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Faculty & Staff Forms Human Subjects Research and Institutional Review Boards VPRI Federal ORI 42. Responsibilities: Environmental Health and Safety The University's Environmental Health and Safety (EH&S) is charged with ensuring a safe and healthy environment for the entire University community which includes human subjects research. This charge is exercised through EH&S and its committees for overseeing biosafety and radiation safety. EH&S staff are available to advise investigators using hazardous wastes in human subjects research to ensure the materials are handled safely and all employees are trained to minimize the risks imposed by the hazards. University investigators must submit a complete and signed Memorandum of Understanding and Agreement from the IBC in order to acquire IRB approval for studies involving any of the following: biological agents including blood and blood products, human or non-human primate tissues, other bodily fluids (e.g., saliva); cells or cell culture; and recombinant DNA (NOTE: includes transgenic plants and animals when these involve human or primate DNA, or are used in combination with human subjects research). Visit the Institutional Biosafety Committee's website University investigators must receive approval from the performance site's Radiation Safety Committee (e.g., UNR, Renown, Saint Mary's or the VA) for research involving exposing human subjects to radiation or radioactive materials for which the subjects would otherwise not have been exposed except for the research. Visit the Radiation Safety Committee's website Research Integrity Office (0331) Fax (775) 327-2369 Ross Hall, Room 218/Mail Stop 0331 Take the next step...

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CENTRAL MISSOURI STATE'S KYLE CARTER NAMED 1ST PROVOST AT WESTERN CAROLINA Kyle R. Carter CULLOWHEE � The Western Carolina University board of trustees has approved Kyle R. Carter, provost and vice president for academic affairs at Central Missouri State University, as Western's chief academic officer, a position that also will carry the title of provost for the first time in the university's history. Carter, a member of the administration at Central Missouri State since 1998, will serve as chief academic officer at Western and will be the senior vice chancellor authorized to act on behalf of Chancellor John W. Bardo in the chancellor's absence. The appointment is effective Nov. 1. �We have been searching for an individual who can help guide Western through a period of growth and development that is just now in the early stages,� Bardo said in announcing the appointment. �With the input of faculty, students and staff, the university has charted a path for the future, and is in need of a proven higher education administrator to help us get there. We have found just that person with Kyle Carter.� Carter will fill a vacancy created by the departure of Richard J. Collings, vice chancellor for academic affairs at Western since 1996, who left the university in May to become president of Wayne State College in Wayne, Neb. The appointment of Carter follows a nationwide search conducted by a campuswide committee and assisted by a national consulting firm. �Western Carolina University provides a unique challenge for me and a set of opportunities that I couldn't resist,� said Carter, who also is a professor of psychology. �I am impressed with the executive management team, the faculty and staff at Western Carolina. They are hard-working, ambitious and collegial. I couldn't ask for a better environment.� At Central Missouri State, Carter is responsible for administering the academic programs of the university, including many academic support services. He was chair of the committee that produced the university's strategic plan, revised promotion and tenure criteria and processes, redesigned summer school schedules, and revised faculty compensation procedures. Carter helped guide CMSU through a period of financial belt-tightening amidst record-high state cutbacks in higher education funding, and helped establish the university's Honors College. �The committee conducted an extensive search until we found someone who had the broad range of experience that is required for this new leadership position at Western,� said Noelle Kehrberg, dean of the College of Applied Sciences and chair of the search committee. �With his experience as provost at Central Missouri, Kyle Carter has the experience, vision and enthusiasm we were seeking.� Bobby Patton, president of CMSU, praised Carter's accomplishments in academ

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ROAD CLOSURE: Harrison County Route 19/21 Wesleyan Hosts Annual American Scholar Event Written by Erin MacPherson Last updated on January 22, 2013 @ 9:38AM Created on January 21, 2013 @ 6:37PM For the past seven years West Virginia Wesleyan College has given away three scholarships to students in the local area, from 11 counties in our part of the state. There were 12 finalists at the award luncheon Monday all awaiting anxiously, but only three received some form of a scholarship to Wesleyan. Third place got $2,500, second was $5,000, and first place received a full ride. This scholarship program all started when the head of a local radio station thought would be a good idea. He looked into it and Wesleyan was the only school that followed through. The radio station employees decided all of the finalists needed something to take home,so they gave all of the 12 finalists a kindle fire. When deciding a winner, there are many different factors. Some of those include academic achievements, involvement, and financial status. Professors told me they love to be able to give back to their community. "We're really excited about the quality of kids that come. The fact that it's a difference maker and most importantly to make sure that it supplies financial access to a number of students in this competition," said Bob Skinner, Vice President of Advancement at Wesleyan. The winner was a senior at liberty high school, Samara Kendrick. She was ecstatic to say the least about winning this full ride scholarship. She said Wesleyan has been her dream college for her whole life. So once she found out about the opportunity, two years ago, she started working on everything she needed to from essays to videos to everything in between. And she already decided what career path she wants to take, nursing. "Emotional. I feel very excited that I get the opportunity to go here and to further my education at a great school. So it's going to be a real blessing to me and my family. Relieved, that I never have to worry about how I'm going to pay for anything here. So that's going to be really great, said Kendrick. The faculty at Wesleyan said they're proud of everyone who was apart of this years program, and they can't wait to see who they round up next year. Share Add your Comment Fox 10 Most Popular

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WIU Home > News Fall 2012 Alumni Achievement Recipients MACOMB, IL -- Six Western Illinois University alumni have been selected to receive the WIU Alumni Achievement Award at the Saturday, Dec. 15 Commencement exercises. This year's Alumni Achievement recipients are John B. Henderson, president and CEO of Frank Lynn & Associates, Inc.; Pamela S. Hoffman, an English faculty member at Oakland Community College; Craig R. Neader, founder and owner of The Neader Financial Group; William J. Paulding, founder of STAFFLOGIX Corporation; Michael D. Shonrock, president of Emporia (KS) State University; and Carin Stutz, Chief Executive Officer of Cosi, Inc. Henderson, Hoffman and Neader will be recognized at the 9:30 a.m. ceremony, while Paulding, Shonrock and Stutz will be recognized at the 1 p.m. ceremony. Western's Alumni Achievement Award is given in recognition of outstanding contributions in one or more of the following: exceptional accomplishment in one's chosen field of endeavor; exceptional service in community affairs at the local, state or national levels; or exceptional service in support of the advancement and continued excellence of WIU. Henderson, a 1973 management graduate and a 1976 business administration master's graduate, has served as president and CEO of Frank Lynn & Associates, a sales strategy consulting firm, since 2001. For more than 30 years, he has guided the organization and its clients through changing market conditions. He was instrumental in establishing Frank Lynn & Associates' European presence by serving as the firm's first business manager in the UK office in 1983. He also serves as the head of Frank Lynn & Associates' channel pricing practice. Before joining Frank Lynn & Associates, Henderson worked for Daubert Chemical Co. He is a member of the Association of Management Consulting Firms and the Professional Pricing Society. He is also a frequent speaker and has published articles related to marketing products through distributors. Henderson is currently a member of the College of Business and Technology (CBT) National Advisory Board and has supported several areas at WIU over the years including the CBT, the Alumni Association and athletics. Hoffman, an English graduate, taught at Mundelein (IL) High School for eight years and later as an adjunct faculty member at ICC in East Peoria (IL) for 18 years and for the University of St. Francis (Joliet). She is currently an adjunct faculty member at Oakland Community College (MI). Living in Pekin for almost 20 years, Hoffman volunteered for the school districts, the library board, youth soccer, band boosters, after prom and other community projects. Hoffman currently serves on the Friends of the Library Board in West Blomfield, MI and on her subdivision board of directors, delivers meals to the homebound and is a volunteer for Wayne State's retirees program. A longtime member of the American Association of University Women (AAUW), Hoffman is president of the AAUW 300-member local branch and was elected to the AAUW Michigan state board for two terms. Hoffman was a member of the WIU College of Arts and Sciences Advisory Board for three years. A 10-year member of the WIU Alumni Council, her move did not prevent her from traveling often to Macomb and other venues while serving as president and past president of the council. Hoffman received her master's degree in English from Illinois State University. Neader, a 1975 accountancy graduate, worked for Arthur Young & Company (now Ernst & Young) after graduation, and as Chief Financial Officer of a media company. In 1989, he founded The Neader Financial Group, which is headquartered in Geneva (IL). The Neader Financial Group is comprised of several businesses that provide investment advisory services, insurance services, financial and business planning and accounting, tax consulting services for businesses and high net worth individuals. These businesses serve more than 2,000 clients and employ more the 75 associates and professional staff. Neader is a member of the WIU Accountancy Advisory Board and he has established the Neader Accounting Scholarship at Western. He is a member of the American Institute of Certified Public Accountants and the Illinois CPA Society, among many other professional organizations. He is a Certified Public Accountant and a Certified Financial Planner. In the community, Neader is a member of the Chamber of Commerce, his community's hospital board and the Lions Club of Illinois. Paulding, a 1993 communication and 1995 master's graduate in educational and interdisciplinary studies, established STAFFLOGIX Corporation in 1998. Today, STAFFLOGIX employs more than 1,600 professionals in 38 states, with 15 branch locations. STAFFLOGIX Corporation provides Fortune 1000 companies with professional, administrative, healthcare and light industrial staffing services in 38 states. Paulding began his entrepreneurial career in 1992 by conceiving and managing the first Micro-Fridge program for Western's residence halls. Paulding has been actively involved with the University, the Alumni Association and the College of Fine Arts and Communication over the years. He has generously supported WIU since his graduation, providing support to a variety of University activities including scholarships, student programs, performing arts and alumni programs. Shonrock, a 1979 geography graduate and a 1981 college student personnel master's graduate, was named the 16th president of Emporia State on Jan. 1, 2012. In addition, he currently teaches in the Teachers College at Emporia State. He has served more than 30 years in higher education, including serving as the senior vice president, vice president, dean of students, and an associate professor in the College of Education at Texas Tech University; director of student life at Pittsburg State University; and coordinator of Greek affairs at Central Missouri State University. He also served as a graduate assistant at both Western and the University of Kansas. He received the WIU College of Education and Human Services Distinguished Alumni Award in 2010. Shonrock received an education specialist degree in community college administration from Pittsburg State University (Kansas) and a doctorate in higher education administration from the University of Kansas. Shonrock, and his wife, Karen, are actively involved in the Emporia community, serving on the boards of the Emporia Arts Council, Emporia Chamber of Commerce, Regional Development Association of East Central Kansas and the United Way of the Flint Hills. They are also members of the Emporia First United Methodist Church. Stutz, a 1978 home economics graduate, was named the CEO and president of Cosi, Inc., a 135-unit restaurant chain, in January 2012. She is also a member of Cosi's Board of Directors. Previously, she served for four years as the Chief Operating Officer and president of Global Business Development for Brinker International where she led franchise development and operations for 240 Chili's and Maggiano's restaurants around the world. Prior to that, Stutz was executive vice president of operations for Applebee's International. Before transferring to Applebee's, she was the Pacific Division vice president for Wendy's International; served as Regional Operations vice president for Sodexo, U.S.A.; and was vice president of Corporate Operations for NutriSystem, Inc. In addition to her role at Cosi, she is also the chair of the Women's Foodservice Forum, an organization in the food service industry dedicated to developing gender-diverse leadership talent. Stutz has been active in her communities, and with her alma mater. Posted By: WIU News ([email protected])Office of University Relations Macomb Campus Sherman Hall

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Maribel Duran, Chief of Staff, White House Initiative on Educational Excellence for Hispanic Americans—Biography Maribel Duran is the chief of staff at the White House Initiative on Educational Excellence for Hispanics. In this role she works on driving the initiative's mission of increasing the Hispanic community's educational attainment and outcomes through the development of key partnerships, implementation of communication strategies, and operational and capacity-building best practices. She leads the initiative's communications, including social media outreach and engagement, early childhood education, and federal interagency working group efforts. Prior to assuming this position, she served as a special assistant to U.S. Secretary of Education Arne Duncan, managing administrative operations, prioritizing day-to-day activities, internal and external communications and issues, assessing policies and research, and serving as a liaison between internal and external stakeholders. With over 15 years of experience and expertise as an operational manager, Duran has been recognized for being pragmatic and tactful, a thoughtful partner, and a dedicated public servant. She began her career in the Chicago Public Schools, first as an administrative associate in the Office of Technology Services in 2001, and then as executive assistant to Arne Duncan, the district's CEO at the time, from 2005 to 2009. Born and raised in Chicago, Duran is a first-generation college student currently pursuing a bachelor's degree in English language and literature at Southern New Hampshire University. She and her two children reside in Falls Church, Va.

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By clicking "Agree" below, I acknowledge and agree to abide by the following terms and conditions of use. All archival material on this website is provided for research and personal use only, and its availability in no way conveys permission to publish or reproduce such materials in full or in part. I understand that if I wish to publish, reproduce or otherwise distribute such content, a separate permission to publish form is required. I further acknowledge that it is my responsibility to secure permission to publish from any and all owners of intellectual property rights. Bates College makes no claim to be the owner of these intellectual property rights unless such rights were explicitly transferred with the material. Best viewed with: Internet Explorer, Netscape, Firefox © 2005 Bates College

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About Belize, Maya Education Seen as Best Cure for Maya Destruction 16 May 2013 No Comment 64SHARESFacebookTwitterGooglePinterestLinkedinRedditStumbleuponBufferTumblrMail The assistant manager of the Belize Natural History Centre (NHC) said that while worldwide condemnation and anger surrounding last week’s destruction of the ancient Maya pyramid at Nohmul in northern Belize is understandable and even healthy, the time has come to move on to finding solutions to prevent a repeat of the tragedy. Brion Young, who is also a naturalist guide at The Lodge at Chaa Creek, which sponsors the NHC, said he believes that education is the key to preserving Belize’s rich Maya heritage. “It’s only natural that all Belizeans are incensed with this wanton destruction of our Maya heritage. Our children’s children and literally millions of future visitors to Belize have been robbed of the chance to experience a magnificent part of Belize’s past. “However, we now need to move on to developing solutions and putting systems in place to ensure this never happens again,” Mr Young said, “and education is the key to this. That’s something that Chaa Creek and the NHC has always promoted, and we’ll be ramping up our efforts in this area.” Mr Young said that the NHC was founded as a way to showcase the natural and cultural history of this tiny Central American country on the Caribbean Sea as well as display some of the many Maya artefacts found in the Chaa Creek area, which was a major agricultural and trade centre for the ancient Maya. Since its beginning, the NHC has grown to become a highly regarded educational resource to Belizean students as well as tourists. “We have always believed that the more people are exposed to Belize’s Maya culture, the more they will appreciate it, and understand the importance of preserving the relics left behind by one of the most advanced societies in all of antiquity. “One visit to the nearby pyramid of Xunantunich or the royal palace at Cahal Pech in San Ignacio, and visitors understand why we are so zealous in preserving what’s left of the Mundo Maya,” Mr Young said. The Mundo Maya, or Maya World, refers to the realm of the ancient Maya, which encompasses all of Belize and parts of Guatemala, Mexico, Honduras and El Salvador. The area contains thousands of artefacts and vestiges of the ancient Maya, from huge cities, such as Caracol in Belize and Tikal in Guatemala, to small remote ceremonial centres tucked away in the region’s vast jungles. The recent damage to Nohmul highlighted the fact that looting and destruction continues to occur throughout the Mundo Maya, despite the efforts of archaeologists and organisations to protect it. Mr Young said that while some of it is deliberate, much of the destruction is due to ignorance. “If people understood how precious these Maya artefacts are, and what they mean to us and future generations, they would be more likely refrain from and to report abuse when they see it,” he said. Mr Young said that Chaa Creek will continue to reach out to schools and the community through programs such as the free annual Eco Kids Summer Camp, a nine day program that has a strong Maya culture component, and will continue to make the NHC and their guides available to schools. “Rather than just bemoan the loss of this majestic example of Belize’s past, it’s up to all of us to work that much harder to let people know what’s at stake here. “The Spanish Conquistadores destroyed entire libraries and so many works of art created by this magnificent culture. Let’s not be guilty of standing by while the same crimes against history are committed,” Mr Young said. Tags: Belize News, belize tourism, Belize Vacations, Caracol in Belize, Dr Jaime Awe, Eco Kids Summer Camp 2013, Maya Destruction, SUMMER IN BELIZE, Tikal in Guatemala Do you like this story? You will also like:Belize’s Chaa Creek in Final Countdown to Maya SolsticeChaa Creek Condemns Recent Maya Temple DestructionA unique Maya discovery at Chaa CreekMaya Civilization Collapsed Amidst Mild Drought, New Study Suggests2012 The Maya Word 9 × = seventy two

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URL: http://boards.fool.com/eminent-domain-and-uofm-30646578.aspx Subject: Eminent Domain and UofM Author: Colovion http://www.annarbor.com/business-review/eminent-domain-proce...So here's the deal:Charlie Munger (he of Berkshire Hathaway) has donated $110 million to the University of Michigan for a Graduate Student in residence program of some sort (I'm sure you can google it if you're dying of curiosity, I'm not). What this means is a new residence hall needs to go up somewhere. UofM has been buying up property west of Central Campus along Division street (they recently bought the building Blimpy Burger is in for those familiar with the area). So it makes sense that this is where they want to build the new residence hall.Except one guy isn't selling his two houses full of rental units. What's the U to do? Go to court and claim imminent domain. It's a public University and a residence hall is the type of public use that courts generally agree to, so the U will likely win.Some Townies aren't happy though. This would be two more parcels coming off the tax rolls.I'm not too heartbroken over this. The houses are your average student crap houses, nothing worth mourning if they were to go away. The tax roll loss is a gripe worth acknowledging, but overblown in that it's a small hit and the U brings in billions of dollars of economic activity to the city each year so it isn't like the city doesn't benefit greatly in other ways. This also isn't a case of the state taking away property to give it to a private business that ends up doing nothing with it (like the infamous Kelo case$ the U WILL build the hall, a lot of people will live there and many of them will pay for overpriced food in the 1,000 restaurants within walking distance (a slight exaggeration, perhaps) so it's easy to argue the city will gain from this. The city could sell two of their 157 parks (not an exaggeration!) if they really want to keep their tax base whole.

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Updates by SUBSCRIBE to EdNext ADVERTISE in EdNext Log In to your EdNext Account Updates by rss | e-mail | twitter Education Next Education Next is a journal of opinion and research about education policy. Muggles, Broomsticks, Quidditch, and Owls That Deliver Mail A Cast of Characters to Breathe Life—and the Magic of Good Writing —into Children’s Literature By DIANE RAVITCH 0 Comments | Print | PDF | Share Spring 2006 / Vol. 6, No. 2 By J. K. Rowling Scholastic Press, 2005, $29.99; 652 pages. As reviewed by Diane Ravitch Not long after the release of Harry Potter and the Half-Blood Prince, the sixth Harry Potter book, worldwide sales for the series topped 270 million copies. Not only has the Harry Potter series broken all sales records for books, but also it has shattered a host of preconceptions about the kinds of materials children are willing to read. Conventional wisdom has long held that new technologies render books obsolete. Publishers of educational materials long ago concluded that today’s media-saturated children do not like to read and that they require a dizzying array of graphics on each page to hold their attention. Experts in children’s literature have been saying for many years that children want to read only about children who look like themselves and about situations that reflect their own lives. In the young-adult literature market, the watchword for book marketing and for authors has been “relevance.” Young adults, it was widely believed, want to read about contemporaries who are struggling with contemporary problems in contemporary settings. A quarter of a billion books by J. K. Rowling say that they are all wrong. Can So Many Kids Be Wrong? Who is this Harry Potter, and why do so many millions of children (and adults) stand in line to buy the latest installment of his adventures? I have my own views about this, which I will expound upon in a minute, but I thought I would first report what my grandson Aidan said. Aidan, 11, has read all of the Potter books and knows every detail about every character. He likes the books, he said, “because they have action, surprise, suspense, and magic spells.” By now, the whole literate world knows the basic storyline of the Harry Potter epic. Harry is an orphan; his parents were killed by the evil Lord Voldemort when Harry was a year old (the jagged scar on his forehead is a memento of this fearsome event). He lives unhappily with his mean relatives, the Dursleys. At the invitation of a great wizard, Harry has been enrolled in Hogwarts, a boarding school for wizards, where he develops intense friendships and learns to use his magical powers. Voldemort, who represents the dark side of the magic world, wants to kill Harry and assert his evil dominion (the other wizards are so frightened of Voldemort that they call him “he-who-must-not-be-named”). Because of his special powers and his goodness, Harry is the only one who can defeat Voldemort. In the first book, Harry is 11; each book covers another year of adventures and explores the pedagogy of wizardry at Hogwarts. The series is supposed to conclude with the next book, which will describe Harry’s seventh and last year, at which time all of the puzzles associated with the evil Lord Voldemort will be resolved. What are the attractions of these books for their readers? They have a lot of action. They are extremely well plotted. The plot line involves numerous subplots, each of which touches on the fate of Harry and his friends. Some of the characters are highly sympathetic, others are villainous. Harry and his friends are realistic, seeming like any children of their age. The whole story is situated in a particular place (England), with its particular language and idioms. Yet once the characters board the train for Hogwarts at King’s Cross Station in London, they enter an alternative universe, one that is magical, fantastical, and utterly different from reality. At Hogwarts, there are games that are found nowhere else (“quidditch” is the school-wide field competition, played in the air on broomsticks). There is a special vocabulary used only by wizards (nonwizards are known as “muggles”). Fantastic things happen: there are portraits that move and talk, ghosts that are friendly, and owls that deliver the mail. At Hogwarts, students of wizardry learn such subjects as potions, spells, defense against the dark arts, and other subjects necessary for students of wizardry. The line between fantasy and reality is constantly crossed; students worry about exams, and their teachers are as warm or caustic as teachers in an ordinary school. But unlike a regular school, the teachers might turn out to be deadly enemies, secret disciples of the evil Voldemort. The devotees of the Harry Potter novels quickly master the special language of Hogwarts, of course, and there are many web sites on which readers discuss their theories about what might happen next. Although the Harry Potter novels are written for preadolescents and adolescents, they apparently have a substantial adult following. Now that the books are treated as a cultural and commercial phenomenon, each new one receives respectful reviews by major critics. What matters most about the Harry Potter books, I think, is that they demonstrate the power of literature to captivate the age group that is considered least likely to read: adolescents. J. K. Rowling does not condescend to her readers with a dumbed-down vocabulary or a simple plot. She does not rely on glitzy visuals to grab their attention. Her books have few graphics: a simple black-and-white line drawing introduces each chapter, and everything else is text. Rowling expects her readers to read: the latest book has 652 pages. Rowling has a faith in the power of language that our own National Council of Teachers of English seems to have lost. Somehow millions of Harry Potter fans manage to complete every book without benefit of leading questions, a teacher’s guide, previsioning, or any of the other junk pedagogical strategies that burden American schoolchildren in their English classes. They respond to and appreciate an author who is a powerful storyteller with a terrific imagination. It is sad that many schools avoid the Harry Potter books in order to placate certain religious sects that oppose any reference to magic and witchcraft. Under such pressures, the publishers of reading books for our schools exclude any stories that involve fantasy and illusion. The Harry Potter books have often appeared on the American Library Association’s list of the most-banned books. This is enough to keep them out of public schools, but not out of the hearts of the millions of young people who love Harry Potter and despise the small-minded Dursleys, who ride with Harry on the train to Hogwarts, cheer for him as he leads his quidditch team to victory, stand alongside him as he challenges the forces of evil, and pray that he survives the violent confrontation with Lord Voldemort that inevitably lies ahead. -Diane Ravitch is research professor of education at New York University and a member of the Koret Task Force at the Hoover Institution, Stanford University. Related EdNext Articles 0 Comments Sponsored Results Sponsors The Hoover Institution at Stanford University - Ideas Defining a Free Society Harvard Kennedy School Program on Educational Policy and Governance Thomas Fordham Institute - Advancing Educational Excellence and Education Reform Sign Up To Receive Notification when the latest issue of Education Next is posted In the meantime check the site regularly for new articles, blog postings, and reader comments Website: Use All Five Powered by Linux, Apache, PHP, MySQL, and Wordpress More EdNext Information About EducationNext Advertise EducationNext Contact EducationNext User Agreement | Privacy Policy Reporting Copyright Infringement | Guidelines for Submissions | Permissions | FAQ Web-only content Copyright © 2011 President & Fellows of Harvard College Journal content Copyright © 2011 by the Board of Trustees of Leland Stanford Junior University Program on Education Policy and Governance 79 JFK Street, Cambridge, MA 02138

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University District, Columbus, Ohio The University District has official commission districts and boundaries. The University District (or University Area), is a 2.8-square-mile (7.3 km2) area located two miles (3 km) north of Downtown Columbus, Ohio that is home to the main campus of The Ohio State University, the Battelle Institute, and the Arthur G. James Cancer Hospital and Richard J. Solove Research Institute.[1] It is generally accepted as the area bounded to the north by Clintonville at Glen Echo Ravine; to the south by the Short North at 5th Avenue; to the west by the Olentangy River and to east by the ConRail railroad tracks. Points of interest include, but are not limited to, the Ohio Stadium and Old North Columbus; The district is Columbus' most densely populated area and contains more than 650 businesses, human service agencies, churches, and schools.[1] University District businesses include boutiques, mixed retail, several tattoo studios, the Landmark Gateway theater, and a diverse range of restaurants and bars. 1 Neighborhoods 2.1 Inception 2.2 Indianola Park 2.3 Population explosion 3 University Area Commission 5 Notable residents 6.2 Resources Neighborhoods[edit] Northwood Park has many homes with rich histories. The University District comprises many diverse neighborhoods, each with its own unique housing stock and cultural identity. There are a variety of pleasant residential neighborhoods, several historic districts as well as the off-campus core student neighborhood. The residential neighborhood with higher concentrated rental property and student housing is located east of High Street south of 17th Avenue and north of 11th Avenue. This is often referred to as the off-campus neighborhood, and, in the past ten years, it has gone through considerable redevelopment and revitalization as a result of the work of Campus Partners.[2] The center of it is the University District Central, which ranges from 13th to 18th Avenues, east of N. Fourth Street. Old North Columbus, commonly referenced as the general area north of Woodruff, east to Silver Drive, west to the Olentangy River Road, and north to Slate Run, was once the village of North Columbus that was platted in 1842. Old North Columbus includes several smaller neighborhoods within these general boundaries, including the Iuka Ravine and Indianola Forest (Lane Avenue to Woodruff Avenue, between High Street and N. Fourth Street), Oakland & Northwood Avenue Area (Patterson Avenue to Northwood Avenue, between Pearl Alley and Indianola Avenue), Tuttle Park, and Glen Echo (north of Hudson Street and east of Indianola). Old North Columbus was home several historic Columbus Public Schools, such as Medary Elementary (closed in 2006), North High (closed 1970s), and the Special Education Center. Old North has several parks, such as Tuttle, Glen Echo, Maynard & Summit, Iuka Ravine, and Indianola Middle School, as well as multiple churches, restaurants, and other small businesses. The southern area of the University District also has a higher density of homeownership and includes land west of High Street, ranging from Fifth Avenue to 11th Avenue (The Circles, Dennison Place, and NECKO),[3]* as well as land on the east side of High Street, ranging from Fifth Avenue to 12th Avenue (Weinland Park). Conn Baker relocated portions of an 1806 Log Cabin to the University District in 1904 Inception[edit] The University District (or University Area) was not originally part of the city of Columbus. Platted in 1812 as a new city to be the State capital, Columbus was a small town until late in the nineteenth century. One of the major events in the evolution of the area was the decision to locate the State Agricultural College Grounds (Ohio State University) on the site of the Neil farm in 1870, south of the community of 'North Columbus. The university grew slowly at first, but began to expand significantly under the presidency of William Oxley Thompson from 1900 to 1925. As the area grew, fashionable residential suburbs grew up around the campus in places like the Dennison Addition and the Indianola subdivision with its curved roads and ravine. In the 1890s the streetcar transformed the area allowing middle-class people to more easily live in the University Area and make the thirty-minute journey to work in downtown Columbus. Indianola Park[edit] Main article: Indianola Park Indianola Park's entrance was on the corner of 19th Avenue and 4th Street.[4] Indianola Park was an amusement park that operated in the University District from 1905 to 1937.[5] It was the biggest draw of the region, and streets carts took people to and from the location. The park peaked in popularity in the 1910s, entertaining crowds of up to 10 thousand with the numerous roller coasters and rides, with up to 5 thousand in the massive pool alone.[6] The park was also the home field for the Columbus Panhandles for half of a decade.[7][6] In the 1920s, new owners bought and remodeled the park, and it did well until it closed its doors at the end of the Great Depression.[8] Population explosion[edit] Up until the end of World War II, the University Area was occupied by more homeowners than renters. That fact changed with the return of thousands of veterans from the war. The population in the University Area quadrupled. To house the growing population, high rise dormitories were built at both ends of the main campus and hundreds of owner occupied houses were either converted to rooming houses, rental units, or were torn down to make way for apartment buildings. The increased density gave rise to problems around vehicular congestion, crime, and litter. To cope with these problems, a number of organizations came into being: the University Community Association, an umbrella for the neighborhood organizations in the area; the University District Organization, a neighborhood planning and development organization; the University Community Business Association, the voice of economic enterprise in the area; and the University Area Commission, an advisory commission to Columbus City Council.[1] University Area Commission

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What's Your Excuse? Thom Ruhe, Director of Entrepreneurship, The Kauffman Foundation We recently hosted the inaugural class for the Ice House Entrepreneurship Education Program. The program coincidentally started just as the debt ceiling debacle was playing out in Washington. There was a shared moment of awareness that maybe those we feel should be making the economic ecosystem a better place for entrepreneurs were in fact incapable of doing so, and even doing things that were self-destructive; a reality driven home by the subsequent credit downgrade by S&P. Reflecting on many of the experiences captured in the program, of people overcoming hardship and adversity and uncertainty, to build a better future for themselves by pursuing their entrepreneurial passions, participants started challenging some other long-held beliefs and assumptions surrounding the practice of teaching entrepreneurship. Many of the would-be Ice House facilitators started realizing that it is time to change their own thinking about promoting and supporting entrepreneurship. They further realized that no one, the Kauffman Foundation included, has a magical formula to guarantee success or is capable of predicting who is best suited to realize start-up stardom. And so it was on the heels of this inspired kickoff for a program that we genuinely feel will redefine entrepreneurship education that I was presented with a perfect example; an example that entrepreneurship is simply a mindset that can be embraced by everyone. It is the story of first grade student, Connor Zamary and his Toaster Pop application. You can see his investor pitch (that's right, a genuine funding pitch by a 7-year-old) here. His app is on sale in the iTunes store with sales already popping in from around the world. In the spirit of full disclosure, I have to say that Connor has the good fortune of growing up in a household with a successful serial entrepreneur father, which undoubtedly has infused young Connor with the confidence and guidance that all entrepreneurs need from time to time. But his adventure still stands as a great example of embracing an entrepreneurial mindset and certainly should be a wake-up call for all aspiring entrepreneurs that are waiting for 'something' before starting. Please enable JavaScript to view the comments powered by Disqus.

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Finger Lakes Museum Hires An Education Director The Finger Lakes Museum has hired Yates County native Mike Sullivan as its education director. Sullivan brings an extensive background in classroom instruction, museum education, and non-profit management. Sullivan grew up on Keuka Lake and attended Penn Yan schools. After earning a Bachelors of Arts degree in anthropology, he was program director and exhibit developer at the Brooklyn Children’s Museum, taught fourth grade in Honduras, and middle school math and science in Washington, DC. While earning his Masters degree in public anthropology, Sullivan mentored and taught high school students for a job-training initiative, focused on green design, sustainable planning, and youth development. After receiving his advanced degree, Sullivan moved his family to New Mexico where he spent the last five years leading a wilderness education program for youth from around the world. Mike Sullivan "As an anthropologist with a love of natural science, I am honored and excited to build the educational programs at The Finger Lakes Museum. I believe that the museum is a critical asset to the region and I’m eager to work with colleagues, communities, and students throughout the Finger Lakes to collaborate in the creation of this inspirational museum.” Museum Executive Director, Don Naetzker said, “We are thrilled to have Mike on board. His ambitious attitude, innate leadership capabilities and love of the outdoors fit well with the Museum’s culture. With Mike now on the team, we look forward to a year full of fun, authentic, educational programs, which will lead to an increased awareness and further support of The Finger Lakes Museum.” The evolving Finger Lakes Museum is targeted to be the premier cultural and natural resource dedicated to the enjoyment, education and stewardship of the Finger Lakes Region and to fresh water conservation. To be headquartered in Keuka Park, the museum is chartered by the New York State Education Department and incorporated as a not-for-profit, tax-exempt organization.

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Outsource Your Kid Trying to save money on a university and still get a good education? Forget the local community college -- send your kid to school overseas. By Charles Kenny<p> Charles Kenny is a senior fellow at the Center for Global Development, a Schwartz fellow at the New America Foundation, and author, most recently, of Getting Better: Why Global Development Is Succeeding and How We Can Improve the World Even More. &quot;The Optimist,&quot; his column for Foreign Policy, runs weekly. </p> It’s that time of the year again: high-school seniors around the country are anxiously awaiting the news that will change their lives — early admission to the university of their choice. But while junior checks his email and the school’s website 15 times an hour, parents are checking their savings account statements. As the recession bites into American families’ incomes and makes the job search for recent graduates that much trickier, an increasing number of people are beginning to question the cost of attending colleges and universities in the United States. And consider that cost: Colorado College, for example, has an annual tuition of $39,900 — and once room, board, and supplies are factored in, that rises to a whopping $52,000 for non-Colorado based students. You have to pay top dollar for a top-ranked school, of course: Colorado College is No. 1 in the nation for being "marijuana friendly," according to test-prep agency Princeton Review. While Colorado College’s fees are at the upper end, it is hardly unique. The College Board suggests that more than two-fifths of full-time undergraduate college students attend a college that charges less than $9,000 per year for tuition and fees — but, at the other end, more than a quarter are in schools charging $36,000 or more. Some of those students get a scholarship, many get federal aid — but plenty don’t, or don’t get enough. Across the United States, college seniors who used loans to help fund their education owed an average of $25,250 upon graduation in 2010. So, perhaps it is not surprising that a Pew Research Center study suggests that 57 percent of Americans think college is of only fair or poor value for the money. And three quarters argue that college is too expensive for most Americans to afford. There is a simple answer to such concerns: Shop around for a better deal. If junior is willing to travel a little bit further — to colleges overseas — the world offers some incredible bargains for quality tertiary education, with the option of free language and culture immersion thrown in. Tuition costs for foreign students at some of the best universities in Asia, Europe, and Africa can be as low as $4,000, well below half the median cost of college in the United States. Of course, just because a Kia is cheaper than a Lexus doesn’t mean it’s necessarily better value. What matters is the cost to quality equation. But before assuming that U.S. college education must be of unbeatable excellence, it is worth mulling over a 2006 assessment of adult literacy which found that fewer than a third of four-year U.S. college graduates were fully capable of tasks like comparing viewpoints in two editorials; interpreting a table about blood pressure, age, and physical activity; or computing and comparing the cost per ounce of food items. Global university rankings, like those from Shanghai University, Britain’s Times Higher Education Supplement, and Quacquarelli Symonds (QS), are hardly free of controversy. And they are rarely centered on the student experience — instead, taking into account things like the number of Nobel prizes awarded to faculty or how many citations the average professor gets in journals that are read by a global readership of 43 (on a good day). Nonetheless, they provide one broad measure of university quality around the globe. And the rankings do suggest the United States remains top dog in terms of world-beating universities. Seven out of the top ten on the Times ranking are American schools, for example. All three rankings have at least two British universities among the top ten, however, and the QS ranking helpfully reports that these universities charge around $22,000 in annual tuition to foreign students — compared to domestic fees of around $38,000 for the top U.S. schools. That said, 99 percent of U.S. college applicants don’t have a great shot at Harvard and MIT, or have little hope of spending three years shivering in the windswept fens of Cambridge or the fog-bound damp of Oxford. But the good news for prospective students and parents is that the opportunities for bargains get better as you go down the rankings: Canada’s McGill University is ahead of America’s Duke University, for example, and charges about half the fees. And the Shanghai top 500 includes about 37 universities from low- and middle-income economies. Institutions like the University of Sao Paulo in Brazil and Fudan University in China both rank above renowned U.S. establishments like George Washington University in Washington, D.C. or Notre Dame in Indiana. For the cost-conscious consumer of tertiary education, this high quality comes at truly bargain basement price. South Africa’s University of Cape Town beats out Georgetown University on the QS rankings. But Georgetown’s fees are $40,000-plus, compared to an upper end of $8,000 for foreign students attending Cape Town. And only one of the two comes with quality local wine and views of Table Mountain. Or what about the Indian Institute of Technology in Delhi — ranked a little above Notre Dame in the QS rankings, but with annual fees somewhere between a fifth and a seventh of the price? Again, on the same rankings, the American University of Beirut beats out Brandeis — for one-fifth the price. Want to combine a quality education with language immersion? Peking University — No. 49 on the Times criteria, above Penn State — charges between $4,000 and $6,000 in tuition a year. For those wanting to brush up their Spanish, the Catholic University of Chile ranks considerably above Wake Forest, but the fees are 80 percent lower. But junior won’t just learn language there. The even-better news is that many developing country universities score better on the teaching environment than they do on overall rankings. For example, the Times scores suggests that Peking University’s ranking on teaching is better than all but 15 of the 49 universities above it on the list. That may be why a growing number of foreign students are flocking to universities in middle income countries. In 2009, three developing economies — Russia, China, and South Africa — attracted nearly 250,000 overseas students between them, according to the OECD. So, American high-school kids would both pad their resumes and do their parents a favor by considering schools abroad instead of lower-ranked U.S. options. They would also do the United States a favor, because the country’s tertiary education system is looking increasingly isolated in a globalizing world. The OECD suggests that the number of students enrolled in college outside their country of citizenship worldwide climbed from 2.1 million to over 3.5 million between 2000 and 2009. But U.S. undergraduates accounted for only 0.4 percent of that global total. The Institute for International Education can only find evidence of 12,425 U.S. students enrolled in overseas undergraduate degree programs (almost half of them in Britain). Compared to an overall U.S. tertiary student body of around 20 million, that’s about 0.06 percent. Meanwhile, when it comes to importing scholars, the OECD suggests that, in terms of absolute numbers, the United States still leads the world in attracting foreign students. In 2009, U.S. universities took in 18 percent of the global total of study abroad candidates, but that had dropped from 23 percent in 2000, and left U.S. colleges and universities as a whole with less than two-thirds the OECD average of foreign student enrollment. That’s bad news for America: not least, a limited number of people who have spent time living abroad helps account for the country’s dire lack of polyglots. Only about 14 percent of Americans claim they can speak Spanish well enough to hold a conversation — a surprisingly low number considering that 16 percent of the country reports being of Hispanic or Latino origin. A little over 4 percent can have a chat in French, and a little less than 3 percent German — and if we move onto Mandarin or Urdu, we’re talking fractions of a percent. As well as being a potential national security issue, a denuded flow of students in and out of the United States reduces the country’s ability to trade, invest, and exchange technology internationally. All of which suggests the government ought to be helping the more intrepid American high school graduates enroll in college abroad. Why not change the requirements for institutional participation in federal student aid programs to allow foreign schools to provide support to U.S. student tuition and living costs? Or expand study abroad programs like the Gilman Scholarship to cover full degree programs overseas? Or perhaps extend Fulbright scholarships to cover undergraduates? Or, perhaps even more effective: advertise the fact that, in most of the rest of the world, the legal drinking age is 18. Share + CoversDefaultFree Decline Watch: Ivy League universities are now India’s safety schoolsJoshua KeatingJoshua Keating is associate editor at Foreign Policy and the editor of the Passport blog. He has worked as a researcher, editorial assistant, and deputy Web editor since joining the FP staff in 2007. In addition to being featured in Foreign Policy, his writing has been published by the Washington Post, Newsweek International, Radio Prague, the Center for Defense Information, and Romania's Adevarul newspaper. He has appeared as a commentator on CNN International, C-Span, ABC News, Al Jazeera, NPR, BBC radio, and others. A native of Brooklyn, New York, he studied comparative politics at Oberlin College. | Passport | 144 Shares Will education be outsourced?Daniel W. DreznerDaniel W. Drezner is professor of international politics at the Fletcher School of Law and Diplomacy at Tufts University and a senior editor at The National Interest. Prior to Fletcher, he taught at the University of Chicago and the University of Colorado at Boulder. Drezner has received fellowships from the German Marshall Fund of the United States, the Council on Foreign Relations, and Harvard University. He has previously held positions with Civic Education Project, the RAND Corporation, and the Treasury Department. | Daniel W. Drezner | 0 Shares A memoir of the National War College and its ‘technical school’ approachThomas E. RicksThomas E. Ricks covered the U.S. military for the Washington Post from 2000 through 2008. | Best Defense | 11 Shares

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« Nineteen Minutes: Jodi Picoult | | Sunday Afternoon Visits: September 23 » Evolution, Me & Other Freaks of Nature: Robin Brande Book: Evolution, Me & Other Freaks of NatureAuthor: Robin BrandePages: 272Age Range: 10-14 Robin Brande's Evolution, Me & Other Freaks of Nature is the story of Mena, who starts her first day of high school in the face of outright hatred from her former friends. Her parents are furious with her, and she's been kicked out of her church. She hints at why on the first page: "When you're single-handedly responsible for getting your church, your pastor, and every one of your former friends and their parents sued for millions of dollars, you expect to make some enemies. Fine." A compelling start. Only gradually is Mena's exact action revealed, but it's clear early on that her former church friends are not treating Mena with much Christian charity. Soon, in addition to tormenting Mena, the group find a new target for their displeasure. Award-winning science teacher Ms. Shepherd is planning to teach a unit on evolution. This sparks protests and controversy, and a request to also teach "intelligent design", despite the legally mandated separation of church and state. Fortunately Mena and Ms. Shepherd both find allies in the Connor family. Freshman Casey becomes Mena's lab partner, and awakens her interest in biology in more ways than one. Casey's older sister Kayla is a budding activist and journalist, who expands Mena's perspective. Mena's friendship with the Connors is a bit tricky, however, because her very strict parents would never allow her to go home to study with a boy after school. She's certainly not allowed to date, or even watch movies like The Lord of the Rings (or anything to do with magic). And so, despite being a "good girl", Mena lies to her parents. The lure of spending time with the Connors (especially Casey) is just too strong. She even becomes a guest columnist on Kayla's website, under the pen name The Bible Grrrl (there's now a real-world website for The Bible Grrrl). The central element that makes this book, with it's church-going villains and questions about evolution, work is the fact that through it all, Mena maintains her belief in God. She struggles to reconcile her religious beliefs with her understanding of evolution. She likes church, and doesn't like being banished, but knows in her heart that she did the right thing (in the event that led to her banishment). She sees the people from her church doing things that are clearly wrong, under the banner of religion, but she doesn't blame the religion itself. Evolution, Me & Other Freaks of Nature reminded me a bit of the very funny movie Saved! (starring Jena Malone), especially the behavior of the Christian teens. I would imagine that religious fundamentalists wouldn't care for the book, because they are portrayed in a fairly negative manner (especially the pompous minister). But this isn't an anti-religion book, either, because Mena's goal is to show that believing in God and believing in evolution are not mutually incompatible. She uses her Bible Grrrl platform to address modern-day issues through Biblical examples. I would say that this is a book for everyone in the middle, for people who question and seek enlightenment. It's for people who believe in science, but perhaps also like the idea of believing in something more divine. Because Mena's behavior is (despite a few lies to her parents) pretty straight-laced, I think that kids as young as 9 or 10 could safely read this book, but that it will appeal more to middle schoolers and high school kids. It would make a great discussion book for parents to read along with their children. But beyond all of that, Evolution, Me & Other Freaks of Nature is a fun, engaging read that I think kids will enjoy. My favorite character is Kayla. She's larger than life, a real force of nature. One of the quotes that I flagged was this: "I widened my eyes at Casey and shook my head, but it was too late. His giant sister rounded on me. And she smiled--I swear--this big, friendly smile like the one their mother had given me earlier. And it's like her whole personality changed right before my eyes. If I hadn't been so afraid of her, I would have loved that smile. Instead it was like staring into the teeth of a shark." (Chapter Nineteen) I can so picture it! I love Mena, too, but in a different way. She frustrated me sometimes, because she didn't react the way that I would have. She's very much dominated by her parents, especially early in the book, and I simply couldn't relate. But of course that's what makes the book a success - Mena reacts in ways that are consistent with her upbringing and her growing maturity. The science teacher, Ms. Shepherd, is also a great character. She's strong yet quirky, and completely committed to making kids understand the joys of science. I like the way that Ms. Shepherd helps Mena, but also holds her to certain standards, and has no patience for the lies that Mena is telling her parents. Here's my favorite Ms. Shepherd quote: "Ms. Shepherd couldn't take it anymore. "That's enough," she snapped. "Last time I checked, I was the one being underpaid to do this job. Visiting hours are over. It's time to get back to work. Open your books to page ninety-five. Ms. Bailey, you will read." (Chapter Twenty-One) I love "I was the one being underpaid to do this job." Sharp and accurate. That's Ms. Shepherd. Ms. Shepherd has a website, too. This is a very modern story. Speaking of which, and in the interest of full disclosure, I should close this review by acknowledging that Robin Brande is a blog friend of mine. I participate in events on her website, like her Tuesday Book Club and Friday Nice Things Lists (in which people focus on the nice things that they've done for themselves over the week). I'll be participating in the Kidlitosphere Conference that she's organizing. But, never once has Robin asked me to read, let alone review, her book. What drew me to read it is that that I started hearing positive feedback several months ago, and it sounded like a book that I would enjoy. So I requested it from my library (where I was apparently the very first person to check it out). And once I started reading, I pretty much forgot that Robin wrote it, and just concentrated on the book. I predict great success for Evolution, and I'm sure that it won't be Robin's last. I, for one, look forward very much to what she comes up with next. Publisher: KnopfPublication Date: August 2007Source of Book: Santa Clara City LibraryOther Blog Reviews: Tea Cozy, Not Acting My Age, Through a Glass, Darkly, Literary Dump, Lesa's Book Critiques, Teen Book Review, Hello Ma'am, Oops... Wrong Cookie, Reading Rants! (and others)Author Interviews: squeetus, Teen Book Review, Publisher's Weekly, and last, but definitely not least, Seven Impossible Interviews Before Breakfast Posted by Jen Robinson on September 23, 2007 in Reviews, Young Adult | Permalink evolution, middle school fiction, religion, robin brande, science TrackBack URL for this entry:http://www.typepad.com/services/trackback/6a00d83451af1569e200e54efc0cec8834 Listed below are links to weblogs that reference Evolution, Me & Other Freaks of Nature: Robin Brande:

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Schools of JTS Center for Pastoral Education JTS Community Learning Context Two-Year Program Clergy and Professional Development Ivry Prozdor High School MA Society of Fellows The Spiegel Institute Summer at JTS Home | Academics | Faculty Profiles | Raymond Scheindlin Bio Raymond ScheindlinRaymond P. Scheindlin is professor of Medieval Hebrew Literature at The Jewish Theological Seminary and director of JTS's Shalom Spiegel Institute of Medieval Hebrew Poetry. He has been on the JTS faculty since 1974 and served as provost from 1984 to 1988. Dr. Scheindlin teaches and conducts research on the encounter of Hebrew and Arabic cultures in Spain, especially as embodied in the poetry of the two traditions. An expert on Arabic literature, Dr. Scheindlin is the author of a reference book widely used by students of Arabic titled 201 Arabic Verbs and reissued as 501 Arabic Verbs in 2007. His thesis, a study of a medieval Arab poet from Spain, was published as a book in 1975. Dr. Scheindlin has also pursued an interest in literary translation, having published translations of a Yiddish novella by Mendele Mocher Seforim and of a number of medieval Hebrew fictions. Combining the results of his research with his interest in translation, he published a book on secular Hebrew poetry in Muslim Spain titled Wine, Women, and Death: Medieval Hebrew Poems on the Good Life (1986). This was followed in 1991 by a companion volume on religious poetry titled The Gazelle: Medieval Hebrew Poems on God, Israel, and the Soul. Dr. Scheindlin's translation of the late Ismar Elbogen's monumental history of the Jewish liturgy appeared in 1993. Other books include The Book of Job (W.W. Norton, 1998), a verse translation of the biblical book with introduction and notes; and A Short History of the Jewish People (Macmillan, 1998). He was coeditor of a volume of the Cambridge History of Arabic Literature titled The Literature of Al-Andalus (2000). Dr. Scheindlin has been the recipient of the Cultural Achievement Award of the National Foundation for Jewish Culture (2004), a Cullman Fellow at the New York Public Library (2005–2006), and a visiting professor at Harvard University (spring 2007). His latest book, a study of the pilgrimage poems of Judah Halevi entitled Song of the Distant Dove, appeared in 2007. Dr. Scheindlin was a Guggenheim Fellow in 1988. He served for three years as the part-time rabbi of the Kane Street Synagogue in Brooklyn, New York. He is a fellow of the American Academy of Jewish Research and a member of PEN American Center, as well as a member of the editorial boards of the journals Jewish Quarterly Review and Edebiyat. Dr. Scheindlin served on the faculties of McGill and Cornell universities before assuming his position at JTS. A native of Philadelphia, Dr. Scheindlin received a BA in Oriental Studies from the University of Pennsylvania, an MHL and rabbinic ordination from JTS, and a PhD from Columbia University. A Short History of the Jewish People Available for Purchase The Book of Job Available for Purchase The Gazelle: Medieval Hebrew Poems on God, Israel, and the Soul Available for Purchase 501 Arabic Verbs Available for Purchase Wine, Women, and Death: Medieval Hebrew Poems on the Good Life Available for Purchase Translated poetry for Lady, Take a Lover Now: Music and Poetry from the Ghettos of Renaissance Italy Available for Purchase "Communal Prayer and Liturgical Poetry." Judaism in Practice, edited by L. Fine, 2001 "Old Age in Hebrew and Arabic Zuhd Poetry." Judíos y Musulmanes en al-Andalus y el Magreb: Contactos Intelectuales, Colección de la casa de Velázquez, 2002 "Merchants and Intellectuals, Rabbis and Poets: Judeo-Arabic Culture in the Golden Age of Islam." Cultures of the Jews: A New History, edited by David Biale Title: Department: Building/Room: Phone: Ext: Email: Give to JTS | Directories | Site Map | Contact UsTHE JEWISH THEOLOGICAL SEMINARY • 3080 BROADWAY, NEW YORK, NY 10027 • (212) 678-8000© The Jewish Theological Seminary All Rights Reserved

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E-mail Print Comments Share Tweet Google+ The Two-Way Chicago Classrooms Are Empty For A Second Day By Scott Neuman Striking teachers in Chicago manned the picket lines for a second day today as parents again scrambled to occupy their stay-at-home kids. Some 350,000 of the district's students are locked out of their classrooms because city officials and thousands of teachers represented by the Chicago Teachers Union have yet to reach a contract. The strike is the first by public school teachers in the Chicago in 25 years. The main sticking points are over teacher evaluations and a recall policy. The district has offered the teachers a 16 percent pay raise spread out over four years, beginning with 2 percent the first year. The Chicago Tribune reports that School Board President David Vitale left talks a little after 6:30 p.m. yesterday, saying the two sides were going over technical issues and that he was hopeful the key issues could be surmounted soon. "We believe we should resolve this tomorrow. We are close enough to get this resolved," he said. "This is hard work." However, Chicago Teachers Union President Karen Lewis, who left the negotiations about three hours later, according to the Tribune, expressed surprise at Vitale's remark that a deal was that close. Tim Knowles, head of the University of Chicago's Urban Education Institute. Knowles says tying teacher pay to student test scores, as well as job security, longer school days and expanding charter schools, are issues that teachers are struggling with across the country. But he tells NPR's Tovia Smith that Chicago Mayor Rahm Emanuel, a former chief of staff in the Obama administration, has come head-to-head with a particularly tough teachers union. "There is aggressive reform effort and there's a concerted resistance to reforms being put on the table," Knowles says. "I think it's the New Democrats versus Old Labor." Emanuel has said teacher evaluations would not be binding in the first year, but that's little comfort to teachers who fear they might lose their jobs over the new policy, Smith reports.Copyright 2013 NPR. To see more, visit http://www.npr.org/. View the discussion thread.

