projects, the university announced Tuesday.
The foundation gave a $10 million lead gift for the Institute for Data Science and a $7 million gift to support the Golisano Children’s Hospital. In recognition of the gift, the Institute for Data Science's building will bear the Wegmans name, UR officials said.
With the gift, the total contributions from the foundation to UR have reached $20 million, UR officials noted.
“It is our honor to support the university’s campaign,” said Danny Wegman, the foundation’s president and chairman. “The Institute for Data Science is helping the university and its collaborators become leaders in leveraging information in ways that will transform 21st-century discovery and innovation.
“In a similar way, the new children’s hospital will move health care for our region’s children and their families into a whole new environment designed around children’s needs. What could be more important or gratifying than ensuring the health of our children?”
The Institute for Data Science and the Golisano Children’s Hospital campaigns are flagships of the university's $1.2 billion goal for its major capital campaign, UR officials noted. “Data science is the defining discipline of the 21st century, and among the university’s top priorities,” said Joel Seligman, UR president. “Danny saw the potential of this initiative to build off of our strengths in data science and computational capabilities and our long tradition of entrepreneurship.
“He also knew a gift to the new Golisano Children’s Hospital would be an investment in our region’s future. Both of these gifts will further deepen the Wegman legacy in Upstate New York.”
The foundation’s gift is the fourth-largest contribution to the university’s comprehensive campaign and second-largest gift to the children’s hospital, officials added. | 教育 |
2014-52/1945/en_head.json.gz/8551 | Chancellor-Designate Tom Apple arrives on campus June 18University of Hawaiʻi at MānoaContact:Diane E Chang, (808) 956-0391Director of Communications, Chancellor's OfficePosted: Jun 15, 2012Dr. Tom AppleTom Apple, Chancellor-Designate of the University of Hawai‘i at Mānoa, arrives on campus Monday, June 18. “We welcome Tom to the UH Mānoa campus, where it has been my pleasure and privilege to serve as Chancellor for the past five years,” said Chancellor Virginia Hinshaw. “I look forward to working with him to facilitate a smooth leadership transition over the coming weeks.” Said Apple, “My wife, Anne, and I are touched and overwhelmed by the aloha we have experienced, not only from the campus-wide UH Mānoa ‘ohana but the greater Hawai‘i community. I’m a firm believer that effective leadership begins with listening and plan to launch a ‘listening tour’ to learn more about needs, aspirations and desires for the Mānoa campus. I will be focusing on three priorities: (1) pursuing student success/transformation, (2) increasing research, and (3) grounding UH Mānoa in the traditional values of the Native Hawaiian culture.” The UH Board of Regents selected Apple from among five finalists. Dr. Apple, a distinguished chemist and academic leader, will assume leadership of the Mānoa campus on Sunday, June 24. Hinshaw, a noted virologist and experienced administrator, will return to the faculty at the John A. Burns School of Medicine at the end of the month. Under her tenure, UH Mānoa has earned full WASC accreditation for the maximum term of 10 years. The campus has increased financial aid to ensure access for Hawai‘i’s students and provided a smoother transition for transferring students from UH community colleges to continue their higher education. She has been credited with elevating community engagement to new heights through numerous partnerships locally, nationally and internationally, and effectively communicating the value that UH Mānoa provides to Hawai‘i and the world. | 教育 |
2014-52/1945/en_head.json.gz/8583 | Helping Teachers Raise Student Achievement: an interview with William L. Sanders Helping Teachers Raise Student Achievement: an interview with William L. Sanders November 1, 1999 George A. Clowes
George Clowes is a Heartland senior fellow addressing education policy. He served as founding...
When a sports player wants to work on improving his or her game, it's not very productive to spend time simply looking at the scores of recent games.
The first step in the process usually involves poring over detailed game statistics and repeatedly playing videotapes of those recent games to identify strengths and weaknesses. Once the weaknesses have been identified, the player can develop a strategy for improvement.
In education, the diagnostic tools available for improving teacher performance have, until recently, been limited largely to the use of raw student test scores. William L. Sanders, an innovative researcher at the University of Tennessee, changed all that during the past decade with the development of an analytical procedure that enables teachers to see where their teaching is effective and where it's ineffective, thus providing a solid starting point for improvement.
Since 1992, Sanders' Value-Added Assessment System has been the guiding force behind Tennessee's school improvement efforts, no mean achievement for a research-oriented statistician working outside his field.
With a doctorate in biostatistics and quantitative genetics, Sanders worked at the Oak Ridge National Laboratory before taking over a statistical analysis center for agricultural research at the University of Tennessee. Now, instead of conducting classes on statistical mixed models, Sanders spends much of his time explaining his value-added technique to interested lawmakers across the country. He recently spoke with School Reform News Managing Editor George Clowes.
Clowes: How did you get involved in value-added analysis in education?
Sanders: It got started in the late 1970s, when governor Lamar Alexander was advocating a merit pay plan for Tennessee teachers. A big issue at that time was, and still is, how are you going to measure teacher effectiveness?
I got involved when our legislators were told that you could not use student achievement data to measure teacher effectiveness. I said that you could, and got access to Knox County Student Achievement Test data to prove it.
By the summer of 1982, I had completed my analysis. We made a lot of presentations, but nothing happened until 1989, when our legislature and Governor McWherter were looking for an accountability system for public education. They heard about our work and we presented it to them in early 1990.
When the Educational Improvement Act of 1992 was enacted, our methodology became the cornerstone of the state's accountability system, the Tennessee Value-Added Assessment System. I then put together a small team at the university to build a software system to apply the methodology on a statewide basis.
The first value-added reports were released for the district level in 1993, for each school level in 1994, for the teacher level in 1996, and for all levels annually since then. The district- and building-level information is required by statute to be publicly released. However, the teacher-level information is made available only to the teacher, the school board, and usually the principal.
Clowes: Have the reports led to teachers being fired or changing the way they teach?
Sanders: To my knowledge, no teacher has been fired where the reports were the justification for it. This is not about firing people. This is about measurement, about producing what I call the river of diagnostic information to show individual teachers where their relative strengths and weaknesses are.
The way that this information has been used in this state varies enormously from school district to school district. In those districts where local leadership put in the time and effort to assist principals and teachers to learn how to use this information diagnostically, there is definitely measurable progress. We've got other districts that have totally and completely ignored it. But when you plot the trend lines of student populations from different districts, you can see which of them have made very positive progress and which haven't.
Let me give you two teacher reactions to the reports.
Last night, I talked to an eighth-grade teacher who thinks that value-added assessment is the worst thing that ever happened to his profession. He said, "I have often literally seen teachers open their value-added report and cry." I'm sure that's true. I am not in the business of winning a popularity contest.
What he was saying was that we must quit doing it because of the emotional harm to teachers. But he's focusing on the teacher, not on the child. When we have a mountain of accumulating evidence about the effect of teacher sequence on a child's academic achievement level, it's just flat wrong to sweep it under the rug.
A lot of the people who are relatively ineffective teachers are sincere, conscientious, dedicated human beings who often don't know that they're relatively ineffective. They don't know why they're ineffective; they don't know where they're ineffective. The measurement of their effectiveness is the key, and we have a measure that is objective, repeatable, and reliable. The idea is to get teachers to confront that measure of their effectiveness and to respond positively to it. That's where my second ex | 教育 |
2014-52/1945/en_head.json.gz/8586 | Ohio Wesleyan University Receives $6 Million Estate Gift
For the second time this summer, Ohio Wesleyan University has received a multimillion-dollar alumni gift. The university announced today that alumnus Robert C. Manchester, M.D., Class of 1927, has bequeathed $6 million to Ohio Wesleyan to support student scholarships.
In July, Ohio Wesleyan announced that alumni Gordon and Helen Crider Smith were making a five-year, multimillion-dollar investment to support the university’s planned giving program.
Dr. Manchester designated that his gift be added to the Ida Austin Manchester Scholarship Fund, which he and his sisters, Ohio Wesleyan graduates Winifred Manchester and Lois Manchester Mack, established in 1986 in memory of their mother. The scholarship fund provides financial aid to students who have achieved scholastic excellence and is available through all four undergraduate years.
While at Ohio Wesleyan, Dr. Manchester majored in pre-medicine and was a member of the Phi Kappa Psi fraternity. After receiving his undergraduate degree, he earned his medical degree from the University of Rochester in New York. During World War II, he served in the U.S. Naval Medical Corps, spending two years stationed aboard the USS O’Bannon in the Pacific Theater. Following his military service, Dr. Manchester settled in Seattle, where he practiced internal medicine, specializing in cardiovascular care, until his retirement. Dr. Manchester died Jan. 21, 2007, in Cupertino, Calif. He is survived by his wife, Dorothy.
The ties of Dr. Manchester and his family to Ohio Wesleyan run deep. Both his mother, Ida, and his father, William, were members of the Ohio Wesleyan Class of 1896. In addition, his sisters; brother-in-law, Robert W. Mack; aunt, Lillian Austin Ferguson; and nephew, Robert A. Mack, graduated from Ohio Wesleyan. His brother, Ralph, attended the university.
In discussing the importance of philanthropy, Dr. Manchester once stated: “It always seemed to me that education is one of the most important things in our society. I felt that it was my duty to pass on some of the advantages that I had.”
Mark H. Shipps, vice president of University Relations at Ohio Wesleyan, says Dr. Manchester’s gift provides a permanent legacy of support to his alma mater.
“Attending Ohio Wesleyan is a life-changing experience,” says Shipps, a 1970 alumnus. “People like Robert Manchester want to share that transformational opportunity with others. His generous and thoughtful gift will help future students receive a liberal arts education of the highest caliber.”
Commenting on the impact of both Dr. Manchester’s bequest and the recent gift from Gordon and Helen Smith for planned giving, Kathe Law Rhinesmith, a 1964 alumna and chair of the University’s Board of Trustees, said: “Ohio Wesleyan prepares students for a lifetime of leadership and service. These gifts, in support of that vital mission, are permanent examples of the impact of the Ohio Wesleyan experience on these generous alumni. We are most grateful for their expression of loyalty to the mission of the university.”
Founded in 1842, Ohio Wesleyan University is one of the nation’s leading liberal arts colleges, dedicated to preparing students for a lifetime of learning, service, and leadership. Located in Delaware, Ohio, 20 miles north of the state capital, Ohio Wesleyan is a coeducational, residential, privately supported undergraduate institution. The university is ranked consistently by U.S. News & World Report as one of the nation’s top 100 liberal arts colleges and is featured in the book “Colleges That Change Lives.” The faculty includes more than 135 educators, all of whom actively teach and hold either doctoral degrees or the highest recognized professional degrees in their fields. Approximately 1,850 students representing 44 states and 45 countries attend Ohio Wesleyan. More information is available at www.owu.edu. | 教育 |
2014-52/1945/en_head.json.gz/8604 | Home › North Central College shares science instruments with high school chemistry students
Share Chemistry students from Naperville North High School learned what it’s like to use sophisticated scientific instrumentation during a recent field trip to North Central College.
Sixteen Naperville North students worked with Jeff Bjorklund, North Central College professor of chemistry, during the Nov. 12 field trip. They learned how to use the College’s spectroscopy instruments to determine the chemical properties of samples they were provided.
“Liberal arts colleges offer the best opportunities to be involved,” Bjorklund told the high school students. “Typically, undergraduates in the sciences at large state universities don’t have a chance to actually use the instruments, which tend to be monopolized by graduate students.”
The students who participated are enrolled in a semester-long advanced chemistry class at Naperville North taught by Liz Brucker. North Central has offered several classes of her students the opportunity to use the College’s equipment.
“It’s a wonderful experience and we thank the College every year,” Brucker says. “The kids do look forward to it.”
Unlike an AP chemistry curriculum, Naperville North’s advanced chemistry class focuses on organic chemistry and includes a unit on forensic chemistry, an application of chemistry that often calls for the use of spectroscopy equipment.
“We don’t have spectroscopy equipment so it’s cool to come here and use equipment that most high school kids don’t have the opportunity to use,” says Melanie Schnell, a senior at Naperville North.
Schnell explained that the spectroscopy readings students referenced in class came in the form of prepared printouts. During the field trip, students produced their own data sheets to solve a crime scene scenario using the College’s spectroscopy instruments.
Students also learned about the benefits of studying science at a liberal arts school like North Central.
“At a small college, you get to work as a close-knit group, and that’s something you’re not able to do at a larger school,” Brucker says.
Chemistry is among more than 55 majors, minors and other areas of study offered at North Central College. Visit northcentralcollege.edu/majors/chemistry to learn more about the program.
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Chemical microscopy | 教育 |
2014-52/1945/en_head.json.gz/8624 | Reciprocal Space Brought to you by Occam's Typewriter
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Continental drift: important open access developments in the UK and US
Posted on February 24, 2013 by Stephen Last Friday was a big day for open access — it felt like a kind of transition.
In the morning the Science and Technology Committee of the House of Lords (the unelected second chamber in the UK parliament) published the report of its inquiry to the implementation of a new open access policy by Research Councils UK (RCUK) in the wake of the Finch Report. The committee had taken written (PDF) and oral evidence from a wide variety of interested parties, including Janet Finch herself and David Willetts, the minister overseeing the policy.
The report is strongly critical, and is trailed as such on the Committee’s web-site. Their lordships particularly decry the confusion surrounding the implementation of the RCUK policy.
There is some justice in this, though a cynic might be tempted to remind the committee that the association of open access and confusion is nothing new. However, I think the criticism overlooks some of the attempts that RCUK has already made to communicate its new policy. I confess I haven’t yet had time to read the report in full but would like to offer some brief commentary (italicised) on the key points in the summary which is reproduced below:
The growth of open access publishing—specifically, making peer-reviewed journal articles available online at no cost to readers—is revolutionising communication of the results of research. The Government commissioned an independent working group to consider how to expand access to publicly-funded research (the Finch Group) and Research Councils UK (RCUK) revised its policy on open access following the report of this group. The revised policy has caused considerable concern in both the publishing and academic communities. Publishers are worried about specific requirements of the policy. Learned societies fear they will lose a valuable income stream which they use to support their respective academic communities. Academics are concerned about the policy taking a “one size fits all” approach, and possible unintended consequences such as lessening the quality of peer review, restricting ability to collaborate and limiting freedom to publish in the best journals. Both communities have expressed frustration that they were not adequately consulted about the policy.
This preamble does not adequately express the spectrum of opinion that exists, particularly within some quarters of the academic community (and open access publishers) who welcomed the RCUK policy and the disruptive challenge that it placed in front of the status quo.
In the light of these concerns, we conducted a short inquiry to consider the plans for implementation of RCUK’s open access policy, with a view to offering recommendations to inform RCUK’s revision of its policy guidance. We have concluded that:
RCUK must clarify its policy guidance to reflect its incremental approach to compliance in the initial five-year implementation phase of its open access policy;
Perhaps further work is required but RCUK did clarify its policy in two blogposts published in September 2012; in November that year it announced the details of how the policy would be rolled out incrementally over the next five years.
RCUK must monitor the effects of its open access policy and its Autumn 2014 review of the policy should consider:
The RCUK had already committed itself to a review of the new policy in that time-frame, publicly recognising the new policy as a ‘journey’ — in effect a kind of experiment. Again, it seems rather odd that their lordships have overlooked this. Nevertheless they have at least provided some useful points of focus for the review.
(1) whether different disciplines require different embargo periods, licences and primary models of publication, particularly in the light of evidence gathered about readership and citation half-lives;
Some account of this had already been taken since the original formulation allowed researchers in the humanities and social sciences a longer 12-month embargo period before authors’ versions of published papers could be made available in green OA repositories. Clearly some in those disciplines favour longer embargoes (and in the wake of the inquiry, RCUK announced that they would be relaxed) — but we really should be working to reduce rather than extend the delays before research is made publicly available. (2) whether the UK, in stating a preference for gold open access, is moving in the same direction as other countries which are mandating open access (but not necessarily gold open access);
This is a particularly key point and one seems to me to be the significant outstanding difficulty for the UK (particularly in the light of the announcement later on Friday from the US – see below). This was also a question that, in my written submission (both to the Lords and the upcoming Commons inquiry), I wanted put to David Willetts.
(3) whether article processing charges have adversely affected the number of international articles published in UK journals;
Frankly I don’t see this as a significant risk, at least as long as many international journals (Nature and Science among them) permit authors to comply with the RCUK policy by the green OA route.
(4) effects on the quality of peer review;
Again — I don’t see where this comes from. Predatory journals aside (where no self-respecting researcher would submit their work), there is no evidence to suggest that peer review is likely to suffer as open access is rolled out. Even PLOS ONE which does not consider the ‘impact’ of submitted manuscripts, has confounded critics with the average quality of its output. The most recent entrant to the OA publishing market, PeerJ, looks likely to do the same. (5) impact on the number of collaborations by UK researchers; and
My experience is that scientists will collaborate with whomever they need to in order to get the job done. Considerations of the technicalities of publishing do not figure at the outset of new collaborations.
(6) effects on learned societies.
This is a fair point and remains a difficult issue. But I would also like to have seen the House of Lords ask learned societies to consider how their publishing policies are helping to make publicly funded work accessible.
The Government should conduct a full cost-benefit analysis of the policy, in view of their stated preference for gold open access; and
This seems reasonable — though I wonder does the House of Lords have a record of consistently making this demand from government departments? However, it overlooks the cost-benefit analysis in the Finch report itself and the work of Houghton and Swan, both on the ultimate savings that are likely to be realised from a global switch to gold OA and the costs associated with the adoption of different OA policies during the transition from toll access to one access (green would be cheaper than gold). I would suggest the information is there to make an informed decision.
The Government should review the effectiveness of RCUK’s consultation regarding this significant change in policy.
Again, perhaps a fair point. There was in fact a consultation process on the new RCUK policy back in the Spring of 2012 when it issued a draft document for comment. But the consultation was not widely advertised as far as I can determine. I only heard about it myself by maintaining close contact with certain grapevines. The rather negative response from some humanities scholars and social scientists, fearful of what they see is a policy moulded to suit the needs of scientists (who have different funding structures and timescales), suggests that more could be done to adapt the policy — and to convince them of the longer-term value of moving to OA publishing for publicly-funded work.
The Finch Group report emphasised the need for a smooth transition to open access to avoid damaging the “complex ecology” of research communication. We echo this call. The Government and RCUK must take immediate action to address specific concerns about RCUK’s open access policy and maintain a watching brief in case mid-course corrections are required.
Well, no-one wants an unsmooth transition but it seems to me as if we are already in the middle of one. The precise mechanism of transition from where we are now to a global system of open access scholarly publishing has yet to be mapped out and remains a point of debate, even among OA advocates.
RCUK has already responded to the committee’s report, appearing to have swallowed all the bitter medicine handed out. They are due to publish revised guidance on their OA policy ‘shortly’.
But before they have a chance to do so they will surely have to absorb the announcement Friday in the US, of a White House directive that effectively extends the green OA mandate currently operated by the National Institutes of Health to all federal agencies “with over $100 million in annual conduct of research and development expenditures”.
The new US policy was heralded as a response to the open access petition that was launched back in May 2012 (which I signed). It is a significant boost to open access advocates everywhere but, as ever with this issue, things are never entirely straight-forward. The directive requires federal agencies to produce plans to enable public access to published papers (and data) but enshrines for a 12-month embargo (RCUK’s is 6 for scientific research) and has provision for agencies to extend the embargo if they can offer justification. It is also clear the money for implementation has to be found within existing budgets, though this should produce fewer financial strains than RCUK’s gold-preferring OA policy.
The US policy shift has been given a broad welcome in many quarters. Peter Suber declared ‘This is big’, and provided a brief digest of the directive, along with analysis of how the policy will interact with the Fair Access to Science and Technology Research Act (FASTR), a proposal for new open access legislation that was recently introduced into Congress and the Senate (with tighter embargo proposals than the White House directive).
PLOS also welcomed the new policy, though one of its founders, HHMI investigator Michael Eisen, who recognised the significance of the announcement but remained critical, being particularly concerned by the concessions made to publishers. As he noted, the directive has already attracted the support of the Association of American Publishers, the same organisation that dismissed FASTR as ‘boondoggle’.
Eisen’s concerns are real enough but although the world is not moving at the speed he would wish, the news from the US on Friday is tremendously important. In particular, it makes clear that there is no prospect of the US emulating the UK in the adoption of a policy for the transition period that favours gold open access. The US is clearly plotting a green route to OA that follows a road taken by most other countries (see Richard Poynder’s blog for perceptive analysis of the current international scene) and, for the first time, the UK’s gold-friendly policy is looking vulnerable.
From the beginning, Willetts has appeared to understand the need for concerted international action on open access. He recognised as much in his speech to the publishers’ association back in May 2012 when he said:
“We share common objectives with the Commission and want to ensure that a sustainable strategy is developed for Europe as a whole. I will also be discussing the whole issue with colleagues beyond the EU. Fortunately there is already a lively debate on these issues in the US, and we hope they will be implementing similar initiatives.”
Those hopes now appear to have been dashed and it looks as if a re-think is in order.
Open access retains is ability to bewilder and surprise us. This issue is by no means over and the tectonic shifts of last Friday have made things even more complex for the UK. I look forward to hearing what Mr Willetts has to say about the news from across the Atlantic at the conference on ‘Open access in the UK and what it means for scientific research’ at the Royal Society today (program).
This entry was posted in Open Access and tagged House of Lords, open access, RCUK, White house, Willetts. Bookmark the permalink. ← The Royal Institution: not time to move on
8 Responses to Continental drift: important open access developments in the UK and US
Ian Borthwick says: February 25, 2013 at 8:43 am Hate to burst your bubble, but the petition didn’t yield this directive – at least two requests for information have been completed by OSTP on this topic, and the results have been a long time coming. But they don’t point merely to the simplified ‘green’/’gold’ conundrum – there is a potential role for both these options, but importantly, the directive focusses on public access to direct research outputs (excluding confidential/draft info), such as datasets, reports, etc. Each funding agency is directed to consult with relevant parties/partners (on a literal reading, NIH probably beeds to consult on issues too). While many again seem to wish to interpret this to their own ends, the critical fact is that it presents a practical and pragmatic approach to broadening public access where feasible, in a far more balanced and evidential approach than other efforts that take researcher views, disciplinary .
Ian Borthwick says: February 25, 2013 at 8:47 am [Sorry – slipped] … nuances, and wider ‘ecosystem’ impacts only minimally into account (hence issues arising). The key point here is that publishing, communications, and open access all work in different ways for different communities. Failing to take these individual communities into account for the benefit of some broader church seems hardly to live up to the democratic rhetoric esposed by advocates.
Stephen says: February 25, 2013 at 10:16 am Thanks Ian – I should perhaps have been clearer: although I wrote the US decision has be ‘heralded’ as a response to the petition, I didn’t mean to imply that that’s all it was. I am sure that many other factors and motivations were behind the new directive. I hope I also gave some sense of the continuing (indeed increasing?) complexity of this issue, which continually provides new grist for the OA debate mill. “The key point here is that publishing, communications, and open access all work in different ways for different communities.”
Indeed so, but I wonder if these differences are sometimes over-emphasised at the expense of finding common ground and adhering to the widely-shared principle that open access to public-funded research is a good thing (so that we can focus on how to get there). There is the impression that the Humanities and Social Sciences may have been left out of proceedings in the UK but they seem now to be catching up fast. I am impressed by new publishing initiatives in that area, especially PLOHSS. “Failing to take these individual communities into account for the benefit of some broader church seems hardly to live up to the democratic rhetoric esposed by advocates.”
That’s a rather general charge but I presume you don’t mean to imply that OA advocates are undemocratic. There is a variety of voices; the ongoing debate has certainly been a vigorous and healthy one and only promises to get noisier. As long as it doesn’t get too strident, that will be a good thing.
Ian Borthwick says: February 25, 2013 at 10:32 am Thanks Stephen – I mean to say that following a democratic route depends on consultation in order to be founded in common principles which I agree exist – I don’t believe the issues are as black and white as often portayed (elements of dogma in every direction), and personally feel this debate and that developments could do well to observe and learn from them – I.e. fostering a more open understanding in proceedings… Would be heartening of course to see more adopting this perspective for more and better discussion and decision making, with less drama attached!
Mike Taylor says: February 26, 2013 at 10:47 am I wonder if these differences are sometimes over-emphasised.
I also wonder to what degree they just reflect maturity of thinking through the issues. The objections I hear from the HSS community at the moment are very much the same ones I was hearing from the sciences a couple of years ago. Maybe it just takes time for ideas to sink in.
Richard Poynder says: February 25, 2013 at 9:07 am SC: Predatory journals aside (where no self-respecting researcher would submit their work) …
RP: For another perspective on this you may like to read this comment: http://ow.ly/i0P59
Stephen says: February 25, 2013 at 10:20 am Good point (Richard’s link is to a comment from a Mexican doctor who was caught unawares by a predatory OA journal) – though the solution to that is surely for the community to have some mechanism of certifying genuine OA journals. Jeffrey Beall’s list of predatory OA journals is a useful move in that direction and probably deserves to be more widely known.
Mike Taylor says: February 26, 2013 at 10:45 am Or we could just not submit our articles to journals we’ve never heard of.
I can never understand why anyone ever does this.
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2014-23/1662/en_head.json.gz/48713 | What We DoWho We AreMemorial's BrandOur WorkTemplatesResources News Releases
REF NO.: 368
Rothermere offers freedom to learn
Newfoundland and Labrador needs to develop concrete strategies to help alleviate this province’s battle with the bulge, says this year’s recipient of one of Memorial University’s most prestigious graduate awards. Donna Fagan was awarded the Rothermere Fellowship in late May. She says obesity is a major issue here in this province and she plans to examine the issue in depth. “Obesity is a serious health issue with co-morbidities and consequences impacting on individuals, families and the health care system of the province,” said Ms. Fagan, who is originally from St. John’sand completed a M. Sc. from Memorial’s faculty of medicine in community health in 2001. She also obtained a B.Voc. Ed. in 1994. Her interest in the topic comes on the heels of a new report, released earlier this month, which found that one in four Canadian adults is considered obese. The Canadian Community Health Survey indicated that 23 per cent of all adults are obese. The numbers in this province, though, were even more staggering – 33 per cent of men and 35 per cent of women are considered too fat. Ms. Fagan said she plans to study obesity issues and the management of obesity in rural areas this fall when she begins her studies at a university in the United Kingdom. Memorial’s Rothermere Foundation fellowships include an annual grant of approximately $15,500, plus college fees. It was established to aid and encourage students who obtained their first degree at Memorial to further their education in the UK. Ms. Fagan, who has previously worked as a project manager for the provincial government, hopes to conduct her PhD research over the next three years. Ms. Fagan said she has always had an interest in health-care issues and proper nutrition. In the past, she has also worked as a food administration program instructor and as a dietetic consultant and clinical dietitian. Most recently she was an assistant professor in the Department of Human Nutrition at St. Francis Xavier University in Nova Scotia where she obtained a B. Sc. (Nutrition). Ms. Fagan said the Rothermere Fellowship will allow her to conduct field work and research she otherwise wouldn’t have been to avail of. “I have continually sought to obtain further academic degrees while working full-time and handling family responsibilities,” she said. “For those who love to study, they will recognize the pure joy this fellowship provides.” Editors note: A photo of Donna Fagan can be viewed at www.mun.ca/univrel/news_photos.php.
For further information, please contact Jeff Green, communications co-ordinator (University Relations), Memorial University, at 737-2142or [email protected]. | 教育 |
2014-23/1662/en_head.json.gz/48763 | Principal plans excellence
May 29, 2013 12:40 PM | 1598 views | 0 | 26 | | New Paulding County High School Principal Paul McMahon stands in front of a painting in the main hallway of the school.
Paulding County High School saw a new principal begin work recently, and he is seeking to take the school to a position of excellence.Paul McMahon came to Paulding from Cobb County’s Sprayberry High School, where he was the associate principal. Sprayberry was a Georgia School of Excellence — schools which serve as models for others in academic gains or achievement. McMahon said wants to take Paulding to that level, as well. He is coming into the high school that scored the lowest in the county on the inaugural Georgia College and Career Ready Performance Index, scoring a 65.4 out of 100. The statewide average was 72.6. “We are treating it as a benchmark,” McMahon said.Areas needing improvement are math and literacy, reading and writing. Last year the school hired a math and literacy coach to help both areas. “I think it is addressing the needs and building the process,” he said. The school scored strong in social studies and English, McMahon said.He said he plans to continue a three-year plan, which will be in its final year of implementation starting in the fall, to focus on increasing the graduation rate by 5 percent each year. Last year the rate was 64.8 percent and this year it is 73.1 percent. McMahon said he wants to sustain the increase and improve it.He said he is getting a feel for the school by coming in at the end of the school year. “I think my advantage is I can start fall 2013 with that under my belt,” he said. “I’m calling it bonus time.”McMahon has 31 years of experience in education and said he has been applying for a job in Paulding the past three to four years. He said the county is a good place to work and has good leadership in the district. He earned his Bachelor of Arts degree in English from Tulane University, a master’s degree in English education from the University of Georgia and a doctorate of education administration from Samford University.Being principal of the first high school in the county gives it a tradition he is looking forward to being part of, McMahon said.Eddie Fincher, the previous principal took a position at the New Hope Learning Center as it transitions into the district’s new alternative school.
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2014-23/1662/en_head.json.gz/48777 | Manchester superintendent, school officials to meet on curriculum revamp
By MICHAEL COUSINEAUNew Hampshire Sunday News
MANCHESTER — New school superintendent Debra Livingston, who will meet today with a team of teachers revising the district’s curriculum, said she wants parents and students to have a clearer understanding of what is taught in city schools.“This is definitely a priority because it directly affects the learning of children in their classrooms every day,” Livingston said Friday.The school district recently received results of an audit showing it needed to improve its comprehensive written curriculum management plan. The district also is in the process of embedding Common Core State Standards into its curriculum, which is a road map for what is taught in the classrooms.“Kids will understand and parents will understand what they’re suppose to learn,” Livingston said.“At some point, what I’d like to see is we add examples for parents to see, so it’s just not particular statements,” she said. “Parents should be able to see what that looks like, so if they want to help their child at home, they have a better concept of what that looks like.”A team of 66 teachers from kindergarten through eighth grade is working with a Boston consulting firm to make changes to what students learn, including making it more understandable to non-educators. Livingston will meet with the team Monday morning at the Manchester School of Technology.“I already have some examples of what they’ve produced and I’m very impressed with what they’ve done,” said Livingston, who took over running the state’s largest school district July 1. “I want to hear their thoughts after the completion on how would they like to see it rolled out.”The superintendent said she will meet with principals in two weeks “and be making some decisions around what came from this committee and implementation.”School board member Sarah Ambrogi, who chairs the curriculum and instruction committee, said she is more than satisfied with Livingston’s performance so far.“I’m very, very happy with her communication, with her thoughtfulness,” said Ambrogi, who will attend today’s session. “She seems to be a woman who listens and takes action. I think she’s going to be real, real good for this district.”Curriculum outlines what educators will teach in the classroom. “There’s a lot of confusion when we talk about curriculum,” Ambrogi said. Anything that makes it “more transparent to the public is a good thing,” she said.The district is incorporating Common Core State Standards, a math and English language arts/literacy curriculum intended for use across the country that was adopted by New Hampshire in 2010. School districts are not required to follow the Common Core standards. They can choose to adopt it entirely, pick just the parts they like, or not use it at all.A new assessment test that will measure student learning of the new standards will become mandatory in spring 2015. The Smarter Balanced test will be taken by about 100,000 New Hampshire students — in grades 3 through 8 as well as 11 — on school computers, though there is an exemption allowing districts to use paper tests for the first few years.Some districts will cherry-pick what to include, but Manchester will incorporate all the Common Core standards into its curriculum.“Since we have a chance for early implementation, getting the 30,000-foot view is better than picking and choosing,” Livingston said.She didn’t know when work on incorporating all the Common Core standards would be completed.“It takes time for teachers to develop expertise,” Livingston said. | 教育 |
2014-23/1662/en_head.json.gz/48780 | Lord Adebowale visits Forest Gate school, becomes a Bon‘s Boy for the day
Lord Victor Adebowale visited St Bon's in Forest Gate where he met many of the pupils including deputy head boy Malcolm Ebose
A member of the House of Lords visited a Newham school, saying he wanted to wear its gold striped tie.
