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2014-52/1945/en_head.json.gz/19342

Now Streaming 1090AM WBAL Scott Wykoff's Blog Home > Scott Wykoff's Blog Impress your family and friends with your "behind the scenes" knowledge of the White House Easter Egg Roll that was hosted by the First Family on "Easter Monday". Below you'll find 30 "facts and figures" about the annual event that took place today.CLICK HERE to see video from the 2009 White House Easter Egg Roll President Obama welcomed thousands of children and families to the White House Easter Egg Roll Monday, calling it "one of the greatest White House traditions."Fergie sang the National Anthem before the president greeted the crowd.For the first time, the White House made tickets available on the Internet and through the offices of Education Secretary Arne Duncan.History1) The White House Easter Egg Roll began in 1878 when President Hayes invited local children to roll eggs on the South Lawn.2) First Lady Dolly Madison first began the tradition of Easter egg rolling in Washington, when local children joined her for an egg roll at the Capitol in 1814. 3) In the ensuing years the children made quite a mess and in 1876, Congress passed the Turf Protection Law, banning the use of the Capitol lawn as a playground. 4) In 1877, bad weather kept everyone indoors and there was no need to enforce the law, but in 1878 children stood outside the gates of the White House until President Hayes invited them onto the grounds to continue the egg roll tradition. 5) The White House Easter Egg Roll has taken place every year since 1878, but during the beginning of World I, World War II, and the Truman Administration’s renovation of the White House, the event was held on the National Mall instead of the South Lawn.6) 1927 was a landmark year in Easter egg roll history. That year, the White House hosted a young Nancy Reagan, who would go on to host eight of her own Easter egg rolls as First Lady from 1981-1988.Eggs15) Over 30,000 wooden eggs have been made this year. 13,000 hard boiled and dyed Easter eggs are available for the official Easter egg roll this year. Every child age 10 & under who attends the White House Easter Egg Roll will receive a souvenir egg. 16) This year’s souvenir egg is the greenest egg in history. The 2009 souvenir egg is made in the United States from Forest Stewardship Council (FSC) certified hardwood. FSC certification means that the wood comes from environmentally and socially sustainable managed forests. The packaging for this year’s egg:17) Is recyclable and compostable (when collected and processed in a municipal or commercial composting system)18) Uses 31% less paperboard than the 2008 designs 19) Eliminates the need for the paper shred/filler 20) Features an egg-shaped dye cut instead of a cellophane window21) Uses renewable, vegetable oil-based inksCeremony29) The First Lady was the official host of the White House Easter Egg Roll.30) Although many celebrities and costumed characters attended the event, it cannot officially be called a ‘White House Easter Egg Roll’, until the Opening Ceremony is underway and the Easter Egg Bunny appears.Hidden Easter Egg FactThe Program cover art and official poster was created by Jasper Carr, second grade student at Two Rivers Public Charter School. Nineteen students from Two Rivers submitted artwork for the 2009 White House Easter Egg Roll. Mrs. Obama selected Jasper’s composition to represent this year’s event.Two Rivers is a parent-founded charter school located in Capitol Hill North. It serves a diverse group of 367 students in elementary and middle school. The curriculum is rigorous, standards-based, and provides opportunities for students to excel in all areas. An integrated arts program and a content-based Spanish program augment the school’s demanding academic program.All 19 artwork submissions are available for viewing on the South Lawn. posted by Scott Wykoff @ 2:34 PM << Home Frozen Four Fanatics Time To Sing Along "Ivan The Terrible" Case 28 Years later Loathing Leno's Move? Orioles Odds Now It's Official An Arena Fond Farewell Official Ladder Of Success About WBAL Radio Advertise With WBAL.COM © 2012 Hearst Radio Inc. AP Material © 2012 The Associated Press. Website Design and Web Development by Atlantic BT

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Livingston Top Stories Livingston Board of Education Approves Construction ... Livingston — TAPinto Livingston Board of Education Approves Construction Referendum Kimberly A. Bolognini Thursday, January 24, 2013 • 7:04am LIVINGSTON, NJ - The Livingston Board of Education Wednesday night unanimously voted to hold a referendum to give residents the opportunity to make their voices heard on potentianl construction at the elementary school and high school. After the board members explained each of their views on the potential construction referendum, they each voted “yes.” On March 12, there will be a special school district election so town residents can provide whether they are for or against the plan. If the town votes in favor of the referendum, the budget for the project’s estimated cost is $18.1 million. Board member Ronnie Spring said that by voting “yes” he and his fellow board members are not voting to spend $18 million, they are voting to allow residents to make the decision. Member Leslie Winograd agreed and added that for the town’s public education longevity, the referendum is necessary. “For the long term health of this school district, this is the right thing to do,” Winograd said. New addition to the Board of Education, David Jasin told attendees that due to his years of experience "wearing several hats," he has made an informed decision that the construction is necessary. New member Pam Chirls voiced her original concern with the referendum, but after she and other board members toured the schools with Superintendent Brad Draeger, she changed her mind. “What I discovered really surprised me. Every classroom and multi-purpose space is being used in every elementary school,” Chirls said. Before and after members voiced their votes, the public were given a chance to comment about the topic. All but two were opposed to the referendum and the “tight” time frame in which the public will be expected to make a decision. “I’m absolutely flabbergasted we’re moving this quickly. To move this quick and not have a full understanding doesn’t seem like a viable solution," said resident Steve Fleischer. Robert Clark agreed and added his concern over the already existing debt Livingston is in. “We’re already in $105 million of debt, how much more do you want to go in and how much do you need this to add even more debt to the town?” Clark asked board members. Board member Barry Funt assured residents that they had very valid comments and questions and suggested that a public forum be granted to those who want further information or questions answered. “This isn’t a decision that is being taken lightly at all,” Funt said. Draeger explained to attendees that all of their questions will be answered. “I will take a personal responsibility to make sure there is a public forum,” Draeger said. “We have a huge task ahead of us depending on how the town votes.” Learning Experience® Preschoolers Learn About Selflessness Via Toy Drive LIVINGSTON, NJ - Throughout Dec., the students at The Learning Experience® (TLE®), in Livingston, have been learning lessons on selflessness and giving as part of the school’s first-of-its kind philanthropy curriculum and program at the preschool level. As a result, the preschoolers at TLE® are no strangers to philanthropic work—right now they are running a toy drive for Toys for Tots. The TLE® students are b... Livingston Boys Varsity Basketball Beats Newark Academy, 57-50 LIVINGSTON, NJ – Livingston’s boys varsity basketball team stunned Newark Academy in a big opening night comeback winner, 57-50, on Friday at the Livingston High School (LHS) gym. The team was led by strong play from both center Omari Beaubien and guard Harris Cohen, who made key baskets and got to the line consistently throughout the game. Livingston started off slow with Newark Academy taking a 11-0 lead early on but t... Livingston Students Did an Hour of Code for Computer Science Education Week LIVINGSTON, NJ - Last week, all of the students at Harrison Elementary joined millions of other students from around the globe in learning computer programming. It was all part of Computer Science Education Week, and Harrison students were inspired to log in for an Hour of Code by a fifth grade teacher who freely admits, “One of my favorite things to do is code.” Jodi Frohnapfel was among the Livingston teachers piloting an ... Livingston Town Council Approves Shuttle Agreement with Essex County LIVINGSTON, NJ - On Monday, Dec. 15, the Livingston Town Council voted to approve a three-year inter-local agreement with Essex County to provide shuttle services effective Jan. 2, 2015. Transdev will be fulfilling the County’s transportation contract. Livingston will be getting a 2011 shuttle that sits 26 people and can accommodate 10 standees. “We brought the cost of operating the Shuttle down 31 percent, said Chairman of ... Livingston Tax Return Preparer Sentenced to 57 Months In Prison For Filing Tax Returns Using a Dead Person’s Identity NEWARK, NJ – On Dec. 17, Todd P. Halpern, 49, a tax return preparer from Livingston was sentenced to 57 months in prison for filing false claims with the IRS using a dead tax return preparer’s identification and preparing false documents for numerous fraudulent loans, U.S. Attorney Paul J. Fishman announced. Halpern obtained more than $350,000 in fraudulent tax refunds. Halpern previously pleaded guilty before U.S. District ...

教育

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University Digest Research &Discovery Alumni SpotlightShort stories about & by our alumni Only OnlineStories you won't find in print PollsCast a vote, learn what others think The ListJust-for-fun U.Va.-related tops Top University NewsTop monthly stories from Grounds QuotesInsights from community members E-newsletterOur award-winning digest Finance & Money Grounds & Buildings U.Va. Tradition Seeing Voices Deaf and hard of hearing students thrive at U.Va.by Julianna Smith (Col ’10) and Jasmine Saleh (Col ’10) Darn. I missed a word. Again. An important one, too, and I can’t figure it out from context. Should I tell him? It might make things easier and prevent future misunderstandings. But, in some cases, it may also mean judgment. “I’m sorry, I don’t hear very well,” I offer with some reluctance. “Can you repeat that?” He gives a prolonged blink in reply, along with a painfully overenunciated repetition of the sentence. I watch as it dawns on him that I’ve been reading his lips. His eyes flicker to my ears, where the casing and tubes of my hearing aids are visible if you look closely enough. I’ve experienced that scene hundreds, if not thousands, of times. There are slight variations, of course, but never enough to be a different scene. It has always been awkward. Then when I arrived at the University, I signed up for American Sign Language courses. I loved them. Not only was it beautifully intuitive to process things visually, but ASL also allowed me to communicate with my uncle, who is deaf. Now, when I ask someone to repeat something, I don’t hesitate. I still get that prolonged blink, but now I grin as I explain and offer a bit more of my own story. What’s it like being hard of hearing? Despite the fact that everyone else complains about them, the paper-thin walls of my dorm don’t bother me. I have “umhm”-ed and “ok”-ed my way though entire conversations—not so much in person anymore, but certainly on the telephone. While I’m walking, I stop and sign to people from across the street. I can even talk to some of my friends while my mouth is full without being rude. The University’s Learning Needs and Evaluation Center provides academic accommodations for a range of student populations. Services include but are not limited to interpreters for the deaf, computer equipment for the visually impaired and exam accommodations for students who are hospitalized. D.E.A.F.S. is a student organization that promotes awareness about deafness and brings students together for events like silent dinners, where everyone communicates using ASL. Julianna Smith and Jasmine Saleh are the co-presidents of D.E.A.F.S. If you really want to know what it’s like, ask me sometime. I am fairly certain I can show you better than I can tell you. —Julianna Smith (Col ’10) While my classmates watch our lecturer speak, I watch the hands of the woman standing next to him. Her hands flutter in the air; one might mistake her for a player in a long game of charades. But this isn’t a game. She is my assigned interpreter who—through a mixture of hand signs, facial expressions and body movements—translates the lecturer’s words into American Sign Language. I was born into a world of silence and have had to rely on others to interpret spoken language with visual aids such as gestures and writing. Yet I seldom felt different from hearing children. In fact, I did not know sound existed at all until I was 6 and received a cochlear implant—a device surgically implanted into the cochlea that allows me to hear some sounds. A cochlear implant is not a cure for deafness; it is still difficult for me to appreciate the subtleties of spoken language, but I can hear my grandfather laughing, my mother calling my name, and the phone ringing when my father calls from work. While other kids were playing pretend and watching Saturday morning cartoons, I struggled to convert written words into sounds so that I could speak more clearly. People often said they were impressed by my “European accent.” Nevertheless, the hearing world has never been completely accessible. When I misinterpret a spoken word, people tend to think I don’t understand the ideas being discussed. In crowded environments, my cochlear implant isn’t sophisticated enough to distinguish one voice from another, which makes people think I’m shy. When I mispronounce a word, people assume I’m ineloquent. Although the University provides me with the support that I need to succeed academically, there are still obstacles. In class, there is a delay between the spoken word and the signs made by my interpreter. Just like when I was a child, when other students are having fun, I’m cracking my textbooks to compensate for the information that I inevitably miss. Still, I try to focus on my capabilities rather than my challenges. I have a strong work ethic, perseverance and patience. And I’m fascinated by deaf culture. Deaf culture is more than just the shared language of ASL; it also has its own performance arts, literature and social customs and norms distinct from the hearing world. I have dreamed of becoming a physician since I understood that I was deaf and plan to attend medical school. Being deaf has led me to many unique experiences, so I’ve accepted it as an asset—an essential and valuable part of who I am—rather than a liability. —Jasmine Saleh (Col ’10) The University’s Learning Needs and Evaluation Center D.E.A.F.S. Explanation of deaf culture on Wikipedia Explanation of a cochlear implant on Wikipedia Fall 2009 / Student Life Health, Students View Comments ( Making the Case for College: A conversation with Ian Baucom, the new dean of the College of Arts & Sciences (6) The Robots Are Coming for Your Job: Experts predict robots could replace close to two-thirds of American jobs in the next 25 years. Darden professor Edward Hess tells us how to outsmart them. (4) What Lies Beneath: Maintaining a network of tunnels under Grounds is a never-ending job for U.Va.'s facilities workers (3) The Facts of the Matter: Three decades after Cultural Literacy, E.D. Hirsch’s education ideas gain traction (2) We Come from Old Virginia: Faculty members look back on their years at U.Va. and give advice for the future (2) There are no comments for this article yet. Begin the discussion below! Notify me of follow-up comments? Don't put anything here Professor Richard Netemeyer talks about the how and why of financial education, and offers a few tips to help with everyday financial matters. Bee Hopeful U.Va. prof. T'ai Roulston and his research team recently spotted a bumblebee that hadn't been seen in the Eastern U.S. for five years. Before Batman Ben McKenzie (Col '01) stars as a young Commissioner Gordon in FOX's new television series Gotham. Paying Up for Pancakes Students cooked up 10,000 pancakes at this year's annual Pancakes for Parkinson's breakfast. Copyright © 2014 by the University of Virginia Magazine Published by the U.Va. Alumni Association

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Morristown Catholic Church expresses interest in former Methodist Church building PUBLISHED: FRIDAY, NOVEMBER 8, 2013 AT 4:30 AM MORRISTOWN - The former United Methodist Church building, 504 Gouverneur St., may be purchased by the Catholic Church.Advertised for $130,000 the Morristown Central School District had previously expressed an interest in the building as a space for after school and community events. The district currently uses the church’s parking lot for faculty and staff and some members of the board of education were concerned that their ability to continuing using the spaces could be jeopardized if the building is sold. However, due to the cost of the building and fears that it would be prohibitively expensive to renovate, the district backed out of negotiates last month.But St. John the Evangelist Catholic Church, 506 Gouverneur St., may take ownership of the building.Father Jay Seymour, pastor at the church, said, “We’re looking at the cost of renovating that.”Although he acknowledged the church is interested in the property, Fr. Seymour said “It’s kind of premature at this point. We don’t have enough information now to move forward.”Fr. Seymour said they are considering using the former Methodist Church as a parish center alternative. Currently St. John’s has a parish center located at the intersection of Morris and Ann Street that has a defunct gymnasium on the back.Fr. Seymour said, compared to the current parish center, the Methodist Church “would be more suitable for large perish gatherings.”The building could also be used as a youth center, Fr. Seymour said, and would be ideal for religious classes.As for the concerns of the school district Fr. Seymour said they would speak with them about parking if they took further steps to secure the building.“We have made no offer [on the building],” Fr. Seymour said.Rev. Thomas A. Clemow, property management consultant for the United Methodist Church, said in an email that the property is being “actively marketed” but would not comment on negotiations with the Catholic Church. The Methodist Church vacated the building in August.

教育

2014-52/1945/en_head.json.gz/19505

Danville Teachers, School District Reach Tentative Agreement NOTE: This story was updated at 12:30 PM on Thursday, September 16th. Parents in the Danville school district who called a special hotline Thursday morning were greeted with good news --- class would be back in session. The resumption of classes ended a three-day strike by teachers and support staff. District 118 superintendent Mark Denman said he was happy to announce that the two sides had reached agreement on a two-year contract, in a seven-hour bargaining session Wednesday night. "We have come to a good compromise between both sides that will be mutually beneficial for the district," he said. The Danville School Board is set to consider the agreement Monday night. Members of the Danville Education Association approved the new contract overwhelmingly at a meeting before classes began Thursday morning, according to Sean Burns of the Illinois Education Association. Burns said he believes that while union members had to give up some of the things they sought, they gained in other areas that go beyond money. "Oftentimes, these are really about the relationships, and about people feeling like they're being respected," said Burns. "And I think that the DEA members were standing up for something that they believed in, and for their own self-respect and dignity. And I think that has a lot to do with why they overwhelmingly ratified the contract. Union Vice-President Corey Pullin, who has been with District 118 for 11 years, said this was Danville's first teachers' strike since 1977. He added that this strike was a sign of how serious his membership was about the contract. "To my knowledge, we hadn't even taken an intent-to-strike vote since '87," said Pullin. "So just doing that, preparing for all this, was a big step for our members." Neither side is releasing details about the new contract, until the Danville School Board considers it on Monday night. Pullin acknowledged there is agreement that the district will use federal stimulus money to bring back some laid off staff members between now and the next school year, but Denman has cautioned that while the money may provide some temporary relief to Danville's schools, it is not a permanent fix to Illinois' fiscal problems. Danville School District 118 Website Danville Education Association Website Male Body Discovered in North Champaign Pond A body has been found in a pond north of Interstate 74 in Champaign. Champaign Police spokeswoman Rene Dunn says a passerby discovered the deceased male face down in the water just before 4 Wednesday afternoon in the 300 block of West Marketview Drive. Emergency workers used a boat to get to the body. Dunn says the Champaign County Coroner's Office is investigating. An autopsy is scheduled for Thursday morning in Bloomington. Champaign Co Bd Tries Again to Put Auditor Referendum on Ballot Champaign County Board members voted 15 to 11 in committee Tuesday night to put a referendum making the county auditor an appointed post on the April 2011 ballot. Board members voted the same way they had 13 months ago, when they slated the measure for the November ballot. That vote turned out to be legally premature --- state law says a referendum must be approved to go on the ballot within a year of the election date. Despite the delay, supporters like Republican Greg Knott of District Four say it's clear that an elected county auditor is not needed. "Very seldom does the current auditor ever come and really recommend changes or point out things other than the very obvious that the county or departments within the county could use the advice on," says Knott, referring to Champaign County Auditor Tony Fabri. "His staff does all the work. So at this point, it's a surplus position, in my opinion." Fabri, a Democrat, disagrees. He says the auditor's office needs to be led by someone elected by the people, who can act as an independent monitor of county finances. He says referendum supporters are trying to weaken the office because of their opposition to him. But Knott says problems with the office go back several decades in Champaign County. Fabri also questions referendum supporters for wanting to place the question on the April ballot, after losing their chance on the November ballot. The November election is a general election, expected to attract more voters than the local elections in April. Fabri says the referendum supporters hope to benefit from the lower spring election turnout. "I think they're trying to game the system. And they think that in the municipal election, when Urbana, for example, has no municipal election at all, and probably won't have many contested school board elections, I think they believe they'll get a better voter turnout for their side of the argument." But the Democratic co-sponsor of the referendum, Steve Beckett, says the political maneuvering was actually done earlier --- when Champaign County Democratic Chairman Al Klein spotted the state election rule that disqualified an earlier county board vote to bring the referendum to voters in November. Beckett says Klein waited until it was too late to fix anything before bringing up the matter. "If he had alerted the board prior to the time that he did, we could have corrected the technical problems with the prior draft, and had it on the ballot for this November,", says Beckett. The District Nine county board member says he also has concerns about holding the auditor referendum in April, but doesn't want to delay it until 2012, when candidates for auditor will be on the ballot, too. The Champaign County Board will take a final vote on whether to put the auditor referendum on the April 2011 ballot, at their general meeting September 23rd. Champaign County Govt Website Danville YMCA, Boys & Girls Club Helping Out While Strike Continues The Danville teacher's strike has prompted a couple of community organizations to help working parents. The executive director of the Danville Family YMCA, John Alexander, said the facility's Days Off program has been extended and operating as if it were a holiday or other day that kids have off from school. He said staff from the YMCA's Before and After School programs have helped out, with child care available from 7 am to 6 pm. The center allowed 22 kids to stay there on Tuesday. With the strike lasting at least through Wednesday, Alexander said he expects that total to go up, but he said some parents still are not sure what to do. "We're getting calls from parents - they're trying to look at their options," said Alexander. "Especially if they have maybe a relative that's willing to watch the kids a couple of days, they may bring their children in on those other days when a relative or friend may not be able to take care of them. So they're trying to judge just exactly how to take care and handle this situation." Alexander said the Y's before and after school staff will be available as long as the District 118 strike goes on. "Their hours are longer because of the fact that we're open from 7 to 6, but we're also not conducting those school responsibilities and what we call our Y-Kids program at each of those for schools," said Alexander. "So, it's a little bit of a trade off in that case. Longer hours, but we do have a rotation of staff to try and pick up the slack." The YMCA charges $21 a day for the Days Off program. The Boys and Girls Club of Danville is also providing child care in the wake of the District 118 strike. The next negotiations for the teacher's union with the school board and a federal mediator are set for 6 pm Wednesday. Categories: Community, Economics, Education Tags: Champaign Police Look to Curb City’s Crime Rates A series of attacks in Champaign has left the city's police department looking at ways to beef up crime prevention. The Champaign Police Department reports that overall violence has dropped by less than a percent, but aggravated batteries are up by 10.1 percent, robberies 73.9 percent, and armed robberies have risen by 27.3 percent. Many of these attacks in recent weeks have taken place on or near 4th and Green Street in Campustown. Chief of Police R.T. Finney would not say with certainty whether each attack is connected. "You know many times a person is hit from behind, so identification is very difficult," explained Finney. Finney said that arrests have been made, noting that the city is taking the attacks "very seriously" with increased officers on duty who are working overtime. Champaign police officials are exploring ways to cut down on crime rates. Champaign Police Lieutenant Joe Gallo said in the next few weeks, his department will introduce a couple of new data mapping and analysis programs designed to help beef up security. Gallo explained that one program disseminates information for police officers to help them narrow down their search for a suspect. "It alerts us that we've had three calls to service at this location in a given time period," said Gallo. "The intelligence portion is going to come up when we start looking at that address and go, 'Ok, this person was recently paroled at this address, and he has a history of violence. Maybe we better look at what he's doing over there.'" The other program lets the public identify recent criminal activity in their neighborhood on an interactive map, similar to Google Maps. This program lets people sign up for alerts whenever there's a crime near their home. "I think it's going to be a really valuable tool for our community," he said. People are encouraged to report crime-related cases to the Champaign Police Department by calling 217-351-4545. Callers can remain anonymous by contacting Crime Stoppers at 217-373-TIPS. Champaign County Crimestoppers Categories: Criminal Justice, Government, Politics, Technology Tags: First of Stewarding Excellence “Next Steps” at UI Released The first recommendations for budget cuts and savings are coming out for the University of Illinois' largest campus. Interim Chancellor and Provost Robert Easter said the Stewarding Excellence@Illinois program yielded ideas from 17 areas of campus. On Tuesday, Easter revealed the next steps in three of those areas, including information technology services. He said efforts like streamlining communication services and consolidating server rooms will cost money in the short term but bring several million dollars in long-term savings. "If you have a server room in a college or even in a department, someone has to tend to it and there have to be environmental controls like heating and air conditioning systems at work," Easter said. "And getting all that consolidated where it's appropriate...should result in some significant savings over time." Two other reports involve re-integrating graduate college admissions into the registrar's office and having the Department of Intercollegiate Athletics absorb more of the cost of athletic scholarships. Currently the DIA relies on tuition waivers for full and partial scholarships - but starting next year, the University will provide 100-thousand dollars less in waivers each year over five years. Easter said the U of I already contributes less than most schools to athletics, which are funded mainly through sports revenues and donations, and he said the DIA already shoulders most of the academic cost. "They are already putting about $6 million in tuition money into the campus, so it's not as though this is something new," Easter said. "They've been making very substantial contributions through their donors and their ticket sales and other things to the cost of educating student athletes." Easter says individual colleges are also being charged with reviewing and reducing their costs. Next Danville Teachers Bargaining Session Set for Wednesday Contract negotiations will resume this week between the Danville school district and teachers and support who are currently on strike. The meeting will be the first between negotiators for District 118 and the Danville Education Association since Sunday's 14-hour session with a mediator that ended with teachers and support staff walking the picket line Monday morning. The strike canceled classes and nearly all extracurricular activities in Danville schools. One exception was made for the North Ridge Middle School girls' softball team, which was allowed to continue competition at a state Class AA regional tournament in Tolono. The North Ridge team won the title game against Unity Monday night, with a score of 8 to 7. The school board for District 118 allowed the game only because the tournament had started before the strike, and a qualified coach was found who was not among employees on strike. The school district and the DEA argued their cases through news releases on Monday. Both sides said they were ready to return to the bargaining table, and accused the other side of being unreasonable. One issue mentioned by both District 118 and the union was how to spend $2.5 million in expected federal stimulus money. The school district says spending some of the money for salary raises would go against its intended use to hire back laid-off teachers along with new ones. The DEA questioned whether the district would use any of the money for bringing back teachers who were laid off at the start of the school year. The school district and union members will meet Wednesday at 6 PM at the Jackson Administrative Building. Danville District 118 website Urbana Appoints New Police Chief Retiring Urbana Police Chief Mike Bily said his biggest achievements in 26 years with the department did not make headlines. Bily is retiring September 22nd. The Urbana City Council confirmed Assistant Chief Patrick Connolly to succeed him Monday night. Bily said overseeing a successful department often had to do with simply helping the community. "The investigators to an outstanding job," said Bily. "The officers who work patrol 24/7, 365 days a year do good things every single day that receive very little notoriety. Those are the types of things I've proudest of, not any single personal accomplishment." Connolly said his top goal is now filling vacancies, including the now-vacant assistant chief's position and open lieutenant positions. "But I also recognize the needs of the city," said Connolly. "So there has to be a balance, and the mayor has been incredible with working with us so far, and I'm going to continue with that relationship, but I'm certainly not going to demand anything up front. We're going to work with the city as closely as we always have." Connolly said becoming a chief has been a career ambition in his 33 years in law enforcement. He has been with Urbana Police since 1988. Categories: Community, Criminal Justice, Government, Politics Tags: State Backlog Owed to U of I Expected to Reach $500 Million Soon A University of Illinois administrator said he hopes state leaders can give the University of Illinois some advance notice on how much money it will be able to use in its operating budget. Members of a U of I Board of Trustees committee learned Monday that the state will likely owe the university more than $500-million by the end of the calendar year, combining the prior fiscal year with the current one. Senior Vice President for Business and Finance Doug Beckman said fiscal 2012 looks worse, partly because the state will not be able to rely on any federal stimulus funds. Beckman said it would help if the U of I knew sooner how much it could expect. "We'd love to have more lead time, but we understand it's a very, very difficult political issue," said Beckman. "There's got to be a combination of cuts and revenue, it would appear, to balance this budget. That is a difficult process. There's hard decisions to be made. I think we would trade a 10-percent cut for certainty right now, at least I would." Beckman stated that the U of I has to operate under the assumption that some state funds will be cut, and he said the university will adjust to a pension reform plan signed by Governor Pat Quinn in April. Beckman said it is a step in the right direction in that it reduces the state's costs. The plan reduces benefits for those hired after January 1st of next year, raises the retirement age to 67, and caps maximum benefits at just under $107-thousand. Extending Olympian Drive to Lincoln Ave Is the Goal For Now A Champaign County Board member said he expects the first meeting soon of a board subcommittee assigned with looking at the Olympian Drive extension project. The panel was put together by Chair Pius Weibel after county board members failed to reach consensus on a project, or different options of that plan. Republican Alan Nudo said he and many of his colleagues were embarrassed by how the board looked after the lengthy discussion at last Tuesday's committee of the whole meeting. The new panel is expected to meet with Urbana and Champaign officials in the next few days. Meanwhile, Urbana Chief of Staff Mike Monson said the immediate goal will be to extend Olympian Drive to Lincoln Avenue, and then carrying it out to US 45. Nudo said the new subcommittee has the ability to get the Olympian project approved to Lincoln, which he said he has backed all along. However, Nudo added that further road development should head west instead of east. "All Republicans were taking a look at it very hard to see if it was really necessary financially, if we could afford it, and what (how much money) the feds were going to put in there," said Nudo. "We stayed together on that, but personally I've always felt that Lincoln is the prudent way to go, and quite frankly, I think the next step is to look at Duncan (Duncan Avenue in West Champaign). Nudo Duncan is really the more opportune area to connect before 45, but that's, again, a whole other issue." Monson said most funding for extending Lincoln to Olympian is in place, and would cost roughly $20-million, but Nudo said he expects the project to run at least $10-million, when considering amenities like larger medians and bike paths. The project would rely on a mix of state, federal, and local matching funds. Monson said large trucks cannot drive on the northernmost part of Lincoln, which he described a narrow, winding road meant only for cars. He said that will require the Champaign County Board to sign off on this first phase of the plan for Olympian, and to determine what amenities the public wants. "If you do a side path, that's going to cost extra," said Monson. "Wetlands, landscaping, those things can all add to the cost - or not. Actually the roundabout that we're talking about would save a half-million dollars. Those decisions haven't been made, so an exact cost isn't known." The subcommittee also includes Republican Greg Knott, and Democrat Ralph Langenheim. A fifth member will be chosen soon. That panel is expected to have a concrete recommendation for the county board to vote on by November. Categories: Community, Government, Politics, Transportation Tags:

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Government ResourcesAbout Our Collection Federal GovernmentAbbr. & Acron. Census Information Databases Legislation Online PublicationStatistics Subject Index Indiana Government International Government Government Document Librarians Home » Government Resources Government Resources Government Databases by Subject(click here for an alphabetical list of all databases)Business & LaborEnvironmentCriminal JusticeGeography & GeologyDemographicsHealth & MedicineEconomicsInternational AffairsEducationMilitaryPolitics & GovernmentScience & TechnologySearch EnginesTransportationMiscellaneousInternational AffairsArea Handbooks/Country StudiesPresents a description and analysis of the historical setting and the social, economic, political, and national security systems and institutions of countries throughout the world. From the Library of Congress.DOSFAN Electronic Research Collection"The DOSFAN Electronic Research Collection (ERC) contains historical materials from 1993 to the present. These web sites provide immediate, global access to official U.S. foreign policy information and decision-making. Updated daily, the sites include country and issue specific information on sociopolitical situations, economic trends, democracy, human rights, culture, development assistance, environment, terrorism, and more. Speeches, statements, and testimony by the President, Secretary of State, and other senior department officials are featured, along with many other publications that have traditionally been provided to depository libraries, including Dispatch, Background Notes, other official publications, and congressional reports."EFA (Education for All) ReportsThese reports from 180 countries outline the progress towards education for all, as well as detailing shortcomings towards that goal since 1990.Global Education DatabaseProvides selected statistical data on international education. Users can access data to measure the performance of a specific country over time in areas such as school enrollments, public expenditure on education, and gender equity. For most of the 115 indicators, time-series data begin in 1980 and are presented as single years through 1996 or 1997. With over 200 countries represented, the database is also a useful tool for cross-country comparisons of education indicators.Global Legal Information NetworkInternational laws and regulations. "The basic elements of this database are: (1) full texts of the documents in the official language of the country of origin; (2) summaries or abstracts in English; and (3) thesauri in English and in as many official languages as are represented in the database. The summaries or abstracts are linked electronically to the corresponding full texts."Handbook of Latin American StudiesHLAS is a bibliography on Latin America, consisting of works selected and annotated by scholars. The handbook alternates annually between the social sciences and the humanities. More than 5000 works each year are added to the handbook, which has been continuously published since 1935.InfoNationView and compare the most up-to-date statistical data (geography, economy, population, and social indicators) for the Member States of the United Nations.Integrated Public Use Microdata Samples (IPUMS) InternationalCollects and distributes census data from around the world. Last updated by jduvall on 11/23/2010

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Biography of Rev. John J. Dillon This page is part of a larger collection.Access the full collection at Centennial History of Missouri. Since the 9th of December, 1915, Rev. John J. Dillon has been pastor of the Church of Our Lady of Mount Carmel at Baden, Missouri, where he has labored untiringly, his efforts being crowned with a most substantial measure of success. Father Dillon was ordained to the priesthood from St. John’s church in St. Louis on the 30th of May, 1885, Archbishop John J. Glennon officiating. More than a third of a century has passed since that time and throughout the entire period Father Dillon has been most consecrated to his work, his labors accomplishing splendid results. He went to Mexico, Missouri, as pastor of St. Brendan’s church on the 18th of June, 1899, and there remained until his present appointment. In the meantime, before going to Mexico and following his graduation from the Provencial Seminary at Milwaukee in 1885, he acted as assistant of St. John’s parish in St. Louis and then went to Valley Park, where he established a parish. While there he became ill and it was feared that pulmonary trouble would develop. It was through the influence and efforts of Father Phelan of St. Brendan’s church in Mexico that he became chaplain of the cemetery under Father Phelan and continued in that position until 1892, during which period he said the burial service for more than twenty thousand people. The open-air work greatly benefited his health and in fact restored him to excellent physical condition, so that he has enjoyed good health almost continuously since. He was afterward made assistant to the Church of the Immaculate Conception under Father G. D. Powers and subsequently was the organizer of St. Mark’s church in the West End. In 1894 he went to Byrnesville, in Jefferson county, where he labored until 1899, when was called to St. Brendan’s church in Mexico. He spent sixteen years there amid most pleasant conditions and his labors were of the greatest benefit to the town. A local paper, writing of him at the time of his transfer, said: “Father Dillon was friend of Protestant and Catholic alike. He was one of the most charitable and public spirited citizens Mexico ever had. There was never a public enterprise that required financial support to which he did not subscribe. He gave money to various interests and institutions, to the Interurban Railroad and to many projects of general benefit.” It was often said that Father Dillon felt real resentment if the subscription committee did not call upon him promptly when a public enterprise was under way. Moreover, his house was always hospitably open for the entertainment of friends or of those who needed assistance. At times his generosity was imposed upon but this has never deterred him from continuing to extend a helping hand, as he would far rather assist nine unworthy than to pass by one that was worthy of aid. He closed a most successful pastorate of sixteen years at Mexico when called to the parish of Our Lady of Mount Carmel in Baden. Here the parish has one hundred and seventy families. For five years Father Dillon has now continued his labors at Baden with the same substantial results that have crowned his efforts elsewhere. The work of the church is thoroughly organized, he has the cooperation of its various societies and the confidence and love of his people. MLA Source Citation:Stevens, Walter B. Centennial History of Missouri (The Center State) One Hundred Years In The Union 1820-1921 Vol 2. St. Louis-Chicago: The S.J. Clarke Publishing Company. 1921. AccessGenealogy.com. Web. 21 December 2014. http://www.accessgenealogy.com/missouri/biography-of-rev-john-j-dillon.htm - Last updated on Aug 8th, 2012 Biography of N. G. Dillon N. G. Dillon was born in Benton township, Daviess county, Missouri, January 27, 1845. His father, William Dillon, was born in Ohio, but removed to Illinois when quite young and in the year 1838 came to Missouri, and located about six -miles north of Pattonsburg: thus he stands entitled to... Biography of William A. Dillon, M.D. Dr. William A. Dillon, physician and surgeon of St. Louis, his native city, was born August 3, 1879, a son of Judge Daniel and Mary Jane (Fox) Dillon. The father was a native of Missouri, born at High Ridge and was a son of the late Philip Dillon, a native... Biography of Rev. John M. Naughtin Rev. John M. Naughtin, pastor of St. Rose Catholic church at Racine, assumed his duties in this connection in 1909 and has here remained for a period of seven years, during which time his labors have been faithful and fruitful. He is a native of Ohio, his birth having occurred... Biography of John W. Jacks The value of the local newspaper in the upbuilding of the best interests of any community is universally conceded. The rule is that good papers are found in good towns, inferior journals in towns of stunted growth and uncertain future. It is not so much a matter of size as... Biography of John F. Gallagher, M. D. Dr. John F. Gallagher, physician and surgeon of St. Louis, is a native of the neighboring state of Nebraska, his birth having occurred at O’Neill, December 26, 1883. His father, the late Michael Gallagher, was a native of Ireland but came to America when fourteen years of age, arriving in... Categories: Missouri, WisconsinTopics: BiographyLocations: Aurdrain County MO, Baden Missouri, Byrnesville Missouri, Jefferson County MO, Mexico Missouri, Milwaukee County WI, Milwaukee Wisconsin, St. Louis MissouriSurnames: Dillon This page is part of a larger collection.Access the full collection at Centennial History of Missouri. Genealogy Websites Oklahoma GenealogyVermont GenealogyWyoming GenealogyCalifornia GenealogyAlabama GenealogyIndiana GenealogyMinnesota GenealogyWashington GenealogyIllinois GenealogyNew York Genealogy

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Governor Beshear Proclaims October 22 Private College Appreciation Day in Kentucky Posted by towens / October 22, 2013 FRANKFORT, Ky. — Governor Steve Beshear has proclaimed October 22, 2013 “Private College Appreciation Day” in Kentucky. The proclamation recognizes the important role that Kentucky’s 20 nonprofit, private colleges and universities play in providing choice and access to high-quality postsecondary opportunities at little cost to the Commonwealth. The proclamation also lauded the nonprofit private colleges and universities for their contributions to Kentucky’s strategic agenda for postsecondary education. Kentucky’s private nonprofit colleges and universities receive no state appropriation, but private college students are eligible for the lottery-funded student financial aid programs administered by the Kentucky Higher Education Assistance Authority. Private colleges receive less than 5 percent of all postsecondary monies in Kentucky, all in the form of direct financial aid, but these 20 colleges and universities enroll more than 36,000 students and produce more than 8,000 degrees annually. “We’re delighted that Governor Beshear has joined us in recognizing and celebrating the impact Kentucky’s private colleges and universities make throughout Kentucky,” said Gary S. Cox, president of the Association of Independent Kentucky Colleges and Universities (AIKCU). “These 20 institutions make a difference in the lives of Kentuckians every day by providing high quality, affordable educations that prepare graduates for meaningful lives and careers.” The Association of Independent Kentucky Colleges will host a Private College Appreciation Day celebration on October 22 from 4-6 PM at the AIKCU office, 484 Chenault Road in Frankfort. Representatives from the private colleges and universities will be on hand to meet with alumni and friends of Kentucky’s nonprofit private colleges. The event is free and open to the public. More information and registration is available at http://aikcu.org. The Association of Independent Kentucky Colleges and Universities (AIKCU) is the member organization that serves as the voice of Kentucky’s 20 nonprofit, private colleges and universities: Alice Lloyd College, Asbury University, Bellarmine University, Berea College, Brescia University, Campbellsville University, Centre College, Georgetown College, Kentucky Christian University, Kentucky Wesleyan College, Lindsey Wilson College, Mid-Continent University, Midway College, St. Catharine College, Spalding University, Thomas More College, Transylvania University, Union College, University of the Cumberlands, and University of Pikeville.

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Student Wins New Jersey Space Grant Consortium Scholarship CAMDEN — Matthew Ratti, a Voorhees resident, has been awarded a prestigious New Jersey Space Grant Consortium scholarship for research he is performing as a junior biology major at Rutgers–Camden . The consortium was established in 1991 by a grant from NASA to foster research development in New Jersey and advance education in the STEM fields: science, technology, engineering, and mathematics. It awards one-year fellowships to undergraduate students enrolled at New Jersey universities to conduct research in STEM and space science related fields. Ratti, a 2007 graduate of Pennsbury High School in Fairless Hills, Pa., was awarded a $2,000 stipend to support research involving the anti-microbial effects of nanoparticles. Last summer, Ratti participated in the exclusive Summer in Biomedical Sciences (SIBS) Undergraduate Research Program at University of Alabama-Birmingham. As one of only 10 students from across the country selected to perform research under the supervision of UAB faculty, he studied experimental stem cell therapies for thalassemia, otherwise known as Cooley ’s anemia. Ed Moorhouse [email protected] Researcher Studies Link Between Successful Diabetes Management and a Patient’s Social Network September 16, 2013 Blood sugar control, exercise, and taking medication as directed are among the most important steps to managing diabetes every day, but patients aren’t alone in trying to adhere to healthy behaviors. Message to the Rutgers-Camden Community by Chancellor Wendell E. Pritchett September 10, 2013 It has been a great honor and pleasure to lead this campus and I look forward to continuing that privilege this year. I look forward to working with all of you to make Rutgers–Camden everything that it can and should be. Biologist Analyzes Glacial Microorganisms for Climate Change Clues September 3, 2013 On the surface, glaciers are massive bodies of ice that continue to slowly carve out the Earth’s landscape, but what goes unseen beneath these frozen rivers are entire communities of microbial life that could be playing a key role in glacial melting. Gene Expression Research Could Lead to Breakthroughs in Metabolic Engineering August 20, 2013 A pair of Rutgers–Camden researchers is taking an innovative approach to measuring how quickly cells react with chemicals. Eyes on the Prize: Rutgers Future Scholars Introduced to Promise and Opportunities of College Education August 7, 2013 For as long as she can remember, Adianna Vadell has dreamt of working in the medical field. But she never knew that her dream was within reach – that is, until the rising 11th-grader from North Camden met Dana Jarow, her mentor in the Rutgers Future Scholars program. Pages« first‹ previous…293031323334353637…next ›last » Back to Top

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About Campus Watch CW positions on speakers and tenure Internships & Employment Who's who at Campus Watch Middle East studies in the News Moonlighting: Non- Specialists in the News Campus Watch in the Media Campus Watch Research Survey of Institutions Keep Us Informed Recommended Professors Solidarity with Apologists Reviews of Books about the Middle East Middle East studies in the NewsUnveiling Islam by Alvin P. Sanoff http://www.campus-watch.org/article/id/1490 Why does Osama bin Laden invoke the Koran? Georgetown's John Esposito, a star among scholars of the Muslim world, will tell you. John Esposito is pacing around a Georgetown University classroom, where he is teaching a freshman seminar on Islam and the West. "If there was a resurgence in religion, where would you expect it to be strongest--in the most or least modernized countries?" he asks the 16 students sitting around a U-shaped table. Modernization theory, he tells them, says to look to the least-modernized countries. Yet the opposite happened in the Middle East. Iran and other countries rocked by religious resurgence and political explosions in the 1970s and 1980s were the most modern, he says. As he speaks, Esposito, one of the nation's leading experts on Islam and founding director of Georgetown's Center for Muslim-Christian Understanding, gesticulates like a concert maestro trying to get more energy out of the violin section. His enthusiasm for the subject is obvious, fueled by his zeal to be, as he puts it, a "bridge builder between the Muslim world and the West." Esposito has been talking about the nexus between Islam and politics for three decades, long before most experts recognized its importance. In the 1970s, he began to visit Islamic nations and meet with young religious leaders. "At a time when Middle East studies was focusing on Arab nationalism, he was focusing on Islamic fundamentalism," says Vali Nasr, an expert in Middle East and South Asia politics at the Naval Postgraduate School in Monterey, California. "John took Muslim belief and laws seriously. He understood the phenomenon that was sweeping across the Muslim world." After 9/11, Esposito won attention--and stirred controversy--for his defense of Islam. He said Osama bin Laden and his al Qaeda followers are only an extremist minority. Islam, he argued as the United States prepared for war against Iraq, is not the enemy. Esposito's understanding of Islam has roots in his own religious journey. The son of a machinist, he grew up in a working-class Italian neighborhood in Brooklyn and entered a Capuchin Franciscan monastery at age 14. He spent ten years preparing for the priesthood only to have a change of heart. "Although the order emphasized community, I never felt like I had a family or a community there," he explains. "Deep down I felt a certain loneliness." After he left the seminary, Esposito tried his hand at the corporate world and at teaching high school. But religion continued to intrigue him. He enrolled in a doctoral program in religious studies at Temple University in Philadelphia, where the chair of the religion department, a Jewish American, suggested that he take a course on Islam to round out his understanding of the world's religions. Esposito resisted. He had a negative view of Muslims that came from popular culture, where Arabs were generally portrayed as villainous despots. But the department chairman insisted, and he agreed to take one course. The charismatic professor teaching the class was a Palestinian refugee and scholar of Islam. Esposito was surprised to learn that Islam, like Judaism and Christianity, was an Abrahamic faith that believes in one God. "If Muslims recognized many of the major prophets of Judaism and Christianity--including Abraham, Moses, and Jesus--why had I not been aware of this after all my years of liberal arts and theological training?" he wondered. At Temple, he was surrounded by students from the Islamic world, including those from Nigeria, Egypt, Pakistan, and Malaysia. He discovered that most Muslims--more than 75 percent today--live outside Arab countries. Many are in South Asia and Africa, and a growing number live in Western democracies. Though Islam fascinated Esposito, it did not fascinate the academy, as he learned when he went job hunting after earning his doctorate. He found no market for an Islamic scholar and took a post at the College of the Holy Cross in Worcester, Massachusetts, primarily teaching courses on world religion. There he settled into what looked to be a quiet academic career; his expertise was rarely needed, his phone almost never rang. Then in 1979, the Iranian revolution broke out, and Islam was on the front page. Newspapers and television sought him for interviews. Publishers who had once rejected his book proposals wanted to know how quickly he could produce a manuscript. He went into overdrive and has never stopped. Esposito has written or coauthored about 40 books and reference works, most published by Oxford University Press. As demand for his books grew, Oxford offered a six-figure advance to keep him from signing with a bigger publisher. Graham Fuller, an expert on Islam who once was vice chair of the National Intelligence Council at the CIA, calls Esposito's writing "the most important on a broad popular basis of anybody in the field. He has been working to explain, clarify, and educate the West on the nature of Islamic religion and cultures in all their variety." Fuller believes that Esposito's religious background has given him a level of insight into the relationship between religion and society that many scholars lack. "He is searching for common ground between two great religions," Fuller says. By the early 1990s, Esposito's standing in the scholarly world was well established. He was comfortable at Holy Cross. His wife, Jean, whom he met and married a year after leaving the seminary, was moving up the ladder as an executive with a medical-supply company. While in Washington promoting a book, he called home and found a message from Georgetown's provost. The two met that afternoon and talked about establishing a Georgetown center on Muslim-Christian relations. Esposito was excited by the prospect. He had previously turned down an endowed chair at the College of William & Mary because it would have conflicted with his wife's career. But Georgetown's offer came when she was closer to retirement. In 1993 Esposito moved here to direct the new center. Initially, he commuted so his wife, whom he describes as an invaluable critic of his writing, could continue with her career. On days when they were apart, the couple would talk on the phone and continue their evening ritual of sharing martinis. When his wife retired and moved here, they bought a home in the Hillandale community near the university. Last year, they sold their home to National Football League commissioner Paul Tagliabue and moved to a condominium in Bethesda. They also own a weekend getaway on the Eastern Shore and have built their "dream home" on the western coast of Florida. Scholars elsewhere say Esposito's efforts to reach out to the world beyond academia have made Georgetown's center distinctive. The center has hosted conferences that have brought scholars, political leaders, and journalists from Muslim nations together with their counterparts in the West. Five full-time faculty members are associated with the center, which has affiliations with several institutions of higher education in the Muslim world. After 9/11, Esposito stepped up his efforts to bridge the gap in understanding among Muslims, Christians, and Jews. Within five months of the attack, he produced two books, Unholy War: Terror in the Name of Islam and What Everyone Needs to Know About Islam, done in a question-and-answer format to make it accessible to a wide audience. He credits his wife with suggesting the approach. This December, National Geographic Society published Geography of Religion: Where God Lives, Where Pilgrims Walk, a book that he coauthored. Unlike many scholars, who see the world through the lens of a single academic discipline, Esposito examines Islam by looking at history, religion, and culture. He argues that Islam should be considered as part of the Judeo-Christian tradition. Muslims, like Christians and Jews, believe in one God. Their scripture, the Koran, contains many references to stories and figures in the Bible. "We should be talking in terms of the Judeo-Christian-Islamic tradition," he says. According to Esposito, many scholars--including Princeton historian Bernard Lewis--fail to fully appreciate this and ignore the diversity of Islam as it flourishes outside the Arab world. Years ago Lewis, whose work helped persuade the Bush administration that Iraq could be democratized by toppling Saddam Hussein, developed the idea that Islam and the West are engaged in a centuries-old battle of cultures that are fundamentally at odds. Esposito argues that this view of a "clash of civilizations"--a phrase Lewis coined but that Harvard's Samuel Huntington later made popular--is simplistic. Lewis, he says, "tends to equate the experiences of the Arab world with the entire Muslim experience." Arab hostility toward the West, Esposito contends, is a legacy of colonialism more than an expression of cultures in conflict. The colonial powers helped set the boundaries of the Arab world and prop up regimes that siphoned off oil profits intended for the people. As a result, some Muslims rejected Western-style democracy and turned to Islam. Muslim radicals overthrew the Shah of Iran in 1979, assassinated Egyptian president Anwar Sadat, and formed terrorist groups such as Hezbollah in Lebanon. Esposito says that while Islamic fundamentalism has fueled violence, it can also fuel healthy political activism. Nothing in Islam is incompatible with democracy, he says. "Many Muslims can find within Islamic tradition support for political participation, civil society, and human rights." While anti-West terrorists have found justification and motivation in the Koran, Esposito argues that they have taken scripture out of context and "hijacked the religion." Esposito argues that like abortion-clinic bombers, Muslim terrorists are extremists, a tiny minority abhorred by the majority in their faith. All religions have "both transcendent and dark sides," he says. Because the memories of colonialism are still fresh, Esposito says, the Iraq war has fueled anti-Americanism in the Arab world and made rooting out terrorism more difficult. Whatever the outcome in Iraq, he adds, the United States for now has no choice but to work with entrenched, sometimes authoritarian governments in the region. He believes that over time it must use diplomacy and foreign aid to pressure governments to democratize. Ultimately, he says, the United States and the international community cannot impose change on the Arab world. "Change has to come from within these countries." Esposito is not optimistic that Yasser Arafat's death will lead to a resolution of the Israeli-Palestinian conflict. He doubts that Israeli prime minister Ariel Sharon has the vision and will to make a deal or that Arafat's successors will have enough support from militants. He is skeptical that the Bush administration will force the two sides together. Conservatives regard Esposito as soft on Muslim fundamentalists. "He sees radical Islam as a potential source for good in the spread of democracy, while I view it as one of the dangerous radical movements of our time," says Daniel Pipes, director of the Middle East Forum, a Philadelphia-based think tank. Pipes likens his differences with Esposito to the Cold War split between those who favored confrontation with the Soviet Union and those who supported an accommodationist stance. After 9/11, Stanley Kurtz, a research fellow at the Hoover Institution at Stanford University, wrote in the National Review that Esposito, while serving as a foreign-affairs consultant for the Clinton administration, passed along "bad advice [that] may have had a great deal to do with the State Department's foolish refusal even to look at critical intelligence on Osama bin Laden's activities." Esposito dismisses the idea that he played an insider role, saying, "Critics assume I was wired in at the top, but I met Clinton for the first time after he left office," and then only to help put together a conference in New York. Esposito says that critics such as Pipes and Kurtz tend to see the world as a struggle between two contending forces--first it was communism and now it is radical Islam. They fail to distinguish between mainstream Islam and violent extremists and terrorists, he argues. "Pipes deliberately ignores the fact that most Muslims live and function within society, not underground." Esposito, who is one of only four Georgetown faculty members who hold the position of University Professor, recently stepped down as director of the Muslim-Christian center so he could shed administrative duties and spend more time with his wife. "I wanted to get a life," the 64-year-old scholar says. But he seems incapable of slowing down. He thinks nothing of taking a five-day trip to London and Singapore, returning to Washington for a few days to teach a class, and then heading off to Turkey for two conferences in four days. To remain fit and help maintain his endurance for trips abroad, Esposito runs at least four times a week for as much as eight miles. On the mornings he runs, he gets up at 5 and is at his desk by 7. He frequently meets and consults with government officials from the State Department, FBI, Department of Homeland Security, and Justice Department. In the 2003-04 academic year, he gave more than 50 speeches to audiences as diverse as the Jesuit School of Theology in Croatia, the Booz Allen consulting firm, and Northern Kentucky University. Although he often talks pro bono, his speaking fees can exceed $30,000. A few years ago in India, he spoke to 250,000 Muslims at a conference center that had been created out of a rice field. It wasn't exactly Woodstock, but Esposito says the size of the audience made him feel "like I was Mick Jagger." "I get off on it, if I can make something come alive for an audience," he says. Esposito is astonished at the role in which life has cast him. When he was growing up in Brooklyn, his aspirations were modest. He never dreamed that he would write books and advise government officials, let alone travel the globe to explain Islam to the West, and the West to Islam. It's a far cry from the days when he was an all-but-invisible scholar scrambling to find a job. We asked John Esposito to suggest books that offer a good introduction to Islam. What Everyone Needs to Know About Islam by John L. Esposito (Oxford University Press). A brief introduction to Islam in a question-and-answer format that focuses on issues raised after 9/11 about Islam's faith, practice, and politics. It covers everything from beliefs and rituals to issues like gender, violence, jihad, pluralism, and tolerance. The Heart of Islam: Enduring Values for Humanity by Seyyed Hossein Nasr (Harper San Francisco). A Muslim scholar reflects on the essence of Islam, presents its core spiritual and social values, and relates them to their counterparts in the Jewish and Christian traditions. The Children of Abraham by F.E. Peters (Princeton University Press). An excellent introduction to three great monotheistic religions (Judaism, Christianity, and Islam), their shared heritage, and important differences. Western Muslims and the Future of Islam by Tariq Ramadan (Oxford University Press). One of Europe's leading Muslim thinkers and activists, whose visa to teach at the University of Notre Dame was revoked by the US government on security grounds, addresses questions of Islamic reform and what it means to be a Western Muslim seeking to live in harmony with one's faith and country. A Brief History of Islam by Tamara Sonn (Blackwell Publishers). An introduction to essential Islamic beliefs and practices that summarizes major historical developments, describes their impact on the formulation of Islamic ideology and institutions, and offers distinctions between jihad and terrorism.Note: Articles listed under "Middle East studies in the News" provide information on current developments concerning Middle East studies on North American campuses. These reports do not necessarily reflect the views of Campus Watch and do not necessarily correspond to Campus Watch's critique. receive the latest by email: subscribe to campus watch's free mailing list Other items related to Georgetown University Campus Watch contact e-mail: [email protected]

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« Man hit by Cape motorist rem... Community comes up big for O...» Cape schools get A grade from state By JIM LINETTE ([email protected]) Save | Post a comment | Every high school in the West Zone of the Lee County School District earned a grade of A from the Florida Department of Education, which released its preliminary grades or 2013 last Wednesday. Mariner High is the shining light for the Cape, having received an A grade for three years in a row. Oasis, the city's charter high school, joins Ida Baker and Cape Coral with two consecutive years being graded A. North Fort Myers and Island Coast received an A this year, an improvement over a B last year. "We are one of only two schools in the county to be an A school three years in a row, and the only one in the West Zone," said Mariner principal Robert Butz. "As far as the West Zone goes, it has a lot to do about the students we have in Cape Coral. They see the importance of education and that makes our job as teachers a lot easier." The only other county public school grading A for three straight years is Cypress Lake. Island Coast has made the most improvement over the years since receiving a D grade in 2009, followed by a B grade three years in a row before earning an A this year. "We are elated," said Island Coast principal Kristin Bueno. "The grade is a reflection of all the hard work the students and teachers are putting in. This is my second year as principal and I'm pleased that I was able to continue the progress that started before me, coming from a D in 2009. The evaluation is very rigorous in a lot of areas, so we are proud." The Florida Department of Education said a high of 82 percent of all high school in the state received a grade of either A or B. Nine schools in Lee County got an A with six more getting a B. "We're very pleased to grade A in the state a second year in a row," said Cape High principal Matthew Mederios. "It's not easy to maintain an A grade. It's a testament to the hard work and dedication of our staff. Everyone is focused on academic achievement. It speaks volumes to the quality of the education in the West Zone. It's solid." Each school was evaluated by the state on student performance on state assessments like the FCAT test, the percentage of students in advanced programs like the International Baccalaureate program, graduation rates, and student scores on college entrance tests such as the SAT. "It's a testament to the hard work and dedication the school district has done, putting emphasis on scores and assessments," added Butz. "It shows we graduate students who are prepared for college." "We are being attentive to every student's needs, not just the IB program," said Mederios. "We strive to meet the needs of all our students and maximize their potential." In Lee County, no school received a C grade. East Lee County is the only one that received a grade of D, for the third year in a row and fourth in the last five years. The only other high school to receive a D for 2013 in Southwest Florida's five counties was Everglades City in Collier County. All four schools in Charlotte County earned A grades with C ratings going to the three schools located in Hendry and Glades counties. © Copyright 2014 Cape Coral Daily Breeze. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.