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Student Protesters Shut Down UC Santa Cruz Campus Share Tweet E-mail Comments Print By Eyder Peralta Students at the University of California Santa Cruz have shut down most of the school by blocking off entrances to the campus. The protests are part of a nationwide campaign called "Occupy Education," which is endorsed by the Occupy Wall Street movement. The demonstrators are protesting against budget cuts to higher education. The AP reports: "Protest organizers say hundreds of students blocked entrances to campus during rainy weather Thursday morning and prevented vehicles from entering. "School administrators had warned the campus this week about Thursday's protest. Many classes were canceled or rescheduled, and offices were not fully staffed." The Los Angeles Times reports that similar actions, as well as walk-outs are planned for campuses across California. "At Cal State L.A., students planned to walk out of classes and occupy the campus bookstore to protest a proposed $80-per-quarter campus fee hike that would be used to pay the salaries of newly hired academic advisors," the paper reports. The Ocuppy Wall Street website reports that "major actions" are planned for New York City, Oakland, Washington, D.C., Boston, Seattle and Philadelphia. The Santa Cruz protest began early this morning and at one point a car drove into protesters. The Santa Cruz Sentinel reports: "Just after 8:30 a.m. a man driving a Ford Mustang drove up High Street and attempted to make a right turn onto campus. He revved his engine, but the crowd briefly stopped him from entering. The driver then revved his engine again and drove through the crowd of demonstrators at the High Street entrance, striking several people and a bike. "No one was seriously injured. UCSC Police Chief Nader Oweis, who was the only officer on scene when the incident happened, ordered the driver to back up the car, out of the crowded intersection." Copyright 2012 National Public Radio. To see more, visit http://www.npr.org/. View the discussion thread.

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Selected Recent Publications Student Conferences Faculty Highlights: John Allen Williams receives Morris Janowitz Career Achievement Award When entering professor John (“Jay”) Williams’s office, one encounters memorabilia, both serious and humorous, that reflects his nuanced experience with teaching, research, and hands-on experience in the field of political science for the past 30 years. But these visual icons also reflect on the deeper level of work and scholarship dedication to the study of foreign policy, especially military studies: Williams is often in the thick of issues, controversies, and solutions. As Loyola's resident expert in this area, in the fall of 2013, he was awarded the distinguished Morris Janowitz Career Achievement Award by the Inter-University Seminar on Armed Forces and Society (IUS). Named after Morris Janowitz, one of the founders of military sociology and the contemporary study of civil-military relations, this award underscores Williams’s teaching and professional contributions to the study of U.S. national security and civil-military relations. Williams is the immediate past chair and president of the IUS, and is on the Board of Directors of the Pritzker Military Museum and Library located in Chicago. Williams is a retired Captain in the U.S. Navy Reserve, with 30 years of commissioned service. For more information on his career, please visit his Faculty Profile webpage. We congratulate Professor Williams on this distinguished and well-deserved career award. Request Information Loyola 1032 W. Sheridan Road, Coffey Hall, 3rd Floor, Chicago, IL 60660 Phone: 773.508.3047 · E-mail: [email protected]

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This is the professional library organization for all libraries, academic, public and research. A search engine enables the user to find needed information. Center for the BookThe Center for the Book was established in 1977* to use the resources and prestige of the Library of Congress to promote books, reading, libraries, and literacy. Within the Library, the center is a focal point for celebrating the legacy of books and the printed word. Outside the Library, the center works closely with other organizations to foster understanding of the vital role of books, reading, libraries and literacy in society. On behalf of books and reading, the Center for the Book serves as an advocate, a catalyst, and a source of ideas--both nationally and internationally. Maryland Center for the Book Maryland Library Association (MLA)Maryland Library Association provides leadership for those who are committed to libraries by providing opportunities for professional development and communication and by advocating principles and issues related to librarianship and library service. MLA was founded in 1923 to promote library service in the state. Among members are library staff and trustees, library school students, libraries, and friends of libraries representing the full spectrum of librarianship in Maryland. In 1974, MLA became a legally chartered non-profit, tax exempt corporation. The Association is a state member of the American Library Association, with an elected chapter councilor serving on its governing board. Maryland's Essential Resource for Library Information Networks (MERLIN) Network online with this website created to assist library staff to interact through blogs and wikis. MERLIN is now being presented to you via Joomla, an open source content management system. Participate and contribute: Use the calendars to learn about training and other statewide events. Launch online training. Engage in discussions and share resources on various library-related topcs. Create and contribute to blogs and wikis for statewide committees and projects. Network with kindred library folk statewide. Public Library Association (PLA) PLA is the Public Library association which focuses on the unique needs of the public library. Sailor is Maryland’s online resource for reference questions and community information. State Library Resource CenterIn 1971, the Central Library of the Enoch Pratt Free Library System was designated as the State Library Resource Center. The Center lends books and other materials to libraries in the State Library Network from sources within Maryland and out of State via the Maryland Interlibrary Loan Organization. It also provides information to State government through the Government Reference Service.

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Implementation PlansBecause all 24 school systems in Maryland have unique academic and community needs, they all chose to design their programs locally. Therefore, there are 24 different implementation models around the state. Some districts require students to conduct individual service-learning projects in the community. Most school districts infuse service-learning activities into the existing curriculum to help students use their academic skills to solve real community problems. Districts are encouraged to review and revise their plans, based on lessons learned during implementation. Despite the variance between district plans, all 24 Maryland school systems infuse service-learning into existing courses as all or part of their plan. By adding experiential, community-based service activities to existing curricula, teachers enhance their students' learning. In most cases, students complete all three service-learning elements--preparation, action, and reflection--as part of their regular school day. In other systems, students carry out one or more elements as part of a class and perform the remaining piece(s) on their own after school or on weekends. Some school systems require that students conduct independent service-learning projects to fulfill part of the graduation requirement. In these systems, students are given guidelines stating how much service is expected and which organizations are appropriate sites for service. Students perform service projects in the community, independent of their school, and keep track of the hours of service. Contact information for the service-learning coordinator in each school system, a summary of their implmentation plan, and their Service-Learning Fellows can be obtained through the navigation bar to the right. Baltimore County Calvert County Garrett County Queen Anne's County St. Mary's County Talbot County Organizations Maryland School for the Deaf SEED School of Maryland Maryland School for the Blind MSDE/Juvenile Services Education

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China China Professor encourages students to 'think global' during study abroad program11/13/14Moses Ling, associate professor of architectural engineering, took fifteen Penn State students on a seven-week journey from Beijing to Hong Kong this summer to look at the world overseas and encourage them to think bigger than central Pennsylvania. A month-long course with China as its classroom10/27/14From Beijing to Shanghai and all points in between, a three-week class offered through the College of Engineering provides students from across the University a tour de force of Chinese history and culture. Students study energy business, economics and policy in Dalian, China8/13/14Seven Penn State students recently returned from the Dalian University of Technology (DUT) in China as part of a six-week study abroad program to generate interest among junior and senior undergraduate students in business, economics, and policy as related to energy and the environment. Penn State to offer first MOOC entirely in Chinese7/2/14The popular Penn State massive open online course "Creativity, Innovation and Change" will be available in Chinese when it is launched July 14. The course, which explores the science of creativity, is the first dual-language MOOC for Penn State. Penn State Brandywine hosts study abroad in China, Italy in 201412/13/13Penn State Brandywine Global Programs invites students to embark on the journey of a lifetime by studying in one of two destinations over spring break 2014: China or Italy. During these weeklong excursions, students will earn credits as award-winning faculty guide them through several courses and cities. Both programs take place March 7 through 15. Haddad’s book details adventurous first meeting between China and America9/24/13John Haddad explores the 1784 first voyage to China by Americans who were seeking wealth, to convert China to Christianity and even to command a Chinese Army in his new book, "America’s First Adventure in China." Haddad, associate professor of American studies and popular culture at Penn State Harrisburg, provides a colorful narrative history of how China and America first met, focusing on the lives and experiences of American traders, missionaries and adventurers as they traveled to a foreign land unaware that the United States even existed. Tibetan Plateau may be older than previously thought8/16/12The growth of high topography on the Tibetan Plateau in Sichuan, China, began much earlier than previously thought, according to an international team of geologists who looked at mountain ranges along the eastern edge of the plateau. The Indian tectonic plate began its collision with Asia between 55 and 50 million years ago, but "significant topographic relief existed adjacent to the Sichuan Basin prior to the Indo-Asian collision," the researchers report online in Nature Geoscience. Preparing for 11th annual Trash to Treasure5/31/12Trash to Treasure volunteers preparing Beaver Stadium for the June 2, 2012 used goods sale. Penn State Behrend junior connects two cultures in words and photos12/20/11Like an educational MacGyver, Jinghua Liu has built a bridge between Pennsylvania and China using little more than a digital camera, Magic Markers, and Yahoo e-mail account. Latest technology draws attention of top China law school12/14/11Dean Wan Meng and Associate Dean Russell Leu of Beijing Foreign Studies University School of Law visited Penn State Law recently, exploring ways to increase opportunities for J.D. and LL.M. students in Beijing. They took part in real-time videoconferencing in the Lewis Katz Building and learned about Penn State Law videoconference events with counterparts in Uganda, Canada, the United Kingdom, and Australia. Wan Meng and Leu were interested in learning more about the equipment, its design, and cost; replicating the same technology could help BFSU Law School expand its international reach. Hydroponic rafts may be a solution to Chinese water pollution.12/14/11This past summer, a group of 38 students and faculty from Penn State and Jiagnan University journeyed to Lake Taihu in Wuxi, China, as part of a united research effort to study the country's third largest freshwater lake. The experience was part of a course co-taught by Rachel Brennan, an associate professor of civil and environmental engineering at University Park, and Jacqueline McLaughlin, associate professor of biology at Penn State Lehigh Valley. IST delegates visit China to forge partnerships for the college8/11/11As part of a long-term globalization initiative at Penn State, David Hall, dean of the College of Information Sciences and Technology (IST), along with Penn State President Graham Spanier and a delegation of faculty members that included seven IST professors, visited China earlier this summer. The purpose of the trip was to strengthen ties with Peking University, a major research university located in Beijing, as well as to explore further opportunities for collaboration with Chinese universities. Chinese, American students join forces for sustainable development6/28/11The reality of urbanization and industrialization is leaving a mark on an important life-sustaining resource -- water -- especially in China. Students from Penn State University and China's Jiangnan University recently addressed the problem head-on, undertaking field research on the shores of Lake Taihu, China's third largest fresh water lake, from May 14-31. While there, they studied the effects of industrial, municipal and urban development within Jiangsu Province- -- one of the most industrialized regions in China -- and offered strategic suggestions for the lake's restoration. George Andrews awarded honorary professorship at Nankai University5/18/11George Andrews, Evan Pugh professor of mathematics at Penn State, has been has been awarded an honorary professorship at Nankai University in China. Andrews receives this honor in recognition of his many important contributions to research fields including number theory and combinatorics. In addition, he is recognized for solving a number of well-known long-standing problems in these fields. Andrews has expressed that, as an honorary professor of Nankai University, he would do his best to support the teaching and research projects at the Nankai University's Center for Combinatorics -- one of the leading national academic institutions for mathematical research. Lehigh Valley student will blog study experience from China5/17/11Roughly 20 Penn State students, most from the Lehigh Valley campus, depart on Thursday, May 19 for a short-term study abroad experience in Beijing, China (see previous story, "Faculty collaborate to create global citizens"). Led by two Penn State Lehigh Valley professors, the students will spend two weeks studying communication and business topics at the Capitol University of Economics and Business, as well as tour some of the historical and cultural highlights of the emerging world power. While there, one Lehigh Valley student, D. Samuel Greene, will blog about his and fellow classmates' experience. Pages123next ›last » News for:

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Arkansas Newswire Submit a Story Campus Experts Bumpers College Earns Top 100 World Ranking TopUniversities.com places Bumpers in top 25 nationally The Bumpers College is ranked in the top 100 in the world and in the top 25 nationally. FAYETTEVILLE, Ark. – The Dale Bumpers College of Agricultural, Food and Life Sciences at the University of Arkansas ranks in the top 100 of the QS World University Rankings by subject area, published by TopUniversities.com. The Bumpers College is one of the top 100 in the world and among the top 25 in America in the Agriculture and Forestry subject area of the Life Sciences and Medicine category. The college is one of only 33 United States institutions listed in the top 100. Bumpers College is No. 51 in the world rankings and No. 22 in the U.S. rankings, tying Duke, Louisiana State University, Oklahoma State and Washington State, among others. “The business of foods is a global issue and for an outside source to rank us among the top 100 colleges in the world puts us in very select company,” said Mike Vayda, dean of the Bumpers College. “To be in the top 25 in the United States is also a tremendous accomplishment and we are proud to be recognized. The rankings are a testament to the work of our faculty, staff, students and loyal alumni, and I congratulate all of them. It’s an honor to be listed, but we also want to continue working and preparing our students to be the first-choice candidates for employers at home and abroad.” The rankings are compiled by QS Intelligence Unity, a division of Quacquarelli Symonds Ltd, an international higher education data research firm. QS links high achievers from the graduate, M.B.A. and executive communities around the world with leading schools, postgraduate departments at universities and with employers. QS is a leading global career and education network for professionals who want to further their personal and professional development. For the rankings, more than 2,580 universities were evaluated. Now in its third year, the QS World University Rankings by subject area is an extension of the overall QS World University Rankings. According to the company’s website, the by-subject rankings are designed to “provide comparative information at discipline level and to highlight the excellence of institutions in specialist areas.” The by-subject rankings methodology is based on academic (40 percent) and employer (10 percent) reputation surveys, on research data measuring citations per faculty (20 percent), faculty-to-student ratio (20 percent), proportion of international students (5 percent) and proportion of international faculty (5 percent), to form an international ranking of universities. In addition to the agriculture and forestry subject, the Life Sciences and Medicine category includes medicine, biological sciences, psychology, and pharmacy and pharmacology. Other categories for rankings include Arts and Humanities, Engineering and Technology, Natural Sciences and Social Sciences. The University of California-Davis is No. 1 in the agriculture and forestry world rankings, followed by Wageningen University in the Netherlands and Cornell. For more information and a full list of the rankings, visit the QUIS site at www.topuniversities.com. Awards & Appointments Robby Edwards, director of communication Bumpers College 479-575-4625, [email protected] News by Keyword College/School/Division Davis Hall 1030 W. Maple Street [email protected]

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Education > $1 Billion In Tax Dollars To Miseducate Our Children Tweet $1 Billion In Tax Dollars To Miseducate Our Children March 24, 2014 Isaiah J. Poole An article posted on Politico today adds new evidence of the damage being done to K-12 education under the guise of “school choice,” and how much many of us are paying to place some of our own core values under attack: about $1 billion across 14 states with school voucher programs. As millions of television viewers are marveling at the latest scientific discoveries on shows like the Fox series “Cosmos” featuring astronomer Neil deGrasse Tyson, Politico reports that an increasing pile of tax dollars are being devoted to “hundreds of religious schools that teach Earth is less than 10,000 years old, Adam and Eve strolled the garden with dinosaurs, and much of modern biology, geology and cosmology is a web of lies.” That conclusion is based on a review of “hundreds of pages of course outlines, textbooks and websites.” That review revealed that not only are these taxpayer-funded courses teaching a Biblical literalism about the origin of the universe that is not supported by basic science, “course materials nurture disdain of the secular world, distrust of momentous discoveries and hostility toward mainstream scientists.” The Education Opportunity Network’s Jeff Bryant, whose work is featured on OurFuture.org, called attention to this in February in an article for Salon. His examples include North Carolina schools that use a “Christ-centered” curriculum that asserts that “dinosaurs and humans co-existed on Earth; slave-masters generally treated their slaves well; in some areas, the KKK fought the decline in morality by using the sign of the cross; and gay people have no more claims to special rights than child molesters or rapists.” Today on Salon, Katie Halper of AlterNet follows up with “10 insane lessons religious schools are teaching American kids.” Much of the list is derived from “America: Land I Love In Christian Perspective,” a history textbook published by A Beka, one of the leading publishers of textbooks and teacher guides for religious schools and homeschoolers. That book characterizes the Great Depression as “an imaginary crisis” created “in order to move the country toward socialism.” It says that “crime began to increase across the nation” in the 1970s as a result of the Supreme Court striking down the death penalty and praises the Reagan administration for sparking “a patriotic revival.” The A Beka program is used by schools such as Washington D.C.’s Calvary Christian Academy, a school run by the politically potent Greater Mount Calvary Holy Church that has a predominately African-American congregation. According to the A Beka website, the history curriculum rejects “the Marxist/Hegelian conflict theory of history in favor of … positive, uplifting history texts”; its mathematics are “not burdened with modern theories such as set theory,” which happens to be heavily used in statistics and computer science; and its science texts “teach that modern science is the product of Western man’s return to the Scriptures after the Protestant Reformation” and refute “the man-made idea of evolution.” While the proponents of school choice argue that public schools are not properly equipping children for success in the real world and need to be held accountable, they often reject accountability for private schools that use textbooks that not only are overtly sectarian, but pass off highly controversial assertions – or outright falsehoods – as indisputable fact. All too frequently, low-income children and people of color are used as pawns in this push for what amounts to little more than the right to use taxpayer dollars for right-wing indoctrination. Bryant warns that legislation being proposed by Sen. Lamar Alexander (R-Tenn) would open the federal funding floodgates to these kinds of school curricula, allowing $24 billion – or 41 percent of current federal spending on education – to be siphoned off into school vouchers. That won’t pass today’s divided Congress, but it points to what could happen if Republicans once again got control of both houses of Congress and the White House. There has been a tendency for some progressives to stay on the sidelines or even acquiesce to the school choice movement. There is political currency to be seen as “tough” on public schools – and, particularly, public school teachers – just as there used to be cheap political currency to be had on being “tough on crime” in the 1970s and 1980s. But we have paid dearly for the “tough on crime” posturing: We needlessly spent billions on jailing people, particularly people of color, that should have been spent on the schools and community institutions that could have prevented people from slipping into a life of crime in the first place. Now we are on the road to spending billions of dollars to miseducate our children. Progressives need to get wise about what’s underneath the surface of this “school choice” movement – and take action before it does more damage to our children and our society. Posted by Isaiah J. Poole

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The Academy of Electronic Media earns NSF grant and engineering award for multimedia courseware TROY, N.Y.-- The Academy of Electronic Media at Rensselaer Polytechnic Institute has received double recognition for pioneering innovative multimedia courseware to help undergraduate college students grasp the basic concepts of engineering systems, from cars to computers chips, to complex music synthesizers. The National Science Foundation (NSF) has awarded the Academy a two-year, $350,000 grant to produce new Web-based materials, based on the Academy's earlier courseware, that support electrical engineering education. The Academy also will be working with local K-12 teachers and museum educators to incorporate the courseware in other learning environments. "We know from experience with the electronics curriculum courseware that compelling interactivity using advanced visualization can dramatically improve a student's ability to build and retain a deep understanding of science, engineering, and mathematics," said Don Millard, director of the Academy who spearheaded the courseware development. "The new NSF funding allows us to apply what we have learned to create new online engineering education tools to stimulate the interest of students from kindergarten through high school. If we can spark their imaginations when they are young, they may be encouraged to pursue technical careers." The Academy also received the Premier Award for Excellence from the National Engineering Education Delivery System (NEEDS). The award recognizes high-quality, non-commercial courseware designed to enhance engineering education. NEEDS, considered by engineering professionals to be at the frontier of engineering education, provides free Web-based access to engineering learning resources worldwide. The original courseware, called Learning Modules for an Electronics Curriculum and on which the new online materials will be based, can be downloaded from http://www.academy.rpi.edu/projects/ccli/. The modules incorporate interactive graphics, video, sounds, text, and hyperlinks to illustrate basic electrical engineering concepts. For example, the courseware allows students to design and test circuits and learn the fundamentals of electronic signals. The Academy also has developed software, called WebTeam, as part of the online package that allows real-time engineering collaborations over the Internet. The courseware is used in more than 20 universities across the country and in Europe to enhance traditional engineering lectures or support exercises and explorations within a studio classroom environment. Outside of the traditional classroom, the engineering courseware provides virtual laboratory experiments, study supplements for independent learners, and interactive homework assignments. The courseware includes 24 separate modules. The Web-based programs were initially designed for the studio classroom format at Rensselaer as part of the Institute's pioneering efforts in interactive learning and collaborative environments that began in the 1990s. Studio classes combine lecture, discussion, computer simulation, and lab experimentation in the same environment. Collaborators on the courseware project are Gerald Burnham from the University of Texas at Dallas and Dianna Newman from the University at Albany. When you get to the end of your rope, tie a knot and hang on. -- Franklin D. Roosevelt

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Search EJournals Current Editor: Dr. Robert T. Howell [email protected] Volume 43, Number 3 DLA Ejournal Home | JITE Home | Table of Contents for this issue | Search JITE and other ejournals The Education Gospel: The Economic Power of SchoolingBy W. Norton Grubb and Marvin LazersonFormat: Hardback, 334 pp. ISBN: 0-674-01537-1Publisher: Harvard University Press Reviewed byDennis R. HerschbachUniversity of Maryland Occasionally a book is published that may not at first attract a great amount of attention, but over time proves to have considerable intellectual influence and eventually causes a retooling of conventional ideas. The Education Gospel: The Economic Power of Schooling by N. Norton Grubb and Marvin Lazerson may be such a work. Conventional wisdom conceives of vocational education as primarily limited to direct work preparation, provided mainly through secondary or post-secondary programs of less than baccalaureate level. Academic education, on the other hand, is thought of as something quite different, and even the mention that academic coursework is also useful for vocational preparation may raise some heated dissent. But Grubb and Lazerson defy such conventional thinking. The authors observe that virtually all of American education is vocational education. They contend that progressively throughout the twentieth century the economic function of preparing youth and adults for gainful employment slowly worked its way through the system so that today schooling at all levels is dominated by an emphasis on widely defined vocational preparation. The vocational transformation of schooling over the past century has been bolstered by what the authors term the “Education Gospel,” a set of ideas promoting the belief that education raises both personal and public economic wealth and solves a myriad of social problems. Vocational and technical educators probably best know Grubb through his work at the National Center for Research in Vocational Education (NCRVE) when it was located at the University of California, Berkeley. During his association with the center from 1988 to 2000, Grubb published numerous studies, monographs, and books addressing work preparation policy issues. His work is insightful, provocative, based on sound research, and comprises a major contribution to the field. In this current volume, Grubb teams with Marvin Lazerson of the University of Pennsylvania. The two first worked together more than thirty years ago when they collaborated on American Education and Vocationalism: A Documentary History, 1870- 1970, which remains a useful reference for primary source material. Lazerson’s most recent work has focused on the uses of schooling to further democratic citizenship. When vocational education first entered secondary schools on a large scale in response to the Smith-Hughes Act of 1917, work preparation was conceived primarily as skills training for local or regional industrial jobs. Instruction tended to be centered on craft-based forms of work and teaching was carried out in shops separate from academic classrooms. In the early twentieth century, work was based on the division of labor and its completion on assembly lines. Today, in contrast, work is no longer regional, but is international in scope, with components produced and functions performed throughout the world. With the final product coming together at central assembly points, work must be carried out in teams, with integrated push-pull and flexible manufacturing systems characterizing production. Information systems reduce time and collapse distance. Computers perform amazing control and processing functions. Compartmentalized knowledge has given way to integrated fields of study that cut across more traditional knowledge groupings and skill sets. More management and information processing skills are required by all, and differences between the academic and the technical have become blurred. More work is intellectual, and what once were manual skill operations are now performed by machines. Consequently, much of what was formally considered good academic preparation has now become necessary vocational preparation. At the same time, educational opportunity has expanded. Throughout all grade levels, considerably more individuals are enrolled in educational institutions than were a few decades ago. More alternative forms of education are also available, providing a variety of different study options to individuals. The knowledge and information base has expanded, and higher-order, communication, problem solving, and reasoning skills are considered ever more important. The over riding driving force behind these educational changes is economic, and the focus of these changes is the preparation of individuals for entry into a complex, dynamic, and competitive work world. In the words of the authors, "Virtually all educational institutions from the high school on up have become more explicitly vocational, concerned first and foremost with preparation for employment" (p. 13). In the first section of the book, comprising chapters 1 to 3, the authors present an overview of high school, community college, and university education. They observe that each level of education "has only expanded after occupational goals were added to earlier academic goals; each has become a comprehensive institution incorporating a diversity of purposes and an increasing variety of students" (p. 25). In each of the first three chapters the authors expand on the evolving goals, functions, and programming of the respective institutions and examine the effects of vocationalism on these goals. In chapter 4, discussion shifts to job training and adult education. The authors provide an overview of the development of programs created to address job preparation for individuals on the social and economic margins of society—dislocated workers, the unemployed, welfare recipients, and the disabled. While the promises inherent in such second-chance programs are remarkable in the eyes of the authors, they believe that the full potential of such programs has yet to be realized. Chapter 5 examines work preparation in the United States and contrasts U.S. practices with those of other countries. The authors note that one prominent difference is that in the United States there is no "well developed vocational education path through secondary education" mainly because of the emphasis in the U.S. on college education for all. "The United States spends much more than other countries on post-secondary education relative to K-12 schooling," the authors observe (p. 132). There are links, nevertheless, between educational levels. Often what appears to be academic preparation at one level is actually pre-vocational preparation for the next. Furthermore, the pre-vocational or vocational preparation in the United States tends to be "less pure" and characterized by general instruction in "moral, political and intellectual education." It is indeed, the authors contend, "rare to find public forms of work preparation that are single-minded vocational" (p. 133). As a result, except at the upper levels of specialization, vocational preparation in the United States is less specifically defined than it is in other countries. Chapters 6 and 7 focus on issues surrounding the placement of work preparation in formal schools and colleges. Why, for example, is it assumed that the best place for vocational preparation is formal institutions separated from actual employment? In these chapters, the authors also examine perplexing issues of status as well as both the private and public benefits of schooling. They explore the effects of vocational programs at various levels of schooling and draw the provocative conclusion that "the question of whether overtly occupational forms of schooling pay off therefore depends on the level of schooling involved. At the lowest level, in high school vocational programs, it is difficult to find any substantial effects of occupational specialization. At the baccalaureate and postgraduate level, these differences become increasingly substantial. In our system of vocationalism, the importance of a particular occupational focus matters the most at higher levels of schooling and the least at the lowest levels" (p. 162). Work by Bishop and Mane (2004; 2005), Gray and Neng-Tang (1992), Mane (1999), and others, however, find contrary results. These studies conclude that there are substantial private and social returns for high school level vocational preparation, particularly in the case of those who train for specific occupations through advanced courses. Although some of the assertions made by Grubb and Lazerson in these chapters may be debatable, the issues they raise probe into areas of policy that are often not thoroughly examined and deserve exploration. Chapter 8 focuses on another controversial policy issue, the role of vocational education in the perpetuation of inequality. The authors contend that alongside the beneficial outcomes of vocational education lurk potential detrimental effects on individuals and society. These negative results can come about when vocational education diverts attention from more basic academic studies, closes off choices, or directs individuals into low status and low paying jobs. In addition, there exist personal issues of identity, job fulfillment, inequality, opportunity, and questions of long-term social and economic mobility. Under the Education Gospel schooling has become a strong determinant of an individuals life chances and, in the case of some class and ethnic groups, has grown extremely powerful. In Chapter 9 the authors discuss the implications of the “Knowledge Revolution” for work preparation in the twenty-first century. Counter to popular public perceptions, today only 30 percent of all jobs require post-secondary education. Nevertheless, changes are at hand, driven as much by the international, global market place as by the explosion of knowledge and technological innovation. In a balanced discussion, the authors examine what is right and what is wrong with American vocationalism. They outline a possible future negative scenario in which there is an undue concentration on narrow skill development. In this adverse event, students search for fast employment access to the detriment of a more balanced education, neglecting the arts, humanities, and general education. The result is workers who hold certification in firm-specific credentials which have little employment transfer value. In this worst-case scenario, unregulated education and training programs proliferate, and, in consequence, due to market competition, education standards decrease. The authors see a particular danger in the possibility that public institutions may be forced to compete and emulate unregulated, poor quality providers of educational services and “abandon all pretense of public responsibility and become dispensers of credential-preparing programs and narrow skills- orientated courses for increasing numbers of semiprofessionals” (p. 259). The authors contrast this grim outcome to a more promising prospect that reinforces the constructive elements of our current work preparation system. In this positive scenario, individuals are offered extended schooling opportunities that include both considerable education and adequate training for multiple educational levels and knowledge-based work. The authors stress above all the critical need for clarifying the obligations of collective responsibility. According to the authors, this responsibility centers on a vision of vocational preparation that places human capacity building before limited economic goals. They argue for strengthened, well-rounded, coherent programs that combine technical and academic instruction in order to build broad human competencies. "Powerful" teaching is required, a "kind that can integrate the general and the specific, that can incorporate flexible internships coordinated with classroom content, and that can provide higher-order skills" (pp. 261-262). To achieve this goal, teaching credentials must be broadly defined, barriers to equal opportunity in vocational preparation must be removed, and work itself may need to be restructured. One does not need to agree with the views of the writers of this provocative work in order to recognize its value. In the United States we have tended to view education in terms of a duality: the academic and the vocational. This thinking is grounded in the Smith-Hughes act of 1917 and much of the subsequent federal legislation. The academic-vocational duality is found in the way that we prepare teachers. It is found in the ways that schools are structured and administered, and it is present in how classes are organized and run. The authors contest this duality by pointing out that in a real sense all education is vocational. This book challenges its readers to think about how we can forge a new concept of vocational preparation, and how we can eliminate barriers to more equitable and fulfilling vocational education. This thought-provoking work succeeds in its design to bring about new and unconventional considerations of work preparation in the United States. Bishop, J,H, & Mane, F. (2005). Economic returns to vocational courses in U.S. High Schools. In J. Laugslo & R. Maclean, Vocationalisation of secondary education revisited. The Netherlands: Springer, 329-362. Bishop, J.H. & Mane, F. (2004). The impacts of career-technical education on higher school labor market success. Economics of Education Review,23 (4), 381-402. Gray, K.C. & Neng-Tang, H. (1992). An analysis of the long term effects of educational attainment on yearly earnings. Journal of Industrial Teacher Education,29(3), 9-20. Mane, F. (1999). Trends in the payoff to academic and occupational-specific skills: the short and medium-run returns to academic and vocational high school courses for non-college bound students. Economics of Education Review,18 (4), 417-437. Herschbach is an Associate Professor in the Department of Policy and Leadership, College of Education at the University of Maryland in College Park, Maryland. Herschbach can be reached at [email protected] Return to Skip Menu Footer Virginia Tech University Libraries DLA Contact Us PDF Viewers This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. URL: http://scholar.lib.vt.edu/ejournals/JITE/v43n3/herschbach.html Last modified: 09/15/11 16:23:12 Tracy Gilmore

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July 20, 2010 > AFT Innovation Fund announces new investments AFT Innovation Fund announces new investments Submitted By Cynthia Leonor GarzaThe American Federation of Teachers (AFT) announced during its national convention a new round of grant making by the AFT Innovation Fund, which uses a "venture philanthropy" model to seed and cultivate promising union-led ideas to improve public education.The eight projects chosen to receive AFT Innovation Fund grants underscore the determination among union members and leaders to help lead change. One AFT affiliate will seek to become an authorizer of charter schools, for example, while another will design a performance-pay program for teams of math teachers working in high-needs schools. Still another will help prepare young children for school by ensuring newly unionized family child care providers have a real knowledge base of literacy skills.The AFT Innovation Fund, which made its first round of grants in October 2009, seeks proposals from the union ranks that include strong partnerships with communities and school districts."The AFT Innovation Fund has given members the opportunity and the means to think creatively and develop new ways to solve some of the greatest challenges facing schools today," said AFT President Randi Weingarten. "We're focused on getting sustained results and sharing them with other educators across the country."Support for the AFT Innovation Fund comes from Carnegie Corporation of New York, the Ford Foundation, the Bill & Melinda Gates Foundation, and the Charles Stewart Mott Foundation, as well as from the AFT.The 2010 grants, totaling $1.21 million, were awarded to the following local affiliates, in alphabetical order:-Anchorage Council of Education (Alaska), to help at-risk students earn diplomas by training "graduation coaches" in high schools.-Boston Teachers Union (Massachusetts), to increase students' engagement in lessons by creating prototypes of high-quality instructional units that can be distributed online.-Education Austin (Texas), to strengthen schools' ties to their communities by working in partnership with Austin Interfaith to convert several schools to "in-district charters."-Hillsborough Classroom Teachers Association (Tampa, Fla.), to use social networking to connect teachers and support them through the changes in pay, evaluation, and career possibilities under way in the district.-Minneapolis Federation of Teachers (Minnesota), to tap into teachers' desire to create high-performing schools by seeking to become an authorizer of charter schools under Minnesota law.-Toledo Federation of Teachers (Ohio), to create a group performance-pay program for teams of math teachers in grades 4-8 in four high-needs schools.-United Federation of Teachers (New York City), to help thousands of family childcare providers understand and teach early literacy development using a curriculum that includes an adaptation of the PBS television show "Between the Lions."-Volusia Teachers Organization (Daytona Beach, Fla.), to develop a model for using evidence of student learning in a teacher development and evaluation system."Effective teachers are the single greatest school-based factor in raising student achievement," said Vicki L. Phillips, Director of Education of College-Ready at the Gates Foundation. "Through the AFT Innovation Fund, we hope to draw on the expertise and creativity of master teachers nationwide to develop new teacher and student supports, and improve teaching and learning in every classroom."AFT Innovation Fund advisory board chair Barbara Byrd-Bennett, who serves as the chief academic and accountability auditor for the Detroit Public Schools, said: "The work being done by the frontline educators who received the first set of Innovation Fund grants and their partners is nothing short of phenomenal. They have blazed a trail for educators across the country, showing that with creative thinking-especially with collaboration-great things are possible."The seven 2009 grantees of the AFT Innovation Fund are tackling important work across the nation: designing new systems for teacher development and evaluation; forging strong links with their communities through the creation of schools with wraparound services for students; negotiating model contract language for charter school teachers; extending collaborative labor-management relationships to high-needs schools; and designing licensure programs to train laid-off teachers to work in special education.For more information, visit www.aft/innovate.The AFT represents 1.5 million pre-K through 12th-grade teachers; paraprofessionals, other school-related personnel; higher education faculty and professional staff; federal, state and local government employees; nurses and healthcare workers; and early childhood educators. Home Protective Services

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WIUM Local Keokuk School Board Freezes Wages Keokuk, IA – The Keokuk School Board has implemented a wage freeze for about 20 administrators, directors, and central office staff members for the 2010-2011 school year. Superintendent Lora Wolff says dropping the anticipated pay raises should save the district about $40,000. Dr. Wolff says this is just the first step as declining enrollments have the district facing a shortfall of more than $1-million. "We are going to use part of our unspent balance to buy down some of that figure," says Wolff, "and then our goal will be to try to trim $900,000 off of next year's anticipated costs." Wolff hopes to have a list of potential cuts to the Keokuk School Board by early March. She says the cuts could be made in April. Wolff says district employees have provided more than 400 ideas for saving money. She says those ideas are being reviewed to see if they are feasible. Wolff says 83% of the district's budget goes towards salaries and benefits. The wage freeze for administrators is in line with the Keokuk School District's contract offer to the Keokuk Education Association. The district wants to freeze the base salary for teachers at $30,025 and base salaries on the amount of state aid received. It also wants to make some changes to the health insurance program. By contrast, members of the Keokuk Education Association are looking for a 2% boost in the base pay for teachers. Negotiations are ongoing at this time. View the discussion thread.

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Home > Features > U to help improve history education in St. Paul schools Feature Yia Yang of Johnson High School presents his exhibit at the state History Day competition in Coffman Memorial Union. Undergraduate History Day mentors from the U helped students from Johnson by visiting their school and meeting them for research field trips to Wilson Library. U to help improve history education in St. Paul schools Historians in the Classroom grant to deepen American history understanding By Sue Banovetz and Grant Moos With help from the College of Liberal Arts' history department, up to 16,000 St. Paul middle and high school students will likely know a lot more about American history. An $835,000 grant from the U.S. Department of Education will enable the University's history faculty to join with St. Paul Public Schools, the Minnesota Historical Society, and the Minnesota Department of Education to help improve the way history is taught to middle and high school students. The "Historians in the Classroom" grant announced February 15 is to train dozens of social studies teachers over the three-year span of the grant to "teach on the diagonal"--a style of teaching that encourages students to immerse themselves in a topic by using the same advanced research, analysis, and presentation skills used by historians. The grant builds on the longstanding success of the National History Day partnership between the Minnesota Historical Society and the U's History Department. The program has helped St. Paul Public School students get interested in history in the same way science fairs engage students in science. The St. Paul Public School District operates one of the most successful urban History Day programs in the country, and the University's History Department, libraries, and undergraduate student mentors are key contributors to that success. Every year, scores of students from St. Paul schools connect with the University to research a wide range of historical topics, which are often tied to groundbreaking U research--from controlling wheat rust to pioneering open heart surgery. "This partnership promises to cultivate some common ground, and gives us a shared language for talking about our respective histories and cultures--both our varied individual and cultural histories and our commonalities," says Steven Rosenstone, dean of the U's College of Liberal Arts. "It helps put our young people on a path toward mutual understanding, not to mention educational, social, and economic advancement." University history faculty will use the grant money to develop and conduct a series of school-year workshops and summer institutes to "provide content-focused professional development on the nation's founding documents, people, places, events, and content standards." The program will begin with 30 to 40 teachers in the first year of the program and expand to include more teachers in years two and three. The grant is the only one awarded in Minnesota and one of dozens awarded across the nation. "The way we process and pass on history has changed," says Lou Kanavati, St. Paul Public Schools superintendent. "With a very generous grant, we are expanding and deepening the way history will be thought about and taught. A major goal is to improve junior and high school student achievement in traditional American history." The Historians in the Classroom program is one of several initiatives the University is engaged in to help improve PreK-12 education in the state--and represents the type of collaboration the U will increasingly focus on. The recently released recommendations from the Systemwide Academic Task Force on PreK-12 Strategy--one of several task forces charged with helping transform the U into one of the top three public research universities in the world--calls on the University to develop systemwide and coordinated programs to improve PreK-12 education. "The University of Minnesota's land grant mission has always been about connecting the University's resources and knowledge with Minnesota's communities," says University President Bob Bruininks. "Historians in the Classroom represents the best of that legacy as do our redoubled efforts to connect with all levels of Minnesota's educational system." Joining Rosenstone, Kanavati, and Bruininks at the announcement was Minnesota Historical Society Deputy Director Michael Fox, History Department Chair M. J. Maynes, Saint Paul Mayor and CLA alumnus Chris Coleman, and History Department faculty. Last modified on May 4, 2012

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"The school of Reid" — an annotation to Thomas Carlyle's "Signs of the Times" Matthew Surka '12, English 60J, Brown University, 2009 [Victorian Web Home —> Authors —> Thomas Carlyle —> Works —> "Signs of the Times"] The school of Reid refers to the Scottish School of Common Sense, a school of philosophy founded by Thomas Reid in the late 1700s. Reid's Theory of Common Sense — the basis for his Essays on the Active Powers of Man, Essays on the Intellectual Powers of Man, and his other philosophical works — centers on a number of basic axioms, which the school sought to defend: that a person's conscious thoughts define his or her identity, that events distinctly remembered did really happen, that some degree of free will exists, that other people are alive and intelligent, and so forth. Essentially, Reid established the Scottish School of Common Sense to respond to the skepticism and philosophical paradox described in the works of René Descartes and David Hume (The Stanford Encyclopedia of Philosophy). In "Signs of the Times," Carlyle describes Reid's reaction to the views of Hume, who believed that morality and human nature could be examined scientifically. According to Carlyle, the ide

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DSU taking over Dover Sheraton By Associated Press 8:59am, June 14, 2013 Delaware State University plans to take over a Dover hotel and conference center as part of an aggressive expansion program and effort to boost enrollment. The DSU board approved a $12 million, 15-year lease of the Sheraton Hotel, about a quarter mile north of the main campus on Thursday. Board of Trustees Chairman Claibourne Smith says the move gives the school room to continue expanding. In May, trustees approved spending $2 million to expand operations in New Castle County. The hotel has 153 rooms and the conference center has 15 meeting and banquet rooms. Hundreds of students will live in the hotel next fall and in two years the school has the option to buy it. The new location may be home to a new charter high school. Copyright © Jun 14, 2013, WDEL/Delmarva Broadcasting Company. All Rights Reserved.

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AU Life • About AU • Alumni • AU People • Athletics • UPCOMING EVENTS 20 21 22 23 24 25 26 27 28 29 30 More... AU People Professors challenge you in class, guide your research, mentor you as you make decisions about your future. They'll also be there to cheer your team and enjoy your concert or play. It’s the personal relationships that make AU special. People Administration Board of Trustees Faculty Profiles Directories Ombuds Officer Technology Resources ITS Teaching with Technology Employment Opportunities Community Overview Area Map Area Services Dining Events Lodging Real Estate Things To Do Faculty/Staff Portal UPCOMING EVENTS More... Meet Our Faculty Get to know our faculty. Search by school and program to see Faculty Profiles. College of Liberal Arts & Sciences College of Professional Studies Inamori School of Engineering Inspiration takes flight Lise Lemeland, assistant professor of painting in the School of Art & Design, had three works selected for an exhibition at the Steven F. Udvar-Hazy Center, a branch of the National Air and Space Museum, at Dulles International Airport . Faculty News Malcolm Bowie Prize Awarded Dr. Christopher Churchill was awarded the 2013 Malcolm Bowie Prize for best article by an early-career researcher by the Society for French Studies. Professor Publishes "Monstrous Crimes" Pamela Schultz, professor of communication studies at Alfred University, has co-authored a book with John Douard titled “Monstrous Crimes and the Failure of Forensic Psychiatry,” a volume focusing on the widely shared views of what are often considered “monstrous crimes.” Did you know? The weathervane atop the cupola at Alumni Hall is shaped like a quill. Alumni Hall, built in 1851, is the oldest building on the Alfred University campus. Alumni Hall is the first stop for many visitors; it's the home of the Admissions office. AU Stars AU Alumna Dr. Peggy Wozniak entered the Commission on Independent Colleges and Universities' Hall of Fame for K-12 educators who have made a difference in New York.