Lord Victor Adebowale visited St Bonaventure’s School on Friday and became a Bon’s Boy for the day when he donned its distinctive gold striped tie.He met with members of the School Council, the Head Boy and Deputy Head Boy and 6th Form pupils who are studying Government and Politics, History and Health and Social Care.Paul Halliwell, head teacher of the school in Forest Gate, said: “ He really was an inspirational speaker and when he said he wanted to be just like one of our students and wear our school tie. I thought that was a really lovely touch. He was so down to earth and yet has achieved amazing things in his life.”Mr Adebowale told students how he went from being a street sweeper to a cross bench member of the House of Lords. He worked in the Housing Department in Newham before going on to help alcoholics and the homeless when he ran the charity Centrepoint in London from 1995 until 2001.He told students that they must stay true to themselves, do something they enjoy and to make a difference in the World. He joined Turning Point as Chief Executive in 2001 and is a champion for the cause of those affected by poverty, mental health issues, drugs, alcohol, learning disability and complex needs. In 2000, Mr Adebowale was awarded a CBE for services to the New Deal, the unemployed, and homeless young people and in 2001, he was appointed a cross bench member of the House of Lords. Victor is on the Board of the Audit Commission and former chair of the Home Office’s Stop and Search Community panel. Share this article | 教育 |
2014-23/1662/en_head.json.gz/48817 | Promoting Artistic Excellence and Education in Opera
About NOA
Research/Publications
We are kicking off a new Capital Campaign with a goal of raising $30,000.00 over the next three year period. Please consider how your contribution or three-year pledge can help further the mission of the National Opera Association, and donate now. Save the Date!
The 2015 National Opera Association Convention will be held in Greensboro, North Carolina from January 8-11. The theme will be Crossroads and Challenges: Compass Points for Creation. We hope you will make plans to join us in Greensboro, the Crossroads of the South. Chamber Opera Composition Winner
Congratulations to the winner of the 2012-14 Chamber Opera Competition: An Embarrassing Position, music and libretto by Dan Shore. The work was performed in its entirety in January, 2014, in New York, as part of the annual convention. [More]
John Pfautz
John Pfautz holds a Bachelor of Arts degree in Music Education from Eastern Nazarene College, a Masters Degree in Voice Performance from the University of Missouri at Kansas City, and a Doctorate of Musical Arts from West Virginia University where he studied under Frances Yeend. Dr. Pfautz has performed as the featured tenor soloist throughout the U.S. and Canada in recital and oratorio. His operatic experience includes such roles as Count Almaviva in Rossini's Barber of Seville, and Eisenstein in Johann Strauss' Die Fledermaus, Gastone in Verdi's La Traviata, and Mayor Upfold in Britten's Albert Herring. He is equally experienced in the leading tenor roles of the Gilbert and Sullivan operetta literature; specifically, Ralph (H.M.S. Pinafore) and Frederic (The Pirates of Penzance). Since coming to Augustana College, Dr. Pfautz has seen directing and producing opera take over his life. Pfautz began Opera@Augustana shortly after coming to Augustana College in 1987. Performances have included Amahl and the Night Visitors, Die Fledermaus, The Elixir of Love, The Tender Land, Gianni Schicchi, Sister Angelica, H.M.S. Pinafore, The Mikado, The Pirates of Penzance and others. Beginning in 2002, Opera @ Augustana has performed as a part of the Genesius Guild's Summer Season with opera performances in Lincoln Park. The first production was Gianni Schicchi, followed by The Telephone, Trial By Jury, and Pirates of Penzance. In 2004, an ambitious production of Libby Larsen's Barnum's Bird was particularly noteworthy. In addition to directing Opera@Augustana, Dr. Pfautz is the Voice Area Supervisor at Augustana College, keeping an active vocal studio. He is also the convener for the College's Faith and the Arts Festival, and the upcoming African Arts Festival. Other positions include President of the National Opera Association, and former Convener for a major project sponsored by the NOA entitled The Sacred in Opera. He was also a founding board member for Opera Quad Cities.
During a recent sabbatical, Pfautz taught sacred music drama and other courses at the Nigerian Baptist Theological Seminary in Ogbomoso, Nigeria, and in Manchester, England at the Nazarene Theological College. His relationship with the Nigerian Seminary continues with short-term teaching experiences during breaks in the Augustana College academic schedule.
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2014-23/1662/en_head.json.gz/48840 | House panel starts rewrite of No Child Left Behind
Published: Wednesday, June 19, 2013 1:08 p.m.�CDT • Updated: Wednesday, June 19, 2013 2:23 p.m.�CDT
By PHILIP ELLIOTT - Associated PressWASHINGTON (AP) — House Republicans on Wednesday finished their rewrite of GOP President George W. Bush's prized No Child Left Behind Act, sending to their colleagues a bill that would strip Education Secretary Arne Duncan and his successors of power and give more authority to the states.Members of the Republican-led House Education and the Workforce Committee scrapped vast pieces of the existing education law in favor of an alternative they branded the Student Success Act. The updated version would allow state and local school chiefs — not Washington — to decide if students are being well served."I trust the teacher in the classroom a lot more than I trust anyone on this panel," said Rep. Matt Salmon, R-Ariz.Democrats on the panel objected to the proposed revision, saying it shirks Washington's role in guaranteeing support for poor and minority students. They offered their own rewrite but it did not advance out of the GOP committee.The revamped education plan was expected to head to the full House for a vote in coming weeks. Reducing Washington's role in education is an important plank for the GOP's base. Party leaders were eager to show tea partyers they were delivering on promises, such as vows to protect states from Washington imposing achievement benchmarks known as the Common Core State Standards.Forty-five states and the District of Columbia have adopted those standards, which were developed by states. Some conservatives view the Common Core as Washington imposing its standards on local schools and were determined to stop them from taking hold."The secretary — or any single federal official — was never intended to have such unprecedented power. And Congress has a responsibility to protect the autonomy of states and school districts," said Rep. Todd Rokita, an Indiana Republican who chairs the subcommittee on early childhood, elementary and secondary education.Republicans and Democrats alike on the panel agreed the Bush-era No Child Left Behind law had problems and said changes were needed. But Democrats objected to the GOP approach that shifts oversight authority to states and sends federal education dollars as a block grants to state leaders to decide how best to spend them."The Republican bill does a poor job of ensuring all students have access to high quality education," said Rep. Ruben Hinojosa, D-Texas. He said students whose primary language is not English, those from poor areas, Native American and Alaskan Native students, and rural schools would suffer.
"This is clearly unacceptable at a time when our nation's schools are becoming increasingly diverse," Hinojosa said.Other Democrats criticized the proposal for giving too much preference to charter schools, reducing the amount of data schools would be required to send to Washington and not emphasizing graduation rates.Republicans dismissed those criticisms as distractions and said the bill included those requirements."As is always the case, it's important to actually sit down and read the legislation," said Rep. John Kline, the Republican chairman of the panel.The latest development followed by less than 24 hours Duncan's statement telling states they could to be given another year before being required to use student test results to decide whether to keep or fire teachers. That requirement was part of a deal many states made with Duncan in exchange for permission to ignore No Child Left Behind."Instead of helping Congress fix the law, the Obama administration granted 37 states and the District of Columbia temporary, conditional waivers in exchange for implementing the president's preferred reforms," Kline said. "The result expanded federal control and raised serious questions about what the future could hold for our schools."Most of the debate hinged on how much say Washington could have in schools."What this comes down to a real division in terms of trust," said Rep. Glenn Thompson, R-Pa.One Democrat on the panel, Rep. Jared Polis of Colorado, said he too was sympathetic to frustrations with Washington."I don't think we need to increase the federal role," Polis said. "It's not about reducing or increasing the federal role. It's about a disruptive federal role."But Polis said Washington must guarantee "opportunity reaches every student in every corner of this land."The Democratic-led Senate education panel already finished work on its rewrite of the law. The Senate version also shifted responsibility away from the one-size-fits-all requirements of the existing No Child Left Behind Act and would allow state officials to write their own school improvement plans.But the Senate version still gives the education secretary the authority to approve or reject reform plans.No vote has been scheduled for the Senate proposal. Aides suggested it could be autumn or later before the full Senate votes on that legislation.___Follow Philip Elliott on Twitter: http://www.twitter.com/philip_elliott
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2014-23/1662/en_head.json.gz/49095 | Computer Scientist Jeffrey Bigham Wins NSF CAREER Award
March 16, 2012 · Plugged In Computer Science Professor Jeffrey Bigham has won a National Science Foundation (NSF) CAREER Award for his proposal, “Closed-Loop Crowd Support of People with Disabilities.”
Bigham describes his work at the University of Rochester as being “at the intersection of human-computer interaction, human computation, and artificial intelligence,” with a focus on developing innovative technologies that serve people with disabilities. His NSF proposal would enable a dynamic group of people on the web (“the crowd”) to work collectively to help those who are visually impaired or have other disabilities.
For example, a person who is blind or deaf may be in need of directions, but other people are not always available to lend a hand. The challenge for Bigham is how to develop an interactive system that provides high-quality feedback in real-time while compensating for unreliable individuals and constant turnover in the crowd.
Last year, Bigham released his VizWiz application, which allows people who are blind to take pictures with their iPhones and ask questions, then quickly (in under a minute) receive responses from the crowd. In that way, the blind person in need of directions can be told where he or she is located and how to get to a destination.
“While VizWiz works quickly,” said Bigham, “it doesn’t provide the real-time feedback loop necessary for many real-world tasks.”
The NSF has awarded Bigham $500,000 under the Faculty Early Career Development (CAREER) Program to carry out the research for his proposal over the next five years.
The CAREER awards are given “in support of junior faculty who exemplify the role of teacher-scholars through outstanding research, excellent education and the integration of education and research within the context of the mission of their organizations,” according to the NSF program guidelines.
“The NSF award is designed to help launch the careers of young researchers,” said Henry Kautz, Computer Science Chair at the University. “It’s confirmation that Bigham is an up-and-coming leader in the field of human-computer interaction and web cloud computing.”
Bigham did undergraduate work at Princeton University and earned both his master’s degree and Ph.D. from the University of Washington. He came to the University of Rochester as an assistant professor in July 2009.
Peter Iglinski
Photo credit: J. Adam Fenster
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2014-23/1662/en_head.json.gz/49120 | Little people, big celebration
Teacher Lorraine Cardin, left, and students from the Blandonia Child Development Center, cheer on a fellow classmate during an activity Thursday at the Lions Club Fairgrounds during Day of the Young Child.
West African Drummers Shaliah Haith, from left, and Greg Ince, with Tam Tam Mandingue, provide musical entertainment for the children Thursday during Day of the Young Child.
Shrieking in delight as they ran and played, approximately 300 toddlers took part in Sanford’s annual Day of the Young Child on Thursday morning at the Lions Club Fairgrounds.
Put on by the local Coalition for Families and Partnership for Children, two groups whose staffs work closely with young children, the event consisted of an obstacle course, puppet show, African drumming demonstration, bouncy castle, painting and more.
“They learn through play,” said Judy Thomas, program manager for childcare resource and referral at the Coalition for Families and a former school teacher. “But it’s not just play. There’s also music and art and more.”
21-year-old Kellie Hamilton was at the event with her two daughters, ages 1 and 4, and said she hadn’t come before but heard about the opportunity from her child care providers.
“I didn’t know this was for all of Sanford,” she said. “That’s pretty cool.”
Hamilton joked that she’d take a turn jumping on the inflatables if anyone would let her, although her 4-year-old didn’t share the same adventurous spirit: She had to be helped down from the slide after getting to the top and deciding it didn’t seem like such a great idea after all. But the girl wasn’t too shaken up, immediately trying to sprint off to one of the other activities.
“I’m hoping this gets them good and worn out, so I can go home and put them to sleep,” Hamilton said.
While Hamilton brought two children, Donna Newell had about a dozen in her care. As a lead teacher with Sanford Child Care, Newell said she has been coming to this event for years. Thomas and other organizers said they weren’t sure just how long this event has been held in Sanford, but Newell said she has been coming for more than two decades. In fact, she was there with her 20-year-old daughter, Elizabeth Hill, who attended the event when she was a young child and is now helping her mom with the current generation of youngsters.
Newell said the generational divide is starting to catch up with her, and she now looks after the children of some of the very first ones she cared for after joining Sanford Child Care about 24 years ago. Scolding one boy in the 3-5 age group she had charge of, who was scrambling up the bleachers, she then added with a laugh, “his dad was the exact same way.”
But the young man eventually settled down when two members of Tam Tam Mandingue, an African drum group based in Winston-Salem, took the stage at the fairgrounds in traditional garb, playing authentic West African instruments. The two taught the audience a call-and-response chant from Ghanaian culture to go along with a clapping and dancing routine to do while they pounded out an intricate rhythm, and children and adults alike got into the act.
“It’s just a good day for the children,” Newell said just before the percussion started. “They get to come play with the other children. They love it. They’re having a ball.” | 教育 |
2014-23/1662/en_head.json.gz/49138 | Camp Instructor Bios
Get Involved About Us Rentals
Back to Education
Telescope Lending Program
Preschool Family Network
OLLI Partnership
ScienceWorks PubTalk
Family Science Night
Museum Visit (Exhibits Only)
1500 E Main StAshland, OR 97520Phone: (541) 482-6767Email: sylvia@sciencework. . .Hours: 7 days a week, 10 am - 6 pm
Camp Instructor BiosSummer Camp 2012 Instructor Bios
Heather has a long history of training and teaching from preschool to college. She has a bachelor's degree in communications, English, and education and is pursuing a master�s degree in curriculum and instruction and non-profit management. Heather loves ScienceWorks and what it offers kids in the Rogue Valley. She believes education should be an experience and every child should be given a chance to learn and grow in their own way.
Patricia Aulik
Patricia Aulik has taught percussive and folk art in the Afro-Cuban tradition for over 20 years to groups of all ages and abilities. Her classes range from Found Sound, Razz Mataz (the creating of percussive instruments form recycled objects) to formal college classes in hand drumming. Patricia's style is all inclusive, highly creative and seriously fun!
Jesse Biesanz
Jesse, aka the Frisbee Ninja, has been immersing himself into the Coyote world as much as possible since 2004. He began as a student then returned to volunteer and is now an instructor. He grew up in Costa Rica where he ran tours on horseback, by kayak, mountain bike and on foot through amazing, dense, bio-diverse rain forests. He is really excited to be learning as much and more about the Rogue Valley's (USA's 2nd most bio-diverse) ecosystem as he knows about Costa Rica's. His other passions are stone masonry and yoga. One of his great pleasures is finding balance; with rocks, poses, nature and sharing skills with other people.
Katie Bradely
Katie is a graduate student in the MS in Environmental Education program at SOU. She enjoys rock climbing and hiking, and hopes to inspire in others the same sense of wonder and appreciation she frequently experiences in nature.
Sylvia Branzei
Sylvia Branzei is the premier grossologist of the universe. That is because she invented Grossology. She is the originator of grossology, or the idea of teaching science through gross things. Sylvia is the author of Grossology�, which has five different books in the series. She also writes other stuff, so that makes her the author of the Ickstory series- icky stuff in history. And the Rebel in a Dress series about tough cookies in history.
Sylvia is 53 years old. Well, actually in her head she is about 12. She lives in rural Southern Oregon with her husband, Byron, dog and cat. Performing museums, universities, and schools often takes her into various cities and towns and even countries. And she sings in a band for children called Wacky Dog. Now that is soooooooo fun!
Tiffany Burns
Tiffany taught a ScienceWorks theater camp with us last year. She has been an educator for 8 years and has taught both children and adults in Oregon, Alaska and Mexico. She holds a bachelor�s degree in Theatre Arts and a master's degree in Teaching. Tiffany believes learning should be fun and exciting, and her passion and enthusiasm in the classroom arecontagious. Katie Buttermore
Katie Buttermore grew up playing in the outdoors of Columbus, OH. Spending a great deal of time in the Hocking Hills learning outdoor living skills, she began instructing at age 15 at Camp Wyandot of Camp Fire USA Central OH. Since then, she has maintained a passionate relationship with nature, graduated from Denison University (OH) with a B.S. in Biology, and has immersed herself with Coyote Trails' School of Nature, doing a 4-season Caretaker Program. She is continuing to learn about herself by discovering the world under her feet.
Naomi Caspe
Naomi�s first Magic Show was for the neighborhood at age 11. Since then she has performed as a professional magician, clown and storyteller throughout the West coast, Japan and Taiwan with her company �Magic Makers�. She studied mime with Marcel
Marceau and special studies in clowning and storytelling at Dominican University. Her artistry can be found in the best selling Klutz children�s book Facepainting.
Liz Clift
Liz has been an educator for 6 years and has facilitated learning opportunities for children and adults in North and South Carolina, Iowa, and Oregon. She holds a bachelor's degree in Environmental Studies and a master�s degree in Creative Writing & Environment. Liz believes learning should be hands-on, engaging, and relevant to students. She loves being outside, getting messy, and finding fun.
Jessica Fitzsimmons
Jessica graduated with bachelor's degree in Human Services. She also holds a master's degree in Teaching. She has been an educator for over seven years and has worked with children in preschool through early elementary. Jessica loves the energy and excitement that kids naturally have in the classroom and thinks their curiosity is a gift that should help guide their learning.
Jim Hagemann
Jim has lived in Ashland for the past 24 years. In college he was a track and field All-American at Southern Oregon University, where he earned his bachelor�s degree in Health Promotion and Fitness Management, as well as his Masters of Arts in Teaching. He has taught health and PE at Ashland Middle School and currently teaches physical education at both Helman and Walker Elementary Schools. Jim is also the head track and field coach at Ashland Middle School.
Rob Harrington has been an elementary school teacher for over 20 years and has taught in the Willamette Valley and Southern Oregon. Rob has had a strong interest in science ever since he was a child and believes that science should be hands-on, fun, and exciting. For the past 8 years, he has ran an after school science club in the Three Rivers School District. Katie MacDiarmid
Katie is currently working towards both a teaching license for elementary and middle school science and a master�s degree in Environmental Education at SOU. She has taught science in a wide variety of settings, both outdoors and in the classroom, for 1st through 9th grade students. Katie loves fun science experiments and projects of all kinds!
Tia Lehua McLean
Tia was born and raised on Maui. She moved to Ashland in 1999 to pursue a BA in Theatre Arts and an MAT in elementary education. After travelling and teaching in Asia with her husband, she returned to Ashland to raise her family. She has been teaching at Helman Elementary School for the past 6 years.
Garth Mix
Garth Mix, raised on Kodiak Island, AK, is an illustrator/graphic designer with a specialty in depicting marine mammals and ocean biology. He currently works with marine biologists nation-wide creating species illustrations for informative publications by organizations including NOAA and NMFS. He illustrated the Field Guide to Marine Mammals and Sea Turtles of the U.S. Atlantic Coast and Gulf of Mexico winning the 2000 National Outdoor Book Award for best nature guidebook, the outdoor world�s largest and most prestigious book award program. He enjoys sharing his passion for marine mammals with children of all ages.
Jeanine Moy
Jeanine graduated from Cornell University in 2007 with a B.S. in Applied Ecology, and from Southern Oregon University in 2011 with a MS in Environmental Education. She has varied experience with ecological research and education, including; conducting plant surveys in Yellowstone, managing an Agroforestry Extension Project in upstate New York, and working as an Experiential Environmental Educator in Colorado. Jeanine is now happy to work for Klamath Bird Observatory in the Education and Outreach Program. In her free time, Jeanine loves to rock-climb, paint, and share the wonders of nature with others.
Shauna Oster
Shauna is currently a graduate student in SOU�s Environmental Education program and is also working toward a secondary biology teaching licensure. She loves sharing her enthusiasm for Science! Some of her favorite work experiences include leading field trips as a member of the AmeriCorps Watershed Stewards Project and her adventures on the road as a traveling science educator for OMSI. In between helping kids in the community with their science fair projects and guiding nature hikes, Shauna enjoys kayaking, painting, scuba diving, and roller-skating.
Michele Pavlionis
Homegrown in the woods around Ashland, Oregon, Michele is a natural-world adventurer and full-time mom of two daughters. Currently, Michele graduated from SOU with a degree in Early Childhood Development and a minor in Outdoor Adventure Leadership while receiving a certificate in Native American Studies. Michele had been working in the outdoors with and without children nearly 20 years, believing that we are the change we are seeking in making a difference in the world. Her passion lies in working with young children and helping them gain appreciation for nature during their earliest memories. She currently helps co-teach the Coyote Naturalist class at Willow Wind Community Learning Center in Ashland, volunteers for local non-profit Native American organizations, and assists at North Mountain Park Nature Center working with youth. Other interests include taichi, yoga, and natural healing. In the summer, you'll find her at camp with the "Little Fox Cubs"!
Stacey has worked with students of all ages in day camps and outdoor education settings for five years. Her teaching philosophy for young children is guided by a belief in hands-on, student-directed exploration and creative play. Stacey is currently in the master's in Environmental Education program at Southern Oregon University and is also working towards a teaching certification at the elementary and middle school levels.
Sarah Red-Laird
Sarah Red-Laird is the Executive Director of Bee Girl, a nonprofit organization with the mission to preserve honeybees, beekeepers, and food resources by providing outreach, education, support, and mentorship for beekeepers and communities. She spends her time working with honey bees and their keepers, teaching pre-K through graduate level college students about bees and beekeeping, and reaching out to the community through speaking engagements and good bee policy.
Anjie Reynolds
Anjie has been teaching students of all ages for 20 years. Whether guiding tours in Alaska, instructing writing and critical thinking to college students, or fostering the development and education of pre-schoolers, she is inspired by the curiosity and wonder that lead to learning. She holds a master�s degree in Literature from Western Washington University, and combines science and the arts in a nurturing and exciting classroom.
Amanda grew up in the woods of Oregon and Colorado and, as a home school student, she chose to study that which interested her the most. She spent the majority of her time outside, and started training in primitive wilderness skills at a very young age. As an accomplished tracker in training, she has instructed students in the art of bushcraft since she was seventeen. Her other passions involve classical violin and martial arts.
Emily visited the Galapagos Islands in 1991 and again in 2012 and is excited to bring her passion for the region to ScienceWorks. Originally a middle school science teacher in the Bay Area, Emily now teaches ScienceWorks outreach programs including engineering design at Willow Wind, Kids Unlimited and the Illuminating Science Inquiry program.
Shannon Troy
A key tenet of Shannon's teaching philosophy: people should laugh while they learn, because you learn more when you enjoy what you're doing. She is also a dynamic facilitator, responding to the needs and ideas of her audience. She has been an educator for 12 years, and enjoys helping kids - and adults! - find fun in science and learning. Shannon holds a bachelor's degree in Wildlife Biology and a master's degree in Environmental Education. She has been an educator at ScienceWorks for over five years.
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2014-23/1662/en_head.json.gz/49200 | Kerianne Panos '98: cross-cultural consultant Home > News > Video
Kerianne Panos '98: cross-cultural consultant Kerianne Panos '98, who speaks seven languages, is president of Boston-based MCML Consulting Services, an international educational organization she founded after working in Japan for a number of years. MCML works with international students and business professionals, offering mentorship and coaching to assist with adapting to life in the United States. She has also worked with the Boston Red Sox as an Asian-language specialist. From 2002 to 2005, Panos directed the Japanese government's communications program for the International Thermonuclear Experimental Reactor project. Working in six different languages, she briefed government officials on the project's status and oversaw translation of materials sent to national governments. At Smith, she majored in East Asian studies and holds a graduate degree from the London School of Oriental and African Studies. | 教育 |
2014-23/1662/en_head.json.gz/49203 | Allison Singleton
Last College:University of Arkansas '05, '07
Position:Director of Life Skills/ SAAC Advisor
Experience:6th year at SMU
Email:[email protected]
Mustang Student-Athletes Log 2,340 Community Service Hours In 2013-14
SMU Student-Athletes Put In the Equivalent Of Over A Year's Worth Of Work
SMU Student-Athletes Participate In Read Across America Program
Over 30 SAs Visit 14 Different Schools
Allison Singleton accepted the position of Director of Life Skills for SMU Athletics effective May 1, 2012. Singleton spent the past five years as the Director of Basketball Operations for the SMU women's basketball program.
Under her new position, Singleton will develop programming to provide the student-athletes with a game plan for success while at SMU and after graduation. SMU's Life Skills program fosters the cultivation of skills that prepare student-athletes for the ultimate competitive challenge: LIFE.
"I'm thrilled and honored to have the opportunity to continue working with and developing our student-athletes here at SMU," Singleton said. "I'm committed to broadening and enriching our student-athletes' collegiate experiences, assisting them in making good choices and preparing them for the future."
Singleton also works closely with University constituencies to promote student-athlete integration with the general student body. In addition, she serves as the advisor to the Student-Athlete Advisory Committee.
"This position is extremely important to the overall success of our student-athletes, not just in the realm of athletic competition, but in life," said Monique Holland, SMU Senior Associate Athletics Director and Senior Woman Administrator.
"This will further support our coaches in the development of their student-athletes, as promised during the recruitment of all of our student-athletes," Holland continued. "Allison has the ability to make our Life Skills Program one of the best in the country. She also has unwavering passion and commitment to student-athlete development. I know Allison is the perfect individual for this position."
The Fort Smith, Ark., native played basketball at the University of Arkansas, graduating with a bachelor's degree in Accounting in 2005. She also spent two seasons as a graduate assistant with the Arkansas women's basketball program, earning a Master's in Sports Management.
During her tenure with the SMU women's basketball program, Singleton oversaw team travel arrangements, as well as day-to-day operations including budget management, equipment, student-managers, practice schedules, on-campus recruiting, and special projects. | 教育 |
2014-23/1662/en_head.json.gz/49221 | Bring the Chisholm Trail Back
Pirate Bikes
Statement on Religious Diversity Our History
To Survive and Excel: The Story of Southwestern University
Southwestern and The United Methodist Church
Rankings & Recognition
Georgetown & Central Texas
President Edward Burger
Chief Administrative Officers
Posted May 16, 2008.
Editorial in the May 16, 2008, issue of the Austin Business Journal.
Let’s start talking about the Chisholm Trail Corridor By Jake B. Schrum
When I worked at Emory University in Atlanta in the 1980s, there was a major city street that ran through a significant part of the campus. On either side of Clifton Road were major institutions within the Emory System. These included the Emory School of Medicine, the Woodruff School of Nursing, the Dental School, the Rollins School of Public Health, Emory University Hospital, the Emory Clinic and the Emory Winship Cancer Institute. Also in the area were Atlanta’s leading children’s hospital, a geriatric hospital, a veteran’s hospital, a huge research facility and a major primate center, along with the Centers for Disease Control and Prevention and the American Cancer Society headquarters. Because of their genuine significance as individual centers of excellence and economic growth, they all wanted to be the first among equals on Clifton Road. Sensing this competition and realizing that they all possessed a common mission of better healthcare, the president of Emory began to refer to this vast array of medical and research facilities as the Clifton Corridor. What a difference that made. Instead of constantly vying for position and influence, each institution began to believe that they were playing a significant role in the medical research and healthcare needs of people from cradle to grave. Each could begin to describe the distinctive role they were contributing to the comprehensive delivery of healthcare and the constant discovery of knowledge that would enhance healthcare. Is this similar to some of our challenges in the San Antonio/Austin corridor? Don’t we have many fine institutions, businesses, research centers, historical destinations and fine arts venues vying for attention? When the moniker to describe our efforts toward collaboration has to begin with the name of one city or the other, doesn’t that create a competitive tension from the beginning? Let’s start talking about the Chisholm Trail Corridor. After all, this description includes all of us without emphasizing one or the other. Not to mention the fact that people driving cattle on the Chisholm Trail faced some of the same issues we face today: They were looking for water, always trying to improve their transportation routes, and were concerned with economic sustainability, jobs and efforts to improve the common lot for everyone, just to name a few. We are all a part of the Chisholm Trail Corridor. We can celebrate our strengths, deal with our differences and meet our challenges if we believe and act like we are in this together. Jake B. Schrum is president of Southwestern University in Georgetown, Texas. 1001 E. University Avenue, Georgetown, TX 78626 | 教育 |
2014-23/1662/en_head.json.gz/49271 | Banner Bookshelf
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Welcome to Southern University and A&M College, the largest of the five-campus Southern University System, the only historically black university system in the U.S.
We are a proud university, boasting a history of success that has defied our meager beginnings on Calliope Street in New Orleans in 1880 and our move, in 1914, to a single building in Baton Rouge.
Our first president, Dr. Joseph S. Clark and later his son, Dr. Felton G. Clark set the foundation for an institution that would unlock the doors of higher education for generations of young, inquisitive African Americans.
While still true to our original mission, Southern University is now a global community with students and faculty representing more than two dozen countries.
SU graduates now sit in the boardrooms of Fortune 500 companies, are successful entrepreneurs, educators, and work as scientists and engineers at major laboratories and industries around the world. Remarkably for a small urban campus, 10 of our students have become generals in the United States military.
We are among the top producers nationally of African American students who earn undergraduate degrees in engineering and nursing. Such devotion to education, coupled with the requirement that all of our students must do community service to graduate, has earned us a Top Tier rating among Historically Black Colleges and Universities from U.S. News and World Report.
Southern University has been recognized as one of the top 10 highest producer of bachelor’s degrees awarded to African-Americans in the United States. We will build on that achievement as we restructure Southern University to be even more responsive to the needs of today’s students.
I am excited about where we are headed. Prospective students and parents, please take a few minutes to discover the creativity and determination of our students and the innovative teaching strategies of our dedicated faculty.
Again, welcome to Southern University and A&M College. | 教育 |
2014-23/1662/en_head.json.gz/49285 | Truman Smith - 1993
A graduate of Hollis High School, Smith was an all-conference offensive and defensive tackle for the Bulldogs on the 1952, 1953 and 1954 teams. He graduated in 1955 with a double major in physical education and social studies. Smith would coach and teach at Shamrock, Texas before going into the business world as the founder of the Pioneer Nursing Centers, Inc. The operation grew in scope over the next decade with Smith overseeing the handling of 35 nursing centers across a three-state region. He sold his share in the company in 1969. He would later serve as president of Cotru, Inc. and Truco Properties. The two companies together employ more than 1,300 people. | 教育 |
2014-23/1662/en_head.json.gz/49425 | Students Walk for Life in Boston
by Thomas More College on October 11, 2010
On Sunday, October 4, half of the student body from Thomas More College joined with thousands of enthusiastic citizens in Boston to rally and march for the sanctity of human life.
Early in the morning, students piled into a bus that was chartered thanks to the generosity of a few of the College’s donors. After Mass, students gathered on the Boston Common where they were inspired by several pro-life speakers, including a letter read from the Archbishop of Boston who singled out young people as playing a key role in ending legalized abortion.
Incited by the speeches and the presence of pro-lifers from throughout New England, students began the long trek through the city streets, aided by pleasantly cool weather. Throughout the peaceful walk, Thomas More College students prayed the Rosary and sang hymns.
Students were eager to march for life. “I did not have to think hard about going on the march,” said sophomore John Gilleran. “Of all present day issues, abortion is at the top of my list.”
Sophomore Kate Almeda was inspired by the sheer number of fellow marchers. “It was exciting to see so many people who are really willing to march for the pro-life cause,” she said.
Senior Will Russell, president of the student-led Thomas More College Culture for Life Society, stated, “I wanted to give my support to one of the most important movements in our country and to show that young people must have a voice in one of the most critical issues of our time.” He echoed the feeling of solidarity with other concerned citizens, saying “It was inspiring to know there are other people dedicated not only to life but also to God.”
Russell saw the event as a chance to educate. “I realized during the march that people naturally have good in them, but are perverted by the evil indoctrination of the age. In order to dispel the darkness, we must speak out for life in truth and in love.”
Junior Antonia Swift, vice-president of the College’s Culture for Life Society, thinks that “the truths of the pro-life movement and the truth about the dangers of abortion are being widely embraced. There were fewer pro-choice counter-protesters than last year.”
She is proud of her Thomas More classmates, saying, “I was encouraged that so many students gave up their Sunday to march for the cause.”
Previous post: Thomas More College Welcomes Class of 2014
Next post: Twenty-Ninth Sunday in Ordinary Time
Other NewsRemembering Jonathon Ryan Gottlieb '11The Path After Rome: How My Summer In Spain Completed My Rome PilgrimageA Reawakening to Beauty, Time, and Poetry: the Seasons of New England."The Spirit of a Place" and The Return of Fr. Healey NightGraduation 2014: Gift, Magnanimity, Encuentro. Favorite Spots on CampusTMC Quick Facts | 教育 |
2014-23/1662/en_head.json.gz/49438 | Collier stepping downfrom Hawkins CountyBoard of Education
March 9th, 2007 12:03 am by Jeff Bobo
ROGERSVILLE - The Hawkins County Commission's Education Committee hopes to be able to recommend a new District 3 Board of Education member for consideration by the full County Commission in April. Current District 3 school board member Randy Collier is in the process of moving to a larger home in the District 2 section of Surgoinsville. Collier told the Times-News Thursday night he will resign his BOE post around the first of April due to leaving his district.