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First lady Crissy Haslam establishes new field trip program for Tennessee students Kevin Brooks and Eric Watson Mar 23, 2014 | 717 views | 0 | 31 | | First lady Crissy Haslam last week hosted students from Bransford Pride Afterschool Program at the Tennessee Residence to launch a new field trip program aimed at encouraging children to learn more about Tennessee history. The program invites students to visit the Tennessee Residence to learn about the history of the state, the governor’s residence and offers the ability to tour the grounds of the facility itself. During the tour, students will have the opportunity to participate in numerous hands-on activities, including planting and harvesting fresh vegetables from the Residence’s formal garden.In addition, the first lady read to students from her March Read20 book of the month, “The Wind in the Willows” by Kenneth Grahame, and emphasized the value of reading at least 20 minutes each day. The Read20 Family Book Club was launched as part of the first lady’s initiative to highlight the importance of early literacy and parental engagement in children’s academic lives. For more information about the Tennessee Residence field trip program or the Read20 Family Book Club, visit www.tn.gov/firstlady.House expandsSecond Amendmentrights for TennesseansHouse Republican lawmakers moved forward last week with several pieces of legislation aimed at expanding the Second Amendment rights of Tennesseans, with all four measures being backed by the National Rifle Association. The first measure, House Bill 1404, clarifies a bill passed last year which allows individuals to carry their firearms safely secured in the trunk of their vehicle when on private property without fear of criminal penalty. This tweak to last year’s law also makes it legal for such persons to transfer a gun, once they are on private property, from the interior of their vehicle to their trunk, again without criminal prosecution.Likewise, House Bill 1405 also clarifies the 2013 “guns in trunks” legislation. Originally, the bill said anyone who is in their “private vehicle” is exempt from prosecution if they carry their gun, safely stored in their trunk, onto private property. This bill defines “private vehicle” to include any motor vehicle in which that individual lawfully possesses, ensuring protection under the law if, for example, the individual happens to be driving their spouse’s vehicle that day.House Bill 1483 removes all prohibitions passed by the General Assembly prior to 1986 with regard to the possession, transportation or storage of firearms and firearms ammunition by handgun-carry permit holders, repealing many outdated and antiquated measures on the law books which restricted gun rights from years past.And, House Bill 1952 makes it illegal for drones to interfere with private citizens who are legally hunting or fishing in the state.As Tennessee’s Constitution guarantees, “The citizens of this state have a right to keep and bear arms.” It is a right that House Republicans have actively sought to protect and expand over the last several years.Lawmakers, farmersto celebrate annual‘Ag Day on the Hill’House lawmakers will join with farmers and agriculture groups from across the state later this week to celebrate Tennessee’s annual “Ag Day on the Hill” event at the Legislative Plaza in Nashville. Gov. Bill Haslam has also proclaimed the date “Agriculture Day” as part of the annual national observance to recognize the important contributions of farmers and forestland owners to the state and nation.“Ag Day on the Hill” activities will include the popular milking contest between Senate and House members, a cattle-weighing contest, farm animals, crops and equipment, and new this year, a silent auction to benefit Second Harvest Food Bank of Middle Tennessee and Tennessee’s Ag in the Classroom educational program.The event will also feature for the first time the “Drive to Feed the World Tour,” a unique, interactive road show traveling the nation to heighten awareness about world hunger and sustainable food production. Festivities kick off at 8 a.m. with the milking contest taking place at 9 a.m. Special presentations to the House Agriculture and Natural Resources Committee get underway at 10:30 a.m. The winner of the cattle-weighing contest, to be announced during the committee meeting, will receive a Pick Tennessee Products gift basket. Second Harvest Food Bank of Middle Tennessee will have collection bins available at Legislative Plaza throughout the day. Participants and visitors are encouraged to bring nonperishable items for donation. The Farm and Forest Families of Tennessee organization will present a check to Second Harvest in honor of the milking contest winner.Tennessee has 76,000 farms representing 10.8 million acres in production. More than half of the state — 14 million acres — is in mostly privately owned hardwood forests. Tennessee’s top agricultural commodities include cattle, soybeans, corn, poultry, cotton, timber, greenhouse and nursery products, dairy products, wheat, tobacco and hay. The industry has a $66 billion a year impact on the state’s economy and supports nearly 337,900 jobs. ———(Editor’s Note: This legislative summary has been submitted jointly by state Rep. Kevin Brooks, R-Cleveland who represents the 24th Legislative District, and state Rep. Eric Watson, R-Cleveland who represents the 22nd Legislative District.) Lee to Present Lessons and Carols on Thursday Lang leads Texas over Tennessee Legislators cautious on Haslam proposals CSCC introduces new scholarships to support wide range of students

教育

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clintonnc.com County school board hires new superintendent Lauren Williams Staff Writer The Sampson County Board of Education named Dr. Eric C. Bracy as its new superintendent during a special-called meeting Thursday morning.Following a short closed door meeting, board members returned to open session and vice chairwoman Faye Gay made a motion to hire Bracy as the system’s new school chief. The motion was seconded by Mary Brown and carried with a unanimous vote.“One of the responsibilities of a school board is to hire a superintendent,” said school board chairman Telfair Simpson, noting that some say choosing a superintendent is the most important decision a school board can make. “I wouldn’t disagree with that.”Simpson explained that the school board had been working diligently since September to find the system’s next school chief, describing the experience of wading through many applications and conducting numerous interviews as “not a quick or easy process” but one that he felt had led the school board to the right person for the job.“We feel like he’s a quality person,” Simpson said after the meeting.The new superintendent, who signed his contract Thursday morning, comes to Sampson County Schools from Northampton County Schools in Jackson where he was superintendent for the past five and a half years. He began his career in education as a fourth grade teacher, later becoming an assistant principal and then a principal of elementary and middle schools.Bracy holds a Doctorate in Education Leadership from Nova Southeastern University, a Master’s degree in Education Administration and Supervision from Virgina State University, and a Bachelor’s degree in Elementary Education from North Carolina Central University.Present at Thursday’s meeting and accompanied by his wife of 14 years, Janelle, a Pre-K teacher, and their three daughters, Bracy addressed those in attendance, calling being chosen for the county’s superintendent position “an honor and a privilege” and thanking the school board for its trust and confidence in him.“We are excited that, as of today, (we will) be a part of the Sampson County Schools family,” he said on behalf of himself and his family, adding that he had been excited about the opportunity since the day of his interview with the school board.“I’ve been very blessed in my life, both personally and professionally,” Bracy continued, mentioning some of his previous jobs in education “but the highlight of my career is today,” adding that the only thing that could make the experience “dearer and sweeter” would be if his late mother could have been present to enjoy the moment with him and his family.In looking forward to taking the helm of Sampson County Schools, Bracy stressed that he is “ready to work and ready to work collaboratively” to “take the schools from where they are to where we want them to be.”Promising to “hit the ground running,” he noted that he was looking forward to getting to know and working with all those in the county school system to “make sure this district is about all students” and to provide all those students with a “first class, world class” education that will get them to graduation and prepare them for college and beyond.“I’m not coming here looking for a job,” he shared, noting that he had told the school board the same thing throughout the application and interview process, “but for an opportunity to serve.”Bracy will officially begin work Feb.1, 2014, earning $135,000 annually. Until then, interim superintendent Mike Warren will continue to lead the system as he has done since August following the departure of previous superintendent Dr. Ethan Lenker who left the post after five years to lead Pitt County Schools.During Thursday’s special-called meeting, school board member G.H. Wilson made a motion to extend Warren’s contract through Jan. 31 and then keep him on as a consultant from Feb. 1 through Feb. 14 to help make the transfer of leadership as smooth as possible. Glenn Tart seconded the motion which carried with a unanimous vote.Lauren Williams can be reached at 910-592-8137, ext. 117 or via email at [email protected]. Link:http://www.clintonnc.com/article/20131226/news/312269969/

教育

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ISSN 1082-9873 A Handful of Things Calisphere's Themed Collections from the California Digital Library Isaac Mankita University of California, Berkeley <[email protected]> Ellen Meltzer University of California Office of the President <[email protected]> James Harris University of California, Berkeley <[email protected]> How do large digital libraries transform collections intended for university-level research and teaching into accessible resources for multiple audiences? How do universities leverage their collections to fulfill their public service missions? The University of California, California Digital Library (CDL) is developing and implementing strategies that will modify its university- and research-oriented digital collections to make them available to non-university audiences in an attractive and usable format. Within CDL's work in this area, the Calisphere Themed Collection Project (CTC) had the specific charge of transforming selections from the University of California's (UC's) systemwide digital materials to make them useful for K-12 teachers. The goal of the CTC Project was to create a modest number of online collections of a distinct type: themed collections. A themed collection is an easy-to-use, flexible set of digital primary resources organized around a specific theme. CTC Project work was performed in a partnership with the CDL and UC Berkeley's Interactive University (IU). The concepts that inform and shape a themed collection grew out of research, development, and assessment at both the CDL and the IU. In 2004, the CDL had commissioned – and the IU had separately undertaken – research to assess and document teacher needs and practices. During the spring and summer of 2005, a small team was formed to conceptualize, design, and create a few dozen themed collections of primary digital resources from selected collections hosted by CDL. These new collections respond to many of the needs high-school teachers had identified during assessments and are specifically designed for a K-12 teacher audience. To that end, items within the collections are aligned with California's State Board of Education Content Standards – standards that define and describe the knowledge, concepts, and skills that each student should acquire at each grade level.1 This article describes the process, products, and findings of the Calisphere Themed Collection Project; it provides brief background information about the CDL and the IU, followed by a discussion of the teacher assessments and other work that helped identify areas of challenge and potential opportunities for CTC work. The focus then turns to the actual scope of the project and the work process: What were the proposed solutions? What strategies were employed to implement solutions? How did the process work? Finally, there is a discussion of lessons learned and envisioned next steps. The California Digital Library & the Interactive University Established in 1997, the California Digital Library (http://www.cdlib.org/) is administered by the University of California's Office of the President and serves all 10 UC campuses. The CDL is one of the world's largest digital libraries – it develops tools and services for the UC campus libraries, provides access to licensed and publicly available materials, and is responsible for a number of other programs, projects and services. As part of the University's public service mission, the CDL works to share its publicly available content with users worldwide.2 To better serve the public, in 2003 the CDL launched a minimally developed website where portions of its freely available materials could be accessed. This site was intended as a first step toward transforming the University of California's digital research and teaching collections into easily accessible online resources of significant value to the public. Since 1996, UC Berkeley's Interactive University has explored ways to use the Internet and information technologies to make university, library, and museum resources accessible to a larger public, with a focus on opening Berkeley's resources for the improvement of teaching and learning in California's K-12 schools and public institutions. A partnership evolved, as both CDL and IU moved toward a common goal of opening the richness of UC's digital collections to a broader community. Figure 1: Calisphere Prototype Home Page Groundwork and Origins of the Project Before work began on the CTC Project, the CDL was actively improving and expanding the initial public website it had launched in 2003. A project manager was assigned to guide this work. One immediate need was to create a recognizable identity. CDL staff outlined concepts and ideas for a desired look and feel, then a graphic design company was hired to develop these into an attractive website. In addition, a marketing firm was engaged to create a name and tagline for the website, emphasizing the University of California brand. A major challenge in the drive to improve CDL's public site involved matching the extensive and diverse content in the archive – a vast amount of information from many distinct collections – with targeted audiences and user communities. To meet this challenge, work proceeded on two fronts. The first set out to better understand the many discrete collections that comprise the CDL aggregate by reviewing the quality and usability of its contents. The original public site included the following: The Online Archive of California (OAC), a digital collection of primary sources held in libraries, museums, and archives across California. OAC includes over 150,000 images; 50,000 pages of documents, letters, and oral histories; and 8,000 links to finding aids to collections. While these focus chiefly on California, they are also international in scope. Since these collections are built in large part from what the libraries, museums, historical societies, and archives have collected over many years, they do not cover all historical time periods or geographical areas. Finding Aids – textual documents that describe the holdings of archives, libraries or museums – originally created by the archivists within UC. These collections were built over time, and some were added as a result of Library Services and Technology (LSTA) grants. These finding aids may not meet the needs of a general audience. A link to statistics about California (Counting California). eScholarship Editions – selected online books from the University of California Press. A collection of hundreds of websites from across the University of California, described by the Librarians' Internet Index (lii.org). Because CDL holdings are vast and the potential uses and audiences for the archived information enormous, a second effort focused on understanding intended audiences in order to develop strategies that best enable selecting and presenting the most useful parts of the repository. Assessment Since the launch of CDL's initial public site in 2003, user assessment has been central to the process of making digital collections more accessible and usable. A recurring loop of assessment followed by design, leading to further assessment and appropriate re-design, is standard CDL practice. In fact, research and ideas for the CTC Project coalesced around assessment findings presented in two studies connected to other CDL work. These studies made it clear that targeting a K-12 teacher audience was a good investment. The first of these studies [1], conducted by a contractor in 2004 on behalf of the CDL, sought to generate in a series of user interviews, qualitative insights that could help guide future development at CDL; it explored user needs, behaviors, and expectations for online research tools. The study found that users place a high premium on access to primary resources and they desire better search features. Also in 2004, the IU conducted a study for the CDL that focused on teachers' use of digital objects in the classroom. [2] The goal of the IU study was to better understand and assess the practices and needs of K-12 teachers and bring to light the benefits and challenges teachers experience using (or attempting to use) digital resources and Internet technologies. The IU study collected information about what tools teachers use and would like to have, how teachers prepare lesson plans, and what processes they use to incorporate digital materials into teaching and learning. The study captured details of teachers' efforts to search for, find, gather, save, and use digital objects in the classroom. Findings from these two studies include the following: Teachers are overwhelmed by what is available on the Web and would like navigation and discovery aids. Teachers suggested that to facilitate investigation into particular questions or themes, resource sites use guiding questions to organize and cluster materials. University websites, along with other college-sponsored or hosted websites whose domain-names end in .edu, are perceived as trustworthy resources. Once high-quality materials are found, teachers prefer to create their own teaching materials rather than rely on the structured activities often found in traditional "lesson plans." With these research findings in hand, interest focused around the prospect of transforming digital resources in a particular way for the specific audience of teachers, and the CTC Project began to take shape. First, an advisory board, comprised of K-12 teachers, a school librarian, and a public librarian, was created to work with the CTC Project. Early on, the advisory board made it clear that California teachers' curriculum is circumscribed by the California State Board of Education standards. Resources not aligned with the standards are unlikely to find much of a teacher audience. Although many teachers reported that the increasing focus on standards and testing based on these standards create an additional burden, teachers cannot avoid incorporating them. On the one hand, standards provide a baseline, structure and consistency in the study of specific disciplines; on the other, many teachers believe that teaching to the standards (and to the test) constrains the flexibility needed to be an effective and inspiring teacher. Since the use of standards seems to be ubiquitous, the themed collections were created to reference standards where possible. In addition, the advisory board confirmed some of the assessment studies' findings: Smaller collections organized around themes are needed. There is a need to provide printer-friendly versions of objects. Teachers want a few good things to supplement their lessons, not everything on a topic. The attribution of materials is of critical importance, as is the context in which the digital objects reside. Advisory board members also described two distinct types of teacher preparation: the "Sunday night" approach and the "plan-ahead" approach. Themed collections may be used for either type of preparation; while each collection provides a few, compelling visual resources with sufficient context to quickly determine applicability in learning activities, it also contains enough information to support further delving into the site if time allows. Throughout development of the CTC materials, advisory board members have provided valuable insight on the visual design, navigation, and object-level views for each primary source. For example, while it remains crucial to have provenance information of images for citations and teachers' own edification, teachers also requested a view with minimal information to invite original critique and analysis in the classroom. Ongoing assessment, conducted by the CDL assessment team, and subsequent re-design continue to guide the CTC Project. At the outset, assessment revealed the project's target audience, and it continues to shape the project's direction. In October 2005, the CDL assessment team and Calisphere project manager conducted usability testing at one of the advisory board member's institutions, Chico (California) High School. [3] Seven teachers participated in usability testing on two versions of the prototype site. Additional rounds of usability testing are planned, continuing the process of folding assessment and re-design into the site. From Assessment to Design The solution – designed in response to an understanding of teacher practice and based on the analysis of teacher interviews – was a cluster of 15-25 carefully chosen, presented, and annotated primary digital resources from UC's collections; each cluster illustrates a topic or theme in the content standards adopted by the California State Board of Education. Six themed collections were built around broad topics, e.g., Gold Rush Era, Closing the Frontier, World War II; within these broad areas smaller collections were created for selected topics in social studies, art, and science and technology. Themed collections created in this project respond to an understanding of teacher practice, grounded in data compiled from teacher interviews and a teacher advisory board. In particular, the following teacher practices and preferences were considered: Informed curation aids teacher resource selection: Teachers feel overwhelmed by the abundance of material found on the Internet. Reliable and trusted sources of organized and well-curated materials are highly valued. Teachers begin with a question: A question or focused set of questions narrows the scope when a teacher begins to search for supplementary materials. The questions reveal, and may help to align materials with, the lesson content and learning objectives. Digital resource collections need contextual introduction: Some amount of text and context is necessary to quickly determine the appropriateness of a resource collection. Information is needed to address such things as: the origin of the materials, information about the material's creator, the historical moment or social situation from which the material has been taken, the intent of the curator in creating the collection, and the standards to which a resource or collection is aligned. Experienced teachers use supplementary materials: Adaptation and supplementation of textbook and other materials to a specific classroom context or learning objective are the norm. Teachers improvise around familiar core curriculum standards, and they search ahead of time for the materials to enable the improvisation. Modular collections are valued above comprehensive curriculum packages: Adapting or re-working supplementary curriculum packages to meet specific classroom situations is too time consuming. Teachers prefer modular, malleable resource collections from authoritative sources that are easy to use, well designed, and contextualized in a clear, precise style. Elegant design and presentation enhance usefulness: Users should be able to quickly grasp the scope and details of a collection. This doesn't mean a shallow presentation, nor does it mean a flashy appearance. It does mean design appropriate to the material that quickly orients users and guides them to what is central and important in a collection. Teachers' reported needs and practices were broadly translated into design goals and organizing concepts that shaped and guided the creation of web-based themed collections. The parameters for building a themed collection included the following: Teaching is a social endeavor: Teaching is centered on time in class; teachers build lessons and materials around curriculum requirements and standards, as well as the needs of a particular group of students and classroom dynamics. The selection and addition of supplementary materials tailored to a particular group of students can add value to teaching time in class. Offer supplementary materials: Most teachers consider supplementary materials essential to good teaching. Themed collection sites are designed to serve as a source for high quality primary digital resources. In this context, teachers overwhelmingly mentioned the importance of being able to easily print images and documents found on the Internet. As a result, themed collection sites are designed with "print friendly" options. Design for maximum adaptability: Each teacher is likely to have a unique need for a specific situation. Themed collections are designed to be modular and easily broken into smaller parts or units. This is true both for the technical capability to grab, cut or paste specific sections of a page and for how the contextual information is presented in discrete, self-contained units. Standards are a guide, not a script: Teachers are aware of and refer to standards in their preparation and teaching. Objects within themed collections were chosen with the California Content Standards in mind. Alignment with standards is noted in the text. Standards have been used as a guiding light, but no attempt has been made to systematically cover all standards. A Team to Implement Design Calisphere Themed Collection Project Team Once the idea of a themed collection was envisioned, and the components and procedures necessary to create one mapped out, it was clear a multidisciplinary project team would be needed. The partner institutions assembled this team, comprised of user assessment specialists, technologists, curatorial professionals, a museum educator, writers and a marketing specialist. In some cases, individuals filled more than one role. Members were drawn from CDL and IU staff, as well as outside contractors and members of a constituted teacher advisory board. The themed collection project team benefited from the assistance of several additional CDL staff who worked on navigation and user interface issues outside the CTC team. The Themed Collection Project Team included the following specific roles and skills: Project management – This role was assumed by the CDL's Manager of Public Content, who, before this project began, was responsible for content at the K-12 domain within the larger Calisphere web site. The project manager coordinated the work of all team members and set the schedules and agenda for development. In addition, the project manager assumed responsibility for coordinating work with other CDL staff not immediately associated with the Themed Collection Project, seeking their assistance and guidance on technical web site development, design and implementation issues. Finally, the project manager was also a key member of and a liaison to the Calisphere Advisory Board. Assessment – CDL's Assessment Coordinator served in a close advisory capacity to the themed collections project team, coordinating user testing and assessment with outside advisory groups and reporting to the team on the findings and outcomes. The IU Associate Program Manager, who served as co-chair of the Themed Collections Project, was also valuable in conveying and confirming findings from an earlier IU teacher assessment study. Curatorial expertise – An independent contractor with extensive experience as an image specialist and museum educator was hired to do most of the searching of CDL managed collections and to cull out images and other materials for themes and topics. Curriculum development – The themed collection project team relied on input from the teacher advisory board, as well as on knowledge and experience from team members around the table. In fact, there was no single, specifically designated and qualified team member who was a curriculum development expert – this turned out to be an area where the team would have benefited from more expertise around the table at the weekly development sessions. Writing and editing – An outside contractor was hired as the primary writer. At its weekly meetings, the team put together a final cluster of themed images that had been initially selected, organized and presented by the museum curator. The writer then wrote a first draft of text describing the context of the images. This practice enabled the writer to be present during a selection and discussion process that established initial guidelines for the "context threshold" deemed necessary for any individual themed collection. After the project writer produced an initial draft, the rest of the team edited the copy. Research – There was no one person designated as the researcher. Throughout the process of gathering material and choosing selections for themed collections, all team members who were around the table or editing copy acted as researchers or fact checkers – at times ad hoc, at other times as part of an assignment between meetings. Design – From time to time, the themed collection project team met and worked with CDL design and programming staff, who supported the development team, to discuss options and feasibility for features the project team wanted to have built into the themed collection sites. Publicity and Dissemination – A CDL Senior Communications Analyst on the Project Team was kept informed about progress and process to better design and implement a successful publicity campaign. Marketing concerns did not drive development and creation of themed collections. Implementation Strategy and Process Development work began by exploring the strengths of the contents and understanding the structure of the collections. The team reviewed a number of other sites identified through users' research as noteworthy for teaching history or social studies. In addition, the team discussed new ways of organizing materials to better expose them and make them more usable for K-12 teachers. Initial Developments Four potentially useful types of collections were identified. These included an "image-heavy" collection with up to 50 images related to a specific theme, such as the Great Depression; a collection of images that highlights an often overlooked aspect of a well-studied theme, such as the diversity of migrants to California during the gold-rush era; a collection with greater focus on "text" and "facts" that might serve as a review for novice or new teachers about a specific theme; and a collection that combined a handful of images with in-depth information about them. Discussions lasted over two or three meetings, until the team decided to take a more empirical approach to define a themed collection. At the same time, the team began generating ideas for possible themes around which collections could be built. This exercise involved reviewing the California History-Social Studies Content Standards (http://www.cde.ca.gov/be/st/ss) and brainstorming historical events, prominent figures, and developments centered on California history. Later, team members reviewed two recently published U.S. History textbooks adopted by districts in the San Francisco Bay Area and southern California. Once a preliminary list of possible themes was generated, the team's efforts shifted to aligning standards and possible themes to contents in the collection. At times, this proved more difficult than expected given the scarcity or absence of materials, or the poorly rendered digitization of some selected images. For example, initially, the team was only able to uncover 6 images about the Bracero program, an important guest worker initiative from the 1940s with wide-ranging implications for California (and U.S.) agriculture and organized labor. Several additional images are part of the collection, but the poor quality of their scan precluded their inclusion. Nor could images of suitable quality be found to create a collection around the rise of Hollywood or the impact of the Cold War and McCarthyism on Hollywood, which team members considered appropriate and important to include as a themed collection focused on California topics. As a final example, the team could not find suitable images or documents to create a themed collection around aspects of Chinese American immigration to California, a particularly desirable topic because of the role that Angel Island played for Asian immigrants as the "Ellis Island of the West." The First Collections The team's museum educator had primary responsibility for gathering the initial group of images based on the group's priorities. She searched through the collection to gather possible images; collected URLs and excerpts from finding aids in a text document; and emailed it to team members for review between meetings. The text document, with URLs and excerpts from the finding aids describing the images and providing information such as provenance, biographical data, date, and locale, was the first attempt at creating the themed collections. Team members reviewed text and images by clicking on listed links and reading pertinent information. One immediate challenge posed by this method was that only a handful of images were viewable on a computer screen at the same time. While efficient for disseminating materials quickly, this approach proved frustrating to team members who wanted to view the constellation of images to best assess whether it met the threshold of a "themed collection." In response, the team decided to print out images in full color and in 8.5 x 11 inches when possible in order to better evaluate whether they were of sufficiently high quality and whether the specific grouping met the criteria for a themed collection. Immediately after laying out the first group of images on the table, advantages of this approach became clear. First, it was relatively easy to tell when images were missing from a group, e.g., depictions of (male) supervisors in the Richmond shipyards during wartime ship production. Second, the team was able to quickly assess the "balance" in the collection among several dimensions, e.g., Caucasian women were mostly engaged in design, engineering, and inspection work, while women of color appeared more often in dangerous metalworking activities. Third, group discussion about viewing the images together often provided the basis for a narrative of the theme we sought to represent, and questions raised about the emerging narrative often suggested missing or underrepresented aspects or images in the collection. This questioning became a powerful "test" to assess whether a grouping of images might be considered a themed collection – "Can you tell the story about X through these images?" Similarly, images were often sub-divided into smaller groups, illustrating different aspects of the theme itself and providing "sub-heads" of sorts to the collection. Once the image components of a themed collection were settled upon, the writer began crafting notes to accompany the collection. These notes sought to broadly establish the context for the images and to briefly explain the contents of the collection. The team's working definition of a themed collection included some number of images and some text to provide "appropriate" context. The goal was to provide teachers, our primary audience, with enough preliminary and tentative context to assess the usefulness of the materials for teaching. Initial drafts were quickly completed and circulated electronically to team members for review and editing. This proved a useful approach. The group's discussion, often captured in these drafts, was complemented by individuals' knowledge of the theme, her/his sense of important aspects, or corrections or amplifications based on research. These notes, suggestions, questions, and comments were included in the text document and sent back to the project manager to bring together in a single document, which was then returned to the writer for editing. A second draft of the document was produced and distributed to team members for review. Bringing it together Approximately two weeks after the initial grouping of images was presented, the written component was completed and both pieces were brought before the team. The image specialist laid out the revised set of images on the conference table, and the writer read the text of the notes, with team members pointing to various images and following the narrative. This process uncovered a handful of errors – for example, an image that better depicted the subject replaced an earlier one described in the narrative. Viewing images in this manner closely resembled the way in which potential users might encounter the materials and assess their usefulness for teaching. The first two or three collections were developed using the following process: initial image selection, review and collation of images, draft and edit of contextual notes, and a "live" viewing and reading of images and notes during a team meeting. Additional themed collections were produced more quickly, with a handful of collections sometimes being developed in parallel. The team continued to focus on identifying themes teachers would use and exploring the possibility of developing them into themed collections. At times – prompted by a discussion with a teacher, inspired by developments in current events, or by uncovering a rich sub-collection within CDL – the team returned to the standards, or even to textbooks, to better assess the appropriateness of an evolving set of images as a themed collection. For example, it was difficult to find advertising images that might clearly reflect changes in cultural, aesthetic, and design values and artistic expression. And, though California is often considered to be at the forefront of civil rights movements – gay and lesbian, women, African-American – suitable images and documents were simply not represented in the existing digitized collections. Web Presentation of a Themed Collection Part of the challenge of the themed collection project team was to determine how best to organize and present a themed collection in a website. In addition to conceptual questions about the optimum number of images or components to include in each themed collection, or the "context threshold" that provides sufficient information to adequately tie together objects without over-structuring them and limiting alternative interpretations and reusability, there were design questions about the method and manner of presenting information once conceptual questions were settled. Usability testing was conducted at Chico (California) High School with teachers recruited by one of the Advisory Board members. Teachers' input informed interface improvements. Below is an image of a mocked-up beta site, designed to make a single themed collection intuitively navigable and its information easily accessible. Figure 2: Themed Collection Prototype Lessons Learned and Remaining Questions The themed collections project team identified several lessons learned and questions that require further research and/or development. Key aspects identified here address these questions. Themed collections drawn exclusively from an existing digital library collection will necessarily be constrained by the nature, contents, and scope of the originating collection. Using educational content standards as the basis of themes can lead to identifying topics that are not well represented in a collection. Identifying weaknesses provides an opportunity to seek out additional content to strengthen collections. Calisphere's themed collections are not a destination for teachers' so called "one-stop shopping," but rather a compendium of high quality, well organized, and often hard-to-find resources that complement textbooks. Long-term sustainability requires, in part, that technologies evolve to facilitate the creation of themed collections – either by specialists within libraries and museums or by members of the public such as K-12 teachers or others. How can a themed collection be created in a scalable, cost-effective model? The themed collection project team did not include a content specialist, i.e., a historian or a K-12 curriculum specialist. How would results differ with the addition of these kinds of expertise to the team? What kinds of expertise are needed to create themed collections designed for reuse by multiple user communities? Usability testing and user surveys will begin to answer these questions. The themed collection project team worked on the premise that contextual information linking together images in themed collections consists of a brief historical background and a summary describing unifying themes behind chosen images. Does this model meet the "context threshold" for a themed collection and provide sufficient information to loosely tie objects in the collection together without over-structuring it and limiting alternative interpretations and reusability?3 This question will be explored in future assessment. How many images or digital documents might form a sufficiently useful themed collection to adequately illustrate a specific theme? Is there an optimal number of themes, sub-themes, and images for effective use by teachers? How do teachers use Calisphere's themed collections? Does the site do what it was designed and intended to do for teachers? How well do themed collections work to better expose public content through Calisphere? Discussion with teachers and other forms of assessment will be necessary to answer these questions. Work on the Calisphere project is progressing; refinement of search and display by the CDL technology and user interface teams continues. Work in these areas will benefit other CDL projects and may also set best practices for use in a larger arena. The site is projected to be launched in June 2006. Two more rounds of usability testing are planned with K-12 teachers and librarians, aided by the Advisory Board. The aim of further testing is to ensure the following: The interface is easy to use. Users can easily navigate the site. Users can successfully complete desired tasks. Users have a clear understanding of available materials. The site effectively sets the context needed by teachers. Further work has been undertaken at the CDL to explore tying the vast amount of Calisphere content not already contained in the themed collections to the California Content Standards via a hand-selected subject browse. More experimentation will need to be completed in this area. The launch of the redesigned site will consist of a comprehensive marketing and dissemination plan including press releases, announcements to relevant listservs, displays and presentations at teacher conferences, and the creation and distribution of promotional materials. With the knowledge gained from working on this site, an important next step is to continue working with archival collections to fill identified gaps to enrich existing Calisphere collections. For example, an exciting upcoming addition to Calisphere is the "California Cultures" collection. These materials document ethnic groups in California and the West, with the specific aim of building an online research collection of primary resources comprised of digital images and electronic texts to serve as the basis for historical studies, analysis, interpretation, and application to current events. The focus of these collections will be California's Native-, Hispanic-, Asian-, and African-Americans, and they may help address gaps uncovered in building the first round of themed collections. Additional collections will be built as conversations with teachers continue. The work of this project suggests that university-level digital collections can be structured for multiple audiences. Partnerships with user communities ought to inform restructuring decisions to enhance the usefulness of unique digital primary source collections in support of the educational experience. Work described in this article was supported, in part, by grants from the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education, and the William and Flora Hewlett Foundation. 1. While the California Standards, in their entirety, are comprehensive, this project attempted to identify only a few areas to focus on – e.g., topics that had seemed neglected, or those where the archive was rich enough in digitized material to support a themed collection. 2. Library holdings include both licensed and public resources. Agreements governing licensed holdings, such as journals or periodicals, often restrict use only to those directly associated with the University, such as faculty, students and staff. 3. See South and Monson, 2000, in The Instructional Use of Learning Objects, Wiley, David, editor. Accessed on 7/26/2005 at <http://reusability.org/read/>). [1] Wright, Alex. Documenting the American West: Findings from user interviews. July 2004. <http://www.cdlib.org/inside/assess/evaluation_activities/docs/2004/amWest_awFindings.pdf>. [2] Ashley, Chris, Isaac Mankita and James Harris. "High School Social Studies Teachers: The Use of Digital Objects in Teaching Practices." January 2005. <http://www.cdlib.org/inside/assess/evaluation_activities/docs/2005/iuAssessment_2005_0202.pdf>. [3] Lee, Jane and Felicia Poe. "Calisphere UI Testing: Findings and Recommendations": Chico High School. September 2005. <http://www.cdlib.org/inside/assess/evaluation_activities/docs/2005/calisphereChicoReport_sept2005.pdf>. Appendix 1: Calisphere Themed Collection Project Team Rosalie Lack, CDL, Calisphere Project Manager; CDL Public Content Manager; Co-Chair, Themed Collection Project Team Julia Brashares, Museum Educator Jennifer Colvin, CDL, Manager of Strategic Communications James Harris, Publications Specialist and Principal Consultant, Interactive University, UC Berkeley Jane Lee, CDL, Assessment Analyst (Advisor to the Team) Isaac Mankita, Associate Program Manager, Interactive University, UC Berkeley; Co-Chair, Themed Collection Project Team Ellen Meltzer, CDL, Information Services Manager Robin Meyerowitz, Writer Felicia Poe, CDL, Assessment Coordinator (Advisor to the Team) Appendix 2: Calisphere Themed Collections (as of Feb 10, 2006) CLOSING OF THE FRONTIER (1870-1900) 1. Facing Prejudice: The Chinese Exclusion Act of 1882 2. The Transcontinental Railroad 3. The Removal and Assimilation of Native Americans 4. Preservation of the West THE CHANGING STATE IN THE GOLD RUSH ERA (1848-1865) 1. Murder and Mayhem 2. Disasters 3. Everyday Life and People 4. Gold Mining and Its Environmental Impact 5. Growth of Cities 6. Diversity in the Changing State THE GREAT DEPRESSION AND THE 1930s 1. Hard Times 2. Dust Bowl Migration 3. Help and a New Deal 4. Organized Labor: The 1934 San Francisco General Strike 5. Regional Development: Bridges, Dams, Power Plants WORLD WAR II (1939-1945) 1. Women Enter the Wartime Workforce 2. Life on the Home Front 3. Mexican Immigration: The Bracero Program 4. Richmond Shipyards 5. Japanese American Internment 6. The 442nd Combat Team EMERGING INDUSTRIAL ORDER (1900- early 1940s) 1. The Changing Workplace 2. The Rise of Technology 3. California's Growing Ethnic Diversity 4. Early Advertising 5. Popular Culture SOCIAL REFORM (1950s -1970s) 1. African-Americans and the Civil Rights Movement 2. The Free Speech Movement 3. Watts: Profile of a Neighborhood 4. Struggles for Social Justice Copyright © 2006 Isaac Mankita, Ellen Meltzer, and James Harris Top | Contents Search | Author Index | Title Index | Back Issues Previous Article | Project Update Home | E-mail the Editor D-Lib Magazine Access Terms and Conditions doi:10.1045/may2006-mankita

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St. Cyril of Alexandria Pope Benedict XVI Known as the 'pillar of faith' and 'seal of the Fathers', St. Cyril reminds us that the centre of our faith is the encounter with Jesus, our goal and our all. On Wednesday, 3 October [2007], during the General Audience in St. Peter's Square, the Holy Father delivered the following Catechesis, translated from Italian. Today too, continuing our journey following the traces left by the Fathers of the Church, we meet an important figure: St. Cyril of Alexandria. Linked to the Christological controversy which led to the Council of Ephesus in 431 and the last important representative of the Alexandrian tradition in the Greek Orient, Cyril was later defined as "the guardian of exactitude" � to be understood as guardian of the true faith � and even the "seal of the Fathers". These ancient descriptions express clearly a characteristic feature of Cyril: the Bishop of Alexandria's constant reference to earlier ecclesiastical authors (including, in particular, Athanasius), for the purpose of showing the continuity with tradition of theology itself. He deliberately, explicitly inserted himself into the Church's tradition, which he recognized as guaranteeing continuity with the Apostles and with Christ himself. Venerated as a Saint in both East and West, in 1882 St. Cyril was proclaimed a Doctor of the Church by Pope Leo XIII, who at the same time also attributed this title to another important exponent of Greek Patristics, St Cyril of Jerusalem. Thus are revealed the attention and love for the Eastern Christian traditions of this Pope, who later also chose to proclaim St. John Damascene a Doctor of the Church, thereby showing that both the Eastern and Western traditions express the doctrine of Christ's one Church. We have almost no information on Cyril's life prior to his election to the important See of Alexandria. He was a nephew of Theophilus, who had governed the Diocese of Alexandria as Bishop since 385 A.D. with a prestigious and iron hand. It is likely that Cyril was born in this Egyptian metropolis between 370 and 380 A.D., was initiated into ecclesiastical life while he was still very young and received a good education, both culturally and theologically. In 403, he went to Constantinople in the retinue of his powerful uncle. It was here that he took part in the so-called "Synod of the Oak" which deposed the Bishop of the city, John (later known as "Chrysostom"), and thereby marked the triumph of the Alexandrian See over its traditional rival, the See of Constantinople, where the Emperor resided. Upon his uncle Theophilus' death, the still young Cyril was elected in 412 as Bishop of the influential Church of Alexandria, which he governed energetically for 32 years, always seeking to affirm her primacy throughout the East, strong also because of her traditional bonds with Rome. Two or three years later, in 417 or 418, the Bishop of Alexandria showed himself to be realistic in mending the broken communion with Constantinople, which had lasted by then since 406 as a consequence of Chrysostom's deposition. But the old conflict with the Constantinople See flared up again about 10 years later, when in 428 Nestorius was elected, a severe and authoritarian monk trained in Antioch. The new Bishop of Constantinople, in fact, soon provoked opposition because he preferred to use as Mary's title in his preaching "Mother of Christ" (Christot�kos) instead of "Mother of God" (Theot�kos), already very dear to popular devotion. One reason for Bishop Nestorius' decision was his adherence to the Antiochean type of Christology, which, to safeguard the importance of Christ's humanity, ended by affirming the division of the Divinity. Hence, the union between God and man in Christ could no longer be true, so naturally it was no longer possible to speak of the "Mother of God". The reaction of Cyril � at that time the greatest exponent of Alexandrian Christology, who intended on the other hand to stress the unity of Christ's person � was almost immediate, and from 429 he left no stone unturned, even addressing several letters t

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Erie School Board puts Glenwood school up for sale By Sean [email protected] November 15, 2012 01:19 AM By Sean [email protected] November 15, 2012 01:19 AM Erie School District officials are hoping to soon have more money and less property to deal with. That’s because the Erie School Board voted unanimously to put the now-closed Glenwood Elementary School property, 3503 Peach St., up for sale. The property will be sold through a sealed bid process, similar to how the district sold the former Hamilton Center, 2931 Harvard Road, in June. That building was sold for $876,175 to the Sarah A. Reed Children’s Center. The district’s $141 million budget for the current school year counts on $2 million raised by selling buildings. So Erie schools Superintendent Jay Badams said it is an issue of simple math to figure out how much he hopes to raise through the Glenwood sale. “Obviously we’re hoping to make the rest of that ($2 million) up with the sale,” Badams said. That could mean district officials would need to sell the 3.35 acre property, which covers the entire area between Peach, Richley and Chapin streets and Shunpike Road, for more than $1.1 million to meet budget projections. District officials have ruled out the possibility of selling Burton or Irving elementary school before the completion of a long-term facilities plan. “The rest of the buildings we have we’ve estimated that we’ll need for swing space for construction,” Badams said. “Even if we did our district’s reconstruction plan in phases, we’re looking at probably four to five schools in each phase. So we’ll need the space in Burton and Irving.” The district will make the Glenwood property available for inspection by prospective owners starting today, according to the resolution authorizing its sale. The bids on the building will be publicly opened at the district’s administrative offices at noon on Dec. 14. If the board opts to accept one of the bids, they will do so at a regularly scheduled School Board meeting on Jan. 9. The school district took another step toward closing budget holes Wednesday when the School Board unanimously approved a financial action plan for the Northwest Tri-County Intermediate Unit. A group of superintendents representing the 17 school districts in the intermediate unit are seeking to reclaim millions of dollars they say intermediate unit officials hoarded and disguised from the districts. The action plan approved by the Erie School Board seeks to send at least $11.8 million back to the districts. The amount going back to the districts could grow even larger depending on the results of an upcoming forensic audit of the intermediate unit. The plan has also been approved by the school boards of the Union City Area and North East school districts and will be voted on by the other 14 districts. Erie school officials included $3 million from the intermediate unit in the budget projections. The finalactual amount that the districtmight not be determined until March. Badams has said he is confident the amount of funding the district receives from the intermediate unit will at least meet the district’s projections. SEAN McCRACKEN can be reached at 870-1714 or by e-mail. Follow him on Twitter at twitter.com/ETNmccracken.

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Arnol Blackhouse junior guides scheme launched Pupils from Sgoil an Taobh Siar stepped back in time at Arnol Blackhouse this week. The pupils were launching a Junior Guides scheme for the popular visitor attraction which is run by Historic Scotland. The scheme involves pupils in period costume taking on the role of characters from the past and offering tours of the blackhouse to other school pupils during term time. The current tour covers the 1950’s, when some of the older community were still living in blackhouses. Pupils are given the chance to find out more about living and working at the blackhouse through the eyes of their Junior Guides. The tours also incorporate a number of Gaelic phrases and words. Barvas school had previously taken part in the scheme, prior to its merger with Airdhantuim school to form Sgoil an Taobh Siar. The new scheme will see more pupils being able to take part in the initiative and helping to tell the story of the blackhouse and the area’s past to young visitors. A special preview of the tours was also organised for invited guests by the school at the launch. Alice Macleod, Headteacher at Sgoil an Taobh Siar said; “We are delighted to be launching the Junior Guides scheme here today. “The pupils have been working very hard to learn their lines and getting really immersed in their characters and have been really enthusiastic about taking on the role of Junior Guides. “Blackhouses are a hugely important and unique part of our heritage so its fantastic that the children are getting the opportunity to tell this story to the next generation.” The Junior Guides scheme is an established part of Historic Scotland’s national schools programme which provides young people with an exciting opportunity to become actively involved with their local historic site and also supports schools in delivering the Curriculum for Excellence. Mairi Morrison, Local Learning Officer for Historic Scotland said: “It’s fantastic to be here today to take part in these inaugural tours by Sgoil a Taobh Siar. “The scheme is a great way for children to embrace their local history as well as helping to develop confidence and transferable life skills.” About the Junior Guides Scheme: The junior guides programme has been running for a number of years at a variety of Historic Scotland properties including Linlithgow Palace, Claypotts Castle, Doune Castle, Craigmillar Castle, Stanley Mills and Iona Abbey Closely linked to many aspects of the Curriculum for Excellence it is designed to increase pupil’s understanding and appreciation of their local heritage, as well as helping them to build confidence and develop transferable life skills. Full details about Historic Scotland’s schools programme and free educational resources can be found at www.historic-scotland.gov.uk/learning Notes for editors: Historic Scotland is an executive agency of the Scottish Government charged with safeguarding the nation’s historic environment. The agency is fully accountable to Scottish Ministers and through them to the Scottish Parliament. Register for media release email alerts from www.historic-scotland.gov.uk/news. If you wish to unsubscribe at any time, please email [email protected] 2013 is the Year of Natural Scotland, inspiring our people and our visitors to celebrate Scotland’s outstanding natural beauty, landscapes and biodiversity as Scotland prepares to welcome the world in 2014 and beyond. Find out more about Scotland’s outstanding natural beauty at www.visitscotland.com/natural Keep up to date with Historic Scotland's Year of Natural Scotland blog www.historic-scotland.gov.uk/yearofnatural Historic Scotland around the web: www.twitter.com/welovehistory www.facebook.com/visithistoricscotland www.youtube.com/historicscotlandtv www.flickr.com/groups/makeyourownhistory Iona Matheson Media & PR Officer 0131 668 8703 or 07827 956 858 [email protected]

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Directory for Faculty/Staff Fine Arts Series Gmail™ Marketing and Communication Schewe Library Starhill Forest Arboretum About Us > News Story Archive > Organization Activities backGraduate program looks to build on successful first yearWhen Valerie Graham heard that Illinois College was starting a master’s degree program in education, her first thought was “I must get into this.”Graham, a Pittsfield High School math teacher and 2010 graduate of Illinois College, was one of 14 students who completed the inaugural year of the Master of Arts in education (M.A.Ed.) graduate program. “It’s been awesome,” Graham said. “I love having other people around for support and to bounce ideas off of. Everyone in the class has been a mentor.” The college began offering the M.A.Ed. graduate program during the 2011 fall semester when it was granted approval to begin the program with anticipation of gaining accreditation. This past spring the graduate degree program was fully accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools. “We are very pleased to have passed the final phase in the accreditation process,” Illinois College President Axel D. Steuer said. “The program is off to a great start, and we are excited to have a graduate program that encourages intellectual excellence, research and scholarship while emphasizing the development of expertise as professional educators.” With the accreditation process out of the way, Illinois College is excited to build upon a successful first year. “We are in the process of recruiting candidates for the second cohort which will begin this fall semester,” Todd Oberg, director of the Teacher Preparation Program at Illinois College, said. “We look forward to providing certified teachers in the region a professional development opportunity to develop the knowledge and skills needed to respond to the needs of 21st century learners.” Oberg added that the program is designed to enhance the skills, knowledge and teaching effectiveness of licensed teachers through the delivery of a standards-based curriculum that focuses on teaching outcomes as identified by the Illinois Professional Teaching Standards and the National Board for Professional Teaching Standards. The M.A.Ed. is a two and one-half years, 32 credit-hour, on-campus degree program. The courses focus on providing degree candidates with attitudes, skills and knowledge to become better teachers and leaders in their classrooms, schools and districts. Applications for the 2012-2013 academic year are due by July 31, 2012. For more information visit www.ic.edu/masters or contact Todd Oberg, director of the Teacher Preparation Program at 217.245.3430 or at [email protected]. About Illinois CollegeFounded in 1829, Illinois College is a residential liberal arts college fostering academic excellence rooted in opportunities for experiential learning while preparing students for lifelong success. The college is located in Jacksonville, Ill. With an enrollment of more than 1,000 students, the college offers over 50 undergraduate programs and a Master of Arts in Education degree program. In 1932 the society of Phi Beta Kappa established a chapter at Illinois College, and it remains one of only 11 in the state. Illinois College is accredited by the Higher Learning Commission of the North Central Association. Visit www.ic.edu or call 217-245-3149 for more information.Media Contact InformationOffice of Marketing and CommunicationsTodd Spann | Senior Writer217.245.3149 | [email protected] Contact Us Directions Login Site MapIllinois College | 1101 West College Avenue, Jacksonville, Illinois 62650 | 217.245.3000 | [email protected] by magic hour

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IU BloomingtonChoose site to be searchedPeople CIPEC IUType search terms Indiana University Research at IU CIPEC a research center of the Office of the Vice Provost for Research at Indiana University Bloomington About UsContact UsPublicationsPeopleResearch HDGC Portal menu » Research » Urban forests in Bangalore Although Bangalore is one of the fastest growing cities in India, and is famous internationally for its information technology industries, there is little documentation on the current status of, or historical changes in the city’s ecology and biodiversity. The city, which was once called India’s garden city and lake city, has witnessed the destruction of tens of thousands of trees and large expanses of wetlands and lakes in recent years for infrastructure and construction activities. Our research finds that different parts of the city harbor very different kinds of trees and plants, with the biodiversity found on streets being very different from that in parks, or home gardens. The greenery in the city has been extensively shaped by human preferences for planting exotic species, with 80% of the trees in parks, for instance, being non-local in origin. Our research has documented the substantial environmental benefits provided by urban trees, which can reduce mid day temperatures as much as by 6° K, and reduce levels of air pollutants such as SO2 and suspended particulate matter by almost 50%. Extensive work on city lakes has ranged from research investigating how lakes were managed and used in past and present times, to active restoration work with local communities and the government. Research on land cover change investigates how green areas within the city have adapted to urbanization, increasing in some areas (notably in small recreational city parks) and rapidly disappearing in many other parts of the city. The overarching goal of our research program is to provide scientific evidence that can be used to tackle the environmental and ecological challenges posed by urbanization, in an effort to steer the trajectory of city development towards a more sustainable path. Copyright © The Trustees of Indiana University | Copyright Complaints | Privacy NoticePowered by the IU WCMS using Site Builderview full site

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R700m feeding scheme probe September 2 2012 at 01:42pm By DIANNE HAWKER and CANDICE BAILEY Phill Magakoe A R700 million-a-year school feeding scheme is allegedly being run as a jobs-for-pals racket with politically connected companies irregularly winning contracts worth millions. The cousin of ousted ANC Youth League leader Julius Malema features on the list of those who have benefited, along with ANC Polokwane councillor Jan Alex Moabelo and ANC Youth League regional secretary Joseph “Jossie” Buthane. Several losing bidders and some Limpopo Education staff have raised concerns about the allocation of the contracts with the Public Protector and the National Intervention Team. The Sunday Independent understands that the Hawks, as part of the national intervention into the floundering province, are investigating a criminal case relating to allegations of corruption and maladministration in the awarding of the contracts for the delivery of food to 1.5 million pupils. However Hawks spokesman McIntosh Polela would only say that “there are investigations into 38 departments and sub-departments in Limpopo”. “We will not, for now, reveal the specific departments or officials who are being investigated.” The Limpopo office of the Public Protector has confirmed that it is investigating allegations of irregularities in the Mopani and Waterberg districts. And this week two Limpopo businessmen approached the Pretoria High Court to have the contracts of all 337 companies reviewed. There are two tenders – one for primary schools and another for secondary schools. This week the court heard part of the application, in which Flat Row Development and Trading and Nungo Health Foods requested permission to go ahead with the review case without individually informing the winning bidders. Instead they wanted to be allowed to place newspaper adverts notifying interested parties of the case. But the court ruled against this request. As part of their case, they filed documentation obtained from the Limpopo Education Department which they believe reveals several irregularities in the two tenders. They include bid approval reports which specify that “preference would be given to companies located in a specific district as per specification”. The reports provide details on which companies were awarded tenders in the five districts – Vhembe, Capricorn, Sekhukhune, Mopani and Waterberg. However, the owners of the two companies, say certain companies were awarded tenders in districts they did not tender for or operate in. Tshepo Malema’s Arandi Trading Enterprise was recommended as a final bidder in the Vhembe district – despite the company being based in Seshego and having been evaluated in the Capricorn district. The Sunday Independent has calculated that the company will receive around R4.6m over two years from the department for feeding 4 445 pupils. Asked about the allegations of irregularities, Tshepo Malema refused to comment but said the allegations were untrue. In May, The Sunday Independent revealed that Arandi had irregularly been awarded a R44m contract to supply medication as part of a pharmaceutical contract. It has also been linked to questionable road construction projects in the province. Moabelo, a proportional representative councillor in Polokwane, is a director of Jan Alex Trading, which also tendered for Capricorn but was awarded a contract to feed 4 717 pupils in the Vhembe district. On Saturday Moabelo said he submitted feasibility studies for all the districts except Sekhukhune but did “not know how the Education Department processes work”. He said he was not a councillor when he tendered for the contract – and submitted documents like any other business person. Exaberated Trading 51, a company owned by Buthane, would be paid R3.3m for feeding 4 742 pupils. The company had also tendered, and been evaluated, for the Capricorn area but was contracted for the Vhembe district. Buthane is also a public servant and is reported to be a Friends of the Youth League member. According to the court papers, it also erroneously scored high marks in the feasibility section – despite having only been established in 2011. Flat Row’s Khangwelo Ndou argues that Exaberated should not have scored 10 points because it could not have produced financial statements for 2009/10. Buthane, who is listed as the sole director of the company, yesterday said Exaberated belonged to his mother and “she is not a friend of Julius”. Buthane denied any irregularities, saying the company had tendered in all the districts, but only won in Vhembe. “I cannot comment on the criteria of the bidding committee,” he said yesterday. Bid adjudication documents only list the company in Capricorn district. An Education Department employee, who cannot be named as he is not allowed to speak to the media, said the evaluation for each district was meant to have been done separately. “[Some companies] carried regional points where they should not have got points for location.” Companies could gain two out of 10 points based on their location in the final leg of the evaluation, while the other 90 points are awarded for price. The Sunday Independent has scrutinised the approval reports and feasibility score sheets from the initial phase of the tender which form part of the court documents. The documents reveal that at least 34 companies, which were awarded contracts in the Vhembe district, had been evaluated in Capricorn. They do not appear on the Vhembe preliminary score sheets. Ten other companies which were awarded contracts could not be found on the Vhembe district feasibility score sheet. An extrapolation done using an average of R2 a day per child for the primary school tenders and R3 a day per child for the secondary school tenders shows that the 44 companies would have been awarded roughly R230m in contracts over a two-year period. The feasibility section of the bid contains several requirements, including a business plan, audited financial statements from 2009/10 and specifics on how the company would contribute to job creation locally. The companies also scored points for having experience in providing a similar service. In court papers, Ndou said the department showed a “cavalier attitude” towards the constitution and the law. He had first tried to obtain the bid records in a Promotion of Access to Information Act application, which was ignored by officials. He later got a court order instructing officials to deliver the documents. Yesterday administrator for the Limpopo Education Department, Mzwandile Matthews, said he was not aware of the court case. “The state attorney says they have not been informed of it. No papers have been served on them. That means the case does not exist,” he said. Matthews said he had checked with the supply chain management department and the deputy director-general responsible for school nutrition, and neither had received complaints from the districts about tender irregularities. But, as early as March, former education administrator Dr Anis Karodia, in a report to the National Council of Provinces had warned that the school nutrition programme had “collapsed well before the intervention strategy was put in place”. “The collapse was premised on poor district implementation of the programme. “There seemed and seems to be a don’t-care attitude by the district staff and very poor control by the education headquarters,” Karodia had said. Karodia said some companies were not able to deliver and contracts needed to be withdrawn. Other contracts needed to be looked at again because of overpayments and discrepancies with invoices. In December five Limpopo departments including Health, Education, Public Works, Treasury and Roads and Transport – were placed under national administration by the cabinet after the provincial government ran into a R1.5 billion deficit that almost saw public servants going unpaid in November. [email protected] [email protected] – Sunday Independent Comment Guidelines IOL / News / Politics / R700m feeding scheme probe

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IUPUI Indiana University-Purdue University Indianapolis IUPUI Arts and Humanities Institute Advancing the Arts and Humanities at IUPUI Upcoming Grant Deadlines 2013 IAHI Grant Recipients Rivers of the Anthropocene IAHI Affiliates Application IU McKinney School expert in sports law heads to Sochi Games Posted on February 3, 2014 by James Jewitt An Indiana University Robert H. McKinney School of Law professor is headed for Sochi, Russia, as a member of a highly specialized team selected for the 2014 Winter Olympics. But Gary Roberts, dean emeritus and Gerald L. Bepko Professor of Law at the McKinney School of Law on the Indiana University-Purdue University Indianapolis campus, won’t be competing for the gold. Roberts, an expert in sports law, is one of nine arbitrators selected to sit on the special tribunal charged with settling all legal disputes related to the Sochi Games. The professor brings more than 30 years of experience in the sports industry and a decade of experience as a sports arbitrator to his seat on the tribunal, known as the Court of Arbitration for Sport ad hoc Division. But that didn’t keep his selection from being a surprise. “It was a surprise — and a great honor — given that there are only nine from around the world chosen each time,” Roberts said. “I was surprised simply because out of the thousands of talented sports lawyers in the world, and the hundreds of experienced CAS arbitrators around the world, I got selected. It sort of felt like winning the lottery. While atypical scenarios can arise, cases heard by the Court of Arbitration for the games generally fall into one or two broad categories: a question relating to an athlete’s (or judge’s) eligibility; or a challenge to the outcome of an event, Roberts said. Cases in the first category can arise because of situations such as a positive drug test, a challenge to the athlete’s country of residence, or a question about the athlete’s gender. Cases in the second category can result when the claimant argues that the rules weren’t followed, the equipment didn’t function properly, or the judges or referees were biased or corrupted. The International Council of Arbitration for Sport administers and finances the Court of Arbitration for Sport, a permanent arbitration institution headquartered in Lausanne, Switzerland. The International Council of Arbitration for Sport has set up its CAS ad hoc Division at each summer and winter Olympic Games since 1996. The Sochi arbitrators, announced Jan. 20, are either lawyers, judges or professors specialized in sports law and arbitration. The division provides all participants in the games with free arbitration to settle disputes. Following the filing of a complaint, the court rapidly convenes a hearing during which all parties and witnesses can present their legal arguments and evidence. Generally the court, operating under specially designed logistics and organization structures, renders its decisions within 24 hours of a hearing — time limits set to keep pace with the Olympic competitions. This entry was posted in Announcements, McKinney School of Law and tagged Olympic Games, Sochi, sports law by James Jewitt. Bookmark the permalink. Proudly powered by WordPress

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Nishlyn Rammana Biography of Nishlyn Rammana Pianist and composer Nishlyn Ramanna first became interested in jazz on hearing an album with Oscar Peterson and Joe Pass in his last years of high school. He enrolled in a BMus course in jazz at the University of Natal, Durban, where he took piano lessons with Darius Brubeck. Ramanna became a founding member of the intercultural improvisation group Mosaic - a quintet of flute, piano, guitar, bass and tabla - which drew together aspects of mainstream jazz, African music and western classical music. Many of the pieces on 'A Thought' were originally written for Mosaic. Highlights of the band's nine-year career (1991 to 1999) included performances at various classical, folk, and jazz festivals and venues in South Africa, several appearances on national television, and at functions at which Presidents Mandela and Mbeki were present. The group also performed at the 1996 International Association of Jazz Educators' Conference in Atlanta, and at the Royal Academy in London in 1998. From 2000 to 2002, whilst holding a lectureship in jazz at Rhodes University, Grahamstown in the Eastern Cape, Ramanna also taught piano and performed at the annual, week-long National Youth Jazz Festival. At the festival he worked with several great South African jazz players including Barney Rachabane and Johnny Fourie. In addition to playing, Ramanna also researches South African jazz and has written several biographies of South African jazz musicians for the Grove Dictionary of Jazz and published several academic writings on aspects of South African jazz. He recently completed his PhD thesis on contemporary jazz in post-apartheid Durban and Johannesburg.