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Berkeley High principal keeps cool, despite job’s high stress By Ben LumpkinBerkeley Daily planet Although he professes to love his job, Berkeley High School Principal Frank Lynch happens to be something of an expert on why one should never become a high school principal. He’s spent the last four years interviewing principals and superintendents around Northern California, completing a doctoral dissertation at the University of Santa Barbara entitled: “The Shortage of Qualified Candidates for the Position of High School Principal.” He wanted to find out why the pool of applicants for high school principal jobs is drying up as precipitously as a southern California reservoir in a draught year. There’s talk of the looming principal shortage all over the country these days. Berkeley Unified School District Interim Superintendent Stephen Goldstone remembers competing against nearly 100 candidates when he applied for his first principal job in 1973. Today, he said, there might be total of 10 Berkeley High itself has burned through half a dozen principals in the last decade. The lack of leadership has left a power vacuum that Lynch walked into when he took the reins last August. As Berkeley High Parent, Teacher and Student Association President Kristin Shepherd put it: “Essentially, we’ve had a large business without supervision.” In other words, if being a high school principal is tough everywhere, there is reason to doubt whether being principal of Berkeley High is even in the realm of the possible. When he’s lucky, Lynch’s day will end at 6 p.m. But, with meetings, many days drag on to 8 p.m., or even to midnight. Throw in a five-hour commitment on Saturday – say, a community meeting on school reform, or the senior prom – and you’re up to roughly an 80-hour week. Wednesday last week was a fairly typical day. Lynch returned phone calls between 6 and 6:45 a.m., then met with teachers for the next hour or so. At 8 a.m. he was off to the weekly meeting of Berkeley High department heads. Here he heard one staff member after another describe the difficulties caused by the latest round of budget cuts and responded to each in crisp, efficient sentences. To the question of what would happen without an on-campus suspension program next year (Berkeley high has used the system for years as a way to take disruptive students out of the classroom without having to expel them from school), Lynch said: “It was either giving up two assistant principals or giving up something else. We’ll brainstorm. We’ll come up with a solution, because we are highly intelligent human beings.” Lynch has budgeted for three assistant principals, although he estimates it would take twice that number to really handle the daily workload. To worries that some department heads would lose the free periods they have had to evaluate teachers under the new budget cuts, Lynch responded: “There’s no other way to do it. I respect where you guys are coming from (but) when they made those budget cuts… those budget cuts are real budget cuts. And my job is to live with it.” Lynch spends the better part of every day listening to teachers, parents, students and others asking for things that in all likelihood he is unable to provide. In this highly political town where countless constituents believe they have a stake in how the high school is run, the flow of outside commentary is almost unending. “The larger the environment you work in, the more stressful it becomes,” Lynch said. “With more constituents, it goes up geometrically.” And yet, those who work with Lynch day to day say he has yet to lose his cool. “He’s accessible, nice, sane…he listens,” said Charna Ball, who teaches Adaptive Physical Education at Berkeley High. “I’ve been here a long time and that’s the first time I can say that about a principal.” Berkeley is “The most political place on earth,” said Vice Principal Mike Hassett. “Everybody’s got an issue. No one knows how to compromise.” But, said Hassett, Lynch makes navigating Berkeley’s turbulent political waters look like a walk in the park. “He’s a gentleman,” Hassett said. “He always maintains his demeanor.” Lynch said he came into the principal job “with his eyes open.” Through his dissertation research, he had known exactly what to expect, and he was ready. The job of a principal, he said, is to maintain “calm in the midst of chaos.” “People say, ‘Get emotional, get angry.’ But once you get in an emotional state you can no longer conduct business,” Lynch said. Instead of pleading with principals for emotion, people need to understand the incredible challenges principals are up against and find ways to give them more support, Lynch said. Shepherd, for one, said she is ready to do whatever she can to help Lynch. If political pressures mount uncontrollably, she said, Berkeley High runs the risk of losing yet another principal. And at a time when the school’s very certification as a secondary institution is in question, due to a number of highly publicized failings, Shepherd said that’s a risk the Berkeley community cannot afford to take. “He’ been listening to us all year,” Shepherd said. “Now it’s time for us to listen to him.” Links we like:

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Book XI §1. The Eleventh Book Shows that the Title of "Good" Is Due, Not to the Father Alone, as Eunomius, the Imitator of Manichaeus and Bardesanes, Alleges, But to the Son Also, Who Formed Man in Goodness and Loving-Kindness, and Reformed Him by His Cross and Death. §2. He Also Ingeniously Shows from the Passage of the Gospel Which Speaks of "Good Master," From the Parable of the Vineyard, from Isaiah and from Paul, that There is Not a Dualism in the Godhead of Good and Evil, as Eunomius' Ally Marcion Supposes, and Declares that the Son Does Not Refuse the Title of "Good" Or "Existent," Or Acknowledge His Alienation from the Father, But that to Him Also Belongs Authority Over All Things that Came into Being. §3. He Then Exposes the Ignorance of Eunomius, and the Incoherence and Absurdity of His Arguments, in Speaking of the Son as "The Angel of the Existent," And as Being as Much Below the Divine Nature as the Son is Superior to the Things Created by Himself. And in This Connection There is a Noble and Forcible Counter-Statement and an Indignant Refutation, Showing that He Who Gave the Oracles to Moses is Himself the Existent, the Only-Begotten Son, Who to the Petition of Moses, "If Thou Thyself Goest Not with Us, Carry Me Not Up Hence," Said, "I Will Do This Also that Thou Hast Said"; Who is Also Called "Angel" Both by Moses and Isaiah: Wherein is Cited the Text, "Unto Us a Child is Born." §4. After This, Fearing to Extend His Reply to Great Length, He Passes by Most of His Adversary's Statements as Already Refuted. But the Remainder, for the Sake of Those Who Deem Them of Much Force, He Briefly Summarizes, and Refutes the Blasphemy of Eunomius, Who Says of the Lord Also that He is What Animals and Plants in All Creation Are, Non-Existent Before Their Own Generation; And So with the Production of Frogs; Alas for the Blasphemy! §5.35 Eunomius Again Speaks of the Son as Lord and God, and Maker of All Creation Intelligible and Sensible, Having Received from the Father the Power and the Commission for Creation, Being Entrusted with the Task of Creation as If He Were an Artizan Commissioned by Some One Hiring Him, and Receiving His Power of Creation as a Thing Adventitious, Ab Extra, as a Result of the Power Allotted to Him in Accordance with Such and Such Combinations and Positions of the Stars, as Destiny Decrees Their Lot in Life to Men at Their Nativity. Thus, Passing by Most of What Eunomius Had Written, He Confutes His Blasphemy that the Maker of All Things Came into Being in Like Manner with the Earth and with Angels, and that the Subsistence of the Only-Begotten Differs Not at All from the Genesis of All Things, and Reproaches Him with Reverencing Neither the Divine Mystery Nor the Custom of the Church, Nor Following in His Attempt to Discover Godliness Any Teacher of Pious Doctrine, But Manichaeus, Colluthus, Arius, Aetius, and Those Like to Them, Supposing that Christianity in General is Folly, and that the Customs of the Church and the Venerable Sacraments are a Jest, Wherein He Differs in Nothing from the Pagans, Who Borrowed from Our Doctrine the Idea of a Great God Supreme Over All. So, Too, This New Idolater Preaches in the Same Fashion, and in Particular that Baptism is "Into an Artificer and Creator," Not Fearing the Curse of Those Who Cause Addition or Diminution to the Holy Scriptures. And He Closes His Book with Showing Him to Be Antichrist. Book XI Let us now go on to the next stage in his argument:-" ... the Only-begotten Himself ascribing to the Father the title due of right to Him alone. For He Who has taught us that the appellation `good' belongs to Him alone Who is the cause of His own1 goodness and of all goodness, and is so at all times, and Who refers to Him all good that has ever come into being, would be slow to appropriate to Himself the authority over all things that have come into being, and the title of `the Existent.'"Well, so long as he concealed his blasphemy under some kind of veil, and strove to entangle his deluded hearers unawares in the mazes of his dialectic, I thought it necessary to watch his unfair and clandestine dealings, and as far as possible to lay bare in my argument the lurking mischief. But now that he has stripped his falsehood of every mask that could disguise it, and publishes his profanity aloud in categorical terms, I think it superfluous to undergo useless labour in bringing logical modes of confutation to bear upon those who make no secret of their impiety. For what further means could we discover to demonstrate their malignity so efficacious as that which they themselves show us in their writings ready to our hand? He says that the Father alone is worthy of the title of "good," that to Him alone such a name is due, on the plea that even the Son Himself agrees that goodness belongs to Him alone. Our accuser has pleaded our cause for us: for perhaps in my former statements I was thought by my readers to show a certain wanton insolence when I endeavoured to demonstrate that the fighters against Christ made Him out to be alien from the goodness of the Father. But I think it has now been proved by the confession of our opponents that in bringing such a charge against them we were not acting unfairly. For he who says that the title of "good" belongs of right to the Father only, and that such an address befits Him alone, publishes abroad, by thus disclosing his real meaning, the villainy which he had previously wrapped up in disguise. He says that the title of "good" befits the Father only. Does he mean the title with the signification which belongs to the expression, or the title detached from its proper meaning? If on the one side he merely ascribes to the Father the title of "good" in a special sense, he is to be pitied for his irrationality in allowing to the Father merely the sound of an empty name. But if he thinks that the conception expressed by the term "good" belongs to God the Father only, he is to be abominated for his impiety, reviving as he does the plague of the Manichaaen heresy in his own opinions. For as health and disease, even so goodness and badness exist on terms of mutual destruction, so that the absence of the one is the presence of the other. If then he says that goodness belongs to the Father only, he cuts off these from every conceivable object in existence except the Father, so that, along with all, the Only-begotten God is shut out from good. For as he who affirms that man alone is capable of laughter implies thereby that no other animal shares this property, so he who asserts that good is in the Father alone separates all things from that property. If then, as Eunomius declares, the Father alone has by right the title of "good," such a term will not be properly applied to anything else. But every impulse of the will either operates in accordance with good, or tends to the contrary. For to be inclined neither one way nor the other, but to remain in a state of equipoise, is the property of creatures inanimate or insensible. If the Father alone is good, having goodness not as a thing acquired, but in His nature, and if the Son, as heresy will have it, does not share in the nature of the Father, then he who does not share the good essence of the Father is of course at the same time excluded also from part and lot in the title of "good." But he who has no claim either to the nature or to the name of "good"-what he is assuredly not unknown, even though I forbear the blasphemous expression. For it is plain to all that the object for which Eunomius is so eager is to import into the conception of the Son a suspicion of that which is evil and opposite to good. For what kind of name belongs to him who is not good is manifest to every one who has a share of reason. As he who is not brave is cowardly, as he who is not just is unjust, and as he who is not wise is foolish, so he who is not good clearly has as his own the opposite name, and it is to this that the enemy of Christ wishes to press the conception of the Only-begotten, becoming thereby to the Church another Manes or Bardesanes. These are the sayings in regard of which we say that our utterance would be no more effective than silence. For were one to say countless things, and to arouse all possible arguments, one could not say anything so damaging of our opponents as what is openly and undisguisedly proclaimed by themselves. For what more bitter charge could one invent against them for malice than that of denying that He is good "Who, being in the form of God, thought it not robbery to be equal with God2 ," but yet condescended to the low estate of human nature, and did so solely for the love of man? In return for what, tell me, "do ye thus requite the Lord3 ?" (for I will borrow the language of Moses to the Israelites); is He not good, Who when thou wast soulless dust invested thee with Godlike beauty, and raised thee up as an image of His own power endowed with soul? Is He not good, Who for thy sake took on Him the form of a servant, and for the joy set before Him4 did not shrink from bearing the sufferings due to thy sin, and gave Himself a ransom for thy death, and became for our sakes a curse and sin? Not even Marcion himself, the patron of your opinions, supports you in this. It is true that in common with you he holds a dualism of gods, and thinks that one is different in nature from the other, but it is the more courteous view to attribute goodness to the God of the Gospel. You however actually separate the Only begotten God from the nature of good, that you may surpass even Marcion in the depravity of your doctrines. However, they claim the Scripture on their side, and say that they are hardly treated when they are accused for using the very words of Scripture. For they say that the Lord Himself has said, "There is none good but one, that is, God5 ." Accordingly, that misrepresentation may not prevail against the Divine words, we will briefly examine the actual passage in the Gospel. The history regards the rich man to whom the Lord spoke this word as young-the kind of person, I suppose, inclined to enjoy the pleasures of this life-and attached to his possessions; for it says that he was grieved at the advice to part with what he had, and that he did not choose to exchange his property for life eternal. This man, when he heard that a teacher of eternal life was in the neighbourhood, came to him in the expectation of living in perpetual luxury, with life indefinitely extended, flattering the Lord with the title of "good,"-flattering, I should rather say, not the Lord as we conceive Him, but as He then appeared in the form of a servant. For his character was not such as to enable him to penetrate the outward veil of flesh, and see through it into the inner shrine of Deity. The Lord, then, Who seeth the hearts, discerned the motive with which the young man approached Him as a suppliant,-that he did so, not with a soul intently fixed upon the Divine, but that it was the man whom he besought, calling Him "Good Master," because he hoped to learn from Him some lore by which the approach of death might be hindered. Accordingly, with good reason did He Who was thus besought by him answer even as He was addressed6 . For as the entreaty was not addressed to God the Word, so correspondingly the answer was delivered to the applicant by the Humanity of Christ, thereby impressing on the youth a double lesson. For He teaches him, by one and the same answer, both the duty of reverencing and paying homage to the Divinity, not by flattering speeches but by his life, by keeping the commandments and buying life eternal at the cost of all possessions, and also the truth that humanity, having been sunk in depravity by reason of sin, is debarred from the title of "Good": and for this reason He says, "Why callest Thou Me good?" suggesting in His answer by the word "Me" that human nature which encompassed Him, while by attributing goodness to the Godhead He expressly declared Himself to be good, seeing that He is proclaimed to be God by the Gospel. For had the Only-begotten Son been excluded from the title of God, it would perhaps not have been absurd to think Him alien also from the appellation of "good." But if, as is the case, prophets, evangelists, and Apostles proclaim aloud the Godhead of the Only-begotten, and if the name of goodness is attested by the Lord Himself to belong to God, how is it possible that He Who is partaker of the Godhead should not be partaker of the goodness too? For that both prophets, evangelists, disciples and apostles acknowledge the Lord as God, there is none so uninitiated in Divine mysteries as to need to be expressly told. For who knows not that in the forty-fourth7 Psalm the prophet in his word affirms the Christ to be God, anointed by God? And again, who of all that are conversant with prophecy is unaware that Isaiah, among other passages, thus openly proclaims the Godhead of the Son, where he says: "The Sabeans, men of stature, shall come over unto thee, and shall be servants unto thee: they shall come after thee bound in fetters, and in thee shall they make supplication, because God is in thee, and there is no God beside thee; for thou art God8 ." For what other God there is Who has God in Himself, and is Himself God, except the Only-begotten, let them say who hearken not to the prophecy; but of the interpretation of Emmanuel, and the confession of Thomas after his recognition of the Lord, and the sublime diction of John, as being manifest even to those who are outside the faith, I will say nothing. Nay, I do not even think it necessary to bring forward in detail the utterances of Paul, since they are, as one may say, in all men's mouths, who gives the Lord the appellation not only of "God," but of "great God" and "God over all," saying to the Romans, "Whose are the fathers, and of whom, as concerning the flesh, Christ came, Who is over all, God blessed for ever9 ," and writing to his disciple Titus, "According to the appearing of Jesus Christ the great God and our Saviour10 ," and to Timothy, proclaims in plain terms, "God was manifest in the flesh, justified in the spirit11 ." Since then the fact has been demonstrated on every side that the Only-begotten God is God12 , how is it that he who says that goodness belongs to God, strives to show that the Godhead of the Son is alien from this ascription, and this though the Lord has actually claimed for Himself the epithet "good" in the parable of those who were hired into the vineyard? For there, when those who had laboured before the others were dissatisfied at all receiving the same pay, and deemed the good fortune of the last to be their own loss, the just judge says to one of the murmurers13 , "Friend, I do thee no wrong: did I not agree with thee for a penny a day? Lo, there thou hast that is thine14 : I will bestow upon this last even as upon thee. Have I not power to do what I will with mine own? Is thine eye evil because I am good?" Of course no one will contest the point that to distribute recompense according to desert is the special function of the judge; and all the disciples of the Gospel agree that the Only-begotten God is Judge; "for the Father," He saith, "judgeth no man, but hath committed all judgment unto the Son15 ." But they do not set themselves in opposition16 to the Scriptures. For they say that the word "one" absolutely points to the Father. For He saith, "There is none good but one, that is God." Will truth then lack vigour to plead her own cause? Surely there are many means easily to convict of deception this quibble also. For He Who said this concerning the Father spake also to the Father that other word, "All Mine are Thine, and Thine are Mine, and I am glorified in them17 ." Now if He says that all that is the Father's is also the Son's, and goodness is one of the attributes pertaining to the Father, either the Son has not all things if He has not this, and they will be saying that the Truth lies, or if it is impious to suspect the very Truth of being carried away into falsehood, then He Who claimed all that is the Father's as His own, thereby asserted that He was not outside of goodness. For He Who has the Father in Himself, and contains all things that belong to the Father, manifestly has His goodness with "all things." Therefore the Son is Good. But "there is none good," he says, "but one, that is God." This is what is alleged by our adversaries: nor do I myself reject the statement. I do not, ho

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Fifth District PTA To Honor Herbert, Cheryl Fischer Thursday, 05 June 2008 01:44 0 COMMENTS TweetShare this article with a friendSAN BERNARDINO County Superintendent Herbert Fischer and his wife, Cheryl, will be recipients of Honorary Service Awards by the Fifth District PTA at a dinner at the Arrowhead Country Club this evening. The Fischers will be two of four recipients of the Honorary Service Award. Pastor Willie Ulibarri Jr. and Cliff Cummings also will receive the honors. Jack O'Connell, the state superintendent of Public Instruction, is scheduled to attend the awards ceremony. Pam Brady, the California PTA president, will be the keynote speaker at the event. Herbert Fischer is in his third term as San Bernardino County superintendent. His four decades in public education span work in the classroom, administrator, principal and district superintendent prior to coming to County Schools. His wife, Cheryl, also has had a distinguished career in education. She retired from her position in education leadership and curriculum from Cal State San Bernardino in 2006. Pastor Ulibarri is president and chief executive officer of Project Life Impact, Inc. For two decades, he has provided counseling services for at-risk students in the Rialto and San Bernardino City unified school districts. As owner of Toyota of San Bernardino, Cummings' philanthropic involvement in a variety of support programs has benefited students all around the San Bernardino area.

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Catalogs & Online Resources WoW Update WOWbrary New Audio Books New York Times Best Sellers List RSS Feeds for Library Events eBooks/AudioBooks How to Renew & Hold Materials Broward County > Library > A to Z > About Us > Highlights of 2013 Service Improvements Highlights of 2013 Story 1 COMMUNITY SERVICE Volunteer Program: Connect, Impact Broward and Broward County Libraries partnered to present several free workshops encouraging volunteering among area Baby Boomers. Additionally, partnerships were formed with local colleges to provide internships; the Teen Volunteer Program and Teen Advisory Boards provides an excellent opportunity for young people to make new friends, have a good time, and fulfill school requirements. Free Income Tax Preparation Help: During tax season, Hispanic Unity, AARP Tax-Aide program and the Internal Revenue Service offer free tax preparation services at Broward County Libraries. Taxpayers with low and moderate income, with special focus on those 60 and older, are eligible for help with tax-related issues. The program is offered at a range of locations that include some of the county’s most economically disadvantaged neighborhoods, providing a necessary service to the community’s underserved. Free computer classes offered at the library in conjunction with “Internet Essentials” Internet Essentials: Broward Public Library Foundation partnered with Comcast, Broward County Public Schools and the Urban League to close the digital divide for-lower income families by providing discounted rates on home Internet service and personal computers. With support from local government, business and community organizations, Internet Essentials helps level the playing field for all citizens of Broward County. Broward County Library also offered free computer classes in conjunction with the program. The library, with help of community partnerships, provided free meals and snacks for children and teens during summer. Free Summer Meals at the Library: Participating Broward County Libraries Division locations, in conjunction with Sisters for Abundant Living, provided free lunch and afternoon snacks for children ages 18 and under during the summer. The meals were made possible by the Florida Department of Agriculture and Consumer Services’ Summer BreakSpot program. This program provided a vital service in the community by uniting state and county resources. ELECTRONIC SERVICES Online Resources Gets A Makeover: Broward County Libraries’ Online Resources page was redesigned and launched in December 2013. The new, streamlined page is an online resource hub that makes it easier for customers to find both the everyday and academic research tools they need by choosing from a handful of categories. Whether you need to look up a phone number, need help writing a résumé or want to read an archived magazine or newspaper article, the newly redesigned Online Resources page puts everything in one, easy-to-navigate place. Broward County Library now offers free downloadable digital magazines. Zinio Digital Magazine Newsstand launched in February 2013; Broward County Libraries now offers more than 300 free, downloadable digital magazines including foreign language titles via Zinio Digital Magazine Newsstand. Free computer programming classes were featured during “The Hour of Code” initiative. The Hour of Code, celebrated December 9-15, 2013 for Computer Science Education Week, encouraged students of all ages to explore computer coding and consider a career in computer science. Throughout the week, nine BCL locations held events and computer classes for all ages that cover the basics of computer coding and programming. Digital Download Classes: Libraries began offering how-to classes on downloading free books, music, magazines and movies from the library. Launched in Summer 2013 to support the rise in popularity of eReaders and tablets, the classes were continued because of their popularity. Customers also check out free eReaders are available for loan at various library locations. Expansion of BCL WoW: BCL WoW – Broward County Without Walls expanded by adding music videos (accessed from Freegal, Zinio) and IndieFlix. IndieFlix lets library customers stream and watch films and TV shows. IndieFlix: Broward County Libraries launched IndieFlix, a free service that lets customers stream and watch award-winning independent films, television shows, shorts and documentaries at no cost. Launched in Fall 2013, IndieFlix gives customers unlimited access to thousands of streaming film festival hits including the best of Sundance, Cannes, Tribeca and more. COMMUNITY EVENTS Viva Florida 500: Broward County Libraries presented a wide variety of events in celebration of the State of Florida’s Viva Florida 500 celebration. Viva Florida 500 is a statewide initiative led by the Florida Department of State, under the leadership of Governor Rick Scott, to highlight the 500 years of historic people, places and events in present-day Florida since the arrival of Juan Ponce de León 1513. The Great Days of Rail Travel on the Florida East Coast highlighted “America’s Most Exciting Railroad.” The Great Days of Rail Travel on the Florida East Coast, an exhibition and program series highlighting the history of passenger train service by the Florida East Coast Railway (FEC), was held at the Broward County Libraries Bienes Museum of the Modern Book as the finale for Viva Florida 500. The exhibit opened in November and will be on display until March 31, 2014. Images, brochures, booklets and other memorabilia from the golden days of rail passenger service bring the past alive and showcase what is referred to today as "America's most exciting railroad." South Florida Book Festival was held at the African-American Research Library and Cultural Center, the South Florida Book Festival hosted national best-selling African-American writers. It was sponsored by the Urban League of Broward County, the Friends of the African-American Research Library and Cultural Center and Whole Foods Market. This partnership resulted in a free educational and cultural literary event for the community. National Library Week, celebrated April 14-20, with the year’s theme of “Community Matters @ Your Library,” brought attention to the library as a place where its customers read, learn, play and become inspired. Events included open house events at several libraries, community concerts, the South Florida Author’s Showcase and the Children’s Day of the Book Festival. The U.S. Citizenship and Immigration Services held a Special Naturalization Ceremony at the Main Library in celebration of National Library Week on Monday, April 15, 2013. A total of 50 individuals from 15 countries took the Oath of Allegiance and became new citizens of the United States of America. Bestselling children’s author Walter Dean Myers. The Conference on Children’s Literature and Ashley Bryan Art Series was chosen as an official stop on Walter Dean Myers National Ambassador for Children’s Literature tour April 25, 26 and 27, 2013. Together, the Conferences, which were free, open to the public and held at Main Library and the African-American Research Library and Cultural Center, brought in over 2,300 attendees. Children and teens dug into reading during this Florida Library Youth Program. Summer Reading Program (Adults) and FLYP (Florida Library Youth Program): “Groundbreaking Reads” (adults) and “Dig Into Reading” (children) were the themes for this year’s successful Summer Reading Program. Approximately 20,000 children and teens registered for the 2013 Summer Florida Library Youth Program, which encourages reading by offering prizes and incentives. Libraries Division also hosts fun, free events in the summer for all ages. This year, 52,621 children and teens and 3,639 adults attended a Summer Reading Program event. Additionally, 1,098 participants registered for the Adult Summer Reading Program this year.The Florida Center for the Book sponsored a contest and the Florida Book Awards in 2013.The Florida Center for the Book (FCOB) co-sponsored The Annual Florida Book Awards in conjunction with the Florida State University, the State Library and Archives of Florida, the Florida Historical Society, the Florida Humanities Council, the Florida Literary Arts Coalition and the Florida Library Association. The Florida Center for the Book also participated in the December 2013 “Letters about Literature” writing contest where 919 students submitted entries. AWARDS AND RECOGNITIONS American Express Charitable Foundation awarded a $25,000 grant for BCL’s PrimeTime project Urban Land Institute Southeast Florida/Caribbean's 2013 Vision Award - Young At Art Museum/Broward County Library Urban Libraries Council 2013 Innovations: Customer Experience - QR Quest National Association of Counties (NACo) 2013 Achievement Award - Young At Art Museum/Broward County Library Seven ( National Association of County Information Officers (NACIO) Awards- Best of Class - Top 100 Artifacts of Broward County E-Book- Excellence - Connections Newsletter- Excellence - Broward County Library “Welcome” Brochure- Superior - Fabulous 40's Event at the African-American Research Library and Cultural Center - Meritorious - BCL WOW Bus Terminal QR Code Sign- Meritorious - Library Volunteer Ad- Meritorious - Web Banner for Weekly WOW The League of Women Voters of Broward County presented Broward County Libraries Division with their League of Women Voters of Broward County Good Government Award for 2013 in April 2013. The Libraries Division is cited for its support of the 2012 election cycle by hosting 32 Informed Voter workshops across the County. Libraries distributed QR code cards that allowed patrons to verify their voter registration status by means of their smart phones, coordinated the distribution of 70,000 copies (50,000 in English and 20,000 in Spanish) of the nonpartisan 2012 Florida Elections and Voter Guide throughout the System. Florida Department of State, Division of Library and Information Services awarded BCL an LSTA (Library Services and Technology Act) grant ($192,463.00) for the CareerConnect: Education and Job Center at 8 libraries Florida Department of State, Bureau of Historic Preservation award BCL a Historic Preservation Small Matching Grant ($50,000) for the Broward County Historic Sites Survey – Phase 1 Jim Moran Foundation approved a second year of funding ($38,001.00) for the Literacy Help Center (Success Central) project at the Jan Moran Collier City Learning Library 2012 Highlights 2011 Highlights 2010 Highlights Library Home | Site Map | Broward Home | Terms of Use

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Case Western Reserve University recognizes that throughout their lives our students will live in a world that is increasingly multicultural, interdisciplinary and globally-connected and aware. From its roots in 1826, the university has a long and distinguished history of international teaching, research and service. The university’s strategic plan, Forward Thinking, reflects that history, as well as its ongoing commitment to grow and enhance its international outreach, activities and presence. In order to begin implementation of the international focus of its strategic plan, in May 2009 the university established the Office of Global Strategy (OGS). The OGS works in partnership with faculty, students and administration to provide university-level vision and leadership for international activities across the campus. Essential functions of the office include: Develop and execute a vision, a bold new direction and a plan for international affairs that is strategic, pervasive and highly visible. Foster an academic culture and create an administrative infrastructure that advances internationalization. Provide leadership in extending the university’s international reach and reputation. Serve as the university’s chief spokesperson for international education. Facilitate and engage individual and institutional connections between faculty, staff, students and alumni and the larger world, enabling the exchange of people and ideas. Build partnerships and joint collaborations with major institutions in and outside of Northeast Ohio to expand the international impact of all parties. Monitor international programming trends to initiate innovative programs and services. Develop new models for student, faculty and research exchange relationships. Work with all constituencies to help identify and secure funding for administrative, educational and research initiatives from various sources (including state and federal governments; foreign governments; NGOs; foundations; donors; and alumni). Develop relationships and communicate with colleagues at other academic, business, non-profit and government institutions to share and implement best practices. Develop metrics to measure and assess the success of university international programs and services. Advancing International ProgramsThe creation of the Office of Global Strategy represents a major step in fulfilling the university's goal of advancing international programs as outlined in its strategic plan.

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Politics LePage bill for school choice hits resistance Posted: May 9, 2013 Politics Posted May 9, 2013 LePage bill for school choice hits resistance He wants some religious schools to be partly funded by the public, as well as allow an unlimited number of publicly funded charter schools. By Michael Shepherd Staff Writer [email protected] | @mikeshepherdME | 207-621-5632 Share AUGUSTA — A long-awaited, sweeping school-choice bill from Gov. Paul LePage, who wants to allow an unlimited number of charter schools and give public money to certain religious schools, is getting a cool response from Democrats in the Legislature. L.D. 1529, a governor’s bill sponsored by Sen. Garrett Mason, R-Lisbon Falls, would also provide funding for students from low-income families to transfer to other schools and would help pay for room and board at public charter schools that are beyond reasonable commuting distance from their homes. Gov. Paul LePage speaks with Cheverus High School students in May 2012. The governor's school-choice bill would make 22 religious schools, including Cheverus, eligible for public funding. 2012 File Photo / Shawn Patrick Ouellette The bill also would allow colleges and universities to establish charter schools. Under the proposal from LePage, who was educated at Catholic schools, religious schools would qualify for public funds if they comply with state standards applicable to other private schools. That provision effectively would repeal a 1981 law that prohibits public funding to sectarian schools. If a municipality allows students to go to schools of their choice and pays their tuition, those students could go to religious schools that qualify under state standards, said the Department of Education’s spokesman, David Connerty-Marin. “This simply removes a prohibition against a certain class of schools,” he said. Democrats and education interests jumped on LePage for his proposals shortly after the bill’s text was made public Thursday. “Those areas he would venture into, I would not venture into, ever,” said Rep. Bruce MacDonald, D-Boothbay, the Education Committee’s House chairman. “He’s known to be provocative and this is certainly that — provocative.” In a news release, Lois Kilby-Chesley, president of the Maine Education Association, the state teachers union, described the bill as proof that LePage “will go to great lengths to cause even more harm to our schools.” “The public has already said they don’t want their tax dollars to pay for religious or private schools,” she said in the statement. According to state data, 22 religious schools would be eligible for public funding, including Cheverus and Catherine McAuley high schools in Portland. Many other religious schools would not qualify, including Calvary Chapel Christian School in Orrington and the Friends School of Portland, a Quaker school in Yarmouth. The bill encompasses a number of longstanding items in LePage’s education platform. In January, he said legislation would be coming to allow more public charter schools. State law now allows for only 10 charter schools to be approved by 2022, when the cap ends. LePage’s spokeswoman, Adrienne Bennett, said that’s an “arbitrary number.” LePage has criticized the Maine Charter School Commission for failing to approve several charter school applications. MacDonald, the legislator from Boothbay, said there’s no proof that charter schools are better than conventional public schools. And in her statement, Kilby-Chesley said, “We can’t continue to allow more schools, with unproven educational success, to open if they are going to take money away from our public schools, which the majority of students attend.” Bennett, however, said Maine’s two operating charter schools have already produced “very positive results,” and the administration doesn’t want to preclude groups from submitting charter-school applications. “We have a very large state,” she said. “If you open that door, you open up more opportunities for students to have that accessibility of a charter school being closer to them.” In 2012, a proposal by LePage to send some public funds to religious schools drew little support in the Republican-led Legislature. It got only three votes from the 13-member Education Committee, one of them from Mason, the sponsor of the new bill. Last year’s bill received only eight votes in the Senate and 59 in the House, with then-Senate President Kevin Raye and then-House Speaker Robert Nutting, both Republicans, splitting on the bill. Raye voted against LePage; Nutting voted with the governor. Although passage this year will be even more difficult with a Democratic majority, Bennett said the governor is just as committed to the idea. “It’s bringing attention to something that is about getting more options for students and parents,” she said. But MacDonald said that, ideologically, LePage “disparages the ‘public’ in public schools.” “Education ought to be privatized, that’s what I think he believes,” he said of the governor. “That’s what I see in all of his initiatives.” Michael Shepherd can be contacted at 370-7652 or: Twitter: @mikeshepherdme CORRECTION: This story was updated at 12:20 a.m. on Friday, May 10 to reflect that House Speaker Robert Nutting voted for Gov. LePage’s 2011 education bill.

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Skip to Content Skip to Side Menu Skip to Search Box Chatham University home / Academics Graduate Programs Online, Evening & Weekend Programs Integrated Degree Program Chatham Scholars Programs Chatham Day Camp Falk School of Sustainability College for Continuing & Professional Studies Academic Resources Jennie King Mellon Library PACE Center Academic Skill-building Career Development About Chatham Visit Chatham Ask Admissions Benter Initiative for Global Citizenship Welcome to The Benter Initiative for Global Citizenship The Benter Initiative for Global Citizenship enables Chatham University faculty and students to collaborate on and develop programs that encourage experiential learning, international citizenship and greater awareness of global issues through active participation in other cultures. The Benter Initiative for Global Citizenship was established in 2006 through a $1 million gift from William Benter, chairman and international CEO of Acusis Medical Transcription Services and son of Chatham alumna Dorothy Firth Benter ’45. With global engagement as a key component of its mission, Chatham University worked in concert with Mr. Benter to create a program that would promote social responsibility and participatory citizenship among its students. Grants will be awarded to faculty members who will work with undergraduate or graduate students in experiential learning projects that promote engagement across cultures. The Importance of Global Awareness at Chatham University Over the past decade Chatham has internationalized the undergraduate, graduate and continuing education curricula. The Global Focus program, which explores a country or region of the world across the curriculum, received the Institute of International Education’s 2002-2003 Andrew Heiskell Award for Innovation in International Education. The Heiskell Award is IIE’s Best Practice Award and recognized the University’s Year of the Communities of Islam. To expand international understanding beyond the classroom and the campus, every Chatham sophomore is given the opportunity to participate in Chatham Abroad - a multi-week faculty-led travel opportunity exploring different areas of the world. This past year, faculty led trips to Belgium, Greece and Russia as part of a curriculum-based program. In addition, Chatham has forged relationships with several women’s colleges around the world including Doshisha Women’s College (Kyoto, Japan), Seoul Women’s University (Seoul, Korea) and Universidad Interamericana, to foster student and faculty exchanges as well as to enhance scholarly and cultural activities with these sister institutions. Likewise, some of Chatham’s coeducational graduate programs offer field sessions in other parts of the world. Students from the Physician Assistant Studies program have traveled to Moldova in southeastern Europe to provide basic medical care, while students in the MFA in Creative Writing program have participated in field sessions to Costa Rica, India, New Zealand and Trinidad & Tobago. 2007 Benter Initiative Program The first Benter Initiative grant recipient was Mary Jo Geyer, PT, Ph.D, FCCWS, CLT-LANA., assistant professor of physical therapy at Chatham and a wound and lymphedema specialist. Dr. Geyer and five students traveled to Vellore, India from August 26-September 16 to train faculty from Indian physical therapy programs that serve primarily Muslim populations. The Indian physical therapists were trained in multi-modal approaches for treatment of lymphedema, a consequence of the lymphatic filariasis that is endemic to this region. Faculty and students will also treat patients who suffer from lymphatic filariasis (LF), a condition caused by mosquito-borne parasites that commonly results in massively swollen legs. There are in excess of 120 million people worldwide afflicted with the disease and in 1995 the World Health Organization (WHO) ranked LF as the second leading cause of chronic disability worldwide. One third of the people infected with the disease are in India, one third in Africa and the remainder in Southeast Asia, the Pacific and the Caribbean. Dr. Geyer was also successful in linking The Benter Lymphedema Project to the second, morbidity management phase of the World Health Organization’s Global Program to Eliminate Lymphatic Filariasis, which has become the largest public health campaign in the history of mankind. For a detailed synopsis of the 2007 Benter Initiative, click here. About William Benter After a career in high technology entrepreneurial software development, Bill Benter executed his vision of creating a leading outsourced medical transcription organization with the inception of Acusis in 2001. The large network of clients and transcriptionists within Acusis contribute to the continued software and people excellence that puts Acusis in a category of its own, providing medical transcription services with Higher Standards. In addition to his Chairman responsibilities, Mr. Benter’s role as International CEO allows him to focus on providing strategic direction with regards to international development activities. This ensures Acusis software and hardware systems deliver world-class performance. Mr. Benter was born and raised in Pittsburgh, Pennsylvania and studied at Case Western Reserve, University of Bristol (England), and the University of Pittsburgh. He is an enthusiastic and long-term Rotary Club member who follows the Rotary model of “Service above Self.” For more information visit http://www.acusis.com. Woodland Road | Pittsburgh, PA 15232 | Main: 412-365-1100 | Admission: 800-837-1290

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About CCUPresidentFuture StudentsCurrent StudentsAcademicsAthleticsNews & EventsGivingParentsAlumni You are here: > Archaeology and Anthropology > Anthropology Faculty > Carolyn D. Dillian Carolyn D. Dillian TeachingPublicationsResearchCurriculum VitaeAnthropology Home Carolyn D. Dillian, Ph.D., RPA Associate Professor of History (Anthropology) Dr. Dillian is an Associate Professor in the Department of History and serves as Program Coordinator for Anthropology. She is an archaeologist who researches the way in which people interacted in the past by studying mechanisms of trade and exchange. She uses stone tools and the materials people used to make their tools as a way of tracing these interactions, and has argued that casual mechanisms of interaction are important in the exchange of exotic, as well as and everyday items. Her work has included many years of field excavations in the United States and in Kenya. In the U.S., Dr. Dillian is currently researching the prehistoric, Native American occupation of Waties Island, along the South Carolina coast. This work seeks to understand human/environment interactions through time and the way in which people adapted to changing conditions through the late Holocene. This interdisciplinary project includes ongoing archaeological survey and excavation, and is the site of the CCU Prehistoric Archaeological Field School (ANTH 395). In Kenya, Dr. Dillian works with the Koobi Fora Field School (George Washington University/National Museums of Kenya) to understand how and why prehistoric people transitioned from a hunting-fishing-gathering subsistence pattern to one that incorporated domestic animals such as cattle and goats. Students are invited to participate in this program for academic credit and should contact Dr. Dillian for more information. At Coastal Carolina University, Dr. Dillian is teaching courses on human origins, archaeology, Cultural Resources Management, field and laboratory methods, African prehistory, and North American prehistory. She is also the Director of CCU's Prehistoric Archaeological Field School and is a co-Field Director with the Koobi Fora Field School in Kenya. Dr. Dillian received her Ph.D. in Anthropology from the University of California, Berkeley. She holds M.S. and B.A. degrees in Anthropology from the University of Pennsylvania. She is a member of the Register of Professional Archaeologists. Office: 365 Brittain HallPhone: 843-349-2777Email: [email protected] Dr. Carolyn Dillian Department of History Coastal Carolina University 125 Chanticleer Dr., W. Conway, SC 29526 Fall 2014: Tues 12:30-2pm and Thurs 12:30-5:00pm

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Scholarships for Native American Studies Study America’s Indigenous Populations Native American studies examine the history, culture, and institutions belonging to the people who occupied the continent before the European settlers arrived. While America maintained an adversarial posture toward its indigenes, Native American traditions were strictly suppressed. That state of affairs changed with the civil rights movement of the 1960s, and there are now widespread academic efforts to preserve what remains of Native American society. Today many colleges have departments of Native American studies (partial list here), and consequently there are many sources of financial assistance available for your course of study. Morris K. Udall and Stewart L. Udall Foundation Eighty Udall Scholarships of up to $5,000 each are given annually to sophomores and juniors who plan to work for Native American interests in one of the following three ways: Environmental careers, such as policy, science, or urban planning Tribal public policy careers, including tribal government, law, and education Healthcare careers like administration, medicine, or counseling. If your field is related to tribal policy or healthcare, you must be a Native American or Alaska Native student to be eligible. You can find details on eligibility here, and instructions on how to apply here. University of Montana, Native American Studies Department The University of Montana’s Native American Studies Department offers several scholarships for Native American studies and others for Native American students. The former include: The Alan P. Merriam Scholarship, for a full-time Native American student interested in Native American studies The Bonnie Heavy Runner Scholarship, for a full-time Native American student interested in Native American studies or law The Helen Roberti Humanities Graduate Scholarship, for a Native American doctoral candidate focusing on Native American studies. You can find the application information here. With your application, you’ll submit a list of your accomplishments, a transcript, a reference letter, and verification of your tribal status. University of New Mexico, Native American Studies Department The University of New Mexico’s Native American Studies Department awards the Marguerite M. Drum Endowed Memorial Scholarship to full-time Native American students with a GPA of at least 2.5 and demonstrated financial need. Preference goes to applicants who intend to pursue Native American studies. University of Illinois (Urbana-Champaign), American Indian Studies Program The University of Illinois supports an American Indian Studies Program which administers the Chancellor’s Postdoctoral Fellowship Program. The one-year fellowships go to scholars in American Indian Studies who qualify for the tenure track and wish to teach and conduct research at the school. In exchange for the $42,000 stipend, plus $5,000 in expenses, you must reside at the university full-time. University of Southern California, Center for International Studies The University of Southern California’s Center for International Studies offers the Hayward R. Alker Postdoctoral Fellowship, which is one of the resources recommended by the University of Arizona’s American Indian Studies department. The Alker is given to junior scholars who have recently received or are about to take their doctorates, and selection is based on scholarly accomplishments plus the merit of proposed research. Yale University, Ethnicity, Race, and Migration Program Yale University’s Ethnicity, Race, and Migration Program sponsors the annual Henry Roe Cloud Dissertation Writing Fellowship in American Indian and Indigenous Studies. The fellowship provides one year of support ($27,300 stipend plus health insurance) while you write your dissertation using Yale’s facilities, which will be very helpful in your research. University of Arkansas (Little Rock), Sequoyah National Research Center The University of Arkansas’s Sequoyah National Research Center (SNRC) awards two-year graduate fellowships to Native American students who wish to work in the center developing guides to the catalog of resource material. Sequoyah has a large collection of Native American writing and art, and working in its archives can be of great assistance in writing a thesis. You may contact SNRC for more information. Andrew W. Mellon Postdoctoral Fellowships A number of schools receive these grants to support higher education in the humanities, and it’s common to see them used to fund postdoctoral work in Native American studies. Information on some of the universities which have handed out the fellowships for that purpose follows, with links to recent examples. Since universities can change the terms of the fellowships annually, you will sometimes notice those alterations in the current year. Wesleyan reserved one of its two fellowships specifically for Native American studies in 2010-2011, and that discipline was still eligible for consideration in the 2012-2013 year. The stipend is $40,000. Vassar’s 2006 Mellon fellowship in Native American studies paid $44,000 plus benefits, but the advantage of winning a Mellon goes far beyond the money and teaching experience. If you do some research on the biographies of Native American studies faculty members, you’ll see the Mellon prominently featured as a keystone of the curriculum vitae. Social Sciences African Studies Asian-American Studies Celtic Studies Chicano Studies Consumer Science Scandinavian Studies Spanish Studies Browse Scholarships By Student Type Our Scholarships Resources Writing an Essay Selecting an Essay Topic College Books Spam-Free Searching Tuition Reimbursement College Saving Tips More Educational Resources

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Home > SchoolFinder > California > San Francisco > Newcomer High School Community Rating Newcomer High School Public School | Grades 9-12 | San Francisco Unified Email 1350 Seventh Ave Newcomer High School is located in San Francisco, CA and is one of 30 high schools in San Francisco Unified School District. It is a public school that serves 156 students in grades 9-12. See Newcomer High School's test results to learn more about school performance. In 2010, Newcomer High School had 11 students for every full-time equivalent teacher. The California average is 24 students per full-time equivalent teacher. All Grades Algebra I Performance Newcomer High School Reviews AllParentsStudents By alfredo, a Parent on Oct 12, 2011 Newcomer High is the best school. I have lots of great memories. This is where I learned my first English words. I miss all of my friends and all of those great teachers, especially Mr. Nguyen I wish I could go back to 1987. By a Current Student on Jan 4, 2009 I was a student of Newcomer High School back in 1987 and I could not be more proud and glad to be a part of this school. It was located by the Marina district back then. When I first came to Newcomer, I was so excited and overjoyed because of the many backgrounds and the exposure to other nationalities. I was able to learn a little about their culture and personalities, the different faces and smile who came from different parts of the world. There's nothing more exciting than to go to this school. My first English teacher came from England and the other from Mexico. The teachers were also friendly and always helpfull. The teachers realy looked out for their students in every aspects. If I had the chance to continue and graduate in Newcomer instead of regular high school, I would have stayed in Newcomer. It was and still is the best school that I ever experienced. I attended Mission high and City college of San Francisco. I think Newcomer high is no. 1. Newcomer High School Photos About the CAHSEE The California High School Exit Exam (CAHSEE) is used to measure student mastery of specific skills as determined by the state. Students must pass both sections of the exam in order to graduate from high school. Which Grades and Subjects? Each student is assessed in grade 10 in English language arts and math. Students can retake the exam up to five times after grade 10. The CAHSEE is an untimed pass/fail test. The goal is for all students to pass both sections of the test. 1350 Seventh Ave, San Francisco, CA 94122 Woodside International School 0.6 miles Lisa Kampner Hebrew Academy 1 miles Lycee Francais La Perouse - San Francisco Campus 1.1 miles The Urban School Of San Francisco 1.1 miles Olympia Institute 1.4 miles School last updated on Oct 12, 2011.

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Home > SchoolFinder > California > Sunnyvale > Cherry Chase Elementary School Community Rating 4.5 stars from 6 reviews Cherry Chase Elementary School Public School | Grades K-5 | Sunnyvale Email 1138 Heatherstone Way Cherry Chase Elementary School is located in Sunnyvale, CA and is one of 10 elementary schools in Sunnyvale School District. It is a public school that serves 779 students in grades K-5. See Cherry Chase Elementary School's test results to learn more about school performance.A school's Academic Performance Index (API) is a scale that ranges from 200 to 1000 and is calculated from the school's performance in the Standardized Testing and Reporting (STAR) Program. The state has set 800 as the API target for all schools to meet. Cherry Chase Elementary School had an API growth score of 955 in 2012. California uses the Academic Performance Index (API) to measure annual school performance and year-to-year improvement. Cherry Chase Elementary School's 2012 base score was 966, however the school did meet its 2012 school-wide growth target. In 2010, Cherry Chase Elementary School had 21 students for every full-time equivalent teacher. The California average is 24 students per full-time equivalent teacher. In 2010, the Sunnyvale School District spent $9,579 per student. In 2010 the district spent 64% on instruction, 32% on support services, and 4% on other services. Cherry Chase Elementary School Reviews AllParentsTeachers Very poor By a Parent on Aug 1, 2011 Wonderful school. #1 Sunnyvale public school. Parents try to get their children into this school, where in-school/after-school opportunities surpass most private paid institutions (there are over 14 after school opportunities). Wonderful teaching staff, communication is open and parent participation is the life blood of the school. By Gigi, a Teacher on Mar 31, 2010 I grew up in the Cherry Chase neighborhood and went to Cherry Chase School 3-6th grades. Now I teach there. It's an incredible place with focused students and fabulous family. The neighborhood is still like the good ol' days. I love you Cherry Chase! By Glenn Hendricks, a Parent on May 26, 2009 Cherry Chase is a great school. I have two children attending (K and 3rd). I don't know what this other person by "difficult area and coming back from hard times". CC is located in a wonderful part of Sunnyvale. It's the number 1 rated school in the Sunnyvale School District. Cumberland is awesome as well. We have great homes, great parents, super kids and fantastic teachers. By Linconl on Nov 15, 2008 Cherry Chase is a nice school. I love the teachers and special music programs and computer class. By a Teacher on Nov 12, 2008 Cherry Chase Elementary school is in a difficult area and coming back from some very hard times. Our students here are no different than anywhere else. They are good kids. They lack a little motivation sometimes but they are wonderful young men and women. They strive to be the best they can be and we are making great strides in that direction. By daijah, a Parent on Nov 11, 2008 Cherry Chase is a lovely elementary school. The teachers teach my kids a lot of things and I feel they're receiving a good education. By a Parent on Nov 7, 2008 My children are just starting out in Fraser and so far we've been more than happy with the school and have loved all the teachers. By FoothillPTO, a Parent on Oct 31, 2008 Foothill Adventist School has excellent teachers and staff who work tirelessly to make sure that they are teaching the whole student, and not just subjects. As a parent, I know that my children are excited to go to school every morning; especially my older child who is in the 5th grade. Her teacher has a reward system that allows her accumulate points for both being early or on time attendance and completing her work on time. I know for my child that a healthy reward system motivates her, so the morning hazzle has been eliminated by the teacher's healthy reward system. My younger children like the fact that their teacher is smart, gentle, kind and yet firm with them. She holds them accountable for their behaviours. My children also love their teachers and their school principal and the rest of the staff and volunteers, because they know we are all working as a team on their behalf. The school has a great PTO who listen to the parents, teachers and students' concerns and make sure they are directed to the appropriate people and addressed. The school make sure that there are fun activities that help motivate the kids in learning. Appart from the great classroom curriculum and field trips, there are also great extra-curricular activities like; spanish, chinese, drama, voice choir, bell choir, and basketball. They have an anual science fair that is spectacular. If you are looking for private school where you know you are part of the solution of any issues that may arise by talking to teachers, principal, staff, school board and even other parents, to make sure the right solution is being applied to all the students, then join Foothill Adventist School in Milpitas. For me, when my kids are happy to learn, then, they learn happily. Report this review By a Parent on Oct 31, 2008 My son went through Cherry Chase Elementary and is now in the high school. Parent and teacher communication is very open. When concerns surfaced, the teachers did an excellent job to open the classroom to listen and give advice. Cherry Chase Elementary School Photos See all TestRatings in Sunnyvale School District 1138 Heatherstone Way, Sunnyvale, CA 94087 (408) 522-8241 Sunnyvale Sunnyvale Middle School 0.5 miles Sunnyvale Christian School 0.7 miles Stratford School - Sunnyvale De Anza Park 0.7 miles Cumberland Elementary School 0.8 miles St Cyprian School 1 miles All Schools in Sunnyvale School District Top Ranked Schools in Sunnyvale

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James F. Brooks, “Women, Men, and Evangelism in the American Southwest” IUPUI Arts & Humanities Institute Thursday, October 17, 2013 from 7:00 PM to 8:00 PM (EDT) James Brooks Share James F. Brooks, “Women, Men, and Evangelism in the American Southwest” Dr. James F. Brooks, Research Fellow, School for Advanced Research “Women, Men, and Evangelism in the American Southwest” support provided by the IUPUI Department of HIstory James F. Brooks is an American historian whose work on slavery, captivity and kinship in the Southwest Borderlands has been honored with several major national awards, including he Bancroft Prize, the Frederick Jackson Turner Prize and the Frederick Douglass Prize. He is formerPresident of the School for Advanced Research in Santa Fe, New Mexico. An interdisciplinary scholar of the indigenous and colonial past, he has held professorial appointments at the University of Maryland, UC Santa Barbara, and UC Berkeley, as well as fellowships at the Institute for Advanced Study in Princeton and in 2000–2001, at the SAR itself. The recipient of more than a dozen national awards for scholarly excellence, his 2002 book Captives & Cousins: Slavery, Kinship and Community in the Southwest Borderlands focused on the traffic in women and children across the region as expressions of intercultural violence and accommodation. He extends these questions most recently through an essay on the eighteenth- and nineteenth-century Pampas borderlands of Argentina in his co-edited advanced seminar volume Small Worlds: Method, Meaning, and Narrative in Microhistory from SAR Press. Have questions about James F. Brooks, “Women, Men, and Evangelism in the American Southwest”? Contact IUPUI Arts & Humanities Institute IUPUI Campus Center, Room CE 409 420 University Blvd Indianapolis, IN 46202 Established in 2012, the IUPUI Arts and Humanities Institute supports campus-wide attainment of excellence in research and creative activity in the arts and humanities. The IAHI showcases and promotes the major intellectual and scholarly contributions that IUPUI faculty members from across the disciplines are making in the arts and humanities. It serves individual faculty members, groups, and interdisciplinary teams through grant programs, workshops, and research collaborations. Further, the IAHI encourages experiential and service learning opportunities for undergraduates in academic programs across campus. As an urban institute, the IAHI works closely with the central Indiana community, serving as a liaison between local institutions, residents, and IUPUI. The IAHI fosters ongoing partnerships and ventures that advance arts and humanities endeavors both on campus and in the city. It works with Indianapolis’ diverse publics to create engaging new programming and forums for dialogue, creativity, and experiment. The IAHI seeks to become a national model for an urban-based arts and humanities institute that is both a leader in academic research and creative activity and an active participant in its community. http://iahi.iupui.edu