The commission's Education Committee met jointly with the Hawkins County BOE Thursday. Committee Chairman Virgil Mallett asked the school board to compile a list of possible replacements for Collier to present for committee consideration. Mallett told the board Thursday he will also ask District 3 Commissioners Danny Alvis, Charles Thacker and Phill Barrett to suggest names for a potential replacement. The Education Committee will meet again before the April County Commission meeting to vote on a recommendation. Mallett noted, however, that the County Commission is not obligated to accept the committee's recommendation, and nominations can be made from the floor when the commission considers the matter.
Collier is currently in his sixth year on the school board. He was unable to attend Thursday's regular monthly BOE meeting due to a family obligation but told the Times-News afterward that his last meeting as a board member will be the March 13 special called meeting to interview applicants for director of schools and select a new director.
Collier said he regrets having to leave the school board, especially in this current time of transition when a new director will be taking over soon and the $30 million phase three building project is being planned.
But Collier said he recently adopted a child, increasing his family to four children, and he needed a larger home. Collier, who is employed as a detective with the Hawkins County Sheriff's Office, said he's in the process of moving to a home on Williams Road in Surgoinsville.
"We looked for a bigger place in District 3 and really couldn't find one that me and my wife agreed on," Collier said. "Finally we found one we could agree on in another district, and the owner accepted our offer."
Collier added, "I enjoyed my time on the board. It was a great learning experience, and I hope to run for school board again someday in my new district."
Collier said he's proud of the great improvements the Hawkins County School District has made during his time on the board, and he cites the selection of current Director of Schools Clayton Armstrong four years ago as the catalyst to much of that improvement. Collier said he's also proud of the academic improvements that have been evident in recent years on the county's state report cards, as well as building improvements that have been accomplished during his six years.
"The board is also working really well with the County Commission now, which wasn't really the case when I got elected," Collier said. "The board has come together as a team to accomplish a lot of things. I just hate to leave at this point because I know the system has a hard road ahead.
"Money is going to be short, and we've got all these building projects coming up."
In other business Thursday, the BOE agreed to change its meeting date next month from April 12 to April 5. Board Chairman Robert Stidham explained that notice must be given to teachers in April whether or not they will be retained for the next year and if eligible teachers will receive tenure.
Those decisions are approved by the board in April. Stidham noted that the board regularly moves the April meeting date up a week to give teachers the earliest possible notice of the board's decision. The school board also agreed to cancel its March 15 special called meeting in which it was going to vote on the new director of schools.
The board had also scheduled a March 13 morning meeting to interview its two remaining applicants, Charlotte Britton and Ray Hatfield. After the March 13 interviews, the board will break for 30 minutes and then reconvene to make its final decision. | 教育 |
2014-23/1662/en_head.json.gz/49477 | Marketing & Communication j TWU Home
TWU’s Rachel Holt awarded Perry R. Bass Fellowship
Photo credit: Shannon Drawe June 22, 2009 — DENTON – Rachel Holt of Euless, a Texas Woman’s University master of arts in music student, is the 2009-2010 Perry R. Bass Fellowship recipient. The Bass Fellowship, which includes a $5,000 stipend, is given annually to graduate students pursuing degrees in music with career aspirations in teaching. The fellowship began in 2007 in memory of Perry R. Bass, who donated millions to local museums and toward the creation of the Nancy Lee and Perry R. Bass Performance Hall in Fort Worth. The fellowship is open to students who have completed at least one semester toward a master’s or doctoral degree at Texas Christian University, Texas Woman’s University, the University of North Texas or the University of Texas at Arlington. “Receiving this fellowship is a good indication of the support that arts and music education have in North Texas,” said Ms. Holt, a Suzuki Strings teacher at Lakewood Elementary in the Hurst-Euless-Bedford (H-E-B) school district. “Working toward my master’s degree at TWU is making me a better teacher. I’m learning how to work with my students more efficiently and effectively.” Ms. Holt is a member of the Texas Music Educators Association, the Suzuki Association of the Americas and the National Association of Music Education. She, along with the H-E-B school district’s Suzuki Strings staff, presented “No Squeaks: A New Model for Beginning String Players” at the 2009 Texas Music Educators Association’s annual convention. Ms. Holt received her bachelor of music education degree from Baylor University in 2002 and has taught at Lakewood Elementary since 2003. “Rachel is leading her elementary students to be the foundation for an outstanding orchestra program in her school district,” said Sue Buratto, director of education for Performing Arts Fort Worth, Inc. “Her enthusiasm for what she is building and her work as a teacher captured the imagination of the entire Bass Fellowship committee.”
Perry R. Bass (1914-2006) was recognized locally and across the country for his success and leadership in business; for his contributions to his community, state and country; and for his generosity in philanthropy. Support of education and scholarship programs was of foremost interest to him. Performing Arts Fort Worth, Inc. is a Texas not-for-profit corporation established in 1992 to fund, build and operate the Nancy Lee and Perry R. Bass Performance Hall, which opened in 1998 in downtown Fort Worth. Bass Hall serves four classical resident companies, presents a diversity of entertainment fare and hosts the Children’s Education Program, which presents specially produced, curriculum-related education programs to more than 70,000 students each year. For more information, visit www.basshall.com. ### Media Contact:
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e-mail: [email protected] | 教育 |
2014-23/1662/en_head.json.gz/49478 | University of Akron Student Wins Blimp Ride through Partnership with Goodyear Tire & Rubber Company
Earlier this year, Don Delaney, VP of Global Supply Chain & Logistics met with The University of Akron’s Dean of the College of Business Administration (CBA), Dr. Ravi Krovi, to discuss a new collaborative partnership with the CBA and Goodyear’s Supply Chain organization.
“This partnership will enable Goodyear to bring in top talent from the university and provide students with real life examples to take back into the classroom,” Delaney said at the time.
Many activities have taken place since then. In September, the University of Akron Supply Chain Student Organization visited Goodyear’s new global headquarters and met with Delaney and Ryan Waldron, VP Supply Chain of North America, along with other leaders from supply chain and human resources. Luis Cuellar, Director Supply Chain Business Process Excellence, John Stropki, Director Supply Chain OTR and Greg Dowell, Director Supply Chain Supply Planning have acted as “Professor of the Day” in undergraduate and graduate supply chain classes to speak about the company strategy, different issues related to supply chain, and the Sales & Operations Planning (S&OP) process at Goodyear.
As a way to provide students an opportunity to gain real-life experience while obtaining their degree, the Global and North America Supply Chain organizations will welcome four interns this coming summer to work on real, value added projects for the company. This is a new internship program which is only open to University of Akron students and is designed to provide development and professional opportunities as well as deliver a completed project(s) sponsored by the supply chain leadership team.
“This internship will help build a talent pipeline for our full time rotational program in North America” said Waldron.
Amid the activities, students had the opportunity to win a ride in the Goodyear Blimp, once the new airship is commissioned next year. Brandon Palmer, an undergraduate majoring in Economics and minoring in Supply Chain, is our 2013’s winner out of 125 participants!
“We would like to congratulate Brandon on winning this once in a life time opportunity and wish him the best of luck in completing his undergraduate studies! We also look forward to welcoming the first 4 participants in our Goodyear & University of Akron Internship Program next summer,” said Delaney and Waldron. About Us
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2014-23/1662/en_head.json.gz/49483 | University of IdahoBusiness & EconomicsNews & InformationAlumni & Faculty StoriesJack Morris Retirement
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Jack Morris Retirement
In our careers, we climb at an incessant pace until one day we arrive atop a mountain of achievement, where we pause and look back proudly, reflecting on the peaks and valleys of our ascent. Then, we slip off our tattered climbing shoes, toss our hefty load of responsibility aside, and leap into the next phase of our journey we call retirement.
After 39 years of steady climbing at the University of Idaho, Jack Morris, dean of the College of Business and Economics (CBE) since 2006, will plunge into retirement at the end of this year. “This has been extremely difficult,” says Morris, visibly torn about his decision to retire. “I have a strong emotional tie to the University of Idaho. It is very, very special to me. This feels like saying goodbye to family.” Saying goodbye to Morris, who has worked under eight of the 17 University of Idaho presidents, will be no less difficult for the CBE community. Morris has guided the college through some of its most difficult economic times. Despite unprecedented budget challenges, he has not only maintained and improved upon the high-quality learning environment for which the CBE has become known, he has instituted programs that have made the college stronger than ever—paving the way for its rising national reputation as a premier business school.
Morris launched his career at the University of Idaho nearly four decades ago as a business analyst and instructor, teaching classes and leading economic development projects on the state’s tribal reservations. The job was his first in academia and the beginning of many subsequent life changes. “1973 was an arduous year,” recalls Morris, who had left a position with a small business investment company in Oklahoma for the new adventure in Moscow. “I began the job just one month before I married my wife, Linda. In fact, I use our wedding anniversary to remember how long I’ve been with the University,” joking that she would be pleased it’s not the other way around.
He transitioned into the College of Business and Economics in 1980 when the college began to see an increasing demand for graduates in operations management. Recognizing an opportunity to combine his “two loves: finance and industrial engineering,” Morris worked to help establish the college’s degree program in operations management after completing his doctorate from the University of Oklahoma.
“I am very proud of the operations management program,” he says. “Its graduates are consistently in high demand and are leading successful careers in big companies throughout the Northwest, like Micron and Boeing.”
In 1994, Morris was chosen to be part of a selective team of five faculty members who pioneered the college’s Integrated Business Curriculum (IBC), an innovative program in which students spend their entire junior year working in interdisciplinary teams on real-world business projects. “Being part of the process of developing the IBC was an incredibly rewarding experience, and teaching in it for 10 years was also a major highlight … I can’t say I’ve ever enjoyed teaching as much as I did in that program,” he says.
During the college’s reaccreditation last year, the IBC was recognized as a “best practice in business education” curriculum by the Association to Advance Collegiate Schools of Business (AACSB) International, the world’s top accreditation agency for business schools. “That was a really exciting moment for me,” he says. “Not only did we earn six additional years of accreditation, which is the best possible result, we were also recognized with distinction in areas we have worked tremendously hard.” The college earned four commendations for curriculum, executive education,
assessment practices, and experiential learning. Morris took his initial step into leadership in 2001 as the college’s first associate dean and assumed the head post in 2006 following the retirement of then-dean, Byron Dangerfield. During his tenure, Morris has focused heavily on expanding the college’s experiential learning programs – such as Barker Trading Program, Vandal Solutions and student international experiences – as well as developing the college’s executive education programs, including the Executive MBA program. While his longtime career is enveloped in achievement, Morris points to his students as the primary source of his pride.
“There’s nothing more rewarding than having the opportunity to touch someone’s life through higher education,” he says. “It’s pretty amazing to see students become transformed by the things we teach them, and to be able to follow their successes throughout their lifetime.”
As Morris reflects on his career, he’s clearly conflicted between the somberness of leaving behind his beloved University family of nearly 40 years, and the anticipation of his impending carefree lifestyle.
“As far as I’m concerned, I have the best job at the University, and I know I’ll miss it immensely,” he says. “I get to work with an extraordinary group of faculty, students, and alums, and I absolutely love everything I’m doing right now in the college. But, as my wife points out, there are a lot of things I love that I haven’t been doing.” That list of things he hasn’t been doing – but will soon have more time to tackle – includes fly-fishing, camping, hiking, skiing, rafting and a myriad of other outdoor activities he and Linda, a CBE emeritus professor who retired from the University after 36 years, easily enjoy from their home on 45 scenic acres in New Meadows, Idaho, a small mountain community near McCall.
“Next summer, I plan to visit a different lake every week … and to test the intellect of the trout in those lakes,” he says with a grin.
His retirement will also afford him the flexibility to take advantage of fresh-powder days at Brundage Mountain Ski Resort.
“I’ve held a season pass for three years. This year I plan to actually use it,” chuckles Morris, who hopes to keep on pace with Linda’s 62 visits to the slopes last year. Avid travelers, the Morrises are planning a photo safari trip to Africa, where they also hope to reconnect with the Masasi locals Linda met several years ago when working on a clean-water project through the University of Idaho. Morris expects to remain active in the University as a dean emeritus. President Nellis has asked Jack to work on projects designed to promote a more entrepreneurial university. He will also continue on as a board member for the Barker Dangerfield Wealth Management Fund which oversees the Barker Capital
Management and Trading Program. He and Linda also plan to regularly attend football games and to support University fundraising efforts and alumni social events.
Morris’ retirement is bittersweet, but he is confident that there is no better time than now to pass the torch. “The college is positioned extremely well,” he says. “We are in a stable budget situation with the state, we have experienced outstanding growth in enrollments at every level – including the recruitment of new freshmen, transfers, graduate students, and the retention of existing students – and programs like the EMBA
and UEC are growing strong. “All of these factors indicate that the college is poised for a very successful future,” he continues. “It’s a good time for a transition in leadership.”
His advice to his successor can be summarized in one word: “listen.”
“It’s so important to listen and communicate honestly with everyone –not only with your faculty, staff, students, and alumni, but also with your external stakeholders,” he explains. “Your role as dean is to support your faculty and staff –and to provide them with everything they need to be successful –for one purpose only: to make sure students have a great experience at the University.”
Revered for his hands-on leadership style and unwavering commitment to students, Morris will undoubtedly leave a lasting legacy.
“My hope is that I’ve had some small part in touching young people’s lives through our curriculum in CBE,” he says. “I want to be remembered as Professor Morris, not as Dean Morris, because being a professor is one of the most noble professions there is.” | 教育 |
2014-23/1662/en_head.json.gz/49488 | Read More UMBC News Blog Stories
ERICKSON SCHOOL OF AGING STUDIES KICKS OFF "HOT TOPICS" SERIES ON AGING TRENDS
CHARLES LONGINO, JR., PH.D., ASSESSES MIGRATION OF OLDER AMERICANS CONTACT: Mike Lurie
Cellphone: 443-695-0262
[email protected]
BALTIMORE – The Erickson School of Aging Studies at the University of Maryland, Baltimore County (UMBC) introduces its “Hot Topics” series, an ongoing resource regarding aging issues and trends available for easy access by researchers and the general public. The series can be accessed at anytime at www.umbc.edu/erickson.
The inaugural “Hot Topics” installment, Migration of Older Americans: Where and Why, is offered by Charles F. Longino, Jr., Ph.D., and Visiting Professor to the Erickson School. Longino’s research has unearthed trends in the movement of older Americans that should be of interest to developers, planners and bankers, politicians and scholars.
A thorough understanding of migration trends among the aging population, Longino argues, depends on knowing who moves and why they move. Widely known and celebrated for his work on the migration of people ages 60 and older, Longino assesses the threads common to older people more likely to make an interstate move. They are independent, have moved previously for career-related reasons and now make a relocation decision focused more on the place than the people.
The reasons older members of the population relocate for retirement, Longino says, “depend on the jelling of four factors: 1) demographic particulars (age, gender, race); 2) economic and health resources; 3) previous experience traveling; and 4) ties to people and places at the origin and the destination.
Longino argues that planners are well-advised to be armed with a realistic appraisal of the attractiveness of existing and planned communities and an understanding of the older people they can hope to attract and keep. With that knowledge, planners can be assured that retirement housing and related services can provide an environmentally friendly industry and the income, jobs and new citizens likely to help enrich their new community.
Longino is the president of the Gerontological Society of America, past president of the Association of Gerontology in Higher Education and served for four years as the editor of the Journal of Gerontology: Social Sciences. The second edition of Longino’s book Retirement Migration in America is due to be published in the near future. The publisher of more than 140 scholarly articles, Longino is the Washington M. Wingate Professor of Sociology at Wake Forest University where he directs the Reynolda Gerontology Program.
About The Erickson School of Aging Studies:
The Erickson School of Aging Studies at UMBC was established in April 2004 with a $5 million commitment from John Erickson, CEO and founder of Erickson Retirement Communities. The school focuses on credit and non-credit professional education, research, and policy in aging services and care.
For further details, please call the Erickson School of Aging Studies at UMBC at 443-543-5622.
More information online at:
http://www.umbc.edu/erickson
Posted by mlurie at July 25, 2006 12:57 PM | 教育 |
2014-23/1662/en_head.json.gz/49531 | Contribute, Lead and Find Your Way, Charlie Denson Tells USU's 2013 Grads
Saturday, May. 04, 2013
Charlie Denson shakes hand with 2013-14 ASUSU President Doug Fiefia.
Nike Brand President and USU Alum Charlie Denson addresses the USU graduating class of 2013.
Utah State University Alum and Nike Brand President Charlie Denson told USU graduates that they will have more responsibility and opportunity than any other generation in history. He said it is a daunting task, but that it is their turn to contribute, to lead and to find their way.
“I hope that you want to change the world,” Denson said. “Make it a better place.”
While speaking to Utah State University’s graduating class of 2013, Denson told the students to include options after graduation, to stay open to new ideas and opportunities and to make the best of it. He encouraged the students to be lifelong learners and to follow their passions to achieve personal success and fulfillment.
“You’re smart, smarter than any generation before you,” Denson said. “But you’re not wise. Wisdom comes with time. Respect it.”
Denson reflected that moving abroad and adapting to a foreign culture for his career was one of the greatest learning opportunities of his life. He said that he finally learned there was more than one way to solve a problem, more than one way to create an opportunity and more than one way to communicate a message.
“I hope you take the time to figure out your passion and that you follow it,” Denson said. “Build your life and career around it. If you are lucky, they will become the same.”
Denson spoke in the Dee Glen Smith Spectrum during USU’s 126th Commencement Ceremony. He presented the commencement address and received an honorary doctorate during the program. Three other prominent individuals also received honorary doctorates: Samuel Alba, retired United States Magistrate Judge for the District of Utah; Orrin Hatch, Utah senator and the most senior Republican in the United States Senate; and Mathana Santiwat, president of Bangkok University in Thailand.
USU graduates for the class of 2013 included 3,633 bachelor’s, 821 master’s, 93 doctorate’s and five educational specialists.
As president of the Nike Brand Denson is responsible for leading the strategy of the world’s most distinctive, authentic and connected brand in sports.
Denson oversees all aspects of the global direction for the company’s consumer categories, including actions sports, basketball, football (soccer), men’s training, running, sportswear and women’s training, as well as the Jordan Brand and Nike Golf.
His career at Nike spans more than 30 years. After graduating from Utah State University with a bachelor’s degree in business administration in 1978 Denson started as an assistant store manager of “The Athletics Department,” Nike’s first retail store in Portland, Ore., in 1979. He quickly moved up the ranks and has held many positions over the years, including time as vice president of United States and European sales and as general manager of Nike USA.
An innovator in developing sales and distribution strategies, Denson has been a driving force in Nike’s global growth as the company has expanded into approximately 190 countries. In particular, he pioneered Nike’s growth in China, India and Brazil,. In fiscal year 2012, Nike Brand revenues surpassed $21 billion, a growth of 16 percent.
An avid Aggie fan, Denson was instrumental in unveiling Utah State’s new athletic logo in the spring of 2012. The university worked with Nike in collaboration on a 15-month re-branding campaign that was made possible through Denson’s support as well as the longstanding association between Utah State Athletics and Nike.
USU President Stan L. Albrecht addressed the graduating glass and told them how important receiving an education is and how much it will impact their lives.
“For me, as it will be for you, the effect of education is irreversible,” he said.
Visit the USU Commencement website (www.usu.edu/commencement) for more detailed information.
Contact and Writer: Maren Cartwright, 435-797-1355, [email protected] | 教育 |
2014-23/1662/en_head.json.gz/49549 | Naturalist to share message of hope
by LESLIE BROWN, Vashon-Maury Island Beachcomber Staff Jan 6, 2009 at 3:18PM
A student recently burst into Kathleen Dean Moore’s office at Oregon State University having figured out the answer to a question she was pursuing — the ingredient needed to motivate people to change.
“The only thing that is statistically significant,” Moore, a philosophy professor, recalled the student telling her, “is hope. Whether hope makes sense or not from a practical view, it’s the only external thing that keeps us going. It’s the necessary condition for change.”
Moore, a well-known essayist and naturalist who teaches environmental ethics, Native American philosophy and a field course on the philosophy of nature, plans to bring her message of hope and change to Vashon next week.
It’s an auspicious time, she noted. Despite the pain and suffering she sees in the world, she believes Americans are poised for change.
“This year is the turning point towards a new kind of future, a new kind of economics,” she said. As evidence, she points to the shifting attitudes about climate change as well as the collapse of Wall Street: “We finally get it about climate change. We finally grasp our obligation to the future. We finally understand that greed is not a virtue and can’t drive our economy.”
Moore occupies a place in the small but growing niche of nature writers who not only understand the science of ecology but also something deeper and much more profound: what it means to love a place, to feel a connection to it, to translate that connection into a deep environmental ethic. Like Terry Tempest Williams, Rick Bass and, long before them, Aldo Leopold, she writes about places she knows and loves, their meaning to her and the way an environmental ethic has infused her life. Tempest referred to one of her collections of essays, Riverwalking: Reflections on Moving Water, as “a wise meditation on living in place.” Islands particularly speak to her, Moore said in an interview from her home in Corvalis, Ore. She and her family have a long and deep connection to an island off the coast of Alaska, a place she wrote about in “Pine Island Paradox,” and in her writing, she said, she has often discussed the nature of islands.
“People think about islands as places of separation, as places that are hard to get to,” she said. “When I think of islands, I think of them as the visible portion of the skin of the earth that connects everything. … An island is not a sign of separation. For me, it’s a sign of connection, because it’s this upwelling of matter that connects us all.”
As a result, she said, she is particularly pleased to be coming to Vashon, where many residents, she said, feel a strong sense of place and connection.
“It’s fun to be with people who know a place well and love it deeply,” she said.
But she added that she’s also aware that the ongoing battle against Glacier Northwest hangs over the Island. Told of the protests that have been taking place near its site in recent weeks, she said she hopes to encourage people to not give up.
“I think the activists right now should be in a holding action, to save as much that is glorious and beautiful and special as they can,” she said. “Hold it. Hang on, hang on. … Glacier won’t live another year.”
Island naturalists bring the beach to residents
Island artist offers up a message of hope
‘Sharing the Stage’ gets jazzy
Capt. Wubbold to share Antarctic tale
Follow the money before believing the message
Shared office space opens in Vashon town
Finding hope, sharing woes — Stone soup event gives us a chance to connect | 教育 |
2014-23/1662/en_head.json.gz/49579 | Local News 2 St. James Parish elementary schools to close
Posted: Feb 20, 2013 11:05 AM Source: Associated Press
school, close, lutcher, enrollment, st james LUTCHER- Two elementary schools in St. James Parish may soon close because of declining enrollment.
A study commissioned by the St. James Parish School Board says a projected shift in residential population will also force the closure of Fifth Ward Elementary and Lutcher Elementary schools in the coming years. The two schools had 182 and 183 prekindergarten through sixth-grade students enrolled, respectively, in 2012. The study says Fifth Ward and Lutcher elementary schools are also projected to have the fewest number of enrolled students over the next 20 years. Many of these families would relocate to Sixth Ward or the Vacherie areas | 教育 |
2014-23/1662/en_head.json.gz/49587 | Barbour County Officials Becoming Proactive About Drug Use in Schools Written by Lindsey Burnworth Last updated on February 20, 2013 @ 7:41PM Created on February 20, 2013 @ 5:54PM Officials talked with parents at Belington Middle School Tuesday night about drug use.
On Wednesday, 5 News talked with administrators and law enforcement about what they're doing to make sure it doesn't become an issue.
Both the superintendent and members of the sheriff's department are taking a proactive approach to this. They're making sure parents are talking to their kids about the dangers of drugs.
This all started after some teachers thought a few students were acting suspicious at a school dance on Friday.
No drugs were found, but extra police were called in just in case.
Because drug addiction has become an issue around the area, officials in Barbour County are making sure it doesn't become a problem there.
The sheriff's department is teaming up with the board of education to conduct a walk through every week at each of the county's schools. Deputies have been interacting with students for an hour a week to make sure they know there's a safe person to talk if they have a problem.
"The sheriff's department is doing all of their visits at local schools. We're hoping it'll have the faculty members, the students, and parents become more familiar with us and more comfortable with us. That way they can come to us with any information they may have of different behaviors with the children or possible drug activity," said Chief Deputy Brett Carpenter of the Barbour County Sheriff's Department.
The board of education and all school administrators also have a zero tolerance policy regarding drugs. They said even if one student brings drugs into the schools, it's a serious problem.
"If we've got one student using drugs, that's a problem. We cannot hide that, we can't put our heads in the sand or sweep that under the carpet. One student with drugs is a problem because it's just going to multiply. So, again, if we can prevent it up front, it's better than curing at the end," said Dr. Joe Super, Barbour County Superintendent.
Dr. Super also said all administrators in the county are as proactive about the issue as the Belington Middle School principal. Share Add your Comment
WDTV | 教育 |
2014-23/1662/en_head.json.gz/49646 | Bible made for the 'wind talkers'
Posted By The editors of Leben On 05/23/2013 @ 9:21 pm In Diversions,Faith,Front Page,U.S. | No Comments
By Kate Uttinger
“It gives me a headache.”
That’s what Leonard Brink said about translating the spoken Navajo language into a written form. Leonard Brink, affectionately called L.P., was a missionary to the Navajo people from 1900 until his death in 1936. A man of tireless energy, Brink created a written alphabet of Navajo, the language of the “wind talkers.” He wrote grammars and lexicons and translated the books of Genesis and Mark, a catechism and numerous hymns into the Navajo language.
Leonard Brink grew up near Fremont, Mich., an area of beautiful lakes and rivers just north of Grand Rapids. His father, a devout man, would spend hours regaling little Leonard with stories of the Indians who still inhabited the nearby forests. Leonard was enchanted. Occasionally, an Indian would make his way along the wooded paths and lakes near their home, increasing the boy’s fascination with the mysterious natives.
Whenever his father spoke of the Indians, he always told his son that these Native American neighbors’ biggest need was the gospel message and that missionaries must be sent to win them to Christ. Those words struck Leonard, and his fascination with Indians grew from childish curiosity to a genuine passion for their souls.
Once, when Leonard was only eight, he gathered all the kitchen chairs, arranged them in a semi-circle and preached enthusiastically to his congregation of pretend Indians. Brink’s desire to be a missionary garnered strength as he grew. Brink and his father often spoke of it, but his father was quick to point out that a missionary must be called, that he must be presented with an open door to the mission field – a door that God opened.
When Brink was 16, it looked like that door was about to swing wide.
Check out an exclusive offer for readers of WND from the editors of Leben!
Brink came home from church one afternoon, distressed. The “dominie” told the young men of the congregation that if any of them were interested in studying for the ministry, but could not afford to do so, he should come before the consistory that week.
Leonard was young, just 16, and he was not even a full communicant member. He was unsure how the elders of the church would respond to his desire to be a missionary, and he was careful to consider his father’s words about an open door.
As Leonard walked home from church that Sunday, he stopped along the lonely forest paths and prayed, “Lord, if you want me to do this thing, I am in your hands, open the door for me; but, if Thy will be otherwise, close the door tight.”
Before long, Brink’s prayers were answered.
In 1900 Brink began his work at the CRC mission in Tohatchi, later working in the towns of Toadlena and Farmington, in the New Mexico Territory. He was also instrumental in establishing a Christian school at Rehoboth that still exists today.
He worked alongside Herman Fryling, a fellow classmate, visiting the natives, teaching in the government-sponsored school and busily learning the language. Navajo, up to that point, was primarily an unwritten language and a complicated one at that. Though many missionaries and other non-natives, particularly Catholic Franciscans, had made attempts at creating a written Navajo language, there was no unified alphabet or lexicon that scholars could appeal to until the late 1930s.
Brink was an able scholar himself, though his large, clumsy build and backwoodsy demeanor belied that fact. He was friendly and many of the people seemed to take notice of this new preacher and his genuine interest in them. The more time Brink spent with the Navajo, the more he became convinced that they needed to be able to read the Scriptures and sing the great hymns of the faith in their own language.
While he, like many other missionaries of the time, believed that the Indians needed to accustom themselves to the ways of white men, Brink understood the importance of a peoples’ mother tongue. The Dutch had long preserved their native language in the New World, preaching largely in Dutch into the Twentieth Century. Brink felt that the most lasting way to reach a people was not to erase their culture, but to understand it and to communicate effectively in its context.
Brink committed himself to giving the Navajo people their own Bible. With the help of native interpreters and other missionaries, Brink began his work of translating – or rather creating a written representation and then translating – the books of Genesis and Mark.
But Brink ran into some rather interesting problems.
The American Educational Review, a monthly review of higher education in America at the turn of the century, reflects upon the challenge of Brink’s chosen task: “The translation from English into the Navajo vernacular is said to be attended with peculiar difficulties. … The Navajos have no less than 12 verbs meaning ‘to give,’ the one used in any particular case depending upon the nature of what is given. … To listen to a conversation carried on between two Navajos, one unfamiliar with the language would think that it consisted mainly of inarticulate grunts; but a difference of sound so slight as to pass undetected by the untrained ear makes a vast difference in meaning.”
What Brink also discovered was that he would have to create completely new phonetic symbols for the Navajo language to accurately translate the Scriptures, since for “several sounds common in Navajo there are no English equivalents.” Not only did this require a clear understanding of the subtleties of Navajo (it is an extremely nuanced language – as in English, the same word can have a multiplicity of meanings), it demanded of Brink an excellent grasp of biblical Greek and Hebrew. It was painstaking work, work that often came after long, hot days traversing the dusty tracks of arroyos and plateaus between the distant hogans of the Navajo – on the jolting seat of a horse-drawn wagon. No wonder Brink had a headache!
Leonard Brink and family
Though Brink was not much of a diary-keeper, he was a prolific writer. He translated numerous hymns from Dutch into English and wrote many hymns and poems. Brink produced a steady stream of articles for his denomination’s magazine The Instructor, and founded and edited the publication, The Christian Indian.
The church’s young people back in Michigan were treated regularly to his colorful descriptions of Navajo life out in the “wild and wooly west.” In one such article, Brink unpacks the word “hogan,” or dwelling, for his young Dutch-American readers. He describes the construction and use of the hogans and what daily life is like in these Navajo homes. But Brink does not stop with a mere social studies lesson, but invites his readers to join him in a “trip to bring the gospel to the hogans.”
He writes: “With my interpreter I arrive at a Navajo hogan, the dogs usually announcing our coming. We walk up to the door, greet the members of the family and are seated. We tell them that we are on a friendly visit and would like to talk with them a little while. They will naturally ask us who we are, and where we are from. We may have brought a chart with us and likely a Navajo Bible. It is usually easy to begin our conversation by talking about the things that happened in the beginning, about the creation of the world, and of man, and then about the Fall and its dire results for the world and the human race, white people and Indians included, and then come to the story of the Son of God, the Savior, and talk about Him as the Savior of all kinds of people, Navajos included. We are in no hurry, we take our time and explain as we go along.”
Brink ends his article with an observation that is reminiscent of Paul’s list of missionary obstacles in 2 Corinthians 11: “We have not planned in this article to give a detailed account of hardships and such like which a missionary’s life among the Navajos entails, about camping out and sleeping in the open, about sandstorms and quicksands and blizzards and swollen streams, about scanty fare oftentimes, about broken rigs and played-out teams, about losing our way in this great expanse of territory, and about multitudinous delays and disappointments. After all, these are all in the day’s work when we bring the gospel to the hogans.”
Brink was always determined to preach simply and clearly. He had little use for eloquence in preaching: The point, for Brink, was that people should be able to understand the gospel message. In Brink’s preaching there was “no chitter-chatter, no obtuseness, no high-sounding words, no involved sentences. Plain words to plain people, carrying a direct message.”
Many Navajos remember Brink as the missionary who took time with them. He never rushed from one home to another and never considered his missionary activity complete with just a short visit or two to the Navajo hogans. He spent long hours visiting with families, taking an interest in their children and sharing meals and stories on the beautifully woven blankets offered to him by the Navajo wives. For the Navajo people, he dug wells, built church buildings, sang hymns, planted new mission works and put nearly 8,000 miles on his car (when he finally got one!) going from hogan to hogan in just a few short months.