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»Licensed for profit: Institute for Commercialization markets technologies developed... Licensed for profit: Institute for Commercialization markets technologies developed at Kansas State University By Communications and MarketingWhen Kansas State University researchers develop new technologies, the Kansas State University Institute for Commercialization, KSU-IC, goes to work marketing the technologies in hopes of reaching a signed license agreement, with product sales in the marketplace soon after. Moreover, the institute's efforts are paying big dividends to both the researchers and K-State. In 1995 the institute, formerly known as NISTAC, entered into a contractual relationship with the Kansas State University Research Foundation, KSURF, to commercialize K-State's intellectual property portfolio. From that point on, the institute's and K-State's relationship has flourished. The research foundation continues to maintain its responsibility of managing the intellectual property portfolio of the university, with the Kansas State University Institute for Commercialization serving as the research foundation's commercialization agent. During the past 10 years, licensing efforts have generated approximately $12 million in direct revenue back to the university. Last year alone, the commercialization institute's efforts produced about $2.3 million from the combination of licensing income and facilitated sponsor research awards. "In the past, NISTAC has helped Kansas State University commercialize the research we generate," said Kansas State University President Kirk Schulz. "As we look toward becoming a top 50 public research university by 2025, the Kansas State University Institute for Commercialization will continue to play a huge role in helping us to achieve this goal, as well as many others." The licensing process does not happen overnight. Often times the research foundation files a provisional patent, which allows a one-year window before a full patent application must be filed. Full issuance of a patent can take up to three or four years. During the interim, the Kansas State University Institute for Commercialization reaches out to industry to gauge interest and to learn about the technology's future market potential. Meetings and discussions are conducted with the inventor and interested companies with the hope of obtaining sponsored research or a signed license. "It's really hard work," said Kent Glasscock, the institute's president. "The monetization process often takes at least 12 months from initial marketing to a signed license agreement." One of the recently issued patents is a result of stem cell research completed at Kansas State University by Deryl Troyer and Mark Weiss, professors of anatomy and physiology; Duane Davis, professor of animal sciences and industry; and Kathy Mitchell, a former K-State professor. The patent addresses procedures used to obtain stem cells found in a substance in the umbilical cord. An East Coast biotech company exclusively licensed this technology. The university's research and patents range from the development of methods and applications for pest management to antennas for satellite-based navigation systems and everything in between. The Institute for Commercialization staff, which is made up entirely of Kansas State University graduates, has the talent and ability to work with a wide variety of research and successfully monetize at a rate above their peer institutions, Glasscock said. "What we have are extremely gifted staff members who are passionate about their institution and work very hard to creatively extract the maximum value out of each opportunity," he said. And that is just what they have done. The institute has helped make the university's licensing efforts one of the leaders in the Big 12. After returning from a Big 12 meeting, Ron Trewyn, K-State's vice president for research, had the opportunity to see what everyone else in the conference was doing. "Kansas State University is leveraging faculty capabilities, not just intellectual property," Trewyn said. "The efforts we made when we started in 1995 and continue to make today have put our university in an advantageous position to license our research and technology." Nominations open for K-State Excellence in Engagement awards Evaluating price hikes: Research shows that recent oil shocks are not causing inflation Roaming research: Bison on Konza Prairie fuel experiments to restore prairie ecosystem Ease cash crunch in new year, use money management tips to improve financial security Loss of local grocery stores drawing Congressional attention Chopper power: Partnership with universal helicopters enhances flight training at K-State Salina Sunday's Mock Caldecott to select best picture books of 2011 Extension entomologist receives award from American Society of Horticultural Science Women's studies instructor presents at international conference for violence prevention in Mexico Biology professor, colleagues' paper accepted for publication in international journal Dickens and Bluemont electricity off Sunday Burt Hall 90# steam to be interrupted Sunday through Monday afternoon

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Ancient Egyptian Forum FAQ Search Memberlist Usergroups Register Profile Log in to check your private messages Log in King Tut's Father ID'd in Stone Inscription MeresankhPrince/PrincessJoined: 22 Jul 2008Posts: 253Location: England Posted: Thu Dec 18, 2008 10:21 am Post subject: King Tut's Father ID'd in Stone Inscription An inscribed limestone block might have solved one of history's greatest mysteries -- who fathered the boy pharaoh King Tut. "We can now say that Tutankhamun was the child of Akhenaten," Zahi Hawass, chief of Egypt's Supreme Council of Antiquities, told Discovery News. The finding offers evidence against another leading theory that King Tut was sired by the minor king Smenkhkare. Hawass discovered the missing part of a broken limestone block a few months ago in a storeroom at el Ashmunein, a village on the west bank of the Nile some 150 miles south of Cairo. Once reassembled, the slab has become "an accurate piece of evidence that proves Tut lived in el Amarna with Akhenaten and he married his wife, Ankhesenamun," while living in el Amarna, Hawass said. The text also suggests that the young Tutankhamun married his father's daughter -- his half sister. "The block shows the young Tutankhamun and his wife, Ankhesenamun, seated together. The text identifies Tutankhamun as the 'king's son of his body, Tutankhaten,' and his wife as the 'king's daughter of his body, Ankhesenaten,'" Hawass said. "We know that the only king to whom the text could refer as the father of both children is Akhenaten, himself. We know from other sources that Ankhesenamun was the daughter of Akhenaten and Nefertiti. Now, because of this block, we can say that Tutankhamun was the child of Akhenaten as well," Hawass said. Found among other sandstone slabs in the storeroom of El Ashmunein's archaeological site, the block was used in the construction of the temple of Thoth during the reign of Ramesses II, who ruled around 1279-1213 B.C. But the block wasn't freshly cut by the workers of the temple. Instead, it was recycled and brought there from el Amarna, along with some other thousand blocks, originally used to build the Amarna temples. Now known as el Amarna, the city was once called Akhetaten after the "heretic" pharaoh Akhenaten (1353-1336 B.C.) had established the capital of his kingdom, introducing a monotheistic religion that overthrew the pantheon of the gods to worship the sun god Aton. When Akhenaten died, a state decree was issued to purposefully destroy Amarna and its building materials were distributed for use elsewhere. According to Hawass, the block comes from the temple of Aton in Amarna and the forms of the inscribed names clearly date it to the reign of Akhenaten. The best-known pharaoh of ancient Egypt, King Tut has been puzzling scientists ever since his mummy- and treasure-packed tomb was discovered in 1922 the Valley of the Kings by British archaeologist Howard Carter. Only a few facts about his life are known. While he lived in el Amarna, his name was Tutankhaton ("honoring Aton" -- the sun god). When he ascended the throne in 1333 B.C., at the age of nine, and moved to Thebes, he changed his name to Tutankamun ("honoring Amun" -- a traditional cult). As the last male in the family, his death in 1325 B.C. at age 19 ended the 18th dynasty -- probably the greatest of the Egyptian royal families -- and gave way to military rulers. Mapping out the lineage of the Egyptian pharaohs is one of Hawass's latest challenges. King Tut has been either credited to be the son of Akhenaten or the offspring of Amenhotep III, who was Akhenaten's father. Doubts also remain about King Tut's mother. Scholars have long debated whether he is the son of Kiya, Akhenaten's minor wife, or Queen Nefertiti, Akhenaten's other wife. Egyptian researchers are currently carrying out DNA testing on two mummified fetuses found in King Tut's tomb, believed to be his offspring. "If the fetus DNA matches King Tut's DNA and Ankhesenamun's DNA, then we would know that they shared the same mother," Hawass said. According to Swiss anatomist and paleopathologist Frank Ruhli, head of the Swiss Mummy Project at the University of Zurich, Hawass' finding is very important. "It supports one of my favorite theories about King Tut's parentage. DNA of proven relatives would help if it matches with the one of King Tut," Ruhli told Discovery News. Source _________________ Posted: Thu Dec 18, 2008 10:21 am Post subject: Advertisement tnreesPrince/PrincessJoined: 09 Jul 2005Posts: 497Location: Taunton, UK Posted: Thu Dec 18, 2008 12:22 pm Post subject: All that debate and the evidence was sitting in a storeroom for ages. We could do with a few more blocks like that.

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Home Page for Siva Vaidhyanathan [email protected] Robertson Professor in Media Studies Chair, Department of Media Studies, University of Virginia Ph.D., University of Texas at Austin B.A., University of Texas at Austin Siva Vaidhyanathan is a cultural historian and media scholar, and is currently the Robertson Professor in Media Studies at the University of Virginia. From 1999 through the summer of 2007 he worked in the Department of Culture and Communication at New York University. Vaidhyanathan is a frequent contributor on media and cultural issues in various periodicals including the Chronicle of Higher Education, New York Times Magazine, The Nation, and Salon.com, and he maintains a blog, www.googlizationofeverything.com. He is a frequent contributor to National Public Radio and to MSNBC.COM and has appeared in a segment of "The Daily Show" with Jon Stewart. Vaidhyanathan is a fellow of the New York Institute for the Humanities and the Institute for the Future of the Book. In 2011 he was appointed chair of UVA's Department of Media Studies. In March 2002, Library Journal cited Vaidhyanathan among its “Movers & Shakers” in the library field. In the feature story, Vaidhyanathan lauded librarians for being “on the front lines of copyright battles” and for being “the custodians of our information and cultural commons.” In November 2004 the Chronicle of Higher Education called Vaidhyanathan “one of academe’s best-known scholars of intellectual property and its role in contemporary culture.” He has testified as an expert before the U.S. Copyright Office on the Digital Millennium Copyright Act. He is noted for opposing the Google Books scanning project on copyright grounds. He has published the opinion that the project poses a danger for the doctrine of fair use, because the fair use claims are arguably so excessive that it may cause judicial limitation of that right. Vaidhyanathan was born in Buffalo, N.Y., and attended the University of Texas at Austin, earning both a B.A. in history and a Ph.D. in American studies.

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Innovations Home League for Innovation in the Community College Conference Profile Conference FAQs Innovations Archives Conference Streams Session Descriptions Exhibitors Exhibition Hall Floorplan Innovations Conference Sponsorship John & Suanne Awards Sponsorship Exhibitor Kit Guide to Exhibition Exhibitor Tips Presenters Software & Equipment Presentation Tips Presenter FAQ Diana Oblinger Biography March 10 - 13, 2013Dallas, Texas Join Us On: Innovations Forums Registration: Judy Greenfield(480) 705-8200 x200 Travel & Hotel Information: Robin Piccirilli Presenter Questions: Exhibition, Partnership: Chris Hennessey online evaluation participant lookup Diana G. Oblinger is president and CEO of EDUCAUSE, a nonprofit association whose mission is to advance higher education through the use of information technology. The current membership comprises over 2,400 colleges, universities, and education organizations, including 250 corporations. Previously, Oblinger held positions in academia and business, including vice president for information resources and chief information officer for the University of North Carolina system, executive director of higher education for Microsoft, and IBM director of the Institute for Academic Technology. She was on the faculty at the University of Missouri-Columbia and at Michigan State University, and served as the associate dean of academic programs at the University of Missouri. Since becoming president of EDUCAUSE, Oblinger has become known for innovative product and services growth, and international outreach. For example, she created the EDUCAUSE Learning Initiative (ELI), known for its leadership in teaching, learning, and technology innovation, as well as several signature products, such as the 7 Things You Should Know About series. She also initiated EDUCAUSE's first fully online events and its e-book series, including Educating the Net Generation and Game Changers. In collaboration with the Bill & Melinda Gates Foundation, she led the creation of the Next Generation Learning Challenges, a $30M program focused on improving college readiness and completion through information technologies. Partners include the League for Innovation in the Community College, the International Association for K-12 Online Learning, the Council of Chief State School Officers, and the Hewlett Foundation. Oblinger serves on a variety of boards, including the American Council on Education and DuraSpace. Previous board and advisory service includes the board of directors of ACT, the editorial board of Open Learning, the National Visiting Committee for NSF's National Science Digital Library project, and the NSF Committee on Cyberinfrastructure. She currently serves as chair of the Washington Higher Education Secretariat. Oblinger has testified before the U.S. Senate Committee on Employment, Safety and Training and the U.S. House of Representatives Subcommittee on Technology. Oblinger is a frequent keynote speaker and coauthor of the award-winning book, What Business Wants from Higher Education. She is the editor or coeditor of eight books and the author or coauthor of numerous monographs and articles on higher education and technology. Oblinger has received outstanding teaching and research awards, was named Young Alumnus of the Year by Iowa State University, and holds three honorary degrees. She is a graduate of Iowa State University (bachelor's, master's, and PhD) and is a member of Phi Beta Kappa, Phi Kappa Phi, and Sigma Xi. INNOVATIONS 2013 HOME | TRAVEL AND HOTEL INFORMATION | REGISTRATION League for Innovation in the Community College | 1333 S Spectrum Boulevard, Suite 210 | Chandler, Arizona 85286 | (480) 705-8200 Copyright © 1995 - 2013 League for Innovation in the Community College. All rights reserved.

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About the LGAC Goodenough College London Goodenough Association of Canada Home About the LGAC The London Goodenough Association of Canada (LGAC), originally the London House Association of Canada, was formed in 1951 as a nationwide association of former residents and supporters of London House and (later) William Goodenough House, two uniquely different residences for postgraduates located in Mecklenburgh Square in the west end of London. In turn, these residences are part of Goodenough College, (formerly the London Goodenough Trust for Overseas Graduates), which was established in 1931 to provide accommodation in a congenial academic setting for single and married graduate students from the Commonwealth and the United States of America. Goodenough College is now open to postgraduates from around the world. Canada's Hart House at the University of Toronto is said to have provided part of the inspiration for the founding of the parent London Goodenough Trust by Sir Frederick Goodenough, the then-chairman of Barclays Bank, who visited Canada in the 1920s. From the outset, Canada has made a very real contribution to the Trust in terms of the significant number of Canadian postgraduates who have resided there and the financial support Canadians have provided the College over the years. The membership of the LGAC currently numbers about 1000, is spread across Canada, and represents a wide variety of academic disciplines, professions and businesses. The Canadian academic, business and professional worlds are well stocked with LGAC "alumni" - a reflection of both of the calibre of the postgraduates who reside in the College's residences and how the Mecklenburgh Square experience rubs off on them. In its earliest years the LGAC provided financial support for building and renovation campaigns for the premises in London. However, beginning in the early-1990s, as the College itself got on a firmer financial footing, the focus switched to allocating the income from a growing investment portfolio and other fundraising activities to residential scholarships for deserving Canadians proceeding to London for postgraduate study. Awarded on the basis of academic achievement and expected contribution to life in Mecklenburgh Square, our scholarships have become an integral part of the LGAC's reason for being. Please refer to Scholarship Program section for full details on a cumulative investment that now totals well over $250,000 - with the resolve to add to the value of these scholarships and to keep them growing. In 1995, the mounting demand for these scholarships prompted the LGAC to launch a Corporate Sponsorship Program directed at internationally-minded Canadian companies. This particular program has come under great pressure as economic conditions have deteriorated, but to those who have stayed with us - and also joined us as new sponsors - we are most grateful. No mention of the LGAC would be complete without paying tribute to Walter Bilbrough, our Founding Patron and longstanding director who passed away on April 24, 2000 in his 93rd year. The first Canadian to live at London House at its inception, Walter embodied what the Trust and the LGAC are all about. He always maintained that the friendships he established on Mecklenburgh Square, and the encouragement given him by the likes of Frederick Goodenough were key influences in his life. In a tribute, Sir Anthony Goodenough, Britain's High Commissioner to Canada from 1996 to 2000, recalled how excited he was to meet Walter, who knew the grandfather he himself had never known. Sir Anthony noted that Walter's support of the London Goodenough Trust "helped maintain and strengthen the solid fabric of Canadian/British friendship in which he took such pleasure". Walter's biography The Unexpected and the Unplanned is a piece of London Goodenough history that is available through us for $20 plus $4 for shipping and handling, with the proceeds to be added to our Scholarship Fund, according to Walter's wishes. To order the book, download the Book Order Form (Word document) and send it to us with your cheque. The foundations have been laid, sound links established and the torch passed. Now, it is on to a new era and a second half century in which the parent College can make an even more distinctive world mark - and the LGAC can build on its investment in a better future Canada! Main Menu About the LGACBoard of Directors Login Username: * The London Goodenough Association of Canada is a registered charity (#BN 891107146 RR0001). Copyright © 2009-2011 LGAC.

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Breaking Through by Buddhadharma | February 11, 2012EmailPhoto by Amy YeeAfter twenty-one years of intensive study, Kelsang Wangmo, a German-born Tibetan Buddhist nun, has become the first woman to receive the prestigious geshe degree. Amy Yee reports on her unlikely and courageous journey. The courtyard thronged with the commotion of more than a hundred red-robed, foot-stamping, hand-clapping, logicshouting Tibetan Buddhist monks in Dharamsala on a brisk afternoon in March 1994. In the midst of this cacophonous debate in northern India was Kelsang Wangmo, a Germanborn Buddhist nun. She was twenty-three, it was her first debate—and she didn’t speak Tibetan. Had she felt nervous or overwhelmed? Not at all, she recalls, exclaiming, “I loved it!” Last April, after twenty-one years of intensive study, Kelsang Wangmo became the first woman to earn a geshe degree, the monastic equivalent of a Ph.D. in Tibetan Buddhist studies. It usually takes about eighteen years, with rigorous annual exams that gradually eliminate candidates until only a small group is left. It was a momentous journey for Kelsang, with no shortage of challenges along the way. We are sitting in her room in a nunnery in Dharamsala, where she has lived and studied since 1990. The small space is comfortable and tidy. Two tall bookshelves are lined with heavy Tibetan books. On a counter within arm’s reach of the bed sits a one-burner hot plate, a Naglene bottle, and a bowl of apples. White lace curtains obscure the window’s sweeping vista of the Kangra Valley in the distance. I sit on one of two twin beds that double as sofas, while Kelsang sits barefoot and cross-legged on the other, behind a desk. Her head is shaved to a brown stubble and her crimson nun’s robe leaves her slender arms bare. Behind silver glasses, her hazel eyes are kind and lively, her face youthful at thirty-nine. The street cat that lives in the nunnery is curled up beside her Kelsang’s desk is topped with a neat stack of tomes filled with Tibetan script that, I’m told, bear titles such as “The Butter Lamp that Clarifies the Meaning of the Mother Sutras.” After years of study at the Institute for Buddhist Dialectics, she is accustomed to delving into esoteric Buddhist texts. This morning, for instance, she’s reading the “Ornament for the Essence of the Explanation” and preparing for the afternoon class she teaches at the IBD, a short walk away. I first met Kelsang in 2008 in Dharamsala. She was unassuming and friendly. I had no idea she was on track to become the first nun to earn the geshe degree until a few months later, when a nun from Ladakh mentioned it in passing. Kelsang had never brought it up. I stumbled across others who confirmed her talents, like Alak Khenpo, a thoughtful thirty-four-year-old abbot and tulku who studied alongside Kelsang for fifteen years. She graduated third in their class at IBD, while he was second, he said matter-of-factly. Her Tibetan was “99 percent” fluent, he said, and her pronunciation was the best he’d heard among foreigners Another was IBD assistant director Kelsang Damdul. When I told the avuncular geshe that I knew Kelsang Wangmo, he immediately lit up and praised her intelligence, discipline, and modesty. “The number of years she had to study and the determination she had to have—it’s inspiring for women all over the world,” he said. “She’s one of the best students we have ever produced. She really deserves this geshe degree.” Not long ago it had seemed unimaginable for a nun to attain the prestigious degree. Traditionally in Tibet, resources for religious study were focused on monks. Nuns were taken far less seriously and had few options for rigorous scholarship. “Just as in the West until the twentieth century, women did not attend college or become professors, so traditionally almost no women were educated in Tibet. Only monks and lamas were permitted to study,” explained the British-born Buddhist nun Jetsunma Tenzin Palmo. In the 1980s, when the Dalai Lama spoke out in support of nuns becoming geshes, many in the Tibetan Buddhist community were shocked. “People never dreamed of nuns getting this degree. They thought women were not allowed,” says Rinchen Khando, director of the Tibetan Nuns Project, a nonprofit that provides education and aid to nuns. In recent years, the situation for nuns has slowly improved, and today there are far more resources for Tibetan nuns in exile. New nunneries with modern facilities such as Dolma Ling near Dharamsala, where the Tibetan Nuns Project is based, are home to hundreds of nuns. However, many obstacles for nuns still exist, and the numbers reflect this bias. In India, where about 100,000 Tibetans live in exile, there were more than 27,000 Tibetan Buddhist monks in 2002 and just 1,600 nuns. In addition, according to Tibet’s exile administration in Dharamsala, there were 223 monasteries in India in 2002, but only twenty-three nunneries. There were also technical hurdles for nuns to become geshes. To earn the geshe degree, monks must study the Vinaya text, which deals with monastic rules. However, nuns are not allowed to study the section of the Vinaya that relates to full ordination. In lieu of this, the Dalai Lama suggested nuns study a text by Indian Pandit Shantarakshita on different philosophical tenets. As the first woman to earn the geshe degree, Kelsang serves as a model for other nuns and trailblazing women in general. “Geshe Kelsang Wangmo has broken down the centuries-old barrier that denied women the right to be recognized for their scholarship,” said Tenzin Palmo. The accomplishment “is a breakthrough that hopefully will encourage the same treatment for the learned nuns from Tibet and the other Himalayan regions.” Kelsang herself has a down-to-earth view about earning the geshe degree. Her plans remain simple: stay in Dharamsala, teach the dharma to others, and continue her own studies. “My life didn’t really change,” she tells me. “But I hope it will open a door for others.” Still, there is a welcome feeling of affirmation. Kelsang opens her laptop and shows me photos of her graduation ceremony last year. Her mother flew from Germany to attend. “She was very emotional and excited,” says Kelsang. In the photos Kelsang’s smiling auburn-haired mother stands proudly by her daughter’s side on a sunny spring day. In a separate audience that week, mother and daughter stand next to the Dalai Lama, who tightly grips their hands with palpable warmth. Kelsang Wangmo was born Kerstin Brummenbaum in Lohmar, a small town between Cologne and Bonn. Her family was Roman Catholic, and she recalls being fond of stories about saints when she was a child. She attended church during her childhood but grew uninterested in religion in her teens. That changed unexpectedly during a backpacking trip after high school that began in 1989. She traveled through Israel and stayed on a kibbutz, then went on to Turkey, Cyprus, Thailand, Indonesia, and Japan before landing in India. She followed a typical backpacker route through Kolkata, Varanasi, Manali, and Dharamsala, where she had planned to stay for a couple of weeks before returning to Germany to start university, with thoughts of studying medicine. But two weeks ended and she wasn’t ready to leave. In Manali, she had felt unhappy and lost. “I didn’t know what I wanted to do with my life,” she said. That’s a common sentiment for an eighteen-year-old, but something happened at her next stop. In Dharamsala she met some fellow backpackers and they stayed together in a cramped, rustic guesthouse in Bagsu Nag, a village north of the town’s Tibetan hub of McLeod Ganj It was 1990 and the rows of guesthouses, cafes, and souvenir shops that today line the streets of McLeod Ganj did not exist. “There were no fancy, flashy hotels. It was one-tenth of what’s here now,” she said. Bagsu Nag, now a favorite spot for Israeli backpackers and Punjabi day-trippers, was “just a village with farmhouses.” The guesthouse where she stayed was so small that she slept on the floor. One morning, she opened her eyes and calmly watched bedbugs crawling up the wooden bedpost. Somehow a strong, peaceful feeling came over her. “I thought, ‘I’ve come home’,” she recalled. “There was something about the atmosphere here. I decided to stay longer.” She did a one-month introduction to Buddhism course at Tushita Meditation Center, above McLeod Ganj, and also studied with an independent Indian teacher. She had plenty of questions about Buddhism and was often overwhelmed. She went on retreat but found she didn’t know enough about the dharma to meditate. At Tushita, she was introduced to a seminal text by the seventh century Indian scholar Dharmakīrti. It fascinated her and she longed to study more. In April 1991 she took her first vows and became a nun. In those days, Tushita was isolated and the surrounding area heavily forested. For two years Kelsang lived in a hut near Tushita, with an outhouse in woods where leopards roamed at night. There was no running water so she carried water to her hut every day. Sometimes when she wanted to shower she walked to Tushita to use their facilities. After two years, she moved back to McLeod Ganj, where she stayed in nunneries for about a year. At the time, accommodations for nuns were scarce. When she started taking classes at the Institute of Buddhist Dialectics, her teachers helped her find a room in a dormitory owned by the institute. The room was closer to Kelsang’s classes but the conditions were difficult. The toilet was shared by more than twenty people, mostly men, and there was a water shortage every few days. People stored water in plastic buckets for the days when the pipes ran dry. Poor accommodations weren’t the only challenge. Her classes at the Institute for Buddhist Dialectics were in Tibetan— especially daunting since she didn’t speak the language yet. “I didn’t understand much in class,” Kelsang said. Still, she was thrown into intense debating sessions with monks early on. Few Tibetan nuns debated because they did not have ready access to debate teachers. To her surprise, she grew to enjoy the noisy sessions. “I loved the logic,” she said. “It was so helpful and a better tool to understand the scriptures.” Debating also helped her learn Tibetan. There were no language textbooks available in Dharamsala then, so she did language exchanges with Tibetans who in turn practiced English with her. Kelsang recorded these lessons and listened to them over and over again. Tibetan spelling is difficult, she noted, but after many years of self-study, she was able to speak, read, and write Tibetan. Kelsang’s objective was to study the dharma, not explicitly to earn the geshe degree. At first she didn’t want to take the annual exams, but her teachers at IBD had her do the same work as the monks in her class, including the three-hour written exams and the debates, which are analogous to an oral exam. When her graduation finally came, she was nervous—but not about academics. She had to overcome her trepidation about shaking the Tibetan status quo. “I didn’t want to be the only one,” she said. “I wanted other nuns to do it. I didn’t want to stick out in this way.” In public, Tibetan nuns, monks, and teachers say they are happy that a woman, who happens to be a foreigner, finally earned the geshe degree. The institute—especially Kelsang Damdul—was undeniably steadfast in its support of her over the years. Exile administration officials seemed pleased about her accomplishment as well. But, she said, there were rumbles of opposition, even from nuns and other women. Male-dominated Tibetan Buddhism is entrenched in tradition and is not easily open to change. “Not everyone was happy with it,” she said. “There are definitely Tibetans who feel it’s too early.” Kelsang Damdul agreed that although some monks might have reservations about a nun earning the degree, “anyone who wants to preserve Tibetan Buddhism should be happy,” and suggested that naysayers would be assuaged when they saw her teach. It’s a muggy May afternoon, the preface to Dharamsala’s torrential monsoon season. A gray sky dribbles rain outside the group of white buildings that house the Institute of Buddhist Dialectics near the town’s main Buddhist temple and the Dalai Lama’s residence. In a large shrine room that doubles as a classroom, Kelsang sits cross-legged on a cushion behind a low table that holds her notes for the day’s lecture on “The Two Truths According to the Four Tenets.” Brightly colored thangkas hang from the walls. Behind her, golden statues of the Buddha and a framed photo of the Dalai Lama sit on an altar illuminated by electric candles. I sit in the back of the room on a thin cotton mattress on the hardwood floor, accompanied by a stray dog that has wandered in. About seventy-five students from Europe, North America, Asia, India, and elsewhere are seated behind puja tables for this introduction to Buddhism class. Even without the amplification of the microphone in front of her, Kelsang’s voice has an authoritative, bright timbre that is bolder than her easygoing tone in normal conversation. “I don’t like the word ignorance,” she declares. “It implies that we’re stupid. We’re not stupid.” She prefers the word misperception. “That is the cause for all our troubles.” She goes on to explain conventional truth (the way phenomena appear) and ultimate truth (the way phenomena actually exist). “An elephant on a table does not exist—especially on such a tiny table like this,” she says waving at her puja table and eliciting chuckles from the class. “The problem is, we misperceive how the ‘I’ exists. From the Buddhist perspective, every problem comes back to that: misperceiving reality. Because of this misperception, there is anger and attachment. Buddha says we can get rid of all these problems if we get rid of misperception.” The students listen attentively, and after class several gather around her to ask questions. It’s clear that she enjoys her role as a teacher. “I feel a responsibility to make the dharma available to Westerners,” she affirms. Back in her room, she is animated as she explains that the dharma has made her much happier. “It helps me deal with things in a more skillful way. Anger, delusion, attachment—there are antidotes to them.” She explains that in difficult situations, she thinks about impermanence, how things aren’t the way they appear. When something is painful, there must be a cause, she says. “Things are changeable. Why am I so concerned about it? Does it really exist as independent badness?” She notes the Dalai Lama has pointed out that we learn and grow when times are the most challenging and difficult. The harder a task is, the more fruitful the results, Kelsang says. “That’s a Buddhist kind of idea. Obstacles can be good. We should embrace them and not try to avoid them.” These days at nunneries like Dolma Ling, hundreds of Tibetan nuns gather to debate. Two years ago I watched 150 of them debating in Dolma Ling’s stone courtyard, creating a joyous ruckus that continued even when cold rain began drizzling from the winter sky. In 2009, there were about forty nuns in the Tibetan Nuns Project on the geshe track. Kelsang’s advice to others who want to follow the path she cleared? Don’t give up. “If someone has strong determination, one can do anything they set out to do. Obstacles come and they don’t last.” Obstacles are impermanent too. Amy Yee is an American journalist and writer based in New Delhi. She has written for The New York Times, The Wall Street Journal, and The Economist, among other publications, and is a former correspondent for the Financial Times. She has written extensively about Tibetan issues since 2008.

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April 17, 2009 Loyola at a Glance Loyola weighs in on Katrina social justice issues in Seattle University journal Loyola University New Orleans President the Rev. Kevin Wm. Wildes, S.J., Ph.D., and several other members of the Loyola community, were contributors to Seattle University’s Fall/Winter 2008 issue of Seattle Journal for Social Justice. The Seattle Journal for Social Justice is a student-run legal periodical for Seattle University School of Law. It is published twice a year and its mission is to promote critical interdisciplinary discussions on urgent problems of social justice, including exploring the often-conflicting meanings of justice that arise in a diverse society. The Fall/Winter 2008 issue of SJSJ focused entirely on Hurricane Katrina and drew heavily from Loyola University faculty and staff article contributions. Wildes authored “Rebirth of a City: Birth and Achievement of the Ethics Review Board,” detailing the governmental and social failures of the city and the resulting creation of the Ethics Review Board to help in its reform. Additionally, Mark Markuly, former director of Loyola’s Institute for Ministry and current dean of Seattle University’s School of Theology and Ministry, wrote the introductory article, “A Terrible Grace: Building a Just Society on the Rubble of New Orleans.” Other Loyola contributors include: Barbara Fleischer, associate professor of pastoral studies and psychology, who wrote “Katrina Stories: Windows into Religious Meaning, Pathways to Social Justice;” Davida Finger, staff attorney with the Katrina Clinic and author of “Stranded and Squandered: Lost on the Road Home;” Thomas Ryan, director of LIM and author of “Vision and Spirituality in Post-Katrina New Orleans;” Michael Cowan, special assistant to the president and co-author of “We Believe in One New Orleans: Embracing Diversity Post-Katrina” and author of “Elbows Together, Hearts Apart: Institutional Reform, Economic Opportunity, and Social Trust in Post-Katrina New Orleans;” and The Rev. Edward Arroyo, S.J., former director of Loyola’s Jesuit Social Research Institute, who authored “Contemplating the Katrina Whirlwind: From ‘Apocalypse Now’ to Solidarity for the Common Good.” In addition, the journal featured various forms of media contributed by a Loyola University professor, visiting professor and recent graduate. Professor of Music Industry Studies John Snyder produced “Salon Somewhere,” a musical composition performed by the Thelonious Monk Institute of Jazz Ensemble, composed by Vadim Neselovskyi. Visiting graphic design professor Nancy Sharon Collins directed and produced “The Allegory of the Birds.” Jake McClain, a 2008 music industry studies graduate, directed “Green Salon: Roussel Hall.” About the Seattle Journal for Social Justice: A peer-reviewed, student-edited, interdisciplinary journal, the SJSJ publishes writings that reflect theoretical, literary and hands-on approaches toward achieving social justice. It accepts traditional academic articles as well as nontraditional formats such as narratives, commentaries, interviews, essays and artwork. The student members’ participation in the writing assignments and the editorial process is designed to improve writing skills and research techniques and to instill self-discipline and analytical proficiency through the hard work required to publish quality research works. For more information, please contact Meredith Hartley with the Office of Public Affairs at 504-861-5888 or [email protected].

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LTU hosts Nov. 7 Hotelling lecture on income mobility Stephen Spurr and the late Harold Hotelling. Wayne State University Professor Stephen Spurr will discuss wages and income mobility in the United States in the wake of the 2008 financial crisis when he presents the fourth annual Harold Hotelling Memorial Lecture on Thursday, Nov. 7, at 7:30 p.m. at Lawrence Technological University, 21000 West 10 Mile Road, Southfield. The annual lecture, which is free and open to the public, is entitled “The Fruits of Our Labor: Wages and Income Mobility in the U.S.” It will be held in the Mary E. Marburger Science and Engineering Auditorium in the Science Building. This year marks the fifth anniversary of the financial meltdown of the American economy. Recovery has been slow, and there is increasing concern about inequality of incomes and wealth in the United States. How does the growth of the U.S. economy compare with other countries, and how are U.S. workers doing compared to the rest of the world? Is America still the land of opportunity and upward mobility? Spurr will also look at how income distribution affects family life. How do married couples juggle careers, housework and childcare? What is the effect of women across the world becoming more career-oriented? Spurr, who is chair of Wayne State’s Department of Economics, has a JD from the University of Michigan Law School and a PhD in economics from the University of Chicago. His primary research interests are in the areas of labor economics and the economic analysis of law. He has published a textbook on the economic analysis of law in addition to articles on a wide variety of social issues. The annual Hotelling lecture honors the memory of Associate Professor Harold Hotelling, who died in 2009 after teaching at Lawrence Tech for 20 years. He taught courses in business law, business ethics, constitutional law, urban social issues, and law and economics. He is remembered for his keen intellect, tireless devotion, quick wit and wonderful sense of humor.

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Programs > Awards and Recognition > Teachers of Promise The Teachers of Promise Program The Teachers of Promise Program and Institute began as an outgrowth of the Maryland Teacher of the Year Program and capitalized on the expertise of Teachers of the Year and other award-winning teachers by matching them with the most promising pre-service graduating seniors from Maryland colleges and universities. Mentor and protégé work together online during the spring and summer transition period until the new teachers are placed in their schools. The program culminates in a one-day institute, underwritten by the Maryland Independent College and University Association (MICUA) and Corporate Sponsors of the Teacher of the Year Program so it is free to participating students and mentor teachers. This year, 125 students from 21 Maryland colleges and universities participated. The agenda was varied but very well received by who those attended. The agenda for the day included: Featured speaker U.S. Congressman John Sarbanes. Congressman Sarbanes updated the audience on National Education Policies and Perspectives. A discussion with Maryland Executives moderated by Dr. Nancy Grasmick. Executives and decision-makers in business, policy leaders, and higher education discussed the ways they define excellence and its meaning within their businesses. A discussion with Blue Ribbon School Principals. These award-winning principals discussed their ideas about excellence in their schools and shared strategies that led to outstanding teacher and student performance. Q & A with Dr. Grasmick. Students were encouraged to ask questions and voice their concerns. 2009 Maryland Teacher of the Year William Thomas spoke about his year as the top teacher representative in Maryland. Guided table discussions between students and their mentors. Many college and university directors were there as well including: Dr. Mary Kay Finan, Professor of Education at Frostburg State University and State Board of Education member; Dr. John George, Dean of Education at Hood College; and Dr. Deborah Kraft, Interim Dean of Education at Stevenson University. Participating Colleges and Universities: Bowie State University, College of Notre Dame of Maryland, Columbia Union College, Coppin State University, Frostburg State University, Goucher College, Hood College, Johns Hopkins University, Loyola College in Maryland, Maryland Institute College of Art, McDaniel College, Morgan State University, Mount St. Mary’s University, St. Mary’s College of Maryland, Salisbury University, Stevenson University, Towson University, University of Maryland, Baltimore County, University of Maryland, College Park, University of Maryland, Eastern Shore, Washington College. For more information about Maryland’s Teacher of Promise Institute, please contact:Dr. Darla Strouse at 410-767-0369 or email her at [email protected]. Contact Information Maryland State Department of Education MSDE’s Teachers of Promise Mentoring Programs and Institute received one of the Daily Record’s 2009 Innovator of the Year awards.

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Extension info on Facebook Asparagus, April’s vegetable This month look for this wonderfully, flavorful vegetable at your local farmer’s market. Asparagus packs in a ton of good vitamins and minerals in those stalks! Steam it, pickle it, sauté it, roast it — the possibilities are endless! When buying asparagus, choose stalks that are bright green with purple shaded tight tips; these are the most tender and tasty. It is best to cook it soon after buying, because asparagus can become tough and woody after several days. Stanley Abbott: Trimble County’s last WWII casualty Editor’s note: The following is the first of a series of monthly columns about historical incidents from Trimble County’s past. The column title is taken from the ripples that still roll across the remains of the old Milton dike long submerged in the Ohio River. Many of the long-forgotten events of our past still cast shadows over our way of life today and create ripples that continue to lap at the shores of the river of life upon which we are all mariners. No tuition increase for returning JCTC students Returning students at each of the 16 colleges in the Kentucky Community and Technical College System (KCTCS) will receive guaranteed tuition, with no rate increase, for the 2011-12 academic year, if they enrolled during the fall 2010 or spring 2011 semesters. These students are eligible for a guaranteed tuition rate of $130 per credit hour, the same rate they paid during the 2010-11 academic year. The KCTCS Board of Regents approved the guaranteed tuition rate during their June 2010 board meeting to enhance student retention and credential completion rates. Woody earns PhD from Georgia facility Kathy Beckner Woody has recieved her Ph.D. in Chemistry from Georgia Institute of Technology. Kathy is a 2001 Trimble County High School graduate and graduated from University of Kentucky in 2005 with a Bachelor of Science degree in Chemistry. During her time at Georgia Tech, she received several national honors, including a fellowship from the American Chemical Society Organic Chemistry Division. McKinney-Mehas on Dean’s List at L. Wilson Lizabeth McKinney-Mehas of Trimble County accepted a certificate for being named to the Dean’s List from Lori Sargent, Associate Dean of Academic Affairs for Lindsey Wilson College in a ceremony held on March 24. Lindsey Wilson College is a four-year liberal-arts college affiliated with the Kentucky Conference of The United Methodist Church.LWC is located on more than 200 partially wooded acres on a hilltop in Columbia, Ky., a small town about 20 miles from Lake Cumberland in Southcentral Kentucky. 30 Years Ago (April 2, 1981) Louden, Leap to wed April 9 Darius and Sandy Louden of Campbellsburg, Ky. announce the upcoming wedding of their daughter, Carmen F. Louden to Travis A. Leap, son of Donna Ritch of Lakeland, Fla. and Bill and Rose Leap of Vevay, Ind. The bride-elect is a 2006 Kentucky Community and Technical College System graduate and is employed as waitress and model. The groom-to-be is a 1997 Vincennes University graduate and is employed as a contractor. Relay for Life upcoming events The Trimble County Relay for Life will be held at the Bedford Elementary School on June 10-11. Several activities are planned in advance of the event to benefit the cause. Trimble County Senior Citizens Yard Sale In Loving Memory of Charlotte Newby Friday, April 8 at 9 a.m. At the Senior Center locate at the Trimble County Park. All proceeds go to the Trimble County Seniors Relay for Life team. Driving for a Cure: Bake Sale April 9 from 8 a.m. Milton Dollar Store Bake Sale April 23 from 8 a.m. at Bedford Dollar Store THIS WEEK IN TRIMBLE COUNTY Milton Elementary School Site-Based Decision Making Council meets at 4:15 p.m. in the school library. Trimble County Hymn Sing will be at 7 p.m. at Apostolic Pentecostal Church of the Living God on Smith Lane off US 421S. Everyone welcome. Mt. Byrd Christian Church will open their Food Pantry and Clothes Closet from 10 a.m-1 p.m. Fri.-Sun., April 8-10

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Culture Cults Edmund R. Leach The Paths of Culture: A General Ethnology by Kaj Birket-Smith University of Wisconsin, 538 pp., $10.00 Stranger and Friend: The Way of an Anthropologist by Hortense Powdermaker W.W. Norton, 315 pp., $6.50 The publishers describe The Paths of Culture as “a general ethnology translated from the Danish” which has been “long accepted as an anthropological classic”; they refer to its “timeless appeal,” but they do not otherwise indicate its history. The original Danish two-volume version, Kulturens Veje, in fact appeared as long ago as 1941-42 and, apart from an odd footnote or two, a few extra paragraphs, and considerable modernization of the last few pages which deal with New World archeology, very little has happened to it since. Some of the results of this conservatism are very odd indeed. The book is avowedly a study in “historical ethnology” which rests on the proposition that “development itself is the essential problem of cultural research.” Its subject matter is the whole of human culture from China to Peru and from Adam until us. The author modestly admits that other viewpoints are possible and that there are limitations to his encyclopedic knowledge of the facts, nevertheless there is a clearly implied claim that the book is fully up-to-date—at page 472, for example, there is a reference to an archeological discovery first reported in 1963. It is therefore disconcerting to find that scarcely any American anthropologist under the age of seventy even merits a mention. My own countrymen do no better. Admittedly a crumb or two of approval is offered to “the younger generation of British ethnologists,” but this term is actually applied to “men like C. Daryll Forde, Raymond Firth and E. E. Evans-Pritchard”—distinguished scholars indeed, who in 1967 are all on the verge of retirement from their respective University Chairs. Birket-Smith himself is now aged seventy-three. It seems an odd quirk of academic publishing that a period piece such as this should first appear in English dress twenty-five years after its original publication, but its sponsors presumably know what they are doing. “THE PURPOSE OF THIS BOOK is to depict human culture in its entirety” and although this objective may seem ridiculous there are dozens of other introductory textbooks to general anthropology which claim to do no less. The Paths of Culture strikes me as being a good deal worse than most, partly because the outlook of the author is so exceedingly old-fashioned, partly because of the lack of any coherent viewpoint—the arguments presented are a general jumble of the various fashions in ethnology current in Europe between 1900 and 1925—and partly because of the lack of cross-reference. Although there is a forty-page bibliography which is described as “not a source-list but a help for further reading,” the great majority of the items date from long before 1940 and the relevance of these to details mentioned in the main text is hard to disentangle. The sections of the book labeled “Social Organization,” “Social Life,” and “Spiritual Life” are, by modern standards, quite atrocious. No anthropologist of the younger or more recent generations now imagines that the basic facts of social anthropology can be expressed by cramming hundreds of snippets of … Our Man in the Eighteenth Century? F.W. Dupee Art for Whose Sake? Stuart Hampshire Old Flames William Phillips The Sunset Strip Edgar Z. Friedenberg News from Nowhere Francis Haskell

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Struggle Over the Puritans The Puritan Ordeal by Andrew Delbanco Harvard University Press, 306 pp., $30.00 To Live Ancient Lives: The Primitivist Dimension in Puritanism by Theodore Dwight Bozeman University of North Carolina Press, 413 pp., $34.95 Worlds of Wonder, Days of Judgment: Popular Religious Belief in Early New England by David D. Hall Though it is today hard to imagine, there was a moment when historians regarded the seventeenth-century Puritans as having virtually no significance for the development of America. During the first quarter of the twentieth century the Progressive scholars and historians who then dominated American colonial studies, such as Vernon Parrington and James T. Adams, denied the Puritans any part in the making of what was rightly American. The liberal democratic future of America, these historians contended, actually belonged to all those religious dissidents and victims of Puritan persecution—from Roger Williams and Anne Hutchinson, who were banished from Massachusetts Bay to Rhode Island, to those stubborn Quakers hanged on Boston Common. By rigidly suppressing free inquiry and toleration, Parrington wrote in 1927, the “reactionary theology” of Puritanism stood in the way of the emergence of American democracy. Puritanism was full of “aristocratic contempt for the sodden mass of the people,” regarding them “as stupid, sensual, veritable children of Adam, born to sin and heirs of damnation.” It had nothing to contribute to a new enlightened world of individual worth and happiness; and thus it “long lingered out a harsh existence, grotesque and illiberal to the last.” It was in these most inauspicious circumstances of the late 1920s that Perry Miller began his great project on New England Puritanism. He commenced his work, he later recalled, “within an emotional universe dominated by H.L. Mencken,” who had defined Puritanism as “the haunting fear that someone, somewhere might be happy.” Miller and his contemporaries had come of age, Miller said,in a time when the word “Puritan” served as a comprehensive sneer against every tendency in American civilization which we held reprehensible—sexual diffidence, censorship, prohibition, theological fundamentalism, political hypocrisy, and all the social antics which Sinclair Lewis, among others, was stridently ridiculing. Moreover, one of Miller’s “most revered instructors” warned him that New England Puritanism was a delusive subject, thoroughly exhausted with nothing left for a new scholar to exploit. He was told that writing on such a subject would wreck his scholarly career before it began. But Perry Miller had had a vision of his destiny several years earlier, and he was not to be dissuaded. In the mid-1920s while unloading oil drums “flowing out of the inexhaustible wilderness of America” at Matadi on the banks of the Congo in central Africa, he had a Gibbon-like epiphany about the history he wanted to write. It was thrust upon him, he later said, “the mission of expounding what I took to be the innermost propulsion of the United States.” He had to begin at the beginning, and that meant the Puritan migration of 1630, which had a coherence that the prior 1607 settlement of Jamestown in Virginia did not. And so was commenced one of the most remarkable adventures in twentieth-century American scholarship. Beginning with his Orthodoxy in Massachusetts (1933) and his and Thomas Johnson’s edition of Puritan writings (1938) and capped by his two magnificent volumes of … Juggler Robert M. Adams Vengeance in China Merle Goldman Prince of Poets Julian Barnes Behind Closed Doors Keith Thomas Hero of the Wilderness Bill McKibben

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Directions Multimedia Accolades Announcements Event Calendar OHIO in the News Social Media Billy and Holly Love Photo courtesy of: Chillicothe Campus Student speakers are named for OU-C's Recognition of Graduation event Student participants and faculty marshals have been named for the upcoming Recognition of Graduation event at Ohio University-Chillicothe. OU-C will salute students who have earned their college degrees during the 2012-13 academic year at 7:30 p.m. on May 3 in the Shoemaker Center. Holly and Billy Love, who are military veterans earning their associate degrees in Office Technology (OTEC), will deliver the Pledge of Allegiance. Liberty Bell, who is earning her bachelor's degree in Health Services Administration, will share her reflections. Holly and Billy Love met while in the Army and stationed in Fort Knox, Ky. They later married and have moved to Billy's hometown of McArthur, where they have been raising their three children in addition to attending college. Billy is a Vinton County High School graduate, and Holly is a native of Scottsburg, Ind., and graduate of Scottsburg Senior High School. Billy Love, who has completed courses to obtain a medical certificate as part of the OTEC program, plans to pursue a bachelor's degree with a goal of working for the local VA Medical Center. Holly Love, who completed the legal certificate portion of the OTEC program, also plans to pursue a bachelor's degree, in communication studies, and looks to work in a law office or courthouse and then eventually attend law school. "We have enjoyed our time here at Ohio University-Chillicothe, and we are looking forward to the fast-approaching graduation ceremony," Holly Love said. Bell, a Chillicothe High School graduate, plans to pursue her MBA while also working in the finance and accounting areas at Adena Health System, where she served an internship as part of her academic program. Bell has also been active as a student tutor in the campus' Supplemental Instruction program, which emphasizes a peer-guided approach to college success. "Attending OU-C has completely changed my life from where I was five or six years ago," Bell said. "Being around people with a focus and goals as well as positive attitudes has helped to give me direction. On campus, I had the support of people who wanted me to do well, including faculty and staff members. My OU-C experience has opened doors of opportunity for me." Bell, a self-described "numbers person," chose the Health Services Administration program so she could make a positive impact on others in her career pursuits. "Both of my sisters are nurses, and while primary patient care is not for me, this is a way that I can contribute to the health-care field," she said. Bell attended college on the Chillicothe Campus straight out of high school for 1 ½ years before returning after a 14-year layoff in 2011 with a new focus. "I spent that time piecing together jobs and living paycheck to paycheck. I wanted to give college another try and attempt to do something big with my life." Faculty marshals for the graduation event include Char Miller, associate degree; Dywayne Nicely, bachelor's degree; and Barbara Trube, master's degree. Music will be provided by the Great Seal of Ohio Band. As previously announced, former Olympian Cindy Noble Hauserman will deliver the keynote address. Also, long-time OU-C faculty member and theater director Ken Breidenbaugh will receive the Rich Bebee Alumni Leadership Award. A total of 513 students earned their associate, bachelor's and master's degrees from Ohio University while attending the Chillicothe Campus this academic year, and more than 200 students are expected to participate in the upcoming event. A pinning ceremony for OU-C's nursing program students will take place at 6 p.m. on May 2 in the Shoemaker Center. A reception will be held at 6:30 p.m. on May 3 for faculty and staff members, Regional Coordinating Council members and platform party participants. A reception for the graduates and their families will be held immediately after the ceremony in the Shoemaker Center's upper level. Formal commencement activities are held on the Athens campus of Ohio University. published: April 24, 2013 9:17 AM Submit an Announcement | Comments Ohio University Chillicothe

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Spreading the joy of reading one book at a time Sandy Gilmore, head of adult services at the Oxford Public Library, will once again be giving away free books as part of World Book Night on Tuesday, April 23. She’s holding one of the books scheduled for distribution — "Playing for Pizza" by John Grisham. Photo by C.J. Carnacchio. Sandy Gilmore isn't satisfied with simply waiting around at the Oxford Public Library for folks to walk in and check out a good book or two.That's why for the second straight year, the library's head of adult services will be participating in a worldwide event in which thousands of volunteers give away millions of books to people who don't read regularly or even at all."Anything that gets people reading is important," Gilmore said. It's called World Book Night and the way it works is quite simple. Every year, approximately 30 books are selected by an independent panel of librarians and booksellers.Thirty-two diverse titles made this year's World Book Night list including classics such as "Fahrenheit 451" by Ray Bradbury and "A Connecticut Yankee in King Arthur's Court" by Mark Twain. Popular authors such as John Grisham and James Patterson are represented as well as celebrity authors like comedic actress Tina Fey.Authors have agreed to waive their royalties and publishers have agreed to cover the cost of producing specially-printed paperback editions for the giveaway.Once the book titles are announced, people apply to personally hand out 20 copies of a particular title any place they believe there are light readers or non-readers. Last year, World Book Night was celebrated in the United States, United Kingdom, Ireland and Germany. More than 80,000 people worldwide gave away more than 2.5 million books. In the U.S. alone, 25,000 volunteers handed out 500,000 books."Last year was the first year in the United States," Gilmore noted.Books can be given away at such diverse locations as veterans' hospitals, roller-skating rinks, nursing homes, bus stations, food pantries, schools, etc."You can do it anywhere at all," Gilmore said. "It does not have to be in your hometown. You can go anywhere you want. You just want to hit up people that aren't really reading."But there is one place that's strictly off-limits."You're not allowed to give them out at the library," Gilmore said. "You don't want to stand out in the parking lot of the library and hand them out because obviously, people going in a library are readers. It has to be somewhere where non-readers hang out."Last year, Gilmore handed out her 20 books at a bar in Rochester, where many of the regulars are older, retired men."Everybody was really excited about it," she said. "I got a cute little picture of them all holding their books, looking like they were reading them."Gilmore encouraged them to pass the books on � when they were finished, of course � to other people they know who aren't avid readers.This year, Gilmore will be handing out copies of "Moneyball: The Art of Winning an Unfair Game" by Michael Lewis. It's about the Oakland Athletics baseball team and its general manager Billy Beane. The book examines baseball economics, specifically how to assemble a competitive team with limited revenue. The 2003 book was made into a 2011 film starring Brad Pitt.Gilmore chose this book because she felt it would "appeal" to men."It's more difficult, in my opinion, to get some of the men who aren't (regular) readers to read," she said. "It's just an impression I've (developed) in my lifetime. So, I tried to pick something that might be interesting to them."Gilmore hasn't yet decided where she'll distribute her books this year. "I was thinking of going down to the senior center here in Oxford," she said. "I honestly think that as people get older, they forget that reading is such a pleasure. I see it with my mom and I've seen it with some of the seniors I've worked with before. They don't realize there are large-print or audio books (available). They forget the library is there."World Book Night is "a good way to remind them of that," Gilmore noted.For the second year in a row, the Oxford library will serve as a spot where volunteers can pick up their books during a little pre-World Book Night get-together. The gathering will take place on Monday, April 15 at 6 p.m. It's an opportunity for volunteers to meet other givers and enjoy a snack before they go forth into the world to share their love of reading.Gilmore's not sure how many volunteers Oxford will host this year."We don't have the number yet," she said. "They'll send us a list probably in the next couple of weeks. Last year, I think we had 11, which for a first year is pretty good. "I'm expecting a little more this year. Just about every library and bookstore in the area are volunteering to be pickup stations."Gilmore noted the program has all the volunteers it needs for this year's distribution. "Everybody's already been selected to be a giver," she said. For more information, visit www.us.worldbooknight.org