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Smart Management Overcoming Training Losses, Improving Mental Health and Fixing the Problem of Too Much Parking Plus: When cuts come to cops, and more management news by Katherine Barrett & Richard Greene A couple of weeks ago, we asked B&G readers to tell us first-hand about the results of training cutbacks. The answers we received were similar in nature: Reductions in training, respondents wrote, were likely a bad way to save money. "Unquestionably," wrote one commenter, "reductions in training and other forms of professional development have a negative impact on productivity, customer service, morale and other measures associated with high performing organizations." But many respondents went beyond simply pointing out the problems. They offered some ways their agency had tried to make up for fewer training dollars. We’d be very eager to gather more solutions, at which point we’ll publish a good list. Will you please share? We hope so. Changing How Universities Spend Money, the Problem with Rankings and Identifying Government's Enemy How Body Language Can Improve Union Talks, the Real Cost of Closing Schools and a Board Game for Budget Writers The Gambling Bait and Switch, Surprising Workforce Stats, and Untracked Spending on Juvenile Justice When Training Goes Away, When Fiscal Fixes Backfire, and a Novel Traffic Solution Getting Smarter on Health Care, Ironing Out Government's Conflicting Goals, and the Problem with Job Creation Good Technology Investments, Spending Surpluses Wisely, and Government vs. the Press While we’re talking about training, we’d like to point you to an interesting piece in the current issue of Public Management magazine. The article (which is for subscribers only) indicates that there have been many cutbacks in police driver training in recent years. It goes on to argue that paying for training is far cheaper than “paying for the aftermath of unnecessary collisions.” Turns out, according to authors Eric Peterson and Travis Yates, that “police-vehicle collisions often represent the greatest liability for local governments. Just one incident can result in a series of claims against an agency.” Here’s a website we recommend: It’s a searchable registry of a variety of mental health and substance abuse intervention programs. The site includes general information about a number of efforts, details about the research outcomes reviewed, contact information and more. The benefits, for those interested in programs aimed at improving mental health and diminishing substance abuse, just begin with ratings of the “quality of the research supporting intervention outcomes and the quality and availability of training and implementation materials.” As car-owning residents of New York City, when we imagine Heaven, it’s a place in which there is genuinely ample parking. So it had never occurred to us that there might be a downside to too much of this commodity. But apparently this is an issue that cities need to be thinking about, according to a recent article in the Orlando Sentinel. The newspaper indicates that downtown Orlando "has plenty of parking, with more than 26,000 spots.” What’s the problem? "Experts maintain there is just too much parking, not only in downtown Orlando but throughout the city and in much of America …. The problem with abundant parking, critics say, is that it is a poor use of space and leads to wasteful driving and air pollution . . . Even worse, in the case of large lots, like those surrounding shopping malls, the blacktop can lead to much higher temperatures during sunny, hot days." “The third-rate mind is only happy when it is thinking with the majority. The second-rate mind is only happy when it is thinking with the minority. The first-rate mind is only happy when it is thinking.” -- A.A. Milne, of Winnie the Pooh fame. Descriptions of the extremes of urban fiscal distress often include some mention of laying off police officers. We’ve never really thought twice about this; it always seemed like common sense that no entity would weaken its public safety corps unless it had taken advantage of every other conceivable alternative. But now we're thinking twice, after consultants from the International City/County Management Association told the city of Grand Rapids, Mich., that it should cut the number of its police officers. The report from the ICMA said that Grand Rapids police operate "in a more efficient and cost-effective manner than the average U.S. city," with 159 officers per 100,000 residents compared to a national average of 190 officers per 100,000 residents. But, according to the consultants, the volume of calls to the police didn't justify the number of officers on patrol. Manager's Reading List. The Power of Habit: Why We Do What We Do in Life and Business, by Charles Duhigg, recommended by Greg Spradleu, senior management consultant of the Tennessee Department of Finance and Administration. The book focuses on ways that people and organizations can make success more likely by identifying the patterns -- the habits -- that rule the way they behave. Once understood, changes in those habits can ripple through an entire entity, for the better, the book argues. Read the archived Manager's Reading List recommendations. Virtually all the items we include in the B&G Report come from interviews, studies, news reports and so on. But we feel moved to offer a tip of the hat to the New York State Comptroller’s office for an experience we had personally. We had heard from relatives about the frequency with which plain folks like us have unclaimed property on file. So we went to the comptroller’s office website, looked ourselves up and found some available money for each of us. It took about four minutes (no exaggeration) to apply, and we got two checks ($240 total) within one week. One week! That’s faster than it takes us to get a doctor’s appointment. "I think that the biggest problem we have in this country is that we have 18,000 police departments with 18,000 sets of policies and 18,000 ways of doing business. We should come together and develop model policies,” reports Austin Police Chief Art Acevedo in a new report from the Police Executive Research Forum about how police departments can minimize the use of force, particularly when dealing with the mentally ill. It’s a good read, if the topic is of interest to you. The topic of various weight control surgeries, like gastric bypass, lap band surgery and other bariatric procedures, has been controversial in medical circles for some time. We’re in no position to opine about the medical advantages or disadvantages here (not only are we not a doctor, we don’t even play one on TV). But we were thoroughly intrigued by a pilot program in Virginia that has sought to get better results from bariatric surgery and rein in costs. Virginia faced rising and unsustainable costs for bariatric surgery. In Fiscal Year 2010, the state employee health plan projected claims expenses at $12 million. Even more important, the dangers of this elective surgery were becoming all too real. A thorough review of data showed a 25 percent complication rate, including the deaths of two Virginia employees with claims exceeding $1 million each. There was also concern that many employees having the surgery were not seeing the health outcomes anticipated and were regaining weight. It was apparent to Department of Human Resource Management Director Sara Wilson that something had to be done. Rather than eliminate coverage of gastric bypass surgery, which the state had included as an employee health benefit for years, the Virginia General Assembly approved a pilot program. Launched in early 2010, the program seeks to control the use of this surgery and make sure that those who have it are ready for the major changes in lifestyle required. The pilot program puts candidates for surgery in a 12-month pre-surgery program. The goal is to improve chances for successful surgery through lifestyle changes and a disease management program beforehand, and provide intense follow-up afterward. Prior to the surgery, employees have weight management and nutritional counseling, personalized coaching and support services, with participation a requirement for gaining approval for the surgery. When surgery is approved, the state health plan waives the inpatient or outpatient surgery copayment, giving individuals an additional stake in the outcome. Result: There were 94 percent fewer bariatric surgery cases in Fiscal Year 2011 than in the previous year. Because of their increased coping skills, many employees in the pilot program began to lose weight on their own and decided to forego the surgery. Bariatric surgery cost declined from $10.2 million in 2008 to $800,000 in 2011. For more information about this program, see page 19 of the Fiscal Year 2011 report on the health benefits program of the Commonwealth of Virginia. Katherine Barrett & Richard Greene | columnists [email protected] | @GreeneBarrett More from Smart Management Katherine Barrett and Richard Greene are national experts in government management and policy. Connect with Katherine MOST READ Plus: The impact of postponed retirement and more management news

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Unleashing God's Truth, One Verse at a Time The Implications of Evolution Selected Scriptures Code: 90-220 The Implications of Evolution As I have mentioned this morning, tonight I'm just really going to talk to you. I've been doing a lot of thinking in the last few weeks and some pretty extensive reading, continuing to read on the subject of evolution and creation and I really don't want to sort of gild the lily, I don't want to overdo this. Several things struck me. I picked up a copy of Time Magazine and the cover said, "How man evolved, amazing new discoverings reveal the secrets of our past." And the article is titled, "Up from the apes." It talks about remarkable new evidences filling in the story of how we became human. And it's just more of the same old impossible fabrications that have been debunked again and again and again and again. They continue to force the issue. This is a concerted anti-god, anti-Bible effort. In fact, as I was reading through the dating here, four point four million years ago, five point five million years ago, two point three million years ago, and all of these, they have a new way to identify time. They reject very overtly in Time magazine, B.C. which stands for Before Christ, and A.D. which in the Latin is Anno Domini, or the year of our Lord, and they have come up with a new one, B.P., Before the Present. Now this is again...this is like giving away your whole agenda here, let's just not only not acknowledge God, but let's not acknowledge Christ either. And so what you're going to start seeing in science now isn't going to talk about A.D., it's...or B.C., it's going to talk about B.P., Before the Present. The thing that struck me was I noticed on the cover of Time magazine that Stephen J. Gould had written an article in this edition on the creationism wave, reacting to the pro-creationists decision in Kansas that you might have read about where the Kansas State Legislature struck down evolution from the curriculum in the public school system, which is pretty monumental. Don't know how long that will hold up. But this has really infuriated the atheistic leftist liberal evolutionist crowd. And in Stephen J. Gould's case, he's a formidable professor of geology at Harvard and New York University and he is a rabid anti-Christian, he says, and I quote, "No scientific theory, including evolution, can pose any threat to religion. For these two great tools of human understanding operate in complimentary fashion in their totally separate realms. Science is an inquiry about the factual state of the natural world. Religion is a search for spiritual meaning and ethical values." I don't know this man, I don't know much about him, I know he's not an honest scientist, that much I do know. And whatever level of scientist he might be, he is even less a philosopher because there would be few people who would affirm that one's view of the origin of the world has no implications in terms of morality, values or spiritual life. He further says, "No factual discovery of science," that is statements about how nature is, "no factual discovery of science can lead us to ethical conclusions, that is how we ought to behave, or to convictions about intrinsic meaning, that is the purpose of our lives." So what he is saying is that there is no connection between science and nature or how nature exists and why it exists. Or, how we ought to behave, or how we ought to find meaning in our lives. In other words, he is completely free as a scientist to do whatever he wants and to claim that it has absolutely no ethical implications whatsoever. Frankly, nothing could be further from the truth. And without begging the issue, I just want to make a suggestion of some things that are implications of an evolutionary view. Here are some very serious matters that have to be considered. They are corollary, they are immediately corollary to one's view of origins. Now let me review what I said a couple of weeks ago in the final message because some of you weren't here then. Go back to Genesis 1 for just a moment. For those of you who haven't been a part of the series or didn't get the comments I made last time, you have three options as to the origin of the universe. Option number one is the materialist's view. That is the idea that we are seeing and experiencing a universe that came about out of nothing. That it is simply the result of random forces acting on nothing...nobody times nothing equals everything...would be the equation. That once there was nothing and then there was something but there wasn't anyone who made the something. That is the materialist's view, that somehow energy and matter came into existence without any cause. Now that view is impossible and unacceptable. It is irrational. It is idiotic. The second possible view is what is called theistic evolution, that is that evolution is true but there was a first cause, namely God who not only must have created the original matter and the original energy, but along the way it punctuated the evolutionary process with some other creative acts. We know that can't be true because since evolution can't happen at all, theistic evolution can't happen at all either. We have gone over that in detail. If evolution can't occur, if it's impossible, and it is impossible because things cannot move upward, they all move downward in decay, that's the law of thermodynamics, called entropy. It's easy to illustrate. If you take your car or somebody's car and put it out in the desert and leave it there for 50 years, you'll go back and you'll find a rotted out, rusted out, dilapidated, collapsing pile of junk. It would be idiocy to conclude that if you just left it there for another hundred years it would start running. There are some serious, serious faults in human logic at that point. Daniel Lapin in his remarkable book, America's Real War, Daniel is an orthodox rabbi, written a remarkable book called America's Real War, I just finished reading it this week, he says that there was an old rabbi flying on an airplane and he had some of his students around him. And Rabbi Lappen was flying and sitting next to some passenger who was curious at the way the students of this old rabbi treated him. They were constantly asking him if he needed something to drink, if his pillow was comfortable, if he needed a blanket, could they put his chair back, could they get him something to read, is there anything they could do? And this guy was struck by the doting students. And so he finally asked Rabbi Lappen, "What is this? It's astounding to see how they pay attention to this man. Why are they so attentive to this man?" I can't remember all the details of the story but it was something like..."Because they're not evolutionists," was his reply. Well that's a strange reply to that kind of a question. But he went on to explain. You see, if you believe in evolution you believe that you're just one step better than the prior generation and they ought to serve you. It's little wonder that children don't have any interest in their parents, they're just one step closer to monkeys, the children are actually further down the chain. Those kinds of things are silly ways to look at the absurdity of evolution but point up its irrationality. So we can't believe in materialistic evolution, it's irrational, it's impossible and it has never been proven it doesn't occur. DNA, genetic information, sees to it that it can't occur. It has never been seen to occur. Jumping from species to species in an upward fashion does not happen, cannot happen, has never happened. We can't accept theistic evolution because we can't accept any kind of evolution because evolution can't happen. Which leaves us with only one other alternative and that is divine creation. The only possible explanation for the universe is that God created it, that an infinite mind with infinite power created the universe the way it is. And wonderfully since that is the reasonable thing to conclude, we have a record that that is in fact what happened in Genesis chapter 1. It says in verse 1, "In the beginning God created the heaven and the earth." And it tells us how the universe came into existence. God made the heavens and the earth. That's verse 1 and verse 1 simply says that as a fact and then from verse 2 to the end of the chapter it shows how He did that. And we have already learned that God created the universe, as we know it, in six 24-hour days, identified by the constant phrase, "And there was evening and there was morning," that is there was a period of day and a period of night which constitutes a normal solar day. In six normal solar 24-hour days God created the entire universe. And as we've noted in our study, He did it about six or seven thousand years ago. That's how old this entire universe is. That may be shocking to some of you who haven't been with us in the series, I would recommend you get the series. You'll never be able to read this kind of silliness again with any kind of conviction that it is remotely connected to reality. We believe that it is reasonable to assume a creator for the complexity and variety of this creation. We don't have to just trust our rational understanding because we have a record in Genesis 1. We have been talking about also the fact that it's such a sad thing to see evangelical Christians deny the truthfulness of Genesis 1. They just flatly say it isn't what it says. They deny the Scripture. Now you're treading on some serious ground when you strike a blow against your reason, but you're treading on much more serious ground when you strike a blow against the revelation of God. It is blasphemous to deny the reality of Genesis 1. This is God's inspired, inerrant record of how He created the universe. This is it. Now if you accept an evolutionary view, you then go against your reason which is a faculty that God has given you. It's part of personhood. And more importantly, you violate revelation because God has clearly indicated that He Himself created the world. Genesis 1 lays it out in absolutely clear and explicit terms. And we've gone phrase by phrase, word by word through that entire chapter. But then to say I'm a materialistic evolutionist, I believe in evolution but it doesn't have any implications is another act of idiocy. Of course it has implications. If we are nothing but the end of some evolutionary process, if we're just another kind of animal, if we're just educated apes, if we're just one step removed from a baboon, if we've just come out of the slime in the evolutionary animal chain by sort of natural selection, if we've been in this battle and happen to survive...as progeny of the fittest along the way, if we're just part of what is material, it has tremendous implications...tremendous. Let me just suggest some of the categories of implications. First of all would be the implication in the field of criminal punishment. The implication in the field of criminal punishment. If we are the noble product of the survival of the fittest, then how could anybody possibly be punished for killing somebody? Isn't that how we got here? We don't...we don't hold a trial for a cougar that goes into the ranch and kills the farmer's sheep, do we? We don't have a trial for the killer whale that gobbles up the tuna fisherman's crop. We don't execute the coyotes that come down and eat the rabbits in the back yard that you're trying to raise. We don't go to Africa and kill all the lions because they eat up all the antelope. In fact, we do the opposite. We try to preserve all of those quote/unquote noble species. If it's noble then to survive and if it's noble in the process of survival to kill, why all of a sudden when we get to humanity do we make it a crime punishable by incarceration for life and sometimes death? Why? How is it any different? How is it any different if I'm just a glorified baboon? In fact, if you want to be rational about the whole thing, there's a whole lot of people in this society who could be categorically put in the...in the segment of society called debilitating, having a retarding influence on the progressive nobility of man and they should be summarily executed. You wind up with Adolph Hitler being your greatest hero. That's pretty severe implications, don't you think? If you're nothing but an animal, if you got where you are by the survival of the fittest, then why do we punish criminals? And on the basis of what law? Where does law come from? And where does justice come from? Do you know anything about courts among monkeys? Do you know anything about lawyers among monkeys? Judges? Policemen? Jails? The whole understanding of criminal behavior is transcendental to a material world. The reason the Bible advocates punishment of criminal behavior, the reason the Bible advocates capital punishment is because man is created in the image of God and to take his life is to commit a crime against Him is to malign the image of God. It is to intrude upon the wonderful and glorious freedoms which he enjoys having been created in the image of God. Take away the image of God, make man into an animal, you have no justification for punishing him for any kind of crime. Another area with tremendous implications is the whole area of family...the whole area of family. Only human beings understand family. We're the only ones who understand parenting. And it isn't surprising to me that leftist liberal evolutionists, anti-god people are also anti-family. Oh they may go to church, they may pretend to be religious, but they don't believe in the family. And one of the indications they don't believe in the family is that they believe homosexuality is an alternative life style and that homosexuals ought to be able to raise children as well. In fact, they believe that we ought to legislate homosexuals as legally married. You're going to see that, by the way, on the ballot in California. There's going to be a referendum to try to stop the state of California from legalizing same-sex, quote/unquote, marriage. When you see somebody who advocates homosexuality, who advocates homosexuality as an alternative life style, somebody who exalts feminism to the point where they exalt the single mother, the single parent, God intended families with fathers and mothers to raise children. But if we are simply moving along in the evolutionary chain, family plays no role. I hate to tell you this, folks, dolphins eat their own young. Yeah, Flipper...it's not a big issue to them and so do many other species of animals. Only among humans is there family, that's part of the image of God. Remember how important it was and when we talked about the image of God? We talked about that. We were created...,"Let us make man in our image," and God uses a plural pronoun because God is a plurality of three persons in one, and when He made us in His image He made us not only with personhood but He made us to have relationships even as the trinity has relationships. Family...wherever you have evolution in a society you're going to have the death of the family. Family doesn't matter cause relationships don't matter, parenting doesn't matter. The state will try to convince you that they can do a better job raising your children. That's what Hillary Clinton tried to say in her book, It Takes a Village." It doesn't take a village, it takes a father and a mother and some grandparents and aunts and uncles and brothers and sisters. God's design, one man/one woman together for life raising their children. You come up with an evolutionary view and you convince people that we're just on an evolutionary cycle trying to survive and you destroy the family. And believe me, the liberal agenda is anti-family. They can talk about family all they want, they only know one thing and that is to throw money at people who have made such bad choices that they've destroyed their families and take the money from hard-working faithful families to do that. One of the implications, also, and I'm not saying all that I might have said, but another one that obviously strikes you is morality. Now if you tell your teenager, if he goes to high school, and you say to your teenager, "You're just a glorified baboon, you've just...you've just come out of a muck and you were floating around in some primordial slime and eventually you wound up in the sea in some form and then you as an amphibian crawled up on the land and eventually you evolved into some kind of primate and here you are," how are you then going to say to him, "Here's the standard of morality by which you must live?" On the basis of what do you tell that teen-aged boy that he shouldn't go and impregnate every female he can find who will bow to his advances? On the basis of what? I mean, do monkeys ask? Do monkeys get parental permission? Do they get marital documentation? I mean, if we're just animals...if that's all we are tell me that doesn't have implications. That has massive implications. If there is no God there is no law, there is no morality, there is no standard...so why not? How do you tell the criminal not to steal? On the basis of what? On the basis of what law? What morality? What standard if he's nothing but an animal? We have to have something transcendental, we have to have something beyond the material. I don't know where Stephen J. Gould thinks morality came from. And I don't know what he would want to tell somebody about how they ought to behave if all we are are animals. It has immense implications. Another one is in the area of selfishness. We've talked about law and criminal punishment. We've talked about family, relationships. We've talked about achievement. We've talked about morality. Let me talk for a minute about selfishness or pride. If I'm just an animal, folks, and it's survival of the fittest, then sorry, you don't really matter, I do. I'm the one that matters. And the only reason that you matter to me is because if I can do something good for you I can elevate myself in my own mind and in the minds of other people, right? You don't really matter, after all, you're only protoplasm waiting to become manure anyway, just like me, so the sooner you become manure the less of a problem you're going to be, what's the point? Nobody really matters. If you don't matter then all that does matter is me. And this certainly fits in to the me-ism of our society today. You see how contrary to everything we know this is? Not only in the Bible is all of this stuff clearly indicated to us, there is law in the Bible, there is a very, very, very finely tuned criminal justice system laid out on the pages of the Word of God. Family is defined in very explicit terms. Relationships are very clearly defined. When it comes to morality, the Bible lays out a very clear standard. It's primarily summed up in "Love the Lord your God with all your heart, soul, mind and strength, your neighbor as yourself." It's expanded into the Ten Commandments and expanded yet into the fullness of the Mosaic Law and expanded even beyond that by Jesus in the New Testament as He reinterpreted the Old Testament law, its true meaning, and throughout the New Testament enriched, enhanced, and clarified that great law. You see, all of that is predicated on the existence of God, the creator and sustainer of the universe. And just two other things I would mention to you. Another implication if you believe in evolution is there's no meaning in life...there's absolutely no meaning in life except the moment. And so you must become existential. There can't be any future. There isn't any future. Death is just the blank end, that's it. And so you have no purpose, you have no value. Have you ever asked yourself, "What does a child think? What does say a ten-year-old child sitting in a class in science in elementary school or in junior-high school, twelve or thirteen-year-old being told that he's just a part of an evolutionary process and one day he's just going to die and be buried and it will all be over?" And that child has built into the fabric of his thinking a sense of eternity. One of the early presidents of Yale University was asked how he could explain the hunger in the human heart for eternity? And he explained it by saying it's like a little blind boy holding a kite in a high wind, he can't see the kite but he can feel the tug in his hand. And I really believe that as human beings we feel the pull of eternity. The very fact that we can conceive of eternity is transcendent beyond anything material or animal. We feel the pull of eternity. There's hope in the human heart about a life after death. Every ethnic system on the face of the globe has some understanding of life after death, except those pure materialists who think we just go back to fertilizing the cemeteries. And so, life has no meaning. How do you convince a young 17-year-old, 16-year-old, 15-year-old kid or a college student that if that's all there is that life has any meaning at all? Any meaning? We don't view it like that. Everything you do in this life for a Christian has implications in eternity, right? It has implications in terms of your eternal reward. Every time you influence another life that has implications in eternity. Every time you lead someone to the knowledge of Jesus Christ you've purchased a friend forever, haven't you? Every time you invest in the Kingdom of God in your ministry and your service, you've laid up treasure in heaven, treasure which cannot corrupt, cannot be stolen, cannot rust. We live in the light of eternity. And that leads to maybe the last point and it ties with that...life after death. Somebody said to me the other day, this was...I was mentioning this to our faculty, they said, it was a marital context, "Well, I'm just not fulfilled." Really...really, you're not fulfilled. You know something... maybe I'm abnormal, I never had such a thought in my life. What does that mean? I'm not fulfilled either, I'd like to get out of Romans 7, I don't like this...I don't like this law warring against the law of my mind that constantly drags me into sin. I find myself resenting myself more, far more than I approve of myself. Are you like that? I'm not fulfilled. Of course I'm not fulfilled. In fact, I should have said to this person, "Well I'm glad you're not fulfilled because if you are fulfilled I'd be really worried about you. Who's fulfilled?" Not only am I a sinner, I'm married to one. She's not fulfilled and together we're not fulfilled. And then my kids and grandkids are all sinners too, and so none of us are fulfilled. You can't be fulfilled in this life. What are you talking about? Well, we don't live in the light of this light, do we. You take all that God gives you in this life, you rejoice, you embrace it, you...you embrace it with gratitude whether it's joy or whether it's pain, whether it's happiness or whether it's sorrow, whether it's triumph or whether it's defeat, whether it's the great gain or a great loss, you embrace it all and you just file it in the purposes of God, count it all joy when you fall into all these trials because you never will be fulfilled in this life. It doesn't matter. I'll tell you one thing though, in this sense I am fulfilled. I certainly am getting far more than I deserve. Right? So don't come up and say...I'm not fulfilled. Of course you're not. Who is in this life? I'm not even trying to find fulfillment in this life. I don't believe that if I had a different kind of car I'd be fulfilled. I don't believe if I had a different house I'd be fulfilled, if I had more money I'd be fulfilled. I don't think there's anything in this world that could possibly come to me that would make me satisfied with life here, do you? If it will, then you're not viewing it the way I view it because, you see, the real issue for fulfillment in my life is to be like Christ. Paul said to his Galatian congregation, "I'm in travail until Christ is fully formed in you." There's not going to be any fulfillment here. Oh the Lord has given me so many wonderful gifts and I don't want to be misunderstood. He gave me the most precious wife a man could ever have, the most beloved children a man could ever have, the sweetest grandchildren you could ever want, and they bring tremendous richness into my life and joy, constant joy. But also there are struggles and sorrows just like everybody else. But that's okay. I just have one concern really, and that is that they all know Jesus Christ so that some day we together can enjoy the fulfillment that God has planned for us, right? That's how I live my life. But, you see, if you're a...if you're an evolutionist, if you believe there's nobody out there, that has immense implications cause you don't have any future. You don't have any meaning. You don't have any purpose. There really is no value to your life. That's sad. Now we believe in God who is creator, sustainer and Savior. He's given us His Word and because of that we have a standard to live by and we know how to fill our lives with meaning and purpose. We know how to maximize the present in the light of the future. We know how to prepare for the future so that we can live forever in the glories of eternal heaven. We know what the responsibilities of family are. We know what's involved in parenting. We understand relationships. We understand that others matter more than we do. We understand that all around us people are dying and going to an eternal hell and they will be there without God in punishment forever. And we've been given the responsibility to communicate the saving message of Jesus Christ to them and we care a lot about that. We have been blessed with creative powers, with unique gifts and talents that have been given to us genetically, as well as experientially, that have developed us into a snowflake, the likes of which there is no other. And we fit wonderfully into God's world, able to create and produce things in a way unique to us. Isn't it wonderful how all of us as Christians influence other lives creatively and spiritually and productively in so many ways? We have a moral standard. We understand what it is to live for others and not our own self and our own pride. You know, really this is like taking us back into Romans 1. I won't do that, we've done that a number of times. But when you say no to God and you worship the creature more than the creator, all the lights go out and you profess to be wise but you are a fool. And don't say it has no implications, it has massive implications. Are you grateful that God in His mercy and His grace delivered to you the knowledge of the truth? Amen...I am as well. Let's pray. Father, we do thank You. We wouldn't know You if You hadn't designed to know us. We would be just like the rest of the world thinking we came up from the apes and were headed for oblivion, nothingness. We would be flotsam and jetsam floating down stream completely at the mercy of the rushing water. We wouldn't know where we came from, why we were here or where we were going. We wouldn't have any moral standards. We wouldn't know what to accept and what not to accept, what to believe and what to reject. We couldn't tell the truth from a lie. We wouldn't understand our obligation to one another in a marriage. We wouldn't understand our responsibility to our children or our parents. We wouldn't know what You expected of us in terms of work and productivity and achievement. We'd be so lost. We wouldn't know what it was to give our lives away for others because it has eternal consequences, maximizing time for the sake of eternity. But, Lord, we do know those things because You have brought us to the light. You have saved us. You have renewed our minds. You have planted Your Spirit within us. You have given us Your holy Word. You have instructed us. You have taught us. And, Lord, we have the mind of Christ. We view the world the way You view it because we know Your Word. And we ask what the Apostle Paul asked, "Where is the wisdom of the wise?" For what appears to be wisdom to them is foolishness with You. But we who appear to be foolish to them have the true wisdom. How can we thank You for that? It is all of grace, it is all of mercy and we praise You for it. In our Savior's name everyone said, Amen. Available online at: http://www.gty.org/resources/sermons/90-220 COPYRIGHT ©2014 Grace to You You may reproduce this Grace to You content for non-commercial purposes in accordance with Grace to You's Copyright Policy (http://www.gty.org/connect/copyright).

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Home > About Us > History Gunston-at-a-Glance History Our Head of School International Programs and Diversity Green Gunston A Brief History_____________________________ The Gunston Farm School: 1910-1950’s In response to the disabling effects of polio on their daughter Emilie, and their refusal to accept that she receive anything but the highest quality education, The Gunston Farm School was founded in 1911 by Sam and Mary Middleton on their farm along the Corsica River on Maryland’s Eastern Shore. The Middleton’s held a strong belief in rigorous academics, coupled with the development of character as the two essential elements of a child’s education. In addition, during its early years, Gunston placed a great deal of emphasis on the communal aspects of living and learning together, and the traditional curriculum focused on reading, writing, geography, and arithmetic. Annual Shakespeare plays were a feature of campus life. French, the language of diplomacy, was considered an essential subject, and each year the students would present plays in French at holiday time and at graduation. The athletics program was almost exclusively focused on horseback riding, and this activity was considered crucial to the development of important character traits. As Sam Middleton was known to say: “One always re-mounts after being thrown by one’s pony or horse, no matter what the damage incurred in the fall.” Students were responsible for the upkeep of “The Big House” (the current day Middleton House), and all students were responsible for helping to maintain the facilities and grounds in good working order. When Samuel Middleton died in 1929, his wife Mary took over as sole Headmistress. A formidable woman with exacting standards, “Aunt Mary” (as she was known to all) led the school for the next 35 years, developing Gunston from small tutorial school into one of the renowned girls boarding schools on the East Coast. According to one alum: “The pedagogical approach was firmly structured, and exposure alone to the subjects was not an acceptable substitute for a thorough familiarity with and learning them. As a result, the general conversation of the school included frequent reference to classical thought and historical events.” Under Aunt Mary’s guidance the ethos of teaching the whole child was firmly embedded into the school’s culture. Another alumna wrote about Aunt Mary: “Mary Middleton was not a woman who expected accolades. She was a doer, not a talker. She had character and backbone. She was bold and formidable. She was a fighter and a peacemaker, a diplomat when necessary.” The Gunston School for Girls: 1950’s-1990’s Gunston became an all-girls school in the 1950’s. When Aunt Mary formally retired in 1964 after more than five decades of leadership, the school’s Headship passed briefly to Mrs. Okie before she was succeeded by long-serving Headmaster Paul Long, whose tenure lasted nearly two decades. Under Long’s leadership, the school experienced significant growth in terms of enrollment, physical plant, and academic reputation. Dormitories and a dining hall in the Brick Building which had been started under Mrs. Okie were expanded as enrollment grew, as talented young women from around the nation were attracted to the school’s warm environment, strong academic program, and emphasis on riding. During his tenure, Mr. Long also inaugurated some of the school’s most cherished traditions, among them the dramatics surrounding the yearbook delivery and Green and White Day. Thus, each year the yearbooks are delivered by a different and unique means, once delivered by airplane, once by fire truck, and once even by parachute. Green and White Day is a twice-yearly event where the student body is divided into Green and White teams to compete in athletic and academic games in pursuit of a cherished silver cup. Once a community member is appointed to the Green or White team, they, along with any future family member, remains on that team until the end of time. The 1960’s saw Gunston receive its designation by the State of Maryland as a certified secondary school, and the 1970’s and 1980’s saw continued facilities growth. In 1971, as a result of its new, more encompassing mission, the Long Academic Building, with modern classrooms and lab space, was built. At this time Gunston School was also fully accredited by MSACSS and NAIS. In 1980, the Blackwood –Duffey Library and Auditorium were added to Brick Building, and in 1982 the Vest Fine Arts wing was added to the Academic building. Finally, in 1989 under then Headmaster J. Temple Blackwood, the construction of the Field House was completed, thus allowing the significant expansion of Gunston School’s athletic programming. Gunston Day School: 1995-2011 In 1991, with Peter “Stick” Sturtevant, Jr. serving as Headmaster, Gunston’s era as an all-girls boarding school came to a close. In response to a nationwide decline in single-sex education and the growing population on the Eastern Shore, Gunston was reincorporated as a co-educational day school. Since its transition to a day school, enrollment has boomed, and the school now draws students from six Maryland counties and Delaware. During Sturtevant’s time at Gunston, the school began its renowned Bay Studies program devoted to experiential learning within the Chesapeake Bay region. The first decade of the 21st century saw the school continue to grow in enrollment and reputation under the leadership of Mr. Jeffrey Woodworth. Woodworth oversaw the renovation of the Middleton House, the original school building used by Sam and Mary Middleton, which had fallen into disuse and disrepair. Its refurbishment and remodeling was completed in 2007 and the building once again takes a central place in the school as the Admissions and Administration building. Woodworth also guided the school through an extended period of financial stability, added a crew program, and began Gunston’s international student recruitment effort that brings talented students from Europe and Asia to study on Gunston’s campus. Woodworth passed away tragically in 2009, and the crew shell “Jeffrey C. Woodworth” is named in his honor. Mrs. Christie Grabis, longtime Assistant Head of School, served as Interim Headmaster in 2009-2010, and in July of 2010, Mr. John A. Lewis, IV was installed as Gunston’s 8th Headmaster. In 2010-2011, Gunston celebrated its Centennial with a comprehensive series of alumni and community events, and begins the planning process for the school’s second century. At the end of the school’s centennial year, Gunston said goodbye to Preston (“Tony”) and Sarah Everdell, whose combined years of teaching at Gunston spanned seven decades, and whose steadfast presence and superior teaching impacted generations of Gunston students. Also in 2011, the school completed its Master Facilities Plan, and was certified by the State of Maryland as a Maryland Green School. The Gunston School (August 2011-) In August of 2011, Gunston Day School was reincorporated as “The Gunston School.” Having been the Gunston Farm School, The Gunston School for Girls, and for the last fifteen years, Gunston Day School, the school decided it was time to unify the school’s hundred-year identity under the word beloved by all those who have studied here: Gunston. As former Headmaster Stick Sturtevant noted at the celebration honoring the career of long-time teachers Tony and Sarah Everdell, “The word ‘Day’ in our school’s name was always meant to be temporary,” and he argued that the term was needed during Gunston’s transitional years in the mid-90’s when we were still universally recognized as a girls’ boarding school. Yet as that the school’s identity and reputation have evolved both regionally and nationally, the name change sought to embrace the entire arc of its history as a farm school, a boarding school, and a day school. As we move through the second decade of the 21st Century and our second century as a school, our campus continues to be a dynamic place with a strong focus on each individual student. The school’s mission was rewritten in 2012 to emphasize the importance of global and environmental learning; our enrollment now tops 160 students; our rowing program is receiving national recognition, and thanks to the remarkably successful Second Century Campaign, the school’s academic, waterfront, and athletics facilities have seen undergoing a remarkable transformation.The school now has a fully renovated Long Academic Building, a new Gunston Tennis Center--a six-court, USTA-designed facility, and a first-class waterfront complex that includes a rebuilt shoreline and the spectacular Molly Dock. As of this writing, the Brick Building, which is to be renamed in honor of the Everdells, is being transformed. By 2015, it will include The Alice Ryan Library, the Susan Konkel Student Center, and much updated Vest Fine Art Wing. If Samuel and Mary Middleton were to drive up the tree-lined Gunston Road today, they might well be astounded by the size and diversity of the student body, the breadth of the school’s athletics program, the absence of horses, and the prevalence of computers and other technologies. However, the physical campus has retained its beauty, and they would certainly recognize in the school’s culture the original principles of the school’s founding: academic and character education taught by dedicated teachers in a format devoted to preparing the whole child to serve as scholars, citizens, and leaders in our world. Thus, the 21st Century Gunston experience remains deeply rooted in the 20th Century Gunston experience--one best captured by our alumnus William Hafer (Class of 1928): “Translated into modern psychological terminology, the credo of Gunston is to attain self-actualization, to fulfill one’s highest potential. And although the remarkable couple who gave life to Gunston School no longer guide it, their philosophy that one’s reach should always exceed one’s grasp remains part of the modern Gunston experience, which continues to protect its students from complacency and self-satisfaction and helps them to distinguish dross from true gold.” Parent Login Calendar Sitemap Contact us 911 Gunston Road / PO Box 200 / Centreville, MD 21617 / 410.758.0620 Our Head of School The Gunston Difference Academic Acceleration and Support International Students at Gunston Advisor System Academic Acceleration The Gunston Writing Project Chesapeake Bay Studies The Island School Semester Abroad Senior Internships In Celebration of Books Information For Student Athletes and Parents Opponents/Directions The School Day The International Student Experience Gunston Parents Association Let's Get Together Series Parent Online Giving School Forms Finder The School Day Schedule Tuition Payment Information Multum in Parvo Class News & Notes Alumni Online Giving Brick Building Renovations The Heron Annual Fund Giving Profiles Heron Walkway

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The Lost History of Christianity The Thousand-Year Golden Age of the Church in the Middle East, Africa, and Asia--and How It Died John Philip Jenkins Hardcover Trade PB About the Book “Jenkins is one of America’s top religious scholars.” —Forbes magazineThe Lost History of Christianity by Philip Jenkins offers a revolutionary view of the history of the Christian church. Subtitled “The Thousand-Year Golden Age of the Church in the Middle East, Africa, and Asia—and How It Died,” it explores the extinction of the earliest, most influential Christian churches of China, India, and the Middle East, which held the closest historical links to Jesus and were the dominant expression of Christianity throughout its first millennium. The remarkable true story of the demise of the institution that shaped both Asia and Christianity as we know them today, The Lost History of Christianity is a controversial and important work of religious scholarship that sounds a warning that must be heeded. Book Description In this groundbreaking book, renowned religion scholar Philip Jenkins offers a lost history, revealing that, for centuries, Christianity's center was actually in the Middle East, Asia, and Africa, with significant communities extending as far as China. The Lost History of Christianity unveils a vast and forgotten network of the world's largest and most influential Christian churches that existed to the east of the Roman Empire. These churches and their leaders ruled the Middle East for centuries and became the chief administrators and academics in the new Muslim empire. The author recounts the shocking history of how these churches—those that had the closest link to Jesus and the early church—died.Jenkins takes a stand against current scholars who assert that variant, alternative Christianities disappeared in the fourth and fifth centuries on the heels of a newly formed hierarchy under Constantine, intent on crushing unorthodox views. In reality, Jenkins says, the largest churches in the world were the “heretics” who lost the orthodoxy battles. These so-called heretics were in fact the most influential Christian groups throughout Asia, and their influence lasted an additional one thousand years beyond their supposed demise.Jenkins offers a new lens through which to view our world today, including the current conflicts in the Middle East, Asia, and Africa. Without this lost history, we lack an important element for understanding our collective religious past. By understanding the forgotten catastrophe that befell Christianity, we can appreciate the surprising new births that are occurring in our own time, once again making Christianity a true world religion. Educator and Librarian Resources “Jenkins is one of America’s top religious scholars.” —Forbes “. . . persuasively and cogently argued . . . marvelously accessible for the lay reader and replete with fascinating details to help personalize the ambitious sweep of global history Jenkins undertakes. This is an important counterweight to previous histories that have focused almost exclusively on Christianity in the West.” —Publishers Weekly, starred review “In leaner, clearer prose than ever before, Jenkins outlines and analyzes this history, which few present-day Christians have even heard of. This may be the most eye-opening history book of the year.” —Booklist “Philip Jenkins’ book is a tour de force in historical retrieval and reconstruction, a work of scholarly restoration that strikes an overdue balance in the story of Christianity. It is studded with insight, with the story presented in a lively and lucid style.” —Lamin Sanneh, Professor of World Christianity and Professor of History, Yale University “Philip Jenkins always writes well on very interesting topics. This time his topic is more than interesting-it is essential reading for anyone with any interest in the history of Christianity.” —Rodney Stark, author of The Rise of Christianity “...an exceptionally fine study of a great swathe of Christian history, hugely important in the Christian story but very little known. This thoughtful, elegant and learned survey will remedy the neglect of a subject which students of religion absolutely need to know about.” —Diarmaid MacCulloch, Professor of the History of the Church, University of Oxford and author of The Reformation “In this highly readable and sobering exploration of how religions - including our own - grow, falter and sometimes die, Jenkins adds a unique dimension to present day religious studies in a voice and style that non-specialists can also appreciate.” —Harvey Cox, Hollis Professor of Divinity, Harvard University “[Jenkins’] depiction of the long Christian history of Asia, Mesopotamia, and the greater Middle East is both a much-needed education and a spiritually fruitful provocation.” —Books & Culture “The Lost History of Christianity is a fascinating study of the first thousand-plus years of the Church--a Church rooted in the Middle East, Africa, and Asia. We have much to learn from the tale of its reach, its particular way of being Christian, and its eventual decomposition ” —Beliefnet.com (One of the Best Religious Books of 2008) “Using his skill to discredit murky thinking and propose new understandings where the old no longer serve a good purpose, Jenkins offers yet another jewel in what is becoming a crown of paradigm-shattering studies. [This book] will amply reward your investment of time and attention.” —America “Philip Jenkins’s marvelous new book...tells the largely forgotten story of Nisibis, and thousands of sites like it, which stretch from Morocco to Kenya to India to China, and which were, deep into the second millennium, the heart of the church.” —The Weekly Standard “Jenkins’s well-crafted new volume...is not only a welcome addition to the literature on Christianity as a truly global religion, to which he has already made substantial contributions, but also an invitation to retrieve a forgotten chapter of history that has not inconsiderable relevance to current events.” —Religion & Ethics Newsweekly List Price: 26.99 USD BISAC1: RELIGION / History BISAC2: RELIGION / Biblical Studies / General BISAC3: RELIGION / Christianity / General The Lost History of Christianity by

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Activities & EventsStudent ServicesLeadershipHealthLiving on CampusBookstoreCampus MinistryCampus SafetyCounselingMulticultural AffairsAbout OMAMeet the StaffServices & ProgramsMLK Franciscan Day of CaringDr. Martin Luther King Jr. Commemoration LectureCultural Awareness WeekFlip the RunwayDiversity WorkshopsDiversity PledgeResource PageOMA Feedback FormContact UsDiversityPublications Newsline Hilbert Names Matt Heidt to Lead Public Relations and Media Initiatives HAMBURG, NY – After a national search, Matt Heidt has been named Public Relations and Media Coordinator at Hilbert College. Heidt will begin his new role on March 18, 2013. “It is my pleasure to welcome Matt Heidt to the Hilbert family,” stated Gregg Fort, Hilbert’s Vice President for Institutional Advancement. “Matt’s talent and experience will make an immediate impact at Hilbert as we begin building our new strategies around the ever-changing landscape of higher education.” Heidt will develop, lead and execute a progressive and comprehensive public and media relations program that will incorporate an aggressive social media strategy. Also, he will serve as editor for the Hilbert College Magazine and other campus publications. “I am extremely excited about the opportunity at Hilbert College,” Heidt said. “Through the leadership of Dr. Cynthia Zane, I see many positive innovations coming to the college and I look forward to being a part of that process.” Heidt comes to Hilbert after spending the last eight years with the Buffalo Bills, most recently as the Manager of Media and Radio Services. Heidt served as the Managing Editor of the Bills’ Game Day Program and Media Guide. He is credited with transforming the Bills Media Guide from a static, printed book into a dynamic, interactive digital publication. In addition, he coordinated the team’s media-only website and oversaw two site redesigns. Heidt facilitated player and coach interview requests, oversaw a staff of 10 game day employees and managed the team’s photo archives. He had previously served as Media Relations Assistant and Website Operations Assistant with the organization. Heidt also serves as an adjunct professor in the Master of Sport Administration program at Canisius College, teaching sports communication. Prior to his time with the Bills, Heidt served as an athletic communications assistant at Syracuse University and a graduate assistant for athletic communications at Canisius. Heidt, a native of Rochester, NY, has served on the public relations staff at Super Bowl XLV and two NCAA Men’s Basketball Championships (2004 Buffalo Sub-Regional and 2005 Syracuse Regional). Heidt received his master of science degree from Canisius in 2004 and a bachelor’s degree in public relations from SUNY Oswego in 2002. He currently resides in Lake View, NY with his wife, Kristi, and two sons.

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Get EducationNewsletters The Traditions That Got College Students Through Finals This Semester Feds Issue Framework For College Ratings, But Not The Actual Plan University Of Iowa Employee Sues Over Alleged Discrimination For Conservative Past Go to College More in College Majoring In Debt High School Star Athlete Came Out By Slow Dancing With The Homecoming King Go to Teen More in Teen 2012: Our Election Mission: Accepted Lunch Legislation How to Build a Successful School Technology Program 8-Year-Old Dance Wizard Has All The Right Moves This Is How Much Homework Teens Do Around The World These Are The Best Gifts Teachers Have Ever Received From Students Alexis Glick CEO, GENYOUth Foundation David Satcher, MD, PhD 16th U.S. Surgeon General and Director, Satcher Health Leadership Institute What Happens in Schools Today Can Make a Difference in the Success of Our Nation Tomorrow Posted: 09/19/2012 10:15 am EDT Updated: 11/19/2012 5:12 am EST Share According to a report published by Harvard this year, the U.S. ranks 25th in math, 17th in science and 14th in reading compared to 30 other countries. While there are undoubtedly many diverse reasons for these low rankings, multiple factors influencing a child's ability to learn in school are likely contributing to the problem.Physical education and recess have been cut drastically. The majority of kids do not eat adequate amounts of nutrient-dense foods, those essential for growth and development. As we speak, over 17 million children live in food insecure homes, not knowing where their next meal will come from, and less than half of our nation's children eat breakfast daily. The bitter irony is that children are both overweight and undernourished.In 2004, Action for Healthy Kids' "The Learning Connection" report highlighted the link between nutrition, activity and learning -- and the cost to schools of not improving their food and activity environments. We've witnessed many positive results -- from all sectors of society -- since this report. These efforts need to not only continue, but also escalate.It's no secret that multiple health benefits stem from improved nutrition and physical activity. But the Learning Connection is less well known among administrators, educators and parents. And even when the correlation IS known, how do they -- how do we -- bring it to the forefront in the face of competing priorities and constraints? On September 18th and 19th, GENYOUth Foundation will convene thought leaders and decision-makers at the Nutrition + Physical Activity Learning Connection Summit in Arlington, VA. These unique stakeholders -- iconic American corporations; health, fitness and education associations and related individuals; leaders in government and academia and students themselves -- bring different points of view, innovative products and services, and diverse experiences to unlock solutions to the challenges faced by our Nation's schools.The Summit, in partnership with the National Dairy Council, the National Football League, the American College of Sports Medicine and the American School Health Association, will further explore the connection that physical activity and nutrition have to learning and behavior and examine barriers and opportunities to help schools establish wellness policies and practices. Together we realize the urgent need to create an unprecedented collaboration between the public and private sector to educate and reinvigorate the Learning Connection conversation.Today is about examining the growing body of research focused on the association between physical activity, school-based physical education, school breakfast consumption, improved nutrition and learning. We aim to draw meaningful conclusions, identify knowledge gaps, develop practical approaches to leverage the current science and re-commit to working with and through schools to enhance children's health and readiness to learn. Most importantly, we aim to empower our nation's youth. Our children must be at the center of this conversation as they are the best advocates for change in their environments.America's schools reach over 55 million kids a day, with the potential to provide up to half of their daily nutrition needs and offer them opportunities for scheduled or unscheduled physical activity 180 days a year. For this reason, we believe the solution begins in schools. There is an expectation that change happens on the ground at the school level, but resources are scarce, support is stretched and the individuals "in the trenches" are often fighting an uphill battle. And while schools have made much progress, they need our help.It's conventional wisdom that the future of our country will be determined by our children. One in five children in America -- one in four among minorities -- are obese, and 70-80% of kids who are overweight at the age of 12 grow up to be obese adults. These statistics have dire implications for children, families, businesses and society. As we look at our current generation of youth, there is a risk that they will not reach their full potential, and a serious likelihood that they'll have a shorter life expectancy than their parents. This is nothing short of the most pressing public health challenge of our time.It's one thing to do well on standardized tests. It's another to watch our kids become sedentary and lose all ability to play, learn and nourish their minds. The Learning Connection Summit is about shifting the discussion to embrace the fact that healthy behaviors and academic achievement are mutually reinforcing -- and explore what we can do about this today for a brighter, more productive tomorrow.Healthier, more active lifestyles for our children, and the proven benefits such lifestyles bring -- not just physically, but also academically and economically -- must be supported. Healthy students learn better. Fun is fundamental. When schools work with students to address academic requirements along with nutrition and physical activity needs, they improve health and readiness to learn, and contribute immeasurably to the long-term success not only of our children, but of our country as well.About GENYOUth Foundation Founded through an unprecedented public-private partnership with the National Dairy Council (NDC) and the National Football League (NFL) committed to child health and wellness, GENYOUth brings leaders in health, education, government and business together in a movement to reverse childhood obesity rates. GENYOUth's flagship program, Fuel Up to Play (FUTP60) -- the in-school program empowers students to "get active and play" for 60 minutes daily and "fuel up" with nutrient-rich foods like low-fat and fat-free milk and milk products, fruits, vegetables and whole grains. FUTP60 is largest health and wellness program in schools across the country with more than 73,000 schools enrolled reaching 38 million students. FUTP60 schools can apply for "Funds for Fuel Up to Play 60" ($1,000-$4,000) at http://school.fueluptoplay60.com/funds/funds_for_futp60.php. Since the program launched in 2010 $8 million in mini-grants have been given to nearly 3,000 schools. For more information, visit www.genyouthfoundation.org. National Dairy Council Nutrition + Physical Activity Learning Connections Summit Part of HuffPost Education Group

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Colleges Celebrate Fulbright Honors Posted on Friday, April 25, 2008 Three women earn prestigious international awards Hobart and William Smith Colleges are proud to announce that Stephanie Eggen ’08, Cristina Bain ’08 and Chloe Hall ’06 have earned Fulbright honors to teach and research across the globe. Hobart and William Smith Colleges have been home to numerous faculty and student Fulbright Scholars. Fulbright recipients are selected based on academic and professional achievements as well as their demonstrated leadership potential. Malaysia Eggen has been selected to receive the competitive English Teaching Assistantship in Malaysia, where she will teach conversational English to high school and university students for 10 months. As an America Reads and history tutor, Eggen’s interest in teaching has remained steadfast throughout her college career. She was most significantly influenced by her experience as a Writing Colleague for economically and academically disadvantaged students during the Summer Academic Orientation Program. "In our increasingly globalized world, secular politics and relations between cultures are profoundly important," says Eggen. "By teaching English, I feel I can be a model representative of the necessity of not only nonviolence, but diversity." When not teaching English, Eggen will spend her time interning for Women's Aid Organisation, a group that promotes a society free of violence against women. Eggen’s desire to focus on women’s issues originated during her semester abroad in Ireland, where she discovered that the progression of women’s rights is a recent development throughout many places in the world. “I believe violence is unacceptable in all situations and I am willing to be the voice for women who cannot speak out for fear of retribution. I know I cannot necessarily prevent violence against Malaysian women, but I have the distinct opportunity to act as a healer to those who are victims,” says Eggen. Vietnam Bain was awarded a Fulbright Full Grant in Vietnam, where she will conduct research examining the issues surrounding historical and contemporary gender equality. Her research will focus on understanding methods most successful in changing gender identity constructions. “Through interviews with Vietnamese women, I plan to facilitate an education in possibilities,” she says. “Issues of development and its interplay with gender identity are global issues, and while each culture is unique, the opportunity to utilize the success of others is an incredible one.” In the fall of 2006, Bain spent a semester in Vietnam and formed a profound bond with the country, propelling her desire for further investigation. After receiving a Student International Initiatives Fund Grant, Bain engaged in an independent study, which developed into an honors project, examining the gender identity constructions of women who fought in the Vietnamese military during the American war. Through a self-instructed language program, Bain continued studying Vietnamese on campus, and during the summer of 2007, she attended the Southeast Asian Studies Summer Institute, completing further intensive language courses in Vietnamese. “My appetite for research has only been whetted, my love of Vietnam just beginning, and my interest in development studies and gender identity only starting,” she says. Mongolia Alumna Hall has received a highly competitive Fulbright grant, which will allow her to study women and their role in economic development through microfinance in Mongolia. A long-time traveler, Hall has lived, studied and worked abroad in Italy, Russia, Vietnam and China. “Through my college education and experiences abroad, I have become an active and more responsible world citizen, with a broader understanding of life and with the goal of facilitating better lives for my fellow human beings,” says Hall. Prompted by her studies and numerous excursions to economically developing areas, Hall became interested in the role of women’s entrepreneurial efforts to alleviate poverty. While in Mongolia, she'll be affiliated with the Enterprise Mongolia Project, which provides access to entrepreneurial and micro-financial services to those interested in establishing or expanding small businesses. “I will be able to connect with female micro-entrepreneurs and help implement capacity development programs, as well as open access to financial services for them, in essence helping them bring their families out of poverty,” explains Hall. “I know that my quest to understand life beyond nation-state, language and cultural borders will be life long and that I will make every effort to create positive change for my world community." Print This Article | Email This Article Save and Share Article To send feedback or make a suggestion for a future article, contact [email protected].