In 1917, the American Bible Society printed Brink’s translations of Genesis and Mark, later followed by portions of the Psalms, Isaiah and the Pauline epistles. It is very likely that some of Brink’s translation made its way to the linguists who finally unified the written Navajo language in the late 1930s and to the military minds who enlisted the Navajo Code Talkers in the Second World War.
The extent of Brink’s success in the Navajo mission field will never be known until Glory. Brink’s own estimation of his 35 years with the Navajo? “Looking back over all the paths I’ve come, I can see where his hand has led me all the way and opened and closed doors for me again and again. Let me say in all earnestness, that I cannot get away from the conviction, that it was all undeserved, all sovereign grace, every step of the way.”
Read more about Leonard Brink at the Leben website!
URL to article: http://www.wnd.com/2013/05/bible-made-for-the-wind-talkers/ | 教育 |
2014-23/1662/en_head.json.gz/49734 | Wind Program – News
KidWind Project and Wind Education in the Classroom: Wind Powering America Lessons Learned July 1, 2013
Integrating wind energy curricula into the classroom can seem like a daunting task for educators trying to expand the classroom experience. Wind Powering America interviewed Dan Whisler, a 29-year environmental science instructor at Sterling High School in Kansas, and Michael Arquin, director of the KidWind Project, to ask them about lessons learned regarding wind energy education.Sterling High School has been a Wind for Schools Project host school since 2008, and Whisler championed the installation of the small wind turbine on the school's campus. In August 2012, Whisler attended KidWind's WindSenator training, joining the ranks of the program's 120-plus trained teachers in more than 27 states. Arquin was a middle school teacher in California, whose dream of inspiring more teachers and students to learn about clean energy technology led to him starting the KidWind Project in 2002 in his apartment basement. To date, KidWind has trained more than 7,000 teachers and impacted more than 500,000 students.Whisler and Arquin shared the following lessons for anyone interested in bringing wind energy education to a school.Your first step isn't that important; what's important is that you keep moving. There are multiple ways to approach bringing wind energy into the classroom. Educators may wonder about how to begin: perhaps installing a wind turbine at a school, adding wind energy curricula, or participating in a program like the KidWind Project? According to Whisler, the first thing to do is to put yourself out there."It's almost like which came first, the chicken or the egg?" he said. "The opportunities are out there, and you just have to work to help make them happen. As you start, you often find a lot of support that maybe you didn't know about until you started. That's what I've found with both the wind turbine project and KidWind. As we've worked to enhance our energy-related studies with environmental science, it's like a snowball that's gained momentum, and it's really been fun to be a part of that."Funding is always a challenge. Funding is one of the largest concerns regarding how to implement wind energy into the classroom. With limited budgets, schools and educators may be worried about these costs. Whisler believes that starting small can be the answer to overcoming funding issues."Start small and then build," he said. "The KidWind curricula is available online, and the classroom activities are there too. I just did a 3-day workshop where one of the teachers attending had used the KidWind activities in his classroom, even though he hadn't been through the training yet. A teacher in his district attended the workshop that I taught in January and went back with one of the turbine kits from the workshop. He said, 'You have to do these in your physical science classes. Your physics students are going to love them.' This teacher actually started learning with the students. The kids had a great time with it, and then his district's superintendent and principal were supportive of him attending the training as well."According to Whisler, a good resource for teachers seeking funding can be district grant writers."One of the first things we did after I visited with the superintendent and talked to a couple of the board members about the turbine project was visit with our grant writer," he said. "We have a very good one in our district, and I visited with her. I've been doing a lot more grant writing and working with our team on that."Whisler also thinks about fundraising in terms of the small curricula kits."My goal is that when a teacher attends the KidWind workshop, we've secured at least some funding to help with the purchase of the KidWind Turbine Kits. It costs about $130 for the advanced kit, and I've been trying to use grant money to pay for half of the cost of the kits. Then the school districts can cover the other half. That way at the end of the workshop, the teachers go home with a kit that they can immediately start using in their classrooms.""If you're a teacher who is motivated and willing to look around, you can always find resources," Arquin said. "People want to help educators, but you have to give them a reason to want to. Whether it's through money, stuff, or time, everyone wants to help teachers, but you have to give people something concrete to grab on to."Be willing to learn with your students. Educators may be fearful of trying new approaches and teaching new materials to students without having prior experience with the topic."You have to be willing to learn and welcome the challenges," Whisler said. "I'm not an electrical engineer. I've had a lot to learn as part of the process, but I think that's important for students to see. When we graduate from high school or college, we don't know everything. It's important to be lifelong learners. That's what I've tried to model through the activities. I'm going to get in there and learn and do science."It's not just about hyping wind energy. With growing concerns about climate change and increasing energy demands, it is currently more important than ever to understand the role that renewables will play in today's energy sector as well as in the future."We've rewritten the first three or four lessons to make the connections of why we should care about wind in the scope of global climate change," Arquin said. "What's the bigger point? A lot of our work now is to make sure the curriculum is framed within that lens."Hands-on learning is valuable for teachers. Whisler tries to provide teachers attending the workshops with hands-on time where they can actually do the activities."They're building blades, they're running tests, they're hooking the turbines up in the wind tunnel," he said. "I don't want to just talk about the activities. I want to do them, and that way at the end, the teachers have the turbines and they can go back to the classrooms and do these activities with their own students."Interested in applying to become a WindSenator?According to Arquin, "We want teachers with 5 to 10 years experience and a track record of raising money for their classroom and training other teachers and influencing their peers. They have to have a willingness to really get into it and be willing to make some mistakes."Visit kidwind.org for wind-related activities, lessons, and more program information. Other programs and curricula are available at Wind Powering America Education.
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2014-23/1662/en_head.json.gz/49742 | Statement by Robert R. Davila, Vice President, National Technical Institute for the Deaf, Rochester Institute of Technology, On the Fiscal Year 2002 Request for the National Technical Institute for the Deaf
Before the U.S. House of Representatives, Subcommittee on Labor, Health and Human Services, and Education Appropriations, Ralph Regula, Chairman
Mr. Chairman and members of the Committee:
I am pleased to present the President's fiscal year 2002 budget request for the National Technical Institute for the Deaf.
The National Technical Institute for the Deaf (NTID), one of seven colleges of the Rochester Institute of Technology (RIT), provides a continuum of learning and living options for approximately 1,100 students who are deaf and hard of hearing on a campus of more than 13,000 students. NTID was created by Congress to provide postsecondary technical education for the Nation's youth who are deaf to prepare them for successful employment in the economic mainstream of America. I believe NTID has fulfilled this mandate with distinction and extremely positive results for the past 33 years. We support the President's fiscal year 2002 request of $52.57 million for the National Technical Institute for the Deaf. The specifics of the fiscal year 2002 request are as follows:
Budget Request
The fiscal year 2002 request includes $48 million for operations and $4.57 million in construction funds to cover the cost of the third and final phase of the dormitory renovation project, which will cost a total of $14.971 million. We are pleased that the Department has requested funds for the final phase of this project. RIT is in the process of upgrading all of its dormitories, including dormitories serving NTID students. Most of the dormitories on the campus are 20 to 30 years old and are in need of extensive modernizing and refurbishing.
Funds received by NTID for tuition, room and board, and fees are expected to generate $450,000 in additional income in fiscal year 2002 above the total expected in fiscal year 2001 due to the decision to increase tuition, room, board, and fees by 5 percent for the next academic year. We estimate that the Federal appropriation for NTID will constitute approximately 81 percent of funding for operations in fiscal year 2002. Enrollment
The number of new students entering NTID during school year 2000-2001 was 444, compared to 434 in 1999-2000. The total included 386 deaf and hard-of-hearing freshmen and transfers, 15 first-year graduate students - 10 of whom are deaf or hard-of-hearing - in the Master of Science in Secondary Education (MSSE) program, and 43 first-year students in the Educational Interpreting program. Total enrollment, including interpreter training and graduate students, remained stable at 1,219. For the fall of school year 2001-02 (fiscal year 2002), NTID is on schedule to admit approximately 425-450 new students, which would maintain enrollment at approximately 1,200 to 1,250. This estimated total would include 90-100 interpreter training program students, and 30-35 MSSE students.
Over the past 33 years, nearly 95 percent of NTID's 4,500 graduates were placed in technical and professional jobs commensurate with the level of their academic training. Of this alumni total, the vast majority are employed in business and industry (69 percent). In addition, in fiscal year 2000, NTID completed a research study performed in collaboration with the Social Security Administration. This study included data on over 7,500 graduates and withdrawals spanning a 16-year period and shows that graduation from NTID has significant economic benefits for an individual over a lifetime of work. NTID students who graduate with baccalaureate degrees will earn 68 percent more over their working lives than students who attend, but withdraw without a degree. Sub-baccalaureate graduates will earn 29 percent more than those who withdraw. With respect to labor force participation, withdrawals experience 3 to 5 times the rate of unemployment as baccalaureate graduates and nearly twice that of sub-bachelor graduates.
While 60 percent of students attending NTID receive benefits through the Supplemental Security Income program (SSI), by age 30, less than 7 percent of graduates continue to draw SSI benefits, compared with approximately 20 percent of withdrawals who continue to receive SSI benefits. This data further indicates the economic benefits that derive from an education at NTID. In addition, graduates access Social Security Disability Insurance (SSDI) (fundamentally an unemployment benefit) at far lesser rates than withdrawals. Among the subjects in this study, withdrawals were found to be twice as likely to be receiving benefits from either SSI or SSDI than cohorts who graduated with a degree. It is abundantly clear that a large percentage of students who do not complete their education will continue to depend heavily on the Federal Government for basic income support throughout their lives.
From a return on investment perspective, male graduates pay back approximately 150 percent of the cost of their educations in the form of taxes over their lifetimes, and female graduates return more than 50 percent of the investment in their educations. When combined with the savings derived from reduced dependency on Federal income support programs (SSI and SSDI) and the productivity gains realized by society, it can be seen that the Federal investment in NTID returns significant dividends.
NTID has maintained a balanced array of services that are shown to be responsive to the needs of students who come from various educational settings - public high schools, as well as center/residential schools and day programs. NTID's success is due to its student-centered philosophy and outcome-oriented programs and services that lead students to successful careers.
A student who has the abilities and desire can enroll through NTID in baccalaureate, masters, or doctoral degree programs with hearing peers in the other colleges of RIT. Last year, approximately 40 percent of our deaf students were cross-registered or fully matriculated in the other colleges of RIT. Regardless of field or location of study, NTID maintains centralized responsibility for supporting all deaf students. Last year, deaf students benefited from approximately 86,000 hours of interpreting, 44,000 hours of note taking, and 14,000 hours of tutoring, as well as counseling, advising, and other professional services. For students interested in programs below the baccalaureate degree level, a number of degree options are available through the college of NTID. Students in the associate of applied science programs at NTID complete their liberal arts requirements in the RIT College of Liberal Arts and their physical education requirements in RIT's Physical Education Department. All together, nearly 700 of NTID's 1,100-plus deaf students have ongoing interactions with hearing peers through formal coursework and activities in the other colleges of RIT.
In addition to the various learning environments that provide for students' intellectual development, there are a variety of living arrangements that enable deaf students to live on dormitory floors comprised predominately of their deaf peers, on floors comprised predominately of their hearing peers, or on mixed floors where there are equal numbers of deaf and hearing peers. These living arrangements provide students the opportunity to develop their interpersonal skills in an environment that promotes their personal development. Thus, the learning and living environments at RIT and NTID foster well-rounded graduates who are well prepared to live and work in the mainstream of society.
Studies conducted at NTID benefit enrolled students as well as deaf adults throughout the country. The research program and agenda are guided and organized according to five general research foci: economic and occupational assimilation; academic and technical skills; communication skills; effective instruction; and institutional planning, evaluation, and effectiveness. We recently submitted a detailed annual report on NTID research to the Department of Education, and a copy is being provided to the Committee for its file.
NTID's educational outreach efforts will continue in accordance with the Institute's mission and strategic plan. These efforts are designed to address the needs of alumni and other deaf adults, professionals working with deaf students, employers, vocational rehabilitation personnel, deaf secondary school students, and parents of deaf children. For example, 188 students participated in Explore Your Future last year, a career-sampling program for high school juniors who are deaf. In addition, a Summer Institute for deaf alumni and other deaf adults addressed topics such as computer skills, small business opportunities, and networking for career mobility and enhancement. Workshops and training sessions were offered to 524 employer representatives and school personnel last year. Through these and a variety of other outreach efforts, we work to create and expand opportunities for people who are deaf. Endowment Grant
The Education of the Deaf Act authorizes the use of appropriated funds as a one-for-one match with private funds raised by the Institute, and the Department's budget request provides NTID with the flexibility to use current-year program funds for its endowment grant program. The endowment matching fund was established as an incentive to help NTID raise private funds and to reduce NTID's dependence on Federal appropriations. In fiscal year 2000, NTID matched $590,000 of privately raised funds with a like amount of Federal funds. NTID recently completed its first major capital campaign, which attracted $11.5 million to support its endowment, the acquisition of technology, and instructional, outreach and research projects. We have placed a priority on developing ongoing revenue streams to supplement NTID's operating budget. The current market value of NTID's total endowment stood at approximately $22.5 million as of December 31, 2000.
NTID commenced construction on a major dormitory renovation project in fiscal year 2001, as part of RIT's plans to renovate all of the dormitories on campus. The request includes $4.57 million for the third and final phase of a three-phase project costing a total of $14.971 million. The scope of the architectural improvements includes residential room improvements, public area improvements, and exterior renovation work. The renovations would satisfy code and life safety requirements, remedy problems that developed due to years of deferred maintenance, and improve facilities so the NTID dormitories will be on a par with other dormitories on campus. The $14.971 million total cost figure includes $2.651 million received in fiscal year 2000 for phase one and $5.376 million received in fiscal year 2001 for phase two, as well as $650,000 received in 1999 for costs associated with developing detailed architectural, engineering, and interior design plans and the detailed construction layout for the project. The total figure also includes $700,000 for data cabling and $218,000 for a roof replacement that have already been completed and paid for with funds from prior year operations.
The 2002 request will allow NTID to continue its mission of preparing deaf people to enter the workplace and society and compete with their hearing peers. In the Institute's brief history, our alumni have demonstrated that they can achieve full independence and become contributing members of society, and that they can acquire a satisfying quality of life as a result of the postsecondary education they received at NTID. Collaborative research between NTID and the Social Security Administration shows that, in comparison to students who do not complete a degree, NTID graduates over their lifetimes are employed at a much higher rate, earn substantially more, pay significantly more in taxes, and participate at a much lower rate in Federal transfer programs such as Supplemental Security Income (SSI) and Social Security Disability Income (SSDI).
Mr. Chairman, my colleague and I will be pleased to respond to your questions.
President's Education Budget Request
Budget Tables
ED Budget Process and Calendar | 教育 |
2014-23/1662/en_head.json.gz/49743 | About Home About
Center for Applied Conflict Management (CACM) About >
Centers & Institutes >
Center for Applied Conflict Management (CACM)
The Center for Applied Conflict Management (CACM) was one of the first academic centers of its kind in the U.S., and has contributed to the development of the dynamic field of peace and conflict studies. The Center was established in 1971 as a living memorial to the events of May 4, 1970, when the Ohio National Guard killed four and wounded nine Kent State students during a protest of the United States' war against Vietnam.
CACM offers an undergraduate major and minor in Applied Conflict Management. In recent academic years, CACM’s annual enrollment has exceeded 1,000 students. The Center is dedicated to studying conflict dynamics and analyzing techniques for effective conflict management and nonviolent social and political change. Research and education in conflict management theory and practice—nonviolent action, reconciliation, negotiation, mediation, and violence prevention—form the core of the Center's academic and training programs. The Center’s faculty have also offered continuing education workshops for professionals in law, education, and human services. CACM faculty members conduct scholarly research on a variety of topics, including the U.S. peace movement; truth and reconciliation commissions; elite peacemaking and grassroots peacebuilding; the conflicts in Northern Ireland and Israel/Palestine; environmental conflict resolution; the effect of trauma on victims of violence, strategies for intervention and healing, and ramifications for the field of conflict management and mediation; and the status of academic degree programs in conflict management. Research in Social Movements, Conflicts and Change, an annual peer-reviewed scholarly research volume published for over 30 years, is housed and edited at the Center.
The Center also serves as a community resource, providing training, consultation and assistance in conflict intervention to agencies, organizations and community groups. CACM has provided conflict management training for university departments, assisted with the establishment of Cuyahoga Community College’s certificate program in Peace and Conflict Studies, and assisted Kent City government in exploring ways to improve community/student relations. CACM also provides information about the events, impact and lessons of May 4, 1970. Since its inception, CACM has been a leader in the field of conflict management. Early projects included training mediators for community mediation centers; the Juvenile Justice Project, which provided planning and systems design, early intervention and prevention, and training programs in aggression control for the juvenile justice system; helping to create the Ohio Commission on Dispute Resolution and Conflict Management, which provided training and funding to help start conflict management programs for over twenty years; negotiated rulemaking with state government agencies; and the development of school peer mediation programs long before such programs became common. Today, the Center continues that strong tradition of service through education, research and community service.
See lengthier description.
Patrick Coy, Director
Email: [email protected]
Center for Applied Conflict Management
321 Bowman Hall
Kent, OH 44242-0001
Website: http://www.kent.edu/cacm Home | 教育 |
2014-23/1662/en_head.json.gz/49752 | A Change Of Leadership At A Statewide Teacher's Union
Share Tweet E-mail Comments Print By Randy Gorbman There’s new leadership atop the state’s largest teacher’s union. Over the weekend, NYSUT, (New York State United Teachers), named Karen Magee as its new president. She and her slate of officers were elected at the annual assembly by the association’s delegates. Magee is currently head of the teacher’s union in Harrison, in Westchester County. She replaces Richard Iannuzzi, who has been president of the statewide union since 2005. Contested elections are relatively rare in NYSUT. Iannuzzi was only the second president in the union’s 42 year history. Media reports indicate that the change in union leadership may have been partly due to the perception that Iannuzzi wasn’t aggressive enough in battling Governor Cuomo and his administration over some parts of the new Common Core standards. Also over the weekend, NYSUT took a “no confidence” vote in the policies of State Education Commissioner John King and called for his immediate ouster by the Board of Regents. A state education spokesman is quoted by Newsday as calling it “union politics as usual” and he said King remains focused on improving New York’s schools. NYSUT also formally withdrew its support for the Common Core standards as they are being implemented in New York State and supported the rights of parents to have their children “opt out” of high-stakes testing. View the discussion thread. | 教育 |
2014-23/1663/en_head.json.gz/13 | Prom saved for sick student at Louisburg High School thanks to social media
Originally, school officials said Benaiah Massey couldn't attend the prom because he couldn't attend classes.
May 1, 2014 5:07:07 PM PDT
Elaina Athans LOUISBURG, N.C. -- Classmates of a local student rallied behind him so he can go to the Louisburg High School prom, and it worked. It all started after kidney failure forced Benaiah Massey to stay home to get an education. Originally, school officials said he couldn't attend the prom because he couldn't attend classes. Massey's aunt started a petition to change that, and it received more than 700 signatures. She said until Massey was a straight "A" student before getting sick. Thursday morning, the school's decision was overturned. Massey told ABC that he's appreciative to everyone who signed their names on the petition. Many people we spoke to are happy that helped the petition, but they are also angry about the situation. "It's ridiculous. It's outrageous," said Louisburg resident Paul Calamacl. "They should bend them for this boy under these circumstances," said Louisburg resident Carolyn Perry. "No child deserves not go to their senior prom because he didn't know he was going to have that," said Louisburg High School student Britany Holden. The school district released a statement which said, "Franklin County Schools cannot discuss student matters. The situation referenced has been resolved at this time." The prom is this Saturday. Massey said he's excited, and he has a lot to do in very little time. Map My News | 教育 |
2014-23/1663/en_head.json.gz/18 | Harvard Students Accused of Cheating on Final Exam Reflects 'Culture of Cheating,' Grad Says
People are led on a tour group at the campus of Harvard University in Cambridge, Mass. on Aug. 30, 2012. Elise Amendola/AP Photo
Administrators at Harvard College have accused 125 students of cheating on a final exam last spring, an allegation that Harvard graduate and author Eric Kester said reflects a "culture of cheating" at the school.
Officials at the prestigious university in Cambridge, Mass., said Thursday that they had found at least 125 students who they believe collaborated on a take-home final exam during the spring semester this year.
"We take academic integrity very seriously because it goes to the heart of our educational mission," Michael D. Smith, dean of the Faculty of Arts and Sciences, said in a statement. "Academic dishonesty cannot and will not be tolerated at Harvard."
As of now, the school noted, the cheating is simply an allegation that will continue to be investigated. An academic board pored over 250 final exams from the Introduction to Congress class taught by Professor Matthew B. Platt, according to the Harvard Crimson.
Platt noticed similarities among 10 to 20 of the exams that were turned in, and alerted the Administrative Board, which then conducted an investigation, according to the report. The board then found similarities among 125 exams.
The student newspaper described how prior to the deadline to turn in the exam, panicked students packed into the office of a teaching assistant, asking for help explaining the essay questions on the test. Platt reportedly canceled his own office hours before the due date, the Crimson noted.
The school did not release the names of the accused students, although a student told ABC News that some of the individuals who took the class might have graduated in May.
Kester, a 2008 Harvard graduate who wrote a memoir, "That Book About Harvard," about his own struggles with academic honesty and the high expectations of Harvard, said the cheating scandal didn't surprise him.
"When I was a student there, I definitely noticed there was a culture of cheating there," Kester told ABC News today. "There's a lot of pressure internally and externally to succeed at Harvard and when kids who are not used to failing feel these things, it can really bend their ethics in ways I didn't expect to see."
Kester said he struggled through a calculus class during his time at Harvard, and at one point was approached by a group of students who were planning to cheat. He wrestled with his own morals about whether to join them before deciding against it, he said.
"It comes down to the responsibility of the students, they're adults, they know cheating is wrong, that's the bottom line," he said. "At the same time I'm slightly sympathetic to the students, because in our society and especially at Harvard, there are high expectations to become the next Mark Zuckerberg."
Kester noted that many of the students who cheat at Harvard are smart enough to pass the classes on their own.
"Most people who cheat at Harvard don't really need to, it's just sort of a way of making themselves feel safer of not failing," he said.
Harvard's reputation as a place that graduates politicians, CEOs and entrepreneurs only adds to the pressure that students feel while studying at the school, Kester said. Many of the students have likely felt pressure their entire lives to gain admittance to the school, and cannot risk failing out of Harvard once they're accepted.
11 Surrender in SAT Cheating RingSAT Cheating Ring WidensSAT Scandal: Stakes Too High for College?SAT Cheating Ring Busted in New YorkThe College Cheating CultureStudents Arraigned in SAT Cheating Ring
Related Topics: Mark Zuckerberg | 教育 |
2014-52/1945/en_head.json.gz/8747 | Booz Allen Colloquium: "Visual Guidance of Flight in Bees & Birds, & Applications to Robotics
Kim Engineering Building, Rm. 1110
Carrie Hilmer
[email protected]
http://www.ece.umd.edu/colloquium
Booz Allen Hamilton Distinguished Colloquium in Electrical and Computer Engineering
Co-sponsored by Lockheed Martin and the University of Maryland Robotics Center
"Visual Guidance of Flight in Birds and Bees, and Applications to Robotics"
Professor Mandyam SrinivasanQueensland Brain Institute The University of Queensland
Insects and birds are remarkably adept at seeing and perceiving the world, and flying rapidly and safely through densely cluttered environments. This talk will describe how vision is used to control flight speed, avoid obstacles, regulate altitude, maintain a stable attitude, determine flight direction, estimate distance flown, avoid collisions with other flying objects, and orchestrate smooth landings. Some of these strategies are being used to design biologically-inspired algorithms for the guidance of autonomous aerial vehicles. Applications to manoeuvres such as obstacle avoidance, terrain following, automated landing, and the execution of extreme aerobatic manoeuvres will be described. Biography:
Srinivasan's research focuses on the principles of visual processing, perception and cognition in simple natural systems, and on the application of these principles to machine vision and robotics.
He holds an undergraduate degree in Electrical Engineering from Bangalore University, a Master's degree in Electronics from the Indian Institute of Science, a Ph.D. in Engineering and Applied Science from Yale University, a D.Sc. in Neuroethology from the Australian National University, and an Honorary Doctorate from the University of Zurich. Srinivasan is presently Professor of Visual Neuroscience at the Queensland Brain Institute and the School of Information Technology and Electrical Engineering of the University of Queensland. Among his awards are Fellowships of the Australian Academy of Science, of the Royal Society of London, and of the Academy of Sciences for the Developing World, the 2006 Australia Prime Minister�s Science Prize, the 2008 U.K. Rank Prize for Optoelectronics, the 2009 Distinguished Alumni Award of the Indian Institute of Science, and the Membership of the Order of Australia (AM) in 2012.
This Event is For: Public • Campus • Clark School • Graduate • Undergraduate • Faculty • Staff • Post-Docs | 教育 |
2014-52/1945/en_head.json.gz/8839 | « The Situation of Being “(un)American”
The Situation of Polarization »
Jeffrey Sachs on Our Situation – Part I
On September 11, 2008, Dr. Jeffrey Sachs spoke to a packed hall at Harvard Law School in an address entitled “Representing the Voiceless: The Poor, The Excluded, and the Future.” To read an article summarizing his remarkable presentation, see “Jeff Sachs Speaks for the Voiceless at Harvard Law School.”
The Situationist will be posting a loose, unofficial transcript of his remarks over the next couple weeks. Here’s the first part.
Good morning everybody. What a pleasure to be here. This is actually a room I know well. I taught classes here for many years with Roberto Unger, who you know is now minister in the government of Brazil and working on problems of sustainable development. So, good things happen in this classroom, and I expect many of you to go out and be leaders in the future, and it’s especially a privilege to speak to you at the beginning of your law school experience.
My main message to you is whatever they might do in teaching you in the next three years, don’t let anybody beat out of you the enthusiasm for seeing law as a instrument of social change, and as a mechanism for solving human problems. That I think is the most important role that we need to play in the coming years, and I believe, as I’ll emphasize, that places like Harvard have unique responsibilities that are not being fulfilled right now, and because of that are putting us at unnecessary risk. Or to put it another way, Wasilla is just beating the stuffing out of Cambridge right now, and we’ve got to get our act together and to speak out and start working and doing what we believe to be possible, which is the reason why we’re here. And that is the idea of applying intellect and learning and science and knowledge and history to human betterment, and we’re facing a massive reaction in this country. It says none of that’s possible, that none of you care, that we’re all a bunch of elitists out to denigrate the rest of the country and the rest of the world. It’s a bunch of crap, if I can use a technical term. But we better get our voices together, and we better start acting on our beliefs, and we better start communicating better than we are.
And the reason is, this world’s in a lot of trouble — despite and, ironically in part, because of our wealth and technical capacity. The world is not reliably running on the rails, or running on the fiber optic cables right now. The world is at an unusually high risk of spinning out of control. And I think it’s our greatest challenge to try to help insure that that doesn’t happen. And it will require special kinds of action and knowledge and commitment – a kind of mix of knowledge and the work that you’re going to learn and the skills that your going to develop in the next three years combined with an ethical commitment which won’t come from your classes necessarily; you’re going to have to find it yourselves and in other ways, although I’m sure your teachers can help to impart it if they’re doing their job properly.
But it’s going to have to come also through a lot of reflection, internally about what you want to do and how you want to use the skills that you’re developing. My job is to worry you today. If I weren’t worried, I would not be doing what I’m doing. There are plenty of other things that I’d like to do more if I felt that it was really possible. But I feel a little bit compelled to do what I’m doing right now which is trying to understand these challenges of poverty or environmental degradation or profound inter-ethnic and inter-religious conflict or a geo-politics that’s gone crazily awry or a country like ours which is seemingly absolutely incapable of serious discussion right now – under almost any circumstances. I’d rather be doing other things. But I’m doing these things because I think that they actually are important.
Why am I worried? I’m worried because I think that the world is in a very dangerous, unprecedented and poorly understood situation and the two concepts that for me are extremely important in thinking about this – one I use in the subtitle of my book Commonwealth: Crowding, Economics for a Crowded Planet.
I think we’re in each other’s faces globally as never before. We haven’t adjusted to the realities of a global inter-connected society of nearly 7 billion people now. And with those numbers rising by nearly 80 million a year, and I know that that crowding is leading to incredible marginalization of hundreds of millions of people in an extremely dangerous way. People you don’t see that we would not naturally think about that are pundits and editorial writers and our government officials no nothing about.
And it’s only because of my accidental luck personally to have gotten involved in very marginal communities and places in the world in marginal and an economic sense that I’ve been able to understand this because I never would have from what I learned across the parking lot in Littauer where I studied or when I was teaching because I didn’t know what I was talking about frankly. For many, many years of teaching because I hadn’t seen these things with my own eyes. So one part of this is crowding and that’s a term which for me means a number of things which I’ll explain, but it basically means a world that is not coming to grips with it’s interconnectedness, it’s diversity, and the pressure’s on the weakest and the most vulnerable in the planet which include more than one billion people.
The other big risk, very much interconnected with the first is related to a term that I like very much – coined by an atmospheric scientist who was a co-winner of the Nobel Prize for discovering the chemistry that underlies the threat to ozone depletion. A scientist named Paul Crutzen who coined the phrase for our age “the anthropocene.” That’s a geological sounding term which he means to substitute for the technical term of our geologic epoch which is called the Holocene. That’s the post ice-age era in which civilization has developed and now 6.7 billion of us live.
And what Crutzen said out of his deep awareness and deep understanding of the science of our time, is that humankind, the Anthropos, has taken over the earth’s physical systems in ways that we barely understand, but which are a profound threat for survival even. And he should know because it was only by accident that while looking a possible implications of supersonic transport technologies in the early 1970s, he and others started to think about how certain chemicals – the chlorofluorocarbons which were felt to be inert, safe, clever ways to get your deodorant under your arms through aerosols, would actually threaten the planet. So it was an accidental discovery that CFC’s would actually become chemically active as they rose through the stratosphere and the chlorine atoms then would decompose the ozone level. And it took brilliant, completely accidental sleuthing by a number of scientists to uncover this.
We happened then to have a massive satellite up in the sky that could take a picture of the ozone hole over Antarctica which became one of the most famous pictures of the second half of the 20th century. And the combination of the science and the ability to measure it and confirm it led to a series of global agreements that for a change, actually, have more or less delivered what they promised showing that it is possible to reach global agreements on these issues.
I find this example pregnant with all sorts of important meaning. First, the ability of humankind to fundamentally disrupt the biosphere. That’s pretty good of us. That’s not so easy to do. Second, the fact that massive, major things can happen without any awareness and it’s only an accidental scientific discovery. Whether it was the chain of effect of DDT through the food cycle but Rachel Carson made famous in Silent Spring, or the far more important effects of CFC’s on the ozone level. But these were things that were not understood. There was no search for their effect, they were only accidentally discovered. And, third, the fact of the matter that what we’re doing ecologically, is at such a massive and growing scale, and so multi-dimentional, so multi-faceted, so far beyond our measuring systems, our technical knowledge right now, so unprecedented in extent, and of course, not exactly the burning issues of our “drill baby drill” campaign right now, that we’re not exactly on top of this.
When you put these two facts together – a crowded world experiencing still massive technical change, and massive increases of natural resource use and an environment already under pervasive threat only poorly understood, and politically almost not in anybody’s focus. And with most of the world including most of this country are not even aware of it. I say we’ve got a massive problem, and I think it’s going to be intra-connected set of challenges that will be your generations leading challenges. Not the ones we talk about every day. But these are going to be the challenges that will become the centerpiece of the global reality whether they ever become the centerpiece of our politics or not.
I see three fundamental problems then that need addressing and they’re all interconnected . . . .
Part II of this series will pick up there. To watch the 90-minute video of Professor Sachs’s remarks, click here.
This entry was posted on October 14, 2008 at 12:01 am and is filed under Events, Law, Politics, Public Policy.
Tagged: Harvard Law School, Jeffrey Sachs. You can follow any responses to this entry through the RSS 2.0 feed.