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Local Student Awarded International Essential Tremor Foundation Scholarship The IETF offers educational support for student affected by essential tremor, a common neurological disorder. Scholarship Award Winner Paul Schoolman Having essential tremor has been a major inconvenience, at times an embarrassment and very frustrating, but nothing I cannot overcome. Lenexa, KS (PRWEB) May 30, 2014 The International Essential Tremor Foundation (IETF) is pleased to award a $500 scholarship to student Paul Schoolman from Sykesville, Md. for the 2014-2015 academic year. Schoolman is one of four students from across the nation to receive a scholarship award from the IETF. As an incoming freshman to McDaniel College, Schoolman understands the challenges of living with ET. “Having essential tremor has been a major inconvenience, at times an embarrassment and very frustrating, but nothing I cannot overcome,” said Schoolman. During high school, Schoolman excelled in and outside the classroom. He was an AP scholar, member of the student government association and National Honor Society and named Century High School Valiant Knight, the school’s prestigious honor of peer facilitator. Schoolman also volunteered as a Hashawha Outdoor School Camp Counselor and traveled on a study tour to Costa Rica. “His consideration and compassion for others, along with his determination have helped make him a student leader,” said Randy J. Clark, principal of Century High School. “As a student he has helped our school to excel. I am sure that he will continue to do well in the future with this type of attitude.” Essential tremor is a neurological condition that affects more than 10 million Americans. ET causes rhythmic shaking of the hands, head, and voice. ET is often misdiagnosed as Parkinson’s disease, although eight times more common. ET is characterized by action tremor, making everyday tasks such as eating, drinking, and writing difficult if not impossible. There is no cure for this life-altering condition. IETF scholarships are awarded to qualified students of all ages who have been diagnosed with ET, to lessen the burden of higher education. The scholarship can be used for supplies, books or tuition at licensed, accredited institutions of higher education (including trade schools) and are paid directly to the educational institution. For more information about the IETF scholarship program, please visit http://www.essentialtremor.org/about-the-ietf/scholarships. About The International Essential Tremor Foundation: Headquartered in Lenexa, KS, and founded in 1988, the International Essential Tremor Foundation is the leading organization in the world dedicated to those affected by essential tremor. The mission of the IETF is to fund research that will find the cause of essential tremor and lead to better treatments and a cure, increase awareness about ET, and provide educational materials, tools and support to healthcare providers, the public, and those directly affected by ET. The IETF has distributed more than $750,000 in research grants, to fund 30 promising studies, in the search for the cause of ET. The Foundation has hosted numerous community awareness events across the U.S. to provide those affected with the basic knowledge necessary to become their own advocate when seeking treatment. And, the IETF also provides assistance to a vast network of support groups around the world. To learn more about essential tremor and the IETF mission, visit the IETF website at http://www.essentialtremor.org. Catherine Rice International Essential Tremor Foundation +1 888-387-3667 @essentialtremor International Essential Tremor Foundation

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University of Rochester Joins Yellow Ribbon Program Pledges Full Scholarships to U.S. Armed Forces Veterans Today the United States Department of Veterans Affairs is expected to release a list of more than 500 colleges and universities, including the University of Rochester, that have signed agreements to participate in their Yellow Ribbon Program. The program, which goes into effect on August 1, is part of the newly revised GI Bill and provides financial support for Post-9/11 veterans. "The revised GI Bill recognizes that individuals who have sacrificed their time and other opportunities in service deserve access to the best higher education the nation can afford," said Jonathan Burdick, dean of admissions and financial aid. "The University of Rochester is one of the places where veterans can excel and train for continuing leadership and we are happy to support them." In anticipation of the program's launch, last fall the University created the Rochester Pledge Scholarship to meet the requirements of the program, guaranteeing full tuition and mandatory fees support for qualified veterans attending the College and the Eastman School of Music undergraduate studies program. The scholarship is named in recognition of University alumnus Francis Bellamy, who in 1892 wrote the original Pledge of Allegiance. The University's contribution, combined with benefits under the revised GI Bill, guarantees full tuition for veterans with 36 or more months' service. Veterans with fewer than the 36 months of service needed for the full scholarship will be eligible for Pledge scholarships pro-rated based on their length of service. The scholarship will serve the increasing number of discharged post-9/11 veterans returning from three or more years of service and, as a transferable benefit, the Rochester Pledge also will assist dependent children of active-duty servicemen and servicewomen. The scholarship helps to ensure that no veteran pursuing a bachelor's degree faces financial barriers while attending the University, Burdick said. Veterans requiring extra assistance may seek additional University and Federal sources of self help aid through the College Board's CSS PROFILE analysis service and the FAFSA (Free Application for Federal Student Aid). Those entering as first-year or transfer students must meet normal admissions requirements. The University of Rochester meets full demonstrated financial need of every undergraduate, but the Pledge Scholarship will help veterans by greatly reducing the need to borrow with federal or private loans, Burdick explained. In addition to meeting the financial needs of veterans, academic and student services such as college advising and the counseling center are also expanding their services as a central resource for veterans. Other planned programs include a special orientation event, guaranteed apartment-style housing, and parking and priority enrollment for veterans. Along with the University, other area colleges enrolled in the program include Nazareth College, Rochester Institute of Technology, Saint John Fisher College, and Roberts Wesleyan College. Contact: Melissa Greco Lopes (River Campus)[email protected] Back to the Newsroom The University of Rochester (www.rochester.edu) is one of the nation's leading private universities. Located in Rochester, N.Y., the University gives students exceptional opportunities for interdisciplinary study and close collaboration with faculty through its unique cluster-based curriculum. Its College, School of Arts and Sciences, and Hajim School of Engineering and Applied Sciences are complemented by its Eastman School of Music, Simon School of Business, Warner School of Education, Laboratory for Laser Energetics, School of Medicine and Dentistry, School of Nursing, Eastman Institute for Oral Health, and the Memorial Art Gallery. PR 3396, MS 1887

教育

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fyi - News for the Campus Community View all items » New Law Leader The former dean of the University of Dayton law school and an expert on mediation, dispute resolution, and reform of law-school education has been chosen to be the next dean of Santa Clara University School of Law. Lisa Kloppenberg will be appointed to a five-year term starting July 1, 2013. “It is with great enthusiasm that we welcome Lisa Kloppenberg to Santa Clara University, and look forward to working with her to build upon the proven strengths of our law school,” said Michael Engh, S.J., president of Santa Clara University. “Her understanding of current-day challenges to legal education, and her commitment to Jesuit Catholic ideals of educating the ‘whole person’ make her a wonderful fit for SCU.” For 10 years, Kloppenberg served as dean of the law school at the University of Dayton, the largest private university in Ohio and one of the 10 largest Catholic universities in the country. As the first female law dean in Ohio, she helped oversee the law school’s evolution to a higher-profile, better-endowed program with a nationally recognized two-year accelerated degree option and a focus on professional preparation. During her tenure, UD Law enhanced the diversity of its student body and faculty, improved faculty productivity, increased endowed scholarships by 34 percent, strengthened its program in law and technology, and added an LL.M. degree and a master’s degree for non-lawyers. She also oversaw the school’s renewed emphasis on its Catholic identity through enhanced community service and pro bono legal hours, as well as a “Lawyer as Problem Solver” program, which attracted recognition from the Carnegie Foundation. “Lisa Kloppenberg brings a wealth of experience and has a deep affinity to the distinctive values of our law school,” said Santa Clara University Provost Dennis Jacobs. “Having practiced law herself, she forges innovative approaches to legal education, champions the invaluable experience students gain in legal clinics and externships, and promotes rigorous academic scholarship to advance the legal profession.” Kloppenberg takes over from SCU’s current dean, Donald Polden, who is stepping down after his second successful five-year term ends this year. Polden will be a visiting legal scholar at the Center for Creative Leadership for a year before returning full-time to the classroom at Santa Clara University. At UD, Kloppenberg was known as a champion of curricular reform, implementing an accelerated five-semester law degree, the first in the nation, in 2005. She joined colleagues to successfully pursue co-curricular projects between the engineering, business, arts and sciences, and law schools, including hiring UD’s first jointly appointed faculty member in arts and sciences and law. She also helped develop conflict resolution trainings on campus. Programs implemented or strengthened while she was dean have won national acclaim: the legal writing program was ranked in the top 20 by U.S. News & World Report, and a curriculum that included a track in appropriate dispute resolution won an award for excellence from the International Institute for Conflict Prevention and Resolution. In 2007, UD Law was among only a handful of schools invited to examine how U.S. law schools prepare students for the profession, and make recommendations for reform to the Carnegie Foundation for the Advancement of Teaching. “I am incredibly excited about the opportunities at Santa Clara University School of Law,” said Kloppenberg. “I am impressed by the University’s Jesuit and justice-centered values; its deep connections with Silicon Valley and the world; and the amazing faculty, staff, alumni, and students I am honored to be joining.” Kloppenberg has published extensively in her field of dispute resolution, including authoring or co-authoring two books and dozens of articles and essays. Prior to assuming the deanship at Dayton in 2001, Kloppenberg had taught in the law school at the University of Oregon (1992–2001), practiced law at Kaye, Scholer, Fierman, Hays and Handler in Washington, D.C., (1988–92), and clerked for the Honorable Dorothy Wright Nelson, a federal appellate judge (1987–88). Kloppenberg has chaired or served on numerous national committees—many focused on legal curricular or professional-standards reform—of the American Bar Association, the Association of American Law Schools, and the Law School Admissions Council. She is a judge for the International Institute for Conflict Prevention and Resolution Annual Award. She received her J.D. from the University of Southern California Law Center (now USC Gould School of Law) and her bachelor’s degree in English and journalism from USC, with an undergraduate honors diploma from the University of Kent (Canterbury, England). A native of southern California, Kloppenberg will move to the Bay Area with her husband Mark Zunich, a native of the East Bay who practices law. They have three children, Nick, Tim, and Kellen. She looks forward to pursuing her love of the outdoors and being closer to family and friends in California. Posted by FYI | Permalink login required fyi | Contact | About | Submit News Home

教育

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Southwestern College's Student Veteran Organization Hosts "Sisters in Arms" Southwestern College’s Student Veteran Organization Hosts “Sisters In Arms” CHULA VISTA – The Southwestern College Student Veteran Organization (SVO) hosted a “Sisters In Arms” ceremony during Women’s History Month to honor and celebrate women who have served in all branches of the United States Armed Forces. Members of the Student Veteran Organization each highlighted remarkable women who have served and excelled in the United States Armed Forces. Jim Jones, co-advisor for the SVO, began the event with a history of the SVO and what the club stands for. “The Student Veteran Organization’s primary mission is to assist veterans in their transitions from military life to academia through camaraderie,” said Jones. “Student Veteran Organization serves as a support group for these veterans to assist them as they transition to their critical first year of college.” Guest speaker Retired Army Captain Sarah Oury, current President of the San Diego Chapter of the Association of the United States Army, spoke about her experiences as a women serving in the United States Army. “There are some unwritten rules for females going into the military,” said Oury. “Dress professionally . . . be assertive . . . know that it’s okay to be human . . . and understand that knowledge is power.” Chula Vista Councilwomen Mary Salas presented a proclamation by Mayor Cheryl Cox declaring March 21st as Sisters In Arms day, designated to honor and remember women veterans. Salas also praised Southwestern College’s commitment to veterans. “This is a fabulous campus and a great institution of learning,” said Salas. “It’s no surprise that Southwestern Community College has been named the top veteran school in California.” Honoring Women Veterans: Chula Vista Councilwoman Mary Salas (L) presents a proclamation by Mayor Cheryl Cox to Crystal Higgs, the Vice President of the Student Veteran Organization. The proclamation marked March 21st as Sisters In Arms Day, to celebrate and honor women veterans. More News »

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Hot Off the Press: "Why Motherhood is so Stressful" MOTHERHOOD: We know what it's SUPPOSED to be…. Now let's talk about what it's REALLY like. Do you feel anxious, overwhelmed or unfulfilled? Do you ever feel like you're not good enough? Are you tired of being told how to raise your kids…and how you're supposed to feel about it? As moms, we're constantly bombarded with messages dictating how we should raise our children—and how we're exxpected to feel about it. Whether it's a family member, friend or the media, everyone has a "formula" for every aspect of parenting. But what if your experience doesn't mirror what everyone else describes? What if your feelings about motherhood are out of sync with the "norm"? I feel like there's something wrong with me because I don't love being a mother the way other moms say they do. There's a lot about parenting I just don't like. - Liz Z., mother of two, White Plains In our status-obsessed society, it's easy to get caught up in a whirlwind of performance and achievement. We send our children to the "best" schools, enroll them in the "best" music/art/athletic programs and give them the "best" enrichment opportunities, so they'll be accepted by the "best" universities, get hired by the "best" companies and acquire the "best" things. The result? Our kids are under constant pressure to perform, and we're stressed out by the demands of being the "perfect" mother. Buying into the notion that our children "come first," we drift further and further away from our core selves and lose sight of our wants and needs. Consequently, we feel self-doubt, experience self-blame and lead unfulfilling lives. So, mothers: How can you live a life that's truly right for you? The Authentic Mom puts you on the path to a more authentic, fulfilling life. Its mothers-only groups meet weekly in the greater Westchester, NY area, providing a safe place to explore the issues and pressures that make parenting so stressful. Limited to eight moms, these intimate groups offer the support of other mothers dealing with similar issues, along with the insights and guidance of an expert facilitator. It's time we get together to speak openly and honestly about our true experiences of motherhood. Check out the schedule for The Authentic Mom self-exploration groups today. For more information, simply click here, or call 914-582-0801. HOME About Us Services Contact Us Press Room © 2008, Flying Turtle Marketing All rights reserved

教育

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SUBMIT Arts & Living 2013 MSFF Princesses / Arts & Living « State Parks, patrons and pri... Local quilters create gifts...» Using a passion for dance to teach By Tim MacVean - Staff Writer ([email protected]) Save | Post a comment | ELKINS - For Davis & Elkins College adjunct professor of dance Laurie Goux, dancing is more than just a hobby, it's a lifestyle. Goux, who was born in Harvey, Ill., in 1962, started her dance career in the sixth grade. "I remember dancing to entertain my family," Goux said. "However, I began performing in sixth grade with a woman named Jacqueline Jackson who danced in the companies of Darlene Blackburn African Dance and Joel Hall Dance Co. Joel, who is still a mentor today, allowed me to be a backstage brat and I caught the theater bug for life." Article Photos Submitted photosLaurie Goux, left, considers dance legend Katherine Dunham one of her mentors. Gold and platinum recording artist, Max-A-Million performs with Goux. Harpist and composer MAIA shares a stage with Laurie Goux. Goux pursued dance through her high school career and by college she already had several performances under her belt, including working with her sixth-grade instructor, Jacqueline Jackson. "I pursued dance in high school because I knew I wanted to dance in college," Goux said. Goux is an alumna of Columbia College in Chicago, where she majored in dance. She studied there for three years under the founding chairperson Shirley Mordine, who also was the artistic director of Mordine and Company Dance Theater. While Goux was a student at Columbia College, she taught dance courses and also performed in the Mordine & Co. Dance Theater alongside her instructor, Shirley Mordine. Some of the pieces that Goux was involved in included "Memorials," "Raw Deal," "Subject To Change," "Woman Question" and "Haiku." "'Memorials' was one of the pieces we did," Goux said. "It was an original piece and one of the first where I gave creative input instead of being the underling." "I was a working professional in the field and this prestigious institution honored my work and hired me as a faculty member in the dance department and principle of the dance company in residence," Goux said. Throughout college, Goux had to take a train to get to the dance center, which was located off the main campus. One day on her trip to the center, she found the Institute of Cultural Affairs that was located near the dance center in the Chicago uptown area. "I would see people from different countries in their native dress," Goux said. "I offered to teach children's dance in exchange for a room." Goux's first performances outside Columbia College included "The Hiroshima Trilogy," where her section was the "American Sing-a-long," along with many other performances that included working with choreographers from New York and Los Angeles. "These were pretty big performances and launched my modern dance career in Chicago," Goux said. In 1988, Goux met the "great lady of dance," Katherine Dunham, who incorporates modern dance and ballet techniques, but is rooted in primary rhythms. "That (meeting Dunham) was life-changing for me," she said. "Even though she was a Hollywood star and choreographed major Broadway musicals, she brought her teaching to impoverished areas, took people off the streets and taught them to dance." Goux ended up coming to West Virginia, with her children, to visit friends who had a large farm in the area to learn farming, blacksmithing and jewelry-making skills. In December 2009, she came back for another visit and never left. Once in West Virginia, Goux was instrumental in the West Virginia Department of Education Dance Pilot Program. This was a program that worked to integrate dance into the curriculum as a core subject that would enhance learning. Goux worked in Randolph and Harrison county schools, more specifically Beverly Elementary School and Nutter Fort Intermediate School, with children in kindergarten through fifth grade. She developed lessons through programs that she created with gold and platinum recording artist Max-A-Million. The curriculum taught about social studies, manners and allowed the students to learn about culture and geography by letting them "visit" islands from around the world using an album of childrens songs called "Smilin' Islands," created by Max-A-Million. "These were projects that were very beneficial for the kids in the schools because a lot of them are kinesthetic learners," Goux said. "It was successful because they were able to retain the lessons. I believe the arts are core curriculum." Goux also is on the board of directors for the Riverside School Association in Elkins and offers dance lessons for free to children in the community. She also served as the president for the Barbour County Arts Council for two years. Goux said modern dance is her favorite style because it allows the dancer or artist to create their own style and movements. "Modern dance (is my favorite) in terms of concert dance because it gives the choreographer/dancer the license to be creative," Goux said. "I like to invent movement and like seeing an artist create something that is unique to that person." Goux said two pieces stick out in her memory. The first being the first time she danced in the piece "Memorials," choreographed by Shirley Mordine, that was in two sections, being "A terrible beauty" and "A desolate reality," and was inspired by the Vietnam War Memorial in Washington, D.C. "It was a really powerful dance piece within itself and an important step in my professional career," she said. The second memorable dance was "On the Wings of Yemonja," choreographed by Goux, when Katherine Dunham was present and asked, by Goux, to bless the performance. Goux also was the artistic director and a co-presenter of "Keep the Legacy Alive: Tribute to Katherine Dunham" and the Katherine Dunham Awards 1996-1998. Goux said the people who made her a dancer were Jacqueline Jackson, her sixth grade instructor who introduced her to Joel Hall; Shirley Mordine, who gave her a strong, firm foundation in modern dance; and Katherine Dunham, who taught her that dance is a way of life. Goux has been a working professional in the field for more than 30 years and has affected dance as much, or more, than it has affected her. "Dance brings people together, it's the perfect ground for peacemaking." Goux said. "As an artist, I see the artistic skills in my family and learned from them, not only dance and music, but the art of being a warrior, a nurturer and a creative problem solver." 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教育

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800 Corps Members Redeployed from Kano Due to Insecurity Youth Corps members By Ibrahim Shuaibu, Toba Suleiman and Hammed Shittu Worried by the spate of attacks and continued atmosphere of insecurity in most of the Northern states, the Kano State Coordinator of the National Youth Service Corps (NYSC), Alhaji Bashir Yakassai, has announced that 800 out of the 2,129 posted to the state for this year’s National Youth Service programme have been redeployed to other states. Yakassai, who disclosed this to reporters Tuesday in Kano, shortly after the passing out parade of Batch ‘C’ of the corps members, stated that some of those redeployed are contemplating cancelling their redeployment. “As at today, about 700 corps members have been redeployed out of 2,129 posted to the state. The doors are still open to whoever wishes to be redeployed for one reason or the other, in accordance with the NYSC guidelines,” he said. He stated that no corps members would be posted to banks or companies they perceive to be lucrative, instead, they would be posted to rural areas where their services are mostly required, especially in agriculture, health care and education sectors, while the married corps members would serve in the state capital. Also speaking, the state governor, Alhaji Rabiu Musa Kwankwaso, warned that no corps member posted to government establishments should be rejected. Kwankwaso, who was represented by the state deputy governor, Dr. Abdullahi Umar Ganduje, urged corps members to be ready, at all times, to contribute their quota to salvage the country for better development. The governor also advised corps members to forget the era of white collar jobs by bracing up to face the challenge of the global economic slowdown so that they can become self reliant. However, most of the corps members interviewed by reporters said though they would love to stay and serve in Kano State but due to the insecurity in the state, they have no option than to seek redeployment. Also concerned about the security situation for the corps members, the Kwara State Governor, Alhaji Abdulfatah Ahmed, Tuesday charged traditional rulers and security agencies in the state to protect the lives and property of corps members serving in Kwara. Ahmed gave the charge at the NYSC orientation camp at Yipakta in Edu Local Government Council of the state during the closing ceremony of the orientation course for the 2012 Batch ‘C’ corps members. The governor, who was represented at the occasion by the state Head of Service, Alhaji Mohammed Dabarako, said the responsibility of protecting the corps members should be a collective one and not left for government alone to shoulder. He however said that concrete measures had been put in place by the government to provide the members with security in all parts of the state. He assured the corps members that his administration would create the enabling environment for them to apply the skills and expertise acquired during the orientation exercise. Earlier, the state Coordinator of the NYSC, Mrs. Ngozi Ezekwe, advised the corps members to be security conscious, asking them to avoid travelling without permission, dressing decently and not to live or move alone. Ezekwe said that the management of the NYSC had resolved to reinvigorate the Community Development Service (CDS) programme and charged the corps members to get involved in more creative, challenging and concrete development projects aimed at nation building in communities they would be serving. She added: “Reflect on all you have been taught on skills acquisition and work towards being employers of labour rather than being job seekers right from now.” In the same vein, the Ekiti State Deputy Governor, Mrs. Funmilayo Olayinka, charged corps members in her state to work in tandem with the main objective of the programme aimed at fostering national unity. She gave the charge at the closing ceremony of the Batch ‘C’ orientation course held at the NYSC Permanent Orientation Camp at Ise/Orun/Emure Ekiti. The deputy governor further pointed out that in addition to the NYSC scheme as being a veritable tool to achieving the quest for national unity, government at all levels has since viewed the programme as a proper avenue for building the moral of Nigerian youths by giving them the opportunity to learn about the higher ideals of national achievements. She enjoined the corps members to use the skills they have acquired through the Skill Acquisition and Entrepreneurial Trainings to improve their financial status and become independent, as well impart this to their host communities by teaching them to be self-reliant, thereby reducing unemployment in the country. Olayinka also assured them of having a good time serving in the state, stating that Ekiti is very peaceful and its people loving and friendly, provided they (corps members) stayed away from societal vices. Also, the Chairman, NYSC State Governing Board and Commissioner for Youths and Sports, Chief Folorunso Olabode, described the NYSC scheme as a major programme that affords the youth the opportunity to express themselves and to participate in the development of the nation. The Ekiti State NYSC Coordinator, Baba-Ahmed Nurudeen Tunde, disclosed that 2,248 corps members had successfully participated in the 2012 Batch ‘C’ orientation course and that the participants had exhibited a great sense of maturity, discipline and great adaptability to camp life. He expressed satisfaction that the three-week orientation programme had equipped the corps members mentally and physically, to enable them face the challenges of the service year. He added that the practical training in skills acquisition were additional advantages that will make the service year more rewarding. Tags: News, Nigeria, Featured, Youth Corps, KanoComments: 0

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Posted on April 1, 2011 by admin New middle school in SH expected to open in fall By Stephanie Raygoza Created to help address the issue of overcrowded classrooms and to serve the outlying area of Poly High School enrollment, the middle school under construction at 1951 Cherry Ave. is anticipated to open in fall 2011, serving 800 students in the Signal Hill community, according to Long Beach Unified School District (LBUSD ) board member Jon Meyer. “It’s something we’ve wanted for as long as I’ve lived in Signal Hill,” said Signal Hill Mayor Larry Forester. “I’m very happy to see it happening. From what I see of it, I like what they’re doing, and it seems to be a rather sizable school.” Construction of the middle school began two years ago at the 9.8-acre former GTE site and bumped into some minor environmental issues, however this has not affected the target completion date. Although issues were not specified, Forester did say construction has been a “long haul” because the land was highly contaminated and had to be remediated. “We were really addressing the issue of overcrowding as the primary goal,” Meyer said. “Once again the community collaborated, and this was one of their recommendations. So I think both Signal Hill and the outlying area of the Poly High School will both be pleased that it’s going to be a beautiful facility.” The school, funded by the voter-approved Measure K bond passed in 1998, was not affected by the recent string of budget cuts and is expected to take pressure off of Butler Middle School, located to the west, just north of PCH. Forester, who has helped lobby for the middle school through the years, said, “We actually petitioned and went around to citizens, and they were absolutely 100 percent for it. Our students- sixth-, seventh- and eighth-graders- went somewhere within the LBUSD– somewhere within 50 square miles, and it wasn’t a sense of community.” The middle school will have 31 classrooms for students in grades six through eight, a library and media center, a health office, and an open quad area with hardscape and landscape areas. “The whole idea was, ‘Where could our students with the middle-school system, which was established by the LBUSD, go?’ said Forester. “Middle-school sense of community is as important to me as in grammar school kindergarten through fifth grade.” Meyer stressed the importance of the school’s conservation facility for students, which, he added, will be environmentally sound in terms of storm runoff improvements, increased water permeability, and the use of recycled construction material when allowed. Energy-saving air conditioning and heating systems will also be installed, along with high-efficiency lighting systems and water-conservation fixtures. An indoor air-quality management and activity pollution prevention plan is currently in place during the construction. Its outdoor facilities include a soccer field, five basketball courts and new gymnasium, which will be open for use to the community for sporting events outside of school hours. Forester also mentioned some logistic matters that still need to be worked out, such as the bottleneck area of Cherry Avenue and how students would be protected. He did confirm that the City would be installing a signal light at the crosswalk near E. 19th Street. “One of my big fears was that you’re going to have children crossing that street, and I needed a signal,” said Forester. “I didn’t want a crosswalk, I needed a signal. There’s a crosswalk there, but I’m not sure how many people pay attention to it.” As construction reaches completion, the LBUSD will focus its attention on hiring faculty, a process which Meyer said would take into consideration teachers displaced because of recent budget cuts. “The law speaks to the issue of seniority, over which we don’t have any say, but yes, displaced teachers from other school sites will have the opportunity to then be on the staff at this new school,” Meyer said. Budget cuts and low enrollment also resulted in the closing of Burroughs Elementary School, which Meyer said would be used in the future to house offices that are currently downtown with classified personnel staff. “We’ll probably move into that Burroughs facility, which will save us money from leasing buildings in the downtown area,” Meyer said. Signal Hill residents will get first option at enrolling in the middle school, a privilege Forester has described as 10 years long overdue; however specific enrollment numbers must still be met to maintain the school. “I would hope they have the average daily attendance (ADA) to keep it operating properly,” Forester said. “If you don’t have the ADA you can build all the schools you want with all the bond money you want, but you can’t maintain them.” The middle school, which is funded by $38 million in measure funds, has yet to be named, and Meyer said community recommendations are always appreciated. “The City of Signal Hill has suggested a name for the school, and I know we always have a committee when we name the new school, but we certainly want input from the leaders of Signal Hill in terms of naming because, really, it is in their backyard,” Meyer said. Forester and the Signal Hill City Council have proposed the school to be named after a particular female figure who has been significant to the city– Jessie Nelson. “We wanted something that meant something to us,” Forester said. “We felt it would be apropos to be the first woman mayor in Southern California and to have it named after her.” Education, News Tagged stephanie raygoza Post navigation

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Overview Background Guidelines Mail Data Collection Telephone and Personal Visit Follow-Up Group Quarters Research and Evaluation References Design and Methodology: American Community Survey Chapter 9. Language Assistance Program Overview The language assistance program for the American Community Survey (ACS) includes a set of methods and procedures designed to assist sample households with limited English proficiency in completing the ACS interview. Language assistance can be provided in many forms, including the development of translated instruments and other survey materials, the recruiting and training of bilingual interviewers, and the provision of telephone or Internet assistance in multiple languages. Providing language assistance is one of many ways that the ACS can improve survey quality by reducing levels of survey nonresponse, the potential for nonresponse bias, and the introduction of response errors; it ensures that individuals with limited English skills will more fully understand the survey questions. The ACS language assistance program includes the use of several key tools to support each mode of data collection-mail, telephone, and personal visit. The development of these tools was based on research that assessed the current performance of the ACS for non-English speakers. McGovern (2004) found that, despite the limited availability of mail questionnaires in languages other than English, non-English speakers were successfully interviewed by telephone and personal visit follow-up. She also found that the level of item nonresponse for households speaking languages other than English was consistent with the low levels of item nonresponse in English-speaking households. These results led to a focus on improving the quality of data collected in the telephone and personal visit data collection modes. The program includes assistance in a wide variety of languages during the telephone and personal visit nonresponse follow-up stages.1 Efforts to expand language assistance in the mail mode were postponed; the current focus in the mail mode is limited to supporting Spanish-language speakers. This chapter provides greater detail on the current language assistance program. It begins with an Overview of the language support, translation, and pretesting guidelines. It then discusses methods for all three modes. The chapter closes with a discussion of research and evaluation activities. 1In 2005, interviewer language capabilities included English, Spanish, Portuguese, Chinese, Russian, French, Polish, Korean, Vietnamese, German, Japanese, Arabic, Haitian Creole, Italian, Navajo, Tagalog, Greek, and Urdu. Background back to top The 2010 Decennial Census Program has placed a priority on developing and testing tools to improve the quality of data collected from people with limited English proficiency; in fact, staff involved in the ACS and the 2010 Census have been working jointly to study language barriers and effective methods for data collection. People with limited English skills represent a growing share of the total population. The 2004 ACS found that 8.4 percent of the total population who speak a language other than English at home speak English less than "very well." This is an increase from 7.6 percent in 2000 (U.S. Census Bureau 2004b). Guidelines back to top The U.S. Census Bureau does not require the translation of all survey instruments or materials. Each census and survey determines the appropriate set of translated materials and language assistance options needed to ensure high quality survey results. The Census Bureau does require that guidelines be followed whenever a decision is made to translate a data collection instrument or a respondent letter. In 2004, the Census Bureau released guidelines for language support translation and pretesting. These state that data collection instruments translated from a source language into a target language should be reliable, complete, accurate, and culturally appropriate. Reliable translations convey the intended meaning of the original text. Complete translations should neither add new information nor omit information already provided in the source document. An accurate translation is free of both grammatical and spelling errors. Cultural appropriateness considers the culture of the target population when developing the text for translation. In addition to meeting these criteria, translated Census Bureau data collection instruments and related materials should have semantic, conceptual, and normative equivalence. The Census Bureau guidelines recommend the use of a translation team approach to ensure equivalence. The language support guidelines include recommended practices for preparing, translating, and revising materials, and for ensuring sound documentation (U.S. Census Bureau 2004a). The ACS utilizes Census Bureau guidelines in the preparation of data collection instruments, advance letters, and other respondent communications. Mail Data Collection back to top The Census Bureau currently mails out ACS questionnaires to each address in a single language. In the United States, English language forms are mailed, while in Puerto Rico, Spanish is used. The cover of the questionnaire of both the English and Spanish mailouts contains a message written in the other language requesting that people who prefer to complete the survey in that language call a toll-free assistance number to obtain assistance or to request the appropriate form. In 2005, the Census Bureau received requests for Spanish questionnaires from less than 0.01 percent of the mailout sample (Griffin 2006b). Telephone questionnaire assistance is provided in both English and Spanish. A call to the toll-free Spanish help number reaches a Spanish speaker directly. The interviewer will either provide general assistance or conduct the interview. Interviewers are encouraged to convince callers to complete the interview over the phone. Telephone and Personal Visit Follow-Up back to top The call centers and regional offices that conduct the computer-assisted telephone interviewing (CATI) and computer-assisted personal interviewing (CAPI) nonresponse follow-up operations make every effort to hire bilingual staff. In addition, CAPI interviewers are instructed to search for interpreters within the sample household, or from the neighborhood, to assist in data collection. The regional offices maintain a list of interpreters who are skilled in many languages and are available to assist the CAPI interviewer in the respondents preferred language. Interviewers use a flashcard to identify the specific language spoken when they cannot communicate with a particular household. CAPI interviewers can also provide respondents that speak Spanish, Chinese, Russian, Korean, or Vietnamese translated versions of some informational materials. These materials include an introductory letter and two brochures that explain the survey, as well as a letter that thanks the respondent for his or her participation. Future plans include expanding the number of languages that these CAPI informational materials are available in, and increasing the number of materials that are translated. The ACS CATI and CAPI survey instruments currently are available in both English and Spanish. Interviewers can conduct interviews in additional languages if they have that capability. Because a translated instrument is not available in languages other than English and Spanish, interviewers translate the English version during the interview and record the results on the English instrument. The Census Bureau is exploring the possibility of creating translated instruments or guides for interviewer use in languages other than English and Spanish. Also, there are special procedures and an interviewer training module that deal with the collection of data from respondents who do not speak English. All ACS interviewers are given this training as part of their classroom interviewer training. The training is designed to improve the consistency of these procedures and to remind interviewers of the importance of collecting complete data for all households. The CATI and CAPI instruments collect important data on language-related issues, including the frequency of the use of interpreters and of the Spanish instrument, which allows the Census Bureau to monitor how data are being collected. The instruments also record how often interviewers conduct translations of their own into different languages. For example, Griffin (2006b) found that in 2005, more than 86 percent of all CAPI interviews with Spanish-speaking households were conducted by a bilingual (Spanish/English) interviewer. She also found that about 8 percent of the interviews conducted with Chinese-speaking households required the assistance of an interpreter who was not a member of the household. Additional data collected allow the call centers and the regional offices to identify CATI and CAPI cases that were not completed due to language barriers. A profile of this information by language highlights those languages needing greater support. Griffin (2006b) found that, out of 31,489 cases in the 2005 CATI workload that were identified as requiring a language other than English, 9.3 percent could not be interviewed due to a language barrier. The greatest language needs were for Spanish, Vietnamese, Korean, and Chinese. Call center managers used this information to identify specific language recruiting needs and hire additional staff with these skills. Similar information was used to improve CAPI. Griffin and McGovern (2004) compared the language abilities of CAPI interviewers in each regional office with the needs of the population for that area. This assessment was based on 2003 ACS language data and regional office staffing information. The regional offices used these data to assist in recruiting support in anticipation of the full sample expansion in 2005. A planned update of this assessment for both CATI and CAPI will look at current staffing. Group Quarters back to top Chapter 8 describes the data collection methodology for people living in group quarters (GQ) facilities. Two instruments are used in GQ data collection-a paper survey questionnaire for interviewing GQ residents, and an automated instrument for collecting administrative information from each facility. The Census Bureau designed and field-tested a bilingual (English/Spanish) GQ questionnaire in 2005. Interviewers used these questionnaires to conduct interviews with a small sample of GQ residents. An interviewer debriefing found that the interviewers had no problems with these questionnaires and, as a result, this form currently is used for GQ data collection. The Census Bureau will hire bilingual interviewers to conduct interviews with non-English speakers in Puerto Rican GQ facilities. The Group Quarters Facility Questionnaire is available in both English and Spanish. Research and Evaluation back to top Due to limited resources, priorities were set for research and development activities related to the language assistance program. Of critical importance was a benchmarking of the effectiveness of current methods. The potential for nonresponse bias due to language barriers was assessed by McGovern (2004) and Griffin and Broadwater (2005). In addition, ACS staff created a Web site on quality measures, including annual information about the effect of language barriers on survey nonresponse. These evaluations and the Web site both show that current methods result in very low levels of noninterviews caused by the interviewers inability to speak the respondents language. These nonresponse levels remain low because of special efforts in the field to use interpreters and other means to conduct these interviews. Item level nonresponse also was assessed by McGovern. She found that the mail returns received from non-English speakers are nearly as complete as those from English speakers and that the interviews conducted by telephone and personal visit with non-English speakers are as complete as those from English speakers. The Census Bureau continues to monitor unit nonresponse due to language barriers. Language barriers can result in measurement errors when respondents do not understand the questions, or when interviewers incorrectly translate a survey question. Staff are exploring options for developing either translated instruments or language guides for use by telephone and personal visit interviewers who conduct interviews in Chinese, Korean, Vietnamese, and Russian to reduce the potential for translation errors. Cognitive testing of the ACS Spanish instrument identified translation concerns (Carrasco 2003). The Census Bureau is planning a more complete assessment of the Spanish instrument to improve the quality of data collected from Spanish speaking households. Future research is planned to develop and test additional language assistance materials for the mail mode. Increasing levels of participation by mail can reduce survey costs and improve the quality of final ACS data. References back to top Carrasco, Lorena. (2003). " The American Community Survey en Espanol: Using Cognitive Interviews to Test the Functional Equivalency of Questionnaire Translations." Statistical Research Division Study Series Report. Washington, DC: U.S. Census Bureau, 2003. Griffin, Deborah. (2006b). " Requests for Alternative Language questionnaires." American Community Survey Discussion Paper. Washington, DC: U.S. Census Bureau, 2006. Griffin, Deborah, and Joan Broadwater. (2005). " American Community Survey Noninterview Rates Due to Language Barriers." Paper presented at the Meetings of the Census Advisory Committee on the African-American Population, the American Indian and Alaska Native Populations, the Asian Population, the Hispanic Population, and the Native Hawaiian and Other Pacific Islander Populations on April 25-27, 2005. Griffin, Deborah, and Pamela McGovern. (2003). " Language Action Plan for the American Community Survey." Washington, DC: U.S. Census Bureau, 2003. McGovern, Pamela, Deborah Griffin, and Larry McGinn. (2003). " Language Action Plan for the American Community Survey." Meetings of the Census Advisory Committee on the African- American Population, the American Indian and Alaska Native Populations, the Asian Population, the Hispanic Population, and the Native Hawaiian and Other Pacific Islander Populations, May 5-7, 2003. McGovern, Pamela D. (2004). " A Quality Assessment of Data Collected in the American Community Survey for Households With Low English Proficiency." Washington, DC: U.S. Census Bureau, 2004. U.S. Census Bureau. (2004a). " Census Bureau Guideline: Language Translation of Data Collection Instruments and Supporting Materials." Internal U.S. Census Bureau document, Washington, DC, 2004. U.S. Census Bureau. (2004b). " Housing and Population Edit Specifications." Internal U.S. Census Bureau documentation, Washington, DC.

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Popular University of South Florida St. Petersburg class teaches the science of happiness By Donna Winchester, Times Staff Writer DONNA WINCHESTERTampa Bay TimesFriday, April 17, 2009 11:06pm JIM DAMASKE | Times Michele Jones, 48, has shared some of the techniques she’s learned in Science of Happiness class with her son Tristen Valk. Jason Johnson was searching the course catalog for a spring semester class at the University of South Florida St. Petersburg when one title stood out from the rest: Getting a closer look at St. Petersburg Science Festival St. Petersburg edges closer to universal curbside recycling Blue Ocean Film Fest mixes Hollywood, marine science in St. Petersburg Motivation and the Science of Happiness. A junior majoring in psychology, Johnson was more interested in the motivation part when the class started in January. Now, as the semester winds down, he says he's learned quite a bit about happiness — and himself as well. "I was already pretty satisfied with a lot of the aspects in my life," said Johnson, 19. "But I've learned to be more reflective, which gives me more enjoyment." While some would argue that happiness is a subject best left to the likes of Oprah and Dr. Phil, USF St. Petersburg psychology professor V. Mark Durand maintains that mental health professionals should go beyond simply helping people overcome problems. To do that, they need a thorough grounding in new brain research that looks at positive thinking, character strengths and interpersonal relationships, said Durand. "This is not a touchy-feely, warm-and-fuzzy look at what we think makes people happy," he said. "It's the science of happiness, not the philosophy of happiness." Classes like Durand's are based on a relatively new area of study called positive psychology, which takes what behavioral scientists have learned about the science and practice of treating mental illness and applies it to the practice of making people happier. The traditional approach only addresses half of the equation according to positive psychology pioneers like Nansook Park, who argues that the ultimate goal of interventions should go beyond treating problems and help people lead fulfilling lives. "The traditional psychologist tries to bring people from a minus to a zero," said Park, a psychology professor at the University of Rhode Island. "Positive psychologists try to figure out how to bring people with or without problems to a plus 2 or a plus 5 or beyond." Interest in positive psychology has blossomed in the past decade as hundreds of articles on the subject have appeared in scholarly magazines such as American Psychologist. Courses in positive psychology have cropped up on college campuses nationwide, and positive psychology centers exist at several universities, including the University of Pennsylvania and the University of Michigan. About 150 students tried to sign up for Durand's class this spring, the second time it was offered, but there was only room for 30. Beginning in the fall, it will be offered every semester online. Part of the appeal are exercises borrowed from Martin Seligman, recognized as the founder of positive psychology. One exercise features a gratitude visit, in which students write a letter and hand-deliver it to someone who has been especially kind to them but whom they never properly thanked. Another involves keeping track of three good things that happened to them each day for a week. Marie Darginio, a USF St. Petersburg student who wants to be a mental health counselor, made her gratitude visit to the mother of a friend who supported her when she was a teenager. The woman cried when she read the letter Darginio wrote. "Seeing how it affected her impacted me in a huge way," said Darginio, 34. "The exercise has made me more aware of the value in thanking people." For the "three good things" exercise, Darginio found herself noting simple pleasures: sitting in the sun, talking to a friend, enjoying a doughnut. "I easily ended up with six things each day," she said. "It was like running sand through a strainer and finding all the good stuff at the top." Motivation and the Science of Happiness topics this semester have included self-esteem, optimism, altruism and empathy. The lectures have been peppered with Durand's personal experiences, and he's kept the questions coming nonstop: Can self-esteem be taught? Are there drawbacks to being overly optimistic? If someone is socially intelligent, does that make him a good person? But in the end, he always comes back to hard science, focusing on the role that genetics plays in determining happiness and underscoring the ways in which the brain reacts to pleasure and pain. "I want them to question," Durand says. "My goal is to get them to be critical thinkers." Michele Jones already was a critical thinker when she landed in Durand's class after 20 years in real estate. A month shy of graduation, Jones, who wants to become a mental health counselor, counts the class as one of the high points in her educational career. "It's been like a gift," said Jones, 48. "It's been like, 'Here is the cherry on top of your years of going to college.' " Jones wrote her gratitude letter to her brother, who retired from the Navy after being exposed to horrific scenes overseas. Like Darginio, she focused on life's simpler moments in the "three good things" exercise. But Jones got something her classmates didn't: a teachable moment for her 12-year-old son Tristen, who has been experiencing bullying at Palm Harbor Middle School. For the past few weeks, she's been suggesting to Tristen that perhaps the bullies are unhappy. "It's easy to say, 'Just bully back,' " Jones said. "It's more difficult to suggest he look inside the lives of the kids who are bullying and see if he can find a reason for it." Next week, she says, she'll start him on the "three good things" exercise. Fast factsHints for happinessWant to be happier? Here are some tips studied in the Science of Happiness class at USF St. Petersburg.• Count your blessings by keeping a "gratitude journal" in which you write down things for which you are thankful.• Practice acts of kindness. These should be both random and systematic.• Savor life's joys. Pay close attention to momentary pleasures and wonders.• Thank a mentor in detail and if possible, in person.• Learn to forgive. Let go of anger and resentment by writing a letter of forgiveness to a person who has hurt you.Test your happinessTo take the Authentic Happiness Inventory, go to www.authentichappiness.sas.upenn.edu. Popular University of South Florida St. Petersburg class teaches the science of happiness 04/17/09 [Last modified: Friday, April 17, 2009 11:19pm]

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Westerville News & Public Opinion Activities opened to home-schooled, private-school students By JENNIFER NESBITT Wednesday September 11, 2013 4:07 PM Home-schooled and private-school students soon will be able to participate in extracurricular activities in the Westerville City School District, in compliance with a state law signed by Gov. John Kasich in June. The Westerville Board of Education heard the first reading of a policy Sept. 9 that would bring the district into compliance with House Bill 59. Currently, home-schooled students have been able to participate in Westerville school activities if they enroll in a minimum of two or a maximum of four Westerville schools courses, said Scott Reeves, district executive director of secondary academic affairs. Under the new policy, home-schooled students would be able to participate in any extracurricular activity offered at the school they would attend if they were enrolled full-time in the district, without needing to enroll in any district courses. Private-school students would be eligible to participate in any extracurricular activity offered at the public school they would attend if they were enrolled in the district, if that activity is not offered at the students' private school. The students would be held to the same eligibility requirements, including academic requirements, and would have to pay the same fees as all students in the district, Reeves said. The school board is scheduled to vote on the new policy Sept. 23. The policy would go into effect immediately, bringing the district into compliance with the new law before it becomes effective at the end of this month, Reeves said. Though home-schooled and private-school students would be able to enroll in activities this month, they likely would be left out of fall sports because the season is well under way, Reeves said. "We would be well within our fall sports seasons, and that would be difficult implementation," he said. The district's administration is trying to make it easy for home-schooled and private school students to see what activities will be available to them and to enroll in those activities. The district administration has asked building principals to put together a list of activities available at their schools, Reeves said. Those lists will be posted on the district's website, along with the policy and information on enrolling in activities, Reeves said. The district already has had inquiries from parents interested in enrolling their students in extracurricular activities under the new law, Reeves said. School board President Denise Pope praised the administration for taking an organized and careful approach to creating a policy to comply with the state law. "One thing we didn't want to do is put our current athletic teams in any jeopardy from an eligibility standpoint," Pope said. Reeves said the district had an easier time than some others with the policy because it already had a policy in place to allow home-schooled students to participate in extracurricular activities if they attended some classes. "It would be a very similar process," Reeves said of the new policy. Comments

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UCM Home » UCM Alumni » Awards UCM Alumni Distinguished Alumni Distinguished Alumni Award for Service Distinguished International Alumni Outstanding Recent Alumni Benefits/Services lucasboyce Lucas Boyce: May 2012 Outstanding Recent Alumnus Award Recipient UCM President Charles Ambrose, right, congratulates 2012 Outstanding Recent Alumnus Lucas Boyce. Lucas Boyce , who received a Bachelor of Science degree in Political Science and Speech Communication from Central Missouri in 2003, was honored by the UCM Alumni Association as the 2012 Outstanding Recent Alumnus during undergraduate commencement ceremonies May 5. Boyce’s rapid ascent up the professional ladder has taken him to the White House and the NBA. He has held his current post with the Orlando Magic since July 2008. He also formed his own company, Lucas Boyce Holdings, Inc., in 2010, and has been a motivational speaker across the United States, while sharing inspirational stories with others as the author of the publication, “Living Proof: From Foster Care to the White House and the NBA.” Not long after completing his UCM degree, Boyce became a staff assistant for the national political director for the Bush-Cheney 2004 presidential campaign. By 2005 he was coordinating special projects related to the former vice president’s media, press and political outreach as an executive assistant to the counselor to the vice president. His continued work in the political arena also led to a job as deputy associate director for the Office of the Public Liaison at the White House in 2006. In 2007-2008, he served as associate director of the Office of Political Affairs in the White House. Through his vast public service, Boyce has received numerous accolades, including the 2011 “Orlando Business Journal’s” 40 Under 40 Man of the Year and the “Orlando Sentinel’s” 2011 runner-up for the Central Floridian of the Year. His honors also include recognition as one of the National Junior Chamber of Commerce Jaycees’ Ten Outstanding Young Americans. Read more about Lucas on his web site at lucasdanielboyce.com Keep in Touch Address Update Submit Class Note Check here for what's happening at UCM

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UNH library halts book disposal after complaints DURHAM — Administrators at University of New Hampshire’s Dimond Library have put on hold an effort to discard little-used books and periodicals, in response to complaints received this week from faculty members and students.Tracey Lauder, assistant dean for library administration, said the sight of a Dumpster outside the library filled with books may have upset some, but the “weeding out” of older titles is a necessary part of life at any library.“Due to the feedback received this week from faculty members, we have put a halt until further notice to discarding any additional books,” Lauder said. “The ones that were discarded earlier this week have been covered in a protective tarp, and moved to a location protected from the weather until a decision on what to do with them is made. Going forward, faculty members will have a say in what books are discarded as part of this process.”According to Lauder, roughly 51,000 volumes were recommended for disposal by the end of the current semester, based on circulation data. Many of the volumes hadn’t been checked out in 20 years. “It’s like pruning a tree,” said Lauder. “You have to trim back a branch or two sometimes, get rid of the old to make room for the new.”UNH collection management librarian Jennifer Carroll said the books were being discarded to make room for materials from a biosciences library scheduled to close May 30. Materials from that library will become part of Dimond Library, which will feature a science resources center next fall.“It’s going to create a healthier collection overall,” Lauder said.Lauder said another reason for the “weeding out” was that books standing upright on the top shelves in Dimond violated the fire code, due to their proximity to ceiling sprinkler structures.Old periodicals were the first to be discarded — about two weeks ago — followed by art history books last weekend, according to Lauder.Lauder said library staff members have been asked why the books can’t be donated to a charity, or a library at another school.“If there’s a textbook that we are saying is no longer good enough to remain on campus, or is so outdated that we don’t want our students using it, how could we send it somewhere else to be used?” Lauder said. “If we had more time to plan this out, maybe we would have held a book sale, but there is a time element involved here.”She added: “No one here enjoys this. “We are all librarians here. Books are our livelihood. We’re all upset over this.”[email protected]

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USU Students Dominate in VEX Robotics Competition Thursday, Apr. 17, 2014 Members of the winning robotics team hold a robotics scrimmage with members of the Design Academy. Utah State University students crushed competitors in a VEX Robotics Competition taking several winning titles, including tournament champions, at the 2014 International Technology and Engineering Educators Association conference in Orlando, Fla. With six competing members, the USU VEX Robotics Team split into two teams of three for the event. Each team constructed its own robot to compete. The USU-Blue team took the excellence award along with the programming skills and robotics skills awards. Together the Blue and Red teams joined in a single alliance and won tournament champions. In addition, four of the students entered the academic quiz bowl challenge and took third place. “Basically, in the area of robotics we swept everything,” said applied sciences, technology and education associate professor and faculty advisor Gary Stewardson. According to Stewardson, a competition such as this one is set up similar to a sporting event. There is a playing field for the robots to compete on and a given objective that must be completed. Each year, the challenges and obstacles are changed. “You’re trying to achieve an objective and do it more efficiently than everybody else,” said team member and technology and engineering education major Frank Sweet. “It’s not as simple as everyone thinks. It’s not just driving a robot, it’s picking up balls and throwing them and all of these other objectives we follow.” While the USU VEX Robotics Team is housed in the School of Applied Sciences, Technology and Education under the technology and engineering education emphasis, the team welcomes students in any major. Of the team’s six participants, only two, Sweet and Cory Ortiz are TEE majors. The other four, Michael Simons, Tyler Stewardson, Daniel Gohier and Cody Salyer, belong to other majors, including business, English, computer science and mechanical engineering. Gohier noted that his participation in the USU VEX Robotics Team has benefitted his education in a number of ways. “For one example, you get to see a real world application,” he said. “You start to see things differently once you see them in the real world. … It’s also just a good outlet to have something to do besides homework.” The college team also mentors a community team of middle school and high school students called the Design Academy. This group hosts four teams with four robots. Two of those robots qualified for the 2014 VEX Robotics World Championship by being ranked 16th in the world in programming skills and 30th in the world in driving skills among 9,000 robots worldwide. USU School of Applied Sciences, Technology and Education Contact: Gary Stewardson, 435-797-1802 , [email protected] Contact: Frank Sweet, [email protected] Writer: Allie Jeppson Jurkatis, 435-797-7406, [email protected]

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Each year, faculty and staff at UTC show their commitment to the University by giving to the Faculty and Staff Campaign. In 2002, faculty and staff set an all-time record of $83,544 in gifts, exceeding the previous year’s contributions by more than 15 percent. "With the capable assistance of more than 20 Building Captains, pledges and gifts are up from this time last year, and we are hopeful for one of our best years ever," according to Chuck Cantrell, Assistant Vice Chancellor for University Relations and chair of this year’s campaign. A total of 331 UTC employees contributed to departments, programs and scholarships in 2002. Payroll deduction was especially popular with 175 participants. Employees who are already on the payroll deduction plan may choose to increase their contribution during the campaign. With the state budget cuts, private donations to the University are more critical than ever. "Our fund-raising staff members assure me that one of the strongest selling points they have is the level of UTC faculty and staff who participate in the campus campaign. And it just makes sense," said Cantrell. "Who is in a better position to evaluate whether our campus deserves outside support than those of us on the inside? When donors see that we believe in our campus enough to give back to it, then they are more motivated to support our mission." The Payroll Deduction Program makes it easy to give, and as little as $8.34 a month totals $100 donated over the course of the year. Of course, gifts of any size are appreciated and much needed. You can even give on line by using the "Ways to Give" button at http://www.utc.edu/~develop/. With many department budgets facing cuts next year, this would be the perfect time to designate your gift to support your department. Scholarships, professorships, athletics, the Lupton Library, WUTC, and unrestricted gifts are also areas to consider. "There are so many wonderful things happening on our campus, that even with the budget cuts, it’s a great time to be part of our campus," said Cantrell. Every employee who participates in this year’s campaign will receive certificates for discounts at the campus bookstore and foodservices and will be eligible for prizes, including free parking for a year. Special thanks goes to Bill Williams, Mal Long, Susan Taylor, Linda Hobart, Tom Patty, Jackie Tate, Kim Bonadventure, Connie Ratchford, Sue Carroll, Arma Broomfield, Mary Scott, Cindy Ashley, Peggy Tucker, April Anderson, Joan Dunn, Terry Zimmer, Brandon Ponder, Teresa McKinney, Bill Prince, Michelle Walters, Kathy Fox, Beth Dodd, Hellenna Terrell, and Stephen Hood for serving as captains of this year’s campaign.

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Home About Join Us Propaganda Sightings HateMail Store Academic Endorsements – page 2 “MMMMMmmmmm, spaghetti” –H. Neville, Ph.D. “As a former art historian, I must say that FSM wins hands down over ID when it comes to the complexity of its iconography. ID has produced little aesthetic response to its point of view. FSM on the other hand has stimulated a spontaneous outpouring of highly expressive art.” –Laura Jones, Ph.D. “On Science, Evolution and Intelligent Design What needs to be taught in the schools is how to evaluate scientific evidence, make decisions and think critically. Science is always in flux. New discoveries are always changing our view of current knowledge, refining and fine tuning our view of nature and the world. I came across a factoid the other day that the average Renaissance man encountered in a lifetime the amount of information found in one issue of the New York Times Newspaper. Today, the average person, including the average teenager, is immersed in data from the moment they get up in the morning until they go to bed. They need to be taught skills to help them sort through this amazing morass of information of varying levels of worth. Concrete ?truisms? such as creationism or that relative dressed up in a suit and tie called intelligent design that cannot bend or adapt to new incoming knowledge only do the children of this nation a disservice. Evolution is based on scientific facts. Intelligent design is a form of marketing. The truth must be told.” –Judith Challis, Ph.D. “The riducule of FSMism by believers in ID is a beautifully ironic hypocracy. It is a classic case of faith-blindness and the worst of intellectual behaviour that can be observed in religion. In this instance the believers in ID run roughshod over the believers in FSMism by claiming their ‘Faith’ is correct and decrying the FSM ‘Faith’ as wrong. It is not possible to scientifically qualify ‘Faith’ and thus a comparison of ‘Faith’ in this fashion is meaningless and offensive. If no evidence can be provided to support either then both are equally valid or invalid, regardless of how angry or indignant the supporters may be. ” –Andy Parsons, Ph.D. “As a research scientist, I am strongly in favor of the simplest explanations inferred from empirical data. It’s quite clear to me that the evidence for the Flying Spaghetti Monster’s creation of the Universe is as good as that for Intelligent Design, as accepted by the Kansas school board. I therefore wholeheartedly support your letter, in that FSMism should get equal treatment under the auspices of the state government.” – Brock M. Tice, Ph.D. “I hope no one confuses the terrible and naïve notion of ID with what it means to be Christian. In a way, ID represents a very flawed unChristian God who was incompetent to the task of creating capable natural laws, and so resorted to post-creation tinkering, thus giving the impression of supernatural design. Yet, if supernaturalism be called for, then the pasta family of theologies seems the most plausible, and unquestionably the tastiest with cheese.” –Stephen D. Unwin, Ph.D., Author of “The Probability of God” (Three Rivers Press, 2004) “Few people realize that the very 2nd word in the bible is mistranslated. The original Hebrew says ” in A beginning…” whereas most translations say “in THE beginning…” And therein lies the Truth: there was more than one beginning. In fact, there were three: The 1st followed Evolution as discovered by Darwin; the 2nd followed Intelligent Design; but the 3rd and most successful is the present FSMism discovered by you. So, you see, teaching all three is imperative!” – Dr. Uriel Goldberg “Having now perused the many facets of Pastafarianism (and being both a scientist and a specialist in the anthroplogy of religion), I believe that there is great scope for women in this religion. Clearly the FSM has aspects of both male and female, with both “noodly appendages” and two round meatballs which clearly represent the Breasts of the Great Mother Goddess. Given this inclusion of diversity, I feel that Pastafarianism has MORE to offer budding students than ID, which is notably narrow in its outlook.” –Susan Johnston, PhD “As a professional paleontologist, I need to emphasize that evolutionary theory has nothing to do with

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HomeUW TodayUncategorizedDavid Acosta honored for leadership in multicultural education David Acosta honored for leadership in multicultural education News and Information David Acosta Dr. David Acosta, UW School of Medicine associate dean of multicultural affairs, has been named the 2009 Multicultural Excellence Award recipient by the Washington State Association for Multicultural Education’s (WSAME) for his leadership and commitment to multicultural education. The award will be presented during the association’s annual conference on Saturday, Oct. 24, in the concert hall of North Seattle Community College. In its commendation, the association said: “It is our belief that your work with the physicians and health care workers of today and tomorrow goes a long way toward insuring that cultural competence will be a critical component of the overall efforts toward multicultural/diversity education.” Acosta, clinical associate professor in the Department of Family Medicine, was appointed assistant dean for multicultural affairs at the UW School of Medicine in 2003 and associate dean in 2004. In that role, he guides the medical school’s efforts to encourage underrepresented students to train for medical careers. Multicultural Affairs has a number of programs to prepare and support students at all stages of becoming physicians, from high school through college, pre-admission, medical school and residency choice. Acosta is the principal investigator for a National Institutes of Health K07 Academic Award grant to develop and implement a cultural competency curriculum for medical students and residents. With this grant, the School of Medicine has developed a new Center for Cultural Proficiency in Medical Education, which will be the school’s cross-cultural resource center. Acosta is also the principal investigator for a Robert Wood Johnson Foundation grant that provides funding for a six-week summer enrichment program for pre-medical and pre-dental students from minority and/or disadvantaged backgrounds called the Summer Medical and Dental Education Program. Acosta plays an active role in admissions at the UW School of Medicine and is responsible for enhancing diversity within the educational environment. Acosta received his medical degree from the University of California, Irvine College of Medicine. Prior to joining the UW School of Medicine, Acosta spent many years providing health care and education to underserved rural and migrant farmworker populations.