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News Opinion Journal Junction Blogs Weekender Need to Know Sports Ads Classifieds Jobs Extras CU Contact Us Progress 2012 Hagerstown Community College opens new science building Save | HAGERSTOWN, Md. - Hagerstown Community College began the new year with the opening of its much-anticipated STEM (science, technology, engineering and math) Building and the renovated Kepler Theater, which includes the addition of the Performing and Visual Arts Education Center. These new buildings allow HCC students and faculty to learn and teach both math and sciences and arts and humanities in state-of-the-art facilities unlike anything offered in the region. As these new buildings opened, year-long renovations began on the Classroom Building and the former Science Building, which were initially built in 1966. The Classroom Building will become a modern teaching facility and continue to serve as a main instructional location on campus. The Science Building will be transformed into the Learning Center and be home to all developmental education and tutoring services, faculty offices, a faculty professional development center and three classrooms. These much-needed construction projects come on the heels of nearly a decade of solid enrollment growth. From 2002 to 2011, HCC's credit enrollments grew by 76 percent. In fiscal 2011, HCC served 6,850 students in credit programs and 9,478 in continuing education programs for a total of 15,611 different students. Article Photos This year, 700 high school students are part of HCC's early college program, the ESSENCE program, and about 65 transfer agreements exist between HCC and area universities. HCC provides the first two years for all the bachelor's degree programs currently being offered at USM Hagerstown. Since 2002, the number of credit programs has expanded from 41 to 109, with 58 degree programs, 30 certificate programs, and 21 letters of recognition. Within the STEM Building are sophisticated new spaces for HCC's biotechnology, alternative energy technology and cybersecurity programs. The building's design has incorporated many sustainable and green technologies for energy efficiency and instructional purposes. HCC is also working with Maryland Solar to set up instrumentation in the STEM Building that will allow students to monitor the energy produced from the solar farm being built near the prison. Fact Box Hagerstown Community College11400 Robinwood DriveHagerstown, MD 21742PHONE301-790-2800 The Kepler Theater and Performing and Visual Arts Education Center contain a black box theater, practice rooms, dance studio, classrooms, expanded dressing rooms, costume shop, extended wardrobe storage, faculty offices and a completely refurbished theater. HCC is expanding its offerings in these areas and now provides a natural place of transition for students coming from the Barbara Ingram School for the Arts. In the midst of tightening budgets, HCC has been successful in securing more than $8.5 million in grants to offset the cost of many of these programs. The most notable include a $1.8 million grant from the U.S. Department of Labor in support of the alternative energy program, $1.1 million from the U.S. Department of Education Student Support Services TRiO Program, $700,000 from the National Science Foundation to support the cybersecurity program and $3 million from the Health Services Cost Review Commission in various nursing support grants. To learn more, visit www.hagerstowncc.edu. Article Links

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Obama puts Georgia's pre-K program in spotlight ATLANTA (AP) — President Barack Obama singled out Georgia's early childhood education program in his State of the Union address, but the state has stumbled to meet its goal of enrolling every child in pre-K since it made that a priority two decades ago. Obama was set to visit an early childhood learning center near Atlanta on Thursday, perhaps to make a case for the benefits of universal pre-K, an initiative the president said could help reduce teen pregnancy, violent crime and lead to more students graduating from high school. A closer look at Georgia's program, however, reveals a lot of challenges. Georgia made a commitment to universal pre-K in 1995 and it's been a slow climb, with about 60 percent of eligible children currently enrolled. And Georgia's high school graduation rate is among the lowest in the nation. "While we're proud of our pre-K program, it really needs to be expanded so we're reaching all of our children," said Tim Callahan, spokesman for the Professional Association of Georgia Educators, the largest professional teacher organization in the state. "It's a matter of funding. There's just not enough slots to meet the complete need our state has." The president plans to visit the College Heights Early Childhood Learning Center, which is considered a success. It has about 350 students, ranging in age from 6-weeks-old to 5-years-old. "In states that make it a priority to educate our youngest children, like Georgia or Oklahoma, studies show students grow up more likely to read and do math at grade level, graduate high school, hold a job and form more stable families of their own. So let's do what works, and make sure none of our children start the race of life already behind. Let's give our kids that chance," Obama said in his speech. The Georgia school is in Decatur, which is just east of Atlanta and home to many college professors and other highly educated professionals who place great value on education. Many move there specifically for the city's relatively strong schools. In surrounding DeKalb County, however, the story is different. The county school system is in danger of losing accreditation for what one official described as "conflict and chaos." Other school systems in the area have struggled as well. Atlanta Public Schools were rocked by a standardized test cheating scandal several years ago and the school system in nearby Clayton County had its accreditation revoked in 2009, though it has since been restored. The K-12 system statewide has seen repeated budget cuts and some districts have resorted to teacher furloughs. About 60 percent of the state's students are eligible to receive free or reduced lunch and 25 percent live in abject poverty, which also has an impact on both pre-K enrollment and future educational success, Callahan said. "Those children need (pre-K) the most and sometimes they come from family situations where those families are less able to navigate the application process, they're less aware of what's going on in these kinds of programs and less likely to take advantage of them," he said. The state's pre-K program currently enrolls about 84,000 students, and about 8,000 children are on a waiting list, said Reg Griffin, spokesman for the Georgia Department of Early Care and Learning. Some other eligible children may be enrolled in private pre-K programs, he said. Georgia's pre-K program began with a pilot program for at-risk kids in 1992 and was opened to all eligible 4-year-olds in 1995. It has been funded by the state lottery system since the start, but as lottery revenues decreased in recent years, Republican Gov. Nathan Deal and state legislators have had to make cuts. The program was shortened by 20 days in 2011, though Deal got lawmakers to restore 10 of those days last year and has proposed adding back the other 10 in his current budget proposal. The program currently gets about 34 percent of the state lottery money, with the rest going to the HOPE scholarship fund to help qualifying Georgia students attend college. The pre-K program's budget in the current fiscal year is $298 million. The Georgia Department of Early Care recently researched whether pre-K students showed signs of doing better in kindergarten, the first such study in the program's history, Griffin said. "We were really pleased that across the board the program was preparing students for kindergarten and placing them on a trajectory toward success in K-12 and beyond that to college and career," he said. But only about 67 percent of high school students graduate in Georgia, ahead of only two other states and the District of Columbia, according to U.S. Department of Education figures. Steven Barnett, director of the National Institute for Early Education Research at Rutgers University, plans to be in Georgia for the president's appearance. He doesn't have details but he expects the president's initiative to include matching federal funding to help increase participation in early childhood learning programs. With its pre-K framework and commitment already in place, a state like Georgia would be in a prime position to benefit and could easily get to 90 percent enrollment within a few years, Barnett said. "If the federal government steps up and offers matching funds, can they make it possible for Georgia to actually serve all the kids? For me, that's why Georgia's a great example," he said. "You have the expressed will to do this. You have some pretty good standards in place."

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Knapsack Project St. Lucia Toggle navigation Knapsack Project About Us St. Lucia Knapsack Project A community based project to provide knapsacks with school supplies to under served children in St. Lucia. The St. Lucia Knapsack Project operates out of Toronto, Canada and seeks the support of individuals to reach this goal. Similar Projects exist for St. Vincent & The Grenadines and Grenada! The Need Children age 0-14 represent 39% of all poor people in St. Lucia. Anse La Raye and Soufriere have povery rates in excess of 40%. With poverty comes the vulnerability of children to drugs and gangs and other negative influences. Not being able to afford an education leaves these children with very limited options later in life, where they're faced with tough choices. We provide underserved children with the basic tools they need to get an education - a knapsack filled with school supplies. The children who receive knapsacks are identified by their school's principal annually. February - May annually - The project launches in early February each year, with a deadline of April 17th. The knapsacks are then shipped to St. Lucia and distributed before the start of summer vacation. The intent here is that children receive these knapsacks well ahead of the start of the September term. This way parents don't have to worry about purchasing these critical supplies. We're a grassroots movement whose mission is made possible through the generosity of 200+ individual sponsors. Join us as we work to break the cycle of poverty through education! Tweets by @knapsackslu © Knapsack Project 2014. All rights reserved.

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Dana Library asst director receives national libraries award Haipeng Li, center, receives the CALA President's Recognition Award as Mark Winston, right, Assistant Chancellor of the Rutgers-Newark campus and director of the John Cotton Dana Library, looks on. Congratulations to Haipeng Li, assistant director of the John Cotton Dana Library, who recently received the President's Recognition Award from the Chinese Americans Library Association (CALA), an affiliate of the American Library Association. As described by the CALA press release announcing the award: "Mr. Li's professional contributions to CALA are significant. He served more than 20 positions on CALA and the CALA Midwest Chapter. These positions include the CALA representative to the Fourth China-U.S. Library Conference, chairs of the CALA Program Planning Committee, Publications Committee, Membership Committee, Nominations Committee, CALA Newsletter Editor, and the CALA Midwest Chapter President. In 2006-2007, Mr. Li was the CALA President. During his presidential year, he helped CALA to implement the CALA 2010 Strategic Plan; led the CALA delegation to participate in the successful JCLC in 2006; expanded the CALA 21st Century Librarian Seminar Series, to name just few. He received the CALA Distinguished Services Award in "Mr. Li was instrumental in helping shape the IMLS funded grant proposal, Think Globally, Act Globally, with partnership of University of Illinois, Library Society of China, and CALA. The project successfully received the grant of close to $500,000 in November 2008. Since then, Mr. Li is a key player in representing CALA as a Steering Committee member on this grant project that facilitates collaboration, exchange of best practices, and professional development of librarians from the U.S. and China." "In May 2008, Mr. Li was asked to serve the CALA Interim Executive Director through July 2009. Facing many challenges, Mr. Li took this position with dedication, enthusiasm, and most importantly, the vision. He led CALA to move to the position that is being recognized by library colleagues in U.S. and abroad. His efforts in carrying out the goals of CALA 2010 Strategic Plan are outstanding and genuinely appreciated." The CALA President's Recognition Award recognizes an individual, group or organization who possesses a philosophy of dedication, quality of service, and professional integrity for his/her/their significant contributions to the library community that have shown leadership in one of the many areas of great importance to the mission and goals of CALA. The Libraries commend Haipeng Li on receiving this distinctive honor.

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Duplessis to Speak at May 18 Commencement LSU Board of Supervisors member Anne D. Duplessis will be the commencement speaker at LSU Eunice's ceremonies later this month.LSU Eunice's Spring Commencement is May 18 at 10 a.m. in the university's Health and Physical Education building's gymnasium.Duplessis is currently the interim Executive Director for the historic New Orleans French Market Corporation, the cultural, commercial and entertainment treasure of the Crescent City.She has over 25 years banking experience retiring in June 2010 as Senior Vice President of Liberty Bank and Trust.In 2002, she was elected to the Louisiana State Senate for District 2 in eastern New Orleans and the lower 9th Ward. She served as the Chair of the Commerce Committee and Treasurer and Senate Whip for the Black Caucus. She also served on the Insurance Committee and was vice chair of the Local & Municipal Committee.In 2010, Duplessis retired from the state senate when she was appointed to serve as the Deputy Chief Administrative Office for New Orleans Mayor Mitch Landrieu. As Deputy CAO, she managed multiple departments that delivered vital city services.Governor Bobby Jindal named her to the LSU System Board of Supervisors in 2012.She sits on various community boards and commissions including the Louisiana Small Business Development Advisory Board, the Louisiana Partnership for Women and Children and the Louisiana Notary Commission. In 2013, Lieutenant Governor Jay Dardenne presented her with the Louisiana Volunteer Service Award. Delessis attended the LSU Graduate School of Banking and the Darden School of Business at the University of Virginia.She has been married to Virgil Duplessis for 29 years. They have three daughters, Brooks, Lindsey and Heather and three granddaughters -Camille, Brooklyn and Sydney.-----April 29, 2013

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| | Helping Your Child Stay Organized and Handle Adversity By Brendan McLean, NAMI Communications Manager The Sensory Child Gets Organized: Proven Systems for Rigid, Anxious, or Distracted Kids By Carolyn Dalgliesh For Carolyn Dalgliesh, it was learning how to take the ideas and strategies that she gained from doctors and applying them in day-to-day activities at home. Doing so helped ensure that everyday challenges with her son, such as doing homework, eating dinner or going to bed, were met with as much preparedness as possible. Many parents with children affected by illnesses such as ADHD, OCD and anxiety, often face many challenges in learning how help their child, much like Dalgliesh experienced with her son. Carolyn Dalgliesh took the strategies that she found beneficial in her experience with her son, and turned them into a book to assist others. In The Sensory Child Gets Organized: Proven Systems for Rigid, Anxious, or Distracted Kids, Dalgliesh provides a straightforward guide for parents to help their children. While not a mental health professional, she draws on her own personal knowledge as a mother and as a professional organizer to provide suggestions to parents of sensory children, a term she uses to describe children with ADHD, anxiety disorders, sensory processing disorder, autism spectrum disorders and bipolar disorder. I spoke with her recently about her organization strategies, methods of parenting and what it’s like to be parent of a sensory child. You use the term “sensory children” to group children with illnesses like sensory processing disorder, ADHD, anxiety, bipolar disorder, OCD and autism spectrum disorders. How did you decide on this term to encompass all of these conditions? I think I really did it based on my own experience but also from what I learned as I was starting to work with families. One of the first signs of either developmental delays or behavioral issues beginning to manifest for a lot of kids is by the way they process information through their senses and how it was really impacting how they were experiencing their days and the world around them. So I really wanted to start where I thought many parents would be starting, which was that first experience of noticing something was a little different with their child. And, and that often came through how they were processing the world around them. As a parent of a sensory child, how did your own experiences help guide you in writing the book? The first time I came across the topic was with my own son. When he was around two we started noticing developmental delays and started the process of getting evaluated. One of the first names that got mentioned to us was sensory processing disorder. For each kid it’s different, but we could just see that in a big, busy place it was really overwhelming for him. He didn’t know what to look at first or how to break down information that was coming at him visually or aurally. I took my experiences and knowledge and thought they might be able to help other parents navigate the difficulties that I had. Are there any particular sources that you’ve drawn upon to help form your own ideas about how to parent a sensory child? For me it was a couple of things. It was definitely my own experience and my own total lack of understanding. My own child was a high functioning child so we were not really eligible for a lot of services. I just remember having speech and occupational therapy once a week and I would just pepper the therapists with questions. It wasn’t really about the therapy, it was about everything else in our day: how could I get him to a birthday party, how could I cut his fingernails, how could I get him to sit at the dinner table. There were many things that I found counterintuitive to what I thought parenting would be. 5As I was learning to understand what life would be like as a parent to my son, I realized that although I was incredibly organized, I wasn’t organized in a way that made sense to him. I was rigid and distracted in my own way and what I really had to do was understand what I could do to support him. That was really tough for my brain. I had to redefine not only what organizing looked like, but parenting as well. For parents discovering that they have a sensory child, what are some of the steps they can take to help their child? I think the most important step is to really redefine parenting. There was a lot that was just very different in the way I thought about parenting and the way it turned out to be. Personally, I had to consciously make that shift. The other part for me I would say is learning to objectively observe your child. We’re so close to our kids, but if we’re too close and too judgmental we really lose the ability to advocate for them. It’s such a hard shift but to me that is one of the most helpful things. You’re really able to learn valuable information about how to support them. The other thing is to constantly prioritize what their needs are. Every day you may have to sit down and think about your biggest challengesand then you maybe pick one to work on. You need to have a plan. There are many other challenges that parents may face as they continue to try and provide for their child. What would you tell a family that is struggling to make progress or has hit a roadblock? There are two things that I think are really powerful. One, you can learn as much from when everything goes wrong as you can from when it goes kind of right. So those times that you have with your child when it’s a train wreck are actually the times when you can get your ‘aha’ moments, which really change your experience the next time. The other thing is that for many sensory kids, their profile is consistently inconsistent and that’s one of the hardest things for a parent to understand. Some parents will get into a softer cycle of behavior and think that everything is fixed, that their kid is all better, and then they get kind of slapped in the face when the cycle changes. Understanding that there is this cyclical nature to the symptoms and challenges that many sensory kids have is a very helpful thing for parents to understand. You talk about two different teams that help provide support for the child. One is essential clinical support and the other is the team at home. How does the support they offer differ and how do they interact with one another to ensure the child gets the care and attention they need? The clinical support is so helpful for parents by providing them real, tangible knowledge around specific challenges. Having that check-in can be really helpful for the parent, but also the child. It’s another way to show our children that we are there to support them. I think what we can do at home is taking what is being done with clinical support, and use those strategies and tools during challenging times at home. It really becomes a great mirror of how to take some of those clinical methods of support and put them to use all the time. As a sensory child becomes an adult, there are undoubtedly some new challenges that arise. How can you prepare your child to make these adjustments? In the earlier years, as you’re working with those core tools of structure, routine and visual aids, you’re really helping sensory kids build executive functioning skills. As they get into middle school, when there’s that natural need for independence, it really becomes this great opportunity to pull back a little bit as a parent and see how they start to manage some of it. The main goal is that you want them to recognize when they hit a difficult situation or experience and you want them to be able to get to that place and say, “What’s my plan” and try to handle it. In your personal work, you help both children and adults. Are the techniques employed similar? Absolutely. I think the core thing around sensory organizing is really breaking it down, reducing any of that external stimuli and then creating that visual aid so you can know what to expect in a situation. That strategy can work for kids and adults alike. So while you’re really supporting a new experience, you’re also hoping to build a habit. The other things that can be used are the power of choice, the gift of fascination and the art of distraction. Those three tools can be used effectively to address a challenging task or a challenging time of day. Do you see the challenges of parenting sensory children changing along with technology and culture? I do. You know, technology really provides some great opportunities for supporting many sensory kids but I still think at the core of it, there has to be a more tactile approach to get kids to really learn the process of making a plan. So I think you have to have a time before you really rely on technology. That’s why it can be so helpful to use some of the hands-on techniques when they are younger so that when they move on to using technology they already have a core understanding of how it works. Have your experiences with other families taught you anything about how to handle the relationship with your own son? Absolutely. I think for me it does a couple of things. It reconfirms what I think are always some of the core challenges for so many sensory kids. Even though there are so many different diagnoses, the challenges are often similar. I think what I tend to be cautious about is thinking that I don’t have to do this anymore. So when I see the power of a small change with a family, it really reconnects me to how powerful this all can be. This interview has been edited for clarity and length. Copyright Date: 12/06/2013 Post a Comment, Share on Facebook

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Publications > Week in Review > Week in Review 2013 Archives > Week in Review - June 28, 2013 Week in Review - June 28, 2013 IEP Goals and Objectives for the iPhone and iPad Special Education Dictionary To learn more, Click Here WEEK IN REVIEW New NASET Publications and Articles of Interest in Special Education and Disabilities That Were Reported This Week June 28, 2013 - Vol 9, Issue 26 In This Issue TRIVIA QUESTION OF THE WEEK Quick Links Read Week in Review on NASET -Click Here Renew Your Membership on NASET- Click Here (login required) NASET Resources - Click Here NASET e-Publications - Click Here Forgot your User Name or Password? - Click Here Update/Manage Your Member Profile - Click Here (login required) Dear NASET News, Welcome to NASET's WEEK in REVIEW. Here, we provide you with the latest publications from NASET to read and or download, as well as some of the most interesting articles that have happened this week in the field of special education. We hope you enjoy this publication. Feel free to send us articles for this publication or let us know your thoughts about the WEEK in REVIEW at [email protected] a great weekend. Sincerely, NASET News Team NASET Sponsor - Drexel University Online To learn more - Click here NASET Sponsor - Cal Poly Pomona To learn more - Click here OMEGA GAMMA CHI Honor Society for Special Education Teachers To learn more - Click here NASET Sponsor - Liberty Mutual To learn more - Click here New This Week on NASET NASET HOW TO Series June 2013 How To Become Aware and Report Child Abuse and Neglect According to the National Clearinghouse on Child Abuse and Neglect (2003), in 2000, three million referrals concerning the welfare of approximately five million children were made to CPS agencies throughout the United States. Of these, approximately two-thirds (62%) were screened in; one-third (38%) were screened out. Screened-in referrals alleging that a child was being abused or neglected received investigations or assessments to determine whether the allegations of maltreatment could be substantiated. Some of the screened-out reports were referred to the attention of other service agencies. Professionals, including professionals, law enforcement officers, social services workers, and physicians, made more than half (56%) of the screened-in reports. Others, including family members, neighbors, and other members of the community, made the remaining 44 percent of screened-in referrals. To read or download this issue - Click here (login required) ______________________________________________________ NASET HOW TO Series June 2013 How To Help Your Children with Homework SET UP A HOMEWORK SCHEDULE For some children, the responsibility of deciding when to sit down and do homework may be too difficult. Children may decide to do their homework after school or after dinner. This is a personal choice and has to do with learning style. However, once the time is determined, the schedule should be adhered to as closely as possible. To read or download this issue - Click here (login required) ______________________________________________________ See NASET's Latest Job Listings Click Here South Carolina Poised to Introduce Vouchers for Students with Special Needs Lawmakers in South Carolina have agreed to establish a tax-credit scholarship program for special-education students, the state's first foray into vouchers. The measure is part of the state's $6.7 billion budget passed by the House of Representatives and the state Senate this week. The plan has been sent to Gov. Nikki Haley, a Republican, for approval. She has until Tuesday to issue her line-item vetoes. Through the program proposed in the budget, the state will dole out up to $8 million in tax credits to people and businesses who donate to nonprofits that will distribute private-school scholarships for students with disabilities. To read more, click here Did You Know That.... IDEIA requires the school system to notify parents in writing that it would like to evaluate their child (or that it is refusing to evaluate the child). This is called giving prior written notice. Braille Instruction Receives Boost From Education Department Addressing concerns that some blind and visually impaired youth aren't receiving Braille instruction when they need it, the Education Department released a "Dear Colleague" letter reiterating that Braille should be the default literacy medium unless a school team determines that it is inappropriate for a given student. The letter notes that a shortage of personnel trained in teaching Braille-an alphabet of raised dots that can be read with the fingertips-is not a reason to deny a child access to the instruction. To read more, click here Los Angeles Moves to 'Mainstream' Hundreds of Students First Illinois, now Los Angeles? Los Angeles is the latest mainstreaming effort to make the news. The 640,000-student district plans to move hundreds of students from separate schools for students with disabilities to neighborhood schools, the Los Angeles Daily News reports. The district says it is making the move in order to comply with federal and state regulations, in addition to a 1996 consent decree that requires the district to reduce the number of students in stand-alone centers. An independent monitor overseeing Los Angeles' efforts to comply with the decree maintains a website of the latest district moves. To read more, click here Honor Society for Special Education Teachers To learn more - Click here NASET MEMBER'S BENEFIT - Board Certification in Special Education Available to NASET Members Through an agreement with The American Academy of Special Education Professionals(AASEP), NASET members now have the opportunity to achieve AASEP Board Certification in Special Education - (B.C.S.E.) at a reduced fee. AASEP Board Certification in Special Education - (B.C.S.E.) is a voluntary choice on the part of the candidate. The candidate for Board Certification wishes to demonstrate a commitment to excellence to employers, peers, administrators, other professionals, and parents. From the standpoint of the Academy, board certification will demonstrate the highest professional competency in the area of special education. Board Certification in Special Educationestablishes a much needed standard for professionals, across disciplines, who work with exceptional children. For more information on Board Certification in Special Education, click here Justice Department Criticizes Rhode Island Sheltered Workshop The city of Providence, R.I., has shut down a program for teenagers with intellectual disabilities and adults after a U.S. Department of Justice investigation found that people in the program were working at manual labor for little or no pay. The Harold A. Birch Vocational School program currently has an enrollment of 85, which accounts for virtually all of the students with intellectual and developmental disabilities in the 23,600-student district. WPRI, the CBS television affiliate serving Providence, has covered the issue extensively, and has a link to the 17-page letter from the Justice Department outlining the department's findings. To read more,click here Nonverbal 5-Year-Old Booted From Theater For Making Noise A girl with a disability was kicked out of a performance of the play "Beauty and the Beast" because she was giggling and humming along with the show, her mother says. Samantha Torres said she took her two kids and a nurse to see a production of the Disney classic earlier this month at a theater in Providence, R.I. During the show, Torres said her daughter, Nadia, 5, was "squealing and giggling and humming," noises that the girl who has a chromosomal abnormality and is nonverbal makes when she is happy. To read more, click here For Those With Autism, Sound Of Human Voice May Be Unpleasant New research may help explain why individuals with autism often fail to grasp the social and emotional elements of speech. Scientists say they've spotted a weak connection in children with autism between the area of the brain tasked with responding to voices and the brain structures that release dopamine in response to rewards. They also found a disconnect between the brain's voice processor and the area responsible for detecting emotional cues. As a result, the sound of the human voice may not be pleasurable to those with the developmental disorder, researchers report in a study published this week in the Proceedings of the National Academy of Sciences. To read more, click here Viral Photo Sparks Debate About Inclusion A second grade class photo is stirring outrage online after a student who uses a wheelchair was depicted sitting apart from his peers. In the image, students from the Herbert Spencer Elementary in New Westminster, British Columbia are posed in three, neat rows with their teacher. Miles Ambridge, however, is seated in his wheelchair off to the side with a visible gap dividing him from his classmates. The boy who has spinal muscular atrophy - a genetic condition that weakens the muscles - is seen leaning toward the other children with a smile on his face. "He's ostracized. He wants to be part of the gang so much," Ambridge's mother told The Province about the photo, which has since gone viral online. To read more, click here Did You Know That.... All written communication from the school about a request to evaluate a child must be in a form the general public can understand. It must be provided in parents' native language if they do not read English, or in the mode of communication they normally use (such as Braille or large print) unless it is clearly not feasible to do so. Mindfulness Can Increase Well-Being and Reduce Stress in School Children Mindfulness -- a mental training that develops sustained attention that can change the ways people think, act and feel -- could reduce symptoms of stress and depression and promote well-being among school children, according to a new study published online by the British Journal of Psychiatry. With the summer exam season in full swing, school children are currently experiencing higher levels of stress than at any other time of year. The research showed that interventions to reduce stress in children have the biggest impact at this time of year. There is growing evidence that mindfulness-based approaches for adults are effective at enhancing mental health and well-being. However, very few controlled trials have evaluated their effectiveness among young people. To read more, click here NASET Sponsor - Drexel University Online To learn more - Click here NASET Sponsor - Cal Poly Pomona To learn more - Click here TRIVIA QUESTION OF THE WEEK Guess the answer to this week's trivia question and we'll recognize you in next week's Week in Review. Congratulations to: Jennifer Klump, Ope-Oluwa Olubela, Bev Taylor, Mike Namian, Pamela R. Downing-Hosten, Prahbhjot Malhi, Marilyn Haile, and Olumide Akerele who all knew the answer to last week's trivia question: During the test pilots, Ernie and Bert were the first two Muppets to appear on the TV show, Sesame Street. However, on the regular show when it debuted, they were not. Who were the first two Muppets to appear on the street scenes on the TV show,Sesame Street? ANSWER: BIG BIRD AND OSCAR THE GROUCH THIS WEEK'S TRIVIA QUESTION: What is the difference between an accommodation and a modification? If you know the answer, send an email to [email protected] All answers must be submitted no later than Monday, July 1, 2013 at 12:00 p.m. 54% of Pregnant Women Use Insecticides That Are Harmful to the Fetus, Spanish Study Shows Pregnancy and infancy are the periods of greatest vulnerability to the use of household insecticides. This is one of the findings of the first study of its kind to be carried out in Spain, which concludes that more than half of expectant mothers routinely use these chemical compounds. Spanish researchers have described the use of domestic pesticides during pregnancy and the first year of life in nearly 2,500 women and children in Sabadell, Guipúzcoa and various areas of Asturias and the Valencian Community. The study, published in Science of the Total Environment, also considers the socio-demographic and lifestyle factors most strongly linked to the use of these pesticides. To read more, click here Fiber-Optic Pen Helps See Inside Brains of Children With Learning Disabilities For less than $100, University of Washington researchers have designed a computer-interfaced drawing pad that helps scientists see inside the brains of children with learning disabilities while they read and write. The device and research using it to study the brain patterns of children will be presented June 18 at the Organization for Human Brain Mapping meeting in Seattle. A paper describing the tool, developed by the UW's Center on Human Development and Disability, was published this spring in Sensors, an online open-access journal. "Scientists needed a tool that allows them to see in real time what a person is writing while the scanning is going on in the brain," said Thomas Lewis, director of the center's Instrument Development Laboratory. "We knew that fiber optics were an appropriate tool. The question was, how can you use a fiber-optic device to track handwriting?" To read more, click here NASET MEMBER'S BENEFIT - Board Certification in Special Education Available to NASET Members Through an agreement with The American Academy of Special Education Professionals(AASEP), NASET members now have the opportunity to achieve AASEP Board Certification in Special Education - (B.C.S.E.) at a reduced fee. AASEP Board Certification in Special Education - (B.C.S.E.) is a voluntary choice on the part of the candidate. The candidate for Board Certification wishes to demonstrate a commitment to excellence to employers, peers, administrators, other professionals, and parents. From the standpoint of the Academy, board certification will demonstrate the highest professional competency in the area of special education. Board Certification in Special Educationestablishes a much needed standard for professionals, across disciplines, who work with exceptional children. For more information on Board Certification in Special Education, click here Deaf 3-Year-Old Grayson Clamp Hears Father's Voice For The First Time With Auditory Brain Implant Deaf from birth, Grayson Clamp's entry into the world was a quiet one. But after a new surgery that endowed him with an auditory implant in his brainstem, the three-year-old has begun the journey of gaining full use of his new sense: he heard his father tell him "Daddy loves you." Grayson's implant is not a cochlear implant. As he was born with no cochlear nerve, doctors found that an implant offered no stimulation. "We bypassed the area where there is no cochlear nerve, and we applied the electrodes directly to the brain stem," said Dr. Craig Buchman, an otolaryngologist at the University of North Carolina at Chapel Hill. To read more, click here Prenatal Exposure To Air Pollution May Raise Child's Autism Risk: Science has long known about the precarious state of a developing baby, and the precautions expectant mothers must take to protect the baby's health. But a new nationwide study from the Harvard School of Public Health (HSPH) reveals the unprecedented concern of air pollution raising a child's risk of autism. HSPH's study is the first to link air pollution and autism across the United States, and it illuminates a startling set of risk factors that the study's researchers urge pregnant women and families everywhere to consider when choosing their place of residence. To read more, click here NASET MEMBER'S BENEFIT - Group Savings Plus from Liberty Mutual As a member of NASET you qualify for a special group discount* on your auto, home, and renter's insurance through Group Savings Plus® from Liberty Mutual. This unique program allows you to purchase high-quality auto, home and renters insurance at low group rates. See for yourself how much money you could save with Liberty Mutual compared to your current insurance provider. For a free, no-obligation quote, call 800-524-9400 or visit www.libertymutual.com/naset, or visit your local sales office. *Group discounts, other discounts, and credits are available where state laws and regulations allow, and may vary by state. Certain discounts apply to specific coverage only. To the extent permitted by law, applicants are individually underwritten; not all applicants may qualify. Coverage provided and underwritten by Liberty Mutual Insurance Company and its affiliates, 175 Berkeley Street, Boston, MA. Fetal Exposure to Tobacco Smoke Tied to Hearing Loss in Teens Add another hazard to the long list of reasons not to smoke during pregnancy: Children exposed to tobacco smoke in the womb may be at higher risk for hearing loss. Researchers examined data from almost 1,000 children aged 12 to 15 who took part in the 2005 to 2006 U.S. National Health Examination Survey. They found that about 16 percent of them had been exposed to tobacco smoke while in the womb. These adolescents had evidence of some overall hearing loss and were nearly three times more likely to have one-sided, low-frequency hearing loss compared to youngsters without such exposures, according to the study published online June 20 in the journal JAMA Otolaryngology -- Head & Neck Surgery. To read more, click here Day Care May Help Kids of Mothers Who are Depressed Young children of depressed mothers may develop fewer emotional problems if they spend time in some kind of day care, a new study suggests. The Canadian research doesn't definitively prove that kids gain benefits from getting care from people other than their troubled mothers, and it doesn't examine the potentially high costs of alternative types of care. Nor does the study look at the role of fathers in caring for the kids. However, experts said the study provides strong evidence of the value of day care when a mom is struggling with depression. To read more, click here Blood Test Might Predict Type 1 Diabetes in Children, Study Finds A diagnosis of type 1 diabetes often seems to come out of the blue. But German researchers say they can predict who will likely develop the chronic disease. Blood samples taken from children at increased genetic risk of type 1 diabetes reveal significant "preclinical" clues, the researchers found. The strongest predictor is the presence of two diabetes-related autoantibodies, they reported in the June 18 issue of the Journal of the American Medical Association. "If you have two or more autoantibodies, it's nearly inevitable that you will develop the disease. Most people -- even physicians -- don't appreciate this risk," said Dr. Jay Skyler, deputy director for clinical research at the Diabetes Research Institute and a professor at the University of Miami Miller School of Medicine. Skyler was not involved in the research. To read more, click here Did You Know That.... If parents' native language or other mode of communication is not a written language, the school must take steps to ensure: that the notice is translated orally (or by other means) to parents in their native language or other mode of communication; that parents understand the content of the notice; and that there is written evidence that the above two requirements have been met. Sibling Bullying Can Lead to Depression, Anxiety in Victims Being picked on by your brother or sister may seem like a normal part of growing up, but for some kids the bullying may be a source of depression and anxiety, a new study suggests. Researchers found that among 3,600 kids in a U.S. survey, those who were pushed around by a sibling -- physically or verbally -- had higher scores on a measure of depression and anxiety symptoms. "Historically, sibling aggression has been dismissed as normal," said lead researcher Corinna Jenkins Tucker, an associate professor of family studies at the University of New Hampshire. "It's been seen as benign, or even good for kids because it teaches them something about dealing with the world." To read more, click here Minority Children With Autism Less Likely to Use Specialty Services: Study Black and Hispanic children with autism are markedly less likely than children from white families to receive specialty care for complications tied to the disorder, a new study finds. Researchers from Massachusetts General Hospital for Children in Boston found that the rates at which minority children accessed specialists such as gastroenterologists, neurologists and psychiatrists, as well as the tests these specialists use, ran well below those of white children. "I was surprised not by the trends, but by how significant they were," said study author Dr. Sarabeth Broder-Fingert, a fellow in the department of pediatrics at MassGeneral and Harvard Medical School. "Based on my own clinical experience and some of the literature that exists on this, I thought we'd probably see some differences between white and non-white children in getting specialty care . . . but some of these differences were really large, especially gastrointestinal services." To read more, click here NASET's Latest Job Listings * Education Specialist - A family-centered, interdisciplinary practice dedicated to providing comprehensive evaluation and care across a wide range of ages and challenges seeks an Education Specialist. To Learn more - Click here * Special Ed. Teacher - VOICE Charter School of Long Island City, Queens, is looking for a Special Education Teacher. Voice combinies rigorous academics with a unique performance based arts program. To learn more -Click here * $125,000 Salary for Master Middle School Teachers! - Earn a $125,000 salary and join a team of master teachers at The Equity Project (TEP) Charter School. TEP is a 480-student 5th through 8th grade middle school in the Washington Heights neighborhood of New York City. To learn more -Click here * Director of Learning Services - Archer has an opening, starting in August 2013, for a Director of Learning Services to support students in Grades 6-12 who have documented learning differences. The Director of Learning Services collaborates with faculty on effective teaching strategies and differentiated instruction in the classroom. To learn more - Click here Food For Thought.......... Do not train a child to learn by force or harshness; but direct them to it by what amuses their minds, so that you may be better able to discover with accuracy the peculiar bent of the genius of each. 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教育

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Ashley Pratte: Why oppose educational opportunities for low-income kids? BY ASHLEY PRATTE Since its implementation on Jan. 1, New Hampshire’s education tax credit has been popular among parents as well as members of the business community who have given generously to the fund. This program has been run solely upon donations from businesses, which are then distributed by the scholarship organizations to families who apply for assistance.The education tax credit was a godsend for low-income parents. It allows them to send their children to more academically rigorous schools, increasing their likelihood of breaking the chain of poverty and realizing their full potential as citizens.Now the education tax credit has been ruled unconstitutional by New Hampshire Superior Court Judge John Lewis. Unconstitutional? The money secured from the scholarship program never goes to the state. In fact, those who established the program carefully designed it so the funds are moved into a charitable organization and are completely protected from greedy hands in Concord.Why are so many on the left arguing that the education tax credit is unconstitutional? Because the education tax credit allows for young people to be educated in private schools as opposed to government-run schools. Gov. Maggie Hassan, in fact, boldly called the ruling “a victory for New Hampshire public education.”Yet there is no threat to public education. Private schools offer a healthy competition to public schools. Many are demonstrating what education can — and should — accomplish. Allowing parents to send their children to schools with superior test scores and greater academic rigor does not threaten public education; it should encourage public education to improve.But worst of all, they are violating the rights of the most vulnerable in our society by forcing them into a one-size-fits-all educational model that takes choices away from parents. They cannot legally infringe upon the rights of those parents who can afford to send their children to private schools, but they can make it difficult for low-income families. And that is precisely what they chose to do.While I appreciate the value of public education for all, we must never forget that it is the parents who are responsible for the education of their children. It is a manipulation and a rejection of this fundamental right that is animating the actions of the left.Denying 400 students from low-income families the right to attend an academically rigorous school with a more wholesome culture is a selfish act that must be called out for what it is.Ashley Pratte is executive director of Cornerstone Action.

教育

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NY History Blog » Public History » Study: Audio Preservation, Access in Dire State Study: Audio Preservation, Access in Dire State Leave a reply Digital technology alone will not ensure the preservation and survival of the nation’s sound history. That is one of the findings in a major study released by the Library of Congress National Recording Preservation Board (NRPB) detailing the state of sound-recording preservation and access. The study was mandated by the U.S. Congress under the &#8220National Recording Preservation Act of 2000&#8243- (P.L. 106-174) and is the first comprehensive study on a national level that examines the state of America’s sound-recording preservation ever conducted in the United States.Titled &#8220The State of Recorded Sound Preservation in the United States: A National Legacy at Risk in the Digital Age,&#8221 the study outlines the interlocking issues that now threaten the long-term survival of America’s sound-recording history. It also identifies the public and private policy issues that strongly bear on whether the nation’s most culturally and historically important sound recordings will be preserved for future generations. Although public institutions, libraries and archives hold an estimated 46 million recordings, the study finds that major areas of America’s recorded sound heritage have already deteriorated or remain inaccessible to the public. Only an estimated 14 percent of pre-1965 commercially released recordings are currently available from rights-holders. Of music released in the United States in the 1930s, only about 10 percent of it can now be readily accessed by the public. In his introduction to the study, Librarian of Congress James H. Billington noted: &#8220Sound recordings have existed as one of the most salient features of America’s cultural landscape for more than 130 years. As a nation, we have good reason to be proud of our historical record of creativity in the sound-recording arts and sciences. However, our collective energy in creating and consuming sound recordings in all genres has not been matched by an equal level of interest, over the same period of time, in preserving them for posterity.&#8221 Authored by Rob Bamberger and Sam Brylawski under the auspices of NRPB, the study points out the lack of conformity between federal and state laws, which has adversely affected the survival of pre-1972 sound recording. One of the major conclusions in the report is that the advent of digital technologies and distribution platforms has made inseparable the issues surrounding both the preservation of sound recordings and access to them. The authors also conclude that analog recordings made more than 100 years ago are likelier to survive than digital recordings made today. In addition, the report warns that there must be a coordinated effort by the various stakeholders to address the scope of the problem, the complexity of the technical landscape, the need for preservation education and the copyright conundrum. Finally, the report notes that newer materials such as born-digital audio are at greater risk of loss than older recordings, such as 78-rpm discs- that there is a lack of a comprehensive program to preserve born-digital audio- and that open-reel preservation tapes made in the 1970s and 1980s are deteriorating faster than older tape recordings. For more findings from the report, review the appendix at www.loc.gov/today/pr/2010/PR10-194SRstudyAppendixwithkeyfindings.pdf and the introduction/executive summary at www.loc.gov/today/pr/2010/CLIRpub148Intro.pdf. &#8220The State of Recorded Sound Preservation in the United States: A National Legacy at Risk in the Digital Age&#8221 is available for purchase and as a free download at www.clir.org/pubs/abstract/pub148abst.html. Information for this study was gathered through interviews, public hearings and written submissions. NRPB previously commissioned five ancillary studies in support of this final report, which will lay the groundwork for the National Recording Preservation Plan, to be developed and published later this year. The Library of Congress Packard Campus for Audio Visual Conservation has already begun initiatives to solve some of the problems identified during preparation of the study. For example, the Recorded Sound Section of the Packard Campus has obtained a license to stream acoustical recordings controlled by the Sony Music Entertainment for the Library of Congress National Jukebox, which will debut later in 2010. The Library of Congress Packard Campus for Audio Visual Conservation is a state-of-the-art facility funded as a gift to the nation by the Packard Humanities Institute. The Packard Campus is the site where the nation’s library acquires, preserves and provides access to the world’s largest and most comprehensive collection of motion pictures, television programs, radio broadcasts and sound recordings (www.loc.gov/avconservation/). The Packard Campus is home to more than six million collection items, including nearly three million sound recordings. It provides staff support for the Library of Congress National Film Preservation Board, the National Recording Preservation Board, and the National Registries for film and recorded sound.Photo: Vice-President Elect Harry Truman’s family listening to election returns, 1944. Related ArticlesLibrary of Congress Adds To Online Newspaper Site The Library of Congress has added more than 380,000 historic newspaper pages to the Chronicling America website, including newspapers from 3 new states – Louisiana, Montana, and South […]NEH Seeks Proposals National Digital Newspaper Program The National Endowment for the Humanities (NEH) is soliciting proposals from institutions to participate in the National Digital Newspaper Program (NDNP). NDNP is creating a national, […]Outstanding New York Newspaper Source Now Online The Library of Congress has launched the beta version of a new online searchable newspaper collection, Chronicling America: Historic American Newspapers at […] Like this post? Share it! This entry was posted in Public History and tagged Historic Preservation, Library of Congress, Media, Museums-Archives-Historic Sites on October 3, 2010 by admin. Post navigation ← Harlem Vice: Playing the Numbers The Black Pirate Showing in Albany →

教育

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Home › Major: Pre-Occupational Therapy Small class sizes have always appealed to Cendy. It’s the reason she transferred to North Central College, where she is preparing for a career in occupational therapy. “I communicate a lot with my professors, who are willing to help and listen. I’m always comfortable approaching them with questions when I’m stuck on something, because they’re all really friendly,” she says. Cendy wanted to pursue a career that would allow her to help others. She decided on occupational therapy after watching a therapist work with her mother following a serious operation. “It was really fun watching the therapist help her regain her momentum,” she says. To make her dream a reality, Cendy is taking advantage of opportunities outside the classroom to gain more hands-on experience as a therapist. “I’m very involved in North Central’s Pre-Health Organization, and the pre-health advisor has provided a lot of guidance. I’ve volunteered in schools where I work with kids and I’ll volunteer at a local hospital or clinic next summer,” she says.

教育

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OC› News› OC Honors Students Selected by Prestigious Programs Two OC honors students were accepted into prestigious programs recently. Riley Hansen, from St. David, Ariz., will study in the highly selective Scholars’ Semester at England’s Oxford University in the spring. Debra Diepenbrock will participate in a prominent summer academy in computer science and engineering at the University of Washington. The academy is funded by the Bill and Melinda Gates Foundation, Oracle and Google, among other donors. Diepenbrock, from Moundridge, Ks., is hearing impaired and majoring in mechanical engineering. Hansen, a second-year student majoring in international business, is fluent in Thai language and culture and excels in the university fellows program as an honors student. "Riley has added so much to our programs, classes and our campus," said honors director Scott LaMascus. "The greatest joy of his selection to study at Oxford is that Riley has such an open, global perspective as a Christian who will, I know, make an increasingly large impact everywhere he goes. He's just a great young man." The Scholars Semester in Oxford is offered by the Council for Christian Colleges and Universities. The competitive program is for Christian students who seek to read, learn and live in the "City of Dreaming Spires." The Scholars' Semester allows students to live in Wycliffe Hall as a visiting student of Oxford University. Students engage in intensive scholarship with the Oxford tutorial system. The UW Summer Academy for Advancing Deaf & Hard of Hearing in Computing selects the best candidates from universities across the nation to come together with faculty for credit-bearing courses with guest speakers and field trips to Microsoft, Cray, Adobe and IBM corporate centers. Students and faculty also meet with deaf or hard-of-hearing employees in computer science and engineering. "The Honors program is so proud to have Diepenbrock in our living/learning community, where she is making a real impact on the Honors Class of 2015," said LaMascus. "She is a student who has shown the capacity to excel, and whose aspirations to serve others encompasses her dreams of making an impact in pediatric oncology or biomedical engineering. This ethic of service grows from her deep faith in Christ." Diepenbrock’s mother, Julie Sheerer Diepenbrock, is a 1986 OC graduate.

教育

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Frank Van Graas kicks off Bicentennial ColloquiaCompiled by Adrienne GavulaOhio University researchers regularly get to share their work with colleagues in their field through journal articles and conference presentations. Rarely, however, do they get the opportunity to explain their work to such a diverse audience as they will for the Bicentennial Colloquia to be presented in Templeton-Blackburn Memorial Auditorium at 4:10 p.m. on Tuesday afternoons.The series of Colloquia is open to the campus community and public in an effort to encourage a greater understanding and appreciation faculty research.Frank van Graas, the Fritz J. and Dolores H. Russ professor of electrical engineering and computer science in the Russ College of Engineering and Technology, will be speaking Sept. 16. His lecture, "Why Do Pilots and Astronauts Not Need to Look Out the Window?", grew from his research in electronic navigation systems, as well as satellite positioning and inertial navigation.Van Graas has been a faculty member at the University since 1988, which is when he earned his doctorate in electrical engineering from Ohio University. He also holds a bachelor's and master's degree in electrical engineering with specialization in avionics from Delft University of Technology, The Netherlands. His current research projects include the Global Positioning System satellites, inertial navigation and integrated navigation systems.While working toward his engineering degrees, his research focused on satellite navigation. He was drawn to Ohio University because during that time, the University was the only one in the world that was involved with the development of differential Global Positioning System (GPS) for aircraft. Under a NASA research grant, van Graas was able to continue his research and expand into the development of satellite-based landing systems to replace existing Instrument Landing Systems.Van Graas will be speaking about this satellite-based landing system Sept. 16 in Templeton-Blackburn Memorial Auditorium at 4:10 p.m. For more information on his research, visit www.ohiou.edu/perspectives/9802/landing002.htm.Adrienne Gavula is a student writer with University Communications and Marketing.