6 Responses to “Jeffrey Sachs on Our Situation – Part I”
Jeffrey Sachs on Our Situation - Part II « The Situationist said
October 16, 2008 at 12:01 am […] Jeffrey Sachs on Our Situation – Part I […]
Our Situation: The Poor, The Excluded, The Future | Simoleon Sense said
October 16, 2008 at 3:55 pm […] Click here to read the article review part 1 […]
Jeffrey Sachs on Our Situation - Part III « The Situationist said
Jeffrey Sachs on Our Situation - Part IV « The Situationist said
Jeffrey Sachs on Our Situation - Part V « The Situationist said
October 20, 2008 at 1:58 am […] Jeffrey Sachs on Our Situation – Part I […]
Hilfe bei Schlafstörungen said
December 2, 2011 at 4:32 am Hilfe bei Schlafstörungen…
[…]Jeffrey Sachs on Our Situation – Part I « The Situationist[…]… | 教育 |
2014-52/1945/en_head.json.gz/8866 | Cumberlands Honors Dr. Chris Leskiw for Excellence in Teaching
Williamsburg, Ky. -Each year, based on recommendations by students, faculty and staff members, University of the Cumberlands (UC) honors one faculty member with the Excellence in Teaching Award. The award is presented at the annual Faculty and Staff Dinner and the 2012 recipient of this prestigious award is Dr. Chris Leskiw, associate professor in the political science and history department.
By using various methods of teaching from lecture to engaging students in discussion and debates, Dr. Leskiw expands students’ minds to think more critically by looking at issues from different perspectives. Many times answering questions with more questions.
To quote one of his students, “Dr. Leskiw goes far beyond the call of teaching to be a role model and Christian leader to the students of the University of the Cumberlands and the Whitley County community.” Along with teaching, Dr. Leskiw is active in several professional conferences, publishes articles and editorials, and chats with students about current events, and even blogs for the Campus Perspective.
As a Christian disciple in the community, he is a Sunday school teacher, a deacon, a Gideon, and a coach for Upward Basketball, along with being a dedicated husband and father. By using his carpentry skills, he shares his faith, impacting students and many area families with his commitment to Mountain Outreach.
A faculty member that works with Dr. Leskiw said, “My colleague is dedicated to quality education and devoted to God; by their example it makes me strive for the same pursuit.”
Over his years of teaching at UC Dr. Leskiw has received the William T. Miles Community Service Award, Honored Professor by the Student Government Association, Faculty Excellence Award, and is a Kentucky Colonel.
Located in Williamsburg, KY, University of the Cumberlands is an institution of regional distinction, which currently offers four undergraduate degrees in more than 40 major fields of study; nine pre-professional programs; seven graduate degrees, including a doctorate and six master’s degrees; certifications in education; and online programs. | 教育 |
2014-52/1945/en_head.json.gz/8872 | Rhetoric Heats Up in Dixie State Rebrand By Chris Holmes
Dec 7, 2012 ShareTwitter Facebook Google+ Email It's only a matter of time before the state legislature grants university status to Dixie State College of Utah -- perhaps as soon as the next legislative session in January. Listen Listening... / 0:46 College administrators, along with a St. George public relations firm are putting out feelers as to how the new institution should be branded, including whether or not to keep "Dixie" in the school's name. They are finding considerable differences between those who argue that in the larger national context "Dixie" smacks too much of intolerance and the traditionalists, who insist the term has no connection with Jim Crow and the Deep South. It's hard to say which argument was bolstered more when a statue of 2 two confederate soldiers was quietly removed from campus earlier this week. What is certain: it will be impossible to please everyone, as was the case when the school dropped the "Rebel" nickname in 2008. Dixie State College sports teams are now known as the Red Storm. View the discussion thread. © 2014 UPR Utah Public Radio. All rights reserved. | 教育 |
2014-52/1945/en_head.json.gz/8895 | Search View Archive Superintendent James H. Weiss is the hiring authority for new high school principal; search is also beginning for his replacement. Mark Lovewell
Search Underway for High School Principal, Superintendent Sydney Bender
Tuesday, June 10, 2014 - 11:14am
The search for a new principal at the Martha’s Vineyard Regional High School is well under way, with the hope of having someone in place by July 1, superintendent of schools Dr. James H. Weiss said Monday.A separate search has also begun for Mr. Weiss’s replacement when he retires in 2015.High school principal Stephen Nixon resigned abruptly in April after six years on the job. Assistant superintendent Matthew D’Andrea has been acting principal for the past two months.Technically Mr. Nixon is on medical leave and his resignation becomes effective June 30, Mr. Weiss said.Meanwhile, the principal position was advertised in late April and a search committee has been screening candidates.Mr. Weiss said the school received about 40 applications, and narrowed the field to 10 candidates about 10 days ago. Three candidates have since dropped out.“Hopefully of that seven we will find someone,” the superintendent said. Because they are semi-finalists, the candidates’ names have not been released, but Mr. Weiss said they include men and women, mostly from Massachusetts and New England. One applicant is from Georgia and will be on Island this week for an interview. A candidate from Iowa will be interviewed by Skype. There are no candidates from the Island.“I’m hopeful. I haven’t met them yet but on paper they all look like good candidates,” Mr. Weiss said.He said he expects the field to be narrowed to two or three before he makes his pick; the superintendent said he has sole hiring authority for the high school principal.Meanwhile, a search is also in the early stages for Mr. Weiss’s replacement. School committee member Susan Mercier is heading up that committee.The five-member committee has already met a handful of times, Mrs. Mercier said, and is planning to hire a consultant for the search. She said she is hopeful that the application process can begin in September. “I can’t come up with an adequate timeline until we really sit down with a consultant and we haven’t really chosen him yet,” she said. Comments | 教育 |
2014-52/1945/en_head.json.gz/8899 | Educating Every Student for College and Career Success
By: Arne Duncan
Date: Dec. 4, 2013
Good evening, everyone. Thank you, Doug, for the warm welcome, and for all your hard work and leadership at ACTE. I also want to recognize our UFT colleagues in the room, for your tireless efforts on behalf of students.
For almost a century, this organization and its partners have done yeoman's work. Imagine your founding members' reaction if they could see today's world and workplaces.
You face a more difficult task than ever before: equipping students to succeed in a competitive global economy, a knowledge-based society, and a hyper-connected, digital age. And, your collective mission has never been more important.
As Tom Friedman often points out, 21st century workers need the knowledge, flexibility and ingenuity to thrive in jobs that haven't been invented yet.
How do you prepare young people for jobs that we cannot see -- that don't exist?
They will need a blend of academic, technical, and employability skills -- like critical thinking, collaboration and communication. They will need to be adaptable, and also to learn from failure.
And, they'll need to re-skill often, to keep up with ever-changing demands.
We all must be lifelong learners. The day we stop learning is the day we cease to be relevant.
These new realities -- both the challenges and the amazing opportunities -- are among the main reasons we're all working so hard to transform education in the United States.
Teaching and learning must change, in part, because the very nature of work has changed.
As all of you know, President Obama's North Star goal in education is for every student to graduate from high school and obtain some form of postsecondary training or degree.
High-quality career and technical education is absolutely critical to meeting that challenge. That's why we need the help, support, ideas and expertise of everyone in this room this evening.
And, that's also why -- as my good friend Michael Mulgrew recently reminded me -- this visit with ACTE is long overdue.
Earlier this afternoon, I talked with local stakeholders about the power of high-quality CTE during a town hall meeting at East Career and Technical Academy: a wonderful example of a school that gets this.
I also met with ACTE and UFT representatives. We had a great conversation: candid, constructive, and focused on ways we can collaborate to prepare more students for dynamic and fulfilling careers.
At a time when unemployment rates are too high, yet literally millions of high-wage, high-skill jobs still go unfilled, our collective work should have no natural enemies.
High schools, community colleges, employers, business leaders, parents and students themselves must all work together to strengthen this pipeline to the middle class.
Tonight, I'm honored to join in recognizing the outstanding individuals and organizations receiving awards. Please give them a hand!
I'm struck by the tremendous impact this dedicated group has had -- in their states, regions, and literally across the country.
This visit has been another great opportunity for me to listen, learn, and share some thoughts about CTE's role in our federal education agenda.
It's also a chance to say: thank you.
Thank you for your commitment to reaching every student, regardless of circumstance. I know there is no category called, "those other kids", in your vocabulary.
That is not your mindset.
We know high-quality CTE is a great strategy to bring learning alive for all students, across America's increasingly diverse student population. It is hands-on, it is engaging, and it is relevant.
We are still losing far too many of our young people in the education pipeline, but CTE makes a real and tangible difference in closing achievement gaps, and preventing dropouts. CTE students want to come to school, and they want to succeed.
They know why their education is important to them.
Thank you for helping students explore their options, find their passion, and prepare for careers that both pay well and provide ladders to the middle class.
And, thank you for being willing to reinvent the work you do.
It is never easy to challenge yourself, to challenge the traditional way of doing things, but your creativity and entrepreneurial spirit are so important to helping our students prepare for tomorrow, not yesterday.
I've had the chance to see the impact of some terrific CTE programs, from Northern Virginia Community College, to TechBoston in Massachusetts, to Aviation High School, the Harbor School, and P-TECH in New York.
I visit CTE high schools virtually every month.
Many of these programs are connecting students with the high-demand science, technology, engineering and math fields -- where so many of the good jobs go unfilled, due to the lack of qualified applicants.
And, by implementing dual enrollment and early college models -- which I love -- a growing number of CTE schools are helping students to fast-track their college degrees.
Take Wheeling High School outside of Chicago, where I visited in October.
A few years ago, it was a school of last resort that many in the community shunned. Today it is a school of choice, with a waiting list.
Their new nanotechnology laboratory is breathtaking: it is literally filled with cutting-edge equipment typically found only on elite college campuses or inside high-tech companies. Student engagement and motivation there is extraordinary -- they understand the magnitude of the opportunity before them.
As a nation, we're projected to need up to 2 million nanotech workers in the next few decades -- and this school is preparing students for high-wage jobs in fields from mechanical engineering to medicine.
Students there are aiming for college majors and careers that would have been unimaginable just a few years earlier.
In September, as part of our Back-to-School Bus Tour, Brenda and I visited Transmountain Early College High School in El Paso. The school is next to the campus of El Paso Community College, and it has a powerful focus on STEM education.
Its students are low-income, Latino, and virtually all will be first-generation college goers. And yet, I visited a freshman Biology class where 13- and 14-year-olds are taking a college-level class, for college credit.
When you think about high expectations, think about that example -- and ask why today so few students are given similar opportunities to soar, and excel.
Transmountain partners with a community college, so students can earn a both high school diploma and an Associate Degree in four years.
Finally, the school works closely with the local community and industry to train students for careers in growing fields like green energy, 3-D technology, and robotics.
Why can't this systemic commitment to acceleration and exposure become the norm in our disadvantaged communities, rather than the exception?
That is our collective challenge, and our extraordinary opportunity.
The best ideas never come from me, or -- quite frankly -- from anyone else in Washington. We see our federal role as providing incentives for innovation, listening to and learning from what works, helping scale up the most effective models, and creating a climate where the best ideas thrive.
CTE must be an essential part of our comprehensive cradle-to-career agenda.
That cradle-to-career agenda starts with providing every child a strong start in life, with high-quality preschool for all. We must level the playing field, and give our babies a chance in life.
High-quality early childhood education should be the ultimate bipartisan issue.
Our agenda includes supporting state- and district-led efforts to raise standards, dramatically improve struggling schools, and boost student outcomes. And it promotes college affordability, value, and completion.
At the same time, we've taken significant steps to help you build stronger and more seamless pipelines for students -- with secondary, postsecondary, employer, labor and workforce organizations as equal partners.
In particular, at the Department of Education, we're providing $2 billion in Trade Adjustment Act funds for CTE partnerships led by our nation's hard-working community colleges. We will only fund collaborative projects: everyone must get out of their silos.
With significant input from so many of you, we released our CTE Blueprint to reauthorize the Perkins Act and leverage change through that $1 billion annual budget.
And, the President's 2014 budget proposed $300 million for high school redesign, to ensure college and career readiness, and postsecondary access, for more students.
Last month the President announced a new initiative between the Department of Labor and us, providing $100 million in new funding for Youth CareerConnect grants.
This program will encourage school districts, higher education institutions, the workforce investment system, and other partners to scale up evidence-based models that transform the high school experience in this country.
And, the best thing about this effort is we don't have to wait on Congress. We can move forward ourselves. The goal is to be fast and smart.
Let's be very clear: these grants are designed to complement, not replace, the Perkins Blueprint. We plan to make up to forty grants, on an ambitious timeline. We expect to announce the awards early next year.
And, the Youth CareerConnect priorities should sound very familiar.
CareerConnect will fund rigorous, integrated academic and career-focused learning linked to in-demand industries.
It will involve robust employer engagement, strong ties with postsecondary institutions, and integrated career and academic counseling.
And, it will continue our policy of encouraging commitment and sustainability by requiring a 25 percent match.
Our end goal is preparing students to excel in college, long-term occupational skills training, registered apprenticeships, and employment.
We can never, ever again distinguish between preparing students for either college or a career. From now on, it's always got to be "both/and."
Not tracking, not forcing choices -- but simply expanding opportunity.
I may have to start quoting one of tonight's awardees, Tony Brannon, who is Dean of the School of Agriculture at Murray State University. Where's Tony?
Tony explains it this way: "Academic education isn't education unless it's vocational, and vocational education isn't education unless it's academic."
That's what you all are proving every day. Your leadership is why I am so hopeful.
But as we celebrate the contributions of these extraordinary awardees tonight, let's also set our sights on new milestones.
We need to make sure that every CTE program is rigorous and relevant.
We need to make sure that every CTE program aligns educational credentials, like degrees and certificates, with industry-recognized credentials.
And, we need to make sure that every CTE program clearly articulates a pathway to a well-paid, in-demand occupation.
Forging deeper ties with business and labor will help ensure that instruction and assessments keep pace with workplace changes. We can't afford a mismatch.
Honest, ongoing conversations -- and real-time adjustments -- are critical.
Work-based learning is another essential element of CTE, and this component needs strengthening in many programs.
The best way to tell if students are truly career-ready is to give them sustained, supported, supervised workplace experiences well before -- before! -- they enter the job market. And, in today's economy, the best way to ensure that all kids get that exposure is through work-based CTE experiences.
Those are my challenges to you.
I hope you'll continue to challenge me and my team, as well.
Thank you for your vision, your hard work, and your commitment to leading the country where we need to go. As you drive this transformation of CTE and educational opportunity, we want to be your partner.
Source: http://www.ed.gov/news/speeches/educating-every-student-college-and-career-success | 教育 |
2014-52/1945/en_head.json.gz/8907 | Warping History: Analytical and Field Methods in Historical Geography
Dedicated to the application of mathematical modeling and fieldwork to the study of the history of cartography...and perhaps a few philosophical reflections on the above...
Author Climbing in the Queyras, Summer 2013
Conceptual Quicksand: Vagueness, Topology, and Mereology
An Experiment in Bio-Biblio-Geographic Writing
An introduction to my forthcoming book, Cartography in the Age of Computer Simulation: lectures on the conceptual and topological foundations of GIS
It is obvious that an imagined world, however different it may be from the real one, must have something—a form in common with it.
--Ludwig Wittgestein, Tractatus Logico-philosophicus
It all begins for me in a bookstore. I can still remember the day that I became interested in the underlying topology of space. I was in graduate school, a physics student, so it was not geographic space that first held my interest, but rather, space in the abstract and purely mathematical sense. A new book called 300 Years of Gravitation had just come out celebrating the publication of Newton's Principia Mathematica. I picked up the book while in the Princeton University Bookstore, and when I opened it, all that I can remember seeing is a series of illustrations that showed something called Everett Branching Space-time. I had never seen diagrams like this before. The branching of space-time into different possible worlds made such an impression on me that I can still, more than 25 years distant, draw them from memory. As it turns out they were part of a radical re-thinking of the mathematics of space-time by Hugh Everett, called the relative-state formulation, which is based on what has become known as the many-worlds interpretation and lots of topology.
Although I never looked into the Everett diagrams any further, topology came to be my main subject of study and over the next three years I devoured the classic works on the subject. In particular, Felix Hausdorff’s Set Theory and Nicolas Bourbaki’s General Topology became my close friends, as I started spending more time in mathematics than in physics departments. Topology, especially in its algebraic form, would later become quite important to me in my geographic work and can be formally defined as the study of qualitative properties of certain objects, called topological spaces that are invariant under a certain kinds of transformations. I have written about the intersection of some of the classic theorems like the Brouwer Fixed Point and the Borsuk-Ulam Theorem and geographical problems. (see my paper How to Map a Sandwich: Surfaces, Topological Existence Theorems and the Changing Nature of Modern Thematic Cartography, 1966-1972)
Most of these have to do with applications in which the properties that we are interested in are invariant under a certain kind of equivalences, called homeomorphisms. To put it quite simply, for geographic purposes, topology is the study of the continuity and connectivity of continuous fields, networks and discrete objects.
Years later the same sort of questions brought up by the Everett diagrams and of the many-worlds interpretation came back into my thinking through a seminar with David Lewis, which concentrated on his theory of modal realism. Modal realism also deals with questions surrounding the plurality of worlds, although from a much more logical and less mathematical perspective. Of all the professors that I have had the pleasure of learning from it was Lewis who had the most profound effect on me. Lewis was a mathematical and philosophical renegade, and although firmly part of academia, was always putting forth new ideas that pushed the limits. Today I still re-read his four books, On the Plurality of Worlds, Counterfactuals, Convention, Parts of Classes and his essays almost yearly, as the depth of their insights is boundless. I always think of cartography, at least in its modern computer incarnation, as a theory of possible worlds; a place where counter-factual simulations can be carried out. My own sense is that the actual maps that exist are but a tiny subset of the theoretical maps that could exist. These real maps are products of a very small number of trajectories through cartographic space, each with its own unique place in this mathematical construction. Every real map is surrounded by a tiny cluster of real or unreal neighbors who are its ancestors and descendants. Sorting out the real from the unreal is the purpose of geographic analysis.
Even though it is not directly applicable to geography and cartography my interactions with the mathematician Saul Kripke would be decisive for what I would spend many years engaged in reading. Kripke, while at Princeton, gave a series of seminars on Gödel’s Theorems which have become infamous for not only their density but also for their stunning originality. Saul Kripke is one of those creative geniuses who only come along once in a person’s lifetime. He became a professor at MIT while still an undergraduate at Harvard. His published writings are few and difficult to understand, and his lectures are even more so. Most of what he has written circulates around the mathematical logic community in manuscript. Kripke’s seminar concentrated on how in 1931, the young Kurt Gödel single handedly changed the face of mathematics through his proof that its basic foundations could not be derived from the axioms of logic alone. Gödel’s theorems are simple in their conclusions but the insights that Gödel needed to have in order to prove them are the stuff of any mathematician’s dreams. Gödel’s first incompleteness theorem continues to fascinate me and I try to keep up on anything written about it, as it has deep implications for the foundations of computation and the development of algorithms. The idea that it is wrong to think that the perfectly natural notion that we can completely axiomatize simple arithmetic, still seems strange and otherworldly in my mind. In studying Gödel’s work Kripke found several alternate proofs, and his lectures and unpublished manuscript, ‘Non-Standard Models and Gödel's Theorem: A Model-Theoretic Proof of Gödel's Theorem,’ have circulated widely in manuscript form. So widely in fact, that the philosopher of science Hilary Putnam felt it necessary to publish a summary of the article in 2000. Putnam showed that while today we know purely algebraic techniques that could be used to show the same thing, Kripke actually used techniques to establish incompleteness that could have, in principle, been understood by nineteenth-century mathematicians. This kind of thing, at least to me, is truly beautiful stuff. It is this kind of retrograde analysis that makes looking back at the history of geographic analysis so rewarding.
To get back geography, it was Lewis, who first introduced me to the subject of mereology that is such a large part of my book on the foundations of GIS. Lewis, in Parts of Classes, sets out to provide a mereological foundation for the richer and more abstract field of classes found in set theory. Mereology in Lewis’ sense is simply a formal and mathematical theory that tries to discern general principles regarding the relationships of parts and wholes that provide the starting point for most of pure mathematics. When first approaching these ideas this level of abstraction may seem to have little relationship to cartography, but in fact it is critically important to the foundations of modern GIS and mapmaking, as these activities take place within an algorithmic and mereotopological formal framework. In a Geographic Information System we are worried about keeping track of different kinds of objects and fields that inhabit our lived space and that have different dimensional and topological structure. So for example we have zero-dimensional points for cities, one-dimensional lines for roads and other networks, two-dimensional polygons for regions and territories, three-dimensional spaces for the earth itself, and four-dimensional space-time structures when we add in temporality. As we build in other thematic forms of data we add continuous fields into the mix. (for more on topology of GIS see the ERSI White Paper, GIS Topology )
To keep track of all this in a computer is quite different from the drawing of lines of traditional cartography. We need to know deep mathematical things about the world’s spatial structure, like the overlap of roads with regions, the temporal extent of events and how boundaries are spatially related to the regions they bound. It might have been Nick Chrisman in his insightful article from 1978 called, ‘Concepts of Space as a Guide to Cartographic Data Structures,’ who first pointed out the deep conceptual connections between the mathematical structure of space and the data structures of computer mapping. Today cartography is at its base mereological and is much different from its former printed incarnation. These foundations have both profound mathematical and philosophical import that is just beginning to be sorted out by people like me who are interested in such problems. Another one of the biggest influences on my thinking about geographical mereology is Achilles Varzi, professor of philosophy at Columbia University. Varzi’s two books, Holes and other Superficialities and Parts and Places: the structures of spatial representation treat in great detail the various formal and mathematical systems of mereology and topology. In his books and papers Varzi gives the various formalizations and discusses logical structure of each of these systems and their philosophical import. One of the deepest conclusions of mereology is that there can be, just like in geometry, a large group of different axiom systems, which are all consistent with each other. The important thing proposed by Varzi, in examining these various systems, is that none of them is alone strong enough axiomatically and logically to contain a full theory of spatial objects. It is here that topology comes into play and provides the link to a full formal theory of GIS, something he calls mereotopology. (for more on this see Casati and Varzi, Ontological Tools for Geographic Representation)
Varzi, in a long discussion we once had about the mathematics books that had been most important to us, once told me that if he was stranded on a desert island the title he would want to have with him would be Lattice Theory by Garrett Birkoff. I agreed, if we added The Elementary Concepts of Topology by Paul Alexandroff. Mereotopology is composed of two parts and for logicians and mathematicians studying spatial structure at this level of abstraction these two parts are really two ways at looking at spatial entities. One of them considers part/whole distinctions, which is the job of mereology. Modern mereology is very much connected with various forms of ontology that philosophers have studied since Plato and Aristotle, and that were a bit of an obsession for medieval philosophers like Abelard and Aquinas. The problems of parts and wholes and their relationship to the identity of objects would not receive formal treatment however, until after Edmund Husserl published his Logical Investigations around 1900. Classical mereology takes as its foundation the fact that any theory of spatial representation, geographic or otherwise, must consider the structure of the entities that inhabit the space. For geographers this is a critical point as one could doubt the usefulness of representing space either logically or mathematically independent of the entities that are in it. The second part is that of connection and continuity. How are the various types of entities connected to the space they inhabit and to each other? This is the territory of topology, which studies the mathematics of connection. We can begin asking mathematical and ontological questions like, “What is the difference between the cup and the glass spread all over the floor after we drop it?” These kinds of questions are important to geographers, as they give us insight into how events are connected physically, and how they retain or loose their material identity over time. One must remember that all of this conceptual thinking must be formalized into algebraic structures within some computational framework.
Geographical space is much different than any abstract notion of bare space, which is infinitely extended and is an infinitely divisible continuum. This conception of space has proved enormously fruitful in providing a framework for the physical sciences. Geographical space on the other hand is different and is divided into regions and populated with many kinds of objects. Regions themselves can be treated as abstract objects and their existence is entirely dependent on the existence of other more concrete objects. As soon as space is partitioned like this the mathematical continuum loses its purity but acquires a degree of richness that is represented by sets of relations where space itself is composed of discrete and identifiable objects. It is these complex conceptual connections that mereotopology sets out to explore.
Formal mereotopological treatments, which really form the basic ontology of today’s GIS, have their roots in some of the debates surrounding the axiomatic foundations of geometry that took place at the turn of the last century. In the midst of all the problems stemming from the discovery and applications of non-Euclidean geometry, logicians like Alfred Tarski and Stanislaw Lesniewski, wrote classic papers on the mereology of objects. One of Lesniewski’s in particular, “Foundations of the General Theory of Sets,” from 1916, started me thinking about some of the problems of integrating time in geographic analysis as a continuum rather than a series of discrete values. A kinematics of cartography is the way I like to look at it. Many researchers are now looking into these kinds of representations and have started to think in terms of “geographic flows” and the kind of dynamical systems that would be required to picture these in a GIS. In mathematical terms this can be thought of as the difference between Eulerian and Lagrangian approaches. Eulerian models look at the evolution of a system, or a piece of geographic space, through time as series of discrete snapshots. Lagrangian models, on the other hand, follow some part of the system being modeled, continuously.
On the geographic but still analytical side, perhaps the most important person for me, and for many others, who have over the years become interested in the foundations of GIS, was William Warntz. During the 1970s Warntz ran the Harvard Laboratory for Computer Graphics and Spatial Analysis, and with an extremely creative group of mathematicians and programmers, took the first steps towards creating modern GIS. Warntz, and other members of the lab, produced a series of important but now largely forgotten papers called, The Harvard Papers in Theoretical Geography. The papers themselves, which are really short books of about 75 pages, treated geographical and cartographic problems with a mathematical sophistication that was new. The papers utilized theorems from algebraic topology, from abstract algebra and other areas of pure mathematics to try to solve real world problems. Reading them, even today is not for the timid, as they are extremely dense and require much more mathematics than most geographers ever see. But they are thought provoking, their creativity is stunning, and these papers were the first things I ever read that made me want to become a geographer. I have read through the entire run many times.
The work done at the Harvard Lab was controversial and revolutionary and it also changed the face of cartography for ever. Warntz’s words about the changing face of discipline, to me at least, still ring true, even though geographers in most academic departments today might not fully agree.
We now look upon maps not only as stores for spatially ordered information, but also as a means for the graphical solution of certain spatial problems for which the mathematics proves to be intractable, and to produce the necessary spatial transformations for hypothesis testing....The modern geographer conceives of spatial structures and spatial processes as applying not only to such things as landforms....but also to social, economic, and cultural phenomena portraying not only conventional densities but other things such as field quantity potentials, probabilities, refractions etc. Always these conceptual patterns may be regarded as overlying the surface of the real earth and the geometrical and topological characteristics of these patterns, as transformed mathematically or graphically, thus describe aspects of the geography of the real world,
We recognize yet another role for maps. In the solution of certain problems for which the mathematics, however elegantly stated, is intractable, graphical solutions are possible. This is especially true with regard to "existence theorems". There are many cases in which the graphical solution to a spatial problem turns out to be a map in the full geographical sense of the term, "map." Thus a map is a solution to the problem.
These days my interests have become even more theoretical and I mostly find myself reading and writing about the two poles of geographic information called the object and field approaches. These two approaches to the questions of what geographic objects are and how can they be portrayed in an algorithmic way are now at the forefront of geographic research. These distinctions are important because the one element that has been missing from GIS analysis is that of time. GIS, in the past, has typically treated time in discrete units, asking questions like what is the temperature or population at some moment in time and then graphically displaying them on a map. For some simple problems this works quite well and is a common form of thematic mapping. But when one is dealing with rapidly changing fields (in the fullest mathematical sense) and huge data sets that can be modeled with complex non-linear differential equations these discrete units tell us very little. We want to visualize spatial evolution of whatever we are studying in all its temporal richness. We really want to model, predict and visually represent real world events. This kind of modeling does away with all the traditional forms of cartography and makes GIS a true computational tool.
Adding temporality to geographic information systems poses real serious problems both from a philosophical and technical perspective. From the philosophical point of view there are questions of identity. How do we represent geographic objects that change over time? How much change can take place before these objects are no longer the same? Do spatial objects have temporal parts? How do we keep track of these parts? Strangely enough, these are some of the very problems that Plato talks about in his dialogues like the Theaetetus and the Meno and that philosophers like David Wiggins in his groundbreaking Sameness and Substance Renewed, have been theorizing about for many years. The Theseus Ship paradox, which Plato writes about in the Meno, is a problem that brings up the question of whether an object which has had all its component parts replaced remains fundamentally the same object. In geography this is important because we are constantly seeing the objects of our study change and evolve. This kind of change takes place in the material, conceptual and bio-geographical sense continuously in the real world, and is the source of many of the philosophical and analytical conundrums that confront the foundations of GIS.
The other much related question that interests me and that is quite difficult to explain to someone not versed in the theoretical underpinnings at this level of abstraction, is geographic vagueness. Vagueness enters into geographical analysis when we ask questions like, “Are the world’s forests disappearing?” or “Is desertification increasing?” Vagueness is ubiquitous in spatial and geographical concepts and tends to persist even where steps are taken to give precise definitions. To answer questions like this we need formal and topological definitions of what a forest and a desert is. When one begins to think about questions of this type, other deeper questions appear. What do we mean by a forest’s boundary? How does it grow or shrink? How many trees make up a forest? Must a forest or desert be self-contained, or can it consist of several disjoint parts? These questions may seem trivial, but in fact they are quite difficult. The definitions we come up with must be subject to quantification in order for us to build algorithms that allow a GIS to actually give us real world answers. These are exciting and theoretically complicated problems which are also formally very difficult to program. How we answer them in the future will determine the strength of our newly evolving spatial models and the role that geographical analysis will play in policy decisions regarding things like global warming, resource allocation and urban planning. They are also the very questions whose theoretical core I hope to deal with in this book.
John Hessler,
My newest article in Alpinist Magazine
The First Game of Ghosts? Petrarch and the Ascent of Mount Ventoux
Exploring the Ruins of Tikal...
...Spring 2014
My article in Alpinist Magazine 41....called Vericality: the other blank on the map....
when not climbing in the Alps, mountain biking through some jungle or looking for Roman ruins in North Africa, is a Specialist in Modern Cartography and Geographic Information Science in the Geography and Map Division of the Library of Congress. A Fellow of the Royal Geographical Society he is the recent recipient of a J. L Heiberg Research and Exploration Fellowship for his work on the physical remains of Roman Centuriation and in 2010 was awarded a J.S. Best Fellowship from the American Geographical Society. While at the Library of Congress, much of his research has concentrated on the use of computer modeling in the analysis of Roman, Medieval and Renaissance maps. He is also a lecturer on the history of cartography and and Geographic Information Sciences in the Graduate School for Advanced Studies at the Johns Hopkins University.
Kant in the Wilderness: Thoreau's Geographic Turn
.....click on Henry to read my new article just published by the Thoreau Society
History of GIS...my new article in ArcNews....
...click on above to read.....
Exploring the Mer de Glace...
...and its melting....
In the Land of Melting Glaciers...
...working on medieval land charters and using them to reconstruct early land ownership law....
David Kendall's article "Recovery of Structure From Fragmentary Information" first showed how to use statistical methods to reconstruct geographical layouts and maps from chartularies and medieval deeds....
Kendall's early explorations...
...making maps from fragmentary data...
Kendall working on statistical map reconstuction.....
...I try in my reconstructions to follow in his footsteps....
Recent Appearance on C-Span American History Channel
Click to view video....
Deep in the gorges of Provence....
...all Bruce Chatwin needed was a leather jacket, 20 bucks in his pocket and a notebook and the world was his.....words to live by....
Eric Shipton surveying in the Karakorum....
...if I could only write about it all like he did....
Recent and forthcoming publications....
...another new article...just published in the Portolan....
In Nietzsche's Shadow: Searching for the Remains of Roman Cartography in Southern France
My newest book just released....
..click on the cover to link to the New York Times Review above....
Around the world...some images from recent travels and mapping projects....
mapping historic lava flows...at the Etna Volcano Observatory...Summer 2012.....
Searching for and mapping the megaliths on the island of Bornholm....
" 'Amateur' field geographers can speak with authority about the clarifying effects on the mind of direct physical danger in the real world and there exists a terrible antagonism between field geographers and armchair academics. Not only do those in their armchairs think and write junk, obfuscation, obscurantism, and endlessly convoluted self-referral to their literature in windowless libraries, they do not care about the human condition.” --William Bunge, Geography is a Field Subject
Area, 1983
It is Bunge’s words that I remember when I am out in the field in places like Tunisia and Algeria.
Exploring theTomb of Cleopatra II, near Tipasa, Algeria
...the tomb as it looked in 1926....