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Suing Bloggers: Not a Good Idea, Especially When They Turn Out To Be Your Students By Jesse Singal Inside Higher Ed: Butler University has sued an undergraduate student for making libelous and defamatory statements about administrators on a blog he kept anonymously. Details of the case became public last week when Bill Watts, an English professor at Butler, wrote a piece in the student newspaper and sent an e-mail to the university’s Faculty Senate in which he questioned “the practice of suing our own students for their utterances.” The e-mail provoked a written response from Bobby Fong, Butler president, who defended the lawsuit Tuesday at a Faculty Senate meeting, noting that “academic freedom does not provide protection for defamation and harassment.” Jess Zimmerman, a junior at Butler, created “TrueBU Blog” in October 2008 to chronicle happenings he deemed of import at the institution. Though he managed the blog anonymously under the tongue-in-cheek moniker “Soodo Nym,” he has recently come forward publicly. In addition to posts by Zimmerman, the blog also featured “reports” from other anonymous faculty and student “correspondents.” The blog did not attract much traffic until December 2008, when Zimmerman started chronicling what he viewed as the unfair dismissal of Andrea Gullickson, then chair of the Butler’s School of Music and Zimmerman’s stepmother. (Gullickson, who retained her faculty job, said that until recently, she did not realize the author was her stepson.) In multiple posts, Zimmerman cites various other anonymous sources and internal e-mails in presenting a case as to why he believes Peter Alexander, dean of Butler’s College of Fine Arts, and Jamie Comstock, Butler’s provost, acted “inappropriately and inexcusably” in their handling of Gullickson’s departure. During that month, Zimmerman said, the blog received more than 2,000 hits. So what sort of inflammatory language led to the lawsuit? Among the specific statements written by Zimmerman that the university deems libelous include the following description: “Peter Alexander, Dean of the [College of Fine Arts] is power-hungry and afraid of his own shadow. … He drives away talented administrators. He frustrates students within the departments. He hurts the ability of the school to recruit talented students and faculty members. He announces to the campus that the Butler Way, the deals for which the school and everyone at it stands, mean nothing.” The university also takes umbrage at Zimmerman’s description of a meeting Alexander had with the School of Music, regarding the departure of Gullickson, a well-liked chair who received favorable reviews from her peers. Zimmerman writes that Alexander “lied” to faculty and left the meeting “embarrassed” for having done so. The university also challenges Zimmerman’s claim that Alexander and Comstock were “engaged in a conspiracy to misrepresent the circumstances of the departure” of Gullickson as chair. This warrants a lawsuit? Don’t millions of bloggers say far more controversial things on a daily basis? Even if Zimmerman’s work met the legal threshold required for action on the part of the university, this is a very foolhardy path to take. In battles like this, even if you win, you lose, because in a fight between a giant university and a lone blogger, it’s impossible for the former to come out looking like the good guy. (The case gets yet more convoluted, so Inside Higher Ed’s full account is worth a read.) Jesse Singal is a former opinion writer for The Boston Globe and former web editor of the Washington Monthly. He is currently a master's student at Princeton's Woodrow Wilson School of Public and International Policy. Follow him on Twitter at @jessesingal. print

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The Sussman Family Center for the Study of Environmental Sciences was established in 1993. Its main goals are to promote, coordinate, and support research on the environment in the Institute in general, and in the Department of Environmental Sciences and Energy Research in particular. In recent years, the Sussman Family Center focused its efforts on supporting the recruitment of Ph.D. students and postdoctoral fellows to carry out research in the Department of Environmental Sciences and Energy Research. Linked to this effort, the Sussman Family Center also invested in supporting visits by distinguished scientists from the various environmental science disciplines, both on an individual basis and as part of workshops and symposia organized by the Department. The Sussman Family Center will continue to allocate funds for the acquisition of new equipment, for individual research projects, and to promote scientific interactions between scientists, postdoctoral fellows, and students, both from the Weizmann Institute and from other international centers of environmental research. In 2009, funding was allocated for the following: Postdoctoral Award program: The $10,000 postdoctoral award program was established by the Center in 2007 to promote the postdoctoral research of highly talented Israeli Ph.D. graduates. This program is expected to serve as a unique tool for the Department of Environmental Sciences and Energy Research for identifying the best potential candidates for future faculty recruitment. Dr. Itay Halevy from Harvard University and Dr. Nadav Kashtan from the Weizmann Institute of Science were the 2009 recipients of this fellowship. Equipment: A recent contribution from the Sussman Center was made to enable the department's researchers to have access to a newly-acquired, state-of-the-art computing facility (multi-processor computer cluster "farm") by the Faculty of Chemistry. This is a major facility that will serve heavy computational demands for the next years, including high-resolution climate simulations. Fellowships: The Sussman Family Center awarded five postdoctoral fellowships, nine Ph.D. scholarships, two M.Sc. scholarships, and fellowships for two Research Associates. Land Preservation: The unique and pristine landscapes of the Negev desert are endangered due to mining and other human activities. Prof. Emanuel Mazor has continued his efforts, supported by the Sussman Center, to increase awareness of sustainable development in the Negev through research and educational initiatives, and through an effort to obtain UNESCO World Heritage Status for the three craters: Makhtesh Ramon, Makhtesh Gadol, and Makhtesh Katan. Visitors: During the past year, eleven visiting scientists enriched the activities of the Center by presenting special workshops, colloquia, and seminars. Interactions between Institute scientists and prominent scientists from around the world provide opportunities for discussion, teaching, and training associated with issues at the cutting edge of global environmental research. Visitors to our department came from leading research institutions in North America and Europe, and included: Prof. Pierre Adler, National Center for Scientific Research (CNRS), Laboratory Sisyphe, Paris, France. Prof. Adler's work includes analytical and numerical modeling of fluid flow and transport of reactive chemicals in fractured and porous geological formations. Prof. Joe Berry, Carnegie Institution of Washington, Global Ecology, Stanford. Prof. Berry models biosphere-atmosphere interactions and climate change. Dr. Yevgeny Derminian, National Center for Scientific Research (CNRS), Laboratoire d'Optique Atmospherique, Universite des Sciences et Technologies de Lille, France. Dr. Derminian's research includes atmospheric chemistry and spectral analysis of the atmospheric column, and ground validation of satellite data. Dr. Derminian was invited and hosted as a potential recruit to the department. Dr. Graham Feingold, National Oceanic and Atmospheric Administration (NOAA) Earth System Research Laboratory, Chemical Sciences Division, Boulder, CO. Dr. Feingold's interests lie in aerosol-cloud-precipitation interactions and implications for climate change. His focus is on process-level studies using high resolution models and observations (aircraft and surface remote sensing) at the cloud scale (10s of meters to 10s of kms). Dr. Feingold is an associate editor of the Journal Atmospheric Chemistry and Physics (ACP), a contributor to the Climate Change Science Program, chapter author of the International Aerosol-Precipitation Scientific Assessment Project, and a NOAA representative to EarthCare. He is a member of the International Global Atmospheric Chemistry (IGAC) Project and the Aerosol-Cloud-Precipitation-Climate (ACPC) steering committees. Prof. Alberto Guadagnini, Politecnico di Milano, Department of Hydraulic, Environmental, Transportation and Surveying Engineering , Milan, Italy. Prof. Guadagnini's research includes analytical and numerical modeling of groundwater flow and contaminant transport in porous media, focusing on water quality protection. Dr. Marcelo Guzman, Harvard University, School of Engineering and Applied Sciences, Boston, MA. Invited lectures on Origin of Life and Prebiotic Metabolism. Dr. Guzman was invited and hosted as a potential recruit. Prof. Alex Kostinski, Michigan Tech, Department of Physics, Houghton, MI. Prof. Kostinksi's recent research has been in cloud, aerosol, and precipitation physics; radar meteorology; astrophysics; wave propagation in random media; turbulent fluids; adaptive optics; and polarization optics. Prof. J. Vanderlei Martins, University of Maryland Baltimore County and NASA. Dr. Martin's interests are related to the effect of aerosol particles on cloud formation, development, lifetime, and precipitation. He studies how aerosols influence clouds through microphysical and radiative effects. In particular, his group's scientific research covers several aspects of this topic varying from the microphysical measurement of the aerosol particles. Dr Martins is strongly oriented towards the development of new instrumentation and algorithms for laboratory and field measurements from ground, mountain top, aircraft, and satellite sensors. A number of future satellite missions are currently being developed by his group. Dr. Lorraine Remer, NASA � Goddard Space Flight Center, Greenbelt, Maryland. Dr. Remer is a Senior Physical Scientist in the Climate and Radiation Branch of Goddard's Laboratory for Atmospheres. She is the head of the EOS-MODIS aerosol product. During the past 15 years, she has contributed to some of the key breakthrough studies in climate and climate change, and, in particular, in remote sensing of aerosols from satellites. Prof. Eli Tziperman, Harvard University, Department of Earth and Planetary Sciences and School of Engineering and Applied Sciences, Boston, MA. Prof. Tziperman studies large-scale climate and ocean dynamics, including El Ni�o, thermohaline circulation, abrupt climate change, glacial cycles and equable climates; and advanced methods of ocean data assimilation. Dr. Warren Wiscombe, NASA � Goddard Space Flight Center, Greenbelt, Maryland. Dr. Wiscombe is a former chief scientist of the Atmospheric Radiation Measurement program (ARM) and the former president of the Atmospheric Section of the American Geophysical Union (AGU). His research has centered on remote sensing and radiative transfer of clouds, single scattering theory, and the development of new satellite system concepts. In particular, 3D radiative fields of clouds and the effect of such photon fields on the surrounding cloud free atmosphere, modeling of cloud liquid water structure, and the resultant shortwave radiation field. Conferences: The Sussman Family Center supported a conference/workshop that was co-organized by scientists and students from the Department of Environmental Sciences and Energy Research: "Forest management and the water cycle: Water issues in dryland forestry." The workshop was held in Sde Boker on November 9-12, 2009. Our contribution permitted free attendance to Israeli students. Prof. Dan Yakir was a key participant of this workshop.

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VIDEO: Lifesaving defibrillators to be installed in 600 Wirral schools 8:20am Saturday 19th April 2014 By Emma Rigby MORE than 600 lifesaving defibrillators are to be installed in Wirral schools. The roll-out of the invaluable piece of equipment began today when two defibrillators were delivered to Our Lady of Pity Catholic Primary School in Greasby. The machines were installed thanks to a donation from the Wirral Schools’ Forum, who are working in partnership with Wirral Council and the Oliver King Foundation. Staff have also been trained how to use the machine thanks to the foundation, which was set up by Mark King in memory of his 12-year-old son Oliver, who passed away from Sudden Arrhythmic Death Syndrome (SADS) in 2011. Oliver was a fit and talented young sportsman who had been swimming when he fell ill. He was taken to hospital but despite the efforts of medics, he died. Had there been access to a defibrillator, Mr King believes his son would still be alive. Up to £250,000 will be spent on putting the defibrillators in all schools across the borough.

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No Child Left Behind: A Toolkit for Teachers What is "adequate yearly progress"? How does measuring it help to improve schools? No Child Left Behind requires each state to define adequate yearly progress (AYP) for school districts and schools, within the parameters set by NCLB. In defining AYP, each state sets the minimum levels of improvement--measurable in terms of student performance--that school districts and schools must achieve within time frames specified in the law. In general, it works like this: Each state begins by setting a starting point that is based on the performance of its lowest-achieving demographic group or of the lowest-achieving schools in the state, whichever is higher. The state then sets the level of student achievement that a school must attain in order to make AYP. Subsequent thresholds must increase at least once every three years, until, at the end of 12 years, all students in the state are achieving at the proficient level on state assessments in reading and language arts, math and science. English Language Learners: For newly arrived, first-year English language learners (ELL), states may, but are not required to, include results from the math and, if given, reading and language arts content assessments in adequate yearly progress(AYP) calculations. Either way, students taking both the math and English language proficiency (ELP) assessment would count toward the NCLB requirement that 95 percent of all students participate in the state assessments. Schools and districts can also get credit for ELL students who have attained English language proficiency as part of the ELL subgroup for up to two additional years after they have become English proficient. This way, schools are not penalized for doing an excellent job helping students become proficient in English. For more information go to www.ed.gov/nclb/accountability/schools/factsheet-english.html. Students With Disabilities: When measuring AYP, states and school districts have the flexibility to count the "proficient" (passing) scores of students with the most significant cognitive disabilities who take alternate assessments based on alternate achievement standards--as long as the number of those proficient scores does not exceed 1 percent of all students in the grades assessed, which amounts to about 9 percent of students with disabilities. (The 1 percent cap is based on current incidence rates of students with the most significant cognitive disabilities, allowing for reasonable local variation in prevalence.) For more information, visit www.ed.gov/nclb/freedom/local/specedfactsheet.html. Uniform Averaging Procedure: States have the opportunity to determine how many years of data will be used to make an adequate yearly progress (AYP) determination. States may use one, two or three years of data in calculating AYP. Further, states have the latitude to compare one year of data to two or three years of data in making final AYP determinations. This flexibility enables a state to give schools the benefit of recent improvements (with one year of data) or limit the effect of poor achievement in one year (with two or three years of data). In addition, states can apply this averaging procedure to their 95 percent testing requirement. For more information, visit www.ed.gov/news/pressreleases/2004/03/03292004.html. What happens when a school does not make adequate yearly progress (AYP)? When a school does not make AYP for two consecutive years, it is identified as in need of improvement. States and districts must provide resources and assistance to support it in making meaningful changes that will improve its performance. Title I funds are set aside by state to use specifically for these schools. No Child Left Behind lays out an action plan and timetable for steps to be taken when a Title I school does not improve, as follows: Second Year: A Title I school that has not made AYP, as defined by the state, for two consecutive school years will be identified by the district as needing improvement before the beginning of the next school year. School officials will develop a two-year plan to turn around the school. The district will ensure that the school receives needed technical assistance as it develops and implements its improvement plan. Students must be offered the option of transferring to another public school in the district--which may include a public charter school--that has not been identified as needing school improvement. Third Year: If the school does not make AYP for three years, the school remains in school-improvement status, and the district must continue to offer public school choice to all students. In addition, students from low-income families are eligible to receive supplemental educational services, such as tutoring or remedial classes, from a provider who is approved by the state and selected by parents. Fourth Year: If the school does not make AYP for four years, the district must implement certain corrective actions to improve the school, such as replacing certain staff or fully implementing a new curriculum, while continuing to offer public school choice for all, as well as supplemental educational services for low-income students. Fifth Year: If the school does not make AYP for a fifth year, the district must initiate plans for restructuring the school. This may include reopening the school as a charter school, replacing all or most of the school staff, or turning over school operations either to the state or to a private company with a demonstrated record of effectiveness. Teachers may go to www.ed.gov/admins/lead/improve/sigwebcast.html, to view a webcast on school and district improvement. How are teachers or schools that raise student achievement rewarded? No Child Left Behind requires states to provide state academic achievement awards to schools that close achievement gaps between groups of students or that exceed academic achievement goals. States may also financially reward teachers in schools that receive academic achievement awards. In addition, states must designate as "distinguished" schools that have made the greatest gains in closing the achievement gap or in exceeding achievement goals.

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Things To Do in the NEK Ongoing events, libraries, museums, galleries and future events Winter 2014-15 high school sports schedules Submit Website Ad Submit Print Ad Create Annual Online Subscription Create Short Term Online Subscription Chronicle staff bios This Week’s Headlines: Legislative report recommends changes to education funding... Fuel prices fall to five-year low.... Trooper Hatch accused of civil rights violations... Newport City Council: Chenette and Baraw won't seek re-election... Tag Archives: Canaan Canaan teacher looks at Chinese education firsthand Posted on July 18, 2012 by BethanyMDunbar Canaan Memorial High School English teacher Jason Di Giulio enjoys the panoramic view from atop the iconic Great Wall during a June trip to China. As a 2011 winner of an award for teaching excellence from the National Education Association, Mr. Di Giulio was one of 35 American Global Learning Fellows chosen to visit and explore the Chinese culture and educational system. Photos courtesy of Jason De Giulio copyright the Chronicle July 18, 2012 by Richard Creaser LYNDONVILLE — Sitting in a booth at the Ms. Lyndonville Diner, Canaan Memorial High School English teacher Jason Di Giulio of Sheffield sipped at his coffee, his mind racing to organize ten days worth of recent experiences in China. Mr. Di Giulio, a 2011 winner of a National Education Association (NEA) excellence in teaching award, traveled to China to explore the country and its educational system. He and 34 other NEA Foundation winners spent ten days there between June 19 and 29. Winning a trip to the Orient may seem like a just reward for some of the nation’s hardest working educators. But this was no pleasure junket. Sponsored by the NEA Foundation, the Pearson Foundation and Education First, the purpose of the trip was to expose the teachers, also known as Global Learning Fellows, to a country and culture that few Western students have occasion to see firsthand. “The purpose of this trip was to raise global awareness,” Mr. Di Giulio said. “Students need to understand that we are living in a flat world. The competition for jobs isn’t coming from Massachusetts or Connecticut or Maine, it’s coming from China.” While in China the Global Learning Fellows met with representatives of FASTCO, the Chinese based manufacturer for Fastenal, as well as representatives from Intel Corporation. They learned that what international corporations want and need are independent thinkers who are capable of responding quickly to changing circumstances. “It’s not something that the Chinese educational model really encourages,” Mr. Di Giulio said. “I think of the Chinese educational model as a factory model — everyone comes out of it knowing what they need to know to do the job they have prepared for. It’s a model based on rote memorization and testing, with testing being proof of success.” But a system based on knowing and retaining specific information does not encourage free thinking. That’s the one area where the Western educational system may hold a distinct advantage over China, Mr. Di Giulio said. Gradually, the U.S. appears to be moving toward that same model with standardized tests that create an objective measure of success. But at what cost? “What we learned is that the factory model doesn’t take into account what employers are looking for,” Mr. Di Giulio said. “We need to develop and refine our curriculum to include more problem solving and critical thinking. We need to be able and willing to teach several methods and allow students to adapt to the model that best fits their learning style.” The Chinese focus on excellence is bred from necessity and was exemplified not only in the classrooms but also in the everyday world, Mr. Di Giulio said. Thirty-five American Global Learning Fellows representing the best and brightest American teachers visited China in June. Here the group poses with students at the Langxia Middle School outside of Shanghai. Prior to the trip, Canaan Memorial High School English teacher Jason Di Giulio embarked on an ambitious project to learn basic Mandarin Chinese. “Even knowing just a little bit of their language opened doors that might otherwise have been inaccessible to me,” Mr. Di Giulio said of the experience. “It made me realize how language affects and sculpts a culture.” “The only students we saw at the vocational school and the middle school were the students who conform to the idea of the norm,” he said. “The students who were perceived as below the norm went to their own school. This is quite the opposite of what we are trying to do here in the West.” Mr. Di Giulio spoke of the morning he ordered an omelet from the hotel kitchen. It took the cook three tries to produce an omelet worthy of his guest. To Mr. Di Giulio’s eye, any of the three would have sufficed. “That’s the kind of pressure they have in the job market there,” Mr. Di Giulio said. “If you can’t do the job, there’s always someone else, a billion someone elses, waiting to step in. That creates tremendous pressure to be the absolute best at whatever it is you do.” Striving to be the best certainly isn’t a bad thing, Mr. Di Giulio stressed. But the important part is the striving and not necessarily the success. “Innovation is about taking risks, and taking risks means that sometimes you will fail,” he said. “Entrepreneurship is about taking a risk, and if it doesn’t work, you try again. When you are focused entirely on success as the end result you become unwilling to take any risks and innovation suffers.” The Chinese model has plenty to offer to Western educators both for what it does right as well as where it falls short. Educators who are focused on a specific subject and who have adequate time to prepare and deliver instruction can achieve better results. And when the entire family promotes and supports a student’s education, chances of success are exponentially higher. Chinese teachers deliver instruction in a single 80-minute class once per day. They devote the remainder of their time to preparing for the next day’s class and reviewing test data. This is in marked contrast to American teachers who spend most of their day with their students and who do some of their preparation during free time in the school day with the balance taking place at home. “The temptation is there to say that their system is working,” Mr. Di Giulio said. “With focused dedication, parental and political support, students can achieve great things. But there is also a warning to be had.” The suicide rate among high school seniors is troublingly high. Many students feel smothered by the inescapable cultural pressure to excel. “In China the mandatory retirement age for men is 60 years old and 55 years old for women,” Mr. Di Giulio said. “It is also expected that the children will take care of their parents in their old age. In the era of the one child policy, that means that a couple must earn enough to support not only themselves and their child but also up to four parents.” In a country that boasts as many honor students as the U.S. has students, the competition to land positions in the best universities is fierce. In China a university education spells the difference between a poor-paying job as a laborer or access to a coveted job in the middle class with room to advance. “I don’t think we fully appreciate how important access to higher education is in this country,” Mr. Di Giulio said. “The difference here is that, as long as you are willing to find the money or carry the debt, eventually you will be able to get into a university. In China, if you can’t get into a Chinese university or can’t find the money to attend a school overseas, you don’t have many options left.” The Chinese system puts tremendous pressure on students with its focus on testing and measurements of success, but in some ways the Western educational system is working toward an opposite extreme. “There has to be some happy medium between rote memorization and measured achievement and creativity, hugs and self-esteem,” Mr. Di Giulio said. ‘There is certainly a group that is willing to shout and say that our educational system is broken. If I look at the results of my students and see what they have achieved, I know it’s not broken.” Finding an objective standard to measure American students against was a laudable but ultimately doomed element of No Child Left Behind (NCLB), Mr. Di Giulio said. The idea that all students would be suitably proficient in all areas by 2014 was an admirable goal. The trouble was that the goal faced barriers test data doesn’t measure. “If I could ensure that every kid had three good meals a day, had their parents read to them since they were two years old, got enough sleep and received proper medical care, and their schools were fully funded, I would say achieving 100 percent proficiency was entirely possible,” Mr. Di Giulio said. “But that’s not the world we live in. The law alternately encourages or disciplines schools for failing to meet the challenge without addressing the underlying causes.” The system is further flawed by allowing each state to set its own standards. Although intended to measure and compare students around the country, the lack of common standards makes the comparisons ultimately futile, he said. “Until we take into account the global standard that our students are being measured against, we really can’t accomplish anything truly meaningful,” Mr. Di Giulio said. “We do need to adopt a universal standard that recognizes what every student needs to know in order to become successful Americans.” He said he plans to incorporate less fiction and more analytical works in his own instruction. Developing a stronger ability to problem solve and enhance analytical skills is critical if American students are to compete in the global marketplace. “Creative thinking and the ability to adapt to changing circumstances is, and should continue to be, the focus of the American educational system,” he said. “In order to do that, we need a better understanding of the world. It’s no longer about competing for jobs with students in Michigan or California. It’s about competing with students from China and India and other parts of the developing world.” contact Richard Creaser at [email protected] Posted in Featuring | Tagged Canaan, Canaan Memorial High School, China, education, Jason Di Giulio, Richard Creaser Categories Editor's Picks Editorials and opinions Safe Choices Program Credit Card Services TagsAlbany Bethany Dunbar Bethany M. Dunbar Bill Stenger Bobby Starr David Dudley farmers and food genealogy Vermont Green Mountain Power John Rodgers Joseph Gresser Lake Region Union High School Natalie Hormilla North Country Union High School Paul Lefebvre Peter Shumlin Richard Creaser Tena Starr Vermont obituaries © 2014 the Chronicle. All Rights Reserved. "Partial funding for development of this website made possible by a Rural Business Enterprise Grant through the Northern Community Investment Corporation from USDA Rural Development." web development: nekinfo.com

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Award-Winning Author, Bethany College Graduate Marc Harshman Named West Virginia Poet Laureate BETHANY, W.Va. — Bethany College graduate Marc Harshman ’73 has been selected as West Virginia’s poet laureate — an honor recently announced by Governor Earl Ray Tomblin, who cited Harshman’s creativity and contributions to the “immeasurable talent of West Virginia’s authors.” Harshman has published 11 children’s stories and numerous poems for children and adults, drawing on his experiences growing up in Indiana and living in Appalachia’s foothills along the Ohio River. With vivid detail and sensitivity, his work demonstrates a deep reverence for the local landscape and explores issues such as community, moving, nature and gardening, addiction and peace. “Not only does Marc possess incredible talent as a writer, but he also has a unique ability to connect his readers to the natural beauty and culture of our region,” said Bethany President Scott D. Miller. “As a liberal arts college, the literary arts are of great importance to Bethany. We’re pleased that alumni like Marc are making such valuable contributions to the field and inspiring others to further their own appreciation of literature, as both writers and readers.” He earned his bachelor’s degree in literature from Bethany in 1973. He went on to receive a master’s degree in religion from Yale University and a master’s degree in English from the University of Pittsburgh. Harshman’s awards include the West Virginia English Teacher of the Year, Parent’s Choice Award, and West Virginia Arts Commission Fellowship in Poetry. His poems have also been nominated for a Pushcart Prize. His book “Only One” was a Reading Rainbow review title on PBS TV. “The Storm” was selected for the Junior Library Guild and as a Smithsonian Notable Book for Children. He received the Ezra Jack Keats/Kerlan Collection Fellowship from the University of Minnesota for research on Scandinavian myth and folklore. His children’s books have been published in Swedish, Spanish, Korean and Danish. Harshman maintains a profound commitment to sharing his love of the written word and presents regularly at workshops and seminars. He has nurtured the potential of generations of writers through his work in the region’s schools, having served as both teacher and guest artist. His favorite line from Thomas Merton, he says on his web site, is the following: “The peculiar grace of a Shaker chair is due to the fact that it was made by someone capable of believing that an angel might come and sit upon it." Harshman remarked, “I like to have that chair in mind when I think of our children, their chairs, and the tables around which they gather. Which of us knows how precious each of those lives may be?” Harshman is a long-time Wheeling resident, where he lives with his wife Cheryl Ryan, who is also a writer. They have a daughter, Sarah. His web site is www.marcharshman.com. Poet, storyteller and children's author Marc Harshman was named West Virginia's poet laureate on Friday by Gov. Earl Ray Tomblin. Harshman, a Wheeling resident and former West Virginia English Teacher of the Year, has published 11 children's books. He has received awards including the Smithsonian Notable Book for Children prize and the Parent's Choice Award. Bethany College is a small college of national distinction located on a picturesque and historic 1,300-acre campus in the Northern Panhandle of West Virginia. Founded in 1840, Bethany is the state’s oldest private college. About Bethany

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Email:[email protected] Unit:AccountingPosition:Assistant ProfessorPhone:703-993-7584Office Location:Enterprise Hall 110Office Hours:Monday 1:00 - 2:30 PM or by appointment Website:https://sites.google.com/site/linglisic/ Research Interests: Corporate Social Responsibility/Sustainability PhD - Accounting, University of Connecticut, 2008 MS - Applied Economics, University of Rochester, 2003 Profile:Ling Lei Lisic joined the accounting faculty at George Mason University after receiving her PhD from the University of Connecticut. She also holds master’s degrees from University of Rochester and Hong Kong University of Science and Technology, and a bachelor’s degree from Shanghai Jiao Tong University in China. Her research interests focus on corporate social responsibility/sustainability and corporate governance. Her research has appeared in leading academic journals including Production and Operations Management, Journal of Accounting and Economics, Journal of Accounting, Auditing and Finance, Journal of Accounting and Public Policy, Journal of Business Research, and Accounting Horizons. She has won an Outstanding Research and Publication Award from the School of Business at George Mason University. She has served as a guest editor for Journal of Business Research and an ad hoc reviewer for journals such as Contemporary Accounting Research, Auditing: A Journal of Practice and Theory, Journal of Accounting, Auditing and Finance, and Journal of Business Finance and Accounting. She has been invited to attend premier academic conferences such as the Contemporary Accounting Research Conference, the Journal of Accounting and Public Policy Conference, and the PCAOB Academic Conference. She has served on the American Accounting Association Auditing Standards Committee and Governance Committee. Her teaching interests are in auditing, financial accounting and managerial accounting, at both graduate and undergraduate levels. She has taught Introductory Financial Accounting, Intermediate Financial Accounting I, and Introductory Managerial Accounting to undergraduate students and Introductory Financial Accounting to MBA students.

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Current Faculty and Administration Listings Emeriti Listings Admissions/Fees Grants, Scholarships and Financial Aid Degrees/Courses College of Continuing and Professional Education Degrees List Course Prefixes List Print (PDF) Versions of the Catalog Differences Between Print and Online Versions of the Catalog Previous Catalog Years Graduate and Post-baccalaureate Application Procedures All graduate and post-baccalaureate applicants (e.g., Ed.D., joint Ph.D. applicants, master's degree applicants, those seeking educational credentials or certificates, and where permitted, and holders of baccalaureate degrees interested in taking courses for personal or professional growth) must file a complete graduate application as described in the graduate and post-baccalaureate admission materials at www.csumentor.edu. Applicants seeking a second bachelor's degree should submit the graduate application for admission unless specifically requested to do otherwise. Applicants who completed undergraduate degree requirements and graduated the preceding term are also required to complete and submit an application and the $55 nonrefundable application fee. Since applicants for post-baccalaureate programs may be limited to the choice of a single campus on each application, re-routing to alternate campuses or later changes of campus choice are not guaranteed. To be assured of initial consideration by more than one campus, it is necessary to submit separate applications (including fees) to each. Applications submitted by way of www.csumentor.edu are expected unless submission of an electronic application is impossible. An electronic version of the CSU graduate application is available on the World Wide Web at www.csumentor.edu. Graduate and Post-Baccalaureate Admission Requirements Graduate and post-baccalaureate applicants may apply for a degree objective, a credential or certificate objective, or where approved, may have no program objective. Depending on the objective, the CSU will consider an application for admission as follows: General Requirements — The minimum requirements for admission to graduate and post baccalaureate studies at a California State University campus are in accordance with university regulations as well as Title 5, Chapter 1, Subchapter 3 of the California Code of Regulations. Specifically, a student shall at the time of enrollment: (1) have completed a four-year college course of study and hold an acceptable baccalaureate degree from an institution accredited by a regional accrediting association, or shall have completed equivalent academic preparation as determined by appropriate campus authorities; (2) be in good academic standing at the last college or university attended; (3) have earned a grade point average of at least 2.5 on the last degree completed by the candidate or have attained a grade point average of at least 2.5 (A=4.0) in the last 60 semester (90 quarter) units attempted; and (4) satisfactorily meet the professional, personal, scholastic, and other standards for graduate study, including qualifying examinations, as appropriate campus authorities may prescribe. In unusual circumstances, a campus may make exceptions to these criteria. Students who meet the minimum requirements for graduate and post-baccalaureate studies may be considered for admission in one of the four following categories: Graduate Classified – To pursue a graduate degree, applicants are required to fulfill all of the professional, personal, scholastic, and other standards, including qualifying examinations, prescribed by the campus; or Graduate Conditionally Classified – Applicants may be admitted to a graduate degree program in this category if, in the opinion of appropriate campus authority, deficiencies may be remedied by additional preparation; or Post-Baccalaureate Classified, e.g. admission to an education credential program – Persons wishing to enroll in a credential or certificate program, will be required to satisfy additional professional, personal, scholastic, and other standards, including qualifying examinations, prescribed by the campus; or Post-Baccalaureate Unclassified – To enroll in undergraduate courses as preparation for advanced degree programs or to enroll in graduate courses for professional or personal growth, applicants must be admitted as post-baccalaureate unclassified students. By meeting the general requirements, applicants are eligible for admission as post-baccalaureate unclassified students. Admission in this status does not constitute admission to, or assurance of consideration for admission to, any graduate degree or credential program (Most CSU campuses do not offer admission to unclassified post-baccalaureate students). These and other CSU admissions requirements are subject to change as policies are revised and laws are amended. The CSU website www.calstate.edu and the CSU admissions portal www.csumentor.edu are good sources of the most up-to-date information. Graduate and Post-Baccalaureate English Language Requirement All graduate and post-baccalaureate applicants, regardless of citizenship, whose native language is not English and whose preparatory education was principally in a language other than English must demonstrate competence in English. Those who do not possess a bachelor's degree from a postsecondary institution where English is the principal language of instruction must receive a minimum score, some programs require a higher score, on the Test of English as a Foreign Language (Paper-Based Test: 550, Internet-Based Test: 80), unless the applicant: 1. Submits proof of having obtained a bachelor's degree from an accredited post-secondary institution where English was the principal language of instruction. CSULB interprets "where English is the principal language of instruction" to mean that a school is located in a country where English is the native language (the daily medium of communication of the majority of residents is English), and the applicant received academic instruction in all subjects (except foreign language courses) at all levels of education in English, or 2. Notification from CSULB's American Language Institute that the applicant has successfully completed level 6 of the American Language Institute Program. NOTE: Several CSU campuses may use alternaive methods for assessing fluency in English including Pearson Test of English Academic (PTE Academic), the International English Language Testing System (IELTS), and the International Test of English Proficiency (ITEP). EXCEPTION: Applicants applying for Public Policy and Administration, which requires a 600 TOEFL, will not be waived from the TOEFL requirement. Also, for this exemption to remain valid for other students, once having met the exemption, the student must not have left the U.S.A. for more than two years to reside or study in a country where English is not the predominant language of business, education and day-to-day societal functions. Eligibility Index Subject Requirements Foreign Language Waiver Special Admission Consideration for Students with Disabilities High School Students – Young Scholars Program Provisional Admission Transfer Policies of CSU Campuses Lower Division Transfer Requirements Upper Division Transfer Requirements Associate Degrees for Transfer (AA-T or AS-T) established by the Student Transfer Achievement Reform (STAR) Act (SB 1440) International Admission Requirements TOEFL Requirements Insurance Requirements Admission as a Candidate for a Second Baccalaureate Degree Graduate and Post-baccalaureate English Language Requirements Application to Credential Programs University Course Listings Select Course Prefix AAAS - Asian American Studies ALP - American Language Program CBA - College of Business Admin CDFS - Child Dev/Family Studies CECS - Computer Engr/Science CEM - Construction Engr Mgmt CWL - Comparative World Lit EDAD - Educational Admin ESP - Enviro Science & Policy FCS - Family & Consumer Sciences FCSE - Family & Consumer Sci Ed FMD - Fashion Merch & Design GBA - Graduate of Business Admin GISC - Geographic Info Science HRM - Human Resources Mgmt JOUR - Journalism/Mass Comm MAE - Mechanical/Aerospace Engr MAPB - Mathematics Prebacc MSEM - Science Engineering Mgmt MTED - Mathematics Ed PPA - Public Policy & Admin REC - Recreation & Leisure SDHE - Student Development SRL - Student Rec/Leadership

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Student start-up gets national recognition Written by Nora Philbin· One year after Boston University student Erik Bogaard launched myBookCrate, an online forum for students to buy and sell textbooks from their peers, he said the company has experienced nationwide success. Boston University student-founded online forum myBookCrate has recently signed partnerships with schools across the country. PHOTO BY ABIGAIL LIN/DAILY FREE PRESS STAFF MyBookCrate has signed partnerships with schools on both coasts, including the University of Southern California, the University of California, San Diego and Northeastern University, Bogaard said. Over the summer, MyBookCrate was named a semi-finalist on Forbes magazine’s list of America’s Most Promising Companies. “Things have been going really well,” Bogaard, a College of Arts and Sciences student, said. “We’ve expanded to work with schools all across the country.” Bogaard said he is focusing on publicizing the myBookCrate marketplace so the bookstores and vans that buy back textbooks do not continue to take advantage of students. “Really what we need now is for students to really build awareness and for the word to start getting around because once we get enough people in the marketplace, there’s going to be no stopping it,” he said. If each student at BU sold one textbook this year on the myBookCrate marketplace, receiving fair market value, the student body as a whole would save more than $500,000, he said. “Our goal in the immediate future is to make sure that everybody knows about the marketplace, even using the iPhone app which allows students to scan the barcode,” he said. Erica Navar, a College of Communication freshman, said using her phone makes the process simpler. “I like the fact that you can confirm things through your phone, and then the payment goes through, makes it easier,” Navar said. Since releasing the product into the market in 2011, Bogaard said he has spent the past year listening to students’ responses and using them to improve the service. “Once we have this awareness built, then our focus is going to be, as it always has been, on continuing to improve the service, streamline it for students and making it easier than ever before for students to save money,” he said. While the company is expanding its reach, Bogaard said they are still focusing on creating an affordable way for students to buy and sell books — the reason he originally created myBookCrate. “There are 21 million students that were enrolled in higher education as of this semester, and the textbook market is so severely broken,” Bogaard said. “We are confident that we have built a system that can, not only, first and foremost help our classmates at BU, but be in a position to help students across the country.” Shaheena Nathani, a School of Hospitality Administration junior, said the lack of legitimate opposition is why she will continue to use myBookCrate. “They have no competitors,” Nathani said. “It’s either sell your books back to Barnes & Noble for a severe loss or try Amazon if you’re lucky, but other than that, there’s nothing else.” Chris Chu, a Sargent College of Health and Rehabilitation Sciences junior, said he started using myBookCrate after he heard about it from Bogaard last year because it is so convenient. “Well, the nice thing about the website is that I put my credit card on there,” Chu said. “So, it is just linked to my bank account, and so I don’t have to deal with cash and handoff.” Chu said that he likes using myBookCrate instead of other textbook-selling services because he knows he will get a fair price. “I like using the website itself because it is pretty easy to use,” he said. “I just put in the ISBN number for all my books, and it gives me the price compared with the Amazon price, so it gives me a really good range of how much I should sell it for.” Share:EmailTwitterFacebookGoogleRedditLinkedIn Tags: Erik Bogaard, myBookCrate, Nora Philbin

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Loyola College of Los Angeles campus on Venice Boulevard Reference URL Loyola College of Los Angeles campus on Venice Boulevard Loading content ... Description Identifier Centennial_00921 Title Loyola College of Los Angeles campus on Venice Boulevard Creator Unknown Date Created 1923 Subject (Topic) Gulls; Sea birds; College campuses--California--Los Angeles Subject (Name) Loyola College (Los Angeles, Calif.) Type Image Form/Genre Photographs Physical Description 1 photograph: black and white Institution Department of Archives and Special Collections, William H. Hannon Library, Loyola Marymount University Country of Creation US Copyright Statement http://library.lmu.edu/generalinformation/departments/digitallibraryprogram/copyrightandreproductionpolicy/#d.en.3004 Copyright Holder Loyola Marymount University Collection Identifier Loyola Marymount University Archives Item/Call Number Photoprints 10F01 Description Inscription on image:"Loyola campus, Venice Blvd. 1923." Historical Background Loyola Marymount University traces its origins back to St. Vincent's College for Boys, founded in 1865 by the Vincentian Fathers. The first classes were held in the Lugo Adobe House at the southeast end of Olvera Street in Los Angeles. Two years later, the school moved to Hill Street. In 1887, St. Vincent's College moved again to a new campus on Grand Avenue and Washington Boulevard. When St. Vincent's College closed in 1911, members of the Society of Jesus opened the high school division of their newly founded Los Angeles College on Avenue 52 in Highland Park. Due to rapid growth, the college moved to Venice Boulevard in 1917. A year later the school was incorporated as Loyola College of Los Angeles. Graduate instruction began in 1920 with the foundation of a separate law school. In 1929, Loyola College was relocated to the Westchester campus, and the school achieved university status one year later, becoming Loyola University of Los Angeles. Loyola University and Marymount College partnered with St. Joseph College of Orange began affiliation in 1968, and officially merged into Loyola Marymount University in 1973. Additional Notes Title supplied by cataloger. Metacollection Identifier http://digitalcollections.lmu.edu Project note Centennial you wish to report:

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↻ • about • writing • ↻ | ⇧ Andrew Sempere [click to reveal] Andrew Sempere is a feral researcher exploring the edges and overlaps of art, design, media studies, computer science and architecture. He is particularly interested in the role that contemporary technologies play on our relationships to space and to each other, and the role artists have in this exploration. Andrew's formal training is in graphic design (BFA 2001 Visual Communications, School of the Art Institute of Chicago) and Epistemology and Learning (SM 2003 MIT Media Lab Grassroots Invention Group). Andrew has worked professionally as a designer, software developer for Pearson Education and as a Design Researcher for IBM Research's Collaborative User Experience Group / Center for Social Software in Cambridge, MA. Andrew currently lives in Lausanne, Switzerland where he is working as one of the founding researchers at SINLAB, an interdisciplinary art and technology program based at Manufacture (Haute École de Théâtre de Suisse Romande (HETSR)) while completing his PhD in the Architecture department at EPFL. Andrew is co-founder of the Feral Research Coalition and a Trustee Emeritus of the Boston Awesome Foundation. As an artist, Andrew's works have been seen at venues around the US and the world, including the Fourth Moscow Biennale, the Lausanne Les Urbaines festival, the Seattle Bumbershoot Music Festival, Siggraph, Boston Cyberarts, the 7th Manifestation Internationale Vidéo et Art Électronique in Quebec and the Version 2.0 festival at the Chicago Museum of Contemporary Art. "All [networked communication] is trying to understand computation and what it does to our thinking" 3/2011: Interview for One+ by Quinn Norton "My role is mostly to help the researchers think through user experience to develop an interface that helps support the work they are trying to do." 2/2010: Interview for Indirect Collaboration by Josh Glenn

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The Office of Career Services The Fletcher School 160 Packard Avenue Mugar 243 Medford, MA 02155 USA Phone:+1.617.627.3060 Office Fax:+1 617.627.5542 General Inquiries: [email protected] Job/Internship Postings: [email protected] Helen Anderson Mugar 244B [email protected] Helen Anderson works part-time coaching both 1st and 2nd year students primarily interested in the private sector. In addition to coaching students, Helen also serves as a faculty and student club liaison and performs employer outreach with a focus on the Corporate Social Responsibility and Foundations Journalism/Media/Public Relations Helen has been actively involved in supporting the Fletcher students in their career management since she joined the school in 1992 as the Director of Internship Programs. Before coming to Fletcher, Helen worked at a healthcare consulting firm in the Boston area. Previously, she worked for eight years at Columbia Presbyterian Medical Center in New York City, most recently as the Administrator for Medical Affairs. Helen is currently the Vice-Chairman of the board of Faulkner Hospital. She also serves on the Board of Directors of Tufts Associated Health Maintenance Organization and is a corporator at the Dedham Institution for Savings in Dedham, Massachusetts. Helen received a B.A. from Cornell University and an MBA in health administration from Columbia University. Aileen Axtmayer [email protected] Aileen Axtmayer supports students targeting careers in the public sector as well as careers in energy, environment, trade, and think tanks. Aileen has focused on career counseling since 2006 and has gained a breadth of experience through working at institutions including Northeastern University, Berklee College of Music, and Wheelock College. In these roles she has coached individuals of all ages and backgrounds in both one-on-one and large group settings. Aileen holds her MS in College Student Development and Counseling from Northeastern University and her BA in Psychology from Villanova University with a Spanish minor. She is passionate about traveling and has studied abroad in Spain, backpacked through Western Europe, and visited over 24 states and 12 countries. My Doan Associate Director of Employer Relations [email protected] As Associate Director of Employer Relations, My is responsible for identifying, contacting and marketing Fletcher to recruiters and other hiring managers in the private, public and non-profit sectors to cultivate internships and full-time career opportunities for Fletcher students. She also manages on-going relationships with existing employers which includes organizing and hosting clients for on-campus activities and facilitates communication between employers and students. She also provides assistance to students with the office's online resources. She is a MA candidate at Tufts University and received a BA in Studies of World Literature and Asian Studies with a concentration in International Relations from the College of the Holy Cross, where she spent a semester abroad in Beijing, China. Genny Dunne [email protected] Genny Dunne is a full-time Associate Director and coach to 1st and 2nd year students and alumni who are interested in pursuing careers with international organizations and with non-profit entities. Genny has extensive experience in the field of career development. Before relocating to Massachusetts from the Philadelphia, Pennsylvania area, she coached and counseled master’s and doctoral students, developed, organized and presented career programs, facilitated communications with employers and established relationships with student groups from a variety of graduate disciplines at Bryn Mawr College. For several years prior to her service at Bryn Mawr, Genny advised students in the pre-law and pre-medicine areas at the University of Pennsylvania and was the primary career counselor/coach for three of Penn’s graduate schools. Genny serves as a member of the Corporation of Haverford College and is a member of the Corporation’s Advisory Committee. She has also served as a member of the School Committee (Board) for Friends School Haverford. Genny received a B.A. from American University and a M.S.S. from Bryn Mawr College. Phillip McMullen [email protected] As Director of the Office of Career Services, Phillip oversees the general management and strategic direction of the career office, ensuring the OCS delivers consistently high quality programs and services to the many different constituents supported by the office: students, employers, alumni, faculty and the greater Fletcher community. Phillip also directs new and existing employer relationship management/development as well as leading workshops for students focused on the "networked" job search. Immediately prior to joining Fletcher, Phillip spent six years as the Associate Director of the MIT Sloan School of Management Career Development Office. Prior to joining the Sloan School, Phillip worked for fourteen years in private industry in senior management roles in sales, marketing and operations for several multinational, high-tech companies. Much of his work experience has been overseas in Europe, Asia, and Latin America including six years living abroad in those regions. Phillip holds a Master of International Management from the American Graduate School of International Management (Thunderbird), and a BA in English and German from Colorado State University. He has studied abroad both in Japan and Germany and traveled to over 40 different countries. Katie O'Connell [email protected] As Staff Assistant, Katie is the first person students meet when they walk into OCS. She assists the staff with the coordination of OCS events and programs, oversees the OCS library resources and is generally knowledgeable in answering student inquiries about the office's many services. Katie can also assist students and alumni in discerning which of the OCS staff coaches they should meet with based on their fields of interest, as well as provide assistance with Fletcher Career Central or the Intranet. Katie received a BA in Psychology and Art History from the College of the Holy Cross. Christie Reynolds Mugar 244C [email protected] Christie Reynolds is an Associate Director and coaches 1st and 2nd year students as well as alumni targeting private sector careers. In addition to counseling students, she manages the career education programming for the Office, including the Professional Development Program (PDP). Prior to joining Fletcher, Christie counseled students at Boston University School of Management, MIT and Suffolk University regarding their career development needs. In those roles, she taught a career development course, advised graduate and undergraduate students as well as PhD candidates, developed career programming and presented extensively. Prior to working in the field of career counseling, Christie attended law school and worked as a law clerk at the US Department of Justice in DC. Following law school, Christie facilitated Business and Client Development for several different law firms in Washington DC, New York and Connecticut. Christie has an MA in Higher Education Administration from Suffolk University, a JD from American University and a BA in Communications from Boston College. On the top of her list of places she would like to visit in the near future are Israel, Cuba, Spain and the UAE. For EmployersFor Prospective StudentsYour Career at FletcherEmployment and Internship ReportsFor AlumniContact UsFletcher Career Central (FCC)Fletcher Intranet

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What is the American Dream?: Dueling dualities in the American tradition By Gus Speth on 25 Jun 2011 comments Throughout our history, there have been alternative, competing visions of the “good life” in America. The story of how these competing visions played out in our history is prologue to an important question: What is the American Dream and what is its future? The issue came up in the early Republic, offspring of the ambiguity in Jefferson’s declaration that we have an unalienable right to “the pursuit of happiness.” Darrin McMahon in his admirable book, Happiness: A History, will be our guide here. McMahon locates the origins of the “right to happiness” in the Enlightenment. “Does not everyone have a right to happiness?’ asked … the entry on that subject in the French encyclopedia edited by Denis Diderot. Judged by the standards of the preceding millennium and a half, the question was extraordinary: a right to happiness? And yet it was posed rhetorically, in full confidence of the nodding assent of enlightened minds.” It was in 1776, the year of the Declaration of Independence, that Jeremy Bentham would write his famous principle of utility: “It is the greatest happiness of the greatest number that is the measure of right and wrong.” Thus, when Thomas Jefferson drafted the Declaration in June of that memorable year, the words “the pursuit of happiness” came naturally to him, and the language sailed through the debates of June and July without dissent. McMahon believes this lack of controversy stemmed in part from the fact that the “pursuit of happiness” phrase brought together ambiguously two very different notions: the idea from John Locke and Jeremy Bentham that happiness was the pursuit of personal pleasure and the older Stoic idea that happiness derived from active devotion to the public good and from civic virtue, which have little to do with personal pleasure. “The ‘pursuit of happiness,'” McMahon writes, “was launched in different, and potentially conflicting, directions from the start, with private pleasure and public welfare coexisting in the same phrase. For Jefferson, so quintessentially in this respect a man of the Enlightenment, the coexistence was not a problem.” But Jefferson’s formula almost immediately lost its double meaning in practice, McMahon notes, and the right of citizens to pursue their personal interests and joy won out. This victory was confirmed by waves of immigrants to America’s shores, for whom America was truly the land of opportunity. “To pursue happiness in such a land was quite rightly to pursue prosperity, to pursue pleasure, to pursue wealth.” It is in this jettisoning of the civic virtue concept of happiness in favor of the self-gratification side that McMahon finds the link between the pursuit of happiness and the rise of American capitalism in the nineteenth and twentieth centuries. Happiness, he writes, “continued to entice with attractive force, providing a justification for work and sacrifice, a basis for meaning and hope that only loomed larger on the horizon of Western democracies.” “If economic growth was now a secular religion,” McMahon observes, “the pursuit of happiness remained its central creed, with greater opportunities than ever before to pursue pleasure in comfort and things.” Max Weber saw this transformation first hand. “Material goods,” he observed in The Protestant Ethic and the Spirit of Capitalism, “have gained an increasing and finally an inexorable power over the lives of men as at no previous period in history.” The story of the pursuit of happiness in America is thus a story of its close alliance with capitalism and consumerism. But in recent years, many researchers have begun to see this relationship as one of misplaced allegiance. Has the pursuit of happiness through growth in material abundance and possessions actually brought Americans happiness? That is a question more for science than for philosophy, and the good news is that social scientists have in fact recently turned abundantly to the subject. A new field, positive psychology, the study of happiness and subjective well-being, has been invented, and there is now even a professional Journal of Happiness Studies. Imagine, if you will, two very different alternatives for affluent societies. In one, economic growth, prosperity and affluence bring steadily increasing human happiness, well-being and satisfaction. In a second, prosperity and happiness are not correlated, and, indeed, prosperity, beyond a certain point, is associated with the growth of important social pathologies. Which scenario provides a closer fit to reality? What the social scientists in this new field are telling us is of fundamental importance. Two of the leaders in the field, Ed Diener and Martin Seligman, carried out a review of the now-voluminous literature on well-being in their 2004 article, “Beyond Money: Toward an Economy of Well-Being.” In what follows, I will draw upon this article and other research. The overall concept that is gaining acceptance among researchers is “subjective well being,” i.e., a person’s own opinion of his or her well being. Subjects in surveys are frequently asked, on a scale of one to 10, how satisfied are you with your life? Most well-being surveys today ask individuals how happy or satisfied they are with their lives in general, how satisfied they are in particular contexts (e.g., work, marriage), or how much they trust others, and so on. A good place to begin is with the studies that compare levels of happiness and life satisfaction among nations at different stages of economic development. They find that the citizens of wealthier countries do report higher levels of life satisfaction, although the correlation is rather poor and is even poorer when factors such as quality of government are statistically controlled. Moreover, this positive relationship between national well-being and national per capita income virtually disappears when one looks only at countries with GDP per capita over $10,000 per year. In short, once a country achieves a moderate level of income, further growth does not significantly improve perceived well-being. Diener and Seligman report that peoples with the highest well-being are not those in the richest countries but those who live where political institutions are effective and human rights protected, where corruption is low, and mutual trust high. Even more challenging to the idea that well-being increases with higher incomes is extensive time series data showing that throughout almost the entire post-World War II period, as incomes skyrocketed in the United States and other advanced economies, reported life satisfaction and happiness levels stagnated or even declined slightly. But that is not all. Diener and Seligman note that, “Even more disparity [between income and well-being] shows up when ill-being measures are considered. For instance, depression rates have increased 10-fold over the same 50-year period, and rates of anxiety are also rising … [T]he average American child in the 1980s reported greater anxiety than the average child receiving psychiatric treatment in the 1950s. There is [also] a decreasing level of social connectedness in society, as evidenced by declining levels of trust in other people and in governmental institutions.” Numerous studies also stress that nothing is more devastating to well-being than losing one’s job and unemployment. Instead of income, Diener and Seligman stress the importance of personal relationships to happiness: “The quality of people’s social relationships is crucial to their well-being. People need supportive, positive relationships and social belonging to sustain well-being … [T]he need to belong, to have close and long-term social relationships, is a fundamental human need … People need social bonds in committed relationships, not simply interactions with strangers, to experience well-being.” In short, what the social scientists are telling us is that as of today, in Ed Diener’s words, “materialism is toxic for happiness.” Whether t he pursuit of happiness through evermore possessions succeeded earlier in our history, it no longer does. Norton Garfinkle traces another dueling duality in the American tradition, one reflected in the title of his helpful book, The American Dream vs. the Gospel of Wealth. Although the phrase “the American Dream” entered the language thanks to James Truslow Adams and his 1931 book, The Epic of America, Garfinkle argues that the force of the concept, if not the phrase, derives from President Lincoln. “More than any other president,” Garfinkle believes, “Lincoln is the father of the American Dream that all Americans should have the opportunity through hard work to build a comfortable middle class life. For Lincoln, liberty meant above all the right of individuals to the fruits of their own labor, seen as a path to prosperity. ‘To [secure] to each laborer the whole product of his labor, or as nearly as possible,’ he wrote, ‘is a most worthy object of any good government.'” “The universal promise of opportunity,” Garfinkle writes, “was for Lincoln the philosophical core of America: it was the essence of the American system. ‘Without the Constitution and the Union,’ he wrote, ‘we could not have attained … our great prosperity.’ But the Constitution and the Union were not the ‘primary cause’ of America, Lincoln believed. ‘There is something,’ he continued, ‘back of these, entwining itself more closely about the human heart … This is the just and generous and prosperous system which opens the way to all, gives hope to all, and consequent energy and progress and improvement of condition to all.’ This was, for Lincoln, the American Dream, the raison d’être of America, and the unique contribution of America to world history.” Although Garfinkle does not bring it out, I believe James Truslow Adams’ vision of the American Dream is at least as compelling as that of Lincoln. Adams used the phrase, “the American dream,” to refer, not to getting rich or even especially to a secure, middle class lifestyle, though that was part of it, but primarily to something finer and more important: “It is not a dream of motor cars and high wages merely, but a dream of a social order in which each man and each woman shall be able to attain to the fullest stature of which they are innately capable, and be recognized by others for what they are, regardless of the fortuitous circumstances of birth or position.” That American Dream is well worth carrying with us into the future. The competing vision, the Gospel of Wealth, found its origins in the Gilded Age. In his 1889 book, The Gospel of Wealth, Andrew Carnegie espoused a widely held philosophy that drew on Social Darwinism and, though less crudely expressed, has many adherents today. To Carnegie, the depressed conditions of late 19th century American workers and the limited opportunities they faced were prices to be paid for the abundance economic progress made possible. Carnegie was brutally honest in his views: “The price which society pays for the law of competition, like the price it pays for cheap comforts and luxuries, is also great; but the advantages of this law are also greater still than its cost — for it is to this law that we owe our wonderful material development, which brings improved conditions in its train. But, whether the law be benign or not, … it is here, we cannot evade it; no substitutes for it have been found; and while the law may be sometimes hard for the individual, it is best for the race, because it insures the survival of the fittest in every department. We accept and welcome, therefore, as conditions to which we must accommodate ourselves, great inequality of environment; the concentration of business, industrial and commercial, in the hands of a few; and the law of competition between these, as being not only beneficial, but essential to the future progress of the race. Having accepted these, it follows that there must be great scope for the exercise of special ability in the merchant and in the manufacturer who has to conduct affairs upon a great scale. That this talent for organization and management is rare among men is proved by the fact that it invariably secures enormous rewards for its possessor.” Garfinkle recounts the many ways Carnegie’s Gospel stood Lincoln’s vision on its head: “Whereas in Lincoln’s America, the underlying principle of economic life was widely shared equality of opportunity, based on the ideals set forth in the Declaration of Independence, in Carnegie’s America the watchword was inequality and the concentration of wealth and resource in the hands of the few. Whereas in Lincoln’s America, government was to take an active role in clearing the path for ordinary people to get ahead, in Carnegie’s America, the government was to step aside and let the laws of economics run their course. Whereas in Lincoln’s America, the laborer had a right to the fruits of his labor, in Carnegie’s America the fruits went disproportionately to the business owner and investor as the fittest. Whereas in Lincoln’s America, the desire was to help all Americans fulfill the dream of the self-made man, in Carnegie’s America, it was the rare exception, the man of unusual talent that was to be supported.” Since the Reagan Revolution, of course, the Gospel of Wealth has returned with a vengeance. Income and wealth have been reconcentrated in the hands of the few at levels not seen since 1928, American wages have flatlined for several decades, the once-proud American middle class is fading fast, and government action to improve the prospects of average Americans is widely disparaged. Indeed, government has pursued policies leading to the dramatic decline in both union membership and good American jobs. In a sample of its 20 peer OECD countries, the United States today has the lowest social mobility, the greatest income inequality, and the most poverty. A third historical duality in envisioning America is that between an American lifestyle that revolves around consumption and one that embraces plain and simple living. In her important book, The Consumers’ Republic, Lizabeth Cohen traces the rise of mass consumption in America to policies adopted after World War II: “Americans after World War II saw their nation as the model for the world of a society committed to mass consumption and what were assumed to be its far-reaching benefits. Mass consumption did not only deliver wonderful things for purchase — the televisions, air conditioners, and computers that have transformed American life over the last half century. It also dictated the most central dimensions of postwar society, including the political economy (the way public policy and the mass consumption economy mutually reinforced each other), as well as the political culture (how political practice and American values, attitudes, and behaviors tied to mass consumption became intertwined).” However, Cohen also documents that, whatever its blessings, American consumerism has had profound and unintended consequences on broader issues of social justice and democracy. She notes that “the Consumers’ Republic did not unfold quite as policymakers intended … the Consumers’ Republic’s dependence on unregulated private markets wove inequalities deep into the fabric of prosperity, thereby allowing, intentionally or not, the search for profits and the exigencies of the market to prevail over higher goals. Often the outcome dramatically diverged from the stated objective to use mass markets to create a more egalitarian and democratic American society … [T]he deeply entrenched convictions prevailing in the Consumers’ Republic that a dynamic, private, mass consumption marketplace could float all boats and that a growing economy made reslicing the economic pie unnecessary predisposed Americans against more redistributive actions … “Most ironic perhaps, the confidence that a prospering mass consumption economy could foster democracy would over time contribute to a decline in t he most traditional, and one could argue most critical, form of political participation — voting — as more commercialized political salesmanship replaced rank-and-file mobilization through parties.” The creation of the Consumers’ Republic represented the triumph of one vision of American life and purpose. But there has been a competing vision, what historian David Shi calls the tradition of “plain living and high thinking,” a tradition that began with the Puritans and the Quakers. In his book, The Simple Life, Shi sees in American history a “perpetual tension … between the ideal of enlightened self-restraint and the allure of unfettered prosperity. From colonial days, the mythic image of America as a spiritual commonwealth and a republic of virtue has survived alongside the more tantalizing view of the nation as an engine of economic opportunities, a festival of unfettered individualism, and a cornucopia of consumer delights.” “The concept [of the simple life] arrived with the first settlers, and it has remained an enduring — and elusive — ideal … Its primary attributes include a hostility toward luxury and a suspicion of riches, a reverence for nature and a preference for rural over urban ways of life and work, a desire for personal self-reliance through frugality and diligence, a nostalgia for the past, a commitment to conscientious rather than conspicuous consumption, a privileging of contemplation and creativity, an aesthetic preference for the plain and functional, and a sense of both religious and ecological responsibility for the just uses of the world’s resources.” In the end, these three dueling dualities in the American tradition — competing over the meaning of happiness, the path to prosperity, the centrality of consumerism — tell much the same story: the vision of an America where the pursuit of happiness is sought in the growth of civic virtue and in devotion to the public good, where the American dream is steadily realized as the average American achieves his or her human potential and the benefits of economic activity are widely shared, and where the virtues of simple living, self-reliance and reverence for nature predominate, that vision has not prevailed and has instead been overpowered by the rise of commercialism, consumerism, and a particularly ruthless variety of winner-take-all capitalism. These American traditions may not have prevailed to date, but they are not dead. They await us, and indeed they are today being awakened across this great land. New ways of living and working, sharing and caring are emerging across America. They beckon us with a new American Dream, one rebuilt from the best of the old, drawing on the best of who we were and are and can be. There is an America beyond despair, and it is fueling these developments. Ask a parent, ask yourself, what America would you like for your grandchildren and their children, and the odds are good that in the reply, the outpouring of hope, a new America unfolds.