教育

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http://pleasantonweekly.com/print/story/print/2007/11/02/julie-testa-still-badgering-the-educators-for-more-schools Pleasanton Weekly Column - November 2, 2007 Julie Testa: Still badgering the educators for more schools by Jeb Bing Julie Testa was back at a familiar place last week--standing at the lectern in the Pleasanton school board meeting room talking about overcrowded conditions in our schools and what could be done about them. A frequent speaker in years gone by, Testa is probably the last of the once-active ROCA group, Reduce Overcrowded Campus Alliance, but she's still not ready to forgive or forget those who kept turning down ROCA's bid for a third comprehensive high school. Last week, she called again for enrollment relief, particularly at Amador Valley high School which she claimed is at 151 percent of capacity, but urged that smaller steps be taken to alleviate the crowds even without building a third high school. Still there was an "I told you so" hint in her voice as she described several new state grants and funding programs she said the district had missed. Needless to say, School Superintendent John Casey and his staff, who are regularly in touch with school administrators in Sacramento, weren't pleased to hear their competence being questioned, especially at a public, televised school board meeting. A phone call or sit-down discussion in advance might have smoothed the waters, which got somewhat steamy as Casey responded to Testa's points. A bright mother of three, Testa is a household name to a generation of Pleasanton school politicians, district staff and hundreds of parents who have worked with or against her in a number of school board elections. Always a campaigner, but never a candidate, Testa started studying up on local school issues after the district announced it was selling its Del Prado neighborhood school site in the late 1980s. She started attending school board meetings and then, late one night after all but the board and staff had left, was astonished to hear that the district also planned to sell a site on Sycamore Road where a third high school was planned. The board determined the site at the far southwest corner of the city near where Callippe Golf Course now is now located, was too far and that Pleasanton didn't need another high school anyhow. That was in late 1992, a time she remembers because she was pregnant with her third son Kendall who is now a freshman at Foothill High. That was also a time before the meetings were broadcast on community television, so Testa carried word of the sale to others. Already concerned about rising enrollments at the city's elementary, middle and high schools in a town where houses were being built, ROCA was formed to place caps on enrollment, particularly at the two high schools, and to lobby for more. At the school board meeting, Testa's statistics raised eyebrows. She's seen at these meetings carrying a huge stack of expanding files filled with current data and usually does her research homework. So when she said our schools are 150-175 percent overcrowded, everyone took notice, particularly parents. It's true that most of our schools have more students than they should under school board guidelines, but they're hardly off by that much. Enrollment guidelines call for 600 students in elementary schools, with acceptable fluctuations up to 10 percent more. Middle schools are set at 1,000, again plus 10 percent, with Amador at 2,000, plus another 200 acceptable for fluctuations. Foothill is slightly lower. Even with 2,500 kids at Amador today, the district considers that a bubble due to a large number of new homes being built in the late 1980s and early 1990s. As those "extra" students move toward graduation, high school enrollment should drop. Testa's figures, however, were based on state guidelines that measure school size by campus acreage. Landlocked among office centers and homes, Amador's 2,500 students are in a school on just under 40 acres, whereas the new state guidelines call for at least 60 acres. Foothill, with about 2,300 students, is a bit better off on 43 acres, but still under suggested--but not mandated--guidelines. Build up another story or two as schools in central city locations do, and the student-to-acre ratio improves. Still, Testa's public airing of enrollment concerns and new state funding opportunities, even in a mini-confrontational presentation, is good. I'm glad she's back in her public watchdog role. Comments

教育

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Pepco Buys UMD's Solar Decathlon-Winning Home for Public Display 'WaterShed' To Serve Public Education, Research at Montgomery County Site COLLEGE PARK, Md., Jan. 30, 2012 /PRNewswire-USNewswire/ -- WaterShed, the international-prize-winning solar house built by University of Maryland students, faculty and professional partners, has found a buyer and a permanent site – electric service provider Pepco is purchasing the high-tech building, and plans to locate it at one of its facilities in Montgomery County, Maryland. The purchase secures WaterShed's future and will make its innovative technology and design available to the public for educational purposes, the parties explain. Under the arrangement, Pepco and the University will partner on its operation, monitor its performance, conduct ongoing research and work closely on designing educational materials about WaterShed. The house will serve as a "living classroom" and a "living laboratory" to demonstrate smart, clean energy options, blending its original technological and design innovations with Pepco's own advanced technology, such as its smart thermostats and home-based electric vehicle charging stations. After its win at the U.S. Department of Energy's Solar Decathlon last October, WaterShed was disassembled and moved from the National Mall to College Park, awaiting a final home and buyer. Ultimately, Pepco's proposal was selected because the company shared the team's vision of using the house to educate the public about sustainable, affordable and beautiful design, University officials explain. "In purchasing this home, Pepco is recognizing the hard work, commitment and creativity of the University of Maryland's Solar Decathlon 2011 Team," says the company's Vice President of Business Transformation Karen Lefkowitz. "Their achievement cannot be overstated." WaterShed overcame fierce competition by 19 other collegiate teams from around the world, each challenged to design, build, and operate solar-powered houses that are cost-effective, energy-efficient, and attractive. Like all of the Decathlon entries, WaterShed runs solely on solar power, but is also constructed to harvest, recycle and reuse water. Unique design elements, such as "manufactured wetlands" that both protect and produce resources, set WaterShed apart in the competition. "The team is thrilled with Pepco's commitment because it ensures that WaterShed will continue to have a public voice," says the project's principal investigator Amy Gardner, an associate professor of architecture at the University Maryland. "WaterShed speaks to the viability and untapped potential of sustainable strategies and technologies. It reminds us of the task before us – stewardship of the environment in which we live. The partnership of the University with Pepco to further develop and teach these strategies is a fitting homage to the collaborative nature of the project." Pepco plans to open WaterShed to the public at one of its Montgomery County facilities, though a final site selection has not yet been made. The plan is to use it for conferences, educational presentations and occasional public tours. It will also serve Pepco as an energy testing facility. University researchers will continue measuring performance of its various systems to assess its long-term operation. "This is an unusual example of technology transfer to the commercial sector, and we're delighted to collaborate with Pepco in WaterShed's second act," says University of Maryland President Wallace Loh. "Our students, faculty, and the community of mentors that made this achievement possible, developed a patent-pending innovation, along with a series of design innovations that have attracted international interest from communities dealing with water-related issues. Their ideas will continue to reverberate in our region thanks to Pepco's purchase." Pepco and the University of Maryland announced the sale today at a campus celebration honoring the team's achievement. Under the agreement of sale, Pepco covered WaterShed's outstanding project costs and will pay for its transport and reassembly. The sale price was not disclosed. The agreement also draws on the Watershed team's expertise to facilitate its transport and siting. Student team members will serve as docents once the facility opens, explaining to visitors the house's capabilities and design features. "The WaterShed team took on a double challenge when it built a house that would run on the sun and address a significant source of Chesapeake Bay pollution, so its first-place performance on the international stage was more than a major source of pride," says Maryland Governor Martin O'Malley. "We're extremely pleased that Pepco has agreed to provide a permanent home for WaterShed, so that its educational impact and research can continue." The Maryland team designed WaterShed to help reduce storm water runoff. The house harmonizes modern, traditional, and simple building strategies, balancing time-tested best practices and advanced technological solutions to achieve high efficiency performance in an affordable manner, the team explains. Its winning design includes several technical innovations, including a patent-pending indoor waterfall that provides humidity control in an aesthetically pleasing manner. "We inspired ourselves and thousands of others through the Solar Decathlon, but an organization such as Pepco has the resources and power to reach millions," says Leah Davies, WaterShed student team leader. "With Pepco, WaterShed can serve as an educational backbone for future innovations in residential energy use – just as we designed it!" The 200-member UMD Solar Decathlon Team includes students and faculty from the Maryland School of Architecture, Planning and Preservation, the A. James Clark School of Engineering, the College of Agriculture and Natural Resources, the College of Computer, Mathematical, and Natural Sciences, and the University Libraries. Maryland businesses and professional groups provided significant financial and mentoring support as well. Pepco, a subsidiary of Pepco Holdings, Inc. (NYSE: POM), delivers safe, reliable and affordable electric service to more than 789,000 customers in Maryland and the District of Columbia. SOURCE University of Maryland My News More by this Source Michael R. Poterala Tapped to Lead UMD's Legal Affairs New Report Highlights Legal Challenges Facing Maryland's Agricultural Community 10th Annual Cupid's Cup Business Competition Now Open View all news by University of Maryland See more news releases in Alternative Energies Oil & Energy Utilities Construction & Building 2014

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News from the Reed College public affairs office Reedies Nab NSF Fellowships By Lauren Cooper ’16 on August 20, 2013 12:35 PM Linguist Margit Bowler ’11 doing fieldwork with Warlpiri elder in Australia. Margit Bowler ’11, Quinn Langdon ’11, and Christina Porter ’13 all won fellowships from the National Science Foundation this year as part of the NSF’s prestigious Graduate Research Fellowships Program. The program grants each fellow $32,000 a year for three years to pursue a specific research proposal, plus $12,000 a year to the individual's institution. Students may apply to the program their senior year or during their first two years of graduate school. Margit Bowler ’11 will do fieldwork in the language of Warlpiri, spoken solely by approximately 3,000 indigenous people in central Australia. Her project represents a continuation of the research she began thanks to a Fulbright Scholarship she won in 2011; she is thankful to NSF for the opportunity to continue her research, as she believes Warlpiri should not be studied without a longterm commitment to its speakers and their communities. She is currently at UCLA researching Warlpiri semantics and syntax although she occasionally delves into Warlpiri phonology. Quinn Langdon ’11 won a grant for her research proposal, “Ecological Genomics of Temperature Preference in Wild Saccharomyces eubayanus Yeast.” S. eubayanus is a recently discovered species of wild yeast that inhabits the beech trees of Patagonia and is closely linked, genetically speaking, to the yeast most commonly used for brewing lager beer. Quinn suspects that studying S. eubayanus will yield important clues to understanding evolution in wild and agricultural settings and lead—with any luck—to some great tasting beer. She is headed to University of Wisconsin, Madison, and says her interest in studying non-model species was first piqued under the guidance of Prof. Suzy Renn [biology 2006–]. Christina Porter ’13 will be using her grant to investigate novel imaging systems at Princeton this fall as she begins her PhD in electrical engineering. Chrissy wrote her thesis on lightning with Prof. David Griffiths [physics 1978–2009] and graduated with a 4.0 GPA—an outstanding achievement considering the college’s notoriously rigorous academic program. In the last 29 years, only 11 students have graduated with a 4.0 GPA; Chrissy is one of only two physics majors to have achieved this milestone. [Unlike many other colleges and universities, Reed has experienced remarkably little grade inflation over the past three decades, reflecting the rigor of the academic program and the high standards set by the faculty. The average GPA for the class of 2012 was 3.17, practically unchanged from the average for the class of 1992, which was 3.13. Students’ grades are filed with the registrar, but traditionally students are not informed of their grades and are encouraged to judge their progress and academic standing through the lengthy comments and evaluations their professors affix to their exams and papers. See more about Reed’s grading policy.]

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Calendar EducationDiscovery SpaceAdopt An ActorArchiveMacbeth played by Elliot CowanPre-Rehearsals Click image to zoom Pre-Rehearsals Elliot Cowan (Macbeth) talks to Adopt An Actor about the 2010 production of Macbeth. In this first interview, he discusses his experience of Shakespeare at school, how he became an actor, his initial impressions of the play and the first day of rehearsals. Audio placeholder Time: 15 minutes, 15 seconds Download (14.0MB, mp3 format)To download, right click on the link and select 'Save link as'. Transcript of Podcast Ryan Nelson: Hello, my name’s Ryan Nelson and you’re here for the Globe Education podcasts for Adopt an Actor for 2010. If you tune in each week you’ll be able to follow our actors as they go through the rehearsal period from the first line to the final bow. I’m here with Elliot Cowan who’s playing Macbeth in this year’s production, and I’m just going to jump straight in with what your experience of Shakespeare was like at school. Elliot Cowan: I think it may have begun with Macbeth funnily enough. Certainly the script I’m using for some of my referencing is the one I had when I was at school studying GCSE English, and I would’ve been in my lower fifth [Year 10], so I would have been about 14, 15 when I first came across Macbeth in that way, and I don’t remember seeing much of it any earlier than that, but perhaps I’m mistaken. I think I had a Shakespeare book of stories for children, reduced and simplified, I think I’d seen some Shakespeare animations on television and maybe, maybe a piece or two in the local theatre, but in terms of study or in terms of in-depth knowledge, Macbeth, I think, was my first Shakespeare play I tackled. The copy I’m using with all its notes has reminded me how little or how much I knew or what some of my approach would have been, also the teacher guiding us through the meaning and the basic scenes of the play, ‘cause I’ve highlighted words or lines in that text as a 15 year old that seem somewhat obvious to me now, but I guess it reminds me of how opaque and difficult it can seem to a school pupil coming to Shakespeare for the first time. And I suppose now with the experience of having been to drama school and university I obviously don’t realise how much I’ve learnt. And then throughout my schooling I suppose I touched on maybe two or three other Shakespeare plays, I remember going to the RSC a lot with my school, and seeing King Lear, we studied Antony and Cleopatra and we saw that play, I saw maybe a couple of others there and that sort of all began to focus my knowledge and my interest in Shakespeare and theatre as I neared the completion of my school education, but that all seems like a long time ago now. RN: Wonderful. You mentioned drama school and I’m interested to know then after school was that the next step for you, or how did you get into acting? EC: I was coming up towards my A levels, I was doing a theatre studies A level, English and another subject and it seemed that I was more and more interested in plays and doing theatre, I was in most of the school plays and when I was doing one of them, West Side Story, somebody saw me in that and invited me to try for the National Youth Music Theatre. I got into a show there that went up to the Edinburgh Festival, it was the first version of Whistle down the Wind, which was based more on the film by Richard Attenborough than the musical we now know, and that did very well for the NYMT. By that time I was really galvanised and spending a lot of my time doing theatre projects, and looking towards doing a degree in drama. I wasn’t sure if I wanted to be an actor but I did really really find theatre fascinating and I wanted to learn more about its history and its theories and its practitioners or what it all means really. And I figured going to university, if I was going to do that, would be worthwhile if I chose a subject that I really was passionate about as opposed to a business degree or an economics degree or something where I think I could more readily expect a job afterwards. I was aware that 3 years at university could get pretty boring if I’m not really passionate about what I’m studying. So I was encouraged by my parents to look into doing drama, and after and during my gap year which I took because I needed to see a bit more of the world than I had already, I started auditioning actually at drama schools and going to universities for interviews, having got my A-levels in my back pocket, and through that process I decided a degree was what I should do first as opposed to going to acting school, and I went off to Birmingham to do a degree in it, and that as I say covered all sort of elements of theatre: its history, its practice as well as its, you know, the actually acting and design and direction of plays. It covered all sorts of camps, and was a great experience and foundation to what I now know. And we did lots of plays that went up to Edinburgh festival, or went on tour or local productions and towards the end of that I started really refining my interest in acting and auditioned for a handful of drama schools (I got into a few of them, I think) and on reflection decided to go to RADA, which was another three year course, so I studied for 6 years before I finally graduated in 2001, as a to-be professional actor, you know, managing to get an agent and all that kind of thing in my last year there, so it was a long haul but it was more motivated by interest and passion for the subject as a whole, or the art as a whole rather than just wanting to be an actor come what come may, which is why I still have other interests in putting on plays besides just being an actor. But I think having chosen that route it has equipped me to a certain degree in being able to approach Shakespeare with a little bit more directness, I suppose. But you can learn a lot through just going to drama school or from working professionally, you know, if you manage to work your way up through the ranks from being a child actor, say, but this is the way I did it and it’s worked so far. You mentioned about that approach to Shakespeare and I think Macbeth is probably a play that is familiar to some people, whether by studying or film versions or seeing it in the theatre. But what are your impressions of it generally as a play? Coming back to it I felt that the play seems to be more accessible than others I’ve had to read or wanted to read recently. And maybe that’s just because I did know it when I was younger and found it to be harder, and it’s just satisfying to realise you may have learnt something or gone somewhere in the last 15 years of your life. But I think it’s strikingly different and powerful, you know, ferociously and unrelentingly fast and thrilling as a play; it sort of is motivated by very keen and dark and powerful forces. It has more supernatural in it than some plays, so it seems to exist somewhat in the other world; it seems very specific in some respects to a part of the world, being Scotland in this case, than some other plays. The language seems to me very vital and very approachable, it seems clear in some respects how Macbeth is thinking and how some of the other characters are thinking, the depth of thought or the subject of thought is in an arena that no other play goes. I think it’s moral consciousness and its relations to dreams and dark thoughts and nightmares is keener in this play than anything else, but it’s also very modern and I think it has been an influence on filmmaking and storytelling and other plays on similar subject throughout the 20th century, for instance. And I think it’s faster and short than some of his other plays, it’s more episodic towards the end and rattles on through the fifth act quickly and I think it gives us a wonderful example of Shakespeare’s dexterity and authority with language by this time, and how he has established some rules and then broken them as he’s developed as a writer, and this play is an example where he’s really on top of his use of verse, and his lean use of language and imagery and argument within his soliloquies. I think his characterisation, his psychological characterisation, is really in-depth here. For me it just seems so accessible and relevant and I look around and there are lots of examples to pull from, as there aren’t always with court plays or comedies or political plays that seem somewhat archaic, but in this one it seems very vital still. And of course you’re taking on the figure in the centre of this web of ambition and violence and guilt. As an actor then, do you prepare prior to the rehearsals or do you prefer to approach the rehearsal rooms as a blank slate? Well I suppose I was fortunate enough to do the former and to prepare. Because it’s an undertaking and the nature of theatre production in this country is that money is always in short supply and time is always in short supply, so we can’t take our time really in getting a show on - we have five weeks to get from beginning to end - and in a big theatre like this with a large company and a difficult play compared to a two hander, say, in a small theatre that’s in a modern vernacular, you need to have time to get to know it and get it under your skin. So as the central figure of this story I really have to take the responsibility on and work hard in preparation for my rehearsals, so I have arrived knowing the script intimately and my character and my speeches very well, it’s not all perfect or learnt yet, but it’s in a stronger place than I would expect to be for other plays and other parts. It’s just a big challenge so you can’t waste your time I think. I got to know about it about three months ago and I started work immediately. And it’s lead me down various routes of investigation and planning and research, some of which will be fruitful and some of it won’t, you know. I’ve also talked to a great number of people about it, including some people who’ve played Macbeth and are well known for doing a good job. I’ve read about other productions, loosely, not too specifically. I’ve read about certain psychological illnesses or conditions, some experiences by people who are in, say, in the military, or experienced battle and war scenarios, I even spoke to a murderer actually, a man who’s been inside for 20 years, who’s recently been released 5 years and has come out and he’s rehabilitated and he’s now a writer, and he’s written extensively about being in prison, so he was open to having a conversation about it. So yeah, this is all about finding as many ways to feed your imagination, because Shakespeare’s imagination is second to none. We all have more imagination than we perhaps give ourselves credit for, and this world is perhaps limited somewhat by being spoon-fed with imagery or images and sound and information to such an extent that we don’t perhaps allow our brains to do as much imaginative thinking as Shakespeare may have done. However we’ve got that capacity within us to relate and to associate with what he has written about and that will only be more potent and suggestible by things you might chose to research or to read about or other poetry that comes to mind, or paintings. And for me as an artist whatever it must be, whatever my medium, it’s good, necessary to furnish the room inside your mind with as many images and reference points as possible, so when you’re calling upon certain words or when Shakespeare asks you to say certain words you can call upon an actual image or experience and emotion evoked by these things somewhere in your own experience. So, yeah, that’s where I’ve arrived at the beginning of rehearsal, and we’ll see where it takes me. Absolutely, that’s fascinating, I’m quite excited to see which bits come to the surface over the next couple of weeks. The last question then is really for people who might not know what actually happens on the first day of rehearsals and what you got up to. Well, it’s always nerve-wracking, no matter how much preparation you’ve done or how many times you’ve come to a production for the first time, you know, start a new job. There’s a sense of anticipation arriving at the theatre the beginning of Monday morning, normally, and you’ve got a read-through that you know is coming, and the cast come together for the first time, some of whom you may know already, and the director you may have worked with before. In this case I’d done some preliminary work with the director [Lucy Bailey] and two other actors, main parts, Lady Macbeth [Laura Rogers] and Banquo [Christian Bradley], who we could get some time the week before anyone else to lay some things down in foundation. But needless to say we were all thrown together feeling anxious and in anticipation of hearing the play for the first time which is an interesting sort of litmus test or sort of… it’s an experience that needs to be credited with some influence over the rest of the rehearsal period. It’s suggestive of what might be happening hereafter, in terms of people’s intensity or their humour or their friendliness or their knowledge of the text. And Lucy Bailey our director and Dominic Dromgoole the artistic director and all their teams welcome us all aboard and then we get our heads down and we start just experiencing the words as a company for the first time. After that we normally have a brief chat, a break for lunch and then go for a tour of the theatre to get to know it and also we then have a look of the model box, which is a big breakthrough for the initial experience of the cast because the designer [Katrina Lindsay] and director have been working off in isolation for many weeks on what their ideas of the play are and what the themes they want to highlight may be. And this is all represented in a beautiful box built by the designer and his or her assistant, and they introduce us to what we might be doing, from what we might be wearing, where we’ll be coming in from, what might be suspended above us, what the atmosphere and the world of the play as they see it is going to be. Asnd that will pertain to everything that we have to say, the scripts the lines, the images, the soliloquies the characters have will have some resonance to the space as designed by the designer and director. And then after that we did some voice work, we had some singing, we were introduced to our composers, some of the song ideas he’s working on, Orlando Gough, and then we worked with our choreographer and his assistant, Javier and Michael, on just finding out what our bodies felt like, and how stiff they were and what they might be used for in the play, as Javier de Frutos as our choreographer is going to help realise the witches, the apparitions and some of the banquets and perhaps some of the fights and what-have-you to create a more than just linguistic world for the play. And then we normally finish off the day with a drink and then heading off home in preparation for the forthcoming five or six weeks. Sounds like a very well deserved drink after the first day. It always seems like it, yes! That sounds like a lot of stuff that’s going to be coming over the next couple of weeks, so hopefully you’ll come back next week and we’ll find out what exactly you’ve been working on. Thank you very much for today. Of course, yes, a pleasure. No problem. ADD YOUR THOUGHTS TO THE CONVERSation Your comment (max 250 characters) We welcome your opinions. This is a public forum. Libellous and abusive comments are not allowed. Please read our Forum Rules. I agree to the Adopt an Actor Forum Rules

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News Tarleton professor receives early career award Tarleton State UniversityFOR IMMEDIATE RELEASETuesday, July 3, 2012STEPHENVILLE, Texas—Dr. Sudarshan Kurwadkar, assistant professor of environmental engineering at Tarleton State University, received the Early Career Award from the American Society of Engineering Education (ASEE) during the organization’s annual conference June 10-13 in San Antonio.The ASEE annually presents the award to an untenured faculty member to encourage participation from newcomers in the field of environmental education. Nominees for the award are required to submit a paper for presentation and publication at ASEE’s annual conference.Kurwadkar, a two-year member in Tarleton’s Department of Engineering and Physics, co-authored a paper titled “Undergraduate Environmental Engineering Research Experiences in a Predominantly Undergraduate Teaching Institute,” along with department head Dr. Daniel Marble, an associate professor of engineering and physics.Their paper documents the pro-active approach taken by Tarleton to facilitate research activities through internally funded grants awarded through the Office of Student Research and Creative Activities (OSRCA) and Organized Research Grant (ORG) through the University Research Committee.The paper discussed three environmental engineering undergraduate research projects completed between 2009 and 2011 by individual students under the mentorship of Kurwadkar.“The publication of this manuscript was particularly important because unlike typical research institutes, this paper highlighted the internal efforts in predominantly teaching universities in facilitating research activities,” said Kurwadkar.The ASEE annual conference and exposition is the only conference dedicated to all disciplines of engineering education.Kurwadkar was also recently recognized by the American Society of Civil Engineers (ASCE) as one of its ExCEEd fellows and was named one of 125 “Fresh Faces” by the scientific research society Sigma Xi.#Tarleton State UniversityA member of The Texas A&M University SystemContact: Kurt [email protected] Copyright © 2014 Tarleton State University Full Site | Mobile Site Tarleton professor receives early career award - Media Relations - Tarleton State University

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There's a delicious curriculum at Alvirne High School's restaurant Students Alex Munson, left, and Jasson Mendoza whipped up a batch of fresh beef empanadas in the kitchen at Checker's Restaurant Wednesday afternoon. (APRIL GUILMET PHOTO) HUDSON -- It just might be Hudson's best-kept secret.For more than 20 years, a small but devoted group of local diners have made regular stops at Alvirne High School, though most of them don't have any children enrolled there. Checkers, a working restaurant inside the school's lower level that is staffed entirely by culinary arts students, is open to the public during lunchtime hours every Tuesday, Wednesday and Thursday when school is in session. From the industrial-sized kitchen to the bakery case filled with tantalizing treats to the cozy dining room outfitted with red Valentine's Day hearts, a trip to Checkers is truly an experience for students and patrons alike. During lunchtime on Tuesday, 18 culinary arts students, most of them juniors and seniors, were hard at work both in the kitchen and in the front of the house. Wearing a traditional chef hat, senior Ashley St. Onge prepared a tray of dark chocolate whoopie pies, a customer favorite.St. Onge, who plans to enroll in the culinary arts program at Manchester Community College after she graduates this spring, said her love of all things sweet inspired her to look toward the future."I just love baking," said St. Onge, who planned to whip up a batch of homemade Valentine chocolates after her school day ended. Seniors Mike DiSpensa and Alex Munson were also hard at work, painstakingly arranging a tray brimming with frothy meringue clouds, each garnished with kiwis, strawberries and mandarin orange slices. DiSpensa said his sights are set on the renowned culinary program at Johnson & Wales next year, while Munson hopes to enroll in a culinary arts program after a stint in the Air Force. The two friends' preferences differ when it comes to what's cooking in the kitchen. DiSpensa "just loves to sauté" while Munson's taste buds are drawn to such comfort foods as potpies and homemade macaroni and cheese. Though they regularly attend Campbell High School in nearby Litchfield, students Jaimie Palma and Cassie Pate come to Hudson most days to participate in the culinary arts program. "What can I say, cooking runs in my family," said Pate, a junior who dreams of becoming a pastry chef. Culinary Arts instructor Timothy Buxton said the restaurant's operations have changed little as it approaches its 21st year in business - which is just fine with the eatery's loyal patrons. Lunch costs just $5 and is served with a side of vegetables. Hudson residents Bert and Paul Sullivan said they frequent Checkers pretty regularly, and they've come to know longtime staff member Shirley Nadeau quite well over the years. "These kids aren't bad cooks, not bad at all," Paul Sullivan said between bites of the day's special - a heaping plate filled with savory Chilean beef soup served over egg noodles and brimming with onions, carrots, peas, squash and corn. His wife agreed"These kids are absolutely phenomenal," Bert Sullivan said. "And the desserts here - well, they're pretty deadly."Though the pair usually comes to Checkers on Tuesdays, when senior citizens are given extra-special treatment and baked haddock is the most popular menu item, the Sullivans said Wednesday's warmer weather led them out to lunch a day later than usual. One of the most unique features of the program, Buxton said, is that each student gets a chance to shine. Each week a different student is tasked with writing that week's menu, while others take turns as bakers, sous chefs, servers and sandwich makers. All proceeds from the restaurant, including the tips given to servers, are pooled into a scholarship fund for culinary arts graduates. "It's quite a challenge for some of them," Buxton said. "But this is the chance for all of them to learn the basics. When they go off to the Culinary Institute of America or to Johnson and Wales, or to a job in the food industry, they're not going to have to ask anyone what 'poach' or 'flambé' means."Principal Steven Beals agreed, noting the restaurant workers gain other valuable life skills in the process. "They're constantly interacting with local seniors, with staff members and with each other," Beals said. "We'd love it if more folks from out in the community would come by and have lunch with us. Frankly, you can't beat the price."Checkers, located at Alvirne High School, 200 Derry Road in Hudson, is open every Tuesday, Wednesday and Thursday when school is in session from 11 a.m. to 1:15 p.m.For more information, call Checkers at [email protected]

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URI engineering students to compete in vehicle design competition KINGSTON, R.I. -- May 13, 2002 -- Five engineering students from the University of Rhode Island spent the school year designing and building an amphibious off-road vehicle. Last weekend they entered it in the Mini Baja vehicle design competition in Morgantown, W.Va. against 53 other teams from colleges and universities throughout the U.S., Mexico and Canada. The Mini Baja competition challenges engineering students to work as a team to design, build and test an off-road vehicle that is capable of negotiating rough terrain. It must also float and maneuver in water. The URI team members are Adam Giuliano of Pawcatuck, Conn., Brian Lucchesi of Burrillville, Jesse Poulin of Foster, Richard Smith of Jamestown, and Jason Van Buren of Wappingers Falls, N.Y. The first day of competition included judging for cost, sales presentation, engineering design and safety. "The judges represent a mock industrial company and base their decisions on the car that would sell the best," explained Zonqin Zhang, professor of mechanical engineering and advisor to the URI team. Day two of the competition included tests of land and water maneuverability, acceleration and towing capacity. The final day is a four-hour endurance race over difficult terrain where teams are scored based on the number of laps they complete. According to team captain Giuliano, the design of the vehicle was made to be both rugged and versatile so it would withstand the tough races. "Our car is ready to take on hill climbs, speed trials, moguls, towing and water maneuvering," he said. "We designed this car with all the events in mind, so that it would perform well all-around to win the most points possible. "We’re trying out a new hydraulic drive system on this vehicle, very similar to that of rugged industrial bulldozers and backhoes. As difficult as it was, we overcame all design obstacles as a team. It was a very educational project that we are all very proud to participate in." Sponsors of the URI team are Parker Hydraulics, Conanicut Marina and Prince Valves. For Information: Todd McLeish 874-7892 File last updated: Tuesday, May 14, 2002

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UTSA, UT Dallas, Purdue share $3 million National Science Foundation grant Photo: www.freeimages.co.uk Associate Director of Media Relations (Dec. 7, 2011) -- The University of Texas at San Antonio, University of Texas at Dallas (UT Dallas) and Purdue University announce a five-year, $3 million grant from the National Science Foundation for new cyber security research. Under the direction of principal investigator Ravi Sandhu, executive director of the UTSA Institute for Cyber Security, Lutcher Brown Endowed Chair in Cyber Security and professor of computer science, the researchers will study assured data provenance, the discipline of computer science concerned with the integrity and privacy of data sources, contents and successive transformations. Murat Kantarcioglu, associate professor of computer science and director of the UT Dallas Data Security and Privacy Lab, is UT Dallas' principal investigator, and Elisa Bertino, computer science professor and interim director of the Purdue Cyber Center in Discovery Park, is Purdue's principal investigator. Senior researchers participating in the project include UTSA's Greg White, associate professor of computer science and director of the Center for Infrastructure Assurance and Security, Shouhuai Xu, associate professor of computer science; UT Dallas' Alain Bensoussan, distinguished research professor of operations management and director of the International Center for Decision and Risk Analysis, and Bhavani Thusaisingham, the Louis A. Beecherl Jr. I distinguished professor of computer science and director of the Cyber Security Research Center; and Gabriel Ghinita, a former postdoctoral student of Bertino at Purdue who now is an assistant professor at the University of Massachusetts, Boston. "With the proliferation of data on the Web, the source or provenance of data has become a critical factor in establishing data trustworthiness in a variety of business and scientific disciplines," said Sandhu. "To be useful, provenance data must have high integrity and accuracy. At the same time, provenance data can be confidential and private, so it should only be selectively disclosed, if at all. How do we balance these conflicting goals?" Over the last decade, there has been significant progress in data provenance techniques and models. However, thus far, there is no overarching, systematic framework for the security and privacy of data provenance. Researchers from UTSA, UT Dallas and Purdue will develop a comprehensive framework to address the security and privacy challenges of provenance data, allowing society to receive maximum benefits from provenance data with realistic tradeoffs. The project will develop reference architectures, offer provenance-related definitions, recommend ways to implement provenance plans in enterprises and provide a risk management framework to guide application architects, designers and users. "Data, like an historic painting or piece of literature, can have tremendous value since it is widely used to make policy, medical and other important decisions. So its reliability and authenticity is critical," said Bertino, computer science professor and interim director of the Purdue Cyber Center in Discovery Park and Purdue's principal investigator. "Through this project, our team in Purdue's cyber center will focus on the challenging issues in defining models that can provide context for provenance data, its analysis for scientific applications and how it can be transmitted securely using watermarking techniques. We also hope to advance tools in how provenance data is captured using various computer operating systems and application software, and systems to ensure the data is authentic without compromising confidentiality and privacy." UT Dallas will build privacy-aware access control policies for provenance data. "At UT Dallas, we will enable policies to protect certain sensitive paths in the flow of provenance," said Kantarcioglu, associate professor of computer science and director of the UT Dallas Data Security and Privacy Lab. "In addition, our group will research data sanitization techniques to limit the disclosure of sensitive data sources due to provenance release, and we will develop a risk management framework for provenance releases." Ultimately, the research will benefit the community by providing protocols to increase the trustworthiness of data found online, transmitted and processed by computers. UTSA, UT Dallas and Purdue began collaborating on assured data provenance research through a Multidisciplinary University Research Initiatives (MURI) project funded by the Air Force Office of Scientific Research. The MURI project enabled the team to develop the preliminaries of a model for assured data provenance, which they then used to apply for NSF funding. The research also offers the universities an opportunity to train graduate students in the theory and practice of data provenance. The University of Texas at San Antonio is one of the fastest growing higher education institutions in Texas and one of nine academic universities and six health institutions in the UT System. As a multicultural institution, UTSA aims to be a national research university providing access to educational excellence and preparing citizen leaders for the global environment. UTSA serves nearly 31,000 students in 135 degree programs in the colleges of Architecture, Business, Education and Human Development, Engineering, Honors, Liberal and Fine Arts, Public Policy, Sciences and Graduate School. Founded in 1969, UTSA is an intellectual and creative resource center and a socioeconomic development catalyst for Texas and beyond. About the University of Texas at Dallas The University of Texas at Dallas, at the convergence of Richardson, Plano and Dallas in the heart of the complex of major multinational technology corporations known as the Telecom Corridor, enrolls more than 14,500 students. The school's freshman class traditionally stands at the forefront of Texas state universities in terms of average SAT scores. The university offers a broad assortment of bachelor's, master's and doctoral degree programs. About Purdue University Cyber Center The cyber center, which was launched in 2005 at Purdue's interdisciplinary research complex Discovery Park, is focused on creating systems and tools to disseminate and preserve scientific and engineering knowledge. Its infrastructure is based on distributed computer information and communication technologies. The center is part of the Purdue initiative called ACCESS -- Advanced Computational Center for Engineering and Sciences -- and works on campus with the Rosen Center for Advanced Computing and the Computing Research Institute.

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Apply to WAU Campus Tours Program Admissions Twitter Feed [email protected] Douglas K. Walker Named Interim General Manager WGTS 91.9 Click on photo for full-sized image The board of directors of WGTS 91.9, named Douglas K. Walker interim general manager, effective Thursday, January 17, 2013. Walker’s appointment comes in the wake of the death of vice president and general manager John Konrad on January 2. “We hired Doug to make sure the station's ministry continues in a strong and stable manner while the search for the next general manager is conducted,” said chair of WGTS board, Rob Vandeman. “Doug has great managerial experience, as well as a long and positive history with WGTS as both a volunteer and a board member, and the radio station staff is very comfortable with how he fits the ministry's profile.” Walker’s prior experience includes 12 years at the National Education Association (NEA), the nation’s largest professional employee organization. As an executive in NEA’s interactive media department, he oversaw a staff of 24 and the development, design, production, and editorial direction of five magazines, multiple websites, and social media properties. From 2007-2012, he served as editor of the association’s flagship publication, the NEA Today, one of the top 15 circulation magazines in the country. Additionally, Walker served as public affairs director for the U.S. Department of Labor’s Employment Standards Administration. He went to the Labor Department from the Democratic National Committee where, as communications director, he helped develop and promulgate party message during the 1998 mid-term elections and the impeachment and trial of President Clinton. Prior to that, he served as speechwriter, deputy chief of staff, and then director of communications at the U.S. Office of Personnel Management. He has also worked on Capitol Hill and for the Chicago Public Schools. An alumnus of Columbia Union College, WAU’s forerunner, Walker was a student control board operator and announcer through much of the 1980s. In the late 1990s, he volunteered as a program host, and served on the WGTS board of directors during the station’s transition from classical music to its current contemporary Christian music format after which, under Konrad’s leadership, the station doubled its coverage area, and increased weekly listenership from 10,000 to over 600,000. Walker also worked for a year on the management team of sister station, WAUS-FM, at Andrews University in Berrien Springs, MI, and as a desk assistant in the newsroom at WRC-TV in Washington, D.C. A native of Washington, D.C., Walker earned a Bachelor of Arts degree in communications from Howard University, and completed the Program for Senior Executive Fellows at Harvard University’s John F. Kennedy School of Government. Founded in 1957, WGTS is owned and operated by Washington Adventist University, a higher education institution of the Columbia Union Conference of Seventh-day Adventists. The station ranks among the top 10 in the Washington, D.C. market. - the schools -

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Governor Proposes Bill to Improve School Discipline / Article Perdue has proposed a new bill that broadens the way teachers deal with disciplinary problems. Perdue wants to give teachers more power in the classroom when it comes to dealing with unruly children. The bill would basically give the teacher the upper hand in deciding a child's punishment. Teachers at Southside Elementary in Cairo say their job would be impossible without decorum in the classroom. "Without discipline you can't teach because every child has to know what's going on, where the teacher is, where they're suppose to be in their book," says Kathy Higginbotham, a second grade teacher: In an effort to reform schools, Gov. Perdue plans to give teachers more authority in the classroom. A proposed bill requires principals to fully support a teacher's decision to remove unruly students from class. Educators here say most schools would be in favor of the bill. However, they say it wouldn't have a great impact on schools at this level because they don't deal with very serious problems. Charlie McBee, principal of Southside Elementary, says, "On the rare occasion that we may have a truly chronic problem we try to deal with the parents and of course teachers and administrators. It's done cordially and we're pretty much in agreement when a decision has to be made." Students at Southside are disciplined according to the schools assertive discipline chart, which can restrict them from recess and other activities anytime they misbehave, which helps make harsher punishments a last resort. "If they know what's expected and you're consistent with that discipline things run pretty smoothly," adds Higginbotham: Perdue proposed a similar bill last year but the plan did not pass in the house. Another bill has been proposed by Perdue that would cause high school students to lose their driver's license for six months if they miss too many days of school.

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May 18, 2012 ED Review Credits, subscribe & unsubscribe What's inside... Teacher Appreciation Week School Restraint and Seclusion NAEP Science New Assessments Quote to Note The Department celebrated Teacher Appreciation Week (May 7-11) with an array of events and outreach. Secretary Duncan kicked-off the week with an issue-framing article in the Huffington Post. "Most teachers still say they love teaching, though they wouldn't mind a little more respect for their challenging work and a little less blame for America's educational shortcomings," he said. "With half of new teachers quitting within five years, and with half of current teachers set to retire in the next 10 years, the need for dramatic change in the field of education is urgent and timely. There's much underway and much more to be done, but, whatever we do to strengthen and elevate the teaching profession, we should bear in mind that all reforms that fail to heed the voice of teachers are doomed." Also on May 7, a vision document for reforming the teaching profession was posted on ED.gov for public comment. The 14-page document reflects input from more than 2,500 teachers across the country who participated in some 200 roundtable meetings led by the agency's Teaching Ambassador Fellows (active classroom teachers working temporarily for the Department) over the past six months. The Recognizing Educational Success, Professional Excellence, and Collaborative Teaching (RESPECT) Project is the Administration's effort to honor and elevate America's educators. The Administration's proposed Fiscal Year 2013 budget seeks $5 billion for a new, competitive program to support states and districts working to reform the teaching profession. RESPECT explores transformative ideas for improving classroom instruction, making the most of the school day and year, strengthening the relationship between teachers and principals, and distributing talent to high-need schools and subjects. In addition, it discusses effective methods for recruitment, training, development, and creating career pathways that encourage talented teachers and leaders to maintain professions in education. The vision document will be open for comment until June 19. Then, on May 9, the Secretary made a surprise visit to Luke C. Moore High School in Washington, D.C., thanking teachers and staff during their Teacher Appreciation Week breakfast celebration. In addition, more than 50 Department officials (both political appointees and career staff) spent the day shadowing a teacher. That evening, the teachers being shadowed and their shadowers met with the Secretary to share stories and implications for their work. During the week, the Secretary also encouraged the general public to thank teachers and show support for the teaching profession via Twitter and videos; made several surprise phone calls directly to educators; gathered Department staff who are former teachers for a special session celebrating their work in the classroom and highlighting how their experience as teachers has impacted their government work; joined National Education Association (NEA) President Dennis Van Roekel for a Teacher Hall of Fame reception at NEA headquarters; and attended Teach for America's second annual gala. This week, the Department issued a publication that outlines principles for educators, parents, and stakeholders to consider when developing or refining policies and procedures to support positive behavioral interventions and avoid the use of restraint and seclusion. The goal of this resource document is to help ensure that schools are safe and healthy environments where all students can learn, develop, and participate in instructional programs that promote high levels of academic achievement. "Ultimately, the standard for educators should be the same standard that parents use for their own children," asserted the Secretary. "There is a difference between a brief time out in the corner of a classroom to help a child calm down and locking a child in an isolated room for hours. This really comes down to common sense." The 15 principles that frame the document highlight how schoolwide behavioral interventions can significantly reduce or eliminate the use of restraint and seclusion. The principles offer states, districts, and leaders a framework for revising appropriate policies related to restraint and seclusion to safeguard children and adults. The document also provides a synopsis of efforts by federal agencies to address national concerns about using restraint and seclusion in schools and includes links to state restraint and seclusion policies and procedures. According to the latest results from the National Assessment of Educational Progress (NAEP), the nation's eighth-grade students have improved their performance in science and narrowed some racial/ethnic achievement gaps since 2009. The average score increased two points, from 150 to 152 (out of 300). Scores rose among public school students in 16 of the 47 states that participated in both 2009 and 2011, and no state showed a decline in science scores. And, the five-point gain by Hispanic students and the three-point gain by African-American students from 2009 to 2011 was greater than the one point gain among white students. By contrast, the gender gap remained essentially unchanged: male students scored four points higher than female students in 2011. (Note: Secretary Duncan's statement on the results is available online.) In related news, the first public draft of the Next Generation Science Standards (NGSS) is out for review until June 1. The draft standards were created through a collaborative, state-led process. To date, 26 partner states are providing leadership to the writing teams and to other states as they consider adoption of the NGSS. Below are excerpts from Secretary Duncan's May 12 commencement address at Howard University. "I feel fortunate to be here today to share in something which I think we do too little of in the field of education—celebrate success. To our graduates, and to their families who have supported them on the journey, my congratulations. Although I am so pleased to be here today, this occasion is a humbling one too. I know the rich history here, and we need Howard, and all Historically Black Colleges and Universities (HBCUs), not just to survive but to thrive as we move forward.... I stand here fully aware that Howard has been a crucible for social action and a proving ground for American justice." "If I can leave you with two messages today, the first would be to pursue your passion in the years ahead. Experience the life-altering opportunity to find what you love—and stick with it, even if it may take you down some unexpected or unconventional paths.... The second piece of advice that I would pass on is to continue the powerful Howard tradition of giving something back, of paying it forward.... Your goal in life can't just be to do well for yourself. I love Howard's motto, 'Truth and Service.'" "The President's election shattered barriers few dreamed would be broken in our lifetimes. But there are still barriers ahead—and I have every faith that your generation will break them. As the President said when he spoke at Howard's convocation in 2007, one man does not make a movement. Only you, together, can do that. So, as you leave here today, savor the moment. Cherish the celebration, your family, and your friends. But, please, always remember you stand on the shoulders of giants." Reports released earlier this month by the Department outline Year 1 activity by the two consortia—the Partnership for Assessment of Readiness for College and Careers (PARCC) and the Smarter Balanced Assessment Consortium (Smarter Balanced)—designing new assessments aligned with college- and career-ready standards. The state-led effort moves into Year 2 with an ambitious agenda, including releasing sample questions and piloting the new assessments in spring 2013. Once the new assessment systems are completed, participating states will use them in place of existing statewide tests. The tests will also be available for non-participating states to use. Forty-five states and the District of Columbia are members of PARCC or Smarter Balanced. The two consortia have received $350 million in federal Race to the Top funds. Also, the fourth public meeting related the Race to the Top Assessment grants, scheduled for May 22 at the Department's auditorium in Potomac Center Plaza in Washington, D.C., will focus on learning from previous federal grantees about ensuring accessibility to assessments for students with disabilities. The April 2012 edition of "School Days," the Department's monthly video journal, features the President's calls for quick action by Congress to avoid a doubling of the student loan interest rate, the Secretary's announcement of the first-ever Green Ribbon Schools, and the Administration's plans for transforming career and technical education. Superintendents, school board members, and union leaders from 41 states and over 100 districts will meet in Cincinnati May 23 and 24 to share innovative ideas and successful policies that strengthen the teaching profession, from recruiting new candidates to retaining talent already in the classroom. This is the second such convening, following the February 2011 conference in Denver. This year's conference is focused on innovative approaches to improving student achievement by dramatically boost the stature of the teaching profession and the number of highly effective teachers. A transcript and video of the Department's latest Education Stakeholders Forum, on the progress of School Improvement Grant (SIG) recipients, is posted online. To celebrate Public Service Recognition Week (May 6-12), the Department dedicated this month's #AskFAFSA Office Hours to the nation's public servants. Senior Policy Advisor Karen Gross blogged on the recurring questions and concerns that arose during her recent trip to New England to meet with students, faculty, and staff at Dover High School (NH); senior administrators at the University of New Hampshire; and base commanders and military spouses at Portsmouth Naval Shipyard (ME). Late last year, the Department encouraged both high school and college students to come up with creative videos that explain why college net price calculators—which give families a sense of how much they would actually pay to attend a specific institution by factoring in which grants and scholarship aid students may be eligible for—are a valuable resource. A panel of higher education stakeholders judged all the entries, and, on May 15, the agency announced the top three videos. The three students will each receive a $1,500 prize. The Department of Health and Human Services has announced the availability of new funding for the construction and renovation of school-based health centers. The National Endowment for the Humanities is inviting proposals for new projects that advance the role of the humanities at community colleges through curriculum and faculty development on the theme of "Bridging Cultures." "People sometimes ask me, 'Who inspires you?' Those quiet heroes all across this country—some of your parents and grandparents who are sitting right here—no fanfare, no articles written about them, they just persevere. They do their jobs. They meet their responsibilities. They don't quit. I'm only here because of them. They may not have set out to change the world, but in small, important ways, they did. So, whether it's starting a business, or running for office, or raising an amazing family, remember that making your mark on the world is hard. It takes patience. It takes commitment. It comes with plenty of setbacks. But whenever you feel that creeping cynicism, whenever you hear those voices say you can't make a difference, whenever somebody tells you to set your sights lower, the trajectory of this country should give you hope. Previous generations should give you hope. What young generations have done before should give you hope." — President Barack Obama (5/14/12), delivering the commencement address at Barnard College (NY) On May 22, Secretary Duncan will announce the Department's plans for a district-level Race to the Top competition. The forum will air at 12:00 noon Eastern Time on the agency's USTREAM channel. On May 24, at 10:00 a.m. ET, the Department's National Center for Education Statistics (NCES) will release "The Condition of Education 2012." This report contains 49 indicators on education in the U.S., as well as a closer look at high schools over the last 20 years. (Note: NCES will present the report's highlights on a webinar on May 24 at 1:00 p.m. ET.) On Memorial Day, Monday, May 28, at 3:00 p.m. local time, Americans are asked to stop what they are doing and spend one minute in a Moment of Remembrance. Please feel free to contact the Office of Communications and Outreach with any questions: Deputy Assistant Secretary, Intergovernmental Affairs—Stacey Jordan, (202) 401-0026, [email protected] Program Analyst—Adam Honeysett, (202) 401-3003, [email protected] To be added or removed from distribution, or submit comments (we welcome your feedback!), please contact Adam Honeysett. Or, visit http://www2.ed.gov/news/newsletters/edreview/index.html. This newsletter contains hypertext links to information created and maintained by other public and private organizations. These links are provided for the user's convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this outside information. Furthermore, the inclusion of links is not intended to reflect their importance, nor is it intended to endorse any views expressed, or products or services offered, on these sites, or the organizations sponsoring the sites.