...entrance to the tomb....
...the underground aqueducts and sewers of Tipasa, Algeria...
...nothing but questions... trying to map their extent....Summer 2011...
Heidegger Climbing in the Mountains near Davos....
For Peter Gould.... who showed me there was something in Heidegger that geographers could use...
"Indeed space is still one of the things that is constitutive for the world... ---Martin Heidegger
I had read text after text of Martin Heidegger under the tutelage off one of the finest scholars it has ever been my privilege to meet. The philosopher Joseph Kockelmans always worked with parallel German and English texts, and with the Greek text too if it were appropriate, and slowly opened up the thinking that lay behind Heidegger's tenacious quest. If anyone had told me we would spend sixteen weeks on the forty-five pages of Heidegger's "Anaximander Fragment," I would have laughed, but at the age of forty seven, I began to read properly.
---Peter Gould, Becoming a Geographer
...a must read for all geographers and cartographers....
Wittgenstein & Cartographic Theory
...slightly modified [added to] selections from the Tractatus...
We picture facts to ourselves
A picture [map] presents a situation in logical space, the existence and non-existence of states of affairs.
A picture [map] is a model of reality.
A picture [map] is a fact.
A pictorial [cartographic] form is the possibility that things are related to one another in the same way as elements of a picture [cartographic objects].
That is how a picture [map] is attached to reality; it reaches right out to it. It is laid against reality like a measure.
Every picture [map] is at the same time a logical [mathematical][spatial] one. Not every picture is however a spatial one. [every map is].
It is as impossible to represent in language anything that contradicts logic as it is impossible to represent by its coordinates a figure that contradicts the laws of space [projection], or to give coordinates of a point that does not exist. [void]
Wittgenstein's map to his hut....
Can you find me G.E. Moore?
...the hut then....
...the current view from the site of Wittgenstein's hut.....
...artist Jan Estep's map, "Searching for Ludwig Wittgenstein"...
...click on map above for more information....
...for more on the making of Estep's map see her article in the journal Cultural Geographies:Showing the way out of the fly bottle: searching for Wittgenstein in Norway.
...Wittgenstein's grave at Acsension Parish Burial Ground, Cambridge....notice the little ladder that recalls the last few statements of the Tractatus....
...my theory of cartographic history...
The actual maps that exist are but a tiny subset of the theoretical maps that could exist. These real maps are products of a very small number of trajectories through cartographic space...each with its own unique place in this mathematical construction. Every real map is surrounded by a tiny cluster of real or unreal neighbors who are its ancestors and descendents...
...this notion takes its starting point from David Lewis' "On the Plurality of Worlds".
...think of maps as random graphs.....
...both of these books by Tim Robinson are must reads for any cartographer....or historian of maps.
....Robinson's reflections on cartography and the effect of landscape on abstract thought are among the most insightful in all of cartographic literature.....
Gian-Carlo Rota.....
His MIT lectures changed my way of thinking about mathematics....
His "End of Objectivity" lectures were groundbreaking and are currently not easy to come by.....
Galois Lattices....
....maps are represented using attribute tables and the connections between them are calculated using programs like Galacia....click on lattcies for more on Galacia......more details coming in a future full post...
Garrett Birkhoff....
...his Harvard Lectures on Lattice Theory...the class known as MATH 252...developed some of the most beautiful and applicable algebraic structures to the study of stemma and recensions.
The mathematics of the medieval Portolan chart
Click for the Washington Post Story on my modeling of Portolan Charts
Mathematical models of the 1507 Waldseemuller Map
...click to read the Washington Post article on my research....
This blog is featured at the National Library of Scotland's Georeferencing page
...click on logo to go their 'Why georeference historical maps page?'...
Waldseemuller and me....
Click on image for the video "Bridging the Gap Between Physical and Digital Preservation" about the encasing and digitization of the Waldseemuller map...
My Recent Books...
The Naming of America: Martin Waldseemuller's 1507 World Map and the Cosmographiae Introductio
...this is my translation and commentary on Waldseemuller's Cosmographiae Introductio....click on image to order from Amazon...
Reviews of The Naming of America
Imago Mundi:
....Hessler’s nuanced translation brings to life this dynamic period of cartographic history and the theories used by these early sixteenth-century cosmographers.His close attention to the Latin and his extensive notes reflect a level of serious scholarship that should place this book on the reading list for all graduate seminars focused on understanding the production of early modern knowledge. The presentation, graphic aesthetic and accessibility of the text will make this a favourite for general readers, as well, and should be on the wish list of everyone interested in early American history and cartography.
California Literary Review:
...It lurks in the background of our childhood imagination, now and again roaring back in adulthood to remind us of possibilities. A map of the world, that fixture in elementary classrooms, has always been a book masquerading as a flat piece of paper. Like layers of the earth for geologists, maps offer a glinting sample of the past. And when it comes to the Waldseemüller map, the Universalis Cosmographia that forms the subject of The Naming of America by John W. Hessler, there are earth-shattering discoveries to be found. Let it be said, up front, that The Naming of America is not a popular work in the vein of Doris Kearns Goodwin or Stephen Ambrose. Hessler’s is a scholarly affair, impeccably printed, where the footnotes are as long as the text, and controversies are discussed with dry impartiality....
Thoreau on Cape Cod....contains full size facsimiles of Thoreau's Champlain Maps and my commentary
....click to purchase at Levenger Press...
Review of Thoreau on Cape Cod
Links to things discussed in the many posts over the years....
Ancient World Mapping Center
Bi-dimensional Regression Revisited, a concise summary of computer techniques for the study of ancient cartography.
Booksteins Spline Paper, important for my Portolan Chart models
Center fro Epigraphical and Palaeological Studies
Centre for the Study of Ancient Documents
Corinth Computer Project
Dead reckoning and magnetic declination
Digital Aquae Urbis Romae, The waters of Rome
Digital Augustan Rome Mapping Project
Digital Forma Urbis Romae Project at Stanford University
Digital Scriptorum at Columbia University
Early Mapping Techniques of Roman Surveyors Talk
Fundamentals for the Study of the geometry of early maps by comparative methods
GIS tools for comparing historical and contemporary landscapes
Historical Uses of GIS
Horothesia: the intersection of epigraphy and geography
Introduction to Robust Statistics... explanations of theory used in Map Analyst Software
Map Analyst software (free download). Allows the calculation of distortion grids and vector displacements in historical cartography. Algorithms include robust statistical methods using multiparameter Huber and Helmert transformations. Tunable V-estimator and Hampel Estimators are also available.
Mathematical Models of Portolan Charts
My article in the Journal "Coordinates" on 'Topological Existence Theorems' in the history of cartography
My Warping Waldseemüller Lecture at the Library of Congress
New York Times/Mattson Lecture, 'Thoreau's Cartographic Exlporations'
Notes on Roman Epigraphy and Conventions
Review of Image Warping Methods
US Epigraphy Project
Video of 'Changes and Revolutions' Segment of the Waldseemuller Conference
Video of My Books and Beyond Event the Library of Congress
Waldo Tobler's "Lattice Tuning" article
Waldo Tobler's "Non-Isotropic Modeling" article...good summary
Waldo Tobler's "Smooth Multidimensional Interpolation" article
Waldo Tobler's Bidimensional Regression Paper...where the computer analysis of historical maps all began
Waldseemüller Map Comparison Videos from Exploring the Early Americas Exhibit at the Library of Congress
Warping Waldseemuller Article from the Journal "Cartographica"
Warntz and Tobler...two mathematical pioneers....
William Warntz on topological and cartographic surfaces....
We now look upon maps not only as stores for spatially ordered information, but also as a means for the graphical solution of certain spatial problems for which the mathematics proves to be intractable, and to produce the necessary spatial transformations for hypothesis testing....The modern geographer concieves of spatial structures and spatial processes as applying not only to such things as landforms....but also to social, economic, and cultural phenomena portraying not only conventional densities but other things such as field quantity potentials, probabilites, refractions etc etc. Always these conceptual patterns may be regarded as overlying the surface of the real earth and the geometrical and topological characteristics of these patterns, as tranformed mathematically or graphically, thus describe aspects of the geography of the real world...
---Spatial Order, Harvard Papers in Theoretical Geography 1, 1967
---Geography and an Existence Theorem, Harvard Papers in Theoretical Geography 21, 1968
The basic ideas of the theory of convex sets are naturally and easily appreciated when examined in a geographical context, rather than in a non-spatial one...in this respect geography is truly elegant.
Maps showing regional classification can be regarded as logic diagrams. Mapping of sets is a general mathematical concept. Geographical mapping is merely a special case of this.
---'Some Literal and Elementary Notions About Geographic Regionalization and Venn Diagrams,'
Philosophy of Maps, 1967
Waldo Tobler...where the computer analysis of ancient and historic cartography began.
Tobler's computer program, called Bi-dimensional Regression marks the real beginning of the mathematical analysis of historic maps. The paper was published in 1977 along with a Fortran program which performed an 'empirical transformation regressing an independent plane configuration against a similar configuration.' The program itself constructs this geometric transformation by estimating two sets of bivariate points on a square lattice that have been interpolated from the originally irregularly arranged original observations. This is very much analogous to modern landmark morphometrics using thin-plate splines and various other methods. The curvilinear regression coefficients are represented by Tobler as a spatially varying, but coordinate invariant, second-order tensor field...
Tobler's paper is geometrically insightful and, although being from the 1970's, still contains ideas that are yet to be fully explored in the study of the history of cartography.... Two-dimensional asymmetric tensor analysis for example... his work inspires everything I do....
The paper can be found at:
http://www.geog.ucsb.edu/~tobler/publications
/pdf_docs/geog_analysis/Bi_Dim_Reg.pdf
By far the best theoretical work on the methodology of the history of cartography.
What the historian of cartography should be concerned with is a systematic study of the factors affecting error, and seek to establish their cause and variability and the statistical parameters by which error is characterized..... --Harley and Blakemore, Concepts
For reprints of my published papers and works in progress go to...
Conceptual Quicksand: Vagueness, Topology, and Me... | 教育 |
2014-52/1945/en_head.json.gz/8993 | Turkey Expedition, Kerkenes Archaeological Project, June - July 2002
In 2002 I was invited by Prof. David Stronach to join the Kerkenes Archaeological Project in Turkey. Prof. Stronach is my Phd advisor from U.C. Berkeley and the co-project director, along with Geoffrey and Francoise Summers, both of whom live and teach in Turkey.
What follows is my adaptation of the site description from the Kerkenes website:
Kerkenes is an Iron Age city built on a low mountaintop in Central Anatolia (AKA Turkey). Geoffrey and Francoise Summers believe it to be, and want it to be, the place that Herodotus called Pteria, in which case it would have been founded by the Medes around 600 BC and used as the base from which they conducted the 5-year war with Lydia that ended at the Battle of the Eclipse in 585.
(Alas, nobody else, myself included, believes their claim as there is no evidence whatsoever to back it up. In fact, there's nothing Median about the site, let alone a suggestion that it's the specific Median site of Pteria. Geoffrey said to me "Although there is no evidence to prove it yet, I will continue to defend my identification of Kerkenes as Pteria.") And, in 2003, this theory was disproved, once and for all.
Seven kilometres of strong stone defenses, pierced by seven gates, enclose 2.5 square kilometers. The entire urban area was planned to include public buildings and urban blocks as well as a sophisticated system of water management. The city was then deliberately torched and the defences comprehensively slighted. According to Herodotus, the Pterians were enslaved by Croesus, King of Lydia, before the Battle of Pteria, fought between Cyrus the Great of Persia and the Lydians, in about 547. Later occupation was restricted to the Kale (citadel mound) and the Kiremitlik. An international team has been working each summer since 1993 on the Kerkenes Dag, using new techniques to reveal the secrets of this ancient city.
Here is what was accomplished during the 2002 season at Kerkenes, according to the project website:
"In 2002, the tenth season of research, the geomagnetic survey of the entire 2.5km2 of this exceptionally large Iron Age capital on the Kerkenes Dag was finished. This brought to a conclusion the remote sensing survey in which various methods, including satellite imagery, balloon photography, close contour GPS mapping and geophysical survey have been used to reveal surface and sub-surface remains in remarkable detail. Excavations at the Palace Complex revealed architecture of quite unexpected sophistication and grandeur. The location of a monumental gateway leading into the complex was established and excavation at the very large Audience Hall was resumed. In addition, a special building incorporating a row of ashlar masonry with incised ‘mason marks’ was partially investigated. At the Cappadocia Gate a section was cut across the entrance passage, the extent of the well preserved walling at the back of the north-east tower was revealed and a part of the stone glacis was repaired." | 教育 |
2014-52/1945/en_head.json.gz/8998 | > Reports and Research
Giving Circles Provide Opportunities, Challenges for Fundraisers
(March 5, 2007) A new study has found that while giving circles have much to offer charities, in some cases the funding relationships can be uneven and have yet to reach their full potential.The report, Giving Circles and Fundraising in the New Philanthropy Environment, was based on interviews with 17 leaders of charitable organizations that had received funding from giving circles and looks at the challenges and opportunities that this new type of funding mechanism presents. The report was developed by Angela M. Eikenberry, Ph.D., an assistant professor at the Center for Public Administration and Policy, School of Public and International Affairs, Virginia Polytechnic Institute and State University in Blacksburg, Va. The research was made possible by a grant from the AFP Foundation for Philanthropy.Giving circles are groups of like-minded individuals who each contribute a certain amount of money to join the circle. Members then discuss how the pool of money should be used and which charities should be supported, often asking for applications from prospective charities and going on site visits. Eikenberry also developed a database of giving-circle funding that includes 1,333 grants made to 878 nonprofit (and a few public or quasi-public) organizations o and 160 individuals, given by 116 giving circles. The average gift from a giving circle was $28,781, with gifts ranging from $90 to $715,000.Types of Giving CirclesEikenberry identified three different types of giving circles:Small groups, which consist of a small number of people who pool their funds (typically ranging from $50 to $5,000 per member) and then decide together where to give it away. Because the group is small, leadership is often shared and all are able to participate in the decision-making process. The two major foci of small-group giving circles seem to be social and educational activities, with the social aspects often taking precedence.Loose networks, which typically consist of a core group of people who do the ongoing organizing, planning and grant decision making for the group, and then individuals, who may or may not be considered members, branch off from that group, often participating intermittently. “Members” tend to gather around a specific event such as a potluck dinner or other fundraiser. Individual participants can make funding recommendations but typically do not make funding decisions. There is typically no minimum fee to participate and decision making often occurs in an ad hoc fashion in response to the needs of individuals.Formal organizations, which look like a traditional membership organization structure with a board or lead group at the top, committees, members and frequently professional staff support. They are also larger in size than other giving circles and the cost to participate tends to be high compared to small groups and loose networks—the model amount being $5,000 to $5,500. The grant decision-making process typically involves committees or investment teams making grant decisions directly or making recommendations for a full membership vote. There is also a strong emphasis on direct engagement with nonprofit organizations.Eikenberry’s earlier research revealed that giving circles generally attract younger and female participants (as well as other groups not historically active in organized philanthropy) to the philanthropic table. Also, participation serves to increase levels of giving while bringing “new money” to the nonprofit sector, especially to small and medium-sized organizations. In addition, members are more thoughtful, focused and strategic in their personal giving because of their educational experiences through the giving circle. Working With Giving CirclesThe overall response from the organizations involved in the study was mixed but generally positive. Many felt that giving-circle members were open, had a partnership mentality and were interested in learning about the recipient organization and its needs. Nearly all felt that the added value that the giving circle could bring to a relationship—visibility, a voice, appreciation, connections, volunteers, business and mentors, to name a few—could be instrumental for most organizations. Others, however, felt that giving circles were not always consistent about their expectations and what was expected in return for funding, and that giving circles were simply not reliable for sustained and long-term funding. From the study comes a series of lessons learned about how to approach and develop a relationship with a giving circle.In almost every case involved in the study, the giving circle sought out the charity. In most instances, someone in the giving circle already knew about the organization (and sometimes knew someone at the charity) and proposed that the circle fund the charity. Therefore, if nonprofits want to attract giving circle funding, they most focus on networking, building awareness and public relations. Being able to give presentations and facility tours were cited by several participants, and two individuals interviewed were themselves members of giving circles.Because the giving-circle relationship is often new, fundraisers should expect to spend a significant amount of time on developing it. A fundraiser must be able to adjust quickly to a variety of different personalities within the giving circle. In addition, some participants described some giving-circle funding as “too directive,” with members constantly wanting to get involved in different aspects of the charity.Several participants noted that for more formal giving circles sponsored or associated with a host foundation or other organization, there was often a mismatch between the host’s priorities and application process and those of the giving circle. The philosophy of giving circles can sometimes clash with the already established board governance structure of their host organization, making it difficult for recipient organizations to navigate the funding process smoothly.It can be difficult to count on giving-circle funding from year to year, since a circle’s priorities can change quickly depending upon membership and personalities. The study also provides a number of suggestions for giving circles provided by the interviewees in the study. About the StudyA copy of the study is available here on the AFP website.The methodological process involved first updating the giving-circle database created for an earlier study by Eikenberry and creating a new database of grantees that have received funding from giving circles. Information for this new database was obtained from interviews and documents from this earlier study, as well as through a new search for information using the Internet and article search engines.From the newly created database, a purposefully selected sample of organizations was chosen for in-depth interviewing. The interview sample of 17 charities represented organizations funded by the three types of giving circles—small groups, loose networks and formal organizations—and giving circles of varying identity groups (women-only, young leaders), as well as different organizational budget sizes and fields (i.e. arts, human services, education).
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2014-52/1945/en_head.json.gz/9000 | HomeBlack Bus Driver Fired for Leading Kids in Prayer on School Bus
Black Bus Driver Fired for Leading Kids in Prayer on School Bus
by: Associated PressNov 7, 2013 [ A+ ] /[ A- ] BURNSVILLE, Minn.— A pastor who worked as a bus driver for the Burnsville school district said he has been fired for leading kids in Christian prayers on his bus.
George Nathaniel, 49, of Richfield, who is also a pastor for a pair of Minneapolis churches, was in his second year as a school bus driver for Durham School Services, which is under contract to the Burnsville-Eagan-Savage district. Nathaniel told the Star Tribune Durham School Services originally gave him a warning and assigned him two new bus routes after receiving a complaint about the prayers.
Nathaniel said he prayed during the seven-minute ride to school after the last child got on board.
"We start out with a song," he said. "Then each person will pray if they want to pray. If they don't want to pray, they don't have to pray. Then I will pray and ask them if they want to join me in prayer. Just give them something constructive and positive to go to school with."
Nathaniel continued to lead prayers, and Durham sent him a separation letter dated Oct. 30, citing complaints of religious material on the bus.
In a 1962 case, the Supreme Court ruled that it's unconstitutional for public schools to encourage or lead students in prayer, and a series of court decisions since then have broadened the ban on school prayer to include prayers led by any representative of a school.
In 2000, the court found that even student-led prayers over the school loudspeakers would be unconstitutional.
School prayer, courts have found, violates the Establishment Clause of the First Amendment, which says the government may not establish an official religion.
Nathaniel said he wasn't doing the children any harm.
"To fire a bus driver for praying for the safety of the children" is not right, he said.
Durham spokeswoman Molly Hart said that "the company does not have a specific policy on the subject of prayer."
The district's contract with the bus company allows for the schools to have an employee of the bus company removed if it deems that person unsuitable for the job.
Teresa Nelson, legal director of the American Civil Liberties Union of Minnesota, said "the school bus driver has the right to pray on his own time, but when he has a captive audience of kids on a school bus, that would violate the Establishment Clause of the First Amendment." | 教育 |
2014-52/1945/en_head.json.gz/9024 | Abraham Lincoln Presidential Library Foundation
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Billy Farifield
Abraham Lincoln had one of the greatest minds of all time. Not only presidential, but one of the greatest of any historical figure. Mr. Lincoln was the only president that holds a patent. He obtained U.S. Patent No. 6,469 in 1849. While Lincoln was sailing down the Mississippi River, to New Orleans, his boat became stuck in a dam and only came loose after a struggled effort from Lincoln. A few years later, while sailing the Great Lakes, Lincoln’s ship collided with a sandbar. These two incidents led Lincoln to the idea of his patent. His invention was a set of bellows put on the hull of a ship directly below the water line. Once the ship reaches a shallow spot it cannot cross, the bellows will inflate, making the ship float higher in the water. This made it possible for ships to cross shallow spots they would not normally be able to cross. Some people might argue that Lincoln’s invention doesn’t make him any more important than other presidents simply because his idea was never marketed. But those people would be wrong. His idea is important because he was and still is the only president to ever think of an idea that was all his own. Even as people have become more and more intelligent through the generations since Abraham Lincoln, there has still been no other president to do that, come up with an original idea. To come up with this idea requires a very innovative mind. U.S. Patent No. 6,469 is proof that Abraham Lincoln has one of the most intelligent minds of any president before or after him.
Billy Fairfield
Fisher Jr./ Sr. High School
Fisher, IL
Copyright © 2014 Abraham Lincoln Presidential
Library Foundation. All Rights Reserved. | 教育 |
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Egypt is located at the centre of the Arab World and is among the most politically, culturally and historically vibrant places in the Middle East.The country is about 1,085 km (675 miles) from north to south and about 1,255 km (770 miles) from east to west. Egypt is lucky to boast an array of spectacular cultural assets derived from from Egyptian civilizations of both its ancient and modern history.There is much evidence to suggest that one of the first civilizations created by human-like beings might have been in the Nile Valley around 700,000 years ago, if not earlier. At that time the valley was a green grass land. The waters of the Nile led to the creation of the world´s first state in Egypt in about 3000 BC. Five thousand years ago the chain of independent city-states lining the River Nile united to form one long, thin country ruled by one king, or pharaoh. Almost instantly a highly distinctive culture developed. For almost 30 centuries Egypt remained the foremost nation in the Mediterranean world. Then, in 332 BC, the arrival of Alexander the Great heralded the end of the ancient Egyptian way of life.Egypt is much more than Pyramids and monuments. It is also famous for its universities and schools, literature, museums, Red Sea scuba diving, cruises down the Nile, the grand opera, as well as wonderful cafés and restaurants. Egypt is a land bustling with life, stunning views and excitement. For thousands of years, it has been the playground of emperors and kings, and we invite you to learn Arabic and experience Egypt´s fantastic culture. | 教育 |
2014-52/1945/en_head.json.gz/9109 | Bend_Weekly_News_Sources “Redmond School District Launches a Process to Identify the Future of Schools” The Redmond School District is launching a process to identify the community’s best hopes and aspirations for our students. “We need to foster a renewed vision to ensure that we adapt our educational system to these changing times,” said Superintendent Vickie Fleming. The Redmond Educational Vision (REV) captures the urgency to REV-up for the future of our schools. The REV process will engage a diverse array of stakeholder groups to galvanize our community in a shared vision of quality education. The goal of the Redmond Educational Vision is to identify what the community values and to align the targets for student outcomes and the educational experiences provided with those values. The process also will include discussion about how, as a community, we define the expectations for our students to ensure that graduates are work-ready and college-ready. “Redefining our expectations for student success will help our schools provide students with the advanced knowledge and skills demanded by the 21st century workplace,” said Fleming. The Redmond Educational Vision will kick-off with a community forum on Thursday, March 8, from 6:00 – 8:30 pm, at Tom McCall Elementary. This facilitated forum is an open opportunity for any community member to provide valuable input about the future of Redmond School District. The district is working to obtain representation from various stakeholder groups; diversity of input ensures well-rounded results. Instead of operating like a traditional meeting, discussions are facilitated to engage all participants and efficiently gather input. Participants in the engagement sessions will be posed three guiding questions as the basis for their input: · What knowledge and skills are essential to the success of our students in the 21st century workplace? · What learning experiences and opportunities should we provide for our students? · How can the district build trust and improve two-way communication with our community? Community and district participants will have the opportunity to take part through a variety of mechanisms including electronic surveys, facilitated discussions and other general input sessions. The district will reach out to existing community groups in combination with inviting parent, student and staff representatives to provide input on behalf of their respective groups. The Redmond Educational Vision will take place throughout the remainder of the 2007 school year with the community engagement phase occurring from March 2007 to June 2007. A culminating public forum is scheduled on Tuesday, May 22. During the summer months a representative group will synthesize and compile the community’s input. In August 2007, the representative group will present the findings of the Redmond Educational Vision to the school board and unveil its newly formed vision and mission along with long-term goals for the district. In addition to proposing a shared vision of the district and its future, the group will present specific work-ready and college-ready skills identified by the staff and the community as well as an articulated set of recommendations to guide the future of Redmond School District. | 教育 |
2014-52/1945/en_head.json.gz/9110 | Enter the Net: Internet brings people together April 24, 2013 By David Hughes
One of the wonderful things about the Internet is the “wild west” atmosphere it continues to enjoy. By that I mean this electronic frontier is a place where anyone can have an idea, present it – and to quote Capt. Jean-Luc Picard – “make it so.”
Not only that, depending on the complexity of the idea and the talent, or willingness to learn how to do it, that idea can come to fruition literally in an instant or over an extended period of time.
Loyal readers of this weekly tome know I have called the Internet and World Wide Web “the great equalizer” in the past. This is because anyone with access (not necessarily ownership) of a computer has exactly the same power as the publisher of a newspaper or management of a radio or television station in that they have the medium to reach any person(s) or the planet with a computer, tablet, smart phone and other devices we haven’t even dreamed of yet.
What got my Depends in a wad this week? (grin) Well, I was sitting around looking over photos from the BHS Class of 1967 40th Reunion and thinking how so and so had changed and others had not. A kind of profound sadness came over me because I had every intention of talking to as many of my old friends as I could during the soirée, but a combination of being old, too fat and others kept me from catching up with so many I wanted to talk to.
I was also sad that some members of my class didn’t bother to come, or had more important things to do and I wanted to know what they had done with their life in four decades.
Worse still, some of my classmates who attended have since passed on and are lost to the ages.
Our class has been very fortunate because of the efforts of one person – Bill Killian. Beginning well before that reunion Bill wrote – and continues to write – the “Class-O-Gram” which is sent to everyone in the class for whom he has an e-mail address. Here is an excerpt from the March issue: “Greetings Boys & Girl, Ladies & Gentlemen,
“Let’s jump right in and say a very Happy Birthday to our April born classmates. They are:
Susan Bragg Crowson 4/10
Diane Davis Gunter 4/13
Janet Hecox Toombs 4/14
Phyllis Henry 4/05
“I would like to start out by apologizing to Sherry Chastain Kelley because she sent me something back in February that I didn’t get in last month’s COG. That is that BHS Cheer squad was winners in the UCA National High School Cheerleading Champions. “Maintaining a charitable frenzy! Last year’s establishment of the Annual Sally Ann Witham Bradley Scholarship Fund was a great success! Sally, along with 3 others from the Class of ‘69, enjoyed their 40th Reunion so much that together they came up with the idea of a yearly extended class gathering. Mostly through her hard work and huge heart, the event has become an annual favorite that so many have grown to anticipate. Sadly, we lost Sally to cancer at the end of 2011. We wanted to honor her memory with thanksgiving in a sustainable way by helping others through a yearly academic scholarship given in her name. We gave a $500 gift last year but we all know that is not much help to student going to college.
“Here are a few tidbits that I did find out this past month:
“1) Paul Burton Robertson’s son is a golf pro at the Alothian here in Little Rock. I also heard that there is a pro tournament that’s going to be out there this summer. If anyone has any information about that or how I can get spectator tickets please let me know.
“2) Ron King’s Bikes for Kids ministry is still going strong and he can always use some extra hands to help get bikes ready to give away. He has work sessions every other Saturday morning and I believe one night during the week. You can call him to confirm that and schedule a time to drop by to help out at 376-9988.”
As you see from this snippet Bill packs in a lot of information each month.
While I don’t have contact with a lot of other classes, I understand some have selfless folks like Bill who keep them updated on each other.
All of the above being said, I have an ambitious plan to perhaps allow fellow Benton classmates to catch up with each other – no matter what year they graduated. I am going to create a specific page on Facebook that will be open to every BHS graduate to essentially write a short autobiography. By “short,” I don’t mean under “X” words, just that everyone kinda sticks to the important things that happened to them in life after graduation.
Your life in your own words.
I’m going to try and call it “Panther Tales,” or some derivation of that title, because it is a moniker near and dear to BHS grads.
Check on Facebook and sit down and start telling us about YOUR life. I’ll bet it will make fascinating reading
David Hughes is a former resident of Saline County. His column appears each Thursday in The Saline Courier. View more articles in: | 教育 |
2014-52/1945/en_head.json.gz/9130 | > Help for researchers Home
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Myths and Realities podcasts: Crime and punishment in the 21st century
The third in our series of Myths and Realities debates was held on Monday 8 February 2010. Listen to our speakers and download presentations about attitudes, policies and the media portrayal of crime and punishment. The event was chaired by Professor Jon Silverman, Research Professor of Media and Criminal Justice, University of Bedfordshire and former BBC Home Affairs correspondent. Professor Mike HoughListen: Explaining distrust in justice (MP3, 15 min, 10MB)Presentation slides (PDF format, 1.5MB)Mike Hough is the Director of the Institute for Criminal Policy, Kings College London. In this presentation, he examines the differences between what we know about trends in the incidences of crime, and public perceptions of safety and media portrayal of crime.Professor Ian LoaderListen: Criminology in a hot climate (MP3, 24 min, 16MB)Presentation slides (PDF format, 110KB)This presentation describes how responses to crime have become a prominent feature of politics and public debate in the UK over the past thirty years. It examines the effect of this politicisation on the volume of policies towards crime, the demand for evidence, and the challenges for criminologists to influence policy. Ian Loader is Director of the Centre for Criminology at Oxford University. Lindsey PooleListen: The practitioner's view (MP3, 20 min, 13MB)Presentation slides (PDF format, 156KB)Lindsey describes the experiences of practitioners (police, probation officers, teachers and social workers) involved in crime prevention and working with people at risk of crime. Challenges include a multiplication of policies and programmes, with resources spread across them, and the potential for duplication of activity across the same groups and individuals. Practitioners at a local level can also face difficulties in applying the findings of research conducted nationally. Lindsey Poole is the Chief Executive Officer of the Thames Valley Partnership.More Myths and Realities eventsFind out about recent and future events in this series.Myths and Realities public debates are jointly sponsored by the British Library, Economic and Social Research Council and the Academy of Social Sciences. Search Help for researchers
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2014-52/1945/en_head.json.gz/9153 | The GRAMMY Foundation Announces GRAMMY CAMP Students
The GRAMMY Foundation (www.grammyintheschools.com) announced today that 32 talented high school students from across the United States have been selected for positions in the 2013 GRAMMY Camp - Jazz Session (formerly known as GRAMMY Jazz Ensembles). Their selection launches them into the spotlight surrounding the 55th Annual GRAMMY Awards, and provides them with unparalleled opportunities to perform in front of some of music's biggest names. The students, representing 31 cities and 15 states, will travel to Los Angeles for a weeklong musical adventure under the direction of Justin DiCioccio of the Manhattan School of Music, Dr. Ron McCurdy of the University of Southern California Thornton School of Music and Dr. Leila Heil of the University of Colorado, Boulder. This year, two members will comprise the GRAMMY in the Schools Media Team, and they will document the GRAMMY Week experience for a range of the GRAMMY Foundation's social media platforms. Many past members of the GRAMMY Camp - Jazz Session program go on to enjoy thriving performance careers, including singer/pianist Peter Cincotti (2001), two-time GRAMMY-nominated jazz pianist Gerald Clayton (2002), New York Philharmonic bassist David Grossman (1995), GRAMMY-nominated singer-songwriter Brandon Heath (1994), saxophonist Grace Kelly (2008), and pianist Aaron Parks (2000).
"Since 1993, GRAMMY Camp - Jazz Session has provided students with an extraordinary musical experience that brings to life the mission of the GRAMMY Foundation: to foster the next generation of music and its makers," said Neil Portnow, President/CEO of the GRAMMY Foundation and The Recording Academy. "While they're here, these young artists will experience a once-in-a-lifetime opportunity when they play with their peers as well as with GRAMMY-nominated and GRAMMY-winning artists at a range of programs during GRAMMY Week."