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Executive Summary - The Heartland Plan for Illinois: Model School Voucher Legislation May 01, 2002 Joseph Bast Joseph L. Bast This policy report describes a model voucher bill, The Heartland Plan for Illinois, drafted by the author with assistance from several others, notably George Clowes and the Illinois Legislative Reference Bureau, in 1996-97. Opinion polls indicate that significant majorities of the American public support allowing parents to choose the schools their children attend without financial penalty. With a major U.S. Supreme Court decision on school vouchers expected in the summer of 2002, now is a good time to ask what an ideal voucher program would look like. 1. The Heartland Plan for Illinois gives communities the authority to establish a well-designed voucher program that respects local control of education. The Heartland Plan for Illinois establishes in state law a voucher program that every community in Illinois can “opt into” by voter referendum. Among the plan’s key elements: Communities that choose to participate redirect to parents the tax dollars that currently flow to public schools. The redirected funding would be in the form of scholarships redeemable for tuition and fees at the schools of their choice. The amount of the scholarships would be based on the current per-pupil spending in the student’s district of residence. Federal, state, and local tax dollars would be bundled and “voucherized.” The Heartland Plan would be phased in over seven years, with kindergarten and first-grade students eligible for scholarships in the first year. Students in two additional grades become eligible each year. By the seventh year, all students would be eligible. Local school taxing bodies would be required to freeze their per-pupil operating tax levy during the seven-year phase-in. Thus, the added cost of tuitioning students already enrolled in private schools is absorbed by a small decrease in per-pupil spending, not by an increase in local property taxes. Participating schools would be free to charge more or less than the amount of the scholarships. If they charge less, parents can deposit the surplus in Education Savings Accounts to use on education expenses in later years. Any school may participate provided it does not discriminate on the basis of race, ethnicity, color, or national origin, and does not advocate unlawful behavior or teach hatred of any person or group on the basis of race, ethnicity, color, national origin, religion, or gender. This does not preclude the establishment of same-sex schools or classrooms. The Plan protects schools from increased regulation by stating that the preservation of private school autonomy is in the public interest, and by placing on the advocates of greater regulation the burden of establishing that the statute or regulation is necessary and does not impose any undue burden. 2. The Heartland Plan for Illinois rewards excellence and establishes accountability to parents and taxpayers. In the United States, competition and choice are relied on to deliver the best quality computers, automobiles, food, housing, and virtually all of the other critical goods and services we need and have grown to expect. Only in the field of primary and secondary education do we doubt the ability of parents to make the right choices for their children. The Heartland Plan empowers parents and makes schools accountable to them and to taxpayers, without increasing the bureaucracy and regulation that tend to stifle innovation. This is the only way we can ever achieve the goal of truly world-class schools for Illinois. 3. The Heartland Plan helps parents make wise choices among competing schools. The Heartland Plan helps parents take advantage of their newfound power to choose by giving them important information they need to make wise choices among competing schools. Reliable and meaningful information about school performance is difficult to obtain in Illinois and nationally. SAT scores—a widely used measure of high school quality—do not accurately measure achievement, and the graduating seniors who take the test may not be a representative sample of the student body. The Heartland Plan requires every student who uses a scholarship to take exams measuring academic progre

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UTAH STATE HISTORY SALT LAKE TRIBUNE TIMELINE CONTACT US SITE MAP HISTORY FOR KIDS David O. McKay James B. Allen Utah History Encyclopedia David Oman McKay was ninth president of the Church of Jesus Christ of Latter-day Saints (1951-1970). He previously was a member of the Quorum of the Twelve Apostles from 1906, and was a counselor in the First Presidency of the LDS Church from 1934. He is remembered for his forward-looking church leadership and its international expansion, his contributions to education, his humanitarianism, his participation in Utah's civic affairs, and his practical wisdom and advice. David O. McKay was born in 1873 in Huntsville, Utah, and grew up there on the family farm. When he was eight, his father was called to serve as an LDS missionary in Scotland, and David was left to help his mother care for the farm as well as a younger brother and two younger sisters. He learned something about self-reliance and enterprise, and by the time his father returned the family had earned enough profit to build a much-need addition to the home. McKay had an unquenchable appetite for learning that seemed to foreshadow a career in education. He read and memorized passages from much of the world's great literature, and in later years his sermons and writings were filled with quotations from such literature. After graduating from the LDS Church's Weber Stake Academy in Ogden, he became principal of the community school in Huntsville. A year later he enrolled in the University of Utah, and when he graduated in June 1897 he was class president and valedictorian. At that point he was called to serve a two-year mission for the church in Scotland; when he returned in the fall of 1899 he accepted a teaching position at Weber Stake Academy. He was appointed principal three years later. As a teacher, McKay was highly popular and effective, and he was greatly concerned that students stretch their minds beyond the facts and into the world of ideas. He believed that it was also a teacher's responsibility to help students develop the kind of moral and ethical values that lead to responsible citizenship. As a church leader he once scolded the nation for not recognizing the importance of paying for outstanding teachers. After his call to the Quorum of the Twelve Apostles in 1906, McKay continued as head of Weber Academy until 1908, then served on the institution's board of trustees until 1912. He also served on the University of Utah's Board of Regents from 1921 to 1922, and on the board of trustees of Utah State Agricultural College from 1940 to 1941. He was superintendent of the LDS Church Sunday Schools from 1918 to 1934, and in 1919 he became the church's first Commissioner of Education. In that capacity he recommended the closing of most of the church's academies, which had been operating since the nineteenth century but by 1920 seemed almost superfluous because of the growth of public high schools in Utah. In their place the church established seminaries adjacent to high schools with sufficient LDS students. These would provide voluntary, weekday religious education, usually on a released-time basis. McKay's early experiences as an apostle undoubtedly had an impact on the broad, international outlook that later characterized his presidency. He toured the missions of the world from 1920 to 1921, and from 1922 to 1924 he served as president of the European Mission. There he revitalized missionary work and, emphasizing his international perspective, urged the European Saints to stop migrating to America. Rather, he told them, they should build up the church in their homelands, and he promised them that one day all the programs of the church, including temples, would be available to them. David O. McKay guided the post-World War II Mormon Church through a critical period of transition—one characterized not just by numerical growth but also by a new international outlook. Church membership tripled during his presidency, from 1.1 million to 2.8 million. In fulfillment of his earlier promise to the European Saints, stakes were organized in England, Germany, the Netherlands, Scotland, and Switzerland, as well as in nine countries in other parts of the world, and temples were erected in England, Switzerland, and New Zealand. President McKay also made some innovative and important decisions affecting church administration, such as ordaining members of the First Council of the Seventy to the office of high priest in order to provide more help to the Quorum of the Twelve in supervising the ever-growing number of stakes. He also instituted the position of Regional Representative of the Twelve. Throughout his life President McKay was active in civic affairs, and he headed a number of civic committees, one of which was the Utah Centennial Commission that planned the 1947 pioneer centennial celebration. For most of his church presidency he held weekly breakfast meetings with the head of the Salt Lake area Chamber of Commerce and the publisher of the Salt Lake Tribune, providing an opportunity for church and civic leaders to maintain effective communication on topics of mutual interest. He kept the church nonpartisan with respect to political parties, but he also took a definite stand if he believed that a political issue was also clearly a moral issue. In the 1960s, for example, he strongly denounced racism and urged church members to do everything possible to promote civil rights for all races. Among the Mormons, perhaps the most well-known of all his sayings was his motto, "Every member a missionary." Another lifelong motto came from an inscription he found over the doorway of an unfinished home when he was a missionary in Scotland: "What-e'er Thou Art, Act Well Thy Part." His sermons and writings also depicted many other deeply held values, including education: "True education seeks . . . to make men and women not only good mathematicians, proficient linguists, profound scientists, or brilliant literary lights, but also . . . men and women who prize truth, justice, wisdom, benevolence, and self-control as the choicest acquisitions of a successful life." "Good reading," he once observed, "is to the intellect what good food is to the body." The numerous awards and honors received by President McKay illustrated the esteem in which he was held in Utah and elsewhere. They included several honorary doctorates, the highest awards given by the Boy Scouts of America, and the Distinguished American Award from the National Football Foundation and Hall of Fame. See: James B. Allen, "David O. McKay," in Leonard J. Arrington, ed., The Presidents of the Church (1986); Francis M. Gibbons, David O. McKay: Apostle to the World, Prophet of God (1986); Jeanette McKay Morrell, Highlights in the Life of President David O. McKay (1967). top of page UTAH CHAPTERS The Land American Indians Trappers, Traders, & Explorers Pioneers & Cowboys Mining & Railroads Statehood & the Progressive Era From War to War Utah Today

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Main Navigation About Us Contact Information Subscribe to these events Send to a Friend Send to Social Media outlet A Minute With... Home3582 viewsBarbara Wilson, expert on the effects of media on youth11/8/2013 8:00 amToday’s teens are sometimes called the Facebook Generation, a reference to the ubiquitous presence of electronic media in their lives. The American Academy of Pediatrics recently recommended that parents put children on a “media diet,” limiting total entertainment screen time to less than two hours per day for children ages 2 and older, and discouraging all screen media exposure for children under 2. Barbara Wilson, who is an expert on the social and psychological effects of media on youth, recently spoke with News Bureau education editor Sharita Forrest about the AAP’s policy statement and the impact of media on children. Wilson is the Kathryn Lee Baynes Dallenbach Professor in the department of communication at the University of Illinois. She also is the executive vice provost for faculty and academic affairs in the Office of the Provost. As a researcher, what is your reaction to the AAP’s recommendations that parents limit screen time for children? It’s a recommendation that encourages parents to think about how much time kids are spending with media. A lot of parents just don’t track this very closely, so I think it is a good idea. However, parents shouldn’t just focus on the amount of time that children spend with media because there are positive, prosocial aspects of the media, such as “Sesame Street” and websites that are full of educational material. To just say that “media are bad” and that kids shouldn’t spend much time with media is a little too simplistic. I think the challenge is sorting out the content that kids spend time with and what kinds of TV programs, movies, video games and social media they are consuming. There are media products that can certainly be educational and good for kids, and there are products that can be potentially harmful. The AAP recommended that children under age 2 be discouraged from using screen media altogether. What is the potential harm to children that young? Several researchers have pointed out that this particular recommendation may be a little conservative because we don’t have a lot of data on what screen media exposure does to infants ages 0-2. I think we’ll see more of that type of research in the next five years or so. It’s difficult research to do because babies are pre-verbal, so it’s very hard to measure their cognitive and emotional responses to stimuli like television. We do know, however, that the kinds of activities that are good for infants developmentally involve interacting with human beings, playing with objects in their environment and physical activity. Plopping a baby down in front of a screen is not necessarily going to be the same kind of developmentally enriching experience. What do we know about the impact of media violence on children behaviorally, emotionally and mentally? Witnessing a single violent incident in the media isn’t going to change a child. However, there’s a good deal of evidence that indicates that heavy exposure to media violence can pose three types of harmful effects for children: increased fear, causing some children to be more frightened and more anxious about the real world; the learning of aggressive behaviors and attitudes in some children; and desensitization to real-life violence. Not every child will be affected, and there are several factors that we can point to that will enhance the likelihood of these harmful effects. In other words, it would be inaccurate to say that all children who are exposed to media violence are going to show these kinds of effects. One of the risk factors is how much children perceive the media content that they’re seeing to be realistic. Another risk factor is how much they identify with violent heroes in the media. Being male is a risk factor, particularly for learning physical aggression from the media. Kids who are having trouble in school and who are not popular also show heightened risk for learning aggression from media violence. What might be some indications or symptoms that a child has been overexposed? In terms of fear, a parent may notice that a child is scared to go outside or to sleep alone, is experiencing nightmares, or is having anxiety about stranger danger. Often these types of reactions are a result of being exposed to violence in entertainment media or even in the news. In terms of desensitization, children who are heavy consumers of media violence may seek increasingly violent content in order to feel excitement or arousal. More importantly, research shows that kids who are exposed repeatedly to media violence are less likely to intervene and get help when they witness real violence compared to kids in a no-exposure control group. So a child who is desensitized to screen violence might be more tolerant of bullying or fights that they observe in the real world. It seems that we are seeing instances of younger and younger kids going on killing sprees in their schools, and every time one of these tragedies occurs, it reignites debate about kids’ exposure to violent video games and movies. Have researchers found credible evidence linking these outbursts to kids’ exposure to media violence? It’s very difficult to draw those kinds of conclusions from these isolated, very horrific crimes. The reasons for such violent outbursts are complex and difficult to disentangle after the fact. The best kind of research, the research that shows causality, is where children are brought into laboratories and they’re shown different things on a screen and then observed afterward. Obviously, we would never want to cause real aggression in any of those kinds of studies. However, there are many longitudinal studies that have tracked children over time in terms of their exposure to media violence and their aggressive behavior. Even after controlling for a host of factors such as poverty, socioeconomic status and parental violence, these studies show that early exposure to media violence predicts an increase over time in real-life aggression, which includes physical aggression in school and in peer group interactions. In some of your research, you have been looking at a different form of violence called social aggression. It seems that many reality series and comedies on television today revolve around social aggression, such as trading insults and plotting revenge, but parents might not perceive these shows as being harmful when there’s no physical violence being shown. Yes, we have looked at how much social aggression is portrayed in TV programs that are popular among children.Examples of social aggression include spreading rumors, name calling, shutting other children out of social groups or teasing in a hostile, repetitive way. In one study, Nicole Martins (who earned her doctorate at Illinois) and I documented that 92 percent of these shows contained some form of social aggression, and that on average, there were 14 different incidents of social aggression per hour in these shows. Furthermore, many of these incidents were couched in humor. In one of our studies, we found that kids who watched a lot of social aggression on TV also showed higher levels of social aggression in their friendships and in school. However, this was true only for girls and not for boys. The survey was based on correlational data, though, so we can’t be sure what is causing what here. But it suggests that young girls may be learning social aggression from media examples. As it turns out, social aggression is more common among girls than among boys. And even though there is no physical sign of harm, social aggression can be quite painful and can have long-term psychological effects, in some cases to the same degree as physical aggression. However, a lot of this behavior goes undetected in schools. Teachers don’t necessarily see social aggression as easily. In a way, it’s more hidden. It’s more subtle. A Minute with… is provided by the News Bureau | Public Affairs as a venue for Illinois faculty experts to comment on current topics in the news. Faculty experts on a wide range of socially important topics are available to news media through the News Bureau, (217) 333-1085. An index of previous A Minute with… features is here. Related Links A Minute With ™ More News and Events Here & Now: Images of Illinois

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GM Foundation Unveils Education-Themed Float for America's Thanksgiving Parade Float's theme - Education Fuels Tomorrow's Innovators - symbolizes commitment to invest in future of youth DETROIT, Nov. 13, 2012 /PRNewswire/ -- The General Motors Foundation today unveiled a new float it is sponsoring during America's Thanksgiving Parade®, An 86 Year Tradition, on Thursday, Nov. 22. With a theme of "Education Fuels Tomorrow's Innovators," the float showcases the Foundation's commitment to investing in America's youth – the next generation of innovators. (Photo: http://photos.prnewswire.com/prnh/20121113/DE11879 )"Our new float is a celebration of the GM Foundation's many educational partnerships and our commitment to encourage more students to pursue studies of science, technology, engineering and math (STEM) - areas critical to the future success of our nation," said Selim Bingol, GM vice president, Global Communications and Public Policy and the new chairman of the GM Foundation. The float, designed and built by The Parade Company, is also a celebration of education in Detroit, specifically the United Way "Network of Excellence," created by the GM Foundation's $27.1 million commitment to seven Detroit-area high schools and administered in conjunction with United Way for Southeastern Michigan. The goal of the effort is to raise graduation rates by 30 percent over five years while supporting the leaders and innovators of tomorrow. Representatives from the "Network of Excellence" high schools participated in the float unveiling, and members of the East Detroit Marching Band accompanied the float on its maiden journey along Atwater Street. "This float is GM Foundation demonstrating its commitment to the youth and families of our community," said Michael J. Brennan, United Way for Southeastern Michigan president and CEO. "We are delighted by the forward-looking view of the work we are doing now to transform high schools throughout the tri-county region." The float offers a futuristic scene with two students leaving high school and embarking on their futures. Arriving at a crossroads, the students find themselves presented with educational roads to take: Science Way, Math Lane, Engineering Road and Technology Drive. Each road provides examples of the opportunities that await them as STEM majors.The float is 17 feet tall and 60 feet long. An animated robot controls the action on board and features a pneumatically powered head and mouth that move. The float also incorporates hydrogen and electric charging stations. "We are delighted that the GM Foundation has chosen such an inspiring theme for their new float," said Tony Michaels, president and CEO, The Parade Company. "We are certain that parade goers will be entertained by both its theme and the intricate design." The 86th America's Thanksgiving Parade®, one of the country's oldest and most-celebrated parades produced by The Parade Company, will step-off at Woodward Avenue and Mack on Thanksgiving Day and will end at Woodward Avenue and Congress in downtown Detroit. Congressman John Dingell and Debbie Dingell will serve as co-grand marshals for the two-hour parade. About the GM FoundationSince its inception in 1976, the GM Foundation has donated hundreds of millions of dollars to American charities, educational organizations and to disaster relief efforts worldwide. The GM Foundation focuses on supporting Education, Health and Human Services, Environment and Energy and Community Development initiatives, mainly in the communities where GM operates. Funding of the GM Foundation comes solely from GM. The last contribution to the GM Foundation was made in 2001. For more information, visit www.gm.com/gmfoundation. About United Way for Southeastern MichiganUnited Way for Southeastern Michigan mobilizes the caring power of Wayne, Oakland and Macomb counties to improve lives in measurable and lasting ways throughout the region. The organization is led by a diverse group of volunteers from business, labor, government, human services, education and the community. United Way provides opportunities to invest in the metropolitan Detroit community through its annual Campaign and is a leader in convening partners to impact local residents each year by increasing economic self-sufficiency, protecting children and youth at risk, strengthening families, empowering neighborhoods and communities, and promoting health and wellness. Additional information is available at www.liveunitedsem.org.About The Parade CompanyFounded in 1984, The Parade Company is a not-for-profit organization governed by the Michigan Thanksgiving Parade Foundation whose board of directors is comprised of key civic and corporate leaders in the greater Detroit region. The Parade Company is celebrating 86 years of Parade tradition in Detroit, which is broadcasted to over 140 markets and cities nationwide. The mission is to fund, create and execute the best family events in metro Detroit. The Parade Company staff, the board of directors and thousands of parade volunteers work year-round to bring a wide variety of magnificent events to the City of Detroit, each year, including the Target Fireworks, Fifth Third Turkey Trot and America's Thanksgiving Parade®. Visit www.theparade.org and follow us on Facebook and Twitter. SOURCE General Motors Foundation

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Pre-Licensing Take Home Continuing Education Take Home CE Member Pricing Your CE Credit MLTA Education Join MLTA Directory Search by Company Membership Committee News CLTP BCH Chapter Annual Crab Feast PAC Donations About MLTA MLTA Bylaws Principles of Fair Conduct AdvocacyPAC Make your voice heard in Annapolis and on Capitol Hill. Contribute today! One of the longstanding functions of the MLTA is to review and comment on legislation affecting the title industry in Maryland. The MLTA retains J. William Pitcher as our lobbyist in Annapolis, and maintains a Legislative Committee to review and track legislation, testify when needed, and either oppose, suggest amendments to, or provide drafts of, bills for introduction in a legislative session. These are but two of the three prongs needed for an effective effort. The third prong is provided by the MLTA Political Action Committee or MLTA PAC. The MLTA PAC was formed to raise and spend money to elect candidates for local or statewide office, regardless of political affiliation, who support the ideals of the Maryland title industry. Although gaining and maintaining political office is an increasingly expensive proposition, The Center for Responsive Politics notes on its website – Opensecrets.org – that “Only a tiny fraction of Americans actually give campaign contributions to political candidates, parties or PACs.” As a result, campaign contributions from the MLTA PAC are appreciated by legislators, and enhance access to officeholders by the MLTA Legislative Committee members and Bill Pitcher. In recent years, the Legislature has increasingly turned its attention to regulating the title industry in Maryland, and to consumer-driven measures that affect the quality of title. At the same time, the drive to maximize revenues has pushed some courts and counties into arbitrary decisions that prevent the timely recordation of documents. New legislation has been, or may yet be, required to protect title insurers and title insurance producers from the effects of these laws and decisions. The access afforded by MLTA PAC contributions improves the chance that the MLTA’s message will be received favorably on these issues. The MLTA PAC benefitted from opportune conditions to establish a fund from which to make contributions to officeholders and candidates for office in the Maryland Legislature. To maintain and grow that fund, it relies on contributions from its membership. Many MLTA members make contributions to the MLTA PAC when renewing their membership.If you have already donated, we thank you for your contribution. If you have not yet donated, we know that you will want to join others who have been so generous. Make a difference by returning the “MLTA PAC Contribution Form” with your contribution today! MLTA PAC Contribution Form ___ $50 ___ $ 100 ___ $ 150 - Bronze Contributor ___ $250 – Silver Contributor ___ $500 – Gold Contributor Name: _________________________________________________ Company: ______________________________________________ Address: _______________________________________________ Phone: _________________________________________________ E-mail: _________________________________________________ Amount: ________________________________________________ Contributions may be made by check payable to MLTA PAC and mailed to: Joseph Blume MLTA PAC Treasurer 1441 Eagle Ridge Run To use a credit card, go to www.PayPal.com and use the function “Send Money” to the e-mail address: [email protected]. Indicate in the comments section that the payment is an MLTA PAC contribution. Include your US mailing address. Copyright 2014 by MLTA

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GenerationsRuth Waters Ruth Waters may be 90 years old, but age hasn’t quenched her thirst for knowledge. The walls of her apartment are lined with bookshelves, each overflowing with reading material of all types. Though some books in her collection are fiction, Waters says she prefers biographies and histories. She’s currently taking some online refresher courses to help keep her mind sharp, and she is incredibly involved in politics. Waters was born in Salt Lake City. She spent most of her childhood in Holladay, Utah, a town named after her own great-grandfather, John Holladay. The oldest of six surviving children, Waters was raised with five younger brothers, an upbringing she says allowed her to fit in with the boys while still thinking that the world was her oyster. “I was the regular Pollyanna type,” she said. Waters’ mother taught her to read while she was young and she still loves reading today. It runs in the family. “My children are readers,” she said. “And my grandchildren are readers.” During her school years, Waters says she “stuck out like a sore thumb.” She was smart, regularly earning good grades. However, she was popular with the boys as well. “Heck, I could play touch football,” she said. “I had five brothers.” Waters said that one of the boys who always liked to dance with her told her that he enjoyed it because she danced like she was on the football field. “That was the best compliment I’d gotten,” she said. When she was in her teens, Waters’ family moved to Idaho to start a dairy farm. But she only lived there for four months before heading to Maryland for college. “I was going to be an actress or a writer,” she said. Then World War II broke out. Waters joined the U.S. Navy through a program called Women Accepted for Volunteer Emergency Service (WAVES). “Back then, women weren’t allowed to join until they were 20 years old,” she said. “I signed up on my 21st birthday.” She spent a total of six years on active reserve duty with the Navy, performing a variety of jobs that included recruiting and writing training manuals for submariners. She was one of the top performing recruiters in the northwestern United States, she says. During her time as a recruiter, Waters met her husband, Joe Waters. She passed him one day on base and he caught her eye. When she asked someone else who he was, she says she was surprised to learn that she had been talking to him on the telephone regularly, whenever one of her new recruits needed a physical exam. “He had a beautiful voice,” she said. Soon thereafter, Joe told her that he had something he needed to ask her, arranging a date for the following payday. “It was eight days away,” Waters said. “I couldn’t wait.” They met at a small restaurant where they sat down to eat. Joe’s first question was why she was so hard to get along with. He had been told that by the PR chief, who, she says, expected her to act as a model for photo shoots. “I was a professional,” she said. “If he’d wanted me to sit down for an interview, I could have done that. But I wasn’t some chorus girl.” Apparently her answer did the trick because she and Joe were eventually married and had three daughters, each born just more than a year apart. After she left the service Waters worked a variety of jobs. In Great Falls, Mont., she responded to an ad in the newspaper. She says she didn’t realize at the time that the job was in sales. However, after only a few days training she proved herself to be an adept saleswoman. She and Joe even owned a Sears store in Washington for 10 years. No matter what she was doing professionally, Waters always found herself involved politically. She served as the president of Business and Professional Women’s Club in the 1970s. She worked on several major political campaigns, including Arizona Congressman J.D. Hayworth, Idaho Congressman George Hansen, and former U.S. President Ronald Reagan. As they grew older, Ruth and Joe spent several years in Arizona, trying to escape the cold winters. While there, Waters served on the human services board, did work for the United Way and was an ambassador for the local Chamber of Commerce. She also worked on a re-election campaign for the mayor of Apache Junction, Ariz. But after Joe passed away in 2000, Waters’ daughters pushed her to move to Moab. “I didn’t really want to come to Moab,” she said. “But it was closer to my kids.” Waters has continued to be active during her time here as well. She has served as the president of the Moab Friends of the Library. She continues to write to state legislators and congressional representatives about issues that she feels are important. Just a few months ago she finally retired from her job offering samples at City Market. “It was getting too hard on my knees,” she said. “People are always telling me, ‘you’re awesome,’” Waters said. “I’m not awesome. I’m just blessed.” Generations Vilate Farnsworth City asks residents to stop sweeping leaves into gutters

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What's Wrong With Multi-Level Marketing? a.k.a. "Networking" Companies Bad Image or Bad Reality? "Let me tell you about an incredible ground-level business opportunity," and you are invited to a house or to lunch for "a discussion." Funny enough, you feel sick in your gut that there is some hidden agenda or deception. "Probably a multi-level marketing (MLM) organization," you think. Suppose it is? Should you trust your instincts? Is there anything wrong with MLM? This article will analyze four problem areas with MLM. Specifically, it will focus on problems of I) Market Saturation,II) Pyramid Structure, III) Morality and Ethics, and IV) Relationship Issues associated with MLMs. Thus, you can properly assess your "instincts." I. Market Saturation: An Inherent Problem A tutorial on market saturation hardly seems necessary in most business discussions, but with MLM, unfortunately, it is. Common sense seems to get suspended when considering if MLMs are viable, even theoretically, as a profitable means of distribution for all parties involved. This suspension is created by a heightened expectation of "easy money," but more on that later. New, Innovative? MLM can no longer claim to be new and, thus, exempt from the normal rules of the market and the way goods and services are sold. They have been tried and, for the most part, have failed. Some have been miserable failures in spite of offering excellent products. Marketing innovations are not rare in the modern world, as evidenced by the success of Wal-Mart, which found a more efficient and profitable way to distribute goods and services than the status quo, providing lasting value to stockholders, employees, distributors, and consumers. But this is not the case with any MLM to date, and after 25 years of failed attempts, it is time to point out the reasons why. Don't Some People Make Money in MLM? First, we will analyze the "driving mechanism" of MLMs. We will detail how they are intrinsically unstable, guaranteed by design to oversaturate the market with no one noticing. We will look at why MLMs can never equalize into profitability the way companies in the real world can, so that the result will be that the organization as a whole cannot, even in theory, be profitable. When this inevitable destiny occurs, the only money to be made is not from the product or service but from the losses of people lower down in the organization. Thus the MLM organization becomes exploitative, and many high-level MLM promoters have been shut down, the "executives" incarcerated, for selling the fraud of impossible success to others. Other, larger MLMs have survived by hiring large batteries of attorneys to ward off federal prosecutors, even bragging about the funds they have in reserve for this purpose. The unfortunate "distributor" at the bottom is the loser, and once this becomes apparent beyond all the slick videotapes and motivational pep-talks, good people start to get a bad taste in their mouths about the whole situation. So, yes, money can be made with MLM. The question is whether the money being made is legitimate or "made" via a sophisticated con scheme. And if MLM is "doomed by design" to fail, then the answer is, unfortunately, the latter. But how exactly does this happen, and must it always? Doomed by Design? The first question is this: Is any company choosing this marketing strategy destined to fail, to degenerate into an exploitative venture, regardless of how good the product is? To see this clearly we must go through an, otherwise, obvious and elementary discussion of how any business must be careful not to overhire, overextend, or oversupply a market. Any business must carefully consider supply and demand. For example, if the ReVo Corporation thinks that it will have a full-fledged fad on their ovoid sunglasses next summer, perhaps they should plan to build and distribute, say, 10M units. This involves gearing up factories, setting up distribution and dealer networks, and carefully managing the inventories at each level so that ReVo will still have credibility with their distributors, retail outlets, and the public the following year. If it turns out that there is a "run" on ReVo products, and they sell out in mid-June, then they have miscalculated demand and will miss out on profits they could have made. The more serious problem, however, is overestimating the saturation point for the product. If they make 10M units, and sell only 2M units, this may be the end of ReVo as a company. The all-too-obvious point here is that management of supply and demand, and keen insight into realistic market penetration and saturation are crucial to any business, for any product or service. Mismanagement of this aspect of a business will eclipse good market access, excellent product design, human resource assets, production quality, and so on. Simply stated, a failure to "hit the target" of supply and demand can ruin a company if the market is oversaturated. Market Dynamics and the End of the Cold War Interestingly, the issue of supply and demand is what brought the USSR to its knees. By design, the Soviet government tried to macro-manage supply, where bureaucrats would decide how many potatoes were needed, how much toilet paper, etc. Assuming these bureaucrats did the best they could, unfortunately their efforts to deliberately manipulate the control "knob" of supply and demand was not good enough. Notwithstanding their good intentions, they were usually wrong, which created huge shortages and surpluses, and led to a massive economic collapse. Seeing the disastrous end of market naiveté in Russia should help clarify the fundamental problem with the MLM approach. In the real world, the profit of a company is directly related to the skill and prescience of the "hand" on the "supply knob," so to speak. In the USSR, that "hand" could not react fast or accurately enough to market realities through the best efforts of the bureaucrats. With MLMs, the situation is much worse. Nobody is home. Even the Soviets had someone thinking about how much was enough! If the bureaucrat in Russia was having a hard time trying to play Adam Smith's "invisible hand" in setting the supply level in the Soviet Union, then an MLM "executive" is in a truly unfortunate position. Not only is there no one assigned to make the decision of how much is enough, the MLM is set up by design to blindly go past the saturation point and keep on going. It will grow till it collapses under its own weight, without even a bureaucrat noticing. MLM is like a train with no brakes and no engineer headed full-throttle towards a terminal. "Everyone Will Want to Buy This Product!" All products and services have partial market penetration. For example, only so many people wish to use a discount broker, as evidenced by the very successful but only partial market penetration of Charles Schwab. Not everyone wishes to join a particular discount club, or buy gold, or drink filtered water, or wear a particular style of shoe, or use any product or service. No one in the real world of business would seriously consider the thin arguments of the MLMers when they flippantly mention the infinite market need for their product or services. The Demand Problem: Of Widgets and MLMs Imagine a neat new product called a Widget that will sell for $100 (a fixed price, to keep it simple). Now, while everyone could use a Widget, not everyone will. Some will be afraid of anything new. Some will be loyal to existing brands. Some will want to buy an inferior product for less money. Some will want a more expensive product for prestige, regardless of quality. The reasons go on and on, and the fact is that only "X" Widgets will sell at $100. The question for would-be marketeers is... what is "X," and how can it be predicted to maximize profits? The fact that "X" is hard to pin down does not mean that it does not exist, and every Widget built beyond "X" will end up producing a problem for the organization. The market only wants "X" Widgets at $100. What are you going to do with your extra inventory of Widgets beyond "X" that no one wants, and the sales people you hired to sell them? No one can perfectly predict "X," and the situation is not nearly as simple as considered here, but the objective for marketeers is to forecast "X" as closely as possible in order to provide lasting value to all parties involved: to avoid missed opportunities as well as waste, loss, or failure. The MLM Forecasting Approach: Ignoring the Target Who has an eye on "X," the point of market saturation at a given price, in an MLM? Well, the funny thing, or perhaps the tragic thing, is that "X" will be reached and exceeded without anyone noticing or caring. Let's just suppose that "X" has been reached today in a particular MLM; the number of possible units sold at this price has just been exceeded, and you happen to be a starry-eyed prospect sitting in an MLM meeting listening to the pitch. Now consider: Does anyone in this company know about "X"? Does anyone care? Is the issue being suppressed on purpose for some other motive? Since we are supposing that the market saturation number "X" has been reached, everyone joining the MLM from now on is buying into a false hope. But that is not what the speaker will be saying. He will be telling you, "Now is the time to join. Get in on the 'ground floor'." But it is all a lie, even though the speaker may not know it. The total available market "X" has been reached and nobody noticed. All the distributors will lose from here on out. Could this be you? How could you possibly know at what point you will become the liar in an MLM? Pop or Drop Perhaps a better paradigm than the runaway train analogy offered earlier of how MLMs perform over time is this: a helium balloon let loose in an empty room with a spiked ceiling, where product quality is analogous to the amount of helium. The better the product, the faster the balloon will rise, accelerating unhindered, towards disaster. The other option would be the case of a lousy product, in which case the balloon will sink of its own accord, never getting off the ground. To be sure, equilibrium is not in the cards, except perhaps as an accident, and then only temporarily. MLMs are intrinsically unstable. For any company that chooses an MLM approach, it's pop or drop. MLMs vs. the Real World The basic question that needs to be asked is this: If this product or service is so great, then why isn't it being sold through the customary marketing system that has served human society for thousands of years? Why does it need to resort to a "special marketing" scheme like an MLM? Why does everyone need to be so inexperienced at marketing this! Is the product just a thin cover for what is really a pyramid scheme of exploiting others? But more on that later. From Contracted, Protected Distribution... to Mayhem Imagine that Wendy's became suddenly possessed by the idea that "everyone needs to eat," and opened four Wendy's franchises on the four corners of an intersection in your neighborhood. Who would benefit from this folly? The consumer? Certainly not the franchises; they would all lose. Wendy's corporate? Perhaps temporarily, by speculative inventory sales while the unfortunate franchises were under the delusion that they could all make money. But in the end, the negative image of four outlets dying a slow death would likely offset the temporary inventory sales bubble. Even the most unreflective of the hapless franchisees would think twice about doing business in such a manner again. This is why real-world distributorships and franchises are contractually protected by territory and/or market. Again, the simple fact is that even the most successful products will have partial market penetration. The same is true for services. Demand and "market share" are finite, and to overestimate either is catastrophic. So why are MLM promoters obscuring this? Who is in control of the supply "knob," carefully and skillfully managing the size of the distribution channels, number of salespeople, inventory, etc., to insure the success of all involved in the business? The truth is chilling: nobody. Imagine trying to write a computer model of how MLMs work, and you will see this point most vividly. An MLM could never work, even in theory. Think about it. The People Machine Chernobyl had a control system that failed. MLMs have no control mechanisms at all. Where is the "switch" that can be flipped in an MLM when enough sales people are hired? In a normal company a manager says, "We have enough, let's stop hiring people at this point." But in an MLM, there is no way to do this. An MLM is a human "churning" machine with no "off button." Out of control by design, its gears will grind up the money, time, credibility, and entrepreneurial energy of well-meaning people who joined merely to supplement their income. Better to just steer clear of this monster to begin with. There is simply no way to avoid the built-in failure mechanism of MLMs. If a company chooses to market this way, it will eventually "hire" (with no base pay and charging to join) far too many people. Thus, the only "control system" will be the inevitable losses and subsequent bad image the MLM company will gain after it does what it was designed to do: fail. And sooner or later we have got to stop blaming this particular MLM company or that, and admit that the MLM technique itself is fundamentally flawed. II. Pyramid Structure: An Organizational Problem The Un-Pyramid For most MLMs, the product is really a mere diversion from the real profit-making dynamic. To anyone familiar with MLMs, the previous discussion (which focused so much on the fact that MLMs are "doomed by design" to reach market saturation and thus put the people who are legitimately trying to sell the product into a difficult situation) may seem to miss the point. The product or service may well be good, and it might oversaturate at some point, but let's get serious. The product is not the incentive to join an MLM. Otherwise people might have shown an interest in selling this particular product or service before in the real world. The product is the excuse to attempt to legitimate the real money-making engine. It's "the cover." Intuitively, we all know what is really going on with MLMs. Just don't use the word "pyramid"! "You see, if you can convince ten people that everyone needs this product or service, even though they aren't buying similar products available in the market, and they can convince ten people, and so on, that's how you make the real money. And as long as you sell to a few people along the way, it is all legal." Maybe... But the way to make money in all this is clearly not by only selling product, otherwise you might have shown an interest in it before, through conventional market opportunities. No, the "hook" is selling others on selling others on "the dream." Math and Common Sense MLMs work by geometric expansion, where you get ten to sponsor ten to sponsor ten, and so on. This is usually shown as an expanding matrix (just don't say "pyramid"!) with corresponding kick-backs at various levels. The problem here is one of common sense. At a mere three levels deep this would be 1,000 people. There goes the neighborhood! At six levels deep, that would be 1,000,000 people believing they can make money selling. But to whom? There goes the city! And the MLM is just getting its steam going. Think of all the meetings! Think of all the "dreams" being sold! Think of the false hopes being generated. Think of the money being lost. It Will Fail??? It Cannot Fail??? Nothing irritates a die-hard MLMer more than the preceding argument. If you point out the absurdity, for example, that if "the pitch" at an Amway meeting were even moderately accurate, in something like 18 months Amway would be larger than the GNP of the entire United States, then listen closely for a major gear-shift: "Well, that is absurd, of course. Not everyone will succeed, and so the market will never saturate." Well, which is it? Are we recruiting "winners" to build a real business, or planning by design to profit off of "losers" who buy into our "confidence"? During "the pitch," anyone can make it work. "It's the opportunity of a lifetime." "Just look at the math!" But mention the inevitable saturation and the losses this is going to cause for everyone, and then you'll hear, "Of course it would never really work like that." "Most will fail," you will be told, "but not you, Mr. Recruit. You are a winner. I can just see it in your eyes." If you are a starry-eyed recruit, it will grow as presented. If you are a logical skeptic, then of course it would never really work like that. But the dialog usually never even gets to this. The fact that MLM is in a mad dash to oversupply is largely chided as mere "stinkin' thinkin'." Expert MLMers know how to quickly deflect this issue with parable, joke, personal testimony, or some other sleight of mind. New Solution: A Retarded MLM Some modern incarnations of MLMs attempt to address this particular problem by limiting the number of people you can sponsor, say, to four. But the same geometric expansion problems exist; the failure mechanism has just been slowed down a bit. And now there is the added problem of even more unnecessary layers in the organization. The claim that an MLM is merely a "common man" implementation of a normal real-world distribution channel becomes even more absurd in this case. Imagine buying a product or service in the real world and having to pay overrides and royalties to five or ten unneeded and uninvolved "distributor" layers. Would this be efficient? What value do these layers of "distributors" provide to the consumer? Is this rational? Would such a company exist long in a competitive environment? Confidence Men and the Shadow Pyramid The age-old technique of "con men" is to create "confidence" in some otherwise dumb idea by diversion of thought, bait, or force of personality. The victim gets confidence in a bogus plan, and, in exchange, the con man gets your money. MLMers are very high on confidence. Since the brain inevitably intrudes itself into the delusion that an MLM could ever work, spirits drop and attitudes go sour. But this depressive state can itself be exploited. As doubts grow when the MLM does not do what recruits were first "con"fidenced to expect, then a further profit can be made keeping the confidence going against all common sense. Thus, a parallel or "shadow" pyramid of motivational tapes, seminars, and videos emerges. These are a "must for success," and recruits are strong-armed into attending, buying, buying, and buying all the more. This motivational "shadow pyramid" further exploits the flagging recruits as they spiral inexorably into oversaturation and failure. The more they fail, the more "help" they need from those who are "successful" above them. So, MLMs profit by conning recruits up-front with a "distributorship fee," and then make further illicit money by "confidencing" these hapless victims as they fail via the "sale" of collateral material. Special MLM "Job" Offer: A Losing Proposition Would a rational person, abreast of the facts, go to work selling any product or service if he or she knew that there was an open agenda to overhire sales reps for the same products in the prospective territory? What do you think? Is this a good "opportunity" or a recipe for collective disaster? So, as the saying goes, "Get in early!" This is a rationalization on the level of "getting in early" on the L.A. looting riots. If profit from the sale of products is fundamentally set up to fail, then the only money to be had is to "loot" others by conning them while you have the chance. Don't miss the "opportunity," indeed! Where is the money coming from for those at the top? From the sucker at the bottom... as in every pyramid scheme. The product could be, and lately has been, anything. The important thing is to exploit people while the exploiting is good, if you want to make quick money at MLM. III. Morality and Ethics: A Problem of Greed Moral Riddle: What is Ever Present but Universally Condemned? While issues of morality and ethics can be tricky to discuss, materialism and greed are universally condemned by every major religion, and even by most of the irreligious. This does not mean people are not materialistic or greedy; in fact, the common ethical call to not be so is strong evidence that we are. For most people, this means if we are going to be materialistic or greedy, we would rather not be obvious about it. Thus, Madison Avenue has subtle, highly polished ways of appealing to these vices without being heavy handed. We don't mind so much... as long as it is "veiled." This hypocrisy, while sad, is the status quo. So, Madison Avenue is trying to be ever more subtle in appearing not to be manipulating our immoral "bent" towards greed and materialism. A Blatant Appeal to Materialism and Greed Not so with the MLM crowd. Pick up any brochure or videotape for an MLM and you are more than likely to see a cheesy, obvious, and blatant appeal to greed and materialism. This is offensive to everyone, even die-hard materialists. Typical is an appeal to "the American dream." Usually there will be a mood shot of a large new home, a luxury car, a boat, perhaps a beautiful couple boarding a Lear jet, and so on. While this need not necessarily be part of the MLM approach, it usually is. Such a transparent appeal should make people suspicious. "Why the bait?" "Are they trying to 'get my juices going' so that my brain turns off?" "Couldn't they show people doing more wholesome things with the money they make?" "If this is really a legitimate opportunity, why not focus on the market, product, or service instead of people reveling in lavish materialism?" But we have reason enough to know, having read this far, why the distraction is needed. Unbridled greed suspends good judgment. When the eyes gloss over in a materialistic glaze, common sense is a stranger. Besides being cheesy and offensive to our sensibilities, this is not a big deal for participants, right? But consider that all companies must have control over the way they are presented to the public. Thus, an MLM has the right and obligation to dictate what material is used. Otherwise any agent could say whatever he or she liked about the nature of the company, causing obvious problems. Again, it would take too much time to audit and approve each individual's idea for a presentation where the goal is mass marketing. Using "boilerplate" presentations affords the added benefit of consistency. This is basic "information quality control." The net effect is that the MLM rep is "stuck" with the company-approved video, brochure, and presentation outline. "Not Me, I Would Never Stoop That Low!" In 1991, some distributors in the MLM FUND AMERICA began to produce their own, improved recruitment material. They were summarily fired, which did not please them since many of them were founding members who had "gotten in early." Later the same year, by the way, the founder of FUND AMERICA was arrested for having generated some 90% of revenues selling "distributorships" versus product... making it clear that this particular MLM was little more than a pyramid scheme. Job Opening: Salesperson of Sin! Do you want to be involved in the blatant promotion of values contrary to your belief system? In most MLMs you will have no choice. You are going to have to sit through meeting after meeting after meeting after meeting. You are going to be "motivated" to coerce your friends and family to hear "the pitch." This is the way the "dream" is planted and fertilized. Get used to it. If you are a materialist, you only have to get over the cheekiness of the presentation. But if you do not wish to promote such ideas, if you consider them sinful, then this puts you at the focal point of a moral dilemma. Do you wish to be a salesperson for materialism? Lack of Information Quality Control: An MLM Incentive? On the flip-side of the issue of being stuck with the recruitment "pitch" is the fact that the MLM organization is otherwise loose, to say the least. This is part of the appeal to many, to "be your own boss." But in practice this leads to loony product claims, many of which are deceptive and some of which can be positively dangerous. Hyperbole is a given in an MLM. When inexperienced salespeople are turned loose to sell on full commission without supervision or accountability, what else could happen? Since MLM organizations are notoriously flash-in-the-pan, one has to wonder why any new company would choose this flawed marketing technique. Perhaps one of the things to consider is that the MLM organization can effectively skirt the Federal Trade Commission by using word-of-mouth testimonials, supposed "studies" done by scientists, fabricated endorsements, rumors and other misrepresentations that would never be allowed to see the light of day in the real world of product promotion, shady as it is. Thus, MLM has evolved into a "niche": it can be used to sell products that could not be sold any other way. An MLM is a way to get undue credibility by exploiting people's personal friendships and relationships via "networking." This is an intrinsic moral difficulty with MLMs that will be expanded in the last section. MLM Sales Technique: Rumors, Slander, Defamation Hyperbole is not limited merely to product claims, however. When MLMers turn to their competitors it can get ugly indeed. Some of the most outlandish rumors of modern history can be traced to MLMs. In recent years, for example, the international rumor that the president of a major real-world corporation was a Satanist, and that the logo of his company contained occult symbols, turned out to have a commercial motive and was traced to specific Amway distributors. These were successfully sued in 1991, but the rumor persists. And how much else of the MLM negative "sales pitch" is fabrication or outright lie? Not all the negative selling claims are as scandalous or widespread as the previous example, but the MLM culture produces so much of this stuff it would be hard to prosecute it all. Again, what else could be expected from inexperienced salespeople thrown into an oversaturated sales market on full commission and no accountability? Negative selling is not unique to MLMs, but MLMs have a legacy of fostering a culture of credulity, of bizarre "gossip-as-fact." After all, this is a friend telling me this! Telling lies about people or groups is slander. Systemic and malicious slander is illegal in most civilized countries. Slander is a sin listed next to murder and adultery in Biblical texts. But how will you know when you become the slanderer by repeating what you heard in an MLM meeting? Great Men? Another morally questionable practice that is not intrinsic to MLMs, but seems axiomatic, is the pent-up idolatry of the leaders. In FUND AMERICA, the "approved materials" showed what a great man the founder was, depicted the depth of his management experience, showed him in mood shots, etc. It is easy to swoon in admiration of such a powerful, visionary man, dedicated to bringing this wonderful opportunity to common Americans like us. It turned out he was a criminal fugitive from Australia, where he had been run out of town for doing the same. But you would never guess it from the company material. A great man. There are more than a few MLM "executives" like this who will pop up tomorrow in the MLM du jour. MLM exploitation can be very profitable and the jail sentences light. Let the MLM "dream" buyer beware. I have been taken to task for making this point too strongly--and do not wish to imply that all MLM leaders have criminal records--but it does pay to do some research here. Are the idols you are being asked to worship in MLM worthy of respect, or contempt? Have they been prosecuted or sued for exploiting people in the past? Have they done prison time? Do not expect to hear the full truth in the MLM video. Pride and the Secret Closet: Vanity and the Way MLMs Grow "Mr. Prospect, now you aren't required to buy more than three product units, but why bother joining unless you plan to succeed? Besides, all of our products are 100% money back guaranteed." "Hmmm... To ask for a refund, then, is to admit defeat. Others appear to be doing O.K. at this. I'm no failure! Perhaps I should go to another motivational seminar or strong-arm and alienate one more friend to join. I wasn't fooled! I'm no failure!" So, the "inventory" and "recruitment kits," never viable, collect dust. They become a pile in the back closet or attic, a trophy to pride being unable to admit that greed seized the moment. Back to the Pyramids: Innovative Marketing or Organized Crime? It is generally agreed that to mislead people in order to get their money is morally reprehensible. It is labeled "theft" or "fraud," and those who do it should be punished. No one is naive enough to suggest that you can't make money at it. Crime can pay, at least temporarily. Pyramid schemes are illegal. They are illegal because they are exploitative and dishonest. They exploit the most vulnerable of people: the desperate, the out-of-work, the ignorant. Those who start and practice such fraud, should, and increasingly are, being punished for their crimes. But add a product for cover, and call it an MLM, and people are willing to swallow its legality. Is this true? Really? Who says so? The Feds versus the MLM Gang: The Other Side of the Story It is a fact that a few large MLMs have survived against the best efforts of law enforcement officials to shut them down, spending millions of dollars to protect, lobby, and insulate themselves. But the same could be said for any organized crime. It is difficult to stop once it becomes so large. And MLMs look so legitimate to the public, so decent. So many nice people are involved. Surely, it can't be illegal! The people lower down may even defend the very organization that is robbing them, hoping that they might get their chance to make "the big money" later. But if it looks like a duck, walks like a duck, and quacks like a duck, it probably is a duck. Unless it is an MLM, and then it is NOT a pyramid. The Feds generally see it differently... when the ML (multi-level) aspect begins to eclipse the M (marketing) of products or services. People can make money in an MLM, undeniably. The moral issue is: Where is the money coming from? Selling product? Then why not sell the same product in the "real world"? But everyone knows that the real incentive is the pyramid aspect, and the product just the excuse to make it legal, or at least the MLM promoter would like you to believe it is legal. The Mob and the MLM: A Stretched Analogy? Talk to a mobster, and he will tell you that he is "merely misunderstood in his benevolent intentions." "We are just trying to 'build our business.'" "It's all a conspiracy to make us look bad." "The Feds are out to get us because they are jealous or afraid of our new way of life." "Why, look at all the good we do!" "We are looking more legitimate every day." "Here's a statement from a famous DA that the Mob is really a good organization and no harm ever comes from it." "We've even got a minister to endorse us now!" Propaganda and MLM Expansion The MLMers of the new millennium are starting to sound a lot like the gangsters of yesteryear. In an era where management science and the law generally condemn MLM, they've "got their own experts," from academia or law, who are "on the payroll." Confidence, remember, is key. Regardless of all the vehement denials, MLMs are all to some extent pyramid schemes, and pyramid schemes are illegal. Sure, some are "getting away with it," but so did the Mafia for decades. It is hard to stop a juggernaut, especially one that has taken such pains to look legitimate and misunderstood, that is highly organized, and that has so much money from its victims to propagandize, lobby, and defend itself. And so the exploitation goes on. If these guys show up in your neighborhood, you are either "in" or "out," family or target, friend or foe. Suspicion rules the day; everyone has an "angle"; greed supplants innocence. The "neighborhood" is turned into a marketplace, and may never recover from the blow. The ethical questions remain: Are MLMs a morally acceptable way to make money? Are they--and will they continue to be--legitimate? MLM Proselytizing: Beneath Begging? If money is needed that badly, why not simply ask friends and family for help rather than taking money from them under false pretenses--and also selling them a bill of goods? By "sponsoring" them, you have not only conned them and profited at their expense, you have made them feel like losers, since they are not able to make a success of the hopeless MLM concept. Once seen, only the morally blind, or consciously criminal, could continue in such a "business." But wait, perhaps you could recruit... your mother! Moral Inventory By way of review, the prospective MLM initiate has to face and resolve these ethical issues: Do I want to be involved in encouraging people to be more materialistic? Do I want to sell a product that perhaps couldn't be sold any other way? Do I want to be a part of an enterprise famous for slander, libel, and rumor? Do I want to be a part of a company that may employ criminals as marketing experts? Do I want to make money off my ability to convince people that an unworkable marketing system is viable? Do I want to be known among my friends and family as a person who tried to con people with a thinly veiled pyramid scheme? If you can answer these questions "yes," training is available... But remember that God is watching, even if you never get "successful" enough for the Feds to notice you. IV. Relationship Issues: An Experiential Problem Learning the Hard Way MLMs grow by exploiting people's relationships. If you are going to be in an MLM, you swallow hard and accept this as part of "building your business." This is "networking." But to those not "in" the MLM, it seems as if friendship is merely a pretext for phoniness, friendliness is suspected as prospecting, and so on. There is no middle ground here, try as you might. While this is the most difficult point to make, it is perhaps the most important. Anyone who has any experience with an MLM has strong feelings, either for or against, and this is the problem. Polarization runs deep. High-pressure Selling -- Reserved for Pyramids Only When it comes to selling product, MLM sales reps are probably no more aggressive or obnoxious than ordinary salespeople. Since most are not salespeople by nature, and it is characteristic that MLMs attract few people with any experience selling this particular product or service, they usually sell through pre-fab "parties" or home "demos." Thus, sales pressure is exerted by situation, if at all. It should be noted that when selling product, the only distinction from a real-world business is the possibility for deception due to the "looseness" of the MLM and the incentive to exaggerate claims without any accountability. Other than this, selling product in an MLM is fairly similar to selling any product in the real world. But when it comes to getting you "signed up" as a "distributor," the MLMers get pushy and deceptive beyond the boundaries of polite social norms. Remember, an MLM is defined by its rewarding people to recruit others in multiple levels. "Mother, Let Me Tell You About a Fantastic Opportunity..." Even ex-accountants are willing to practice the crudest of high-pressure selling tactics, at least when it comes to "signing people up." The end justifies the means, when it comes to getting people to come to the "meetings," where the objective is to get a materialism frenzy going at high pitch through a slick speaker or video. The reasons for this "confidence building" should be obvious by now, but here we are considering the relationship cost associated with the "success" of the MLM. The above title is meant to be absurd. Most people, no matter how jaded, would not foist such a con on their own mothers. Even if people don't know the specifics of what is wrong with MLMs, intuition often warns us: "Don't tamper with that relationship." The first marks for recruitment are the gullible, or the "expendable" friends. But successive moral compromise, experience, and desperation... may yet lead to "good old Mom." Never Admit You Are Wrong Many have left high-paying jobs to "pursue their dreams" in an MLM. Having been conned so dramatically, they do not easily admit defeat. It seems easier to cling to the bad dream in an increasing cycle of desperation to make the MLM work against all odds. "Losers" at the bottom congregate into support groups, perhaps spinning-off another MLM where they can be "boss." There is an undeniable camaraderie among MLMers. But for everyone else, "there goes the neighborhood." It is saddening to see people being encouraged against all instinct and common sense to chase after an illusory "pot of gold," but what can be done? Counting the Cost: The First Church of MLM Many readers will share the experience of observing MLMs divide families, friends, churches, and civic groups. Lifelong friends are now "prospects." The neighborhood is now "a market." Motives change, suspicions rise, divisions form. The question is begged: "Is it worth it?" Especially nasty is the church situation. Will the pastor join? If not, he will take a dim view of MLM proselytizing at church functions; animosity will rise, factions will form. You are either "in" or out. If the pastor joins, then those who are not "in" will feel a little uncomfortable in this church. A church (or any community group) can be easily torpedoed by an MLM. Trust Your Instincts? For most people, thankfully, the MLM experience usually ends in very quick financial failure and is then sidelined. Two possible responses are: 1) being embarrassed about participation, or 2) becoming even more intractable when the MLM has failed. You will find the latter chasing after the latest "get rich quick" scheme with similar results. "If we could have just sponsored so and so--they have so many friends--we would have made it." Thus, there is reason for the "bad taste" most people have for MLMs. By instinct if not experience or insight, we wince at the thought of what we know will follow in the wake of an MLM. Relationships strained, factions formed, deception, manipulation, greed, loss, a closet full of videotapes, brochures, and useless inventory that "everybody wants." Disease Alert: Beware of MLM Blindness Apparently, it is difficult for gung-ho MLMers to see how they look from the outside. They can watch lifelong friendships unravel, churches and civic groups poisoned, the avoidance of friends and family, etc., and never see that MLM was the cause. If you try to point this pathology out, you are treated as if you have attacked the very gospel! Perhaps for some, the MLM approach is a new gospel? They will claim to have made "new friends," most of which are MLMers or new acquaintances who could be considered "future prospects." The shallowness of these "new friends," the stilted conversations among the "old friends," and the embarrassment, in general, for what seems clear to everyone but the MLMer go unnoticed. Callousness sets in; standards are lowered. Of course, it could be pointed out that this might have happened anyway. Perhaps the die-hard MLMers would have ruined their friendships anyway in some other non-MLM business failure. Is the MLM really the cause, or just the vehicle? Business failure of any type is traumatic on the relationships involved, but in most small businesses there is at least the chance of success. And this is never the case in an MLM, unless "success" can be defined as profiting off of the failures of others. Non-MLM real-world businesses that offer products of interest to friends, family, etc., such as insurance agents and small retail shop owners, seem to be more circumspect in dealing with personal relationships in all but a few rare (and grievous) cases. But the MLMer is recognizable by duplicity of friendship overtures, overbearing glad-handing, full-time prospecting, outrageous initial deception, and social callousness. This is no accident, but rather sheer desperation. How could it be otherwise? For the active MLMer is in a hopeless bear trap: with hubris as one steel jaw and oversaturation the other. And so the MLM relationship "bull" tramples through the relationship "china closet," blindly ruining fragile and valuable things. Some never pull out of this, figuring the coldness they experience in their emotional lives is due to some other cause than their MLM participation. One can't help but wish that the "neighborhood" could be like it once was. But an MLM storm has blown through, ruining valuable relationships with no regret or conscience. And brace yourself, another one is coming. Perhaps it is in that smiling face approaching you, or in that nice letter you just received from a "friend"? What goes unnoticed to the MLMer is that when the neighborhood is turned into a marketplace, something precious is lost... which is not easily regained. This aspect of the MLM experience should not be underestimated, and the reflective reader would do well to think twice about the value of friends, family, community, and church fellowship before joining or continuing in an MLM. Summary of What's Wrong With Multi-Level Marketing MLMs are "doomed by design" to recruit too many salespeople, who in turn will then attempt to recruit even more salespeople, ad infinitum. For many, the real attraction of involvement in multi-level marketing is the thinly veiled pyramid con-scheme made quasi-legal by the presence of a product or service. The ethical concessions necessary to be "successful" in many MLM companies are stark and difficult to deal with for most people. Friends and family should be treated as such, and not as "marks" for exploitation. It is hoped that by clearly pointing out "What is Wrong With Multi-Level Marketing" that many might be spared the inherent and associative pitfalls by avoiding the practice. As well, for those who insist on practicing MLM, it is hoped that this analysis will serve as a handy framework ofproblem areas to be avoided if and where this is possible. Internet Links for Further Anti-MLM Research and Information For more, see the Frequently Asked Questions, Additional Points and Rebuttals section athttp://www.vandruff.com/mlm_FAQ.html E-Mail the author of this article, Dean Van Druff, at end of this section. NOTE: This article was written in 1990 and was one of the first to critique MLM. Now there are many voices and resources concerning “product-based pyramid schemes.” Here are a few of my favorites. The Pyramid-Scheme-Alert (PSA) organization offers consumer information on MLMs, news of legal cases, analytical tools, insightful articles, and an opportunity to affect new laws and social change by membership and contribution. You can do your own evaluation of any MLM program or suspected pyramid scheme. False Profits is a book that traces out how MLM participation can commandeer and derail people's religious ideals at http://www.FalseProfits.com. See also "The 10 Big Lies of MLM" at http://www.mlmsurvivor.com/fitzpatrick.htm Believe, The Movie is a humorous take on “Network Marketing”. Both MLMrs and “anti-MLM zealots” (ahem) are both lampooned. Dr. Jon Taylor's website includes surveys of MLM tax preparers (do they really make money?), answers the question of “odds of success" at MLM verses gambling, and provides a history of MLM at http://www.mlm-thetruth.com Ami Chen Mills Shaking the Money Tree captures the "stink" of MLM pathology and culture most vividly. Hold your nose, and dive into major deja-vu at http://www.metroactive.com/papers/metro/10.03.96/cover/multilevel-9640.html Inc. Magazine's Norm Brodsky gives us "Multilevel Mischief" which depicts how MLMs churn through human relationships athttp://www.inc.com/magazine/19980601/941.html Peter Blood's The MLM File has research posted that, among other things, shows the problem of geometric expansion athttp://www.themlmfile.com.au FTC legal and historical overview at http://www.ftc.gov/speeches/other/dvimf16.htm Consider Procter and Gamble's perspective on the Amway "Satan Rumor". For articles on "MLM Harassment" at work, as well as postings on Amway and MLM in General, see The Skeptic's Dictionary at:http://skepdic.com/mlmhar.html As a closing parable - if you are not already familiar with it - please click here to read a synopsis of Hans Christian Andersen's "The Emperor's New Clothes". To send E-Mail to author Dean Van Druff on this subject, PLEASE read the FAQ first. Best Counter Danger of Multi-level Marketing (MLM) or Networking Wise Advise Videos DISECTING THE OTG-KARIS VISION STATEMENT