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"Our students must be able to succeed in a global society, one in which their co-workers and competitors will be graduates of not only local universities, but also the Sorbonne, Oxford and Tokyo University. We would be remiss if we did not put academic excellence - and a myriad of ideas and people - at their fingertips." President Lester A. Lefton A Message from the Board of Trustees Job One: Student Success Creating Academic Paths to Progress and Prosperity Research and Creativity: Translating Ideas Into Impact Engaging the World Opening New Doors to Higher Education Partnering in a Downtown Renaissance Keeping the Covenant: Serving the Public Good Using May 4 as a Powerful Teaching Tool Shaping a Blue, Gold and Green Future Making People, Pride and Appreciation Top Priorities Engaging the World Office of the President > The Excellence Imperative > Forging Win-Win International Ties The Carnegie Foundation ranks Kent State among the nation's top 76 colleges and universities in the area of community engagement. President Lester A. Lefton's commitment to making Kent State a world-class university - and his belief that a global perspective is essential for success in all fields - has led to a greatly broadened definition of community - one that starts in the university's backyard and extends to every corner of the globe. Acting on the president's charge to build new global bridges, the university established a center in Beijing; opened an office in India; signed academic agreements with Saudi Arabia's largest university and with seven leading Chinese universities; and began positive relationships with universities in Japan, Russia and Turkey. Those actions led to a record number of international students, who now enrich Kent State's campuses as they represent nearly 100 nations. International students also seek a Kent State education through the Fashion School's New York Studio, which opened in 2006. Kent State students have a growing number of opportunities to study abroad through new international partnerships in India and China, as well as with established, well-respected programs in Florence, at the renovated Palazzo dei Cerchi, and in a modern new home in Geneva. As students gain invaluable experience by studying abroad, Kent State faculty are making an academic mark around the world as Fulbright Scholars, research partners and leaders of outreach initiatives. Recently Dr. Patrick Coy of the Center for Applied Conflict Management spent the 2010-11 academic year at the University of Botswana in Africa, studying the nation's conservation policies and helping the university develop a peace studies curriculum. In turn, the university hosts scholars from around the world. Sharing U.S. academic practices is a specialty of the Gerald H. Read Center for International and Intercultural Education, which last year hosted teachers from 11 countries. Facebook

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Corporation used to consensus, but majority rules By Elise Jordan As the Rev. W. David Lee DIV ’93 has campaigned for a spot on the Yale Corporation, supporters have emphasized the value of having a local voice on the University’s highest governing body, and opponents have warned against electing as a trustee a man whom they say is beholden to special interests. But both Lee and Yale President Richard Levin said that one trustee cannot disrupt the Corporation’s business and must work with other members to achieve his goals. Lee said that if he defeats famed architect Maya Lin ’81 ARC ’86 to earn a spot on the Corporation, he plans to work within the rules at all times. “From the very beginning, it has been said from my position that I just want to be able to have the voice from the community at the table and we can enter into that dialogue that shapes and redirects how we do things,” Lee said. “I think it would have a powerful impact because it is a different perspective.” Levin said resolutions, adoptions of new policy, and major expenditures require a vote, “but typically what happens is that it is a unanimous vote.” A situation similar to a Senate filibuster, Levin said, has never happened. “This is like 17 people sitting around a table,” Levin said. “We don’t actually have formal rules of parliamentary procedure because it isn’t a party. It’s a collaborative body.” Levin said that if one fellow’s agenda differed significantly, there would be discussion. “Not everyone agrees on everything the University does. I am sure we could handle disagreement,” Levin said, adding that disagreement is frequent. “The trustees have different points of views and different ideas.” He said Corporation members usually talk their way through disagreement and reach a consensus, but sometimes the settle issues through a majority vote. Lee said he has no idea how his agenda would differ from the rest of the trustees’. “I know it’s going to sound cliched, but I can’t answer it unless we are in the room,” Lee said. “It really would take listening to the other perspectives around the table and allowing their voice to impact [me].” At the typical meeting — which the Corporation bylaws require to be opened by prayer– the entire Corporation convenes on Saturday for a formal meeting. Lorimer said the meetings are basically conversational in nature. But Lorimer was quick to add that much of the Corporation’s business does not require a formal vote. Levin, she said, uses the Corporation as a starting point for discussions about ideas and proposals. “In that way the Corporation is particularly useful to the University as wise counselors who can give guidance as issues and ideas are being formulated in the early stage,” Lorimer said. Corporation member Janet Yellen ’71 said much of the Corporation’s actual work takes place in the committees. Committees typically meet on Fridays to cover material in their own deliberations and in turn may make recommendations to the full Corporation. Lorimer said a committee might have a proposal for a particular course of action and would vote if they found it appropriate to recommend it to the Corporation. The chairman of the committee would subsequently present the matter and review it with the entire corporation. Levin said he and the new senior fellow, who will replace the departing Kurt Schmoke ’71, will decide which committee Lin or Lee would join. Committee assignments are rotated every year, and Levin said a person serves on two or three committees, typically with trustees serving on the same committee for a few years and changing during their tenure. Levin said trustees are asked their preferences for committee assignments but that they do not necessarily receive their first choice. “I have to balance their interests with the needs of the University,” Levin said.

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Higinbotham, George (1826–1892) by Gwyneth Dow This article was published in Australian Dictionary of Biography, Volume 4, (MUP), 1972 George Higinbotham (1826-1892), by Johnstone, O'Shannessy & Co.La Trobe Picture Collection, State Library of Victoria, H29534 George Higinbotham (1826-1892), politician and chief justice, was born on 19 April 1826 in Dublin, the sixth son of Henry Higinbotham, merchant, and his wife Sarah, née Wilson. He attended the Royal School, Dungannon, and at 18 entered Trinity College, Dublin (B.A., 1849; M.A., 1853). In 1847 he joined the London Morning Chronicle as a parliamentary reporter and in 1848 enrolled at Lincoln's Inn. In June 1853 he was called to the Bar and in December sailed for Melbourne in the Briseis. In March 1854 he was admitted to the Victorian Bar and on 30 September married Margaret Foreman at the Licensed School House, St Kilda. Higinbotham combined journalism and law in the colony. He wrote for the Melbourne Morning Herald and at 30 became editor of the Argus. His editorials suggest his struggle to reconcile his high-principled liberalism with colonial exigencies. One of his reporters, Charles Bright, recalls his dislike of making snap decisions on political issues and says that his scrupulous attention to every detail 'from leading article to minutest paragraph' led to slowness in publication that might be compared with his later repute for pedantry on the bench, despite the conciseness of many of his judgments. On a matter of principle Higinbotham clashed with the proprietor, Edward Wilson, and resigned in July 1859. In 1861 he was elected for Brighton to the Legislative Assembly. As attorney-general in the McCulloch ministry in 1863-68 he was unquestionably the leading radical in Victoria. He established a local precedent by declining private briefs while attorney-general but after resigning from the ministry he returned to the Bar. He was defeated at Brighton in 1871 but represented East Bourke Boroughs in 1873-76. In 1880 he was appointed to the Supreme Court bench and became chief justice in 1886. Higinbotham had started his political career with all the perplexities of an inexperienced politician testing the practicability of his theories. The uncertainties and adjustments in his thought were illustrated in 1862 by his support of (Sir) Charles Gavan Duffy's land bill and Richard Heales's common schools bill though he soon saw the weaknesses in both. By 1864 he publicly confessed a mistake in his judgment over the Duffy Act which gave temporary security of tenure to squatters, whom he called 'the wealthy lower orders', but achieved little for smallholders. He tried to redress the balance by supporting James Grant's 1865 Land Act but later became even stronger in his views. By 1873 he was affirming that 'property was robbery', that crown lands should be available only on thirty-three-year leases and a progressive property tax levied to make great estates unprofitable. Higinbotham's dogged struggle for educational reform was perhaps of more immediate importance, but that too revealed his hardening in the face of obstruction. Under him the Argus had encouraged educational development but he presented no clear solution for the religious difficulty. During 1861 he advocated a private-enterprise approach. Relying on the authority of J. S. Mill, he proposed that parents should initiate new schools and the government confine itself to financial help. He recognized the need for a state school system but faced the dilemma that, although the state could not engage in spiritual education, education without religion was 'mere instruction'. Yet in 1862 he supported Heales's Act, which created a Common Schools Board with power to establish schools, because he had found that public indifference led to neglect of education. The Act satisfied no one. State aid to church schools was continued but bitter competition emerged between the national and denominational schools and between the denominations themselves. The compromise was costly, and ineffective in bringing education to outlying districts. By 1867 Higinbotham was convinced that 'in justice to the equal rights of the children of all classes' the state must take full responsibility for national education and withdraw aid to denominational schools. This conclusion had been unanimously reached by the royal commission set up in 1866 with Higinbotham as chairman to prepare a public instruction bill. In five months the commissioners met fifty-two times often for long hours. Higinbotham never missed a meeting. The secretary, David Blair, claimed that the amount of work was two or three times greater than usual for commissions and that 'the unremitting zeal of their Chairman acted like a charm on the Commissioners'. Wanting education rather than mere instruction, the commissioners allowed a place in the national system for 'common Christianity' but not for sectarian doctrine. When Catholics rejected this as state-sponsored Protestantism and appealed for a special grant, Higinbotham could see no way out. In the assembly he suggested that, if Protestants united in providing religious instruction, the case for Catholic aid might later be reopened. The commission achieved little more than to expose the nature of the dilemma. McCulloch gave no support to its draft bill and Higinbotham was attacked on the one hand for not introducing a fully secular measure and on the other for withdrawing aid from the churches. The Anglican and Catholic clergy battled to retain state aid and those denominations most in sympathy with the bill withheld support in fear of strengthening the Catholic case for a separate grant. Isolated, Higinbotham withdrew his bill convinced that henceforth only a fully secular measure would do. This last important attempt to find a place for religion in the national system may well have hastened the secular solution, for Higinbotham's failure enlightened public and political opinion by revealing the difficulties of compromise—a lesson that he repeatedly pointed out in the House. Although out of parliament when the 1872 Act was passed Higinbotham had pre-eminently cleared the way for it. He had battled hardest for a religious sentiment in education, yet in 1876 on his last day in parliament he argued that all Christian references be expunged from school textbooks since they offended Jewish parents and children, a recommendation that was later adopted. In Higinbotham's fifteen-year pilgrimage to extreme state secularism, his personal piety remained unshaken. He was born and buried an Anglican, however unorthodox. In an 1887 address, The Opening of the Unitarian Church, he expressed sympathy with that church which 'alone… preserves the idea of the unity of God', 'the simplicity of … the Semitic ideal', and welcomes the 'distinctive views … of independent thinkers'. He liked to belong to a congregation, but no Christian church, he once said, could set up the 'shadow of a rational claim' to be 'the sole Church of Christ'. The clergy of all denominations were 'the greatest enemies to religious education', their sects mere 'competing companies or corporations' displaying a 'pestilent energy in collecting property' as 'proof of vitality'. He believed that the churches and the clergy came between man and his Maker, whereas men, united in their rationality, could find 'God, revealed to the intellect in every minute movement of matter' if they merely tried 'to catch the sound of that one voice which alone above the din of nineteen centuries still makes itself heard'. In attacking clerical orthodoxy in his 1883 lecture, Science and Religion, in the Scots Church, he provoked a spate of pamphlets, lectures and sermons and precipitated the virtual expulsion of his chairman, Charles Strong, from the Presbyterian ministry. Higinbotham's deeply religious sense explains many of his political beliefs: his dislike of greed or even private gain; and his belief in the laity and individual judgment unfettered by religious or political authority. Passionately religious and democratic, he believed in the common man as the source of political authority. In the Argus between December 1856 and April 1858 he enunciated democratic principles in a battle with his proprietor who advocated multiple electorates to prevent manual workers from gaining a majority vote, and special representation of property interests. Higinbotham retorted that 'the most complete equalisation of political rights' came from recognizing that rich and poor had an equal stake in good government, whereas the representation of minorities would favour the rich. He also opposed (Sir) John O'Shanassy's conservative scheme for the 'excessive multiplication of small constituencies', warning that it would make elected members mere delegates of 'local prejudices and local rapacity' thus encouraging 'bawling demagogues' to win votes by 'extravagant flattery'. In the Argus and later in the assembly Higinbotham held that parliamentarians should vote on every issue by conviction, not in deference to their party or constituents but in support of competent and honest government. Party bonds were 'factious' and impeded the exercise of private conscience. In practice his fidelity to this principle became paralysing and led him to retire from politics. Disapproving (Sir) Graham Berry's stonewalling tactics, yet convinced that McCulloch was actuated by 'shameful' place-seeking which led him to enact 'a naked farce', Higinbotham could support the actions of neither: nor could he overlook his differences with the party he preferred, for this would be taking a party line. His principles forced him into inaction and resignation, despite requests that he become leader of the Liberal Party. As attorney-general he had side-stepped this dilemma. Although theoretically opposed to party government, he had kept in office a heterogeneous ministry, the longest since responsible government, and united his followers against the common enemy, the Legislative Council. He was satisfied that the issue, not party loyalty, won him support. His personal wars against the council and the Colonial Office's ill-informed interference with domestic affairs were part of his strategy to make the Legislative Assembly supreme in Victoria. He seized on any challenge to responsible government and any ambiguities in the 1855 Constitution Act to establish precedents in the development of colonial democracy; whether or not he was always legally sound is still not settled by constitutional historians. In 1864 he reprimanded Sir Redmond Barry for informing the governor of his intention to take a holiday. 'No officer in his department', said Higinbotham, should communicate directly with the governor on official business. In that year he also clashed with Chief Justice (Sir) William Stawell who disagreed with his ruling that the Executive Council was entitled to suspend judges. The imperial law officers upheld Higinbotham but, less concerned with personal victory than with interference from the British ministry, he advised the judges that the decision was 'in no way binding'. He was jealous of the independence of the judiciary except when it conflicted with the independence of the colonial government. His militant resistance to imperial incu

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« Black bear confirmed in Sene... Fostoria schools to put tax...» Fostoria hires new superintendent By Nicole Walby - Staff Writer ([email protected]) Save | FOSTORIA - Andrew Sprang has been chosen to be Fostoria City Schools new superintendent. Sprang was chosen in November to replace Steve Pritts and is the fifth person to hold the title since he started working for the district in 2001. Sprang was a social studies teacher at Fostoria Junior/Senior High School for six years and became assistant principal for Fostoria Intermediate Elementary in 2007 and principal in 2010. Sprang graduated from Kenton High School and received his bachelor's and graduate degrees from the University of Findlay. Sprang and his wife Angie and their three children, Aidan, Addelyn and Avalon plan to move to Fostoria from Findlay. Sprang started working in the position Jan. 1 and said things are off to a good start and is hoping for better things to come for the district. "I wanted to become superintendent at some point in my career and I feel that now is a good opportunity, since I have been in the district for the last 12 years, to step up and help out. The district is working on the transition to common core standards that are going to be put in place next school year. It also is focusing on the new local report card and online testing. "There is a lot of work to do and these are our big pushes; schools are a focal point to the community," Sprang said. He said the biggest downside to his new position is not being able to spend time interacting with the students. "Every day is different," Sprang said. "You can have a plan but you never know what is going to happen on that day. It is important to learn from all of those experiences. "I feel that with my time in Fostoria, I can connect well with what the teachers are experiencing because I have walked in their shoes," he said. He said he'll routinely visit buildings across the district to maintain a closeness with students and staff and keep up on what's happening in the classroom. "It is important that the kids see that the superintendent is involved and comes out and is at events," Sprang said. Save | Subscribe to The Advertiser-Tribune I am looking for:

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CEL school board accepts 3 resignations Building renovation plans continue: Experts explain funding and advise on HVAC options Send a link to a friend [December 01, 2012] The Chester-East Lincoln school board had a special meeting on Thursday to address some important issues that had come up since the scheduled meeting earlier in the month. The board also discussed a few more details that were not addressed at the regular meeting in regard to the potential building projects. ResignationsAfter brief discussion, the board accepted three resignations. The school board does not have to take action in the case of a resignation, but as stated in regulations, they do have to accept resignations at a public hearing. The first resignation was that of Karen Beverlin. Beverlin will step down from her position as the school's business and compliance director on Dec. 20. Superintendent Jennifer Hamm said that Beverlin will continue to assist the school with the transition to treasurer's reports beginning in January. The other two resignations accepted by the board were from board members. Joel Vinson has decided to step down from the board due to conflicting priorities in his personal life. Hamm said Vinson told her he was working on a special homeland security project that he could not openly discuss. Vinson also told Hamm that he would be more than happy to help the school in any capacity that was open to him in the future. The other resigning board member is the board president, Keith Birnbaum. According to Kenny Golden, who has been the vice president, Birnbaum is also facing conflicting priorities outside of CEL, though he did not provide exact details. Jeff Brooks, former CEL school board president, stepped forward to voice some concerns. Brooks expressed his concern over the financial capabilities of the school as they move into the future. Brooks said that while he understands that the potential building projects would not be a drain on the education fund, other upcoming expenses, such as paying for teacher retirement, will. "I understand that that won't affect your (the school board's) building project, but that's going to affect the ed. fund, it's going to affect the amount of money you've got coming in, and you're not going to be able to afford all of that and keep the ed. fund up," Brooks said. Brooks also said, as to the school's finances, he has looked at the figures that have been released to the public, and he does not believe that the school will be able to pay off the costs of these projects. "You're (the board) making a lot of assumptions over a 20-year period," he said, referring to the idea of the 1 percent sales tax remaining stable over the likely amount of time it would take to pay off the building projects via financial bonding. Brooks did say to the board that the recent upgrades to create a more energy-efficient school -- such as the new windows that have been installed in the oldest wing -- are a good idea, but overall, he thinks that the school needs to re-examine their priorities. Brooks also told the board that he is not satisfied with the lack of up-to-date meeting minutes on the school website. Furthermore, Brooks considers the minutes to be vague and lacking in a summary. "I can't make heads or tails of those minutes," said Brooks. Paying for the projects Ann Noble of Stifel Nicolaus was present to address the board. Stifel Nicolaus is a finance company that will be working with CEL in trying to sell bonds to pay for any potential building projects. Noble provided a little more information as to their options. The school would be using fixed-rate bonds to pay for the improvements. The bonds would be paid back with a likely, though not definitive, estimated interest rate of around 3 percent. Before the school can sell any bonds at all, a third party will need to be brought in to complete a feasibility study as to the school's ability to repay. Should the borrowing be deemed feasible, the school could borrow an amount up to 80 percent of the annual 1 percent sales tax received. The remaining 20 percent would be left as a cushion, which could be used to pay for different projects that were not specified as being paid for with bonds. Usually, bonds take 20 years to pay back. Should the school wish to pay the money back sooner, the interest rate would be higher. Renovation costs and floor plan Mark Graves, an employee of CTS Group, was present to inform the board of a few suggestions to make the most out of their financial situation in relation to the renovation projects. CTS Group is an engineering firm that would be working with BLDD Architectural on the improvements. Graves echoed statements from previous meetings with the board by saying that the existing building is structurally very sound, and the school is fortunate to have a solid structure to work with. One of Graves' biggest concerns with the existing building is the heating, ventilation and air-conditioning system, or HVAC. As it stands currently, the school operates with one boiler, no internal air-conditioning system and poor ventilation. Graves also said that members of the public who have been engaged in the design process share the same concern. Graves suggested that the board could install the new heating system first and wait to install an air-conditioning system until a later date. The air-conditioning system would make use of existing pipework within the school. Other issues Graves touched on were the outdated electrical systems in the school, the lack of a secure main entrance to the building and easier access to the cafeteria during the school day. Graves also provided some figures to the board as to how much money is available through grants. There are Illinois Clean Energy Community Foundation grants available in a total amount of $20,650. Federal grants could provide another $78,056. Finally, Graves suggested that the board could defer certain parts of the project to a later date. Currently, there is no plan set in stone for which improvement is made to the school first. However, Graves also warned the board that delaying too much of the process could result in increased building costs and interest on the bonds needed. Starting over entirely would cost the school more money in trying to come up with new designs. At the previous meeting, the board was shown a potential floor plan for the school improvements. Jean Underwood, an employee of BLDD, was present to show the board a slightly altered floor plan. The largest change in the plan concerned the cafeteria. If the board sticks with the new floor plan, they could feasibly fit more students into the new cafeteria and reduce the number of lunch periods in the school day to two. As a result, students would have a longer time for lunch than with the current schedule of four lunch periods. The other major change to the plan was the inclusion of a larger storage room. This storage room would likely be used for school records, which are currently stored off-site due to a lack of space. Hamm said that storing the records on-site would save the school around $1,400 a year. A new public hearing will be held on Monday at 5 p.m. to provide the public with another opportunity to weigh in on this process. Board members present were Kenny Golden, vice president; Tina Warfel; Larry Hall; Ben Roland; Leslie Starasta; and Superintendent Jennifer Hamm. [By DEREK HURLEY]

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Building for Social Change Index | Africa | Haiti | Japan | Latin America | United States | The Good List The New Frontier in Education By David Hill Photo � Rob Pyatt University of Colorado students will design housing for the Pine Ridge Indian Reservation. Click on the slide show button to view images of projects by architecture students at additional schools. Photo courtesy Yale Yale graduate students have been required to design a low-income house since 1967. This dwelling, at 12 King Place, was built in 2010. Related Links: University of Colorado Students to Design and Build Native American Housing ARCHIVE House Aims to Curb Disease Through Design DesignBuildBLUFF: Drawing on two-by-fours Teaching By Example Rate this project: Like a lot of architects and architecture students these days, Nathan Hammitt believes design has a social purpose, and his studies at the University of Cincinnati's School of Architecture and Interior Design reflect his desire to change things for the better. �I want to use the skills and knowledge I'm gaining in architecture school for a good cause,� he says. Hammitt, 22, had the chance to do just that last spring. He jumped at the opportunity to enroll in a class called Humanitarian Design, taught by professor Michael Zaretsky. After studying the history of humanitarianism and reading books like Change by Design: How Design Thinking Transforms Organizations and Inspires Innovation, by IDEO president Tim Brown, the class headed to Tanzania, where a group of Zaretsky's previous students had designed and built a rural health center. Hammitt spent a week working on a post-occupancy analysis of the clinic, before traveling to Cape Town, South Africa, for a three-month stint as a volunteer with the nonprofit Architecture for Humanity (AFH). �I'm not at a point where I need to be supporting a family or making a lot of money,� says Hammitt, who will graduate this May. �While I have the chance, I want to make a difference.� Architecture students used to go to Rome to study, and while many still do, other rookie designers are heading to impoverished and disaster-hit communities to build hospitals, houses, and schools. Design-build programs such as Auburn University's Rural Studio, launched in 1993 by the trailblazer Samuel Mockbee, have been encouraging socially conscious design work for years. But increasingly, schools are responding to student demand by incorporating humanitarian design courses into curricula and supporting faculty members who want to partner with nonprofits in public-interest design projects, both in the United States and abroad. �A lot of architecture students are extremely interested in doing this work,� says Thomas Fisher, dean of the College of Design at the University of Minnesota. �It's a phenomenon of this generation.� Part of the impulse stems from genuine altruism, but it also can be linked to the dismal economy. �I think they've decided, 'If I'm not going to get a high-paying job, I might as well do something that is meaningful and purposeful,' � Fisher says. The University of Minnesota is one of many schools that has sent students to Haiti to rebuild following the devastating earthquake of 2010. Graduate architecture students have partnered with AFH to design and build several prototype schools, which also double as orphanages. �We have ongoing studios in Haiti,� Fisher says. �Students spend an entire semester there, working with locals and getting to know what their needs are, instead of just parachuting in for short periods of time.� Architecture students from the University of Virginia are also working in Haiti, as part of a studio course called Initiative reCOVER. The current project, Breathe House, is a prefabricated structure designed for Haitians with tuberculosis and HIV/AIDS, says professor Anselmo Canfora, who is leading the class. The house contains passive ventilation and other features to minimize the spread of airborne diseases. A prototype is currently being prefabricated in Virginia, and students will travel to Haiti this spring to assemble the house in the coastal town of Saint-Marc. �Students these days are really interested in rolling up their sleeves and trying to solve real-world problems,� says Canfora, who has also worked with students on projects in Uganda and the Mississippi Gulf Coast. �Twenty years ago, when I was in school, we would work on these really esoteric projects, like a gallery for an artist who lives out in the woods somewhere. I would never assign that as a project in my design studio today. It's just too disconnected from contemporary issues.� Some question whether students need to travel to far-flung locales for humanitarian work. Speaking on a panel at the Victoria and Albert Museum in November, London-based architect Farshid Moussavi, who also teaches at Harvard's Graduate School of Design, said during a Q&A session, �It's quite telling that Harvard students, when they want to be activists, have to go to these areas of the world. Well, it's tougher to be an activist in America.� She added, �Most of them are not the really good students. Because it also can become an excuse and an easy option.� Her comments sparked a backlash online. In the December issue of The Architectural Review, Moussavi, who declined to be interviewed for this article, expanded on her ideas of the complexities of architectural activism, calling on architects to use their specific strengths and skills: �It is critical that different architects pursue different practices of activism at the same time, recognizing that each is not a finite or comprehensive solution, but is interrelated with others.� Of course, architecture students don't have to trek halfway around the globe to satisfy their humanitarian urges. A number of schools offer design-build programs that serve low-income communities in the United States. Under Andrew Freear, Auburn's Rural Studio is alive and well, 10 years after Mockbee's death at the age of 57. At the University of Kansas, Dan Rockhill's Studio 804 has created Modernist houses for low-income families. Tulane University's URBANbuild program, founded in 2005 and led by architecture professor Byron Mouton, allows students to spend an entire year designing and constructing a prototype affordable house in New Orleans. Yale has championed socially conscious design for decades. Since 1967, first-year graduate students in the Ivy League architecture school have been required to design and build a low-income, single-family home as part of the Vlock Building Project. Another community-oriented program, the Yale Urban Design Workshop, has been around since 1992. Meanwhile, University of Colorado architecture professor Rob Pyatt recently launched the Native American Sustainable Housing Initiative. In January, 16 of his students began to design affordable homes for South Dakota's impoverished Pine Ridge Indian Reservation. Are such programs evidence that public interest design has become mainstream at U.S. architecture schools? Yes and no, says Fisher, who has written extensively about the emerging humanitarian design movement. �I find that in almost every school,� he says, �there are at least a couple of faculty members interested in it, even in schools that are very traditional. It has definitely emerged as a kind of grassroots phenomenon at a lot of different architecture schools. And I think it's great. But we have to take it to the next level.� Fisher wants to create an entire interdisciplinary degree program based on socially conscious design. It would be �a kind of hybrid between architecture, cultural studies, engineering, and industrial design,� not unlike the field of public health, which grew out of medicine to serve the needs of communities and large populations. And the architecture profession, he adds, will have to respond by creating new avenues for students to pursue careers�and earn a salary�doing humanitarian work. �Humanitarian design isn't just a fad,� Fisher says. �Students recognize that as a profession, we've largely relied on fee structures that allow us to do work for wealthy clients, while most of the world's population doesn't benefit from our services. There's a growing sense that at some level we have to take responsibility for the shelter needs of all seven billion people on this planet.� Subscribe to Architectural Record Get Architectural Record digital with free bonus content not found in the magazine! Order back issues�complete your library! Reader Comments:

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Invitation to join Augustana’s College-Community Orchestra The Augustana College-Community Orchestra is accepting members for the 2009-2010 season. Rehearsals are held Sunday nights from 6:30 to 8:30 p.m. in the Humanities Center on campus, starting September 13. Augustana Receives High Rankings from U.S. News & World Report Augustana is ranked high in U.S. News & World Report’s 2010 edition of America’s Best Colleges. Highlights of the college rankings will be published in the September issue. Professor Emeritus Dr. Duane Matz Passes Away at 72 Dr. Duane Matz, 72, who taught history at Augustana College for 30 years, died Monday, August 17, in Minneapolis, Minn. A memorial service will be held in Sioux Falls at a later date. Athletic Director Gives Argus Leader Tour of New Stadium Follow Augustana Athletic Director Bill Gross as he gives the Argus Leader an inside look at the new Kirkeby-Over Stadium. The stadium will be ready for the Vikings' home opener September 5 against Emporia State. KELO-TV Features Director on 'Financial Aid in Tough Times' Brenda Murtha, Augustana Director of Financial Aid, discussed opportunities for prospective and current students who are hurting due to parents facing job losses or a decrease in income during KELO-TV's Money Matters. Augustana’s Writer-in-Residence recipient of Bush Grant Dr. Patrick Hicks, Associate Professor of English/Journalism, is one of only ten artists chosen from North and South Dakota as a recipient of the 2009 Dakota Creative Connections (DCC) Grant from the Bush Foundation. VP for Student Services Talks with KSFY on H1N1 Flu Preparations Jim Bies, Vice President for Student Services and Dean of Students, addresses the threat of the H1N1 flu and how Augustana is preparing to keep students safe and healthy during the upcoming academic year. Argus Leader: Father and Son Alumni are "First Family of Area Triathlon" Triathlon enthusiast Howard Bich, a 1962 Augustana graduate, picked up the sport 15 years ago after his son, Brian Bich, class of 1989, got involved. Brian is the reigning USA Triathlon Master Triathlete of the Year. Augustana FRIENDSLink Now an Agency of Sioux Empire United Way Augustana FRIENDSLink provides young adults with disabilities opportunities for continuing educational and social growth. Until now, the program has been supported by a United Way Community Impact Grant and other assorted grants. Augustana Designated as a Best College in the Midwest According to The Princeton Review, Augustana is one of the best colleges in the Midwest. The education services company selected Augustana as one of 158 institutions it profiles in its “Best in the Midwest” section of its Web site feature.

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SUNY Plattsburgh History Faculty Go on a Book Binge and Publish New Books Turn up the Volumes: History Faculty Go on a Book Binge Departmental Works Proliferate From sea exploration and housework to immigration and revolt, SUNY Plattsburgh’s history department is publishing prolifically. Since 2008, the department has released eight books. Nine if you count “Manly Meals and Mom’s Home Cooking” by Dr. Jessamyn Neuhaus, which just came out in paperback form. Dr. Wendy Gordon, associate professor and department chair, said part of the reason for the productivity is departmental culture. “As a department, we put an emphasis on being teacher-scholars,” Gordon said. “There is a connection between what we teach and what we’re researching. We are supposed to be creating knowledge as much as conveying knowledge.” Here’s a sampling of the knowledge our history profs are creating and conveying: ‘America’s Ocean Wilderness: A Cultural History of 20th Century Exploration’ Associate Professor Gary Kroll analyzes the legacies of seven marine explorers — Jacques Cousteau, Thor Heyerdahl, Roy Chapman Andrews, Robert Cushman Murphy, Eugenie Clark, Rachel Carson and William Beebe. He shows how their work has often straddled professional science and pop culture, changing how Americans relate to the seas. ‘The Chinese Medical Ministries’ Associate Professor Connie Shemo offers up the first full-length study of the medical ministries of Kang Cheng and Shi Meiyu, once known in English-speaking countries as Drs. Ida Kahn and Mary Stone. After graduating from medical school at the University of Michigan in 1896, the two ran dispensaries, hospitals and nursing schools in China from the 1890s to the 1930s, becoming famous in both China and the United States. The book offers readers a chance to discover this largely forgotten duo and, in doing so, learn more about the history of U.S.-China relations. ‘Competing Kingdoms’ Shemo both edited and contributed to this anthology of works that examine the impact of women missionaries in shaping a transnational Protestant empire between the 19th and the mid-20th century. The book examines the activism of these women as they strove to create a new Kingdom of God based on American values and institutions. It also challenges simplistic notions about missionary cultural imperialism, examining the matter through a variety of cultural perspectives and revealing how complex American missionary attitudes were toward race, as well as how ideas of domesticity were adapted to various settings. ‘Housework and Housewives in American Advertising’ Associate Professor Neuhaus looks at our most significant public discourse about housework: advertising. Examining ads from the late 1800s through today, she shows how marketers continued to frame housework as strictly feminine care for the family. Neuhaus finds that — even in the 1970s and 1980s — when overtly stereotypical images of housewives became unmarketable, advertisers continued to genderize housework just showing the more racially diverse and socially acceptable 'housewife moms.' ‘Loyal but French’ Focusing on the small industrial city of Lewiston, Maine, Associate Professor Mark Paul Richard explores how French-Canadian immigrants negotiated their identity in the United States. He challenges the notion of “assimilation,” noting that “acculturation” better describes the process. ‘Manly Meals and Mom’s Home Cooking’ Cookbooks reflect more than just passing culinary fads. As historical artifacts, they offer a perspective on the cultures that produced them. In this volume, Neuhaus surveys American cookbooks published between the 1790s and the 1960s, and, through them, uncovers underlying cultural assumptions and anxieties — particularly about women and domesticity. She also explores the proliferation of bachelor cookbooks and the biases they display and explores the impact of World War II and rationing on homefront cuisine. ‘Nature and History in the Potomac Country’ Professor James D. Rice begins his book with a mystery: With the Potomac River basin offering fertile soil and excellent fishing and hunting, why was so much of its land still uninhabited on the eve of colonization? Did the land function as a commons, as a place where all were free to hunt and fish? Or was it perceived as a strange and hostile wilderness? Rice examines archaeological and anthropological research and scholarship on farming practices in the colonial period, as he traces the region’s history and discusses the implications of unbridled economic development on the basin’s forests, streams and wetlands. ‘Tales from a Revolution: Bacon’s Rebellion and the Transformation of Early America’ Rice tells the story of Nathaniel Bacon and the revolt he led in 1676 against Virginia's Indian policies. Bacon's Rebellion turned into a civil war within Virginia — and a war of extermination against the colony's Indian allies — that lasted into the following winter, sending shockwaves throughout the British colonies and into England itself. ‘World in Motion’ This book of essays explores the idea that modern prosperity has led to extreme environmental degradation. Editors Kroll and SUNY Distinguished Teaching Professor Richard H. Robbins present a wide variety of viewpoints on the matter, ranging from the belief that environmental and social problems can be fixed through a growing economy to the belief that growth equals environmental degradation. ‘Shadows Walking: A Novel’ The fruit of decades of research on the Holocaust, Professor Emeritus and College Historian Douglas Skopp’s book delves into the mind of the fictional Johann Brenner, an idealistic physician and ardent German nationalist who becomes a member of the Nazi Party. Meanwhile Brenner’s childhood friend, Phillip Stein, a Jew, has also become a doctor. The novel shows how their lives intersect and follows Brenner as he later tries to heal himself, recounting what he has done and why. Next story: Nearly 500 Graduate at Winter Commencement.

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Program Mission Current Scholars Beinecke British Marshall Jack Kent Cooke Javits Various Medical 1970s and Earlier Graduates from the 1980s Arranged Alphabetically in Graduation Year Sarah Bonner (’80, Carswell) Sarah earned an M.Acc. from George Washington University after graduating from Wake Forest. She then earned a Ph.D. degree in Business from the University of Michigan. Sarah is currently a professor of Accounting at the Marshall School of Business at the University of Southern California in Los Angeles, CA. Sarah has published a number of articles and a book entitled “Judgment and Decision Making in Accounting.” She has also won a number of teaching and mentoring awards for undergrads and Ph.D. students. Sarah is married to Mark Young (George Bozanic and Holman G. Hurt Chair in Sports and Entertainment Business, Marshall School, USC), and they have two children, Nathaniel and Kaylee. Catherine Burroughs (’80, Carswell) Catherine Burroughs is a professor of English at Wells College and a visiting professor of English at Cornell University. In addition to her many articles on British Romantic theatre and drama, her publications include: Reading the Social Body (Co-Ed., University of Iowa Press, 1993); Closet Stages: Joanna Baillie and the Theater Theory of British Romantic Women Writers (Pennsylvania, University Press, 1997), and Women in British Romantic Theatre: Drama, Performance, and Society, 1790-1840 (Ed., Cambridge University Press, 2000). She has in process a co-edited book for MLA’s Options for Teaching Series called Approaches to Teaching Early British Women Playwrights. She is also a member of Actors’ Equity Association. Catherine earned an M.A. from Connecticut College and a Ph.D. from Emory University. She completed post-doctoral studies (NEH Fellowships) at UCLA and Cornell University. Catherine is married to Rick Bogel, and they have a son, Nicholas. Joseph Hill (’80, Carswell) Joseph graduated from Duke University with an M.D. and a Ph.D. degree. He is married to Beverly B. Hill, and they have two sons, Christopher and Theodore. Elizabeth Graham (’81, Carswell) Elizabeth holds a Master’s Certificate in Project Management from George Washington University. She is currently a Senior IT Specialist. She lives in Colorado. Jill Marie Allen Lagerberg (’81, Carswell) Jill earned a Master’s of Music Degree and a Doctor of Musical Arts in Voice Performance degree from the University of Michigan. She was a professor of Music at Johnson Bible College in Knoxville from 1986 to 1994. Jill became the Choral Director for Woodlawn Christian Church in Knoxville from 1994 to 1999 and was the Co-director of the Knoxville Children’s Choir from 1997 to 2007. She is currently the Choral Director for Cedar Springs Presbyterian Church in Knoxville and the Children’s Chorus Director of the Knoxville Opera Company. She is married to Gregg N. Lagerberg and has one daughter, Carin Marie. Mike Riley (’81, Carswell) Mike received his Masters degree from Harvard University’s Kennedy School of Government. He was recently named the chief executive officer and editor in chief of the The Chronicle of Higher Education Inc. Mike has previously worked as a correspondent for Time magazine in Los Angeles, Boston, Washington, and Atlanta. He also served as the editor of The Roanake Times for eight years. Mike lives in Virginia with his wife and two daughters. Catherine Mary Korzen (Frier) (’82, Carswell) Catherine spent a year in England on a Rotary Scholarship after graduating from Wake Forest. She returned to North Carolina and married John Joseph Korzen (’81,’91,), who was awarded a senior Carswell scholarship and then a Carswell scholarship for Wake Law School. She has since worked as a professional copywriter here in the triad. Catherine has written for Sara Lee Corporation most of her career. She has also been a freelance writer for General Electric in Hendersonville, North Carolina and wrote for a small arts-focused paper in Winston-Salem. Catherine was promoted to Assistant Copy Manager and then Copy Manager at Sara Lee. She received approval to go part-time and left for Morganton, North Carolina for her husband’s one-year post-law-school clerkship with Judge Ervin. Over the years, Catherine has freelanced for a variety of clients, doing everything from writing promotional pieces about preschool furniture and medical devices to reviewing pizza palaces for the newspaper. Currently she writes exclusively for Hanesbrands Inc. as a half-time contract copywriter. Catherine has received numerous writing awards and service awards over the years, including the Catalog Age National Gold Award for a catalog she helped create for the Fuller Brush Company. Catherine has also donated her copywriting services to charities, usually in the form of fundraising letters. Her letters have made somewhere around $750,000 not including the two million-plus capital campaigns she has written materials for (Food Bank and SCAN). Catherine and John’s three daughters, Claire, Kim, and Christy, have brought joy to their lives. Catherine is an active volunteer for her church and for her girl’s schools, as well as being a “perpetual chauffeur.” She received the PTA Volunteer of the Year award from Brunson Elementary, where her girls were in the highly academically gifted program. Her husband, John, teaches at the Wake Forest University School of Law, and has a demanding schedule, but he finds time to join in on the volunteer work too. Catherine and John still love going to Wake Forest events together and thank Wake Forest for everything. Catherine has some words of advice for current Wake Forest students: “take advantage of travel and scholarship opportunities, accept jobs even if they don’t pay well if they will put you on the right path, work hard if you have to in order to establish yourself, and listen to your friends if they say you should meet someone!” Kurt Rosell (’82, Carswell) After graduation from Wake Forest University, Kurt attended Columbia Law School in New York where he was on the Law Review. He graduated in 1985 and became an associate at Cravath, Swaine, & Moore for eight years practicing tax law. He joined Schulte, Roth, & Zabel LLP in New York, NY in 1993, became partner in 1995, and continues to practice there. Kurt is a member of the WFU Board of Visitors. He married his wife Jill in 1988 and has two sons, Alex and Jack. He coached little league baseball and recreation league basketball. Kurt and his family recently moved from Scarsdale to Chappaqua, NY. Frank D. Whitney (’82, Carswell) Frank joined the Army Reserve after graduating in 1982. He earned a J.D. with honors and an M.B.A degree from the University of North Carolina at Chapel Hill and went on to practice law privately. Frank has held the positions of Assistant United States Attorney for the Western District of North Carolina from 1990 to 2001 and United States Attorney for the Eastern District of North Carolina from 2002 to 2006. His current position is United States District Judge for the Western District of North Carolina. Frank is married with two children. He offers this advice: “Work hard and do your best!” Louise W. Flanagan (’84, Carswell) Judge Flanagan graduated from Wake Forest University in 1984 and earned her J.D. degree from the University of Virginia School of Law in 1988. From 1988 to 1989, she served as law clerk to the Honorable Malcolm J. Howard, United States District Judge for the Eastern District of North Carolina. For a period of ten years, from 1989 to 1999, she engaged in private practice mainly in the litigation area, first with a large Chicago-based law firm in its Washington, D.C. Office, and later with a North Carolina law firm, becoming a partner in Ward and Smith, P.A. in 1994. Judge Flanagan was appointed to the position of part-time Magistrate Judge in the Eastern District of North Carolina in 1995, and served in this capacity until her appointment as District Judge by President George W. Bush. Judge Flanagan was nominated by President Bush on January 29, 2003, confirmed by the Senate on July 17, 2003 and sworn into office on July 21, 2003. On October 8, 2004, she became Chief Judge for the Eastern District of North Carolina. Judge Flanagan served on the Judicial Council for the Fourth Circuit from October 8, 2004 until September 20, 2007. She is a former Vice President and member of the Board of Governors of the North Carolina Bar Association. Rick Fuller (’84, Carswell) Rick graduated with a BA in Chemistry and a minor in Biology, and went on to medical school at the Medical College of Virginia. He completed a Family Medicine residency at Roanoke Memorial Hospitals in 1991 and met his wife on a temporary assignment in Milwaukee in 1992. After 5 years of family medicine practice, Rick realized his heart was truly in caring for children. He moved to Richmond and did 2 years of pediatrics residency at MCV. His first position after completing this training was in Green Bay, WI, and Rick and his family have lived there since 1999. Rick says “Most folks who aren’t familiar with WI ask if it’s not always cold up here, and barring this winter season’s record snowfall ( over 81 inches!) , it’s not too bad and they have the plows and salt to handle the snow. The hardest adjustment for this native Virginian is waiting for spring to arrive. It has snowed as late as May 1, and it can take until late May or even June to have consistently warmer temps.” Rick was able to attend the 2007 Orange Bowl and witness so many WFU alums and fans together having a great time cheering on WFU’s football team. Rick’s family includes his wife Carol and their four children, Sam, Kevin, Benjamin, and Madelyn, their 15-year-old cat (Ginny), adopted 4.5 yr old dog (Simone), and four fish. Rick currently works as the sole full-time pediatrician for the Oneida Tribe of Indians of Wisconsin, and enjoys having a position where he can do what he enjoys without pressure from to crank out high volumes of patients daily and place productivity ahead of quality of care. Rick was able to participate in one of the WFU Theatre Dept’s Mainstage productions directed by Jim Dodding during his last semester, and he will always remember what a blast it was! Rick encourages students to take advantage of all the opportunities Wake Forest has to offer, and maintain as many of those interests throughout their careers. Hilton H. Smith (’84, Carswell) Since graduation, Hilton has been working his way up as a Line Producer in Hollywood. Hilton earned an MFA degree from UCLA in Theater, Television, & Film. He is currently the Co-Producer of “Deadwood” for HBO. In its first two seasons, “Deadwood” earned twenty-two Emmy nominations, seven Emmy wins, a Peabody award, two Golden Globe nominations and numerous Guild awards for excellence. Hilton is also the Production Manager on “Terminator: The Sarah Connor Chronicles” on Fox. His wife is Cindy McWethy Smith. William de Araujo (’85, Carswell) William graduated from Wake Forest and attended the University of North Carolina at Chapel Hill for medical school. His internship was completed in General Surgery and his residency in Orthopaedics at Wake Forest. William’s fellowship was in Orthopaedic Traumatology at Emory University, Grady and Crawford Long Hospitals in Atlanta, GA. William is married to Lori de Araujo and they have three children, Olivia, Samuel, and Sophia. Elizabeth Bowles Jordan (’85, Carswell) Beth started out down the medical/research path after graduating from Wake Forest, but chose to go into corporate research. She left to pursue her true passions (music and art) and to have kids. Beth has two activ

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Navigation Search CSM Home > Student Experience > Mario Ayala Registration for Spring 2015 Mario Ayala College of San Mateo, A.A., Broadcasting and Electronic Media CSM is educating the next generation of media makers and Mario Ayala is a perfect example of that college-to-career connection.When Mario arrived in U.S. from Mexico in 2002, he couldn’t imagine that he would earn a college degree and that the degree would lead to a broadcasting career with a world-class media company. “My English was limited, I had a six-month old daughter and I didn’t have a job.” But Mario knew what he had to do, “I realized that I needed to develop my English skills to make advances in life for my family, so I made an important decision: to work on my education.” First, he began by taking classes to improve his English skills, and then he enrolled in CSM’s broadcasting program.As a student in the program, Mario was given “real world” experiences. His classes provided professional hand’s on training in studio and field production, camera production, audio recording and lighting. Furthermore, the program’s interdisciplinary approach allowed Mario to explore a variety of possible career choices within the broadcasting industry. Mario credits Associate Professor of Digital Media Michelle Brown as the person who inspired him, “…she is an exceptional teacher and mentor – she encouraged me to go the extra mile.”He took that encouragement to heart and jumped at the opportunity to be part of the production crew for ‘The Bay Today’ and “Bay Area Vista,” weekly student-produced shows for KCSM-TV. Ambitious and hardworking, Mario managed multiple roles: he served as producer, studio camera operator, director of photography and technical director! Professor Brown says of Mario, “He got involved every time the station offered opportunities for the students to be on the crew and he always made significant contributions to those projects.”She adds, “In my Digital Video class Mario’s leadership and solid production skills were essential to his team’s successful production of high-quality supplemental programming about Half Moon Bay and the De Young Museum for KCSM-TV. Mario is such a committed and mature director of photography that when he lost his own HD camera to the wild waves at Mavericks while reporting for our student show, he didn’t even complain! He also demonstrated that he can research, schedule, and produce programming that serves the local community.”Soon after Mario earned his AA degree in Broadcasting and Electronic Media, he was hired by Telemundo, a division of NBC Universal Television Network, as a commercial producer. His degree and the program’s broad-based curriculum prepared him for a career in a highly competitive industry. Mario explains, “I found the broadcasting program offered amazing hand’s-on learning experiences. The college facilities have the same professional state-of-the-art equipment and software that I am using at work. I had the opportunity to participate in real TV productions. And, when I applied for my current position, I felt confident that I had the skills and knowledge that the company was looking for.”As a commercial producer, Mario writes, shoot and edits promotional media for Telemundo, including event “promos” image spots and entertainment, cultural and travel segments. “Mario is a gifted storyteller. He isn’t just technically-skilled. He knows how to use audio and video to tell an effective story. I’m not surprised he’s producing for a network affiliate. He’s just getting started, in my opinion,” says Professor Brown.Mario’s hard work and motivation were rewarded – he was the recipient of several scholarship awards including the Steve Davis Undergraduate Overall Excellent Scholarship from the National Academy of Television Arts and Sciences. Professor Brown recalls the ceremony: “It was so exciting to be in a room full of local broadcasters and media professionals who were all watching Mario’s video as the award was announced! I was so proud!” View Featured Students | View All Students

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Sidney R. Nagel (University of Chicago) Physics at the Breakfast Table Watch the talk (running time approx. 50 min.) Many complex phenomena are so familiar that we forget to ask whether or not they are understood. In this lecture, I will discuss several familiar cases of effects that are so ubiquitous that we hardly realize that they defy our normal intuition about why they occur. The examples of poorly understood classical physics that I will choose can all be viewed at a breakfast table: the anomalous flow of granular material, the long messy tendrils left by honey spooned from one dish to another and the pesky rings deposited by spilled coffee on a table after the liquid evaporates. These are all nonlinear hydrodynamic phenomena which not only are of technological importance but can also lead the inquisitive into new realms of physics. Sid Nagel received his B.A. from Columbia University in 1969 and his Ph.D in Physics from Princeton University in 1974. He was a Research Associate at Brown University before moving in 1976 to the University of Chicago, where he is currently is Stein-Freiler Distinguished Service Professor in the Department of Physics and a member of the James Franck Institute. Nagel works to make sense out of disordered, non-linear and out-of-equilibrium systems. Initially his research focused on the transition that occurs when a liquid is supercooled into an amorphous solid. His interests subsequently broadened to include granular materials such as sand and coffee grounds. Along a somewhat related line of research, he has been studying the singularities that occur in hydrodynamic flows. A drop falling from a faucet is a common example of singularity formation, as the liquid breaks up into two or more pieces. Professor Nagel is a Fellow of the American Physical Society and of the American Association for the Advancement of Science. He is a member of the American Academy of Arts and Sciences and of the National Academy of Sciences. He is an accomplished photographer who sometimes uses his talents for documenting his experimental research. Back to Symposium Agenda

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TREMBLING IN THE IVORY TOWER: EXCESSES IN THE PURSUIT OF TRUTH AND TENURE The Intellectual Climate in American Higher Education Is Suffering JULY 08, 2010 by GEORGE C. LEEF If you listen to spokesmen for the higher-education establishment, America’s colleges and universities are the envy of the world, propelling our economy forward with brilliantly educated young minds. Look only at the bright spots in American higher education and you might well conclude that such praise is merited. But to assume that something is true of the whole because it is true for some of the parts is fallacious—the fallacy of composition. That’s pertinent here. Just because our universities turn out world-class scientists and engineers doesn’t mean that our higher education system is world-class. Beneath its lovely façade, there’s a great deal of decay in American higher education. At many schools, the curriculum is feeble and academic standards have sunk out of sight. The paramount concern of administrators and professors is keeping the students happy—the “beer and circus” syndrome, as Murray Sperber calls it. And then there is the problem of the intellectual climate. Thanks to the mania for “diversity” sweeping through American higher education, we’ve reached the point where many ideas can no longer be discussed because someone in a “protected group” might be offended. It is mainly to this degradation of academic discourse that Trembling in the Ivory Tower is addressed. Kenneth Lasson, a professor of law at the University of Baltimore, finds that our colleges and universities are becoming increasingly hostile to intellectual freedom, their focus changing from open debate and inquiry to ensuring that students come away from their college years with “correct” attitudes. Lasson’s book is chock full of evidence that things have gone badly awry. Students now typically graduate “with inferior backgrounds in the humanities, weak language and writing skills, and little respect for their professors.” One reason they have little respect for their professors is that the professors don’t do much to earn it. Increasingly, they’re preoccupied with their “research”—that is, writing articles and books that help them obtain tenure and higher pay. Teaching plays second fiddle. That’s bad enough, but Lasson regards most of the “research” to be drivel. An incredible number of specialized academic journals filled with pretentious and impenetrable writing are produced every year to no purpose other than resumé padding. Worse still, in many academic disciplines the radicals of the ’60s and ’70s have taken control and insist on turning their courses into platforms for the propagation of their ideology. Radical feminists are among the worst culprits in that regard. “Good people of both sexes have been stampeded into corners of stilted parlance and tortured logic by the self-appointed thought police,” Lasson writes, “Big Sister has imposed herself upon all of us.” The “radfems” don’t just hold sway in the almost ubiquitous “Women’s Studies” programs, but have also unleashed their embittered view of the world in English, sociology, and other fields. They have succeeded not only in poisoning the minds of some students, but also in poisoning campus discourse. And if radical feminism has eroded the foundations of higher education with its acid, the “diversity” movement has attacked those foundations with jackhammers. Students and professors are harassed with speech codes and “diversity czars” who are eager to find bigotry, discrimination, or mere “insensitivity” everywhere. “Instead of blending ethnicity fairly into a melting pot, we have allowed multiculturalism to boil over into a seething cauldron of conflict,” Lasson rightly observes. Here’s an example he gives. A group of students launched a protest in 1999 at Berkeley, demanding an increase in the number of faculty members in the school’s Ethnic Studies Department—even though the department had low enrollment. More than 100 students were arrested after they took over a campus building, but the administration caved in when six of them went on a hunger strike. It agreed to hire eight new full-time faculty members, to provide funding for an Institute of Race and Gender Studies, and to pay for a mural depicting the student takeover. What can be done? Most of the book is devoted to the explication of the problem, and Lasson doesn’t do much to show the way out of the morass. “If eternal vigilance is the price of freedom,” he writes, “then we must be especially alert that the trustees of the academic enterprise are forever honest in perpetuating the vigorous exchange of ideas, values, and convictions . . . and that they are consistent and critical in their pursuit of truth.” Yes, of course, but those trustees are the very people who have looked on with indifference as the academic degradation proceeded apace. Why expect them to arise from their torpor? Even if Lasson doesn’t have a solution at hand—and I don’t think anyone does—he has done a superb job of identifying the problem. His witty and engrossing book is must reading for everyone concerned about higher education. ASSOCIATED ISSUEMarch 2005 The Language Police: How Pressure Groups Restrict What Students LearnJULY 07, 2010 by MARTIN MORSE WOOSTER

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Showing posts with label Library and Archives Head of State. Show all posts Queen Victoria's Journals The Library and Archives Canada (LAC) has issued a very important announcement this morning, and it is about Queen Victoria's Dairy - “At the age of 13, Queen Victoria became an avid journal writer when her mother gave her a diary to document an upcoming trip to Wales. Her last entry was written more than six decades later, on January 13, 1901, only nine days before her death. This year, in honour of Queen Victoria’s birth (May 24, 1819) and the Diamond Jubilee of Queen Elizabeth II, all 141 journal volumes (comprised of 43,765 pages) have been digitized and are now available through a courtesy subscription obtained by Library and Archives Canada (LAC), through The Royal Household, and with the assistance of ProQuest. The project’s website says that “ As well as detailing household and family matters, the journals reflect affairs of state, describe meetings with statesmen and other eminent figures, and comment on the literature of the day. They represent a valuable primary source for scholars of nineteenth century British political and social history and for those working on gender and autobiographical writing.” Not only have the diaries been digitized, they have been (and will continue to be) transcribed to allow for a keyword search. In fact, The Queen, as Head of State for Canada, did not leave us unmentioned. A keyword search for “canad*” (without the quotation marks) currently retrieves more than 150 results up to 1839! As the project continues and more years are transcribed and become searchable, this resource will become more valuable. To access the journals, use any of the public workstations located at 395 Wellington Street in Ottawa or our Wi-Fi connection and visit the website Queen Victoria's Journals www.queenvictoriasjournals.org. You may browse the journals by date or search for keywords”. The website for the LAC is www.bac-lac.gc.ca/eng/Pages/home.aspx Jornnals, Library and Archives Head of State, Queen Victoria's Diary The Waterdown East-Flamborough Heritage Society’s ...