The selected students will perform at various GRAMMY Week events including - for the fourth year- an appearance at GRAMMY In The Schools Live! - A Celebration Of Music & Education, sponsored by Ford Motor Company Fund and the Starkey Hearing Foundation. This special evening, which is open to the public, will showcase the selectees, along with student alumni from GRAMMY Camp and GRAMMY Signature Schools, with special guest artists on Feb. 6, 2013, at USC. The group will offer another public performance at Spaghettini Fine Dining & Entertainment with a special guest artist on Feb. 7. GRAMMY Camp - Jazz Session members will also will attend the 55th Annual GRAMMY Awards on Feb. 10 as guests of The Recording Academy and will perform at the GRAMMY Celebration after-party. | 教育 |
2014-52/1945/en_head.json.gz/9156 | Colburn School Launches New Scholarship Program 'Widening the Stage for Musically Talented Youth'
The Colburn school launched a new scholarship program this afternoon after receiving a $250,000 grant from the Jack Kent Cooke Foundation as part of their "Widening the Stage for Musically Talented Youth" program. Available to residents of Southern, CA, this grant will allow 44 high-need students who demonstrate an intermediate level of musicianship or higher to benefit from the multitude of gifts an education at Colburn has to offer.
This new grant serves as a gateway to Colburn and to excellence in education for children, aged 10-18, who would otherwise have limited access to high quality performing arts teaching. Each of the successful participants will receive a complete custom curriculum, based on a combination of applied lessons, chamber music, large ensembles (orchestra, jazz ensemble, wind ensemble, vocal ensemble, etc) and music theory.
Students will be given the opportunity to experience the state-of-the-art downtown campus and immerse themselves in Colburn's culture of excellence, while directly benefiting from daily interactions with other musically talented youth. At the completion of the program, each student will gain the knowledge, experience, confidence and preparation needed to continue their studies.
Sel Kardan, President and CEO of The Colburn School said: "The Jack Kent Cooke Foundation's generous gift to the Colburn School has allowed us to create a new scholarship for our local community at this most critical of time for arts education in California. "The Colburn School is overjoyed to receive a grant from The Jack Kent Cooke Foundation. This generous gift will further support our work, and deepen our ability to provide access to excellence for high-need, high-talent students interested in pursuing a lifelong relationship with, and appreciation for, the arts."
The Colburn School welcomes new students to apply to apply from February 1st through March 22nd 2013. Applications are available through the school's website at www.colburnschool.edu. | 教育 |
2014-52/1945/en_head.json.gz/9173 | A Method to the Madness
Studios GO founder and Pratt Institute Adjunct Gregory Okshteyn introduces his students to a more abstract design approach, fostering the confidence to let go of the process and let great design and architecture unfold.
By AnnMarie Martin
/Portals/3/images/magazine/0611/I_0611_Web_Prof_Okshteyn_1.jpg
Gregory Okshteyn and student Eric Wong
Eric Wong recalls just being "thrown" into designing a building as an undergrad at architecture school. However, in the fall of 2010 in Gregory Okshteyn's graduate architecture studio at the Pratt Institute in Brooklyn, NY, he learned that without an emphasis on any sort of thought process or logic behind your building, it does your final design a great disservice. Because with the thought process comes an understanding of your design, which in turn makes way for changes you never saw coming.
"And that's when you arrive at something unexpected and amazing," Wong says. "That's the big take away for me from Greg's studio. The best design comes when you relinquish a little bit of control and let your design feed back to you. It's not about knowing what you want from the beginning—it's about understanding the building on a deeper level." Gregory Okshteyn, founder of New York City-based Studios GO and a fourth-year adjunct assistant professor at Pratt, noticed some time ago that schools were not preparing young architects properly for their careers because they weren't helping them to be confident in their skill set. So he decided to do something about it with a two-fold approach. The first step was to make sure each student had individualized attention that made them aware of their decisions and subsequent consequences, while building up their strengths and addressing their weaknesses. The second step was to implement a teaching process in his studio that solidified the confidence and knowledge that comes with self-awareness. "I teach a new way of problem solving," Okshteyn says. "That's what we do in architecture school. We really don't teach how to build things. I mean, we're getting there, but especially in the very early stages of students' careers we try to teach them how to think. And with each student my approach is very, very different."
Michael Licht, also a former student of Okshteyn's, remembers comparing notes with his fellow students and realizing that Okshteyn had given them all different exercises to focus on. "You have to realize you're different than everyone else," Licht says. "He makes you feel like an individual."
For Licht and Wong's fall 2010 studio, the project at hand was a yoga studio on the Lower East Side. To get to it, they started at the most basic of levels: a 2-D flat material. Before going further, students had to fully understand the characteristics of whatever material it was they had chosen. After that, they were asked to build a physical model or "the unit" (a 6- by 6- by 6-inch model), using only that material and either celebrating its strengths or challenging its weaknesses. From there, students drew the unit, modeled it in 3-D on the computer and quickly gained a whole range of skills necessary for expressing a three-dimensional object.
The next exercise was to aggregate these units. "Now they're seeing how their initial models are acting as a system," says Okshteyn. "So all those things [the grad students] drew and diagramed are now changing exponentially as things aggregate. So that became very interesting, because we learned that some units aggregate easier than others. So there had to be this back and forth, because design is linear and nonlinear. You have to push forward while rethinking the previous steps simultaneously. They had to go back and forth and rework their units in order to propagate them easier."
At this point is when the magic typically happens and students start seeing "emergent behavior" in the models, or in other words, "things that came out of the design process that we didn't have control over. When we control every phase of the design process
we already know what we're going to get and there's nothing exciting about that," says Okshteyn.
Giving students the confidence in themselves and their systems is where most of his time is dedicated, insists Okshteyn, but he also values showing students that creating a network amongst themselves is a vital component in shaping their careers. It's something he learned partially from his grandfather, formerly an architect in Soviet-ruled Russia. "I have his portfolio and I do look at it every now and then, but the most important inspiration that I got from him was that he was just a true gentleman. He was highly respected by his peers, his friends and I still meet people today who knew him and tell me how much he helped them."
And from his grandfather to… the Kardashian sisters? "It's weird to talk about architectural academia and history and then the Kardashians," he laughs. "But at the same time that's another strength of mine—I don't have any preconceived notions or judgments. I want to learn from other people's successes."
During the fall 2010 semester, when Licht and Wong were going through Okshteyn's graduate architecture studio, their professor was also being featured on the E! series Kourtney & Kim Take New York, as he was selected to design their third DASH store in SoHo. The "success" he is referring to is how the girls have cracked the code on making social media work for you. As an open and transparent individual, it's something Okshteyn continues to strive for, particularly with his Facebook page. "I want everyone to know the things I'm inspired by and things that are interesting me. So at first it was a way to just tell everyone the things that I like and share how I'm feeling and what I'm proud of. And by other people's responses I started to learn what works and what doesn't. It's slowly becoming a very powerful tool for me." He cites how the design of a kosher deli by Studios GO was affected after Okshteyn posed a simple question on his page asking, "What's your favorite lunch spot and why?" The responses, received in just five minutes, influenced the client and the direction of the design.
"[The Kardashians] tweet their every move and I want everyone around me to know what I'm finding. It's about sharing what I'm inspired by."
It's a mantra that continues to work for him not just on Facebook, but in his architecture studio, where sharing stories and experiences will always be paramount.
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Supercomputer at Georgia Tech Is Among World’s Fastest
July 12, 2006 ATLANTA (July 13, 2006)--Georgia Tech’s supercomputer ranks 51 in the world and 6 in the nation according to the newest edition of the TOP500 list, outranking CalTech, MIT, and Carnegie Mellon. Twice a year, a list of the sites operating the 500 most powerful computer systems is assembled and released, and Tech’s supercomputer is one of only 19 at an academic institution that is among the “Top” 100 in the ranking. Georgia Tech’s supercomputer is an IBM BladeCenter LS20, Opteron 2.0 GHz Dual core, GigEthernet.
The TOP500 list started in 1993 to provide a reliable basis for tracking and detecting trends in high-performance computing. This closely watched survey is compiled by a group of German and American academics who determine the best performance on the Linpack benchmark which is used as the measure for ranking the computer systems because it is widely used and performance numbers are available for almost all relevant systems.
To view Georgia Tech’s ranking, click here, For more information about the TOP500 list, click here.
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2014-52/1945/en_head.json.gz/9251 | Western students remember the Holocaust Jessica Pollock, Friday, November 16, 2012 Tags: Campus
Guest Voice Comments From left, HEW organizers Samantha Hershenfeld, Shira Gelkopf, Ariel Yeheskel and Jessica Pollock [Adam Broude photo]
Imagine a world where there are no longer any living Holocaust survivors. A world where antisemitism is at risk of proliferating to degrees that we cannot yet fathom. A world where Holocaust deniers have greater opportunities to falsify facts and demean one of the most tragic events in Jewish history.
Imagine we can no longer rely on the eyewitnesses to the very atrocities that occurred more than 60 years ago to tell and retell their personal narratives of heartache, perseverance and tenacity. We as second, third and fourth generations must take ownership of the past in order to sustain survivors’ legacies for the future.
From Nov. 5 to 9, students at the University of Western Ontario in London, Ont., carried out that very responsibility during Western Hillel’s annual Holocaust Education Week (HEW). What distinguished this year’s HEW from others was the adoption of a fresh strategy to improve outreach to non-Jewish students. In addition to an innovative workshop on Holocaust denial and a special event featuring Holocaust survivor Pepa Livingstone recounting her experiences to students, the balance of HEW events involved partnerships with an assortment of student clubs.
This year, HEW organizers and committee members – Shira Gelkopf, Samantha Hershenfeld, Ariel Yeheskel and myself – all agreed that cultivating partnerships for the weeklong programs was essential, since the Holocaust is not only a Jewish tragedy, but also a profound calamity for all of humankind.
For example, we held an exclusive film screening of Paragraph 175, a documentary film that chronicles the lives of homosexuals under Nazi rule. Due to the nature of the event, we approached the Western Undergraduate Film Society (WUFS) and PrideWestern, a club for LGBTQ students and their allies, inquiring if they would be interested in partnering with us for the screening. Both clubs were eager to contribute to HEW.
The executive members of WUFS in particular expressed their respect for our executive team on numerous occasions, commending our passion and dedication to Holocaust education.
Those who attended the screening, both Jewish and non-Jewish, were exposed to a hidden face of the Holocaust that few people are aware of or informed about.
Throughout the week, we organized a display in our university community centre that encouraged students to sign pledge cards with the objective of preventing social injustice. For this exhibit, we reached out to STAND Western, a club devoted to raising awareness about past genocides and Darfur in particular, and the Association for Baha’i Studies. Identifying the Holocaust as more than a mere “Jewish genocide” is crucial in connecting non-Jewish students to this tragedy. We knew that partnering with both of these clubs, which are involved in social justice issues, would help in this regard, and we were pleased when both quickly agreed to collaborate.
By the end of the week, our three clubs had worked together to acquire 250 signatures of Western students pledging to prevent social injustice – an unprecedented response to a HEW initiative. The students who participated also received a handout with pieces of testimony of a survivor or victim of the Holocaust, educating them about the genocide through the compelling vehicle of personal narratives. We collected testimonies from the United States Holocaust Memorial Museum’s online resources and families of Western students, which humanized the Holocaust for other students.
Our outreach tactics with respect to the exhibit garnered a diverse group of student viewers, all of whom gathered under the shared goal of paying tribute to the past.
After this year’s HEW, I am prouder than ever to identify with a dynamic community of organized student leaders on campus. Through innovative and successful outreach strategies such as the ones implemented this year, I feel confident that our generation is capable of and willing to preserve the legacy of the Holocaust now and in the future. | 教育 |
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2014 Publius Fellows Mina Abdelmalak is an Outreach Specialist at the United States Holocaust Memorial Museum. A native Egyptian, he has worked with the Egyptian Union of Liberal Youth, arguing on behalf of Classical Liberalism in Egypt. Mina has held internships with the Hudson Institute and the office of Congressman David Price. He holds a B.A. in Law from Ain Shams University in Cairo, Egypt.
Zachary Bennett is a doctoral student in Government at the University of Texas at Austin. He previously served as Assistant Editor for National Affairs in Washington, DC, where his work focused on domestic politics and public policy. He has held internships with The Weekly Standard and the office of Pennsylvania Senator Mike Brubaker. He holds a B.A. in Political Science from Davidson College.
Michael Bradley is the inaugural Via Sapientiae Fellow with Ethika Politika and a recent graduate of the University of Notre Dame, where he earned a B.A. in Philosophy and Theology. As an undergraduate, Michael served as Editor-In-Chief of the Irish Rover, a conservative campus newspaper, and was an active member of student organizations and student government.
Gregory Collins is a doctoral student in political theory and American politics at Catholic University in Washington, DC. He previously worked as the research associate to Pulitzer Prize-winning columnist George F. Will. Gregory has also held internships with The Heritage Foundation and with Hillsdale College’s Kirby Center for Constitutional Studies. He holds a B.A. in Political Science from the University of Massachusetts. Katie Earle is a Research Assistant for the Department of Foreign and Defense Policy at the American Enterprise Institute, where her work focuses on Russian domestic politics, US-Russian relations, and al Qaeda-associated groups in Russia. Her work has been published on AEI's blog, AEIdeas. She previously served as a legislative intern for Representative Frank LoBiondo. As an undergraduate, she was president of the Middlebury College Republican Club and the college's conservative op-ed columnist. She holds a B.A. in International Studies with a focus on Russia and Eastern Europe and Political Science from Middlebury College.
Travis LaCouter is Assistant to the Executive Director at the Victims of Communism Memorial Foundation, where he is working to build the International Museum on Communism in Washington, DC. He is also the Managing Editor of PaprikaPolitik.com, an online source for original commentary on Hungary and Central Europe. He previously worked at the Intercollegiate Studies Institute as a Regional Program Officer and participated in the Hertog Program in Political Studies. His articles have been published by First Things, National Review Online, The Imaginative Conservative, and PJ Media. He holds a B.A. in Interdisciplinary Studies from the College of the Holy Cross.
Emil Maine is a Research Assistant in The Heritage Foundation’s Allison Center for Foreign and National Security Policy Studies. He concentrates largely on issues of U.S. defense posture, defense budgeting, and strategy. Mr. Maine also serves as an Assistant Editor for the Tel Aviv based Journal of Military Operations and Infinity Journal. In 2013 he was selected as a National Security Fellow by the Foundation for Defense of Democracies. His writings can be found on Real Clear Defense and NextWar. He received an M.A. in Political Science from American University and a B.A. in Government from the University of Texas at Austin.
Jennifer Marsico is a Senior Research Associate and Program Manager for Political/Social Policy Scholars at the American Enterprise Institute. She is also a Visiting Fellow at the Independent Women’s Forum, where she contributes short articles and blog posts to the IWF website. Her work appears regularly at Forbes.com, and has been featured in the Wall Street Journal, US News & World Report, Roll Call, National Review Online, and in American Enterprise Institute publications. She holds an M.A. in American Government from Georgetown University and a B.A. in Political Science from Drew University.
Avi Snyder is Program Officer for Communications at the American Council of Trustees and Alumni (ACTA) and recently completed the Charles Koch Institute's Koch Associate Program. He researches and writes about higher education policy, and is the principle author of ACTA's forthcoming trustee guide on best practices in university governance. He previously worked at the Schuster Institute for Investigative Journalism and the Heritage Foundation's Center for Policy Innovation. A graduate of Brandeis University, he holds a B.A. in Philosophy, Politics & Economics and has studied abroad in Jerusalem and Beijing.
Jeremy Stern is a Staff Writer on domestic and foreign affairs at the American Interest and a research associate at Capitol Media Partners in Los Angeles, CA. From 2013-14 he was chief research associate to Douglas J. Feith at the Hudson Institute’s Center for National Security Strategies. He was previously a fellow at the Tikvah Fund in New York. He holds a B.A. in Russian and Political Science from Kenyon College and will enter the United States Army in October 2014.
Kevin Vance is a doctoral student in Political Science at the University of Notre Dame and currently an Editorial Intern for American Political Thought. He was previously an Assistant Editor for National Affairs and an Editorial Assistant at The Weekly Standard. Kevin holds an M.A. in Political Science from the University of Notre Dame and a B.A. in Government from Claremont McKenna College. Edward Walton is a Legislative Analyst for the American Legislative Exchange Council, where, along with his health and education policy responsibilities, he writes articles featured in various publications including National Review Online, The Daily Caller, and InsideALEC. Edward has previously interned at both the Kirby Center for Constitutional Studies and the Heritage Foundation. He holds a B.A. in History from Wake Forest University.
Joel Winton is an Analyst in the Paul E. Singer Family Office. In his current position he works on a mix of philanthropic and public policy projects and assists Dan Senor in his work as a political and foreign policy advisor. Joel previously assisted Mr. Senor in his work on the Romney-Ryan campaign in 2012, and he has been a Tikvah Fellow to Bret Stephens at the Wall Street Journal. Joel holds a B.A. in History from the University of Cambridge, Sidney Sussex College.
Daniel Wiser is a Reporter for the Washington Free Beacon, where he has covered issues regarding government oversight, national security, and human rights. He previously served as an Editorial Intern for the National Journalism Center and The Washington Times. Daniel holds a B.A. in Journalism and Political Science from the University of North Carolina at Chapel Hill.
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2014-52/1945/en_head.json.gz/9306 | Topics in this article: Detroit Education Technology Wayne State University Talent Originally Published: May 14, 2014 1:32 PM Modified: May 15, 2014 12:13 PM
Wayne State adds industry vets to technology transfer office
By Tom Henderson
Wayne State names Stephen Lanier new vice president of researchWayne State's Hilary Ratner to step down as research VP, take new position at universityState pushes Wayne State to up its game on tech transfer
Wayne State University President M. Roy Wilson has said he wanted to make the school’s technology transfer office more active in spinning off for-profit companies. Today, the school announced that two veterans of technology commercialization have joined the office to do just that. John Shallman is senior director of licensing, and Kenneth Massey is senior director of venture development. Shallman has more than 24 years of experience in technology commercialization, the last six as director of commercialization at Royal Oak-based Beaumont Health System, and before that as development manager of the life sciences sector at the Michigan Economic Development Corp. Massey has 28 years combined of biomedical research and business experience in academic, pharmaceutical and biotech areas. He will help identify startup opportunities that can grow out of university research. Most recently, he was managing director of MicroDose Life Sciences LLC of Farmington Hills and its associated venture capital fund, LifeLine Ventures LLC. He has also been an assistant professor of anesthesiology and pharmacology at the University of Michigan and worked at Pfizer Inc. on several drug development programs. MicroDose was formed in 2007 by Pfizer employees after it announced it was closing its Ann Arbor operations. Manoj Bhargava, CEO of Farmington Hills-based Living Essentials LLC, the maker of the popular 5-Hour Energy drink, backed LifeLine Ventures with an investment of $100 million. “We are excited to have John and Ken join our technology commercialization team,” said Hilary Ratner, vice president for research at WSU, in a news release. “Together, they bring new synergy and skills to our technology commercialization team that will speed and expand our ability to translate important university scientific and technological expertise into the marketplace and contribute even more to the regional economic ecosystem.” Ratner is stepping down as VP of research, being replaced on June 16 by Stephen Lanier, currently the associate provost for research and professor of cell and molecular pharmacology and experimental therapeutics at the Medical University of South Carolina in Charleston. Tom Henderson: (313) 446-0337, [email protected]. Twitter: @tomhenderson2
Topics in this article: Detroit Education Technology Wayne State University Talent Related Content: | 教育 |
2014-52/1945/en_head.json.gz/9401 | Rose Faghih Awarded NSF Graduate Fellowship
Rose Faghih
ECE undergraduate student Rose Faghih has been awarded a National Science Foundation (NSF) Graduate Fellowship.
The NSF Graduate Fellowship was offered to 914 seniors and first year graduate students in different majors across the nation. Only 36 of the recipients were electrical engineering students. The NSF Fellowship provides 3 years of support, including tuition and a stipend, during graduate studies, and is awarded based on intellectual merit, broad impact and potential contribution to research in science and engineering. Students' GPA, previous research experience, research proposal, and letters of recommendation are also put into consideration in the selection process. Rose has participated in two research experiences funded by NSF, one at Drexel University and another at the University of Maryland. In her research experience at the University of Maryland, she worked under the supervision of Professor Thomas Antonsen, Professor Ed Ott, and Professor Michelle Girvan. The results of this research have been submitted for publication to Chaos: An Interdisciplinary Journal of Nonlinear Science. The researchers studied the driven Kuramoto model, which describes a large population of weakly coupled oscillators, e.g., the entrainment of oscillatory neurons in the hypothalamic suprachiasmatic nucleus (SCN). SCN controls the circadian rhythm in the human body, and it is possible to synchronize the SCN oscillators using light as a forcing function. Different circadian disorders can be investigated by adding a specific drive to the Kuramoto model, and performing mathematical analysis and simulations for each case to find the entrainment conditions for the oscillators in the SCN. For her research proposal, Professor Antonsen advised Rose on the forcing functions that can be investigated to cure different circadian sleep disorders. Rose's research proposal was to construct a device that obtains the power spectrum of the oscillators in the SCN using a sensor and performs frequency time analysis, and generates light with a certain signal drive intensity and frequency to entrain the oscillators and provide a regular sleep pattern.
April 7, 2008 Prev Next Current Headlines | 教育 |
2014-52/1945/en_head.json.gz/9430 | Little White Schoolhouse Museum
Constructed in 1854 as a church, this Greek Revival building also served as a schoolhouse for nearly 50 years. A later addition now serves as a museum of Oswego memorabilia.
Nehring Gallery
The Nehring Gallery is a space within DeKalb dedicated to promoting arts and culture. It is currently the home of the DeKalb Area Agricultural Heritage Association, an organization dedicated to preserving and sharing the storied history of agriculture in northern Illinois, through exhibits, educational programs and community outreach. Visit their website to see what exhibit is on display today!
Garfield Farm Museum
The Garfield Farm Museum is an 1840s living history farm featuring the story of the Garfield family, the Brick Tavern & Inn, restored barns, heirloom gardens, rare farm animals, restored prairie and more.
CITY: Lafox
This university boasts a beautiful quad, and features the Schingoethe Center and Dunham Gallery of student art.
Celebrating more than 100 years of electric trolleys, this museum has original electric trains and cars that travel a three-mile circuit along the scenic Fox River.
Joseph F. Glidden Homestead
Joseph Farwell Glidden's invention of one of the most widely-used types of barbed wire in 1873 helped change the history of the American West and had far-reaching impact throughout the world. His Homestead, a Victorian Mansion, in DeKalb, IL, is being preserved and restored by a not-for-profit organization founded in 1995. Both the home and the barn are listed on the National Register of Historic Places. We welcome your visit and encourage your membership! | 教育 |
2014-52/1945/en_head.json.gz/9442 | > Humanism
Research Paper Starter Biography Themes Critical Essays ▻ Critical Overview
Humanism Analysis
Historical Context▻
The Renaissance
The Renaissance constituted a major shift in focus from God to the human. It started in the middle of the fourteenth century, after the Black Death (plague, 1347–1377) killed almost one-third of the population of Europe. Although the economy suffered, the remaining population earned higher wages and quickly filled in the gaps in the market. A renewed interest in classical literature, language, and philosophy fed the intellectual movement of the Renaissance: Humanism. Humanism was responsible for raising man to a level of dignity and intellectual importance that actually threatened the viability of the Church. As humanists worked to integrate pagan classical philosophy with Christian, Jewish, and gnostic theology and mysticism, they developed the notion that man can achieve redemption through his faith, independent of the grace of God. This change accompanied a growing awareness of and discomfort about the extensive corruption of the clergy. The practice of selling indulgences began to be questioned by an emerging and somewhat educated middle class that did not share the traditional values of the ruling elite. Knowledge and ideas were more widely available due to the invention of the printing press (1457–1458) and a gradual urbanization of society. The Church still maintained its political, social, and economic power, but the Protestant Reformation was questioning its theology, and a new branch of Christianity was in its formative phase. A Counter Reformation helped to refine Church procedures and reduce corruption, but the schism between competing models of individual salvation led to the formation of Protestant denominations. Although the Church sanctioned persecution of witches and instituted the Spanish Inquisition as a backlash against the Protestant Reformation, Europe was divided along religious lines, and nations such as England went back and forth between Catholocism and Protestantism until leaders were able to stabilize society and appoint a national religion or manage to incorporate a policy of religious toleration. In this hotbed of social and philosophical turbulence, a new mode of critical thinking allowed for significant discoveries in science. New respect for individual achievement, the scientific revolution that allowed open scientific inquiry, and an established wealth led to the revolutionary discoveries of Copernicus, Galileo, Kepler, and Newton and set the stage for innovations in art such as the application of the golden mean in architecture, the portrayal of visual perspective in drawing and painting, and the realistic modeling of musculature in human sculpture. Niccolo Machiavelli explored human psychology to develop a theory about the role of power in politics that became the basis for modern political realism. In drama, playwrights such as Shakespeare portrayed intimate psychological studies of the human mind as it undergoes a crisis. In these and other ways, the Renaissance surpassed the achievements of classical Greece and Rome that it had rediscovered.
Italian City-States
The birth of Humanism occurred in the Italian city-states during the fourteenth century, when Francesco Petrarch decided to devote himself to the study of Latin (and later, Greek) and to search for ancient lost manuscripts of classical Rome and...
Movement Variations
Representative Works
Humanism Literary Style▻
Love of Language
As the humanists discovered neglected or lost classical manuscripts and distributed them through printing, they developed a discerning taste for those classical writers who expressed their thoughts in the most elegant forms of Latin. They also discovered errors in transcription as they compared different versions of the same text. Philology, the love or study of language, grew out of the humanist desire to perfect their translations of ancient texts and to write textual commentaries on their newly discovered texts. Writing in Latin themselves, they sought to express themselves in the most elegant forms of this language. Thus, ancient Roman writers such as Cicero and Caesar became models of Latin prose, replacing the medieval Latin of scholastic Latin grammar texts. In many ways, philology lies at the heart of the humanist movement, since it engendered a focus on the historical context in which ancient texts were written as well as on textual criticism. In fact, the early humanists invented the concept of textual criticism. Philology is central to historical study because it is a valid means of authenticating records of historical events and thinking.
Rhetoric and oratory—in Latin—were important skills to the humanists. They disapproved of the scholastic style of disputation, which they considered a show of superficial knowledge as opposed to true wisdom or virtue. The scholastic method of disputation involved searching through texts to find statements to use as evidence to support a given opinion, even to the point of taking statements out of context. The scholastic method of teaching Latin and rhetoric was through rote memorization, with corporal punishment for poor performance. Students learned how to imitate the classical Latin writers but often had no idea of the meaning of the words they said. In contrast, the humanists wanted their students to follow Cicero’s three duties of the orator: to teach, to please, and to move (appeal to...
Humanism Movement Variations▻
The Enlightenment Period
Some historians say that the humanist movement that began in the Renaissance did not fully flower until the Enlightenment period of the eighteenth century, also called the Age of Reason. During this period, human faith in science and rational thinking spread beyond the intellectual elite, who included most of those who espoused Humanism during the Renaissance. With a larger literate population and a booming middle class that could afford their books, the intellectual thinkers and philosophers of the eighteenth century influenced their societies with their ideas that human reason was supreme and that religion based on superstition and meaningless ritual should not dictate human behavior. Some Enlightenment thinkers were actually atheists; however, many simply eschewed formal religion in favor of the concept of a supreme being whom man could not prove definitively. A group of French thinkers known as the philosophes, including Denis Diderot (1713–1784), Charles Montesquieu (1689–1755), Jean-Jacques Rousseau (1712–1778), and Voltaire (1694–1778), among others, prepared an Encyclopédie (1751–1780) to contain all human knowledge, rationally arranged. Religion was notably missing and in fact was treated as superstition. In another of his essays, Voltaire made the scandalous proposition that religious differences should be tolerated: since God could not deny heaven to classical thinkers such as Socrates, Plato, and Solon, how could he deny it to men of other contemporary religions? Many of the contributors to the encyclopedia were imprisoned for their heretical views. Nevertheless, the massive Encyclopédie stood as a testimony to the doctrine of man’s essential supremacy. The Enlightenment thinkers and philosophers were also fascinated by how humans acquire knowledge and, with religion losing its authority as a moral standard, morality. Many of them wrote treatises on the human mind, including David Hume (1711–1776), who considered human feeling as the source of ethical behavior. Hume also claimed that since God existed only as an idea in the mind, he did not exist. Jeremy Bentham (1748–1832) proposed that humans make ethical decisions based upon the pleasure principle: that in seeking to avoid pain, each human’s ethical decision would contribute to the common good. In Germany, Immanual Kant (1724–1804) proposed that all moral actions be measured against a kind of golden rule that said that an action was moral if it could be applied categorically to all, which was another form of locating morality in the human mind rather than in divine revelation. In America, Thomas Paine (1737–1809) accused religion of inspiring the worst moral...
Humanism Compare and Contrast▻
1100–1400: The most devout Christians, the monks and nuns, lead lives of quiet piety, cloistered away from the cares of the world.
1450–1600: Pious men begin to realize that piety can be practiced here on earth, so many humanist scholars, who are at the same time highly religious, invest themselves in making society a better place to be.
Today: Religious men and women devote themselves to the betterment of the underprivileged here on earth as do the humanists.
1100–1400: In the west, Christianity is a common aspect of life. People of other religions are sometimes treated as strangers, infidels, or unbelievers and are persecuted.
1450–1600: As...
Humanism Topics for Further Study▻
In many ways, the economic and social setting of fourteenth-century Florence, Italy, made it the perfect place for the birth of Humanism. Florence was a center of trade, and powerful families trained their sons to become ethical, successful merchants. What is the relationship between the society in Florence and the development of a new way of thinking about humanity and its role in the world?
The early humanists were devout Christians, yet the humanist movement has evolved to one that is frankly opposed to religious ideology, and many of today’s humanists are active atheists. Research the ideas of the Renaissance humanists as compared to those of modern Humanism. How do you account for this substantial change in...
Humanism Representative Works▻
Published in 1500 by Erasmus of Rotterdam, the Adages (Adagia) initially comprised more than three thousand proverbs from Greek and Roman antiquity. Erasmus added to the collection in the 1508 and 1515 editions. This befits the spirit of the Adages, for in it Erasmus speaks of the importance of the richness (copia) of using the right number of adages in speaking. The introduction gives specific advice on how to polish these gems and use them to enhance speech. He says, “And so to interweave adages deftly and appropriately is to make the language as a whole glitter with sparkles from Antiquity, please us with the art of rhetoric, gleam with jewel-like words of wisdom, and...
Humanism What Do I Read Next?▻
Renaissance art shows the ideals of the period. One important painting by Raphael (Raffaello Sanzio, 1483–1520), “The School of Athens” painted in 1510–1511, captures the spirit of Humanism, with its portrayal of humans learning from other humans. Aristotle, Socrates, Plato, and other classical scholars also appear in the painting.
The idea of artistic perspective was growing during the time of the Renaissance humanists, too. Essentially a product of mathematical calculations to portray the illusion of depth on a flat, painted surface, perspective allowed painters and sculptors to integrate their subjects into the context or background of the painting more realistically. Painters of the Renaissance were almost...
Humanism Bibliography and Further Reading▻
Baier, Annette, Postures of the Mind, University of Minnesota Press, 1984, pp. 147, 293.
Dresden, S., Humanism in the Renaissance, translated by Margaret King, World University Library, 1968, p. 11.
Edwords, Fredrick, “The Humanist Philosophy in Perspective,” in the Humanist, American Humanist Association, January–February 1984.
Fowler, Jeaneane, Humanism: Beliefs and Practices, Sussex Academic Press, 1999, p. 33.
Ingersoll, Robert Green, “A Humanist Credo,” in Humanist Anthology from Confucius to Attenborough, edited by Margaret Knight, Prometheus Books, 1995, pp. 117.
Kurtz, Paul, Humanist Manifesto I...
Humanism Homework Help Questions
What is the historical and cultural significance of Leonardo da Vinci's drawing Vitruvian Man?
One of the most important figures from the Renaissance period, Leonardo da Vinci was the archtype of the “Renaissance Man.” A brilliant artist, scientist and visionary, da Vinci has also been... Read More
What is the goal of a humanistic system? Is the United States built on a humanistic system?...
Humanistic psychology focuses on the inner lives, goals, and hopes of people, rejecting the idea that behavior is largely determined by forces beyond people's control. Humanists feel that this idea... Read More | 教育 |
2014-52/1945/en_head.json.gz/9521 | « DNR Fishing Report
Buick show set for Saturday...»