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Education iLiteracy: New iPad app teaches little ones how to read Above: Learn with Homer's team: Stephanie Dua, Chrysta Naron, Bee Johnson, Peggy Kaye, Kenneth Roraback August 1, 2013 11:07 AM Christina Farr Stephanie Dua spent most of her career working in education reform. She’s also a mother of three; a few years ago, one of her daughters needed help learning to read. Dua sought guidance from colleagues and close friends, who happened to be some of the foremost literacy experts in the country. This inspired Dua to take all this knowledge and funnel it into a new reading app for children. She was also inspired to start this as a new business, given the lack of alternatives on the market. “The more I dug into what was available, the more disillusioned I became,” Dua said. Dua’s iPad app, dubbed “Learn with Homer,” is now available to download on the App Store. It is intended for kids ages 3 to 6. Dua’s focus is on literacy, as she believes the greatest predictor of future academic success is children’s reading level in the third grade. I asked Dua about the distinction between her app and the scores of other learning tools on the App Store and Google Play, which have also popped up in the past year. Unlike most apps, Learn with Homer doesn’t assume that children can read, she explained. The app can teach kids to read, and it offers plenty of practice techniques to supplement classroom learning. It is also designed to meet the new standards of the Common Core, a U.S. education initiative to bring diverse state curricula into a more nationwide alignment. “I believe Homer is incredibly well positioned to be the leader in this category, as it’s simply a world apart from any other ‘learn to read’ app or website that’s currently on the market,” Matt Turck, an investor in the company, told me. The app covers phonemes, sight words, and other “building blocks of literacy,” according to Dua. It also exposes children to an array of subjects, including science and history. Up to three players can use the app at any give time, and they may draw, record, and share content. Parents can track their kids’ progress and share drawings on Facebook or from the Parent Site. The first 30 lessons are available for free. However, the company intends to make its money by charging parents for access to additional content, including lessons. This premium content is discreetly presented in a separate screen — click the shopping cart to view the full list and pay via credit card. This prevent kids from making in-app purchases without parental consent. The Brooklyn-based Learn With Homer team today raised $2.2 million from angel investors: among them, Great Oaks Venture Capital; Paul Francis, the former CFO of Priceline; Tom Glocer, the former CEO of Thomson Reuters; Rob Soni, the former managing partner at Bessemer Venture Partners; and Turck, who is now a managing director at FirstMark Capital. Check out the video below to learn more about the Learn with Homer app. Topics > ed-tech Learn with Homer learning app online learning Stephanie Dua Latest News

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Email Louis Bickford Faculty, Visiting Scholars & Practitioners Louis Bickford Adjunct Associate Professor of Public Administration Bio Louis Bickford manages the Global Human Rights program at the Ford Foundation. Prior to joining the Foundation in 2012, he served on the executive leadership team at the Robert F. Kennedy Center for Justice and Human Rights and, before that, was a founding staff member and director of the Policymakers and Civil Society unit at the International Center for Transitional Justice where he developed capacity building programs in every world region. Bickford teaches regular graduate seminars on memory, human rights, and transitional justice. He received a Ph.D. from McGill University and a master's degree from the New School, both in political science. Spring 2014 PADM-GP.2223.001 The International Human Rights Movement: Past, Present, and Future The human rights movement is one of the most successful social justice movements of our time, establishing universal principles that govern how states should treat citizens and non-citizens, and helping to challenge dictators and authoritarian rulers in many regions, including Southern Africa, Eastern Europe, Latin America, and the Middle East. Over the last three decades, national human rights organizations have proliferated; today, a human rights community of some sort exists in virtually every country of the world. On the global level, simultaneously, the International Human Rights Movement (IHRM) has become a powerful force. The movement strengthens—and is strengthened by—a complex web of institutions, laws, and norms that constitute a functioning global system that builds on itself progressively, animated by strong NGOs. In the 21st Century, the international human rights movement faces new challenges and new opportunities. Building on the standard-setting successes of the past few decades, human rights organizations are finding new ways to implement and enforce rights, moving beyond law and norm development to make rights real for more people and to demonstrate that the global human rights system can work. To do this, they are using new tools to better document, analyze and publicize human rights abuse and to better advocate for changes in policy and behavior. And they are focusing on new spaces for international engagement, from Brasilia to Beijing. The focus of this class is the NGOs that drive the movement on the international level (e.g. Amnesty International, Human Rights Watch, International Commission of Jurists, Witness, International Center for Transitional Justice, etc.); on the regional level (e.g. Forum-Asia, West African Human Rights Defenders Network, Center for Justice and International Law); and the national/domestic level (e.g. Centro de Estudios Legales y sociales, Kenyan Human Rights Commission; Legal Resources Center, etc.). Indeed, each class will highlight the experience of at least one major human rights NGO. Drawing of two decades of working closely with these organizations, the instructor will bring countless examples from the field into the classroom, including internal debates about strategy development, institutional representation, research methodologies, partnerships, networks, venues of engagement (e.g. regional systems, Human Rights Council), campaigning, fundraising and, perhaps most importantly, the fraught and complex debates about adaptation to changing global circumstances, starting with the pre-Cold War period and including some of the most up-to-date issues and questions going on in this field today. Students will leave with a deep appreciation of what it means to work in or with Human Rights NGOs: challenges, strategies, dilemmas, theories of change, etc. and be uniquely prepared to both analyze this sector and/or work in it as a staff person, consultant, or NGOs leader. Download Syllabus [email protected](917) 438-9324Office Hours:By appointment only Areas of Expertise International DevelopmentLaw & RegulationPolicy AnalysisPublic & Nonprofit Organizations © NYU Wagner

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History of the American West, which includes the fur trade, mining, missionary, ranching, cattle, Indian, transportation and farming frontiers. Ancestral Puebloan People of MesaVerde On a cold wintry December day in 1888, Richard Wetherill and his brother-in-law, Charlie Mason, cowboys from the Alamo ranch in Southwestern Colorado, spent most of their afternoon rounding up strays on the high mesas and steep canyons above their winter camp on the Mancos River. The going was tough and blowing snow made hard work of finding their cattle. As they rested their horses on the edge of a mesa, they saw at the far side of the canyon a complex of stone buildings built under a large outcropping of rock. Under this protective rock overhang was a village of houses, towers, and kivas, all strung together like a huge apartment complex. The cowboys named the location Cliff Palace. Years later, Charlie Mason described their discovery, “From the rim of the canon we had our first view of Cliff Palace…. To me this is the grandest view of all among the ancient ruins of the Southwest. We rode around the head of the canon and found a way down over the cliffs to the level of the building. We spent several hours going from room to room and picked up several articles of interest, among them a stone axe with the handle still on it.” Cliff Palace as seen by Richard Wetherill and Charlie Mason in 1888. Debris field around structures. Cliff Palace 2011 Diagram of structures at Cliff Palace No one knows for sure who constructed, with such skill, a community of buildings high up on the side of a canyon wall; buildings that have survived the harsh elements of the mesa country for over a 1000 years. Anthropologists and historians refer to the people as hunters gathers, basket makers, cliff dwellers, Anasazi, (Navajo for “ancient ones) or more formally, or Ancestral Puebloan People. All that is known about them is found in the ruins of their cliff dwellings. (The Anasazi occupied a large area of mesa and canyon lands known today as the four corners, where Colorado, Utah, Arizona and New Mexico meet.) After the Cowboys discovered Cliff Palace, they used their winter camp in the Mancos Valley as a base from which to explore the canyon close to their initial discovery (later to be called Cliff Canyon). The mesa above Cliff Canyon. From this vantage point, the cowboys looked across to the ancient ruins. Over the next two months, Wetherill, Mason and cowboys from the Alamo ranch dug through the ruins collecting artifacts, some of which they sold to a museum in Denver for $3000.00. (The artifacts helped launch the newly established Denver Historical Society museum) Other artifacts were kept in a barn on the Alamo ranch. Below are some of the artifacts found by the cowboys from the Alamo Ranch. Baskets made from the fiber of the yucca plant. The Yucca plant served many purposes in the Ancestral Puebloan culture. Clay bowls with a distinctive design. Regardless of the monetary value of the artifacts in the ruins, the Wetherills, owners of the Alamo Ranch, understood the archaeological and historical value the ruins had to Colorado and to the nation. Richard Wetherill wrote to the directors of the Smithsonian and Harvard’s Peabody Museum requesting that these institutions sponsor him and his brothers or at least send their own specialists to work with them to excavate the cliff dwellings. Neither museum offered financial assistance or a team of professionals to help in excavating the ruins. Without outside help, the ruins would continue their march into obscurity; the Wetherills could not take the time away from ranching to explore further the ruins of Cliff Canyon. Not until Gustaf Nordenskiold from Sweden, an adventurer of sorts, heard about the cliff dwellings in the American Southwest, did Cliff Canyon and the Anasazi people get attention from the scientific community. In 1891, Nordenskiold made the long journey to America, crossed the continent on the newly established Santa Fe line to Durango, and forty miles by buggy to the Alamo ranch to meet with the Wetherill family. The family introduced Nordenskiold to the Cliff Dwellings, all of which were which named by the Wetherill family. The most impressive of the dwelling complex being Cliff Palace, Spruce Tree House, Square Tower House, Mug House and Sandal House. In all, the Wetherills counted 182 cliff dwellings. Today, the count is 600. After spending several years exploring the cliff dwellings and its artifacts, Nordenskiold wrote The Cliff Dwellers of the Mesa Verde, where he detailed each dwelling and the artifacts found at the different locations. Spruce Tree House Inside ruin of Spruce Tree House as discovered by the Witherills and Gustaf Nordenskiold Spruce tree house 2011 Typically, in each of the complexes, small rooms were built around a kiva; some rooms had access to the kiva by tunnels. They also constructed a small opening adjunct to the kiva called a sipapu, which symbolized the entrance to the underworld or mother earth. In most kivas there are stone benches, and an area that appears to be a fire pit. There are different theories on the use of the kiva. The most popular thought is that the round recessed circular room was used for religious purposes, and most likely as a place for social gatherings. At Cliff House complex, there are 23 kivas. There are also areas in the dwelling complex, where grain was ground in order to make flour that they used for multiple food preparations. Also found on the mesa above Cliff Canyon were the ruins of villages, perhaps occupied by the ancestors of those who built the cliff dwellings. Archaeologists believe that the first people to occupy Mesa Verde did so around 2000 years ago. Anthropologists call these early people the basket weavers. These people lived in caves, but eventually by 750 A.D. moved into pithouses, a below ground system of housing around a kiva. The mesa environment was ideal for farming and there was enough moisture at the higher elevation of 8000 ft. to sustain agriculture. The Basket weavers mastered farming to where they had an expanded food supply and an increase in population. The people also began making crude pottery and developed the technique of crafting bows and arrows. By 1000 A.D. the basket weavers moved out of the below ground pithouses to above ground constructions made of pole and adobe. In this era, anthropologists refer to the above ground builders as the Anasazi, who improved building techniques by taking advantage of the natural environment that had an abundance of sandstone rock, which was easily cut into stone to build houses. The Anasazi became skilled masons, crafting each stone to an equal size to construct walls of their structures. They experimented with natural resources to develop mortar made out of sand, small gravel and ash. (This strong mortar can be seen in the ruins of Mesa Verde today.) Far View Site, above ground village ruins at Far View site, Mesa Verde National Park Far View Site. The Kiva was important in the construction of the below ground pithouse. When they move to above ground living, the kiva became the only below ground element of their culture that transferred to Ancestral Puebloan culture. Drying racks line the walls of the kiva at the Far View Site, which indicates multiple uses of this kiva. Agriculture land was on the top of the mesas. Archeologists are still trying to determine the canal system that ran from the reservoir in the picture below to the farming fields. The National Park Service designation this reservoir, along with four others in Mesa Verde as a National Historic Civil Engineering Landmark. The water management system developed by the Anasazi people is one of the oldest engineered public works in the United States. The Anasazi people grew three staple crops--corn, beans and squash all in the same field. The tall corn became a pole or sorts for the beans and the shade from the tall corn stalks protected the squash. They over produced, storing grain for the years of drought when rain or snow was not plentiful enough to sustain a crop. The golden age of the Anasazi was between 1100-1300 AD. During this period they constructed houses with larger rooms, more complex attached buildings that could accommodate 1000 people. Their villages were spread out over many miles stretching across the mesas. During this era, the Anasazi demonstrated improved craftsmanship in masonry, pottery, weaving and jewelry. The evidence seems to indicate that all was well with the people who thrived on the mesa tops, but then they abandoned their above ground life to return to the caves and started engineering buildings along the cliffs. They used the same techniques that they mastered on the mesa tops; stone masonry buildings that fit under the rock umbrella perturbing out from the canyon walls. Archaeologists and historians do not know why the Anasazi people left their prosperous villages and sought shelter along the canyon walls. One plausible explanation is that the canyons offered a defensible and secure location. Climate may also have been a reason for the move. Winter could be harsh on the mesa tops; the cliff dwellings offered a warmer environment. Note the black soot on the back wall of the canyon. They constructed most of the structures with at least 3 to 4 ft. clearance from the wall. Evidence shows that they built their fires behind these structures. With small openings at the back of their rooms, the heat from the fires would penetrate their living quarters giving them a warmer environment. The cliff dwellers still farmed on the mesas above and near some of their dwelling under the rock outcropping. At Spruce House complex, there is also a spring at the bottom of the canyon, which offered a water supply. The inhabitants of the cliff dwellings only stayed under the protective rock for a couple of generations. By 1300, they were gone from the mesa. It is not known where the people migrated to, but most recent scholarship indicates that they are the ancestors of the Pueblo people. The most logical reason for their migration south would be climate change. A drought settled over the mesa region from 1272 to 1299, a long time to go with out a reliable food source. Also, years of farming on the mesa would have depleted the soil of nutrients to successfully grow crops and deforesting the land would cause erosion; the people had to move on to new fresh land where there was ample moisture to sustain life and agriculture. It is most probable that the hunter gathers, the Basket weavers, the Cliff Dwellers and the Anasazi people are the ancestors of the Pueblo people, who today live in the American Southwest. sue schrems, Ph.D. SteveJuly 13, 2011 at 7:04 PMGreat post Sue, and good pictures, too. Thanks. SteveReplyDeleteLinda CJuly 14, 2011 at 5:49 AMI would so love to visit this area. Great info about the history. Hope you are having fun! Linda CReplyDeleteRon ScheerJuly 14, 2011 at 1:49 PMWell written and full of interesting information. The time line nicely puts together the pieces of what archeologists have been able to figure out. It's good that the ruins came into the hands of folks who appreciated their cultural and historical value. Ah, to have been with those cowboys on that day in 1888...ReplyDeleteSandraJuly 24, 2011 at 1:16 PMWhat a delightful post! Thanks for having it on the bottom of your sigline at H-West :-)Sandrahttp://sandramathews.wordpress.comReplyDeleteAdd commentLoad more... Norman, Oklahoma, United States I am a retired professor of history at Rose State College in Oklahoma City and an active historian who writes about the American West.I also enjoy playing the flute and piccolo in New Horizons Band at the University of Oklahoma. BOOKS--Order at [email protected] Uncommon Women, Unmarked Trails Donner Party Cookbook Who's Rocking the Cradle In Dull Knife's Wake Blackfeet portraits by Winold Reiss Clears Up One of the most picturesque figures at all the ceremonies and festivals of the Pecunnie Blackfeet. Not Real Bear Woman Picking Kinnikinic. The small leaves of the Bearberry plant are dried and mixed with smoking tobacco Buffalo Body Wearing ceremonial Buffalo horn head-dress Night Shoots A member of the Pecunnie Brave Society and a picturesque figure at all Blackfeet gatherings. Links to Interesting Western history and Culture Blogs Cowboy Logic From 2Lazy4U Livestock and Literary Co Women Writing The West Western Writers of America Alias Soapy Smith

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Search Home › Campus Model › "Global Learning for Global Citizenship" at Florida International University Toolkit Resources: Campus Models & Case Studies "Global Learning for Global Citizenship" at Florida International University Florida International University (FIU), as its name suggests, was founded with a distinctly global outlook. The Miami-based university is known for its extensive area studies and diverse faculty and student population—FIU's student body is composed of 81 percent ethnic and racial minority students, and the university confers more bachelor's and master's degrees to Hispanic students than any other institution in the United States. But until recently, "that diverse, global aspect wasn't actually being put to use for student learning," says Hilary Landorf, director of the FIU Office of Global Learning Initiatives. "We had all the components [of global learning] and yet there was this gap in terms of putting them to use to prepare our students for global citizenship in an interconnected world. We call this our internationalization gap." When FIU began its reaccreditation process in 2007, the university community decided to make closing the gap a priority. FIU hosted a series of conversations with stakeholders to choose a theme for advancing student achievement that would impact all students, says Stephanie Doscher, associate director of the Office of Global Learning Initiatives. "Over and over, our stakeholders—from community members to alumni to faculty, students, and staff—said, 'it's time to reinvigorate the I in FIU.'" Global Learning in the Classroom The result of those conversations was the Global Learning for Global Citizenship initiative, a multi-year quality enhancement plan (QEP) that aims to "enabl[e] every undergraduate to develop global awareness, a global perspective, and an attitude of global engagement," as President Mark Rosenberg writes in a letter introducing the initiative. The bedrock of the initiative is a two-tiered global learning requirement for all undergraduate students: a global learning foundations course from the university's core curriculum, and a discipline-specific course from the student's major. As of fall 2011, all new first-year students and transfer students must complete these requirements to graduate. In order to fulfill the global learning requirement, courses must address the three learning outcomes designated in the QEP: global awareness, global perspective, and global engagement. In addition to addressing these outcomes, a global learning course must include appropriate content with multiple perspectives on the theme or topic of the course, a syllabus that incorporates active learning strategies, and an assessment plan to ensure students are meeting the global learning outcomes, Doscher says. There are now global learning courses in each of FIU's eleven colleges and schools and almost every department—sixty-five discipline-specific courses and twenty-five foundations courses. Courses range from the writing-intensive "How We Know What We Know," which concerns information literacy and the contemporary media landscape, to "Global Supply Chains and Logistics," a team-taught course developed by engineering, business, and geography faculty that examines the interrelationship between society and business practices around the world. Many of the courses take on interdisciplinary subject matter, and some are taught by teams of two or even three professors, says Fred Blevens, a professor of journalism who designed and team-teaches "How We Know What We Know" These courses represent a mix of new courses designed specifically for the Global Learning initiative and older courses that have been adapted and revised. Global learning instructors are offered faculty and staff development workshops, where they receive extensive support while developing their syllabi and training for teaching with active learning strategies. While the workshops are not required, almost every faculty member who has designed or revised a global learning course has attended one—about 250 of FIU's 800 full-time faculty members. The basic format for this training, says Doscher, are two half-day interdepartmental workshops in which faculty and staff engage in a discussion of what global citizenship means and how to approach this concept in the classroom and in cocurricular activities. "What we do throughout is model the same kind of active teaching strategies that faculty and Student Affairs professionals can use in their work…. We go through different strategies for assessment, and the last part of the session is a writing workshop where participants bring in draft learning outcomes and colleagues help each other revise them to make sure those outcomes align with our [institution-wide] learning outcomes and articulate something meaningful and useful for students." However, every workshop is not the same, Landorf notes. "There are different models for faculty creating new courses, or revising a course, or if they're coming because they have a set syllabus but that faculty member is new to teaching that particular course … we tweak the workshop." Faculty stipends for designing or revising global learning courses are also adjusted accordingly. The Office of Global Learning Initiatives also continues to provide support even after the workshops have ended, helping faculty revise syllabi and submit new courses to the faculty senate. The Office also hosts meetings at the beginning and end of each semester for faculty teaching global learning courses to meet and discuss pedagogical strategies. Global Learning in the Co-Curriculum First-time college freshmen and transfer students who have not completed core curriculum requirements must complete a foundations course as one of their two global learning classes. Foundations courses must include two more requirements in addition to those for all global learning courses. First, the course must use a common reading that explores global concepts in some way—one recent reading is Kwame Anthony Appiah's "The Case for Contamination, a New York Times article which "explores concepts of globalization and the cosmopolitan movement of ideas," Doscher says. Second, she says, "there must be an integrated cocurricular activity—student affairs is an equal partner in the initiative." Cocurricular activities can take a number of forms. Many faculty are turning to partners in the community, as in a course on labor that has students work with a local farm union. More professors are now also taking advantage of the service-learning support offered by the Center for Leadership and Service, says Beverly Dalrymple, the center's director. Dalrymple says her office has always focused on using service to develop globally engaged leaders, but what Global Learning "gave us was the intentionality to make it an obvious part of what we do. We help instructors set up service learning in their classes, work with our community partners, and provide guidance for students through the process, including reflection techniques through the course, and training for faculty." But for global learning to become a central part of every student's experience at FIU, "it has to be more than a two-course experience," Doscher says, and Dalrymple agrees. "We look at student learning outcomes and translate those into our day-to-day interactions with students. … The Division of Student Affairs has workshops for staff to learn how to apply the student learning outcomes the same way faculty would in building a course." The Division of Student Affairs is also working with Landorf and Doscher to advance global learning outcomes beyond individual classes and a new calendar of student activities will highlight those that feature global learning and engagement opportunities. Eric Feldman, a graduate student in education and assistant to Landorf, coordinates one such activity—the Tuesday Times Roundtable, a weekly series of discussions between students, faculty, and staff prompted by New York Times articles on global current events. Feldman manages a schedule of moderators—open to any faculty member, staff member, and graduate student—who choose an article and lead the discussion. Feldman notifies faculty who teach in fields related to each week's topic, and while attendance tends to be around forty students, some weeks it may be over one hundred when instructors encourage their students to attend. Lunch is provided courtesy of the Times, and some students who first show up for a free meal end up coming back every week, Feldman says. The discussions are recorded and posted as YouTube videos and as podcasts on iTunes. In addition to his work on the Roundtables, Feldman speaks to new students about global learning during orientation. While he speaks about graduation requirements and cocurricular opportunities during a designated orientation session, Feldman also goes out of his way to talk with individual students about why global learning is an important part of their education. "I want to tell them what this means, why it's going to help them get jobs, and how they can use it. I tell them, if you're working in business, at some point in your career you'll be on a conference call with someone from another culture, or on a trip in a foreign country. If they're into art, I tell them that we have a course about how different cultures express themselves through art… Even if you're in a major that is not obviously global, there are global aspects to it and you'll be a more well-rounded person for knowing them." A Learning Orientation Rigorous institution-wide assessment of the Global Learning for Global Citizenship initiative was built into the QEP from the start. FIU uses both the Global Perspectives Inventory, which assesses global awareness, perspective, and engagement in cognitive, intrapersonal, and interpersonal dimensions, and an FIU-developed case study assessment tool that requires students to apply their skills to specific problems. "On a program level we won't be able to tell [that students are meeting learning outcomes] until, realistically, the end of next year when transfer students from this year graduate," Landorf says. Anecdotally, though, Blevens says he and other faculty are seeing strong performance from students, and Doscher notes that assessment summaries from individual courses are overwhelmingly positive. "I'd say on a course-to-course basis, from the assessment summaries we've looked at, the students are meeting the three global learning outcomes." Because Global Learning for Global Citizenship is part of the university's reaccreditation process, the initiative has been blessed with relatively stable funding and strong institutional support, Landorf and Doscher say, and although some courses that were once team-taught are now taught by a single instructor, they're confident about continued support. But more than funding, it was the way that the university embraced the concept of global learning that has made the initiative so transformational. "The university itself has taken on a learning orientation," Landorf says. "We enable faculty to enable the students, and in doing so the university itself is enabled in these capacities of global citizenship… the university had to internalize global learning and engagement in order for the change to happen on the level of the students. "We very much have taken on the two missions of serving our local community, and knowing that our community is global." Institution: Florida International University For more information about the Global Learning for Global Citizenship initiative, including the QEP, visit FIU's Global Learning Initiatives web page.http://goglobal.fiu.edu/default.aspx

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IF I AM ULTIMATELY ACCOUNTABLE TO GOD, THEN I AM RESPONSIBLE FOR MY ACTIONS Sermons Archive Each sermon is published in large print for use in preaching, and for easy reading by several people gathered around the computer monitor. IF I AM ULTIMATELY ACCOUNTABLE TO GOD, THEN I AM RESPONSIBLE FOR MY ACTIONS A SERMON ORIGINALLY DELIVERED AT THE HIGH HILL UNITED METHODIST CHURCH AND THE FEDERATED CHURCH OF ATHENS By Frank L. Hoffman, Pastor 15 MARCH 1992 SCRIPTURAL REFERENCES: Genesis 15:6 1 Kings 18:1-18 Matthew 23:37-39 Hebrews 9:27-28 Preparation Verse: (Genesis 15:6) And he believed the Lord; and He reckoned it to him as righteousness. We live in a society today that doesn't seem to recognize that we are very much responsible for our actions, or to God. For the most part, we do as we please. And there are many who just continually test us to see how much they can get away with. They recognize that they are testing us, but they fail to recognize that they are also trying the patience of God. For in Hebrews 9:27, we are told: 27. And inasmuch as it is appointed for men to die once and after this comes judgment, We don't like to think that we will be called upon to account for our actions. If we have any concept of heaven, we just like to fool ourselves into believing that everyone will be accepted, and all our sins will be forgiven. But hear what verse 28 says: 28. so Christ also, having been offered once to bear the sins of many, shall appear a second time for salvation without reference to sin, to those who eagerly await Him. We like to hear the first part of this verse, but we live like the last part doesn't exist. We want our sins to be forgiven. We want to have our salvation and everlasting life in heaven. But we don't seem to want to live the life that says we eagerly await Christ's return. And our attitude today isn't much different from that of the days of Jesus' first appearing. Hear His mournful cry to His straying people, and His judgment, as recorded in Matthew 23:37-39. 37. "O Jerusalem, Jerusalem, who kills the prophets and stones those who are sent to her! How often I wanted to gather your children together, the way a hen gathers her chicks under her wings, and you were unwilling. 38. "Behold, your house is being left to you desolate! 39. "For I say to you, from now on you shall not see Me until you say, 'Blessed is He who comes in the name of the Lord!' " Let's look at Jesus' hen example as it exists today, and think about it in the context of living the way the Lord wants us to live: Rarely, today, are any chickens allowed to lay eggs in a nest and hatch them and raise a family. Human beings have deprived them of this God given right. Instead, hens are crammed into rows and rows of small wire cages stacked one upon another where they watch their eggs roll away from them. They are kept in torment all their lives. And anyone who eats an egg, becomes a party to this cruelty. How can anyone say blessed is Jesus, and mean it, when they live like they are praising the devil? They can't! That is why Jesus said what he said, for He saw the hypocrisy. But now if we put verse 37 in the context of verse 39, we can begin to understand that we are to bless everyone who truly comes in the name of the Lord; for if the Lord sends someone, then that person also comes in the name of the Lord. People should say that about each and every one of us. But there are those who fake their faith and persecute those who truly stand for the Lord. But as we saw from what Jesus said, He knows the truth. And, the only way we can know this for sure is to observe the way they live. Does such a person live as a loving, compassionate, and peacemaking child of God who cares about the whole of God's creation, or do they support the cruelty and corruption of this earth? In 1 Kings 18, we read about a man named Obadiah who truly loved the Lord and did many good things; but he did them in secret because he was afraid, as are most Christians today. But then came that day when the Lord made him make a stand and put his faith on the line before the person he feared most. Let's take a look at this occurrence, beginning at verse 1. 1. Now it came about after many days, that the word of the Lord came to Elijah in the third year, saying, "Go, show yourself to Ahab, and I will send rain on

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HomeAbout Uscontact us BRIC research Veterans Health Research Program Quantum Optics Lab partnering with the BRIC Partnering With Industry Launch - Innovative Business Accelerator Baylor Advanced Research Institute (BARI) facilities outreach workforce development Research@Baylor << Return to previous page Share This Story Wisconsin-born researcher becomes BRIC’s first Ph.D.7/25/2014 WACO, TX - Just eighteen months after initiating operations, the Baylor Research and Innovation Collaborative is celebrating its first Ph.D. graduate. Superior, Wisconsin native and CASPER doctoral student, Brandon Harris, successfully defended his dissertation June 18, 2014, before a panel of CASPER faculty from physics and mathematics. Dr. Truell Hyde, Baylor's vice provost for research and Harris' graduate advisor, chaired the panel. As significant an achievement as this is, the awarding of this particular Ph.D. is especially noteworthy since it is also the first Ph.D. awarded from a group located within the BRIC. Hyde explains why Harris' upward climb through academia is a bit unusual. "Brandon first came to Baylor while a junior at the University of Wisconsin, Madison," Hyde says. "He applied to take part in CASPER's summer REU program and came very highly recommended; so we brought him in." Hyde refers to CASPER's Research Experience for Undergraduates program, which has been sponsored by the National Science Foundation since 1994. CASPER's REU program is one of numerous such programs around the country that bring outstanding science students to qualifying colleges and universities for ten weeks during the summer to work with faculty mentors on meaningful research projects. CASPER also holds an RET - Research Experience for Teachers - program that runs concurrently with the REU program for eight weeks. Baylor's REU/RET program is one of the longest running in the country. During his short REU stint at Baylor, Harris worked on plasma research within Hyde's Center for Astrophysics, Space Physics, and Engineering Research (CASPER). That experience piqued an already growing interest in studying the complex clouds of ionized gases and dust particles known as "dusty plasmas." The difficulty of working with plasmas appealed to Harris' love of a challenge. "Plasma is really the fourth state of matter," Harris says. "It's hard to understand, hard to confine, so that makes it a real challenge to study. It's estimated that 99-plus percent of matter in the universe is in the plasma state." On graduation from UWM, Harris applied to a number of graduate schools, but Baylor - and mild Texas winters - were much on his mind. "My last year in Madison had record snowfall. It was quite a hassle to deal with. Being around snow all my life, it wasn't such an exciting thing as when it snows here - I wanted to avoid all of that. Plus, Baylor has a beautiful campus and I liked Dr. Hyde at lot," Harris says. "He was very personable." Harris returned to Baylor in 2008, teaching physics labs his first year back. He then became a research assistant for Dr. Hyde and worked steadily on plasma research at Hyde's lab at Texas State Technical College Waco, where the CASPER lab was located until the BRIC opened in January 2013. Harris has applied around the country for a postdoctoral position that would allow him to pursue an interest for which his plasma experience makes him a natural fit - nuclear fusion. "We continue to work on nuclear fusion as a possible energy source that could last for hundreds of years. It's a clean energy source, no carbon emissions, practically no radiation," he says. "It's exciting." Though rightfully proud of his accomplishments, Harris admits that he will be just a little wistful when he walks across the stage to receive his diploma. "I found out that graduation for my Ph.D. here at Baylor is going to be the same day as my ten-year high school reunion." ABOUT BAYLOR UNIVERSITY Baylor University is a private Christian university and a nationally ranked research institution, characterized as having “high research activity” by the Carnegie Foundation for the Advancement of Teaching. The university provides a vibrant campus community for approximately 15,000 students by blending interdisciplinary research with an international reputation for educational excellence and a faculty commitment to teaching and scholarship. Chartered in 1845 by the Republic of Texas through the efforts of Baptist pioneers, Baylor is the oldest continually operating university in Texas. Located in Waco, Baylor welcomes students from all 50 states and more than 80 countries to study a broad range of degrees among its 11 nationally recognized academic divisions. Baylor sponsors 19 varsity athletic teams and is a founding member of the Big 12 Conference. BRIC research

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Backpacks passed out at Boys and Girls Club ceremonyAuthored by Jim Langham on Aug 2, 2013The Adams County Fraternal Order of Police (FOP) in cooperation with the South Adams Boys and Girls Club completed a summer program called the, “All-Star Backpack Challenge.” Thursday, county officers gathered with members of the Boys and Girls Club to celebrate the success of the program, pass out awards and serve lunch to the children. The program consisted of a classroom program, reading program and fitness program instructed by local police officers, community business persons and staff members of the local Boys and Girls Club. The purpose of the challenge was to show the importance of being physically and mentally fit and to help bridge the gap between local police officers and local youth. Individual goals were set; those that met the goals received a backpack with school supplies inside. “This was very successful,” said Jodi Mawhorr of the Adams County Sheriff Department, who helped head up the effort. “It was good for us to interact with the kids. We wanted them to see us in a positive light. It was good for us and them. It helped us, we don’t always see kids in a good light. “Those that reached their goals and earned a backpack will also have the opportunity to shop for school supplies with an officer,” added Mawhorr. Mawhorr said that funding for the program came from a donation to the FOP from the late David Houck. The money was left to the FOP to be used for a program to help bridge the gap between the youth in the community and law enforcement. A total of 40 kids participated in the program, Mawhorr said. “This was nice interaction with the kids. It gave them the opportunity to see us on a personal level instead of law enforcement all the time,” said Berne Police officer Earl Hough. “It was fortunate that they could see us as friends and not enemies. This was a good experience where they could see us for what we are.” The program was also designed with an anti-bullying segment. Health emphasis included agility, running, squats, lunges, sit-ups and push-ups. “We challenged them to exercise 20 minutes a day and to read 15 minutes a day,” said Mawhorr. “When we started this, they were kind of shy,” said Hough. “Now when they see us on the street, they call us by name. This program has definitely worked.” Coni Mayer, executive director of the Adams County Foundation, referred to Houck as, “incredibly gracious” for the funding he left behind with county youth in view. “We are very grateful for Mr. Houck’s vision,” said Mayer on Thursday. “We are seeing today the significance and reward of this vision. We are most grateful for this opportunity.” Mawhorr said that the South Adams emphasis this year was considered a “pilot” for the program. “We are really hopeful that this program will expand to a county-wide basis next year,” said Mawhorr. You need to be logged in to post comments on this article. BTWNetwork1 channel

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Managing confrontation in multicultural teams Source: Courtesy of INSEAD Knowledge , Author: Erin Meyer Posted: Wed June 13, 2012 4:11 pm INTERNATIONAL. Conflict and debate are considered essential to better decision making in some cultures, while in others, it’s downright rude. How do you bridge the cultural divide? Everyone knows that a little confrontation from time to time is constructive—classic business literature confirms it. Patrick Lencioni, author of The Five Dysfunctions of a Team, for instance, discusses at length how to achieve the right amount of confrontation for ultimate team effectiveness — and concludes that fear of conflict is one of the five major barriers to success. But what if you come from a culture where confrontation is downright rude? Or what if you happen to have people from such cultures on your team? The fact is that all-American teams — or mono-cultural teams of one nationality — are becoming a thing of the past (except in classic business literature). In a recent survey by CultureWizard, an intercultural training consultancy, a full 63 percent of randomly selected respondents at multinational companies indicated that nearly half of their teams were located outside their home country. Over the past few weeks I've been conducting interviews with executives from various countries about this issue. According to one Indonesian executive, confrontation is considered rude, aggressive, and disrespectful in the Indonesian cultural context. Open disagreement, particularly in a group forum, is strongly avoided. “Even asking another's point of view can feel confrontational in our culture,” he said. “We had a meeting with a group of French managers from headquarters, where they went around the table asking each of us: "What do you think about this? What do you think about this? What do you think about this?" At first we were just shocked that we would be put on the spot in a meeting with a lot of people. That is just an insult!” Compare that with the French perspective. “Confrontation is part of [our] culture,” said one French executive. “The French school system teaches us to first build up our thesis (one side of the argument) and then to build up our anti-thesis (the opposite side of the argument) before coming to a synthesis (conclusion). And this is exactly how we intuitively conduct meetings. On French teams, conflict and dissonance are seen as revealing hidden contradiction and stimulating new thinking. We make our points passionately. We like to disagree openly. We like to say things that shock. And afterwards we feel that was a great meeting and say, "See you next time!" With confrontation you reach excellence, you have more creativity, and you eliminate risk.” Now imagine that you have to lead a team with both French and Indonesian members. How do you cope? And what happens if there are a whole heap of other nationalities thrown into the mix, all with differing cultural attitudes to confrontation? Well, it is possible to manage a global team and to reap the benefits of disagreement. But you have to tread carefully, using tactics suggested below and respecting the various cultures on the team. Do your preparation. In many Asian cultures, the default purpose of a meeting is to put a formal stamp on a decision that has already been made in previous informal meetings. In Japanese this is called Nemawashi. The tendency rings true to various degrees in China, Malaysia, Korea, and Thailand. If you lead a team with members from one of these countries, try making one-on-one phone calls before the formal meeting to hear the real deal. Depersonalise the confrontation. Instead of asking people to express their opinions and challenge one another's ideas in a meeting, ask team members to send all their ideas to a nominated third party before the meeting and have that person create a list of ideas without stating who had the suggestions. This way, participants can confront each idea during the meeting — without confronting the person associated with it. Change your language. You might try following the advice of Sean Gilbride, an American manager based in Mexico. "I soon learned that if I wanted to encourage team debate it was important to use phrases like 'I do not quite understand your point' and 'please explain more why you think that', he says, “and to refrain from saying 'I disagree with that' which would shut down the conversation completely.” Note: Erin Meyer is Adjunct Professor of Organisational Behaviour at INSEAD. She is Programme Director of Managing Global Virtual Teams and Management Skills for International Business. The two programmes are part of INSEAD's Executive Education offerings. The article was originally published at hbr.org in April. This article is republished courtesy of INSEAD Knowledge Copyright INSEAD 2012

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Click for More Articles on BARBRA STREISAND... Barbra Streisand to Create Scholarship Fund at Teachers College in Honor of Her Father Teachers College President Susan Fuhrman announced a bequest intention from singer and actress Barbra Streisand to enable the College to create the Emanuel and Barbra Streisand Scholarship Fund, which will support TC master's degree and doctoral students. Fuhrman made the announcement at TC's 125th anniversary gala, held at the Apollo Theater on Nov. 12. Streisand's father, Emanuel Streisand, was a lifelong educator who was working toward a Ph.D. in Guidance and Personnel at Teachers College when he died. "Creating the Emanuel and Barbra Streisand Scholarship Fund is Barbra's way to ensure that her father's legacy lives on through the work of future teachers and educators," Fuhrman said. Emanuel Streisand was a New York City elementary, junior high and high school English teacher, and taught at the Brooklyn High School for Specialty Trades. He also served as Assistant Organizer, Assistant Superintendent and Acting Superintendent of Schools of the Department of Education during his time at the Elmira Reformatory for juveniles. Barbra Streisand was a toddler when her father died. "Barbra, thank you so much for supporting Teachers College and its students," Fuhrman said. "Like your beautiful voice, this gift will echo in our hearts and minds for years to come."

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Community college partnership aims to help manufacturers assess workforce Iowa community colleges and Iowa City-based ACT Inc. announced an initiative Thursday to help Iowa's advanced manufacturing businesses gauge the skills of their current workers as well as potential employees. Under the initiative, manufacturers will be able to give their employees the ACT National Career Ready Certificate (NCRC) test to measure their "soft skills," such as reading, finding information and problem solving, at no cost. ACT will provide the tests and use Iowa's 15 community colleges and their connections with local businesses to distribute the tests to eligible local manufacturers. The partnership, called the Iowa Advanced Manufacturing Consortium (I-AM), is funded through a $13 million grant from the U.S. Department of Labor, and ACT's involvement is part of its national Tomorrow's Workforce Now program. "I think that anything a business can do to learn more about the quality of itsr own workforce and the applicants who want jobs, the better hiring decisions we can make," said Rob Denson, president of Des Moines Area Community College (DMACC). Denson said ACT approached DMACC and Kirkwood Community College about two years ago to be part of a program to help businesses benchmark their employees. Officials from those two colleges thought it would be worthwhile to bring in all of the state's 15 community colleges. The initiative is being touted as a way to improve the advanced manufacturing workforce in the state, although Denson points out that the tests can be used effectively across multiple sectors, including finance, information technology and biotechnology. Gov. Terry Branstad's Skilled Iowa Initiative also allows any Iowa resident to take the test at no cost. Denson has actually taken the assessment, which offers platinum, gold, silver and bronze certifications. The DMACC president missed platinum certification by one point, settling for gold. In the process, he left impressed with the quality of the test. "I think that a company who had that type of information on its own employees and on candidates coming in would really have a pretty good amount of information to add to whatever criteria they use to select workers," Denson said. Des Moines area companies interested in being part of the program are asked to contact DMACC's Renee Miller by May 15. Miller can be reached at 964-6630 or by email at [email protected].

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About BYU-Idaho A New Kind of University President Clark's Inaugural Address Defining Aspects Year Round Calendar Personal Honor Student Leadership Model Student Activities Program Inaugural Response Brigham Young University-Idaho October 11, 2005 President Kim B. Clark President Hinckley, to you, and President Monson, President Faust, and all the members of the Board of Trustees, to Elder Kerr, to the past presidents of this school who are here today, to President Summers, to our many honored guests, the wonderful students of BYU-Idaho, my colleagues and friends and family, my brothers and sisters, I extend my welcome, my gratitude and my love on this special day. It is an honor and privilege to stand before you to respond to the charge given to me by President Hinckley. I would like to share with you for a few moments what is in my heart and what I believe it means to be the president of Brigham Young University-Idaho at this time in its history. As I look back on what has brought us here this day, I am conscious of a legacy and heritage that comes in two parts. The first is my family. I am grateful beyond words for Sue, my eternal companion, the love of my life, who has blessed my life for 35 years. I am grateful for seven wonderful children and for their families. They teach, inspire, and support me; and I love them. The legacy of family is a great source of inspiration to me. Sue's father, Charles Hunt, passed away four years ago. But her mother is here today, and I salute her for her faith and kindness and the example she is to us. I hope that my mom and dad who both have passed away will know of this day and of my gratitude and love for them. They sacrificed and invested so much and passed on to me many things, but one of special importance today is a love of learning and teaching. I come from a long line of teachers on both sides of my family, and I cherish that heritage. The second part of the legacy is the history of this school. Beginning as a frontier academy in 1888 and continuing under inspired leaders for over 100 years, Ricks College established a legacy of faith, and sacrifice, and righteousness. This is a very special place, a place that the Lord has preserved and dedicated to be the home of a great university with a special and distinctive culture. There is on this campus a spirit of love and support for each individual student. There is a consecration of time and talent by the people who work here that blesses the lives of those students. In the midst of that love and that consecration, the Holy Ghost ministers on this campus. The Spirit of Ricks is real. Now, under the direction of the Prophet and the Board we have become Brigham Young University-Idaho. In the initial stage of that transition and under the overall guidance of the Board, Elder Eyring as Commissioner of Church Education and Elder Bednar as the president of BYU-Idaho laid down important guiding principles and powerful ideas about education in this university. As I pondered these ideas and principles in light of the challenge we now face, a scripture whose power I felt as an 18-year-old freshman at Harvard College came to mind. It is found in Luke chapter 6 verses 47-48. This is the Savior speaking: Whosoever cometh to me, and heareth my sayings, and doeth them, I will shew you to whom he is like: He is like a man which built an house, and digged deep, and laid the foundation on a rock: and when the flood arose, the stream beat vehemently upon that house, and could not shake it: for it was founded upon a rock. We, too, must dig deep. We have been given powerful principles and an inspired framework; but we must dig deep and sink those principles into the bedrock of testimony, and faith, and consecration. As I look forward to the future, my starting point is the mission of this university. We have a wonderful, inspired mission to build testimonies of the restored gospel of Jesus Christ; to educate our students with high quality; to prepare them for the responsibilities they will face; and to create here a wholesome, righteous community in which students may thrive spiritually, intellectually, and socially. I like to summarize our mission with two words. The first is disciple. Our mission, our very purpose, is to educate, develop, and prepare disciples of the Lord Jesus Christ. This purpose is deeply rooted in this university. In a way that I have found remarkable, this is a student-centered university. It is that way by divine appointment. The Lord watches over this university in a direct and powerful way. He is mindful of the individual students who come here. Our purpose is to help them become His true followers, His true disciples, a light to the world. The second word is leader. When I use that word I have in mind leadership with a small 'l.' This is the kind of leadership we need in every part of every kind of organization in our society. We want our students to provide the kind of leadership that serves, and inspires-first and foremost in their families and in the Church, in their communities, and in their work. Listen to the words that Elder Eyring spoke four years ago about our students: They will be natural leaders who know how to teach and how to learn. They will have the power to innovate and improve without requiring more of what money can buy. Those graduates of BYU-Idaho will become-and this is a prophesy that I am prepared to make and make solemnly-those graduates of BYU-Idaho will become legendary for their capacity to build the people around them and to add value wherever they serve (Elder Henry B. Eyring, A Steady, Upward Course, Brigham Young University-Idaho Devotional, September 18, 2001). That is our mission. As we pursue that mission in the years ahead, I believe there are three great imperatives before us, three great things the Lord would have us do. The first is that we must raise substantially the quality of every aspect of the experience our students have. As good as it is today (and believe me, it is very, very good), every dimension of the BYU-Idaho experience-spiritual, intellectual, social-must increase in its quality. We must do all of this to better prepare our students for a very challenging world. This will require inspired innovation and important changes in many aspects of our work. Let me give you one example of what I see ahead. The example is learning by faith. The Lord has commanded us to ". . . seek learning, even by study and also by faith" (Doctrine and Covenants 88:118). President Harold B. Lee said this about learning by faith: Let no one think that "learning by faith" contemplates an easy or lazy way to gain knowledge and ripen it into wisdom. . . . learning by faith requires the bending of the whole soul through worthy living to become attuned to the Holy Spirit of the Lord, the calling up from the depths of one's own mental searching, and the linking of our own efforts to receive the true witness of the Spirit (Harold B. Lee, The Iron Rod, Ensign, June 1971, p. 5) Faith is at the heart of almost every line in that statement. It is in the "bending" of the soul in righteous obedience; it is in the diligent searching, in the "calling up," and in the "linking" of personal effort to the Spirit. In all this there is faith in the Lord Jesus Christ, faith in the power of His Atonement, faith in the ministry of the Holy Spirit, as the Savior said, to ". . . teach you all things, and bring all things to your remembrance . . ." (John 14:26). That faith moves the student to action: to obey, to bend, to search, to call up, to link. That is learning by faith. Now, there is a great spirit of learning on this campus and much learning by faith. Our challenge is to take that spirit deeper, to make learning by faith a pervasive, everyday reality. This will require much of our students. But it also will require much of the faculty and staff. Indeed, it will require new ways of learning and teaching based on inspired scholarship. This university has a wonderful faculty. They are teachers of skill, passion, and commitment. We have a loyal and dedicated staff, people of talent and goodness. They do great work today. The challenge before us is to create even more powerful and effective learning experiences in which students learn by faith. This requires, but is more than, teaching by the Spirit. To learn by faith, students need opportunities to take action. Some of those opportunities will come in a stronger, even more effective Activities program where students lead and teach one another and participate broadly. Some of them will come in the classroom, where prepared students, exercising faith, step out beyond the light they already possess, to speak, to contribute, and to teach one another. It is precisely in that moment of faith that President Lee's "calling up" and "linking" of personal effort to the Spirit occurs. It is in that moment that the Spirit teaches. To create that kind of classroom, with that kind of learning, will require more than new methods and approaches to teaching. It will require new learning experiences based on the creative development of new materials and new courses. I see ahead a great season of creativity and innovation, a season of powerful new ideas and new curricula all across this campus. I see inquiry and scholarship that is blessed with inspiration because it is done by faculty whose hearts are right, whose eyes are single to the glory of God, and who desire nothing in their work but to bless the lives of their students. The second great imperative is to make a BYU-Idaho education available to many more of the young people of the Church. But this must be accomplished within the resources that the Board already has given us. We have begun this process with the three-track admission system. Because we learn and teach on this campus year-round, we serve many more students than the 11,600 or so who are on the campus at any one time. But we must continue to search for creative ways to organize, schedule, and calendar the educational experiences of our students so that more of them may come. As we do so, I am convinced that we will find new ways to use information technology to reach more students and to deepen the learning experience of those we touch. In a day not far from now, we will be able to break down the barriers of time and space and connect our students on internships or between semesters to the university and to each other and create outstanding, interactive educational experiences. In these experiences students will teach one another in new and powerful ways. This capacity to educate effectively across time and space will allow us to leverage the capacity of the university and reach many more young people. Imperative number three: we must lower the relative cost of education. BYU-Idaho is already a remarkably efficient school. We have taken to heart and learned well the lessons of the pioneers: modest, disciplined, doing more with less, taking good care of what we have, willing to consecrate what we have, and trust in the Lord. In the years ahead we must continue to put our culture and those pioneer lessons to good use. Even as we seek to increase quality and serve more students, we must pursue new ways to be more productive. We will not get there just by squeezing the organization, nor will we get there by cutting corners. Our path is one of consecration and deeper knowledge of the processes of learning and teaching. With that depth and that consecration will come new ways of learning and teaching that will yield a higher quality experience while requiring relatively fewer resources per student. There is great power on that path-power to weather adversity, power to extend the resources of the Church, and power to realize the mission of the university more effectively. But I believe there is something more at stake even than this. When I think of this third imperative, I see little girls and boys sitting in Primary classes in this country and, indeed, all over the world. These children will make and keep sacred covenants with the Lord. I believe the Lord desires to bless them and, like the army of Helaman, raise them up as a righteous generation of disciple-leaders all across the earth. That will take education-higher education of the kind we have talked about today. Now, I realize that most of these young people will never come to BYU-Idaho. But they will be blessed by what we learn here about learning by faith and delivering a high-quality education at relatively low cost. That blessing will come in different ways. It may come through educational activities and programs initiated by the Church-in wards and branches, in stakes, and in seminaries and institutes. That blessing also may come to the young people of the Church, and to young people not of our faith, through universities outside the Church that take what we do here and apply it to their educational programs. I believe that at BYU-Idaho we must learn to use new technologies and develop methods, materials, programs, and concepts that not only can be applied to our students on and off our campus, but also can be effectively and efficiently applied by others across the Church and, indeed, across the world. I am convinced that this university is in this valley where our pioneer heritage is deeply ingrained, where the people are humble and faithful, so that we can be a proving ground of great fidelity for education that will bless the young people of the Church worldwide. As we reflect on these three wonderful imperatives, you might imagine that to do them all-to raise quality, to serve more students, and to lower relative costs-would be extremely difficult, if not impossible. Indeed, it is traditional and even natural to see in these three imperatives only dichotomies and trade-offs-higher quality but only with higher, not lower costs; serve more students, but only by raising costs, or reducing quality. But we are not bound by tradition, nor are we limited to our own understanding or to the wisdom of men. In short, this is a very unusual university. Seven and a half years ago, Elder David Bednar stood where I am standing today and likened Ricks College to the ship that the great prophet Nephi built under the direction of the Lord. Elder Bednar noted that this was a ship of "curious workmanship" that was "not built after the manner of men," and was, when complete, "exceedingly fine" (see 1 Nephi 18:14). He then said these words about Ricks College: May I suggest that Nephi's experience in building that ship is a model for us at Ricks College as we prepare for and move into the next century. We, too, must build something we have never built before in order to go someplace we have never been before (President David A. Bednar, Inaugural Response, February 27, 1998). How prophetic those words would be. The ship of curious workmanship that was Ricks College is now BYU-Idaho. It is a great ship. And we are going places we have never been before. Indeed, we are going places no one has ever been before. As I look forward to the work before us, I take great comfort in another item of "curious workmanship" that was vital to the success of Nephi's journey: the Liahona. Here is how Nephi described the Liahona: . . . as my father arose in the morning, and went forth to the tent door, to his great astonishment he beheld upon the ground a round ball of curious workmanship; and it was of fine brass. And within the ball were two spindles; and the one pointed the way whither we should go into the wilderness. And . . . they did work according to the faith and diligence and heed which we did give unto them. And there was also written upon them a new writing, which was plain to be read, which did give us understanding concerning the ways of the Lord (1 Nephi 16:10, 28-29). With the ship that was like no other and with the advanced technology of the Liahona, Nephi made his journey and went exactly where the Lord wanted him to go. And so will we. To meet all three imperatives will require deep knowledge about learning and teaching and much greater understanding of the development of disciple-leaders. We will need new technologies, innovative ideas, new concepts, and inspired scholarship of "curious workmanship." And we will have them! I doubt they will appear on our doorstep one bright morning. But I know they will come. They will come because of the faith and devotion and the unity of heart and mind in this university. They will come because of the love the Lord has for the precious young people who come here and those who will learn from what we do here. They will come as we move forward on the appointed course the Lord has set. When we have done all that we can with what we have, they will come. Of that I have no doubt. In conclusion, I would like to share with you a passage of scripture that has come to have a special place in my heart. I believe it has great meaning for BYU-Idaho. The passage begins in the third verse of section 97 of the Doctrine and Covenants: Behold, I say unto you, concerning the school in Zion, I, the Lord, am well pleased that there should be a school in Zion . . . . This is an inspiring verse. But as I read this passage on a recent morning, my eyes moved down the page, and I came to verses 8 and 9: Verily I say unto you, all among them [everyone associated with the school] who know their hearts are honest, and are broken, and their spirits contrite, and are willing to observe their covenants by sacrifice-yea, every sacrifice which I, the Lord, shall command-they are accepted of me. For I, the Lord, will cause them to bring forth as a very fruitful tree which is planted in a goodly land, by a pure stream, that yieldeth much precious fruit. As I read those verses, the strong impression came to me: this describes the Spirit of Ricks; this is BYU-Idaho. This is a school full of people united in their commitment to the Lord, striving to do His will, humble and teachable, willing to consecrate of their time and their talents in His work. And I believe that the promise in verse 9 is our promise: We have been "planted in a goodly land, by a pure stream . . . [and we shall bring forth] much precious fruit." President Hinckley, it is in the spirit of these verses in the Doctrine and Covenants that I accept-no, I embrace-the charge you have given me. And I pledge to you and the Board and to my colleagues, to our students, to the alumni, to all who love this school, that I will live my life to be inspired to lead this university in a way worthy of your trust. I am committed to pursue the mission of BYU-Idaho with every bit of energy and ability the Lord has given me. I know that with all of us working as one, with the inspired guidance of the Board, this university will move forward on the steady, upward course the Lord has set. It will be Brigham Young University-Idaho, a university true to its heritage, true to its mission, everything the Lord wants it to be. I leave you my testimony that God, our Father in Heaven, lives; that Jesus of Nazareth is the Christ, the promised Messiah. He is the Redeemer and Savior of the world. I know that my Redeemer lives. His Church has been restored through the Prophet Joseph Smith. BYU-Idaho is an important part of the Restoration and of the great unfolding work of the Lord in our day. In that work, in this Church, Gordon B. Hinckley stands today where the Prophet Joseph stood. He is the prophet of the Lord and leads the Lord's church on the earth. Of this I testify, in the name of Jesus Christ, amen.