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How is theology �the queen of the sciences�? Question: "How is theology �the queen of the sciences�?" Answer: In Europe during the High Middle Ages, schools of higher learning utilized the trivium (grammar, logic, and rhetoric) and quadrivium (arithmetic, geometry, music, and astronomy) of classical liberal arts. It was in this environment that theology was named �queen of the sciences.� Theology as Science When we think of �science,� we usually think of the study of the natural world and that which can be quantitatively measured—subjects such as biology and physics. Historically, though, of the �natural� sciences, only geometry and astronomy were part of the standard university curriculum. So what was a science? Augustine defined it as anything to do with knowledge of the temporal world. Thomas Aquinas considered theology a science because it encounters special and general revelation. The tradition of Wissenschaft provides a bridge to our modern understanding of science. Wissenschaft was the ideology of learning in German universities during the 1800s. Within this system, a science is �a legitimate area of study oriented to a particular object, and possessing appropriate methods of investigation.� This is similar to the concept of �science� in the Medieval era, yet has endured into the 21st century. According to this definition, theology is a science with an object of study (God and His actions on earth) and a means for study (the Bible and general revelation). Theology as Supreme So, theology was seen as a science in the Middle Ages. How, then, was it supreme over, and therefore �queen of,� the other sciences? In the Medieval universities, it was understood that the various branches of learning required an overarching standard. That standard was the Bible. Because the Bible was seen as the source of all truth, theology became the natural standard by which other scholarship had to abide. The scholars of the day rightly saw that one�s view of God and the Bible affects every other area of life. A scholar�s theology is the foundation of his worldview and shapes his study of philosophy and other fields. Theology, then, was the �queen of the sciences�; that is, God�s Word is the majestic source of knowledge that informs all other knowledge. The Bible and a Theological Standard Although the scholastic standard has changed in our world, a Christian�s belief in biblical inerrancy supports theology as �queen.� The Bible warns us to avoid �the opposing ideas of what is falsely called knowledge� (1 Timothy 6:20). Rather, we should strive to �correctly handle the word of truth� (2 Timothy 2:15). Theology truly is the starting place for learning. �The fear of the LORD is the beginning of knowledge� (Proverbs 1:7). Recommended Resources: The Moody Handbook of Theology by Paul Enns and Logos Bible Software. What is systematic theology? What is Old Testament theology? What are articles of faith? What is contemporary theology? What is New Testament theology? Questions about Theology

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'Obamacare' costs spur look into outsourcing By MATT REINIG | Hernando Today Published: February 22, 2014 BROOKSVILLE - The Affordable Care Act, referred to colloquially as "Obamacare," is expected to add $707,194 in health insurance expenditures to the school district next year. The school district is the county's largest employer, and much of the added costs concerns substitute teachers rather than part- and full-time employees. The district already provides health insurance for both part- and full-time employees, according to Executive Director of Business Services Heather Martin, and the district will continue to do so even though the Affordable Care Act requires employers to provide insurance to employees working 30 or more hours a week. In an effort to cut costs, the school board tentatively approved a piggybacking contract that would allow the district to outsource an estimated 104 substitute teachers through a private firm. The educational staffing agency would handle all aspects of substitute teachers, paraprofessionals, custodians, and food service and clerical workers, according to the district. The district estimates that piggybacking on an insurance bid outside the county could save the district a potential $251,690, bringing the total added health insurance costs to $465,504. The district says it also stands to benefit from no payroll, unemployment, or workers' compensation costs. The district also expects to benefit from reduced recruiting, screening, and training costs, and allow for the reallocation of scarce staff resources in human resources, finance, and school offices, officials said. The district paid for approximately 208,000 substitute hours in 2013, according to the district. Aside from health insurance benefits, the staffing agency could also provide weekly pay and ePaystub, 401(k) plan, recognition program, possible summer assignments, Substitute Teacher of the Year Award, and toll-free employee service hotline, according to the district. The school board also gave notice to renew their current substitute management contract, but begin the outsourcing process prior to June 30. Martin said the company the district is considering entering into a contract with has a proven track record. Martin was asked by the board to appraise nearby counties' insurance contracts and how they compare to the district's. Martin is expected to present that information to the board during a later workshop prior to a vote on the measure. ??In other education news, the school board agreed this week to increase Internet bandwidth and speed at an annual cost of $51,487, according to a presentation given during a board workshop Tuesday. Hernando County Education Foundation will provide a $50,000 grant to the district to apply toward those costs, district officials said. "Anything to improve the slowness of the computers at the schools would be wonderful," said board member Cynthia Moore, who serves as a volunteer at Brooksville Elementary School. "Sometimes I have to just wait, and wait, and wait." The upgrades are expected to increase Internet speeds 10 times their current speed, according to the district.

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Network | Ward Churchill defiant on second day of testimony SOURCE: Chronicle of Higher Ed 3-24-09 Ward Churchill defiant on second day of testimony Ward Churchill acknowledged some flaws in his scholarship, but strenuously denied that any merited his 2007 dismissal by the University of Colorado, in testimony delivered today in a trial in which he is attempting to prove that his firing violated his First Amendment rights. Throughout his second day on the witness stand, the controversial ethnic-studies scholar expressed defiance toward his accusers at the university, according to reports on the courtroom proceedings published in The Denver Post, the Colorado Daily, and The New York Times. At one point, he called several of the university administrators and faculty members who faulted his scholarship “pathetic,” the Daily’s account says. Asked by his lawyer, David A. Lane, what he hoped to gain from the proceedings, Mr. Churchill said, “I want my job and I want restitution and acknowledgment that the entire process to remove me from the university was fraudulent.” He testified that he has been out of work since his 2007 dismissal from his job, which had paid $94,000 a year, and has been so distracted by the need to defend himself that he has been forced to put aside work on four books. Read entire article at Chronicle of Higher Ed

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Wiescher Discusses Advances in Measuring Nuclear Reactions A paper by Michael Wiescher published in the American Physical Society�s Physics journal recently traces development in research on nuclear reactions that happen in stars. The article titled �Cosmic alchemy in the laboratory� covers both theoretical and experimental advances in the field, as well as a discussion of the role of such reactions in creating the variety of physical elements. Wiescher is the Freimann Chair of Physics, Director of the Nuclear Science Laboratory and Director of the Joint Institute for Nuclear Astrophysics. The paper points forward to three major initiatives for the construction of new underground accelerator facilities, including the Dakota Ion Accelerators for Nuclear Astrophysics (DIANA) at Homestake mine in South Dakota, a collaboration among the University of Notre Dame, the University of North Carolina, Western Michigan University and Lawrence Berkeley National Laboratory. Other proposed underground accelerator facilities are at a salt mine in the United Kingdom and an abandoned train tunnel in Spain. Underground laboratories shield experiments from high-energy cosmic raise that are a distracting background. The experiments grow out of theoretical advances in recent years in the field of stellar reactions and stel

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« Collaborative Advantage Book Review: Stranger in a strange land » Real Numbers: Brain Mobility The high level of participation of international scientists and engineers in U.S. laboratories and classrooms warrants increased efforts to understand this phenomenon and to ensure that policies regarding the movement and activities of highly trained individuals are sufficiently open and flexible to keep pace with the changing nature of research and technology. Foreign-born students and scholars contribute at many levels—as technicians, teachers, and researchers and in other occupations in which technical training is desirable. They have also been shown to generate economic gains by adding to the processes of industrial or business innovation. As scientists and engineers become increasingly mobile, their activities will be an element in international relations and even foreign policy. To maintain its leadership position in science and technology, the United States will have to do more to understand this global network of expertise, to provide a learning and research environment that attracts scholars, to prepare U.S. and foreign-born students alike to function in the evolving global research system, and to implement immigration policies that facilitate the migration of talented individuals so that they can contribute most effectively to global well-being. Despite the growing presence of international science and engineering graduate students and postdoctoral scholars on U.S. university campuses, the data gathered by different sources on their numbers and activities are difficult to compare and yield only an approximate picture of their career status and contributions. The data presented below (which are taken from the National Academies report Policy Implications of International Graduate Students and Postdoctoral Scholars in the United States) provide a useful introduction to the subject, and they should serve as a catalyst for expanded U.S. efforts to study and welcome the emerging international network of scientists and engineers. Growing foreign presence at universities The percentage of international science and engineering (S&E) graduate students in U.S. universities grew from 23.4% in 1982 to 34.5% in 2002. Their presence was particularly strong in some fields. In 2002 international students were 35.4% of all graduate students in the physical sciences and 58.7% of those in engineering. The S&E postdoctoral population was even more international, with almost 60% coming from outside the United States. Information about this group is very limited. Full-Time S&E Graduate Enrollment by Citizenship Source: National Science Foundation. Academic Postdoctoral-Scholar Appointments in S&E A long period of U.S. dominance Since the end of World War II, the United States, with 6% of the world’s population, has been producing more than 20% of the world’s S&E PhDs. The strength of the U.S. S&E enterprise is unlikely to falter in the near future, but over the longer term the United States faces challenges in maintaining its leadership. S&E Doctorate Productivity by Country, 1975–2001 Source: National Science Board. Signs of a new scientific order Beginning in 1997, the 15 leading countries of the European Union have published more scientific articles than has the United States. U.S. articles are still 250 the most cited, but European scientists are also closing that gap. Perhaps the most important development is in international collaboration. The percentage of articles with authors from more than one country grew from 8% in 1988 to 18% in 2001. U.S. scientists participated in the majority of these collaborations, and it will be increasingly important for them to maintain these international relationships. Authorship of Scientific Articles by Country, 1988–2001 Related Posts:The Foreign Student DilemmaEnhancing the Postdoctoral ExperienceA Fresh Approach to ImmigrationAttracting the Best and the BrightestReal Numbers: Changing paths, changing demographics for… Post navigation Subscribe Join our email newsletter and be the first to get access to new articles. Follow Us Copyright © 2014. University of Texas at Dallas. All rights reserved. 800 W Campbell Road, Richardson, TX 75080-3021.

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> Colorado State University-Pueblo T-WOLF Portal Faculty / Staff Portal About CSU-Pueblo Interactive Map Voluntary System of Accountability Campus Construction Projects Interest Based Community Health Services Library & Academic Resources Center (LARC) Student Recreation Student Support Services Tutoring Services Academics Semester Notes College of Education, Engineering, & Professional Studies College of Science & Math Hasan School of Business Division of Extended Studies Mail & Warehouse Services Academic Affairs Center for International Programs Veterans Educational Benefits Denver Scholarship Foundation News & Media CSU-Pueblo Today KTSC-TV Visitor & Transfer Center Tours Administration & Finance Business Financial Services Human Resources Physical Plant Purchasing VP of Admin & Finance Affirmative Action Federal and Colorado Employment Laws Diversity Resource Center Give to CSU-Pueblo CSU-Pueblo Foundation Colorado State University - Pueblo speaker series features writers for TV and big screen FOR IMMEDIATE RELEASE Cora ZaletelExecutive Director, External AffairsColorado State University-Pueblo2200 Bonforte Blvd.Pueblo, CO 81001719-549-2576 ImageLeft Page ContentColorado State University - Pueblo speaker series features writers for TV and big screen PUEBLO – Colorado State University-Pueblo’s Distinguished Speakers Series continues in October with Joel Cohen, a co-writer/producer for the hit television show The Simpsons and Native American writer/filmmaker Sherman Alexie. Cohen’s presentation, “The Business Tao of Homer: Lessons in Creativity and Innovation from The Simpsons,” will begin at 7 p.m. on Wednesday, Oct. 13 in the Occhiato University Center Ballroom. This event is free and open to the public. Cohen earned his Master of Business Administration and found success in the corporate world before making a completely illogical career move into comedy writing. Luckily for him, it all worked out: he became an Emmy-winning writer for The Simpsons -- "the greatest TV show of the 20th century" (Time). Cohen's experience as both a "creative" and a "suit" has not only left him with a puzzling resume, it also gives him a unique perspective to discuss innovation, creativity, and their place in business. The Simpsons has won dozens of awards since it debuted as a series in 1989, including 25 Primetime Emmy Awards, 26 Annie Awards, and a Peabody Award. Armed with inspired anecdotes and clips, Cohen takes you into the fabled writers' room at The Simpsons to draw the links -- and there are many -- between maintaining a hit show and running a successful company. He asks, and then brilliantly answers, questions essential to the success of any industry. How do you manage group dynamics to get the best from your talent? How do you find, evaluate, implement, and even discard, new ideas? How do you chart a renewable path to innovation? And how do you overcome creative log jams? In association with the Pueblo Library District’s All Pueblo Reads celebration, CSU-Pueblo will host Native American writer, poet, and filmmaker Sherman Alexie at noon on Monday, Oct. 25 in Massari Arena. Following his presentation, he will take questions and will autograph books, which will be available that day through the CSU-Pueblo Bookstore. With his humorous, revealing and exuberant works of art, he compels audiences to see the world for all of its pitfalls and possibilities Alexie was named one of The New Yorker’s 20 top writers for the 21st century. The New York Times Book Review described him as “one of the major lyric voices of our time.” Men’s Journal called him “the world’s first fast-talking and wisecracking mediagenic American-Indian superstar.” Much of his writing draws on his experiences as a Native American. Two of Alexie's best known works are The Lone Ranger and Tonto Fistfight in Heaven (1994), a book of short stories and Smoke Signals, a film. The Absolutely True Diary of a Part-Time Indian, an autobiographical young adult novel, was his first major commercial success. His first novel, Reservation Blues, won Booklist’s Editors Choice Award for Fiction. Indian Killer was a New York Times Notable Book. The Toughest Indian in the World won the 2001 PEN/Malamud Award, honoring excellence in the art of storytelling. Ten Little Indians was a 2003 national bestseller and Publishers Weekly Book of the Year. His latest books include Flight, The Absolutely True Diary of a Part-Time Indian, a 2007 National Book Award winner in Young People’s Literature, and Face, his first full collection of poems in nine years. His collection of short stories, War Dances, was released in Fall '09. Alexie wrote and produced the film, Smoke Signals, based on his book, The Lone Ranger and Tonto Fistfight in Heaven, which won the Audience Award and Filmmakers Trophy at the 1998 Sundance Film Festival. In 2002, he made his directorial debut with The Business of Fancydancing. He is currently working on a sequel to The Lone Ranger and Tonto Fistfight in Heaven entitled, Fire with Fire, and a sequel to True Diary entitled, The Magic and Tragic Year of My Broken Thumb. The Distinguished Speakers Series features eminent national or international speakers who contribute to current thought in social or political activities, in the arts and sciences, or other realm of contemporary significance by individuals who have distinguished themselves in their fields. The series is co-sponsored by the Office of Student Activities, the Student Fee Governing Board, the Associated Students’ Government, and the Diversity Resource Center. Alexie’s appearance is thanks in large part to contributions by the Department of English and Foreign Languages and the Southern Colorado Writing Project. The fall schedule will conclude on Nov. 10 with single mother turned lawyer Betty Anne Waters. Her life will be depicted in a film starring Hilary Swank, Conviction, being released in selected theatres on Oct. 15. For more information or an updated schedule, contact the CSU-Pueblo Office of Student Life at 549-2586 or visit www.colostate-pueblo.edu/studentactivities. Colorado State University - Pueblo is a regional, comprehensive university emphasizing professional, career-oriented, and applied programs. Displaying excellence in teaching, celebrating diversity, and engaging in service and outreach, CSU-Pueblo is distinguished by access, opportunity, and the overall quality of services provided to its students. Equal Opportunity | Give to CSU-Pueblo | CSU - System | CSU - Global | CSU - Ft. Collins

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A-Z | Blackboard | Calendar | Directory | MyNIU | NIU Today | NIU HomeAdvanced Search STUDENTS PROSPECTIVE STUDENTS FACULTY/STAFF Terms and Definitions About TEducator Licensure Advanced Licensure Programs Licensure Testing University Committee on Advanced and Non-Teaching Educator Licensure Programs formerly CAPCE University Committee on Initial Educator Licensure (UCIEL) formerly CITC State Licensure Requirements Types of Certificates and Endorsements Requirements for Teacher Certification Specific Teacher Certificates Endorsements on Testing Certificate Advanced Certificates Certification of Out-of-State Candidates Educator Certification System (ESC) Teacher Licensure Program Certificate - A license issued by the State of Illinois authorizing the holder to teach or work with students at a specified grade or age level, or to serve in a specific role, such as a high school teacher or guidance counselor. Endorsement - A descriptor placed on an Illinois certificate which specifies and limits the subject, student group, or area of responsibility for which that certificate is valid. For example, a mathematics endorsement on a secondary certificate authorizes the holder to teach mathematics in grades 6-12. Designation - An additional descriptor that further identifies and limits the subject area for which the certificate and its endorsement are valid. Designations are required for certain subjects or fields, such as science, social science, and foreign languages, and are optionally available in several other fields. Approval - A state authorization to teach a specific subject or grade level. "Approvals" are available only for certain specialized areas such as early childhood special education and bilingual education. The approval is typically issued in the form of a letter from the State Board of Education rather than as a statement on the holder's certificate . Initial and Advanced Certification Programs - Programs that prepare the candidate for a first teaching certificate are called "initial certification programs." These programs are offered at the undergraduate and graduate levels and do not require a bachelor's degree as a prerequisite for admission except in conjunction with an advanced degree. At NIU, all undergraduate teacher preparation programs except those for the reading specialist and library information specialist certificates are considered "initial certification programs." Certification programs that are offered only at the graduate level and that require a bachelor's degree as a prerequisite for admission are called "advanced certification programs." These programs typically lead to specialized certification in areas such as school administration and school services. Some "advanced certification programs" require prior certification as a teacher and/or a designated amount of experience. Initial and Subsequent Teaching Certificates - The first Illinois teaching certificate is called an "initial" certificate, while additional teaching certificates earned by the holder are called "subsequent" certificates. Focused Certification Programs - Individualized certification programs that are designed for students seeking an additional or "subsequent" teaching certificate. Focused certification programs are structured around the requirements for the initial certificate but, at the institution's discretion, give credit for the candidate's previous training and experience. Each teacher preparation institution must have policies and procedures for its administration of "focused certification programs." Alternative Certification Programs - Certification programs that are designed to provide an expedited route to teaching for individuals who hold at least a bachelor's degree and have experience in a related field. Entitlement - Certification based on institutional recommendation and verification that all requirements have been met. Issuance of the certificate is essentially automatic once the required state assessments have been passed and all fees have been paid.

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Professor Denise Fort Involved in Water Reclamation Study UNM Law Professor Denise Fort has been appointed to a committee of the National Research Council, the research arm of the National Academy of Sciences. The academy brings together committees of experts across the country to address critical national issues and provide advice to the government and public. Fort is involved in a study looking at the potential for water reclamation and reuse of municipal wastewater to expand and enhance the nation's available water supply alternatives. The committee will consider a wide range of uses, including drinking water, non-potable urban uses, irrigation, industrial process water, groundwater recharge, and water for environmental purposes. Specific issues to be addressed include the benefits and barriers to reclaiming and reusing wastewater, the technology available, human health risks, costs and required research. “I will provide a legal perspective on the existing legal structure for such projects and consider what changes would be required to support innovation,” says Fort. “This project is interesting to me because water needs are becoming more acute as population grows and the effects of climate change are felt, and a proactive approach to analyzing alternatives can be helpful to water managers across the U.S.” The study is being sponsored by the Environmental Protection Agency. UNM School of Law © The University of New Mexico, Albuquerque, NM 87131, (505) 277-0111 New Mexico's Flagship University Accessibility

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limaohio.com Regional Roundup: Rotary recognizes Ruehl’s contribution March 20, 2010 LIMA � The Rotary Foundation has recognized Robert �Bob� G. Ruehl as a major donor in recognition of his substantial financial contribution toward international understanding and peace. Ruehl is among a select group of dedicated humanitarians who have committed themselves to changing the lives of children, young people and adults through a legacy of hope. Ruehl was awarded a diamond circle pin and a major donor crystal engraved with doves bearing olive branches. ONU student named to pharmacy council ADA � Ashley Overy, an Ohio Northern University pharmacy major from Grafton, has been appointed as the national student representative to serve on the American Society of Health-System Pharmacists� Council on Pharmacy Management for the 2010-11 academic year. The council focuses on policies related to the process of leading and directing the� pharmacy department in hospitals and health systems. Selection for this position was competitive. Bath fifth-graders quality for state science fair LIMA � The fifth-grade team of Abby Cosart, Jenna Davis and Sofia Snyder recently competed in the District Science Fair at Ohio Northern University. Their project, �Reducing Blood Clots in the Lower Leg,� received a superior rating and two awards. This Bath Middle School team received the Soroptimist Outstanding Achievement in Science Award as well as the District Science Day Award for outstanding project in the field of medicine and health from Ohio Northern University. The team moves on to the state science fair May 8 in Columbus. This is the first time a fifth/sixth grade project has advanced to the state competition. Link:http://limaohio.com/article/20100320/news/303209955/

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The papers published in this issue of Language Learning and Technology are indicative of current research and exploratory intervention work dealing with the use of new technologies in language learning contexts involving children, teachers, and teacher education students. The range of papers represents diverse areas of interest within second and foreign language learning that is mediated by new technologies. These include new technologies as a language learning medium; sociocultural studies of new technology uses focusing on students' interactions with software interfaces and the social interactions occurring around the computer as students work; evaluative studies of ways of Internet use as a language learning resource; and students' new technology uses and purposes that are not usually associated with school-based language acquisition (e.g., gaming, text messaging, instant messaging, participating in fan-based Internet spaces). In the opening paper, "Child-to-Child Interaction and Corrective Feedback in a Computer Mediated L2 Class," Frank Morris reports findings from a study of corrective feedback on and subsequent repairs to written target language enacted during child-to-child, computer-mediated interactions within a fifth-grade, elementary Spanish immersion class in a southeast region of the United States. This study focusses on a typical teaching-learning activity within the school computer lab where students were paired, but without being told who their partner was or where s/he was sitting in the classroom. Each pair used the discussion function of Blackboard, a Web-based commercial course management interface, to complete an off-line, hardcopy jigsaw task. Morris found that implicit, negotiated corrective feedback more often led to immediate target language error repair than did other types of feedback, such as explicit negative feedback. Carla Meskill focuses on computer-supported classroom discourse in her article, "Scaffolding the Learning of At-Risk English Language Learners with Computers." At the center of her study is a very experienced elementary school teacher who works with beginning-level English language learners from low-income homes, in a mid-size, post-industrial city within the US. Meskill's analysis is grounded in the assumption that English is not a socially autonomous system, but is contingent on current and historical patterns of speaking and doing within socially defined contexts. The teacher explicitly recognizes the importance of not simply teaching her students to encode

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Loyola Policies President's Biography Council of Regents University Officers About LoyolaCommunications DepartmentsGovernance State of the University AddressPresident Michael J. Garanzini, S.J. This gathering is intended as an opportunity to welcome each of you back to the start of the second semester, to wish you the best in the year ahead, and to thank you for your hard work and dedication to Loyola as we begin a new semester. Your work as scholars and support staff is what makes this a vital and vibrant institution. It is also an opportunity to bring you up-to-date with activities and advances in the administration of the University, which I want to stress is only one aspect of our University community. Countless individuals have achieved a great deal over the past year. We cannot forget that a great deal of scholarship is conducted in the libraries, offices and labs in this institution, and this productivity continues despite the ups and downs of the administrative bureaucracy and the ebb and flow of the academic calendar. Scholarship is often a lonely activity and one with few tangible rewards, save the personal feeling of having contributed to the advancement of our understanding and our knowledge, the clarification of what was only dimly understood, or the production of something heretofore unseen or unheard. Loyola's reputation as an excellent academic institution has been consistently high, and we continue to be considered one of the best of the Catholic universities in this country. Our dedication to continuing the legacy of this great University should be even stronger as we clarify our institutional goals and re-dedicate ourselves to our mission. Loyola, like any great university, is continually re-examining itself and re-inventing itself. From my perspective, this is clearly a project that is taking place at a rapid rate. I am sure for some it is a process that is long in coming and too slowly being realized. But I hope your patience and your spirit of cooperation will be something we can continue to count on. My goal this afternoon is simply this: to clarify as much as I can how Loyola is re-inventing itself and becoming a more solid and more vibrant institution, able still to contribute to the life of this civic community, the Church, the society in which we live, to foster the intellectual, social and spiritual formation of our students, and to sustain the scholarly interests and aspirations of the faculty. The University's three-year strategic agenda, adopted to guide us in this stabilization process, should also lay the foundation for a more sustained effort to launch new and even more relevant projects that will support and build on the achievements of the past. A campaign to reinvigorate the University requires a solid foundation. A healthy and productive University is one that knows and appreciates its mission and celebrates its identity, which in our case is both Catholic and Jesuit. It is one where the faculty feel supported and appreciated and where opportunities for scholarship and study are available and encouraged. It is one where students appreciate the relevance of the curricular and co-curricular offerings and take advantage of them. It is one where opportunities for reflection and dialogue are available and well-utilized. It is one where responsibilities are appropriately shared and institutional goals and challenges are collectively addressed. Our challenge is then building a foundation that will enable us to advance in this general and healthy way. The first three goals of the agenda challenge us to renew our efforts to update our programmatic and curricular offerings. As you know, John Pelissero has been asked by the Provost to begin a three-year, phased discussion of the goals and elements of the core curriculum for the undergraduate. The objectives of this process and goals have been endorsed by the University's Trustees. The difficult work of refining and clarifying remains. Thanks to John and others who will be assisting him in this endeavor. Deans of the professional schools have been discussing how to collaborate in our recruitment and our support services for students in our professional schools, and Dean Yost has been working to improve research services and better focus several graduate academic programs. This is slow work, and it is demanding work because we feel so passionately about our programs and how we contribute to and interact with them professionally and personally. The level of civility and interest is encouraging. I believe that we will emerge a stronger and more rigorous institutions at the curricular and programmatic level because of the leadership of the faculty and academic administrators who have already shown signs of a willingness to reconsider and reformulate our academic objectives. The foundation for this work was laid down by what we refer to as the CARP report. It still is the most objective document we have for moving forward. In the area of recruitment, we have already reached our original goal in the three-year agenda. Enrollment trends for the coming year are as positive as they were last year and better in some ways. Thanks to the continued and even improving work of our admissions and financial aid staff we should be able to meet all enrollment targets as well as our target for better strategic use of our financial aid dollars. Special thanks to Terry Richards and Eric Weems and their staffs for their work. The new office for graduate student recruiting has been formed with the combined resources of the graduate and professional schools. It, too, is already producing results. A special thanks to Paul Roberts and his staff for their work. Capital planning for the campuses is in full throttle. At the Lake Shore Campus we see the preparation work for the new Life Science Building. This teaching and research facility is scheduled to open in 2004, that is, a year from this summer. We will be proposing the construction of a new residence hall, across from the Simpson Living and Learning Center for approximately 400 students. Granada Residence Hall, which will be known as Fordham Hall, will be open to upper upperclassmen in the coming academic year. We are proceeding with the support and assistance of Aldermen Joe Moore and Pat O'Connor, as well as our Mayor for a major development of the properties on North Sheridan Road across from our Lake Shore Campus. Rogers Park, our Lake Shore Campus home, is one of the most diverse communities in the City of Chicago. This diversity, while energizing for the University community, creates unique redevelopment challenges and opportunities. As we have studied the growth of the Lake Shore Campus over the years, one issue arises frequently -- the neighborhood around the campus must be safe and inviting for our students and the surrounding community. A big part of improving our surrounding neighborhood is to stimulate redevelopment opportunities -- making it attractive for businesses to invest here. Loyola has taken the lead in beginning the work necessary to establish a Tax Increment Financing District (a TIF) along Sheridan Road and Devon Avenue. This district, when completed and approved by the City Council, will provide an economic stimulus for development and attract retailers and restaurants for Loyola and our neighborhood. Soon, a sub-group of our Lake Shore Campus Advisory Committee, will be formed to shape the ingredients of a redevelopment plan for the west side of Sheridan Road between Albion and Devon. The Mayor, and our two local aldermen, Joe Moore and Pat O'Connor, support our taking the lead in this important effort. There are great needs and opportunities to create a truly exciting streetscape that will be inviting for us and the neighbors within our diverse community. In addition, we are taking a serious look at the Skyscraper Building and planning for its use as a center for the visual and performing arts, for student services like Campus Ministry, and eventually Student Affairs, Student Admissions and Financial Aid and other student-focused offices into facilities that are conducive for the traffic and the support of these ever-growing programs. Also on the Lake Shore Campus, Damen Hall will increasingly be the home of academic services on the Lake Shore Campus. Our objective is to create an academic services area that includes the Dean of First-Year Students office, the study abroad offices, the writing clinic, Magis, and learning assistance center in close proximity of one another in this building. The impact of services that are better coordinated has already become visible in improved attrition, thanks to the leadership of Dean Heath. These moves will take time and money, but they are part of a plan for more creative and better utilization of the campus, and for increasing its attractiveness and the sense of community which will help us create the right environment for scholarly and reflective work as well as for productive and easy social interaction. I know some of these cannot come soon enough, but as we emerge from our financial difficulties, we will need an overall campus plan to guide us more deliberately and realistically. In a short time, you will be hearing about some exciting initiatives at the Water Tower Campus that involve a project to utilize a half block of Loyola space for the development of a senior residential facility on the block behind Lewis Towers where Marquette Center and Siedenberg Hall now sit. Revenue from this project and considerable new space inside this facility will facilitate the development of a student residence, retail space, parking, and student service programs on other properties we own at the Water Tower Campus. The goal of these efforts is to revitalize our downtown presence. IPS, Social Work, Mundelein College, and the Finance Division are being moved to Lewis Towers, adding to efficiency and dynamism of our academic programs and services for students in the professions. The University's financial health has been a major concern for Loyola and we are not completely "out of the woods" but progress is significant. Soon we will be joined by a new Chief Financial Officer, Bill Laird. Bill is presently the Associate Vice President for Finance at Carnegie Mellon University in Pittsburgh. He will be coming to us with considerable experience at a complex research institution. I see Bill's arrival as helping us build the foundation for better, more transparent financial reporting, for better and more efficient services, and for helping us plan for more financial support for academic and especially our research activities. This past year, we have made considerable progress toward balancing the budget, and toward implementing a new computerized reporting system. One result of the new Lawson system is the more accurate and efficient payroll system. The work of Kay Geary and her staff in implementing the new system with the help of the Medical Center which had recently converted its operation to the system deserves notice and thanks as well. I am pleased to announce that the budget we are proposing to the Board of Trustees for close scrutiny in March is a balanced budget, the first in many years. It is based on several important assumptions which to date are holding constant and achievable. It presumes a 5.5% tuition increase, and an increment pool for merit raises in aggregate of 3%. It assumes we will take nothing from endowment income but will meet our endowed program obligations through normal budget revenues. It assumes a growth in undergraduate enrollment of 1750 freshmen, up from 1625 this year. It assumes a 14% increase in benefits, and an increase in the money we need to pay into our retirement pool. It assumes an additional 3-5% cut in expense budgets achieved largely through holding down new hiring, re-engineering services and cuts. And, all of this has assumed the hard work and cooperation of numerous individuals, like deans and department directors. No part of the institution has been left unexamined, and spared the cuts, but we tried to do them in such a way that avoided across the board approaches to budget reductions. The decisions were difficult because of the worthiness of many things that had to be re-thought, and the decisions not to invest at times when we wish we could have. But, we can say, I think proudly, that Loyola is living within its present means. Living within our means does not imply that we are satisfied with our income and resources. In early January we were joined by Jon Heintzelman, who left Northwestern University's successful development program to head our advancement operation. Jon brings considerable experience and a keen interest in supporting school-based fund-raising. Our dedicated alumni, more often than not, associate their positive experience here with the faculty and students they came to know and appreciate. They often see Loyola through the prism of their own school and campus experience, whether at Lake Shore, or downtown at Water Tower, or at the Medical Center. Jon is committed to re-examining our efforts to garner a richer portion of the philanthropic and corporate dollars in our community, government and foundation dollars, as well as how we might better tell the story of this institution's rich heritage and contribution to Chicagoland and beyond. Finally, I want to report on progress with our goal to better manage and advance a program of shared institutional governance. Some time ago, the faculty Council urged the administration to examine alternate models of institutional governance. For many members of the Council, poor communication was plagued by even worse consultation, and sometimes disastrous decisions. (I do not think I am over-stating the complaints.) Attempts to discuss the challenge of how a large, complex and diverse university, situated on several campuses would come together to address issues in common and forge decisions, without negating or relegating as superfluous the role of strong and sound leadership and management, broke down and stalled. Thanks to the continued efforts of many on the Council, many deans, department chairs, and vice presidents, we are coming to an agreed-upon plan. It borrows heavily from the institutional governance model adopted at Santa Clara University. It relies heavily on the expertise of individuals in administrative, faculty and staff ranks. It is being adjusted to account for our situation here at Loyola. It places considerable responsibility in what are called university policy committees. It allows for the continuation of affinity groups like cabinets for administrators, and faculty, staff and student councils. It is more streamlined than what we have now. It is the collaborative work of a large number of people -- approximately 30 individuals who have come together periodically to discuss and examine what is now becoming a "university governance charter" that will guide us into the future. As the draft of the charter is posted on the web for review, debate and discussion, I encourage you to comment and make your opinions known. Most within our community are not concerned about governance unless something is gravely wrong or a policy that affects them is being promulgated. The support the proposed charter has received thus far and our need to make key decisions in several areas prompts us to begin implementing it in order to "test" its functionality and utility. In closing, Loyola is emerging from the recent difficulties we have experienced as a stronger institution. Fidelity to our heritage as a Catholic and Jesuit institution remains a central concern, a topic which I would like to explore further with you in the years ahead. Confidence in our programs remains enormously high. The reputation of our faculty and our programs has sustained us through these difficult times. I predict that you will see a quick recovery of historic enrollments and even higher admissions requirements for all programs in the months ahead. Faculty productivity remains high as indicators like publishing and grant awards will show. Interest in our activities from the media, from friends in the civic community, and from our alumni is growing. None of this would be possible without the strong faith and commitment of individuals like yourselves. So, welcome back to the new semester. Thank you for your support and patience. About Loyola 820 N. Michigan Ave., Chicago, IL 60611 · 312.915.6400

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More » AMU Celebrates Sir Syed Day November 13, 2008 by TMO AMU Alumni to celebrate Founder’s Day with Mushaira and Banquet on November 15th in Bay Area The Alumni of the Aligarh Muslim University (AMU), one of the oldest and famous seats of learning in Asia, will celebrate Founder’s Day on November 15th, which is the 191st birth anniversary of Sir Syed Ahmad Khan. Sir Syed Ahmed Khan, the founder of AMU, was born on October 17, 1817. Sir Syed, the famous 19th century scholar, historian and social reformer spent most of his time on promotion of social, economic and educational conditions of Indian Muslims. Sir Syed’s untiring and painstaking efforts over a long period of time bore fruit when he was able to establish the Mohammedan Anglo Oriental (MAO) College in 1875, which subsequently developed into Aligarh Muslim University in 1920. The institute was founded with the primary objective of removing the educational backwardness of the Muslim community. In this task Sir Syed sought cooperation of all the communities and the institute was open to all, irrespective of caste creed and religion. For Sir Syed Ahmed Khan it was impossible to conceive the growth and progress of India without simultaneous development of communities in harmony, brotherhood and cooperation. Sir Syed Ahmad Khan Today, AMU symbolizes on the one hand the secular ideals of the Republic of India and on the other the aspirations of more than 150 million Muslims in India. The AMU, which Sir Syed planted as a sapling in British India, has now grown into a blossoming tree. Located in the picturesque surroundings of the city–with greenery, parks, and sports fields, this lively and ambitious seat of learning is built on almost 500 hectares of land with strength of over 30,000 students and 1400 teachers spread in 15 faculties consisting of 100 departments and residential halls around the campus. The AMU offers more than 250 full-time courses in the traditional and modern branches of education like agriculture, biotechnology, medicine, engineering, management, commerce, arts, information technology, mass communication, and unani medicine. The university draws students from all corners of the country as well as from foreign countries; especially west and Southeast Asia. The Aligarh alumni are spread in large numbers in all over the world with the majority being in the sub-continent. Prominent personalities in all walks of life including statesmen such as Dr. Zakir Husain – former president of India, Ayub Khan – former president of Pakistan, M. Hamid Ansari – current vice president of India, renowned poets and writers such as the late Ali Sardar Jafri, Jan Nisar Akhtar, Asrar-ul Haq Majaz, Shakeel Badayuni, Asmat Chugtai, the popular Jawed Akhtar and artists such as Naseeruddin Shah are all Aligarh alumni. All chapters of the AMUAAs throughout North America are non-political, non-sectarian secular organizations dedicated to furthering the cause of education, Urdu literature and poetry, and cultivation of harmonious relations at the people to people level among the various South Asian communities, and between these communities and the Americans. Around this time of the year, hundreds of thousands of students, alumni, and well wishers of Aligarh Muslim University around the world will be celebrating the founder’s day popularly known as ‘Sir Syed Day’. On this occasion AMU alumni in California are organizing the 10th Annual International Mushaira, along with dinner, on November 15th at India community center in Milpitas at 6:00 pm. Featured guest poets from the Indian sub-continent include, Popular Meeruthi (India), Himayat Ali Shair (Pakistan), Azhar Inayati (India), Shahnaz Noor (Pakistan), Dr. A. Abdullah (Washington DC), Nausha Asrar (Houston), Mahnaz Naqvi (San Francisco). The Guest of Honor and key note speaker is Dr. A.S. Nakadar, Trustee, American Federation of Muslims of Indian Origin (AFMI). AMUAA’s annual Mushairas are well recognized and widely acclaimed as the most sophisticated and popular in North America and attract almost 500 enthusiasts and admirers of Urdu poetry in the Bay Area. All are requested to join the celebration. More information can be obtained either at the association’s website (www.amualumni.org) or by calling (650) 212-ALIG AMU Alumni Association of northern California consisting of the alumni of Aligarh Muslim University and its friends and supporters of the Aligarh movement was founded in 1996 as a secular, non-partisan, non-political organization serving the Educational, Social, Literary and Cultural needs of the Community. It aims to keep alive Sir Syed Ahmad Khan’s dream of ensuring equality for all and particularly the underprivileged through education. Readers who viewed this page, also viewed:AdvertisingAMU Alumni Celebrate Sir Syed Day in New YorkSir Syed Day CelebrationPress Release: Aligarh Alumni Celebrates Sir Syed DayMuslim Scientists & Thinkers — Sir Syed Ahmad KhanPowered by Where did they go from here? Press Release: Aligarh Alumni Celebrates Sir Syed Day AMU Alumni Celebrate Sir Syed Day in New York Sir Syed Day Celebration Sir Syed Day 2009 in the San Francisco Bay Area Muslim Scientists & Thinkers — Sir Syed Ahmad Khan Syed Muhammad Farouq Ali to receive Distinguished Alumni Award from Penn State Dr. Syed Tanveer Rab, Cardiologist Kathwari, Syed to Be Appointed by Obama to Key Posts PAA celebrates Pakistan Republic Day Syed Hussain Runs for City Council YARPP powered by AdBistroPowered by Filed Under: *The Muslim Observer, 10-47, Culture, Education, History, InternationalTagged: Comments

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Help Search Columbia News Using the Early History of Jazz as a Case Study for Innovation, Marketing and More July 16, 2014 Damon Phillips remembers finding the Smithsonian Collection of Classic Jazz in his parents’ record collection with its 46-page booklet of liner notes about the music when he was about 10 years old. “I just sat there on the floor with those albums,” he recalls. “It was the first time I had read something trying to explain jazz. It planted a seed.” As a teenager he learned to play the saxophone and later, as a business professor, spent a decade studying the influence of record companies and their executives on the development and marketing of early jazz. Its emergence coincided with the birth of the recording business, providing an opportunity to study how a new industry takes shape. Damon J. Phillips. Photo by John Sheretz His book Shaping Jazz, published late last year, describes how the racial dynamics of the early 20th century and record company executives’ aspirations to join the cultural elite shaped what we now know as jazz. While the music was popular and provided an opportunity for new companies to make money, it was mostly associated with African Americans as well as immigrants considered low class—Italians, Irish and Jews. To appeal to the cultural elite, some of the music that companies recorded was a hybrid of jazz and other popular music at the time. Sometimes the musical groups were listed in music catalogs under pseudonyms, called orchestras instead of jazz bands. New record labels emerged to give musicians more freedom to improvise and innovate. And as jazz evolved, the companies also learned about the link between record sales and what is played on the radio. “Understanding this kind of world is important given the direction our economy is going,” says Phillips, now the James Gorman Professor of Business Strategy at Columbia. “How companies position themselves is really important. What does innovation mean, what does novelty mean, what are the boundaries of a particular market?” Phillips, who came to Columbia in 2011 after a dozen years at the University of Chicago’s Booth School of Business, took an unusual route to business school. He earned a bachelor’s degree in physics from Morehouse College, a master’s in aeronautics and astronautics from M.I.T., and worked for a family-owned electronics company before getting a master’s in sociology and a Ph.D. in business from Stanford. He is slightly dyslexic and as a high school student was more comfortable with science and math than the humanities. But later he realized he could handle subjects that involved intensive reading and writing, and saw the opportunity to do something he was passionate about— solving problems in a different way. His research and teaching interests include organizational change, innovation and professional services. “I love puzzles,” he says, “and puzzles around human behavior are much more complicated, much more humbling and more intriguing.” Colleagues in Columbia’s Music Department have embraced his work, and he is a faculty affiliate at the Center for Jazz Studies. In February, he helped organize a conference about the creative process that brought together musicians, jazz scholars, psychologists and neuroscientists from Columbia’s College of Physicians and Surgeons and Kavli Institute for Brain Science. To prepare the book, Phillips listened to vintage recordings and oral histories, read newspaper and magazine articles from the early 20th century, reviewed advertising and marketing data, and interviewed musicians and consumers who were teenagers at the time. Phillips incorporates his research into his teaching at the Business School, where his wife Katherine Phillips is the Paul Calello Professor of Leadership and Ethics and on July 1 becomes senior vice dean. “I talk about how difficult it is to strategize when you don’t know where the market is going, or even how to characterize the market,” he says. He is now studying rap music. Like early jazz, he says, it is improvisational and controversial— not everyone agrees about what is good. Young people see it as a way to express their identity while the older generation voices moral concerns. He is particularly interested in how artists position themselves in the market, he says, and whether the use of luxury goods and profanity helps or hurts them. “It’s early in the industry and a chance to see how it develops,” he says. “It’s sociology meets economics.” — by Georgette Jasen Top Multimedia FDA-Approved Drug Restores Hair in Patients with Alopecia Areata. Columbia in the Headlines WCBS-TV, Dec 18 Custom Made Knee Replacements Scientific American, Dec 18 Caleb Scharf: Mars, Ancient Water, Deep Hydrogen, and Life NPR, Dec 17 25 Years Ago, 'Darkness Visible' Broke Ground Detailing Depression The New York Times, Dec 12 The Washington Post, Dec 11 The 7 psychological reasons that are stopping us from acting on climate change

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Penn State president to discuss Internet privacy on call-in showApril 15, 2011 Penn State president to discuss Internet privacy on call-in show University Park, Pa. — The Internet enables instant communication and access to vast amounts of information. With the click of a button, the world is available to anyone with access. Such immense absorption benefits society, but it also may leave personal information exposed. Private details can be accessed from social networking sites, resumes, blog posts and other online forums. On the next edition of “To the Best of my Knowledge,” Penn State President Graham Spanier will discuss online privacy with Heng Xu, an assistant professor of information sciences and technology at Penn State; and Josh Blackman, a teaching fellow at Penn State Dickinson School of Law. The live call-in program airs at 8 p.m. on Tuesday, April 19, on WPSU-TV and WPSU-FM. It also airs on the Pennsylvania Cable Network (PCN). Heng Xu is a recipient of the endowed PNC Technologies Career Development Professorship and the NSF Faculty Early Career Development Award. She leads the Privacy Assurance Lab, an inter-disciplinary research group working on a diverse set of projects related to understanding and assuring information privacy. She has authored research papers on information privacy, security management, human-computer interaction and technology innovation adoption. She teaches courses about security and risk analysis, privacy and security integration, and human information behavior. Josh Blackman is a teaching fellow at Penn State Dickinson School of Law and has published law review articles on information privacy law, constitutional law, property law, national security law, and civil rights law. His work has been cited in briefs to the United States Supreme Court. Blackman is the president and co-founder of the Harlan Institute, an initiative to bring a stylized law school experience into high school classrooms to ensure that the next generation of leaders has a proper understanding of our most fundamental laws. Viewers and listeners are invited to join the conversation with questions or comments by calling 800-543-8242 or e-mailing [email protected] during the broadcast. A monthly feature on WPSU-TV and -FM, "To the Best of My Knowledge" features Penn State faculty, local experts and national guests in discussions on a variety of topics. In its 14th year of production, the program reaches viewers, Web users and listeners and allows the audience to communicate directly with Penn State's president. WPSU serves central Pennsylvania with programming, educational services and community outreach. This public media service produces, acquires and distributes programs that address local interests and reflect the diverse cultural, political, geographic and demographic characteristics of an audience within central Pennsylvania. submit to redditLinkedInSubmit this story to StumbleUponPin this story on PinterestShare on TumblrEmail this articlePrint this article Image: Penn StateWPSU Related ContentPresident's call-in show to focus on State of the University Address'To the Best of My Knowledge' to focus on emergency medical responsePrivacy forum organized by media, law groups to be held at Lehigh ValleyTopicsArts and EntertainmentTagsGraham Spanier, internet privacy, outreach, Public Broadcasting, Spanier, to the best of my knowledgeAudienceFaculty and StaffStudentsCampusUniversity ParkUnitOutreach News for:

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