U. of I. President Mason visits WC
Programs and partnerships discussed at Rotary meeting June 10, 2014
Jim Krajewski ([email protected])
Save | The Webster City Rotary Club welcomed University of Iowa President Sally Mason a meeting on Monday. During her program, Mason discussed the ways the University of Iowa influences the community. She said the most powerful way the university does that is through educating students for productive, professional and civic lives. Currently, Mason said there are 36 students from Hamilton County who attend the University of Iowa. Among those students is Marilyn Keane, who was named to the President's List for achieving a perfect grade-point-average for two consecutive semesters. Mason said Hamilton County is the home of 160 University of Iowa alumni. She mentioned several, including Tim Anderson, of Town and Country Insurance, Dr. Greg Maharry, and Dr. Subhash Sahai. Additionally, Mason said the University of Iowa supported 13 businesses in Hamilton County last year, with purchases totaling $27,017.20. "We couldn't achieve all that we do at the university without our close partnerships with our alumni, our friends and the citizens of Iowa," Mason said. Educational opportunities from the University extend further than Iowa City. Over the past few years, Mason said she has signed agreements with all of the community colleges in the state, such as Iowa Central Community College, to offer those opportunities. Through a combination of distance learning and on-site practice, Mason said those with a Registered Nurse degree can finish a bachelor's degree through community colleges and obtain a University of Iowa degree. Other programs include applied and liberal studies, entrepreneurial and nonprofit management and public health. "These are all things that we do well at the University of Iowa so we're pleased now to be able to offer those out in a variety of communities," Mason said. Mason also discussed a pilot program this summer called the Hawk Tuition Grant. Students in good standing with at least one year of courses completed at the University of Iowa will be able to take courses over the summer for free. Mason said the university is paying for scholarships to allow over 200 students to participate in the program this year. To help pay for that program and many others, Mason said the university is undertaking its most ambitious and comprehensive fundraising campaign in the school's history. The For Iowa, Forever More campaign is looking to raise $1.7 billion. So far, $1.269 billion has been raised. Money from that fundraising effort will support education, athletics, arts and alumni programs and much more. It will also support the school's hospitals. Mason said that 81 Hamilton County residents received service from the University of Iowa Hospitals and Clinics last year. That included Kyleigh Burlingame, of Webster City. With the help of medical professionals, Mason said Burlingame was put on a ketogenic diet which helped control her seizures. Those Hospitals and Clinics are doing great work, Mason said. She said researchers at the University of Iowa are coming close to curing blindness stemming from certain types of genetically inherited eye diseases. "That is so exciting to me. Maybe it's because I'm a biologist, but I think anyone who hears these stories or sees a four or five-year-old who literally was going blind or has gone blind who is regaining their sight because of some of the work that's going on at our hospitals and clinics, you can't help but feel absolutely great about the work that's going on here in Iowa and for the benefit of Iowans and for the whole world," Mason said. Mason said she enjoys visiting Rotary clubs and other groups across the state. She said she likes to share stories about the impact that the University of Iowa has on not just its students and alumni, but also people across and beyond Iowa. Mason said she first visited Webster City shortly after being appointed president seven years ago. She was invited by Dr. Subhash Sahai, the president of the Webster City Medical Clinic, a Clinical Assistant Professor at the University of Iowa, and a member of the Iowa Board of Regents. Mason said she remembers visiting Kendall Young Library during her trip, which she called a beautiful facility. © Copyright 2014 The Daily Freeman Journal. All rights reserved. This material may not be published, broadcast, rewritten or redistributed. | 教育 |
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Campaign for Environmental Literacy, Earth Day Network, National Wildlife Federation and the U.S. Green Building Council Laud Administration's Efforts to Green Our Nation's Schools
April 26, 2011 – The U.S. Department of Education announced today the creation of the Green Ribbon Schools program, which will recognize schools that have taken great strides in greening their curricula, buildings, school grounds and overall building operations. The program, celebrated during a tree planting ceremony at the Department of Education headquarters, will help cash‐strapped schools save money and prepare students for 21st Century jobs. The Green Ribbon School awards will be given to schools that best exemplify America's transition to a sustainable economy, from graduating environmentally literate students to effectively managing their carbon footprint. As budget crunches hit school systems across the nation, the Department of Education is providing an innovative solution through the Green Ribbon Schools program to encourage school systems to take a comprehensive approach to becoming a green school by cutting expenses through energy efficiency and green building measures, while at the same time using these sustainable school improvements as part of their efforts to educate students about science, technology and the environment."In a time when budgets are tight, the Department of Education is encouraging schools to engage in a creative win‐win scenario – cutting expenses while using the school facilities as dynamic learning labs for students," said Larry Schweiger, president and CEO of the National Wildlife Federation. "This federal initiative supports the work of the National Wildlife Federation, which has helped more than 4,000 schools go green over the last 15 years." The U.S. Department of Energy estimates that smarter energy management in schools, which spent between $6‐8 billion in 2000 on energy, could reduce energy consumption by as much as 25 percent and cut school energy costs nationally by more than $1 billion annually. Jim Elder, Director of the Campaign for Environmental Literacy, said "Today's event marks a significant milestone in the green school movement. Green Ribbon is more than just another award program. It puts the weight of the U.S. Department of Education behind a comprehensive vision for green schools, and with a strong push from everyone involved, will significantly accelerate the adoption rate of green school practices among schools across the country. It sets a very high bar for schools to aim for, while definitively answering the question: what exactly is a green school?" "No other building type speaks more profoundly to the benefits of green building than the places where our children learn. Green schools reduce energy consumption, save money and foster healthier learning environments for our children," said Rick Fedrizzi, president, CEO and founding chair, U. S. Green Building Council. "The Department of Education's Green Ribbon Schools program is a landmark in progress toward green schools for everyone within this generation, which is the vision for USGBC's Center for Green Schools." "The Green Ribbon Schools program represents an incredible milestone for the health and sustainability of our nation's schools, and we applaud the Department of Education's visionary leadership in building one of the foundations of the green economy," said Sean S. Miller, Education Director at Earth Day Network. "We look forward to the announcement of the first winners of the Green Ribbon Schools program on Earth Day 2012." According to 75 national and state organizations that supported the push for the initiative, many states have already established either green school programs or environmental literacy plans. The Green Ribbon program will unify and acknowledge such efforts under a voluntary national award intended to stress innovation and new strategies in environmental curriculum development, teacher training, facilities management, operations and community engagement, with criteria developed by the Department of Education. "Environmental literacy is an important part of a well‐rounded, world‐class education," Education Secretary Arne Duncan said. "Through the Green Ribbon Schools program, we'll be holding up schools that are leading the way in teaching science and in ways that show students the importance of developing clean energy sources and sustainable solutions for the environment." The effort to get the Green Ribbon program adopted by the Department was conceived and coordinated by the Campaign for Environmental Literacy (CEL), and the Green Ribbon campaign's steering committee – CEL, Earth Day Network, the National Wildlife Federation and the U.S. Green Building Council ‐ worked for over a year to make this happen. Launched at the behest of teachers, principals, students and others supporters across the country, the program is to be modeled on the nearly 30‐year‐old Blue Ribbon Schools program, which recognizes schools whose student bodies have displayed high academic achievement or improvement. Contacts: Mary Burnette, National Wildlife Federation, 703‐438‐6097 James Elder, Campaign for Environmental Literacy, 978‐526‐7768 Sean Miller, Earth Day Network, 202‐425‐2836 Marisa Long, U.S. Green Building Council, 202‐552‐1500 About Campaign for Environmental Literacy The Campaign for Environmental Literacy (CEL) is a network of national education and environmental organizations that work to engage the federal government in helping to close the nation's growing environmental literacy gap. CEL has led successful efforts with its lead partners (National WildlifeFederation, Second Nature, Earth Day Network, and U.S. Green Building Council) to restore and grow environmental education funding; authorize the University Sustainability Program at the Department of Education; and introduce the Ocean, Coastal, and Watershed Education Act and the No Child Left Inside Act (www.fundee.org). About Earth Day Network Growing out of the first Earth Day in 1970, Earth Day Network mobilizes over one billion people worldwide year‐round with over 25,000 partners in 192 countries to broaden, diversify and mobilize the environmental movement, through advocacy, education, public policy and consumer campaigns. More than one billion people now participate in Earth Day activities each year, making it the largest civic observance in the world (www.earthday.org). About National Wildlife Federation The National Wildlife Federation (NWF) is America's largest conservation organization, inspiring Americans to protect wildlife for our children's future (www.nwf.org). Over the past 15 years, NWF education programs have helped over 4,000 schools to become greener through NWF's Certified Schoolyard Habitats program and Eco‐Schools USA. NWF is the sole U.S. host for the international Eco‐ Schools program, the largest green school program globally, that is now in 51 nations, reaching 38,000 K‐12 schools and over 11 million students. NWF's Eco‐Schools USA program launched in November 2009 and is one of America's largest green school programs, currently reaching over 480 schools in 42 states, in an effort to green school buildings, grounds, curricula, and student experiences (www.ecoschoolsusa.org). About the U.S. Green Building Council The Washington, D.C.‐based U.S. Green Building Council is committed to a prosperous and sustainable future for our nation through cost‐efficient and energy‐saving green buildings. With a community comprised of 79 local affiliates, 16,000 member companies and organizations, and more than 155,000 LEED Professional Credential holders, USGBC is the driving force of an industry that is projected to contribute $554 billion to the U.S. gross domestic product from 2009‐2013 (www.usgbc.org). The Center for Green Schools at USGBC was founded with the vision that every student will attend a green school within this generation. The Center provides the resources and support to elevate dialogue, accelerate policy and institute innovation toward green schools and campuses. Thanks in part to generous support from founding sponsor United Technologies Corporation (www.utc.com), the Center works directly with staff, teachers, faculty, students, administrators, elected officials and communities to drive the transformation of all schools into sustainable places to live and learn, work and play (www.centerforgreenschools.org).
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2014-52/1945/en_head.json.gz/9597 | Three seniors win competitive Watson Fellowships
First time since 1991 for three winners in single year Tuesday, Mar. 15, 2011 12:00 am
Grinnell, IA - Three Grinnell College students have been awarded prestigious Watson Fellowships for one year of independent study and travel abroad.The three Grinnell seniors were among only 40 students from 23 colleges nationwide to receive the $25,000 fellowships from the Thomas J. Watson Foundation: Natalie Ngoc Truong, a political science and English double major from Davenport, Ia.; Alex Reich, a biology major from Mahtomedi, Minn.; and Courtney Sheehan, an independent major in visual culture from Ohio.The Watson Fellowship Program offers college graduates of unusual promise a year of independent exploration and travel outside of the U.S. to foster effective participation in the world community. Since 2000, 17 Grinnell students have won Watson Fellowships; not since 1991 have three Grinnell seniors won in one year.Natalie TruongTruong plans to study speechwriting in the governments of India, South Africa, Vietnam, and Australia, comparing how politicians in each country advance their political goals and help construct their nation’s images through words. “With the Watson, I want to explore how politicians in democracies and non-democracies use symbolic language in speeches to reinforce values and power,” Truong said. “I will study in countries with stark current issues, cultural beliefs, and nationalistic tendencies and see how they relate to the context, appeal, and style of speeches given in those societies.”Truong has written for several of Iowa’s politicians and assisted with speechwriting in the Office of First Lady Michelle Obama last summer. Her other Grinnell activities include political organizing in Iowa’s Asian American communities.Alex ReichReich will use the Watson Fellowship to work with environmental research and cultural organizations in Canada, Norway, Sweden, Finland, Greenland, and Russia. “I am eager to gain insights into the impact of climate change on traditional food systems,” Reich said, “so I will assist scientists as well as community activism groups in the Arctic with indigenous health initiatives and food security projects.”As a Grinnell student, Reich co-founded EcoHouse, a sustainable living student residence; coordinated a local foods effort and community garden; and participated in cross country and track. He plans to work in science policy to promote effective social solutions to environmental issues.Courtney SheehanSheehan plans to use the Watson Fellowship to study the politics of film festivals in Croatia, India, Russia, Bosnia-Herzegovina, and the Netherlands. At Grinnell, Sheehan has been heavily involved in programming for the campus films committee, filmmaking camps for children, and reviewing films for the student newspaper. She also completed internships with the Boston Jewish Film Festival, the Children’s Film Festival in Seattle, and a film magazine.“My Watson project stems from my constant desire to approach film from new angles and directions,” Sheehan said. “The film festivals in each country represent distinctive political contexts, and I will draw on my past experience with festivals in the U.S. to volunteer at these international festivals.”Grinnell College is a nationally recognized, private, four year, liberal arts college located in Grinnell, Iowa. Founded in 1846, Grinnell enrolls 1,600 students from all 50 states and from as many international countries in more than 26 major fields, interdisciplinary concentrations, and pre-professional programs. Grinnell College | 教育 |
2014-52/1945/en_head.json.gz/9605 | Dr. Bernard Kouchner talks with Hamilton classes before the Great Names panel discussion.
PHOTO: BY MEGAN HAMAN
Kouchner Discusses Globalization in Medicine With Hamilton Classes
Economics, Government and Biology Classes Meet With Kouchner Before Great Names Panel
By Sarah Dempsey '14 | Contact Holly Foster 315-859-4068 Posted April 25, 2013
Economics of Health
Hamilton students enrolled in Steve Wu's Health Economics class, Alan Cafruny's International Political Economy class, and Herm Lehman's Intro. to Public Health classes were invited to meet and speak with Sacerdote Great Names speaker Dr. Bernard Kouchner in a small, informal group before the large public lecture held later in the evening. Students had the opportunity to ask Dr. Kouchner questions about current challenges to healthcare access, the future of healthcare systems in Europe, as well as his own experiences working as a physician in various developing nations and as a prominent figure on the French political scene.
Globalization was a reemerging theme in his responses to students’ questions. One of Dr. Kouchner’s primary objectives for establishing Doctors Without Borders in 1971 was to address the previous restrictions on the rights of French physicians to treat patients outside of the French border.
Even when physicians were able to obtain permission from the state to take a leave of absence from their practices, they had to do so on an unpaid basis and returned to find that many of their patients had switched doctors. After Dr. Kouchner became Minister of France in 1991, he issued a decree that gave physicians the right to practice medicine outside of France and required hospitals to continue paying physicians who chose to do so.
Dr. Kouchner also spoke about the enormous shock he felt when he first started working abroad after co-founding Médecins Sans Frontières, otherwise known as Doctors Without Borders. He encountered indescribable starvation on a pandemic scale, diseases that he had never heard of during all of his time working in Paris, and a great pressure to consistently invent new immunizations and resuscitation methods in order to save patients’ lives.
Before Doctors Without Borders was awarded the Nobel Peace Prize in 1999, Dr. Kouchner said that the organization was not well received. Many physicians at the time even described him and his colleagues as “hippies of medicine” rather than medical pioneers. The Nobel Peace Prize played a major role in raising awareness about the devastating sickness he saw in Africa and bringing Doctors Without Borders to the forefront of the international stage.
When asked about the role of both state and non-state actors in furthering healthcare reform, Dr. Kouchner emphasized that the implementation of an idea is always based on political grounds. In the framework of his own mission to increase medical access through Doctors Without Borders, Dr. Kouchner said, “‘preventing’ is better than ‘curing’, and the way you ‘prevent’ is by going into politics.” His role in French politics was very important in furthering the interests of Doctors Without Borders. Being a good samaritan is one thing, but political involvement is how you get people to care about an issue. “But of course, politics is difficult, explaining politics is much easier,” he added with a laugh.
Because of time constraints, many questions went unanswered, however, Dr. Kouchner left students with some thought-provoking advice: “Be illegal.” In the spirit of humanitarianism and political change, Dr. Kouchner told students “you have to be illegal to change a legal law,” and make a change. | 教育 |
2014-52/1945/en_head.json.gz/9616 | Cadman announces resignation as dean of the John A. Burns School of MedicineUniversity of HawaiʻiContact:Carolyn Tanaka, (808) 956-9803Mia Noguchi, (808) 956-9095External Affairs & University RelationsPosted: Jun 22, 2005HONOLULU — At a meeting of the Board of Regents today at Leeward Community College, Dr. Ed Cadman announced that he will not return as Dean of the John A. Burns School of Medicine (JABSOM). He will return to the medical school faculty as a professor effective August 8, 2005.Dr. Cadman told the regents that he has been diagnosed with a neuro-degenerative disorder called Primary Progressive Aphasia, a language based dementia which affects the brain‘s ability to express thoughts verbally and sometimes in writing. Dr. Cadman has been on leave from his position as dean of the medical school since February 2005."During these past few months, I have been blessed with the outpouring of support, not only by my friends, but by strangers as well. I want to thank them all for their cards, letters, e-mails and prayers. I want to especially thank the students, faculty and staff of the medical school who were so kind to me," said Dr. Cadman.Ed Cadman was appointed Dean of the John A. Burns School of Medicine in 1999. He has been the driving force behind the successful creation of the medical school‘s new campus at Kakaʻako. Under his leadership during the past five years, JABSOM has attained full accreditation through 2008 — 2009 and is poised to anchor the state‘s biotech and life sciences industries."When I came to Hawaiʻi in 1999, there was a fledgling biotechnology industry and a desire by the state to strengthen the industry and diversify the economy. I articulated your vision for this industry. It is your vision, not mine. Embrace it, surround it and build it," said Cadman.He added, "The Board of Regents and the UH leadership took the courage to believe in my dreams and the new medical school would not have happened without their support and timely decisions." "JABSOM‘s new facilities in Kakaʻako would not have been realized without Ed‘s tireless efforts," said UH Interim President David McClain. "Its completion will serve as a testament to his dedication to the school and to Hawaiʻi. He leaves the medical school on a steady track for continued success.""In his five years as dean of the medical school, Dr. Cadman has made a tremendous impact on not only the school and university, but the entire state of Hawaiʻi. He has taken the medical school to a higher level of performance for our students making it a leading institution for both medical education and research," said Board of Regents Chair Patricia Lee.Prior to joining the University of Hawaiʻi, Dr. Cadman was the Chair of Medicine and Professor of Medicine at Yale University School of Medicine. He was also the Senior Vice President for Medical Affairs and Chief of Staff at Yale New Haven Hospital.About the University of HawaiʻiEstablished in 1907 and fully accredited by the Western Association of Schools and Colleges, the University of Hawaiʻi is the state‘s sole public system of higher education. The UH System provides an array of undergraduate, graduate, and professional degrees and community programs on 10 campuses and through educational, training, and research centers across the state. UH enrolls more than 50,000 students from Hawaiʻi, the U.S. mainland, and around the world. For more information, visit www.hawaii.edu. Use of this site implies consent with our Usage Policy | 教育 |
2014-52/1945/en_head.json.gz/9637 | Napao Site
Auvergne RM 76, Saskatchewan, Canada
Napao SiteArchaeological Site DkNv-2
The Napao Site is a Municipal Heritage Property consisting of 64 hectares of cultivated land located approximately 10 km west of the Town of Ponteix. The property features precontact artifacts and other cultural remains exposed on the surface of its cultivated fields. Test excavations have confirmed the existence of buried remains, including deposits below the plough zone.
The heritage value of the Napao Site resides in the information it reveals regarding Saskatchewan’s precontact cultures. Artifacts, butchered bone and hearths exposed by cultivation and erosion span a period extending from a few centuries to several thousand years ago. The site is notable for significant amounts of very ancient cultural remains. Stone tools related to the Scottsbluff culture (ca. 8,500 years before present) are particularly abundant. Projectile points from even older periods have also been found. The site is most significant for buried cultural deposits that are approximately 7,000 to 8,000 years old, among the oldest undisturbed archaeological remains thus far discovered in Saskatchewan. These intact components provide a rare opportunity to learn about the lives of some of Saskatchewan’s earliest known inhabitants.Source:Rural Municipality of Auvergne, No. 76 Bylaw No. 92-12.
The heritage value of the Napao site resides in the following character-defining elements:-elements that reveal information regarding precontact use of the site and contribute to its interpretation, including hearths or other archaeological features, butchered bone, artifacts such as projectile points and other stone tools, and the spatial relationships and environmental context of the archaeological remains.
Local Governments (SK)
Heritage Property Act, s. 11(1)(a)
Municipal Heritage Property
Peopling the LandCanada's Earliest Inhabitants
Food SupplyRural District or Area
Undetermined (archaeological site)Buried SiteUndetermined (archaeological site)Exposed Site
Saskatchewan Ministry of Tourism, Parks, Culture and Sport
Heritage Resources Branch
1919 Saskatchewan Drive Regina, SK
File: MHP 1483
MHP 1483 | 教育 |
2014-52/1945/en_head.json.gz/9717 | Fillmore objects given to historical society Captain Fillmore’s telescope.. It is 12 inches long. The family of Captain Harry Fillmore has donated some of the his personal possessions to the Jamestown Historical Society. Captain Fillmore was a captain of a Jamestown ferryboat starting in 1917. The donated objects include his brass telescope, a 10inch long model of an early ferryboat, “Jamestown,” made by a crew member for the Captain and a chowder serving ladle made by the captain. Born in 1877, Fillmore was a holder of a master’s license for more than 60 years. He was a captain on yachts and tugboats before working for the Jamestown & Newport Ferry Boat Company. He also held a federal marine license that entitled him to pilot vessels of any tonnage. Captain Fillmore lived on Union Street in Jamestown, was a state senator, and also served the town as the inspector of weights and measures. He died in 1967 at the age of 89. The Jamestown Historical Society has begun an ambitious project of digitally photographing and documenting its archive collections of old photographs and objects. This project will provide copies in case the original items are lost or damaged. The project will also make it easier to retrieve and research items to study and enjoy. The biggest benefit is that the archives will soon be accessible online at the historical society’s Web site. The society owns about 1,000 objects, 4,000 old photographs, and many letters and pamphlets. Some 2,000 photos the society has digitally scanned can now be viewed on the Jamestown library computers. Return to top | 教育 |
2014-52/1945/en_head.json.gz/9732 | Shoah lessons drive curriculum
By Julie G Fax
http://www.jewishjournal.com/education/article/shoah_lessons_drive_curriculum_20061006
Dr. Michael Berenbaum, a leading scholar on the Holocaust, spoke to LAUSD teachers about the history of anti-Semitism at a "Facing History" institute
The Holocaust will play a major role in educating teens at a new Green Dot charter school in Exposition Park. The entire staff of the Animo Jackie Robinson High School -- seven teachers and two principals -- has been trained to teach a curriculum by Facing History and Ourselves, a Boston-based organization that uses the Holocaust to help kids understand the impact of moral choices they make daily.
"In making our school a Facing History high school, we are saying 'what if we could really shape all the curricular components with this vision? What would happen with kids from the inner city who are really struggling with moral choices, and who often have no idea what it means to have remorse for your actions?'" said assistant principal Kristen Botello.
The school has written a four-year curriculum that integrates the Facing History approach through several disciplines, including English, history, science, art and community service. Animo Jackie Robinson is the first school in Los Angeles to adopt Facing History as an underlying educational philosophy.
The school opened this year with 147 kids in ninth grade; 18 of them are African American and the rest are Latino. Grades will be added over the next three years until there are 600 ninth- to 12th-graders, and all teachers hired will be trained by Facing History.
"I believe the thought processes that result from Facing History affect the kids not only in terms of learning the content of the Holocaust, but in looking at human behavior and the specific, personal events where individuals had to make choices, and how individual choices impact history," Botello said.
Botello taught English at Roosevelt High School in Boyle Heights for 14 years, 11 of them using the Facing History curriculum. She says she can always spot kids who had Facing History teachers.
"You can just see it in the way they behave, the way they treat each other and the tolerance levels they have for people who are different, not just in terms of race or ethnicity, but in terms of disabilities or challenges," she said.
The Jackie Robinson educators were among 30 LAUSD teachers who participated in Facing History's five-day September institute called "Holocaust and Human Behavior," held at Mount St. Mary's College Doheny Campus.
Around 1,500 teachers in Los Angeles have been trained by Facing History. For information, visit www.facinghistory.org or www.greendot.org.
A helping foot As they have been for the past 14 years, about 250 kids and families will lend their feet to AIDS Walk Los Angeles Oct. 15 as part of Kids Who Care, a team made up of kids from more than a dozen schools, including Stephen S. Wise Day School and Milken Community High School. Last year, Kids Who Care raised $65,000, placing it fifth among the top AIDS Walk fundraisers, most of them corporations.
The team was founded with 25 walkers in 1992 by then-8-year-old Leo Beckerman, a Stephen S. Wise member. Since then, Stephen S. Wise families have raised more than $500,000 for AIDS Walk Los Angeles, now in its 22nd year. The money funds direct services, prevention education and advocacy on behalf of people living with HIV/AIDS in Los Angeles County. There are approximately 55,000 people living with HIV in Los Angeles County, and there are 1,500-2,000 new infections each year. For information visit www.WiseLA.org or www.aidswalk.net/losangeles.
Family dinners = better grades + better behavior First ladies Maria Shriver and Corina Villaraigosa helped kick off Family Day at Thomas Starr King Middle School near Griffith Park Sept. 25. The Safeway Foundation launched a $2 million public service campaign to encourage families to eat dinner together. The National Center on Addiction and Substance Abuse (CASA) at Columbia University founded Family Day in 2001 -- and this year 600 cities participated. A CASA study found that compared to kids who have fewer than three family dinners per week, children and teens who have frequent family dinners are at 70 percent lower risk for substance abuse; half as likely to try cigarettes or marijuana; one-third less likely to try alcohol; and almost 40 percent likelier to say future drug use will never happen. The report also found that teens who have frequent family dinners are likelier to get better grades in school.
For information visit www.safeway.com or www.casafamilyday.org.
The next step for girls: Israel The Orthodox Union's (OU) Machon Maayan one-year program in Israel opened with its first class of 39 women, many of whom have scant Judaic studies background.
The post high-school seminary in Beit Shemesh -- a half hour from Tel Aviv and Jerusalem -- attracts girls who graduate from the National Conference of Synagogue Youth, the OU's outreach youth movement, and want to continue in their Jewish studies. "Where we stop, programs like Machon Maayan continue," said Rabbi Steven Burg, National Director of NCSY, who was formerly the movement's West Coast director.
For more information go to www.machonmaayan.org. JewishJournal.com is produced by TRIBE Media Corp., a non-profit media company whose mission is to inform, connect and enlighten community | 教育 |
2014-52/1945/en_head.json.gz/9754 | Sharp to Announce Creation of $100M A&M Research Initiative
By: Texas A&M System Press Release Updated: Fri 4:49 PM, Aug 03, 2012
By: Texas A&M System Press Release Home
/ Texas A&M
/ Article John Sharp, chancellor of The Texas A&M University System, announced today that he will ask the Board of Regents for the creation of the Chancellor’s Research Initiative (CRI), which will provide one-time funds to Texas A&M University and Prairie View A&M University for the recruitment and hiring of faculty members.
“We have some of the best universities in the country, and we want to attract exceptional faculty members who will have a transformative impact upon the academic and research missions of Texas A&M and Prairie View A&M,” said Sharp. “I envision that these talented candidates will also attract additional research dollars for their work and our universities.”
The CRI will provide $33 million each year for FY 2013 and FY 2014, and $34 million for FY 2015. The funding for the initiative will come from the annual Available University Fund (AUF) distribution. Sharp said that the A&M System was particularly interested in candidates who have a proven track record of success in developing and implementing large, multi-investigator, federally funded programs such as NSF Engineering Research Centers, NSF Materials Research Science & Engineering Centers, foundations that support the liberal arts, and other funding mechanisms of similar scope and scale.
In addition, candidates will be evaluated on their ability to augment federal funding with additional support from commercial and/or non-profit sources; alignment of their area of study with current/future national funding priorities and university strategic thrusts; and a track record of their trainees successfully obtaining federal funding.
“As we continue to be challenged with doing more with less, it is important for us to find ways to attract world-class researchers without overtaxing our already lean budgets,” Sharp said. “The CRI seeks to find outstanding researchers who can not only produce amazing work, but also bring in some much needed funding to support that work.”
Earlier this year, Sharp made a $5 million commitment to the Institute of Advanced Study, led by Dr. John Junkins, a distinguished professor in Texas A&M’s Department of Aerospace Engineering. Its charge is to create a network of Faculty Fellows who will advance the intellectual climate and deepen the graduate experience at Texas A&M.
About the A&M SystemThe A&M System is one of the largest systems of higher education in the nation, with a budget of $3.3 billion. Through a statewide network of 11 universities, seven state agencies and a comprehensive health science center, the A&M System educates more than 120,000 students and makes more than 22 million additional educational contacts through service and outreach programs each year. Externally funded research expenditures exceed $780 million and help drive the state’s economy.
Holiday Retail Tips From Texas A&M Center For Retailing Studies Join the Conversation! | 教育 |
2014-52/1945/en_head.json.gz/9764 | College EventsFounded in 1829 by King George IV and the Duke of Wellington, King's College London forms part of the University of London. It is one of the oldest and most prestigious institutions in the United Kingdom.This website had been created along with the rise of the internet and the interest of people in finding information quick and easily as a website for King's College. The site features various sections – each providing useful information to its readers.The "What's on" page of the website is home to various events held at King's College that include student events, faculty events, alumni events and even parent events. These include sports events, science shows and other activities held on campus or choir hearings held in the chapel.Other participants at such events are Friends of King's College who are supporters that have contributed amounts of money to sustain the institution. They are regulars at the King's Annual Garden Party.
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2014-52/1945/en_head.json.gz/9772 | Rio Rancho teacher brings back wood shop for special education
Updated: 05/20/2014 9:09 AM | Created: 05/20/2014 8:09 AM By: Kim Tobin, KOB Eyewitness News 4 Because of steep budget cuts, many schools have done away with classes like wood shop. But for children in special education, this kind of hands on learning is very important.
Now, thanks to a special education teacher at Rio Rancho High School, the wood shop is back and full of high tech tools and projects.
"(I like) the smell of fresh cut wood, it gives me a sense of success," student Robert McCahren said during class.
What may look like just a couple blocks of wood to some means much more to a certain group of special education students at Rio Rancho High.
The school had wood shop classes but canceled them in 2004. Since then, teacher Gordon Douglas has been working hard and writing in for grants, proving why it's so important for his students.
"You get to create. All these guys have put their hands on stuff and they get to see what a good project looks like. It gives them a little pride," Douglas said.
This is the first full semester the class is back up and operating, and already, students like Crystal Ramos have created many functional and creative pieces.
"He's teached me a whole lot of things, how to use tools, how to work with my hands. It's relaxing for me," Ramos said while holding up her latest creation: a wood plaque with the words "Best Friends Forever" carved in the center.
The wood shop students work on projects around the school, like building benches and creating an outdoor water feature for the students to enjoy.
"High schools are losing this part of it," Douglas said. "I think it's an important part of learning and growing."
Douglas had funding help from the Rio Rancho Education Foundation and the STEP program. | 教育 |
2014-52/1945/en_head.json.gz/9783 | Updated Feb 7, 2013 - 7:47 am
"Read on Arizona" initiative launches to improve literacy Share Story
By Sandra Haros , Reporter | February 7, 2013 @ 6:29 am
PHOENIX -- The "Move on When Reading" statute takes effect for the 2013-14 school year. It mandates that third- grade students who don't have satisfactory grades on AIMS reading tests may not move on to the fourth grade, as Arizona will begin following Common Core standards. For that reason, Helios Education Foundation is launching a new statewide initiative called "Read on Arizona." The initiative has also named the state's first literacy director, Terri Clark, to help address the problem. "There's a lot of work that needs to be done," said Ian Smith with the foundation. "The numbers tell us that it's not as bright as we would like it to be. We believe through this initiative and collaborative effort we can get there." The foundation will work with the Arizona Department of Education, First Things First, Head Start State Collaboration Office and other partners to support implementation of Read On Arizona. It's estimated that only a quarter of fourth-graders are proficient at grade-level reading. Comments
Sandra Haros Sandra moved from the small border city of Yuma, Arizona to study Broadcast Journalism at Arizona State University in the late 90s. Since graduating, she's worked at several local TV stations including Univision, Fox 10 and 3TV. Working at KTAR, has allowed her the opportunity to cover major national news events, including Presidential visits, the Tucson Tragedy and the Wallow fire. When Sandra isn't covering breaking news or behind a microphone in the studio, she's probably at home with her best friend Mark and her two dogs, Lily and Lola.
Sandra enjoys cooking and admits to enjoying "really bad" reality T.V. She also enjoys spending quiet time at home with people she loves, playing a little poker and traveling. Comments Please enable JavaScript to view the comments powered by Disqus. | 教育 |