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Campuses : Twin Cities | Crookston | Duluth | Morris | Rochester | University of Minnesota Driven to Discover One Stop Future Students Graduate Students Current Students Graduate Students Departments & Academics International Education Research & Outreach College Research Centers & Labs Outreach & Engagement CEHD Vision 2020 Blog People Faculty & Staff Highlights Administration Alumni Improving Lives Giving to Departments & Centers Women's Philanthropic Leadership Circle Recognizing Our Donors Contact Us About Directory College of Education and Human Development 104 Burton Hall 178 Pillsbury Dr. S.E Minneapolis, MN 55455 Voice: 612-626-9252 Connect Navigation Features Taking Flight McNair—the Long View 100 Percent Engaged Tunisia After the Revolution David R. Johnson, Faculty Darnell T. Logan, Alumni News Alumni Notes Giving to CEHD Sign Up & Share News Learning by ipad Incorporating iPads into First Year Programming By Holly Dolezalek | Summer 2011 Matt Carlyon has integrated the iPad into his life. Last year, Carlyon was one of the 450 incoming first-year CEHD students who received an iPad from the college. Though he was initially anti-Apple, the iPad was the only computer he had. Now he uses it in his performances as a spoken word artist, as well as in school. “I use my iPad in some way for every assignment in every course,” he says. “But I also found it’s the perfect size for my spoken word performances – I hold it in one hand and swipe with the other as I read.” As a member of Voices Merging, a campus spoken word and art organization, Carlyon performs at venues all over the cities, including the Artists’ Quarter in St. Paul and Kieran’s Irish Pub in Minneapolis. When he was given a class assignment to create a digital story about a culture he participates in, it was natural that he would focus on the hip-hop and spoken word community. He used a tool called Prezi to create his story, then used an app called Prezi Viewer to show the story on his iPad. “Digital stories are the best thing that technology has ever done for the art of storytelling,” Carlyon says. “[Prezi] does not distract as PowerPoint sometimes does, and it’s much more engaging than a poster, allowing personality to flow from the story. It’s simple, elegant, and does only what it’s supposed to do: tell a story.” That kind of passion is just what Dean Jean Quam had in mind when she decided the college would distribute iPads to first-year students and to about 30 instructors. “I was looking for an idea to excite both students and faculty about teaching and learning,” she says. “One of my goals for the college is to embrace technology and innovation, because each year students are more sophisticated about technology and learning. I wanted us to use one of the newer tools in a way that would interest them and get them excited about learning.” Buying those newer tools cost less than $300,000, paid for by donor funds. Carlyon completed his digital story for his Literatures of the United States—Multicultural Perspectives class, taught by Linda Buturian, a senior teaching specialist in the Department of Postsecondary Teaching and Learning. For the stories, each student produced video, images, and narration focused on a friend or family member’s experience of a cultural tradition or event. One created a digital story about how her family had left Vietnam and included context on the wave of Hmong immigration to the United States. “These stories facilitated understanding about diverse cultures and encouraged real participation, even among the students who had been quiet in class before,” Buturian says. Somewhat surprisingly, Buturian admits that she’s not fond of technology for its own sake. But that skepticism might be what has helped her to succeed and innovate with the iPad in the classroom. “Most people assume that technology is benevolent or good because it provides us with convenient access to information and entertainment and allows us instant communication. But that access is available to only some populations, and it comes at a cost to other people and natural resources,” says Buturian. “I feel it’s important to help students think through these complex issues, while empowering them to integrate technology in their learning.” That attitude has prompted Buturian to question what technology should do in her courses, instead of what it can do. “When I consider how to use the iPad in a way that supports learning, I ask the questions I apply to any use of technology for teaching: Is it worth the time and energy required to learn, both on my part and the students? Does it foster community in and beyond the classroom?” she says. “Will it deepen engagement? Does it facilitate understanding in a unique way?” She found that technology helped facilitate understanding in her Literatures of the United States—Multicultural Perspectives class. For example, one day students were discussing a James Baldwin short story, called “Sonny’s Blues.” As they parsed the meaning of the concluding paragraph, one of the students noticed that the phrase “the cup of trembling” sounded familiar. “She whipped out her iPad and Googled it, and it turned out that it was a phrase from the Old Testament,” Buturian says. “Suddenly the discussion took on a whole new level of meaning.” The moment demonstrated how the iPad can be useful for meeting the University’s undergraduate Student Learning Outcomes, which include the ability to locate and critically evaluate information. Through apps like ChimeIn, a survey app that allows participants to express their opinions and displays the opinions of the group for all, Buturian believes that using the iPad has also helped to build community in the class. Because some of Buturian’s students had laptops, and all were more familiar with the traditional PC or laptop, the iPad wasn’t going to become useful until they knew why they should use it, says Jemma Sepich, who was the undergraduate teaching assistant for the literature course. Some had never had a computer of their own before and hadn’t even loaded e-mail onto their iPad by the first day of class. To help students take advantage of its full benefits, Buturian began holding what she called iPad Mondays, and each week she, Sepich, or a guest guided students through a new way to use the iPad. For example, one week covered how to use Storyrobe, the app that many students chose to create their digital stories. Another Monday, Sepich walked students through the app store so they could find what was new and relevant to what they were doing. She also showed students how to highlight and search electronic text and embed podcasts in it. “Once people understood that the iPad could do things like that, things that the laptop couldn’t do, they were more on board,” says Sepich. “By the end of the year, they were choosing the iPad over the laptop.” Instructors have also been learning from one another as they go about how best to teach and learn with the iPad. To facilitate the process, David Ernst, the college’s academic and information technology director, assembled a faculty learning community with help from the University’s Office of Information Technology (OIT). More formal instruction is also on the way. In the new school year, incoming first-year students will get the iPad 2. To help instructors get the most out of the upgrades in the new version, Buturian and Sepich, now working as an undergraduate research assistant, have spent the summer building a series of six modules that teach instructors how to use the iPad in the classroom. They’re including examples of postsecondary teaching and learning faculty and the apps or uses they have found (see box for examples). Ernst says that in terms of what students are able to create, the iPad—especially the iPad 2—is a big leap forward for learners. “Today, if they’re going to create media, students have to check out or find a camera, record the video, find the hardware and software to edit it, and find support on their own if they need it,” he says. “Then they have to figure out how to compress it and get it to the instructor, and instructors end up spending so much energy just to support the technology.” By contrast, the iPad 2 includes a high-definition video camera, and movie-editing software can be downloaded for just a few dollars. As a result, he says, students can record, edit, and send media using a single device. OIT has partnered with the college in additional ways, providing student support for the devices and upgrading the wireless infrastructure in the buildings where students were most likely to be using them. They also managed a student survey at the end of last year to find out what was working in the project and what wasn’t. That survey suggested that while there might be isolated issues, there was plenty to celebrate in the first year. “Students said that they’re having very few technical issues because the iPads are so easy to use,” Ernst says. “That’s really key, because that allows you to focus on what you’re trying to do rather than messing with technology.” Already, other schools are getting in touch with CEHD to find out how they can use the iPad to teach and learn. As faculty gather information from student evaluations and their own experiences, the college will have more to share. Dean Quam thinks that’s as it should be. “Our overarching goal is to keep thinking about how to embrace the next technology and use it in the best way to teach students.” Teaching with iPads Teaching strategies and instructor resources » Digital Story View Matt Carlyon's digital story » College of Education and Human Development | External Relations [email protected] | 105 Burton Hall, 178 Pillsbury Dr. S.E. Revised May 14, 2013 Twin Cities : Parking & Transportation | Contact U of M |

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EducationNonprofit Theft investigation focuses on former HACC vice president - Last modified: December 28, 2012 at 8:36 AM Harrisburg Area Community College has issued a statement in response to news reports that former college vice president Nancy M. Rockey is the focus of an investigation into possible misuse of funds. "The College has cooperated fully with the district attorney's office in the investigation and will defer further comment pending conclusion of the district attorney's investigation," HACC President John J. "Ski" Sygielski said, referencing a report. "Please note that Ms. Rockey is no longer employed with the College. Her employment was terminated in February 2012."No charges have been filed, but Dauphin County District Attorney Ed Marsico said earlier this month that the investigation likely will conclude around the end of the year. The investigation is not focused on anyone else, he said, and the circumstances under investigation span “the last couple of years.”He declined comment on the amount of money involved until the investigation is complete.Rockey was HACC's vice president of college and community development, and the 2010-11 annual report of the HACC Foundation lists Rockey as secretary of the foundation's board of directors. She does not appear in the foundation's 2011-12 annual report.According to the college, Rockey was employed at the college for 31 years in a variety of faculty and administrative positions, including interim vice president of HACC's Harrisburg Campus and dean of workforce and economic development.A 2010 tax filing from the foundation lists her college compensation and benefits that year as $186,187.HACC's website describes the foundation as a nonprofit educational trust established in 1985 to raise private and corporate revenues in support of HACC. "Thanks to visionary founders and the largesse of many, the HACC Foundation is among the wealthiest of any community college foundation in the nation," the site says, noting an endowment consisting "of more than 200 individual restricted funds totaling over $25 million."Tax filings and yearly reports from the foundation indicate total assets of $25.9 million in 2009 and nearly $32.1 million in 2010, with funds going to support the college and for scholarships.A message left at Rockey's home this morning seeking comment was not immediately returned. • HACC gets good news on accreditation warning check• Former HACC VP charged with stealing more than $220K from college

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Home » News Zue Awarded Okawa Prize Victor Zue 9 November 2012 Victor Zue, the Delta Electronics Professor of Electrical Engineering and Computer Science at MIT and the director of International Relations for CSAIL, has been named the 2012 recipient of the Okawa Prize. Zue was honored for his “pioneering and outstanding contributions to speech science and conversational spoken-language systems.” In the early part of his career, Zue conducted research in acoustic phonetics and phonology, codifying the acoustic manifestation of speech sounds and the phonological rules governing the realization of pronunciation in American English. Subsequently, his research interests shifted toward the development of spoken language interfaces to make human-computer interactions more natural. Between 1989 and 2001, he led the Spoken Language Systems Group at the MIT Laboratory for Computer Science, which has pioneered the development of many systems that enable a user to interact with computers using spoken language. Zue’s current research interests are in the area of applying human language technologies to enable easy access of structured and unstructured information from the Web, especially in application areas such as education and health care. Zue is a fellow of the Acoustical Society of America, and a fellow of the International Speech Communication Association. He is also a member of the U.S. National Academy of Engineering, and an Academician of the Academia Sinica. Presented annually by the Okawa Foundation for Information and Telecommunications, the Okawa Prize is intended to pay tribute to individuals who have made outstanding contributions to the research, technological development and business in the information and telecommunications fields. Past winners of this award include Professor Tomaso Poggio. The prize includes a certificate, a gold medal, and a 10 million yen cash award. For more information on Zue’s work, please visit: http://www.csail.mit.edu/user/1522.

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I want to take correspondence courses Apply to CSC Athletics Stories College Relations Home Print this Page Rhine becomes interim president Randy Rhine Chadron State College is under new leadership. Dr. Randy Rhine, a CSC vice president, became the institution's interim president Saturday. His appointment by the Nebraska State College System Board of Trustees follows the seven-year presidency of Dr. Janie Park, who is retiring to Red Lodge, Mont. The NSCS Board of Trustees approved the appointment of Rhine, which runs to June 30, 2013, at its April meeting. Rhine came to CSC in December 2005 as an assistant to the president, and has served as CSC vice president for enrollment management and student services since May 2006. He also has led the CSC College Relations unit since 2008. Rhine was dean of the College of Professional Studies and Lifelong Learning at Montana State University at Billings, working under Park’s supervision, for nine years prior to coming to CSC. Rhine earned all three of his degrees from the University of Arkansas at Fayetteville. He was a member of that institution’s Division of Continuing Education for 12 years, serving approximately four years each as director of conferences, assistant dean and associate dean. —Justin Haag, CSC Information Services

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Dr. Davis is professor of Theology at Howard University School of Divinity The Rev. Canon Dr. Sandye A. Wilson, Dr. Fredrica Harris Thompsett, the Rev. Dr. D.H. Kortright Davis, and Patricia Abrams have been named the Union of Black Episcopalian’s 2013 recipients of the Pauli Murray Distinguished Humanitarian Service Award and the Verna Josephine Dozier, Anna Julia Haywood Cooper and Mattie Hopkins Honors Awards respectively. “The UBE Board and selection committee are very pleased to honor these four individuals who represent both lay and clergy for the contributions they have made to the life of our church,” said John E. Harris, Jr., UBE president. As part of their 45th Anniversary Annual Meeting and Conference, UBE will present the awards at the Legendary Tribute & Gala set for July 2, at 6pm at the Hyatt Regency Hotel in Jacksonville, Florida. This is the second time that these awards, named for Episcopal trailblazers, will be given to individuals whose life work exemplifies the spirit of their award namesake. Dr. Davis is professor of Theology at Howard University School of Divinity, Rector of Holy Comforter Episcopal Church in the District of Columbia, a distinguished author, and theologian and founder of the Bishop John T. Walker National Learning Center. He was one of the Archbishop of Canterbury's representatives on the Roman Catholic International Commission (AROCII). He serves as consultant to several ecclesiastical bodies, Anglican Dioceses, and Academic Institutions. He has also been a member of the Faith and Order Commission of the World Council of Churches. Davis will receive the Dr. Anna Julia Haywood Cooper Honors Award. updated: June 24, 2013 Howard University - School of Divinity | 1400 Shepherd Street, NE. Washington , DC 20017 | (202) 806-0500

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Harwich: Author shares top tips with school pupils Author Alan Gibbon gives a talk at Harwich and Dovercourt High School. Will Lodge A top author shared his tips for success with youngsters at a Tendring school. Award-winning Alan Gibbons, whose books have sold more than two million copies, spoke to year nine and ten pupils at Harwich and Dovercourt High School.The former teacher spoke about how his childhood and music from the era influenced his writing.His latest book, Hate, is based on the true story of a Goth girl who was murdered because of the way she dressed.Andrew Dace, the school’s library manager, said: “He was very entertaining and there were a lot of humorous stories, and the children were very interested in what he had to say.“The talk, especially when he spoke about his newst book, was really thought-provoking and went down very well with the pupils.“It is a really positive thing to get people into the school to speak to the students, especially when you can show them people who have had successful careers.“Mr Gibbons said he was not particularly academic at school but went on to do well, so he can form a good role model.” Currently trending Comments Please log in to leave a comment and share your views with other East Anglian Daily Times visitors. Comments are not edited by East Anglian Daily Times staff prior to publication but may be automatically filtered. Register to create your own unique East Anglian Daily Times account for free.

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Illinois Holocaust Museum & Education Center This new center is a 65,000 square-foot building designed by renowned architect Stanley Tigerman. The Museum is dedicated to preserving the legacy of the Holocaust by honoring the memories of those who were lost and by teaching the universal lessons that combat hatred, prejudice and indifference. The museum features an authentic early 20th century German rail car, an inspiring Hall of Remembrance for contemplation and reflection, a permanent exhibition chronicling life before, during and after the Holocaust, a youth exhibit for 9-11 year olds highlighting lessons of the Holocaust and a 225 seat auditorium. Northwestern University Walking Tours Founded in 1851, Northwestern University is a renowned educational institution rich in history and architecture. More than 150 historically significant and interesting sites on campus are featured in various 30-minute walking tours.

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Career DevelopmentStudentsAlumni/FriendsCareer ExplorationApplying to Graduate SchoolSchedule an AppointmentInformation UpdatesUpcoming EventsSt. Clare’s ClosetFaculty/StaffEmployersContact UsSchedule AppointmentParents & Family MembersJob Postings Newsline St. Bonaventure, Hilbert hire executive director to oversee possible alliance between the schools St. Bonaventure University and Hilbert College announced today the appointment of Teresa O’Rourke as the executive director of the strategic alliance study being conducted by the two Franciscan schools. She will begin work Aug. 25. The two schools began a relationship more than 20 years ago when St. Bonaventure opened a graduate studies center on the Hilbert campus, located 60 miles north of St. Bonaventure in Hamburg. In October 2013, the two institutions approved a feasibility study to determine if they should expand their unique collaboration in academic programs, facilities and operational practices. The boards, faculties, and staffs have since then discussed how to bring more collaboration, a greater sense of entrepreneurship, and better, more affordable opportunities to students. O’Rourke’s position, funded by a grant from the John R. Oishei Foundation, will provide focused administrative coordination to the two schools as they continue to explore a possible alliance. “We’re grateful to have Teresa on board,” said Sr. Margaret Carney, O.S.F., president of St. Bonaventure. “Her presence will enable the leaders of both institutions to provide adequate direction to both the primary duties they have for their own campus and the increasing work-load created by the alliance study. “We remain responsible for the overall conduct of the process, but as important as this potential alliance is, it’s equally important that we’re able to maintain the day-to-day functionality of our own campuses.” Dr. Cynthia Zane, president of Hilbert, stressed that the addition of O’Rourke does not mean the colleges have committed to fully integrate. “Teresa is here to facilitate this process going forward,” Dr. Zane said. “What we have determined after in-depth discussions over the last 10 months is that this is an idea still very much worth exploring. “But we’re not done listening,” she said. “One of Teresa’s primary goals, especially early on, will be to compile feedback from a variety of constituent groups at both campuses, including faculty and staff.” “I am pleased to become a part of this exciting venture,” O’Rourke said. “I commend Hilbert and St. Bonaventure for envisioning an alliance that has the potential to strengthen both institutions and to serve as a possible model for partnerships and collaborations throughout higher education.” For the past 12 years, O’Rourke served as an assistant dean and then senior assistant dean at the University of San Diego School of Law. In the latter position, she provided leadership to a range of operational areas and was responsible for all of the law school’s accreditation activities and institutional research. Prior to her appointment in San Diego, she worked as a consultant providing strategic planning and fundraising support to non-profit and religious organizations. She also has served as the dean of student affairs and admissions at Dominican School of Philosophy and Theology at Berkeley’s Graduate Theological Union and as the director of student services at UC Berkeley Law. O’Rourke holds a bachelor’s degree in comparative literature from Hamilton College and a master’s of divinity from Harvard University. She also has a certificate from the Institute for Management and Leadership in Education at Harvard’s Graduate School of Education. O’Rourke will maintain offices at both campuses. About St. Bonaventure University: The nation’s first Franciscan university, St. Bonaventure University cultivates graduates who are confident and creative communicators, collaborative leaders and team members, and innovative problem solvers who are respectful of themselves, others, and the diverse world around them. We are establishing pathways to internships, graduate schools and careers in the context of our renowned liberal arts tradition. Our students are becoming extraordinary. Hilbert College, located in suburban Hamburg, N.Y., south of Buffalo, is a private four-year college founded in 1957 in the Catholic Franciscan tradition. With nearly 1,100 students, Hilbert is a dynamic Western New York college that offers career-focused majors, including one of the top criminal justice programs in the region, and more than 50 minors and concentrations. The college’s engaging, student-centered campus community offers numerous leadership, internship, and service learning opportunities from which students launch successful careers while making positive changes in their communities. The Hilbert Blueprint promotes a well-rounded student experience over four years – starting with the Foundations Seminar in the freshman year, followed by Sophomore Service, Junior Symposium, and culminating with the Senior Capstone. Hilbert has expanded its academic offerings with the college’s first graduate programs and new Accelerated Degree Programs geared to adult learners. Upcoming EventsOnline/Hybrid Class OrientationJan 17, 2015MVB vs. MarymountJan 17, 2015WBB vs. GreensburgJan 17, 2015

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Home Performance Weatherization Case Studies FREE CONTENT New Paths to Home Performance Through its training courses, the California Building Performance Contractors Association (CBPCA) gets to know contractors interested in home performance and others you wouldn't expect. BY MARK WILSON SHARE Click here to read more articles about Case Studies For years, many contractors have touted the value of home performance for themselves and their customers. But a new and surprising crop of innovative professionals are now incorporating home performance into their businesses—with great results. Through its training courses, the California Building Performance Contractors Association (CBPCA) gets to know them all: the experienced general contractors with an instinct for creating energy-efficient, healthy homes who want to quantify the results of their efforts; the HVAC contractors who know their business inside and out, but who want to integrate their work better with the work of other re mediation professionals; and the insulation contractors who base their estimates on the HVAC system, but who want data to identify the flaws in that system when those flaws affect their work. But what about the green designers, ecoconsultants, and real estate agents? What are they doing learning how to use blower doors, infrared cameras, and smoke pencils? Well, they’re just taking a page from the contractors’ playbook, finding ways to use home performance to provide better service, attract customers, expand their businesses, and gain more referrals—and to support their over arching goal of providing their customers with more comfortable, energy-efficient, and healthy homes. Harry Ford, program administrator of the CBPCA, explains it this way: “These folks don’t necessarily take their classroom skills, buy the equipment, and begin home performance testing (although some do), but they take the idea of whole-house evaluations and remediation out into the world. By channeling the home performance concept through their daily work and interactions with homeowners, they can make the public aware of its benefits and reach qualified new customers in a way that contractors may not be able to.” The CBPCA contacted four of its former students to see how they were using their home performance knowledge in their businesses. Charisse Dunn is a green designer who owns Healing Spaces by Design, in Pasadena, California. Galo LeBron is CEO of Energy Inspectors, with offices in California, Arizona, Nevada, and Utah. Diana England is a green consultant and the owner of Homes 2 Health, in Lake Arrowhead, California. And Bryon Minton is a Realtor who owns Live Green Realty Group in Tustin, California. Their stories show that home performance isn’t just for contractors anymore. Healing Spaces by Design Charisse Dunn was halfway through design school when a relative’s illness made her realize that she wanted to focus on green design that minimized the use of toxic substances. When she graduated, she worked with other designers on remodels, using traditional approaches and materials. But she wasn’t happy with the results. “I had finished a couple of remodels when I realized that it was like putting icing on a rotting cake,” says Dunn. In 2006, Dunn went to the West Coast Green conference, and that changed everything. She took training from Build It Green and started performing green home assessments. Her first major project was an 1,800 ft2 house that the owners loved but could barely stand to occupy for four summer months, because the house was unbearably hot. Dunn quickly realized that she needed home diagnostic skills and tools to address the house’s problems. About two months into that job, she took the CBPCA’s home performance training and brought the trainer, Rick Chitwood of Chitwood Energy Management, to the project to conduct home performance testing. When Dunn conducted her initial assessment before the home performance test, the wife was excited, but the husband was skeptical. “He looked like ‘You’re going to tell me what’s wrong with my house just by walking around it?’” says Dunn. But she gained his confidence when they looked at the roof and she suggested improving the roof insulation when he had expected her to suggest adding solar panels. “My job is to find the low-hanging-fruit first,” she told him. “Once we reduce your energy use, then we can look at solar panels.” The owners did eventually decide to add the solar panels, but not until they had decided to take care of the more basic issues first. These included reducing the size of the air conditioner, adding more roof insulation, and installing Energy Star appliances and energy-efficient lighting. The most startling suggestion that Dunn and Chitwood made after the testing was to replace the 10-SEER 4-ton air conditioner with a 13-SEER 1.5-ton unit. The couple was floored by the idea. “They told me they couldn’t get cool enough as it was, and just couldn’t understand how that would work,” says Dunn. “Rick explained to them how it would, based on the testing results and the other work that would be done to the house.” Because Dunn is not a general contractor, she recommends good, qualified contractors trained in home performance. The homeowner then contracts directly with one of these contractors. However, Dunn acts as project manager. She was in the house when the polyisocyanurate insulation was being installed, and she realized that the polyiso would off-gas through gaps in the tongue-and-groove ceiling. She had the contractor seal all the gaps, which not only protected the homeowners from the off-gassing, but also improved the aesthetics of the ceiling. Another personal touch is the home maintenance manual that Dunn leaves with homeowners after the work is done, complete with before-and-after photos, maintenance tips and a schedule, equipment manuals, and contact information for all the project contractors. When Dunn’s first project was finished, the homeowners were delighted with the results. “They wrote me a very nice letter expressing how grateful they were,” she says. Not only did the work increase the homeowners’ comfort, save energy, and improve the aesthetics and usability of the house, but the roof insulation also helped soundproof the home. The success of that initial project, and Dunn’s interest in home performance, have expanded her business. The president-elect of the Pasadena chapter of the American Society of Interior Designers (ASID) heard her give a presentation on “Green Design and More” at a Green Pasadena Leadership Summit and asked her to present the material to ASID as well. Dunn also began conducting GreenPoint ratings, has been in the pilot for GreenPoint ratings for existing homes, and has introduced the system to Pasadena Water and Power as a means of rewarding homeowners who conduct energy efficiency retrofits. She thinks the ratings are valuable, but for her own projects, she wants another rater to do the job. “I think it gives the work more credibility,” she says. Dunn is also developing a library of green products, with displays of insulation made with recycled or renewable materials, bamboo flooring, and so forth, so that designers and contractors can become better acquainted with these materials. She hopes to have a resource facility available by the end of the year, with one area for professionals and one for the public. She believes that better familiarity with green materials will increase their use. Energy Inspectors Energy Inspectors is the largest HERS company in the United States. Conducting energy inspections and consulting for more than 25,000 new homes and smaller commercial structures in California, Arizona, Nevada, and Utah each year, the company has found its successful niche in the home energy market. Energy Inspectors was Energy Star Partner of the Year two years running, in 2007 and 2008—the first company ever to achieve that distinction. To top it off, EPA has the company participating in a pilot project to develop and apply energy efficiency standards for high-rise buildings. So with success in so many areas, why branch out into home performance contracting? “We wanted to take it to the next level,” says Galo LeBron, CEO of Energy Inspectors. “To do thorough energy audits of existing homes.” In April 2008 LeBron took the CBPCA training course, which helped him chart his company’s future course. Conducting the home performance audits quickly led to a decision to expand into the remediation aspects of the work as well, and the company is now developing its employee base to provide those services. To ensure reliability, LeBron prefers to provide HVAC, insulation, and other services in-house, rather than contracting them out. “Everyone will be employees of the company,” he says. “That way we’ll be able to provide a consistent service that we can stand behind.” Energy Inspectors has been a licensed general contractor in Nevada for eight years, and the company is in the process of becoming a general contractor in California and Arizona, so that the company can perform home performance contracting work in those states. Homes 2 Health In a world of specialization, Diana England refuses to be constrained. “I help homeowners create a healthy home by using a green approach,” she says. “We may start with simple life changes and end up remodeling their home, from the floor to replacing attic insulation and HVAC systems.” When England started her business, she focused on steering her clients toward less-toxic products, to make for a healthier indoor environment. But she quickly realized that this didn’t offset the basic problems that she saw in the houses themselves. “My customers complain that their homes aren’t comfortable and their utility bills are too high, but they don’t know what to do about it,” England says. —And like her customers, she felt less than fully equipped to address those larger issues. “I felt I was doing them a disservice,” she says. “I could recommend using low-VOC paints, but it was clear that because of a bad HVAC system, the air quality in the home would still be a concern.” Casting about for solutions, she attended a Build It Green conference, where one of the participants suggested that England take the CBPCA home performance training classes. “I thought the CBPCA class was incredible,” she says. “Every green consultant should attend these classes. I took my brother, who has been in home remodeling and repair for years, and he learned a lot too.” In particular, England was impressed by Rick Chitwood, one of the instructors. “He has incredible integrity,” she says. “He kept emphasizing how it was always necessary to get in there and do the right thing—to work toward the best solution for the whole house.” Today, conducting home performance audits is a big part of England’s work. For the remediation options suggested by the audits, she recommends a team of contractors she knows who have taken the CBPCA training. Her clients contract directly with members of this team. There are not a lot of green contractors where England lives, in Lake Arrowhead, California, but she has another team waiting in the wings who are looking forward to taking the next CBPCA class. England’s customer base is more limited than it would be if she were in a more populous area. Still, she’s finding that local homeowners are interested in home performance. “I have three inspections scheduled for next week,” she says. “The home performance work is getting me in the door of clients that might not have otherwise contacted me for my other services. Coming from an energy perspective, people are more open to it, and they’re more educated about energy use.” England continues that education, carrying the torch of home performance in presentations at the library and Rotary Club, and with Realtors and brokers. Recently she even went to a local contractors show and just talked with individual attendees. “I got a great response and a lot of interest from the contractors. This is a grassroots effort that can change the housing industry,” she says. Live Green Realty Group Bryon Minton started in real estate a decade ago. Since then he has worked as an agent and trained hundreds of agents for Century 21’s Superstar franchise and for ERA. Last year, he and his wife, Joanna, started their own company—Live Green Realty Group, in Tustin, California. Live Green Realty Group’s mission—“Saving the Planet One Home at a Time”—is listed prominently on its Web site. To work toward this ambitious goal, Bryon knew he needed some pretty effective tools. First, he decided to have all his agents take the EcoBroker training. Certified EcoBrokers identify and market real estate properties with green features to the increasing number of buyers eager to purchase energy-efficient, healthy homes. The training familiarizes agents with the major environmental and energy issues that may arise in housing transactions. Live Green Realty also does what it can to maximize a healthy office environment and minimize its carbon footprint by using sustainable materials and milk-based paints, by recycling, and even by turning the usual mountain of real estate closing documents into a paperless transaction. At the closing, clients are given a CD of all their home’s important papers. However, Minton was interested in finding yet better ways to meet customers’ desire for a green home. Joanna Minton researched possibilities on the Internet and found the CBPCA Web site. “She told me the courses sounded like exactly what I needed,” says Minton, “and they were. I was blown away by all the great information. It was such a wonderful education in those nine days.” Minton brought his knowledge and training back to the office, and the company began conducting home performance evaluations for its real estate clients. Live Green Realty offers a free evaluation to anyone who buys a house through the company. This gives clients sound guidelines for actions they can take to make their house healthier and more energy efficient. “The classes definitely give me an advantage over my competition,” says Minton. The home performance training is helping Minton to expand his professional contacts in other areas. Recently the California Association of Realtors (CAR) chose Minton as one of three participants in the state to attend a green roundtable meeting about green home issues. Headed by CAR’s vice president, the event was covered in the association’s magazine, which is sent to Realtors throughout the state—giving Minton’s company broad exposure. For a fee, Minton will conduct home performance evaluations for nonclients, but he has to fit them into his real estate schedule. As for contractors to recommend for remediation work, he’s still looking. “In my area so far, it’s hard to find home performance contractors to recommend to clients,” he says. He’s working with CBPCA to change that. Asked if he has trouble finding green homes to sell, his answer is unequivocal. “Every home is a green home,” he says. “By that I mean, there aren’t many green homes available, but with a little home performance and a little time, they can be turned green.” Minton is happy to have home performance in his tool kit. “Now we encompass so much more than finding a healthy home for our clients,” he says, “and it’s great to have found a way to educate clients in such a simple manner. A few things can make such a difference in comfort, health, and energy savings.” No Matter What the Path, It’s a Winning Game Conversations with these four graduates of CBPCA’s home performance training illustrated the very different paths that can lead from the training. They also highlighted some key benefits of the training—both for the individuals themselves and for the field of home performance: Noncontractor home professionals can use home performance training to expand their services to their existing client base. The training often gives noncontractors access to, and credibility with, highly qualified homeowners who would not otherwise be aware of ways to improve their home’s performance. Home professionals who take home performance training but do not conduct remediation themselves can ally themselves with trained home performance contractors whom they can recommend to clients. The home performance contractors will provide quality assurance and help to ensure good customer relations. Some home professionals may move into contracting. Public awareness of the existence and benefits of home performance is increasing as more noncontractor home professionals discuss it with their clients. For many years, home performance was a contractor’s game. Now others are playing—and winning. Mark Wilson writes about energy and environmental issues from Nevada City, California. He can be reached at [email protected]. To find out more about the California Building Performance Contractors Association training and other services, go to www.cbpca.org. Highlights from Four Weatherization Programs in Washington State By Eunice Herren A closer look into the challenges, successes, and lessons learned

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Ja Rule Earns High School Diploma Behind Bars, Says Prison is “Amazing” [Video] Incarcerated rapper Ja Rule has made good use of his time behind bars in New York – he’s earned his high school diploma after passing his General Educational Development (GED) exam. The former Murder Inc. MC, whose real name is Jeffrey Atkins, began serving a two-year prison sentence on weapons and tax evasion charges in June of 2011, but that hasn’t stopped the star from striving for self-improvement. According to the New York Daily News, Ja was inspired to continue his education after speaking with Dennis Kozlowski, an inmate and former Tyco International CEO who is serving eight to 25 years for using the company’s money as his own. “I was studying for my GED and Koz came in and talked to me and said, if you need any help, let me know,” Ja Rule told the Daily. “Outside (of prison), you don’t meet guys like this every day. This place is amazing.” Ja, who is reportedly getting stock tips from Kozlowski, doesn’t intend on stopping at his GED, however – he plans to begin college-level courses later this month. The rapper is scheduled to leave prison in February 2013. He is also gearing up for his new album, “Pain is Love 2.” Check out the video clip below in which Ja Rule talks about his upcoming album, Pain is Love 2, which is scheduled to drop on Feb. 28. via IB Times Michael Söze Tags: Dennis Kozlowski, ja rule, Ja Rule diploma, Ja Rule GED, Ja Rule high school diploma, ja rule jail, ja rule prison, ja rule prison interview, Jeffrey Atkins

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IC School Board Wants a February Special Election Date By Gregg Hennigan, Reporter Oct 16, 2012 at 6:26 PM CDT Apr 23, 2014 at 12:03 PM CDT IOWA CITY, Iowa – Voters in the Iowa City school district will probably go to the polls in February to decide whether to give the district the ability to borrow up to $100 million for building projects.The five school board members at Tuesday night's meeting were unanimous in their informal support of a Feb. 5 special election date. Official action will occur at a future meeting.The election would be held to ask voters to approve a new revenue purpose statement to replace the one enacted as part of the school infrastructure local-option sales tax passed by voters in 2007.That would allow the district to access sales tax money until 2029, beyond the 2017 end date of the current revenue purpose statement.District leaders want to use what are called tax anticipation revenue bonds to borrow against future sales tax revenue.Administrators say the district's standard approach of paying for construction projects with tax money already collected does not bring in enough money soon enough to deal with its growing enrollment.The district's certified enrollment for this school year is expected to be more than 300 students above last year's 12,453 students, Superintendent Stephen Murley said. Enrollment was 11,718 in 2007.A new high school, three elementary schools and building additions are among the projects that have been discussed, although the board has not committed to anything."We have an opportunity in front of us now to meet more needs in the community," Murley said.School board and community members have been advocating for various projects to be paid for out of limited sales tax dollars, which has caused conflict in recent months.A majority of the school board was prepared earlier this month to change a policy that sets aside $32 million for a new high school and instead spend that money on elementary school projects.North Liberty parent Joe Strathman cited the uncertainty over the new high school, which some people felt was promised in the 2007 SILO campaign, in arguing that the district will need to name specific projects in the revenue purpose statement.He called for the community to back the funding proposal, but said, "You need to earn my trust and the trust of all of us in here tonight."The revenue purpose statement will say what the sales tax money would be used for, but typically the language is broad so as to not tie the hands of future school boards.About $100 million would be accessible with a new statement. Administrators would still need to go to the school board with specific plans to bond for projects, however."It's not a one lump sum with no discretionary authority by the board," Murley said.Also, having that kind of money available does not automatically mean the district can afford to build at will. It would take ongoing funding to staff and otherwise operate new schools and building additions.Because the bonds would borrow against sales tax revenue, they would not increase the property tax rate. That is something school officials have already started stressing as they take the proposal to the public.

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Homage to a Typeface Lars Müller kann für sich in Anspruch nehmen, dem Helvetica-Boom der vergangenen Jahre zuvor gekommen zu sein. 2002 erschien seine Hommage an die Schrift, zu der er als Gestalter ein inniges, aber nicht immer ungetrübtes Verhältnis hat. Müller belegt in Hunderten von Beispielen das Talent der Laien und Diettanten, die zum «Parfüm der Stadt» (Müller) beitragen. Als Gegensatz dazu zeigt er die professionelle Anwendung der Schrift auf, von ihrer Entstehung 1957 bis heute und belegt eindrücklich den «Helvetica-hype» der vergangenen Jahre. In 2007, this little red book inspired documentary film director Gary Hustwit to create a film that has received worldwide acclaim. * The history of Grotesk typefaces their designers and foundries in the 20th century has yet to be fully documented. The relationships between the foundries were close, questions of ownership often confusing. In 1957 the Haas’sche Schriftgiesserei was partially owned by D. Stempel in Frankfurt, which in turn belonged to Linotype. With the advent of digital media, copies of Helvetica proliferated, the most widespread is Arial by Monotype. ** Müller-Brockmann and Lohse consistently used Akzidenz Grotesk. Embracing Helvetica was the least I could do to set myself off. *** Max Miedinger (1910–1980) trained as a typesetter in Zurich and worked as customer counsellor and typeface sales clerk for the Haas’sche Schriftgiesserei in Basel. In 1956 their director, Eduard Hoffmann, commissioned Miedinger to develop a new sans-serif typeface. From 1957 onwards the Neue Haas Grotesk was introduced in its various versions. In 1960 the typeface changed its name to Helvetica. Max Miedinger lived a quiet life in Zurich until his death in 1980. He was not recognized as the designer of his great invention. He is now honored posthumously as one of the most influential typeface designers of all times. The designs gathered together here in honor of Helvetica have been created by superb designers from all over the world. They could hardly be a more eloquent testimony to the fact that if you have something to say, you will say it even better with this typeface. Anywhere, anytime, in any medium. Helvetica’s robust design feeds equally into daring experiments and down-to-earth placards. Anything written in this typeface wants to be read. It lends its quality to the content of a message. Always neutral and functional, it can readily be grasped and has become the quintessence of modern aesthetics worldwide. Subject to cyclical popularity, it is now enjoying a flourishing renaissance and, in time, it will fade into the background again. But we know it will always be there, as a measure of everything else. How excitingly old-fashioned, avant-garde and efficient does the conviction seem of those designers capable of solving any problem of design with a handful of typefaces! Helvetica is always among them. This attitude is, of course inseparable from the insight that idea and concept form the basis of intelligent and effective communication. Formalists are vain producers of samples for the software industry and victims of its breathless rat race. The effect on typography was obvious. The appeal of the new technology and supposed liberation from once indispensable basic skills ushered in the fall of the rules governing the classical design of lettering and typography. Since the late 1980s, therefore, the scene has been dominated by rampant growth and stylistic chaos—to every designer his own typeface. In 1975, at the beginning of my training, my typesetter in Zurich proudly offered “more than 100” typefaces; by 1986 Adobe had already launched a Type Library with 1000 typefaces, including the Neue Helvetica.The great leap in technological development and the introduction of the personal computer revolutionized the world of design: it “democratized” the accessibility of design tools. Looking back, one can see that utopian intentions spurred the development of Swiss graphic design in the 50s and 60s. The undoubtedly modern and useful tools of design were meant to objectivize the aesthetic debate; people would make a better choice by means of honest, functional communication. The commercial game rules of this attitude were called information graphics. Akzidenz Grotesk*** was the typeface of the movement and the sign of recognition among like-minded people. The uniqueness of “Swiss Design” took shape in the design of posters and in corporate design for progressive companies. Success entailed reworking the tools of design, especially the range of typefaces, adapting them to the aesthetic Zeitgeist and to growing functional demands. Around 1957 new Grotesk typefaces came out on the market in rapid succession — Folio, Neue Haas Grotesk, Univers — their appearance more dispassionate and anonymous than that of their predecessor, Akzidenz Grotesk. Adrian Frutiger’s Univers was the most independent. Its intelligent system of variations in weight and width, mapped out from the start, later also became the standard for Neue Helvetica. The Swiss Style spread swiftly and many countries adapted it to their own needs. In 1960 Neue Haas Grotesk was renamed Helvetica (Latin for Swiss), a clever marketing ploy, for it ended up becoming synonymous with “Swiss Design.” The epitome of understated precision, its attributes appealed to businesses wanting to communicate an incisive and serious identity in their Corporate Design. The prompt adaptation of non-Latin typefaces to the aesthetics of Helvetica and the wide range of language-specific lettering and accents turned Helvetica into the ultimate corporate typeface of the 60s and 70s. However, calling it the typeface of capitalism would miss the mark. If one must mention ideologies, one would have to associate Helvetica more with socialism: accessible to all. Helvetica was probably especially widespread in those days. All I can remember is the great big orange M of Migros, my family’s favorite supermarket. It looked indescribably modern. From my later mentors Richard Paul Lohse and Josef Müller-Brockmann, I learned the rules and principles of matter-of-fact, functional design dedicated to content, and the quality of reduction and restriction. My preference for Helvetica was not a choice; it was a logical consequence.**When it comes to typefaces I don’t need variety. I remember as a child thinking that all cars were Volkswagens, that everybody smoked Gauloise, and that Sunday and chicken with french fries were inseparable. There was one television channel and vacations were always in the same place. I didn’t object to that either. My partiality is inspired by the philosophy embodied in this typeface, its normality and understated self-assurance. Ordinarily, I like having things to choose from. It gives me a feeling of freedom; it is an expression of prosperity. That’s why wine lists are long, television channels many, and supermarkets big. I have no objection to that. I sing the praises of Helvetica, of its forgotten designer* and all those who have contributed to its unparalleled international march of triumph over the past fifty years. Among them I include amateurs whose work makes a far greater impact on our surroundings than the painstaking efforts of us professionals. My generation and those since have grown up with Helvetica. It is here to stay. It is so ubiquitous that it is almost invisible. Helvetica is the shift worker and the solo entertainer of typefaces. It is the conditio sine qua non of typography. As one among thousands of fonts, it is available but not intrusive. And yet it is one of the most popular in history. Lars Müller In 2007, Gary Hutswit made the documentary Helvetica. Click here to see the website of the movie.

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Loyola alumnus featured in national media Click a thumbnail above to view the full-size image. Loyola University New Orleans alumnus Robbie Vitrano was featured July 29 in The New York Times and in the August issue of Entrepreneur magazine for his work in stimulating small business development in New Orleans. Vitrano, who owns the branding, marketing and public relations firm Trumpet, is a 1985 graduate of the School of Mass Communication in the College of Social Sciences. In "The New Orleans Saints," in Entrepreneur and "Entrepreneurs leverage New Orleans charm to lure small businesses," in The New York Times, Vitrano talks about building a diverse, innovative business culture in post-Katrina New Orleans. Both articles describe the "Icehouse," the entrepreneurial hub Vitrano owns that includes eight startups and "The Intellectual Property," a building on Camp Street in the Warehouse District that houses businesses with novel 21st-century applications. The "I.P.," as the building is called, hosts TurboSquid, a 3-D modeling company; iSeatz, an online reservation engine; the Idea Village, a New Orleans nonprofit, co-founded by Vitrano which fosters entrepreneurship; a fashion designer; and Carrollton Technology Partners, a technology development company that most recently has garnered its own headlines while working to recover lost e-mails at New Orleans City Hall. Vitrano sees the trailblazing efforts of New Orleans entrepreneurs as a model for resurrecting the nation’s humbled economy. "New Orleans is in many ways a microcosm of current global economic challenges, except that we got a four-year head start on the rest of the country and the world," Vitrano said. "Our city was more than 80 percent destroyed economically, but also socially, culturally, politically and environmentally altered forever. After Katrina, we had to face problems and orchestrate the way forward. In a word, ‘reinvention’." "This entrepreneurial movement—connecting native intelligence and our city’s creative culture of innovation to world-class standards and the influx of idealistic, mostly young talent—is the response. It’s a laboratory that’s attracting national attention because it is very likely an indication of the way forward for American capitalism." For more information, contact Catherine Koppel in the Office of Public Affairs at 504-861-5448 or by e-mail at [email protected]. To learn more about Vitrano, visit www.trumpetgroup.com or follow him on Twitter @robbievitrano. Loyola University New Orleans is a member of the Association of Jesuit Colleges & Universities

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Programs > Awards and Recognition The Office of Partnership Development and Recognition develops corporate and other partnerships and secures underwriting and other grants for non-state or federal funded programs and activities. The Office also oversees and coordinates Maryland’s major education recognition programs such as the Teacher of the Year Program, Blue Ribbon Schools Program, and the Milken National Educator Awards. With these recognition programs, the Office liaisons with the National sponsoring agencies - the Council of Chief State School Officers, the U.S. Department of Education, and the Milken Foundation. Sean McComb, 2014 Maryland Sean McComb, an English teacher at Patapsco High School & Center for the Arts in Baltimore County is the 2013-14 Maryland Teacher of the Year. Special programs are also developed and offered through this office. Several examples are Harvest for the Hungry, and Maryland’s Comic Book/Graphic Literature Initiative. Contact Information Dr. Darla Strouse, Executive Director Partnerships and Recognition ProgramsMaryland State Department of Education Teacher of the Year Program Milken National Educator Awards - Maryland National Teachers Hall of Fame National Education Awards

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Art Teacher Education BFA Community Education BFA Museum Education BFA Studio Education BFA Master of Science in Art Education MSAE Courses Teacher Preparation Program Design / Dynamic Media Institute Fine Arts 2D Studio for Interrelated Media Studio Foundation MFA: Fine Arts (Low-Residency in Boston) About MassArt Support MassArt Rigorous and flexible, our graduate program in art education provides high-quality teacher preparation geared to the needs of working professionals.The MSAE Program is a 30-credit program (taken over two years including two summers) that prepares K-12 educators for their professional licensure in Art Education. In the first year, students are exploring theories of art and education and working on their studio practice. In the second year students refine their research and create a written document, a final thesis exhibition, or a combination of both.The MSAE curriculum is a sequence of art education courses in theory, history, policy and socio-cultural contexts of pedagogy, curriculum, research methods, aesthetics, and new media-all to develop a common core of concepts, language, and understanding. Complementing the pedagogical courses are intensive studios, which help students acquire a refined ability to express their ideas visually and verbally at a professional academic level. The program culminates in a final written thesis and defense, and/or a thesis exhibition and defense of a mature body of artwork.The MSAE degree serves two populations:1. Students who are K-12 practitioners, who hold a bachelor's degree from an accredited institution, who have a strong studio background, and who are interested in preparing for professional licensure according to the MA Department of Elementary and Secondary Education (DESE).2. Students who hold a bachelor's degree from an accredited institution, who have a strong studio background, and who are interested in educational theory and practice in the visual arts, for application in non-school settingsStudents seeking professional licensure to teach in K-12 public schools must obtain the DESE's initial license prior to applying to the MSAE program. Art education or cross-disciplinary professionals who do not require professional licensure from the DESE, such as those who work in museum, community or other settings, are welcome to apply without an initial license.As the home to the first-in-the-nation department dedicated to the teaching of art, our innovative courses are based in contemporary studio practice and cutting-edge pedagogical theory, addressing issues of curriculum, research strategies, social justice, equality and access, at the forefront of contemporary art and design.MassArt's Art Education Department is a leader in the field, with a curriculum that reflects core beliefs that dynamic art teachers have a commitment to their own art making, and that art making and teaching carry a broad social responsibility which extends beyond the classroom into the wider community. The mission of the program is to develop an understanding of learning, studio, and teaching practices and how these interact and inform one another in dynamic, messy ways so that the students become reflective, resourceful, socially-committed artist-educators. For more information about the program visit massarted.org. Pete Curran '09 MSAE Inspired by his work with children with Aspergers Syndrome, Curran films strangers navigating busy intersections, construction sites, and revolving doors. He seeks to reveal the "hidden curriculum"--the set of rules for a culture that go unsaid but everyone knows. Mastering this curriculum, Curran notes, can pose a particular challenge for people with certain disabilities. Apply to MassArt Give to MassArt

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Find books, eBooks and more Find electronic resources Find useful websites Help & Instruction About Our Library Mission & Policies Library Databases - Alphabetical Listings Please select the letter the database name starts with. ALL A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Title Academic/Scholarly Peer-reviewed, full-text articles from the world's leading journals and reference sources includes extensive coverage of the physical sciences, technology, medicine, social sciences, the arts, theology, literature and other subjects, and full-text coverage of the New York Times back to 1995. Updated daily. This multi-disciplinary database provides full-text for more than 4,500 journals, including full-text for more than 3,700 peer-reviewed titles. PDF backfiles to 1975 or further are available for well over one hundred journals, and searchable cited references are provided for more than 1,000 titles. American Presidential Campaigns and Elections (1788-2012) Reviews and analyzes the process by which aspirants to the American presidency have campaigned for the support of the national electorate and how voters have made their selections from 1789 to the present day. A series of eight essays orients the reader to the unique electoral system of the United States, how it has evolved, and what larger themes illuminate the process. Addictions and Substance Abuse 400 alphabetically arranged essays on a variety of topics, including substances of abuse, treatment and addiction overviews, organizations and foundations dedicated to treatment and prevention, physiological and psychological issues and behaviors, trends and statistics, and social contexts and concerns related to substance abuse and treatment such as advertising and media influence, aging, ethnicity, and children and substance abuse. Print available Brockton Campus REF RC564.65 .A33 2013 American Countercultures Encyclopedia of nonconformist alternative lifestyles and radical ideas in U.S. history. Asian American History and Culture Agriculture Collection With broad coverage of agriculture and its related fields, this collection provides a comprehensive view of this growing body of knowledge. Comprised of nearly 200 titles, researchers will have access to current and authoritative content that spans the industry -- from practical aspects of farming to cutting edge scientific research in horticulture. Artemis Literary Sources Artemis Literary Sources integrates full-text literary content with metadata and subject indexing and provides workflow tools to analyze information. You can research authors and their works, literary movements and genres. Search across your library's Literature databases to find full text of literary works, journal articles, literature criticism, reviews, biographical information and overviews. | Privacy & Usage Policy | Report Bugs Last Update: December 5, 2014

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